factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance

Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
1
CHAPTER I
INTRODUCTION
In this era of globalization and technological revolution, education is considered
as a first step for every human activity. It plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living. It
ensures the acquisitions of knowledge and skills that enable individuals to increase their
productivity and improve their quality of life. This increase in productivity also leads
towards new sources of earning which enhances the economic growth of a country. The
quality of students’ performance remains top priority for educators. It is meant for
making a difference locally, regionally, nationally, and globally. Educators, trainers and
researches have long been interested in exploring variables contributing effectively for
quality performance of learners (Crosnoe, Johnson & Elder, 2004).
The approach is to focus on one of the ultimate goals - to determine the most
influencing factor that greatly affects boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance.
The researchers wanted to discover the reasons why some students were late in
arriving to school. It was observed that non-boarding students could even go to school
early, while some boarding students were late. There were those students also came late
to school but had high grades. These statements kept the researchers asking how students
coped up with such factors that might affect their academic performance.
1
CHAPTER I
INTRODUCTION
1
CHAPTER I
INTRODUCTION

2
This study focused on investigating the factors affecting boarding, non-boarding
and transient boarding teacher education students in relation to their academic
performance.
Theoretical Framework
The prime objective of the school is delivering high quality education that
produces well-educated, skilled, and mannered students according to needs and
requirements of the dynamically growing market.
This study was based on the Theory of Educational Productivity by Walberg, as
cited by Roberts (2007) who determined three groups of nine factors based on affective,
cognitive and behavioural skills for optimization of learning that affect the quality of
academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television).
Measuring of academic performance of students is challenging since students’
academic performance is affected by some factors namely: parental influence, time
management and discipline, health conditions, peer influence and distractions. Some
learners wish to progress in school, but they might not always perform as they wish, even
if they feel they are trying their best. Some are not aware of factors that may hinder or
improve academic performance and they may leave one frustrated. “Knowledge is
Power” and only once people know of something can act on it.
2
performance.
2
performance.

3
Independent Variable Dependent Variable
Figure 1. Schematic diagram showing the relationships among variables.
DEMOGRAPHIC PROFILE
a. Boarding Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
b. Non-Boarding Students
1. Civil Status
3. Weekly Allowance
c. Transient Boarding
Students
1. Civil Status
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management and
Discipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE
3
DEMOGRAPHIC PROFILE
1. Civil Status
3. Weekly Allowance
1. Civil Status
3. Weekly Allowance
Students
1. Civil Status
3. Weekly Allowance
FACTORS
1. Parental Reason
Discipline
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE
3
DEMOGRAPHIC PROFILE
1. Civil Status
3. Weekly Allowance
1. Civil Status
3. Weekly Allowance
Students
1. Civil Status
3. Weekly Allowance
FACTORS
1. Parental Reason
Discipline
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE

4
Statement of the Problem
This study focused on the factors affecting boarding, non-boarding and transient
boarding teacher education students in relation to their academic performance.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of boarding, non-boarding and transient
boarding teacher education students in terms of:
a. Civil Status,
b. Place of Residence, and
c. Weekly Allowance?
2. What is the extent of the factors when grouped according to boarding, non-
boarding, and transient boarding teacher education students?
3. What is the academic performance of boarding, non-boarding and transient
boarding teacher education students?
4. Is there a significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education students?
5. Is there a significant difference on the extent of the factor when compared to
each factor?
6. Is there a significant difference on the academic performance of boarding, non-
boarding and transient boarding teacher education students?
7. Is there a significant relationship between the identified factors and the
academic performance of teacher education students?
4
a. Civil Status,
each factor?
4
a. Civil Status,
each factor?

5
Hypotheses
1. There is no significant difference on the extent of the factors when grouped
according to boarding, non-boarding and transient boarding teacher education
students.
2. There is no significant difference on the extent of the factor when compared to
each factor.
3. There is no significant difference on the academic performance of boarding,
non-boarding and transient boarding teacher education students.
4. There is no significant relationship between the identified factors and
academic performance of teacher education students.
Scope and Delimitation
This study focused only on the identified factors affecting boarding, non-boarding
and transient boarding teacher education students and their relationships to their
academic performance.
There were three groups of students: the boarding students, non-boarding students
and transient boarding students. This study aimed to find out the factors which were
responsible for students’ decision to board, not to board and to be transient.
The respondents of the study were 297 teacher education students composed of:
190 who were boarding, 99 were non-boarding and eight were transient boarding. They
were enrolled at the College of Teacher Education, Central Philippines State University-
Main Campus in the academic year 2012-13.
5
Hypotheses
students.
each factor.
5
Hypotheses
students.
each factor.

6
In this study, there were five identified factors, namely: parental reason, time
management and discipline, health conditions, peer influence, and distractions. The
demographic profiles of the respondents were the following: civil status, place of
residence and weekly allowance.
Significance of the Study
The results of this study are hoped to be of significant to the following:
Administration. This study is of great significance for the administrators so that
they will know the factors affecting boarding, non-boarding and transient boarding
teacher education students in relation to their academic performance. It would also be of
great help to the administration to determine only the reasons why teacher education
students prefer to board, not to board or to be a transient boarding student.
Boarding House Operators. Information in this study will provide knowledge to
the Boarding House Operators to set their boarding house(s) in a well-ventilated and
promotive manner which could give comfort to the student- boarders.
Guidance Counselor. Through this study, the Office of the Guidance Counselor
will have the information about the teacher education students who are boarding, non-
boarding and transient boarding wherein the said office could give some advices to them
as to whether they are going to prefer to be among the boarding, non-boarding, and
transient boarding teacher education students that could help develop their academic
performance.
6
performance.
6
performance.

7
Parents. The result of this study will guide the parents in deciding whether to let
their child or children to board, not to board or to be a transient boarding student wherein
they will know the advantages are beneficial to them and to their children academically.
Researchers. This will serve as one of the references that will provide the future
researchers the information to solve a certain problem related to this study - the factors
affecting the academic performance of boarding, non-boarding and transient boarding
students that need to be studied for the benefits of many.
Students. This study serves as baseline information for the students to know the
factors that affect their academic performance whether they are boarding, non-boarding
or transient boarding. They will be aware on the effect/s of these factors; thus, they can
cope with these and be more responsible with their studies.
Teacher Education Institution. This study will serve as reference to the College
of Teacher Education Institution for them to know who among their teacher education
students are boarding, non-boarding or transient boarding in such a way that they will be
able to perceive clearly the factors which affect the academic performance of their
students.
Teachers. This study will help the teachers to better appreciate and perform their
unique roles and functions as facilitator, adviser and motivator for them to widen their
effort and passion in providing excellent learning to the students in spite of the factors
affecting their students’ academic performance as they board in CPSU or when they go
home after the class.
7
students.
7
students.

8
Definition of Terms
For the clarity and convenience of the readers, the following terms are defined
according to their conceptual and operational meaning:
Academic Performance. It refers to the learning gap between what the students
should learn and what the students actually learned as signified by the grades (Rowland,
2004).
In this study, it refers to the General Point Average of the boarding, non-boarding
and transient boarding teacher education students (Perieto, et al., April 2008).
Boarding House. The 1970 version of Ontario’s Assessment Act defined the term
as any house, building, or portion thereof in which with or without meals in rooms
furnished by the proprietor with necessary furnishings (Misajon, et al., 2009).
In this study, it refers to the second home environment where the students take
provisional lodging under the supervision of the boarding house owners.
Boarding Student. It refers to the renter who maintains procession of a house or
apartment. A boarding student is someone who holds the right to use a piece of land or a
structure by agreement with property owner (S.E. Smith, 2003-10).
In this study, it refers to students who are staying in a boarding house within the
premises of the university. They are the respondents of the study including those in the
dormitory and cottages.
Civil Status. It refers to being single, married, separated, divorced and widowed
(Wendy Doyle, 2010).
In this study, it refers to the student’s status whether single or married.
8
Definition of Terms
2004).
8
Definition of Terms
2004).

9
Demographic Profile. It is defined as the analysis of the population on the basis
of age, percentage, physical condition, ethnicity, occupation, civil position, size and
density of each composite division (Lagnason, et al., April 2010).
In this study, it refers to the specific information about the student or the
respondent taken by the researchers such as civil status, place of residence, and weekly
allowance.
Distractions. These are something that gets your attention and prevents you from
concentrating or takes your attention away from something else (Macmillan, 2012).
In this study, it refers to televisions, games, mobile handsets, and noises that
disturb other students in their studies.
Health Condition. It is the condition of being sound in body, mind, or spirit
(Merriam, 2000).
In this study, it refers to the condition of the students as one factor observed that
affects their decision to stay in a boarding house or not in favour of the physical condition
of the student.
Non-Boarding Student. It is defined as a student at a college or university who
does not reside in the facilities provided by the institution (Benedict College, 2000).
In this study, it refers to student-respondents that are just going home after their
classes.
Parental Reason. Parental influence begins with positive modeling behaviors and
positive self-talk (Manassis, 1996). It refers to the participation of parents in regular,
9
allowance.
(Merriam, 2000).
of the student.
classes.
9
allowance.
(Merriam, 2000).
of the student.
classes.

10
two-way meaningful communication involving pupils’ academic learning and other
school activities.
In this study, it refers to the share made by parents pertaining to the education of
their child at home and school.
Peer Influence. It is an informal primary group of people who share a similar or
equal status and who are usually of roughly the same age, extended to travel around and
interact within the social aggregate (Wolf, 2008).
In this study, it refers to the friends or classmates of the respondents that may
influence their decision to stay in a boarding house or to go home.
Place of Residence. It refers to living or dwelling in a certain place permanently
or for a considerable length of time. It is the place where a person makes his home, or
where he/she dwells permanently or for an extended period of time (Black, 2012).
In this study, it refers to the place where the students live.
Time Management and Discipline. This refers to the positive discipline
throughout the process of planning, acting and achieving. Time management is a core
discipline that largely determines the quality of your life (Brian Tracy, 2011).
In this study, it is one of the factors being observed regarding the proper and
fruitful use of time that affects the success of a student’s academic performance.
Transient Boarding Student. This refers to someone who is passing through or
by a place with only a brief stay (Merriam, 2000).
In this study, it refers to a student who boards but oftentimes go home for some
reasons.
10
school activities.
reasons.
10
school activities.
reasons.

11
Weekly Allowance. It refers to the amount of money set aside for a designated
purpose in a week time (Byron, 2004).
In this study, it refers to the budget given by the parents to the students per week.
11
11

12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature on the factors affecting
boarding, non-boarding and transient boarding teacher education students in relation to
their academic performance.
Boarding Students
Basically, a boarding student lives in housing provided by the school (typically on
the school campus) they attend. They are called boarders. A boarding student is also
typically subject to any rules that the school wishes to impose on the campus. They
normally return home during the school holidays and often weekends, but in some
cultures may spend the majority of their childhood and adolescent life away from their
families.
Boarding is available to all students and families have two options: 5-Day and 7-
Day Boarding. In a typical school year, approximately 70% of the students reside on
campus. The 5-Day boarders usually live within reasonable driving distance or get
picked up by a parent or guardian after school on Friday afternoon. The 7-Day Boarders
live in the boarding house for almost one week. After school on Friday, they have free
time and then attend a supervised one hour study period to begin work on their weekend
assignments. After their study session, they join several of their friends. Students enjoy
the many opportunities that boarding school life provides while parents appreciate the
12
CHAPTER II
Boarding Students
families.
12
CHAPTER II
Boarding Students
families.

13
enhanced educational experience their child receives, including the structured daily
schedule and supervised study time, as well as a defined social network.
Boarding schools provide the ideal atmosphere in which to balance of elite
classroom education with sports, recreation and community service. This produces well-
rounded and confident students, even among those who may have had trouble focusing in
a larger class size or a less structured social milieu. These boarding schools will give a
child a number of advantages. They teach independence and responsibility, and help
students succeed at higher rates than day schools, according to research by The
Association of Boarding Schools.
 Boarding schools provide more opportunities for leadership.
 Boarding schools are modern and more internationally aware.
 Students who board enjoy structure and use their time more productively.
 87% of former student-boarders say they are well prepared for university.
 Nine in 10 say they were better served by a boarding than a non-boarding
school.
Acceptance to North American universities from these schools is a relatively
simple matter, compared with accreditation of school programs of overseas institutions.
The boarding schools in our database feature extensive facilities for academic
learning. The latest computers and other modern technical equipment are standard. The
operating hours cater to students attending the school, making them even safer than those
that are off-premises. Depending on their specialization, they also normally offer many
artistic and athletic programs.
13
school.
13
school.

14
Modern boarding schools offer structure, supervision, safety community and
support – all without the corporal disciplines formerly associated with the traditional
boarding schools. If the website of a boarding school you are considering does not list a
facility that you seek, remember to ask about it. Commonly, faculty-lead field trips
extend learning beyond the walls of the classroom, so students can take in the museums
and galleries, as well as the natural local splendour and culture.
In an increasingly globalized economy, attending an international boarding school
can be your child’s passport to a bright future.
Non-boarding Student
Is a student at a college or university who does not reside in the facilities provided
by an institution.
Non-boarding student would live in housing they acquire by their own means. A
non-boarding student retains relative freedom when at home. It is also called as a day and
return off campus to their families in the evenings.
Transient Boarding Student
The term "transient" as used in this section means any guest, resident, or other
occupant to whom lodging and other services are furnished under a license to use real
property for less than one month, or less than thirty continuous days if the rental period
does not begin on the first day of the month. The furnishing of lodging for a continuous
period of one month or more to a guest, resident, or other occupant is a rental or lease of
14
by an institution.
14
by an institution.

15
real property. It is presumed that when lodging is furnished for a continuous period of
one month or more, or thirty continuous days or more if the rental period does not begin
on the first day of the month, the guest, resident, or other occupant purchasing the
lodging is a non-transient upon the thirtieth day without regard to a specific lodging unit
occupied throughout the continuous thirty-day period. An occupant who contracts in
advance and does remain in continuous occupancy for the initial thirty days will be
considered a non-transient from the first day of occupancy provided in the contract.
Parental Reason
Parents need to set a good example for their children. The newest studies show
that teens are actually more responsive to their parent’s positive or negative influence
when it comes to drugs and alcohol than they are to friends or school programs. Parenting
sometimes feels like a tough enough job in general, and being such a big influence adds a
lot of pressure. After all, we all mess up sometimes too, even when we would rather be
the ideal example. Parents need to remember that their main job is to raise healthy,
productive children. It may not seem like fun to be so straight-laced but it pays off in the
long run.
Parental modeling is as important as any words that can be spoken. Therefore, it
begins with positive modeling behaviors and positive self-talk. “Modeling this new way
of thinking is a very effective way of encouraging your child to use it,” said Manassis
(1996). Again, children adapt the behaviors, attitudes, percepts, and self-talk that we
15
Parental Reason
long run.
15
Parental Reason
long run.

16
instill in them. Many experienced parents have noted, children won’t always do as you
say but usually do as you do (Manassis, 1996).
Developing children’s self-esteem begins with the life of the parents. Self-esteem
is the ability to be assured of one’s own abilities, talents, worth, value, as well as having
personal acceptance, approval and respect for oneself.
Parents’ insecurities are frequently injected into the life of their children;
therefore, becoming the children’s own set of insecurities. Parents’ vulnerabilities
commonly become those of their children. Parents’ strengths and optimism can be an
asset for their children. Ultimately, children are a mirrored reflection of the life lived by
their parents. If parents have a particular set of perceived vulnerabilities, limitations,
negative self-talk, weaknesses, or negative habitual acts, then the propensity that their
children will develop such negative behaviors are increased. Likewise, if parents have
developed positive habits, self-talk, and perceivable strengths; their children are placed in
an advantageous position to develop a positive self-esteem.
Positive self-esteem begins with the parents and those who are in direct daily
contact with the children (i.e. teachers, coaches). If parents declare their love for their
children, but look at themselves with disdain, then the children will eventually begin to
adapt the negative self-talk of the parents. Parents are the gatekeepers of the negative and
positive self-talk. After all, children are not born with negative or positive self-talk, it is
formed through their primitive developmental years and is commonly a reflection of their
interaction with their parents. Parents will only exemplify what they personally know to
16
16

17
be true in their own life. For if parents reject their own goodness; then their children are
surely going to develop a similar set of attitudes about themselves.
Parents who have developed a belief system that equate the worth of their person
to their behaviors, have a skewed view of themselves. “Affirming your worth is no easy
task. Right now you believe that your worth depends on your behavior.” Who we are, the
worth of our being, has nothing to do with the behaviors, attitudes or precepts that create
our image. Af ter all, our behaviors, attitudes and precepts most commonly reflect how
we see ourselves. Whereas, our worth should rely upon the unconditional understanding
that whatever we do, and who we are, as people; we are worthy of unconditional
acceptance, approval, and love.
Parents may have more influence on their children than they think. In some cases
this is good news, but for those parents more concerned about having a good time
themselves, or those working through their own addiction or mental health issues, this
can pose quite a challenge.
Family problems seem to have quite an impact on certain students' performance.
Family problems are the matter of your own. This makes family problem hard to solve,
because students must take action on his/her own regarding his/her family. If not taken
care as soon as possible, family problems may cause students to have their mental
dropped and resulted in low performance.
Academic performance of students can be improved with cooperation of parents.
If parents devote time to children and help them if needed, they will able to get better
grades.
17
grades.
17
grades.

18
Children as well as students are being affected by the environment where and how
they had grown especially their home environment, and their academic performance in
school lies on how they are being motivated, on how they are being trained and most
especially on how their parents and siblings brought them up.
Kellaghan, et. al., (2005) proposed that academic success is what parents do in the
home and not children’s family background is significant. The parent-child interactions
are the forces that also lead to the academic performance. The relationship between
parents and siblings are very important in having a good academic performance.
There are students who may be bright but perform poorly despite the good
learning facilities in their schools. Among the factors that are blamed for the students’
poor academic performance and low motivation, the home environment is hardly
mentioned. The poor performance has raised concern and efforts had been made to find
out the reasons behind it.
Many factors such as lack of facilities in school, lack of teachers, indiscipline,
unfavorable home environment, low intelligence, anxiety, students’ need to achieve and
so on had been found to cause poor academic performance (Maundu, 2007).
There are many factors that may contribute towards students’ motivation to
achieve high in school. This study attempted to find out whether the differences in
academic achievement motivation among students can be attributed to differences in their
home environment.
Having a good relationship inside the home among family members may have a
great influence to the children as well as they can achieve their personal goals and
18
home environment.
18
home environment.

19
moreover, meet their personal interest. On the other hand, children and students who do
have a good and peaceful relationship among family members and whom the family, is
depriving, mostly cannot perform in school and they are being affected not only in other
aspects of a person as a whole. The interest, attitude and personality of an individual
reflects on how he is being trained, disciplined and on how he is grown by his parents.
Parental education also has effects on student’s academic performance. Parental
occupation has little effect on their child’s performance in studies than their education. It
is very important to have comprehensible understanding of the factors that benefit and
hinder the academic progress of an individual’s education. Some learners wish to
progress in school but they might not always perform as they wish, even if they feel they
are trying their best.
Theory of Educational Productivity by Walberg (1981) determined three groups of
nine factors based on affective, cognitive and behavioural skills for optimization of
learning that affects the quality of academic performance: Aptitude (ability, development
and motivation); instruction (amount and quality) and; environment (home, classroom,
peers and television).
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic success of
their children. The school authorities can provide counseling and guidance to parents for
creating positive home environment for improvement in students’ quality of work. The
academic performance of students heavily depends upon the parental involvement in their
19
19

20
academic activities to attain the higher level of quality in academic success (Henderson,
1988).
There is a range of factors that affect on the quality of performance of students. A
series of variables are to be considered when to identify the affecting factors towards
quality of academic success. Identifying the most contributing variables in quality of
academic performance is a very complex and challenging job. Some are not aware of
factors that may hinder or improve academic performance and this may leave one
frustrated. Knowledge is power and once people know of something can act on it.
Parental involvement and motivation is crucial when it comes to academic performance.
Learners whose parents support them during studies are more likely to bear favorable
results than those who don’t get any support. It is very important for parents to help their
children in making sure they do their homework and assignments, support them during
exams, and even when children fail parents should still offer support and motivate them
to carry on. We need an effective and productive workforce in order to better develop our
nation. Through efficient support from the parents, teachers, the community and the
government, we will be able to achieve this.
Krashen (2005) concluded that students whose parents are educated score higher
on standardized tests than those whose parents were not educated. Educated parents can
better communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999). Students staying far away
from their study center are often times the last to come to school and probably the last to
20
1988).
20
1988).

21
go back home. This burden actually prompts parents to send them to board in order to
blacklist the chances of unforeseen circumstances.
B.A. Chansarkar and A. Mishaeloudis (2001) explained the effects of
qualification distance from learning place on student performance. It is also found that
those who live near the university perform better than other students. There are some
instances that can hinder our arrival to school, some of which are weather, accidents and
other unexpected happenings.
"When schools, families, and community groups work together to support
learning, children tend to do better in school, stay in school longer, and like school
more." That's the conclusion of a recent report from the Southwest Educational
Development Laboratory. The report, a synthesis of research on parent involvement over
the past decade, goes on to find that, regardless of family income or background,
"students with involved parents are more likely to:
 Earn higher grades and test scores, and enrol in higher-level programs;
 Be promoted, pass their classes, and earn credits;
 Attend school regularly;
 Have better social skills, show improved behavior, and adapt well to school;
and
 Graduate go on to post secondary education, (Henderson & Mapp, 2002).
But if parents have a central role in influencing their children's progress in school,
research has shown that schools in turn have an important part to play in determining
levels of parent involvement (Epstein, 2001). Working to include parents is particularly
21
and
21
and

factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance

factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

En vedette

En vedette (20)

Similaire à factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance

Similaire à factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance (20)

Dernier

Dernier (20)

factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance