A correlation of study habits and achievement of college freshmen in a selected college

• Main Author: Ibana, Demetria Clacio
• Format: text
• Language: English
• Published: Animo Repository 1973
• Subjects: Study skills; Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/436
• Institution: De La Salle University

v. 1. This study involves finding out the correlation between the general average and the study-habit score of a college freshman as measured by the Study Habits Inventory by Wrenn and the findings as well as their implications. The survey of study habits and skills was conducted to the two hundred freshmen, male and female subjects and enrolled in Mabini Colleges during the first semester of school year 1972-73. Of the total number, 103 were graduates of public high schools, while 97 were from private high schools. Their ages range from 17 to 27. They were chosen at random from the whole population of freshmen of the various academic departments of the undergraduate level. The instrument used in finding the study habit score is the Study-Habits Inventory by C. Gilbert Wrenn. Correlation was obtained using the Pearson's Product-Moment Coefficient of Correlation for grouped data. To test the significance of the obtained correlation, the t-test was applied. The results show that there was a significant but low positive correlation between the previous achievement of a college freshman and his study-habit score. However, the correlation coefficient yielded is too low to warrant the conclusion that freshmen who will be required to enroll in a study skill course can be identified merely through their previous achievement. This study points out the need and importance of an organized school guidance program in order to provide the assistance the students need. Extensive library research, as well as observations and informal interviews were used to gather the data for the proposal. Following a brief description of the school and the community, the proposal for an organized guidance program includes a discussion of its elements. The five basic guidance services which are emphasized are the individual inventory, information, counseling, placement and follow-up. Each is discussed in detail to show its relation to the whole program. The proposed composition of the guidance staff includes a director of guidance, four counselors, a psychometrician and two clerical assistants. However, for the first year of implementation, only one person would be assigned to each position due to the financial status of the school. Included in the budget which amounts to seventeen thousand pesos on the first year of the implementation are the salaries of the guidance staff, the cost of the needed facilities, and an appropriation for the maintenance of the proposed program. Although the presence of a functional guidance program in the school would mean an additional financial burden, the benefits that the school in general and the students in particular would derive from it could not be overestimated. It would hopefully facilitate the proper coordination of educational efforts on the part of the administration and faculty, and the systematic way of meeting the needs of the students through the services that would be rendered to them. Finally, the writer hopes that the proposed guidance program would help solve the problems that usually confront the students personally and those that concern their studies, in order to help them obtain academic progress. Likewise, it is meant to be of help to school authorities and educators as well. v. 3. This case study explains, by way of an example, how a counseling process is undertaken. It includes a systematic procedure of appraising an individual counselee which is a requirement before any attempt is made to help him help himself in solving his own problem. Teresa Cu, the name of the counselee, is a typical example of an adolescent, who in a turbulent stage of development is beset with a problem of adjustment in a new school environment. Her difficulty lies in her inability to accept certain facts about her parents which make her uncomfortable. She keeps those things to herself for fear of being rejected by a group where she belongs once they discover them and learn of her private life. In her effort to conceal the information from other people, she keeps distance from them causing her to feel alienated and uninvolved. With the feelings of imagined rejection she fears at, she tries to overcome her unpopularity by putting on an air of superiority over her classmates, and anatagonism towards her teachers and her superiors. With the appropriate counseling techniques that the counselor used, relevant information were drawn from the client herself as well as from her significant others, which enabled the counselor to understand the nature of her problem and provide the necessary conditions to modify her behavior. Together with the counselor, the counselee was able to work out plans and implement them toward the solution of her problem.