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

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A seek Proposal Presented to The force of the College of instructor Education Surigao del Sur aver University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By Mark Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM principle AND BACKGROUND INTRODUCTION The pattern of reading encyclopaedism of a claw happened in divergent instances.His intelligence, places, interest and desires underlie the educative ( principle- dateing) depart at. The conductedness of companionship, stressation of habits, skills and his ontogeny of abilities and attitudes atomic number 18 conditi bingled so that get behinding becomes more than meaningful. The students capacity to hire varies, thus students can be separate into fast, aver senesce and slow hold iners. Some be high, moderate or slow achievers. The preceding (prenominal) mentioned types of meditateers contain different conditions in acquiring discipline.According to Gagnes Condition of training, breeding demonstrate is adjoined by ii conditions, the home(a) and external conditions that both influenced the leading achievement of a child (Lucas and Corpuz, 2007). condition is a behavioral carry come on whereby a retort becomes more frequent or more predictable in a stipulation surroundings as a expiry of reinforcement, with reinforcement typically being a excitant or reinforcer for a desired rejoinder (global. britannica. com) The dimensions that see get winding encyclopaedism as unconquerable by Kurt Lewin have cozy and satellite forces.Inner forces includes native motif, geting and attitude while the outer forces includes peers/classmates, class room clime, and instructors behavior. Those forces incline a vital percentage on generating take uping on the burst of the students, because it testament ch equer the factors that influence nearly of the students in gaining knowledge. Learning is viewed as an experiential travel settlementing in a relatively imperishable change in behavior that can non be explained by temporary states, maturation, or infixed reaction tendencies (Lefroncois, 2007).Learning is the most part in development. It is an inseparable inclination of every(prenominal) inform wherein visiting most occur and the one who is responsible for the form is the instructor. Learner agents be teachers they bear, guide and encourage pupils to discover. They can serving motivate these pupils development and advancement in studying. Students in former(a) hand would keep open a stride to counterbalance the teachers position because observeing is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to pitch give awaying.He should promote dictatorial transfer of disciplineing in classroom, guided with methods and techniques in article of faith learning process. Transfer can be defined as a process of extending knowledge ingestd in one circumstance to other context. (Byrnes, 2001). It is the most complex part of the teaching learning process because in that respect argon varied types of learning in a single classroom that of necessity different attention and antennaes just to acquire knowledge. Thus, it is a role of a teacher on how he forget influence adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is verbalise that the fair game of teaching is to promote and produced desirable changes in behavior which put across alone carry over into new situations. If the teacher lacks knowledge, how could he comfort learning? The teacher practises as intro of learning therefore, it is meaning(a) for him to know the theatrical role of techniques play in implementing and refining principles for effectual deliberation of knowledge t o his learners. The teacher whitethorn know many things and be put to teach his pupils, but he go away have little success on his profession unless he has knowledge of the capitulum of his pupils and knows what goes on there.Through this national, the factors that happen upon learning attainment of CTE students bequeath be measured, and those measurements get out sue as the baseline discipline for the skill in the College of teacher Education platform on what teaching approaches suited to the varied learners in each schedule of landing field. literary argument OF THE PROBLEM The purpose of the topic is to scratch out the dimensions necessitateing learning accomplishment of CTE students in SDSSU-Lianga Campus. The call for aimed to answer the side by side(p) problems 1.What is the visibleness of CTE students of SDSSU-Lianga Campus when var. according to 1. 1 Age 1. 2 land up 1. 3 Civil situation 1. 4 computer course of reflectme of Study 2. To what exten t do the College of Teacher Education students manifests the indicators along dimensions that restore learning accomplishment. 2. 1 Self- motive 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 schoolroom mode 2. 6 Teacher behaviour 3. Is there a significant difference of opinion in the dimensions that reach learning skill of the College of Teacher Education student ofSDSSU-Lianga Campus when class according to question no. 1? NULL HYPOTHESIS There is no significant difference on the dimensions that continue learning achievement of CTE students in SDSSU-Lianga Campus when pigeonholinged according to age, sex, civil stead, and program of development. divinatory frame construct OF THE STUDY This count is anchored on the chase theories. 1. Theory of Conditioning * This conjecture states that the process of learning consist of the eruditeness of the new ways of reacting to stimuli developed through with(predicate) attaching new stimuli to established modes o f behavior. . 1. clean Conditioning * This is base on the experiment conducted by Ivan Pavlov a Russian psychologist on the response of the dog, who postulated that conditioning consists of eliciting a response by means of a previously unbiassed or inadequate stimulus. Principles under Classical Conditioning 2. 2. 1. Adhesive Principle a response it tie to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation likewise known as the law of acquisition. It occurs when a previously indifferent stimulus gains the ability of eliciting the response. . 2. 3. Extinction also known as unlearning and occurs when the in condition(p) response is no longer fire by the erudite stimulus because the conditioned stimulus is frequently presented without the paired stimulus. 2. 2. 4. Stimulus abstraction This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery This happens when a conditioned response which does not appear for round age but re-occurs without need of that conditioning. . 2. Operant Conditioning Theory based on the experiment conducted by Burrhus Frederick muleteer upon a hungry rat. He believed that since an beingness tends in the future to do what it was doing at the time of reinforcement, one can train that existence either by presenting him a reward or punishment as a consequence of his actions. Feedback Principle states that an organism responses maybe reinforced by low appearance or removal in other words, rewards and punishments. 2. Vector and topological Theory Basically, this is derived from the terms vector which means a quantity that has order of magnitude and direction and topology which is concerned with properties of geometrical configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an exclusives exist on a theatre of operations of forces inwardly his environment that move, change and put him a degree of stability and middle or define his behavior. The behavior of an individual is a result of forces operating concurrently within his environment and bearing space.CONCEPTUAL FRAMEWORK The focus of the culture is to set the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variable quantitys that go forth be utilize on this ruminate are in open, moderator and dependent variables. The schematic diagram of this take on is presented in go in 1. subject Variable Academic Achievement And utile Instruction Independent Variable Dimensions poignant Learning encyclopedism Inner Forces 1. inbred /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teachers way Moderator Variable CTE STUDENTS indite 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is peaceful of the first box contains the independent variables of which it comprises the dimensions that affect learning acquisition of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has familiar and outer forces.Inner forces include inner motivation/self-motivation, feelings and attitudes while the outer forces comprise the peers/classmates, classroom climate and teachers behavior. The to a higher place stated dimensions affects the learning the acquisition of a child, each forces trigger the childs determination in acquiring knowledge. infixed Motivation/self-motivation . Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to striving towards self-actualization.According to Herington and weaver fin ch (2008124), their study showed that engaging in chemical group projects suggested that intrinsic factors may have encourage students to engage in activities at different times, indicating the possibility that personal factors and social styles unnatural adopted learning approaches. Feeling in this dimension the learner is conditioned in accordance to what feeling he receive towards learning, it is influenced by the peers/classmates, teacher and classroom environment. Attitudes in this dimension the learner himself generate knowledge through his behavior, experience and determination to learn.Peers/ classmates in this dimension the learning acquisition of a child is being influenced by the commonwealth around him who has equal respects him as to mark of study level, co-major, age, and so on or it is the date of students to facilitate one another on a one-to-one basis in a small groups in a variety of situations. Classroom Climate in this dimension the learner is bein g influenced by the classroom environment such as the arrangement of the chairs, ventilation, lighting, motion-picture shows posted, cleanliness and room accommodation.Teachers demeanor in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher in facilitating the teaching learning process. The second box is the dependent variable which consider as response or the expected output of this study. It comprises the academician achievement of CTE students and Effective instruction for the stave assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies its influenced in achieving the second variable. importee OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur . The result of this study hopes to benefit the next. School Administrator the go upings would function the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may service of process also to evaluate some(prenominal) trainings, seminar and bleedshops demand to supplement the facultys development for effective construction of knowledge. For teacher the study would help the teacher to raise their ken of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers testament be able to facilitate the learning in an appropriate path in accordance to what specific dimension do the students preferred most.For students the findings would help them to lay what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to gen erate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students modify their practiced attitudes towards learning into positive one, it is beneficial on their part because it entrust get them to keep pace for whatever changes brought by the technology in the twenty-first century.For Librarian the study willing serve as a reference temporal for the future detectives on the different dimensions that affect learning acquisition of the students. For Future Researchers the study would serve as the basis to conduct more detectives related to the proposed study. SCOPE AND limit The proposed study will be especial(a) on the dimensions that affect learning acquisition of CTE students, first semester in the academic twelvemonth 2013-2014. Definition of TermsFor the purpose of clarification the following terms are defined as they are apply in this study. The following terms are arranged alphabetically. Attitudes is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Hogg &Vaughan 2005, p. 150) Behavior is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as nearly as the physical environment.Dimensions as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. adventitious motivation it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several(prenominal) factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, and so on Feelings it refers to a naturalresponse of our thoughts and intentions. It is an affectional state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates it refers to the people who are equal in such respects as age, learning or social class etc. Intrinsic motivation it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the in force(p) things to do in order to pull ahead a personal goal or a life dream. Learning Acquisition it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational work are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of tonicity that is applied to study field. The definition of character reference of education varies from culture to culture (Michael, 1998). The environment and the pe rsonal characteristics of learners play an important role in their academic success.The school personnel, members of the families and communities pop the question help and support to students for the quality of their academic work. This social assistance has a all-important(a) role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents closeness in their childs education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to detect and analyze the numerous factors that affect academic performance in motley centers of learning.Their findings identify students effort, previous schooling (Siegfried &Fels, 1979 Anderson &Benjamin, 1994), parents education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and doorway qu alifications as factors that have a significant effect on the students academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that remediate the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the current global economic downturn which demands that governments improve efficiency in monetary resource allocation and utilization. Although there has been huge debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is chiefly agreed that the electric shock of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are relevant for a particular context, it is strident that formal studies be carried out to identify the context-specific determinants f or sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions Its correlational statistics to the Factors affecting Academic Performance of Students on May 2011 he indicates five factors to wit intellectual, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III methodological epitome RESEARCH DESIGN Descriptive design particularly descriptive survey method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers away from Butuan City, the vegetable marrow of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of government activity of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + Se2 (1-p) NSe + V2p(1-p) To determine the sample size, the police detectives consider the entire state of the respondents (CTE Students) enrolled in the first semester of the academic year 2013-2014. The total universe of discourse of the respondents is 169 as shown in table 1. To compute for the sample size of this study the below written order will be used. Ss. =Unrestricted haphazard sampling will be used to get samples for the respondents population (CTE Students), wherein each CTE students has equal chance of cellular inclusion in the sample. Lottery techniques will be used in getting samples. To fall a sample, each individual in the population will be assumption an assigned number which is written on a piece of paper that will be rolled thoroug hly on the box once at a time. The computed sample size of the population is one hundred thirty out of 169 students in teacher education program. The researcher will select one hundred thirty cover on the box and those selected papers will consider as the respondents of this proposed study.The tally of the sample size is shown below. NV + Se2 (1-p) NSe + V2p(1-p) Ss. = Given N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + (0. 01)2 (1-0. 50) 169 (0. 01) + (2. 58)2 (0. 50) (1-0. 50) Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = cxxx take DESIGN AND TECHNIQUE Unrestricted random sampling and lottery techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will fulfil the master list of the students on the said semester and academic year from th e SDSSU- Registrar wherein the study will be conducted and will be arrange according to year level. statistical distribution of the respondents is shown in table 1. send back 1 DISTRIBUTION OF RESPONDENTS YEAR LEVEL frequence PERCENTAGE PERCENTAGE 1st category 45 34. 615 2nd Year 35 26. 923 3rd Year 30 23. 077 quaternary Year 20 15. 385 TOTAL 130 100 THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering selective information to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include decimal points from books, finished researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will count on the dimensions that affect learning acquisition of CTE students along the following Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teachers behavior. VALIDATION OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researchers adviser for correction and suggestions. several(prenominal) changes will be made. The revised form will then undergo dependableness test through split half(prenominal) method. The questionnaire will be divided into two (2) halves, odd and even items. The result is dependability coefficient for a half test, the realness coefficient of a hale test is estimated by victimization the Spearman Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents advance Rank D D2 Odd all the same Ro Re 1 80 76 2 3 -1 1 2 66 60 18. 5 25. 5 -7 49 3 68 78 15. 5 5 10. 5 110. 25 4 73 79 6. 5 1 5. 5 30. 25 5 69 70 13. 5 13 0. 5 0. 25 6 72 73 9 8 1 1 7 5 9 54 27 28. 5 -1. 5 2. 25 8 64 70 22. 5 13 9. 5 90. 25 9 66 73 18. 5 8 10. 5 110. 25 10 55 55 28 27 1 1 11 50 54 29 28. 5 0. 5 0. 25 12 75 74 3. 5 5 -1. 5 2. 25 13 68 69 15. 5 15. 5 0 0 14 69 68 13. 5 17. 5 -4 16 15 81 78 1 2 -1 1 16 70 73 12 8 4 16 17 73 71 6. 5 10. 5 -4 16 8 64 65 22. 5 22. 5 0 0 19 64 67 22. 5 20 2. 5 6. 25 20 64 63 22. 5 24 -1. 5 2. 25 21 63 65 25 22. 5 2. 5 6. 25 22 75 74 3. 5 5 -1. 5 2. 25 23 61 60 26 25. 5 0. 5 0. 25 24 72 70 9 13 -4 16 25 72 67 9 20 -11 121 26 65 67 20 20 0 0 27 71 69 11 15. 5 -4. 5 20. 25 28 48 52 30 30 0 0 29 67 71 17 10. 5 6. 5 42. 25 30 74 68 5 17. 5 -12. 5 156. 25 center 820 rht = 1- 6? D2 N3 N = 1 6(820) 303 30 = 1 4920 27,000 30 = 1- 4920 26970 = 1 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect coefficient for the test to become reliable is 1, thus the resulted numeration which is 0. 90 is accepted reliable. DATA gathering PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been okay by the Campus Director, the researcher will sell the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be poised will be tabulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 4. 00Always 2. 50 3. 49Sometimes 1. 50 2. 49Rarely 0. 05 1. 49 Never QUESTIONNAIRE air division I PERSONNAL DATA Name _____________________________________________________ SexMaleFemale Age 16-18 19-24 25-Above Civil Status oneness MarriedProgram of StudyBSEd BEEd PART II teaching 1. Read eac h item conservatively 2. At the end of each item are five choices, these choices are 4 Always 3 Sometimes 2 Rarely 1 Never 3. snag the appropriate column to what extent each indicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION 4Always 3Sometimes 2Rarely 1Never 1. I learn silk hat when I exert effort to find out why I need to do a particular task. 2. I learn scoop when I reward myself when I worked. 3. I learn crush when I see to it that I go across myself regular breaks from works. 4. I learn exceed when I am able to keep my concentration and does not let my reason drift away 5. I learn outperform when I have ways of dealing with distractions. 6. I learn stovepipe when I am willing to do the work that I do not enjoy because I see to it that it is important. 7. I learn better(p) when I go to tutorials to improve my school work. FEELINGS 1. I learn beat out when I feel to study with no worries. 2. I learn exceed when I feel to read books with full valuable content. 3. I learn shell when I feel the ambiance in spite of appearance the classroom discussion. 4. I learn dress hat when I feel that my classmates cooperate healthful in the classroom discussion. 5. I learn outdo when I feel that my teacher enjoy what she teaches and makes the discussion more lively. 6. I learn trump when I feel to relax my mind before functional any task. 7. I learn best when I feel that my classmates invest efforts in doing their works. ATTITUDES 1. I learn best when I ask assistance from my teacher when work is too difficult. 2. I learn best when I observed my classmates working in concert with the task given by the teacher. 3.I learn best when my teacher give comments to my work as feedback. 4. I learn best when my teacher give me the topic in advance for the next session. 5. I learn best when I make a list of valuable reference s with bibliographic details, rogue number of quotes and so on. 6. I learn best when I re-write my notes and highlight it. 7. I learn best when my classmate interpret the topic to me in a briefly generalized form. Outer forces PEERS 1. I learn best when I discuss work assignment. 2. I learn best when I share resources with other students. 3. I learn best when I ask questions and generally take part in group discussion. 4. I learn best when I listen out for key ideas when individual is talking. 5. I learn best when I am listening to someone, and I take heed to anticipate what he will label next. 6. I learn best when I study in a group. 7. I learn best when my classmates teach me in person the lecture. CLASSROOM CLIMATE 1. I learn best when the chairs are arranged in such a way that I can easily move with-out redundant disruptions. 2. I learn est when the room is illuminated and ventilated. 3. I learn best when I can see the teacher clear in the front. 4. I learn best when the classroom is wide enough to allow me to move during activities. 5. I learn best when the seat arrangement is flexible. 6. I learn best when there is no picture or any other resort that distracts my attention. 7. I learn best when the room is well cleaned and free from any sort of dirt. TEACHERS BEHAVIOR 1. I learn best when my teacher approach me if I had understand the topic. 2. I learn best when my teacher talk with a lot of facial expressions. 3. I learn best when my teacher gives me enough time to do my work. 4. I learn best when my teacher give a prove right after the discussion. 5. I learn best when my teacher gives me new work to do when I am mend for it. 6. I learn best when my teacher takes hard lessons in small steps. 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson.