CHAPTER:

I. The Problem and Its Background

Introduction
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Limitation

II. Review of Related Literature

Foreign Studies
Local Literature
Local Studies
Theoretical Framework
Conceptual Framework
Research Paradigm
Definition of Terms

III. Methods of Research and Procedure

Research Design
Locale and Population of the Study
Description of the Respondents
Sampling Design
Data Gathering Procedures
Instrumentation and Try Out Phase
Statistical Treatment of Data

IV. Presentation, Analysis and Interpretation of Data

Percentage, Distribution, Tables and Interpretation

V. Summary, Conclusions and Recommendations

Summary of Findings
Conclusions
Recommendations
Bibliography
Appendices
Curriculum Vitae
 CHAPTER I
The Problem and Its Background

Introduction
Academic factors have been included in conceptual models explaining college student
attrition. Bean and Metzner (1985) describe academic factors as students’ primary
involvement with the academic process at the college. Study hours, study skills, academic
advising, absenteeism, major and job certainty and course availability are identified as
academic factors (Metzner and Bean, 1987). The use of college services and interaction
with college faculty, students, and personnel are included in this definition.

It is essential that nurse educators go beyond a superficial skimming of academic factors

to a critical appraisal of how each one can influence retention and student success. An in-
depth exploration of each academic factor may reveal several aspects or dimensions that
can potentially affect students differently.

Excellent time management skills, organizing, and planning are reported as better
predictors of academic success than is total number of study hours (Ransdell, 2001 a;
Strage et al., 2002). Additionally, use of varied study skills as been associated with better
academic outcomes (Napoli & Wortman, 1998), which in turn positively influence
retention. Effort expended on planning and study activities yields better academic
outcomes (Flowers, 2002).

Statement of the Problem

This study aimed to determine “Academic Factors Affecting the RLE Performance of the
Selected 4th Year Nursing Students in Our Lady of Fatima University”.

Specifically it aims to answers the ff questions:

1. What is the demographic profile of the respondents in terms of the ff?
a. Name b. Gender
 2. What are the academic factors that can affect their related learning experience of
the 4th year nursing students?
3. What are the students personal study skills before performing their clinical duties?
4. What are type of personal study skill do they use in terms of the ff:
a. Reading skills d. Preparing papers
b. Writing skills e. Reading notes
c. Note-taking f. Listening in class
5. How do they manage/ organize their personal study hours together with their
clinical duty in hospitals?
6. How do the students manage their time between class schedule and duty in a
hospital?
7. Does the students’ attendance are maintained during their duty schedule?
8. What are the reasons if they haven’t complete their attendance, if there is any?
9. Does the students’ class schedule affect their clinical performance?
10. What are the general academic services they used in their duties in term of:
a. Library c. Computer laboratory
b. Counseling

Hypothesis:

Null Hypothesis:
 There is no significant effect of the academic factors in the RLE performance of
the selected 4th year nursing students in Our Lady of Fatima University.

Alternative Hypothesis:
 There is a significant effect of the academic factors in the RLE performance of the
selected 4th year nursing students in Our Lady of Fatima University.

Significance of the Study

The objective of this study was to determine academic factors such as hospital
performance, strategic studying, personal study skills, attendance, and class schedule and
identify whether these factors could distinguish differences among students, based on
academic performance in the experiential program.

Scope and Limitation

The researcher focuses from the study on the academic factors affecting the RLE
performance of the selected 4th year nursing students in Our Lady of Fatima University—
Lagro, Quezon City. Fifty respondents are being surveyed in the research study. This was
conducted in the 1st semester in the year 2008-2009.

CHAPTER II
Review of Related Literature

Foreign Studies

In the NURS model, personal study ours refer to the number of hours allocated
exclusively to positive study activities in which positive study behaviors and attitudes are
actively used.

In the NURS model, students with more personal study hours are expected to have more
positive academic outcomes and retentions than will students with inadequate personal
study hours. Adequate study hours are individually based and are defined as the least
number of personal study hours needed to achieve the short-term academic outcomes
(passing exam, completing accurate care plan, etc.) and long-term academic outcomes
(successfully completing nursing course components).

The Metzner and Bean (1987) model included absenteeism as an academic variable
influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the
literature regarding attendance reveals several interesting phenomena that are relevant for
nursing education. First, attendance (or absenteeism) should be monitored to help identify
at-risk students. Second, attendance should be monitored in relation to other variables
with the purpose of identifying students most at risk for attrition. In nursing, attendance is
somewhat more complex than it is among the general college population. Consequently,
students may not comprehend, value, or expect rigid attendance policies will be upheld,
especially among beginning students who have had no prior exposure to nursing courses.

Attendance may be further differentiated between various nursing course components

such as theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly,
clinical attendance is a valuable dimension to learning and assists the student in
connecting theoretical information, nursing skills, and client’s competency. Absences
create complicated disadvantages; attendance creates valuable advantages.

Attendance needs to be viewed in relation to other variables and to the other dimensions
of the NURS model if at risk students are to be identified early.

Availability of courses, flexibility of courses, and convenience are factors that can
influence retention through academic and psychological outcomes (Bean and Metzner,
1985; Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing
students have identified “class schedule” as influencing retention. Responses ranged from
“severely restrictive” to “greatly supportive” (Jeffreys, 1993, 1998, 2000, 2002). Class
schedule is included in the NURS model because students’ perceptions of class schedule,
with its physical demands and time constraints can influence retention positively or
negatively and in varying degrees. Students’ perception of class schedule is the most
important aspect to assess.

General academic services are designed to assist students with their academic goals and
are available to all college students, regardless of academic major. They include the
library, counseling, and computer laboratories.

General academic services that are convenient accessible, and helpful will encourage
more active use of these support services.

The assessment of nursing students’ perceptions of general academic services is valuable

(Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in
conjunction with other academic factors, positively influences retention by enhancing
academic and psychological outcomes. For example, maximizing use of various library
services appropriate to course objectives can assist with improved study skills and
academic integration, thus enhancing retention. Counseling services have shown to be
beneficial to nursing student academic and psychological outcomes (Lehna et at., 1996).
Higher education literature reports that counseled students have higher rates than non-
counseled students (Turner & Berry, 2000; Wilson, Mason, & Ewing, 1997), Kraemer
(1997) stated that commuter students who frequently use computer laboratory facilities
on campus are more involved in cognitive development than are other students; enhanced
cognitive development enhances retention.

Local Literature

Local Studies

Theoretical Framework

Conceptual Framework

Research Paradigm
Definition of Terms

Academic Factors — Include personal study skills, study hours, attendance, class
schedule, and general academic services (college library, college counseling, and
computer laboratory.

Personal study skills — refers to specific elements (reading skills, writing skills, note
taking, preparing papers, studying for exams, reading notes, listening in class), attitudes
about the responsibility for study activities, time management and organization, and
effort expended on academic pursuits.

Personal study hours — refer to the number of hours allocated exclusively to positive
study behaviors and attitudes are actively used. Positive behaviors and attitudes are
adaptive, self-directed, planned, realistically goal-oriented, ad appropriate.

Attendance — is presented as a multidimensional variable that differentiates between

active learning and the “mentally absent” or “spectators”

Class schedule — interacts with other academic and environmental factors, and
professional integration variables in influencing retention.

General academic services — (library, counseling, computer laboratory) are to assist

with academic goals and are available to all college students, regardless of academic
major. Positive academic and psychological outcomes are enhancing through frequent,
comprehensive use of general academic services.

CHAPTER III
Methods of Research and Procedure

Research Design

The research design used for this study was called survey design because it is conducted
through a paper-pen questionnaire. It also provides sufficient knowledge about the nature
of an objects and person. It will also help this study to provide instrument for the
measurements like survey form and interviewing. Here, we use a questionnaire and
photocopy of the RLE record book of the students for measuring instrument in collecting
data and to determine the academic factors affecting in their RLE performance of the
selected 4th year nursing students in Our Lady of Fatima University.

Locale and Population of the Study

The chosen Locale of this research for conducting the study is the Virtual Laboratory
located at San Rafael Hall Building of Our Lady of Fatima University Lagro Quezon
City. Fifty nursing students will be given a set of questionnaire to gain reliable
information regarding to this study

Description of the Respondents

Sampling Design

Data Gathering Procedures

The Related Learning Experience (RLE) Record of the selected 4th yr nursing students,
and questionnaires are the source of data in this research. The researchers made a letter of
approval that was signed by Engr. Wenald H. Lopez, the university registrar. This letter
allowed us to get a copy of the grades in their hospital duties. Questionnaires are also
given to know the effect of academic factors in their RLE performance.

Instrumentation and Try Out Phase

Statistical Treatment of Data

CHAPTER IV
Presentation, Analysis and Interpretation of Data
Percentage, Distribution, Tables and Interpretation

CHAPTER V
Summary, Conclusions and Recommendations

Summary of Findings
Conclusions
Recommendations
Bibliography
Appendices
Curriculum Vitae