Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A Research Proposal Presented to The Faculty of the College of t separatelyer education Surigao del Sur bring up University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By foretoken Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM RATIONALE AND BACKGROUND launch The pattern of gain vigoredness encyclopedism of a electric razor happened in diametrical instances.His intelligence, views, interest and desires underlie the educative ( tallying- encyclopaedism) carry out. The science of experience intercourseledge, formation of habits, skills and his nurture of abilities and attitudes are knowing so that acquirement becomes more meaningful. The scholars subject matter to con varies, thus students can be classified into fast, average and dim disciples. Some are high, moderate or slow achievers. T he above mentioned types of coners compulsion opposite conditions in acquiring cultivation.According to Gagnes Condition of Learning, development edge is bear upon by two conditions, the internal and external conditions that both influenced the culture acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioural change whereby a re single outee becomes more frequent or more certain in a stooln purlieu as a government issue of reinforcement, with reinforcement typically being a stimulus or pay for a desired response (global. britannica. com) The ratios that affect learn acquisition as disciplined by Kurt Lewin have sexual and outer forces.Inner forces includes essential penury, pure tone and attitude while the outer forces includes peers/classmates, classroom climate, and instructors behavior. Those forces embolden a vital role on generating acquire on the bump of the students, because it go out position the factors that influence most of the students in gaining experience. Learning is viewed as an experiential growth government issueing in a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or unlettered response tendencies (Lefroncois, 2007).Learning is the most part in reading. It is an indispens adequate design of all(prenominal) tame wherein breeding most occur and the one who is responsible for the form is the teacher. Learner agents are teachers they channelise, guide and encourage pupils to learn. They can help impress these pupils development and liftment in learning. Students in other hand would harbour a stride to counterbalance the teachers role because learning is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to carry-forward learning.He should promote demonstrable transfer of learning in classroom, guided with methods and techniques in teaching learning process. Transfer can be defined as a process of exten ding knowledge acquired in one context to other context. (Byrnes, 2001). It is the most coordination compound part of the teaching learning process because at that place are wide-ranging types of learning in a single classroom that packs different attention and approaches just to acquire knowledge. Thus, it is a role of a teacher on how he entrust make adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is said that the aim of teaching is to promote and produced desirable changes in behavior which leave alone carry over into refreshed situations. If the teacher lacks knowledge, how could he hasten learning? The teacher serves as foundation of learning therefore, it is crucial for him to know the character of techniques play in implementing and refining principles for effective deliberation of knowledge to his learners. The teacher may know m all things and be ready to teach his pupils, but he lead have li ttle success on his profession unless he has knowledge of the mind of his pupils and knows what goes on there.Through this excogitate, the factors that affect learning acquisition of CTE students entrust for be totald, and those measurements pull up stakes serve as the baseline information for the faculty in the College of Teacher Education program on what teaching approaches suited to the varied learners in each program of canvass. avowal OF THE PROBLEM The purpose of the select is to find out the propertys modify learning acquisition of CTE students in SDSSU-Lianga Campus. The study aimed to answer the pursuit problems 1.What is the profile of CTE students of SDSSU-Lianga Campus when assort harmonise to 1. 1 progress 1. 2 Sex 1. 3 civicised perspective 1. 4 Program of Study 2. To what extent do the College of Teacher Education students manifests the indicators along dimensions that affect learning acquisition. 2. 1 Self- motivation 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 Classroom Climate 2. 6 Teacher Behavior 3. Is there a significant difference in the dimensions that affect learning acquisition of the College of Teacher Education student ofSDSSU-Lianga Campus when sort out according to question no. 1? NULL HYPOTHESIS there is no significant difference on the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus when grouped according to age, sex, civil status, and program of study. THEORETICAL modelling OF THE STUDY This study is anchored on the sideline theories. 1. Theory of Conditioning * This supposition states that the process of learning consist of the acquisition of the new ways of reacting to stimuli highly-developed through attaching new stimuli to established modes of behavior. . 1. Classical Conditioning * This is based on the look into conducted by Ivan Pavlov a Russian psychologist on the reaction of the dog, who postulated that instruct consists of eliciting a response by me ans of a previously objective or inadequate stimulus. article of faiths under Classical Conditioning 2. 2. 1. Adhesive Principle a response it attached to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation as salutary as known as the uprightness of acquisition. It occurs when a previously neutral stimulus gains the ability of eliciting the response. . 2. 3. Extinction withal known as unlearning and occurs when the conditioned response is no longer elicit by the conditioned stimulus because the conditioned stimulus is frequently presented without the diametric stimulus. 2. 2. 4. Stimulus generalization This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery This happens when a conditioned response which does not appear for some time but re-occurs without need of further conditioning. . 2. Operant Conditioning Theory based on the experiment conducted by Burrhus Frederick Skinner upon a hungry rat. He believed that since an organism tends in the future to do what it was doing at the time of reinforcement, one can train that organism either by presenting him a reward or penalty as a consequence of his actions. Feedback Principle states that an organism responses maybe strengthen by presentation or removal in other words, rewards and punishments. 2. transmitter and topological Theory Basically, this is derived from the toll vector which means a quantity that has rove and direction and topology which is concerned with properties of geometric configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an individuals exist on a field of forces deep down his environment that regard, change and give him a degree of stability and nubble or define his behavior. The behavior of an individual is a outcome of forces operate simultaneously within his environment and purport space.CONCEPTUAL FRAMEWORK The focus of the study is to lay the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variables that forget be use on this study are independent, moderator and dependent variables. The schematic draw of this study is presented in figure 1. Dependent Variable Academic feat And Effective Instruction Independent Variable Dimensions affecting Learning acquisition Inner Forces 1. inseparable /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teachers Behavior Moderator Variable CTE STUDENTS PROFILE 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is composed of the first corner contains the independent variables of which it comprises the dimensions that affect learning acquisi tion of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has inner and outer forces.Inner forces include intrinsic motivation/self-motivation, encounterings and attitudes while the outer forces comprise the peers/classmates, classroom climate and teachers behavior. The above stated dimensions affects the learning the acquisition of a child, each forces set off the childs determination in acquiring knowledge. Intrinsic motive/self-motivation . Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to var. towards self-actualization.According to Herington and Weaver (2008124), their study showed that engaging in group projects suggested that intrinsic factors may have encouraged students to engage in activities at different times, indicating the opening that personal factors and social styles affected adopted lear ning approaches. Feeling in this dimension the learner is conditioned in accordance to what fingering he possess towards learning, it is influenced by the peers/classmates, teacher and classroom environment. Attitudes in this dimension the learner himself draw knowledge through his behavior, experience and determination to learn.Peers/ classmates in this dimension the learning acquisition of a child is being influenced by the flock around him who has equal value him as to grade level, co-major, age, etcetera or it is the assignment of students to help one another on a matched basis in a small groups in a mixed bag of situations. Classroom Climate in this dimension the learner is being influenced by the classroom environment such(prenominal) as the arrangement of the chairs, ventilation, lighting, pictures posted, cleanliness and room accommodation.Teachers Behavior in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher i n facilitating the teaching learning process. The second incase is the dependent variable which consider as response or the expected output of this study. It comprises the academic achievement of CTE students and Effective teaching for the faculty assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies its influenced in achieving the second variable. logical implication OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. The result of this study hopes to benefit the following. School Administrator the findings would help the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may help also to evaluate whatever tra inings, seminar and rifleshops needed to supplement the facultys development for effective construction of knowledge. For teacher the study would help the teacher to cabbage their awareness of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers leave behind be able to facilitate the learning in an suppress manner in accordance to what specific dimension do the students preferred most.For students the findings would help them to separate what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to generate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students stipulate their practiced attitudes towards learning into positive one, it is beneficial on their part because it will allow them to keep pace for whatever changes bro ught by the technology in the 21st century.For Librarian the study will serve as a reference material for the future tecs on the different dimensions that affect learning acquisition of the students. For Future Researchers the study would serve as the basis to conduct more research workers related to the proposed study. SCOPE AND LIMITATION The proposed study will be limited on the dimensions that affect learning acquisition of CTE students, first semester in the academic year 2013-2014. Definition of TermsFor the purpose of clarification the following damage are defined as they are used in this study. The following terms are arranged alphabetically. Attitudes is a relatively enduring plaque of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Hogg &Vaughan 2005, p. 150) Behavior is the range of actions and mannerisms do by organisms, systems, or artificial entities in conjunction with their environment, which includ es the other systems or organisms around as well as the physical environment.Dimensions as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. Extrinsic motivation it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, etc. Feelings it refers to a naturalresponse of our thoughts and intentions. It is an affective state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates it refers to the people who are equal in such respects as age, education or social class etc. Intrinsic motivation it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the right things to do in order to real ize a personal goal or a life dream. Learning Acquisition it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational go are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is apply to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success.The naturalizedays personnel, members of the families and communities provide help and support to students for the quality of their academic exploit. This social aid has a crucial role for the accomplishment of capital punishment goals of students at school (Goddard, 2003). Besides the soci al structure, parents involvement in their childs education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to identify and analyze the numerous factors that affect academic performance in various centers of learning.Their findings identify students grounds, previous schooling (Siegfried &Fels, 1979 Anderson &Benjamin, 1994), parents education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students academic performance in various settings. The utility-grade of these studies lies in the need to undertake corrective measures that improve the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the rel iable global economic downturn which demands that governments improve efficiency in fiscal resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are germane(predicate) for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. Local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions Its Correlation to the Factors affecting Academic Performance of Students on May 2011 he indicates five factors to wit expert, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III Methodology question end Descriptive design particularly descriptive suss out method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers past from Butuan City, the heart of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of Governance of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + Se2 (1-p) NSe + V2p(1-p) To determine the specimen size, the researchers consider the entire cosmos of the respondents (CTE Students) enrolled in the first semester of the academic year 2013-2 014. The total population of the respondents is 169 as shown in table 1. To compute for the warning size of this study the below written formula will be used. Ss. =Unrestricted random sampling will be used to piddle samples for the respondents population (CTE Students), wherein each CTE students has equal chance of cellular inclusion in the sample. Lottery techniques will be used in get samples. To draw a sample, each individual in the population will be given an assigned number which is written on a piece of paper that will be rolled thoroughly on the box once at a time. The computed sample size of the population is cxxx out of 169 students in teacher education program. The researcher will select 130 papers on the box and those selected papers will consider as the respondents of this proposed study.The computation of the sample size is shown below. NV + Se2 (1-p) NSe + V2p(1-p) Ss. = Given N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + (0. 01)2 (1-0. 50) 169 (0. 01) + (2. 58)2 (0. 50) (1-0. 50) Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = 130 SAMPLING DESIGN AND TECHNIQUE Unrestricted random sampling and draftsmanship techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will amass the master list of the students on the said semester and academic year from the SDSSU- recording equipment wherein the study will be conducted and will be arrange according to year level. Distribution of the respondents is shown in table 1. shelve 1 diffusion OF RESPONDENTS YEAR LEVEL FREQUENCY PERCENTAGE PERCENTAGE 1st course 45 34. 615 2nd Year 35 26. 923 3rd Year 30 23. 077 4th Year 20 15. 385 TOTAL 130 100 THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering data to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include items from books, completed researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will deal on the dimensions that affect learning acquisition of CTE students along the following Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teachers behavior. validation OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researchers consultant for correction and suggestions. Several changes will be made. The revised form will then undergo reliability study through split half method. The questionnaire will be divided into two (2) halves, odd and even items. The result is reliability coefficient for a half test, the reliability coefficient of a whole test is estimated by using the Spearman Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents Scores Rank D D2 anomalous Even Ro Re 1 80 76 2 3 -1 1 2 66 60 18. 5 25. 5 -7 49 3 68 78 15. 5 5 10. 5 110. 25 4 73 79 6. 5 1 5. 5 30. 25 5 69 70 13. 5 13 0. 5 0. 25 6 72 73 9 8 1 1 7 59 54 27 28. 5 -1. 5 2. 25 8 64 70 22. 5 13 9. 5 90. 25 9 66 73 18. 5 8 10. 5 110. 25 10 55 55 28 27 1 1 11 50 54 29 28. 5 0. 5 0. 25 12 75 74 3. 5 5 -1. 5 2. 25 13 68 69 15. 5 15. 5 0 0 14 69 68 13. 5 17. 5 -4 16 15 81 78 1 2 -1 1 16 70 73 12 8 4 16 17 73 71 6. 5 10. 5 -4 16 8 64 65 22. 5 22. 5 0 0 19 64 67 22. 5 20 2. 5 6. 25 20 64 63 22. 5 24 -1. 5 2. 25 21 63 65 25 22. 5 2. 5 6. 25 22 75 74 3. 5 5 -1. 5 2. 25 23 61 60 26 25. 5 0. 5 0. 25 24 72 70 9 13 -4 16 25 72 67 9 20 -11 121 26 65 67 20 20 0 0 27 71 69 11 15. 5 -4. 5 20. 25 28 48 52 30 30 0 0 29 67 71 17 10. 5 6. 5 42. 25 30 74 68 5 17. 5 -12. 5 156. 25 Total 820 rht = 1- 6? D2 N3 N = 1 6(820) 303 30 = 1 4920 27,000 30 = 1- 4920 26970 = 1 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect(a) coefficient for the test to become reliable is 1, thus the resulted computation which is 0. 90 is recognised reliable. DATA GATHERING PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been approved by the Campus Director, the researcher will administer the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be pull together will be tab ulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 4. 00Always 2. 50 3. 49Sometimes 1. 50 2. 49Rarely 0. 05 1. 49 Never QUESTIONNAIRE PART I PERSONNAL DATA Name _____________________________________________________ SexMaleFemale Age 16-18 19-24 25-Above Civil StatusSingle MarriedProgram of StudyBSEd BEEd PART II deputation 1. Read each item carefully 2. At the end of each item are five choices, these choices are 4 Always 3 Sometimes 2 Rarely 1 Never 3. Check the appropriate column to what extent each indicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION 4Always 3Sometimes 2Rarely 1Never 1. I learn vanquish when I exert effort to find out why I need to do a particular t adopt. 2. I learn better when I reward myself when I worked. 3. I learn surmount when I perceive to it that I give myself regular breaks from works. 4. I learn best when I am able to keep my concentration and does not let my mind drift away 5. I learn best when I have ways of relations with distractions. 6. I learn best when I am willing to do the work that I do not enjoy because I see to it that it is important. 7. I learn best when I go to tutorials to improve my school work. FEELINGS 1. I learn best when I feel to study with no worries. 2. I learn best when I feel to read books with devout valuable content. 3. I learn best when I feel the ambiance inside the classroom discussion. 4. I learn best when I feel that my classmates cooperate well in the classroom discussion. 5. I learn best when I feel that my teacher enjoy what she teaches and makes the discussion more lively. 6. I learn best when I feel to relax my mind onward working any task. 7. I learn best when I feel that my classmates invest efforts in doing their works. ATTITUDES 1. I learn b est when I ask assistance from my teacher when work is too difficult. 2. I learn best when I observed my classmates working together with the task given by the teacher. 3.I learn best when my teacher give comments to my work as feedback. 4. I learn best when my teacher give me the topic in advance for the next session. 5. I learn best when I make a list of valuable references with bibliographic details, page number of quotes and so on. 6. I learn best when I re-write my notes and highlight it. 7. I learn best when my classmate re-explain the topic to me in a short infer form. Outer forces PEERS 1. I learn best when I discuss work assignment. 2. I learn best when I share resources with other students. 3. I learn best when I ask questions and generally take part in group discussion. 4. I learn best when I perceive out for key ideas when someone is talking. 5. I learn best when I am listening to someone, and I try to anticipat e what he will say next. 6. I learn best when I study in a group. 7. I learn best when my classmates teach me personally the lecture. classroom CLIMATE 1. I learn best when the chairs are arranged in such a way that I can easily move with-out unnecessary disruptions. 2. I learn est when the room is well-lighted and ventilated. 3. I learn best when I can see the teacher clearly in the front. 4. I learn best when the classroom is wide enough to allow me to move during activities. 5. I learn best when the seat arrangement is flexible. 6. I learn best when there is no picture or any other fixture that distracts my attention. 7. I learn best when the room is well cleaned and free from any sort of dirt. TEACHERS BEHAVIOR 1. I learn best when my teacher approach me if I had understand the topic. 2. I learn best when my teacher talk with a lot of facial expressions. 3. I learn best when my teacher gives me enough time to do my work. 4. I learn best when my teacher give a try right after the discussion. 5. I learn best when my teacher gives me new work to do when I am ready for it. 6. I learn best when my teacher takes hard lessons in small steps. 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson.