RA QUE L P UNZALANpF*gfi -YrrMUt

DNTERMINANTS OF STUDENTS' ACADEMIC PERFORMANCE IN BIOLOGICAL SCMNCE AMONG ^SELECTED

PRTVATf, SCHOOLS IN ANGELES CITY

A

Thesis Presented

to

the

Faculty

of

the Graduate

School

Bulacan

State

University

City

of

Malolos

In Partial Fulfillment

of the Requirements

for

the Degree

of Master

of

Arts in Education Major in Biolory

RA QUE

L

^P

UNZALANpF*gfi -YrrMUt

May

2007

by

ROLY

TTTiEL UilIVERSITY LIBBAEI

ABSTRACT

Biology is an integral part in the tertiary level particularly applied to

most courses. Teachers, students, and schools are required

to

gain much understanding

of

the goals

of Biological

Science

to

be able

to

appreciate the value

of life. With

knowledge

in Biology,

students can cope up

with

the changes and progress in the modern world.

The

general

problem of this study was to

answer

this

^question:

"How do

the student, teacher, and school related factors affect the academic performance

of first

year college students among selected private schools in Angeles

City

during the academic year 2005-2006?" Specifically, the study examined the

profile of

the students in terms of their self-concept, attitude, and attribution

of

success and

failure;

the

profile of

the teachers

in

terms

of

age, gender,

civil

status, educational attainment, number

of

years

in

teaching, and trainings and seminars attended; and the

profile of

the schools

in

terms

of

adequacy

of

laboratory equipment and supplies and provisions

for biology

laboratory rooms.

The population

of

the study consisted

of

the selected freshmen students who

took

up

Biological

Science during the year 2AA5-2A06 and the entire

faculty

who handled the

said subject in three selected private schools

in

Angeles City.

There were

five

irlstruments used in the study:

(l)

Self-concept Scale

in Biology;

(2) Attitude

Scale

in Biology for

Students

with Laboratory;

and

(3) Attitude

Scale

in Biology for

Students

without Laboratory; (a) Auribution

Scale

in Biology; and

(5) Teacher's

Profile

Survey Questionnaire.

The data gathered were subjected

to

statistical analysis using the Frequency count, Percentage

Distribution,

Mean,

T-tesl

and

Multiple

Regression.

vi

The

following

are the findings

of

the study:

(l)

The academic performance

of

the freshmen students was average;

(2) Most of the

students has average self-concept; (3)

Majority of the

students have

positive

attitude towards

Biology; (4)

Students attribute

their

success

or failure in Biology

towards

their ability

and

luck; (5) Majority of

the instructors were at

their

early adulthood stage; (6) Female teachers dominates over male;

(7) Majority of the

instructors were married;

(8) Most of

the teachers have

not

finished their Masters degree,

(9)

Teacher have not less than three years in teaching

Biology;

(10)

Most of the

teachers have attended

6-10

seminars and

trainings; (11)

Selected private

schools have

inadequate

laboratory equipment; (12) Two private institutions

have adequate

supply of chemicals; (13) The private institutions have met the

required physical

facilities;

and (14) Regression analysis

of

the academic perfiormance

in Biology and of

independent variables reveals

that the

self-concept,

attribution of

success and failure, gender and number of years in teaching affect student's perficrmance in Biology.

Based on the findings

of

the study,

it

can be concluded that:

(l)

The students self-

concept and attribution of

success

and failure towards Biology significantly

affect students' performance;

(2)

The teachers' gender and number

of

years in teaching

Biology

serves as

the

determinants

of

students' academic performance;

(3)

and

the

adequacy

of

laboratory equipment and supplies as

well

as provisions

for

laboratory rooms were not predictors

of

students'

final

grade.

The researcher recommends the

following: (1)

Students should strive

to

enhance

their

self-esteem;

(2)

Teachers must strengthen

their skills in

teaching

Biology;

and (3) Schools should provide complete and upgraded laboratory

facilities

to meet the standards of needs during activities and experiments in

Biological

Science.

vll