Chapter 1.

0 The Problem and Its Background

1.1 Introduction

Analytical chemistry is a science of measurement that encompasses powerful

theories and intricate methods that are useful in all fields of science, especially in

medicine. Applications of analytical chemistry are observed in different fields such as

bioanalysis, clinical analysis, environmental analysis, material analysis, and forensics

(Trojanowicz, 2013).

Analytical chemistry constitutes the process of separation, identification, and

quantification of chemical components in natural and artificial materials. Qualitative

analysis gives an indication of what kind of components are present in the sample;

while the quantitative analysis determines the number of certain components in a

substance. Separation of components is often done before conducting an analysis.

Separation ways or procedures are important to be learned in this area (Skoog et. al.,

1996).

Analytical chemistry is one of the prerequisite subjects before undertaking

major subjects in the course of Bachelor of Science in Medical Laboratory Science. It is

relative to clinical chemistry as one of the branches in medical science involved in the

analysis of biological materials, usually bodily fluids, to provide diagnostic results on

the state of the human body. Thus, the curriculum of Commission on Higher

Education has included analytical chemistry as one of its core subjects in BS

Chemistry, BS Chemical Engineering, and other related medical courses that utilize

principles of chemical education.

1
 However, it appears from the general literature that the general perception of

chemical education for many people has been described as hard and difficult to

understand due to difficult concepts, various terminologies in chemical education,

chemical structure, and complex calculations (Burewicz and Miranowicz, 2005).

On the other hand, similar researches in the past four decades had already

studied elements and factors that could support effective learning. The results had

indicated that understanding and application of cognitive knowledge should be based

on thinking and organization of knowledge, not on studying hard and practice

(Bransford, et al., 1999).

Investigation by Yusuf and Ali (2012) revealed that environmental challenges

hinder many students from getting interested in chemistry courses in universities.

Consequently, students are faced with greater challenges which may result in failing

and retaking failed courses or withdrawal from school. Put succinctly, students are

faced with learning difficulties in chemistry.

Moreover, teaching and learning analytical chemistry also requires teachers to

share their experiences and provide expert meanings to amateur learners. Modern

didactic teaching methods, as utilized in the university; involves demonstrations,

modules and simulation that are necessary for establishing a conductive learning

environment (Burewicz and Miranowicz, 2005). The simulation of different laboratory

experiments, for example, allows effective individualization of teaching analytical

chemistry, with the promotion of an effective learning process.

Understanding students’ difficulties in chemistry depends on students’

perception of the content of chemistry (Gulacar and Bowman, 2014). Furthermore, the

2
knowledge of secondary school students’ perception of chemistry is useful for

designing strategies for uplifting and maintaining positive student attitudes (Autida,

2012).

Thus, the researchers aim to determine perceived reasons of academic

difficulties experienced by the 2nd year Irregular Medical Laboratory Science students

in the subject of Analytical Chemistry.

3
Statement of the Problem

This study determined the reasons of academic difficulties experienced by the

2nd year Irregular Medical Laboratory Science students in the subject of Analytical

Chemistry.

Specifically, this study sought to answer the following questions:

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

1.1. Age

1.2. Gender

2. What are the reasons of 2nd year Irregular Medical Laboratory Science students

of academic difficulties in studying Analytical Chemistry in terms of:

2.1 Interest and Motivation

2.2 Overall comprehension of Theories and Concepts

3. Is there a significant difference in the perceived reasons of academic difficulties

experienced by respondents in relation to:

3.1 Interest and Motivation

3.2 Overall comprehension of Theories and Concepts

4
Hypothesis of the Study

The following hypotheses were formulated for this study.

H0: Reasons of academic difficulties experienced by 2nd year Irregular Students

in studying Analytical Chemistry is very minimal.

H1: There are existing reasons of academic difficulties experienced by 2 nd year

Irregular Students in studying Analytical Chemistry.

5
Scope and Delimitations

The research locale for this study is in Quezon City Campus at Our Lady of

Fatima University. The study limited its focus on the perceived reasons of academic

difficulties experienced by 2nd year Bachelor of Science in Medical Laboratory Science

students; specifically intrinsic factors that were only perceived by the students. Hence,

external factors affecting the perception of students in studying are excluded.

In addition, the sample respondents for this study are 2nd year students who

are irregular in academic status and currently taking Analytical Chemistry under the

College of Medical Laboratory Science. The samples are selected according to the belief

that they would reflect more of the perceived reasons of academic difficulties without

prejudice of their academic status. Hence, other year levels and courses are excluded.

The respondents are asked to fill out questionnaires that is consulted and scrutinized

by the expertise of the instructor in the course Biostatistics and Epidemiology.

Moreover, the study is conducted within the proximity of Our Lady of Fatima

University – Quezon City Campus under the College of Medical Laboratory Science

during the months of August-October of year 2019. The data gathered is treated with

strict confidentiality and solely used for the purpose of research study.

6
Significance of the Study

This study could be significant to the following:

Students. Former students who are currently taking the subject Analytical Chemistry

and the future students that will take the subject will be notified ahead of what to be

expected in studying the aforementioned subject.

Faculty. The educational institution and faculty will be informed on the current

perception of students in the subject matter and they could devise effective and

efficient learning strategies in teaching topics that require greater attention in the

learning process.

Future Researchers. This will serve as a baseline for future studies regarding to the

perceived reasons of academic difficulties of studying experienced by students in

relation to other subjects

Researchers. The researchers could be able to gain knowledge and insight of the

perceived reasons of difficulties and be able to relate and apply in the academe setting.

7
Definition of Terms

Attitude. A settled way of thinking or feeling about someone or something, typically

one that is reflected in a person’s behavior (Merriam Webster). This generally refers to

the student’s perception in the subject of Analytical Chemistry.

Analytical chemistry. Studies and uses instruments and methods used to separate,

identify, and quantify matter (Skoog, 1998). In practice, separation, identification or

quantification may constitute the entire analysis or be combined with another method.

Chemistry. Is the study of matter, its properties, how and why substances combine or

separate to form other substances, and how substances interact with energy.

Commission on Higher Education of the Philippines. Abbreviated as CHED, is a

government agency attached to the Office of the President of the Philippines for

administrative purposes. The policies under CHED Memorandum Order 13 for the

creation and amendments of the program of Bachelor of Science in Medical Technology

were also under the jurisdiction of CHED.

Curriculum. (Kerr, 1968) quoted the definition of curriculum that “All the learning

which is planned or guided by the school, whether it is carried on in groups or

individually inside or outside the school.” It refers to the subjects comprising a course

of study in a school or college.

Effective learning process In order to engage, motivate and teach all learners at

optimal levels, teachers must understand the learning process in general, understand

and respond to students' individual emotional and cognitive profiles and select

instructional strategies and tactics that are effective for diverse learners.

8
Simulation. The process of designing a model of a real or imagined system and

conducting experiments with that model (Smith, 1998). This refers to imitation of a

situation or process, particularly of a clinical application in a school setting.

Teaching. It is concerted sharing of knowledge and experience, which is usually

organized within a discipline and, more generally, the provision of stimulus to the

psychological and intellectual growth of a person by another person or artifact (Bishop

et al., 2013). In this case, it refers to showing or explaining to a student how to do

something.

9
Chapter 2.0 Review of Related Literature

In the book Principles of Analytical Chemistry, a textbook by Miguel Valcárcel,

it is stated that analytical chemistry is concerned with the most tangible analytical

targets, objects and systems. Depending on the nature of the qualitative and

quantitative parameters to be examined, objects can be subjected to three types of

analysis, namely: physical, chemical, biochemical and biological.

Analytical Chemistry is a branch of chemistry concerned with the identification

and measurement (by chemical or instrumental means) of the constituents of a

substance, or of particular components (e.g. contaminants) within it. (Oxford

Dictionary).

(Trojanowicz, 2013) predefined analytical chemistry as branch of modern

chemistry that is essential to society, which affects contemporary life, welfare and

safety of societies, progress in all fields of modern technologies. The process of

identifying or quantifying materials is called analytical science. But if it involves

chemical process it is called chemical analysis, broadly called analytical chemistry.

According to Trojanowicz, the importance of chemical analysis could be

observed in routine analytical laboratories about introduction of mechanisms and

protocols to assess required quality of analytical measurements. Moreover, taking into

account of all aspects of laboratory activities such as instrumentation, kind of samples

analyzed, and personnel have also vital role in the application of chemical analysis.

Achieving scientific literacy is one of the main goals of science education

(National Academy of Sciences, 2017). However, despite the call for scientific literacy,

10
science assessment results provide alarming evidence that most students are not

being prepared for the challenges ahead. Furthermore, students are learning very little

science in secondary level (Nelson 2001, as cited in Child Trends Data Bank, 2013).

In the Philippines, the K – 12 curriculum for Chemistry emphasizes that

students should be able to demonstrate the understanding of the science concepts in

chemistry, develop the skills to know the concepts, and apply the knowledge and skills

to daily life Department of Education, 2013). Also, investigations by Ferido and Yangco

(2019) highlighted the importance of making chemistry relevant to students. In

addition, (Adesoji et. al, 2012) recognized the importance of chemistry as a central

science subject in secondary level of education and in development of Nigeria.

(Reyes, 2013) mentioned that “If the Philippines aim to be globally competitive,

the country has to strengthen its science education system.” The goal of science

education in the Philippines is to develop the population's science and technology. If

citizen attain a high level of scientific literacy, they can initiate innovations that can

help address the country's needs and the growing demands of the society.

Problems are an important feature of analytical chemistry as it helps in

development of analytical thinking and serves to expand the field of interest, so the

selection of specific clinical situations is an important aspect of increasing deductive

and inductive reasoning. Analytical thinking allows students to think logically, about

the relationship between concepts and situations they face, that students might fail to

apply (Yulina et al., 2019).

11
 The inability to effectively comprehend concepts in chemistry leaves students in

option of memorization. For one thing, students see chemistry as a difficult, complex

and abstract subject that requires special cognitive talent and effort to understand

(Adesoji et. al, 2012). The knowledge of secondary school students’ perception of

chemistry could be of importance for designation of strategies for maintaining positive

student attitudes (Autida, 2012).

12
Paradigm of the Study

Figure 1 displays the relationship of the respondents’ demographic profile and

their perceived reasons of academic difficulties in terms of interest and motivation,

and their overall comprehension of theories and concepts.

Determination of the perceived reasons of academic difficulties in studying

Analytical Chemistry and be able to formulate suggestions and solutions for an

effective learning process is the overall goal of this study.

INPUT PROCESS OUTPUT

Respondents’
Demographic Profile

Age
jhghgy
 Gender Administration of
 Section Questionnaires to
2nd year Irregular
Reasons of Academic Students under the Formulation of
Difficulties in Terms College of Medical Conclusions and
of: Laboratory Science Recommendations

 Interest and Statistical

Motivation Treatment to the
 Overall Gathered Data
Comprehension
of Theories and
Concepts

Figure 1. Research Paradigm

13
Chapter 3.0 Research Methodology

This chapter presents the research design, locale, population of the study,

instrument, data gathering procedure, and statistical treatment of data.

3.1 Research Design

The current study adopts the quantitative-descriptive design to examine

the perceived reasons of academic difficulties in studying Analytical

Chemistry. In this design, an evaluative approach was used to obtain factual

data and describe the current opinions and perception of selected group of

respondents. The independent variable for this study is.

3.2 Locale of the Study

The study was conducted in College of Medical Laboratory Science of Our

Lady of Fatima University - Quezon City Campus located in the vicinity of

Regalado Ave. Fairview, Quezon City

3.3 Population of the Study

The respondents for the study were chosen using purposive sampling,

since the scope of the study was focused on 2nd year irregular Medical

Laboratory Science students, irregular in academic status. The sample

population was selected according to the belief that they would be able to

reflect much more of the perceived reasons of academic difficulties in

studying Analytical Chemistry, without prejudice and judgment of their

academic status.

3.4 Research Instrument

The researchers used self-made, one-page questionnaire for the

gathering of data. The related literature and studies gave researchers an

insight on the generation of research instrument. The questionnaire

14
 possesses different advantages, including reliability, as it anonymous; it

encourages greater honesty and more economical in terms of time and

money (Cohen and Manion, 1995). The questionnaire consists of two parts

which include: demographic profile of the respondents in terms of their age

and gender; second part deals with the actual reasons of academic

difficulties in studying Analytical Chemistry in terms of interest and

motivation, and overall comprehension of theories and concepts during the

course of the 1st semester 2019-2020. In addition, second part consists of

five statements of each subdivided variable in a close-ended form.

Respondents were requested to select the appropriate levels for the extent of

agreement of 10 statements using 5-point scale.

3.5 Validation of the Instrument

The researchers used survey questionnaires to determine the reasons of

academic difficulties experienced in studying Analytical Chemistry. The

survey questionnaires was checked, validate and signed by the instructor for

the approval of the questions.

3.6 Ethical Issues Consideration

In observance of ethics, the researchers utilized formal letters addressed

to the office of Program head of College of Medical Laboratory Science for the

acquisition of population of 2nd year irregular students who are currently

undertaking Analytical Chemistry subject. Moreover, the answers and

responses gathered were treated with strict confidentiality in respect to the

respondents of the study.

15
 3.7 Data Gathering Procedure

The questionnaires were personally distributed among the sample

respondents with the approval and assistance of clinical instructor in the

subject of Analytical Chemistry. In addition, the sample respondents were

briefed about the purpose of study and given instructions about the survey.

The survey method involved an ascending scale of statement and

consequence the agreement which were put in a five-point (i.e 1- Strongly

disagree; 2- Disagree; 3- Not Sure; 4- Agree; 5- Strongly agree) scale order.

The researchers had given enough time for the respondents to answer all the

questions. A signature was requested at the end of every questionnaire to

ensure the validity of their participation on the study. Lastly, all of the data

gathered were enlisted, tallied and subjected into statistical treatment for

the analysis and formulation of answers in the problems of the study.

3.8 Statistical Treatment of Data

The following statistical tools were employed to ensure validity and

reliability of the gathered data.

1. Percentage. This was used to describe the demographic profile of the

respondents in terms of age and gender. This is obtained by
multiplication of the relative frequency by 100%. The formula is as
follows
𝑓
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (%) = × 100%
𝑛

Where: P= percentage

f= frequency;

n= number of respondents

16
 2. Weighted Mean. This was employed to determine the actual reasons

of academic difficulties in studying Analytical Chemistry. The used of

Likert scale was used in the study:

Likert Scale for Interest and Motivation

Scale Numerical Value Interpretation

5 4.50 – 5.00 Strongly Agree

4 3.50 – 4.49 Agree

3 2.50 – 3.49 Not Sure

2 1.50 – 2.49 Disagree

1 1.00 – 2.49 Strongly Disagree

Likert Scale for Overall Comprehension of Theories and Concepts

Scale Numerical Value Interpretation

5 4.50 – 5.00 Strongly Agree

4 3.50 – 4.49 Agree

3 2.50 – 3.49 Not Sure

2 1.50 – 2.49 Disagree

1 1.00 – 2.49 Strongly Disagree

17
Chapter 4.0 Presentation, Analysis, and Interpretation of Data

This chapter deals with the presentation, analysis, and interpretation of all the

significant data acquired throughout the course of the study.

4.1 Demographic Profile of the Respondents

Age. Table 1.0 displays the frequency distribution and percentage of the

respondents in terms of their age. As observed from the table, 66.7% or most of the

respondents belong to the age bracket of 19-20 years old, and the remaining 33.3%

are coming at the age bracket of 20-21 years old.

Table 1.0 Frequency Distribution and Percentage of the Respondents in Terms of Age
AGE Frequency %

17-18 0 0

19-20 10 66.7

20-21 5 33.3

Gender. Table 2.0 presents the frequency distribution and percentage of the

respondents in terms of their gender. The table revealed that 66.7% or majority

of the respondents are female.

Table 2.0 Frequency Distribution and Percentage of the Respondents in Terms of Gender
Frequency %

Male 5 33,3

Female 10 66.7

4.2 Perceived Reasons of Academic Difficulties

18
 4.2.1 Interest and Motivation

The reasons of academic difficulties perceived by the respondents in terms of

interest and motivation were elaborated in Table 3.0. It can be inferred from the table

that the respondents strongly agree to the involvement of teacher/faculty as their

motivator to study further in the subject matter, represented by a weighted mean of

4.87. This was followed by strong agreement of the respondents to the practical part of

analytical chemistry that excites them further in learning, supported by a weighted

mean of 4.53. Respondents believed that the subject analytical chemistry is interesting

and challenging as perceived reasons that pique their interest with a weighted mean of

4.20 and 3.87, respectively. Lastly, respondents disagreed to the statement that

analytical chemistry is a boring subject, that is why I don’t like it with a weighted mean

of 1.60.

Table 3.0 Perceived Reasons of Academic Difficulties in Terms of Interest and Motivation
Perceived Reasons Weighted Interpretation
Mean
Analytical chemistry is an interesting 4.20 Agree
subject.
Analytical chemistry is a boring subject, 1.60 Disagree
that is why I don’t like it.
Analytical chemistry is challenging 3.87 Agree
subject, that is why I like it.
The practical part (experiments) of 4.53 Strongly Agree
analytical chemistry excite me further in
learning.
The teacher/faculty teaching analytical 4.87 Strongly Agree
chemistry encourages me to carry on
with studying the subject.
Total Weighted Mean 3.81 Agree

19
 4.2.2 Overall Comprehension of Theories and Concepts

Table 4.0 tackles with the perception of the respondents on their perceived

reasons of academic difficulties in terms of overall comprehension of theories and

concepts. Based on the calculated mean, most of the respondents were unsure of the

perceived reasons of academic difficulties such as the complexity of the subject; recall

of studied facts and relationships; selection, organization, and presentation of

chemical information; the involved mathematics and numerous key points and

formulas; having a weighted mean ranging from 2.80-3.13.

Table 4.0 Perceived Reasons of Academic Difficulties in Terms of Overall Comprehension

of Theories and Concepts
Perceived Reasons Weighted Interpretation
Mean
Analytical chemistry is a complex subject 3.13 Not Sure
and data are not easy to present.
It is not easy to recall the studied facts, 3.07 Not Sure
terminologies, and relationships.
It is not easy to select, organize, and 2.87 Not Sure
present chemical information clearly and
logically.
The mathematics involved made it not 2.80 Not Sure
easy to understand the subject.

There are too many key points and 2.87 Not Sure
formulas that are difficult to remember.
Total Weighted Mean 2.94 Not Sure

4.3 Difference Between Perceived Reasons of Academic Difficulties Experienced by the

Respondents and in Relation to their Interest & Motivation and Overall Comprehension

4.3.1 Difference Between Interest and Motivation, and Overall Comprehension

20
 The determination of whether reasons of academic difficulties perceived by the

respondents are minimal or pre-existing were displayed in Table 5.0. The results

showed that there is no significant difference between the interest and motivation, and

overall comprehension of the subject. In addition, it can be noted that there are

minimal academic difficulties experienced by respondents in terms of overall

comprehension of the subject with a mean of 2.95. Respondents exhibit interest and

motivated to study analytical chemistry by having a mean of 3.81.

Table 5.0 Test of Significant Difference Between Interest and Motivation, and Overall
Comprehension
Interest and Overall
Motivation Comprehension of
the Subject
Mean 3.814 2.948
Variance 1.67043 0.02052
Observations 5 5
Pooled Variance 0.845475
Hypothesized Mean Difference 0
Df 8
t Stat 1.489146795
P(T<=t) one-tail 0.087387387
t Critical one-tail 1.859548033
P(T<=t) two-tail 0.174774774
t Critical two-tail 2.306004133
α=0.05

21
Chapter 5.0 Summary, Conclusions and Recommendations

This chapter deals with the summary, conclusions, and recommendations based

on the results of the study.

Summary of Results

5.1 Demographic Profile of the Respondents

5.1.1 Age and Gender

As observed from the data, (66.7%) of the respondents belong to the age bracket

of 19-20 years old and it comprises mostly of females (66.7%). The researchers had no

control of this variable because of the difference in the curriculum between the 2nd

year and 3rd year Irregular Medical Laboratory Science students who retake the

Analytical Chemistry.

5.2 Perceived Reasons of Academic Difficulties

5.2.1 Interest and Motivation

In terms of interest and motivation, it can be inferred from the data that

majority of respondents strongly agrees that the teacher/faculty contributes to

increase student’s interest and motivation in Analytical Chemistry. Indeed, these

features are not separate entities. Moreover, most of the respondents strongly agreed

that the practical part of Analytical Chemistry help students to engage further in deep

learning. This could be due to the fact that students were able to witness the learnt

concepts and theories into practical application, which yield increased student

appreciation in the subject. Respondents also held a view that Analytical chemistry is

interesting and challenging. However, there is a consensus that Chemistry is a

22
disfavored option in students who did not take chemical education. Nonetheless, this

notion is in disagreement to 2nd year Irregular Medical Laboratory Science students.

Most of them disagreed to the statement that Analytical Chemistry is a boring subject,

that is why I don’t like it.

5.2.2 Overall Comprehension of the Subject

Based on the tallied mean, most of the respondents were unsure of the

perceived reasons of academic difficulties such as the complexity of the subject; recall

of studied facts and relationships; selection, organization, and presentation of

chemical information, the involved mathematics and numerous key points and

formulas.

5.3 Test of Significant Difference Between Interest and Motivation, and Overall

Comprehension of Theories and Concepts

In correspondence to the data gathered, statistical t-test shows that there is no

significant difference between interest and motivation, and overall comprehension of

theories and concepts.

23
Conclusions

The following conclusions were derived based from the findings of the study.

Majority of the respondents belong to the age bracket of 19-20 years old and it

comprises mostly of females. There were also few 3rd year Irregular Medical Laboratory

Science students. The researchers had no account of this variable because of the

difference in the curriculum between the 2nd year and 3rd year Irregular Medical

Laboratory Science students who retake the Analytical Chemistry. From the data

gathered, this implies that academic difficulties of the aforementioned subject as a

fundamental course of the degree Bachelor of Science in Medical Laboratory Science is

observable throughout year levels.

In terms of interest and motivation, majority of respondents strongly agrees

that the teacher/faculty contributes to increase student’s interest and motivation in

Analytical Chemistry. In this study, this factor is seen as corresponding directly to

produce the increased interest given. For example, an individual who is interested to

the discipline through positive models is more likely to trigger the students’ interest in

learning.

In terms of overall comprehension of theories and concepts, most of the

respondents were unsure of the perceived reasons of academic difficulties. The

perceived reasons of academic difficulties in terms of overall comprehension of the

subject should somehow be observable, even to a small extent. However, the data

tabulated shows that there is a clear distinction in the lack of awareness of students

in perceived reasons of academic difficulties.

24
 There is no significant difference in the perceived reasons of academic

difficulties experienced by respondents in relation to interest and motivation and

overall comprehension of theories and concepts that leads to the acceptance of null

hypothesis.

Recommendations

The following recommendations were made based on the findings of the study:

1. Perception of students should be culminated with the actual teaching-learning

process in order to prescribe solutions to lingering students’ learning difficulties

in Analytical Chemistry.

2. All prerequisite theories and concepts to Analytical Chemistry should be well

taught to students and also be read in advance by students as to minimize the

reasons and misconception in relation to academic difficulties associated with

the subject matter

3. Self-reflection in part of student is necessary in order to reinforce development

in learning and should be responsible of their own professional education, with

appropriate feedback. Too much of paternalistic approach in learning may run

the risk of impeding the development of independent registered medical

technologists in the near future.

4. The study could be conducted in a larger population, with the inclusion of all

year levels and inclusion of other reasons of academic difficulties in relation to

other academic disciplines in order to fully assess the current perception of

Medical Laboratory Science students in the professional subjects.

25
5. Inclusion of assessment of actual learning difficulties of the students in other

subjects may also be done so that a comparison may be made between

perceived and actual learning difficulties of the students.

26
 References

Adesoji et. al (2017). A Comparison of Perceived and Actual; Students’ Learning

Difficulties in Physical Chemistry. International Journal of Brain and Cognitive

Sciences 2017, 6(1): 1-8 DOI: 10.5923/j.ijbcs.20170601.01

Autida, R. (2012). Perception in chemistry of secondary students. E-International

Scientific Research Journal,4(3), 229-240.

Bishop et al (2013). Handbook of Research on Didactic Strategies and Technologies for

Education: Incorporating Advancements. Retrieved from https://-www.igi-

global.com/-dictionary/-broadcasting-transfor¬ming-social-construction-

knowledge/29344

Bransford, J.D., Brown, AL. and Cocking, R.R. (1999). How to learn. National

Research Council. Retrieved from http://newton.nap.edu/html/howpeople1/es.html

[Accessed 20/3/2006].

Burewicz, A. and Miranowicz, M. (2005) Individualisation of student’s tasks in blended

learning course of information technology for chemists with dynamic instructions.

Recent Research Developments in Learning Technologies. Retrieved from

http://www.formatex.org/micte2005/339.pdf. [Accessed 20/3/2006].

Cohen, L. and Manion, L. Research Methods in Education. (4th ed.) (1995). London:

Routledge

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Department of Education. (2013). K-12 curriculum (Science). Pasig City: Bureau of

Secondary Education, Philippines Department of Education.

Festus, C. (2012). Improving Students’ Performance and Attitude towards Chemistry

through Problem-Based-Solving Techniques (PBST). Inter. J. Academic Res. in

Progressive Education and Develop. January, 1 (1), 167-174.

Gulacar, O. and Bowman, C. R. (2014). Determining what our students need most:

exploring student perceptions and comparing difficulty ratings of students and faculty.

Chemistry Education Research and Practice, 15,587-593.

KERR, J. F. (ed.) (1968), Changing the Curriculum, University of London Press

Ronaldo C. Reyes (2013). Academic Performance and Attitude Toward Computer-Aided

Instruction in Chemistry. Chemistry Education and Sustainability in the Global Age,

DOI 10.1007/978-94-007-4860-6_22

Skoog et al. (1996). Fundamentals of analytical chemistry Philadelphia Saunders

College Pub

Smith, Roger, (1998). Simulation Article. Encyclopedia of Computer Science 4th

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Trojanowicz M. (2013). Challenges of Modern Analytical Chemistry. Mod Chem appl 1:

e113. doi:10.4172/2329-6798.1000e113

Yangco, R. and Ferido, B. Research and Practice in Chemistry Education. Springer

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29
Appendices

30
 Appendix A: Questionnaire

Perceived Reasons of Academic Difficulties of 2nd Year Irregular Medical

Laboratory Science Students in Studying Analytical Chemistry at Our Lady of
Fatima University – QC Campus

Direction: Check the choice that corresponds to your MOST desired answer.

PART I. Demographic Profile of the Respondents

Age: ___ 17-18 ___ 19-20 ___ 20-21

Gender: ___ Male ___ Female

A. Interest and Motivation B. Overall Comprehension of Principles,

1. Analytical chemistry is an interesting
subject.
2. Analytical chemistry is a boring subject,
that is why I don’t like it.
3. Analytical chemistry is a challenging
subject, that is why I like it.
4. The practical part (experiments) of
analytical chemistry excites me in further
learning.
Theories, and Concepts
1. Analytical chemistry is a complex subject
and data are not easy to present.
2. It is not easy to recall the studied facts,
terminologies, and relationships.
3. It is not easy to select, organize, and
present chemical information clearly and
logically.
4. The mathematics involved made it not easy
to understand the subject.

5. The teacher/faculty teaching analytical 5. There are too many key points and
chemistry encourages me to carry on with formulas that are difficult to remember.
studying the subject.

31
Appendix B: Letter of Intent for the Respondents

October 7, 2019

Dear Respondents:

Good day!

We are Group 12 from BSMT 2A1-2 conducting a research entitled, Perceived

Reasons of Academic Difficulties of 2nd Year Irregular Medical Laboratory Science
Students in Studying Analytical Chemistry at Our Lady of Fatima University –
QC Campus; a research in partial fulfillment of our requirements for the course
Biostatistics and Epidemiology of Medical Laboratory Science program. This study
aims to determine your academic difficulties experienced in studying the subject of
Analytical Chemistry.

Attached herein is a questionnaire for you to accomplish.

Your cooperation in our study would be really much appreciated and will help us yield
a conclusion. Rest assured that your answers would only be utilized in the study and
shall be treated with utmost confidentiality.

Thank you very much.

Respectfully,

Macanlalay, Joshua Matthew J. Rotamula, David James Carl C.

BS Medical Laboratory Science Student BS Medical Laboratory Science Student
Lagro, Quezon City Lagro, Quezon City

Moralejo, Hazel Ann E.

BS Medical Laboratory Science Student
Lagro, Quezon City

Noted by:

Baybayon, Roiland A., RMT

Instructor, Biostatistics and Epidemiology

Bernardino, Emerson Roland K., RMT, RN, MAN, MSMT, DTA, PhD
Program Head, College of Medical Laboratory Science

32
Appendix C: Letter of Request for Sampling

October 5, 2019

BERNARDINO, EMERSON RONALD K., RMT RN, MAN, MSMT, DTA, PhD
Program Head, College of Medical Laboratory Science
Our Lady of Fatima University
Lagro, Quezon City

Dear Dr. Bernardino:

Good day!

We are Group 12 from Bachelor of Science in Medical Laboratory Science 2A1-2,

would like to request to your good office the population of BSMT 1-A students who are
currently undertaking the subject Analytical Chemistry, S. Y. 2019 – 2020, 1st
semester in regards of our research entitled, Perceived Reasons of Academic
Difficulties of 2nd Year Irregular Medical Laboratory Science Students in Studying
Analytical Chemistry at Our Lady of Fatima University – QC Campus; thus, the
population will be a great help for us; the researchers in data gathering and enabling
us to yield an accurate result.

We would greatly appreciate your consent at our request. Thank you and God bless.

Respectfully,

Macanlalay, Joshua Matthew J. Rotamula, David James Carl C.

BS Medical Laboratory Science Student BS Medical Laboratory Science Student
Lagro, Quezon City Lagro, Quezon City

Moralejo, Hazel Ann E.

BS Medical Laboratory Science Student
Lagro, Quezon City

Noted by:

BAYBAYON, ROILAND A., RMT

Instructor, Biostatistics and Epidemiology

33
Appendix D: Letter of Request to Conduct the Study

BERNARDINO, EMERSON RONALD K., RMT, RN, MAN, MSMT, DTA, PhD
Program Head, College of Medical Laboratory Science

October 05, 2019

BERNARDINO, EMERSON RONALD K., RMT RN, MAN, MSMT, DTA, PhD
Program Head, College of Medical Laboratory Science
Our Lady of Fatima University
Lagro, Quezon City

Dear Dr. Bernardino:

Good day!

We are Group 12 from Bachelor of Science in Medical Laboratory Science 2A1-2, we

would like to request to your good office to allow us to conduct a survey to the BSMT
1-A at NBR Room 404, 12:00 – 12:30, October 07, 2019. In regards of our research
entitled, Perceived Reasons of Academic Difficulties of 2nd Year Irregular Medical
Laboratory Science Students in Studying Analytical Chemistry at Our Lady of
Fatima University – QC Campus; thus, the data that will be gathered will be a great
help for us the researchers in to yield a result and a conclusion.

We would greatly appreciate your consent at our request. Thank you and Godspeed.

Respectfully,

Macanlalay, Joshua Matthew J. Rotamula, David James Carl C.

BS Medical Laboratory Science Student BS Medical Laboratory Science Student
Lagro, Quezon City Lagro, Quezon City

Moralejo, Hazel Ann E.

BS Medical Laboratory Science Student
Lagro, Quezon City

Noted by:

BAYBAYON, ROILAND A., RMT

Instructor, Biostatistics and Epidemiology

34
Curriculum
Vitae

35
MACANLALAY, JOSHUA MATTHEW J.

Address:
Email Address: joshuamacanlalay123@gmail.com

EDUCATIONAL ATTAINMENT

Senior High School : Our Lady of Fatima University

Lagro Hilltop, Quezon City
S.Y. 2016-2018
Secondary : Lagro High School
Lagro, Quezon City
S.Y. 2012-2016
Elementary : Mater Dei Elementary School
Lagro, Quezon City
S.Y. 2006-2012
AWARDS & RECOGNITION


CHARACTER REFERENCES

This is to certify that the aforementioned information is true and correct to the best of my
knowledge.

JOSHUA MATTHEW J. MACANLALAY

Name and Signature

36
MORALEJO, HAZEL ANNE E.

Address: 18 Dominga St. FB de Jesus Subd. Novaliches, Quezon City

Email Address: anemonekimssi@gmail.com

EDUCATIONAL ATTAINMENT

Senior High School : STI College Novaliches

Novaliches, Quezon City
S.Y. 2016-2018
Secondary : Nyongani School Inc.
Novaliches, Quezon City
S.Y. 2012-2016
Elementary : Sta. Cruz Elementary School
Paombong, Bulacan
S.Y. 2006-2012
AWARDS & RECOGNITION

 2nd Place Filipino Essay Writing (2014)

 Science Olympics Champion (2015)
CHARACTER REFERENCES

This is to certify that the aforementioned information is true and correct to the best of my
knowledge.

HAZEL ANN E. MORALEJO

Name and Signature

37
ROTAMULA, DAVID JAMES CARL C.

Address: #30 Mabini St. Brgy. Bagong Silangan, Quezon City

Email Address: jrtmla@gmail.com

EDUCATIONAL ATTAINMENT

Senior High School : Polytechnic University of the Philippines

Sta. Mesa, Manila
S.Y. 2016-2018
Secondary : Bagong Silangan High School
District II-B, Quezon City
S.Y. 2012-2016
Elementary : Bagong Silangan Elementary School
District II-B, Quezon City
S.Y. 2006-2012

AWARDS RECEIVED

 3rd place Science Quiz Bee (2012)

 8th Honorable Mention (2012)
 3rd place National Science Investigatory Project – Applied Science Category (2014)
 Senior High School – With Honors (2018)
CHARACTER REFERENCES

This is to certify that the aforementioned information is true and correct to the best of my
knowledge.

DAVID JAMES CARL C. ROTAMULA

Name and Signature

38
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