EDUCATION 97

FINAL EXAMINATION

1. Define the following:

a. Research – It literally implies repeating a search for something and implicitly
assumes that the earlier search was not exhaustive and complete in the sense that
there is still scope for improvement. Research in common parlance refers to a search
for knowledge. It may be defined as a scientific and systematic search for pertinent
information on a specific topic/area. In fact, research is an art of scientific
investigation.

b. Theory – a theory is a way of explaining the ordering and recurrence of various

events in the ecosphere and it is also, a set of ideas of systematic generalizations
based on scientific observation (and) leading to further empirical observation.

c. Variable – “Variable” is a term frequently used in research projects. It is pertinent

to define and identify the variables while designing quantitative research project. A
variable incites excitement in any research than constants. It is therefore critical for
beginners in research to have clarity about this term and the related concepts.

d. Hypothesis – literally means an idea or theory that the researcher sets as the goal of
the study and examines it and is replaced as a theory when the hypothesis is true in
the study's conclusion.

e. Validity – basically means “measure what is intended t be measured” and explains

how well the collected data covers the actual area of investigation.

f. Reliability – A test is seen as being reliable when it can be used by a number of

different researchers under stable conditions, with consistent results and the results
notvarying. Reliability reflects consistency and replicability over time. Furthermore,
reliability is seen as the degree to which a test is free from measurement errors, since
the more measurement errors occur the less reliable the test

g. Sampling –Different sampling methods are widely used by researchers in market

research so that they do not need to research the entire population to collect
actionable insights.
h. Population – a population is the pool of individuals from which a statistical sample is
drawn for a study. Thus, any selection of individuals grouped together by a common
feature can be said to be a population.

i. Respondents – respondents are those persons who have been invited to participate in
a particular study and have actually taken part in the study. This definition applies to
both qualitative and quantitative studies.
 j. Data – Data are measured, collected, reported, and analyzed, and used to create
data visualizations such as graphs, tables or images. Data as a general concept refers
to the fact that some existing information or knowledge is represented or coded in
some form suitable for better usage or processing.

2. What is the purpose of reviewing related literature and studies? How can it help in
problem identification? When should it start and why?
The purpose of a literature review is to gain an understanding of the existing
research and debates relevant to a particular topic or area of study, and to present that
knowledge in the form of a written report. Conducting a literature review helps you build
your knowledge in your field. You’ll learn about important concepts, research methods,
and experimental techniques that are used in your field. You’ll also gain insight into how
researchers apply the concepts you’re learning in your unit to real world problems.
Another great benefit of literature review is that as you read, you’ll get a better
understanding of how research findings are presented and discussed in your particular
discipline. If you pay attention to what you read and try to achieve a similar style, you’ll
become more successful at writing for your discipline

3. Explain the function/s and content/s of each of the following Research parts:
a. Significant of the study – the significance of the study is basically the importance of
your research. The significance of a study must be stated in the Introduction section
of your research paper. While stating the significance, you must highlight how your
research will be beneficial to the development of science and the society in general.
You can first outline the significance in a broader sense by stating how your research
will contribute to the broader problem in your field and gradually narrow it down to
demonstrate the specific group that will benefit from your research.

b. Definition of Terms – refers to a detailed explanation of the technical terms and

measurements used during data collection.

c. Validity and Reliability of Research Instrument- The validity and reliability of the
scales used in research are important factors that enable the research to yield healthy
results. For this reason, it is useful to understand how the reliability and validity of
the scales are measured correctly by researchers. The main purpose of this study is to
provide information on how the researchers test the validity and reliability of the
scales used in their empirical studies and to provide resources for future research.

d. Summary of Findings – summary of findings table enables users to view more or

fewer outcomes and more or less information about each outcome, to view the effect
estimates presented in different ways (with numbers, words or visualizations), and to
access explanations of the information that is presented.

4. Compare and contrast the different methods/techniques of data collection.

 The right data collection method can mean the difference between useful insights
and time-wasting misdirection and there is not one “best” data collection technique —
every process comes with pros and cons. Some methods are better for projects that only
require quantitative data, while others are better for uncovering qualitative data.

Qualitative research involves collecting and analyzing non-numerical data (e.g.,

text, video, or audio) to understand concepts, opinions, or experiences. It can be used to
gather in-depth insights into a problem or generate new ideas for research while
Quantitative research is the process of collecting and analyzing numerical data.
Observations
Observation is used in the social sciences as a method for collecting data about people,
processes, and cultures. Observation, particularly participant observation, has been the hallmark
of much of the research conducted in anthropological and sociological studies and is a typical
methodological approach of ethnography. It is also a tool used regularly to collect data by
teacher researchers in their classrooms, by social workers in community settings, and by
psychologists recording human behaviour.

Surveys / Questionnaires
A questionnaire is a series of questions asked to individuals to obtain statistically
useful information about a given topic. When properly constructed and responsibly
administered, questionnaires become a vital instrument by which statements can be made
about specific groups or people or entire populations. They are a valuable method of
collecting a wide range of information from a large number of individuals, often referred
to as respondents

Interviews
The interview is an important data gathering technique involving verbal
communication between the researcher and the subject. Interviews are commonly used in
survey designs and in exploratory and descriptive studies.

Focus Groups
Focus groups have received little attention from sociologists, although they are a
commonly used qualitative technique in market research. The data collected in focus
group sessions typically consist of tape-recorded group discussions among four to ten
participants who share their thoughts and experiences on a set of topics selected by the
researcher.

5. Formulate a research problem and make the following elements of the research
process:
a. Background of the study
b. Theoretical Framework
c. Conceptual Framework
d. Statement of the Problem
e. Hypotheses of the Study
f. Significance of the Study
 g. Scope and Limitations of the Study
h. Definition of Terms

(please see next page)

Chapter 1

INTRODUCTION

Background of the Study

School Organizations play a vibrant role on every student. It is

a stepping stone in practicing leadership and enhancing innate

skills. In joining school organizations students developed their

social skills through team buildings, weekly or meetings,

programs, and assigned assignments given to pair or groups.

When one considers the large number of activities allotted

in a school organization, one realizes the diversity of

attitudes, behaviors, personalities and responsibilities

including student government, school publication, fine arts,

academic clubs, and special interest organizations.

While many of the skills required by school leaders and

members can be learned, some people develop those capacities

much more readily than others and some do it to a much higher

level (Barber et al, 2010).

There has been a considerable amount of research dedicated

to the relationship between school organization and academic

performance of teacher education students. Although a positive

correlation has been shown in many of these studies, there is

still a stern battle among educators concerning the need for

school organizations.

The academic perspective considers extracurricular

activities by school organizations as purely leisure and not

part of the purpose of the students’ academic performance. There

is a growing evidence that school leadership has an impact on

student outcomes second only to the influence of teachers in the

classroom (Hattie, 2003; Leithwood et al, 2006; Tooley, 2009;

Day et al, 2009; New Leaders for New Schools, 2009; Day et al,

2010; Barber et al, 2010)

Theoretical Framework

This study is anchored to in the Student Involvement Theory by

Alexander W. Astin.

The significance of student involvement, and the programs

in which they chose to participate, have become the subject of

increasing attention at institutions of higher education across

the United States. The original idea by Astin (1984) described

involvement as "simply, the amount of physical and psychological

energy that the student devotes to the academic experience”. As

is evident from analysis of the theory, the academic experience

no longer refers solely to the classroom and paper learning

associated with higher education, but the full life of a student

in higher education.

Unlike other theories of student development in higher

education, involvement theory emphasizes the student’s behavior

rather than emotional, motivational, or intellectual ideas

(Astin, 1984). Those abstract ideas through the theory of

involvement developed by Astin (1984) are defined in a more

measurable framework of time devoted

to tasks (quantitative analysis) and the content covered over

that time (qualitative). Both relationships of the theory must

be considered in order to determine accurate learning outcomes

resulting from student involvement. Students and individuals in

a variety of situations must decide which activities require or

deserve their attention, thus involvement can be viewed as a

resource through the time students devote to certain aspects of

college life (Astin, 1984).

Because students can only devote certain amounts of time to

any given activity, involvement in one requires absence of

another. Despite potential issues regarding the management of

time and resources, studies show that involvement increases

self-efficacy and retention (Emerick, 2005). "The amount of

development and learning (from involvement) is directly

proportional to the quantity and quality of involvement"

(Pepper, 2009, p. 11).

Involvement in the university experience can be described

in a variety of forms based on the activities in which students

engage (Emerick, 2005). Students choose to be involved in

programs, academics at varying levels of intensity, athletics,

organizations and a variety of other campus experiences. Each

activity demands time from the student, and the policies and

procedures on a campus affect which activities and to what

extent students participate (Astin, 1984).

Astin (1984) also postulated that involvement occurs along

a continuum, with students exhibiting varying degrees of

involvement depending on time, place, and the student

themselves. Over the length of a semester, for example, the

amount of time one student spends devoted to academics increases

significantly during periods of elevated

anxiety or requirement such as mid semester or final exams.

In addition to providing activities and academic

disciplines, educators at institutions of higher education must

also stimulate students in order to facilitate involvement. By

promoting students' devotion of time and resources to

involvement, achievement and retention of those students shows a

direct positive correlation to the time devoted to any

discipline (Astin, 1984). The goal of administrators and

professors thus has been to study and increase this result

through effective programming and pedagogy. One of the

environmental factors which significantly influence levels of

involvement is students' place of residence. According Astin

(1984), students living on campus increases self-efficacy and

participation manifested through increased student faculty

interaction, greater involvement in clubs or organizations, as

well as leadership opportunities. In part, this correlation

could be attributed to increased contact with the campus culture

and environment, permitting students to devote more time to

these

aspects of campus life.

Contextual Framework

The concept and theories attached in the study are according to

Alexander W. Astin.

Through analysis of student behavior in the context of

involvement certain correlations can be determined based on the

programs, academics, and co-curricular activities in which the

student chooses to participate. The basis of this study,

therefore, was to examine student involvement as it pertained to

club on a campus.

Previous research has shown significant correlations

between student involvement and students' persistence and

achievement. Studies involving leadership, campus recreation,

academic interest, residential status, and co-curricular

activities all influenced student intellectual and learning

development (Astin, 1984; Chen, 2002; Emerick, 2005; Jamelske,

2009; Pepper 2009; Wever, 2003). While each area of involvement

varies slightly in both degree of impact and specific

developmental areas affected, all exhibit positive correlations

in leadership development, social development, and academic

persistence.

Further research into students' perceived self efficacy

showed "students who lack confidence in the skills they possess

will less likely engage in tasks where those same skills are

required or they will give up when they are confronted with

difficulty" (Emerick, 2009, p. 31). Getting students involved in

outside activities that encourage

learning and development of skills in multiple areas has

significant implications on students' futures. Programs that

enhance the holistic student experience, as mentioned, correlate

to higher retention rates and persistence to degree attainment.

Further research into the relationship between academics

and student involvement in programming shows a significant

relationship between the two. Astin (1984) noted that students

only have a finite amount of time to devote to any given

activity, thus students choose to be involved. Consistent with

that theory, students with higher level academic workloads tend

to be less involved in programming (Pepper, 2009).

Emerick (2005) found a positive relationship between self-

efficacy and leadership in student organizations and intramural

activities. The findings from this study emphasized the idea

that multiple programs on campus could impact student

development. In this case, campus recreation programming in

intramurals along with student organizations

contributed to the holistic student development.

 Schematic Diagram

The Schematic Diagram shows the flow of the researcher’s

study. School organizations will be determined first to be

followed by the level of involvement and then the academic

performance.

Figure 1: shows the Schematic Diagram of the Conceptual

Framework.

School

Organization

Supreme

Student Level Academic

Republic of Performance
The involvement
college

voice

LCCC

Aiders

ESLACCC

Staff Team

PFS

Campus

Ministry
Statement of the Problem

This research sought to study the level of involvement of Teacher

Education Students in school organization relation to academic

performance.

Specifically it seeks to answer the following questions:

1. What is the level of involvement in School Organization of

students in Teacher Education?

2. What is the Academic Performance of students in Teacher

Education Department?

3. Is there a significant difference between the level of

academic performance of students who are involved and not

involved in school organization?

4. Is there significant relationship in the level of

involvement in school organization and academic performance

of students?
Hypotheses of the Study

Based on problems presented a Null Hypotheses are presented.

1. There is no significant difference between the level of

academic performance of students who are involved and not

involved in school organization.

2. There is no significant relationship in the level of

involvement in school organization and academic performance

of students.

Significance of the Study

The research will hopefully provide data vital to better

understanding of the impact of the impact of school

organizations in education student’s academic performance. The

results could be beneficial to each of the following groups:

Students- The results will provide the students with some knowledge on

the impact of joining school organizations to them. It will give them

realizations on the importance, benefits, and effects in joining. At the

end of this study, the students especially the education students would

finally know the impact of joining school organizations and on how to

manage it rightfully.

Teachers- The given data would guide teachers on what to do on

students who joined school organizations. The teachers would be

able to understand on why some students especially the education

students join school organizations.

Parents- The parents as well would finally understand why their

children join school organization. The given data will give them

formulate on how to support and guide their children in joining

a particular school organizations.

Administration- The given data would give knowledge to the

administration if the school organizations are managed correctly

and won’t affect the students’ academic performance.

Future Researchers- Future researchers will have a better

understanding on the relationships between student’s academic

performance and school organizations.

Scope and Limitation of the Study

This study was limited to the selected variables namely: 4th year

Teacher Education S.Y 2017-2018 graduating students who are

joining in a school organization, their GWA (General Weighted

Average) and school organizations.

The study limited only to the school organizations and students

who joined. Its limitations are those who aren’t join and

organizations outside the school.

This study was conducted at a single institution.

The results may not be applicable to other colleges and

universities.

The study includes student organizations and organization

members and officers registered with the Student Activities and

Organizations Office at Purdue

University.

The study includes undergraduate students enrolled in a

four-year program at La Carlota City College.

Definition of Terms

Academic Performance – measured by grade point average or GPA

(Baker, 2008).
Involvement – the investment of physical and psychological energy

in the collegiate

environment. This includes membership in a student organization

(Astin, 1984).

Student Organization – a group of students that is typically

registered with the college as a sanctioned extracurricular

activity (Posner, 2009). For the purposes of this study,

organizations registered with the Student Activities and

Organizations office at La Carlota City College will be

examined. Individual students participating in the organization

are referred to as members.

GWA (general Weighted Average)- Tertiary schools in the

Philippines have different grading systems. Most universities

and colleges, particularly those established by the government,

follow the grade point system scale of 5.00 to 1.00, in which

1.00 is the highest possible grade and 5.00 is the lowest

possible grade.

Some universities may follow the 1.00 – 4.00 grading system,

which is patterned after the U.S. grading system. This system

uses the 4.00 grade point equivalence as the highest grade,

while 1.00 grade point equivalence is considered the lowest

possible grade. 0.00 grade point equivalence is considered a

failing mark.

GWA (general weighted average) is a representation (often

numerical) of the overall scholastic standing of students used

for evaluation. GWA is based on the grades in all subjects taken

at a particular level including subjects taken outside of the

curriculum. Representation of the subjects taken only in a

specific curriculum is called CWA, or curriculum weighted

average. It will be the basis if the level of involvement of the

students joining school organizations will affect their GWA.

School Organization - refer to nonprofit agencies providing

educational services. School organization will be the focus in

this study. Its level of involvement will determine if the

student’s academic performance will be affected.

Teacher Education Students- The students who are taking up

Bachelor in Education and the correspondents in this study.