Factors Affecting the Academic Pefomance of Engineering Students
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BATANGAS
FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF ENGINEERING STUDENTS
In partial Fulfillment for the
Requirements for Methods of Reasearch
by
Carandang,
Castillo, Gonda, Santos,
I. Introduction
Engineers nowadays are in demand to lots of companies here and abroad. In fact, thousands of engineering graduates and board passers work mostly in other countries. This is the reason why lots of students took engineering courses.
Engineering has always been considered as a very difficult course by most of the students. It’s almost always the last thing that will come to the minds of the students when it comes to choosing their course or program. Engineering, as a program has a lot of difficulties within its name. There are lots of math and science subjects and instructional activities that students will really find it difficult to pass. It requires a great responsibility in achieving the title “Engineer”. Some students who are already taking up engineering doesn’t know the hardships that they are still about to face, that’s why a large number of students tend to have a low academic performances.
The field of engineering has become so diverse in recent years that a definition is not easy to come by. Engineers still build skyscrapers, design machinery, and oversee public works. They also address society's needs and problems on a number of other scales with a unique blend of technology and science. At the macro level, environmental engineers are quantifying the particle flow of pollutants through soil to better understand how to clean up abandoned industrial sites, oil spills, and other biohazards. Engineering combines the fields of science and maths to solve real world problems that improve the world around us. What really distinguishes an engineer is his ability to implement ideas in a cost effective and practical approach. This ability to take a thought, or abstract idea, and translate it into reality is what separates an engineer from other fields of science and mathematics. Engineers are problem solvers, organizers, communicators, calculators and designers. They are capable of clearly defining a problem and its relevant constraints (such as time, cost, etc.) and providing a simple solution.
The performance of a student depends on many factors. It is a great advantage to professors and students to know these factors to help them assess their academic performance. Nevertheless, three factors - family, teacher, and personal profile of students, are most critical (Diaz, 2003) and these factors should be studied to give us reasons why it affects the performance of the students. Significance of factors may vary depending upon the context, culture, and level of education. Family interaction and the Socio Economic Status (SES) of the family may play an important role in the performance of students. As stated by Schulz (2005), "The socio-economic status of families has been consistently found to be an important variable in explaining variance in student’s achievement" (p. 3). The second factor which can alter the performance is the teacher. UNESCO (2005) explains that teachers are a key enabling factor in improving the quality of education. The evidence of this and many other reports is that teachers are critical to any reform designed to improve quality (p. 154). Marchesi and Martin, as cited by Diaz (2003), elaborated on the role of the aptitude of the students. They believe that "that the pupil’s socio cultural level and his previous aptitudes indirectly influence the outcomes of learning since they delimit the classroom procedures" (p. 47).
Our research paper will tackle the academic performance of engineering student in their chosen field. This paper also aims to show the factors that affects their grades and the probable solution for this problem.
II. Objectives of the Research
This research will assess the factors affecting the academic performance of engineering students in their major subject. More specifically, the following are the objectives of this research.
This study aims to describe the profile of the respondents of the Engineering students in Lyceum of the Philippines University - Batangas.
This will also determine the extent to which the following affects the academic performance of the students: Personal Factors, School-Related, Factors Family Factors and Social Factors.
The study also aims to determine the academic performance of the engineering students in their fundamental courses.
This will also tackle the relationship between performance in each fundamental courses needed for higher mathematics and factors affecting academic performance.
This is study will also propose plans of action that would assist the parents and university authorities to have a deeper understanding of the factors affecting academic performance of students and take necessary actions. III. Hypothesis
There is a significant effect in the academic performance of engineering students when it comes to personal, family, social and school related factors of the student.
LYCEUM OF THE PHILIPPINES UNIVERSITY-BATANGAS
BATANGAS CITY
Dear Respondents: We are currently enrolled in Bachelor of Science in Mechanical Engineering at Lyceum of the Philippines University-Batangas. We are presently working on our research entitled “Factors Affecting Academic the Performance of Engineering Students”. In this research, we are asking for your assistance in answering the question below rest assured that results will be treated with at most confidentiality. Thank you and God Bless. BSME IV-A Students
QUESTIONNAIRE
This questionnaire is an attempt to assess the factors that affect engineering student’s performance in their major subjects.
Please answer the following questions as objectively as you can by checking the appropriate space provided for. All information will be treated confidentially and will be used for research purposes only.
I. Profile of the Respondents
Name(Optional):________________________ Gender: _____ Male
Year Level : _____ Female _____ 3rd Year High School Attended: _____ 4th Year _____ Public _____ 5th Year _____ Private Fundamental Courses:
Check the box that corresponds to your grade bracket in the following subjects.
II. Factors Affecting the Students’ Performance
Please indicate your level of agreement or disagreement with each of these statements regarding the factors that affect the first year engineering student’s performance in their major subjects.Place an ( / ) mark in the box that corresponds to your answer.
1. Personal Factors Particulars | StronglyAgree | Agree | Disagree | Strongly Disagree | 1.1 I work hard at my studies because I find the course material interesting. | | | | | 1.2 I find most new topics interesting and often spend extra time trying to obtain more information about them. | | | | | 1.3 I spend a lot of my free time finding out more about interesting topics which have been discussed in different classes. | | | | | 1.4I test myself on important topics until I understand them completely. | | | | | 1.5I see no point in learning material which is not likely to be in the examination. | | | | | 1.6 I do not find my course very interesting so I keep my work to the minimum. | | | | | 1.7 I generally restrict my study to what is specifically set as I think it is unnecessary to do anything extra. | | | | | 1.8 I find the best way to pass examinations is to try to remember answers to likely questions. | | | | | 1.9 My aim is to pass the course while doing as little work as possible. | | | | | 1.10 I only study seriously what’s given out in class or in the course outlines. | | | | |
2. School-Related Factors Particulars | StronglyAgree | Agree | Disagree | Strongly Disagree | 2.1 The design of the course outline increased my mathematical knowledge. | | | | | 2.2 Enough references for the subject were provided. | | | | | 2.3 Teaching materials like visual aids were used. | | | | | 2.4 Enough examples were given and well explained. | | | | | 2.5 There were enough items of problems assigned to solve. | | | | | 2.6 There is enough time given in answering home works and activities. | | | | | 2.7 Questions are welcomed during discussion. | | | | | 2.8 I live far from the school. | | | | | 2.9 The time schedule is followed. | | | | | 2.10 Classroom is comfortable enough. | | | | |
3. Family Factors Particulars | StronglyAgree | Agree | Disagree | Strongly Disagree | 3.1 I have a problem at home. | | | | | 3.2 I let my problems affect my studies. | | | | | 3.3 I have a problem financially. | | | | | 3.4 I open up to my parents regarding school matters. | | | | | 3.5 I don’t live with my parents. | | | | | 3.6 Both my parents are working. | | | | | 3.7 I do too much households. | | | | | 3.8 I don’t have comfortable place to study. | | | | | 3.9 I have many brothers and sisters. | | | | | 3.10 I am disturbed when studying. | | | | |
4. Social Factors Particulars | StronglyAgree | Agree | Disagree | Strongly Disagree | 4.1 I always get along with my friends. | | | | | 4.2 I get influenced by my friends. | | | | | 4.3 I rely my decisions regarding school matters to my friends. | | | | | 4.4 I consider my friends play a big part in my studies. | | | | | 4.5 We conduct group studies. | | | | | 4.6 I copy the assignments of my friends. | | | | | 4.7 I prefer hanging out with my friends than studying my previous lessons. | | | | | 4.8 I prefer to browse the internet than browsing my notes. | | | | | 4.9I actively participating in our organization. | | | | | 4.10I was able to manage my time in performing my duty as a student leader as well as studying. | | | | |
IV. Related Literature
According to Bacon,2011, a significant relationship among variables of academic self-concept, academic achievement, and other factors influencing student outcomes. However, gender and the length of time since transition were not shown to be linked to students’ academic ability or performance in school. Bacon supports enhancing the quality of interactions between students and teachers and encouraging others associated with students’ education to be involved as these factors relate to student perceptions of academic ability and actual performance on academic measures. School administrators and school counselors are vital in helping to foster a school climate that engages new students and students from diverse cultures.( La Shawn Catrice Bacon, July 2011,)
There are various factors inside and outside school that contribute for the quality of academic performance of students. They focused on some of the factors outside school that influence the student’s achievement scores. The key aspect for the educators is to educate their students effectively so that they may be able to show quality performance in their academics. To achieve this objective it is necessary for the educators to understand better about the factors that may contribute in the academic success of students.( Journal of Quality and Technology Management Volume VII, Issue II, December, 2011, Page 01 ‐ 14)
The students' academic performance may be influenced by various external factors other than their personal characteristics. For the development of a society, it becomes necessary to provide quality education to its people. This study is being conducted to dig out the factors which are important for the effective learning of students and enhance the quality of education. In this study, a questionnaire was used for data collection and its reliability was assessed by Cronbach Alpha. For the purpose of data analysis, the descriptive and inferential measures (Stepwise Multiple regression model) are used. The indicators regularity and punctuality of teachers and graduation marks of the students are found to be significant by both techniques. Thus, without any hesitation, it can be concluded that these two indicators play an important role in enhancing the academic performance of students' performance. (Journal of Educational Research (1027-9776);Apr2010, Vol. 13 Issue 1, p252)
RESULTS AND DISCUSSION
Table 1.1
Percentage Distribution of the Respondents’ Profile
Profile Variables | Frequency | Percentage (%) | Gender | | | Male | 68 | 74.70 | Female | 23 | 25.30 | Year Level | | | 3rd year | 35 | 38.50 | 4th year | 25 | 27.50 | 5th year | 31 | 34.00 | High School Attended | | | Public | 28 | 30.80 | Private | 63 | 69.20 |
Note: Please interpret and analyze each variable and start with the highest percentage to the lowest item, then give your support
Table 1.1 presents the percentage distribution of the respondents’ profile according to gender, year level and high school attended. It can be observed that majority of the respondents are male with 74.70% compared to female with 25.30%. Since engineering programs is mostly dominated by males, hence the result. (lit)
Note: Please interpret and analyze each variable and start with the highest percentage to the lowest item, then give your support
Table 2.1
Personal Factors Affecting the Students’ Performance
Indicators | Weighted Mean | Verbal Interpretation | Rank | 1. I work hard at my studies because I find the course material interesting. | 2.82 | Agree | 2 | 2. I find most new topics interesting and often spend extra time trying to obtain more information about them. | 2.84 | Agree | 1 | 3. I spend a lot of my free time finding out more about interesting topics which have been discussed in different classes. | 2.74 | Agree | 3 | 4. I test myself on important topics until I understand them completely. | 2.73 | Agree | 4.5 | 5. I see no point in learning material which is not likely to be in the examination. | 2.47 | Disagree | 9 | 6. I do not find my course very interesting so I keep my work to the minimum. | 2.24 | Disagree | 10 | 7. I generally restrict my study to what is specifically set as I think it is unnecessary to do anything extra. | 2.57 | Agree | 7 | 8. I find the best way to pass examinations is to try to remember answers to likely questions. | 2.73 | Agree | 4.5 | 9. My aim is to pass the course while doing as little work as possible. | 2.51 | Agree | 8 | 10. I only study seriously what’s given out in class or in the course outlines. | 2.64 | Agree | 6 | Composite Mean | 2.63 | Agree | |
Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree
Table 2.1 presents the personal factors affecting students’ academic performance. The over-all composite mean of 2.63 indicates that the respondents’ agreed that their academic performance is affected by above mentioned factor.
It was observed that find most new topics interesting and often spend extra time trying to obtain more information about them ranked first with a weighted mean score of 2.84. (Analysis!) It was followed by work hard at my studies because I find the course material interesting and spend a lot of my free time finding out more about interesting topics which have been discussed in different classes. (Analysis!)
However, the respondents’ disagreed that see no point in learning material which is not likely to be in the examination and do not find my course very interesting so I keep my work to the minimum which obtained a mean value of 2.47 and 2.24 respectively. (Analysis!)
Note: Analysis is first based from your own perspective as a researcher then add support using your literature!
Table 2.2
School Related Factors Affecting the Students’ Performance
Indicators | Weighted Mean | Verbal Interpretation | Rank | 1. The design of the course outline increased my mathematical knowledge. | 2.95 | Agree | 2 | 2. Enough references for the subject were provided. | 2.89 | Agree | 5 | 3. Teaching materials like visual aids were used. | 2.93 | Agree | 3 | 4. Enough examples were given and well explained. | 2.77 | Agree | 7 | 5. There were enough items of problems assigned to solve. | 2.74 | Agree | 8.5 | 6. There is enough time given in answering home works and activities. | 2.71 | Agree | 10 | 7. Questions are welcomed during discussion. | 2.97 | Agree | 1 | 8. I live far from the school. | 2.74 | Agree | 8.5 | 9. The time schedule is followed. | 2.90 | Agree | 4 | 10. Classroom is comfortable enough. | 2.82 | Agree | 6 | Composite Mean | 2.84 | Agree | |
Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree
Table 2.3
Family Factors Affecting the Students’ Performance
Indicators | Weighted Mean | Verbal Interpretation | Rank | 1. I have a problem at home. | 2.45 | Disagree | 5 | 2. I let my problems affect my studies. | 2.43 | Disagree | 6 | 3. I have a problem financially. | 2.40 | Disagree | 8 | 4. I open up to my parents regarding school matters. | 2.60 | Agree | 2 | 5. I don’t live with my parents. | 2.16 | Disagree | 10 | 6. Both my parents are working. | 2.64 | Agree | 1 | 7. I do too much households. | 2.42 | Disagree | 7 | 8. I don’t have comfortable place to study. | 2.37 | Disagree | 9 | 9. I have many brothers and sisters. | 2.51 | Agree | 3 | 10. I am disturbed when studying. | 2.49 | Disagree | 4 | Composite Mean | 2.45 | Disagree | |
Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree
Table 2.4
Social Factors Affecting the Students’ Performance
Indicators | Weighted Mean | Verbal Interpretation | Rank | 1. I always get along with my friends. | 2.76 | Agree | 2 | 2. I get influenced by my friends. | 2.60 | Agree | 6 | 3. I rely my decisions regarding school matters to my friends. | 2.44 | Disagree | 9 | 4. I consider my friends play a big part in my studies. | 2.70 | Agree | 4 | 5. We conduct group studies. | 2.75 | Agree | 3 | 6. I copy the assignments of my friends. | 2.65 | Agree | 5 | 7. I prefer hanging out with my friends than studying my previous lessons. | 2.31 | Disagree | 10 | 8. I prefer to browse the internet than browsing my notes. | 2.55 | Agree | 7.5 | 9. I actively participating in our organization. | 2.55 | Agree | 7.5 | 10. I was able to manage my time in performing my duty as a student leader as well as studying. | 2.82 | Agree | 1 | Composite Mean | 2.61 | Agree | |
Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly Disagree
Table 3.1
Relationship Between Performance in Solid Mensuration and Factors Affecting Academic Performance
Factors | r-value | p-value | Interpretation | Personal | -0.149 | 0.159 | Not Significant | School Related | -0.130 | 0.218 | Not Significant | Family | 0.063 | 0.555 | Not Significant | Social | -0.084 | 0.431 | Not Significant |
Legend: Significant at p-value < 0.05
As seen from the result, all computed r-values indicate almost negligible correlation and the resulted p-values were all greater than 0.05 alpha level, thus the researchers fail to reject the null hypothesis of no significant relationship between the performance in Solid Mensuration and the factors affecting their academic performance. This only means that the students’ performance is that affected by the above mentioned variables. (Analysis!)
Table 3.2
Relationship Between Performance in Differential Calculus and Factors Affecting Academic Performance
Factors | r-value | p-value | Interpretation | Personal | -0.057 | 0.595 | Not Significant | School Related | 0.014 | 0.893 | Not Significant | Family | -0.108 | 0.306 | Not Significant | Social | -0.131 | 0.216 | Not Significant |
Legend: Significant at p-value < 0.05
Table 3.3
Relationship Between Performance in Integral Calculus and Factors Affecting Academic Performance
Factors | r-value | p-value | Interpretation | Personal | -0.089 | 0.399 | Not Significant | School Related | -0.161 | 0.127 | Not Significant | Family | -0.071 | 0.503 | Not Significant | Social | -0.029 | 0.786 | Not Significant |
Legend: Significant at p-value < 0.05
Table 3.4
Relationship Between Performance in Analytic Geometry and Factors Affecting Academic Performance
Factors | r-value | p-value | Interpretation | Personal | -0.051 | 0.630 | Not Significant | School Related | -0.153 | 0.149 | Not Significant | Family | -0.040 | 0.710 | Not Significant | Social | -0.054 | 0.614 | Not Significant |
Legend: Significant at p-value < 0.05
Table 3.5
Relationship Between Performance in Statistics and Probability and Factors Affecting Academic Performance
Factors | r-value | p-value | Interpretation | Personal | -0.279** | 0.007 | Significant | School Related | -0.229* | 0.029 | Significant | Family | -0.024 | 0.822 | Not Significant | Social | -0.056 | 0.599 | Not Significant |
Legend: Significant at p-value < 0.05
Based from the result, it was observed that the computed r-values show a weak to moderate negative correlation. However, only personal and school related factors shows significant relationship since the obtained p-values of 0.007 and 0.029 is less than 0.05 level of significance. This means that there is a significant relationship and implies that the more positive they are as to personal and school related factors, their performance in Statistics and Probability is not high. (Analysis!)
It can be gleaned from the table that personal and school related factors moderately affect the academic performance of engineering students. Engineering program is considered as one of the hardest programs in the country and the world in general this is why getting a higher grade is not easy.
