VICTORIA LOUISSE A.

CARDINAS GRADE 11 NEWTON

MS.RAIZA ALBINO JURIMOCHA PRACTICAL RESEARCH 1

WEEK 8

TASK 1: PROVIDE AT LEAST 5 REVIEW OF RELATED LITERATURE (RRL) ABOUT THE RESEARCH IN
ACADEMIC PERFORMANCE OF THE STUDENTS

Self-Efficacy and Academic Performance

 The determinants of students’ academic performance caught the attention of many scholars for

many years now. Among other factors, self-efficacy proved to be an important predictor of academic

performance. In an educational context, self-efficacy refers to students’ expectations about their

ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete

the task, often give up when they encounter difficulties. This study tested the relationship between

self-efficacy and academic performances in Algebra among first-year private non-sectarian high

school students. The research design was descriptive- correlation survey method that utilizes a

modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from

different high schools in Davao City. The academic performance measured in this study was based

on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment

Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy

on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated

Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory.

Self-efficacy was not significantly related to academic performance in Algebra. The study

recommends using a standardized test in algebra to measure students’ academic performance and

with a bigger sample proportionate to the population of each school.

Simbulas, L. C.. (2014). Self-Efficacy and Academic Performance in Algebra among First-Year
Private Non–Sectarian High School Students. JPAIR Multidisciplinary Research Journal, 17(1).
Retrieved from http://ejournals.ph/form/cite.php?id=12383
Learning Styles and Academic
Performance of Students in English 3
Charlie E. Dayon

Discipline: Education

 Learning Styles and Academic Performance of Students in English 3” aimed at determining the

relationship between learning styles of second year Technology and Livelihood Education (TLE)

students and their academic performance in English 3 (Speech and Oral Communication). In the

attainment of this primary purpose, this study utilized descriptive-correlational research method.

However, in describing the degree of association between two variables such as learning styles and

academic performance, it used Spearman’s Rank Order Correlation Coefficient (RS). Meanwhile, in

gathering data on learning styles, it employed Student Learning Styles Scales-Grasha –Reichmann

(2008). The result revealed that the dominant learning styles of students were participant and

collaborative; the least was independent. Meanwhile, as regards their academic performance, it

showed that the majority of them were developing; the least was capable. Ultimately, it revealed

negative correlation between academic performance and learning styles specifically, independent,

collaborative, dependent, and participant, except for avoidant and competitive. Avoidant and

competitive learning styles were correlated to academic performance. In conclusion, avoidant and

competitive learning modes of students affected their academic performance. The other dimensions

such as, independent, collaborative, dependent, and participant modes of learning had no bearing

on academic performance.

Dayon, C. E.. (2018). Learning Styles and Academic Performance of Students in

MANZO  | MOISES JESUPHUS C SADIASA  | Ian S. Tampan

 This investigation aims to recognize the factors affecting the academic performance among

hospitality students of Saint Michael College of Caraga (S.Y. 2018- 2019). This study employed a

descriptive method design. There were 122 hospitality students from the College of Tourism

Hospitality Business and Management selected using convenience sampling. A modified survey

questionnaire was utilized to gather data. The said questionnaire was subjected to pilot testing. Four

types of factors such student-related with a mean 3.31, school-related has 3.24, home-related has

3.30, and teacher-related factor has 3.29 observed to have the varying extent of the effect on the

academic performance of hospitality student. Likewise, the GPA of the hospitality student showed

the varying extent of influence on their academic performance. A significant relationship between

these factors and academic performance among hospitality students, as indicated by decisions and

conclusions are the same. Whereas, factors that mostly affect the academic performance among

hospitality students were observed on the extent of Teacher-Related factor as indicated by a t-value

of 0.4; p-value: .52. The identified Teacher-Related factor mostly affects the academic performance

of a hospitality student. This finding is significant as it can be used by school administrators and

teachers alike as a basis in designing and implementing an intervention program geared towards

improved academic performance among hospitality students.

Tampan, I. S., OLAMIT, K. , YBAÑEZ , D. O., MANZO , C. A. & SADIASA , M. C.. (2020).
Factors Affecting the Academic Performance among Hospitality Students. SMCC Higher
Education Research Journal (Hotel and Restaurant Management Journal), 1(1). Retrieved from
http://ejournals.ph/form/cite.php?id=15547
Correlates of Academic Performance of
College of Arts and Sciences Students:
Basis for Intervention
Dr. Marissa L. Cadao-esperal

The study attempted to determine the correlates of academic performances of 535 students enrolled

in the five programs of the College of Arts and Sciences in Southern Luzon State University, Lucban,

Quezon, Philippines during the First and Second Semester of AY 2014-2015. A multivariate analysis

of data was done to determine how internal and external factors which are further categorized into

three clusters of variables: cognitive variables (IQ test scores [OLSAT] & College Admission Grade)

and personality variables (personality test scores [NEO-PI] & General Self-efficacy scores) and

environmental variables relate to academic performance in college (GWA). Data gathering was

accomplished through administration of standardized and non-standardized tests and through

coordination with the College Dean’s Office and the Guidance and Testing Office of the university,

which provided other needed data. Analysis of findings identified four good predictors of academic

performance of CAS students; two of which are cognitive variables consisting of OLSAT score and

Admission Grade; one personality variable which is the level of Conscientiousness (based on NEO

PI) and environmental factor, which is identified as family variables. The findings of the study add

value to the predictive validity and reliability of the using standardized mental ability tests and

previous academic performance reports in predicting academic success. It was further concluded

that non-intellectual variables like personality traits and family has something to do with academic

performance and intellectual achievement of students. An intervention program which focused on

the four identified factors was designed to enhance the academic performance of CAS students.
Cadao-esperal, D. L.. (2016). Correlates of Academic Performance of
College of Arts and Sciences Students: Basis for Intervention. Tilamsik,
8(2). Retrieved from http://ejournals.ph/form/cite.php?id=9985
Learning Experiences, Learning Styles,
and Academic Performance of the
Students
Arnel Jeff S. Tulabing

 When there is a mismatch in students’ learning styles and learning experiences employed by

teachers, academic performance of students becomes at risk. This study aimed to determine the

relationships among learning experiences, learning styles, and academic performance of the

students. Descriptive correlation design was utilized in the study. The respondents were 120 public

secondary school students in Davao City Schools Division. Respondents were selected through

quota sampling technique. Modified and validated survey questionnaires comprised of learning

experiences and learning styles were utilized. The statistical tools employed for data analysis were

mean, standard deviation, Pearson Product Moment Correlation, and regression analysis. The

findings of the study revealed that learning experiences was high and was oftentimes manifested or

practiced in school by students. In terms of profile, most of students were visual learners and few

were kinesthetic. The level of academic performance of students in MAPEH was very satisfactory.

The test of correlation revealed that there was a significant relationship between learning

experiences and academic performance in MAPEH. An increase in learning experiences enhances

students’ performance in MAPEH. Furthermore, there was a significant relationship between

auditory and kinesthetic learning styles of students and their academic performance in MAPEH.

Further, events as learning experience significantly influenced academic performance of public

secondary students in MAPEH.