Impact Of Terror Professors z2r6g
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 2z6p3t
Overview 5o1f4z
& View Impact Of Terror Professors as PDF for free.
More details 6z3438
- Words: 6,556
- Pages: 28
New Era University College of Business istration
THE IMPACT OF HAVING TERROR PROFESSORS TO THE ACADEMIC PERFORMANCE OF SOME FINANCIAL MANAGEMENT STUDENTS
A Research Proposal Presented to the English Faculty
In Partial Fulfillment for the Requirements in English 2 during the Second Semester A.Y. 2014-2015
Proponent: Livid, Jacqueline B.
April 2015
Chapter 1 THE RESEARCH PROBLEM AND ITS BACKGROUND
This chapter provides an understanding of what the problem is and its context scope of the study as well as its significance.
INTRODUCTION All universities in the country, if not in the world, have their own share of “terror” professors. Once in the life of every student, a terror teacher or professor will certainly come in the way. There will always be that teacher or professor who will “terrorize” the student’s innermost being, even every single cell inside the body. He or she seemingly has the “Voldemort power” which makes the students weak their knees, gives blur, scary visions, severe migraines, and sleepless nights. It is a natural scenario for us students to encounter terror professors once in a while. We feel doomed every time they enter or even take a step in our classroom. Terror professors are short-tempered and unapproachable. They fail students, give out academic requirements that would usually engulf most of the student’s time and energy, and they are notorious for giving out difficult and detailed exams. Students it that they started staying away from enrolling in classes that terror professors teach after their experienced in their past subjects. They said that most of their professors taught at a fast pace to a point that the students could not follow the lessons anymore. In addition, professors are also temperamental and are very particular with requirement formats. You get a big deduction when you do not follow the format during exams. It is as if the professor is putting more weight on the format than the student’s answers to the test questions. This kind of professor affects the academic performance of the students. Most of the students get stressed that they cannot concentrate and participate well in the class discussion and activities because they’re afraid that they might fail in the high standards of and expectations demand by the professors.
STATEMENT OF THE PROBLEM
The research aims to find out the impact of having terror professors to the academic performance of some Financial Management students. Specifically, it seeks to answer the following questions: 1. How may the respondents be described in of: 1.1 age 1.2 gender; 1.3 year level; 1.4 number of classes; and 1.5 number of hours staying in school 2. What professor’s characteristics the respondents have? 3. What problems do respondents have with their professors? and 4. What is the impact of having terror professors to the academic performance of the respondents?
ASSUMPTION
The researcher posted the following assumptions: 1. All the research is valid and reliable. 3. The characteristics of the professors are terror, strict, unapproachable, inconsiderable, and so on. 4. The respondents met problems in their professors in of, way of approaching the students- they are not approachable, they give low grades, and for not being considerable. 5. Terror professors affect the academic performance of the respondents in of; they cannot concentrate and participate in the discussion well because they can’t conform to the demands and expectations of their professors.
SIGNIFICANCE OF THE STUDY
The contributions of this study would be help to the following: To the parents, it will serve as information to them about what kind of distress that their child is going through. To the s, they will be aware about the problem encountered by the students in their professors. To the professors, they will be conscious about the performance of the students as a result of their way of teaching. To the students, it will help them to handle and to deal to their professors. For future researchers, it will serves as a guide for future studies for betterment.
SCOPE AND LIMITATIONS OF THE STUDY The main purpose of this study is to identify the impact of having terror professor to the academic performance of the respondents. This study is delimited only to 93 students based from the formula that we have used. The respondents are from New Era University whose course is Financial Management for the A.Y. 2014-2015. The Financial Management students involved are the ones who experienced or experiencing of having terror professors.
DEFINITION OF
For a better understanding of this study and for a common frame of reference, the following are defined in this study.
Doomed- Very bad events or situations that cannot be avoided. Distress- unhappiness or pain: Suffering that affects the mind or body Engulf- To flow over and cover.
Notorious- Well-known or famous especially for something bad. Pace- The speed at which someone or something moves. Professor- A teacher especially of the highest rank at a college or university. Scary- Causing fear. Scenario- A description of what could possibly happen. Temperamental- Likely to become upset or angry. Terror- Violence that is committed by a person, group, or government in order to frighten people and achieve a political goal.
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
This chapter represents the review of related literature and studies which have some bearings on the present study.
LITERATURE
These are the theories, principles, facts that have relevance on the present study that have been made in foreign and in local.
Foreign. According to Craig (1994) in order to find a solid foundation for relationships, Buddhist psychology proposes that teachers and students need to consider what we most value in our connection with someone we care about. What are the moments in a relationship we most cherish in real life? Considering that the classroom setting is some sort of a compact and miniaturized version of what we encounter in real lives of ours. It is fair to say that students primarily need to be recognized in such a classroom setting to. Otherwise, renewal and improvement would not come into being, especially when students are aware of the particular ways of “wearing a mask” so as to avoid being hurt again. The classroom climate influenced by the teacher has a major impact on pupil’s motivation and attitude towards learning, that is to say, for teachers, having been equipped with pedagogical and professional characteristics would not be enough to establish a positive, learnable, and teachable classroom climate. Specifically, the factors that best facilitate student learning are considered to be the ones that are described as being purposeful, task-oriented, relaxed, warm, ive, and has a sense of order and humor in an integrated sense. (Kumaravadivelu, 1992) Some adolescents present in school with problems of poor academic performance and unacceptable behavior. A physician’s evaluation of such problem requires a careful history and consideration of emotional factors. A neurodevelopmental assessment should reveal a pattern of strengths as well as any areas of
delay. Management includes demystifying the problem to the student and counseling parents, as well as providing an explanation to the school staff. Stimulant medication, when the primary problem is one of attention-deficit disorder, can be a useful part of the therapeutic program. Long-term follow up, counseling and are essential. World within the school gives the counselor access to teachers and other staff to ensure that understanding of, and help with, the problem continues. (Can Fam Physician 1986) According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. According to research finding, teachers’ beliefs translate into differential behavior toward their students as highly motivated and highly capable would often make eye , smile and lean toward them, and praise and call on them frequently. Local. According to Teves (2012) there are multiple factors that make one a terror professor. Most students say that terror professors are short-tempered and unapproachable. They give out academic requirements that would usually engulf most of the student’s time and energy, and they are notorious for giving out difficult and detailed exams. Professors are branded as “terror” because of their high standards and expectations. The term "self-fulfilling prophecy" is apt because once an expectation develops, even if it is wrong, people behave as if the belief were true. By behaving this way, they can actually cause their expectations to be fulfilled. Self-fulfilling prophecies occur only if the original expectation was erroneous and a change was brought about in the student's behavior as a consequence of the expectation. Researchers have studied the ways in which teachers' beliefs about students affect their behavior toward students. Some kinds of differential behavior toward students who vary in their mastery of the curriculum are appropriate and productive. Giving some students more advanced material than others is clearly necessary when
there is variability in student skill level, and students need different amounts and kinds of teacher assistance and attention. Rosenthal (1974) divided teacher behavior associated with high or low expectations into four categories: socioemotional climate: smiling and nodding and friendliness; input: distance of seat from teacher, amount of teacher interaction, amount of information given to learn or problems to complete, and difficulty and variability of assignments; output: calling on during class discussions, providing clues, and repeating or rephrasing questions, wait time for student response to teacher question, level of detail and accuracy of ; affective : amount of criticism, amount (and basis) of praise, and pity or anger expressed for low performance. (Good, 1987)
STUDIES
This part contains the studies conducted by past researchers that served to be useful additions to the knowledge of present researchers. Foreign. Based on the findings of the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values. Research indicates that certain personality characteristics influence student evaluations of teachers. Form the students’ point of view, teacher-expressive characteristics such as warmth, enthusiasm, and extroversion apparently separate effective from ineffective teachers. (Basow, 2000) Local. Findings on the effect of teachers’ emotions are particularly relevant to student populations that are often viewed as having low competencies, such as learning-disabled students. In fact, one study found that teachers expressed more pity and less anger for children described as having a learning disability than for children who exerted the same effort and had the same outcome but were not given the LD label (Clark, 1997)
RELEVANCE OF REVIEWED LITERARUTE AND STUDIES TO THE PRESENT STUDY
According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. According to research finding, teachers’ beliefs translate into differential behavior toward their students as highly motivated and highly capable would often make eye , smile and lean toward them, and praise and call on them frequently. In this case, older children have a harder time accepting failure and seeing the positive side of trying to accomplish a goal, whereas, younger children see failure as a positive step to finishing or reaching a goal. Teachers’ expectations of students also play a big role in motivation of student. The rules and goals also play an important role on the thought and beliefs of the students. It is important for teachers to view themselves as being able to stimulate student motivation to learn. Tasks given to students can help increase motivation by being challenging and achievable and showing students that the skills involved in a task can be used in the real world. Verbally providing the reasons for the tasks to students is also helpful. According to research there is a process called Attribution retraining provides students with focus on a task rather than the fear of failure. Based on the findings of the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values.
CONCEPTUAL FRAMEWORK
Terror Professors
IMPACT
Academic Performance of some Financial Management Students of NEU
The Conceptual Framework shows the impact of terror professors to the academic performance of some Financial Management students studying in New Era University.
Chapter 3 RESEARCH METHODOLOGY
This chapter presents the methods and procedures that were used in the research. It includes the research design, gathering of data, description of the respondents, the technique used, and the treatment of data needed in the interpretation of the findings of the research.
RESEARCH DESIGN
The research design is crucial importance because it determines the success or failure of research. The research design guides logical arrangements for the collection and analysis of data so that conclusions may be drawn. Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The emphasis is on describing rather than on judging or interpreting. The aim of descriptive business is to formulated hypotheses that refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in of the financial aspect. Moreover, this method allows a flexible approach, thus when important new issues and questions arise during the duration of the study, further investigation may be conducted. In this study, the researchers used descriptive research that showed the impact of having terror professor to the academic performance of some financial management students.
SAMPLING TECHNIQUE
The researchers used Accidental Sampling technique. The tabulation of data that gathered was based on the profile and same location of the respondents in able to evaluate the study easily. Cluster Sampling was used for the selection of sample to limit and specified the study. 93 respondents were selected after asking the total population of Financial
Management students in all year levels in the Dean’s office. Every year level has a limit, for first year-level has a of limit 24 respondents, and for each level: 2nd, 3rd, and 4th year level has a limit of 23 respondents to be exact to the total sample size which is 93.
RESEARCH INSTRUMENT
This part of the research presents the tool that the researcher will use in gathering data. Questionnaire A questionnaire is a research instrument consisting of series of questions and other prompts for the purpose of gathering information from the respondents. Questionnaire has an advantages over some other types of surveys. It is cheaper, does not require much effort unlike personal interview or telephone interview, and often have standardized answers that make it simple to compile data. That’s the reason for the researchers to come up for this type of survey.
Construction. The questionnaire used by the researchers for gathering data are accurate, specific and direct to the point. The questionnaire were divided into two parts: the first part includes the personal information about the profile of the respondents, which was used to draw important information about their age, gender, year level, number of classes they have a day, and number of hours they stay in school. The second part is composed of questions about the characteristics of the professors and the problem met by the respondents. And the last part is all about their academic performance. This questionnaire is answerable by choices: Always, Often, Sometimes, Seldom, and Never. Validation. The survey questionnaire was presented to the professor in-charged for validation and commended for the improvements. And to the five students who are not included in the number of respondents were given questionnaires and asked to answer and commend also if there still error. istration & Retrieval. The data that was gathered according to the allotted time the researcher asked the respondents to answer the questionnaires.
The allotted time was one day prior to the distribution of the questionnaires to the respondents and retrieved by the researchers through meeting them during their break time.
TREATMENT OF THE DATA
The results of the survey was tabulated in the treatment of the data. The researchers determined the sample size, frequency, percentage, and the weighted mean. All the data gathered were then analyzed and interpreted. Slovin’s Formula Is used to calculate the sample size (n). It is computed through the formula:
𝒏=
𝑵 𝟏+𝑵𝒆𝟐
Where: n- sample size N- population size e- margin of error
Percentage This is used for analyzing the percentage of the frequency answered by the respondents. To calculate the percentage the researchers used the formula:
𝑭
% = ∗ 𝟏𝟎𝟎 𝒏
Where: %= percentage distribution f= frequency N= total number of respondents
Weighted mean This was used to measure the general response of the respondents through the formula:
𝑥̅ =
Σ 𝑓𝑖 𝑋 𝑖 Σ𝑓𝑖
Where: x- weighted mean Xi- corresponding scale Fi- Frequency
Likert Scale: Scale
Weight Range
Verbal Interpretation
5
4.21-5.00
Always
4
3.41-4.20
Often
3
2.61-3.40
Sometimes
2
1.81-2.60
Seldom
1
1-1.80
Never
Chapter 4 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter discusses the findings obtained from the primary instrument used in the study. It discusses the characteristics of the respondents; the characteristics of their professors; how many strict professors do they have; what problems they have with their professor; and the impact of their professor to their academic performance. Table 1 Respondents’ Gender Gender Male Female Total
Frequency 38 55 93
Percentage 40.86 59.14 100
Rank 2nd 1st
Table 1 indicates that there are 55 female respondents with the percentage of 59.14 who ranked first and 38 male respondents with the percentage of 40.86 percentage who ranked second. As the frequency table shows, there is imbalance between male and female respondents. This imbalance shows that female respondents influenced more the results of this study since they are the majority. Table 2 Respondents’ Age Age 15-16 yrs. Old 17-18 yrs. Old 19-20 yrs. Old 21 and above Total
Frequency 10 41 29 13 93
Percentage 10.75 44.09 31.18 13.98 100
Rank 4th 1st 2nd 3rd
Table 2 presents the age of the distribution of 93 respondents. The age range from 15-21 years and above. 41 respondents are 17-18 years old which is equivalent 44.09; 29 respondents are 19-20 years old with the percentage of 31.18 who ranked second.; 13 respondents are older than 21 years old with the percentage of 13.98 who ranked third; and 10 respondents are 15-16 years old which is equivalent to 10.75 who ranked fourth. This indicates that most of the college students are 17-18 years old.
Table 3 Respondents’ Year Level Year Level 1st year 2nd year 3rd year 4th year
Frequency 24 23 23 23
Percentage 25.81 24.73 24.73 24.73
Rank 1st 4th 4th 4th
Table 3 indicates that 24 of the respondents are first year with the percentage of 58.81 who ranked first and the rest are 23 of each year level: second, third, and fourth year level with the percentage of 24.73 who ranked fourth. First year level is 24 respondents and the rest is 23 since we limited it, in order to come up to our quota respondents which is 93. Table 4 Respondents’ Number of Classes Number of Classes 1 2 3 4 5 Total
Frequency
Percentage
Rank
1 5 38 34 15 93
1.08 5.38 40.86 36.56 16.13 100
5th 4th 1st 2nd 3rd
Table 4 shows that many of the respondents have 3 classes a day which ranked first with a frequency of 38 which is equivalent to 40.86 percent; 4 classes with a frequency of 34 which is equivalent to 36.56 percent ranked second; 5 classes with a frequency of 15 which is equivalent to 16.13 percent ranked third; 2 classes with a frequency of 5 which is equivalent of 5.38 percent ranked fourth; and 1 class with a frequency of 1 which is equivalent to 1.08 percent ranked fifth. Most of the respondents have three classes a day as the result shows in the survey since students have a minimum of 3 classes a day.
Table 5 Respondents’ Number of Hours Stay in School Number of Hours
Frequency
Percentage
Rank
1-3
3
3.23
3rd
4-6
73
78.49
1st
7 and above
17
18.28
2nd
Total
93
100
Table 5 shows that respondents stay in school 4-6 hours a day ranked first with a frequency of 73 which is equivalent to 78.49 percent, 7 and above hours with a frequency of 17 which is equivalent to 18.28 percent ranked second and 1-3 hours ranked third with a frequency of 3 which is equivalent of 3.23 percent. The result shows that most of the respondents stay for four to six hours a day since they have a minimum of 3 classes a day. Table 6 Characteristics of the Respondents’ Professor Characteristics
Weighted Mean 3.65 3.80 3.41 3.43 3.96 3.30 3.85 2.81 2.27 2.83 3.19 2.28 3.26
Verbal Interpretation Often Often Often Often Often Sometimes Often Sometimes Seldom Sometimes Sometimes Seldom Sometimes
Rank 4th 3rd 6th 5th 1st 7th 2nd 12th 15th 11th 10th 14th 8.5th
Giving difficult exams
3.26
Sometimes
8.5th
Not teaching/lazy
2.69
Sometimes
13th
Total weighted mean
3.20
Sometimes
Terror Strict Boring Lenient Kind Corny Nice Unapproachable Inconsiderable Short-tempered Giving difficult tasks Failing students without explaining Setting high standards
The table shows the analysis of weighted mean, verbal interpretation and rank of the characteristics of the professors of the respondents. Based on the collective results, Most of the respondents’ professors are Kind with a weighted mean of 3.96; second is Nice with a weighted mean of 3.85; third is Strict with a weighted mean of 3.80; fourth is Terror with a weighted mean of 3.65; fifth is Lenient with a weighted mean of 3.43; sixth is Boring with a weighted mean of 3.41; seventh Corny with a weighted mean of 3.30; Setting high standards and Giving difficult exams ranked 8.5th a percentage of 3.26; tenth Giving difficult tasks with a weighted mean of 3.19; eleventh is Short-tempered with a weighted mean of 2.83; twelfth Unapproachable with a weighted mean of 2.81; thirteenth Lazy with a weighted mean of 2.69; fourteenth Failing students without explaining with a weighted mean of 2.28; and fifteenth Being inconsiderable with a weighted mean of 2.27 As shown in the table above some of the respondents’ professors are Kind, Nice, and Lenient also as the verbal interpretation indicates often but there are also professors that are Strict, Terror, Boring, Corny, Setting high standards, Giving difficult exams and tasks, Short-tempered, Unapproachable, Lazy to teach, Failing students without explaining, and Inconsiderable. According to Kumaravadivelu (1992) the classroom climate influenced by the teacher has a major impact on pupil’s motivation and attitude towards learning, so this characteristics of professor have a huge effect to on the respondents’ way of learning. Table 7 Respondents’ Number of Strict Professors Number of Strict Professor 1 2 3 4 all Total
Frequency
Percentage
Rank
23 36 24 8 2 93
24.73 38.71 25.81 8.60 2.15 100
3rd 1st 2nd 4th 5th
Table 7 shows the number of strict professors that the respondents have, having 2 professors ranked first with a frequency of 36 which is equivalent to 38.71 percent. 3 professors with a frequency of 24 which is equivalent to 25.81 percent ranked second. 1
professor ranked third with a frequency of 23 which is equivalent to 24.73 percent , 4 professors ranked fourth with a frequency of 8 which is equivalent to 8.60 percent and having all professors that are strict with a frequency of 2 which is equivalent of 2.15 percent ranked fifth. The table shows that most of the respondents have two strict professors this shows that in every schools or year level there are terror professors because that is a part of college life. Table 8 Respondents’ Problems with their Professor Problems
Weighted Mean
I cannot concentrate because of his/her presence I am too afraid to speak I am intimidated with how he/she speaks I got scared when he gets mad I panic when he/she gives a task I can’t understand the lesson because I am afraid I cannot get his/her message because of nervousness I pee in my pants Total weighted mean
3.58
Verbal Rank Interpretation Often 3rd
3.72 3.56 3.16 3.70 3.28
Often Often Often Often Sometimes
1st 4th 7th 2nd 6th
3.22
Sometimes
5th
1.78 3.26
Never Sometimes
8th
Based on the table, the respondents are afraid to speak with a weighted mean of 3.72. The second problem that the respondents have met with their professors is that they panic when he/she gives a task with a weighted mean of 3.70. The third is, the respondents cannot concentrate because of his/her professors’ presence with a weighted mean of 3.58. The fourth is the respondents got intimidated on how their professor speaks with a weighted mean of 3.56. The fifth is the respondents cannot get his/her professors message because of nervousness with a weighted mean of 3.22. The sixth is the respondents can’t understand the lesson because he/she is afraid with a weighted mean of 3.28. The seventh the respondents got scared when their professor gets mad with a weighted mean of 3.16 and the eighth problem is the respondents’ got pee in their pants with a weighted mean of 1.78.
The table above shows that the respondents are afraid to speak to their professor about their thoughts or feelings this is because they don’t face their fear and they do not communicate to their professor as indicates in table 9. Table 9 Respondents’ Academic Performance Academic Performance I am motivated to review my lessons before I enter my class I always do advance reading to be prepared for my class I am challenged to be more attentive during the lecture I make sure that I am ready whenever my professor call my name I always think of good ways on how to start a “convo” with my professor I can’t concentrate well in class discussion I’m afraid to recite although I know the answer
Weighted Mean 2.98
Verbal Rank Interpretation Sometimes 5th
2.52
Seldom
10th
3.05
Sometimes
4th
2.59
Seldom
7.5th
2.59
Seldom
7.5th
2.57 3.58
Seldom Often
9th 2nd
I can’t participate in activities I feel nervous whenever he/she calls my name
4.23 2.66
Always Sometimes
1st 6th
I want to drop out from the class Total weighted mean
3.46 3.02
Often Sometimes
3rd
This table presents the academic performance of the respondents’ performance of having terror professor. The respondents say that they can’t participate in activities in class with the weighted mean of 4.23 which ranked first; they are also afraid to recite although they know the answer with the weighted mean of 3.58 which ranked second; they said that they want to drop out from class with the weighted mean of 3.46 which ranked third. Some of the respondents are challenged to be more attentive during lectures with the weighted mean of 3.05 which ranked fourth. Some are motivated to review their lessons before they enter their class with the weighted mean of 2.98 which ranked fifth; some respondents felt nervous whenever their professor calls their name with the weighted mean of 2.66 which ranked sixth. They also said that they make sure that they were ready whenever their professor calls their name and they think of good
ways n how to start a “convo” with their professor with the weighted mean of 2.59 which ranked eighth; respondents also cannot concentrate well in the discussion with the weighted mean of 2.57; and last is respondents don’t do advance reading in order to be prepared for the class. The table above shows that respondents are having trouble in their studies as 1st, 2nd, and 3rd goes in the negative effect to the academic performance. Having terror professor is really bad because as the table indicates most of the respondents are having problems when it comes in school activities, lectures, recitations, and so on. But as we can see in the table some of the respondents are challenged and in results they are motivated and review their lessons. According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. Table 10 Respondents’ Grades Subjects
Weighted Mean
Verbal Interpretation
Rank
English
3.46
1.5-1.75
2nd
Mathematics
3.35
2.0-2.25
4th
Science
3.42
1.5-1.75
3rd
Management
3.47
1.5-1.75
1st
Total weighted mean
3.43
The table 10 shows the academic performance on first semester of the respondents in their four major subjects. Based on the table above it indicates that respondents’ grade in Management ranked first with a weighted mean of 3.47, English
with a weighted mean of 3.46 which ranked second, Science with a weighted mean of 3.42 which ranked third, and last is Mathematics subject with a weighted mean of 3.45. The above shows that respondents’ grades in Management, English, and Science is higher compared in Mathematics subject. This just shows that professors in the three subjects is not strict and terror and respondents can comply to the requirements and standards given by the professors while in Mathematics subject, respondents cannot comply to the standards and requirements given by the professor and another thing is the teacher factor.
Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of the findings, conclusions and recommendations based on the data analyzed in the previous chapter.
SUMMARY This study was conducted for the purpose of determining the impact of having terror professor to the academic performance of the students. The descriptive method of research was utilized and the simple random technique was used for the selection of samples. The survey questionnaire served as the instrument for collecting data. It was conducted 93 respondents who are all financial management students. The inquiry was conducted during the academic year 2014-2015. The research questions for this research were (1) How may the respondents be described in of: (age, gender, year level, number of classes, and number of hours staying in school) (2) What professor’s characteristics the respondents have? (3) What problems do respondents have with their professors? and (4) What is the impact of having terror professors to the academic performance of the respondents?
Summary of Findings 1. Table 1 shows that there were 55 or 59.14% respondents whose female, it indicates that more females are cooperated with the researchers during the study. Table 2 shows 41 or 44.09% of the respondents who have cooperated are with the ages of 17-18 years old and table 3 shows that most of the respondents are first year students with 24 or 25.81%.
2. Based on the findings, table 4 shows that most of the respondents have a minimum of 3 classes a day with 38 or 40.86% and table 5 shows that most of the respondents stay in school within 4-6 hours.
3. From the calculations made, table 6 shows that most of the characteristics of the respondent’s professor were kind with a weighted mean 3.96 and as the verbal interpretation said “often”. The terror was just ranked fourth that means, some of the professors are slightly terror but most are kind and nice.
4. Table 7 shows that most of the respondents have two strict professors that they’ve met during the semester with the frequency of 36 or 38.71%. It indicates that these number of professors affect the academic performance on the particular subject only and not all their subjects.
5. Based on the findings from table 8, the respondents met the problems with their professors often. And they said that they were afraid to speak.
6. Based on the findings from table 9, the overall extent of the academic performance of the respondents gained “sometimes” with an overall weighted mean 3.02. It indicates that having a terror professor was sometimes affects in the academic performance of the respondents as they can’t participate in the activities.
7. Based on the findings from table 10, the overall grades of the respondents gained “often” with an overall weighted mean of 3.43. As the result indicated students who has a terror professors often got lower grades.
Conclusion Based in the findings presented, the researchers have drawn the following conclusions:
1. Demographic Profile Majority of the respondents were female under ages 17-18 years old. Therefore the result of the study is infuenced more by the female since
they are more emotional than male and this study speaks about the impact of terror professors so there is relation to emotion. 2. Characteristics of the Respondents’ Professor The characteristics of the respondents’ professors are not that good because most of these are negative so this is a big problem for the respondents. It will cause them a big trouble to their studies. 3. Respondents’ Number of Strict Professors Out of 93 respondents, most of the respondents have two terror professors so they were burdened in their particular subject. 4. Respondents’ Problems with their Professor The respondents are afraid to speak to their professors about their thoughts and feelings so this may result to depression and stress. Having terror professor is really bad because as the table indicates most of the respondents are having problems when it comes in school activities, lectures, recitations, and so on. So this may result to failing grades. 5. Respondents’ Academic Performance For some respondents having terror professor is not that bad at all because some of them are challenged and motivated, so sometimes having this kind of professors is something helpful to the studies. 6. Respondents’ Grades Respondents who has a terror professor has lower grades than the others that do not have, so it will affect them in the near future because when they look for a job and their superior will look on to it.
Recommendation Based on the findings and conclusions presented, the researcher has arrived at the following recommendations: For the sudents: 1. Majority of the respondents agreed that they always can’t participate in activities. It is recommended that they have to find some easier way to learn and comprehend their lessons and projects. In that way, Terror professor can appreciate their effort. 2. Majority of the respondents agreed that they sometimes more attentive during the lecture. It is recommended that they should see their terror professor as a challenge to improve. 3. Majority of the respondents agreed that they sometimes motivated to review their lessons before they enter the class. It is recommended that they should continue being motivated to review. Come to the class prepared at all times and never forget any deadlines, assignment and reports. 4. Majority of the respondents agreed that they are afraid to recite although they know the answer. It is recommended that they should face their fear. The respondents have to show to their professor that they truly understand it by reciting in class. 5. Majority of the respondents agreed that they seldom do advance reading to be prepared for their class. It is recommended that they should study hard. Terror professor do not give high marks to the lazy students. 6. Majority of the respondents agreed that they seldom think of good ways to start a conversation with their professor. Terror professor use conversational and informal as their teaching method because his/her students are able to learn and retain more information. It is recommended that they should talk more with their professor without being pressure. 7. Majority of the respondents agreed that they often panic when the professor gives a task. Terror professor observes that students are getting lazier as time es by. They do not turn in their task on time anymore, and if they do submit, they do not understand the lesson behind the task. It is recommended that they
should take the subject seriously and don’t panic instead, take the task as a challenge for them to learn new things. 8. Majority of the respondents agreed that they often want to drop out from the class. It is recommended that they should not drop out from their class just continue to study and do best. Your parents’ effort will be wasted if you stop. For the parents, just motivate, encouraged and your child in their studies. For the professors, based on the findings that we have gathered and the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values. So for the professors it is recommended for them to change their way of teaching especially when they are authoritative, unapproachable, inconsiderable, and being short-tempered. Being strict is not bad because it is a way to discipline your students but it should be appropriate and in the right place. For the s, it is better to have evaluation in order to know the performance of the students and the professors also. For the future researchers, this study that we have conducted is not yet fully developed, so we, the researchers are encouraging you to use this as a framework for more improvements to benefit everyone.
BIBLIOGRAPHY
Basow, John. 2000. Personality characteristics influence student. Baltimore.
Borophy, Marc. 1988. The impact of terrorism and disasters on children.
Craig, Beattie B. 2014. Psychological impact of terrorism. Yahoo! 23-24.
Kumaravadivelu, Robert.1992. Effect of teachers to the students. New York.
Teves, Martha Elisse. 2012. Terror professors a look at major issues.
Good, Jesse H. 1987. Teacher behavior. Wadsworth Publishing Company, California.
Clark, Anthony M. 1997. Effects of Emotions. McGraw Hill, Inc., New York
THE IMPACT OF HAVING TERROR PROFESSORS TO THE ACADEMIC PERFORMANCE OF SOME FINANCIAL MANAGEMENT STUDENTS
A Research Proposal Presented to the English Faculty
In Partial Fulfillment for the Requirements in English 2 during the Second Semester A.Y. 2014-2015
Proponent: Livid, Jacqueline B.
April 2015
Chapter 1 THE RESEARCH PROBLEM AND ITS BACKGROUND
This chapter provides an understanding of what the problem is and its context scope of the study as well as its significance.
INTRODUCTION All universities in the country, if not in the world, have their own share of “terror” professors. Once in the life of every student, a terror teacher or professor will certainly come in the way. There will always be that teacher or professor who will “terrorize” the student’s innermost being, even every single cell inside the body. He or she seemingly has the “Voldemort power” which makes the students weak their knees, gives blur, scary visions, severe migraines, and sleepless nights. It is a natural scenario for us students to encounter terror professors once in a while. We feel doomed every time they enter or even take a step in our classroom. Terror professors are short-tempered and unapproachable. They fail students, give out academic requirements that would usually engulf most of the student’s time and energy, and they are notorious for giving out difficult and detailed exams. Students it that they started staying away from enrolling in classes that terror professors teach after their experienced in their past subjects. They said that most of their professors taught at a fast pace to a point that the students could not follow the lessons anymore. In addition, professors are also temperamental and are very particular with requirement formats. You get a big deduction when you do not follow the format during exams. It is as if the professor is putting more weight on the format than the student’s answers to the test questions. This kind of professor affects the academic performance of the students. Most of the students get stressed that they cannot concentrate and participate well in the class discussion and activities because they’re afraid that they might fail in the high standards of and expectations demand by the professors.
STATEMENT OF THE PROBLEM
The research aims to find out the impact of having terror professors to the academic performance of some Financial Management students. Specifically, it seeks to answer the following questions: 1. How may the respondents be described in of: 1.1 age 1.2 gender; 1.3 year level; 1.4 number of classes; and 1.5 number of hours staying in school 2. What professor’s characteristics the respondents have? 3. What problems do respondents have with their professors? and 4. What is the impact of having terror professors to the academic performance of the respondents?
ASSUMPTION
The researcher posted the following assumptions: 1. All the research is valid and reliable. 3. The characteristics of the professors are terror, strict, unapproachable, inconsiderable, and so on. 4. The respondents met problems in their professors in of, way of approaching the students- they are not approachable, they give low grades, and for not being considerable. 5. Terror professors affect the academic performance of the respondents in of; they cannot concentrate and participate in the discussion well because they can’t conform to the demands and expectations of their professors.
SIGNIFICANCE OF THE STUDY
The contributions of this study would be help to the following: To the parents, it will serve as information to them about what kind of distress that their child is going through. To the s, they will be aware about the problem encountered by the students in their professors. To the professors, they will be conscious about the performance of the students as a result of their way of teaching. To the students, it will help them to handle and to deal to their professors. For future researchers, it will serves as a guide for future studies for betterment.
SCOPE AND LIMITATIONS OF THE STUDY The main purpose of this study is to identify the impact of having terror professor to the academic performance of the respondents. This study is delimited only to 93 students based from the formula that we have used. The respondents are from New Era University whose course is Financial Management for the A.Y. 2014-2015. The Financial Management students involved are the ones who experienced or experiencing of having terror professors.
DEFINITION OF
For a better understanding of this study and for a common frame of reference, the following are defined in this study.
Doomed- Very bad events or situations that cannot be avoided. Distress- unhappiness or pain: Suffering that affects the mind or body Engulf- To flow over and cover.
Notorious- Well-known or famous especially for something bad. Pace- The speed at which someone or something moves. Professor- A teacher especially of the highest rank at a college or university. Scary- Causing fear. Scenario- A description of what could possibly happen. Temperamental- Likely to become upset or angry. Terror- Violence that is committed by a person, group, or government in order to frighten people and achieve a political goal.
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
This chapter represents the review of related literature and studies which have some bearings on the present study.
LITERATURE
These are the theories, principles, facts that have relevance on the present study that have been made in foreign and in local.
Foreign. According to Craig (1994) in order to find a solid foundation for relationships, Buddhist psychology proposes that teachers and students need to consider what we most value in our connection with someone we care about. What are the moments in a relationship we most cherish in real life? Considering that the classroom setting is some sort of a compact and miniaturized version of what we encounter in real lives of ours. It is fair to say that students primarily need to be recognized in such a classroom setting to. Otherwise, renewal and improvement would not come into being, especially when students are aware of the particular ways of “wearing a mask” so as to avoid being hurt again. The classroom climate influenced by the teacher has a major impact on pupil’s motivation and attitude towards learning, that is to say, for teachers, having been equipped with pedagogical and professional characteristics would not be enough to establish a positive, learnable, and teachable classroom climate. Specifically, the factors that best facilitate student learning are considered to be the ones that are described as being purposeful, task-oriented, relaxed, warm, ive, and has a sense of order and humor in an integrated sense. (Kumaravadivelu, 1992) Some adolescents present in school with problems of poor academic performance and unacceptable behavior. A physician’s evaluation of such problem requires a careful history and consideration of emotional factors. A neurodevelopmental assessment should reveal a pattern of strengths as well as any areas of
delay. Management includes demystifying the problem to the student and counseling parents, as well as providing an explanation to the school staff. Stimulant medication, when the primary problem is one of attention-deficit disorder, can be a useful part of the therapeutic program. Long-term follow up, counseling and are essential. World within the school gives the counselor access to teachers and other staff to ensure that understanding of, and help with, the problem continues. (Can Fam Physician 1986) According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. According to research finding, teachers’ beliefs translate into differential behavior toward their students as highly motivated and highly capable would often make eye , smile and lean toward them, and praise and call on them frequently. Local. According to Teves (2012) there are multiple factors that make one a terror professor. Most students say that terror professors are short-tempered and unapproachable. They give out academic requirements that would usually engulf most of the student’s time and energy, and they are notorious for giving out difficult and detailed exams. Professors are branded as “terror” because of their high standards and expectations. The term "self-fulfilling prophecy" is apt because once an expectation develops, even if it is wrong, people behave as if the belief were true. By behaving this way, they can actually cause their expectations to be fulfilled. Self-fulfilling prophecies occur only if the original expectation was erroneous and a change was brought about in the student's behavior as a consequence of the expectation. Researchers have studied the ways in which teachers' beliefs about students affect their behavior toward students. Some kinds of differential behavior toward students who vary in their mastery of the curriculum are appropriate and productive. Giving some students more advanced material than others is clearly necessary when
there is variability in student skill level, and students need different amounts and kinds of teacher assistance and attention. Rosenthal (1974) divided teacher behavior associated with high or low expectations into four categories: socioemotional climate: smiling and nodding and friendliness; input: distance of seat from teacher, amount of teacher interaction, amount of information given to learn or problems to complete, and difficulty and variability of assignments; output: calling on during class discussions, providing clues, and repeating or rephrasing questions, wait time for student response to teacher question, level of detail and accuracy of ; affective : amount of criticism, amount (and basis) of praise, and pity or anger expressed for low performance. (Good, 1987)
STUDIES
This part contains the studies conducted by past researchers that served to be useful additions to the knowledge of present researchers. Foreign. Based on the findings of the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values. Research indicates that certain personality characteristics influence student evaluations of teachers. Form the students’ point of view, teacher-expressive characteristics such as warmth, enthusiasm, and extroversion apparently separate effective from ineffective teachers. (Basow, 2000) Local. Findings on the effect of teachers’ emotions are particularly relevant to student populations that are often viewed as having low competencies, such as learning-disabled students. In fact, one study found that teachers expressed more pity and less anger for children described as having a learning disability than for children who exerted the same effort and had the same outcome but were not given the LD label (Clark, 1997)
RELEVANCE OF REVIEWED LITERARUTE AND STUDIES TO THE PRESENT STUDY
According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. According to research finding, teachers’ beliefs translate into differential behavior toward their students as highly motivated and highly capable would often make eye , smile and lean toward them, and praise and call on them frequently. In this case, older children have a harder time accepting failure and seeing the positive side of trying to accomplish a goal, whereas, younger children see failure as a positive step to finishing or reaching a goal. Teachers’ expectations of students also play a big role in motivation of student. The rules and goals also play an important role on the thought and beliefs of the students. It is important for teachers to view themselves as being able to stimulate student motivation to learn. Tasks given to students can help increase motivation by being challenging and achievable and showing students that the skills involved in a task can be used in the real world. Verbally providing the reasons for the tasks to students is also helpful. According to research there is a process called Attribution retraining provides students with focus on a task rather than the fear of failure. Based on the findings of the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values.
CONCEPTUAL FRAMEWORK
Terror Professors
IMPACT
Academic Performance of some Financial Management Students of NEU
The Conceptual Framework shows the impact of terror professors to the academic performance of some Financial Management students studying in New Era University.
Chapter 3 RESEARCH METHODOLOGY
This chapter presents the methods and procedures that were used in the research. It includes the research design, gathering of data, description of the respondents, the technique used, and the treatment of data needed in the interpretation of the findings of the research.
RESEARCH DESIGN
The research design is crucial importance because it determines the success or failure of research. The research design guides logical arrangements for the collection and analysis of data so that conclusions may be drawn. Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The emphasis is on describing rather than on judging or interpreting. The aim of descriptive business is to formulated hypotheses that refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in of the financial aspect. Moreover, this method allows a flexible approach, thus when important new issues and questions arise during the duration of the study, further investigation may be conducted. In this study, the researchers used descriptive research that showed the impact of having terror professor to the academic performance of some financial management students.
SAMPLING TECHNIQUE
The researchers used Accidental Sampling technique. The tabulation of data that gathered was based on the profile and same location of the respondents in able to evaluate the study easily. Cluster Sampling was used for the selection of sample to limit and specified the study. 93 respondents were selected after asking the total population of Financial
Management students in all year levels in the Dean’s office. Every year level has a limit, for first year-level has a of limit 24 respondents, and for each level: 2nd, 3rd, and 4th year level has a limit of 23 respondents to be exact to the total sample size which is 93.
RESEARCH INSTRUMENT
This part of the research presents the tool that the researcher will use in gathering data. Questionnaire A questionnaire is a research instrument consisting of series of questions and other prompts for the purpose of gathering information from the respondents. Questionnaire has an advantages over some other types of surveys. It is cheaper, does not require much effort unlike personal interview or telephone interview, and often have standardized answers that make it simple to compile data. That’s the reason for the researchers to come up for this type of survey.
Construction. The questionnaire used by the researchers for gathering data are accurate, specific and direct to the point. The questionnaire were divided into two parts: the first part includes the personal information about the profile of the respondents, which was used to draw important information about their age, gender, year level, number of classes they have a day, and number of hours they stay in school. The second part is composed of questions about the characteristics of the professors and the problem met by the respondents. And the last part is all about their academic performance. This questionnaire is answerable by choices: Always, Often, Sometimes, Seldom, and Never. Validation. The survey questionnaire was presented to the professor in-charged for validation and commended for the improvements. And to the five students who are not included in the number of respondents were given questionnaires and asked to answer and commend also if there still error. istration & Retrieval. The data that was gathered according to the allotted time the researcher asked the respondents to answer the questionnaires.
The allotted time was one day prior to the distribution of the questionnaires to the respondents and retrieved by the researchers through meeting them during their break time.
TREATMENT OF THE DATA
The results of the survey was tabulated in the treatment of the data. The researchers determined the sample size, frequency, percentage, and the weighted mean. All the data gathered were then analyzed and interpreted. Slovin’s Formula Is used to calculate the sample size (n). It is computed through the formula:
𝒏=
𝑵 𝟏+𝑵𝒆𝟐
Where: n- sample size N- population size e- margin of error
Percentage This is used for analyzing the percentage of the frequency answered by the respondents. To calculate the percentage the researchers used the formula:
𝑭
% = ∗ 𝟏𝟎𝟎 𝒏
Where: %= percentage distribution f= frequency N= total number of respondents
Weighted mean This was used to measure the general response of the respondents through the formula:
𝑥̅ =
Σ 𝑓𝑖 𝑋 𝑖 Σ𝑓𝑖
Where: x- weighted mean Xi- corresponding scale Fi- Frequency
Likert Scale: Scale
Weight Range
Verbal Interpretation
5
4.21-5.00
Always
4
3.41-4.20
Often
3
2.61-3.40
Sometimes
2
1.81-2.60
Seldom
1
1-1.80
Never
Chapter 4 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter discusses the findings obtained from the primary instrument used in the study. It discusses the characteristics of the respondents; the characteristics of their professors; how many strict professors do they have; what problems they have with their professor; and the impact of their professor to their academic performance. Table 1 Respondents’ Gender Gender Male Female Total
Frequency 38 55 93
Percentage 40.86 59.14 100
Rank 2nd 1st
Table 1 indicates that there are 55 female respondents with the percentage of 59.14 who ranked first and 38 male respondents with the percentage of 40.86 percentage who ranked second. As the frequency table shows, there is imbalance between male and female respondents. This imbalance shows that female respondents influenced more the results of this study since they are the majority. Table 2 Respondents’ Age Age 15-16 yrs. Old 17-18 yrs. Old 19-20 yrs. Old 21 and above Total
Frequency 10 41 29 13 93
Percentage 10.75 44.09 31.18 13.98 100
Rank 4th 1st 2nd 3rd
Table 2 presents the age of the distribution of 93 respondents. The age range from 15-21 years and above. 41 respondents are 17-18 years old which is equivalent 44.09; 29 respondents are 19-20 years old with the percentage of 31.18 who ranked second.; 13 respondents are older than 21 years old with the percentage of 13.98 who ranked third; and 10 respondents are 15-16 years old which is equivalent to 10.75 who ranked fourth. This indicates that most of the college students are 17-18 years old.
Table 3 Respondents’ Year Level Year Level 1st year 2nd year 3rd year 4th year
Frequency 24 23 23 23
Percentage 25.81 24.73 24.73 24.73
Rank 1st 4th 4th 4th
Table 3 indicates that 24 of the respondents are first year with the percentage of 58.81 who ranked first and the rest are 23 of each year level: second, third, and fourth year level with the percentage of 24.73 who ranked fourth. First year level is 24 respondents and the rest is 23 since we limited it, in order to come up to our quota respondents which is 93. Table 4 Respondents’ Number of Classes Number of Classes 1 2 3 4 5 Total
Frequency
Percentage
Rank
1 5 38 34 15 93
1.08 5.38 40.86 36.56 16.13 100
5th 4th 1st 2nd 3rd
Table 4 shows that many of the respondents have 3 classes a day which ranked first with a frequency of 38 which is equivalent to 40.86 percent; 4 classes with a frequency of 34 which is equivalent to 36.56 percent ranked second; 5 classes with a frequency of 15 which is equivalent to 16.13 percent ranked third; 2 classes with a frequency of 5 which is equivalent of 5.38 percent ranked fourth; and 1 class with a frequency of 1 which is equivalent to 1.08 percent ranked fifth. Most of the respondents have three classes a day as the result shows in the survey since students have a minimum of 3 classes a day.
Table 5 Respondents’ Number of Hours Stay in School Number of Hours
Frequency
Percentage
Rank
1-3
3
3.23
3rd
4-6
73
78.49
1st
7 and above
17
18.28
2nd
Total
93
100
Table 5 shows that respondents stay in school 4-6 hours a day ranked first with a frequency of 73 which is equivalent to 78.49 percent, 7 and above hours with a frequency of 17 which is equivalent to 18.28 percent ranked second and 1-3 hours ranked third with a frequency of 3 which is equivalent of 3.23 percent. The result shows that most of the respondents stay for four to six hours a day since they have a minimum of 3 classes a day. Table 6 Characteristics of the Respondents’ Professor Characteristics
Weighted Mean 3.65 3.80 3.41 3.43 3.96 3.30 3.85 2.81 2.27 2.83 3.19 2.28 3.26
Verbal Interpretation Often Often Often Often Often Sometimes Often Sometimes Seldom Sometimes Sometimes Seldom Sometimes
Rank 4th 3rd 6th 5th 1st 7th 2nd 12th 15th 11th 10th 14th 8.5th
Giving difficult exams
3.26
Sometimes
8.5th
Not teaching/lazy
2.69
Sometimes
13th
Total weighted mean
3.20
Sometimes
Terror Strict Boring Lenient Kind Corny Nice Unapproachable Inconsiderable Short-tempered Giving difficult tasks Failing students without explaining Setting high standards
The table shows the analysis of weighted mean, verbal interpretation and rank of the characteristics of the professors of the respondents. Based on the collective results, Most of the respondents’ professors are Kind with a weighted mean of 3.96; second is Nice with a weighted mean of 3.85; third is Strict with a weighted mean of 3.80; fourth is Terror with a weighted mean of 3.65; fifth is Lenient with a weighted mean of 3.43; sixth is Boring with a weighted mean of 3.41; seventh Corny with a weighted mean of 3.30; Setting high standards and Giving difficult exams ranked 8.5th a percentage of 3.26; tenth Giving difficult tasks with a weighted mean of 3.19; eleventh is Short-tempered with a weighted mean of 2.83; twelfth Unapproachable with a weighted mean of 2.81; thirteenth Lazy with a weighted mean of 2.69; fourteenth Failing students without explaining with a weighted mean of 2.28; and fifteenth Being inconsiderable with a weighted mean of 2.27 As shown in the table above some of the respondents’ professors are Kind, Nice, and Lenient also as the verbal interpretation indicates often but there are also professors that are Strict, Terror, Boring, Corny, Setting high standards, Giving difficult exams and tasks, Short-tempered, Unapproachable, Lazy to teach, Failing students without explaining, and Inconsiderable. According to Kumaravadivelu (1992) the classroom climate influenced by the teacher has a major impact on pupil’s motivation and attitude towards learning, so this characteristics of professor have a huge effect to on the respondents’ way of learning. Table 7 Respondents’ Number of Strict Professors Number of Strict Professor 1 2 3 4 all Total
Frequency
Percentage
Rank
23 36 24 8 2 93
24.73 38.71 25.81 8.60 2.15 100
3rd 1st 2nd 4th 5th
Table 7 shows the number of strict professors that the respondents have, having 2 professors ranked first with a frequency of 36 which is equivalent to 38.71 percent. 3 professors with a frequency of 24 which is equivalent to 25.81 percent ranked second. 1
professor ranked third with a frequency of 23 which is equivalent to 24.73 percent , 4 professors ranked fourth with a frequency of 8 which is equivalent to 8.60 percent and having all professors that are strict with a frequency of 2 which is equivalent of 2.15 percent ranked fifth. The table shows that most of the respondents have two strict professors this shows that in every schools or year level there are terror professors because that is a part of college life. Table 8 Respondents’ Problems with their Professor Problems
Weighted Mean
I cannot concentrate because of his/her presence I am too afraid to speak I am intimidated with how he/she speaks I got scared when he gets mad I panic when he/she gives a task I can’t understand the lesson because I am afraid I cannot get his/her message because of nervousness I pee in my pants Total weighted mean
3.58
Verbal Rank Interpretation Often 3rd
3.72 3.56 3.16 3.70 3.28
Often Often Often Often Sometimes
1st 4th 7th 2nd 6th
3.22
Sometimes
5th
1.78 3.26
Never Sometimes
8th
Based on the table, the respondents are afraid to speak with a weighted mean of 3.72. The second problem that the respondents have met with their professors is that they panic when he/she gives a task with a weighted mean of 3.70. The third is, the respondents cannot concentrate because of his/her professors’ presence with a weighted mean of 3.58. The fourth is the respondents got intimidated on how their professor speaks with a weighted mean of 3.56. The fifth is the respondents cannot get his/her professors message because of nervousness with a weighted mean of 3.22. The sixth is the respondents can’t understand the lesson because he/she is afraid with a weighted mean of 3.28. The seventh the respondents got scared when their professor gets mad with a weighted mean of 3.16 and the eighth problem is the respondents’ got pee in their pants with a weighted mean of 1.78.
The table above shows that the respondents are afraid to speak to their professor about their thoughts or feelings this is because they don’t face their fear and they do not communicate to their professor as indicates in table 9. Table 9 Respondents’ Academic Performance Academic Performance I am motivated to review my lessons before I enter my class I always do advance reading to be prepared for my class I am challenged to be more attentive during the lecture I make sure that I am ready whenever my professor call my name I always think of good ways on how to start a “convo” with my professor I can’t concentrate well in class discussion I’m afraid to recite although I know the answer
Weighted Mean 2.98
Verbal Rank Interpretation Sometimes 5th
2.52
Seldom
10th
3.05
Sometimes
4th
2.59
Seldom
7.5th
2.59
Seldom
7.5th
2.57 3.58
Seldom Often
9th 2nd
I can’t participate in activities I feel nervous whenever he/she calls my name
4.23 2.66
Always Sometimes
1st 6th
I want to drop out from the class Total weighted mean
3.46 3.02
Often Sometimes
3rd
This table presents the academic performance of the respondents’ performance of having terror professor. The respondents say that they can’t participate in activities in class with the weighted mean of 4.23 which ranked first; they are also afraid to recite although they know the answer with the weighted mean of 3.58 which ranked second; they said that they want to drop out from class with the weighted mean of 3.46 which ranked third. Some of the respondents are challenged to be more attentive during lectures with the weighted mean of 3.05 which ranked fourth. Some are motivated to review their lessons before they enter their class with the weighted mean of 2.98 which ranked fifth; some respondents felt nervous whenever their professor calls their name with the weighted mean of 2.66 which ranked sixth. They also said that they make sure that they were ready whenever their professor calls their name and they think of good
ways n how to start a “convo” with their professor with the weighted mean of 2.59 which ranked eighth; respondents also cannot concentrate well in the discussion with the weighted mean of 2.57; and last is respondents don’t do advance reading in order to be prepared for the class. The table above shows that respondents are having trouble in their studies as 1st, 2nd, and 3rd goes in the negative effect to the academic performance. Having terror professor is really bad because as the table indicates most of the respondents are having problems when it comes in school activities, lectures, recitations, and so on. But as we can see in the table some of the respondents are challenged and in results they are motivated and review their lessons. According to Pride Learning Center, student learning can be positively impacted by the encouragement of teachers to their students. A teacher’s ideas and expectations of his or her students’ capabilities have an effect on student academic performance and achievements. If teachers believe in their students, their students begin to believe in themselves. Students take into effect the beliefs their teachers are viewed in a negative way by their teachers such as, being lazy, unmotivated and having no abilities, they take on those beliefs about themselves. Many teachers may not be aware of their actions towards particular students in the classroom but their students become aware of them. Table 10 Respondents’ Grades Subjects
Weighted Mean
Verbal Interpretation
Rank
English
3.46
1.5-1.75
2nd
Mathematics
3.35
2.0-2.25
4th
Science
3.42
1.5-1.75
3rd
Management
3.47
1.5-1.75
1st
Total weighted mean
3.43
The table 10 shows the academic performance on first semester of the respondents in their four major subjects. Based on the table above it indicates that respondents’ grade in Management ranked first with a weighted mean of 3.47, English
with a weighted mean of 3.46 which ranked second, Science with a weighted mean of 3.42 which ranked third, and last is Mathematics subject with a weighted mean of 3.45. The above shows that respondents’ grades in Management, English, and Science is higher compared in Mathematics subject. This just shows that professors in the three subjects is not strict and terror and respondents can comply to the requirements and standards given by the professors while in Mathematics subject, respondents cannot comply to the standards and requirements given by the professor and another thing is the teacher factor.
Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of the findings, conclusions and recommendations based on the data analyzed in the previous chapter.
SUMMARY This study was conducted for the purpose of determining the impact of having terror professor to the academic performance of the students. The descriptive method of research was utilized and the simple random technique was used for the selection of samples. The survey questionnaire served as the instrument for collecting data. It was conducted 93 respondents who are all financial management students. The inquiry was conducted during the academic year 2014-2015. The research questions for this research were (1) How may the respondents be described in of: (age, gender, year level, number of classes, and number of hours staying in school) (2) What professor’s characteristics the respondents have? (3) What problems do respondents have with their professors? and (4) What is the impact of having terror professors to the academic performance of the respondents?
Summary of Findings 1. Table 1 shows that there were 55 or 59.14% respondents whose female, it indicates that more females are cooperated with the researchers during the study. Table 2 shows 41 or 44.09% of the respondents who have cooperated are with the ages of 17-18 years old and table 3 shows that most of the respondents are first year students with 24 or 25.81%.
2. Based on the findings, table 4 shows that most of the respondents have a minimum of 3 classes a day with 38 or 40.86% and table 5 shows that most of the respondents stay in school within 4-6 hours.
3. From the calculations made, table 6 shows that most of the characteristics of the respondent’s professor were kind with a weighted mean 3.96 and as the verbal interpretation said “often”. The terror was just ranked fourth that means, some of the professors are slightly terror but most are kind and nice.
4. Table 7 shows that most of the respondents have two strict professors that they’ve met during the semester with the frequency of 36 or 38.71%. It indicates that these number of professors affect the academic performance on the particular subject only and not all their subjects.
5. Based on the findings from table 8, the respondents met the problems with their professors often. And they said that they were afraid to speak.
6. Based on the findings from table 9, the overall extent of the academic performance of the respondents gained “sometimes” with an overall weighted mean 3.02. It indicates that having a terror professor was sometimes affects in the academic performance of the respondents as they can’t participate in the activities.
7. Based on the findings from table 10, the overall grades of the respondents gained “often” with an overall weighted mean of 3.43. As the result indicated students who has a terror professors often got lower grades.
Conclusion Based in the findings presented, the researchers have drawn the following conclusions:
1. Demographic Profile Majority of the respondents were female under ages 17-18 years old. Therefore the result of the study is infuenced more by the female since
they are more emotional than male and this study speaks about the impact of terror professors so there is relation to emotion. 2. Characteristics of the Respondents’ Professor The characteristics of the respondents’ professors are not that good because most of these are negative so this is a big problem for the respondents. It will cause them a big trouble to their studies. 3. Respondents’ Number of Strict Professors Out of 93 respondents, most of the respondents have two terror professors so they were burdened in their particular subject. 4. Respondents’ Problems with their Professor The respondents are afraid to speak to their professors about their thoughts and feelings so this may result to depression and stress. Having terror professor is really bad because as the table indicates most of the respondents are having problems when it comes in school activities, lectures, recitations, and so on. So this may result to failing grades. 5. Respondents’ Academic Performance For some respondents having terror professor is not that bad at all because some of them are challenged and motivated, so sometimes having this kind of professors is something helpful to the studies. 6. Respondents’ Grades Respondents who has a terror professor has lower grades than the others that do not have, so it will affect them in the near future because when they look for a job and their superior will look on to it.
Recommendation Based on the findings and conclusions presented, the researcher has arrived at the following recommendations: For the sudents: 1. Majority of the respondents agreed that they always can’t participate in activities. It is recommended that they have to find some easier way to learn and comprehend their lessons and projects. In that way, Terror professor can appreciate their effort. 2. Majority of the respondents agreed that they sometimes more attentive during the lecture. It is recommended that they should see their terror professor as a challenge to improve. 3. Majority of the respondents agreed that they sometimes motivated to review their lessons before they enter the class. It is recommended that they should continue being motivated to review. Come to the class prepared at all times and never forget any deadlines, assignment and reports. 4. Majority of the respondents agreed that they are afraid to recite although they know the answer. It is recommended that they should face their fear. The respondents have to show to their professor that they truly understand it by reciting in class. 5. Majority of the respondents agreed that they seldom do advance reading to be prepared for their class. It is recommended that they should study hard. Terror professor do not give high marks to the lazy students. 6. Majority of the respondents agreed that they seldom think of good ways to start a conversation with their professor. Terror professor use conversational and informal as their teaching method because his/her students are able to learn and retain more information. It is recommended that they should talk more with their professor without being pressure. 7. Majority of the respondents agreed that they often panic when the professor gives a task. Terror professor observes that students are getting lazier as time es by. They do not turn in their task on time anymore, and if they do submit, they do not understand the lesson behind the task. It is recommended that they
should take the subject seriously and don’t panic instead, take the task as a challenge for them to learn new things. 8. Majority of the respondents agreed that they often want to drop out from the class. It is recommended that they should not drop out from their class just continue to study and do best. Your parents’ effort will be wasted if you stop. For the parents, just motivate, encouraged and your child in their studies. For the professors, based on the findings that we have gathered and the research conducted by Borophy (1988), it is highly probable that teachers who approach classroom management, as a process of establishing and maintaining effective learning environments, and as a multi-lateral ambience, tend to be more successful than others who place more emphasis on their roles as authority figures or disciplinarians since classrooms are composed of numerously different personal views, characteristics, ethics and values. So for the professors it is recommended for them to change their way of teaching especially when they are authoritative, unapproachable, inconsiderable, and being short-tempered. Being strict is not bad because it is a way to discipline your students but it should be appropriate and in the right place. For the s, it is better to have evaluation in order to know the performance of the students and the professors also. For the future researchers, this study that we have conducted is not yet fully developed, so we, the researchers are encouraging you to use this as a framework for more improvements to benefit everyone.
BIBLIOGRAPHY
Basow, John. 2000. Personality characteristics influence student. Baltimore.
Borophy, Marc. 1988. The impact of terrorism and disasters on children.
Craig, Beattie B. 2014. Psychological impact of terrorism. Yahoo! 23-24.
Kumaravadivelu, Robert.1992. Effect of teachers to the students. New York.
Teves, Martha Elisse. 2012. Terror professors a look at major issues.
Good, Jesse H. 1987. Teacher behavior. Wadsworth Publishing Company, California.
Clark, Anthony M. 1997. Effects of Emotions. McGraw Hill, Inc., New York
Related Documents c2h70
Impact Of Terror Professors z2r6g
December 2021 0
Salaries Of Professors 6e2j37
December 2019 619
Terror 3f5a34
December 2019 53
The Angel Of Terror i6r5j
October 2021 0
Trilogy Of Terror 9362q
September 2021 0
Taxi Of Terror 4j3c2d
November 2019 30More Documents from "Jacquee Livid" 436z48
Impact Of Terror Professors z2r6g
December 2021 0
Bvcbcv 64x4q
June 2022 0
Fdsfsdfsdf 66s4f
December 2022 0