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NON-INTELLECTfVE FnCTORS IN ^Tl{E

IIICH . SCI{OOL ACADEIvIIC _{OF I{TGF{ AI]ILTTY STUDENTS}i.CHIEVBI,ENf

A Dissertation

Presented to

In Partial Fulfillnrent

the Requirements for the ^Degree of Doctor of Education

TrT}iE COLLEGE OF EDUCAST€IT

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_{.-.--1'- -**:-*-}

Angelina By

l'.

-/!.amirez May L967

HOLY ANGEL COLLEGE OOLLEGE LIBRARY

DISSERTII,TTON ABSTzuiCT

The rational-e behind

the irrterest in

undenstanding

the personality patterns

of

academicarty succeeding and acad.enrical.J.y

failing

students

is

the dictum

in

counseling psychology

that

every person, frorn

the first

clay he enters school, shouLd have the opportunity

to

develop

his

capi-

cities to

the

fullest.

the importance

of

focusing

attention

in

education

to the

high

abil.ity

youth who could

not

or

^would not work up

to

hl.s capacity _leads

to

^a

seareh

for

non-intellectirre factore which uay be influencing

acaderiric performance, Many investigators have studied personarity eharacteristies using singLe variabre ^and

multivariate

approaches. The present study

is

^a arulti-

variate

approach omploying

eight

dimensions hypothesized

in

the scales

of

two instruments: the Brown-I{oltzman Survey

of

Study Habits and r{ttitudes ^(SSHA) and the Ittinnesota Counseling fnventory ^(UCf) .

Although majonity

of the

reseanches enpLoying these

two instruments found

positive

_evidence

of

the usefulness

of the

ecales

for differentiating

academic achievers and

underachievers, _no study has

yet

been neported

ln PhiLippine

edueational research which atternpted

to

validate these

findings eross-culturally.

Hence, the present investigation

is

a primary attenrpt

to

provide

evidence

for

^pnoving

or

disproving the propooition

that

the

eight

scale diroensions under study are relevant factors

in

T

the asademic achievemerrt of Filipino high school stuclents.

F-{eseagcb desi.$r[. The present study attempnted to analyze the roles of eight personality dimensions in

acarieniic achievement. It aimed to iclentify the ^nature

and nethod of adjustment associated with either ^ttg6odtl or ltpoor.lr acadenric perf ornance. ^Designed as an g[ pgg!.

fapto. triple experirirent, this investigation nade use of three sets of statistically equivaJ.ent raatched gnoups

of high school senior students relatiye to age.r mental

ability, curicuLun, school tenure, and school enyiron- nent, The research environrnents were the U. Pr lligh School, U. P, Preparatory High SchooJ., and the _[uezon City Hlgh School.

The research hypothesis under test was that academic

achievers would describe themsel"ves and their social relations in ways which euggest better levels of adjust- nent than those of the underaohievers along eight perso- nalJ.ty scale dinensions whieh includes (1) study habits and attitudee (SHA), (z) fantity retations (pR), (3) social relations (SR), (4) emotional stability (ES), (5) adjust-

ment to reality (R)r (6) moocl (M), (7) conformity ^(C), and (8) leadership (t).'

Exnerimert$gl neth$dg and nr:gceCuteF. lhree sets of

matcherl groups of achievers and undenachievene ^.were

compared relative to the eight standard scores they obtained on the two instrutrents. The nonparametric statistical

rt

nethods used in analyzing varianee between tirese experi-ilental groups inclucled: the Friednan two-way anaJ-ysis of ve.niance 1Xo2)r the Cochran _Q test for hor.rogeneity and the Chi square beet for significance of diffenencssr To find the degree of significance and cxirection of rhe associatj_onaL

relationships between acadenic perfornance and the eight non-intel-Lective fastors, two Kendaltr rnethode (?r ana ?)

for cletermining rank associations l,rere enployed.

Ftesult€ an# concl}rsions. ?rre f ollowing are the findtngs in the study:

1. Found significant at .oL Level are the forlowingr (a) Difference between achievers ano uneleraehievers

in the wholo set of eight scale dimensiong

inclicating a higher Level of acijustment for achievers in each of, the thnee schooJ,s;

(b) Difference in the group rrree.sures of achievers and underachievers in five individual saal.es

of fanily relations (FR), ernotional stabiLity (ES)r nood 1U): leadership (L) ^and study habits ^and

attitudes ^(Snf,; _t

(c) R.ank association between general scholastic

average and the entire set of eight non-intellective factone;

(d) _Rank association between general seholastic

average and individual factors of study habits and attitudes (SItt), mood (ta) and teactership (t).

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(e) Homogeneity of variance in the three schoolsl experiraental subjects r

2r ^'Found significant at _'O5 level is the rank ^associa*

tion between general scliolastic average ^{(CSa) ancl} the factors of eriotionaL stability ^{(aS) and} faraily relations (rn).

3. ^Found insi,gnificant at .Ol level are the following:

(a) oieterence in mean scores of male and fenale populationsi

(b) Rank associations between general scholastic

average (CSli) and the factors of socj-al ^neJ.ations (SR), conforinity (C) ^anci adjustment to reaLity (n).

On the bates of the statistical findings, the f,ollowing conclusions were arrived at I

.1. _The high school ^acaderaic achievers peraeivecJ their personal and social attributes'to be nore adjustive than their underachieving counterparbst

2. Five of the eight hypothesized non-intelLective factors nay be tenthtively considered pronising

'/

predictive- facto"s' in aeadenric achievenent ; ^naneLy, study habits and attitudee ^(SHa)r faraily relations

(FR), _emotional stability ^(ES), nrood (M), and

leadership (r,),

' 3. ^The two instrunrents are valid for use on the

school populations studi-ed in aesessing the ^perao- nality characteristics of acadeu:ically .succeeding and acaderuically failing studentsr

xiil.

The findings provided evictrence for the solution of a secondary problen in the present investi6ation, ^whj-ch

was to cleterarine the feasibility of d,eveloping locaL norrls for the school poirulations studied. kegarding this question, the investigator concl-uded that development

of norurs for 1ocal school populatLonsi was both f<lasible and worthrohile. Local school norrns were therefore

developed and the profile sheet of the l4lnnesota Counseling Inventory ^was modified for local.ue€r'

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