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Correlation of School Level Factors
BULACAN STATE UNIVERSITY

FACTORS THAT INFLUENCE THE STUDENTS AND THEIR PARENTS TO ENGAGE WITH THE COLLEGE OF BUSINESS ADMINISTRATION AT BULACAN STATE UNIVERSITY: A CORRELATION
A Thesis Presented to the College of Business Administration Bulacan State University
In Partial Fulfillment of the Requirements For the Degree Bachelor of Science in Business Administration (BAM)
by Eiza Fe R. De Ocampo Sta. Anna C. Malbataan Christian P. Manlapig Ceciline B. Yunson
April 2012
RECOMMENDATION AND APPROVAL SHEET
Unending Journey Towards Excellence and Progress

This thesis paper entitled FACTORS THAT INFLUENCE THE STUDENTS AND THEIR PARENTS TO ENGAGE WITH THE COLLEGE OF BUSINESS ADMINISTRATION AT BULACAN STATE UNIVERSITY: A CORRELATION prepared and submitted by DE OCAMPO, EIZA FE R., YUNSON, CECILINE B., MALBATAAN, STA. ANNA C., AND MANLAPIG, CHRISTIAN P. in partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MANAGEMENT, has been examined and recommended for ORAL EXAMINATION.
MRS. FELICITAS MIRABUENOS Adviser
Approved in partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MANAGEMENT by the Examination Committee.
Mr. Herald George Dela Cruz
Mr. Carlos Tuazon
ACCEPTANCE
Accepted as partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MANAGEMENT.
HELEN A. BAESA Dean
Abstract

The study essentially focuses on determining the factors that influence the students and parents to engage with the
College of Business Administration of Bulacan State University which create of numbers Business of enrollees on is the a said newly course. The
College
Administration
established
college which has been established its foundation through the years. The study wants to established factors that influenced students as well as parents to choose Bulacan State University as a school to enroll with program guaranteed and with viable curriculum, challenging goals and effective feedback, parental and community involvement, safe and orderly environment,
collegiality and professionalism, and financial affordability. The respondents of the study came from students of different sections and courses per year level and their corresponding
parent. The researcher did not add other colleges of Bulacan State University, factors. and The other factors used other than the schoolfor the
related
researchers
questionnaires
profile of the respondents. The researchers also conducted an observation with the data that they have acquired from the MIS office of Bulacan State University. In order to determine the motivating factors of the College of Business Administration, the researchers considered the entire population of students of the college which included 32 sections. The total population is 1,732 with a sample size of 326. Unending Journey Towards Excellence and Progress

The null hypothesis states that there is no significant difference on how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University. Based on the findings arrived at by the researchers,
conclusions are given.
Students desire to enroll at the College
of Business Administration at Bulacan State University for it strongly promotes Collegiality and Professionalism specifically that they motivate students to have Strong Administrative
Leadership. While the Parents choose to enroll their child at the College of Business Administration at Bulacan State
University for it monitors students progress and is specific with the requirements for achieving students success and
readiness for the real business world. From the State Colleges and Universities in the Philippines offering Business Administration, Bulacan State University is
one of the few who offers a straight degree of Business course, that is, from bachelors degree until Doctor in Business
Administration, which means that the University doesnt promote mediocrity with its students. It influences the students to not be contented with having a bachelors degree but rather continue to learn until its utmost level. Also, Bulacan State University

offers very affordable fees on Masters degree and Doctorate degree among the other State Universities in the nearby regions.
Acknowledgement
We would like to express our deep and sincere gratitude to our professor, Mr. Jonathan Sordan Gabinera. His wide knowledge and his logical way of thinking have been of great value for us. His understanding, encouraging and personal guidance have provided a good basis our thesis. We deeply grateful of to our thesis , adviser, her Mrs.Felicitas detailed and
Mirabuenos,Head
Accounting
for

constructive comments, and for her important support throughout this work. Our warm thanks to our parents for their support in terms of financial and in all other aspects especially their guidance that has been of great value in this study. During this work, we have collaborated with many colleagues for whom we have great regard, and we wish to extend our warmest thanks to all those who have helped us with our work. We also wish to acknowledge each member of the group for the recommendations, suggestions, shared ideas and knowledge.
Each contribution is significantly appreciated. In particular we want to thank for the thesis of former students of our University. This paper has been valuable in our thesis development. And we are heartily thankful to God Almighty for giving us this kind of opportunity of learning and experience.
Dedication
This research study is dedicated to each member of the group to Eiza Fe de Ocampo, Christian Manlapig, Ceciline Yunson, and Anna Malbataan for this is an accomplishment to us. This project is dedicated to our parents who have never
failed to give us financial and moral support, for giving all our needs during the time were developing our thesis and for
teaching us that even the largest task can be accomplished if it is done one step at a time. It is also dedicated to our illustrious professor Mr. Jonathan Sordan Gabinera, for critical suggestions, help,
guidance and encouragement all through our thesis career. To the future and next generation students of this college who will be going to make thesis, we are also dedicating this work as part of our contribution in this college.

This is also dedicated to our friends, relatives, cousin, classmates and to Bulacan State University. And lastly we are humble dedicating this to our God
Almighty for this is the output of your given opportunity and wisdom to us.
Table of Contents
page Title Page Approval Sheet Abstract Acknowledgement Dedication Table of contents List of Tables List of Appendices Chapter 1 Introduction Background of the study Statement of the Problem Assumptions of the Study Research Paradigm Significance of the Study Scope and Delimitation Notes in Chapter 1 Chapter 2 Theoretical Framework Related Literature Related Studies Synthesis Hypothesis Definition of Terms Notes in Chapter 2
1 3 5 7 7 11 12 14 15 46 66 70 70 74

Chapter 3 Methods of Research Methods and Techniques of the study Research Design Population and Sample of Study Research Instruments Statistical Treatment Notes in Chapter 3 Presentation and Analysis of Data Notes in Chapter 4 78 78 79 84 87 90 91 108
Chapter 4
Chapter 5
Summary of Findings, Conclusions, and Recommendations Findings Conclusion Recommendation
Bibliography Appendices Biographical Sketch
109 112 114 117 122 132
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List of tables
Table No. Title List of sections from the Bachelor of Science in Business Administration major in Management List of sections from the Bachelor of Science in Business Administration major in Entrepreneurship List of sections from the Bachelor of Science in Accountancy Distribution Population profile of Respondents Distribution Sample Profile of Respondents Percentage of the student respondents in terms of age Percentage of the parent respondents in terms of age Percentage of the parent respondents in terms of monthly income Percentage of the parent respondents in terms of number of children Ranking of student respondent on the factor Guaranteed and Viable Curriculum page
3.1
80
3.2
80
3.3
80
3.4 3.5
81 83
4.1
91
4.2
92
4.3
92
4.4
93
4.5
95

4.6 Ranking of parent respondent on the factor Guaranteed and Viable Curriculum Ranking of student respondent on the factor Challenging Goals and Effective Feedback Ranking of parent respondent on the factor Challenging Goals and Effective Feedback Ranking of student respondent on the factor Parental and Community Involvement Ranking of parent respondent on the factor Parental and Community Involvement Ranking of student respondent on the factor Safe and Orderly Environment Ranking of parent respondent on the factor Safe and Orderly Environment Ranking of student respondent on the factor Collegiality and Professionalism Ranking of parent respondent on the factor Collegiality and Professionalism Ranking of student respondent on the factor Financial Affordability Ranking of parent respondent on the factor Financial Affordability Grand Means of the student respondents on the school-level factors Grand Means of the parent respondents on the school-level factors Weighted Mean and Standard Deviation with respect to the school-level factors 95
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4.7
96
4.8
97
4.9
98
4.1
98
4.11
99
4.12
99
4.13
100
4.14
100
4.15
102
4.16
102
4.17
104
4.18
104
4.19
105

4.20 Rankings of Respondents on school-level factors. 107
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List of Appendices
Appendix A Title Request for permission to conduct study Questionnaire for input Variable Profile Questionnaire Proper P Value interpretation RS Value interpretation page 123
B C D E
126 127 130 131
CHAPTER 1

Introduction
The mission of education is to elevate the country to the highest seat of glory and to develop the peoples mentality. Since education is the foundation of society and a prerequisite for social progress, it is only through education which could save the country from domination. -Jose Rizal Why do we have to study? Does having a bachelors degree an edge to others who doesnt have it? How does being educated mold our personalities as a person and as a member of society? As a student we should know how important education is, how it can change our lives and how it helps us in reaching our ambitions .Education is defined as a process of educating, teaching and developing persons knowledge, skills and talent. It is important for the fact that being educated is not just having knowledge about important things around us but molding us as future professionals of our country. It prepares us for the challenging roles that we might face in the real world. Having a degree has an edge to others who doesnt have it, this is true when applying for a job, of course the employers will choose those who are competent and those are the educated persons. Being educated doesnt just help you to survive in this
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challenging world but you also help and contribute for the better of our society. There are more than 13,000 business programs in the world today.Because of this, prospective business students are faced with a tough challengechoosing a degree program that will provide the knowledge and skills to excelin the global business world, and lead to long-term career opportunities aftergraduation. On the business school side, faculty and administrators also are facedwith a tough challenge differentiating their programs while continuing to providequality. Preparing for a career in business requires attending a business school with engaged faculty, impactful research, relevant and challenging curricula, and the highest standards of quality It is therefore, in this light that the researchers who happens to be apprentices of the College of Business Administration at Bulacan State University have decided to conduct this study which determines what the College of Business Administration of the Bulacan State University have that keeps the number of students continuously expanding through the years.
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Background of the Study


Bulacan State University (BulSU) is a state-funded institution of higher learning established in 1904 and converted into a university in 1993 by virtue of Republic Act 7665. The University is mandated to provide higher professional/technical and special instruction for special purpose and to promote research and extension services, advanced studies and extension services, advanced studies and progressive leadership in Engineering, Architecture, Education, Art and Science, Fine Arts, Information Technology, Technical courses, Commerce, Agriculture, Forestry, Medicine, Law, Public Administration, Fishery, Leather Technology and other course as circumstance warrants. The University today offers degree programs in the fields of Engineering, Industrial Technology, Arts and Science, Education, Architecture, Fine Arts, Information Technology, Law, Business and Management, Public Administration and Health care. Being the State University in the province of Bulacan, it is expected to provide higher quality of education at an affordable rate compared to the other universities also located at the province. According to the MIS of the University, it has a total population of 24,068 students for the first semester Academic Year 2011-2012 including the Graduate School and the Undergraduate Program. From this population, 1,732 students
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belong to the College of Business Administration which is the focused college of this study. The College of Business Administration envisions becoming the premiere college of Business Administration offering programs of international standards, with highly competent faculty, equipped with state-of-the art facilities, and producing socially responsible business experts and professionals. The College of Business Administration came from the College of Social Sciences and Philosophy. Despite being a newly formed college, the courses of the College of Business Administration already established a foundation for the past years. Now, the Bachelor of Science in Business Administration major in Management has a total of 1,284 students having 5 sections on 1st year, 7 sections on 2nd year, 6 sections on 3rd year and 5 sections on the 4th year. On the other hand, Bachelor of Science in Business Administration major in Entrepreneurship have 2 sections each from 1st year to 3rd year and one section on 4th year having a total population of 358 students from the Bachelor of Science in Business Administration major in Entrepreneurship. Bachelor of Science in Accountancy is a newly introduced course of the institution thus having 2 sections from 1st year with a population of 90 students. The total population
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of the students currently enrolled at the College of Business Administration of Bulacan State University for the Academic Year 2011-2012 1st semester is 1,732; which makes 7% of the total population of the students at Bulacan State University.
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Statement of the Problem

This study focuses on finding answer to the problem From the school-related factors adapted, what mostly influence the students and their parents to be engaged with the College of Business Administration at Bulacan State University? In connection with this, the researchers sought answers to the following sub-problems: 1. Profile of the respondents 1.1.Students 1.1.1.Age 1.2.Parents 1.2.1.Age 1.2.2.Monthly income 1.2.3.Number of children 2. In terms of students perception

2.1.What is the most influential factor that is perceived by the respondents? 2.2.How do the respondents rate the specific factors under the most influential factor they have perceived according to their degree of agreement? 3. In terms of parents perception 3.1.What is the most influential factor that is perceived by the respondents? 3.2.How do the respondents rate the specific factors under the most influential factor they have perceived according to their degree of agreement?
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Assumptions of the Study

In writing this research paper, the researchers came up with the following assumptions:
1. The College of Business Administration offers proper
training for its students. Unending Journey Towards Excellence and Progress

2. Bulacan State University is one of the universities in Bulacan providing quality business students. 3. The College of Business Administration at Bulacan State University continues to find ways in improving their students learning and be up-to-date with the fast-paced economy of the State.
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Research Paradigm
On the other hand, School Related Factors is composed of components. This is shown in Figure 1.1.Figure 1.1 shows the relationship between two variables namely, the independent variables and the dependent variables. The independent variables basically affect the dependent variable. In this illustration, the independent variable is school related factor while the dependent variable is the numbers of students officially enrolled at the College of Business Administration at Bulacan State University. More specifically, school related factors include Guaranteed and Viable Curriculum, Challenging Goals and Effective Feedback, Parental and Community Involvement, Safe and Orderly Environment, Collegiality and Professionalism, and Financial Affordability. Guaranteed and Viable Curriculum consists of the following variables, Opportunity to Learn, Unending Journey Towards Excellence and Progress

Content Coverage, Adaptive, Instruction, Time on task, and Concentration on teaching and Learning. While the Challenging Goals and Effective Feedback consists of the Pressure to Achieve, Frequent monitoring of students progress, High expectations for students success, Reinforcement for unsatisfied goals, and Requirements. On the other hand, Parental and Community Involvement involves Parental Involvement and Home-School partnership. The variable Safe and Orderly Environment consists of School Climate, Pupil rights and Expectations, A Learning environment, and Safe and orderly atmosphere conducive to learning. While Collegiality and Professionalism has the variables Cooperation, Leadership, Shared Vision and Goals, Practice-oriented staff development, and Strong Administrative Leadership. Lastly, the Financial Affordability consists of the following variables, Affordable tuition fee, Reasonable Miscellaneous fees, Low rate of Outdoor training and exposure, and High-end projects NOT required. Considering the relationship shown in figure 1.1, in can be stated that incorporating appropriately and accurately each of the school related factors and their accompanying variables can significantly affect the number of student officially enrolled at the College of Business Administration at Bulacan State University.
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1,732 students officially enrolled at the College of Business Administration at Bulacan State University

SCHOOL-RELATED FACTORS
GUARANTEED AND VIABLE CURRICULUM Opportunity to Learn Content Coverage Adaptive Instruction Time on task Concentration on teaching Learning
CHALLENGING
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and
GOALS AND EFFECTIVE
School-related factors in relation to attaining the enrollees of students at the College of Business Administration at Bulacan State University.
FEEDBACK
Pressure to Achieve Frequent monitoring of students progress High expectations for students success Reinforcement for unsatisfied goals Requirements PARENTAL AND COMMUNITY INVOLVEMENT Parental Involvement Home-School partnership SAFE AND ORDERLY ENVIRONMENT School Climate Pupil rights and Expectations A Learning environment Safe and orderly atmosphere conducive to learning COLLEGIALITY AND PROFESSIONALISM Cooperation Leadership Shared Vision and Goals Practice-oriented staff development Strong Administrative Leadership
Significance of the Study

This significance is adapted from the book of Dr. Felina C. Young. In as much as this study deals with the motivating factors of the College of Business Administration, the results of this research paper will benefit a number of sectors. These sectors are as follows:
FINANCIAL AFFORDABILITY
Affordable tuition fee Reasonable Miscellaneous fees Low rate of Outdoor training exposure High-end projects NOT required
and
For educators and school administrators, the results of this study can provide them
with tangible proof with what triggers the students to enroll at the University and further enhance these factors. This will also

help in marketing the College of Business Administration of the institution. In relation to this research study, students and teachers organizations and the like can contribute in the further enhancement of the said motivating factors. Third, this paper will serve as a reference for students planning to enroll at the College of Business Administration on what the college can offer them. Fourth, the results of this study will provide management and employees with tool that motivation is also a critical importance to the teaching and learning process. Also, this paper will provide the government specifically the legislators valuable inputs for them to judiciouslyallocate funds. And lastly, the findings of this research paper can be used by other researchers as a source of secondary data in their respective future-related researches.
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Scope and Delimitation

This study essentially focused on the factors that motivate the various people involved with the Bulacan State University: College of Business Administration. The respondents of the study

came from students of different sections and courses per year level and their corresponding parent. The courses included in the study are the following: Bachelor of Science in Business Administration major in Management Bachelor of Science in Business Administration major in Entrepreneurship Bachelor of Science in Accountancy
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It is also essential to note that this thesis only determined the school level factors that influence the people within Bulacan State University: College of Business Administration by doing a formal study and finding answer or solutions to the problems earlier stated in the thesis. The researchers did not add other colleges of Bulacan State University, other factors other than the school-related factors.
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Notes in chapter 1
Albert C. Santos (2003) Evaluation of Information Technology (IT) based teaching Methods in selected schools of National Capital Region. Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 1-62. The Benchmark of Quality forBusiness Education Worldwide. September 5, 2011.www.aacsb.edu/publications/brochures/accreditation_bro chure.pdf
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CHAPTER 2 THEORETICAL FRAMEWORK

RELATED LITERATURE
PURPOSE OF HIGHER EDUCATION To help college students become Intentional Learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.
Greater Expectations (2002 AACU Report)
Intentional Learners Becoming an intentional learner means: developing selfawareness about the reason for study, the learning process itself, and how education is used Intentional learners are integrative thinkers who see connections in seemingly disparate information to inform their decisions.
Greater Expectations (2002 AACU Report)

Intentional Learners Are EMPOWERED through the mastery of intellectual and practical skills INFORMED by knowledge about the natural and social worlds and about forms of inquiry basic to these studies RESPONSIBLE for their personal actions and for civic values
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EMPOWERED Learners Can effectively communicate orally, visually, in writing, and in a second language understand and employ quantitative analysis to solve problems interpret and evaluate information form a variety of sources understand and work with complex systems and with diverse groups demonstrate intellectual agility and ability to manage change transformation information into knowledge and knowledge into judgment and action
INFORMED Learners Understand

the human imagination, expression, and the products of many cultures the interrelations with and among global and cross-cultural communities the means of modeling the natural, social, and technical worlds the values and histories underlying U.S. democracy The ultimate goal of schools is to transform its students by providing knowledge and skills and by building character and instilling virtue (Sergiovanni, 1991). Students with various intellectual abilities, from multicultural and diverse socioeconomic backgrounds are the object of this educational process. How can schools ensure that all students, regardless of their social, economic, and intellectual statuses, learn and become useful and productive members of society? Are all students motivated to pursue and achieve academic goals on their own? How can schools enhance students motivation to learn? Thus, the purpose of this study is (1) to review the major motivational theories and experimental findings on motivation between 1989 and 1998, (2) critique these theories and experimental findings; and (3) state implications for teaching a chosen subject to college, high school, or elementary school students. The writer of this paper, being a vocational and Unending Journey Towards Excellence and Progress
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technical instructor, will state implications for teaching a subject in a post-secondary vocational and technical institution. Review of the Major Theories Motivation has been defined as the level of effort an individual is willing to expend toward the achievement of a certain goal. Biehler and Snowman state that motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Both definitions imply that motivation comes from within a person; therefore, schools responsibility is to create the conditions that will enhance students motivation to pursue academic goals actively over a long period of time. Theorists have developed several approaches to motivation which fall in four broad categories. Adopting these approaches can assist teachers in their endeavor to provide the right conditions for student learning: (1) the behavioral view, (2) the cognitive view, (3) the humanistic view, and (4) the achievement motivation theory.
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The Behavioral View The behavioral interpretations of motivation rests on B. F. Skinners behavioral learning theories and focuses on the reinforcement of desired behavior through the use of extrinsic Unending Journey Towards Excellence and Progress

reward. Biehler and Snowman state that behavioral interpretations of learning help to explain why some pupils react favorably to particular subjects and dislike others. Social theorists, such as Albert Bandura, emphasize the impact of students identification and imitation of someone, pointing out their resulting positive academic outcomes. Psychologists have noted that excessive use of extrinsic forms of motivation such as praise and rewards may lead to resentment, limitation of transfer, may cause dependency on teachers, the undermining of intrinsic motivation, and viewing learning as a means to an end. They suggest that to limit the negative effects of extrinsic rewards, teachers should use extrinsic forms of reward only when correct or desired responses occur.
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The Cognitive View The cognitive view of motivation emphasizes the arousal of cognitive disequilibrium as a means to motivate students to learn something new. For example, if students face a problem, they will desire to solve it. This is consistent with Piagets concepts of organization, adaptation, and schemes. According to Unending Journey Towards Excellence and Progress

Piaget, when people experience a discrepancy between something new and what they already know or believe, it produces a state of disequilibrium they are driven to eliminate in order to achieve equilibration. To achieve this state of disequilibrium, Jerome Bruner recommends posing questions that will cause students to recognize gaps in their thinking, which they will want to fill. Cognitive theory emphasizes intrinsic motivation. When teachers utilize intrinsic motivation techniques, such as the arousal of disequilibrium, students value learning for its own sake. The major limitation of the cognitive view of motivation is that it is very difficult to "induce students to experience a cognitive disequilibrium sufficient to stimulate them to seek answers" (Biehler and Snowman).
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The Humanistic View Abraham Maslow, the most cited humanistic psychologist, advanced in his book, Motivation and Personality, that people are motivated by their individual needs to address certain natural concerns. These concerns, in turn, can be ranked hierarchically in terms of importance. He thus proposed a fivelevel hierarchy of needs: Unending Journey Towards Excellence and Progress

1. physiological needs, 2. safety needs, 3. belongingness needs, 4. esteem needs, and 5. Self-actualization needs. Physiological needs are the most basic human needs such as hunger, thirst, and shelter. Safety needs refer to the desire to find a safe and secure physical environment. Belongingness needs allude to an individuals desire to be accepted by his peers, while esteem needs refer to the desire to have a positive selfimage and to receive recognition from others. Self-actualization needs are at the top of the pyramid and represent the concern for the development of full individual potential. The main premise of this theory is that people will not seek to satisfy higher needs, such as self-actualization needs, unless the lower needs, called deficiency needs by Biehler and Snowman, are met. In the educational setting, students will be led to seek satisfaction and self-actualization if their basic needs for safety, relaxation, belongingness, a clean and orderly environment are addressed and met. Teachers, therefore, are in a key position to satisfy these basic needs. Biehler and Snowman pointed out that Maslow described cognitive needs and aesthetic needs which play a critical role Unending Journey Towards Excellence and Progress
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in the satisfaction of basic needs. They said that Maslow maintained that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. The limitation of Maslows theory is that teachers may not know which of a students needs is not satisfied; or even if they know, they might not be able to fill that need. However, teachers can always enhance students self-esteem by creating classroom conditions that will increase students achievement. Achievement Motivation Theory The Achievement Motivation Theory rests on the belief that most persons want to achieve and experience levels of aspiration. The level of aspiration concept, stresses that people tend to want to succeed at the highest possible level while at the same time avoiding the possibility of failure. The need for achievement is increased when persons experience success. If students experience success their need for achievement will thus be strengthened. However, psychologists have observed that some females in some situations may fear success if it interferes with relationships. Contributors to Achievement Motivation Theory are John W. Atkinson and David McClelland.
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Psychologists have developed the Attribution Theory to explain the factors to which students attribute failure. Low achievers tend to attribute failure to a lack of ability, and success to luck. High achievers, on the other hand, tend to attribute failure to a lack of effort, and success to effort and ability. Bernard Weiner has been cited in the Journal of Educational Psychology as one of the major contributors of cognitions which include causal attribution, self-efficacy, and learned helplessness. Biehler and Snowman mentioned two limitations of the Achievement and Attribution theories: (1) aspirations, need for achievement, fear of success, and reactions to success and failure are often difficult to observe or analyse; (2) and lack of consistency in these behaviors. Review and Critique of Experimental Findings A review of the available experimental findings between
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1990 and 1998 revealed that research conducted focused mainly on aspects of Achievement and Attribution Theories. Researchers such as Sandra Graham and P. Barker, Dale H. Schunk conducted studies on aspects of attribution theory and motivation and efficacy. Patricia Pokay and Phyllis C. Blumenfield; Thomas J. Berndt, Ann E.Laychak, and Keunho Park; Kathryn R. Wentzel; Allison M. Ryan and Paul R. Pintrich; and

Eric M. Anderman, Tripp Griesinger, and Gloria Westerfieldconducted studies on aspects of Achievement Theory. The writer has identified several theoretical constructs from these experimental findings. Attribution Theory Four theoretical constructs were identified from experimental findings on aspects of Attribution Theory: 1. Teachers should refrain from providing unsolicited help during performance of easy tasks because low achievers perceive this behavior as a cue to their low ability. This in turn lessens their effort in performing a task. 2. Students initial sense of efficacy (individuals beliefs in their capabilities to exert control over aspect of their lives) for performing well can motivate them to act in ways that enhance performance. 3. Students involved in self-regulated learning (students metacognitive strategies for planning, monitoring, and modifying their cognition; students management and control of their effort on classroom academic tasks) is closely tied to students efficacy beliefs about their capability to perform classroom tasks and their beliefs that these classrooms tasks are interesting and worth learning.
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4. Students prior academic self-concept influence to a great extent their subsequent academic achievement.
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Achievement Theory The following theoretical constructs were abstracted from experimental findings on aspects of Achievement Theory:
1. Students are motivated to learn and achieve when they perceive that their teachers care about them. Teachers who care were described as demonstrating democratic interaction styles, developing expectations for student behavior in light of individual differences, modeling a "caring" attitude toward their own work, and providing constructive feedback. 2. Students do not seek help (a) if they perceive that their self-worth is threatened, (b) if their cognitive competence is low, (c) and if they perceive little benefit in seeking help. 3. Students who are highly motivated and make use of learning strategies are most likely to achieve. Different strategies may be more or less important depending on how new the material is to the student. If this is the case, teachers should emphasize domain-specific strategies when introducing a new unit to

emphasize strategies that are less domain-specific later in the year, when the information is no longer new. 4. Students are most likely to cheat (a) if their schools focus on performance and ability as opposed to mastery, (b) if cheating is congruent with their personal beliefs, (c) if their teachers emphasize extrinsic factors, (d) and if there is anxiety and worry associated with schooling. The critique given here is in relation to what the writer has observed in her classroom. In her school where emphasis is on performance, students cheat routinely. This behavior may also be related to their serious deficiencies in literacy and numeracy skills. Most students who come to the school have seldom experienced success. This lack of prior success affects their subsequent academic achievement, and it gives them a sense of helplessness which is difficult to overcome. In other words, students self-efficacy is almost non-existent. Very few students engage in self-regulated learning because they have not been exposed to learning strategies and techniques. The writer has observed that students in her class with higher ability than others resented being helped when performing a task. This contradicts the result of the experimental study that suggested that students with low ability resented being helped.
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Teaching at the middle school level can be challenging. It becomes more challenging when the students are not motivated to learn. During early adolescence (ages 10-14), young people experience multiple life changes such as puberty, the transition to middle school, role changes at home, at school, and relationships with friends (ROESER, STROBEL, & QUIHUIS, 2002). These biopsychosocial transitions during this period, according to Roeser et al. (2002) can have an impact on students motivation with the school. According to UDBAN AND SCHOENFELDER (2006), motivation difference is not just caused by the individual differences that reside within the individuals themselves, but a combination of and an interaction between the individual and situational characteristics (e.g., context, school environment).
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Definition of Motivation Motivation can be described as behaviors that illustrate interest, enthusiasm, appreciation, or dedication. Motivation in general, is the process that plays a major role in an individuals choice of and continued engagement in particular activities (GREDLER, 2005). According to URDAN AND SCHOENFELDER (2006), teachers describe students who simply lack motivation and often attribute these motivational deficiencies to causes

that are beyond their control such as poor parenting or weak personality characteristics. Also, teachers often see individuals as semi-autonomous beings with stable personalities that are resistant to environmental influences (URDAN & SCHOENFELDER, 2006).
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According to URDAN & SCHOENFELDER (2006), there are three different types of motivation among students: intrinsic motivation, extrinsic motivation, and amotivation. Intrinsic or autonomous motivation means that a student shows selfdetermination, curiosity, challenge, and effort. Extrinsic or controlled motivation involves external incentives for the student to do well such as rewards and punishments. Amotivation means that the student lacks both intrinsic and extrinsic motivation.
Parents and Motivation
Several studies have shown that parents play a key role in shaping students achievement motivation and parental involvement has a positive effect in adolescent achievement. First, it is believed that there is a positive correlation between parents education level and their involvement level

with the school work (MAYA, 2001). In general, the higher the parents educational levels are, the more they will be involved with their childrens school work (MAYA, 2001). Second, there is a strong relationship between parental involvement in schools and their childrens motivation and academic achievement. The parental involvement relates positively to students achievement, motivation, and perceptions of competence.
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School Factors and Motivation Schools also affect adolescent motivation through many factors such as the school environment, classroom environment, and the teachers. The school environment may hinder or support motivation when pertaining to adolescents in middle school (Esposito, 1999). Teachers affect student motivation in the classroom because of the support and expectations they have for the student. Classroom also influences students motivation through many factors such as safety, sense of belonging, and peer support in the classroom Goodenow (1993). Creating a safe and comfortable learning environment and establishing a sense of belonging and support among the students is believed to be strongly associated with motivation Goodenow (1993). A lack of sense of belonging may lead to a sense of Unending Journey Towards Excellence and Progress

isolation in school or class and could eventually result in school failure (Goodenow, 1993).
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The last and perhaps most important factor regarding school factors and motivation is teacher care. Teacher care has a direct effect on student attitudes towards academic and social goal pursuits. A teacher who is perceived by students as caring is more able to motivate the students compared to those who are perceived as authoritative (URDAN & SCHOENFELDER, 2006). Teachers support is also a positive predictor of motivation in school and social responsibility. Students who perceive teachers as harsh and cold are found to consistently show poor social behavior and low expectations in themselves, and achieve lower academically compared to their peers Individual and Motivation The individual also plays a very important role in his own motivation in terms of their goals, expectations, selfconfidence, and interests. When a task is not perceived as important by the student, motivation may result. Also, students beliefs about their success on specific tasks, their competence, and the desire associated with participation in the tasks all influence their willingness to engage and the amount of effort to put in the tasks.

Students themselves also influence their motivation depending on their learning goals. Learning goals can be divided into two categories: mastery goal and performance goal. If a student feels that they can learn or have the ability to learn, and they desire to become a master in the area, then it is called master-oriented learning goal. Students with mastery learning are more motivated to learn and are more likely to work harder in the classroom. Some researchers suggest that educators should attempt to nurture mastery goal in students in the classroom (Ames, 1992). Performance goal refers to the fact that the main purpose of some students learning is not to become a master in the specific learning task but to perform well in front of others, to impress others, or to be better than others. Researchers have argued that performance goal creates superficial learning in students. Therefore, educators and schools should de-emphasize performance goal which focuses on social comparison or competition and leads to avoidance of deep learning and negative effects of achievement motivation. Educators need to assign students to appropriately challenging and meaningful academic work, evaluate students in a manner that emphasizes and rewards improvement and growth in them, and provide students with more choice and autonomy in the classroom (URDAN & SCHOENFELDER, 2006).
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Peers and Motivation Peer interactions and relationship in school also affect motivation. Students in middle school grades value per relationship and popularity among the peers more than their academic achievement and academic success (URDAN & SCHOENFELDER, 2006) and middle school students tend to be more influenced by their peers (Neofotistos, 1995). Peers can undermine, enhance, or have little effect on motivation and achievement depending on the academic and motivational orientation of peers with whom the students wish to socialize (URDAN & SCHOENFELDER, 2006). Peer support motivates children to cooperate, be socially responsible and follow classroom rules. Students attitudes towards the classroom can vary depending on the attitudes of their friends. Students also tend to associate with peers who have the same motivational characteristics. According to URDAN AND SCHOENFELDER (2006), students intrinsic value of education, enjoyment of school, and friends attitudes about school become more similar over time. Some students choose friends who value education which results in high academic motivation, while some students choose friends who devalue education which leads to low academic motivation (PHALEN, DAVIDSON, & CAO, 2002). PHALEN ET AL. (2002) studied a group of students who valued their social
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relationships with friends above other things. They found that in those classes where the students were allowed to interact with their friends, they were highly motivated and achieved at high levels. On the contrary, when they were in the classes where talking with friends was not encouraged or allowed, these students failed miserably. These findings demonstrate the importance of peers on academic motivation. Teachers should provide opportunities for students to work in cooperative groups in the classroom to fulfill their relatedness and connection needs. Teachers can also allow students to complete assignments with friends. When teachers focus only on independent work and do not provide opportunities for students to work together, students needs for relatedness are not fulfilled and some students will feel forced to choose between academic achievement and social needs. Middle-High School Transition and Motivation The last factor that affects middle school students is the transition from middle school to high school. It is a crucial point where students experience intense growth, as well as a new found identity and individualism. Many students in middle school experience confusion and little motivation towards school. This is a result of new physical and mental changes, along with confusing environment of middle school. Middle school teachers
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need to maintain a stable learning environment in which the students are able to learn. Student motivation is influenced by both internal and external factors that can start, sustain, intensify, or discourage behavior (Reeve, 1996). Internal factors include the individual characteristics or dispositions that students bring to their learning, such as their interests, responsibility for learning, effort, values and perceived ability (AINLEY, 2004). For example, are students confident or fearful when they approach new learning tasks? Do they attribute success to luck, or do they appreciate the effort required? Do they feel in control of the factors that lead to success? It is also important to understand the external factors, which schools can affect--the variables in learning conditions and environment that trigger, support, or change student motivation. Certain types of schooling practices may promote or hinder motivation, such as features of the classrooms, peer groups, tasks, and instructional practices (AINLEY, 2004). For example, challenging, relevant instruction helps to engage students. Another way to increase motivation is through positive connections to others, such as mentors and role models.
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Students' beliefs about their ability to learn are shaped by messages and experiences at home, at school, and in the larger society. Low expectations can be subtly communicated by parents and teachers, and through school practices such as tracking, ability grouping, or curriculum that is not challenging. Conversely, high but achievable expectations convey the message that all students are capable of achieving. Schools can positively influence student motivation through: Varied and integrated instructional strategies and resources An open and caring school environment A wide range of student supports Sharing information and responsibilities for student learning among the staff These techniques all promote student motivation for educational success (EINSPRUCH, GROVER, HAHN, GUY, & DECK, 2001; SHORE, 1998; YAIR, 2000). Key Research Findings High motivation in students is linked to reduced dropout rates and increased levels of student success (DEV, 1997; BLANK, 1997; AMES, 1992; NEWMANN, BRYK, & NAGAOKA, 2001). Students are more engaged in learning when they are active and have some choice and control over the learning process,
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and the curriculum is individualized, authentic, and related to their interests (Anderman&Midgley, 1998). Intrinsically motivated students retain information and concepts longer, and are less likely to need remedial courses and review (Dev, 1997). Intrinsically motivated students are more likely to be lifelong learners, continuing to educate themselves outside the formal school setting long after external motivators such as grades and diplomas are removed (Kohn, 1993). Implementation 1. Engage students in setting learning goals. Make sure that goals are challenging, but achievable. Encourage students to take ownership for their learning, and to reflect on what they have learned and accomplished. 2. Make real-world connections. Help students see how skills they are learning can be applied to the real world. Use technologies for learning that students are already choosing to use outside of class. 3. Recognize individual differences. Not every student will be motivated by the same thing. Give students individual feedback. Remind them that success often requires persistence and a willingness to overcome obstacles.
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4. Reward with care. Students who are motivated only to avoid failure or to earn a certain grade rarely exert more than the minimum effort to meet their goal. Give prompt feedback and praise good work to help build students' selfconfidence. 5. Foster collaboration rather than competition among students. Encourage students to master skills at their own rate, for their own benefit, rather than competing with classmates. 6. Recognize developmental differences. Student engagement in school tends to decline as students get older (Anderman&Midgley, 1998). By middle school, peer influences have an increasing effect on motivation.
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The School-Level Factors Changes in these factors are usually a result of formal or informal policy decisions. Anyone familiar with the last 35 years of research on school effectiveness is aware that there have been many proposed lists of school-level factors. The author collapsed those previous lists into these five factors: 1. Guaranteed and viable curriculum 2. Challenging goals and effective feedback 3. Parent and community involvement 4. Safe and orderly environment 5. Collegiality and professionalism These categories represent the most current thinking on schoollevel factors, and the order in which the author listed them represents their order of impact on student achievement. That is, a guaranteed and viable curriculum is the school-level factor with the most impact on student achievement, followed by challenging goals and effective feedback, and so on down the list. For more extensive discussions on these syntheses, see Good &Brophy, 1986; Marzano, 2000a; Scheerens&Bosker, 1997; Reynolds &Teddlie, 2000. Interventions that would require a drastic increase in the time spent in school (e.g., lengthening
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the school year or implementing after-school programs) or additional personnel (e.g., lower teacher-to-student ratios or tutoring for every student) or equipment not readily available at the present time (e.g., personal computers for every student) are not addressed. SCHOOL-LEVEL FACTORS: A COMPARISON ACROSS RESEARCHERS The most famous list of school-level factors came out of the school effectiveness research from the 1970s. (For a review see Good &Brophy, 1986; Marzano, 2000a.) Some of the well-known researchers of that era were Ron Edmonds (Edmonds, 1979a, 1979b, 1979c, 1981a, 1981b), Michael Rutter (Rutter, Maughan, Mortimore, Ouston& Smith, 1979), and Wilbur Brookover (Brookover, Schweitzer, Schneider, Beady, Flood, &Wisenbaker, 1978; Brookover, Beady, Flood, Schweitzer, &Wisenbaker, 1979). Of this list, Edmonds is the figurehead of the school effectiveness movement. As Good and Brophy (1986) note Until his untimely death in 1983 [Edmonds] had been one of the key figures in the school effectiveness movement . . . Edmonds, more than anyone, had been responsible for communication of the belief that schools can and do make a difference.
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These school-level factors were associated with the school effectiveness movement of the 1970s: Unending Journey Towards Excellence and Progress

strong administrative leadership, an emphasis on basic skill acquisition, high expectations for student achievement, a safe and orderly atmosphere conducive to learning, and Frequent monitoring of student progress.
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Although there is some variation from researcher to researcher (see Purkey& Smith, 1982, for a discussion), these five correlates of effective schools (so named because of their strong correlation with student achievement) became the focal point of reform in the 1970s and early 1980s. Another list of school-level factors that has been widely used is one developed by Daniel Levine and Lawrence Lezotte (1990). In their review of the research literature, they relied heavily on case studies using what might be thought of as an outlier design, for example, focusing on the characteristics of the top 25 percent of schools as opposed to the bottom 25 percent. Their analysis produced the following factors: productive climate and culture, focus on central learning skills, appropriate monitoring, practice-oriented staff development, strong leadership, Unending Journey Towards Excellence and Progress

salient parent involvement, and High expectations and requirements.
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The list by Levine and Lezotte included effective instructional arrangement and implementation. In this discussion, it is classified as a teacher-level factor. Pam Sammons and her colleagues (Sammons, 1999; Sammons, Hillman, &Mortimore, 1995) performed an analysis similar to that by Levine and Lezotte (1990). However, they relied less on case study evidence and included more quantitative studies such as the British Junior School Project (Mortimore et al., 1988). Their review produced the following school-level factors: professional leadership, concentration on teaching and learning, shared vision and goals, a learning environment, high expectations, positive reinforcement, monitoring progress, pupil rights and expectations, home-school partnership, and a learning organization.

Again, the complete list contains purposeful teaching as a factor, but the author had classified that among the teacherlevel factors. From a quantitative perspective, one of the most rigorous reviews of the research on school-level factors was conducted by JaapScheerens and RoelBosker (Scheerens&Bosker, 1997; Scheerens, 1992; Bosker, 1992; Bosker&Witziers, 1995, 1996). They identified eight school-level factors. Perhaps their major contribution to the previous work was that they were able to rank order these factors in terms of their impact on student achievement. Ranking of School-Level Factors Based on Scheerens and Bosker
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Rank 1 2 3 4 5 6 7 8 Factor Time Monitoring Pressure to Achieve Parental Involvement School Climate Content Coverage School Leadership Cooperation
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Source: Scheerens, J., &Bosker, R. (1997). The foundations of educational effectiveness. New York: Elsevier.
The Scheerens and Bosker ranking was the first of its kind and significantly increased our understanding of the school-level factors associated with enhanced academic achievement. The final review of the research that forms the basis of the five school-level factors is one the author conducted (Marzano, 2000a). the authors review was basically a reanalysis and updating of the review by Scheerens and Bosker. The findings from this review are reported in Figure 2.2 Ranking of School-Level Factors Based on Marzano, 2000a

Rank 1 2 3 4 5 6 7 8 Factor Opportunity to learn Time Monitoring Pressure to Achieve Parental Involvement School Climate Leadership Cooperation
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Source: Marzano, R. J. (2000a). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED454255)
The basic difference between the rankings is that content coverage from the Scheerens and Bosker study has been renamed opportunity to learn and its rank elevated from sixth to first. This is not a trivial change. Although the five lists of school-level factors might seem somewhat disparate at first glance, careful examination reveals that, except for wording differences, they address the same basic factors.

All these examples address setting academic goals for all students that do not underestimate their potential and that provide feedback as to progress.
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Related Studies
(Heafner, T; 2004) Many teachers struggle with motivating students to learn. This is especially prevalent in social studies classrooms in which students perceive social studies as boring. The author advocates the use of technology in social studies as a means to motivate students by engaging students in the learning process with the use of a familiar instructional tool that improves students self-efficacy and self-worth. The potential that technology has to motivate students is discussed as it relates to expectancy-value model of motivation which focuses three areas of motivational theory (Pintrich&Schunk): value (students beliefs about the importance or value of a task), expectancy (students beliefs about their ability or skill to perform the task), and affective (emotional reactions to the task and self-worth evaluation). Recently, during fieldwork, the author was observing in a high school government class. The social studies concepts discussed in the lesson were political parties, the role of campaigning, and the impact of media on citizens decisions. The Unending Journey Towards Excellence and Progress

teacher integrated a variety of traditional and constructivist instructional methods. She incorporated a brief lecture, questioning strategies to discuss readings, graphic organizers, and video clips of recent election campaign commercials. Despite her efforts to engage students, the class was chaotic. What follows is an excerpt from the authors field notes describing the complexities of the classroom environment. Twenty-five students are seated in pods of four. One girl in the back is putting on eyeliner and eye shadow. She frequently chats with two boys seated at her table. She proceeds to mash zits. Two girls and one boy socialize in the back of the class. They are more concerned about the social complexities of the school rather than listening. However, periodically one will shout out a correct answer without interrupting the flow of the social conversation. One girl, sitting in the back of the class, totally isolates herself and has no verbal or nonverbal communication with her peers or the teacher. A quiet boy and two girls sit at a table located in the front of the class. They do not share comments and appear to be intimidated by their peers. A girl on the other side of the class begins to sing and continues to do so periodically throughout the class time. Another girl gets up and walks around the room. She is told to sit down, which she does, and in five minutes gets up and walks
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around again. She is struggling to stay in her seat and is clearly unconcerned with the class discussion. A boy in the center of the class covers his head with his hood, lays his head down, and goes to sleep. Two other girls at his table are engaged in a conversation about who will be homecoming queen. What is a teacher to do with a class like this? This is a perplexing situation, yet a common dilemma teachers encounter. Many teachers struggle with the lack of student interest in the content which translates into a lack of motivation to learn. This is especially prevalent in social studies classrooms. Research indicates that students often are uninterested in social studies because they perceive it as a boring subject (Schug, Todd, & Berry; Shaughnessy &Haladyana). Students tend to equate uninteresting with unimportant; thus, students are not motivated to learn social studies content due to the lack of value of the content. Educators suggest that lack of student interest in social studies is related to the instructional methods utilized in disseminating information (Martorella). JejeBrophy(2004) offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. He
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focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Edward W. Hootstein(2011) Student motivation is a major problem in classrooms. Many children are bored, inattentive, and unable to see much connection between schoolwork and their lives outside classrooms. Their boredom diminishes attention, lowers achievement, and is a likely reason for dropping out of school. How serious is the problem? A survey of 25,000 eighth-graders found that about half claimed that they were bored in school half or most of the time (Rothman, 1990). Furthermore, numerous investigators have found that student engagement in academic activities is of poor quality. Therefore, teachers need strategies to reduce student boredom and enhance student motivation. The purpose of this article is to provide teachers with four strategies to make learning interesting and relevant. This approach to enhancing student motivation is designed to help students value participation in learning activities. An additional purpose is to help teachers develop a better understanding of student motivation. For teachers to be professionals, they need to know both what is effective and why it is effective. The research on student motivation indicates that most approaches, including the present one, evolved from expectancy-
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value theory. According to this theory, the intensity of motivation is determined jointly by the learner's expectancy for success and by the incentive value of the goal. It is assumed that no effort will be invested in a learning activity if either factor is missing entirely. This theory suggests that students can gain success if they apply reasonable effort and appreciate the value of learning activities. Motivation theorists and researchers have devoted considerably less attention to the value component of this theory than to the expectancy component. The value factor merits attention, because a student who does not value an outcome is unlikely to expend much effort regardless of expectancies for success. Motivational Strategies to Make Learning Interesting and Relevant A review of the research on motivational strategies showed that teachers can design learning activities in more stimulating and valuable ways for children like Joel and Rebecca. Teachers may capitalize on four sources of motivation -- student curiosity, challenge of the assignment, relevance of the content, and student sense of control. The following strategies use these sources to make learning more interesting and relevant for students.
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Educators generally agree that virtually all children are curious and eager to learn at an early age. The needs to explore, discover, and understand are said to be inherent to a child's nature. Therefore, younger children want to manipulate and explore objects relevant to what is being studied. However, as children grow older, they become less curious about many tasks in classrooms. As a result, researchers have studied strategies that teachers can use to maintain student interest. Provide Challenges -- Moderately Difficult Tasks Children have an inherent need to search for and master challenging activities (Deci& Ryan, 1985). Ideally, each student should have an assignment that is hard enough to require some effort, but easy enough to be completed with no more than a modest amount of assistance. A challenging program is laborious for teachers to implement in crowded classrooms, and in particular with some children who lag behind other students. Children, like Joel, need assignments completely different from those of other students, because they are unable to understand most class assignments. Rebecca needs a different assignment too, because she feels unchallenged and works unenthusiastically. She seems to work harder when there is some uncertainty about the likelihood of success. Joel and Rebecca's teacher may provide them with a form of individualized
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instruction to adjust learning activities to each student's skill level. In reality, many teachers create error-proof classrooms to ensure student successes rather than provide optimally challenging activities. Teachers often reduce task difficulty, overlook errors, de-emphasize failed attempts, and ignore faulty performances. Clifford (1990) suggests that teachers emphasize tolerance of errors and reward correction of errors. She argues that teachers must encourage students to learn from mistakes.
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Give Students a Sense of Control Rebecca is in a power struggle with her teacher to gain some control in her learning program. Like other children, she has a drive to exert some control over her environment (deCharms, 1968). When she senses personal control in her own learning, she becomes more interested and involved. Giving up some control is difficult for her teacher, however, allowing Rebecca more choices can lead to learning self-management skills, such as planning and goal-setting. There are many ways to provide students with choices. For example, they can choose from alternative learning activities or various ways to meet requirements. Students could arrange the sequence of activities according to their personal preferences. Unending Journey Towards Excellence and Progress

Finally, students can pursue their own interests by conducting research, performing an experiment, or even producing a video. Rebecca, who has an interest in cats, may choose to explore the history of domestic cats in this country. She may want to bring her cat to the classroom for a demonstration to reinforce a point about feline behavior. Dembo, Myron H. (2004). Motivation and Learning Strategies for College Success teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management. control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
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Present day college students are often overwhelmed with information that they are expected to remember on their own. Many college students seem to "survive" college, and barely make it to graduation, if at all. This book teaches students preparing for college, effective learning skills that when practiced, will assure them academic success. While this book was primarily written as a "text" book for first year students, it is definitely a book that should be in every college students library. In fact, it may also be a good book for instructors to teach their students good study and note taking habits, as well as preparation for exams that increases memory retention, and decreases test anxiety. In a framework organized by six components related to academic success-- motivation, methods of learning, time management, control of the physical and social environment, and performance, this book covers all aspects of what to expect in the college environment, as well as providing practical strategies that will enhance a student's success in the classroom. A major strength is the follow-up activities and self-reflections at the end of each chapter which helps students discover their own strengths and weaknesses, and to tailor a successful learning program that is appropriate to that individuals' personality. This is not your typical "cookiecutter" text book that gives the same recipe for success to everyone, but in fact gives ample examples of real experiences Unending Journey Towards Excellence and Progress
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from past students of every type, which allow for students to relate to one or two students, and examine what worked for them in a stressful collegiate environment. While most students come from high school backgrounds that dictate their every move, this book helps students to prepare for the transition to college life, depicting the realistic 'student responsibility' emphasis, and less instructor guidance emphasis. The college environment provides a student with more freedom to do what he/ she wants to do, or doesn't want to do, without constant supervision. This is a very difficult world to live in for first year students who are used to constant adult supervision of homework, and study time. Myron H. Dembo gives students the tools they need to be successful in such a 'self-management' oriented environment, and helps them to discover and implement practical strategies to achieve their goals. If only I had this book when I first started college. I may not have been one of the statistics of graduates who barely made it to graduation day, as opposed to feeling proud of the education I achieved successfully. Dembo clearly explains how to become a self-motivated learner. He explains how people learn, how to motivate yourself, how to set goals, how to manage your time, how to study and how to take tests. As a high school teacher I have spent years searching for a method that teaches students how to be a successful learner. Then when I heard Prof. Dembo speak, it became so clear. I have Unending Journey Towards Excellence and Progress
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been encouraging all my students to buy the book since I finished reading it. If you have a learning problem, ADD or just feel like you study too much, this is the book for you. Don't let anyone cheat you out of an education, take charge of your education, buy Prof. Dembo's book. Anna D Aloisio(2010)Motivating students to participate in their own education is one of the biggest challenges to overcome. There is an abundance of literature readily available
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on the topic of motivation, ranging from the psychological to sociological causes and effects. Psychological factors may
include students interest in the topic being studied, the expectancy to succeed put on them by other sources, and others. Sociological factors that may influence motivation are most of the time as simple as whether students are enjoying their college experience. The first aspect this article looks at is
why students even attend college in the first place, what drives them? A study conducted by Newstead and Hoskins attempted to uncover these intentions by questioning 844 students to see what their main reason for going to college was. The students
answers were placed into three categories, stop gap, personal development, and means to an end. Ten percent answered in the first category which included reasons such as avoiding work,

laziness, allowing time to decide on a career, social life, fun, and enjoyment. Twenty-four percent answered in the second
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category which included reasons such as improving life skills, reaching personal potential, gaining knowledge for its own sake, furthering academic interest, and gaining control of their own life. Sixty-six percent answered in the third category which
included reasons such as improving ones standard of living, improving ones chances of getting a job, developing a career, getting good qualifications, and obtaining a worthwhile job. The study shows that the majority of the students are extrinsically motivated. In other words they are being
motivated by the rewards that come from the studying and hard work. While the intrinsic motivated students are doing it
because they want to learn, not because they want the rewards at the end. The main purpose of this article is to show that the
extrinsic motivated students are made aware of the direct relationship between the skills they naturally learn from a college classroom and those core skills needed to succeed in various positions within the business world. If students are
made aware that these skills are needed for their future jobs and career paths, students may develop deep study habits although they still may be extrinsically motivated.

According to this article these skills are already placed into the curriculum of most schools and are already being taught to the students even though they (the students) might not realize this fact. The author breaks these important aspects The first, self-
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into three categories of transferable skills.
management, and is the ability to show enthusiasm and pride in his or her work while learning from his or her own achievement. Individuals need to learn from their own mistakes and take all the necessary precautions to avoid similar errors. Some other
sub categories of this may include, time management, importance of arriving on time for work, and many others. By teachers
giving students an opportunity to correct their work for turn in, the student will have the chance to store what they did wrong into their memory.
The next transferable skill is that of information management and is the ability to gather and interpret information and process that into valuable knowledge, as well as to critically analyze ideas and concepts. In Blooms Cognitive
Taxonomy stages such as comprehension, application, analysis, synthesis, and evaluation are touched on by the skill. Two
fundamental goals of higher education are to instill students a capacity to critically analyze information, and to teach

students to find creative solutions to problems by examining evaluating, and challenging assumptions or premises. The third skill is that of communication. These skills
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will help in the leadership roles of the students future. Having a mastery of the English language can and will be essential to that of conducting intelligent conversations pertaining to the current issues and issues of their field. Shyness does play a role in the communication aspect of all this. Eighty five percent of a study within this article
research of about 200 believed that shyness interfered with schoolwork. Group work throughout the students life will help The experience helps students
with this problem of shyness.
learn group expectations, roles and conflict resolution techniques.
Mentioning some of this skill on class may help students recognize what is needed to succeed in the corporate world, and in the end help with student motivation. This issue of
motivating students in becoming increasingly present in the general education course across high school and college campuses, and will continue to be a topic in teachers minds of how to motivate students for the future. As a teacher, when
creating win-win situations, students will feel they are gaining

valuable skills and teaching becomes a pleasure instead of a chore. That the students know the subject may not matter for
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the future, but the aspect of the teachers teaching will in some way help the students succeed in their future endeavors.
Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review (2002)Student motivation as an academic
enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, andachievement goals. Research on each of these four components is described, research relating these four components to academic achievement and other academic enablers is reviewed, and suggestions are offered for instruction and assessment.Psychologists and educators have long considered the role of motivation in student achievement and learning (for a review seeGraham & Weiner, 1996). Much of the early research on student achievement and learning separated cognitive and motivational factors and pursued very distinct lines of research that did not integrate cognition and motivation. However, since at least the 1980s there has been a

sustained research focus on how motivational and cognitive factors interact and jointlyinfluence student learning and achievement. In more colloquial terms, there is recognition that students need both the cognitive skill and the motivational will to do well in school (Pintrich&Schunk, 2002). This miniseries continues in this tradition by highlighting the contribution of both motivational and cognitive factors for student academic success. The integration of motivational and cognitive factors was facilitated by the shift in motivational theories from traditional achievement motivation models to social cognitive models of motivation (Pintrich&Schunk, 2002). One of the most important assumptions of social cognitive models of motivation is that motivation is a dynamic, multifaceted phenomenon that contrastswith the quantitative view taken by traditional models of motivation. In other words, these newer social cognitive models do not assume that students are either motivated or not motivated or that student motivation can be characterized in some quantitative manner between two endpoints on a single continuum. Rather, social cognitive models stress that students can be motivated in multiple ways and the important issue understands how and why students are motivated for school achievement. This change in focus implies that teachers or school psychologists should not label students as motivated or Unending Journey Towards Excellence and Progress
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not motivated in some global fashion. Furthermore, assessment instruments that generate a single global motivation score for students may be misleading in terms of a more multifaceted understanding of student motivation. Accordingly, in the discussion of motivation as an academic enabler, many aspects of student motivation including self-efficacy, attributions, intrinsic motivation, and goals are considered. A second important assumption of social cognitive models of motivation is that motivation is not a stable trait of an individual, but is more situated, contextual, and domain-specific. In other words, not only are students motivated in multiple ways, but theirmotivation can vary depending on the situation or context in the classroom or school. Although this assumption makes it more difficult for research and assessment efforts, it means that student motivation is conceived as being inherently changeable andsensitive to the context. This provides hope for teachers and school psychologists and suggests that instructional efforts and the design of classrooms and schools can make a difference in motivating students for academic achievement. This situated assumption means that student motivation probably varies as a function of subject matter domains and classrooms (e.g., Bong, 2001). For example, within social cognitive models, motivation is usually assessed for a specific subject area such as math, reading, science, or social Unending Journey Towards Excellence and Progress
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studies and in reference to a specific classroom or teacher. In some ways, this also fits with teachers' and parents' own perceptions and experiences as they find that some children are quite motivated for mathematics, whereas others hate it, and also observe these motivational differences with other subject areas as well.
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However, this implies that assessment instruments that assess general student motivation for school or academics may not be as useful as more domain or context specific assessment tools. A third assumption concerns the central role of cognition in social cognitive models of motivation. That is, it is not just the individual's cultural, demographic, or personality characteristics that influence motivation and achievement directly, or just thecontextual characteristics of the classroom environment that shape motivation and achievement, but rather the individual's active regulation of his or her motivation,
thinking, and behavior that mediates the relationships between the person, context, and eventual achievement. That is, students' own thoughts about their motivation and learning play a key role in mediating their engagement and subsequent achievement. Following from these three general assumptions,

social cognitive motivational theorists have proposed a large number ofdifferent motivational constructs that may facilitate or constrain student achievement and learning. Although there are good theoretical reasons for some of these distinctions among different motivational theories and constructs, in many cases they can be confusing and less than helpful in developing applications to improve student motivation and subsequent learning in school (Pintrich, 2000a). Rather than discussing all the different motivational constructs that may be enablers of student achievement and learning, this article will focus on four key families of motivational beliefs (self-efficacy, attributions, intrinsic motivation, andgoal orientations). These four families represent the currently accepted major social cognitive motivational theories (Eccles,Wigfield, &Schiefele, 1998; Graham & Weiner, 1996; Pintrich&Schunk, 2002) and, therefore, seem most relevant whenthinking about how motivation relates to achievement and other academic enablers. For each of the four general components,the components are defined, a summarization is given for how the motivational component is related to student achievementand learning as well as the other academic enablers discussed in this special issue, and some implications for instruction andassessment are suggested.Although these four families are interrelated, it is beyond the scope of this article to present aninterrelated model Unending Journey Towards Excellence and Progress
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of self-efficacy, attributions, intrinsic motivation, and goal orientations. Readers interested in a morecomprehensive overview may refer to Pintrichand Schunk's (2002) detailed discussion of motivational processes in schooling.
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Synthesis RELATED LITERATURE

The related literature shows that many factors affect motivation in adolescents. Those factors include parents, teachers, the students themselves, school and classroom environment, and the transition from middle school to high school. These factors tend to affect the middle grades the most because they are not depending on their parents solely as in elementary, and they have not yet become independent persons as in high school. Teachers need to take these multiple factors into consideration when dealing with unmotivated adolescent students.

RELATED STUDIES
Selective education systems aim to improve the quality of educational outcomes by students of similar academic levels together. Each student performs differently in any given assessment. Performance differences can be explained by aptitude and student background, but also by the culture of the school the students attend. The studies that gave rise to educational effectiveness research surprised educators because of the low between-school variance. Difference in school performance depending on the ethnic background of the students studied. In addition, School effectiveness and educational productivity researchers stress that schools do make a difference. School composition has by far the greatest impact on student performance. Schools may implement selection policies to actively control school composition. For example, there could be a set quota of number of students with a particular background. In addition, schools could exercise policies to match teachers and student groups within the school, as well as policies to influence the representation of teachers with specific characteristics in a school (a teacher compositional effect). It seems likely that a schools climate would depend on the collective personality characteristics of teachers so that one could speak of teacher compositional effects. Of course school
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composition in this report is only considered in terms of the school average socio-economic background. School climate,
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policies and resources together explain 6 per cent of the performance differences between schools, but this varies greatly across countries. Of the three, school climate has the greater impact. However, the lesser impact of school factors that are more easily amenable to policy does not make them any less important. On the contrary, the results indicate several potential policy levers to improve school performance: improved disciplinary climate and student-related factors affecting the school climate, and a strong sense of belonging at school. A sense of belonging has a relatively strong impact on the performance of students in education systems where they are selected for particular institutions or educational programs. Some selection and admission policies also explain a relatively large part of the differences in school performance.
Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" Whatever level of motivation your students bring to the classroom will be

transformed, for better or worse, by what happens in that classroom. Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student's motivation to work and to learn interest in the subject matter, perception of its usefulness, general desire to achieve, selfconfidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges. To encourage students to become self-motivated independent learners, instructors can do the following Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly .Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation. Unending Journey Towards Excellence and Progress
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Hypothesis of the Study

In discussing the paper, the researcher has come up with this hypothesis.
H: There is no significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.
H: There is a significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.

Definition of terms
1.
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Opportunity to Learn- the curriculum is designed to fit
perfectly to educate its students.

2.
Content Coverage-The content of the curriculum is all
significant for business studies.

3.
Adaptive Instruction-The instruction materials and pattern
are designed for student to be fully adapted with tertiary learning and eventually to the business world.
4.
Time on Task-Students are given and allocated time to
finish their task& or homework.

5.
Concentration on teaching and learning-Professors provides
students a syllabus with all the topics to be discussed for the whole semester.
6.
Pressure to Achieve-Student receives appropriate motivation
for them to accomplish their task.

7.
Frequent monitoring of students progress-Professors
maintains a record of the students exams, attendance and recitation.

8.
High expectations for students success- Instructors
provide students with exception task that require the student excel.

9.
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Reinforcement for unsatisfied goals-Students are allowed to
take specialexams and a chance to make up with the preceding topics.

10.
Requirements- Students are asked to complete specific
requirements to pass the subject.

11.
Parental Involvement- Parent approval on major project
(outdoor activities &exposure)are necessary.

12.
Home-School Partnership-Parent have a communication with
the university staff (professor, dean) about the productivity of the students.
13.
School Climate-The University is located in a setting that
is conductive for every climate.

14.
Pupil Rights and Expectations-student have their own
organization where they can exercise their freedom of expression & rights.
15.
A learning environment- The College is fully equipped with
facilities (classroom & library) that are conductive to learning.

16.
Safe and orderly atmosphere conducive to learning- The
University is fully equipped with security guard and outsiders cant easily enter the school premises without proper documents/identification.
17.
Cooperation-Students have their group project where they
can exercise cooperation which is essential in the entering the business world. Unending Journey Towards Excellence and Progress

18.
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Leadership-Every class has its class officers which make
them leader of the world class.

19.
Shared Vision and Goals-There are subjects where students
are assigned to make and think of their own visions, missions, goals& objectives in life & studies.
20.
Practice oriented staff development-Students are being
developed into the real world through their internship or on the job training.
21.
Strong Administrative Leadership-Students are motivated to
join student organizations within the college & the university.

22.
Affordable tuition fee-Among the university in Bulacan,the
BSU offers quality education at an affordable rate.

23.
Reasonable Miscellaneous fees-All miscellaneous fees stated
in the certificate of registration of each student are reasonable & are all being utilized by the students.
24.
Low rate of outdoor training and exposure-All the outdoor
training &exposure undergone by students are reduced to its minimum cost.

25.
High-end projects are not required-Requirements or project
due to the students are not to be expense. low cost project are recommended.
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Notes in chapter 2
The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Judiciously The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/allocate The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Amenable The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Apprentice The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Aptitude The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Competent The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Determinants

The free dictionary by Farlex 10 Sept, 2011 http://www.thefreedictionary.com/Goad The free dictionary by Farlex 10 Sept, 2011
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http://www.thefreedictionary.com/Legislators The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Stimulate The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Tangible The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Triggers Albert C. Santos (2003) Evaluation of Information Technology (IT) based teaching Methods in selected schools of National Capital Region.

Anna D Aloisio(2010) Motivating Students through Awareness of the Natural Correlation Between College Learning and Corporate Work Settings. Motivating Students to Learn(publisher Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org.)http://andrewjwolfgang.blogspot.com /2010/10/motivating-students-to-learn.html Dembo, Myron H.(2004) Motivation and Learning Strategies for College Success: A Self-Management Approach".Adolescence. FindArticles.com. 05 Sep, 2011. http://findarticles.com/p/articles/mi_m2248/is_158_40/ai_n1 4815113/http://findarticles.com/p/articles/mi_m2248/is_158_ 40/ai_n14815113/?tag=mantle_skin;content Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 63-71. Edward W. Hootstein(2011) "Enhancing student motivation: make learning interesting and relevant". Education. FindArticles.com. 05 Sep, 2011.
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http://findarticles.com/p/articles/mi_qa3673/is_n3_v114/ai_n2864 0062/COPYRIGHT 1994 Project Innovation (Alabama) COPYRIGHT 2008 Gale, Cengage Learning Heafner, T. (2004).Using technology to motivate students to learn social studies.Contemporary Issues in Technology and Teacher Education [Online serial], 4(1). Available: http://www.citejournal.org/vol4/iss1/socialstudies/article1 .cfm JeneferHusman, Psychology in Education, Arizona State University (February 20, 2007) JereBrophy(2004). Motivating Students to Learn. Contributors:.
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Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2004. Page Number:http://www.questia.com/library/education/educational -psychology/student-motivation.jsp Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review Success (2002)Motivation as an Enabler for Academic 02796015, 2002, Volume 31, No. 3, pp. 313-327
http://prof.usb.ve/jjramirez/PREGRADO/CCP114/CCP114%20Motiv acion%20Linnenbrink%20y%20Pintrich.pdf Myron H. Dembo (2000) Motivation and Learning Strategies for College Success: A Self-Management Approach. Contributors. Publisher: Lawrence Erlbaum Associates. Place of Unending Journey Towards Excellence and Progress

Publication: Mahwah, NJ. Publication Year: 2000. Page Number: iii. http://www.amazon.com/Motivation-LearningStrategies-College-Success/dp/0805862293
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CHAPTER 3 METHODS OF RESEARCH

Methods and Techniques of the Study
The researchers used questionnaires for the profile of the respondents. The researchers also conducted an observation with the data that they have acquired from the MIS office of Bulacan State University.
Research Design
This research study ought to aggregate shrewdness, exhibit and analyze these data available. The research design of this study can be best describe from the following outlook:

In terms of the degree of the problem identification, the researcher use the formal research design for the research problem is clearly specified, that is to assess the motivating factors of College of Business Administration at Bulacan State University. It is also said to be both descriptive and casual. Descriptive because it describes the different respondents of the study and casual for it determines how these motivating factors affectthe decisions of the respondents. Data were gathered through survey method. The researchers used the aid of well-prepared questionnaires. These questionnaires have been given to a sample population from the totality of the population of students of the college together with their parents. The researcher environment was conducted in real life situations, thus having the research design be conducted in a field setting. The scope of analysis of this research is a statistical study because it aims to make conclusion from a population based on the result of the sample. Therefore, the research design of this study is composed of different perspective.
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Population and Sample of the Study

In order to determine the motivating factors of the College of Business Administration, the researchers considered the Unending Journey Towards Excellence and Progress

entire population of students of the college which included 32 sections. The courses and sections involved are as follows:
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Table 3.1 Bachelor of Science in Business Administration Management

1ST Year BSBA 1-A (BAM) BSBA 1-B (BAM) BSBA 1-C (BAM) BSBA 1-D (BAM) BSBA 1-E (BAM) 2nd Year BSBA 2-A (BAM) BSBA 2-B (BAM) BSBA 2-C (BAM) BSBA 2-D (BAM) BSBA 2-E (BAM) BSBA 2-F (BAM) BSBA 2-G (BAM) 3rd Year BSBA 3-A (BAM) BSBA 3-B (BAM) BSBA 3-C (BAM) BSBA 3-D (BAM) BSBA 3-E (BAM) BSBA 3-F (BAM) 4th Year BSBA 4-A (BAM) BSBA 4-B (BAM) BSBA 4-C (BAM) BSBA 4-D (BAM) BSBA 4-E (BAM)
Table 3.2 Bachelor of Science in Business Administration Entrepreneurship

1ST Year BSBA 1-A (BAE) BSBA 1-B (BAE) 2nd Year BSBA 2-A (BAE) BSBA 2-B (BAE) 3rd Year BSBA 3-A (BAE) BSBA 3-B (BAE) 4th Year BSBA 4-A (BAE)
Table 3.3 Bachelor of Science in Accountancy

1ST Year BSA 1-A BSA 1-B

In the case of respondents, Table 3.4 shows the respective population distribution of the 32 different sections of College of Business Administration.
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TABLE 3.4 DISTRIBUTION POPULATION PROFILE OF RESPONDENTS (STUDENTS)

Section BSBA 1-A (BAM) BSBA 1-B (BAM) BSBA 1-C (BAM) BSBA 1-D (BAM) BSBA 1-E (BAM) BSBA 2-A (BAM) BSBA 2-B (BAM) BSBA 2-C (BAM) BSBA 2-D (BAM) BSBA 2-E (BAM) BSBA 2-F (BAM) BSBA 2-G (BAM) BSBA 3-A (BAM) BSBA 3-B (BAM) BSBA 3-C (BAM) BSBA 3-D (BAM) BSBA 3-E (BAM) BSBA 3-F (BAM) BSBA 4-A (BAM) Frequency 67 65 65 61 64 63 53 59 51 57 52 45 55 63 59 57 69 59 41 Percentage % 3.87 3.75 3.75 3.52 3.70 3.64 3.06 3.41 2.94 3.29 3.00 2.60 3.18 3.63 3.41 3.29 3.98 3.42 2.37

BSBA 4-B (BAM) BSBA 4-C (BAM) BSBA 4-D (BAM) BSBA 4-E (BAM) BSBA 1-A (BAE) BSBA 1-B (BAE) BSBA 2-A (BAE) BSBA 2-B (BAE) BSBA 3-A (BAE) BSBA 3-B (BAE) BSBA 4-A (BAE) BSA 1-A BSA 1-B TOTAL 48 48 48 35 66 64 49 51 43 32 53 43 47 1732 2.77 2.77 2.77 2.02 3.81 3.70 2.83 2.94 2.48 1.85 3.06 2.48 2.71 100
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Table 3.4 illustrates the following population of respondents in terms of students.
SAMPLE SIZE
With a total population of 1732 respondents, the researchers computed for the sample size using the following formula:
= 326 respondents of students

Using stratified sampling, the following sample distribution profile is shown in Table 3.5
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TABLE 3.5 DISTRIBUTION SAMPLE PROFILE OF RESPONDENTS STUDENTS OF COLLEGE OF BUSINESS ADMINISTRATION
Section BSBA 1-A (BAM) BSBA 1-B (BAM) BSBA 1-C (BAM) BSBA 1-D (BAM) BSBA 1-E (BAM) BSBA 2-A (BAM) BSBA 2-B (BAM) BSBA 2-C (BAM) BSBA 2-D (BAM) BSBA 2-E (BAM) BSBA 2-F (BAM) BSBA 2-G (BAM) BSBA 3-A (BAM) BSBA 3-B (BAM) BSBA 3-C (BAM) BSBA 3-D (BAM) BSBA 3-E (BAM) BSBA 3-F (BAM) BSBA 4-A (BAM) BSBA 4-B (BAM) BSBA 4-C (BAM) BSBA 4-D (BAM) Frequency 13 12 12 11 12 12 10 11 10 11 10 8 10 12 11 11 13 11 8 9 9 9 Percentage % 3.87 3.75 3.75 3.52 3.7 3.64 3.06 3.41 2.94 3.29 3 2.6 3.18 3.63 3.41 3.29 3.98 3.41 2.37 2.77 2.77 2.77

BSBA 4-E (BAM) BSBA 1-A (BAE) BSBA 1-B (BAE) BSBA 2-A (BAE) BSBA 2-B (BAE) BSBA 3-A (BAE) BSBA 3-B (BAE) BSBA 4-A (BAE) BSA 1-A BSA 1-B TOTAL 7 12 12 9 10 8 6 10 8 9 326 2.02 3.81 3.7 2.83 2.94 2.48 1.85 3.06 2.48 2.71 100
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Considering the computed sample size of 326 student respondents, there will also be a sample size of 326 parent respondents for the ratio of the respondent will be 1:1; that is, one parent for each student. The researcher distributed 2 sample questionnaires to the students of the College of Business Administration; one for them, one for their parent.
Research Instrument
The research instrument used in this study was the survey questionnaire. The questionnaire was subdivided into three. The first part was the request letter to conduct the survey. This cover letter is composed mainly of the research title, the rationale of the study, the directions for questionnaire, the assurance that the respondents answer will be treated with strict confidentiality.

The second part was the respondents profile which included data on gender, age, course, year and section, if the respondent is a shifter or transferee, &from what course & school the respondent is from. The third part of research was the questionnaire proper. For the questionnaire proper, the researchers constructed a survey questionnaire based on the school-level factors from Marzano, Edmonds, Sammons, Levine and Lezotte, and Scheerens and Bosker. The researchers have some of these school-level facors revised to fit the study. These school-level factors are as follows: GUARANTEED AND VIABLE CURICULLUM Opportunity to Learn (Marzano) Content Coverage (Scheerens and Bosker) Adaptive Instruction (Scheerens) Time on task (Marzano) Concentration on teaching and Learning(Sammons) CHALLENGING GOALS AND EFFECTIVE FEEDBACK Pressure to Achieve(Marzano: Scheerens&bosker) Frequent monitoring of students progress(Edmonds) High expectations for students success(Edmonds) Reinforcement for unsatisfied goals Unending Journey Towards Excellence and Progress
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Requirements (Levine&Lesotte) PARENTAL AND COMMUNITY INVOLVEMENT Parental Involvement(Marzano: Scheerens&bosker) Home-School partnership(Sammons) SAFE AND ORDERLY ENVIRONMENT School Climate(Scheerens&bosker:Marzano) Pupil rights and Expectations(Sammons) A Learning environment(Sammons) Safe and orderly atmosphere conducive to learning(Edmonds) COLLEGIALITY AND PROFESSIONALISM Cooperation (Marzano: Scheerens&bosker) Leadership ((Marzano: Scheerens&bosker) Shared Vision and Goals (Sammons) Practice-oriented staff development(Levine &lezotte) Strong Administrative Leadership(Edmonds) FINANCIAL AFFORDABILITY Affordable tuition fee Reasonable Miscellaneous fee Low rate of Outdoor training and exposure High-end projects NOT required.
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In answering the questionnaire proper, the respondents were asked to rate each of the statements depending on their degree of agreement; namely, 4 for strongly agree, 3 for agree, 2 for disagree, and 1 for strongly disagree. To gather the desired data, the researchers distributed the questionnaire to each of the respondents which are the students officially enrolled at the College of Business Administration and their corresponding parent in different days. The result of the stratified sampling guided the researchers in the distribution of the sample respondents in each of the sections inside the College of Business Administration under study.
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Statistical Treatment
In presenting, interpreting and analyzing the data gathered by the researchers, certain statistical tools and techniques were used. First, to present the gathered data clearly and concretely, the researcher used statistical tables that were properly labeled. Percentages were likewise used to determine the relationship of the individual data with respect to the whole.

Similarly, the researchers computed for the respective weighted means based on the data gathered. The formula for the weighted mean is as follows: fxw Where fx is the sum of the percentage multiplied by the survey score and the wis 100(sum of percentage). To determine whether there is a significant difference on how students and parents perceive the school-level factors that motivated them to be engaged with the College of Business Administration at Bulacan State University, the matched-pair ttest was used. This is given by the following formulas: Standard deviation.
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sd = (di - d)2 / (n - 1) where di is the difference for pair i, d is the sample mean of the differences, and n is the number of paired values student) Standard error. (parent-
SE = sd / ( n ) Degrees of freedom.
DF = n - 1 .

Test statistic. The test statistic is a t-score (t) defined by the following equation. t = (d - D) / SE Where d is the mean difference between paired values, D is the hypothesized difference between population means, and SE is the standard error. P-value.
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The P-value is to be done through a statistics calculator. Also, to determine the correlation of the perception of the respondents, the Spearman rhos Correlation was used.
Notes in chapter 3
Albert C. Santos (2003) Evaluation of Information Technology
(IT) based teaching Methods in selected schools of National Capital Region. Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 73-124.

AP Statistics Tutorial:Hypothesis Test for Difference Between Matched Pairs. September 8, 2011. http://stattrek.com/apstatistics-4/paired-means.aspx
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CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA

To know the perception of the students and their corresponding parents with regards to why they are currently engaged with the College of Business Administration at Bulacan State University, the researchers gathered data. These data consisted of the respondents profile, and the school-level factors which are adapted from Marzano, Edmonds, Sammons, Levine and Lezotte, and Scheerens and Bosker. Respondents Profile The first part of the researcher instrument presents the respective respondents profile of the 32 sections from the

College of Business Administration included in this paper. The data gathered included their ages, their parents monthly income and the number of children. Table 4.1 Age of students age # of percentag student e s 15-19 269 82.52 20-24 57 17.48 total 326 100
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Table 4.1 shows that majority of the student respondents have the age ranging from 15-19 having 82.59%, while Table 4.2 shows that the majority of the parent respondents have the age ranging from 50-54 having the percentage of 30.98%. Second is the parent having the age ranging from 45-49 yielding a percentage of 21.17%, while the parents having the age ranging from 55-59 has a 20.55% from the sample population. The parent ranging from 35-39 has only 0.3%. Table 4.2 Age of Parents # of percentage parent 0 0 0 0 1 0.3 41 12.58 69 21.17 101 30.98 67 20.55 35 10.74
age 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64

65 and above total 12 326 3.68 100
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Table 4.3 Monthly income (parents) monthly income # of parent percentage below 10,000 0 0 10,000-20,000 13 3.99 20,000-30,000 74 22.7 30,000-40,000 160 49.08 40,000-50,000 79 24.23 50,000 and above 0 0 Total 326 100 Based on the results shown in table 4.3, 3.99% of the parent respondents earn at least 10,000 20,000 a month, while 22.70% earn 20,000-30,000. 24.23% earn a monthly income of 40,000-50,000 while the majority of the population at 49.08% earn a monthly income of 30,000-40,000. Table 4.4 Number of children (parents) # of # of percentag children parent e None 0 0 1-3 121 37.12 4-6 183 56.13 7-9 22 6.75 10 and above 0 0 Total 326 100 Based on the result shown in table 4.4, a parent having 1-3 offspring constitutes 37.12% of our sample population. 56.13% have 4-6 offspring. While only 6.75% have 7-9 number of children.

School-Level Factors The most important section of this research is the questionnaire proper. It includes an analysis of the schoollevel factors perceived by the students and their parents. More specifically, this research investigates the reasons of the students for being enrolled at the College of Business Administration at Bulacan State University, same with their parent, and if there is a significant difference with the perceptions of the two respondents. These school-level factors are sub-divided into 6 general factors such as Guaranteed and Viable Curriculum, Challenging Goals and Effective Feedback, Parental and Community Involvement, Safe and Orderly Environment, Collegiality and Professionalism, and Financial Affordability. The researchers asked the student respondents with the factors that influenced them to be enrolled at the College of Business Administration at Bulacan State University. Also, the researchers asked the parents of the corresponding student respondents with the factors that make them enroll their child at the College of Business Administration. The preceding table gives the following weighted means for the 6 different schoolrelated factors and their corresponding ranking with 1 as the most important.
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TABLE 4.5 GUARANTEED AND VIABLE CURICULLUM (STUDENT) FACTOR Opportunity to Learn Content Coverage Adaptive Instruction Time on Task Concentration on teaching and learning GRAND MEAN WEIGHTED MEAN 35.22 34.20 34.66 33.46 33.68 34.24 RANK 1 3 2 5 4
TABLE 4.6GUARANTEED AND VIABLE CURICULLUM (PARENT) FACTOR Opportunity to Learn Content Coverage Adaptive Instruction Time on Task Concentration on teaching and learning GRAND MEAN WEIGHTED MEAN 34.30 33.83 34.03 34.27 34.59 34.20 RANK 2 5 4 3 1
Based on these results, the student respondents ranked 1 the factor Opportunity to Learn. This yielded a weighted mean of 35.22 followed by the factor Adaptive Instruction which yielded a weighted mean of 34.66. Rank 3 is the factor Content Coverage, 34.20; while Concentration on teaching and Learning ranked 4th with a weighted average of 33.68. The factor time on task was ranked 5th with a weighted mean of 33.46.

On the other hand, the parent respondent ranked 1st the factor Concentration on teaching and Learning having a weighted mean of 34.59. 2nd was the Opportunity to learn which yielded a weighted mean of 34.30. The factor Time on task, Adaptive Instruction, and Content Coverage yielded a weighted mean of 34.27, 34.03, and 33.83 and was ranked 3rd, 4th, and 5th respectively. Bulacan State University is well-known for providing quality learning to its students not only on theories but learning that they would be able to adapt in the real world. That fact makes the fresh graduates of Secondary Education want to study at the Bulacan State University specifically at the College of Business Administration. Students at the College of Business Administration are focused throughout the whole semester for they are provided with proper syllabus. TABLE 4.7 CHALLENGING GOALS AND EFFECTIVE FEEDBACK (STUDENT) FACTOR Pressure to Achieve Frequent monitoring of students progress High expectations for students success Reinforcement for unsatisfied goals Requirements GRAND MEAN WEIGHTED MEAN 32.84 34.19 33.45 31.74 33.00 33.04 RANK 4 1 2 5 3
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TABLE 4.8 CHALLENGING GOALS AND EFFECTIVE FEEDBACK (PARENT) FACTOR Pressure to Achieve Frequent monitoring of students progress High expectations for students success Reinforcement for unsatisfied goals Requirements GRAND MEAN WEIGHTED MEAN 34.94 34.64 34.35 44.82 34.21 36.59 RANK 2 3 4 1 5
From the generated results from the respondents, the factor Pressure to Achieve was ranked 4th by the student respondents with a weighted mean of 32.84 while it is ranked 2nd by the parent respondents with a weighted mean of 34.94. Reinforcement for unsatisfied Goals was ranked 5th by the student respondents having a weighted mean of 31.74. On the contrary, it was ranked 1st by the parents with a weighted mean of 44.82. The factor frequent monitoring of students success gained a weighted average of 34.19 placing it on the 1st choice for the student respondents while being the 3rd choice of the parents having a weighted mean of 34.64. High expectations for students success gained a weighted average of 34.35 and 33.45 and was ranked 4th and 2nd by the parent and student respondents

respectively; while the factor Requirements had been ranked by the student respondents 3rd with a weighted mean of 33.00 and the parent respondents 5th with a weighted mean of 34.21.
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TABLE 4.9 PARENTAL AND COMMUNITY INVOLVEMENT (STUDENT) FACTOR Parental Involvement Home-School partnership GRAND MEAN WEIGHTED MEAN 34.11 32.79 33.45 RANK 1 2
TABLE 4.10 PARENTAL AND COMMUNITY INVOLVEMENT (PARENT) FACTOR Parental Involvement Home-School partnership GRAND MEAN WEIGHTED MEAN 33.51 33.24 33.38 RANK 1 2
Parental and Community Involvement were shown at Table 4.9 and Table 4.10. Parents and student respondents showed a common interest with these factors giving the same ranking with the two factors. Parental Involvement was ranked 1st having a weighted mean of 34.11 and 33.51 from student and parent respondents respectively. Home-School partnership had a weighted mean of 32.79 from the student respondents while the parent respondents gave it a weighted mean of 33.24. Both group of respondents placed it on 2nd. Based on the results shown in Table 4.9 and Table 4.10, it only goes to show that students and parents have the same conception with how the College of Business Administration value Unending Journey Towards Excellence and Progress

the involvement of the parents and the entire community with the growth and learning progress of the students. It is also important that the University and the parents have these certain relationship and partnership with regards to the students class standing and monitoring at school.
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TABLE 4.11 SAFE AND ORDERLY ENVIRONMENT (STUDENT) FACTOR School Climate Pupil Rights and Expectations A Learning Environment Safe and Orderly Atmosphere GRAND MEAN WEIGHTED MEAN 31.60 34.38 32.89 31.90 32.69 RANK 4 1 2 3
TABLE 4.12 SAFE AND ORDERLY ENVIRONMENT (PARENT) FACTOR School Climate Pupil Rights and Expectations A Learning Environment Safe and Orderly Atmosphere GRAND MEAN WEIGHTED MEAN 34.51 34.29 35.12 35.46 34.85 RANK 3 4 2 1
Based on the test result shown in Table 4.11 and Table 4.12, the factor A Learning Environment was ranked 2nd by both respondents with a weighted means of 32.89 by the student respondents and 35.12 by the parent respondents. The factor School Climate weighted an average mean of 31.60 by the student respondents and was ranked 4th. While the parent

respondents test results weighted an average mean of 34.51 and was ranked 3rd. Student respondents ranked 1st the factor Pupil rights and expectations having a weighted mean of 34.38, while it is ranked 4th by the parent respondents with a weighted mean of 34.29. Parent respondents first choice was the factor Safe and Orderly environment with an average of 35.46 while the students placed it on 3rdwhich yield an average of 31.9. TABLE 4.13 COLLEGIALITY AND PROFESSIONALISM (STUDENT) FACTOR Cooperation Leadership Shared Vision and Goals Practice-oriented staff development Strong Administrative Leadership GRAND MEAN WEIGHTED MEAN 33.99 34.23 34.24 34.22 35.00 34.34 RANK 5 3 2 4 1
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TABLE 4.14 COLLEGIALITY AND PROFESSIONALISM (PARENT) FACTOR Cooperation Leadership Shared Vision and Goals Practice-oriented staff development Strong Administrative Leadership GRAND MEAN WEIGHTED MEAN 35.64 34.60 35.19 35.86 35.93 35.44 RANK 3 5 4 2 1
Based on the test result shown in Table 4.13 by the student respondents, the factor Strong Administrative Leadership has been the 1st choice gaining a weighted mean of 35.00. Next to it

is the factor Shared Vision and Goals with a weighted mean of 34.24. Rank 3 is Leadership with a weighted mean of 34.23. On the other hand, the parent respondent ranked 1st the factor Strong Administrative Leadership with a weighted mean of 35.93. After it is the factor Practice-Oriented staff development with a weighted mean of 35.86. the factors Cooperation, Leadership, and Shared Vision and Goals weighted an average mean of 35.64, 34.6 and 35.19 and were ranked 3rd, 5th, and 4th respectively. It is important for the students to be motivated and be involved with the Student Organization within the College and within the University. Being a State University which implements a Student Organization that is being heard and whose decisions are being held valuable for the whole University, this Student Organization is one of the members of the Board of Regents of the said University. Being already a college student, students wants to be more involved with this kind of organization and be molded with enough independence and leadership.
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TABLE 4.15 FINANCIAL AFFORDABILITY (STUDENT)

FACTOR Affordable Tuition Fee Reasonable Miscellaneous fees Low Rate of Outdoor training and exposure High-end projects NOT required GRAND MEAN WEIGHTED MEAN 34.65 31.98 32.37 32.90 32.98 RANK 1 4 3 2
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TABLE 4.16 FINANCIAL AFFORDABILITY (PARENT) FACTOR Affordable Tuition Fee Reasonable Miscellaneous fees Low Rate of Outdoor training and exposure High-end projects NOT required GRAND MEAN WEIGHTED MEAN 34.63 34.43 35.21 34.63 34.73 RANK 2 3 1 2
Bulacan State University is known to provide quality education at an affordable rate. Table 4.15 and Table 4.16 showed the test results for the factor Financial Affordability. Based on the students test result shown in Table 4.15, Affordable tuition fee was ranked 1st and weighted an average mean of 34.65. Next is the factor High-end project NOT required which gained an average of 32.90. 3rd is the factor Low rate of Outdoor training and exposure having a weighted mean of 32.37. 31.98 was the weighted mean of Reasonable Miscellaneous fess having placed as the least favorable for the students.

Table 4.16 shows the test results of the parent respondents which brings Low rate of outdoor training and exposure 1st with a weighted mean of 35.21 and the least favorable was the factor Reasonable Miscellaneous fees having the weighted mean of 34.43. The factors Affordable Tuition Fee and High-end projects NOT required were both ranked 2nd for it both had an average of 34.63. Having considered the different school-level factors, the following results are summarized and presented in Table 4.17 and Table 4.18. Table 4.17 and Table 4.18 showed that all schoollevel factors have been an influential factor for our respondents. Specifically, Table 4.17 showed the summarized result for the student respondents with Collegiality and Professionalism ranking 1st, followed by Guaranteed and Viable Curriculum, Parental and Community Involvement, Challenging Goals and Effective Feedback, and Financial Affordability. Safe and Orderly environment ranked last.
111
TABLE 4.17 GRAND MEANS (STUDENT) FACTOR WEIGHTED MEAN Unending Journey Towards Excellence and Progress RANK

Guaranteed and viable curriculum Challenging goals and effective feedback Parental and community involvement Safe and orderly environment Collegiality and professionalism Financial affordability 34.24 33.04 33.45 32.69 34.34 32.89 2 4 3 6 1 5
112
On the other hand, Table 4.18 shows the summarized result for the parent respondents with Challenging Goals and Effective Feedback ranking 1st, followed by Collegiality and Professionalism, Safe and Orderly Environment, Financial Affordability, and Guaranteed and Viable Curriculum. Parental and Community Involvement ranked last.
TABLE 4.18 GRAND MEANS (PARENT) FACTOR Guaranteed and viable curriculum Challenging goals and effective feedback Parental and community involvement Safe and orderly environment Collegiality and professionalism Financial affordability WEIGHTED MEAN 34.20 36.59 33.38 34.85 35.44 34.73 RANK 5 1 6 3 2 4
Looking at the Grand Means of the respective school-level factors, the significance of the Collegiality and

Professionalism which is the most influential factor for the students cannot be ignored; same with the Challenging Goals and Effective Feedback which is the most influential factor for the parents of these students. It is what these people find interesting to the College of Business Administration. Similarly, these factors cannot go through without the other factors which are considered that are of similar importance to the students growth as future business leaders.
113
Hypothesis Testing The researchers then tested the perceptions of the students and their corresponding parent with respect to the school-level factors using the statistics calculator. Based on the results, the following null and alternative hypothesis is given using the data shown on Table 4.20. TABLE 4.19 WEIGHTED MEANS AND STANDARD DEVIATION WITH RESPECT TO SCHOOLLEVEL FACTORS VARIABLE WEIGHTED MEAN SD Parent 851.938 165.381 Student 520.594 96.057 The null hypothesis states that there is no significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University. Unending Journey Towards Excellence and Progress

On the other hand, the alternative hypothesis states that there is a significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University. Using a 5% significance level, the matched pair t-test was used. Using the statistics calculator, this yielded a computed value of 19.285, thus giving a P-value of 0.0000. Since 19.285 are in the rejection region, then the null hypothesis is rejected at the 5% significance level. Therefore, there is a significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.
114
Table 4.20 Rankings of Respondents on school-level factors.

School-level Factors Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parental Involvement Safe and Orderly environment Collegiality and Professionalism Parent 5 1 6 3 2 Students 2 4 3 6 1

Financial Affordability 4 5
115
To support the hypothesis test, another test was used for correlation. Using a 5% significance level, the Spearmans rho Correlation Coefficient (rs) was used. Using the statistics calculator, this yielded a correlation coefficient rho of -0.086, thus giving a t-test for the significance of the coefficient of -0.172. Since -0.086 is in the rejection region, and then the null hypothesis is rejected at the 5% significance level.
Notes in chapter 4
(IT) based teaching Methods in selected schools of National Capital Region. AP Statistics Tutorial:Hypothesis Test for Difference Between
Matched Pairs. September 8, 2011. http://stattrek.com/apstatistics-4/paired-means.aspx Unending Journey Towards Excellence and Progress

Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 127-142. Dr. Felina C. Young (2002) Statistics made simple. Bright Minds Publishing House. The Meaning and Interpretation of P-values (what the data say?) September 25, 2011.
116
http://business.clayton.edu/arjomand/business/p-value.htm
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECCOMMENDATIONS

Findings
The researchers decided to study people within the 32 sections of the College of Business Administration at Bulacan State University. More specifically, the researchers studied the profile of these students and parents with respect to age,

monthly income, and number of children. In terms of school-level factors, the researchers studied the perception of these respondents on how they rank the specific factors that influenced them to be with the College of Business Administration. Based on the research study undertaken by the researchers, the following findings are enumerated as follows. 1. In terms of Respondents Profile 1.1.Student Respondent 1.1.1.About 82.52% of the student respondents are aged 1519. 1.2.Parent Respondents 1.2.1.About 30.98% of the parent respondents are aged 50-54. 1.2.2.About 49.08% of the parents earn a monthly income ranging from 30,000-40,000. 1.2.3.About 56.13% of the parents have 4-6 offsprings. 2. In terms of student perception 2.1.With reference to the different school-level factors that is a great influence to students, the respondents ranked first, (34.34), Collegiality and Professionalism. 2.2.With reference to the different factors included under Collegiality and Professionalism, the respondents gave ratings according to degree of agreement.
117

2.2.1.Strong Administrative Leadership (Students are motivated
118
to join students organization within the college & the university.) (35.00)
2.2.2.Shared Vision and Goals (There are subjects where
students are assigned to make and think of their own visions, mission, goals& objectives in life & studies.) (34.24)
2.2.3.Leadership (Every class has its class officers which
make them leader of the world class.)(34.23)

2.2.4.Practice-oriented staff development (Students are being
developed into the real world through their internship or on the job training.)(34.22)
2.2.5.Cooperation (Students have their group project where
they can exercise cooperation which is essential in the entering the business world.)(33.99)
3. In terms of parent perception
3.1.With reference to the different school-level factors that is a great influence to the parents of the students, the respondents ranked first, (36.59), Challenging Goals and Effective Feedback. 3.2.With reference to the different factors included under Challenging Goals and Effective Feedback, therespondents
gave ratings according to the degree of agreement.

3.2.1.Reinforcement for unsatisfied goals (Students are
119
allowed
to take specialexams and a chance to make up
with the preceeding topics.)(44.82)

3.2.2.Pressure to Achieve (Student receive appropriate
motivation for them to accomplish their task.)(34.94)

3.2.3.Frequent monitoring of students progress (Professors
maintain a record of the students exams, attendance and recitation.)(34.64)

3.2.4.High expectations for students success (Instructors
provide students with exception task that require the student excel.)(34.35)
3.2.5.Requirements (Students are to complete specific
requirements to pass the subject.)(34.21)
Conclusions
Based on the findings arrived at by the researchers, the following conclusions are given. 1. In terms of Respondents Profile 1.1.Majority of the student respondents are of the right age which makes their presentation valid for the study. 1.2.Majority of the parent respondents have 4-6 offspring and earn a monthly income ranging from 30,000-40,000 and are aged 50-54.

2. Students desire to enroll at the College of Business Administration at Bulacan State University for it strongly promotes Collegiality and Professionalism specifically that they motivate students to have Strong Administrative Leadership. 3. While being influenced by these facts, theyre not that happy with the current environment of the University. The fact that it is always flooded during bad weather conditions, the classrooms are not that conducive to learning because of insufficient ventilations and chairs that are not usable, and the schedules that are not proper leaving the students with no proper classroom to conduct their classes.
4. Parents choose to enroll their child at the College of
120
Business Administration at Bulacan State University for it monitors students progress and is specific with the requirements for achieving students success and readiness for the real business world. 5. The parents of the students perceived Parental and Community involvement as the weak point of the College. They still want to be involved in their childrens growth in learning. They want to see their children be involved with the community through special projects and extracurricular activities. Being a State University, it is expected to be more exposed to the community and with the State itself. In this sight, the Unending Journey Towards Excellence and Progress

parents would be more influenced if the college would be able to promote these means for the students to be more community involved together with their parents. 6. There is a significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.
121
Recommendations
Based on the stated conclusions, the following recommendations are being given: 1. That although students are encouraged to enroll at the College of Business of Administration basically because of its strong motivation on the progress of students Collegiality and Professionalism, emphasis should also be given for students to realize that this factors needs an ample size of responsibility and strong cooperation and the fact that to be able to be a strong leader, the need to become a great follower is a pre-requisite. Unending Journey Towards Excellence and Progress

2. From the State Colleges and Universities in the Philippines offering Business Administration, Bulacan State University is one of the few who offers a straight degree of Business course, that is, from bachelors degree until Doctor in Business Administration, which means that the University doesnt promote mediocrity with its students. It influences the students to not be contented with having a bachelors degree but rather continue to learn until its utmost level.
122
3. That Bulacan State University offers very affordable fees on Masters degree and Doctorate degree among the other State Universities in the nearby regions.
4. That parent, although influenced by the Colleges strong monitoring of students progress, should also be encouraged on working out with the University on the students learning and be supportive on the needs of the students especially for requirement purposes.
5. Furthermore, the College of Business Administration at Bulacan State University should emphasize in providing a safe and orderly environment for their students. Fully Unending Journey Towards Excellence and Progress

equipped facilities (classroom and library) and a clean environment that is conducive to learning is a major factor for students learning progress.
123
6. That since it is a state-funded university, financial capability of students and their family should be taken into consideration in deciding for the requirements of the students without taking for granted the quality of education.
7. That aside from pursuing these school-related factors, College of Business Administration and the whole University should continue to work on other factors that students need (e.g. Teacher-related factors, system-related factors, etc.).
8. Other in-depth studies can be conducted to further highlight the effectiveness and quality of the College of Business Administration at Bulacan State University, using more specifically, service classifications.
124
BIBLIOGRAPHY
(IT) based teaching Methods in selected schools of National Capital Region. Anna D Aloisio(2010) Motivating Students through Awareness of the Natural Work Correlation Settings. Heldref Between College Learning Students 1319 and to
Corporate
Motivating
Learn(publisher Street Tel: NW,
Publications.
Eighteenth
Washington, DC 20036-1802. Tel: 800-365-9753; Fax: 202-293-6130; Web e-mail: site:
202-296-6267;
subscribe@heldref.org;
http://www.heldref.org.)http://andrewjwolfgang.blogspot.com /2010/10/motivating-students-to-learn.html AP Statistics Tutorial:Hypothesis Test for Difference Between
Matched Pairs. September 8, 2011. http://stattrek.com/apstatistics-4/paired-means.aspx

Dembo, Myron H.(2004) Motivation and Learning Strategies for College Success: A Self-Management 05 Approach".Adolescence. Sep, 2011.
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FindArticles.com.
http://findarticles.com/p/articles/mi_m2248/is_158_40/ai_n1 4815113/http://findarticles.com/p/articles/mi_m2248/is_158_ 40/ai_n14815113/?tag=mantle_skin;content Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 1-62. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 63-71. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 73-124. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 127-142. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 143-157. Dr. Felina C. Young (2002) Statistics made simple. Bright Minds Publishing House.

Edward W. Hootstein(2011) "Enhancing student motivation: make interesting and 05 relevant". Sep, Education. 2011. learning
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FindArticles.com.
http://findarticles.com/p/articles/mi_qa3673/is_n3_v114/ai_ n28640062/COPYRIGHT 1994 Project Innovation (Alabama)
COPYRIGHT 2008 Gale, Cengage Learning Heafner, T. (2004).Using technology to motivate students to
learn social studies.Contemporary Issues in Technology and Teacher Education [Online serial], 4(1). Available:
http://www.citejournal.org/vol4/iss1/socialstudies/article1 .cfm JeneferHusman, Psychology in Education, Arizona State University (February 20, 2007) JereBrophy(2004). Publisher: Publication: Motivating Students to Learn. Contributors:. Lawrence Mahwah, Erlbaum NJ. Associates. Year: Place 2004. of Page
Publication
Number:http://www.questia.com/library/education/educational -psychology/student-motivation.jsp Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review Success (2002)Motivation 02796015, as an Enabler for Academic
2002, Volume 31, No. 3, pp. 313-327
http://prof.usb.ve/jjramirez/PREGRADO/CCP114/CCP114%20Motiv acion%20Linnenbrink%20y%20Pintrich.pdf

Myron H. Dembo (2000) Motivation and Learning Strategies for College Success: A Self-Management Approach. Contributors. Publisher: Publication: Number: Lawrence Mahwah, Erlbaum NJ. Associates. Year: Place 2000. of Page
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Publication
iii.
http://www.amazon.com/Motivation-Learning-
Strategies-College-Success/dp/0805862293 The Benchmark September of Quality forBusiness Education Worldwide. 5,
2011.www.aacsb.edu/publications/brochures/accreditation_bro chure.pdf The Meaning and Interpretation of P-values (what the data say?) September 25, 2011.
http://business.clayton.edu/arjomand/business/p-value.htm The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Judiciously The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/allocate The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Amenable The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Apprentice

The free dictionary by Farlex 10 Sept, 2011 http://www.thefreedictionary.com/Aptitude The free dictionary by Farlex 10 Sept, 2011
128
http://www.thefreedictionary.com/Competent The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Determinants The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Goad The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Legislators The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Stimulate The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Tangible The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Triggers
129
APPENDICES
APPENDIX A
Republic of the Philippines Bulacan State University City of Malolos, Bulacan REQUEST TO CONDUCT STUDY September , 2011 Dr. Mariano C. De Jesus

President Bulacan State University Dear Sir, God day! We have the honor to inform your office that we are writing a thesis on the School-related factors that motivate the students and their parents to enroll at the College of Business Administration at Bulacan State University which is a partial fulfillment for the degree of Bachelor of Science in Business Administration major in Management. In this regard, we would like to request that we be permitted to administer our questionnaires on the students involved who are the target respondents in our study. Rest assured that the outcome of the interview and data requested will be treated with utmost confidentiality. We hope that the results of our thesis will be of benefit to those directly involved in the study, other students not directly involved in the study, as well as to the broader research community. We really look forward to speak with you and thank you in advance for your assistance in this endeavor. We are hoping for your kind consideration on this matter. Respectfully yours; Eiza Fe De Ocampo Malbataan 09261147272 Noted By: ____________________ Jonathan Sordan Gabinera Management Reasearch, Instructor College of Business Administration ____________________ Ms. Helen Baesa Dean College of Business Administration Ceciline Yunson 09268352217 Christian Manlapig 09276901784 09056410033 Anna
130
CONTINUATION FROM APPENDIX A

Republic of the Philippines Bulacan State University City of Malolos, Bulacan REQUEST FOR PERMISSION TO CONDUCT STUDY

RESPONDENTS (PARENT/GUARDIAN) Dear Respondents, God day! The undersigned are presently conducting a research study entitled School-related factors that motivate the students and their parents to enroll at the College of Business Administration at Bulacan State University which is a partial fulfillment for the degree of Bachelor of Science in Business Administration major in Management. In this connection, the undersigned is requesting your kind assistance by way of accomplishing the attached questionnaire. Rest assured that the outcome of the interview and data requested will be treated with utmost confidentiality. We hope that the results of our thesis will be of benefit to those directly involved in the study, other students not directly involved in the study, as well as to the broader research community. We thank you in advance for your assistance in this endeavor. We are hoping for your kind consideration on this matter. Respectfully yours; Eiza Fe De Ocampo Malbataan 09261147272 Noted By: ____________________ Jonathan Sordan Gabinera Management Reasearch, Instructor College of Business Administration ____________________ Ms. Helen Baesa Dean College of Business Administration Ceciline Yunson 09268352217 Christian Manlapig 09276901784 09056410033 Anna
131
CONTINUATION FROM APPENDIX A

Republic of the Philippines Bulacan State University City of Malolos, Bulacan REQUEST FOR PERMISSION TO CONDUCT STUDY RESPONDENTS (STUDENT)

Dear Respondents, God day! The undersigned are presently conducting a research study entitled School-related factors that influence the students and their parents to enroll at the College of Business Administration at Bulacan State University which is a partial fulfillment for the degree of Bachelor of Science in Business Administration major in Management. In this connection, the undersigned is requesting your kind assistance by way of accomplishing the attached questionnaire. Rest assured that the outcome of the interview and data requested will be treated with utmost confidentiality. We hope that the results of our thesis will be of benefit to those directly involved in the study, other students not directly involved in the study, as well as to the broader research community. We thank you in advance for your assistance in this endeavor. We are hoping for your kind consideration on this matter. Respectfully yours; Eiza Fe De Ocampo Malbataan 09261147272 Noted By: ____________________ Jonathan Sordan Gabinera Management Reasearch, Instructor College of Business Administration ____________________ Ms. Helen Baesa Dean College of Business Administration Ceciline Yunson 09268352217 Christian Manlapig 09276901784 09056410033 Anna
132
APPENDIX B
Republic of the Philippines Bulacan State University City of Malolos, Bulacan QUESTIONNAIRE FOR INPUT VARIABLE NAME OF STUDENT: NAME OF PARENT: COURSE/YEAR/SECTION:

Please answer each of the following by checking. --------------------------------------------------For student-------------------------------------------------COURSE: GENDER: Male_____ Female_____ AGE: 15-19_____ 20-24_____ TRANSFEREE: Yes_____ No_____ REASON: __________________________________________________________________________ SHIFTER: Yes_____ No_____ REASON: ___________________________________________________________________________ LENGTH OF STAY AT BulSU: 1yr____ 2yrs____ 3yrs____ 4yrs____ 5yrs and above_____ --------------------------------------------------For parent-------------------------------------------------AGE : 25-29_____ 30-34_____ 45-49_____ 50-54_____ NUMBER OF CHILDREN: 1-3_____ ABOVE_____ MONTHLY INCOME: below 10,000_____ 10,000-20,000_____ 20,000-30,000_____ SIGNATURE: ____________________ Student ____________________ Parent 35-39_____ 40-44_____ 55-59_____ 60-64_____ 4-6_____ 30,000-40,000_____ 40,000-50,000_____ 50,000 and above_____ 65 and above_____ 7-9_____
133
10 AND
APPENDIX C
QUESTIONNAIRE PROPER
to indicate your degree of
DIRECTION: Please check one response for each item AGREEMENT with each of the following areas: 4 Strongly Agree 3 - Agree 2 Disagree 1 Strongly Disagree
Factors that motivate you to enroll/let your child enroll at the College of Business Administration of Bulacan State University 4 3 2 1 GUARANTEED AND VIABLE CURICULLUM Opportunity to Learn

(the curriculum is designed to fit perfectly to educate its students.)
134
Content Coverage
(The content of the curriculum significant for business studies.) is all
Adaptive Instruction
(The instruction materials and pattern are designed for student to be fully adapted with tertiary learning and eventually to the business world.)
Time on task
( Students are given and allocated time to finish their task& or homework.)
Concentration on teaching and Learning

(Professors provides students a syllabus with all the topics to be discussed for the whole semester.) CHALLENGING
GOALS
AND
EFFECTIVE
FEEDBACK
Pressure to Achieve
(Student receive appropriate motivation for them to accomplish their task.)
Frequent progress
monitoring
of
students
(Professors maintain a record of the students exams, attendance and recitation.)
High expectations for students success

(Instructors provide students with exception task that require the student excel.)
Reinforcement for unsatisfied goals

(Students are allowed to take specialexams and a chance to make up with the preceeding topics.)
Requirements
(Students are to complete requirements to pass the subject.) specific
PARENTAL AND COMMUNITY INVOLVEMENT Parental Involvement

(Parent approval on major project(outdoor activities &exposure)are necessary.)
Home-School partnership
(Parent have university a communication with staff(prof,dean)about the the

productivity of the students.)
135
SAFE AND ORDERLY ENVIRONMENT School Climate

(The university is located in a setting that is conductive for every climate.)
Pupil rights and Expectations

(student have their own organization where they can exercise their freedom of expression & rights.)
A Learning environment
(The college is fully equipped with facilities(classroom & library)that is conductive to learning.)
Safe and orderly atmosphere conducive to learning

(The university is fully equipped with security guard and outsiders cant easily enter the school premises without proper documents/identification.)
COLLEGIALITY AND PROFESSIONALISM Cooperation

(Students have their group project where they can exercise cooperation which is essential in the entering the business world.)
Leadership
(Every class has its class officers which make them leader of the world class.)
Shared Vision and Goals

(There are subject where students are assigned to make and think of their own visions, missions goals& objectives in life & studies. )
Practice-oriented staff development

( Students are being developed into the real world through their internship or on the job training. )
Strong Administrative Leadership

(Students are motivated to join students organization within the college & the university.)
FINANCIAL AFFORDABILITY
Affordable tuition fee

(Among offers rate.) the university in bulacan,the BSU quality education at an affordable
136
Reasonable Miscellaneous fees

(All miscellaneous fees stated in the certificate of registration of each student are reasonable & are all being utilized by the students.)
Low rate exposure
of
Outdoor
training
and
(All the outdoor undergone by students minimum cost.)
training &exposure are reduced to its
High-end projects NOT required

(Requirements or project due to the students are not to be expense. low cost project are recommended.)
APPENDIX D P VALUE INTERPRETATION P-value The P-value, which directly depends on a given sample, attempts to provide a measure of the strength of the results of a test, in contrast to a simple reject or do not reject. If the null hypothesis is true and the chance of random variation is the only reason for sample differences, then the P-value is a quantitative measure to feed into the decision making process as evidence. The following table provides a reasonable interpretation of P-values: P-value Interpretation

P< 0.01 very strong evidence against H0 0.01< = P < 0.05 moderate evidence against H0 0.05< = P < 0.10 suggestive evidence against H0 0.10< = P little or no real evidence against H0
137
This interpretation is widely accepted, and many scientific journals routinely publish papers using such an interpretation for the result of test of hypothesis.
APPENDIX E Rs VALUE INTERPRETATION Rs value The correlation coefficient, r, ranges from -1 to +1. The nonparametric Spearman correlation coefficient, abbreviated rs, has the same range. Value of r (or Interpretation rs) r= 0 0 < r < 1 r = 1.0 -1 < r < 0 r = -1.0 The two variables do not vary together at all. The two variables tend to increase or decrease together. Perfect correlation. One variable increases as the other decreases. Perfect negative or inverse correlation.
138

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Correlation of School Level Factors

BULACAN STATE UNIVERSITY

A Thesis Presented to the College of Business Administration Bulacan State University

by Eiza Fe R. De Ocampo Sta. Anna C. Malbataan Christian P. Manlapig Ceciline B. Yunson

RECOMMENDATION AND APPROVAL SHEET

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

MRS. FELICITAS MIRABUENOS Adviser

Mr. Herald George Dela Cruz

Mr. Carlos Tuazon

HELEN A. BAESA Dean

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

conclusions are given.

Students desire to enroll at the College

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Summary of Findings, Conclusions, and Recommendations Findings Conclusion Recommendation

Bibliography Appendices Biographical Sketch

109 112 114 117 122 132

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

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Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

126 127 130 131

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Background of the Study

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Unending Journey Towards Excellence and Progress

Correlation of School Level Factors

BULACAN STATE UNIVERSITY

Statement of the Problem