CORRELATION ACAD RLE 38

Chapter IV

CORRELATION OF ACADEMIC PERFORMANCE AND RELATED

LEARNING EXPERIENCE OF LEVEL IV NURSING STUDENTS
OF AQUINAS UNIVERSITY OF LEGAZPI

This chapter presents the analysis and interpretation of data. The data were

organized and presented both in textual and tabular form. This also includes the

discussion about the degree of relationship of the two variables and the implications of

the results.

I. Performance Of The Level Iv Nursing Students

Table 2. Frequency Distribution of Grades in PHC 101 and PHC 101.1

Frequency
Grades PHC 101 PHC 101.1

75-79 7 9
80-84 38 50
85-89 29 25
90-94 10 -

Mean 84.2500 82.7619

Table 2 shows the grades of the respondents in PHC 101 and PHC 101.1. This

table shows that there were 7 students in PHC 101 and 9 students in PHC 101.1 who got

grades ranging from 75 to 79 which is the lowest range of grades while there were 10

students in PHC 101 who got grades ranging from 90 to 94 which is the highest range of

grades. Most of the students got grades ranging from 80 to 84 in both variables. The

means of two variables were also computed which resulted to 84.2500 and 82.7619.
 CORRELATION ACAD RLE 39

Based from the Parameters of Acquiring Mastery, it can be deduced that an

average of 84.2500 and 82.7619 is equivalent to fair. This implies that only a minimal

amount of knowledge and skill is being retained and transferred by the students.

The computed standard deviation shows that the grades of the students were close

to each other. In PHC 101, there are ten (10) students who got grades ranging from 90-94

while seven students who got grades ranging from 79 and below.

Using the Pearson Product Moment Correlation (r), the result was 0.642 which

implies a moderate degree of correlation between the two variables which strongly proves

a directly proportional relationship between the subjects.

Table 3. Frequency Distribution of Grades in PHC 102 and PHC 102.1

Frequency
Grades PHC 102 PHC 102.1

75-79 6 7
80-84 47 38
85-89 29 35
90-94 2 4

Mean 83.6667 84.3095

Table 3 shows the grades of the respondents in PHC 102 and PHC 102.1. This

table shows that there were 6 students in PHC 102 and 7 students in PHC 102.1 who got

grades ranging from 75 to 79 which is the lowest range of grades while there were 2

students in PHC 102 and 4 students in PHC 102.1, who got grades ranging from 90 to 94

which is the highest range of grades. Most of the students got grades ranging from 80 to

84 in both variables. The mean of two variables were also computed which resulted to

83.6667 and 84.3095.

 CORRELATION ACAD RLE 40

Based from the Parameters of Acquiring Mastery, it can be deduced that an

average of 83.667 and 84.3095 is equivalent to fair. This implies that only a minimal

amount of knowledge and skill are retained and transferred by the students.

The computed standard deviation shows that the grades of the students were close

to each other. This implies that the grades of the students in NCM 100 were fair while

satisfactory in NCM 100.1.

Using the Pearson Product Moment Correlation (r), the result was 0.574 which

implies a moderate degree of correlation between the two variables which strongly proves

a directly proportional relationship between the subjects.

Table 4. Frequency Distribution of Grades in NCM 100 and NCM 100.1

Frequency
Grades NCM 100 NCM 100.1

75-79 12 -
80-84 34 17
85-89 31 67
90-94 7 -

Mean 83.7976 85.5357

Table 4 shows the grades of the respondents in NCM 100 and NCM 101.1. This

table shows that there were 12 students in NCM 100 who got grades ranging from 75 to

79 which is the lowest range of grades while there were 7 students in NCM 100 who got

grades ranging from 90 to 94 which is the highest range of grades. Most of the students in

NCM 100 got grades ranging from 80 to 84 while most of the students in NCM 100.1 got

grades ranging from 85 to 89. The means of two variables were also computed which

resulted to 83.7976 and 85.5357.

 CORRELATION ACAD RLE 41

Based from the Parameters of Acquiring Mastery, it can be deduced that an

average of 83.7976 is equivalent to fair while 85.5357 is equivalent to satisfactory. This

implies that only a minimal amount of knowledge and skill are retained and transferred

by the students.

The computed standard deviation shows that the grades of the students were close

to each other. In this subject, students who got the highest grades pulled up those students

who got the lowest grades.

Using the Pearson Product Moment Correlation (r), the result was 0.609 which

implies a moderate degree of correlation between the two variables which strongly proves

a directly proportional relationship between the subjects.

Table 5. Frequency Distribution of Grades in NCM 101 and NCM 101.1

Frequency
Grades NCM 101 NCM 101.1

75-79 13 -
80-84 43 52
85-89 27 32
90-94 1 -

Mean 82.7857 84.3452

Table 5 shows the grades of the respondents in NCM 101 and NCM 101.1. This

table shows that there were 13 students in NCM 101 who got grades ranging from 75 to

79 which is the lowest range of grades while there is 1 student in NCM 101 who got

grades ranging from 90 to 94 which is the highest range of grades. Most of the students

got grades ranging from 80 to 84 in both variables. The means of two variables were also

computed which resulted to 82.7857 and 84.3452.

 CORRELATION ACAD RLE 42

Based from the Parameters of Acquiring Mastery, it can be deduced that an

average of 82.7857 and 84.3452 is equivalent to fair. This implies that only a minimal

amount of knowledge and skill are retained and transferred by the students.

The computed standard deviation shows that the grades of the students were close

to each other. This implies that the grades of the students were fair.

Using the Pearson Product Moment Correlation (r), the result was 0.443 which

implies a moderate degree of correlation between the two variables which strongly

suggests a directly proportional relationship between the subjects.

Table 6. Frequency Distribution of Grades in NCM 102 and NCM 102.1

Grades Frequency
NCM 102 NCM 102.1

75-79 14 1
80-84 57 49
85-89 18 34
90-94 1 -

Mean 82.6190 84.1905

Table 6 shows the grades of the respondents in NCM 102 and NCM 102.1. This

table shows that there were 14 students in NCM 102 and 1 student in NCM 102.1 who

got grade ranging from 75 to 79 which is the lowest range of grades while there is one

student in NCM 102 who got grades ranging from 90 to 94 which is the highest range of

grades. Most of the students got grades ranging from 80 to 84 in both variables. The

means of two variables were also computed which resulted to 82.6190 and 84.1905.

Based on the Parameters of Acquiring Mastery, it can be deduced that an average

of 82.1690 and 84.1905 is equivalent to fair. This implies that only a minimal amount of

knowledge and skill are retained and transferred by the students.

 CORRELATION ACAD RLE 43

The computed standard deviation shows that the grades of the students were close

to each other. This implies that the grades of the students are fair.

Using the Pearson Product Moment Correlation (r), the result was 0.509 which

implies a moderate degree of correlation between the two variables which strongly

suggests a directly proportional relationship between the subjects.

Table 7. Frequency Distribution of Average Grades in AP and RLE

Grades Frequency

Average in Academic Average in RLE

Performance (AP)

75-79 6 -
80-84 50 56
85-89 26 28
90-94 1 -

Mean 83.4238 84.1401

Table 7 shows the average of the students in academic performance and RLE. The

table shows that in academic performance there were six students who got the average

ranging from 75 to 79 which is the lowest range of average while one got an average

ranging from 90 to 94 which is the highest range of average. Most of the students got the

average ranging from 80 to 84. In RLE 67 percent of the students got the average ranging

from 80 to 84 while 33 percent got the average ranging from 85 to 89. The standard

deviation was also computed. It shows that the average of the students in RLE is closer to

each other than in academic performance. The mean in RLE, which is 84.1401, is 1

percent higher than in academic performance which is 83.4238. This means that the mean

of the averages is fair. The r was also computed to determine the degree of the

relationship that resulted to 0.765. This implies that there is a strong degree of
 CORRELATION ACAD RLE 44

relationship between the two variables, meaning the two variables are directly

proportional to each other.

II. Degree Of Relationship Of Academic Performance And Related Learning

Experience

This study is about the correlation between the academic performance and RLE

performance. It was found that RLE performance mean is higher than academic

performance. It was also found that the results of grades in RLE are much closer to each

other than the grades in academic performance.

Using the Pearson Product Moment Correlation, the degree of the relationship of

the subjects was determined. All of the compared subjects showed a moderate degree of

relationship. This implies that the grades in academic performance are almost the same, if

not close to the grades in RLE. Using the SPFF, all of the compared variables are

significant by 0.01 levels. This implies that the academic performance can be a predictor

of the students’ RLE performance.

III. Implications Of The Results

The academic subjects which are PHC 101, PHC 102, NCM 100, NCM 101 and

NCM 102 are the bases for quantifying academic performance while the evaluation

sheets in PHC 101.1, PHC 102.1, NCM 100.1, NCM 101.1 and NCM 102.1 are the bases

for measuring related learning experience.

Bacon (1998) and Puangco (2007) stressed the importance of knowledge. Aban

(2007) proposed a one-case study for every nursing student to delve into deeper

knowledge. For Pearson (2000) and Geronimo (2006) knowledge plus skills are given
 CORRELATION ACAD RLE 45

emphases. Gaberson (2009) did a comparison and found that clinical teaching and

evaluation is more effective than classroom teaching and evaluation. However,

theoretically and practically, the performance of the 4th year nursing needs improvement

as it only fall the line of fair rating.

Teacher factor contributes to the performance of both academic and RLE as

discussed by other researches such as Facto (2005) and Silsbee (2005). Silsbee pointed

out that passion; creativity and zest for learning are major affects for learning to be

retained. Sansgiry (2006) studied on academic competency, test competency, time

management and strategic studying on how it affects performance. Opacic (2003) studied

on self-efficacy beliefs such as achievement expectations, perceived outcome values and

subsequent clinical performance. However, as cited by Agustin (2007) and Salve Regina

University (2009), there are problems affecting a student’s performance.

Among medical students, White (2007) used the GPA and MCAT to assess

academic achievement while Gough (2005) studied about prediction of academic

performance and clinical performance. In this study among nursing students, however,

the grades in the major course subjects and RLE were the bases for finding the

correlation between academic performance and related learning experience.

Using the Pearson Product Moment Correlation, the average for both lecture and

laboratory is 0.765. The mean of academic performance is 83.4238 while the mean of

RLE is 84.1401. Based on the Parameters of Acquiring Mastery of Nursing Students, the

83.4238 mean for academic performance and 84.1401 mean for RLE are within the

bracket of fair rating.

 CORRELATION ACAD RLE 46

Associating it to the theoretical framework model, academic performance which

represents theoria in Aristotle’s Mode of Activity that is retained in Klausmeier’s Theory

of Transfer and RLE which represents praxis in Aristotle’s Mode of Activity that is

transferred in Klausmeier’s Theory of Transfer, it can be implied that the theories

retained and the praxis transferred by the Level IV Nursing Students are only very

minimal. Thus, in Ganmar’s Theory, the level of performance for both academic and

RLE of level IV nursing students fell in between practice and demonstration. It cannot

even reach the maintenance phase which is the end stair of Ganmar’s theory because the

rating is only fair ranging from 83-84 only.

Therefore, it is implied that there is a directly proportional degree of relationship

between academic performance and related learning experience wherein the level IV

nursing students of Aquinas University of Legazpi are within the marginal bracket of fair

rating ranging from 80-84 falling under the category in between practice and

demonstration of Ganmar’s theory with a need to further improve theoria and praxis of

Aristotle’s Mode of Activity through the process of retention and transfer of

Klausmeier’s Theory of Transfer.

Moreover, it is deduced that academic performance can act as predicting factor of

related learning experience performance.