Blue Book Chapters 1 5

Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES

Nabua, Camarines Sur
College of Health Care Technology
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Chapter 1
THE PROBLEM
Introduction
Quality of education is the priority of every government. Philippine was
one of the countries that recently implements additional years for children’s
education. Many complain were escalated, many advantages were shared.
Education contributes huge part in making global advancement; young
generations opt to finish their studies to hunt a better opportunity in the future. It
is very important for one country to have a good quality of education in which the
students will gain competencies and invest for their future. Nowadays, the
progress of our system became so rapid that no one will be left behind, the same
with the education system that serves as the foundation of every development.
Senior High School curriculum in various parts of the world is offered to
prepare students for work or a university life. The World Education News and
Reviews (2016) presented various basic education curriculums in the world.
Taiwan, for example, has three years of either senior vocational schools or senior
high schools made mandatory in 2014. Indonesia also has three years of Upper
Secondary Education with the first curriculum being more generalist and the last
two is either for general academic or vocational stream (Orale, 2014). High
schools in South Korea are divided into general/academic, vocational, and
special purpose curriculum which students are graduating from Middle School
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can opt to enrol (Sarmiento, 2014).
The Philippines was the last country in Asia having a 10-year basic
education and pre-university program. Worldwide, the Philippines were joined by
Djibouti and Angola of Africa having the shortest pre- university education system
with other countries having 13 or 14-year cycles (Senate of the Philippines,
2011). The 12 years or more is in accordance with international practice as
stipulated in the Washington Accord, Bologna Process as well as in the
Association of Southeast Asian Nations (ASEAN) and Asia-Pacific Economic
Cooperation (APEC) Mutual Recognition Projects and much more. The much-
needed overhaul of the Philippine basic education system becomes a reality
through Republic Act 10533, also known as the Enhanced Basic Education Act
which was passed last May 2013 making the pre-university and basic education
from 10 to 13 years (Tullao, 2013).
The enhanced basic education program encompasses at least one (1)
year of kindergarten, six (6) years of elementary, and six (6) years in secondary
education; the secondary education has four (4) years of junior high school and
two (2) years of senior high school education. The Senior High School levels
which offer a wide range of subjects from which students can choose a program
leading to college or university entrance or a career in business or industry. The
Philippines together with Myanmar, Malaysia and Singapore have two years of
Senior High while the rest of Southeast Asia has three years (SEAMEO &
INNOTECH, 2017).
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Quality education is viewed as any country’s pillar of success.
Restructuring the Philippines’s basic educational system through the K to 12
Program is a tough but strategic move by the government to ensure that it
produces competent graduates who can serve as the backbone for a highly
skilled and employable work force. Introduced in 2011 by the Department of
Education (DepEd), headed by then Secretary Armin Luistro, the K to 12
Program made kindergarten a prerequisite to basic education. It lengthened
basic schooling to include a two-year senior high school and offered technical
and vocational courses to students not planning to go to college, thus giving
them more chances of getting employed in blue-collar work. The program
replaced the 10-year Basic Education Curriculum (BEC), which consisted of six
years in grade school and four years in high school that concentrated on the
English language and Filipino, the sciences, arithmetic and mathematics, and the
social sciences (Borlongo, 2015).
The reform includes decongesting and enhancing the basic education
curriculum for learners to master basic competencies, lengthening the cycle of
basic education to cover kindergarten through year 12. Expanding the basic
education by adding kindergarten and two years in high school ensures that
graduates earn the necessary skills and reach the employable age to qualify
entrance into the world of work, if they desire or need to do so. On the other
hand, graduates who opt to go to tertiary education are deemed better prepared
for college study/work (Magno, 2016).

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The K to 12 basic education curriculums will prepare students with life
skills that they earn while schooling. The curriculum will enable students to
acquire Certificates of Competency (COCs) and National Certifications (NCs)
issued by the Technical Skills Development Authority (TESDA). These NCs
signify that K to 12 graduates have acquired middle level skills and will have
better opportunities for gainful employment. The additional years will also ensure
that K to 12 graduates is better prepared for college (Ibrahim et. al., 2017).
This study addressed the problems that the students may encounter as
the program is on its way for practice, as the first batch of the new curriculum and
the period of transition from old substantive dimension up to the new one. This
determines whether the students are already equipped with sufficient learning
skills as they were already having an additional two years in their curriculum
during their secondary education. Moreover, this study also help the parents of
the students’ see the essence of the implementation of the K-12 curriculum, thus,
answering their queries about what the curriculum can offer to their children and
the importance of implementing this. This study also shows whether the
graduates of K-12 possess the required knowledge, skills and attitude as they
develop themselves more during their secondary education. The study also
shows the factors affecting their learning abilities and how does it affect their
process of learning, thus, formulating a plan to enhance the learning abilities of
the students together with the faculty members.

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Statement of the Problem
This study aimed to evaluate the Perceived Learning Abilities of K-12
graduates enrolled in nursing program of Camarines Sur Polytechnic Colleges,
Nabua, Camarines Sur. Specifically, it sought to answer the following questions:
1. What is the profile of the K-12 graduates enrolled in the nursing program
of Camarines Sur Polytechnic Colleges in terms of:
a. Age
b. Sex
c. Family Monthly Income
d. Ordinal Position in the family
e. School Graduated
f. Academic Track
2. What is the perceived learning ability of K-12 graduates enrolled in
Nursing Program of Camarines Sur Polytechnic Colleges as along:
a. Knowledge
b. Skills
c. Attitude
3 What are the factors that affect the perceived learning abilities of K- 12
Graduates enrolled in the Nursing Program of Camarines Sur Polytechnic
Colleges as perceived by the respondents in terms of;
a. Substantive dimension
b. Procedural dimension
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c. Human relative dimension
d. Environmental dimension
4. Is there a significant relationship between the profile of the respondents
and the perceived learning abilities of K-12 graduates enrolled in Nursing
Program of Camarines Sur Polytechnic Colleges?
5. What plan can be proposed to enhance the perceived learning abilities of
K-12 graduates enrolled in the nursing program of Camarines Sur Polytechnic
Colleges?
Assumptions of the Study
This study was guided by the following assumptions that:
1. The profile of the K-12 graduates enrolled in the nursing program is
significant in determining their perceived learning abilities.
2. The K-12 graduates enrolled in the nursing program of Camarines Sur
Polytechnic Colleges has outstanding learning abilities.
3. The perceived learning abilities of K-12 graduates enrolled in the
Nursing Program of Camarines Sur Polytechnic Colleges is affected by several
factors.
4. There is a plan that can be proposed to enhance the perceived learning
abilities of K-12 graduates enrolled in the Nursing Program of Camarines Sur
Polytechnic Colleges.
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Null Hypothesis
There is no significant relationship between the profiles of the respondents
and the perceived learning abilities of the K-12 graduates enrolled in the Nursing
Program of Camarines Sur Polytechnic Colleges (CSPC).
Scope and Delimitations
This study was focused on evaluating the perceived learning abilities of
K-12 graduates enrolled in the Nursing Program of CSPC S/Y 2018-2019; Total
enumerations of the students enrolled in new curriculum were the respondents of
the study composed of 105 students. This was delimited in the profile of the
graduates and the perceived academic performance of the K-12 graduates of
CSPC which will be determined by the students and all faculties assigned during
the total enumeration of the respondents and conducted from March 2019 –
October 2019.
Significance of the Study
The result of this study was beneficial to the following:
K-12 graduates enrolled in nursing. The findings of this study helped
student nurses in determining their perceived academic performance in the
different subjects in order to improve and be aware of the consequences that
they may encounter on the new curriculum, the result of this study will suggests
plan for possible problem.

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Parents. This study helped parents understand and be aware of their
obligations to help the students attain good academic performance through
proper supervision at home for development of good study habit as well as
proper parental concerns.
CHCT Faculty. This study helped them discover their new knowledge
and skills regarding the added subjects in the new nursing curriculum. Hence,
they will be motivated to teach other subjects which are not their field of interest
and specialization.
CHCT Students. This study helped the students evaluate themselves
along their knowledge, skills and attitude. This also allows them to know the
factors affecting their perceived Learning Abilities as they flourish themselves in
the profession they took.
Administrators. Through the findings of this study, the administrators of
this college were become aware of the strength and weakness of the students
and faculty, hence they can plan a measure to improve and make some
adjustment on the teaching learning strategies with the new nursing curriculum,
furthermore this study may be used by the school to improve the quality of
education, curriculum, services and facilities which the students mostly deserve.
Researchers. This study was beneficial to the researchers as to the
weight of the learning abilities of the k-12 graduates. The study amends their
skills and heightens their knowledge on learning abilities of K-12 graduates.
Likewise, this study will be undertaking helps them appreciate the beauty of
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research.
Future Researchers. The findings of this study guided the future
researchers about the related facts necessary for deeper and wider scope of
their research as a reference.
Definition of Terms
For the purpose of common understanding, the following terms were
defined either conceptually or operationally.
Elementary Education is also called Primary Education, the first stage
traditionally found in formal education, beginning at about age 5 to 7 and ending
at about age 11 to 13 (Britannica, 2019).
Environmental Dimension refers to the physical factors which influence
the environment for learning include not only the classroom and the laboratory
setting common to all educational institutions but all of the setting which may be
used for learning experiences for the nursing students.
Human Relation Dimension refers to the social dynamics of the
education system, it focuses on the education climate, the atmosphere in which
the students must function, and it is influenced by, the learner (student), teacher,
administrator, group learners.
K-12 Graduates Enrolled in Nursing Program respondents of the study,

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who are K-12 Graduates Enrolled in the Nursing Program covered by the new
nursing curriculum who are presently enrolled in the College of Health Care
Technology.
Republic Act No. 10533 Enhanced Basic Education Act of 2013 refers
to the act enhancing the Philippine basic education system by strengthening its
curriculum and increasing the number of years for basic education, appropriating
funds therefor and for other purposes (Official Gazette, 2013).
Perceived Learning Abilities is the ability to comprehend, understand
and profit from experiences, in this study refers to the performance of the
students inside the classroom; grades attained by the students.
Procedural Dimension refers to the rules and procedures that are part of
the operating program of the education program.
Restructuring is a reorganization of a company or organization with a
view to achieving greater efficiency and profit, or to adapt to a changing
environment and system.
Elementary Education refers to the second stage of compulsory basic
education which is composed of six (6) years. The entrant age to this level is
typically six (6) year – old.
Secondary Education is the stage of education following primary
education. Except in countries where only primary or basic education is
compulsory education, secondary education includes final stage of compulsory

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education, and in many countries it is entirely compulsory. Secondary Education
is characterized by transition from primary education for minors to tertiary.
Substantive Dimension in this study, it refers to the curriculum, which is
concerned in providing opportunities for acquiring the essential knowledge, skills
and attitude that will prepare students to assume the role responsibilities and the
function in nursing at the level for which he/she being prepared.

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REFERENCES
1. Ronald Orale. 2014 “Senior High School Curriculum in the

Philippines USA and Japan” https://www.researchgate.net/publication/
318494693. Retrieved Feb. 2019
2. Danilo H. Sarmiento. 2014. “Study: Middle Classes in Emerging

Markets Prioritize Education Wenr, 2014. Asia Pacific Education”
,https://wenr.wes.org/2014/05/wenr-may-2014asia-pacific. Retrieved Feb. 2019
3. Senate of the Philippines. 2011. “Policy Brief, Senate Economic

Planning”, https://www.senate.gov.ph/publications/PB%202011-02%. Retrieved
Feb. 2019
4. Tereso S. Tullao Jr. 2013. “Education and Globalization”, https://drp3

pids.gov.ph./ris/books/pidssbk03-education.pdf. Retrieved Feb. 2019
5. Seameo and Innotech. 2017. “Innotech Conducts Leading and

Managing k to 12 Schools.”, http://www.seameo-innotech.org/tag/kto12/
Retrieved feb. 2019
6. Cyril John Borlongo. 2015. “Reforms in the Philippine Education

System: The K to 12 Program”, https://bussinessmirror.com.ph/2015 /05/26/
reforms-in-the-philippine-education-system-the-kto12-program. Retrieved Feb
2019
7. Francis. Magno. 2016. “K to 12 Toolkit”, https: www.seameo-innotech.

org/eNews/kto12toolkit.pdf. Retrieved Feb 2019
8. John Michael M. Ibrahim et. al. 2017. “A Comparative Analysis of the

Basic Education Curriculum (BEC), Revised Basic Education Curriculum
(RBEC) and K to 12 Curriculum”
9. Elementary Education. Term defined. Retrieved September 2019. https:

//www / britannica.com/topic/elementary-education
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10. Secondary Education. Term defined, Retrieved September 2019. https:

//www.definitions.net/definition/secondary+education
11. Restructuring. Term defined. Retrieved Feb. 2019. https://www.

dictionary.com
Chapter 2
THEORETICAL AND CONCEPTUAL FRAMEWORKS
This chapter contains various related literatures and studies gathered from
different sources and also include the theories and concepts with its frameworks
that will guide the researchers in their study. This would give the readers an
insight into the study and what is it all about.
Review of Related Literature and Studies
This section presents the related literature and studies which serves a
good guide for the study. The literature reviewed and essential information
related to the current study were gathered from different materials like reference
books, textbooks, manuals, unpublished thesis, journals, etc. In addition to these,
there are also electronic references from the internet in order to provide the
researchers with important insights in the realization of the study. This also
includes recent and past studies and researches whose findings enriched and
supported the present study.
Learning Abilities of Students
National Associations and agencies have established multiple

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requirements for competent nursing practice in the health care system. These
include American Nurses Association, National League for Nursing, and
International Council of Nurses. The American Nurses Associations foster high
standards of nursing practice and to promote the educational and professional
advancement of nurses so that all people may have better nursing care. The
National League for Nursing formed in 1952, its objective is to foster the
development and improvement of all nursing services and nursing education. It
also presents continuing education workshops and seminars for its members.
The International Council for Nurses provides organization through which
member of national associations can work together for the mission of
representing nursing worldwide, advancing the profession and influencing health
policy (Kozier 2010).
Nursing Education programs aim to facilitate the development of
competent, safe and caring novice nurses who can adapt to and influence the
ever-changing practice environment. Nursing educators strive to make the
students’ educational experience engaging and meaningful, using the best
available teaching and learning evidence. To do this, on-going quality
improvement initiatives, or at times larger curricular renewal projects, are
deemed necessary. These undertakings require large expenditures of time,
energy and scholarly activity. While different pedagogical innovations may
address different aspects of the learning experience, the ultimate goal is to

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improve the learning outcomes for students (Landeen, Carr, Culver, Martin,
Matthew-Maich, Noesgaard and Beney-Gadsby, 2015).
If a curriculum in higher education is understood to be an educational
vehicle to promote a student’s development, and if a curriculum in higher
education is also understood to be built in large part around a project of
knowledge, then the issue arises as to the links between knowledge and student
being and becoming (Barnett and Coate 2009).
According to the study of Kaddoura (2011), nursing students should be
active learners and think critically to provide safe patient care. If nursing schools
are to prepare students to think critically to facilitate conceptual understanding as
a basis for solving complex nursing problems, nurse educators and
administrators should require that Critical Thinking skills be taught, practiced and
continually reinforced in meaningful context throughout the curriculum.
Medical skills laboratories led to an improvement in procedural skills
compared to standard training or no training, when assessed by simulator
performance and immediately post-training. They point out that there is a lack of
well-designed trials addressing the transferability to clinical practice and the
retention of skills over time. Further research must be carried out to address such
matters (Lynagh, Burton and Sanson-Fisher 2009).
Learning is a lifetime process. Continues learning equips an individual as
a student with a larger tapestry of knowledge, a broader understanding of facts
and a better individual, responsible and upright citizen. (Gallardo, Castillo,

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Sibayan, Taeza and Valera, 2011). The Commission on Higher Education stated
that the teaching-learning process is best achieved by the proper selection and
the organization of learning experiences in a given situation. Hence, the
challenges depend greatly in the preparedness and ability of the faculty to
organize the learning experiences in the classroom or various health situations
based on the clearly defined objectives. Moreover, lectures must be creative on
their way of teaching for the students to learn faster and understand better and to
have a long attention and retention span for their learning (CHED, 2017).
In accordance with the pertinent provisions of Republic Act (RA) No, 7722,
otherwise known as the “Higher Education Act of 1994”, in pursuance of an
outcome-based quality assurance system as advocated under CMO No. 46 s.
2012 entitled “Policy Standards to Enhance Quality Assurance (QA) in
Philippines Higher Education Through an Outcome-Based and Typology-Based
QA”, and by virtue of Commission en banc Resolution No. 231-2017 dated March
28, 2017 the following policies, standards, and guidelines (PSGs) are hereby
adopted and promulgated by the Commission.
Furthermore, based on the Guidelines for the Implementation of CMO No.
46 s. 2012, this PSG implements the “shift from competency-based standards to
outcomes-based education.” It specifies the “core competencies” expected of BS
Nursing graduates “regardless of the type of HEI they graduate from.” However,
in “recognition of the spirit of outcomes-based education and the typology of
HEIs,” this PSG also provides “ample space for HEIs offering BS Nursing
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program to innovate in the curriculum in line with the assessment of how best to
achieve learning outcomes in their particular contexts and their respective
missions.”
Thus, on the Nature of the field of study, the BSN is a four-year program
consisting of general education and professional courses. Professional courses
are threaded through from the first year thru the fourth year with emphasis on the
nursing concepts with corresponding Related Learning Experiences (RLE). The
BSN program provides an intensive nursing practicum that will refine further the
nursing competencies to ensure achievement of the BSN program outcomes
required of an entry level nurse (CHED, 2017).
Education itself is undergoing transitions and adaptations to modern
technology and to that of globalization which creates inevitable problems that
imply the need for effective teaching in all levels from pre-elementary to post
tertiary. The dynamic forces and agents of change make obsolete the previous
variables deemed effective in the past. Hence, the teaching of different subject
areas also undergoing various changes at one time or another in response to
curriculum modifications set and implemented by educational authorities (Lacorte
2015).
According to Markova as cited by Carbonel (2013), students learn in a
variety of ways, and their ability to attain this information also varies. A student’s
capacity to learn is impacted by the teacher’s style of conveying information.
Unfortunately, little attention has been given to how children think. Often, it
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assumed that student’s minds operate in the same way as the teacher’s does. So
much of student failure in school comes directly out of the larger failure to
stimulate all those areas in the children’s brains, stimulation which could open up
their minds.
Transformative education does not vitiate the role; education must play in
conserving the gains of human civilization. Our “conserving” schools must still
teach the students how to build strong bridges and sturdy skyscrapers, how to
prevent mass disease, and mass produce medicine that saves life, and not
destroys it.
Our students must learn reliably the defining doctrines of their faith; they
must understand the key ideas on which our civilization is developed.
Transformation must be “educated”. It must be consciously “led out of” a
perceived disjoint between what is and what ought to be. The perception may be
mediated by knowledge, but must not remain with knowledge. The action must
be educated. It must be “led out of” knowledge that includes moral insight,
science and technology (Tabora, 2015).
Tan as cited by Lacorte (2011), discussed and pointed out in his writing
the important details about K-12, he enumerated the four phases of the K-12
Program as follows: Phase 1 refers to Laying the Foundation, the goal of which is
to finally implement the universal kindergarten and the “development of the entire
program”. Phase 2 is that of Modelling and Migration, aimed to promote the
enactment of the basic education law, to finally start of the phased

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implementation at the new –curriculum for Grade 1 to 4 and 7 to 10, and for the
modelling of the senior high school; Phase 3 is Complete Migration, the goal of
which is to finally implement the Grades 11 and 12 or the senior high school, and
to signal the end of migration to the new educational system; Phase 4 is that of
Completion of the Reform aimed to complete the implementation of K to 12
education system. However, during the new educational cycle, from 2016 to
2018, college enrolment could slow down because of the entrance of the lower-
year students to the new educational.
The BSN program aims to develop a professional nurse who is able to
assume entry level positions in health facilities or community settings. The
professional nurse is capable of providing safe, humane, quality and holistic care
to individuals in varying age, gender and health-illness status; healthy or at risk
families; population groups; and community; singly or in collaboration with other
health care providers to promote health, prevent illness, restore health, alleviate
suffering and provide end of life care.
Bangbade (2015) found that out that teacher’s attribute has significant
relationship with students’ academic performance. Such attributes according to
Bangbade include teacher’s knowledge of the subject matter, communication
ability, emotional stability, good human relationship and interest in the job.
A feeling of security is a prerequisite for the learning process. Learning
occurs through: an interactive teamwork and is influenced by a shared, practical
environment; training of practical skills; a sensing/ kinaesthetic involvement;

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having a “modern-minded” master teacher at one’s side. Learning takes place
when thoughts, feelings, behaviour, actions and reaction are altered as result of
experience and active teamwork. Learning must be understood as a change in
previous competency through learning or relearning in a dynamic non-
threatening environment (Strand 2009).
According to the study of Starr (2013), although teachers’ strong effect
would significantly influence students’ academic achievement, other factors such
as socio-economic background, family support, intellectual aptitude of students,
personality of students, self-confidence and precious instructional quality have
been found to also influence student’s examination score.
Performance of the students is very much dependent on the socio-
economic background as per their statement “College Students’ level of
performance is with statistically significant differences, linked to their gender,
year level school location, school type, and socio-economic background” (Walter,
2010).
The result of the study of Nchungo (2013) showed main factors affecting
student’s academic performance; over enrolment which affects 70% of students,
inadequate campus accommodation affecting 82.5% of students, poor sanitation
facilities affecting 70% of students, congestion in lecture theatres affecting 87.5%
of students, lack of up-to-date books in library affecting 77.5% of students,
seductive dress code of female students affecting 72% of males students and
self-catering which affects 92.6% of students. Family Income is one of the

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determinants of the kind of school a child attends. He established from several
countries that children from parents with high occupation have far better
opportunities of getting into better school on college than equally bright children
of ordinary workers as farmers. He also stated that generally, the children of the
rich flock to the academically better performing schools (Sentamu 2011).
Teachers’ classroom effectiveness has been found to have only minimal
influence on the academic performance of students in public secondary schools
in Delta State, Nigeria, due to the fact that teacher’s effort is not the sole
determinant of student’s academic outcome. Students related factors such as
intelligence, parental education, socio-economic status, and personalities which
vary over wide margins in the study area may have significant effect on the
academic performance of students in public secondary schools. This may also
influence significantly on the academic performance of students and
consequently may be responsible for the observed low performance of students
when compared with the effectiveness of their teachers (Akiri 2013).
According to the study of Barberos (2017), teachers being the focal figure
in education must be competent and knowledgeable in order to impart the
knowledge they could give to their students. Good teaching is a very personal
manner. Effective teaching is concerned with the student as a person and with
his general development. The teacher must recognize individual differences
among his/her students and adjust instructions that best suit to the learners. It is
always a fact as educators, that we play varied and vital roles in the classroom
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Nurse Educator should consider that the performance of the students
varies. There is no teaching strategy that perfectly fits each individual student.
Therefore, each student should be given ample time for personal intellectual
growth to assimilate the classroom learning for them to be able to apply these in
the clinical area. In this way, they will attain competence in the performance of
nursing skills (Candelasa 2016). Katigbak (2011) concluded that the use of
teaching methods is generally effective in teaching, but its effectiveness depends
much on the nature of the learners, the difficulty of the lesson, the availability and
adequacy of instructional materials, the teacher’s professional qualities and the
classroom climate.
The factors affecting a student’s academic performance arise from several
reasons. Thinking skills primarily affect student’s learning faculties if they do not
learn what they need to learn. If teachers so do not know how to catch the
attention of a student, the more the student cannot make himself attentive to that
subject. Family Income is one of the determinants of the kind of school a child
attends. He established from several countries that children from parents with
high occupation have far better opportunities of getting into better school on
college than equally bright children of ordinary workers as farmers. The student
gets lazy because it has a subject that they think that it’s a subject he perceives
to be not so relevant to their course; nonetheless, they still study it. Teacher-
Related factors were deemed to be the most impactful category of factors on
student nurses’ academic performance (Alos, Caranto and David 2015).

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Cantos, Alday, Alog, Asi, Calacal and Britiller (2015) concluded in their
study that student nurses were able to identify their learning needs in terms of
cognitive, affective and psychomotor domains. Clinical Instructors meet the
student nurses’ learning needs by providing the appropriate methodologies and
teaching strategies in developing the students’ knowledge, skills and attitude.
Synthesis of the State of the Art
It is important to know that the studies cited were found closely related to
this study. From the following foreign and local studies reviewed in this chapter,
the following similarities and differences are noted.
The study of Kaddoura is related to the present study because it both aims
to evaluate the student nurses’ learning abilities. In the study of Kaddoura, it
focused on the Critical Thinking Skills of nursing students in Lecture-Based
Teaching and Case-Based Learning while the present study focused on the
learning abilities of K to 12 graduates enrolled in the nursing program of
Camarines Sur Polytechnic Colleges.
The study of Sentamu, Nchungo, Akiri, Starr and Walter were related to
the present study because it both aims to find factors that would affect the
academic performance of students. The difference is that the present study
focuses on the Learning Abilities of K to 12 graduates enrolled in the nursing
program of Camarines Sur Polytechnic Colleges.

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The study of Lynagh et. al. Nchungo and Strand were related to the
present study because they both evaluate if environmental factor affects the
learning abilities of nursing students. The difference of the present study to these
two is the focus which is the Learning Abilities of K to 12 graduates enrolled in
the nursing program of CSPC. While Bangbade, Starr, Candelasa, Katigbak,
Barberos, Alos et. al. and Cantos et al. studies’ were similar to the study because
it evaluated the role of the Instructor to the learning ability of the student in
performing certain procedures or comprehending particular lesson and the
importance of the use of different teaching methods. But the present study
differed because it focused on perceived learning abilities of K to 12 graduates
enrolled in the nursing program of CSPC.
In the present study, the researchers evaluate the Learning Abilities of the
K to 12 graduates enrolled in nursing program of Camarines Sur Polytechnic
Colleges in terms of knowledge, skills, attitudes and also the factors affecting the
academic performance along the four dimensions in the Educative Process. This
study will focus on the problems that may arise as the program continues to
practice along the education system of the country. Focusing on the development
of the said program will address the need for innovation.
Theoretical Framework
This study was based on the theory of Educative Process by Loretta
Heidgerken. According to Heidgerken (2010), Educative Process involves

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various factors which are the purpose and goals of nursing education, the
curricula and its content, human relations, instructional methodologies, and the
environment for teaching and learning. It was also stated that learning takes
place through interdependent interaction among the learners and teachers.
As shown in figure 1, the Educative Process has four components,
namely: Substantive Dimension (the curriculum); Procedural Dimension (way);
Environmental Dimension and the Human Relation Dimension. The Substantive
THE EDUCATIVE PROCESS
Substantive
Dimension Environmental
Dimension
KNOWLEDGE ATTITUDE
Perceived
Learning
Abilities
SKILLS
Procedural
Dimension Human Relation
Dimension
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Dimension in the educative process for nursing education pertains to the “what is
taught and learned”. The Procedural dimension includes the learner, groups of
learner (the class) and the teacher. Learning activities may range from those
planned by the teacher to those self-initiated by the student in her quest for
knowledge. The Environmental Dimension includes the physical and social
factors in the teaching-learning situation which may be used for learning
experiences for the nursing students.
The Human Relation Dimension can be described in reference to learner,
teacher, administrator, group of learners, and their interaction with each other.
Figure 1 was devised by the researchers in order to clearly view the theory that is
adapted in the present study. The Perceived Learning Abilities is placed at the
centre of the figure because it is the central focus of the study. It was shaped
triangle because this shape has three sides which represented the Knowledge,
Skills and Attitude which will be the key to determine the perceived learning
abilities of the respondents. Surrounding it are the factors according to the theory
which is composed of Substantive Dimension, Procedural Dimension, Human-
Relations Dimension and Environmental Dimension. The factors were encircled
because it shows continuous effect to the perceived learning abilities of the
respondents.
The nursing curriculum emphasizes and focuses on providing
opportunities for the students to acquire the basic knowledge, essential skills and
right attitude that will help the students prepare for the role they will assume in
27
the future. The students are geared towards the improvement of their skills and
knowledge which is inevitable in the tracts they are pursuing.
Furthermore, the teacher must possess professional skills and expertise to
the field of education, sole concern is to impart essential knowledge and furnish
the students weaknesses to improve their self-efficacy and their professionalism.
The teacher and student must collaborate with each other in order for learning to
take place. Equal sharing of responsibility and continuous interaction with each
other will contribute to the improvement of the performance of the students. The
school facilities such as the classrooms and the laboratories should also be
equipped to give the students the quality of education they need; thus, give the
students opportunity to enhance their Learning Abilities.
Conceptual Framework
The conceptual framework of this study utilized the system theory of
management. A system is an interrelated and interdependently set system is an
element functioning as a whole. Using the input-process-output approach, this
study considers the following paradigm shown in Figure 2.
The input involve the profile of the respondents in terms of age, sex,
family monthly income, ordinal position in the family, school graduated and
academic track. It took also considerations on the perceived learning abilities of
the respondents along knowledge, skills and attitudes and the factors that affect
the learning abilities along the four dimensions in the Educative process, namely
28
INPUT PROCESS OUTPUT
Profile of the
respondents:
a. Age  Gathering of Data Plan to enhance
b. Sex
c. Family Monthly  Analysis and the Learning
Income Interpretation of
d. Ordinal Abilities of K-12
data.
Position in the
Family
graduates
e. School  Test for
Significance enrolled in the
Graduated
f. Academic Nursing Program
Track  Formulation of
plan to enhance of Camarines Sur
Learning Abilities of the Learning
the Students as Polytechnic
perceived by the
Abilities of K-12
respondents along: graduates enrolled Colleges
a. Knowledge in the nursing
b. Skills program of
c. Attitude Camarines Sur
Polytechnic
Factors that affect the Colleges
perceived learning
abilities along:
a. Substantive
Dimension
b. Procedural
Dimension
c. Human
Relations
Dimension
d. Environmental
Dimension
FEEDBACK
Figure 2. Conceptual Paradigm

29
Substantive Dimension, Procedural Dimension, Human Relations Dimension and
Environmental Dimension.
The process consisted of collection of data through the use of
questionnaire, analysis and interpretation of data gathered; test for significance
and the formulation of proposed plan to enhance the learning abilities of the K to
12 graduates enrolled in the nursing program of Camarines Sur Polytechnic
Colleges.
The output includes the proposed plan to enhance the Learning Abilities
of the K to 12 graduates enrolled in the nursing program of CSPC.
The feedback provided the necessary information that can be used in
making adjustment or changes in the input, process and output.

30
REFERENCES
1. Barbara Kozier, et. al. 2010. “Fundamentals of Nursing: Concepts,

Processes and Practice 10th edition”
2. Yvonne Beaumont-Walters. 2010. “An Analysis of High School

Students Performance on Five Integrated Science Process Skills”
3. Barnett et. al. 2009. “Engaging the Curriculum in Higher Education”.

Retrieved February 2019, from https://www.academia.edu/20213600/Curriculum
_in_higher_education__research.
4. Mahmoud A. Kaddoura. 2011. “Critical Thinking Skills of Nursing

Students in Lecture-Based Teaching and Case-Based Learning”
5. Lynagh et. al. 2009. “A systematic review of medical skills laboratory

training: where to from here”
6. Gallardo et. al. 2011. “Factors Affecting Academic Performance of

First Year College Students of the Divine Word College of Bangued”.
Retrieved March 2019, from https://www.bartleby.com/essay/Factors-Affecting-
Academic-Performance-FKN4ZCN9KRZZA.
7. Emy Lacorte. 2015. “Research K to 12 chapters 1 to 5

READINESSES”.Retrieved February 2009, from https://www.
academia.edu/6791837/Research_K_to_12_chapters_1_to_5_READINESS.
8. Is Markova. 2013. “The Assessment Insight in clinical psychiatry: a
new scale”. Retrieved February 2019, from https://www.academia.edu/5450640/
Learning_Styles_Study_Habits_And_Academic_Performance_Of_Clooge_Stude
nts_At_Kalinga_Apayao_State_College_Phillippines_Loneza_GasIb_Carbonel_I
ntroduction.
9. S.J Tabora. 2015. “Transformative Education for Social Justice”.
Retrieved February 2019, from https://taborasj.wordpress.com/2015/09/17

/transformative-education-for-social-justice/
10. J. Bangbade. 2015. “Effects of Subject Matter Knowledge in the

teaching and learning of Biology and Physic. Teaching and Teacher
Education: 109-102”. Retrieved March 2019, from https://article.sapub.org?
10.5923.j.nursing.20150502.04.html#Sec2.2
31
11. L. Starr. 2013. “Measuring the Effective Teaching Education World”.
Retrieved February 2019, from https://pdfs.semanticscholar.org/

b438/f6d8087eda0cd694fccd4eab4a038afcb0b1.pdf
12. Josephat Nchungo. 2013. “Factors Affecting Students’ Academic
Performance: A Case Study of the University of Zambia Main Campus”.

Retrieved March 2019, from https://www.academia.edu/11281195/
Factors_Affecting_Students_Academic_Performance_Final_Research_Report
13. N.P. Sentamu. 2011. “Schools’s Influence of Learning: A case of
Upper Primary Schools in Kampala & Wakiso Districts”
14. Akiri, Agharuwhe. 2013. “Effects of Teachers’ Effectiveness on

Students’ Academic Performance in Public Secondary Schools; Delta Sate-
Nigeria”. Retrieved March 2019, from https://pdfs.semanticscholar.org
/b438/f6d8087eda0cd694fccd4eab4a038afcb0b1.pdf
15. Maria Theresa Barberos. 2017. “The Effect of the Teacher’s Teaching
Style on Students’ Motivation Action Research”
16. Lemuel Canillo Candelasa. 2016. “Related Learning Experience

Performance of Nursing Students and Practices of Clinical Instructors on
Three-Day and Five-Day Schemes”
17. Edna M. Katigbak. 2011.” Extent of Utilization of Teaching

Methodologies in Mathematics Instruction in the Division of Lipa City: Its
Implication to Instruction”. Retrieved March 2019, from https://www.
academia.edu/6791837/Research_K_to_12_chapters_1_to_5_READINESS
18. Alos et. al. 2015. “Factors affecting the Acadmeic Performance of the
Student Nurses of BSU”. Retrieved February 2019, from

https://article.sapub.org?10.5923.j.nursing.20150502.04.html#Sec2.2
19. Cantos et. al. 2015. “Factors Affecting the Academic Performance of
the Student Nurses of BSU”
20. Lorreta Heidgerken. 2010. “The Theory of Educative Process”.

32
Retrieved February 2019, from E g u i a e t . a l .” T h e A c a d e m i c
P e r f o r m a n c eo f t h e l e v e l 3 Student nurses of Camarines Sur
Polytechnic Colleges on the Implementation of the New Nursing and
Midwifery Curriculum”.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the discussion of the methods and procedure that
was be used in the study. This chapter also discuss the source of data, the data
gathering tools, the distribution of questionnaire to the respondents, and the
statistical treatment of data utilized in this study.
Research Method
The researchers utilized descriptive method to analyse and interpret the
answer to the problem of this study. This method was used to describe
objectively the “perceived learning abilities of K-12 graduates enrolled in nursing
program of Camarines Sur Polytechnic Colleges’’ whose primary data gathering
tool was the use of questionnaire checklist which was personally administered by
the researchers. The statistical tools that were used in this study to analyse the
data are the Percentage technique, Weighted mean, Spearman Rank Coefficient
of Correlation and Kendall’s Coefficient Concordance.
Respondents
The respondents of the study was composed the total enumeration of
officially enrolled students which consists of 105 students from Bachelor of

33
Science of Nursing for the School Year 2018-2019 and the instructors assigned
during the total enumeration of the respondents.
Data Gathering Tools
Data gathering tools were the instruments used to facilitate collection of
significant data and information needed in this study. The tools that were used in
gathering the data throughout the course of the study were the questionnaire.
Questionnaire
A questionnaire is a set of questions prepared in obtaining
statistically useful or personal information from individuals. According to
Gonzales as cited in the study of Bolo, Santos and Taduran (2011), defined
questionnaire as a list of planned, written questions related to a particular topic
with space provided for the response to each questions.
The questionnaire was the principal tool in gathering data and was
designed to gather reliable respondents about the learning abilities of K-12
graduates enrolled in the nursing program of Camarines Sur Polytechnic
Colleges. Close ended questions was enforced in the study in order to achieve
adequate data to establish good outcome of the research.
Preparation of Questionnaire. With the aid of the CMO no. 15 s. 2017,
literature and studies reviewed, questionnaires were prepared containing the
following parts: Part I dealt with the profile of the respondents which includes the
age, sex, ordinal position in the family, school graduated, academic track; Part II
34
focused on the perceived learning abilities of K-12 graduates enrolled in nursing
program of CSPC; Part III deal with the factors that affect the learning abilities of
K-12 graduates enrolled in the nursing program of CSPC as perceived by the
respondent.
Validation of Questionnaire. The first draft of the questionnaire was
presented to the thesis adviser, then to the panel of examiners and statistician.
After incorporating the suggestions of the adviser and panel of examiners, a dry
run was conducted to the selected ten graduating student of Nabua National
High School.
Administration and Retrieval of the Questionnaire. After the dry run of
the questionnaire, the researchers secured permit from the Dean’s Office. Upon
the approval of the permit, the researchers will personally administer the
questionnaire to K-12 graduates enrolled in the Nursing program.
Statistical Treatment of Data
The statistical tools used in this study to analyse the data were the
Percentage technique, Weighted Mean, Spearman Rank Order Coefficient of
Correlation and Kendall’s Coefficient of Concordance.
Percentage was used to determine the number of respondents from the
total number of populations on the profile of the respondents.
The formula is as follows;

35
n
P=
N
Where:
n= the number of responses
N= the total number of respondents
P= the percentage equivalent
Weighted Mean is a type of mean that is calculated by multiplying the
weight (or probability) associated with a particular event or outcome with its
associated quantitative outcome and then summing all the products together. It is
very useful when calculating a theoretically expected outcome where each
outcome shows a different probability of occurring (Corporate Finance Institute,
2015). In this study, this was used to measure the extent and value of the
responses of the respondents, specifically, it was used to analyse the factors that
affect the perceived learning abilities of the respondents.
The formula is as follows;
∑wx
WM¿
N
Where:
WM= is the weighted mean
Ʃ= is the summation
f= rep. the frequency
x= rep. the weighted

36
N= represent the total number of respondents
To interpret the result of the weighted mean on the perceived learning
abilities of the K-12 graduates, the following rating scale and verbal
interpretations were used;
Rating Scale Interval Scale Verbal Interpretation
4 3.25 - 4.00 Outstanding
3 2.50 - 3.24 Very Satisfactory
2 1.75 - 2.49 Satisfactory
1 1.00 - 1.74 Fair
For the factors that affect the perceived learning abilities of K-12
graduates, the following scale and verbal interpretations were used;
Rating Scale Interval Scale Verbal Interpretation
4 3.25 - 4.00 Greatly Affect
3 2.50 - 3.24 Moderately Affect
2 1.75 - 2.49 Affect
1 1.00 - 1.74 Not at All
Spearman Rank Method according was used to measure the dependent
relationship between both continuous and discrete variables, when this
relationship is not linear (as opposed to the classic Pearson correlation) and it
can also be used when comparing one continuous variable and one categorical
37
variable; this is also adequate to describe a monotonic relationship between two
variables, but as for the tests previously described, not the causal relationship
between them (Gust and D’journo, 2015). In this study, this was used to
determine the relationship between the profile of the respondent and the
perceived learning abilities with two variables.
The formula is as follows:
6 ∑ D2
r s =1−
N ( N 2 −1)
Where:
r= refers to the spearman rank
∑ D∑ ²= refers to the summation of the squared differences
N= refers to the number of two
Kendall’s Coefficient of Concordance according to the study of Gust
and D’journo (2015), Kendall rank correlation coefficient, also called Kendall’s tau
coefficient, is also used to measure the nonlinear association between two
variables. It is used for measured quantities, to evaluate between two sets of
data the similarity of the orderings when ranked by each of their quantities; it is
limited to test the strength of association between to ordinals variables, without
presuming of their causal relationship. In this study this formula was used to
determine the significant relationship between the profile and perceived learning
abilities with more than two variables.

38
The formula is as follows:
12∑ D ²
W= 2
m² N ( N −1)
Where: W= Kendall’s Coefficient
m =number of columns
N= number of row
∑ D²= summation of square difference

39
REFERENCES
1. Bolo et. al. 2011. “Factors Affecting Compliance of Pregnant

Women to Maternal Health Care Regimen in Selected Barangays of Rural
Health Unit I, Buhi, Camarines Sur”
2. Nancy Burns, Susan K. Grove. 2011.” Understanding Nursing

Research: Building an Evidence-Based.5th Edition. Saunders, an imprint of
Elsevier Inc.”
3. Amadeo Cristobal Jr., Maura Consolacion dela Cruz-Cristobal. 2009.

“Guidebook in Research Writing: Preparing the Nursing Thesis Proposal. C
& E Publishing Inc.”
4. CHED Memorandum Order no. 15 s. 2017. Retrieved February 2019

from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-15-s-2017.pdf
5. Corporate of Finance Institute.2015.” Weighted Mean”. Retrieved

September 2019 from https://corporatefinanceinstitute.com/resources/knowledge
/other/weighted-mean/
6. Gust, et.al.2015.” The use of correlation functions in thoracic
surgery research”. Retrieved September 2019 from http://jtd.amegroups.com
/article/view/4121/html
40
Chapter 4
PERCEIVED LEARNING ABILITIES OF K-12 GRADUATES ENROLLED IN

THE NURSING PROGRAM OF CAMARINES SUR POLYTECHNIC COLLEGES
This chapter provides comprehensive analysis and interpretation of the
data gathered regarding the different variables in this study according to the
profile of the respondents; the Learning Abilities of K-12 graduates enrolled in the
nursing program of Camarines Sur Polytechnic Colleges (CSPC); factors
affecting the Learning Abilities as perceived by the respondents; the significant
relationship between the profile of the respondents and the perceived learning
abilities; the proposed plan to enhance the perceived learning abilities of the
respondents. The data are shown in graphical or tabular form together with their
corresponding textual explanation in order to provide better insights of the
subject under study.
1. Profile of the Student Respondents
The profile of the respondents included the age, sex, family monthly
income, ordinal position in the family, school graduated and academic strand.
a. Age. Figure 3 presents the distribution of the student respondents

41
according to age. Among the 105 respondents, 71 or 67.62 percent belonged to
the age ranged, 15-19 years old and 34 or 32.38 percent belonged to the 20-24
years old age ranged; thus, shows that majority of the respondents were in
32%
15-19 years old
67.62% 20-24 years old

68%
Figure 3. Age Distribution of the Respondents
age ranged of 15-19 years old. The following studies were cited in the study of
Magerman (2011), Zeegers and Martin conducted a study on first year chemistry
students, the results showed that older students had a higher mean score for the
deep and achieving approach and a lower mean score for the surface approach
to learning. Ansari’s study on student professional nurse satisfaction showed that
higher satisfaction was experienced among the older mature participants (>25
42
years), followed by the mature participants (21-25 years). The lowest satisfaction
was among the traditional students.
Furthermore, a study conducted by Steele, William, Caperchione &
Anastasi showed that mature students experienced 49 problems, such as
financial difficulties and psychosocial problems, which created difficulties for
those students both in terms of their performance in their courses and in their
private lives. This had been contrary to the findings in this study, which showed
that older students spent more time studying, than younger students
b. Sex. Figure 4 display the distribution of the student respondents
26%
Female
Male
74%
according to sex. It shows that 78 or 74.29 percent were females and the Figure
Figure 4. Sex Distribution of the Respondents

43
remaining data were 27 or 25.71 percent were males. As revealed in data,
majority of the population in nursing course are female. McLaughlin, Moutray, &
Moore (2010), found that entry into nursing for men is often pre-dated by familial
involvement in professional nursing, where moral support, often critical in their
decision making, is often found. Unless their role identity is supported by a
significant other or group in their social environment, men do not choose nursing
as a nursing career choice (Cook-Krieg, 2011). Through the efforts of Florence
Nightingale in the mid-nineteenth century, nursing was established as a women's
profession (Hus, Chen & Lou, 2010).
Men are having problems in achieving professional acceptance in their
nursing role both by society in general and by their colleagues in particular. Many
male and female patients have negative attitudes regarding male nurses and
often request that a female be substituted (Barrett-Landau and Henle, 2014).
Discrimination exists among many female nurses toward their male colleagues,
regarding them as homosexuals, and therefore, not acceptable as equals with
the consequent loss to the men of a sense of camaraderie necessary for a
feeling of fulfilment in one's work (Brown, 2009).
c. Family Monthly Income. Figure 5 shows the distribution of the
student respondents according to family monthly income. It reveals that out of
105 respondents, 32 or 30.48 percent of them have a monthly family income of
5,000 to 14, 999 php; 23 or 21.90 percent with a family income of 15, 000 to 24,
44
999 php; 19 or 18.10 percent have a monthly family income of 4, 999 php
and below; 17 or 16.17 percent with a monthly family income of 40, 000 php and
below and 14 or 13.33 percent with a family monthly income of 25, 000 to 34,
999 php. The majority of the respondents have a family monthly family income
16% 18%
4, 999 Php and below

13% 5, 000 Php-14, 999Php
15, 000 Php-24, 999Php
25, 000 Php-34, 999 Php
40, 000 Php and above
30%
22%
Figure 5. Family Monthly Income Distribution of the Respondents
of 5, 000- 14, 999 pesos. According to study of Alshammari, Saguban, Pasay-an,
Altheban and Al-Shammari (2018), the academic performance of the student
nurses is by the assessment of competence, defined by a student’s ability to
demonstrate the performance of professional skills or behaviours. Despite its
predictabilities, there is no study has been undertaken to determine the factors

45
affecting the academic performance of student nurses in the Kingdom of Saudi
Arabia.
In addition, this study employed a quantitative-correlational design. There
were 201 student nurses from the College of Nursing at University of Hail
selected using convenience sampling. Four types of factors such teacher-related
with a mean 4.16, student-related (3.85), school-related (3.85), and home-related
factors (3.54) were observed to have varying extent of effect on the academic
performance of student nurses. Likewise, age, gender, year level, marital status,
socio-economic status and previous school attended by the student nurses
showed varying extent of influence on their academic performance.
d. Ordinal Position in the Family. Figure 6 presents the distribution of
the student respondents according to Ordinal Position in the Family. It shows that
out of 105 respondents, 75 or 71.43 percent belonged to 1 st-3rd ordinal position in
the family; 18 or 17.14 percent were in the 4 th-6th ordinal position in the family; 11
or 10.48 percent were in the 7th-9th ordinal position in the family and only one
46
1%
10%
1st-3rd
17%
4th-6th
7th-9th
10th-12th
71%
Figure 6. Ordinal Position in the Family Distribution of the Respondents
or 0.95 percent belongs to the 10 th-12th ordinal position in the family. This implies
that majority of the respondents are in the 1 st-3rd of the ordinal position in the
family. As cited in the study of Gustafson (2010), Alfred Adler believed that birth
order had a direct association with personality characteristics. Personality
theorists such as Adler have asserted that family position can affect individuals'
experiences and development. It is believed that each birth order position has its
own unique set of personality traits.
Firstborns are believed to be more conservative. They are viewed as
leaders who follow rules. They submit to authority. They are often more
47
ambitious than other birth order positions and also more conforming. Adler
suggested that firstborns tend to be more motivated to achieve than later born.
They are usually good at pleasing adults and behaving in socially appropriate
ways. They typically adhere to rules and expect the same from others. They are
also the dethroned child who must deal with the birth of a second sibling.
Because of this, they work hard to stay ahead of the other siblings and keep their
special place.
Moreover, Middle born is considered more rebellious and more likely to
challenge authority. They often have a more difficult time finding their place of
significance in the family. Because of their middle position they are often the
peacemakers in the family and become experts at negotiation. They learn to be
competitive because they have to keep up with their older sibling while trying to
stay ahead of younger siblings. Adler believed the middle child was particularly at
risk for becoming discouraged. The second child must find a way to measure up
to the accomplishments of the firstborn or find a place of significance through
other means. For example, if the firstborn finds significance through academic
achievement and pleasing, the second may compete with the older sibling or find
significance through another area such as sports, music, or an ability to develop
strong social relationships. Adler described this child as appearing to be in a race
in order to overtake the firstborn child.
Lastly, youngest siblings are often viewed as pampered, dependent,
immature, and irresponsible. They tend to be more sociable and usually get the
48
most attention. Others often do things for them. They learn to use this to their
advantage and often use charm and manipulation to get people to do things for
them.
e. School Graduated. Figure 7 presents the distribution of the Students’
Respondents according to School Graduated. The result shows that out of 105
respondents, 54 or 51.43 percent graduated in the Private Schools; 51 or 48.57
percent graduated in the Public Schools. The data showed that majority of the
respondents graduated in a Public School. Grossberg (2019) discusses major
differences between Public and Private School. First, Class size is one of the
major differences between public schools and private schools. The class size in
urban public schools can be as large as 25-30 students (or more), while most
private schools keep their class sizes closer to an average of 10-15 students,
depending on the school.

49
Privat
e
49%
51% Publi
c
Figure 7. School Graduated Distribution of the Student Respondents
Furthermore, it's important to note that some schools will publicize a
student to teacher ratio, in addition to, or sometimes in place of, an average
classroom size. The student to teacher ratio is not the same as the average
classroom size, as the ratio often includes part-time teachers who may serve as
tutors or substitutes, and sometimes the ratio even includes non-teaching faculty
(administrators, coaches, dorm parents) who are part of students' daily lives
outside the classroom.
Also, there are electives at some private schools with even fewer
students, meaning that your child will receive personalized attention and the
ability to contribute to classroom discussions that foster learning. While many
public schools do a good job of preparing students for college, many do not.
50
Secondly, while public school teachers always need to be certified, private school
teachers often don’t need formal certification. Nevertheless, many are experts in
their fields or have masters’ or even doctoral degrees. While it is very difficult to
remove public school teachers, private school teachers generally have contracts
that are renewable each year. Lastly, because private schools don’t have to
follow state laws about what to teach, they can offer unique and
specialized programs. For example, parochial schools can offer religion
classes, while special-education schools can offer remedial and counselling
programs to help their students. Schools often offer highly advanced programs in
the sciences or arts.
f. Academic Track. The Figure 8 presents the distribution of the student
respondents according to Academic Track. It shows that out of 105 respondents
67 or 63.81 percent were STEM graduates; 27 or 25.7 percent were GAS
graduates; 6 or 5.7 percent were ABM graduates and 5 or 4.8 percent were
HUMS graduate. The results show that STEM graduates was the majority group
in our respondents. According to DepEd (2019) Physical Education and Health,
Disaster Readiness and Readiness, General Biology, General Chemistry and
General Physics were the subject offered under STEM academic track. Under
the track, the students can become a pilot, an architect, an astrophysicist, a
biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor, and a
lot more. (edukasyon.ph, 2019).

51
5%
6%
26% STEM
GAS
ABM
HUMS
64%
Figure 8. Academic Track Distribution of the Respondents
2. Perceived Learning Abilities of the K to 12 Graduates Enrolled in Nursing

Program of Camarines Sur Polytechnic Colleges
The K-12 graduates assess their Perceived Learning Abilities in terms of
their Knowledge, Skills and Attitude. To further evaluate the respondents, eight
clinical instructors that handled the students throughout the study were also
asked to rate the students in the given indicators. The data shown indicates the
result of their answer with their corresponding interpretations.
a. Perceived Learning Abilities of the K-12 graduates along
Knowledge. The Table 1 displays the rated Perceived Learning Abilities of the
student respondents and instructors along Knowledge. Out of the ten indicators,
the students’ highest three indicators were rated Outstanding. The first ranked
52
indicator was “Know the importance of healthy and safe environment” with a
weighted mean of 3.61. The second ranked indicator was “Identify proper care
and services towards health care” with a weighted mean of 3.46 and the third
ranked indicator was “Perform actions in a manner consistent with relevant
principles” with a weighted mean of 3.33. On the students’ assessment the
lowest three indicators were rated Very Satisfactory.
Two indicators were ranked 8.5 and with weighted mean of 3.21, these
were “Analyze the basic `elements an idea, experience or theory such as
examining a particular case or situation in depth and considering its components”
and “Understands specific theory and procedures”. Last in rank and with a
weighted mean of 3.13 was “Emphasize importance of the theory and principles
taught”. The average weighted mean in the student respondents’ evaluation
along Knowledge was 3.30 and interpreted as Outstanding. On the Instructors
evaluation, the highest three indicators were rated Outstanding.
The first in the rank and with a weighted mean of 4.00 was “Know what to do and
responds constructively to unexpected or rapidly changing situations”. The
second ranked indicator and with a weighted mean of 3.38 was future learning
objectives. “Emphasize importance of the theory and principles taught”. Two
indicators were in the third rank and with the same weighted mean of 3.50, these
were: “Identify proper care and services towards health care” and “Perform
actions in a manner consistent with relevant principles”.
Then, the lowest ranked indicators in the instructors’ evaluation were as

53
Table 1. Perceived Learning Abilities of the K-12 graduates along
Knowledge
STUDENTS INSTRUCTORS
INDICATORS WM INT RANK WM INT RANK
1. Analyse the basic 3.21 VS 8.5 ; 3.25 O 6.5
elements of an idea, experience or
theory such as examining a
particular case or situation in
depth and considering its
components.
2. Synthesize and organize 3.23 VS 6 ; 3.25 O 6.5
ideas, information, or experiences
into new, more complex
interpretations and relationships.
3. Understands specific 3.21 VS 8.5 ; 3.25 O 6.5
theory and procedures.
4. Emphasize importance of 3.13 VS 10 ; 3.38 O 2
the theory and principles taught.
5. Know the importance of 3.61 O 1 ; 3.13 VS 9.5
healthy and safe environment.
6. Identify proper care and 3.46 O 2 ; 3.50 O 3.5
services towards health care.
7. Know what to do and 3.24 O 5 ; 4.00 O 1
responds constructively to
unexpected or rapidly changing
situations.
8. Perform actions in a 3.33 O 3 ; 3.50 O 3.5
manner consistent with relevant
principles.
9. Show creativity fully in 3.22 VS 7 ; 3.13 VS 9.5
order to innovate and develop
ideas to carry out plans.
10. Can assess self to 3.31 O 4 ; 3.50 O 3.5
evaluate own strengths,
weaknesses, progress and
Average Weighted Mean 3.30 O ; 3.39 O
(Legend: WM- Weighted Mean; INT- Interpretation; O- Outstanding; VS- Very Satisfactory;
S- Satisfactory; F- Fair)
follows:“Analyse the basic elements of an idea, experience or theory such as
examining a particular case or situation in depth and considering its

54
components”, “Synthesize and organize ideas, information, or experiences into
new, more complex interpretations and relationships” and “Understands specific
theory and procedures”, these were ranked 6.5 and with the same weighted
mean of 3.25. The last ranked indicators with the same weighted mean of 3.13
were “Know the importance of healthy and safe environment” and “Show
creativity fully in order to innovate and develop ideas to carry out plans". The
Average Weighted Mean on the instructors’ evaluation along the students’
knowledge is 3.39 and interpreted as Outstanding. This implies that the students
have an Outstanding Learning Abilities as perceived by the student and their
clinical instructors.
b. Perceived Learning Abilities of the K-12 graduates along Skills.
The Table 2 shows the data about the Perceived Learning Abilities of the K-12
graduates along Skills as rated by the student respondents and the instructors. In
the students; evaluation, the highest three indicators were rated Outstanding.
Two indicators were in the first rank and with the same weighted mean of 3.34.
This was “Apply knowledge of physical, social, natural and health sciences and
humanities in the practice of nursing” and “Work effectively in collaboration with
inter-intra-and-multidisciplinary, multicultural teams”. The third ranked was
“Weigh alternative approaches and make commitment to and carry out a
selected option” and with a weighted mean 3.33.
Then, the three lowest indicators in the students’ evaluation were rated
Very Satisfactory. The ranked eighth indicator and have a weighted mean of 3.21
55
Table 2. Perceived Learning Abilities of K-12 graduates along Skills
INDICATORS WM INT RANK WM INT RANK
1. Practice beginning 3.21 VS 8 ; 3.63 O 1.5
management
and leadership skills in the delivery of
client care.
2. Apply guidelines and
principles 3.22 VS 6.5 ; 3.25 O 5.5
of evidence-based practice in the
delivery of care.
3. Apply knowledge of physical,
social, natural and health sciences 3.34 O 1.5 ; 3.63 O 1.5
and humanities in the practice of
nursing.
4. Communicates effectively in 3.14 VS 10 ; 3.13 VS 7.5
speaking, writing and presenting
using culturally-appropriate language.
5. Perform actions in a manner 3.16 VS 9 ; 3.13 VS 7.5
consistent with relevant principles.
6. Work effectively in
collaboration 3.34 O 1.5 ; 3.25 O 5.5
with inter-intra-and-multidisciplinary,
multicultural teams
7. Identify priorities and address 3.32 O 4 ; 3.13 VS 7.5
it
properly.
8. Confront obstacles in
pursuing 3.22 VS 6.5 ; 3.38 O 4
an objective and have a good
decision making to arrive at positive
ways of overcoming them.
9. Manage, guide and facilitate a 3.31 O 5 ; 3.00 VS 10
group or activity so as to maximize its
success and the contribution of
participants.
10. Weigh alternative approaches 3.33 O 3 ; 3.50 O 3
And make commitment to and carry
out a selected option.
and interpreted as Very Satisfactory was “Practice beginning management and
leadership skills in the delivery of client care”. The ninth ranked indicator, have a
56
weighted mean of 3.16 and interpreted as Very Satisfactory was “Perform actions
in a manner consistent with relevant principles”. The tenth ranked indicator, with
a weighted mean of3.14 and interpreted as Very Satisfactory was “Communicate
effectively in speaking, writing and presenting using culturally-appropriate
language”. The average weighted mean on the student respondents’ evaluation
along Skill is 3.26 and interpreted as Outstanding.
On the instructors’ evaluation, the three highest ranked indicators were
interpreted as Outstanding. The indicators “Practice beginning management and
leadership skills in the delivery of client care” and “Apply knowledge of physical,
social, natural and health sciences and humanities in the practice of nursing”
were in the first rank and both have a weighted mean of 3.63. The third ranked
indicator and have a weighted mean of 3.50 was “Weigh alternative approaches
and make commitment to and carry out a selected option”.
Furthermore, the three lowest indicators under the instructors’ evaluation
was interpreted as Very Satisfactory. The indicators “Communicates effectively in
speaking, writing and presenting using culturally-appropriate language”, “Perform
actions in a manner consistent with relevant principles” and “Identify priorities
and address it properly” were both in the seventh ranked and have same
weighted mean of 3.13. The tenth ranked indicator and have a weighted mean of
3.00 was “Manage, guide and facilitate a group or activity so as to maximize its
success and the contribution of participants”. The Average Weighted Mean on
the instructors’ evaluation was 3.33 and interpreted as Outstanding. The result
57
implies that both the student and instructor perceived the learning abilities of the
students were Outstanding along Skills.
c. Perceived Learning Abilities of K-12 graduates along Attitude.
Table 3 displays the results gathered from the evaluation of the respondents and
instructors of the Perceived Learning Abilities of the respondents in terms of
Attitude. From the students’ evaluation, the highest three indicators were rated
Outstanding. The first highest ranked indicator was “Maintain respect towards
instructors” with a weighted mean of 3.74.
The second highest indicator was “Abide school rules and regulations”
with a weighted mean of 3.61. The third highest ranked indicator was “Respect
individual’s differences towards fellow students” with a weighted mean of 3.59.
The next indicators were the three lowest in the ranks. The ranked eighth
indicator was “Recognize opportunities and able to perceive the possibility of
future developments” with a weighted mean of 3.41 and was rated as
Outstanding. The ranked ninth indicator was “Assume full responsibility of work
and accomplishing it effectively” with a weighted mean of 3.32 and was rated as
Outstanding. The tenth ranked indicator was “Trusts own worth and ability which
is sufficient to enable self to perform tasks given” with a weighted mean of 3.24
and was rated as Very Satisfactory. The average weighted mean on the student
evaluation was 3.47 and interpreted as Outstanding.
Then, on the Instructors evaluation, the highest rated indicators were
Outstanding. The first highest ranked indicator was “Willing to take an active role
58
Table 3. Perceived Learning Abilities of K-12 graduates along Attitude
INDICATORS WM INT Rank WM INT RANK
1. Demonstrate responsible 3.42 O 6.5 ; 3.25 O 4.5
citizenship
and pride of being a Filipino
2. Maintain respect towards 3.74 O 1 ; 3.13 VS 8.5
instructors.
3. Respect individual’s 3.59 O 3 ; 3.13 VS 8.5
differences
towards fellow students.
4. Can relate to others; socially 3.47 O 5 ; 3.50 O 2.5
at
ease with people from a variety
of background.
5. Trusts own worth and ability 3.24 VS 10 ; 3.50 O 2.5
which
is sufficient to enable self to
perform tasks given.
6. Assume full responsibility of 3.32 O 9 ; 3.25 O 4.5
work
and accomplishing it effectively.
7. Willing and able to manage 3.42 O 6.5 ; 3.25 O 4.5
change.
8. Recognize opportunities and 3.41 O 8 ; 3.13 VS 8.5
able to
perceive the possibility of future
developments.
9. Willing to take an active role 3.49 O 4 ; 4.00 O 1
and
take responsibility on own
learning.
10. Abide school rules and 3.61 O 2 ; 3.25 O 4.5
regulations.
and take responsibility on own learning” and with a weighted mean of 4.00. The
next two indicators were both ranked 2.5 and rated Outstanding. These were:
“Can relate to others; socially at ease with people from a variety of background”
59
and “Trusts own worth and ability which is sufficient to enable self to perform
tasks given” and with a weighted mean of 3.50. The lowest three indicators have
a weighted mean of 3.13, ranked 8.5 and were rated as Very Satisfactory. These
were “Maintain respect towards instructors”, “Respect individual’s differences
towards fellow students” and “Recognize opportunities and able to perceive the
possibility of future developments”. The average weighted mean on the
Instructors’ evaluation was 3.34 and interpreted as Outstanding. The results
implicate that both the students and instructors perceived the Learning Abilities of
the students as Outstanding.
3. Factors Affecting the Perceived Learning Abilities of the K to 12

Colleges (CSPC).
This section provided the result of the study on the factors affecting the
learning abilities of the K to 12 graduates enrolled in the nursing program of
CSPC on the implementation of the new curriculum, in terms of the four
dimension of the educative process: Substantive Dimension, Procedural
Dimension, Human Relations Dimension and Environmental Dimension.
a. Substantive Dimension is concerned with providing opportunities for
acquiring the essential knowledge, skills and attitude that will prepare the
students to assume the role responsibilities and the function in nursing at the
level for which he/she being prepared. Table 4 shows the indicators affecting the
Perceived Learning Abilities of the respondents along the Substantive

60
Dimension. In the students’ evaluation, the three highest indicators were rated
Table 4. Factors that affect the Perceived Learning Abilities in terms

of Substantive Dimension
Indicators WM INT Rank WM INT RANK
1. Professional nursing 3.28 GA 4.5 ; 3.13 MA 6.5
subjects offered are based on
the prerequisite requirements
and sequence.
2. All Academic Track can 3.28 GA 4.5 ; 3.25 GA 4.5
take Bachelor of Science in
Nursing.
3. Department observes the
following student ratio:
a. Nursing laboratory- 3.30 GA 2.5 ; 3.50 GA 1.5
1:10
b. Classroom 3.33 GA 1 ; 3.50 GA 1.5

Instruction-
1:20(min)
1:40 (max)
4. Systematic continuing 3.21 MA 7.5 ; 3.50 GA 1.5
plan of evaluation of student’s
progress is consistent &
congruent to set objectives.
5. Adopts system of 3.21 MA 7.5 ; 3.38 GA 4.5
supervision for purpose of
evaluating teaching performance
6. Students conduct 3.30 GA 2.5 ; 3.13 MA 6.5
evaluation to Clinical Instructors.
7. The number of units per 3.27 GA 6 ; 2.88 MA 7
semester (First and Second
Semester).
Average Weighted Mean 3.44 GA ; 3.28 GA
(Legend: WM- Weighted Mean; INT- Interpretation; GA- Greatly Affect; MA-Moderately
Affect; A- Affect; NAA- Not at All)
Greatly Affect. The first highest indicator was “Department observes the student
ratio: b. Classroom Instruction- 1:20(min) &1:40 (max)” and with a weighted

61
mean of 3.33.
The next highest two indicators both have the same weighted mean of
3.30 and ranked 2.5, these were, “Department observes the student ratio: a.
Nursing laboratory- 1:10” and “Students conduct evaluation to Clinical
Instructors”. The three lowest indicators in the students’ evaluation were, “The
number of units per semester (First and Second Semester)” with a weighted
mean of 3.27 and ranked sixth.
The last indicators the students rated Moderately Affect and both have
same weighted mean 3.21 and rank of seventh were, “Systematic continuing
plan of evaluation of student’s progress is consistent and
evaluating teaching performance”. The average weighted mean under the
students’ evaluation was 3.44 and interpreted as Greatly Affect. On the other
hand, the instructors marked three indicators as Greatly Affect, with the same
weighted mean of 3.50 and were ranked 1.5. These were, “Department observes
the following student ratio: Nursing laboratory- 1:10 & Classroom Instruction-
1:20(min) 1:40 (max)” and “Systematic continuing plan of evaluation of student’s
progress is consistent & congruent to set objectives”.
In addition, the lowest three indicators in the instructors’ assessment were
rated Moderately Affect. Two of these were in the sixth rank and with the same
weighted mean of 3.13. These were: “Professional nursing subjects offered are
based on the prerequisite requirements and sequence” and “Students conduct
evaluation to Clinical Instructors”. The seventh ranked indicator was,” The

62
number of units per semester (First and Second Semester)” and has the
weighted mean of 2.88. The Average Weighted mean on the Instructors’
evaluation was 3.28 and interpreted as Greatly Affect. The result implicates that
both the students and instructors perceived the Substantive Dimension greatly
affects the students’ Learning Abilities.
b. Procedural Dimension includes the learner, groups of learner (the
class) and the instructor. Learners Activities may range from those planned by
the teacher to the self-initiated by the students in their quest for knowledge.
Table 5 shows the students’ and instructors’ evaluation on the factors affecting
the Perceived Learning Abilities of the respondents along Procedural Dimension.
In the students’ evaluation, three indicators were rated as Greatly Affect.
“Mastery of Clinical Instructors in discussing and performing the
procedure” was ranked by the student as highest indicator and with a weighted
mean of 3.54. The second ranked indicator was “Time allotted to internalize and
familiarize the procedure given before return demonstrations”, with a weighted
mean of 3.48, and the third highest indicator was “Encouragement to student to
determine the significance of every lesson with the use of well-defined
objectives”, with a weighted mean of 3.45.
The lowest indicators in the students’ evaluation were rated Greatly Affect.
Two indicators were in the ranked 4.5 and both have a weighted mean of 3.44,
these were: “Having return demonstration in the retention and in the actual
63
performance of the procedure” and “Independent work and performance were
encouraged and monitored regularly “. The sixth ranked indicator was
“Understanding the purpose of utilizing the nursing laboratory” with a weighted
mean of 3.43. Last indicator in the rank was “Instructors giving tactful
Table 5. Factors that affect the Perceived Learning Abilities of the

respondents in terms of Procedural Dimension
INDICATORS WM INT Rank WM INT Rank
1. Understanding the 3.43 GA 6 ; 3.25 GA 4.5
purpose of utilizing the nursing
laboratory.
2. Having return 3.44 GA 4.5 ; 3.38 GA 1.5
demonstration in the retention and in
the actual performance of the
procedure.
3. Mastery of Clinical 3.54 GA 1 ; 3.50 GA 3
Instructors in discussing and
performing the procedure.
4. Independent work and 3.44 GA 4.5 ; 3.25 GA 4.5
performance were encouraged and
monitored regularly.
5. Instructors giving tactful 3.30 GA 7 ; 3.25 GA 4.5
feedback after an activity or
procedures.
6. Encouragement to 3.45 GA 3 ; 3.25 GA 4.5
student to determine the significance
of every lesson with the use of well-
defined objectives.
7. Time allotted to 3.48 GA 2 ; 3.38 GA 1.5
internalize and familiarize the
procedure given before return
demonstration
feedback after an activity or procedures” and has a weighted mean of 3.30. The
average weighted mean under the student’s evaluation is 3.44 and interpreted as
Greatly Affect.
64
On the instructors’ evaluation, the highest three indicators were rated
Greatly Affect. The indicator “Having return demonstration in the retention and in
the actual performance of the procedure” and “Time allotted to internalize and
familiarize the procedure given before return demonstrations” were both in the
highest rank and have a weighted mean of 3.38. The third highest indicator was
“Mastery of Clinical Instructors in discussing and performing the procedure” and
has a weighted mean of 3.5. The last remaining indicators were in the fourth rank
and have a weighted mean of 3,25.
These were, “Understanding the purpose of utilizing the nursing
laboratory”, “Independent work and performance were encouraged and
monitored regularly”, “Instructors giving tactful feedback after an activity or
procedures” and “Encouragement to student to determine the significance of
every lesson with the use of well-defined objectives”. The Average Weighted
Mean under the instructors’ evaluation was 3.32 and was interpreted as Greatly
Affect. The result of the students’ and instructors’ evaluation implicates that they
both perceived that the Procedural Dimension greatly affects the Learning
Abilities of the students.
c. Human Relations Dimension can be described as the interaction
between the learners-which are the students, instructors, group of learners and
administration. Table 6 displays the evaluation of the respondents and instructors
to the factors affecting the Perceived Learning Abilities of the students’ in terms
of Human Relations Dimension. In the students’ assessment, they rated the three
65
highest indicators as Greatly Affect. The indicators’ “Instructors encouraging
students to participate actively in activities by giving them a variety of exercises
according to their interests” and “Presence of Clinical Instructor during Return
Demonstration” were both in the highest rank and have a weighted mean of 3.41.
Table 6. Factors Affecting the Perceived Learning Abilities of the

respondents in terms of Human Relations Dimension
1. Instructors recognizes 3.19 MA 7 ; 3.63 GA 1
the student’s strengths and
weaknesses
2. Instructors 3.41 GA 1.5 ; 3.50 GA 3.5
encouraging
students to participate
actively in activities by giving
them a variety of exercises
according to their interests.
3. Instructors respect for 3.36 GA 3.5 ; 3.25 GA 5.5
the maturity and sense of
responsibility of the students
4. Instructors possesses 3.30 GA 6 ; 3.50 GA 3.5
well-balanced personality
5. Promotion of unity in 3.36 GA 3.5 ; 3.13 GA 7
diversity by allowing students
to freely express themselves
accordingly to their own
preferences.
6. Student determines 3.34 GA 5 ; 3.38 GA 2
interest in nursing & in
student nurses.
7. Presence of Clinical 3.41 GA 1.5 ; 3.25 GA 5.5
Instructor during Return
Demonstration.
66
Two indicators were also in the third highest rank, these were: “Instructors
respect for the maturity and sense of responsibility of the students” and
“Promotion of unity in diversity by allowing students to freely express themselves
accordingly to their own preferences” and have a weighted mean of 3.36. The
remaining indicators were the least in the rank. The indicator, “Student
determines interest in nursing & in student nurses” was in the fifth rank, have a
weighted mean of 3.34 and interpreted as Greatly Affect. Next indicator in the
sixth rank was “Instructors possesses well-balanced personality” and have rated
Moderately Affect was “Instructors recognizes the student’s strengths and
weaknesses”, have a weighted mean of 3.19 and ranked seventh. The Average
Weighted on the students’ evaluation was 3.34 and interpreted as Greatly Affect.
While on the instructors’ evaluation, the three highest ranks were
interpreted as Greatly Affect. The first in the rank is the indicator “Instructors
recognizes the student’s strengths and weaknesses” and have a weighted mean
of 3.63. The second highest indicator was “Student determines interest in nursing
& in student nurses” and have a weighted mean of 3.38. Two indicators were
both ranked third and have a weighted mean of 3.50, these were: “Instructors
encouraging students to participate actively in activities by giving them a variety
of exercises according to their interests” and “Instructors possesses well-
balanced personality”.
Furthermore, the least indicators rated by the instructors were: “Instructors

67
respect for the maturity and sense of responsibility of the students” and
“Presence of Clinical Instructor during Return Demonstration were both” Have a
weighted mean of 3.25, interpreted as Greatly Affect and were ranked fifth. The
last in the ranked indicator was “Promotion of unity in diversity by allowing
students to freely express themselves accordingly to their own preferences” have
a weighted mean of 3.13 and was ranked seventh. The average weighted mean
on the evaluation of the students were 3.34 and on the instructors were 3.38. The
student’s and instructors’ evaluation in the factor affecting the Perceived
Learning Abilities of the respondents in terms of Human Relations Dimension
were Greatly Affect. The result of this implies that the good interaction and a
cooperative relationship between instructors, students and administration greatly
affect the learning abilities of the respondents. The Average Weighted mean on
the instructors’ evaluation is 3.38 and interpreted as Greatly Affect. The result of
the students’ and instructors’ evaluation implicates that they both perceived the
Human Relation Dimension greatly affects the Learning Abilities of the students.
d. Environmental Dimension refers to the physical factors which affect
the Learning Abilities of the respondents through the environment such as
classroom, laboratory and all the setting which may be used for learning for the
respondents. The Table 7 displays the factor affecting the Perceived Learning
Abilities of the respondents in terms of Environmental Dimension. In the students’
evaluation, the three highest indicators were rated as Greatly Affect. Two
indicators were first in the rank and have a weighted mean of 4.52, these were,
68
Table 7. Factors Affecting the Perceived Learning Abilities of the
respondents in terms of Environmental Dimensions
1. A Nursing Laboratory is 4.27 GA 3.5 ; 2.38 A 7
well equipped.
2. A classroom setting is 3.75 GA 7 ; 2.88 MA 4.5
conducive for effective learning.
3. Rules and policies 4.07 GA 6 ; 3.38 GA 2
necessary to establish and
maintain discipline among
students with consonance with
democratic practices.
4. Observation of proper 4.13 GA 5 ; 3.88 GA 1
decorum and acts in accordance
to the ethical standards.
5. Cultivation of culture of 4.27 GA 3.5 ; 2.88 MA 4.5
trust and respect inside the
room by considering diversity
and individual differences.
6. Integration of values and 4.52 GA 1.5 ; 2.88 MA 4.5
work ethics in the teaching-
learning process.
7. Functional instruments 4.52 GA 1.5 ; 3.00 MA 3
and equipment in the laboratory
for the demonstrations of the
students.
“Integration of values and work ethics in the teaching-learning process” and
“Functional instruments and equipment in the laboratory for the demonstrations
of the students”.
The next highest indicators have both weighted mean of 4.27 and ranked
third were, “A Nursing Laboratory is well equipped” and “Cultivation of culture of
trust and respect inside the room by considering diversity and individual
69
differences”. The least indicators in students’ evaluation were interpreted as
Greatly Affect, these were as follows: “Observation of proper decorum and acts
in accordance to the ethical standards”, have weighted mean of 4.13 and ranked
fifth. The indicator “Rules and policies necessary to establish and maintain
discipline among students with consonance with democratic practices”, have a
weighted mean of 4.07 and was ranked sixth. Last, the indicator “A classroom
setting is conducive for effective learning” have a weighted mean of 3.75 and
ranked seventh. The Average Weighted Mean on the students’ evaluation was
4.22 and interpreted as Greatly Affect.
While on the Instructors evaluation, the highest indicators were rated as
follows: “Observation of proper decorum and acts in accordance to the ethical
standards” has weighted mean 3.88, interpreted as Greatly Affect and on the first
rank. The indicator “Rules and policies necessary to establish and maintain
discipline among students with consonance with democratic practices” have a
weighted mean of 3.38, interpreted as Greatly Affect and was in the second
highest rank. “Functional instruments and equipment in the laboratory for the
demonstrations of the students” is the indicator in the third highest rank and have
a weighted mean of 3.00 and interpreted as Moderately Affect.
Then, the remaining indicators were in the least rank in the instructors’
evaluation. Three indicators have the same weighted mean of 2.88, interpreted
as Moderately Affect and ranked 4.5 were “A classroom setting is conducive for
effective learning”, ”Cultivation of culture of trust and respect inside the room by
70
considering diversity and individual differences” and “Integration of values and
work ethics in the teaching-learning process”. The seventh ranked indicator was
“A Nursing Laboratory is well equipped” and has a weighted mean of 2.38. The
average weighted mean on the instructors’ evaluation was 3.04 and interpreted
as Greatly Affect. The result of both evaluations implicates that the students and
instructors perceived Environmental Dimension greatly affects the students’
Learning Abilities.
Social and emotional lecturer–student relationships (Creasey et al. cited in
Nyadanu, Garglo, Adampah, and Garglo, 2015), a cohesive school atmosphere
(Chowa, Masa, Ramos and Ansong, 2015) and a welcoming atmosphere
(Courtney-Pratt, FitzGerald, Ford, Marsden and Marlow, 2011) are some
predictors of students’ good academic performance. Moreover, a proper clinical
education and an appropriate learning environment (Severinsson & Sand 2010)
can lead to an adequate clinical performance.
According to Gemuhay, Kalolo, Mirisho, Chipwaza and Nyangena (2019),
Although nursing education is a combination of theoretical and practical learning
experiences that enable nursing students to acquire the knowledge, skills, and
attitudes for providing nursing care, globally clinical training of nursing students is
seen as the basis of nursing practice. Nursing students need to be supported and
guided so that they can become responsible, accountable, and independent
professionals who are able to function within the scope of professional practice.
71
Furthermore, Clinical practice provides opportunity for students to apply
the theoretical knowledge into actual health care provision. Clinical placements
enable nursing students to gain essential skills and provide safe and quality
nursing care through real life practice. In the course of clinical practice, students
apply their theoretical knowledge in a real environment, develop psychomotor
skills, and observe and adapt to the professional role.
The clinical environment should be carefully selected, accepted by nurse
tutors, and prearranged to be capable of transforming nursing students into
competent nursing practitioners; this is dependent on factors such as curriculum
design, cost effectiveness, and relationship with specific health facilities.
Constructive criticism improves practice in the clinical setting while negative
criticism is an obstacle for effective clinical performance. Limited chance for
hands on practice in training hospitals, shortage of nurse tutors, clinical
instructors, and too many students in the program can negatively affect
performance of students in clinical practice.
In addition, the students’ behaviours negatively affect students’
performance in clinical practice as inability to demonstrate knowledge and skills,
attitude problems, unprofessional behaviour, and poor communication skills with
patient and clinical instructors, not asking questions, overconfidence,
unmotivated to learn or to work, lack of confidence, and dishonesty. Lack of prior
clinical experience, unfamiliar areas, difficult patients, fear of making mistakes,

72
and being evaluated by faculty members were expressed by the students as
anxiety-producing situations in their initial clinical experience.
4. Relationship between the profile of the respondents and the perceived

learning abilities of K-12 graduates enrolled in Nursing Program of
Camarines Sur Polytechnic Colleges
Table 8 shows the computed values of relationship between the student

respondent’s profile and the perceived learning abilities of K-12 graduates
enrolled in Nursing Program of Camarines Sur Polytechnic Colleges in terms of
knowledge.
The researchers used the coefficient concordance in order to get the
significant relationship between the profile of the respondents and the perceived
learning abilities of K-12 graduates enrolled in Nursing Program of Camarines
Sur Polytechnic Colleges.
Table 8. Relationship between the profile and the perceived Learning

Abilities of K-12 graduates in terms of Knowledge
Profile Computed Tabular Decision Interpretation

Value Value at 0.05 on H0
level of
Significance
Age 1.04 5.99 Accepted Not Significant
Sex 0.58 5.99 Accepted Not Significant
Monthly Income 2.53 15.51 Accepted Not Significant
Ordinal Position in 27.40 12.59 Rejected Significant
the family
School Graduated 0.16 5.99 Accepted Not Significant
On statistical test of significant relationship between the profile and
perceived learning abilities of K-12 graduates enrolled in Nursing Program of

73
Camarines Sur Polytechnic Colleges in terms of Knowledge, it was found out that
the ordinal position in the family and the academic track had computed values of
27.40 and 29.79 greater than the tabular values of 12.59 and 15.51 respectively,
so the hypothesis rejected, therefore interpreted as significant in this study; while
the age, sex, monthly family income and school graduated had computed values
of 1.04, 0.58, 2.53 and 0.16 which were lesser than the tabular values of 5.99,
5.99, 15.51and 5.99 . Thus, the hypothesis was accepted, therefore interpreted
as not significant. Out of six profiles, two were significant and the remaining four
were not significant.
Anchored to the study of Klavano (2016), ordinal position affects the
students’ level of knowledge in terms of comprehension, reading and etc., due to
mental stress that could load the mental capacity of each student based from
their ordinal position. Parallel to this, data shows that they are truly affected and
thus significant to the study. Most of the elders among siblings convey
responsibilities than the younger one that is why they view their learning as their
responsibility to make their lives as effective as they can.
On the other hand, academic track also a significant profile to this study,
many school systems integrate some sort of grouping of students at least during
secondary schooling based on the assumption that teaching is easier and more
effective in homogenous groups (LeTendre, Hofer, & Shimizu, 2009). Grouping
can take place within class, on a course-level (setting or streaming) or on a

74
school level (tracking). The placement of students often depends on their
achievement (Trautwein et al., 2009).
The profile of the respondents significant to the study in terms of
Knowledge is: Ordinal position in the family and the Academic track. Ordinal
position in the family and academic track are considered as factors to perceived
learning abilities of K-12 graduates enrolled in Nursing Program of Camarines
Sur Polytechnic Colleges in terms of knowledge. On ordinal position in the
family, one can be able to gain much better learning based from their Ordinal
Position eldest of the siblings is the first priority to mold properly and attend their
needs prior to the corresponding one, the principle of first must finish first is
applied to this result. Lastly, the academic track affects the perceived learning
abilities since one must know the preparation will be going to take prior to the
stepping inside the challenge, respondents know the strand that could offer a lot
more help about their course.
Table 9 shows the computed values of relationship between the
skills. On statistical test of significant relationship between the profile and
Camarines Sur Polytechnic Colleges in terms of Skills, using the spearman rank
coefficient and coefficient of concordance, it was found out that the sex, ordinal
position and the academic track had computed values of 7.57, 10.48 and 28.97
75
Table 9. Relationship between the profile and the Perceived Learning
abilities of K-12 graduates in terms of skills

Value Value at 0.05 on H0
level of
Significance
Sex 7.57 5.99 Rejected Significant
Family Monthly 8.87 15.51 Accepted Not Significant
Income
Ordinal Position 10.48 9.49 Rejected Significant
in the Family
School Graduated 3.07 5.99 Accepted Not Significant
Academic Track 28.97 15.51 Rejected Significant
greater than the tabular values of 5.99, 9.49, and 15.51 respectively, so the
hypothesis was rejected, therefor interpreted as significant in this study; while the
age, monthly family income and school graduated had computed 1.47, 8.87 and
3.07 which were lesser than the tabular values of 6.00, 15.51 and 5.99
respectively.
Thus, the hypothesis was accepted, therefore interpreted as not
significant. Out of six profiles, three were significant and the remaining three
were not significant in terms of Skills. The profile of the respondents significant to
the study is: sex, ordinal position in the family and academic track. Sex varies
and their interest, thus explains the acquired skills can affect their learning
abilities. Ordinal position in the family shows the maturity level of individual that
can affect acquired skills in terms of learning abilities. Academic track, can help a
lot in terms of skills, variety of strands offers different areas of learning that can
76
affect the learning of the respondents (Klavano, 2016).
Table 10 shows the computed values of relationship between the
attitude.
On statistical test of significant relationship between the profile and
Camarines Sur Polytechnic Colleges in terms of attitude, using the spearman
rank coefficient and coefficient of concordance, it was found out that the sex, and
academic track had computed values of 8.30 and 42.14 greater than the tabular
Table 10 Relationship between the profile and the perceived learning

abilities of K-12 graduates in terms of attitude

Value Value at on H0
0.05 level of
significanc
e
Sex 8.30 6.00 Rejected Significant
Monthly Income 4.70 15.51 Accepted Not Significant
Ordinal Position 3.67 12.59 Accepted Not Significant
School 0.56 5.99 Accepted Not Significant
Graduated
Academic Track 42.14 15.51 Rejected Significant
values of 6.00 and 15.51 respectively, so the hypothesis was rejected, therefore
interpreted as significant in this study; while the age, monthly family income,
77
ordinal position and school graduated had computed values of 1.35, 4.70, 3.67
and 0.56 which were lesser than the tabular values of 6.00, 15.51, 12.59 and
5.99. Thus, the hypothesis was accepted, therefore interpreted as not significant.
Out of six profiles, two were significant and the remaining four were not
significant to this study in terms of attitude.
On average, girls are more motivated than boys to perform well in school,
at least during elementary school. By the time girls reach high school, however,
some may try to down play their own academic ability in order make themselves
more likeable by both sexes (Davies, 2015). Differences in social interaction
styles happen in the classroom as well. Boys, on average, are more likely to
speak up during a class discussion—sometimes even if not called on, or even if
they do not know as much about the topic as others in the class (Sadker,
Zittleman and Sadker, 2012). When working on a project in a small co-ed group,
furthermore they have a tendency to ignore girls’ comments and contributions to
the group. In this respect co-ed student groups parallel interaction patterns in
many parts of society, where men also have a tendency to ignore women’s
comments and contributions (Tannen, 2015).
Students’ attitude directly influences how they mentally approach learning.
Positivism enables students to solve problems quickly in which negative attitude
hampers the efforts in learning abilities. It implies that attitude towards research
greatly effects on how students deal with their learning. Whether a student
undergone a good or bad experience with learning, it indicates when he or she

78
will still engage in academic field and his or her attitude towards it will neither be
optimistic or pessimistic (Merc, 2013).
The profile of the respondents significant to this study in terms of attitude
is: sex and academic track. Sex, with relation of knowledge and skills affect the
interest of the respondents, thus affecting the acquired learning abilities that
affect their performance. Lastly, academic track, the same as what have
interpreted in knowledge and skills, the strand itself affects the preparation and
acquired learning abilities of the respondents since the strand itself offer a variety
of scopes.
5. Proposed plan to enhance the perceived learning abilities of K-12

Colleges
Since the result of this studies implies that the perceived learning abilities of
K-12 graduates enrolled in Nursing Program of Camarines Sur Polytechnic
Colleges combined with the result gathered from the instructors, among the three
areas with an average computed value of 3.28, skills is the most priority; followed
by knowledge with an average computed value of 3.35; lastly, with an average
computed value of 3.41, attitude is the least priority.
Anchored to the study of Jensen (2017), it has been proven that an skilled
people meets its objectives faster, playing the role of the most important area in
making outstanding result, achieving goals, developing the best what is inside of
an individual, handling responsibilities, building a better environment among

79
others, and disciplining oneself. Playing the most important area among others,
skills will be the priority focus of the recommended plan in order to enhance the
performance of each student.
According to the Philippine National Development Plan as cited by Plaza
(2018) the number of higher education institutions in the country is ten times
more than the other neighbouring countries; however, the country is still holding
a large number of out of school youths especially in the tertiary level, thus,
affecting the level of knowledge of our fellow Filipinos. Being in the education
institution, molding the students on how to create new ideas will be the second
focus of the proposed plan to aid the needed additional areas in making progress
of the knowledge of each student.
In terms of attitude, the top 5 words respondents used to describe the
Filipino students are “confident,” “driven,” “self-centered,” “ambitious,” and
“passionate.” Other answers, such as “optimistic,” “independent,” “idealistic” or
“positive,” although most of them mirrored positive outcome, still a number of
their weaknesses reflects their output (Garcia, 2017). The least priority of the
proposed plan is the attitude, with the least need of innovation but still requires
attention to make the improvement in an equilibrium state; while the term
"classroom management" doesn't have just one definition. However, it most
generally refers to the way in which a teacher or instructor sets up the classroom
so that students can learn most effectively. Setting up the classroom can mean
both physically and how the teacher structures the day. This could affect the way
80
the students are learning; factors may hinder and may contribute positively
(Ministry of Education, Guyana, 2018)
Findings shows that among the four factors affecting the perceived
learning abilities of K-12 graduates enrolled in the Nursing Program of CSPC,
Procedural Dimension (Skills Laboratory) had greatly affecting factor with an
average computed value of 3.38; while the Substantive Dimension and Human
Relation Dimension followed with an average computed value of 3.36 interpreted
as greatly affect; lastly, the Environmental Dimension with an average computed
value of 3.13 and interpreted as moderately affecting factor.
Formulated proposed plan will help the factors to positively affect the
students in term of their learning abilities. This also helps the instructors to
manage well the classroom setting together with the institution’s rules and
regulations that may increase the level of quality education that students may
acquire from their learning, considering different areas.
Recognizing different factors and its management will help the students,
instructors, administrators, parents, together with the formulators of the academic
programs to collaborate in providing achievable goals in promoting, maintaining
and practicing good education. Each of the four areas of factors affecting could
be more in positive way by handling it properly in a situation.
Table 11. Proposed Plan to Enhance the Perceived Learning Abilities of K-

12 Graduates Enrolled in the Nursing Program of Camarines Sur
Polytechnic Colleges
81
AREAS OF OBJECTIVE ACTIVITIES OR PERSONS SUCCESS
CONCERN STRATEGIES INVOLVE INDICATOR
1. Perceived
Learning
Abilities
1.a Skills
The students To possess Conduct a certain Instructors The students
need to manage different skills group activity such and Students will be able to
certain group, pertaining to as team buildings, discover skills
possess skills that collaboration outdoor games, skill pertaining to
can lead to its and attain Olympics, practice of group activities
success and certain goals. different procedures and will also
maintain a good and Group Play so learn the
performance. that their skills in importance of
planning and collaboration;
implementing will instructors on
attain successful the other hand
collaboration goal. will discover
the benefit of
group activities
towards
enhancement
of skills of the
students.
1.b Knowledge
Students must To enhance the Assess the Instructors, The students
know the ability of the weaknesses and Students, will be able to
importance of students on strengths of the Administrator use different
creativity. exploring students, promote s ways to learn
different ways in strengths and and make a
learning. enhance the creative
weakness, allow manner in
activities such as learning.
Peer Mentoring, Quiz
Bee, Experiments
and Indoor Games
that will contribute
brain storming and
challenging ideas.
Cont. of Table 11
1.c Attitude
Student’s To attain Promoting initiative Students and The students
manners of effective effort thus exerting Instructors will display
82
learning need learning ways in positive positive effort
improvement order to encouragement for in learning.
according to their contribute learning. Conducting Will
interests and learning. diagnostic test, demonstrate
facilitate Journals, filming capabilities to
encouragement videos, innovative adopt
on their games and assigned difficulties and
weaknesses. reading tasks to create new
assess imbalances ways in solving
will help to identify problems.
areas that is need to
be enhance.
2.Factors
Affecting
the Learning
Abilities
2.a Procedural
Dimension
(Skills
Laboratory)
Importance of To gain Allowing the students Instructors The students
Skills laboratory knowledge, to explore the and Students will appreciate
to every student skills and right laboratory with the and
and maintenance attitude in using guidance of clinical demonstrate
of proper use of the skills instructors of using easily and can
the facilities, laboratory and the facilities, making be able to
focus on the skills appreciate the the procedure more practice well
being practice procedures interesting by adding the step-by-
inside the being done different technique of step process
laboratory that inside the teaching while of the entire
will picture the facility. maintaining the procedure. On
actual procedure. quality of learning. the other hand,
the instructors
will enjoy
teaching the
students in a
manner that
they will
expose their
teaching skills.
Cont. of Table 11
2.b
Substantive Dimension
(Curriculum)
83
Systems should To acquire Facilitate regular Instructors The students
be upgraded to organized evaluation of the and Students will display
meet the needs of system that can student’s outstanding
the students in lessen the performance to performance
terms of impact of the assess the level of every
evaluation, factor affecting knowledge, skills and evaluation and
instruction the learning attitude. will
approach and abilities of the demonstrate
information students and the independence
dissemination. managing and
abilities of the confidence in
instructors. every activities
or tasks.
2.c
Human Relation
Dimension
(Interpersonal
Relationship):
Expose the To maximize the Make a certain Instructors In a two-way
willingness and strength of the activity such as self- and students process of
strength of the students and awareness to assess learning both
students in allow to display personal strength the instructors
learning, creating outstanding and weaknesses. and the
new ideas, performance in Conducting an open students will
facilitating all areas of forum for possible manifest good
activities and knowledge, suggestions that may learning ability
practicing skills and effectively aid the and can
knowledge and attitude. needs of the enhance more
skills. students and the the capable to
instructors to give and
contribute effective acquire
learning. knowledge in
an open-
minded way.
2.d
Environmental
Dimension
Proper application To embark the Engaging to activities Instructors, The entire
of rules and institution with that will display students and institution will
regulations that the proper differences of every administrator create a well-
will allow the recognition of individual. Social s balanced
students and the how the activities such as environment
entire institution to students, conducting games with a strong
abide. Respect for instructors and will allow the social rules and
the rules, culture, the entire skills to develop. regulations
and differences. administration Introduction to rules that will govern
will display and regulations must the four
Cont. of Table 11
behaviour be imposed and dimensions of
towards the additional means of learning:
environment. information Procedural
84
dissemination should Substantive
be practicing such as Human-
orientations and Relation
classroom meetings. Environmental
85
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Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summarized contents of the research study.
This includes all the data that was gathered in a summarized form that was
analyzed previously, also the conclusion, findings and the recommendations
derived from the study.
Summary
The primary focus of this study was to evaluate the perceived learning
ability of K-12 graduates enrolled in the Nursing Program of Camarines Sur
Polytechnic Colleges, specifically it answered the following questions:
1. What is the profile of the K-12 graduates enrolled in the Nursing
Program of Camarines Sur Polytechnic Colleges in terms of:
a. Age
b. Sex
c. Family Monthly Income
d. Ordinal Position in the family
e. School Graduated
f. Academic Track
2. What is the perceived learning abilities of K-12 graduates enrolled in
Nursing Program of Camarines Sur Polytechnic Colleges as perceived by the
respondents along;
89
a. Knowledge
b. Skills
c. Attitude
3. What are the factors that affect the perceived learning abilities of K- 12
graduates
enrolled in the Nursing Program of Camarines Sur Polytechnic Colleges as
perceived by the respondents in terms of;
e. Substantive dimension
f. Procedural dimension
g. Environmental dimension
h. Human relative dimension
4. Is there a significant relationship between the profile of the
respondents and the perceived learning abilities of K-12 graduates enrolled in
Nursing Program of Camarines Sur Polytechnic Colleges?
5. What plan can be proposed to enhance the perceived learning abilities
of K-12 graduates enrolled in the nursing program of Camarines Sur Polytechnic
Colleges?
This study focused on the perceived learning abilities of K-12 graduates
enrolled in the Nursing Program of Camarines Sur Polytechnic Colleges. The
respondents included 105 students and the entire faculty assigned during the
total enumeration. The study was conducted from January 2019 to October 2019.
90
This study utilized descriptive survey method through the issue of
questionnaire as the primary data gathering tool. The statistical instruments used
included percentage technique, weighted mean, spearman rank and Kendall’s
Coefficient Concordance.
Findings
1. Profile of the Respondents. Findings revealed that out of student 105
student respondents, Age. 71 or 67.62 percent belonged to the age range 15 –
19-year-old. Sex. 78 or 74.29 percent were Female. Family Monthly Income. 32
or 30.48 percent had a monthly income of php 5,000 – php 14,000. Ordinal
Position in the Family. 75 or 71.43 percent belonged to the 1 st-3rd ordinal position
in the family. School Graduated. 54 or 51.43 percent were able to finish their
senior high school in private school. Academic Track. 65 or 61.91 percent
attended STEM (Science, Technology, Engineering and Mathematics).
2. Perceived Learning Abilities of K-12 Graduates Enrolled in the

Nursing Program of Camarines Sur Polytechnic Colleges along Knowledge,
Skills and Attitude
a. Perceived learning abilities of k-12 graduates in terms of
Knowledge. In the student’s evaluation out of the ten indicators, the first highest
indicator was “Know the importance of healthy and safe environment” with a
weighted mean of 3.61 and interpreted as Outstanding. Last in rank was
“Emphasize importance of the theory and principles taught” with a weighted
mean of 3.13 and interpreted as Very Satisfactory. On the Instructors evaluation,

91
the highest indicator was “Know what to do and responds constructively to
unexpected or rapidly changing situations”, with a weighted mean of 4.00 and
interpreted as Outstanding. The last ranked indicators were “Know the
importance of healthy and safe environment” and “Show creativity fully in order to
innovate and develop ideas to carry out plans", with a weighted mean of 3.13 and
interpreted as Very Satisfactory. The Average Weighted Mean on the evaluation
along Knowledge on students was 3.30; while on the instructors were 3.39; thus,
it was found out that the Perceived Learning Abilities of the K-12 graduates
enrolled in the nursing program of CSPC in terms of their Knowledge were
Outstanding.
b. Perceived learning abilities of k-12 graduates in terms of
skills. In the students’ evaluation, the highest indicators that were rated were
“Apply knowledge of physical, social, natural and health sciences and humanities
in the practice of nursing” and “Work effectively in collaboration with inter-intra-
and-multidisciplinary, multicultural teams” with same weighted mean of 3.34 and
interpreted as Outstanding. The last ranked indicator rated was “Communicates
effectively in speaking, writing and presenting using culturally-appropriate
language” with a weighted mean of 3.14 and interpreted as Very Satisfactory.
On the instructors’ evaluation, the highest indicators were: “Practice
beginning management and leadership skills in the delivery of client care” and
“Apply knowledge of physical, social, natural and health sciences and humanities
in the practice of nursing”, with same weighted mean of 3.63 and interpreted as
92
Outstanding. While the lowest indicator was “Manage, guide and facilitate a
group or activity so as to maximize its success and the contribution of
participants” with a weighted mean of 3.00 and interpreted as Very Satisfactory.
The Average Weighted Mean on the evaluation of the students along Skills was
3.26; while on the instructors were 3.30; thus, it was found out that the Perceived
Learning Abilities of the K-12 graduates enrolled in the nursing program of CSPC
in terms of their Skills were Outstanding.
c. Perceived learning abilities of k-12 graduates in terms of
Attitude. From the students’ evaluation, the highest ranked indicator
was “Maintain respect towards instructors” with a weighted mean of 3.74 and
interpreted as Outstanding. The lowest ranked indicator was “Trusts own worth
and ability which is sufficient to enable self to perform tasks given” with a
weighted mean of 3.24 and was rated as Very Satisfactory. On the Instructors
evaluation, the highest rated indicator was “Willing to take an active role and take
responsibility on own learning” and with a weighted mean of 4.00 and interpreted
as Outstanding.
While the lowest indicators were “Maintain respect towards instructors”,
“Respect individual’s differences towards fellow students” and “Recognize
opportunities and able to perceive the possibility of future developments” with
same weighted mean of 3.13 and interpreted as Very Satisfactory. The Average
Weighted Mean on the evaluation of the students was 3.47; while on the
instructors were 3.34; thus, it was found out that the Perceived Learning Abilities
93
of the K-12 graduates enrolled in the nursing program of CSPC in terms of their
Attitude were Outstanding.
3. Factors Affecting the Perceived Learning Abilities of K-12 Graduates
Enrolled in the Nursing Program of CSPC
a. Factors affecting the learning abilities of k-12 in substantive
dimension. On the students’ evaluation the highest ranked was “Department
observes the student ratio: b. Classroom Instruction- 1:20(min) &1:40 (max)”
with a weighted mean of 3.33 and interpreted as Greatly Affect. The lowest
ranked indicators the students rated as Moderately Affect and both have same
weighted mean 3.21 were, “Systematic continuing plan of evaluation of student’s
progress is consistent & congruent to set objectives” and “Adopts system of
supervision for purpose of evaluating teaching performance”.
On the other hand, the instructors’ highest indicators were, “Department
observes the following student ratio: Nursing laboratory- 1:10 & Classroom
Instruction- 1:20(min) 1:40 (max)” and “Systematic continuing plan of evaluation
of student’s progress is consistent & congruent to set objectives” with same
weigthed mean of 3.50 and interpreted as Greatly Affect. While the lowest
indicator was “The number of units per semester (First and Second Semester)”
with a weighted mean of 2.88 and interpreted as Moderately Affect. The Average
Weighted Mean on the evaluation along Substantive Dimension on students was
3.44; while on the instructors were 3.28; thus found out that Substantive
Dimension greatly affects the Perceived Learning Abilities of the K-12 graduates
94
enrolled in CSPC.
b. Factors affecting the learning abilities of k-12 in procedural
dimension. On the students’ evaluation, the highest indicator was “Mastery of
Clinical Instructors in discussing and performing the procedure” with a weighted
mean of 3.54 and interpreted as Greatly Affect. Lowest indicator in the rank was
“Instructors are giving tactful feedback after an activity or procedures” with a
weighted mean of 3.30 and interpreted as Greatly Affect. On the instructors’
evaluation, the highest indicators were “Having return demonstration in the
retention and in the actual performance of the procedure” and “Time allotted to
internalize and familiarize the procedure given before return demonstrations” with
a weighted mean of 3.38 and interpreted as Greatly Affect.
Furthermore, the lowest ranked indicators were “Understanding the purpose
of utilizing the nursing laboratory”, “Independent work and performance were
encouraged and monitored regularly”, “Instructors giving tactful feedback after an
activity or procedures” and “Encouragement to student to determine the
significance of every lesson with the use of well-defined objectives” with a
weighted mean 3.25 and interpreted as Greatly Affect. The Average Weighted
Mean along the Procedural Dimension on the evaluation of students was 3.44;
while on the instructors were 3.32; thus found out that Substantive Dimension
greatly affects the Perceived Learning Abilities of the K-12 graduates enrolled in
CSPC.
c. Factors affecting the learning abilities of k-12 in human relation

95
dimension. On the students’ evaluation, the highest indicators were “Instructors
encouraging students to participate actively in activities by giving them a variety
of exercises according to their interests” and “Presence of Clinical Instructor
during Return Demonstration” with a weighted mean of 3.41 and interpreted as
Greatly Affect. The lowest ranked indicator was “Instructors recognizes the
student’s strengths and weaknesses” with a weighted mean of 3.19 and
interpreted as Moderately Affect.
On the instructors’ evaluation, the highest ranked indicator was
“Instructors recognizes the student’s strengths and weaknesses” with a weighted
mean of 3.63 and interpreted as Greatly Affect. Lowest indicator was “Promotion
of unity in diversity by allowing students to freely express themselves accordingly
to their own preferences” have a weighted mean of 3.13 and was ranked 7. The
Average Weighted Mean of the students’ was 3.34; while on the instructors’ were
3.38; thus found out that Human Relations Dimension greatly affects the
Perceived Learning Abilities of the K-12 graduates enrolled in CSPC.
d. Environmental Dimension. On the students’ evaluation, the highest
indicators were “Integration of values and work ethics in the teaching-
learning process” and “Functional instruments and equipment in the laboratory
for the demonstrations of the students” with a weighted mean of 4.52 and
interpreted as Greatly Affect. While the lowest indicator was “A classroom setting
is conducive for effective learning” have a weighted mean of 3.75 and interpreted
as Greatly Affect. While on the Instructors evaluation, the highest ranked

96
indicator was “Observation of proper decorum and acts in accordance to the
ethical standards” with a weighted mean 3.88 and interpreted as Greatly Affect
While the lowest ranked indicator was “A Nursing Laboratory is well equipped”
with a weighted mean of 2.38 and interpreted as Affect. The Average Weighted
Mean on the evaluation of the students was 4.22; while on the instructors were
3.04; thus, found out that Environmental Dimension greatly affects the Perceived
Learning Abilities of the K-12 graduates enrolled in CSPC.
4. Relationship between the Profile and the Perceived Learning

Abilities of K-12 Graduates Enrolled in the Nursing Program of CSPC
a. Relationship between the profile of the respondents and the
perceived learning abilities along knowledge. On statistical test of significant
Polytechnic Colleges in terms of knowledge, it was found out that the ordinal
position in the family and the academic track had computed values of 27.40 and
29.79 greater than the tabular values of 12.59 and 15.51 respectively, so the
hypothesis rejected, therefore interpreted as significant in this study; while the
age, sex, monthly family income and school graduated had computed values of
1.04, 0.58, 2.53 and 0.16 which were lesser than the tabular values of 5.99, 5.99,
15.51and 5.99 .
Thus, the hypothesis was accepted, therefore interpreted as not
significant. Out of six profile, two were significant and the remaining four were not
97
significant.
b. Relationship between the profile of the respondents and the
perceived learning abilities along Skills. On statistical test of significant
Polytechnic Colleges in terms of skills, it was found out that that the sex, ordinal
position and the academic track had computed values of 7.57, 10.48 and 28.97
greater than the tabular values of 5.99, 9.49, and 15.51 respectively, so the
hypothesis was rejected, therefor interpreted as significant in this study; while the
age, monthly family income and school graduated had computed 1.47, 8.87 and
3.07 which were lesser than the tabular values of 6.00, 15.51 and 5.99
respectively. Thus, the hypothesis was accepted, therefore interpreted as not
significant. Out of six profiles, three were significant and the remaining three
were not significant in terms of Skills.
c. Relationship between the profile of the respondents and the
perceived learning abilities along attitude. On the statistical test of significant
Polytechnic Colleges in terms of attitude, it was found out that that the sex, and
academic track had computed values of 8.30 and 42.14 greater than the tabular
values of 6.00 and 15.51 respectively, so the hypothesis was rejected, therefore
interpreted as significant in this study; while the age, monthly family income,
98
ordinal position and school graduated had computed values of 1.35, 4.70, 3.67
and 0.56 which were lesser than the tabular values of 6.00, 15.51, 12.59 and
5.99. Thus, the hypothesis was accepted, therefore interpreted as not significant.
Out of six profile, two were significant and the remaining four were not significant
to this study in terms of attitude.
Conclusion
1. Majority of the respondents are 15 – 19-year-old; female; in the 1 st-3rd
ordinal position in the family; graduated in a private school; and with an academic
track of STEM; while most of them has a monthly income of Php 5,000 – Php
14,999.
2. The k-12 graduates enrolled in the Nursing Program of CSPC has an
outstanding learning ability in terms of knowledge, skills, attitude as perceived by
the students and the instructors.
3. The learning abilities of the k-12 graduates enrolled in the Nursing Program
of CSPC are greatly affected by substantive, procedural, human relation and
environmental factors.
4. The ordinal position in the family is significant in the perceived learning
abilities of k-12 graduates in terms of knowledge, while the sex, ordinal
position in the family and academic track is significant in terms of skills, and
the sex and academic track is significant in terms of attitude.
5. The proposed plan will enhance the perceived learning abilities of K-12
99
Colleges.
Recommendations
1. For the Government
a. It is highly recommended that the government must provide additional
funding for the enhancement of the program and sustain the needed tools for
learning.
b. The technology will play a huge part in the development of the K-12
program, involvement of the fastest growing technology with the contribution of
latest innovation of computerized materials should be recognize and study to
promote fast and accurate aid for the materials, information and implementation
of the program.
2. For Administrators and Developers of the program
a. Maximize the strategies needed, give more choices and options for the
students to learn in various ways, applying variety of learning techniques will
contribute more learning abilities to the students and will provide more comfort to
the instructors. Impose rules and regulation and make it effective to the entire
institution.
b. Environment needs to improve by means of adding more relevant
equipment. Practical knowledge and skills can be more develop if the suggested
100
laboratory materials and supplies is adequate, furthermore the environment itself
contributes willingness and effectiveness in terms of learning.
3. For the Instructors
a. They should incorporate activities that would further enhance the
students’ knowledge, skills and attitude in the classroom and in the clinical
setting to make them competent in the course they taken.
b. They should develop good teaching relationship to the students for it will
allow the students tell their queries, questions and opinions.
4. For the Parents
a. They should take part on the learning process of their children to give
them motivation and support to further enhance their learning abilities and also
uplift their morale to continue to their best on the course they had taken.
5. For the Students
a. They need to explore more in terms of learning, maximizing the
possibilities that the program can offer, aside from the materials being instructed
by the instructors having initiative to explore more sources can be suggested and
create more choices as much as possible.

101
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APPENDICES
108
APPENDIX A
LETTER TO THE LIBRARIAN
March 26, 2019
MRS.PRECY O. GONOWON
College Librarian lll
This College
Dear Madam,
Greetings of Joy and Peace!
The undersigned researchers are conducting a research study entitled

“PERCEIVED LEARNING ABILITIES OF K-12 GRADUATES ENROLLED IN
THE NURSING PROGRAM OF CAMARINES SUR POLYTECHNIC
COLLEGES”, in partial fulfilment of the requirements for the degree Bachelor of
Science in Nursing.
In view therof, the same would like to ask permission from your good
office to conduct a library research to gather related topics, studies and literature.
Thus, this would be a great help in pursuing and accomplishing our research this
year.
. We are hoping for your kind and consideration and approval on this
request.
Thank you and God bless.

Respectfully yours,
(SGD) ANDREA A. BARRA

109
(SGD) GIA P. BOLINA
(SGD) JOY FATIMA C. ERMITA
Researchers
Noted by:
MARILYN N. RIVERA, Ph.D.N.Ed.

Nursing Research Instructor
APPENDIX B
LETTER TO THE ADVISER
March 26, 2019
GRACE E. PACER, M.A,N.

Associate Professor II
This College
Dear Madam,

Science in Nursing.
In view therof, we have unanimously chosen you to be our ADVISER. We

believe that your expertise on the matter would greatly help us in pursuing and
accomplishing our research this school year.
Respectfully yours,

110
(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX C
LETTER TO THE EDITOR
March 26, 2019
ABIGAIL F. MONGE, M.A.N.

Instructor I
This College
Madam:

Science in Nursing.
In view thereof, we have unanimously chosen you to be our EDITOR. We

believe that your expertise on the matter would greatly help us in pursuing and
accomplishing our research this school year.
We are hoping for your kind consideration and approval on this request.
Thank you so much and more power.

111
Respectfully yours,

(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX D
LETTER TO THE STATISTICIAN
March 26, 2019

ENGR. HAROLD JAN R. TERRANO
Instructor l
This College
Sir:

Science in Nursing.
In view thereof, we have unanimously chosen you to be our

STATISTICIAN. We believe that your expertise on the matter would greatly help
us in pursuing and accomplishing our research this school year.
Respectfully yours,
112
(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX E
LETTER TO THE CHAIRMAN
March 26, 2019

NANETH O. OIDA, M.A.N
Assistant Professor II
This College
Dear Madam,

Science in Nursing.
In view thereof, we have unanimously chosen you to be the CHAIRMAN

OF THE PANEL. We believe that your expertise on the matter would greatly help
us in pursuing and accomplishing our research this school year.
Respectfully yours,

113
(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX F
LETTER TO THE PANELIST
March 26, 2019

ALICIA D. NUYDA, M.A.N.
Assistant Professor IV
This College
Dear Madam,

Science in Nursing.
In view thereof, we have unanimously chosen you to be our PANELIST.

We believe that your expertise on the matter would greatly help us in pursuing
and accomplishing our research this school year.
Respectfully yours,
114

(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX G
LETTER TO THE PANELIST
March 26, 2019
LENI M. MALABANAN, Ph.D.N.Ed.

Assistant Professor II
This College
Dear Madam,

Science in Nursing.
In view thereof, we have unanimously chosen you to be our PANELIST.

We believe that your expertise on the matter would greatly help us in pursuing
and accomplishing our research this school year.

115
Respectfully yours,

(SGD) GIA P. BOLINA
Researchers
Noted by:

Nursing Research Instructo
APPENDIX H
LETTER TO CONDUCT THE STUDY
July 10, 2019

MARIA LAARNI M. SALCEDO, Ph.D.
Dean, CHCT
This College
Madam:

Science in Nursing.
In view thereof, we ask permission from your good office to allow us

distribute our prepared questionnaire to the selected incoming second year
students and selected instructor. This undertaking is deemed to be of great
significance to the success of this research.
We are hoping that this request merits your favourable consideration and
approval.

116
Respectfully yours,
(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX I
LETTER TO THE RESPONDENTS
March 26, 2019

Dear Respondents,
Science in Nursing.
In this regard, may we seek your ample time to answer the questionnaire
based from your knowledge. The researchers pledged to apply confidentiality of
your answers and will only use for study purposes.

117
Respectfully yours,

(SGD) GIA P. BOLINA
Researchers
Noted by:

APPENDIX K
QUESTIONNAIRE
PERCEIVED LEARNING ABILITIES OF K-12 GRADUATES ENROLLED IN

THE NURSING PROGRAM OF CAMARINES SUR POLYTECHNIC COLLEGES
Part I. Profile of the Respondents
Instruction: Kindly read the questions carefully. Please fill in the box with
check ( / ) that indicate your answer.
a. Age b. Sex
( ) 15 -19 y/o ( ) Female

( ) 20 – 24y/o ( ) Male
( ) 25 - 29 y/o
( ) 30 - above
c. Monthly Family Income d. Ordinal Position in the Family
( ) 4,999 php & below ( ) 1 st – 3rd

( ) 5,000 – 14,999 php ( ) 4 th – 6th
( ) 15,000 – 24,999 php ( ) 7th – 9th
118
th
( ) 25,000 – 34,999 php ( ) 10th – 12
( ) 40,000 php & above ( ) 13th & above
e. School Graduated f. Academic Track

( ) Private School ( ) STEM
( ) Public/Government School ( ) ABM
( ) GAS
( ) HUMS
Part II. Perceived learning abilities of K-12 graduates enrolled in Nursing

Program of Camarines Sur Polytechnic Colleges.
Instruction: Indicated below are the perceived learning abilities along

Knowledge, Skills and Attitude. Please put a check ( / ) in the box with
appropriate number which corresponds your answer according to the following
options:
4 – Outstanding
3 – Very Satisfactory
2 – Satisfactory
1 – Fair
a. Knowledge
Indicators 4 3 2 1
1. Analyse the basic elements of an idea, experience or
theory such as examining a particular case or
situation in depth and considering its components.
2. Synthesize and organize ideas, information, or
experiences into new, more complex interpretations
and relationships.
3. Understands specific theory and procedures.
4. Emphasize importance of the theory and principles
119
taught.
5. Know the importance of healthy and safe
environment.
6. Identify proper care and services towards health care.
7. Know what to do and responds constructively to
unexpected or rapidly changing situations.
8. Perform actions in a manner consistent with relevant
principles.
9. Show creativity fully in order to innovate and develop
10. Can assess self to evaluate own strengths,
weaknesses, progress and future learning objectives.
11. Others, please specify:
_________________________________
b. Skills
Indicators 4 3 2 1
1. Practice beginning management and leadership skills
in the delivery of client care.
2. Apply guidelines and principles of evidence-based
practice in the delivery of care.
3. Apply knowledge of physical, social, natural and
health sciences and humanities in the practice of
nursing.
4. Communicates effectively in speaking, writing and
presenting using culturally-appropriate language.
principles.
6. Work effectively in collaboration with inter-intra-and-
multidisciplinary, multicultural teams
7. Identify priorities and address it properly.
8. Confront obstacles in pursuing an objective and have
a good decision making to arrive at positive ways of
overcoming them.
9. Manage, guide and facilitate a group or activity so as
to maximize its success and the contribution of
participants.
10. Weigh alternative approaches and make commitment
to and carry out a selected option.
120
_________________________________
c. Attitude
Indicators 4 3 2 1
1. Demonstrate responsible citizenship and pride of
being a Filipino.
2. Maintain respect towards instructors.
3. Respect individual’s differences towards fellow
students.
4. Can relate to others; socially at ease with people from
a variety of background.
5. Trusts own worth and ability which is sufficient to
enable self to perform tasks given.
6. Assume full responsibility of work and accomplishing
it effectively.
7. Willing and able to manage change.
8. Recognize opportunities and able to perceive the
possibility of future developments.
9. Willing to take an active role and take responsibility
on own learning.
10. Abide school rules and regulations.
_________________________________
Part III. Factors that affect the learning abilities of K-12 graduates enrolled
in nursing program of Camarines Sur Polytechnic College
Indicated below are the factors affecting the Learning Abilities along the
different dimension of the Educative Process. Please put a check ( / ) in the box
with appropriate number which corresponds your answer according to the
following options:
4- Greatly affect
3- Moderately affect
2- Affect
1- Not at all
121
A. Substantive Dimension (The Curriculum) 4 3 2 1
1. Professional nursing subjects offered are based on the
prerequisite requirements and sequence.
2. All Academic Track can take Bachelor of Science in
Nursing.
3. Department observes the following student ratio:
a. Nursing laboratory- 1:10
b. Classroom Instruction- 1:20(min)
- 1:40 (max)
4. Systematic continuing plan of evaluation of student’s
progress is consistent & congruent to set objectives.
5. Adopts system of supervision for purpose of evaluating
teaching performance
6. Students conduct evaluation to Clinical Instructors.
7. The number of units per semester (First and Second
Semester).
A. Procedural Dimension (Skills Laboratory)
1. Understanding the purpose of utilizing the nursing

laboratory.
2. Having return demonstration in the retention and in the
actual performance of the procedure.
3. Mastery of Clinical Instructors in discussing and performing
the procedure.
4. Independent work and performance were encouraged and
monitored regularly.
5. Instructors giving tactful feedback after an activity or
procedures.
6. Encouragement to student to determine the significance of
every lesson with the use of well-defined objectives.
7. Time allotted to internalize and familiarize the procedure

given before return demonstrations.
B. Human Relations Dimension (Interpersonal Relationship)
1. Instructors recognizes the student’s strengths and

weaknesses
122
2. Instructors encouraging students to participate actively in
activities by giving them a variety of exercises according to
their interests.
3. Instructors respect for the maturity and sense of

4. Instructors possesses well-balanced personality
5. Promotion of unity in diversity by allowing students to freely

express themselves accordingly to their own preferences.
6. Student determines interest in nursing & in student nurses.
7. Presence of Clinical Instructor during Return

Demonstration.
C. Environmental Dimension
1. A Nursing Laboratory is well equipped.
2. A classroom setting is conducive for effective learning.
3. Rules and policies necessary to establish and maintain

discipline among students with consonance with democratic
practices.
4. Observation of proper decorum and acts in accordance to
the ethical standards.
5. Cultivation of culture of trust and respect inside the room by
considering diversity and individual differences.
6. Integration of values and work ethics in the teaching-

learning process.
7. Functional instruments and equipment in the laboratory for
the demonstrations of the students.
COMMENTS AND SUGGESTIONS_________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________
123
APPENDIX L
QUESTIONNAIRE FOR INSTRUCTOR
Part II. Perceived learning abilities of K-12 graduates enrolled in Nursing

Program of Camarines Sur Polytechnic Colleges.
Instruction: Indicated below are the perceived learning abilities along

Knowledge, Skills and Attitude. Please put a check ( / ) in the box with
appropriate number which corresponds your answer according to the following
options:
4 – Outstanding
3 – Very Satisfactory
2 – Satisfactory
1 – Fair
a. Knowledge
Indicators 4 3 2 1
1. Analyse the basic elements of an idea, experience or
theory such as examining a particular case or situation
in depth and considering its components.
2. Synthesize and organize ideas, information, or
experiences into new, more complex interpretations and
relationships.
3. Understands specific theory and procedures.
4. Emphasize importance of the theory and principles
taught.
5. Know the importance of healthy and safe environment.
6. Identify proper care and services towards health care.
7. Know what to do and responds constructively to
124
8. Knows what to do and responds constructively to
9. Show creativity fully in order to innovate and develop
10. Can assess self to evaluate own strengths,
weaknesses, progress and future learning objectives.
b. Skills
Indicators 4 3 2 1
1. Practice beginning management and leadership skills in
the delivery of client care.
2. Apply guidelines and principles of evidence-based
practice in the delivery of care.
3. Apply knowledge of physical, social, natural and health
sciences and humanities in the practice of nursing.
4. Communicates effectively in speaking, writing and
presenting using culturally-appropriate language.
principles.
6. Work effectively in collaboration with inter-intra-and-
multidisciplinary, multicultural teams
7. Identify priorities and address it properly.
8. Confront obstacles in pursuing an objective and have a
good decision making to arrive at positive ways of
overcoming them.
9. Manage, guide and facilitate a group or activity so as to
maximize its success and the contribution of
participants.
10. Weigh alternative approaches and make commitment to
and carry out a selected option.
c.. Attitude
Indicators 4 3 2 1
1. Demonstrate responsible citizenship and pride of being
a Filipino.
2. Maintain respect towards instructors.
3. Respect individual’s differences towards fellow students.
125
4. Can relate to others; socially at ease with people from a
variety of background.
5. Trusts own worth and ability which is sufficient to enable
self to perform tasks given.
6. Assume full responsibility of work and accomplishing it
effectively.
7. Willing and able to manage change.
8. Recognize opportunities and able to perceive the
possibility of future developments.
9. Willing to take an active role and take responsibility on
own learning.
10. Abide school rules and regulations.
Part III. Factors that affect the learning abilities of K-12 graduates enrolled
in nursing program of Camarines Sur Polytechnic College
Indicated below are the factors affecting the Learning Abilities along the
different dimension of the educative process. Please encircle the appropriate
number which corresponds your answer according to the following options.
4 - Greatly affect
3 - Moderately affect
2 - Affect
1 - Not at All
A. Substantive Dimension (The Curriculum) 4 3 2 1
1. Professional nursing subjects offered are based on the

prerequisite requirements and sequence.
2. All Academic Track can take Bachelor of Science in

Nursing.
3. Department observes the following student ratio:
a. Nursing laboratory- 1:10
b. Classroom Instruction- 1:20(min)
-1:40 (max)
Systematic continuing plan of evaluation of student’s
progress is consistent & congruent to set objectives.
4. Adopts system of supervision for purpose of evaluating
teaching performance
5. Students conduct evaluation to Clinical Instructors.
126
B. Procedural Dimension (Skills Laboratory)
1. Understanding the purpose of utilizing the nursing

laboratory.
2. Having return demonstration in the retention & in the
actual performance of the procedure.
3. Mastery of Clinical Instructors in discussing &
performing the procedure.
4. Independent work and performance were encouraged
and monitored regularly.
5. Instructors giving tactful feedback after an activity or
procedures.
6. Encouragement to student to determine the significance
of every lesson with the use of well-defined objectives.
C. Human Relations Dimension (Interpersonal
Relationship)
1. Instructors recognizes the student’s strengths and

weaknesses
2. Instructors encouraging students to participate actively
in activities by giving them a variety of exercises
according to their interests.
3. Instructors respect for the maturity and sense of
4. Instructors possesses well-balanced personality
5. Promotion of unity in diversity by allowing students to
freely express themselves accordingly to their own
preferences.
6. Student determines interest in nursing & in student
nurses
A. Environmental Dimension
1. A Nursing Laboratory that is well equipped.
2. A classroom setting that is conducive for effective
learning.
3. Rules and policies necessary to establish and maintain
discipline among students with consonance with
democratic practices.
4. Observation of proper decorum and acts in accordance
to the ethical standards.
5. Cultivation of culture of trust and respect inside the room
by considering diversity and individual differences.
6. Integration of Values and work ethics in the teaching-
127
learning process.
COMMENTS AND SUGGESTIONS_________________________________

128
CURRICULUM VITAE
CURRICULUM VITAE
ANDREA A. BARRA
129
#627 Guevarra Street, San Juan, Iriga City
Cel. #: 09300818520
E-mail:iyahbarra0594@gmail.com
Nickname : Rhea
Age : 25 years old
Gender : Female
Date of Birth : May 21, 1994
Place of Birth : San Juan Iriga City
Religion : Roman Catholic
Citizenship : Filipino
Civil Status : Single
EDUCATIONAL ATTAINMENT
Tertiary: Camarines Sur Polytechnic Colleges

Course: Bachelor of Science in Nursing

S/Y 2016 – 2020
Diploma in Midwifery
S/Y 2016-2018
Secondary: Rinconada National Technical Vocational School

Sto. Domingo, Iriga City
S/Y 2007 - 2011
Primary: San Juan Elementary School

San Juan Iriga City
S/Y 2000 – 2006
ELIGIBILITY/ MEMBERSSHIP
 Member , College Red Cross Youth Council (CRCYC)
CSPC S/Y 2016-2020
 Member, Philippine Nursing Student Association (PNSA)
CSPC
130
 April 2018, Midwifery Licensure Examination Board Passer
SEMINARS AND TRAININGS ATTENDED:
 Basic Life Support and Cardio-pulmonary Resuscitation with

AED for Primary Healthcare Providers
CSPC Nabua, Camarines Sur
November 2016
CURRICULUM VITAE
131
GIA P. BOLINA R.M
Zone 5, San Isidro, Baao Camarines Sur
Cel. #: 09074060643
E-mail: giabolina05@gmail.com
Nickname : Gia
Age : 20 years old
Gender : Female
Date of Birth : September 05, 1997
Place of Birth : San Isidro, Baao Camarines Sur
Civil Status : Single


S/Y 2018 – 2020
S/Y 2016-2018
Secondary: Sta. Monica Academy

Baao, Camarines Sur, Philippines
2013-2014
Primary: Sta. Monica Academy

S/Y 2009-2010
 Governor, College of Health Care Technology (CHCT) S/Y 2019-
2020
 Vice Governor Internal, College of Health Care Technology (CHCT)
S/Y 201-2019
132
 Assistant Secretary , College Red Cross Youth Council (CRCYC)
CSPC S/Y 2017-2018
 Head-Development Coordinator Committee, College Red Cross
Youth Council (CRCYC) CSPC S/Y 2018-2019
CSPC

November 2016
 Leadership Development Program
October 2017
CURRICULUM VITAE
133
Joy Fatima Cabaltera Ermita
La Purisima Nabua Camarines Sur
Cel. #: 09195534031
E-mail:joyfatimaermita@gmail.com
Nickname : Joy
Age : 29 years old
Gender : Female
Date of Birth : Oct. 13, 1989
Place of Birth : La Purisima Nabua Camarines Sur
Civil Status : Married

San Miguel Nabua, Camarines Sur

S/Y 2018 – 2020
S/Y 2012-2014
One-Year Diploma in Computer Operation

Camarines Sur Polytechnic Colleges
S/Y 2007-2008
Secondary: La Purisima National High School

La Purisima, Nabua , Camarines Sur, Philippines
2001-2002
Primary: Sta
S/Y 2007-2002
134
CSPC


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Republic of the Philippines

CAMARINES SUR POLYTECHNIC COLLEGES

College of Health Care Technology

Quality of education is the priority of every government. Philippine was

education. Many complain were escalated, many advantages were shared.

Education contributes huge part in making global advancement; young

Senior High School curriculum in various parts of the world is offered to

Reviews (2016) presented various basic education curriculums in the world.

schools in South Korea are divided into general/academic, vocational, and

College of Health Care Technology

education and pre-university program. Worldwide, the Philippines were joined by

with other countries having 13 or 14-year cycles (Senate of the Philippines,

2011). The 12 years or more is in accordance with international practice as

stipulated in the Washington Accord, Bologna Process as well as in the

Association of Southeast Asian Nations (ASEAN) and Asia-Pacific Economic

needed overhaul of the Philippine basic education system becomes a reality

from 10 to 13 years (Tullao, 2013).

The enhanced basic education program encompasses at least one (1)

leading to college or university entrance or a career in business or industry. The

College of Health Care Technology

Restructuring the Philippines’s basic educational system through the K to 12

Program is a tough but strategic move by the government to ensure that it

skilled and employable work force. Introduced in 2011 by the Department of

Education (DepEd), headed by then Secretary Armin Luistro, the K to 12

Program made kindergarten a prerequisite to basic education. It lengthened

and vocational courses to students not planning to go to college, thus giving

them more chances of getting employed in blue-collar work. The program

social sciences (Borlongo, 2015).

The reform includes decongesting and enhancing the basic education

curriculum for learners to master basic competencies, lengthening the cycle of

for college study/work (Magno, 2016).

College of Health Care Technology

acquire Certificates of Competency (COCs) and National Certifications (NCs)

issued by the Technical Skills Development Authority (TESDA). These NCs

process of learning, thus, formulating a plan to enhance the learning abilities of

the students together with the faculty members.

College of Health Care Technology

This study aimed to evaluate the Perceived Learning Abilities of K-12

graduates enrolled in nursing program of Camarines Sur Polytechnic Colleges,

Nabua, Camarines Sur. Specifically, it sought to answer the following questions:

of Camarines Sur Polytechnic Colleges in terms of:

c. Family Monthly Income

d. Ordinal Position in the family

2. What is the perceived learning ability of K-12 graduates enrolled in

Nursing Program of Camarines Sur Polytechnic Colleges as along:

Graduates enrolled in the Nursing Program of Camarines Sur Polytechnic

Colleges as perceived by the respondents in terms of;

College of Health Care Technology

4. Is there a significant relationship between the profile of the respondents

and the perceived learning abilities of K-12 graduates enrolled in Nursing

Program of Camarines Sur Polytechnic Colleges?

5. What plan can be proposed to enhance the perceived learning abilities of

K-12 graduates enrolled in the nursing program of Camarines Sur Polytechnic

Assumptions of the Study

This study was guided by the following assumptions that:

1. The profile of the K-12 graduates enrolled in the nursing program is

significant in determining their perceived learning abilities.

2. The K-12 graduates enrolled in the nursing program of Camarines Sur

Polytechnic Colleges has outstanding learning abilities.

3. The perceived learning abilities of K-12 graduates enrolled in the

Nursing Program of Camarines Sur Polytechnic Colleges is affected by several

4. There is a plan that can be proposed to enhance the perceived learning