Baby Thesis Format

PAMANTASAN NG LUNGSOD NG SAN PABLO
Brgy San Jose San Pablo City
OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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THE CORRELATION BETWEEN PLSP CAS 1ST YEAR

STUDENT'S BASIS FOR SELECTING THEIR ACADEMIC PATH
TO THEIR ACADEMIC PERFORMANCE
A Thesis
Presented to the College of Arts and Sciences
Pamantasan ng Lungsod ng San Pablo
Brgy. San Jose, San Pablo City
In Partial Fulfillment of the Requirements of the Degree of

Experimental Psychology
Exconde, Kristhel Kim B.

Flores, Hannah Marie E.
Folloso, Dan Marie R.
Flores, Matthew Ezekiel C.
Francia, Ara Bella B.
Gallardo, Pauline G.
2023
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter deals with the presentation of the problem. Specifically, this
presents an introduction, the background of the study, statement of the problem,
theoretical framework, conceptual framework, hypothesis of the study, scope and
limitations of the study, significance of the study, and definition of terms.
Introduction
Various research has suggested that people with certain motivators
perform better. These motivators or factors influence people to do better on what
they do, it's a very universal phenomenon that people often overlook. One of the
possible factors is the reason or basis of the student on choosing their academic
path. 70 percent of Senior High School Graduates choose to continue taking a
tertiary education (Philippine Daily Inquirer, 2023) and each of these students
has their own reason for continuing their education. It is relevant to know what
other possible factors lie to a student's excellence in order to discover ways of
understanding the process of academic excellence.
This research is concerned with understanding how the basis for a
student's chosen academic path can impact their academic performance. This
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paper will explore important questions such as to what degree does a student’s
academic performance correlate with the reason they chose their bachelor’s
degree.
The research draws its theories from another research entitled “Students'
Perception on Choosing a Course” (Balindong, Gamos, Grumo, & Rebekah,
2018) which discusses the common factors of students’ basis for choosing their
bachelor’s degree. Referencing our factors from this research made it easier for
the researchers to describe the complexity of human reasoning specifically to the
factors needed for this research. the factors for students’ basis on choosing their
course is categorized by four general factors which are dedication, environment,
prospective and benefits; with eight specific factors for coming from our general
factors which are passion, interest, people, academics, potential, demand,
opportunity and financial. The research will explore the influence of these factors
on students' academic performance, by conducting a survey test to see the
possible correlation between the students’ basis for choosing their bachelor’s
degree and academic performance. The researchers explore the question that if
people’s reason for choosing to pursue their education is a big part of their
motivation to finish their education, is it possible that it also correlates with their
academic performance.
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Statement of the Problem
The primary aim of this study is to investigate the correlation between the basis
for selecting an academic path among the students of the Pamantasan ng
Lungsod ng San Pablo College of Arts and Sciences and their academic
performance. Specifically, the study seeks to answer the following questions:
1. What is the profile of the respondents in terms of their chosen college
course?
2. What are the possible reason/s the respondents choose their course?
2.1 Dedication
2.1.1 Passion
2.1.2 Interest
2.2 Environment
2.2.1 People
2.2.2 Academics
2.3 Prospective
2.3.1 Potential
2.3.2 Demand
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2.4 Benefits
2.4.1 Opportunity
2.4.2 Financial
3. How much does the factor correlate to academic performance of the
respondents?
Hypotheses or Assumptions
The tenability of the following hypotheses were tested at 0.05 level of
significance:
1. Significant relationships exist between Passion and academic
performance.
2. Significant relationships exist between Interest and academic
performance.
3. A less significant relationship exists between People and academic
performance.
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4. a less significant relationship exists between academics and academic
performance.
5. a less significant relationship exists between potential and academic
performance.
6. a less significant relationship exists between Demand and academic
performance.
7. Little to no significant relationship exists between opportunity and
academic performance.
8. Little to no significant relationship exists between financial and academic
performance.
Theoretical Framework
The study titled “The Correlation Between PLSP CAS Student's Basis for
Selecting their Academic Path to their Academic Performance” can be
investigated through the study of Edward l. Deci and Richard m. Ryan’s self-
determination theory (2008). According to this theory, there are two main types of
motivation which are intrinsic and extrinsic. Extrinsic motivation is a drive to
behave in certain ways based on external sources and it results in external
rewards (1985). Such sources include grading systems, employee evaluations,
awards and accolades, and the respect and admiration of others. On the other
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hand, intrinsic motivation comes from within. There are internal drives that inspire
us to behave in certain ways, including our core values, our interests, and our
personal sense of morality.
The researchers has decided to use this theory to identify the correlation
between the student’s basis for selecting their academic path to their academic
performance as the researcher found that the factors that they will be using also
act as a motivational factor or motive, it can be categorized by the type of
motivation they possess which in turn classifies what type of factors is more
effective when it comes to their performance. Not only will we justify our finding
using our own data from our data gathering process but will also validate what
type of motivation has a significant correlation to academic performance.
The researchers have categorized the factors we used in this research on
either intrinsic, extrinsic or both motivation. Part of the intrinsic motivation
category would be the dedication factor. Dedication is the nature of being
committed to a certain task or purpose which would make it under the
classification of intrinsic motivation because of its inherent satisfaction. Under the
dedication factor would be passion and interest. Passion is the fuel that inspires
and drives people toward specific goals, no matter how unlikely or difficult they
might be. Interest refers to the inclination of the student towards a particular
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subject in which the researchers concluded that these factors are considered to
be under intrinsic motivation.
As for the other factors, the factor we have put under extrinsic motivation
is the benefit factor. Benefit is a form of advantage or profit from an external
origin. The benefit factor is considered to be an extrinsic motivation because of
its reliance on external rewards rather than internal. Under this factor is
opportunity and financial. Opportunity lies on the external benefit from our
circumstances and that is other than financial benefits. Financial or financial
stability is the ability of a person to manage their financial well-being. These
factors under benefit are therefore concluded to be an extrinsic motivation
because of their reliance on external satisfaction.
The remaining factors are categorized in both types of motivation, these
factors are seen to be versatile and have a more broad interpretation when it
comes either them being self fulfilling factors like intrinsic motivation. These
factors are the environment and prospective factors, the researchers have
decided to make a new category to which will entertain both types of motivation
in consideration to the factors characteristics. Environment is what we use to
describe our surroundings or conditions in which people operate and function.
The researchers have defined the environment in this research to be the external
influence in a participant on either people or objects. There are two more factors
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under the environment factor, these factors are people and academic factors.
People factor is defined as the influence of people to the participant when it
comes to their decision making process. It is deemed to be both part of the
intrinsic and extrinsic motivation because people’s influence aren’t necessarily
making the participant to be reliant to their influence as they could also interpret
their influence as an inspiration to their decision making. Academics on the other
hand is the factor with influence from the quality of learning and education.
Academics is considered to be both intrinsic and extrinsic because of the
possibility of feeling satisfaction from learning itself or the external satisfaction
coming from the privilege of having a quality education from a prestigious
institute or program. Prospective on the other hand is defined as the expectation
of something in the future. The researchers have defined prospective to be the
expectations of the participants for their future in their chosen course, under this
factor is potential and demand. Potential is defined by the participants’ belief that
they have the potential to succeed in their chosen course and wish to do good by
unlocking and fulfilling that potential, whether for self interest or external rewards.
As for demand, the participants choose either because of the possible external
benefit of the career their course can take or either for convenience or learning
specialized skills.
Conceptual Paradigm
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The figure below shows the correlation between the factors (the basis for
PLSP CAS 1st year student’s for selecting their academic path) of their academic
performance. The factors will be this research’s independent variable since the
purpose of this research is to know the relationship between the factors and
academic performance. The researcher used the academic performance, more
specifically the general weighted average of the student from their first semester
as their dependent variable. To weigh out the academic performance of the
participants. In this way we would be able to identify whether the researchers’
factors have any significant relationship or correlation with a student’s academic
performance.
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Significance of the Study
Admission. The study's findings can be valuable for the admission department
of the PLSP CAS. By understanding the correlation between CAS students'
career path selection and their academic performance, the admission department
can gain insights into the factors that influence students' choices and make more
informed decisions during the admission process. This information can help them
identify students who are likely to excel in their chosen career paths and
contribute positively to the university's reputation.
Teachers. Teachers can enhance their ability to motivate students by
understanding the reasons or factors that led them to choose their current
college course. This awareness enables teachers to gain valuable knowledge
and information about their students, enabling them to effectively inspire and
encourage them.
Researchers. For the researchers conducting the study, it presents an
opportunity to contribute to the existing body of knowledge in the field of
education and career development. By exploring the correlation between career
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path selection and academic performance, the researcher can expand the
understanding of how these factors interrelate. The study can provide valuable
insights into the factors influencing students' career choices and the impact of
those choices on their academic success. This knowledge can contribute to
future research and inform the development of interventions and programs to
support students in making informed career decisions.
Future Researcher/s:
The study's findings can serve as a foundation for future research
endeavors. It can inspire other researchers to investigate related aspects in
greater detail or explore additional factors that may influence students' career
path selection and academic performance. The study can stimulate further
research on the long-term effects of career choices on students' academic and
professional development, leading to a deeper understanding of the dynamics
between career paths and academic performance. Future researchers can build
upon these findings to uncover new insights and contribute to the field of
education and career counseling.
Scope and Limitations (or Delimitations) of the Study
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The research study aims to explore the correlation between the basis for
career path selection among students enrolled in the Pamantasan ng Lungsod
ng San Pablo, College of Arts and Sciences (PLSP CAS) and their academic
performance. The study focuses on this specific group of students to understand
how their career choices relate to their academic achievements within the
program.
The scope of the study involves analyzing data collected from PLSP CAS
students to identify patterns and trends between their basis for career path
selection and academic performance indicators. These indicators may include
GWA, course grades, class participation, and other relevant academic
achievements. By examining these variables, the study seeks to uncover any
relationships and correlations that may exist between career choices and
academic success.
However, the study does have certain limitations. Firstly, the findings may
be limited to the PLSP CAS student population, making it challenging to
generalize the results to a broader student population. Additionally, the reliance
on self-reported data, such as surveys and interviews, may introduce biases or
inaccuracies in the collected information. Establishing a causal relationship
between career path selection and academic performance can be complex, as
other factors may also influence both variables. Controlling for confounding
variables, such as socioeconomic status or personal circumstances, may prove
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challenging. Moreover, the subjective interpretation of the basis for career path
selection and academic performance may introduce subjectivity into the analysis.
Despite these limitations, the study has the potential to provide valuable
insights for PLSP CAS students. It may help students gain self-awareness, make
informed decisions about their career paths, and identify areas where academic
support or interventions may be beneficial. The study's findings could also
contribute to program improvement, as educators and administrators may gain
insights into aligning the program with students' career goals and enhancing the
academic environment. Furthermore, the research study allows students to
contribute to the broader body of knowledge by adding to the understanding of
the relationship between career choices and academic performance.
Definition of Terms
Before delving to the correlation between PLSP CAS 1st year student's
basis for selecting their academic path to their academic performance, we need
to better understand and be familiar with the terms the researchers used in this
thesis so far.
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Academic Performance. Any identifiable success in the areas of scholarship or
disciplined study or a level of proficiency in scholastic work in general or in a
specific skill, such as arithmetic or reading. (APA Dictionary of Psychology, n.d.)
Academics. Academic psychology is a biological and experimental branch of
science concerned with the mind, brain and behavior. Because its subject matter
is “human nature” it has widespread applications to healthcare, education,
industry and commerce (University of York, n.d.)
Benefits. Benefit finding refers to a reported positive life change resulting from
the struggle to cope with a challenging life event such as trauma, illness, or other
negative experiences. The positive psychology movement has recently driven a
shift toward an emphasis on the positive consequences of negative events.
((Wideman et al., 2013)
Dedication. Dedication is defined as the state of being committed to doing a
particular task effectively and efficiently. It is an important personality
characteristic of an individual. Dedication is highly required to achieve personal
goals in life. (“Difference between Commitment and Dedication,” 2014)
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Demand. In a psychological experiment, a demand characteristic is a subtle cue
that makes participants aware of what the experimenter expects to find or how
participants are expected to behave. (Cherry, 2020)
Environment. The aggregate of external agents or conditions—physical,
biological, social, and cultural—that influence the functions of an organism. (APA
Dictionary of Psychology, n.d.)
Factors. Anything that contributes to a result or has a causal relationship to a
phenomenon, event, or action. (APA Dictionary of Psychology, n.d.)
Financial. Financial psychology is the study of why we do what we do with our
money. It is a broad field that encompasses the cognitive, social, emotional, and
cultural factors that come into play when people make financial decisions.
(Newcomb, 2022)
Interest. Interest is, therefore, both a psychological state characterized by
increased attention, effort, and affect, experienced in a particular moment
(situational interest), as well as an enduring predisposition to reengage with a
particular object or topic over time (individual interest; Hidi & Renninger, 2006).
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Opportunity. Opportunity structure is the framework of socially structured means
and rules available for a social group to achieve its aims and interests, which are
culturally defined and oriented toward social success. (Latorre-Catalán, 2017)
Passion. Passion is defined as a strong inclination toward an activity that people
like (or even love), find important, in which they invest time and energy, and that
is part of identity. Indeed passion can fuel motivation, enhance wellbeing, and
provide meaning in everyday life.(Vallerand, Paquette, & Richard, 2022)
People. Locke (1690) defines a person as, “a thinking intelligent being, that has
reason and reflection, and can consider itself the same thinking thing, in different
times and places” (280). A person has to think, has to reason, and, as Rowlands
argues, has a pre-reflective self-awareness.
Potential. The capacity to develop or come into existence. (APA Dictionary of
Psychology, n.d.)
Prospective. refers broadly to the mental representation and evaluation of
possible futures, including such functions as planning, prediction, and
daydreaming. This ability fundamentally shapes human cognition, emotion, and
motivation, and yet remains an understudied field of research. (Seligman,
Railton, Baumeister, and Sripada, 2013)
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REVIEW OF LITERATURE
Conceptual Literature
Academic Performance. Filipino pupils do not achieve the required level of
proficiency, which is 75 percent, according to the DepEd’s own National
Achievement Test (NAT). Only 37.43% of grade 6 pupils received the average
score in critical thinking, information literacy, and problem solving for all courses
(Andrew J. Masigan,2021).
According to a 2020 study by the Philippine Institute for Development Studies, up
to 70% of SHS graduates decide to pursue a bachelor’s degree at the
postsecondary level. Contrary to predictions, only slightly more than 20% of
these graduates started working.
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In addition to stability, education also offers financial security, particularly in the
world of today. A strong education typically prepares you for a higher paid career
and gives you the tools you need to get there. People that are educated and
aware are also able to adopt money-saving strategies (M. Madhu Nair,2020).
Over their lifetime, college graduates are expected to earn 84 percent more than
those with only a high school diploma, according to reports from the Bureau of
Labor Statistics, who also notes that workers with higher levels of education
“typically earn more and have lower rates of unemployment compared with
workers who have less education.”
Since the outcomes of the variables also overlap in the study we see, the division
of our variables will also be based on the subheadings of (Dedication,
Environment, Prospective, and Benefits).
Dedication.It plays a crucial part in encouraging a pupil to keep up their good
work. Students who are motivated have greater excitement, put in more work and
energy, and are more adamant about achieving their objectives.Many would
argue that the primary impact or factor is a person’s passion for a particular area,
but few people know exactly what they want to do with their lives after high
school, which makes us believe that there are other important factors at play
(Procedia Economics and Finance, 2015). Del Norte (2013) argued that carefully
selecting a course is a crucial step in bringing a student’s academic journey to a
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successful completion. Each person’s decision-making process is complex and
distinct, depending on their cognitive abilities and the social structures of their
environment (Braza & Guillo, 2015; Durosaro & Adebanke, 2012, quoted in Som,
2016). Most people will make a choice at some point in their lives, and this option
should be carefully studied because it will decide one’s future job and may have
an impact on the rest of one’s life (Som, 2016).
**Environment.**According to Nyambe et al. (2016), the support of family and
friends, faculty amenities, issues encountered, peer interactions, and the
influence of parents and friends make up the external variables.The learner’s
experience with learning may be influenced positively or negatively by external
variables like family, peers, and the larger community. Negative external
influences can produce distractions, obstacles, and other learning difficulties,
whereas positive external factors can offer resources, inspiration, and support.
The success of the learner can be significantly impacted by external influences,
so it is crucial to identify and solve them.
Prospective. The foundation for every country’s progress is education, which is
a fundamental right. Due to the fact that every country in the world depends
heavily on trained and educated workers, the international community of nations
recognizes education as a basic human right (Global Monitoring Report, 2014).
Because education is a human right, students must have the chance to develop
their skills in order to lead fulfilling lives (Lee, 2015). The potential of students
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can be enhanced to help them fit into society more effectively through education
at various levels. College course selection may be a challenging and perhaps
unpredictable process, but it is primarily viewed from one viewpoint.The
relationship between a student’s expectation for success at a task or the
achievement of a goal in relation to the value of task completion or goal
attainment is described by the expectancy-value theory, which is a theory of
motivation. A student’s expectation for success on a particular activity is referred
to as expectancy.
Benefits.
Numerous students struggle to achieve the same academic levels as students
who do not live in poverty as a result of this lack of resources. Income, the
source of income, and the education level of the mother are factors that affect
student accomplishment. Although many low-income students perform below
average on assessment measures, classroom, school, district, and government-
level instructional techniques and strategies can help close the achievement gap
by giving students the support they need to perform well in the classroom (Guirit,
Dumaran, Zamora, and Heramil 2015).Many would argue that the primary impact
or factor is a person’s passion for a particular area, but few people know exactly
what they want to do with their lives after high school, which makes us believe
that there are other important factors at play (Procedia Economics and Finance,
2015). Del Norte (2013) argued that carefully selecting a course is a crucial step
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in bringing a student’s academic journey to a successful completion. Crossman
(2010) reminds us, people tend to consider opportunities and appraise the
possible costs and benefits of future engagement before making their decision on
what to do.
Research Literature
According to Villavicencio & Bernardo (2012), Enjoyment and pride were both
positive predictors of grades; more importantly, both moderated the relationship
between self-regulation and grades. For students who report higher levels of both
positive emotions, self-regulation was positively associated with grades.
However, for those who report lower levels of pride, self-regulation was not
related to grades; and, for those who reported lower levels of enjoyment, self-
regulation was negatively related to grades. The results are discussed in terms of
how positive emotions indicate positive appraisals of task/outcome value, and
thus enhance the positive links between cognitive/motivational variables and
learning.
According to Wilder (2014), the relationship between parental involvement and
academic achievement was positive, regardless of a definition of parental
involvement or measure of achievement. Furthermore, the findings revealed that
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this relationship was strongest if parental involvement was defined as parental
expectations for academic achievement of their children. However, the impact of
parental involvement on student academic achievement was weakest if parental
involvement was defined as homework assistance. Finally, the relationship
between parental involvement and academic achievement was found to be
consistent across different grade levels and ethnic groups. However, the strength
of that relationship varied based on the type of assessment used to measure
student achievement.
According to Yousuf & Nur Syufiza (2023), low entry grades, family support,
accommodation, student gender, previous assessment grade, student internal
assessment grade, GPA, and students' e-learning activity are the most significant
factors influencing students' academic performance.
According to Datu, Yuen, & Chen (2018), among Filipino high school students. it
is demonstrated that grit (Passion) positively predicts academic agentic,
behavioral, cognitive, and emotional engagement. Findings of multiple mediation
analyses showed that grit had indirect effects on academic engagement via the
intermediate variable autonomous motivation even after controlling for age,
gender, and conscientiousness.
According to Patimo & Lucero (2021), it was showed that most of the advance
higher education faculty members are male, married, doctorate holders,
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professionals, research-oriented, very satisfactory performers, and possess good
financial status. The best predictor of the academic performance of the advanced
higher education students is the work experience of the faculty members.
According to Delfino (2019), Their correlational analysis found that teacher,
school, and family factors were positively related to student engagement, while
the Multiple Linear Regression analysis revealed that there was relatively low
percentage of variance (1.8%) but shows that the factors were significant
predictors of student engagement. Furthermore, it was found out that behavioral,
emotional and cognitive engagements were positively correlated to the academic
performance of the students. The teacher, the school, and the parents should
have strong collaboration to provide more opportunities for students to maximize
their university engagement
According to Esguerra (2019), the size of the family is negatively connected to
the student's academic performance. Some other factors that have been
considered are family income, father's education, mother's education, the
motivation of parents, co-curricular activities, the regularity of teachers, and
interest of the teacher in the subject.
According to Alipio (2020), there was a significant difference in the academic
adjustment and performance when students are stratified according to SHS
strand. Moreover, moderation analysis showed that SHS strand significantly
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moderates the relationship between academic adjustment and performance.
Findings of the study have several implications to theory and education practice.
According to Mariano, Madel, & Miranda (2022), most of the working students
exhibit a good level of time management skills. With academic performance, the
majority of the working students belong to approaching proficiency level which
means that most of the working students have developed fundamental
knowledge and skills, with minimal guidance from the teacher or with peers, and
can transfer them through authentic tasks. Correlation analysis revealed that
there was a very high positive significant relationship between time management
skills and academic performance of working students, which means that
cultivating time management skills among the working students enrolled in open
high school programs can significantly improve their academic performance.
Hence, it is recommended that schools may consider designing relevant
programs which will cultivate working students’ time management skills and
thereby enhancing their academic success.
According to Team Orange (2022), Philippine Institute for Development Studies
(PIDS) found that 40% of employed Filipinos have academic credentials beyond
what is needed in their jobs and that these Filipinos were only earning 5% more
for finishing their studies despite being relatively overeducated for their positions.
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According to Daway-Ducanes, Pernia, & Ramos (2022), there is an `income
advantage’ not only in terms of being admitted to the UP System, but also in
being admitted to the first-choice course cluster: Applicants coming from richer
households have higher probabilities of being admitted to UP. However, no such
‘income advantage’ is apparent with regard to the choice of a Science and
Technology (S&T) course over a non-S&T course. Other significant determinants
of admission to the UP system and to one’s first-choice course cluster are being
male, high school grade weighted average, high school type, and high school
region. Our results suggest that the new free tuition policy at public universities
and colleges, including the UP system, is more likely to disproportionately benefit
students coming from higher-income families.
According to Mamba, Tamayao, & Vecaldo (2020), it was found that overall, the
K to 12 graduates were college-unready. They poorly performed in Science and
Mathematics but manifested college readiness with languages and literature.
Also, campus assignment plays a significant variable in explaining the
differentials in the college readiness of the respondents. On the whole, the study
offers manifold benefits for policy reforms along curriculum alignment, tertiary
admissions, and transition interventions to improve the quality of the K to 12
graduates.
According to Llego, (2021), The Philippine Business for Education (PBED) group
conducted a study and found that the first batch of SHS graduates possesses
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“theoretically” 93% of the competencies suitable to the needs of the country’s
industries. But in a separate study, the PBED found that only 20% of the 70
leading companies in the Philippines were inclined to hire senior high graduates,
preferring college graduates or those with at least two years of a college
education.
According to Luesia, Benítez, Company-Córdoba, Gómez-Gómez, & Sánchez-
Martín (2023), A significant and positive correlation was found between
motivation and its dimensions with academic performance. Similarly, it was found
that both intrinsic motivation and extrinsic motivation have a moderate correlation
with academic performance in mathematics.
According to Yarin et al., (2022), there is a weak correlation between academic
performance and motivation, in the same way as intrinsic motivation and
extrinsic and a weak correlation with the demotivation dimension. With regard to
linear regression, all dimensions of motivation were predictive of academic
performance; intrinsic motivation explains a 27.2% of academic performance;
extrinsic motivation explains a 16.8% of academic performance, and
demotivation a 12.4%.
Synthesis of Review of Related Literature
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The research and materials listed above were discovered through
thorough research from online sources. The experiments and literature
discussed in this chapter demonstrated that a student's reason for taking a
course has a significant influence on their academic success. A majority of
literature indicates that it has a beneficial impact on students' academic success
in their selected course. According to the researchers, having a commitment, an
encouraging atmosphere, and valuable perspectives as well as advantages are
essential aspects that improve the students' chances of achieving excellent
academic performances.
CHAPTER II
METHODS
This chapter deals with the research methods used in the study. It
includes discussion on research design, respondents of the study, sampling
design, data gathering instrument, data gathering procedure, and statistical
treatment of data.
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Research Design
This study will apply a correlational research design to investigate the
correlation between PLSP CAS students' basis for selecting their academic path
and their academic performance. The participants will consist of 1st year college
students enrolled in the PLSP CAS, chosen through stratified convenience
sampling. Data will be collected through a structured survey questionnaire,
focusing on factors influencing students' academic path selection and their
academic performance. Quantitative data analysis techniques, such as
correlation analysis, will be employed to examine the relationship between the
variables. Ethical considerations will be followed, including informed consent and
confidentiality of participant responses. The findings from this study will
contribute to the understanding of factors influencing academic performance and
inform strategies for enhancing student success within the PLSP CAS.
Respondents/Participants of the Study
The respondents/participants of the study "The Correlation Between PLSP
CAS Student's Basis for Selecting their Academic Path to their Academic
Performance" are the 1st year students enrolled in the College of Arts and
Sciences (CAS) at Pamantasan ng Lungsod ng San Pablo (PLSP). The 1st year
students are the respondents/participants because the researchers believe that
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understanding the factors influencing their choice of academic path can provide
valuable insights into their academic performance. By examining the correlation
between the basis for selecting their academic path and their academic
performance, the study aims to shed light on the student's basis in their career
choices and the impact on their success within the CAS program at PLSP.
Sampling Techniques
This study used a stratified sample in which respondents were freshmen in
multiple CAS programs. A stratum subsample is then randomly selected. We use
convenience sampling, where we select those students or respondents that are
available. This means that all demographic groups are represented. The data`s
objectivity makes it simple to get insight.
Table 1. Sampling Technique: Distribution Table of the Respondents
CAS PROGRAMS
AND MAJORS N % N
Bachelor of Arts in 246 15.37% 15
Political Science
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Bachelor of Arts in 309 19.30% 15
Communication
Bachelor of Public 289 18.05% 15
Administration
Bachelor of Science 400 24.98% 15
in Psychology
Bachelor of Science 357 22.30% 15
in Economics
Total 1601 100% 75
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Research Locale
The research area for "PLSP CAS Students' Academic Path Selection
Criteria and Correlations with Academic Achievement" is at Pamantasan ng
Lungsod ng San Pablo, Barangay San Jose, San Pablo City, Philippines. This
university is a public institution that offers a range of majors, including
psychology. This study's 1st year PLSP CAS participants were chosen at random
using convenience sampling.
To conduct the study, the researchers sought the participants on their homeroom
to ask permission for their participation. the researchers then hand the
participants devices in order for them to answer the online survey questionnaires.
the researchers would also ask for permission to be able for their survey
questionnaire to be distributed to 1st year PLSP CAS Students Group Chats in
order to give out their survey questionnaires for willing participants.
Research Instruments
The research instrument used in the study titled “The level of depression
among 1st year psychology students in Pamantasan Lungsod ng San Pablo and
their academic performance” was a survey questionnaire. The research
instrument that is used by the researchers is questionnaire where the respondent
will answer the 10 questions. In order to enhance and provide the study with
32

AND INNOVATION
additional information, facts and evidences in order to collect more data that were
of help to cover the topic that was discussed. These questionnaires were handed
over to the potential participants who share the same experience. The questions
are answerable by polar questions or yes or no questions
Data Gathering Procedures
The research of this study used online survey questionnaires in collecting
data through Google form. The questionnaire is composed of questions related to
the topic that research chooses. The researcher explained the purpose of the
study to the selected respondent then the researchers make sure each
participant corresponds to their criteria. The researcher makes sure that the set
of questions are enough to provide efficient data needed in the study. We
conducted the survey among 1st year psychology students enrolled in
Pamantasan ng Lungsod ng San Pablo. The researcher made sure that the
personal information and identity of each respondent remained confidential to
maintain the accuracy and non bias of the online questionnaire.
Statistical Treatment of Data (for Quantitative)
The research study used statistics in order to determine the correlation of the
participant’s General Weighted Average (GWA) to the research’s factors
33

AND INNOVATION
(participant’s basis for selecting their academic path). Pearson-Product moment
Correlational Coefficient (Pearson r) were used to test the significant relationship
between the participant’s basis for selecting their academic path with the
academic performances of the 1st year College of Arts and Sciences students of
Pamantasan ng Lungsod ng San Pablo. All inferential statistical test were done in
0.5 level of significance
Ethical Considerations in Research
Ethical considerations must be taken into account while doing research on the
relationship between students' reasons for choosing their academic career and
their academic success. These concerns aim to safeguard the participants' safety
and confidentiality, as well as the integrity of the study process. Informed consent
is one of the most important issues. Participants must express informed consent
before any research can begin. This consent includes telling participants about
the study's objective, procedures, potential risks, and benefits. Participants
should be able to withdraw or choose not to engage at any time without
consequence.
Privacy and secrecy are critical factors that researchers must adhere to. All
identifying information must be kept secure, with only authorized employees
having access to it. Participants can be given codes or pseudonyms in place of
34

AND INNOVATION
their real identities to ensure anonymity. Another ethical aspect that researchers
must bear in mind is minimizing injury. The study design should identify potential
stumbling blocks while minimizing any physical, mental, or emotional harm to
participants. The study should not cause any discomfort or stress to the
participants. The research also avoids deception, and any harm to the subjects'
well-being is considered.
In any research involving human beings, equity and diversity are critical factors.
Participants from all walks of life, regardless of race, ethnicity, gender, or
socioeconomic background, should be treated with dignity and respect. By
recruiting a varied group of volunteers, research findings can be generalized to a
larger population. In any research procedure, data management is critical. It
entails ensuring that the data gathered is securely maintained and protected from
unauthorized access. Data should also be discarded once the study process is
over.
Transparency and openness are at the foundation of research reporting and
publication. Researchers must avoid manipulating or inventing data and must
offer a true account of their findings. Furthermore, any conflicts of interest must
be disclosed, and participants must be properly credited. Following these ethical
principles ensures that the research process is transparent, that participants'
rights are honored, and that the study's integrity is maintained. Researchers can
35

AND INNOVATION
conduct research that has major societal implications and benefits by respecting
the well-being and anonymity of all participants.
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PAMANTASAN NG LUNGSOD NG SAN PABLO

Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

THE CORRELATION BETWEEN PLSP CAS 1ST YEAR

In Partial Fulfillment of the Requirements of the Degree of

Exconde, Kristhel Kim B.

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

THE PROBLEM AND ITS BACKGROUND

presents an introduction, the background of the study, statement of the problem,

theoretical framework, conceptual framework, hypothesis of the study, scope and

limitations of the study, significance of the study, and definition of terms.

Various research has suggested that people with certain motivators

perform better. These motivators or factors influence people to do better on what

path. 70 percent of Senior High School Graduates choose to continue taking a

other possible factors lie to a student's excellence in order to discover ways of

understanding the process of academic excellence.

This research is concerned with understanding how the basis for a

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

Perception on Choosing a Course” (Balindong, Gamos, Grumo, & Rebekah,

the researchers to describe the complexity of human reasoning specifically to the

course is categorized by four general factors which are dedication, environment,

factors which are passion, interest, people, academics, potential, demand,

on students' academic performance, by conducting a survey test to see the

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

Statement of the Problem

for selecting an academic path among the students of the Pamantasan ng

performance. Specifically, the study seeks to answer the following questions:

1. What is the profile of the respondents in terms of their chosen college

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

3. How much does the factor correlate to academic performance of the

The tenability of the following hypotheses were tested at 0.05 level of

1. Significant relationships exist between Passion and academic

2. Significant relationships exist between Interest and academic

3. A less significant relationship exists between People and academic

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

4. a less significant relationship exists between academics and academic

5. a less significant relationship exists between potential and academic

6. a less significant relationship exists between Demand and academic

7. Little to no significant relationship exists between opportunity and

8. Little to no significant relationship exists between financial and academic

Selecting their Academic Path to their Academic Performance” can be

motivation which are intrinsic and extrinsic. Extrinsic motivation is a drive to

behave in certain ways based on external sources and it results in external

rewards (1985). Such sources include grading systems, employee evaluations,

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

personal sense of morality.

act as a motivational factor or motive, it can be categorized by the type of

type of motivation has a significant correlation to academic performance.

The researchers have categorized the factors we used in this research on

either intrinsic, extrinsic or both motivation. Part of the intrinsic motivation

category would be the dedication factor. Dedication is the nature of being

committed to a certain task or purpose which would make it under the

classification of intrinsic motivation because of its inherent satisfaction. Under the

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

be under intrinsic motivation.

is the benefit factor. Benefit is a form of advantage or profit from an external

origin. The benefit factor is considered to be an extrinsic motivation because of

circumstances and that is other than financial benefits. Financial or financial

stability is the ability of a person to manage their financial well-being. These

factors under benefit are therefore concluded to be an extrinsic motivation

because of their reliance on external satisfaction.

The remaining factors are categorized in both types of motivation, these

in consideration to the factors characteristics. Environment is what we use to