The impact of spiritual formation

on the academic performance of

the seminarians

By: Sem. John Carlo Lachica

Background of the Study
Spirituality has also been defined in different ways in research. Davis et al. (2003) defined spirituality as
recognizing the existence of a higher power that is greater than oneself. The previous research further defined
spirituality as an individual’s journey to spiritual growth and realization of purpose and meaning for their life
(Davis et al., 2003; The Higher Education Research Institute, 2004). Miller and Thoresen (1999) defined
spirituality as an individual’s relationship with their deity, and their understanding of the quality of life. Kim
and Esquivel (2011) viewed spirituality as an inherent part of the human experience that significantly
influences human behavior and interconnects with religiosity. Sperry (2001)

The academic formation also known as Intellectual formation for the seminarians is aimed at achieving a
solid competence in philosophy and theology, along with a more general educational preparation, enough to
allow them to proclaim the gospel message to the people of our day in a way that is credible and can be
understood. ( Ratio fundamentalis institutiones sacerdotalis). Academic formation begins a lifelong search
for a deeper understanding of divine mysteries, an understanding that enriches the faith of the priest and the
community he serves. This means that seminarians must study systematic theology to grasp the meaning of
faith, dogmatic theology to connect with the tradition's theological sources, and moral theology to wrestle
with the complexities of conscience formation and decision-making. (Davis et al.)
Statement of the Problem
This study attempts to determine the impact of spiritual formation on the academic performance of
seminarians.

Significantly this study seeks to answer the following question;

1) What is the level of spiritual formation of the seminarians? In terms of:

a) Capabilities

b) Devotion

c) Fidelity

2) What is the academic performance level of the seminarians?

3) Does spiritual formation significantly impact the academic performance of the seminarians?
Hypothesis Theoretical Framework

Theory that founded by Jeynes (2002) is that

Spiritual Formation significantly
impacts the academic performance of the
seminarians.
religious schooling and religious commitment both
had a positive impact on the academic performance
of students and also on their school-related
behavior. Students who were committed to their
religion were well-behaved in school and had a
better academic performance. Jeynes, William
(2002)
Conceptual Framework

Independent variable Dependent variable

Spiritual formation

• Capabilities Academic Performance

• Devotion
• Fidelity
 Research design

This study will use a Predictive research design using a quantitative approach because this study

attempts to determine the impact of spiritual formation on the academic performance of seminarians.
Population and Respondents.

Year N %

College 13 35%

Senior High 16 43%

Propaedeutic 8 22%
 Sampling Design

This study will utilize the Total enumeration or

complete enumeration in determining the number
of respondents. This means that the entire
population of seminarians in the Pastor Bonus
Seminary will be included in the study.
Research Instrument
The instrument will be used in this study will be the Questionnaire checklist.
The checklist contains the name of the respondents and the general average during
the 1st semester, of the school year 2022-2023.
To determine the level of spiritual formation of the seminarians, the questionnaires
checklist uses three indicators, and each indicator has five (5) corresponding
descriptions the respondents have to put a check (/) in the column of each item
approximately, the following numbers have their corresponding description: 4 – very
high, 3 – high, 3 – low, 2 – very low.
Statistical treatment of Data

In the analysis of data, the following statistics using the statistical

package for social sciences (spss) will be used:

The weighted mean will be used to determine the level of spiritual

formation of the seminarians in terms of capabilities, devotion, and fidelity

Mean and standard deviation will be used to determine the academic

performance of the seminarian during the 1st semester of school year 2022-
2023.

Multiple regression analysis will be use to determine the significant

impact of the spiritual formation of the seminarians on their academic
performance.
 Problem No 1. What is the seminarians’ spiritual formation level in terms of
capabilities, devotions, and fidelity?

Table 2. Level of spiritual formation of the seminarians in terms of capabilities

(N = 37)

Statement Weighted Mean Description

1. Capable in prayerful life. 3.40 Outstanding

2. Resist disturbance 2.78 Satisfactory

3.02
3. Handle the stress of spiritual and academic life. Satisfactory

4. balances both spiritual and academic formation 3.18 Satisfactory

3.21
5. Lead a certain ministry Satisfactory
3.11
Average weighted mean Satisfactory

3.25- 4.00- outstanding 2.50- 3.24 - satisfactory

1.75- 2.49- fair 1.00-1.74 -poor
Table 3. Level of spiritual formation of the seminarians in terms of devotions
(N=37)

Statement Weighted Mean Description

3.55
1. Prioritize prayer in my life. Outstanding

2. Render myself to God. 3.50 Outstanding

3.50
3. Relies on God’s power in trials & success. Outstanding

4. Spend hours in prayer. 3.25 Outstanding

5. Value my Vocation. 3.50 Outstanding

Average weighted mean 3.46 Outstanding

3.25- 4.00- outstanding 2.50- 3.24 - satisfactory

1.75- 2.49- fair 1.00-1.74 -poor
Table 4. Level of spiritual formation of the seminarians in terms of fidelity
(N = 37)

Statement Weighted Mean Description

1. Faithful to God. 3.43 Outstanding

2. Loyal to any spiritual activity. 3.29 Outstanding

3. Profess one’s faith in order to evangelize God’s words. 3.43 Outstanding

4. Give service to others even without any witnesses. 3.56 Outstanding

5. Demonstrate loyalty and support to one’s faith. 3.54 Outstanding

Average weighted mean 3.45 Outstanding

3.25- 4.00- outstanding 2.50- 3.24 - satisfactory

1.75- 2.49- fair 1.00-1.74 -poor
Problem No. 2. What is the academic performance level of the seminarian

Table 5. The academic performance level of the seminarians

(N = 37)

Mean Std. deviation Description

4.16 .55 Very satisfactory

4.20- 5.00 – excellent 3.40- 4.19- very satisfactory

2.60- 3.39- satisfactory 1.80-2.59- fair 1.79- 1 poor
Problem No. 3 Does spiritual formation significantly impact the academic performance of
seminarians?

Table 6. Impact of spiritual formation on the academic performance of the seminarians

IV DV r R2 F p- t-Obs p- Interpretation
Value Value

Capabilities Academic .227 .087 .914 .445b .406 .687  

performance
Not significant
level
Devotion   -.115 .909

Fidelity   1.145 .261

 Chapter V

Findings

1. The level of spirituality of the seminarians in terms of capability was satisfactory. On the other

hand, the seminarians' spiritual level in terms of devotion and fidelity was outstanding, respectively.

2. The academic performance of the seminarians was described very satisfactory.

3. Spiritual formation of the seminarians did not significantly impact their academic

performance.
 Chapter V

Conclusion

1. The seminarians have not achieved the highest level of spirituality in terms of capability. They

must exert effort in increasing their level of spirituality in terms of capabilities. On the other hand, the

seminarians achieved the highest level of spirituality in terms of devotion and fidelity.

2. The seminarians have attained a level of very satisfactory in their academic performance,

therefore, they must have to intensify their academic performance.

3. The spiritual formation in terms of capabilities, devotion and fidelity of the seminarians are not

good predictors to their academic performance level.

 Chapter V

Recommendation

1.The seminarians have to be in solitude and in a prayerful atmosphere in order to enhance spirituality. This can be

done by complete meditation and praying the personal devotions.

2.The seminarians may maximize their study period and engage themselves in reading and reviewing their lessons

to enhance academic performance.

3. Seminarians may receive training to ensure a common understanding of mentoring goals and methods among

all seminarians as well as a common direction in how to balance spiritual formation and academic performance level.

4. A replication of this study is encouraged to validate the findings of the present investigation.
THANK YOU!