Predictors of the Performance in Physics of BS Nursing Student of Urdaneta City University

Abstract

Introduction

The learning of students is not confined in a closed space. Different factors bombard this learning which can either enhance or undermine it. Different theories can explain the learning behavior of learners that may affect their academic performance. More often, these theories focus on student-based factors and teacher based factors. This study explored the relationship of students’ academic performance in physics and student-based factors of study habits and interest in physics and teacher-related factors of teacher personality and teaching skills.

Methods

The descriptive-correlation method was used in this study. The student-related predictors in terms of interest and study habits and the teacher-related predictors in terms of personality and teaching skills were generated using a questionnaire. The data gathered from answered questionnaires were checked, classified, tabulated and analyzed. The correlation between the dependent variables (students' interest in physics and study habits, and teacher's personality and teaching skills) and students' academic performance in physics were measured using Pearson Product Moment Correlation Coefficient.

Results

The study showed that the BS Nursing students' performance in Physics is "very good" and has an average grade of 88. Interpreting the computed Pearson-r correlation coefficient revealed that the academic performance of students in Physics has a significant positive relationship with students' interest, students' study habits and teacher's teaching skills. The teachers' personality, however, does not have a significant relationship with the students' academic performance in Physics. This means that the level of students' study habits, students' interest in physics and teacher's teaching skills are good predictors of a students' academic performance while the teacher's personality is not a good predictor of students' academic performance.

Discussions

The results show that there is a need to enhance the students' perception and interest in the subject of Physics. The focus should also be given to the students' study habits as it has a positive effect on the students' academic performance. For better instruction, the teacher's teaching skills should be constantly developed to cope with the changing needs of the students. Further study on other factors that may be good predictors of students' academic performance in physics is needed.