Effects of One Month Orientation On The Academic Performance (1st Semester-Preliminaries) of Freshmen Cadets

NYK-TDG MARITIME ACADEMY “The Effects of One Month Orientation on the Academic
Performance (1st Semester-Preliminaries) of Freshmen

Cadets of NYK-TDG Maritime Academy as Perceived by
Class 2014”
ABSTRACT
TITLE OF BABY THESIS: “THE EFFECTS OF ONE MONTH ORIENTATION

ON THE ACADEMIC PERFORMANCE (1st
Semester-Preliminaries)
OF FRESHMEN CADETS OF NYK-TDG
MARITIME ACADEMY AS PERCEIVED BY
CLASS 2014”
RELATED SUBJECT : English II: Writing in the Discipline
RESEARCHER : E/Cdt Bepitel, Breylle L., Class 2014
DEGREE : Bachelor of Science in Marine Engineering
A. STATEMENT OF THE PROBLEM

This study intended to study the factors affecting the academic
performance of the freshmen cadets during their 1st semester-
preliminaries at NYK-TDG Maritime Academy. It aimed to answer
questions such as: if three factors (stress, homesickness and massive
exercise) affect the academic performance of the first year cadets on their
preliminaries of 1st semester during their one month orientation, if
treatments for the three factors were given, will the freshmen cadets’
grades become better, if the freshmen cadets just have a hard time in
dealing with their subjects and if these three factors do bad physically,
mentally, and emotionally to the freshmen cadets.
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Class 2014”
B. METHODOLOGY
The researcher used surveying by using questionnaire to gather data
about the topic. The questionnaire looks like a checklist. It is composed of
“yes or no” questions. The descriptive method of research was employed
in the research. And after that the researcher gathered the information
that was given by the respondents which were composed of first year
cadets. The researcher started in analyzing the data and made a
conclusion to the study.
C. RESULTS
The researcher gathered the findings that the one month orientation of
the freshmen cadets (Class 2014) had contributed a negative effect in
their academic performance during their 1st semester-preliminaries which
occurred on the months of June and July, same as with the orientation
month. The respondents agreed that they have experienced stress,
homesickness and massive exercises and admitted that those factors
were the primary reasons of the downfall of their grades.
D. CONCLUSIONS
Combining all the gathered data from the related studies and the
response of the respondents, the researcher had formulated satisfying
conclusions: that stress, homesickness and massive exercise affected the
academic performance of the first year cadets on their preliminaries of 1st
semester during their one month orientation, but if treatments for these
three factors were given except for the cell phone, freshmen cadets’
grades will become better. The respondents didn’t agree that having cell
phone on that time will help them to do well in their academics.
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Class 2014”
E. RECOMMENDATIONS
Through the data gathered and response from the respondents, the
researcher had arrived into recommendations for the next researchers.
The researcher recommends that they should consider those cadets who
have low grades. They must conduct a research of those cadets who have
failing grades during their 1st semester-preliminaries. They should also
develop the statement of the problems in order to arrive into a more but
not limited efficient results and conclusions that will further improve the
research. The researcher also recommends the administration of the
Academy that further study should be conducted to determine other
factors that affect the academic performance of the freshmen cadets
during their orientation month and with this, they’ll have effective
treatments for these problems.
ACKNOWLEDGMENT
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The researcher recognizes with gratitude and appreciation his

indebtedness to the following persons who have made valuable
contribution to the successful completion of this study:
To Prof. Jesher V. Mapisa, his researcher adviser, for his time,

for the guidance, patience in checking drafts, encouragement and for
giving enough consideration;
To his good friends, E/Cdt, Libao, Fernando, Jr, E/Cdt Lumaho,

Frederick, E/Cdt. Benablo, Federico Jr., E/Cdt Binaldo, Mickven and E/Cdt
Conde, Rogel Vyrdell for their help and untiring support;
To his classmates from Section Crankshaft, batchmates who

served as his respondents and his seniors for giving some help in making
the study;
To his beloved parents who are supporting him by helping and

providing all he needs and;
Most of all, God, who has endowed the researcher with

intellectual gifts and strong faith which sustained him through the
different stages of his research work.
To all of you, he gives his high salute!
E/Cdt. Bepitel, Breylle, Class 2014
Researcher
TABLE OF CONTENTS
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Chapter I Introduction
Page
Background of the Study

1
Conceptual Framework
2
Statement of the Problem 3
Significance of the Study

3
Scope and Limitation 4
Definition of Terms
4
Chapter II Review of Related Literature
Academic Performance 6
One Month Orientation 7
Factors Affecting Academic Performance

8
• Stress
8
• Homesickness 8
• Massive Exercise 8
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Chapter IIIMethodology
Research Design
10
Respondents and Sampling Procedure 10
Data Gathering Instrument

11
Data Gathering Procedure 11
Chapter IVPresentation, Analysis and Interpretation of Data

12
Chapter V Summary, Conclusions, and Recommendations
Summary 24
Conclusions
24
Recommendations 25
Bibliography 27
Appendix
28
Curriculum Vitae
30
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LIST OF TABLES
Table
Page
1 Shows the answer of respondents for question 1

12
13
14
15
16
17
18
19
20
21
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11 shows the response of the respondents to the
22
questions asked as a whole.
LIST OF FIGURES
Figure
Page
1. Schematic Diagram of Conceptual Framework 2
of the study
LIST OF APPENDICES
Appendix
Page
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1. Questionnaire
28
Dedication
This humble work is dedicated to all
Who have committed themselves
To the improvement
Of the life of our people.
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Class 2014”
Chapter I
INTRODUCTION
This chapter discusses the background of the study,

conceptual framework that will be followed in the entire duration of the
research, statement of the problem that will be given corresponding
answers as the research goes by, scope and limitations that would serve
as the boundary of the research and definition of key terms, to give
meaning to unfamiliar words used.
Background of the Study
In NYK-TDG Maritime Academy, the one month orientation

training is a one-month indoctrination course where freshmen cadets are
quartered in the entire duration of the period. The one-month orientation
usually starts at the last week of May and usually ends on the first week of
July. At that period of time, the freshmen cadets are isolated from their
families and friends and prohibited from entertaining visitors.
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Class 2014”
A hectic schedule consisting of strenuous training, refresher
course in Mathematics, English and introductory lectures in Navigation or
Marine Engineering makes up the day of every freshman.
Here in the Academy, academic performance is not just a

simple thing. Academic performance has a great impact to each and
everyone. The extent of cadet’s learning in academics may be
determined by the grades a cadet earns for a period of learning has been
done. It is believed that a grade is a chief indicator of such learning.
If a learner earns high grades it is concluded that they may also have
learned a lot while low grades indicate lesser learning.
Nevertheless, the researcher found out that during the one

month orientation of the freshmen cadets, their grades in their 1 st
semester-preliminaries were very low.
And with that, the researcher would like to investigate and

prove the potential relationship of one-month orientation to the academic
performance (1st Semester-Prelims) of first year cadets of NYK-TDG
Maritime Academy. The investigation on this area hence becomes an
existent and undeniable motivation for the researcher to conduct this
study.
Conceptual Framework of the Study
Figure 1 Shows Schematic Diagram of the Conceptual Framework
First Year ONE MONTH

Cadets ORIENTATION
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Academic Homesickness
Performance Massive Exercise
(1st Semester-Prelims) Stress
The study focuses on the factors involved in the one-month

orientation affecting the academic performance of the freshmen cadets,
such as homesickness, massive exercise and stress. In this view, the
researcher wanted to study the factors in which influence the academic
performance of the first year cadets during their 1st Semester-
Preliminaries.
Statement of the Problem
This study intended to investigate if the one month orientation

really affected the academic performance of the freshmen cadets during
their 1st semester-preliminaries at NYK-TDG Maritime Academy.
It also aimed to answer the following questions:
1) Did stress, homesickness and massive exercise affect the academic

performance of the first year cadets on their preliminaries of 1st
semester during their one month orientation?
2) If treatments for these factors were given, will the freshmen cadets’
grades become better?
3) Did the freshmen cadets just have a hard time in dealing with their
subjects?
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Class 2014”
4) Did these three factors do bad physically, mentally, and emotionally
to the freshmen cadets?
Significance of the Study
The researcher believed that cadets, particularly of NYK-TDG

Maritime Academy, will be benefited from the findings of this study since
the study provides basis for knowledge and better understanding on their
current academic performance. Likewise, this will give them a more
focused and clear perspective on how those factors affected them during
their one-month orientation.
Cadets will be given information on how one-month orientation will affect

their academic performance.
School administrators, like subject area coordinators, may also be

guided in the formulation of future alteration of the one-month orientation
seminar of the preceding batches.
Instructors will also be helped in understanding better the diversity of

learning of their students (cadets). As such, it is hoped that they could
develop more effective methodologies in teaching their subject matter.
Future Researchers, they may be able to use the results of the study in
further research similar to what the study is.
Scope and Limitations
This study was conducted on March 13-15, 2011 at NYK-TDG

Maritime Academy. This study considered only NYK-TDG Maritime
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Academy and the cadets in it. The limitation of this research was the
respondents were first year cadets only and their number, as well. The
respondents were only 40. They were the only respondents to be allowed
to participate in the research. This may have an effect on the
generalization of the study and its findings.
Definitions of Key Terms
• Academic performance- refers to how cadets deal with their

studies and how they cope with or accomplish different tasks given
to them by their teachers.
• Homesickness- is the distress or impairment caused by an actual

or anticipated separation from the specific home environment or
attachment objects.
• Massive exercise- is an intense bodily activity wherein it will only

be given if a cadet do something wrong.
• NYK-TDG Maritime Academy- is a technical school built in

partnership of Nippon Yusen Kaisha or NYK Line of Japan and the
Transnational Diversified Group (TDG). It is located in Calamba,
Laguna.
• One Month Orientation- is a one-month indoctrination course

where freshmen cadets are quartered at NYK-TDG Maritime
Academy from last week of May to 1st week of July.
• Stress – is a normal physiological response of the body to situations

or stimulus which is perceived as 'dangerous' to the body.
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Chapter II
REVIEW OF RELATED LITERATURE
This chapter includes the purpose of the literature review, a

review of the literature of factors affecting academic performance, and
other literature sources. The chapter highlights recurring themes and
recommended practices that evolve from this literature review.
In the past, academic performance was often measured more

by ear than today. Teachers' observations made up the bulk of the
assessment, and today's summation, or numerical, method of determining
how well a student is performing is a fairly recent invention. Grading
systems came into existence in America in the late Victorian period, and
were initially criticized due to high subjectivity. Different teachers valued
different aspects of learning more highly than others, and although some
standardization was attempted in order to make the system fairer, the
problem continued. Today, changes have been made to incorporate
differentiation for individual students' abilities, and exploration of
alternate methods of measuring performance is ongoing.
The tracking of academic performance fulfills a number of

purposes. Areas of achievement and failure in a student's academic
career need to be evaluated in order to foster improvement and make full
use of the learning process. Results provide a framework for talking about
how students fare in school, and a constant standard to which all students
are held. Performance results also allow students to be ranked and sorted
on a scale that is numerically obvious, minimizing complaints by holding
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Class 2014”
teachers and schools accountable for the components of each and every
grade.
Performance in school is evaluated in a number of ways. For

regular grading, students demonstrate their knowledge by taking written
and oral tests, performing presentations, turning in homework and
participating in class activities and discussions. Teachers evaluate in the
form of letter or number grades and side notes, to describe how well a
student has done.
At the state level, students are evaluated by their

performance on standardized tests geared toward specific ages and based
on a set of achievements students in each age group are expected to
meet.
The subjectivity of academic performance evaluation has

lessened in recent years, but it has not been totally eliminated. It may not
be possible to fully remove subjectivity from the current evaluation
methods, since most are biased toward students that respond best to
traditional teaching methods. Standardized testing is best responded to
by students that excel in reading, mathematics and test-taking, a skill that
is not in itself indicative of academic worth. The tests reward visual
learners, and give no chance for kinesthetic or auditory learners to show
their abilities. The standardized test fails to recognize students with
learning and physical disabilities that do not allow them to complete the
test in the same manner or amount of time as other students. Evaluations
from classroom teachers, though they give the most detailed information,
may still retain bias if individual differentiation and learning styles have
not been taken into account. (Michelle Bell, 1995)
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Class 2014”
One Month Orientation is a one-month indoctrination course

where freshmen cadets are quartered at NYK-TDG Maritime Academy in
the entire duration of the period. The one-month orientation usually starts
at the last day of May and usually ends on the first week of July. At that
period of time, the freshmen cadets are isolated from their families and
friends and prohibited from entertaining visitors.
A hectic schedule consisting of strenuous training, refresher

course in Mathematics, English and introductory lectures in Navigation or
Marine Engineering makes up the day of every freshman.
One Month Orientation had significantly contributed to the

academic performance of the freshmen cadets of NYK-TDG Maritime
Academy on their 1st semester-preliminaries. There are some factors that
affect the academic performance of the cadets and these are stress,
homesickness and massive exercise.
Factors Affecting Academic Performance
• According to Mark Crilly (2000), stress is generally a good thing as

all individuals must have some stress to survive. However, when
students have too much stress in their lives or the stress is
perceived as being a negative event then psychological and
physical impairments can sometimes be seen. There are ways that
students can reduce stress in school but they have to work at what
they are doing and learn how to get enough social support, enough
time for leisure and enjoyment, and manage their time correctly.
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Class 2014”
If students are not able to meet any type of personal need through
different leisure activities or hobbies they may feel as though the
stress that they must deal with in classes and during exams is
actually much stronger than what it really is.
According to Palm Beach Community College (PBBC,

2008),they recommend that student’s study should have at least
three hours out of class for every hour spent in class. They also said
that a student must have a special place to study with plenty of
room to work. And students should not be cramped. They
presupposes that study time will go better if a learner take a few
minutes at the start to straighten things up.
• Homesickness is the distress or impairment caused by an actual or

anticipated separation from the specific home environment or
attachment objects. The term is in origin a loan translation of
nostalgia, a learned term coined in Baroque period medicine.
The Oxford English Dictionary describes homesickness

as a feeling one has when missing home. Feelings of longing are
often accompanied by anxiety and depression. These symptoms
may range from mild to severe. Homesickness frequently occurs
when one travels and may be exacerbated by unfamiliar
environments or foreign cultural contexts.
Homesickness is especially common in youth. Young

people may experience a sense of dread, helplessness, or
separation anxiety on their first day of school, summer camp, or on
a protracted summer vacation away from the family. Many first-year
students at boarding schools or universities also experience
homesickness.
• Massive exercise is an exercise done excessively. You know that

when you exercise, your muscles are being used, whether you are
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swimming, running, walking, weightlifting or even doing breathing
exercises. Whenever you use your muscles during exercise,
demands are being made on the rest of your body. For example,
your heart is will beat faster so that more blood containing well-
needed oxygen is pumped to your muscles. In addition, your
stomach ceases its works during exercise to reduce the amount of
energy that is used up, thus making it possible for the muscles to
have all the energy that they require. Massive exercise had
contributed a lot of bad outputs in the academic performance of a
person who exercise this kind of exercise.
Chapter III
METHODOLOGY
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This chapter presents the research design used, the sampling
procedure on the selection of the respondents, the data gathering
instrument and the data gathering procedure.
Research design
This study aims in determining effects of one month

orientation on the academic performance (1st semester-preliminaries) of
freshmen cadets of NYK-TDG Maritime Academy.
The descriptive method of research was employed in this

research. Descriptive research describes data and characteristics about
the population or phenomenon being studied and with this, the researcher
will be self-assured to gather the answers that will provide for the
significance of the research.
Sampling procedure
The Respondents
The respondents of the study were the freshmen cadets of

Class 2014. Respondents were selected by convenience sampling. There
were ten (10) respondents from each section of Class 2014. The sections
were as follows: Section Crux, Section Vega, Section Crankshaft and
Section Flywheel.
The researcher identified the respondets by asking permission

from them if they can humanely serve as one of the respondents of the
said research.
The Data-Gathering Instrument
The data-gathering instrument used in the study was a survey

questionnaire that can be answered using checkmarks.
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For the procedure, the respondents should first fill in the
information part located above the questionnaire with their name, section
and course.
In the questionnaire, respondents should first read the

questions properly and simply put a check on the choices given. The
choices were only “yes” or “no” The respondents will just simply put a
check which corresponds to their answer towards the particular question
or item asked.
The Data Gathering Procedure
After the questionnaires were answered, the researcher asked

permission from the respondents to administer all the questionnaires that
were provided in order to answer the problems of the study.
The questionnaires were personally distributed by the

researcher to the respondents from different sections. The respondents
answered all the questions in the questionnaires. After the questionnaires
were answered, the researcher gathered the questionnaires and thanked
the respondents for their on time and ordered response.
And after the researcher gathered the information needed,

the researcher started in analyzing the data gathered.
Chapter IV
Presentation, Interpretation and Analysis of Data
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This chapter presents the data gathered, the interpretation
and the analysis of the data that were gathered from the survey that has
been conducted from the research entitled, “The Effects of One Month
Orientation on the Academic Performance (1st Semester-Preliminaries) of
Freshmen Cadets of NYK-TDG Maritime Academy.”
Table 1 shows the denomination of the answers of the

respondents on question 1.
QUESTION Crankshaft Flywhee Crux Vega Total Average

l
YES NO YES NO YES NO YES NO YE NO YES NO
S
1. Do you think stress
affected your
academic
9 1 10 0 10 0 10 0 39 1 97.5 2.5%
performance during %
the preliminaries on
your 1st semester?
In question 1, 9 out of 10 respondents from Section

Crankshaft answered “yes” and only 1 answered “no”. Meanwhile, 10 out
10 respondents from Section Flywheel answered “yes” and no one
answered “no”.
On the other hand, 10 out of 10 respondents from Section Crux answered

“yes”, therefore, no one answered “no” while 10 out of 10 respondents
from Section Vega answered “yes” and no one answered “no”. Over-all,
there were 39 out of 40 respondents answered “yes” while only 1
answered “no”. In average, there were 97.5% of the respondents who
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favored for “yes” while 2.5% favored for “no.” Therefore, most
respondents believed that stress really affected their academic
performance on their first semester-preliminaries because of the
orientation month.

QUESTION Crankshaf Flywhee Crux Vega Total Average

t l
S
2. Do you think massive
exercises affected
your academic
6 4 7 3 8 2 8 2 29 11 72.5 27.5
performance during
% %
the preliminaries on
your 1st semester?

Crankshaft answered “yes” and 4 answered “no”. Meanwhile, 7 out 10
respondents from Section Flywheel answered “yes” and 3 answered “no”.

“yes”, and 2 answered “no” while 8 out of 10 respondents from Section
Vega answered “yes” and only 2 answered “no”. Over-all, there were 29
out of 40 respondents who answered “yes” while 11 answered “no”. In
average, there were 72.5% of the respondents who favored for “yes”
while 27.5% favored for “no.” Therefore, most respondents believed that
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massive exercise really affected their academic performance on the first
semester-preliminaries because of the orientation month.


t l
S
3. Do you think
homesickness affected
your academic
9 1 8 2 8 2 7 3 32 8 80% 20%
performance during
the prelim on your 1st
semester?

10 respondents from Section Flywheel answered “yes” and only 2
answered “no”.
Meantime, 8 out of 10 respondents from Section Crux answered “yes” and

only 2 answered “yes” while 7 out of 10 respondents from Section Vega
answered “yes” and 3 answered “no”. Over-all, there were 32 out of 40
respondents answered “yes” while 8 answered “no”. In average, there
were 80% of the respondents who favored for “yes” while 20% favored for
“no.” Therefore, most respondents believed that homesickness really
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affected their academic performance on the first semester-preliminaries
because of the orientation month.


t l
S
4. If there were no
massive exercises 8 2 7 3 8 2 7 3 30 10 75% 25%
given to you that time,
could you make your
academics better?

answered “no”. On the other hand, 8 out of 10 respondents from Section
Crux answered “yes” and only 2 answered “no” while 7 out of 10
respondents from Section Vega answered “yes” and 3 answered “no”.
Over-all, there were 30 out of 40 respondents answered “yes” while 10

answered “no”. In average, there were 75% of the respondents who
favored for “yes” while 25% favored for “no.” Therefore, most
respondents believed that if massive exercises weren’t given at that time,
their academics will become better during the 1st semester-prelimibnaries.
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t l
S
5. Do you think if you
have your cell phone
in your one month
6 4 3 7 8 2 2 8 19 21 47.5 52.5
orientation, can you
% %
concentrate on your
academics?

respondents from Section Flywheel answered “yes” and 7 answered “no”.
“yes” and only 2 answered “no” while only 2 out of 10 respondents from
Section Vega answered “yes” and 8 answered “no”. Over-all, there were
19 out of 40 respondents answered “yes” while 21 answered “no”. In
while 52.5% favored for “no.”
Therefore, most respondents believed that if they have their cell phones
in their one month orientation, they cannot concentrate on their
academics.

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Class 2014”
t l
S
6. Do you think if you
have longer time of
sleep during the
8 2 9 1 10 0 9 1 36 4 90% 10%
orientation month, will
it help you make your
grades better?

Crux answered “yes”, therefore, no one answered “no” while 9 out of 10
respondents from Section Vega answered “yes” and only 1 answered
“no”. Over-all, there were 36 out of 40 respondents answered “yes” while
only 4 answered “no”. In average, there were 90% of the respondents
who favored for “yes” while 10% favored for “no.” Therefore, most
respondents believed that if they have longer time of sleep during the
orientation month, it will help them make their grades better.


t l
S
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Class 2014”
7. If you have felt
difficulties/challenges
on your academics, did
4 6 7 3 5 5 7 3 23 17 57.5 42.5
it take you a longer
% %
time to adjust?

respondents from Section Flywheel answered “yes” and only 3 answered
“no”. On the other hand, 5 out of 10 respondents from Section Crux
answered “yes” and 5 answered “no” while 7 out of 10 respondents from
Section Vega answered “yes” and only 3 answered “no”. Over-all, there
were 23 out of 40 respondents answered “yes” while only 17 answered
“no”. In average, there were 57.5% of the respondents who favored for
“yes” while 42.5% favored for “no.” Therefore, most respondents believed
that they felt difficulties/challenges on their academics and took them a
long time to adjust.


t l
S
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8. Do you think it was
just the subjects that 1 9 7 3 3 7 4 6 15 25 37.5 62.5
were too hard to
% %
understand?
In question 8, only 1 out of 10 respondents from Section

respondents from Section Flywheel answered “yes” and only 3 answered
“no”. On the other hand, only 3 out of 10 respondents from Section Crux
answered “yes” and 7 answered “no” while 4 out of 10 respondents from
Section Vega answered “yes” and 6 answered “no”. Over-all, there were
15 out of 40 respondents answered “yes” while only 25 answered “no”. In
while 62.5% favored for “no.” Therefore, most respondents believed that
the subjects weren’t that hard to understand.


t l
S
9. Do you think if these
three factors (massive
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exercise, stress and 7 3 10 0 9 1 8 2 34 6 85%
homesickness) didn’t
exist on that time, will
your grades get
higher?

10 respondents from Section Flywheel answered “yes” therefore, no one
respondents from Section Vega answered “yes” and only 2 answered
“no”. Over-all, there were 34 out of 40 respondents answered “yes” while
only 6 answered “no”. In average, there were 85% of the respondents
who favored for “yes” while 15% favored for “no.” Therefore, most
respondents believed that if the three factors (massive exercise, stress
and homesickness) didn’t exist on that time, their grades will become
higher.


t l
S
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10. Did these three factors
(massive exercise, stress
and homesickness) do
3 7 6 4 7 3 6 4 22 18 55% 45%
bad to you physically,
mentally, and
emotionally?
And last, in question 10, only 3 out of 10 respondents from

Section Crankshaft answered “yes” and 7 answered “no”. Meanwhile, 6
out 10 respondents from Section Flywheel answered “yes” and 4
respondents from Section Vega answered “yes” and 4 answered “no”.
Over-all, there were 22 out of 40 respondents answered “yes” while 18
answered “no”. In average, there were 55% of the respondents who
favored for “yes” while 45% favored for “no.” Therefore, most
respondents believed that the three factors (massive exercise, stress and
homesickness) did bad to them physically, mentally, and emotionally.
To better understand the data presented above, the

researcher made a table with the tallied results. This will help to easily
understand the answers of the respondents as a whole.
Table 11 shows the response of the respondents to the questions

asked as a whole.
Questions Response/Answer
1. Do you think stress affected your academic

performance during the preliminaries on your
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1st semester? YES
2. Do you think massive exercises affected your

academic performance during the preliminaries
YES
on your 1st semester?
3. Do you think homesickness affected your

academic performance during the prelim on
YES
your 1st semester?
4. If there were no massive exercises given to you

that time, could you make your academics
YES
better?
5. Do you think if you have your cell phone in your

one month orientation, can you concentrate on
NO
your academics?
6. Do you think if you have longer time of sleep

during the orientation month, will it help you
YES
make your grades better?
7. If you have felt difficulties/challenges on your

academics, did it take you a longer time to
YES
adjust?
8. Do you think it was just the subjects that were

too hard to understand?
NO
9. Do you think if these three factors (massive

exercise, stress and homesickness) didn’t exist
YES
on that time, will your grades get higher?
10. Did these three factors (massive exercise, stress

and homesickness) do bad to you physically,
YES
mentally, and emotionally?
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Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, as well as

the conclusion drawn by the researcher after conducting the study.
Lastly, it includes the recommendations of the researcher for the future
studies that will be conducted similar to this study.
Summary
The researcher aimed to know about “The Effects of One
Month Orientation on the Academic Performance (1st Semester-
Preliminaries) of Freshmen Cadets of NYK-TDG Maritime
Academy.”
After the researcher identified the first year cadets who will
serve as the respondents of the study, the researcher conducted a survey
to them in the form of questionnaire to know the effects of one month
orientation on their academic performance (1st semester-preliminaries).
In addition, the questions were carefully studied to meet the appropriate
33
Class 2014”
answers to the problems raised by the researcher. Specifically, it aimed
to answer certain questions developed by the researcher to know mainly
the effects of one month orientation on the academic performance (1st
Semester-Preliminaries) of freshmen cadets and the factors contributing
to it. Moreover, results showed that most of the freshmen cadets agreed
that the one month orientation they undergone really contributed to their
academic performance during the 1st Semester-Preliminaries.
Conclusion
Combining all the gathered data from the related studies and
the response of the respondents, the researcher forlmulated satisfying
conclusions:
1) Stress, homesickness and massive exercise affected the academic

performance of the first year cadets on their preliminaries of 1st
semester during their one month orientation.
2) If treatments for these three factors (stress, homesickness and

massive exercise) were given except for the cell phone, freshmen
cadets’ grades become better. The respondents didn’t agree that
having cell phone on that time will help them to do well in their
academics.
3) Freshmen cadets have a hard time in dealing with their subjects.
4) Freshmen cadets didn’t think that the subjects were too hard to
understand. It didn’t contribute to the downfall of their grades.
34
Class 2014”
5) The three factors (massive exercise, stress and homesickness), if
didn’t exist on that time, freshmen cadets’ grades will become
better.
Therefore, the researcher concludes that there were really

effects of one month orientation on the academic performance (1st
semester-preliminaries) of freshmen cadets. Because of this study, it
provides basis for knowledge and better understanding on the low
academic performance of the first year cadets in the 1st semester-
preliminaries.
Recommendations
Through the data gathered and response from respondents,
the researcher had arrived into the following recommendations engaged
in the study.
1. The next researchers should consider those cadets who have low
grades. They must conduct a research of those cadets who have
failing grades in their 1st semester-preliminaries.
2. The scheme of gathering data should be followed up in order to

arrive into a more effective study. In addition, the next researchers
should include feedbacks of the respondents concerning the
improvement of the study.
3. The next researchers must develop the statement of the problems

in order to arrive into a more but not limited efficient results and
conclusions that will further improve the research.
35
Class 2014”
4. Further study should be conducted to determine other factors that
affect the academic performance of the freshmen cadets during
their orientation month.
Bibliography
B. A. Chansarkar and A. Michaeloudis, (2001)
Student profiles and factors affecting performance
Int. j. math. educ. sci. technol., 2001, vol. 32, no. 1, 97–104, Pp 103-104
Baxter, A. and Hatt, S. (2000)
`Everything Must Go: A Study of Clearing and First Year Progression’
Journal of Further and Higher Education Vol 24 No 1 pp5-14
C. Ricketts, S. J. Wilks, (2002),
”Improving Student Performance Through Computer-based Assessment:
Insights from recent research “Assessment & Evaluation in Higher

Education,
Volume 27, Number 5, 1, pp. 475-479(5)
36
Class 2014”
George R. Goethals (October, 2001)
“Peer effects, gender, and intellectual performance among students at a

highly selective college: a social comparison of abilities analysis”
Discussion Paper-61
Appendix
Name (Optional): _____________________ Section:

___________________
Course: _______________________
Greetings of peace!
Dear Respondents:
The researcher would like to ask your help regarding “The Effects
of One Month Orientation on the Academic Performance (1st
Semester-Preliminaries) of Freshmen Cadets of NYK-TDG
Maritime Academy.” Your opinions are indeed important for this study.
The researcher would appreciate your response to this. The researcher
assures you that your response will be respected and be kept confidential.
Directions: Kindly read the questions carefully. This questionnaire is

answerable by “yes or “no.” You will just simply put a checkmark which
corresponds to your answer towards the particular question or item.
37
Class 2014”
QUESTIONS YES NO
1) Do you think stress affected your academic

performance during the preliminaries on your 1st
semester?
2) Do you think massive exercises affected your

academic performance during the preliminaries on
your 1st semester?
3) Do you think homesickness affected your academic

performance during the preliminaries on your 1st
semester?
4) If there were no massive exercises given to you that

time, could you make your academics better?
5) Do you think if you have your cell phone in your one

month orientation, can you concentrate on your
academics?
6) Do you think if you have longer time of sleep during

the orientation month, will it help you make your
grades better?
7) If you have felt difficulties/challenges on your

academics, did it take you a longer time to adjust?
8) Do you think it was just the subjects that were too

hard to understand?
9) Do you think if these three factors (massive exercise,

stress and homesickness) didn’t exist on that time,
will your grades get higher?
10) Did these three factors (massive exercise,

stress and homesickness) do bad to you physically,
mentally, and emotionally?
38
Class 2014”
CURRICULUM VITAE
NAME : Breylle L. Bepitel
DATE OF BIRTH : 12 April 1993
PLACE OF BIRTH : Isulan, Sultan Kudarat
EDUCATIONAL BACKGROUND
Elementary : Montessori Learning Center of Isulan, Inc.

(2000-2006)
High School : Sultan Kudarat State University-Science

Laboratory
High School (2006-2010)
College : NYK-TDG Maritime Academy, Calamba City,
Laguna (2010-present)
HONOR/S AND AWARD/S:
Consistent Honor Student since Elementary
39
Class 2014”
GOALS IN LIFE:
Since he was a kid, all he dreamt of is to have a life full

of gold. Or in other words, he wanted to become rich. In his young
mind, he always told himself that when he grows up, he’ll work
very hard for him to earn much. And why? It’s because he don’t
want his kids to experience the same thing he had experienced
before.
He admits.....his family is suffering from a financial

crisis since then. But he doesn’t consider this as a hindrance in
reaching his goals in life. Instead, he’s using it as a challenge to
do well and to make better of himself.
There are so many things he wants to do if he already

has his career. Some of these are to help his family, secure his
future and help those who are in need, honestly.
As he always said,
“If the mind can conceive, everything can be achieved”!
40

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NYK-TDG MARITIME ACADEMY “The Effects of One Month Orientation on the Academic

Performance (1st Semester-Preliminaries) of Freshmen

TITLE OF BABY THESIS: “THE EFFECTS OF ONE MONTH ORIENTATION

RELATED SUBJECT : English II: Writing in the Discipline

RESEARCHER : E/Cdt Bepitel, Breylle L., Class 2014

DEGREE : Bachelor of Science in Marine Engineering

A. STATEMENT OF THE PROBLEM

The researcher recognizes with gratitude and appreciation his

To Prof. Jesher V. Mapisa, his researcher adviser, for his time,

To his good friends, E/Cdt, Libao, Fernando, Jr, E/Cdt Lumaho,

To his classmates from Section Crankshaft, batchmates who

To his beloved parents who are supporting him by helping and

Most of all, God, who has endowed the researcher with

To all of you, he gives his high salute!

E/Cdt. Bepitel, Breylle, Class 2014

Background of the Study

Statement of the Problem 3

Significance of the Study

Scope and Limitation 4

Chapter II Review of Related Literature

One Month Orientation 7

Factors Affecting Academic Performance

Respondents and Sampling Procedure 10

Data Gathering Instrument

Data Gathering Procedure 11

Chapter IVPresentation, Analysis and Interpretation of Data

Chapter V Summary, Conclusions, and Recommendations

1 Shows the answer of respondents for question 1

1. Schematic Diagram of Conceptual Framework 2

This humble work is dedicated to all

Who have committed themselves

Of the life of our people.

This chapter discusses the background of the study,

Background of the Study

In NYK-TDG Maritime Academy, the one month orientation

Here in the Academy, academic performance is not just a

Nevertheless, the researcher found out that during the one

And with that, the researcher would like to investigate and

Conceptual Framework of the Study

Figure 1 Shows Schematic Diagram of the Conceptual Framework

First Year ONE MONTH

The study focuses on the factors involved in the one-month

Statement of the Problem

This study intended to investigate if the one month orientation

It also aimed to answer the following questions:

1) Did stress, homesickness and massive exercise affect the academic

Significance of the Study

The researcher believed that cadets, particularly of NYK-TDG

Cadets will be given information on how one-month orientation will affect

School administrators, like subject area coordinators, may also be

Instructors will also be helped in understanding better the diversity of

Scope and Limitations

This study was conducted on March 13-15, 2011 at NYK-TDG

Definitions of Key Terms

• Academic performance- refers to how cadets deal with their

• Homesickness- is the distress or impairment caused by an actual

• Massive exercise- is an intense bodily activity wherein it will only

• NYK-TDG Maritime Academy- is a technical school built in

• One Month Orientation- is a one-month indoctrination course

• Stress – is a normal physiological response of the body to situations

REVIEW OF RELATED LITERATURE

This chapter includes the purpose of the literature review, a

In the past, academic performance was often measured more