The effects of structured group activities on study habits and learning attitudes of adult Vietnamese in the Regional Resettlement Transit Center, Morong Bataan

• Main Author: Aparis, Cecilia S.
• Format: text
• Language: English
• Published: Animo Repository 1992
• Subjects: Group counseing; Learning ability; Attitude (Psychology); Study; Method of; Refugees; Vietnamese; Vietnamese in the Philippines; Adult and Continuing Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1467
• Institution: De La Salle University

This study, which uses the quasi-experimental design, focuses on the effects of structured activities involving group dynamics techniques and approaches on the study habits and learning attitudes of adult Vietnamese as preparedness factors for self-sufficiency. It was theorized that if said refugees are provided with and get involved in a broader range of learning experiences, such as those offered by program of structured activities using group dynamics techniques, their study habits and learning attitudes will improve, which can enable them to be better prepared for a new life.Those who participated in the experiment were 19 adult Vietnamese refugees who enrolled in the Level C class in English in June 1992. They were from ages 20 to 30 years old, with varied educational background and socio-economic status.A program of structured activities which were clustered in learning episodes were prepared and taught with the use of varied group dynamics techniques such as reflection, sharing, groups discussions and interactions, simulation, etc. The program was made flexible which could be easily re-structured to serve the learning needs of the participants.To describe the subjects' level of study habits and learning attitudes before and after the experiment, the Survey of Study Habits and Attitudes of Brown & Holtzman (SSHA, Form C) was administered before, immediately after and four weeks after the program. The subjects' scores in the said testing periods were analyzed and integrated based on their raw and mean scores and corresponding percentile ranks. The results of the experiment revealed the following:Before the subjects' participation in the program, the percentile rank equivalent of their mean scores on all SSHA scales were lower than 50, which means that they were low if not poor in their study habits and learning attitudes.After a week of exposure and participation in structured activities, their performance in the Survey of Study Habits and Attitudes (Form C) revealed higher mean scores on all scales with percentile ranks ranging from 60 to 75. A month after completion of the whole program, the participants' percentile ranks jumped 100 to 90 and 95. As hypothesized, there was a significant difference between the pretest and posttests scores of the subjects on study habits, t(17)=7.4, p .001, and study attitudes, t(17)