Research V2 Final 2.0 1

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BALIUAG UNIVERSITY
COLLEGE OF ENVIRONMENTAL DESIGN AND ENGINEERING
IMPACT BETWEEN MAINTAINING SCHOLARSHIP AND ENGINEERING

STUDENTS' LEARNING BEHAVIOR AT THE BALIUAG UNIVERSITY.
In partial fulfillment of the requirements in ESM Data Analysis.
Submitted to:
Mrs. Amelita
Cruz
Submitted by:
Alejandro, Lance Joseph
Cruz, Mark Rainier
Galvez, Christian Dominic
Mendoza, Jayson
Toledo, John Aldrin
January - March 2024

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ACKNOWLEDGMENT
The researchers would like to sincerely thank the Engineer for serving as their research adviser.
Thank you, Ms. Amelita B. Cruz, for all your help, patience, and wisdom during this whole
process. The researchers are incredibly appreciative of her help in designing this study, giving
them access to useful materials, and supporting them at every turn.
The researchers would also like to express their gratitude to their friends for giving them
important information and much-needed inspiration during this study. They are
incredibly grateful for their input and assistance.
Finally, they would like to thank the respondents for their enthusiasm and dedication throughout
this study. The researchers are truly grateful for their cooperation and contribution to this
research.
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ABSTRACT
In contrast to students from low-income families, who are unable to pursue higher
education at reputable universities, those with better financial standing can receive quality
instruction from globally recognized educational institutions. The objective of this study is to
find out the impact between maintaining scholarship and engineering students' learning behavior
at Baliuag University. This study will be conducted on the students of the engineering
department consist of 2ndyr. and 3rdyr. students. A scholarship is a way for a student to lessen
their expenses in university education. The study employs a survey questionnaire to collect data
that helps to answer how scholarship impacts students' learning behavior.
Keywords: Educational institutions, scholarship, learning behavior.

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Table of Contents
Abstract 3
Chapter 1: The Problem and Its Background 5
Introduction 5
Objective of the Study 5
Statement of the Problem 6
Significance of the Study 6
Scope and Delimitation 7
Chapter 2: Theoretical Framework 8
Chapter 3: Research Methodology 14
Methods and Techniques 14
Population and Sample 14
Research Instrument 15
Data Gathering Procedure 15
Statistical Treatment 15
Chapter 4: Presentation of Data 19
Chapter 5: Summary of Findings 27
Summary of Findings 27
Conclusions 28
Recommendations 28
References 30
Appendix A B 35
Curriculum Vitae 41
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Access to high-quality education is an essential step towards achieving career and

academic success. As one moves up to a higher course of learning, the expenses needed also
move up or increase in terms of financing. Financial obstacles can often stand in the way of
many aspiring engineers reaching their full potential. The students in college also have more
activities, and more of them need to be paid immediately for them to participate in said events.
Some parents, who provide for their children on daily necessities have enough money and some
can’t, are unavailable to provide much support. In this situation, the school provides a
scholarship to students with exceptional talent in various fields like sports. Some can be varsity,
and some can become student assistants to lessen their tuition fees at school.
Recognizing this challenge, scholarships become effective supporters, allowing deserving

students to overcome financial constraints to achieve their academic goals. In the constantly
evolving environment of engineering education at Baliuag University, scholarship grantees'
impacts on their educational performance, personal growth, career choices, and learning behavior
are significant. Furthermore, students’ motivation to continue to pursue an engineering degree
was attributed to prestige, engineering experiences acquired, financial and academic support,
faculty and peer support, and the gain of engineering knowledge throughout their academic
journey.(Salgado 2020).
A student’s persistence and success in engineering depend on multiple academic,

institutional, and personal factors. That said, engineering students, like all students, cannot
persist until graduation if they cannot pay their tuition and living expenses (Walton 2019).
OBJECTIVE OF THE STUDY
The primary objective of this study is to gather evidence on how maintaining scholarship
impacts the student's learning behavior. Scholarship grants or University scholarships may be
given to an
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engineering student at Baliuag University to help pay for miscellaneous, tuition, and other
educational costs. Engineering students from Baliuag University who have been awarded
scholarships by the institution participate in this study.
 To ascertain student opinions about scholarships.

 To evaluate how maintaining scholarship affects learning behavior.
STATEMENT OF THE PROBLEM
The Statement of the Problem focuses on the research title's underlying problems. It is
divided into two sections: General Problems and Specific Problems. Whereas the General
Problem determines the relationship between the study's two variables, the Specific Problems are
more specific and originate from the General Problem.
Main Problem:
This study was conducted to determine the impact between maintaining scholarships and
engineering students’ learning behavior at Baliuag University
Specific Questions:
1. How does maintaining scholarship impact the student's learning behavior?

2. What is the evidence that maintaining scholarship impacts students’ learning behavior?
SIGNIFICANCE OF THE STUDY
This study was undertaken to find out the impact of maintaining scholarship on
engineering students' learning behavior and to know the response of the students. Benefitting the
study are the various sectors as follows:
Students: The direct recipients of the output of this study are the students who were granted
scholarships. The result of this study will help them to understand how maintaining scholarship
impacts their learning behavior.
Parents: The research benefits the parents of the student. As parents take care of their children,
they must know the impact of maintaining scholarship on their child’s learning behavior.
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Researcher: The researchers also gain the significance of this study. This study may benefit them
in knowing further about the impact of scholarship on the learning behavior of an engineering
student.
Future Researcher: This study benefits the future researcher. The future researcher can also gain
the significance of the study. It may serve as their guidance to gather information for their study.
This study also serves as a useful reference for future researchers who will conduct similar
research related to this study.
SCOPE AND DELIMITATION
SCOPE OF THE STUDY
The term "Impact Between Maintaining Scholarship and Engineering Students Learning
Behavior at the Baliuag University" describes how scholarships affect engineering students at
Baliuag University, in terms of their professional, academic, and personal growth. With the help
of scholarships, students can pursue their engineering education without having to worry about
money. Scholarships affect several things, including academic achievement, employment
opportunities, personal development, and community involvement.
DELIMITATION OF THE STUDY
This study is limited to the 2 nd year and 3rd year engineering students of Baliuag
University because of the accessibility of the school to the researcher. The researcher focuses on
participants at the College of Environmental Design and Engineering students because they are
the subjects of the impact of maintaining scholarship on the student’s learning behavior.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, we explore the impact of maintaining scholarships on students’ learning

behavior.
Scholarships play a significant role in shaping students’ educational experiences and outcomes.
Understanding how scholarships influence learning behavior is crucial for improving educational
practices and enhancing student success.
SCHOLARSHIP
Thompson, E. (2023) is a prominent scholar in the field of higher education known for
her expertise in student success. Her review of related literature provides a comprehensive
examination of the impact of scholarship on students. Thompson’s review synthesizes findings
from a wide range of studies exploring the effects of scholarships on various outcomes such as
academic achievement, retention, and degree completion. Through her analysis, Dr. Thompson
identifies key factors that mediate the relationship between scholarships and student success,
such as socioeconomic background, institutional support services, and academic engagement.
The review also discusses methodological considerations and limitations of existing research,
providing insights into avenues for future inquiry.
In line with Williams, J. (2022). Study his review looks at the various ways that
scholarships affect student outcomes, including graduation rates, perseverance, and academic
achievement. By using her study, Dr. Williams finds ways and practices that have the potential to
maximize the impact of scholarships on students' performance. These include evidence-based
policy approaches and focused support services. The assessment also addresses how equal access
and achievement in higher education might be promoted via practice and policy.
Matthew Robinson’s (2023) review synthesizes findings from various research articles
and identifies key factors that contribute to the effectiveness of scholarship programs in
promoting student retention and graduation. This includes the design of scholarship criteria, the
provision of
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additional support services, and the role of institutional policies in supporting scholarship
recipients.
IMPACT OF SCHOLARSHIP
Habiba (2022) discusses the impact of scholarships on student careers, focusing on the
case of the Foundation Next Generation Scholarship in Kosovo. The author highlights Kosovo’s
status as a young country with a significant youth population and emphasizes the role of
investment in its development. The country has attracted financial resources from various
international and local organizations, including NGOs, aimed at positively influencing the
economic environment. The passage references another study by Habiba, which examines the
impact of scholarships on student academic achievement in Punjab, Pakistan. The study’s
findings suggest that scholarships create a competitive environment among students, inspire
them to achieve their goals, and encourage attentive study habits. Scholarships also help students
manage their time effectively, develop a habit of book reading, and achieve better academic
performance.
Susan Smith (2021) examines the impact of scholarships on academic achievement

among students. She suggests that scholarships have a significant positive effect on academic
performance, particularly among disadvantaged students. However, the magnitude of the impact
varies depending on factors such as the amount of financial assistance provided and the duration
of the scholarship.
As indicated by Adams, R. (2019) to comprehend the effects of scholarships on variables

like grades, test scores, graduation rates, and post-graduate outcomes, Adams’ analysis analyzes
empirical data covering a broad range of scholarship programs and student populations. The
review provides a thorough knowledge of the relationship between scholarships and student
accomplishment by synthesizing findings from both quantitative and qualitative studies. She
highlights the beneficial impacts of scholarships on improving student academic performance
and encouraging educational achievement by identifying the major results from the literature.
The review delves into the many mechanisms that scholarships may have on student
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accomplishment, including the removal of financial obstacles, the provision of educational

resources, and the cultivation of a nurturing learning environment.
In general, Dr. Adams’ review advances our knowledge of how scholarships support
students’ academic achievement. The review offers useful insights for policymakers,
practitioners, and academics interested in creating and implementing scholarship programs that
optimize their influence on student accomplishment by combining empirical evidence and
identifying best practices.
LEARNING BEHAVIOR
Johnson, E. (2022), stated that her analysis provides insights into practical tactics for
fostering positive learning behaviors and boosting student success in educational settings. The
review covers a wide range of topics related to learning behavior, including cognitive processes,
motivation, self-regulated learning, and the impact of instructional strategies on student
engagement. The review delves into the significance of the findings for curriculum creation,
student support services, and instructional practices to create the best possible learning
environments for a diverse student body. Overall, by combining research evidence and offering
insightful advice to educators, researchers, and policymakers interested in enhancing teaching
and learning methods, Dr. Johnson’s review adds to the body of knowledge in the field.
Lee, B. (2023), review covers various aspects of learning behavior, including cognitive
processes, motivation, self-regulated learning, and the role of technology in shaping learning
behaviors. His analysis offers insights into the complex dynamics of learning behavior and
highlights implications for educational practice and policy. The review also discusses
methodological considerations and directions for future research to further advance the
understanding of learning behavior in diverse educational contexts. Overall, the review
contributes to scholarship literature by synthesizing research evidence and providing valuable
guidance for educators, researchers, and policymakers interested in promoting effective teaching
and learning practices.
According to Garcia, J, (2022), her review covers a wide range of topics related to
learning behavior, including cognitive processes, motivation, self-regulated learning, and the
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impact of instructional strategies on student engagement. By analyzing empirical studies and

theoretical frameworks, the review identifies key themes and trends in understanding how
students learn. Her analysis offers insights into effective strategies for promoting positive
learning behaviors and enhancing student success in educational settings. The review also
discusses implications for instructional practice, curriculum development, and student support
services aimed at fostering optimal learning environments for diverse learners.
Smith, D. (2023), Smith’s review covers a broad spectrum of topics related to learning
behavior, including cognitive processes, motivation, self-regulated learning, and the role of
technology in shaping learning behaviors. By examining empirical research findings and
theoretical frameworks, the review identifies emerging trends and areas of consensus in the field.
Through his analysis, Dr. Smith offers insights into the complex dynamics of learning behavior
and highlights implications for educational practice and policy. The review also discusses
methodological considerations and directions for future research to further advance our
understanding of learning behavior in diverse educational contexts.
IMPACT ON LEARNING BEHAVIOR
From Chen, E. (2021), research findings suggest that need-based scholarships

significantly impact students’ learning behaviors. Specifically, the study identifies that students
who receive need-based scholarships demonstrate higher academic motivation, increased
participation in class discussions, and greater utilization of learning support services compared to
their peers without financial assistance. Additionally, the qualitative interviews reveal that
scholarship recipients often feel a sense of validation and support, which positively influences
their attitudes toward learning and learning success. By shedding light on the positive effects of
need-based scholarships on students’ learning behaviors, Chen’s research contributes to a deeper
understanding of the role of financial aid in promoting student engagement and academic success
in higher education.
As stated by Nguyen, J (2023), in the Influence of Scholarships on Student Engagement,

his longitudinal study examines how scholarships affect student engagement and academic
performance over time. By tracking participants from their first year through graduation, the
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research provides insights into the sustained impact of financial aid on learning behaviors and
outcomes.
According to Mitchell, R. (2022), The Relationship Between Scholarships explores the

nuanced relationship between scholarships and student motivation. Through in-depth interviews
with scholarship recipients, the study uncovers the various ways in which financial aid influences
students’ intrinsic and extrinsic motivation, offering valuable insights for scholarship program
design and implementation.
Patel, A. (2024), explains the relationship of Scholarship on learning behaviors among

first-generation college students. By comparing the experiences of scholarship recipients and
non-recipients within this demographic, the study highlights the unique challenges and
opportunities faced by first-generation students with financial aid and academic engagement.
While the existing literature has provided valuable insights into the impact of scholarships on
first-generation college students, there is still a need for further investigation to understand the
specific mechanisms through which scholarships influence learning behaviors. This study aims
to contribute to the existing body of knowledge by conducting a comprehensive analysis of the
impact of scholarships on the learning behaviors of first-generation college students, considering
factors such as the type and duration of scholarships, students’ academic majors, and their
overall campus experiences.
Carter, S. (2021), investigates how scholarships contribute to promoting academic

resilience among at-risk students. Through a mixed-methods approach, the research examines the
protective factors associated with receiving financial aid and its influence on students’ ability to
overcome obstacles and persist in their academic pursuits. Through a mixed-methods approach,
Carter investigates the protective factors associated with receiving financial aid and its impact on
students’ ability to surmount obstacles and persist in their educational pursuits. The study sheds
light on the crucial role scholarships play in supporting at-risk students and fostering their
academic success despite the challenges they may face.
Thompson, L. (2022), explained the influence of need-based scholarships on

undergraduate students’ learning behaviors using a mixed-methods approach. The study
combines quantitative surveys and qualitative interviews to provide a comprehensive
understanding of how receiving need-based financial aid impacts various aspects of students’
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academic engagement and behaviors. Thompson’s findings reveal that need-based scholarships
have a significant positive impact on students’ learning behaviors. Quantitative analysis shows
that scholarship recipients exhibit higher levels of attendance, participation in class discussions,
and utilization of academic resources compared to non-recipients. Moreover, qualitative
interviews highlight the importance of financial support in alleviating stress related to
educational expenses, allowing students to focus more on their studies and engage more actively
in learning activities. Overall, Dr. Thompson’s research contributes valuable insights into the
role of need-based scholarships in shaping students’ learning behaviors and academic
experiences. By highlighting the positive effects of financial aid on student engagement and
performance, the study underscores the importance of equitable access to scholarships in
promoting student success in higher education.
CONCEPTUAL FRAMEWORK
Figure 1: Conceptual Framework
The illustration shows the connection between how scholarship influences the students in
their learning behavior. The visual demonstrates how related scholarship affects the student’s
motivation, increases their learning, and then their academic achievement highlighting the useful
impact of improving the overall educational experience of engineering students.
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CHAPTER 3
RESEARCH METHODOLOGY
This research was conducted to determine whether the questionnaire plays a significant
role in the impact between scholarship and engineering students learning behavior. This chapter
explains various methodologies that were used in gathering data and analysis that are relevant to
the research. The methodologies include areas such as the methods and techniques of the study,
population and sample of the study, research instrument, data gathering procedure, and data
processing and statistical treatment.
Methods and Techniques of the Study
This study used a survey research design. Through their answers to questions, a sample of
people are surveyed for this kind of study to gather data. In quantitative research, statistical
analysis was utilized to investigate the correlation between the variables and the primary
purpose, evaluated and linked statistically. This study examines the relationship between
engineering students at Baliuag University and maintaining scholarships.
Population and Sample of the Study
Students of the engineering programs of Baliuag University, specifically those in the year
2nd to 3rd year of mechanical, electrical, civil, and computer engineering, both male and female
with age ranges 18 to 20 make up the research's target population. Moreover, a few restrictions
and considerations are used. Thus, this study employed a purposive sampling strategy. The
20 questions compose the study questionnaire and collect data on the name, course, and age of
the respondents. Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly
Disagree (SD) are the four values on the Likert type scale that apply to Section B, of the
questionnaire.
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Research Instrument
An instrument that is structured around interviews is a survey form. A quantitative method

with closed-ended questions, a survey questionnaire is a tool with structured questions. The
platform that will be used to create the survey and collect the necessary data is Google Forms. The
survey questionnaire contains statements and questions related to the research article on the
Impact between maintaining scholarship and learning behavior of engineering students at Baliuag
University. The survey is made up of statements and questions that address the research question
that is mentioned in the research introduction. The questions used in the questionnaire were based
on the study of the impact of scholarships on student’s academic achievement in Punjab, Pakistan
Data Gathering Procedure
The researchers must wait for the research teacher to prepare a consent form. As a
courtesy, Ms. Amelita Cruz granted the all-clear and obtained explicit consent. After the letter
has been examined and authorized, and after we get the go-ahead to conduct the survey the
respondents will start to distribute the survey questionnaire.
Data Processing and Statistical Treatment
Descriptive statistics can be used to characterize and interpret the data you gathered for
quantitative study on the “Impact between maintaining scholarship and engineering students’
behavior at Baliuag University” using a 5-point Likert scale. It is suggested to use the following
methodology for descriptive statistics:
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Table 1: Likert-Scale Interval
Scale Limits of Description Interpretation
5 4.20-5.00 Strongly Agree
4 3.40-4.19 Agree
3 2.60-3.39 Neutral
2 1.80-2.59 Disagree
1 1.00-1.79 Strongly Disagree
In addition, the researchers measured the connection between the variables by interpreting the
correlation coefficient’s value. The following are the explanations for a correlation coefficient’s
value.
Table 2: Correlation coefficient value
Coefficient Interval Correlation
0.00 – 0.19 Very Weak
0.20 – 0.399 Weak
0.40 – 0.599 Moderate
0.60 – 0.799 Strong

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0.80 – 1.000 Very Strong
1. Mean (Average):
 Determine the average value for every Likert scale item to ascertain the replies'
general trend.
∑𝑓 x
 x̄ =
𝑁
Where: ∑ f x = sum of the
respondents x̄ = mean
f = frequency
n = total of frequency
x= intervals
2. Range:
 For every likert scale item, find the range by dividing the highest and lowest
value by the difference.
 Range=Max Score−Min Score
3. Standard Deviation:
 Calculate the standard deviation for each likert scale item to ascertain the
degree of variation or distribution of responses around the mean.
 Standard Deviation
 ∑(x−x̄)2
𝑠= √ 𝑁
Where: S = Standard Deviation

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x̄ = Mean
n = total of frequency
∑ = Sum of…
4. Slovin’s:
𝑁
 𝑛= 1+𝑁𝑒2
Where: n = Sample size
N = Population size
e = Margin of error (Sampling error)
5. Pearson r:
 𝑁 ∑ 𝑋𝑌−∑ 𝑋 ∑ 𝑌
𝑟=
√(𝑁 ∑ 𝑋2−(∑ 𝑋)2((𝑁 ∑ 𝑌2−(∑ 𝑌)2
Where: N - Total number of samples
∑ 𝑋𝑌 – Summation of X and Y variables
∑ 𝑋 – Summation of X variable
∑ 𝑌 – Summation of Y variable
∑ 𝑋2– Square of Summation of X variables
∑ 𝑌2- Square of Summation of Y variable

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CHAPTER 4
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings of the study through the results of the survey
questionnaire. The problem is interpreted and analyzed through statistical treatment. The data
gathered from the respondents answered the impact between scholarship and engineering student
learning behavior.
1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS.
Table 3: Present Courses of the respondents
Frequency Percentage
BSCE 63 49.6%
BSME 36 28.3%
BSEE 20 15.7%
BSCpE 8 6.3%
TOTAL 127 100%
This table shows the distribution of the respondents regarding their courses. 63 of the
respondents come from BSCE with 49.6% frequency, 36 in BSME with 28.3% frequency, 20
respondents from BSEE with 15.7% frequency, and 8 from BSCpE with 6.3% frequency and an
overall total of 127 respondents from the engineering department. The sample size was able to
get by using slovin’s formula.
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Present Course
6%
16%
50%
28%
BSCE BSME BSEE BSCpE
Figure 2: Present Course

The data compiled under the distribution of the respondents regarding their courses is
shown in the chart. Showing the percentage of the courses of the respondents.
Table 4: Are you a scholarship grantee?
Are you a scholarship Frequency Percentage

grantee?
Yes 42 33.1%
No 85 66.9%
TOTAL 127 100%
This table shows the frequency of how many students have scholarships and those who
do not have scholarships. 42 of the respondents with 33.1% said that they are a scholarship
grantee, while 85 of the respondents with 66.9% said that they do not have a scholarship. With
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this data the only respondents that the researcher will use will be the respondents with
scholarship.
Are you a Scholarship Grant?
33%
67%
Yes No
Figure 3: Scholarship Grantee

The data compiled under this chart shows the respondents who were granted scholarships
and those who do not have one. This chart will help the researcher to focus on the respondents
who have scholarship grants.
Table 5: What kind of scholarship?

Frequency Percentage
Government 31 73.8%
Scholarship
University 10 23.8%
Scholarship
Other 1 2.4%
TOTAL 42 100%
This table shows what kind of scholarship the respondents acquired. 31 or 73.8% of the
respondents say that they got their scholarship through a government scholarship, 10 or 23.8% of
the respondents say that they got their scholarship from the school, or they are a university
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scholar, and lastly, 1 or 2.4% of the respondents say that they got their scholarship from a private
scholarship.
What kind of scholarship do you have?

2%
24%
74%
Government Scholarship University Scholar Other's
Figure 4: What scholarship do you have?

The data compiled under this chart shows what kind of scholarship the respondents have.
This will guide the researcher to know about the respondents' scholarship grants.
Table 4: IMPACT BETWEEN MAINTAINING SCHOLARSHIP AND ENGINEERING

STUDENTS' LEARNING BEHAVIOR AT THE BALIUAG UNIVERSITY.
SA A N D SA Mean SD Interpretation
Maintaining 21 21 0 0 0 4.5 4 Strongly Agree
scholarships
give students
the
determination
they need to
improve their
talent.
Maintaining 21 19 2 0 0 4.452 3.964 Strongly Agree
scholarships are
a remarkable
means to show
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the consistency
of a student in
their study.
Scholarship 22 17 3 0 0 4.452 3.970 Strongly Agree
assistance
motivates
students to put
in a lot of
effort.
Scholarships 11 25 6 0 0 4.119 3.638 Agree
assist students
in becoming
more active in
school
Maintaining 16 18 4 4 0 4.095 3.677 Agree
scholarships
reduce the
dropout rate.
Scholarships are 15 22 4 1 0 4.214 3.748 Strongly Agree
the means
through which
underprivileged
students can
interact with
mid to higher-
income
students.
provide honor
and pride to the
students.
With the help of 16 11 12 3 0 3.952 3.552 Agree
scholarships,
students can live
better lives.
Scholarships 17 22 3 0 0 4.333 3.848 Strongly Agree

motivate
students to
pursue higher
education.
assist students
in developing
their learning
habits.
scholarships
encourage a
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competitive
atmosphere
among students,
which motivates
them to pursue
their objectives.

provide a
secure and
welcoming
setting for
pursuing
academic
objectives.
Scholarships 16 22 2 2 0 4.230 3.779 Strongly Agree
lessen the
financial
barriers to
pursuing higher
education.

encourage them
to study
attentively
encourage
students to
study
consistently.
help students
become more
proficient
learners.
improve an
individual's
capacity to set
realistic goals
for a future
profession.
Students who 11 19 9 3 0 3.904 3.477 Agree
receive
scholarships
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listen
attentively in
class.
scholarships
increase the
ability to speak
in public with
great comfort.
Maintaining 12 22 4 4 0 4 3.572 Agree
scholarships
help kids gain
self-confidence,
which directly
improves all
their skills.
Table 4 shows the questionnaire results that answer questions from 1 – 20. The numbers
indicated in the section show the answers of every respondent who answered either “Strongly
Agree”, “Agree”, “Neutral”, “Disagree’, or “Strongly Disagree”. To aid in comprehending the
information gathered, the data in the table will be graphically displayed by question number in
the charts that follow.
Table 5: Correlation of questions

AGE MAINTAINING LEARNING BEHAVIOR
SCHOLARSHIP
AGE 1
MAINTANING SCHOLARSHIP 0.722010872 1
LEARNING BEHAVIOR 0.187884557 0.811567078 1
In this table, shows the relationship between two variables. Age and scholarship scores
with 0.722, mean that the two have strong correlations. Age and learning behavior scores with
0.18, mean that the two have a weak correlation. While maintaining scholarship and learning
behavior scores with 0.811, means that the two have a very strong correlation.
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Table 6: Statics
AGE MAINTAINING LEARNING BEHAVIOR

SCHOLARSHIP
Mean 20 Mean 4.266 Mean 4.286
Median 20 Median 4.21 Median 4.24
Mode #N/A Mode 4.45 Mode #N/A
Standard
Deviation 1.5811 Standard Deviation 0.173003 Standard Deviation 0.13465
Range 4 Range 0.35 Range 0.33
This tables shows the mean and median result corresponding to age, scores with both 20,
while in scholarship mean scores with 4.266 with median of 4.21, and in learning behavior
scores with 4.286 in mean and 2.24 in mean.
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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and recommendations from
the correlational study about the Impact Between Scholarship and Engineering Students'
Learning Behavior.
Summary of Findings
This study was conducted to determine the impact between scholarships and engineering
students’ learning behavior at Baliuag University
1. To ascertain student opinions about scholarships.

The study examined the student's opinions about scholarship. The demographic
information provided the information and understanding of the participants involved in
the study.
2. To evaluate how scholarship affects learning behavior.

The focus of the study is to know the impact between scholarship and engineering
students' learning behavior. Based on Table 4, shows the frequency of answers to
questions 1-20. The number of respondents who selected "Strongly Agree, Agree,
Neutral, Disagree, Strongly or Disagree" is represented by the numbers in the table.
Depending on the findings of each question's calculated mean average. Table 5 displays
the research correlation between the study variable with the result of having scholarship
and learning behavior have a very strong correlation.
Conclusion
Several major conclusions resulted from an investigation into the impact of maintaining
scholarships on the learning behavior of engineering students at Baliuag University College of
Environmental Design and Engineering. The study found a substantial relationship between
scholarships and students' learning behavior, demonstrating that financial aid plays an important
role in affecting
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academic engagement and achievement. Scholarship recipients showed better levels of

motivation and dedication to their studies than non-recipients. Scholarships relieve financial
difficulties, allowing students to focus more on their academic goals. As a result, scholarship
recipients demonstrated higher attendance rates, participation in extracurricular activities, and
proactive engagement with course materials.
Besides that, scholarships encourage students to feel responsible and accountable for their
academic performance. The fact that their education is financially supported pushes recipients to
set greater academic goals and strive for greatness. This resulted in better study habits, such as
consistent study sessions, excellent time management, and active participation in coursework.
Scholarships facilitate personal and professional development. Recipients felt increased
confidence and self-esteem after learning their academic achievements were recognized and
rewarded. Scholarships also provide networking opportunities, allowing students to interact with
industry professionals and obtain internships or job placements, thus improving their career
chances.
The findings emphasize the importance of scholarships in encouraging positive learning
practices and academic success among engineering students at Baliuag University. However, it is
critical to recognize that scholarships alone may not address all learning hurdles and that
additional support mechanisms, such as mentorship programs or academic counseling, may be
required to ensure overall student growth.
Recommendations
Based on the significance of this study, some recommendations are made to improve the
influence of scholarships on engineering students' learning behaviors at Baliuag University
College of Environmental Design and Engineering:
To the students: Despite having a scholarship or not, it is good to still better to give your best in
learning new things.
29
To the Parents: Given the enormous influence of parents on kids' educational experiences,
educational institutions, and scholarship sponsors should actively engage parents in talks about
the impact of maintaining scholarships on learning behavior. Providing resources and
information to parents can help them better support their children's academic aspirations.
To the Future Researchers: The researchers recommend lessening the scope of the study with a
certain course, in that way the data gathering procedure will be much less complicated to
accomplished.
30
References
Dr. Jonathan Nguyen (2023). The Influence of scholarship on student engagement and academic
performance.
https://ippgroup.vn/en/news/mr-johnathan-hanh-nguyen-received-the-medal-for-the-
cause-of-education-n4839
Dr. Rachel Mitchell (2022). Understanding the relationship between scholarship and student
motivation a qualitative analysis.
https://issuu.com/mitchellinstitute/docs/20222023_mitchell_institute_annual_report
Dr. Alexander Patel (2024). Examining the impact of scholarships on learning behavior among
first generation college students.
https://files.eric.ed.gov/fulltext/EJ1011678.pdf
Dr. Sophia Carter (2021). The role p scholarship in promoting academic resilience among all-
risk students.
https://www.linkedin.com/in/sophia-carter-699232238
Dr. Lauren Thompson (2022) The influence of need-based scholarship on undergraduate

learning behaviors. A mixed-methods study.
https://scholarship.claremont.edu/scripps_theses/1468/
Dr. Emily Jackson Research (2023). The effects of merit-based scholarships on student
achievement learning behavior.
https://www.researchgate.net/publication/23548365_Student_Responses_to_Merit_Schol
arship_Retention_Rules
Sarah Kim (2021). Understanding the influence of need-based scholarships on student learning
behavior.
31
https://www.edquity.co/blog/what-are-need-based-scholarships-and-why-are-they-
important
Emily Chen (2023). The impact of scholarships on students accesses and success. A
comprehensive review.
https://www.ertegun.ox.ac.uk/people/emily-chen
Elizabeth Thompson (2023). The impact of scholarships on student. A comprehensive review of

empirical evidence.
https://www.linkedin.com/posts/elizabeth-thompson-0b921188_baumhartscholar-csr-
purposedrivenleadership-activity-6842121845710315520- HP_w?
trk=public_profile_like_view
Jennifer Williams (2022). Scholarships and student success. A synthesis of research

evidence. https://www.linkedin.com/posts/jennifer-williams-6822a91bb_be-considered-
for-four- years-of-funding-in-activity-7061862200436523008-yQcc
Matthew Robinson (2023). The impact of scholarships on students’ graduation rates a review of
recent studies.
https://www.paralympic.org.au/2022/07/robinson-scholarship-goes-to-young-
snowboarder-with-big-dreams/
Emily Johnson (2022). Understanding Learning Behavior. A synthesis of recent

research https://fycs.ifas.ufl.edu/fycs-directory/emily-johnson/
Jessica Garcia, J. (2022). Insights into Learning Behavior: A Synthesis of Recent

Research. https://boldjourney.com/meet-jessica-garcia/
David Smith, D. (2023). Advancements in Understanding Learning Behavior

https://faithandleadership.com/david-i-smith-what-being-christian-has-do-how-we-teach
32
Habiba (2022)
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=impact+of+scholarship
+on+students&oq=Impact+of+scholarship+on+student#d=gs_qabs&t=170934476173
4&u=%23p%3DsYOVPjubuogJ
Susan Smith (2024). Scholarship and teaching-focused roles. An explanatory study of

academics’ experiences and perception of support, innovation in Education and Teaching
International.
https://scholar.google.com.ph/scholar_url?url=https://www.tandfonline.com/doi/pdf/10.1
080/14703297.2022.2132981&hl=en&sa=X&ei=9ZviZZb_Co646rQP9vuJyAM&scisig=
AFWwaea3b1I63GC2ZB5JqmGo2Psy&oi=scholarr
Habiba, U. and Liaqat, M. (2022 June) Impact of Scholarships on Student’s Academic

Achievement in Punjab, Pakistan.
https://www.apjbet.com/index.php/apjbet/article/view/55
33
APPENDIX A
QUESTIONNAIRE
We are sophomores of BS Mechanical Engineering and BS Electrical Engineering we are
conducting a study entitled "IMPACT BETWEEN SCHOLARSHIP AND ENGINEERING
STUDENTS' LEARNING BEHAVIOR AT THE BALIUAG UNIVERSITY." as our final
requirement for the subject ESM 7 - Engineering Data Analysis (Statistics) and we would
appreciate your cooperation in our studies.
Name(optional):
Age:
Course:
BSME BSCE
BSEE BSCpE
Are you a Scholarship

Grantee? Yes No
What kind of scholarship do you have?

Government Scholarship (DOST, CHEd, LGUs, etc)
University Scholarship (Student Assistance, Student-Athlete, etc)
Politicians
Questions Strongly Agree Neutral Disagree Strongly

Agree Disagree
1. Scholarships give students the
determination they need to improve
their talent.
2. Scholarships are a remarkable means
to show appreciation for students.
3. Scholarship assistance motivates
students to put in a lot of effort.
4. Scholarships assist students in
becoming a successful person.
34
5. Scholarships reduce the dropout rate.

6. Scholarships are the means through
which underprivileged students can
interact with wealthy students.
7. Scholarships provide honor and pride
to the students.
8. With the help of scholarships,
students can live better lives.
9. Scholarships motivate students to
pursue higher education.
10. Scholarships assist students in
developing their social values.
11. Scholarships encourage a competitive
atmosphere among students, which
motivates them to pursue their
objectives.
12. Scholarships provide a secure and
welcoming setting for pursuing
academic objectives.
13. Scholarships lessen the financial
barriers to pursuing higher education.
14. Scholarships encourage them to study
attentively
15. Scholarships encourage students to
study consistently.
16. Scholarships help students become
more proficient learners.
17. Scholarships improve an individual's
capacity to set realistic goals for a
future profession.
18. Students who receive scholarships are
better able to adjust to the economy.
19. Scholarships increase the ability to
speak in public with great comfort.
20. Scholarships help kids gain self-
confidence, which directly improves
all of their skills.
Source: https://www.apjbet.com/index.php/apjbet/article/view/55
35
APPENDIX B
RAW DATA
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
1 4 4 4 4 4 4 3 5
2 4 5 4 3 4 3 4 3
3 4 4 4 3 5 4 3 4
4 4 5 4 4 5 4 4 2
5 5 5 5 5 5 5 5 5
6 5 4 4 4 4 4 4 5
7 4 4 5 4 3 4 4 3
8 4 4 3 3 5 4 5 5
9 4 4 5 4 3 5 3 3
10 4 4 4 4 4 4 4 4
11 4 4 4 4 3 4 4 4
12 5 5 5 5 5 5 5 5
13 5 3 4 4 5 5 4 3
14 4 5 5 4 4 4 3 5
15 4 4 5 5 5 4 3 5
16 5 5 4 4 4 5 4 4
17 5 5 5 4 4 5 4 4
18 5 5 5 4 4 3 4 3
19 5 5 5 4 4 3 4 3
20 5 5 5 4 4 4 4 4
21 5 5 5 4 4 4 4 4
22 5 5 5 5 5 5 5 5
23 5 5 5 5 5 5 5 5
24 5 5 5 3 4 4 5 3
25 4 4 4 5 5 5 5 5
26 5 4 5 4 4 4 4 4
27 5 5 4 4 5 4 4 3
28 5 4 4 5 4 4 5 4
29 4 5 4 4 3 3 3 2
30 4 4 5 5 5 5 4 5
31 4 4 3 4 2 2 1 3
32 5 5 5 4 4 4 4 3
33 4 4 4 4 4 4 4 4
34 4 5 5 4 5 5 5 5
35 4 3 3 3 2 4 4 3
36 4 4 4 4 4 4 4 4
37 5 5 5 5 5 5 5 5
38 5 5 5 4 2 5 4 3
39 4 4 4 3 2 4 4 2
40 5 4 4 5 5 5 4 5
41 5 5 5 4 4 5 4 5
42 4 4 5 5 5 4 4 5
36
Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17

4 4 4 3 4 4 4 3 5
5 3 4 3 4 4 4 4 4
4 3 4 4 4 4 4 4 4
4 3 3 4 4 2 2 4 4
5 5 5 5 5 5 5 5 5
5 4 5 4 5 4 4 4 4
5 5 5 4 5 4 4 5 5
4 4 4 2 2 3 4 4 4
4 4 4 4 5 4 4 4 4
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5
5 4 4 4 4 5 4 5 5
5 5 5 5 5 5 5 4 4
4 4 4 4 4 4 4 4 4
3 4 4 4 4 4 4 5 4
3 4 4 4 4 4 3 5 4
5 4 4 4 4 4 4 4 3
5 3 4 4 4 4 4 4 3
4 4 4 4 4 4 4 4 4
4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5
5 5 5 5 5 5 5 5 5
4 3 4 5 4 4 4 5 5
5 5 5 5 5 4 4 4 4
5 5 4 5 5 4 5 2 2
5 5 2 2 2 5 3 2 4
4 5 5 4 3 5 5 4 5
4 3 3 3 4 3 2 3 3
5 4 4 4 5 3 4 4 4
4 3 4 3 4 4 4 4 4
4 5 4 4 5 4 4 4 4
4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 4 5
3 4 4 3 3 3 3 3 2
4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5
4 3 4 4 4 5 4 5 4
4 4 4 4 5 4 4 4 4
4 5 5 4 4 5 4 5 4
4 5 4 5 4 5 4 4 4
4 5 4 4 5 4 5 4 4
37
Q18 Q19 Q20

3 4 4
3 3 3
4 4 3
3 3 4
5 5 5
5 3 4
5 4 5
2 2 2
3 3 4
4 3 4
4 4 4
5 5 5
4 4 4
4 4 4
4 4 4
3 4 2
3 4 2
4 4 4
4 4 2
4 4 4
4 4 4
5 5 5
5 5 5
4 3 5
4 4 4
5 5 5
5 4 5
5 5 5
3 3 4
4 4 4
2 2 3
4 4 4
3 3 3
5 5 5
2 3 4
4 4 4
5 4 4
4 5 4
3 2 4
4 4 5
4 5 4
4 4 5
38
SA A N D SA
Scholarships 21 21 0 0 0
give students
the
determination
they need to
improve their
talent.
are a
remarkable
means to show
appreciation
for students.
Scholarship 22 17 3 0 0
assistance
motivates
students to put
in a lot of
effort.
assist students
in becoming a
successful
person.
reduce the
dropout rate.
Scholarships are 15 22 4 1 0
the means
through which
underprivileged
students can
interact with
mid to higher-
income
students.
provide honor
and pride to the
students.
With the help of 16 11 12 3 0
scholarships,
students can live
better lives.
39
motivate
students to
pursue higher
education.
assist students
in developing
their social
values.
encourage a
competitive
atmosphere
among students,
which motivates
them to pursue
their
objectives.
provide a
secure and
welcoming
setting for
pursuing
academic
objectives.
lessen the
financial
barriers to
pursuing higher
education.
encourage them
to study
attentively
encourage
students to
study
consistently.
help students
become more
40
proficient
learners.
improve an
individual's
capacity to set
realistic goals
for a future
profession.
Students who 11 19 9 3 0
receive
scholarships are
better able to
adjust to the
economy.
increase the
ability to speak
in public with
great comfort.
help kids gain
self-confidence,
which directly
improves all
their skills.
41
CURRICULUM
VITAE

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1

COLLEGE OF ENVIRONMENTAL DESIGN AND ENGINEERING

IMPACT BETWEEN MAINTAINING SCHOLARSHIP AND ENGINEERING

In partial fulfillment of the requirements in ESM Data Analysis.

Alejandro, Lance Joseph

Cruz, Mark Rainier

Galvez, Christian Dominic

Toledo, John Aldrin

January - March 2024

Keywords: Educational institutions, scholarship, learning behavior.

Chapter 1: The Problem and Its Background 5

Objective of the Study 5

Statement of the Problem 6

Significance of the Study 6

Scope and Delimitation 7

Chapter 2: Theoretical Framework 8

Chapter 3: Research Methodology 14

Methods and Techniques 14

Population and Sample 14

Data Gathering Procedure 15

Chapter 4: Presentation of Data 19

Chapter 5: Summary of Findings 27

THE PROBLEM AND ITS BACKGROUND

Access to high-quality education is an essential step towards achieving career and

Recognizing this challenge, scholarships become effective supporters, allowing deserving

A student’s persistence and success in engineering depend on multiple academic,

OBJECTIVE OF THE STUDY

 To ascertain student opinions about scholarships.

STATEMENT OF THE PROBLEM

1. How does maintaining scholarship impact the student's learning behavior?

SIGNIFICANCE OF THE STUDY

SCOPE AND DELIMITATION

SCOPE OF THE STUDY

DELIMITATION OF THE STUDY

REVIEW OF RELATED LITERATURE

In this chapter, we explore the impact of maintaining scholarships on students’ learning

Susan Smith (2021) examines the impact of scholarships on academic achievement

As indicated by Adams, R. (2019) to comprehend the effects of scholarships on variables

accomplishment, including the removal of financial obstacles, the provision of educational

impact of instructional strategies on student engagement. By analyzing empirical studies and

IMPACT ON LEARNING BEHAVIOR

From Chen, E. (2021), research findings suggest that need-based scholarships

As stated by Nguyen, J (2023), in the Influence of Scholarships on Student Engagement,

According to Mitchell, R. (2022), The Relationship Between Scholarships explores the

Patel, A. (2024), explains the relationship of Scholarship on learning behaviors among

Carter, S. (2021), investigates how scholarships contribute to promoting academic

Thompson, L. (2022), explained the influence of need-based scholarships on

Figure 1: Conceptual Framework

Methods and Techniques of the Study

Population and Sample of the Study

An instrument that is structured around interviews is a survey form. A quantitative method

Data Gathering Procedure

Data Processing and Statistical Treatment

Table 1: Likert-Scale Interval

Scale Limits of Description Interpretation

5 4.20-5.00 Strongly Agree

1 1.00-1.79 Strongly Disagree

Table 2: Correlation coefficient value

Coefficient Interval Correlation