Chapter 1

INTRODUCTION

For most of the students, academic performance is really important. This

helps them focus on their studies whether they are studying in a private or public

school. Some students cannot afford to study in a university. This is one of the

many reasons why other people lack education, but then this is also the reason

why Jose Rizal University opens its doors for people who are willing to give their

extra time to help with the university. Like for example, the student-athletes who

are students at the same time represent the school in different sports they

compete in; the scholars who maintain their grades for free tuition fee and most

especially, the student assistants, who are the main focus of this research. They

are the ones who give their services to the school; in return they will get a

scholarship from the institution. They are like working students who are

employed at the school. According to one of the student assistants, their working

hours is at least 20 hours per week. They used to work at least 30 hours a week,

Monday to Friday. This is one of the reasons why some of the student assistants

were not able to maintain their scholarship.

Not all of the student assistants are capable of managing their time for

studies and time for their work. When one is a scholar, one has to maintain good

grades. If a student assistant fails in at least one subject, his/her scholarship will

be removed. With this in mind, they have work to support their studies, and this

helps them get more motivated to excel in the course they are in. This can also

help them achieve a good academic performance not just in English but also in

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their other subjects. According to the literature reviewed, what is being practiced

worldwide is that admission boards elsewhere in the world use prior academic

performance to select students for admission. For example in Minnesota, United

States measures (2010), in the United Kingdom, Waller and Foy (2011), in South

Africa, Swart (2012) and in Kuwait, Mohammad and Almaheed (2010) among

many. If anyone will look at it, the academic performance has a large influence to

someone’s profile when applying for a job. In this study, the researchers have

focused on determining if there is a huge difference between when someone is

working while studying and when someone whose education is financially

provided by their families.

Background of the Study

Originally named Far Eastern College, School of Accounts, Commerce

and Finance (1919-1922) and established by the late Don Vicente Fabella, its

name was changed to Jose Rizal University as it is known today. For the past 96

years, Jose Rizal University is one of the most recommended universities in the

Philippines for working students, thus empowering its working students to

become independent, and even more productive. The University is known to

provide excellent quality education for a reasonable price as evidenced by

producing a remarkable number of successful graduates who have enjoyed the

respect of the nation. Among them are included a President of the Philippines, a

justice of the Supreme Court, several members of the legislature and of the

Cabinet, some ambassadors, no less than twenty heads of banks and financial

corporations, several heads of educational institutions, acknowledged leaders in

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the various fields of industry, commerce, agriculture and trade, and armed forces

officers of general rank. It can rightfully claim that it has contributed its share in

the molding of character and training of the successful graduates. Aside from the

reasonable price of educational fee, the university has garnered Level IV

accreditations in Business Administration, Elementary Education, Secondary

Education and Liberal Arts with the most number of Level IV programs in the

Philippines as of December 2014 (www.jru.edu).

For the past decades, there is a sudden decrease of number of students

who completed their degree in college due to poverty. For this reason, newly high

school graduates have started to seek for a job in order for them to provide for

their entry in the tertiary level. For these reasons, the researchers have decided

to study the academic performance of regular students and student assistants of

Jose Rizal University. This research is a comparative analysis about how

students choose their interests, study habits, how they manage their time and

what are their sleeping patterns.

Statement of the Problem

The study aimed to seek the Comparative Analysis on the Academic

Performance in English between the selected regular students and student

assistants of Jose Rizal University.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. age;

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 1.2. gender;

1.3. civil status;

1.4. course;

1.5. year level; and

1.6. family monthly income?

2. How interested are the selected regular students in English subjects?

3. What are the study habits of the selected regular students?

4. How do the selected regular students manage their time?

5. What are the sleeping patterns of the selected regular students?

6. How interested are the student assistants in English subjects?

7. What are the study habits of student assistants?

8. How do student assistants manage their time?

9. What are the sleeping patterns of student assistants?

10. Is there a significant relationship between the selected regular students and

student assistants when it comes to their academic performance in English?

Significance of the Study

The purpose of this study was to investigate the effects of part-time job

among college students, its academic performance, psychological, social and

family effects on these students.

The result of this study will merit the following:

School Administrator. The study may serve as a baseline data to

ameliorate programs for school advancement.

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 Curriculum Planner. The result of this study may help them evaluate the

existing programs in terms of the student’s needs and abilities and make

changes as requires.

Guidance Counselor. The study may help develop the guidance program

in line with individual needs and abilities of students.

Facilitators. The result of this study may serve as an eye opener to

create and introduce instructional materials, and use varied and appropriate

teaching strategies.

Students. The student may develop their interest toward study and

appreciate the importance of college degree for their future.

Parents. The study may be significant to them for they are directly

concerned with the education of their children considering school and work

performance.

Future Researchers. The result of this study may serve as a basis for

further study on academic performance and time management of different

variables.

Scope and Limitation of the Study

The respondents in this study were limited to regular students of the

college division, students in any year level and those who are student assistants

of Jose Rizal University.

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Limitations

The following conditions are considered in interpreting the results of this

study:

1. The study is limited to Bachelor of Science in Accountancy, Bachelor of

Science in Business Administration, Bachelor of Science in Information

Technology, Bachelor of Secondary Education and Bachelor of Arts students of

Jose Rizal University S.Y. 2015-2016 where there are regular students and

student assistants.

2. The study was rely on students’ honest responses on a self-reported

survey and may be subjected to accuracy of recall.

3. Weekly work intensity hours for student assistants.

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 Chapter 2

CONCEPTUAL FRAMEWORK

Review of Related Literature and Studies

This chapter focuses on the related foreign and local literature and

studies. It discusses the different factors that affect the academic performance of

college students in different universities. It was gathered by the researchers

through artifacts (books and magazines) and internet, considering it gives matter

and significance to our present study.

Related literature

Foreign

Accepted wisdom suggests that applicants with higher results in their entry

qualifications should perform better at degree level. One wonders if this wisdom

is scientifically proven. The last decade has seen an increase in literature relating

to predictors of academic performance with much debate on whether

conventional measures of academic achievement are the best determinants of

future performance at university. In Uganda today, the main admission criteria to

universities is prior performance either at A’ level, at Diploma or at a mature age

examinations (Universities and Tertiary Institutions Act, 2001) this, according to

the literature reviewed is being practiced worldwide, admission boards elsewhere

in the world use prior academic performance to select students for admission.

For example in the United States, Minnesota measures (2010), in the United

Kingdom, Waller and Foy (2011), in South Africa, Swart (2012) and in Kuwait,

7|Page
Mohammad and Almaheed (2010) among many. Several countries use these

standards of admission because according to Staffolani and Bratti, (2011),

measures of prior educational performance are the most important determinants

of student performance an argument supported by The Universities Admission

Centre (2010) report in which it is stated that tertiary institutions in Austria have

found that a selection rank based on a student’s overall academic achievement is

the best single predictor of tertiary success for most tertiary courses. In their

study on validity of high school grades in predicting student success beyond the

freshman year Geiser and Santelics (2012), found that high school grade point

average is consistently the best predictor of college grades. They cite Geiser

(2012) who sampled 80,000 students admitted to the University of California and

tracked 4 year college outcomes including cumulative grade point average and

graduation in order to examine the relative contribution of high school record in

predicting longer term college performance, and their key findings were that high

school grades were the strongest in predicting four year college outcomes for all

academic disciplines. A view similar to that of Geiser and Santelics (2012) was

held by Anderson, Benjamin and Fuss (2010) who carried out a study on the

determinants of success in university and found out that, students who performed

well in high school also performed better in college.

Geiser and Santelics (2012) and Anderson, Benjamin and Fuss (2010) all

from the United States found evidence to suggest that high school grades were

without doubt the best predictors of academic performance. However these

studies were based on a sample of students whose system of education has four

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years of secondary school (O’level), which is totally different from Uganda’s

system, which has six years of secondary level, and this may not be applicable to

Uganda. In addition, Waller and Foy (2011) showed in their study that O’levels

was an inferior predictor of success at University. The researcher found it useful

to compare the results with countries that have the same system of education as

that of Uganda for the results of such studies provide a more uniform and valid

yardstick of assessing and comparing student ability and achievement. For

example a study on the British school system which is almost similar to the

Uganda system of education, Waller and Foy (2011) carried out an investigative

study of British school examinations as a predictor of university performance in

pharmacy, they used the Pearson product moment correlation using the SPSS to

analyze their data and in their conclusion stated that pre-university performance

is significantly correlated with undergraduate performance. Social economic

status is most commonly determined by combining parents’ educational level,

occupational status and income level (Jeynes, 2010; McMillan & Western, 2010).

In most of the studies done on academic performance of students, it is not

surprising that social economic status is one of the major factors studied while 31

predicting academic performance. Hansen and Mastekaasa (2011), argue that

according to the cultural capital theory one could expect students from families

who are closest to the academic culture to have greatest success. It is believed

that low social economic status negatively affects academic achievement

because low social economic status prevents access to vital resources and

creates additional stress at home. (Eamon 2010; Jeynes, 2010). Graetz (2011)

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carried out a study on social economic status in education research and policy

found that social economic background remains one of the major sources of

educational inequality and adds that one’s educational success depends very

strongly on the social economic status of one’s parents. Considine and Zappala

(2012) agree with Graetz (2011), in their study on the influence of social and

economic disadvantage in the academic performance of school students in

Australia found that families where the parents are advantaged socially,

educationally and economically foster a higher level of achievement in their

children. They also found that these parents provide higher levels of

psychological support for their children through environments that encourage the

development of skills necessary for success at school.

On the contrary Pedrosa R.H, Norberto W.D, Rafael P.M, Cibele Y.A and

Benilton S.C (2010) in their study on educational and social economic

background of undergraduates and academic performance at a Brazilian

university, found that students coming from disadvantaged socioeconomic and

educational homes perform relatively better than those coming from higher

socioeconomic and educational strata. They called this phenomenal educational

resilience. This could be true considering that different countries have different

parameters of categorizing social economic status. What a developed country

categorizes as low social economic status may be different from the definition of

low social economic status of a developing country. Additionally students do not

form a homogenous group and one measure of social economic disadvantage

may not suit all sub groups equally.

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 Combs (2012) argued that in virtually all nations, children of parents high

on the educational, occupation and social scale have far better chance of getting

into good secondary schools and from there into the best colleges and

universities than equally bright children of ordinary workers or farmers. Combs

(2012) adds that the findings of many empirical studies suggest that children

whose parents are at the bottom of the social economic hierarchy are not as

inclined to seek or gain access to available educational facilities as the children

with families are located at the middle or top of the hierarchy. Dills (2010) had a

similar view with Combs (2012) when she found that students from the bottom

quartile consistently perform below students from the top quartile of

socioeconomic status. Another similar view was held by Hansen and Mastekaasa

(2011), when they studied the impact of class origin on grades among all first

year students and higher level graduates in Norwegian universities. Their

analysis showed that students originating in classes that score high with respect

to cultural capital tend to receive the highest grades.

McMillan and Westor (2013) argued that social economic status is

comprised of three major dimensions: education, occupation and income and

therefore in developing indicators appropriate for high education context,

researchers should study each dimension of social economic status separately.

They add that education, occupation and income are moderately correlated

therefore it is inappropriate to treat them interchangeably in the higher education

context. An argument similar to Considine and Zappala (2012) who argued that

the social and the economic components of the socio-economic status equation

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may have distinct and separate influences on educational outcomes, the

researcher therefore reviewed literature on each of the components of social

economic status in relation to academic performance.

Family income has a profound influence on the educational opportunities

available to adolescents and on their chances of educational success. In

addition, due to residential stratification and segregation, low-income students

usually attend schools with lower funding levels, have reduced achievement

motivation and much higher risk of educational failure. When compared with their

more affluent counterparts, low-income adolescents receive lower grades, earn

lower scores on standardized test and are much more likely to drop out of school.

Combs (2012) and Sentamu (2011) who argued that social class determines

what school a child will attend and whether the child will pass the examinations.

Considine & Zappala (2012) found that children from families with low income are

more likely to exhibit the following patterns in terms of educational outcomes;

have lower levels of literacy, innumeracy and comprehension, lower retention

rates, exhibit higher levels of problematic school behavior, are more likely to

have difficulties with their studies and display negative attitudes to school.

King & Bellow (2013) used parents’ occupation as a proxy for income to

examine the relationship between income and achievement and found that

children of farmers had fewer years of schooling than children of parents with

white-collar jobs. They also determined that the schooling levels of both parents

had a positive and statistically significant effect on the educational attainment of

Peruvian children. They argue that 34 how much education a child’s parents

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have is probably the most important factor in determining the child’s educational

opportunities. They observe that the higher the attainment for parents, then the

greater their aspirations for children.

According to the literature cited it can be seen that social economic status

is related to academic performance, whether one studies social economic status

as a whole or with distinct dimensions, there is considerable support to

hypothesize that parents’ social economic status affects academic performance

of students. (Jeynes 2010; Eamon 2010; Greatz 2011; Considine & Zappala

2012; Hansen & Mastekaasa 2011) Students who come from low social

economic backgrounds earn lower examination scores compared to their counter

parts from high social economic backgrounds (Eamon 2010).

Students’ educational outcome and academic success is greatly

influenced by the type of school which they attend. The school one attends is the

institutional environment that sets the parameters of a students’ learning

experience. Depending on the environment, a school can either open or close

the doors that lead to academic achievement. According to Considine and

Zappala (2012) the type of school a child attends influences educational

outcomes. Considine and Zappala (2012) whose study in Britain shows that

schools have an independent effect on student attainment and that school effect

is likely to operate through variation in quality and attitudes, so teachers in

disadvantaged schools often hold low expectations of their students which

compound the low expectations the students have, hence leading to poor

performance by the students. Kwesiga (2012) agrees that school has an effect

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on the academic performance of students but argued that school facilities

determine the quality of the school, which in turn influences the achievements,

and attainment of its pupils. Sentamu (2011) argues that schools influence

learning in the way content is organized and in the teaching, learning and

assessment procedures. All these scholars agree in principle that schools do

affect academic performance of students.

Felder, Mohr, Dietz and Ward (2010) carried out a study on the

differences between students from 55 rural students and 65 urban students, in

their study, differences in academic performance were observed with the urban

students doing better on almost every measure investigated. The urban students

outperformed rural students and they continued to perform better in chemical

engineering courses in subsequent semesters. They concluded that urban

students enjoy greater success than rural students. They also found that in every

measure of scholastic aptitude examined, urban students surpassed rural

students. The conclusion of Felder, Mohr, Dietz and Ward (2010), is confirmed

by Tremblay, Ross and Berthelot (2012) in their study on factors affecting grade

three student performances in Ontario. They found that students’ performance

was higher in urban schools than in rural schools.

Some researchers have held the view that school ownership and funding

does indeed have an effect on performance of the student. Crosne, Johnson and

Elder (2013) found that school ownership (that is schools owned by private

individuals and those owned by the government) is an important structural

component of the school. Private schools, they argue, tend to have both better

14 | P a g e
funding and small sizes than public schools. They found that additional funding of

private schools leads to better academic performance and more access to

resources such as computers, which have been shown to enhance academic

achievement. Sampson (2013) also noted that private schools have alternate

sources of funding, higher level of discipline, and are very selective and this is

why they tend to have higher academic performance than students from public

schools. Considine and Zappala (2012) concluded in their study on school

background that students from independent private schools were more likely to

achieve higher end of school scores. Crosne, Johnson and Elder (2013),

Sampson (2013) and Considine and Zappala (2012) share a similar view and

that is; private schools are more likely to have a greater number of students from

high SES families, select students with stronger abilities and have greater

financial resources. In their conclusions, they maintained that the type of school

affects the academic performance of students. Their views are summarized by

Miller and Birch (2012), in their study on the influence of high school attended on

university performance who argued that outcome at university differs according

to the type of high school attended. The studies cited led the researcher to

hypothesize that the student’s school background is positively related to

academic performance of undergraduate students.

Local

Verzosa, F.A. (2010), the characteristics of a Model Library is the primary

characteristic of a good college or university library is its identification with the

institution. “The measure of excellence is the extent to which its resources and

15 | P a g e
facilities support the institution’s objectives.” Corollary to this, the functions of the

library are basically to serve as a teaching arm of the institution, to stimulate

independent intellectual development, and to contribute to a well-rounded liberal

education.

Library services should be regarded as a management tool, applied to

determine how effectively and efficiently the library is serving the needs of its

users, to identify the limitations and failures of service, and to recommend ways

to improve such service. The extent to which the user’s needs are satisfied

depends on the size and collection of the library, the adequacy and accuracy of

the organization of its materials, the usefulness of its catalog and finding tools in

providing access to its collection, and the ability and cooperation of the library

staff in bringing these materials (or information on these materials) to the

attention of the users, and in maximizing the exposure of the users to these

resources and to other library services. (An Assessment of Library Usage on the

Academic Performance of the Third Year Education Students of Jose Rizal

University SY 2013-2014)

Palm Beach Community College (PBBC, 2011), they recommend that

student’s 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.

How-to-study.com (2010), students who are very successful in their

desired career has a good study habits. It is stated that students apply these

habits to all their classes. It is also stated that students should try not to study all

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their subjects in just a period. Taking short breaks will restore your mental

energy.

Acido (2011), he conclude that the major difference between students with

below average, average, above average reasoning skills centers on their study

habits- the awareness on the responsibilities and time management of a college

student is essential to increase their studying skills. Their work is not a hindrance

or distraction to their learning.

Based on (www.termpaperwarehouse.com), studying shouldn’t be an

option for a working student. They have to find time to study at least three hours

a day after their working hours. It is simply done, no excuses or exception since

almost all of existing environment and personal factors are variables of academic

performance of a student.

Pogue (2010), students fail because they do not know how to study. He

said that students make sure that he/she has a good study environment, a good

desk, sturdy chair, good light, comfortable room temperature and quiet

atmosphere. He/she should eliminate internal and external distractions. Then the

student should have a good overview on what he/she is doing to study.

Related Studies

Foreign

The investigation studied factors that influence student academic

performance in the first accounting course, based on this researcher’s sixteen

years of experience teaching undergraduate first accounting course at a private

university in Puegrorto Rico. Student failure in the first accounting course, in the

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first part of this study, fluctuated between 30 and 40 percent during the last ten or

twelve years. Many other professors in private and public universities in Puerto

Rico experience the same results. Ward et al. (2011) found that students who

failed their first accounting course attributed that failure to a lack of study, inability

to apply the material covered, the speed of the coverage of the material, and the

instructor, among other possible factors. The researcher could not find other

studies or investigations on the high number of student failures in the first

accounting course. Failure, for the purpose of this study, represented a student

who dropped the class or received D or F in the first accounting course.

The second and third parts of this study evaluated the internal and

external factors, respectively, that influence the students’ academic performance

in the first accounting course. There are many studies related to the students’

academic performance in the first accounting course and the researcher cited

some of them.

The second phase of the study was related to the classroom internal

factors influencing students’ academic performance in the first accounting

course. Internal classroom factors were variables directly related to the students’

academic performance in the first accounting course during 2011 fall academic

semester, including the relation to business reality of the course content, class

schedule, class size, English text for Spanish speaking students, homework

relation to classroom material, classroom environment, and course material

complexity, professor’s role in the classroom, technology, and exams.

The following studies considered some techniques in the classroom,

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which this researcher classified as classroom internal factors. Almer et al. (2011)

examined the effect of various forms of one-minute papers on quiz scores in an

undergraduate introductory accounting course with over 859 students. Students

were required to write one-minute papers addressing the main point learned in

class and the main unanswered question from class that day. Overall results

indicated that performance on subsequent essay quizzes were significantly

higher by students who wrote one-minute papers than those who did not.

Owens (2010) in her study exploring beliefs about academic achievement

studied the relationship between parent and guardian educational attainment to

academic achievement and concluded that the educational attainment of parent

or guardian does have a relationship with academic achievement of their

children, she argued that the higher the parent or guardian’s educational

achievement, the higher the academic achievement similar to what King & Bellow

(2013) had said. Sentamu (2011) argued that rural families and urban families

where both parents were illiterate or had inadequate education do not seem to

consider home study for their children a priority and that illiterate families will not

foster a study culture in their children since the parents themselves did not attend

school or the education they received was inadequate to create this awareness

in them. These differences in home literacy activities are likely to be reflected in

school achievement.

Mpofu (2012) investigated academic performance on mature students in

higher education and argued that mature age is a second chance scheme for

those who could not obtain the necessary formal qualification for university,

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however before these people are finally admitted to university, they must have

proven record of capability for this level of study as demonstrated by their level of

performance in a set examination by the university. Mpofu (2012) concluded that

these students perform as well as the regular students admitted under the direct

entry scheme. A view similar to that of Mpofu (2012) was held by Parameswaran

(2011) whose study compared academic success of mature students and

traditional students and Richardson (2011) who investigated academic

performance of mature age students in higher education and concluded that

mature students perform as successfully as direct entry students. However

Parameswaran (2011) attributed this performance not just to grade but also to

age, saying that mature age students are older than direct entry student. The

scholars cited have proven in their studies that prior academic performance,

which, in this study is measured by admission points, is related to academic

performance in the university. Even the scholars who did not agree with that

belief admitted that prior performance is related to future performance but to a

small extent. These studies have led the researcher to hypothesize that there is a

relationship between admission points and academic performance of

undergraduate students.

Findings similar to those made by Waller and Foy (2011) were confirmed

by Mohammad and Almaheed (2010) whose study on evaluation of traditional

admissions standards in predicting Kuwait students’ academic performance

revealed that secondary school scores proved to be instrumental in predicting

university performance. The period in which the studies of Mohammad and

20 | P a g e
Almaheed (2010) and Waller and Foy (2011) were done in the early 2000’s

therefore most of the literature they cited was for the 1980s and 90s which is now

obsolete, however the researcher found their research methodology quite

relevant and their use of the statistical package of social science research.

However Huw, Reddy and Talcott (2013) disagree with the view that academic

performance is determined by prior academic performance.

In their study on the relationship between previous academic performance

and subsequent success at university, found that subjects studied at A’ level and

grades obtained did not predict academic performance at university. They cite

Pearson and Johnson (2013) who demonstrated that there was an overall mark

association of only 0.28 between A’ level grades and degree performance a view

held by the Academic Admission Council of Oregon State University (2012); in

their study on undergraduate admissions who found that traditional measures of

academic potential such as high school Grade Point Average (GPA) scores at

best explain only 30% of the variation in first year at college GPA. It should be

noted that even if these studies do not agree with the previous scholars who

found that prior performance affects future performance, they do acknowledge

that admission points are related to academic performance at university but to a

very small extent. Thus confirming McDonald, Newton, Whetton and Benefield

(2013) and Staffolani and Bratti (2011) who demonstrated that A’ level scores still

out perform any other single measure of cognitive aptitude in predicting success

at university. Another form of entry to university is through diploma and mature

age entry, surprisingly for a subject of such importance, few studies have been

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reported linking other forms of entry to academic performance. Ringland and

Pearson (2013) carried out a study on the differences between diploma entrants

and direct A’ level entrants and how each category performed. They sampled

608 respondents of which 154 were diploma entrants, and found that there were

no significant differences between groups in terms of academic performance and

concluded that performance of one prior to university affected performance at

university. The findings of Ringland and Pearson (2013) are supported by

Wheeler (2011) whose results in the study on success of nontraditional students

in an undergraduate program showed that there was no difference in

performance of non-traditional entrants and traditional entrants as long as both

categories had performed well at their previous qualifications.

Local

In study conducted by Padilla (2012), the profile of seven (7) selected

public elementary school libraries in Rodriguez, Rizal in terms of their facilities,

collections, and services and the corresponding library utilization competencies

of their pupils which covered five domains, namely: library, services, parts of the

book, use of reference materials, use of card catalog, and the use of the Dewey

decimal classification system. The researcher also made an ocular inspection of

the school libraries, conducted interviews with school administrators, teachers

and library personnel, and asked the pupils to rate the effectiveness of their

school libraries in terms of its Physical Facilities, Holdings and Library Services.

Significant differences were also noted in the LKSI mean percentage ratings with

regard to the physical condition of their school libraries. Knowledge of library

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services was more evident when the library is located at the second floor and

non-profit materials are made available. The presences of audio-visual materials

enhance their knowledge on the parts of a book and skills in the use of reference

materials and the Dewey Decimal Classification System. Based on the results, a

Library Instructional Program must be developed to assist pupils so they can

become more competent in using their respective libraries and be effective users

of information.

Escalona – Palisoc (2013) studied that library is a place in which literary

and artistic materials, such as books, periodicals, newspapers, pamphlets, prints,

records, and tapes, are kept for reading, reference or lending. The library may

differ in many aspects but they all have the same objective, and that is to support

the educational and research objectives of its parent organizations. The library

responds to the challenge of technology by introducing digital library services

whose objectives is to widen the range of information resources available and to

add value to their content by making them accessible through telecommunication

networks, so that users can access them anytime and anywhere. A 9-point Likert

scale used to determine the extent of the respondents’ feelings towards the

questions in the LibQual (+ -) based questionnaire, indicating their minimum,

desired and perceived service levels.

Rosalie B. Balbin (2012), studied in an age of complex higher education

environment and rapid technological advancements, the need to market the

library effectively has become essential. Academic libraries may have enjoyed

the monopoly in providing information resources and services to students and

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faculty in the past, but today, users have a variety of options available to meet

their needs instantaneously. With changing user expectations, academic libraries

must move beyond the traditional service model to remain viable and be able to

function competitively in this environment in order to survive and grow (Adams

and Cassner, 2012).

In the study conducted by Felicitas, R. (2013) competitive graduate and

the widespread use of information technology in education, the existing

standards for academic libraries in the Philippines have been studied to

determine the focus of these and whether they address the said changes. It also

presents arguments on the perceived accuracy, applicability and found out that

the standards for libraries are more concerned with the inputs such as collection,

staff requirements, physical facilities and services offered. There is also minimal

focus on measures of efficient service and efficient use of library resources or in

other words, output of the library in terms of the teaching-learning process to

which the library should take active part on. It was also observed that the CHED

minimum requirements for libraries stipulated in the curricular guidelines for

respective courses vary in terms of space requirements, size of collection

required and the mode of statement of the guidelines. The paper thus proposes

that there should be more focus on the outputs of the library in relation to the

teaching-learning process in order to help in producing more globally competitive

graduates who are able to effectively use information in the so call information

age. (An Assessment of Library Usage on the Academic Performance of the

Third Year Education Students of Jose Rizal University SY 2013-2014)

24 | P a g e
 In study conducted by Padilla (2012), the profile of seven (7) selected

public elementary school libraries in Rodriguez, Rizal in terms of their facilities,

collections, and services and the corresponding library utilization competencies

of their pupils which covered five domains, namely: library, services, parts of the

book, use of reference materials, use of card catalog, and the use of the Dewey

decimal classification system. The researcher also made an ocular inspection of

the school libraries, conducted interviews with school administrators, teachers

and library personnel, and asked the pupils to rate the effectiveness of their

school libraries in terms of its Physical Facilities, Holdings and Library Services.

Significant differences were also noted in the LKSI mean percentage ratings with

regard to the physical conditions of their school libraries. Knowledge of library

services was more evident when the library is located at the second floor and

non-profit materials are made available. Presences of audio-visual materials

enhance their knowledge on the parts of a book and skills in the use of reference

materials and the Dewey Decimal Classification System. Based on the results, a

Library Instructional Program must be developed to assist pupils so they can

become more competent in using their respective libraries and be effective users

of information.

In the study by Gamayon; Logmao; Merced; Nunez & Castro (2011) the

average respondents of their study was a 21 year old, single female. She was

motivated, slightly stressed, and a good student with a General Weighted

Average of 2.3. In terms of GWA, males had a slightly higher average than

females; and married students performed better than a single students and older

25 | P a g e
people, specifically aged 24 and above tend to have a slightly higher average

than younger college students. The study found no significant relationship

between motivation and academic achievement. The respondents in general

were motivated to study. High motivation, however did not predict academic

achievement among the respondents contrary to the results of previous studies.

Therefore, motivation did not have a significant impact on the overall academic

achievement. This means that highly motivated students may or may not achieve

good academic standing, and the non-motivated students may or may not

achieve academically. The hypothesis for the problem of the study proved to be

correct. There is no significant relationship between the motivation and stress

level and General Weighted Average of the respondents. The study found

negligible relationship between stress and motivation. This means that these two

variables were independent of one another.

Synthesis of the Study

Based on all of these literature and studies, it can be concluded that all of

the literature and studies are all connected to our present research. All of the

literature and studies have been reviewed carefully by the researchers because it

has been foreseen that it is essential to our present study. It will serve as a guide

for researchers to conduct a research wherein we could get a better result for a

better understanding of the study.

26 | P a g e
 Research Paradigm of the Comparative Analysis of the Academic

Performance in English of Selected Regular Students and Student

Assistants of Jose Rizal University

INPUT PROCESS OUTPUT

 Profile of the respondents

a. Sex  Survey  Enhanced of
b. Age Questionnaires Academic
c. Course
 Data gathering Performance of
d. Year Level
the Selected
e. Monthly income of their
 Data analysis Regular Students
parents
 Courses: and Student
a. BSBA  Data Assistants
Major: Interpretations
Accounting  Testing of
Management Relationship of
Supply Chain Mgt.
the Academic
Banking and Finance
Performance in
Marketing
English of the
Service Management
Selected Regular
b. BSA
Major:
Students and

Accountancy Student
c. AB Assistants
Major:
English
d. BSIT
Major:
Animation & Game Devt
e. BSLgM

Feedback

27 | P a g e
 Figure 1 shows the input, the researchers seek for the profiles of the

students and their respective courses. The process includes survey

questionnaires, data gathering, data analysis, data interpretation and testing of

relationship of academic performance in English of the selected regular students

and student assistants of Jose Rizal University. The output of the study was the

enhancement of the academic performance of the respondents.

Theoretical Framework

Expectancy Theory

Expectancy Theory proposes that an individual will decide to behave or

act in a certain way because they are motivated to select a specific behavior over

other behaviors due to what they expect the result of that selected behavior will

be. Wesson (2010)

Goal Setting Theory

Goal Setting Theory views goals as the primary drivers of the intensity and

persistence of effort. Goals are defined as the objective or aim of an action and

typically refer to attaining a specific standard of proficiency, often within a

specified time limit. More specifically, the theory argues that assigning

employees specific and difficult goals will result in higher levels of performance

than assigning no goals, easy goals, or “do-your best” goals. Lepine (2010)

Equity Theory

Equity Theory is a theory that attempts to explain relational satisfaction in

terms of perceptions of fair/unfair distributions of resources within interpersonal

28 | P a g e
relationships. It acknowledges that motivation doesn’t just depend on your own

beliefs but also on what happens to other people. More specifically, equity theory

suggests that employees create a “mental ledger” of the outcomes (or rewards)

they get from their job duties. Colquitt (2010)

Research Hypothesis

There is a significant relationship in academic performance between

regular students and student assistants of Jose Rizal University.

Null Hypothesis

Operational Definition of Key Variables

Academic Performance. This refers to the student's output in

conformance to the university requirements -the basis that will determine if a

student pass or fail.

Intrinsic Rewards. This refers to ones that come from within the

employee. An employee who is motivated intrinsically is working for his or her

own satisfaction and may value challenging work, he or she perceives to be

meaningful to the company.

Metacognition. This refers to higher order thinking which involves active

control over the cognitive processes engaged in learning.

Organizational Behavior. This refers to the study of both group and

individual performance and activity within an organization. Internal and external

perspectives are two theories of how organizational behavior can be viewed by

companies.

29 | P a g e
 Part Time Job. This refers to the work that a student does, but requires

only minimum number of work hours (less than eight hours).

Performance. This refers to perform, it is to take a complex series of

actions that integrate skills and knowledge to produce a valuable result.

Regular Students. These pertain to students who attend school full-time.

Seniority is the fact or state of being older or higher in position or status than

someone else.

Student Assistants. These refer to students under the university

scholarship program. They render time to work in the university (i.e. library,

school canteen, computer laboratory, etc.) in which they are exempted to pay full

or partial amount from their tuition fee.

Working Student. This refers to an individual attending school, at the

same time taking a job for monetary gain.

Self-Motivation. This refers to the initiative to undertake or continue a

task or activity without another’s prodding or supervision.

Study Habits. This refers to the behaviors used when preparing for tests

or learning academic material.

Sleeping Pattern. This refers to a person’s clock-hour schedule of

bedtime and arise time as well as nap behavior; the sleep pattern may also

include time duration of sleep interruptions.

30 | P a g e
 Second Language Learning Acquisition. This refers to the learning and

acquisition of a second language once the mother tongue or its first language

acquisition is established.

31 | P a g e
 Chapter 3

METHODOLOGY

This chapter contains the research design, instrument used, subject of the

study, the respondents, procedures used in gathering the data as well as the

statistical treatment.

Research Design

The research is basically designed to compare the academic performance

in English of regular students and student assistants. The study includes the

relationship between the selected regular students and student assistants in

terms of interest in English, study habits, time-management and sleeping

patterns of the respondents. The researchers used the descriptive comparative

method since it will provide an explanation about the extent of relationship

between two or more variables.

Population and Sample

The researchers conducted a survey to the students of Bachelor of

Science in Accounting, Bachelor of Science in Business Administration, Bachelor

of Science in Information Technology, Bachelor of Secondary Education and

Bachelor of Arts of Jose Rizal University S.Y. 2015-2016. The researchers used

convenience sampling, it is a type of non-probability sampling, where in the

sampling takes the closest persons as respondents, continuing the process until

the sample reaches a predetermined size. In using this method, the researcher

32 | P a g e
determined first the number of student assistants of Jose Rizal University (21)

then selected (21) regular students of the said institution.

Instruments

The main instrument used in the study was patterned from a standardized

questionnaire; it is a check list which was distributed to obtain necessary

information of the respondents Ariola (2010). The questionnaire has three parts.

Part I contains personal information of the respondents. Part II is a closed form

with checkmark responses it has statement with options (always, often,

sometimes, rarely, never). Balbosa(2010) and (www.scribd.com/doc/32099038

/sample-questionnaire#scribd)

Procedure

The researchers have conducted a survey in the form of questionnaire

given to the selected regular students and student assistants of Jose Rizal

University SY 2015-2016. The researchers were in charge with the security and

confidentiality of the data gathered from the selected respondents. After

obtaining the data needed in the study, the researchers tallied the data and then

get the percentage of all the answers on each statement in the questionnaires

including the demographic profile. Attached to it is a letter of consent from the

Institution’s deans.

Statistical Treatment of Data

In this section, the presentation, analysis and interpretation of data

33 | P a g e
arepresented. Since the study is a descriptive type of research, the researchers

used the descriptive statistics.

Method used in Computing the Mean for the demographic profile and for the data

analysis:

M=

Where:

M= is the mean

Tx = is the total

n = number of measures

Formula for Weighted Mean:

WM =

Where:

WM = weighted mean

TWF = the total products of weights multiplied by their respective

frequencies

N = the number of raters

Putting it in another formula:

Mn =

Where:

Mn = the weighted mean

34 | P a g e
 = the summation of the product

= the total number of the frequencies

Using this formula, an example is:

( ) ( ) ( ) ( ) ( )
Mn = = = 3.4
( )

Steps used finding the Weighted Mean

There are five (5) scales of values with adequacy category, the following

matrix is prepared:

Scale of Values Scale Range Category/Interpretation

5 4.21-5.00 always

4 3.41-4.20 often

3 2.61-2.60 sometimes

2 1.81-2.60 rarely

1 1.00-1.80 never

Matrix for Interpretation of Data

Figure 2 shows the five (5) scale of values with performed activities category.

This was used for the interpretation of data for the questionnaires that the

respondents answered.

To get the percentage:

35 | P a g e
 P= x 100

Where:

P = percentage

n = frequency (number of responses)

N = total respondents

Ranking. It is the process of arranging and positioning the item from the

highest to the lowest order based on certain criteria. Rank is the relative position

of criteria included in ranking, such as first, second, third, fourth, and so on.

f-test (Analysis of Variance – ANOVA). It is used in the following: one-

way classification, for testing significant difference of the means of three or more

independent samples with one intervening variables; two-way classification, with

two intervening variables or three-way classification, with three intervening

variables.

Interval Scale. This scale of measurement is expressed in real numbers

so that data can be categorized and ranked. This measurement determines the

distance between two or more variables in terms of equal intervals.

Quantitative. These can be measured quantitatively or numerically.

Qualitative. These are variables which cannot be measured quantitatively

or cannot be expressed numerically like.

36 | P a g e
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the data gathered by thee researchers and its

interpretation. This chapter shows the tables for the data to be easily understood.

The presentation of data is organized according to the statement of the problem

in Chapter 1.

1. Demographic profile of the selected regular students and the student

assistants

1.1 Age

1.2 Civil Status

1.3 Gender

1.4 Course

1.5 Year Level

1.6 Family Monthly Income

Table 1.1

Age of the Respondents

Age Regular Students Percentage Student Assistants Percentage

15 - 16 1 4.76 1 4.76
17 - 18 8 38.10 4 19.05
19 - 20 6 28.57 12 57.14
21 - Above 6 28.57 4 19.05
Total 21 100 21 100

Table 1.1 shows the raw data for the tally and the percentage of the age of

the selected regular students and student assistants.

37 | P a g e
 Most of the respondents from the selected regular students are 17-18

years old at 38.10% followed by 19-20 years of age and 21-above with both

28.57% and from 15-16 years old has only 4.76%, this means that majority of the

Student Assistant are 17-18 years old because they cover almost 40% of the

totality. It also means that most of the selected regular students are not of their

legal age and still depends on their parents for their studies.

Most of the respondents from the student assistants are 19-20 years old at

57.14% followed by 17-18 years of age and 21-above with both 19.05% and from

15-16 years old has only 4.76%, this means that majority of the Student Assistant

are 19-20 years old because they cover more than 50% of the totality. It also

means that most of the student assistants are of their legal age when they

receive their scholarship in the institution.

Academic performance of mature age students in higher education and

concluded that mature students perform as successfully as the direct entry

students Richardson (2011) However, Parameswaran (2011) attributed this

performance not just to grade but also to age, saying that mature age students

are older than direct entry student. The scholars cited have proven in their

studies that prior academic performance, which, in this study is measured by

admission points, is related to academic performance in the university.

Since most of the respondents are 19-20 years of age, it is interpreted that

they are more experienced and they are more likely to excel in their performance

in English.

38 | P a g e
 Table 1.2

Civil Status of the Respondents

Civil Status Regular Students Percentage Student Assistants Percentage

Single 21 100 21 100
Married 0 0 0 0
Total 21 100 21 100

Table 1.2 shows the raw data for the tally and the percentage of the civil

status of the selected regular students and student assistants. All of the

respondents are single.

It is evident that all of the respondents both selected regular students and

student assistants are single.

Table 1.3

Gender of the Respondents

Gender Regular Students Percentage Student Assistants Percentage

Male 10 47.62 5 23.81
Female 11 52.38 16 76.19
Total 21 100 21 100

Table 1.3 shows the raw data for the tally and the percentage of the

gender of the respondents. Most of the respondents are female.

Majority of the respondents of the selected regular students and student

assistants are female. It is realized that they are more likely to work.

The performance of graduate students does not vary with gender,

residential area and accommodation. As the significant two tailed values (p-

39 | P a g e
values=0.02 and =0.007) is less than 5%, so we reject the null hypothesis and

conclude at statistically the performance of graduate student vary with schooling

and medium of schooling. Ali S., Haider Z., Munir F., Khan H., Ahmed A. (2010)

This means that having a different gender has nothing to do with the academic

performance in English.

Table 1.4

Course of the Respondents

Course Regular Students Percentage Student Assistants Percentage

BSBA Management 10 47.62 5 23.81
BSBA Economics 1 4.76
BSBA Marketing 2 9.52 1 4.76
AB - English 1 4.76
BS IT 3 14.29 1 4.76
BSA 3 14.29 2 9.52
BSED 1 4.76 1 4.76
BSBA Accounting 5 23.81
BSBA Supply Chain 1 4.76
BSBA Banking & Fin 3 14.29
BSBA Legal Mgt 1 4.76
BSIT AGD 1 4.76
Total 21 100 21 100

Table 1.4 shows the raw data for the tally and the percentage of the

course of the selected regular students and student assistants.

Most of the respondents of the selected regular students are BSBA

students. But the researchers can see that BSBA major in management has the

most number at 47.62% followed by BSA and BSIT with both 14.29% next is

BSBA Marketing with 9.52%. The remaining three courses have the same

40 | P a g e
number of respondents with 4.76%. These means that majority of the selected

Regular Students are BSBA Management because they cover almost half of the

total number of the respondents.

Most of the respondents from the student assistants are BSBA students.

But the researchers can see that BSBA accounting and management has the

most number at 23.81% followed by BSBA Banking and Finance with 14.29%

next is BSA with 9.52%. The remaining six courses have the same number of

respondents with 4.76%. These means that majority of the Student Assistants

are BSBA Accounting and BSBA Management because they cover almost half of

the total number of the respondents. It also means that most of the student

assistants have a course which cost more time and money.

It is interpreted that most of the selected regular students and student

assistants took the course of Bachelor of Science in Business Administration with

different majors in Jose Rizal University.

Table 1.5

Year Level of the Respondents

Year Level Regular Students Percentage Student Assistants Percentage

1st Year 3 14.29 3 14.29
2nd Year 7 33.33 6 28.57
3rd Year 10 47.62 9 42.86
4th Year 1 4.76 3 14.29
Total 21 100 21 100

Table 1.5 shows the raw data for the tally and the percentage of the year

level of the selected regular students and student assistants of Jose Rizal

41 | P a g e
University SY 2015-2016.

Most of the respondents of the selected regular students are in 3rd year

college at 47.6% followed by 2nd year college with 33.3% and 1st year level with

14.3% and lastly 4th year level with 4.8% this means that majority of the Student

Assistant are in their third year level.

Most of the respondents of the student assistants are in 3rd year college at

42.9% followed by 2nd year college with 28.6% and 1st and 4th year level with

both 14.3%, this means that majority of the Student Assistant are in their third

year level.

This illustrates that third year and second year and fourth year are more

likely to improve in the academic performance in English since they have more

experience in the tertiary level of education.

Table 1.6

Monthly Income of the Respondents

Monthly Income Regular Students Percentage Student Assistants Percentage

10,001 - 15,000 6 28.57 8 38.10
15,001 - 20,000 4 19.05 10 47.62
20,001 - 25,000 0 0.00 2 9.52
25,001 - 30,000 2 9.52 0 0.00
30,001 - 35,000 4 19.05 0 0.00
35,001 - Above 5 23.81 1 4.76
Total 21 100 21 100

Table 1.6 shows the raw data for the tally and the percentage of the family

monthly income of the respondents from the Selected Regular and Student

Assistants of Jose Rizal and University SY 2015-2016 .

42 | P a g e
 Majority of the family monthly income of the respondents from the

selected regular students has an income of 10,001-15,000 at 28.6%. 35,001 and

above income has 23.8%. Next are 15,001-20,000 and 30,001-35,000 with both

19.05%. Next is 25,001-30,000 that has only two respondents with 9.5% from the

total and no respondent with family income of 20,001-25,000. This means that

most of the selected regular students have enough family monthly income to

support their studies.

The family income of the respondents and majority of the respondents has

15,001-20,000 at 47.6%. 10,001-15,000 income has 38.1%. Next is 20,001-

25,000 has only two respondents with 9.5% from the total and only one

respondent with family income of 35,001 and above. This means that most of the

student assistants do not have enough monthly income to support their studies.

Considine and Zappala (2012) agree with Graetz (2011), in their study on

the influence of social and economic disadvantage in the academic performance

of school students in Australia found that families where the parents are

advantaged socially, educationally and economically foster a higher level of

achievement in their children. They also found that these parents provide higher

levels of psychological support for their children through environments that

encourage the development of skills necessary for success at school. The above

data illustrates that if one student has a low monthly income, it affects their

performance in school.

On the contrary Pedrosa R.H, Norberto W.D, Rafael P.M, Cibele Y.A and

Benilton S.C (2010) in their study on educational and social economic

43 | P a g e
background of undergraduates and academic performance at a Brazilian

university, found that students coming from disadvantaged socioeconomic and

educational homes perform relatively better than those coming from higher

socioeconomic and educational strata. All in all, the monthly income has a big

factor in the performance in English of one student.

Table 2
Interest in English of the Selected Regular Student

Weighted Verbal
A. Interest in English
Mean Interpretation
1. I make myself prepared for the English
subject 3.42 often
2. I listen attentively to the lecture of my English
professor. 4.14 often
3. I actively participate in the discussion,
answering exercises and/or clarifying things I did
not understand. 3.67 often
4. I want to get good grades on tests, quizzes,
assignments and projects. 4.67 always
5. I get frustrated when the discussion is
interrupted or the teacher is absent. 3.1 sometimes
Total Weighted Mean 3.8 often

Table 2 shows that most of the selected regular students of Jose Rizal

University are often interested in the English subject. The table clearly shows that

they always want to get good grades on tests, quizzes, assignments and

projects. They sometimes get frustrated when the discussion is interrupted or the

teacher is absent. The total weighted mean is 3.8 with a verbal interpretation of

“often”.

44 | P a g e
 Table 3
Study Habits of Selected Regular Students

Weighted Verbal
B. Study Habits
Mean Interpretation
1. I do my assignments regularly. 3.71 often
2. I exert more effort when I do difficult
assignments. 4 often
3. I spend my vacant time in doing
assignments or studying my lessons. 3.38 sometimes
4. I study the lessons I missed if I was absent
from the class 3.86 often
5. I study and prepared for quizzes and tests. 4.19 often
6. I study harder to improve my performance
when I get low grades. 4.14 often
7. I spend less time with my friends
during school days to concentrate more on my
studies. 3.05 sometimes
8. I prefer finishing my studying and
my assignments first before watching any
television program. 3.52 often
9. I see to it that extracurricular
activities do not hamper my studies. 4 often
10. I have a specific place of study
at home which I keep clean and orderly. 3.95 often
Total Weighted Mean 3.78 often

As shown in Table 3, the selected regular students do their assignments

often. They often exert more effort when they do difficult assignments.

Sometimes, they spend their vacant time in doing assignments or studying their

lessons. They often study the lessons they missed if they were absent from the

class. They often study and prepare for quizzes and tests. They often study

harder to improve their performance when they get low grades. Sometimes, they

spend less time with friends during school days to concentrate more on their

studies. They prefer finishing their studying and assignments first before

watching any television program often. They often see to it that extracurricular

45 | P a g e
activities do not hamper their studies. Lastly, they often have a specific place to

study at home which they keep clean and orderly. All in all, they often do their

study habits.

Table 4
Time-Management of Selected Regular Students
Weighted Verbal
C. Time-Management
Mean Interpretation
1. I attend my class on time. 4.33 always
2. I tend to complete my assignments on time. 4 often
3. I make lists of things to do in my head rather
than on paper. 3.91 often
4. I schedule time to study for exams. 3.86 often
5. My job requires more than 20 hours a week?
(For Student Assistants Only) 0
Total Weighted Mean 4.03 often

In Table 4, the selected regular students always attend their class on time.

They often tend to complete their assignments on time. They often make a list of

things to do in head than on paper. They often have a schedule time to study for

exams. Since they do not work, they did not answer number 5 because the

statement is solely for student assistants. All in all, they often have a time-

management with a total weighted mean of 4.03.

46 | P a g e
 Table 5
Sleeping Patterns of Selected Regular Students

Weighted Verbal
D. Sleeping Pattern
Mean Interpretation
1. The amount of sleep I get affects my academic
performance in English. 3.48 sometimes
2. The adequate amount of sleep affects my
grades. (e.g. exam scores, activities, quizzes,
reports) 3.38 sometimes
3. I cope with getting an inadequate amount of
sleep.
a. I take a nap. 3.71 often
b. I sleep late on Weekends. 4.24 always
c. I sleep during classes. 2.43 rarely
d. I stay at home and sleep at home instead of
attending classes. 1.95 rarely
e. I drink coffee, tea or energy drinks. 2.95 sometimes
f. I exercise (stretching, walking, etc.). 4.05 often
4. My choice of coping with inadequate sleep is
effective. 3.33 sometimes
Total Weighted Mean 3.28 often

Table 5 shows that the amount of sleep of the selected regular students

sometimes affects their academic performance in English. The adequate amount

of sleep sometimes affects their grades. They often get a nap and always sleep

at night. They rarely sleep during classes and rarely stay at home instead of

attending classes. They sometimes drink coffee, tea or energy drinks. They often

exercise and their choice of coping with inadequate sleep is sometimes effective.

The total weighted mean for their sleeping patterns is 3.69 with a verbal

interpretation of “often”.

47 | P a g e
 Table 6
Interest in English of the Student Assistants

Weighted Verbal
A. Interest in English
Mean Interpretation
1. I make myself prepared for the English subject 3.67 often
2. I listen attentively to the lecture of my English
professor. 4.29 always
3. I actively participate in the discussion,
answering exercises and/or clarifying things I did
not understand. 3.81 often
4. I want to get good grades on tests, quizzes,
assignments and projects. 4.76 always
5. I get frustrated when the discussion is
interrupted or the teacher is absent. 3.52 often
Total Weighted Mean 4.01 often

Table 6 illustrates that the student assistants often make themselves

prepared for the English subject. They always listen attentively to the lecture of

their English professor. They actively participate in the discussion often. They

always want to get good grades on tests, quizzes, assignments and projects.

They often get frustrated when the discussion is interrupted or the teacher is

absent. The total weighted mean for interest is 4.01 with verbal interpretation of

“often”.

48 | P a g e
 Table 7
Study Habits of the Student Assistants

Weighted Verbal
B. Study Habits
Mean Interpretation
1. I do my assignments regularly. 4.62 always
2. I exert more effort when I do difficult
assignments. 4.47 always
3. I spend my vacant time in doing assignments or
studying my lessons. 3.71 often
4. I study the lessons I missed if I was absent
from the class 4.05 often
5. I study and prepared for quizzes and tests. 4.43 always
6. I study harder to improve my performance
when I get low grades. 4.71 always
7. I spend less time with my friends during school
days to concentrate more on my studies. 3.43 sometimes
8. I prefer finishing my studying and my
assignments first before watching any television
program. 3.48 sometimes
9. I see to it that extracurricular activities do not
hamper my studies. 3.95 often
10. I have a specific place of study at home which
I keep clean and orderly. 3.91 often
Total Weighted Mean 4.08 often

As shown in table 7, the student assistants do their assignments always.

They always exert more effort when they do difficult assignments. They often

spend their vacant time in doing assignments or studying their lessons. They

often study the lessons they missed if they were absent from the class. They

always study and prepare for quizzes and tests. They always study harder to

improve their performance when they get low grades. Sometimes, they spend

less time with friends during school days to concentrate more on their studies.

They prefer finishing their studying and assignments first before watching any

49 | P a g e
television program sometimes. They often see to it that extracurricular activities

do not hamper their studies. Lastly, they often have a specific place to study at

home which they keep clean and orderly. All in all, they often do their study

habits with a total weighted mean of 4.08

Table 8
Time-Management of the Student Assistants

Weighted Verbal
C. Time-Management
Mean Interpretation
1. I attend my class on time. 4.43 always
2. I tend to complete my assignments on time. 4.52 always
3. I make lists of things to do in my head rather
than on paper. 3.57 often
4. I schedule time to study for exams. 4.33 always
5. My job requires more than 20 hours a week?
(For Student Assistants Only) 4.33 always
Total Weighted Mean 4.24 always

In Table 8, the student assistants always attend their class on time. They

always tend to complete their assignments on time. They often make a list of

things to do in head than on paper. They always have a schedule time to study

for exams. Their job always requires more than 20 hours a week. All in all, the

total weighted mean of their time-management is 4.24 which are within the scale.

50 | P a g e
 Table 9
Sleeping Patterns of the Student Assistants

Weighted Verbal
D. Sleeping Patterns
Mean Interpretation
1. The amount of sleep I get affects my academic
performance in English. 3.81 often
2. The adequate amount of sleep affects my
grades. (e.g. exam scores, activities, quizzes,
reports) 3.28 sometimes
3. I cope with getting an inadequate amount of
sleep.
a. I take a nap. 3.81 often
b. I sleep late on Weekends. 2.52 rarely
c. I sleep during classes. 1.71 never
d. I stay at home and sleep at home instead of
attending classes. 1.81 rarely
e. I drink coffee, tea or energy drinks. 3.43 often
f. I exercise (stretching, walking, etc.). 3.29 sometimes
4. My choice of coping with inadequate sleep is
effective. 3.62 often
Total Weighted Mean 3.03 sometimes

In Table 9, the amount of sleep that the student assistants get often

affects their academic performance in English. The adequate amount of sleep

sometimes affects their grades. They often get a nap and rarely sleep at night.

They never sleep during classes and rarely stay at home instead of attending

classes. They often drink coffee, tea or energy drinks. They sometimes exercise

and their choice of coping with inadequate sleep is often effective. The total

weighted mean for their sleeping patterns is 3.03 with a verbal interpretation of

“sometimes”.

Curcio et al. (2010) reviewed approximately 103 studies related to sleep

51 | P a g e
loss, learning capacity, and academic performance. Students of different

education levels, from elementary school to university, were the samples in these

studies. Most (31 out of 37) studies involved elementary or high school students

as subjects because they were in a learning development phase. The

researchers concluded that sleep deprivation was correlated negatively with

academic performance. They found that sleep-deprived students performed

poorly on learning capacity skills such as attention, memory, and problem-solving

tasks, and this affected their academic performance. Moreover, sleep deprivation

resulted in daytime sleepiness that also was correlated with poor academic

performance. Daytime sleepiness was evaluated using an instrument, the

Multiple Sleep Latency Test, which has been used by previous researchers

(Carskadon, Harvey, & Dement, 2009)

Source of Variation F P-value F crit

Between Groups 2.223317 0.040542 2.124029
Within Groups

Total

Result of the Test for Level of Significance

The figure shows the analysis of variance of the result of the survey

questionnaire that the selected regular students and student assistants have

answered. The p-value is 0.04 which means that there is a significant relationship

between regular students and student assistants in terms of their academic

performance because the p-value is 0.04 were it is lower to the accepted

significance of 0.05.

52 | P a g e
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATION

The focus of this chapter are the summary of findings which answers the

statement of the problems; the conclusion for the research study and the

recommendation.

The research study focused on finding answers on the research problems.

The researchers have answered the statement of the problems; the demographic

profile of the students; interests on the English subject; their study habits; how

they manage their time; and what their sleeping patterns are. In this research

study, it was discussed clearly on Chapter 1 about what this study is all about. In

Chapter 2, it is clearly stated that all of the literatures both foreign and local have

relevance to this study. In Chapter 2, most especially the review of related

literature and studies, there is a huge relevance in those studies and in this

research. Some of the companies nowadays, when they look at someone’s

resume, they also focus on the academic performance of the applicant. If they

could see that the applicant excel in some subjects, there is a big chance that

they will be able to be accepted by the company.

Chapter 3 is all about the research methods that have been used in the

study, that the chapter includes the respondents for the study; the selected

regular students and student assistants which were gathered through

convenience sampling. In Chapter 4, the statistical instruments used are likert

scale and t-test and the interpretations of data are also discussed. All the

information needed for the interpretation is explored one by one to be easily

53 | P a g e
understood by the readers. This research study has been examined carefully by

the researchers.

Summary of Findings

Based on the data gathered the following findings are evident.

1. The demographic profile of the selected regular students and student

assistants is totally different. When it comes to their age, most of the

selected students are 17-18; they are all single; 52.38% are female;

47.52 are BSBA management; most of them are on their third year;

29.05% has a family income of 25,001-30,000 and 23.81% has 30,001

and above which means that they can afford to study in a university

without having a scholarship. The age of the student assistants are 19-

20 with 57.14%; all of them are single; 76.19% are female; Most of

them are BSBA management and BSBA accounting students with both

23.81%; 42.86% are also in their third year; only one of them has an

income of 35, 001 and above; most of the student assistants has an

income of 10,001-15,000 with 38.10% and 15,001-20,000 with 47.62%.

With this data, it is clear that there is a huge comparison between the

selected regular students and student assistants.

2. The selected regular students are often interested in English.

3. The selected regular students do their assignments often. They often

exert more effort when they do difficult assignments. Sometimes, they

spend their vacant time in doing assignments or studying their lessons.

54 | P a g e
 They often study the lessons they missed if they were absent from the

class. They often study and prepare for quizzes and tests. They often

study harder to improve their performance when they get low grades.

Sometimes, they spend less time with friends during school days to

concentrate more on their studies. They prefer finishing their studying

and assignments first before watching any television program often.

They often see to it that extracurricular activities do not hamper their

studies. Lastly, they often have a specific place to study at home which

they keep clean and orderly. All in all, they often do their study habits.

4. The selected regular students always attend their class on time. They

often tend to complete their assignments on time. They often make a

list of things to do in head than on paper. They often have a schedule

time to study for exams.

5. The amount of sleep of the selected regular students sometimes

affects their academic performance in English. The adequate amount

of sleep sometimes affects their grades. They often get a nap and

always sleep at night. They rarely sleep during classes and rarely stay

at home instead of attending classes. They sometimes drink coffee,

tea or energy drinks. They often exercise and their choice of coping

with inadequate sleep is sometimes effective.

6. The student assistants are also often interested in the English subject.

7. The student assistants do their assignments always. They always exert

more effort when they do difficult assignments. They often spend their

55 | P a g e
 vacant time in doing assignments or studying their lessons. They often

study the lessons they missed if they were absent from the class. They

always study and prepare for quizzes and tests. They always study

harder to improve their performance when they get low grades.

Sometimes, they spend less time with friends during school days to

concentrate more on their studies. They prefer finishing their studying

and assignments first before watching any television program

sometimes. They often see to it that extracurricular activities do not

hamper their studies. Lastly, they often have a specific place to study

at home which they keep clean and orderly.

8. The student assistants always attend their class on time. They always

tend to complete their assignments on time. They often make a list of

things to do in head than on paper. They always have a schedule time

to study for exams. Their job always requires more than 20 hours a

week.

9. The amount of sleep that the student assistants get often affects their

academic performance in English. The adequate amount of sleep

sometimes affects their grades. They often get a nap and rarely sleep

at night. They never sleep during classes and rarely stay at home

instead of attending classes. They often drink coffee, tea or energy

drinks. They sometimes exercise and their choice of coping with

inadequate sleep is often effective.

56 | P a g e
10. Yes, there is a significant relationship between the selected regular

students and student assistants when it comes to their academic

performance in English.

First of all, the researchers kept in mind that the respondents are

studying in a private school. Their demographic is a huge factor in the

study; their age difference; when it comes to their civil status, they are

all single; most of the respondents for both sides are female but

student assistants are larger than the selected regular students with

23.81% difference; Most of the respondents are BSBA students; most

of the respondents are in their third year in college; and remember that

the selected regular students can afford to study in this institution

unlike the student assistants that is why they work for their study.

The student assistants are more interested in English than the selected

regular students. The student assistants give more time to do their

assignments regularly. They always exert more effort in doing difficult

assignments; they study and prepare for quizzes and tests and they

study harder when they get low grades. Unlike the regular students,

they do not give as much time as the student assistants for their study-

habits.

When it comes to managing time, both respondents have time to

attend their class regularly. The student assistants always tend to

complete their assignments unlike the selected regular students, they

do it very often. The selected regular students often schedule time to

57 | P a g e
 study for exams unlike the student assistants, they always do it.

Student assistants always work more than 20 hours a week unlike the

selected regular students; they do not work since their parents are the

ones who pay for their tuition fees.

For the selected regular students, the amount of sleep they get

sometimes affects their academic performance in English while often

student assistants. The adequate amount of sleep sometimes affects

their grades for both respondents. They both often cope with getting

inadequate amount of sleep. For student assistants, their choice of

coping with inadequate amount of sleep is often effective while for the

selected regular students, it is sometimes effective. All in all, both

dependent and independent variables have a significant relationship

with each other.

Conclusions

1. Demographic profile

1.1 Most of the respondents were ages 19-20.

1.2 Majority of the respondents who answered the survey were females.

1.3 All of the respondents were single.

1.4 Most of the respondents were BSBA students.

1.5 Majority of the respondents were 3rd year student.

1.6 Most of the respondents belong to the family with lower income.

2. The total weighted mean of selected regular students in their interest in

English is 3.8 with verbal interpretation “often”.

58 | P a g e
3. The study habits of selected regular students had a weighted mean of

3.78 with verbal interpretation “often”.

4. Based on the findings, the selected regular students often managed their

time for attending classes, completing their home works, and scheduling

time for exams.

5. The amount of sleep that the selected regular students affect their

academic performance in English; most of them always sleep late on

weekends.

6. The total weighted mean of student assistants in their interest in English

was 4.01 with verbal interpretation “often”.

7. Most of the student assistant always do their home works; they always

exert most effort when do difficult assignments; they always study and

prepare for their quizzes and tests; they always study harder to improve

their performance when they get low grades.

8. Majority of the student assistants always managed their time for school

activities and work.

9. The inadequate amount of sleep of student assistants does not affect the

academic performance in English and their choice of coping with it were

often effective.

10. In reality, anyone can excel in whatever they do. In this research, it was

clearly stated that student assistants were motivated in studying since

they have to hold their scholastic standing because without it, it will be

hard for them to study since the family income was not enough to support

59 | P a g e
them. Unlike the regular students, they were supported by their families. It

was clearly evident that regular students had a better income than the

student assistants. Student assistants were supported by the employment

given to them by the institution, in return, they have to work at least 20

hours a week and maintain a high grade.

On the side of the regular students, they were not as motivated as the

student assistants. Some of them, even if they fail on a subject, they do

not care as much as the student assistants. The mere fact that they were

not the one who provide for their tuition was enough reason for them not

to excel as much as the student assistants. Of course, some of the regular

students were motivated to study English so that they could at least return

the favor given to them by their parents but then again, not as much as the

regular students. According to one of the student assistants that the

researchers have talked to, when they fail on a subject, the scholarship

they have will be cancelled. As anyone can see, it was really hard to

become a student and it is harder when one is a student assistant of a

school since one has different duties and responsibilities. It was really

amazing that these people were able to manage their time yet they were

working. When the researchers had the survey on regular students and

student assistants, it has a huge difference. Some of the selected regular

students will answer seriously but some will not. Unlike the student

assistants of Jose Rizal University, they take every statement quite

serious. The respondents from the student assistants thought that the

60 | P a g e
 survey was important, not just for the researchers but also for themselves

since every statement on the questionnaire is relatable on their everyday

lives.

The researchers therefore conclude that the duty of the student assistants

of Jose Rizal University affects their academic performance because they

are motivated to get high grades to maintain their scholarship. There is a

significant relationship between the selected regular students and student

assistants in terms of their academic performance in English because

there is a huge comparison with their interests, study-habits, time

management and sleeping patterns. It is clear that when one is employed,

one is more focused on his/he studies most especially when the one who

employed you is the school where you study.

Recommendations

The lists of recommendations are based on the summary of findings;

1. Students must not worry that much about their demographic profile; it is

natural that one differs or has the same age, gender, civil status, course,

year level and family monthly income. If one belongs to the lower class,it

could serve as an inspiration to perform better in their academic standing

and if one belongs to the middle and higher class, they still have a reason

to perform better at school.

61 | P a g e
2. Regular students must participate in different activities which use the

English Language; this is to build their interest. For examples (plays,

debate, declamation, etc.)

3. Regular students must allocate time during in weekend reviewing their

lessons,

4. Regular students should balance their in studying and doing extra-

curricular activities.

5. Regular students must sleep at least 7-8 hours a day, in order to be

focused when they attend their classes.

6. Student assistants must attend seminars about English topic to enhance

their English skills.

7. Student assistants must read their notes during their free time.

8. Student assistants should plot out his/her planner to organize his/her goal

a week before so he/she knows what to do for the days ahead.

9. Student assistants must take a nap if they have excess time. This it to

prevent falling asleep during classes.

10. The selected regular students and student assistants may differ in

different factors when it comes to their academic performance, still, they

must see that improving their performance in English would help them

achieve a better future; most especially in this era since English speakers

are in demand nationwide. Sometimes, it does not matter what your

course is. As long as you speak the English language well, you could have

a better job opportunities.

62 | P a g e
11. Students must aim high grades to get better job opportunities.

12. Students must improve their English skills both oral and written. Since

English is one of the universal language.

13. Students should allocate time in attending lectures regularly and study

time to achieve higher grades on their examination.

14. Students must not sleep during classes, they will miss important lesson

and student must really not do that since it is written in the school

handbook.

15. Students must study not just on the subject they are interested in but also

on their other subjects.

16. Student Assistants must maintain their grades to achieve another

scholarship for the next semester.

17. Students must attend seminars about English topics so that they could

improve their skills in different ways aside from that, they could get

certificates that they could use for their resume.

18. Students must participate in different activities which use the English

language; this is to practice their speaking skills. For example, plays,

debate, declamation, etc.)

19. Students should read English books and newspapers to enhance their

skills at their own pace.

20. This study can be applicable for further researches.

63 | P a g e
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Population education : The State of the Art

Greenberger and Steinberg (2013). When Teenagers Work : The Psychological

and Social Costs of Adolescent Employment

Ali S., Haider Z., Munir F., Khan H., Ahmed A. (2010) Factors Contributing to the

Students’ Academic Performance: A Case Study of Islamia University

74 | P a g e
Curcio, G., Ferrara, M., & Dennaro, L. D. (2006). Sleep Loss, Learning Capacity

and Academic Performance. Sleep Medicine, 10, 323-337. doi:10.1016

/j.smrv.2005.11.001

Carskadon, M. A., Harvey, K., & Dement, W. C. (2009). Sleep Loss in Young

Adolescents. Sleep, 4, 299-312.

Published References

Assessment of Library Usage on the Academic Performance of the Third Year

Education Students of Jose Rizal University S. Y. 2013-2014 (March 2014)

Does Part-Time Job Affect College Students’ Satisfaction and Academic

Performance (GPA)? The Case of a Mid-Sized Public University (Online

Published: March 1, 2014) retrieved from International Journal of Business

Administration http://dx.doi.org/10.5430/ijba.v5n2p50

Motivational Factors Related to the Mathematical Performance of the BS

Mangement Students S. Y. 2010-2011 (S. Y. 2010-2011)

Organizational Behavior Improving Performance and in the Workplace (Fourth

Edition)

Study Habits of Working Students and Their Scholastic Standing (March 2014)

The Relationship Between the Stress and Motivation Levels and the Academic

Performance of Fourth Year Education Students of Jose Rizal University,

First Semester of the School Year 2010-2011 (March 2011)

75 | P a g e
 Electronic References

The Students of JRU (2015) A Source of Pride retrieved from:http://www.jru.edu

/index.php/about-jru/letter-from-the-president#.VZWE7PmqpBd

Part-time Employment http://scholar.lib.vt.edu/theses/available/etd-03062006

182921/unrestricted/chapter1.pdf

Research Guides Aug 27, 2015 retrieved from http://libguides.usc.edu/writing

guide/theoreticalframework

Organizational Behavior – OB (2015) retrieved from: http://www.inves

topedia.com/terms/o/organizational-behavior.asp

Chapters 1-5 (August 18, 2010) retrieved from: http://www.slideshare.net/jennilyn

balbalosa /chapters-1-5

Factors Affecting Academic Performance of Undergraduate Students at Uganda

Christian University (2009) retrieved from http://news.mak.ac.ug

/documents/Makfiles/theses/Kyoshaba%20Martha.pdf

Effects of Employment on Student Academic Success (compiled December

2006) Retrieved from http://www.byu.edu/hr/sites/default/files/effects_of_

student _em ploy ment.pdf

A Review of the Effects of Student Employment on Academic Achievement

(Updated November 9, 2012) retrieved from https://www.acui.org

/content.aspx?menu_id=122&id=2170http://shodhganga.inflibnet.ac.in/bit

tream/10603/4498/7/07_chapter%202.pdf

76 | P a g e
Factors Influencing Students’ Academic Performance in the First Accounting

Course: A Comparative Study between Public and Private Universities in

Puerto Rico (November, 2005) http://ponce.inter.edu/cai/tesis

/hrodriguez/index.pdf

A Comparative Study of the Academic Performance of Students of Manila

Science High School who were Admitted Under the Entrance

Test/Automatic Admission Scheme (2015) retieved from

http://www.academia.edu/3393749/A_Comparative_Study_of_the_Acad

mic_Performance_of_Students_of_Manila_Science_High_School_who_

ere_Admitted_Under_the_Entrance_Test_Automatic_Admission_Scheme

http://www.temple.edu/class/resources/academic_success/time/time_managem

nt_questionnaire_louisiana_state_shreveport.pdf

Sleepfoundation.org/sleeptionary

Dictionary.reference.com/browse/self-motivated

Yourdictionary.com/study-habits

www.brighthubeducation.com/language-learning-tips/70729-defining-second

language-acquisition/

http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4067&context=etd

77 | P a g e
APPENDICES

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 Appendix A

Letters of Approval

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`

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81 | P a g e
82 | P a g e
83 | P a g e
84 | P a g e
85 | P a g e
86 | P a g e
87 | P a g e
88 | P a g e
 Appendix B

Questionnaire

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 Comparative Analysis of the Academic Performance in English of Selected Regular
Students and Student Assistants of Jose Rizal University
SY 2015-2016

Name:___________________________________________________________

Age: 15 – 16 17 – 18 19 – 20 21 - above

Civil Status: Married Single

Gender: Female Male

Course:
Bachelor of Science in Accountancy (BSA)

Bachelor of Science in Business Administration (BSBA)

Major:

Accounting Computer Science

Economics Banking and Finance

Management Marketing

Supply Chain Management Service Management

Bachelor of Science in Legal Management (BSLgM)

Bachelor of Arts (AB)

Major:

Economics History

English Mathematics

Bachelor of Secondary Education (BSEd)

Bachelor of Science in Information Technology (BSIT)

Bachelor of Science in Information Technology (BSIT)

Major:

Animation and Game Development (AGD)

Other Course: ____________________________________

(Please specify)

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 st nd rd th
Year Level: 1 2 3 4

Family Monthly Income: 10, 001-15, 000 15, 001-20, 000 20, 001-25, 000

25, 001-30, 000 30, 001-35, 000 35, 001-Above

Student-related Factors
Direction: Please check (√) and rate yourself honestly based on what
you actually do given the statements using the following scales:

5 – Always 4 – often 3 – sometimes 2 – rarely 1–

never

A. Interest in English 5 4 3 2 1

1. I make myself prepared for the English subject

2. I listen attentively to the lecture of my English

professor.

3. I actively participate in the discussion, answering

exercises and/or clarifying things I did not
understand.

4. I want to get good grades on tests, quizzes,

assignments and projects.

5. I get frustrated when the discussion is interrupted

or the teacher is absent.
B. Study Habits

1. I do my assignments regularly.

2. I exert more effort when I do difficult assignments.

3. I spend my vacant time in doing assignments or

studying my lessons.

4. I study the lessons I missed if I was absent from

the class

5. I study and prepare for quizzes and tests.

6. I study harder to improve my performance when I

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 get low grades.
7. I spend less time with my friends during school
days to concentrate more on my studies.

8. I prefer finishing my studying and my assignments

first before watching any television program.

9. I see to it that extracurricular activities do not

hamper my studies.

10. I have a specific place of study at home which I

keep clean and orderly.
C. Time-Management

1. I attend my class on time.

2. I tend to complete my assignments on time.

3. I make lists of things to do in my head rather than

on paper.

4. I schedule time to study for exams.

5. My job requires more than 20 hours a week?

(For Student Assistants Only)
D. Sleeping Patterns

1. The amount of sleep I get affects my academic

performance in English.

2. The adequate amount of sleep affects my grades.

(e.g. exam scores, activities, quizzes, reports)

3. I cope with getting an inadequate amount of sleep.

a. I take a nap.
b. I sleep late on Weekends.
c. I sleep during classes.
d. I stay at home and sleep at home instead of
attending classes.
e. I drink coffee, tea or energy drinks.
f. I exercise (stretching, walking, etc.).
4. My choice of coping with inadequate sleep is
effective.

92 | P a g e
Appendix C

Tables

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 Demographic Profile of the Respondents

Age Respondents Percentage

15 - 16 2 4.76
17 - 18 12 28.57
19 - 20 18 42.86
21 - above 10 23.81
Total 42 100.00

Civil Status Respondents Percentage

Single 42 100.00
Married 0 0.00
Total 42 100.00

Gender Respondents Percentage

Male 16 38.10
Female 27 64.29
Total 42 100

Year Level Respondents Percentage

1st Year 6 14.29
2nd Year 13 30.95
3rd Year 19 45.24
4th Year 4 9.52
Total 42 100

Course Respondents Percentage

BSA 5 11.90
BSBA Accounting 5 11.90
BSBA Management 15 35.71
BSBA Supply Chain 1 2.38
BSBA Banking & Fin 3 7.14
BSBA Marketing 3 7.14
BSBA Legal Mgt 1 2.38
BSED 2 4.76
BSIT 4 9.52
BSIT AGD 1 2.38
BSBA Economics 1 2.38
AB - English 1 2.38
Total 42 100

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 Regular Students’ Data for Analysis

A 5 -Always 4 -Often 3 - Sometimes 2 -Rarely 1 -Never

1 4 6 8 1 2
2 8 8 5 0 0
3 5 7 6 3 0
4 14 4 3 0 0
5 3 8 5 4 1

B 5 -Always 4 -Often 3 - Sometimes 2 -Rarely 1 -Never

1 7 6 4 3 1
2 10 4 5 1 1
3 4 7 5 3 2
4 10 3 4 3 1
5 10 6 4 1 0
6 11 4 4 2 0
7 4 5 3 6 3
8 4 7 7 2 1
9 9 4 7 1 0
10 8 7 4 1 1

C 5 -Always 4 -Often 3 - Sometimes 2 -Rarely 1 -Never

1 13 4 2 2 0
2 9 7 2 2 1
3 9 4 5 3 0
4 10 4 2 4 1
5 0 0 0 0 21

D 5 -Always 4 -Often 3 - Sometimes 2 -Rarely 1 -Never

1 6 4 7 2 2
2 4 7 6 1 3
3a 9 3 5 2 2
b 14 3 1 1 2
c 2 4 3 4 8
d 2 2 3 1 12
e 5 1 7 4 4
f 10 6 2 2 1
4 5 3 8 4 1

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 Monthly Income Respondents Percentage
10,001 - 15,000 14 33.33
15,001 - 20,000 14 33.33
20,001 - 25,000 2 4.76
25,001 - 30,000 2 4.76
30,001 - 35,000 4 9.52
35,001 - Above 6 14.29
Total 42 100

Student Assistants’ Data for Analysis

A 5 - Always 4 - Often 3 - Sometimes 2 - Rarely 1 - Never

1 3 10 7 0 1
2 10 7 4 0 0
3 5 9 5 2 0
4 16 5 0 0 0
5 3 7 9 2 0

B 5 - Always 4 - Often 3 - Sometimes 2 - Rarely 1 - Never

1 14 6 1 0 0
2 13 6 1 1 0
3 6 6 6 3 0
4 7 10 2 2 0
5 10 10 1 0 0
6 16 4 1 0 0
7 4 4 11 1 1
8 4 8 7 0 0
9 9 4 7 0 1
10 10 4 3 3 1

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C 5- 4- 3- 2- 1 - Never
Always Often Sometimes Rarely
1 11 9 0 1 0
2 12 8 1 0 0
3 5 8 3 4 1
4 11 6 4 0 0
5 14 2 4 0 1

D 5- 4- 3- 2- 1 - Never
Always Often Sometimes Rarely
1 6 6 8 1 0
2 3 7 6 3 2
3a 9 3 5 4 0
b 11 4 4 1 1
c 1 1 3 2 14
d 1 1 4 2 13
e 7 3 5 4 2
f 4 4 9 2 2
4 5 8 5 1 2

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 Appendix D
Acceptance and Endorsement
Letters

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Comparative Analysis of the Academic Performance in English of the Selected Regular
Students and Student Assistants of Jose Rizal University SY 2015-2016

What is the demographic profile of the respondents in terms of: age; gender; civil
status; course; year level; family monthly income?

How interested are the student assistants in English subjects?

How interested are the selected regular students in English subjects?

Mornyt Buddies

Chua, Crizz Joy Niña R.

Mabasa, Jerrick Stanley B

Magpantay, Rejie M.

Tan, Loribelle A.

99 | P a g e
 Mornyt Buddies

Chua, Crizz Joy Niña R.

Mabasa, Jerrick Stanley B

Magpantay, Rejie M.

Tan, Loribelle A.

Comparative Analysis of the Academic Performance in English of the Selected

Regular Students and Student Assistants of Jose Rizal University SY 2015-2016

What is the demographic profile of the respondents in terms of: age; gender; civil
status; course; year level; family monthly income?

How interested are the student assistants in English subjects?

How interested are the selected regular students in English subjects?

100 | P a g e
 Michael Angelo Battung

Mornyt Buddies

Chua, Crizz Joy Niña R.

Mabasa, Jerrick Stanley B

Magpantay, Rejie M.
Tan, Loribelle A.

Comparative Analysis of the Academic Performance in English of the Selected Regular

Students and Student Assistants of Jose Rizal University SY 2015-2016

What is the demographic profile of the respondents in terms of: age; gender; civil
status; course; year level; family monthly income?

How interested are the student assistants in English subjects?

How interested are the selected regular students in English subjects?

101 | P a g e
 Jonathan W. Chiong

Mornyt Buddies

Chua, Crizz Joy Niña R.

Mabasa, Jerrick Stanley B
Magpantay, Rejie M.

Tan, Loribelle A.

Comparative Analysis of the Academic Performance in English of the Selected Regular Students
and Student Assistants of Jose Rizal University SY 2015-2016

What is the demographic profile of the respondents in terms of: age; gender; civil status;
course; year level; family monthly income?

How interested are the student assistants in English subjects?

How interested are the selected regular students in English subjects?

102 | P a g e
CURRICULUM VITAE

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 Chua, Crizz Joy Niña R.
38 A.rita St. San Juan City
Mobile: 09154326503
jirizz.18@gmail.com

EMPLOYMENT HISTORY

 OJT-Sales Department
Peak Motors Phils., Inc.
2943 Jose Abad Santos Avenue, Tondo, Manila
(November 2015-present)

 Sales Lady / Store Manager

Ram-Bugoy Store
38 A. Rita St. San Juan City
(January 2010-present)

 Sales Lady
JFS Trading
Stall # 115-118 Dry Goods Section Agora Basement San Juan City
(January 2009 – December 2010)

EDUCATIONAL ATTAINMENT

Primary:
Jose Rizal University - 80 Shaw Blvd. Mandaluyong City
(2001-2006)

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Secondary:
Jose Rizal University - 80 Shaw Blvd. Mandaluyong City
(2006-2010)

Tertiary:
Jose Rizal University - 80 Shaw Blvd. Mandaluyong City

 Bachelor of Science in Accounting (2010-2012)

 Bachelor of Arts Major in English (2013-present)

SKILLS AND COMPENTENCIES

 Can read and write (English, Filipino, Japanese-katakana/hiragana)

 Can speak English, Filipino and Japanese
 Computer literate in Microsoft Word, Power Point
 Typing in terms of Electrical and Manual typewriter (42/wpm)
 Able to socialize to others: individual or group in different variety of
setting.

SEMINARS ATTENDED

 “Emerging Opportunities from the Global Financial Crises: The Philippine

Economy” – Jose Rizal University
(September 16, 2010)

 National Conference in Teaching English Literature “Promoting the Love

for Learning and Teaching of F. Sionil Jose’s Novel in the K-12
Classroom” – Jose Rizal University
(November 28, 2014)

 Annual Quiz Bee “Kolehenyo 2015” – Jose Rizal University

(February 16, 2015)

Awards:

 Loyalty Award – Jose Rizal University (March 2010)

105 | P a g e
CHARACTER REFERENCES

Charlie A. Robles
President / Owner
JFS Trading
744 1529 / 0921 918 3186

Job Luna
Sales Supervisor
Peak Motors Phils., Inc.
0917 511 0600

Jonathan Chiong
Professor
Jose Rizal University
0917 753 4377

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 Jerrick Stanley B. Mabasa

36 Broadway Avenue Brgy. Mariana New Manila, Quezon City

0995-439-9937
stanleybmabasa@gmail.com

EMPLOYMENT HISTORY

Destileria La Fortuna (La Cometa Inc)

April 2015 – Present

Office Staff
 Answer phones and emails inquiry
 Coordinate messenger and courier service
 monitor incoming emails and answer or forward as required
 Prepare outgoing mail for distribution
 Fax, scan and copy documents
 Maintain office filing and storage systems
 Update and maintain databases such as mailing lists, contact lists and
client information
 Update and maintain internal staff contact lists
 Monitor and maintain supplies

EDUCATIONAL ATTAINMENT

Tertiary:
Jose Rizal University
 Liberal Arts major in English

Secondary:
Philippine Chen Kuang High School

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Primary:
Philippine Chen Kuang High School

SKILLS AND COMPENTENCIES

 Interpersonal skills
 Adaptable in fast paced environment
 Basic knowledge in using MS Office and photo editing

CHARACTER REFERENCES

Francisco Torio
HR and Accounting Head
Tel. No. (02)242-3092

Jaime Dee
Treasurer
Tel. No. (02)242-3686

Jonathan Chiong
JRU Professor
Cel. No. 0917-753-4377

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 Magpantay, Rejie M.
409 Anahaw St., Comembo, Makati
(02)728-3096 / (0915)142-1860
rejiemagpantay@yahoo.com

EMPLOYMENT HISTORY

 Customer Service Assistant (Office Support)

Sky Cable Corporation
ABS-CBN iConnect Covergence Incorporated
7F Cyberspace Alpha, Ortigas Center, Pasig
January 2015-present

Job Description:

o Monitor incoming calls

o Prepare outgoing emails for distribution
o Retrieve information when requested
o Type documents, reports, and correspondence

EDUCATIONAL ATTAINMENT

Tertiary:
Jose Rizal University - 80 Shaw Blvd. Mandaluyong City

 Bachelor of Arts Major in English (2013-present)

University of Makati – J.P. Rizal Ext., West Rembo, Makati

 Associate in Multimedia Technology (2011-2013)

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SKILLS AND COMPENTENCIES

 Quality Focus
 Problem Solving
 Documentation Skills
 Resolving Conflict
 Analyzing Information
 Multi-tasking

SEMINARS ATTENDED

 Basic Customer Care Training Program

Integrated Customer Management System
Sky Cable, 409 P. Guevarra St., San Juan City
(June 17, 2011)

 Career and Employment Planning Conference

Grand Theater, University of Makati
(September 21, 2010)

 Joomla and Web Security Strategies

Mini Theater, University of Makati
(February 20, 2010)

SKILLS AND COMPENTENCIES

Maddie Javier
Student
Jose Rizal University
0926 428 0641

Ed Martin
Professor
University of Makati
0916 719 4972

JM Capanang
Supervisor
Sky Cable
0917 453 6699

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 Loribelle A. Tan

1B Ibuna St. Brgy. Onse, San Juan City

0917-8874887
loribelle.tan@gmail.com

EMPLOYMENT HISTORY

Telus International Philippines

May 2015 – Present

Email Support
Uber
 Responsible for providing accurate and timely responses to emails for a
car service application.

BackOffice Inc. (Formerly known as iVentures)

September 2013 – September 2014

Fraud Analyst
TigerDirect
 Monitoring the transactions done by credit card users, review the activities
that seem to be suspicious, conduct further investigations and resolve the
irregularities that are reported by the customers.
 It is the responsibility of the fraud analyst to safeguard the organization
and its customers from frauds and irregular transactions. They
recommend for additional security controls whenever required.
 Responsible in verifying, modifying and processing the order of the
customer.

West Contact Services

October 2012 - June 2013

Customer Service Representative

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Caesars Entertainment
 Responsible in booking a hotel and event reservation on all of Caesar’s
properties and hotel partners.
 It is the responsibility of the customer service representative to offer
advance booking for holiday season and inform new customer to sign up
for a membership.
 Responsible for ensuring customer satisfaction, resolving customer
complaints and addressing any questions or comments that customer may
have.
 Responsible for finding nearby partner hotels for customer, if Caesar’s
properties are sold out.

Convergys (Formerly known as Stream Global Services)

October 2011 - October 2012

Customer Service / Sales Representative

Fingerhut - Inbound sales
 Responsible in taking orders over the phone.
 Ensuring to get the exact orders and location.
 Responsible in finding alternative products for customers. Offers up-
selling, cross-selling and membership program.

Windows Live ID (Back-office)

 Responsible in validating customer’s information.
 Ensuring all tickets are processed within 24 hours.
 Password resetting for customers who passed the validation process.

OnStar
 Responsible for activating new and old GM motors.
 In charge of creating new account or update old account for customers to
help them activate their emergency services, turn by turn navigation, and
hands-free calling services.
 Responsible in transferring customers to the appropriate customer service
department under the same account.

EDUCATIONAL ATTAINMENT

Primary:
Philippine Chen Kuang High School – San Juan City

Secondary:
Philippine Chen Kuang High School – San Juan City

Tertiary:
Jose Rizal University
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  Liberal Arts major in English

University of the East

 Preparatory dentistry
 B.S. major in Business Management

SKILLS AND COMPENTENCIES

 Hardworking and flexible to the job given

 Competent and accountable
 Accustomed to working in fast paced environment

CHARACTER REFERENCES

Bernadette Bernardo
Telus International
0915 221 3188

Paul John Mangalonzo

Convergys Philippines
0917 541 2097

Kristine Salen
Telus International Philippines
0926 707 3874

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