PHILOPE M72

Final Output Write-Up

Arcales, Cheng, Geronilla, Lee, Rosario, Vibandor

INTRODUCTION

"Everything happens for a reason." This is a saying that can be found and heard almost
everywhere. People believe that everything does in fact happen for a reason. That whatever
happens has to necessarily happen. In the terms of symbolic logic (P-> □P). Most people believe
that the belief in fatalism, or that there is no free will is highly pragmatic. Some people believe it
because they think it's the truth, and some people believe in it simply because it is useful in their
lives. These people, fatalists, are people who believe that there is nothing that can be done about
their future--that everything is already pre-determined.

BACKGROUND OF THE STUDY

There are three famous notions of Free Will. Fatalism, Determinism, and lastly the
presence of Free Will, meaning we are free, and the notion of choice is not simply an illusion.

REVIEW OF RELATED LITERATURE

According to Richard Taylor (1969), there are only six presuppositions in contemporary
philosophy that constitutes as proof of fatalism without resorting to theology or physics.

1. The Law of Excluded Middle. For any proposition, the proposition is either true of
its negation is true. This is the law of excluded middle (p v -p), which is generally
admitted to be a necessary truth.
2. Sufficiency. If any state of affairs is sufficient for, though logically unrelated to,
the occurrence of some further condition at the same or any other time, then the
former cannot occur without the latter occurring also. Simply put, this means that
for event, another event is ensured to happen. The occurrence of the first action
ensures the occurrence of the second action.
3. Necessary Condition. If the occurrence of any condition is necessary for, but
logically unrelated to, the occurrence of some other condition at the same or any
 other time, then the latter cannot occur without the former occurring also. In other
words, the occurrence of the second action cannot happen without the occurrence
of the first action. If one state of affairs is essential for another, then the latter
cannot occur without it.
4. Logical Consequence of the Second and Third Presuppositions. If one condition
or set of conditions is sufficient for (ensures) another, then that other is necessary
(essential) for it, and conversely, if one condition or set of conditions is necessary
(essential) for another, then that other is sufficient for (ensures) it.
5. Anything is essential for the accomplishment of something else. No agent can
perform any given act it there is lacking, at the same or any other time, some
condition is necessary for the occurrence of that act.
6. Time is not the only factor. Time is not by itself “efficacious”; the mere passage
of time does not augment or diminish the capacities of anything and, in particular,
that it does not enhance or decrease an agent’s powers or abilities. This means to
say that if something loses or gains power over the passage of time, then such
effect is always the result of something other than the passage of time.

CONCEPTUAL FRAMEWORK

The conceptual framework shows the factors that affect the students wellness in line with
their education. The socio-demographic characteristics (e.g. age, gender, religion) of students
and their perception on the concept of fatalism are used as an independent variable to determine
whether it has an effect or not on the educational wellness of the students. Fatalism is the belief
that humans have no control over the occurrence of phenomenon (Nathanson, 2015).

The educational wellness are seen in terms of the students’ choice of school and degree,
their academic performance (e.g. GPA), and their perceived future career.

Figure 1. Conceptual Framework

STATEMENT OF THE PROBLEM

The study seeks to describe the factors that influence the educational wellness of DLSU
students. Specifically, the study intends to answer the following questions:

1. What are the sociodemographic characteristics of the CLA students?

2. What are the dimensions that manifest fatalism among CLA students?
3. What is the level of wellness of CLA students in terms of their studies?
4. How does sociodemographic characteristics relate with the dimensions that manifest
fatalism?
5. How does the manifestations of fatalism affect their level of wellness?
6. How does sociodemographic characteristics affect manifestations of fatalism that affects
the level of wellness of CLA students?

DEFINITION OF TERMS

Sociodemographic characteristics

Views on Fatalism

Manifestation

Level of Wellness

SIGNIFICANCE OF THE STUDY

 This study is necessary in order to determine the view of students regarding fatalism and
investigate how to affects the rational choices of the students in relation to their wellness. It will
also benefit the students in assessing their purpose for choosing their school and course, their
performance in school, and their plans for the future.

SCOPE AND DELIMITATION

This study deals with the correlation between the viewpoint of College of Liberal Arts
students from De La Salle University-Manila in fatalism and their level of wellness.

RESEARCH DESIGN

The study is descriptive in purpose. It seeks to describe the socio-demographic

characteristics of DLSU students and their perception on the concept of fatalism. Moreover, it
will describe their basis for choosing their school and degree, their academic performance, and
their perceived future career. The research will use (survey/in-depth interview) as its method and
(survey questionnaire/interview guide) as its data collection tool.
POPULATION AND SAMPLING

The study will focus on students from De La Salle University’s College of Liberal Arts to
know if they have freedom in their choices. The researchers looked for DLSU-CLA students
(n=50) that are willing to answer the survey. The researchers utilized purposive and snowball
sampling to gather the respondents. The selection criteria must come from the College of Liberal
Arts and is a student of De La Salle University.

INSTRUMENTATION

The study will use a semi-structured self-administered questionnaire that is divided into 3
parts:

1. Socio-demographic characteristics of the respondents about their age, sex, id #,

economic status. course

2. Freedom of Choice

3. Wellness
DATA GATHERING PROCEDURE

The study will target De La Salle University - College of Liberal Arts students and obtain
written consent of the respondents. The data collected will be analyzed through a digital software
called SPSS.

DATA ANALYSIS

The data will be analyzed using quantitative analysis. The results of the gathered
responses will be analyzed through Mann-Whitney Test, Spearman Correlation, Cross tabulation
and Kruskal Wallis Test. As for the profiling of the socio-demographic characteristics, a
frequency table will be made to determine the percentage of responses and see the relationship of
the socio-demographic characteristics with the other variables.

METHODOLOGICAL LIMITATIONS

The sample study will only be limited to De La Salle University - College of Liberal Arts
students with a sample size of 50. Also, the researchers cannot assure the full accuracy of the
responses due to the occurrence of external factors such as being in a rush to finish, emotional
state, honesty of response.

Fatalism affecting the wellness of CLA Students.

Does students have freedom of choice and how does it affect their wellness.

SD > Manifestations of Fatalism > Level of Wellness

fect manifestations of fatalism that affects the level of wellness of CLA students.

We need to find RRL. fatalism and wellness, fatalism on college students etc.

Manifestations of fatalism: Course, School, Rules and Regulation such as dress code.

Nathanson, S. (2015). Fatalism. In World Book Advanced. Retrieved from

http://0-classic.worldbookonline.com.lib1000.dlsu.edu.ph/advanced/article?id=ar192360

Taylor, R. (1962). Fatalism. The Philosophical Review. Retrieved from

http://www.jstor.org/stable/2183681