PAMANTASAN NG LUNGSOD NG SAN PABLO

Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

AND INNOVATION

A Quantitative Analysis:
Strategies of Maintaining Passing Grades of 2nd year
Psychology Students to the Retention Policy at
Pamantasan ng Lungsod ng San Pablo

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 Bachelor of Science in Psychology

Detaunan, Jazreen S.

March 2024

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 PAMANTASAN NG LUNGSOD NG SAN PABLO
Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

AND INNOVATION

TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………1

TABLE OF CONTENTS…………………………………………………….2

CHAPTER I. THE PROBLEM AND ITS BACKGROUND

I. Introduction……………………………………………………………

Background………………………..…………………………………

Theoretical Framework……………………………………………

Conceptual Framework…………………………………………..

Statement of the Problem…………………………………………

Hypothesis………………………………………………………….

Significance of the Study………………………………………….

Scope and Limitation of the Study……………………………….

Definition of Terms…………………………………………………

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Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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CHAPTER I

Introduction

One of the most controversial policies in education today is the decision

to retain students on the basis of their performance on standardized tests (Stone

& Engel, 2004). With the push for high educational standards, more students are

facing the possibility of retention because they are not achieving the test scores

required for promotion (Schwab, 2004).

A retention policy in the context of education typically refers to a set of

guidelines or rules that institutions use to determine whether students can

continue their enrollment or are at risk of being dismissed or placed on academic

probation. The goal of a retention policy is to encourage student success and

progress toward graduation by setting minimum academic standards. These

policies often include criteria such as minimum GPA requirements, completion of

a certain number of credits, and adherence to academic progress guidelines.

Students who do not meet these criteria may be subject to academic probation,

dismissal, or other consequences outlined in the policy. Retention policies vary

by institution and can be designed to support student success and timely

graduation.

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OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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An important empirical challenge when examining the relationship

between grade repetition and school performance is that omitted variables can

influence the relationship. Both retained and non-retained students are expected

to be affected. By repeating a grade, we can expect a positive effect for those left

behind, as they will be able to acquire the basic skills necessary to achieve good

grades later in life. However, retention can also have negative effects on school

performance, such as lowering self-esteem and motivation. For students who fail

to maintain their grades, the relationship between grade retention and

performance operates through a variety of mechanisms. Generally, students at

the top of the ability distribution are able to learn more because the level of

instruction is adjusted accordingly when weaker students remain in the class. A

positive effect of remaining at the lower end of the ability distribution is that the

threat of being suppressed may encourage children to work harder in school.

However, this threat may also have negative consequences, as there is a

negative relationship between psychological stress and school performance.

The primary objective of instituting grade retention is to serve as a

deterrent for students who do poorly, meaning they are unable to pass a specific

number of courses as specified by the syllabus. There have been several

justifications offered for its application. It does three things: it gives kids time to

grow up; it establishes the minimal standards for passing a grade; and, lastly, it

tries to improve general performance by instilling in pupils a work ethic. That is to

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say, according to Manacorda (2012), In general, retention is thought to help low

achievers succeed better academically by giving them an extra year of instruction

to help them catch up with the requirements of the curriculum. Despite this, grade

retention is still a contentious metric because the global empirical data appears

to contradict these claims. Short-term outcomes are generally beneficial only in

very particular institutional circumstances when supplemented with alternative

remedial measures (e.g., summer school, instructional assistance, and

better-quality instructors) (e.g., high-stakes testing policies in Chicago and

Florida).

Retention was once believed to help students gain academic ground,

improve maturity, and build a stronger skill base. Now it is often considered more

of a poison than a cure, and researchers point to the growing body of research

supporting this view (Alexander, 2002).

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Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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BACKGROUND

Upon initial reading of research articles, In countries such as Spain,

Belgium, Germany and Portugal, the use of grade retention is a frequent

educational strategy, but in other countries such as Japan, Finland, Norway and

South Korea grade retention is an extremely exceptional educational action (Choi

et al., 2018). However, grade retention today continues to generate strong

controversy. There is a body of research that points to the negative effects of

grade retention. Retained students are more likely to fail in school, to see their

academic self-concept diminished, and to be quickly demotivated due to good

educational results (Peixoto et al., 2016). But, in recent years have proliferated

the positive effects of grade retention on students’ educational development in

countries such as Belgium and Germany (Lamote et al., 2014; Marsh et al.,

2017). It is also important to note research that has shown that the risk of grade

retention is not only determined by the academic performance of the students,

but also by variables associated with their socio-family context such as

socioeconomic level and immigrant background (Warren et al., 2014).

Furthermore, this research study aims to contribute to the existing literature

on academic success and retention in higher education. By examining the

strategies employed by 2nd-year Psychology students at PLSP, this study seeks

to provide insights that can inform the development of retention policies and

support services in other academic institutions.

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Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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Overall, this study is motivated by the desire to enhance the academic

experience and outcomes of 2nd-year Psychology students at PLSP and

contribute to the broader understanding of academic success and retention in

higher education.

The main goal of this study is to determine the strategies in students'

achievement, motivation, and self-related variables according to their retention

status.

1. To identify the most commonly used strategies by 2nd-year Psychology

students to maintain passing grades.

2. To assess the effectiveness of these strategies in improving academic

performance and retention.

3. To explore the relationship between students' demographic profiles (e.g.,

age, gender, socioeconomic status) and the strategies they use to

maintain passing grades.

4. To provide recommendations for enhancing the university's retention

policy based on the findings of the study.

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Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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Theoretical Framework

The Tinto Interactionist Theory (1975), an ideal illustration of the

importance of student retention, was employed in this study. According to this

theory, academic and social integration are crucial elements that support

students' goals for their education and help them create strong bonds with one

another, which enhances their college experience and makes it more

pleasurable. Students who are made to feel important and supported by their

group will be more dedicated to staying in that group, which will ultimately affect

their decision to remain in that course and increase their likelihood of completing

their program. For students to stay in their educational institutions and keep up,

they needed to be incorporated into the systems of academic and social

integration. Their college experiences in both systems will in some way shape

their initial goals and obligations, which may influence their decision to stay on or

leave the school. This idea stands out for the way it promotes continuous social

and academic integration to impact students' long-term institutional commitments

and ambitions, ultimately resulting in successful completion.

Another theory supporting student involvement, which eventually leads to

student retention, is the Student Involvement Theory by Astin (1984). The

core belief integral to this theory includes the students' inputs, socioeconomic

status, background, previous experiences, the student environment, and all the

experiences students would have throughout their journey to college. Along with

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this, it includes the traits, skills, and values that students hold onto long after they

graduate from college. According to him, student engagement is a constant

process that takes a variety of psychological and physical energies from each

individual student. It can be qualitative or quantitative, and it is directly correlated

with students' growth and accomplishment. Furthermore, Summerskills (1962)

theory on student retention focuses on the psychological traits of maturity,

motivation, and disposition as the main causes of students' decision to continue

their education or drop out. It is possible to affect or modify a variety of internal

and external elements in a way that can effectively lower student attrition. He

claimed that there are a number of complex causes behind the students'

propensity to quit college early or drop out. Various factors, including

psychological, familial, social, and economic concerns, are linked to the

probability of dropping out of school. Additionally, he listed the internal and

external elements that might have an impact on a student's conduct, mindset,

and level of pleasure.

In addition, as stated by Strayhorn (2008), institutions of higher learning

are social organizations with the power to shape the charter, which he defines as

a set of values, personality requirements, and social roles. In a group setting,

students are more likely to participate actively and be open to accepting one

another's differences. He added that student retention is strengthened if they are

part of an organization with peers who share their values and behave in similar

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Brgy San Jose San Pablo City

OFFICE OF THE VICE PRESIDENT FOR RESEARCH

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ways. This is because students who successfully complete and graduate from

college stand to gain privileges and prestige over those who do not.

Conceptual Paradigm

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Statement of the Problem

The retention policy at Pamantasan ng Lungsod ng San Pablo requires

2nd year Psychology students to maintain passing grades in order to progress in

their academic journey. However, there is a need to understand the strategies

employed by these students to meet the requirements of the retention policy and

ensure their academic success.

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

2. What are the main strategies employed by 2nd-year Psychology students

at Pamantasan ng Lungsod ng San Pablo to maintain passing grades?

3. How effective are these strategies in improving academic performance

and retention?

4. Is there a significant relationship between students' demographic profiles

and the strategies they use to maintain passing grades?

5. What recommendations can be made to enhance the university's retention

policy based on the findings of the study?

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Hypotheses

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Significance of the Study

As the study deals with A Quantitative Analysis: Strategies of Maintaining

Passing Grades of 2nd Year Psychology Students to the Retention Policy at

Pamantasan ng Lungsod ng San Pablo, the result would be beneficial to the

following:

Students. In this study, by maintaining passing grades, students ensure they are

on track with their academic progress, fulfilling course requirements, and moving

closer to graduation.

Parents. This study will enlighten parents to be more aware and open with their

children to provide better support and guidance when their children are

maintaining passing grades, as they are more likely to be engaged and

interested in their academic progress. Parents who value education and

demonstrate the importance of academic achievement can set a good example

for their children, encouraging them to strive for success in other areas of their

lives as well.

Teachers. This research illustrates for teachers how their students strive in their

studies to maintain passing grades and may develop stronger relationships with

students who are motivated to maintain passing grades, as they may be more

engaged and proactive in their learning.

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Future researchers. This study assists future researchers in that it serves as a

guide or reference for them when participating in a new study connected to this

research.

Scope and Limitations (or Delimitations) of the Study

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Definition of Terms

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