CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

In this era of globalization and technological revolution, education is considered as a first

step for every human activity. It plays a vital role in the development of human capital and is

linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002).

It ensures the acquisition of knowledge and skills that enable individuals to increase their

productivity and improve their quality of life. This increase in productivity also leads towards new

sources of earning which enhances the economic growth of a country (Saxton, 2000). The quality

of students’ performance remains at top priority for educators. It plays a vital role in creating the

finest quality alumnae who will become leader and manpower of a particular country,

consequently responsible for the country's social and economic development (Ali et.al, 2009). It

is meant for making a difference locally, regionally, nationally and globally.

The academic performance of the students has gained significant attention in past

researches. Educators, trainers, and researchers have long been interested in exploring variables

contributing effectively for quality performance of learners. These variables are inside and outside

school that affect students’ quality of academic achievement. These factors may be termed as

student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004).

The formal investigation about the role of these demographic factors rooted back in 17th century

(Mann, 1985). Generally, these factors include age, gender, geographical belongingness, ethnicity,

marital status, socioeconomic status (SES), parents’ education level, parental profession, language,

income and religious affiliations. These are usually discussed under the umbrella of demography
(Ballatine, 1993). In a broader context, demography is referred to "as a way to explore the nature

and effects of demographic variables in the biological and social context."

As much as educators and researchers would want to study about academic performance,

defining and measuring the quality of education is not a simple issue and the complexity of this

process increases due to the changing values of quality attributes associated with the different

stakeholders’ view point (Blevins, 2009; Parri, 2006). That is why, although students' academic

performance has clearly been recognized and studied throughout history, it still needs deliberate

attention to identify and understand the possible causal factors and ways of addressing them so

that the student's academic performance can be improved. All these things, however, will be

explicated as you go on with the study.

STATEMENT OF THE PROBLEM

This study is a look at the academic performance of the students and faculty members of

Masters in Public Administration Major in Public Procurement of BUJMRIGD in the academic

year of 2018 to 2019. With this purpose, the researchers aim to answer the following questions:

1. What is the demographic profile of the students and faculty members of MPA PP of

BUJMRIGD in the Academic Year 2018-2019?

2. What are the internal and external factors affecting the academic performance of the

students and faculty members of MPA PP of BUJMRIGD in the Academic Year 2018-

2019?

3. How do the factors affect the academic performance of the students and faculty members

of MPA PP of BUJMRIGD in the Academic Year 2018-2019?

4. What are the ways to improve the academic performance of the students and faculty

members of MPA PP of BUJMRIGD in the Academic Year 2018-2019?

SIGNIFICANCE OF THE STUDY

This study will benefit a host of individuals and sectors such as:

Students - to assess the current academic performance thus will help to have an in-depth

knowledge and make an action on how to improve academic performance.

Professors - to be able to develop and provide better ways on teaching students for an

effective acquiring of knowledge and enhancing of skills.

 School Administrators – to give a full understanding of the interaction and supervision

between students and faculty members which will help to make improvements on the school’s

system.

Commission on Higher Education (CHED) – to create better learning plans that will

cater the problem areas of the tertiary students.

Government – to inform of the needed improvements make amendments on the current

curriculum.

Future Researchers - To build a bridge for other researchers that will conduct similar

studies about this topic and give ideas which will deepen understanding. This will also to serve as

a reference for other related studies.

SCOPE AND DELIMITATION

The main thrust of this study is to measure the academic performance of students and

faculty members of Master of Public Administration Major in Public Procurement in BUJMRIGD.

The study exclusively covers the BUJMRIGD. The target respondents are the students who take

this degree course and faculty members that facilitates the educational program. There are 5 males

and 21 females, a total of 26 respondents. There are certain factors that will be considered in

measuring their academic performance; learning facilities, teaching methods, resource allocation.

Technically, these factors approach the psychological, economic, social, personal and

environmental aspects that would accurately give the results however it is not possible to look over

into such aspects thoroughly. The data covers the academic year 2018-2019 only.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter states the review of related literature of the study. It contains related literature

and related studies with academic performances which the researchers meticulously searched and

chose from different sources.

RELATED LITERATURE

Educational services are often not tangible and are difficult to measure because they result

in the form of transformation of knowledge, life skills and behavior modifications of learners

(Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of

quality that is applied to education field. The definition of quality of education varies from culture

to culture (Michael, 1998). The environment and the personal characteristics of learners play an

important role in their academic success. The school personnel, members of the families and

communities provide help and support to students for the quality of their academic performance.

This social assistance has a crucial role for the accomplishment of performance goals of students

at school (Goddard, 2003). Besides the social structure, parents’ involvement in their child’s

education increases the rate of academic success of their child (Furstenberg & Hughes, 1995).

The relationship between gender and the academic achievement of students has been

discussed for decades (Eitle, 2005). A gap between the achievement of boys and girls has been

found, with girls showing better performance than boys in certain instances (Chambers &

Schreiber, 2004). Gender, ethnicity, and father’s occupation are significant contributors to student

achievement (McCoy, 2005; Peng & Hall, 1995).

 Above and beyond the other demographic factors, the effects of SES are still prevalent at

the individual level (Capraro, M., Capraro, R., & Wiggins, 2000). The SES can be deliberated in

a number of different ways; it is most often calculated by looking at parental education, occupation,

income, and facilities used by individuals separately or collectively. Parental education and family

SES level have positive correlations with the student’s quality of achievement (Caldas &

Bankston, 1997; Jeynes, 2002; Parelius, D., & Parelius, A., 1987; Mitchell & Collom, 2001; Ma

& Klinger, 2000). The students with high level of SES perform better than the middle class students

and the middle class students perform better than the students with low level of SES (Garzon,

2006; Kahlenberg, 2006; Kirkup, 2008).

The achievement of students is negatively correlated with the low SES level of parents

because it hinders the individual in gaining access to sources and resources of learning (Duke,

2000; Eamon, 2005; Lopez, 1995). Low SES level strongly affects the achievement of students,

dragging them down to a lower level (Sander, 2001). This effect is most visible at the post-

secondary level (Trusty, 2000). It is also observed that the economically disadvantaged parents are

less able to afford the cost of education of their children at higher levels and consequently they do

not work at their fullest potential (Rouse & Barrow, 2006). Krashen (2005) concluded that students

whose parents are educated score higher on standardized tests than those whose parents were not

educated. Educated parents can better communicate with their children regarding the school work,

activities and the information being taught at school. They can better assist their children in their

work and participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999).

Theory of Educational Productivity by Walberg (1981) determined three groups of nine

factors based on affective, cognitive and behavioral skills for optimization of learning that affect

the quality of academic performance: Aptitude (ability, development and motivation); instruction
(amount and quality); environment (home, classroom, peers and television) (Roberts, 2007). The

home environment also affects the academic performance of students. Educated parents can

provide such an environment that suits best for academic success of their children. The school

authorities can provide counseling and guidance to parents for creating positive home environment

for improvement in students’ quality of work (Marzano, 2003). The academic performance of

students heavily depends upon the parental involvement in their academic activities to attain the

higher level of quality in academic success (Barnard, 2004; Henderson, 1988; Shumox & Lomax,

2001).

There is a range of factors that affect on the quality of performance of students (Waters &

Marzano, 2006). A series of variables are to be considered when to identify the affecting factors

towards quality of academic success. Identifying the most contributing variables in quality of

academic performance is a very complex and challenging job. Keeping in view all these

discussions, researchers conducted this study to examine the academic performance of the students

and faculty members of MPA PP of BUJMRIGD in Academic Year of 2018-2019.

RELATED STUDIES

Several studies have been conducted to find out students’ academic performance

(Applegate and Daly, 2006; Hedjazi and Omidi, 2008; Ramadan and Quraan, 1994; Al-Rofo, 2010;

Torki, 1988; Hijaz and Naqvi, 2006; Naser and Peel, 1998; Abdullah, 2005). All these studies

engaged the Grade Point Average (GPA) as a common indicator of the performance of the students.

Gender and Academic Performance Research done by Borde showed that gender did not

play a role in academic performance. Another study by Meece and Jones also revealed that gender

differences did not influence students’ standardized science test scores. However, Haist et al.,

showed that men performed better than women in certain settings while women outperformed men

in other settings. A study by Hedges and Newell showed male students outperformed female

students in science, but in reading and writing female students did much better. However,

educational statistics have indicated that female students are outperforming their male counterparts

at all levels of the education system and attaining higher qualifications. After analyzing more than

a million graduating students, Woodfield and Earl-Novell observed that female students did better

than male students. Woodfield and Earl-Novell attributed this partly to female students being more

academically responsible and thus less likely to be absent from lessons.

A study by Yousef showed that foreign students outperformed local students in business

studies. In a study by Nasirudeen et al., it was shown that international students in Singapore

experienced substantial levels of stress, which are often a result of homesickness, cultural shocks,

or perceived discrimination. This, in turn, may have a negative influence on their participation in

activities that contribute to important learning and personal development. One common coping

mechanism used by international students is to focus more on academic achievement. However, a

study by Rienties et al. showed that non-Western students scored significantly lower on GPA

compared to Western students.

It is also believed that learning styles play a small role on academic performance. However

small the effect on learning outcomes, it is accepted that learning styles can help students enhance

their own learning and thus encourage self-directed learning. Fielding showed that it is necessary

for students and educational institutions to understand learning styles. Students usually have

preferences for the ways by which they learn or understand a subject and it is advisable for students

to tailor these styles to suit their own learning needs. As stated by Cuthbert, understanding the

students’ learning styles is important for allowing adjustment in the educators’ pedagogic

approaches. Several studies have used standardized tools (such as the Visual, Aural, Read/write

and Kinesthetic (VARK) questionnaire, Grasha–Reichmann Student Learning Styles survey) to

identify and understand the learning preference of their students, but none have looked at the

association of student specific preference(s) with academic performance.

Students across Singapore participate in a wide variety of extracurricular activities (also

known as co-curricular activities). These can be sports, clubs, debate, drama, school publications,

student council, and other social events. These activities are, voluntary, usually conducted outside

the normal school hours, and students do not receive grades for their involvement. Silliker and

Quirk concluded that participation in athletics (such as soccer) for high school students enhances

academic performance. Gerber also found that participation in extracurricular activities promoted

greater academic achievement. Many extracurricular activities have proven to be beneficial in

enhancing academic performance, even if the activities are not obviously related to academic

subjects. Students participating in extracurricular activities did better academically than students

who did not participate. The concept of academic self-efficacy was devised by Albert Bandura.
Self-efficacy concept is defined “A conviction that one can successfully execute the behavior

required to produce outcome.” It has been proven that students high in academic self-efficacy set

higher academic goals.

Kochhar (2000) says proper guidance is necessary to help the students with problems like

lack of correlation between talent and achievement, faulty study practice, imperfect methods of

learning. Researches have demonstrated that the performance of the students depended upon

several factors like, learning facilities, age and gender differences. The most significant factor with

the positive outcome on the performance of the students is competence of students in English.

Students having good communication skills it expands the students’ performance (Abdullah,

2011). William & Burden (1997) found that language classrooms inculcate confidence among

students to use the new language to communicate, to discuss, to try new ways of conveying

meanings and to be trained from failures and successes. Robert and Sampson (2011) investigated

that the students who effectively participate in the learning procedure are seen to have a higher

CGPA (cumulative grade point average). Noble (2006), found that academic activities of students,

perceptions of their adapting strategies and background qualities (for example family pay,

direction from parents, number of negative circumstances in the house and parents’ level of

education) were indirectly connected to their compound scores, during academic achievement in

secondary school. Direction is a component through which a student knows how to progress his

study approach and study schedule and is directly corresponding to academic accomplishment.

The students who are appropriately guided by their guardians have done well in the exams. The

direction from the educator also influences performance of the students. The guidance from the

guardians and the educators indirectly influence the students’ performance (Hussain, 2006).
 Raychauduri et al. (2010) examined that various studies have been concluded to recognize

those variables which are influencing academic performance of the students. The academic

performance of the students also relies on a various socioeconomic variable like students’

participation in the class, family pay, and teacher-student ratio, presence of qualified teachers in

school and gender of the student. Several studies have also been done on the impact of peer

influence on student performance (Gonzales et. al., 1996; Goethals, 2001; Hanushek et. al, 2002)

investigated that peer influence has more influential effects than family. Peer help was positively

associated with the students’ average grade point. Giuliodori, Lujan and DiCarlo (2006) found that

through peer interaction, students might increase their skills on solving qualitative problems. Peer

teaching will also encourage student’s participation (Rao and Di Carlo 2000).

Rangvid, B. S. (2003) found that mixing skills influence weak students positively on the

other hand the results for brilliant students were found negative. Goethals (2001) found that

homogeneous group students do better than heterogeneous group students. Al-Otaibi (1996)

examined the influence of gender on the student’s performance and found that male students are

not better than female students. Beaumont-Walters, Y., & Soyibo, K. (2001) explored that student

performance is dependent on a socio economic background like grade level, school type and school

location. Tahir, S., & Naqvi, S. R., (2006) examined that a negative correlation between the family

pay and students’ performance, socio economic variables like participation in the class, family

salary, and teacher-student ratio, existence of qualified teachers in school, mother’s and father’ s

education, distance of school and gender of students also influence the students’ performance

(Raychauduri et al., 2010). In the past several years a number of valuable studies have been

conducted to develop various models to evaluate the students’ performance by taking various

factors like family pay, direction from parents, the teacher- student ratio, distance of school and
gender of students, but these studies have not investigated on learning facilities, communication

skills and proper guidance by parents. Only a few studies have been conducted on these variables

in the world.
SYNTHESIS OF THE STATE-OF-THE-ART

Studies in academic performance have been studied all throughout history. Several

researches have claimed different factors affecting the academic performance of students. A host

of literature and studies attempted to explain and describe the matter and make an in-depth and

intensive look on it. These studies range from institutional, local to national and international

levels. There are also groups formed to specifically deal with this global concern.

In the international level, studies on academic performance have opened new knowledge

and added up more information about it. Many researchers involved academic performance in

their research. There are two types of factors that affect the students’ academic performance. These

are internal and external classroom factors and these factors strongly affect the students’

performance. Internal classroom factors include students’ competence in English, class schedules,

class test results, learning facilities, homework, environment of the class, complexity of the course

material, teachers’ role in the class, technology used in the class and exams systems. External

classroom factors include extracurricular activities, family problems, work and financial, social

and other problems. Research studies shows that students’ performance depends on many factors

such as learning facilities, gender and age differences, etc. that can affect student performance.

GAP BRIDGED BY THE STUDY

Studies on academic performance have been done on the national and international level.

However, none of the same was conducted on MPA PP students and faculty members of

BUJMRIGD which specifically accounts for possible variations. This study is aimed to examine

and describe the academic performance of the said sample using the data gathered. The same data

scope will be used to pinpoint the specific determinants and factors affecting MPA PP students
and faculty members’ academic performance. In this way, the variations in the data will be

essential in achieving the purpose. The data will cover the academic year 2018 to 2019. This will

also take into account the changes in the variables as a function of time.
THEORETICAL FRAMEWORK

Research into factors affecting the academic performance of students who dropout

concentrates strongly on two areas. On the one hand, there have been many surveys asking students

why they dropout. On the other hand, there have been studies that look at the academic

performance of students in relation to variables such as gender, personality characteristics,

finances, etcetera (Woodley 2003, 1 of 5). Instead of summarizing findings of the studies based on

isolated variables only, other researchers have conceptualized these factors in the form of theories.

The three interrelated theories that contextualize student retention and factors affecting the

academic performance of students for this study are those of Spady (1970), Tinto (1975) and Bean

(1980). Tinto’s (1975) theory on the academic and social integration of university students forms

the basis of this study because firstly it has laid a foundation for research on retention of students

in higher education; and secondly its methodological approach to student retention is broad-based,

focusing on individual characteristics prior to entering university, the students’ experience upon

entering the university and the effect of external factors that interfere with students’ academic

performance. M. P. Jama, M. L. E. Mapesela and A. A. Beylefeld 996

 Figure 1: Retention theory for non-traditional students: Circles of progression

Spady was one of the first researchers to propose a widely recognised theory on student

retention in 1970 (Spady 1970, 77). The basic assumption of this theory is that student dropout is

best explained by a process involving an interaction between the individual student and the

university environment. In this interaction, the student’s attributes such as attitudes, skills and

interests are exposed to influences, expectations and demands of the university. The result of this

interaction will determine whether the student will be assimilated in the academic and social

system of the university and subsequently whether the student will be retained in the university.

Linked to this process are variables that promote the academic and social integration of students

in higher education. These variables are family background, academic potential, normative

congruence, grade performance, intellectual development and peer support. All these variables are
further linked to two other variables namely satisfaction with the university environment and

institutional commitment (Spady 1970, 77).

According to literature studies done by authors such as Swail (2006, 1 of 4), Draper (2005,

2 of 20) and McCubbin (2003, 20) Tinto’s theory of social and academic integration is the most

referred to in the area of student retention. In 1975 Tinto drew upon the work of Spady (1970) who

was the first to apply Durkheim’s theory of suicide to student retention. This theory is based on

the assertion that the likelihood that an individual will commit suicide is predicted by the level of

their integration into society (Tinto 1975, 91). While in Durkheim’s model of suicide individuals

commit suicide because they are insufficiently integrated into society, Tinto asserts that dropout

occurs because students are insufficiently integrated into different aspects of the university. Tinto

further contends that dropout could occur through lack of integration in either the academic or the

social systems of the university (Tinto 1975, 92). Based on further research, Tinto revised the

theory in 1987 by including the three stages of moving from one community to the other. The first

stage, separation, refers to the student’s parting with one group to join another one. During the

second stage, which is transition, students deal with the stresses of coping in a new, unfamiliar

environment. In the last stage of incorporation students become competent in being members of

the new environment (McClanahan 2004, 3; Swail, Redd and Perna 2003, 46). A further revision

of this theory in 1993 added other variables affecting the social and academic integration of

students in the university. These variables are adjustment, difficulty, incongruence, isolation,

finances, learning and external obligations or commitments of the students in the university (Tinto

1993, 45). Tinto further revised the integration theory in 1997 by focusing on the classroom

experience. From this perspective, Tinto asserts that the interaction process that takes place in the

classroom determines the social and academic integration of students (Tinto 1997, 1 of 4).
 Bennett (2003, 127) elaborates on the two aspects of Tinto’s model. The first aspect,

academic integration, includes factors such as academic performance of students, intellectual

development and whether the student believes that lecturers are personally committed to teaching

and helping students. Social integration in turn, includes factors such as the student’s self-esteem

and the quality of his/her relationship with fellow students and lecturers. A further elucidation of

Tinto’s model by Berge and Huang (2004, 8), McCubbin (2003, 2) and Seidman (1996, 1 of 6)

shows that students’ pre-entry college attributes such as family background, academic ability, race,

sex and prior schooling will determine their academic and social integration into the university

environment, and subsequently their academic performance. Bean’s psychological theory In 1980

Bean (1980, 158) developed the psychological theory of student retention by asserting that the

background characteristics of students must be taken into consideration in order to understand their

integration into a new university environment. According to this theory, Bean (1980, 183) further

contends that the intentions of students to persist are influenced by their attitudes and behaviours.

These attitudes and behaviours might affect the degree to which the student is satisfied with the

institution. The level of satisfaction might increase the level of commitment to the institution. In

1985, Bean and Metzner developed a theory on nontraditional students. According to Bean and

Metzner (1985, 2 of 3), these are older, part-time and commuter students. The attrition of these

students is mostly affected by the external environment variables such as family responsibilities,

finances and outside encouragements, rather than social integration variables such as university

memberships and friends which tend to affect traditional students. In 1995, Eaton and Bean (1995,

617) added coping behaviour as a variable into this theory, stating that students’ ability to adapt to

the university environment reflects their ability to cope, which is related to previous coping skills

in other environments. Summative perspectives on the theories it appears from the above
information that factors affecting the academic performance of students are complex and

multidimensional. Two common features appearing in the retention theories discussed are the

academic and social integration of students in the university. All three theorists, Spady, Tinto and

Bean, concur that pre-college attributes and characteristics, family background and prior schooling

play a role in the retention of students. The other common beliefs of these theorists are that peer

support, academic performance, the students’ level of satisfaction with the institution and

commitment of both the students and the institution might play a role in retention. Spady and Tinto

are united in their view that social skills, academic and intellectual ability might affect the retention

of students. Common features in the work of Tinto and Bean are related to the student’s college

experience, adjustment and the attitude M. P. Jama, M. L. E. Mapesela and A. A. Beylefeld 998

of the student towards the institution. Tinto’s theory thus shares common features with both

Spady’s and Bean’s whereas Spady and Bean do not share any common features on their own.

Tinto’s theory furthermore includes features not shared with any of the other two theories. These

features are the stages of transition from school to the university, finance, difficulty of the studies,

the specific needs of different groups of students and the student’s classroom experience. Although

these three theories seem to provide a comprehensive understanding of student retention, they fail

to fully address the complex realities of non-traditional students. In defining the non-traditional

student, Bean and Metzer (1985) admit that, due to the heterogeneity of the characteristics of non-

traditional students, it is difficult to develop a typical profile of these students. According to

McDaniel and Graham (2001, 1 of 4) this difficulty, as well as the lack of a general all-purpose

retention model, compels institutions to develop their own models. In the context of the South

African higher education environment, the term ‘nontraditional students’ refers to mostly black

students from disadvantaged family and school backgrounds. As a result of their disadvantaged
backgrounds, the integration of these students into the social and academic environment of a higher

education institution is even more complex than in the case of traditional students. Lack of finance,

for example, is critical for non-traditional students because they often cannot even provide for

basic needs such as food, let alone accommodation, fees and books. Financial constraints can

exclude these students from university accommodation, forcing them to commute between the

university and their homes, which in some cases are situated far off. Commuting non-traditional

students usually rely on public transport, which may not always be reliable. Sometimes the

students come late or miss classes. In addition, some non-traditional students come from families

who are not educated and thus have no experience of supporting a child enrolled for higher

education. Under circumstances such as these, their social and academic integration into the

university becomes difficult. Another limitation of the theories discussed in this article is that they

do not address the effect of language on the academic performance of non-traditional students.

Language affects non-traditional students, as most of them have to study in English as a second

language. Although English has been a medium of instruction in South African schools for many

years, non-traditional students have not fully acquired and grasped the skills of listening, speaking,

reading and writing which are important areas of language competence (Ayliff and Wang 2006,

392). In addition, lecturers generally assume that students are familiar with the academic practices

of planning, drafting, note taking and reading. When lecturers thus ask questions or give

assignments and tasks using terms such as ‘critically analyse’ or ‘argue’, non-traditional students

often provide incorrect responses (Hutchings 2005, 716). Language competence may therefore be

seen as a variable that seriously affect the learning ability of non-traditional students and therefore,

student retention. Apart from the above-mentioned theories and summative perspectives, extensive

engagement of the researcher, in her capacity as an academic support and development Theoretical
perspectives on factors affecting the academic performance of students 999 practitioner, made it

possible to observe students as they explained their problems during consultations over the past

eight years. During these engagements, the researcher found that factors such as school

background, the learning environment, adjustment to higher education, finance and language affect

the academic performance of students. In addition, the researcher had an opportunity to analyse

personal reflective journals written by first-year students during the first two weeks of their studies

and the results of this analysis also confirmed the above factors. Based on the above information,

this article proposes to contribute to building a retention theory for non-traditional students in a

South African context. The following aspects of a student’s progression in higher education will

be taken into account: students’ academic progression prior to entry into the university, initial entry

into university, progression into the actual teaching and learning experience, and the ongoing

social and academic integration into the university. Two other common variables finance and

language, will also be incorporated into the retention theory as they affect almost every stage of a

student’s life in the university.

CONCEPTUAL FRAMEWORK

Figure 2. Paradigm of Conceptual Framework

The main objective of this research is to measure the academic performance of the students

and faculty members of MPA major in Public procurement in BUJMRIGD. In addition, the

organized flow and visual presentation of the study is shown in Figure 2.

This framework is the basic structure that interconnects and directs the activities, analysis

and all other essential parts of the study. The input of the study are factors affecting the academic

performance of students and faculty members of MPA PP, then the data gathering process,

evaluation, analysis, interpretation and recommendations will be done thoroughly in order to

obtain the level of academic performance. The output will mainly depend on the factors that may
affect their behavior towards the acquisition of knowledge supposedly those are good or bad

factors. Even so, the researchers will provide ways to improve more their academic performance.
DEFINITION OF TERMS

Academic Performance- is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

Aptitude- is a component of a competence to do a certain kind of work at a certain level.

BUJMRIGD- Bicol University Jesse M. Robredo Institute of Governance and

Development.

GPA- Grade Point Average, is similarly a score used to evaluate your success during the

entirety of your degree programme. It’s an average number that shows what you typically scored

in your classes throughout the semester, term, and year.

MPA PP- Master of Public Administration major in Public Procurement.

Self-efficacy- is not self-image, self-worth, or any other similar construct. Self-efficacy is

often assigned the same meaning as variables such as these, including confidence, self-esteem, or

optimism; however, it has a slightly different definition than any of these related constructs.

Socio-economic status (SES)- is an economic and sociological combined total measure

of a person's work experience and of an individual's or family's economic and social position in

relation to others, based on income, education, and occupation.

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter states the research design and methodology of the study. It includes the

population, data collection method and the sampling method which the researchers used to gather,

analyze, and interpret the data crucial for the successful completion of this study.

RESEARCH METHOD

The study will be a qualitative type of research. This will utilize descriptive survey method,

employing questionnaires as the research tool. The survey questionnaire will be the main

instrument that will be used in obtaining needed data and information regarding socio-

demographic characteristics and factors that affect the academic performance of students and

faculty members of Master of Public Administration Major in Public Procurement in BUJMRIGD.

SOURCES OF DATA

The researchers used primary and secondary data relevant to the study. The primary source

was taken from the management information system. The master list that was provided by the

Graduate School Registrar, Ms. Veronica Gomez. The secondary sources were taken from books,

articles and online sources – Internet.

RESPONDENTS

The students and faculty members of MPA PP of BUJMRIGD in the academic year 2018-

2019 will serve as the respondents of this study. The MPA PP of BUJMRIGD consists of 26

students and 2 faculty members. The researches will be needing all 26 students and 2 faculty

members for the fulfillment of the study

THE SURVEY INSTRUMENT

Questionnaires will be used to gather relevant data connected to the study. The researchers

will be using only one set of questionnaire effective for both students and faculty members. The

questionnaire consists of the demographic profile of the students and faculty members.

Additionally, the researchers construct a questionnaire with three parts. The first part is for the

internal and external factors. The second part was created to determine how these factors affect

the academic performance of the students and faculty members. The last part will determine the

ways to improve the academic performance of the students and faculty members. Below is the

sample questionnaire that the researchers will use.

DATA GATHERING PROCEDURE

In gathering data, the researchers from BSBA Marketing Management College of Business,

Economics and Management will be submitting a letter of authorization signed by the researchers'

adviser, Dr. Ramesis Lorino. It will be addressed to Ms. Veronica Gomez, Graduate School

Registrar, to ask permission to provide the list of students enrolled and the faculty members in

MPA Major in Public Procurement. The survey questionnaire will be checked by the researchers’

adviser then will be distributed to the respondents. It will be recorded, tallied and tabulated.

SCALE RANGE INTERPRETATION

5 4.2 – 5.0 Very Much Effective

4 3.4 – 4.2 Highly Effective

3 2.6 – 3.4 Effective

2 2.6 – 3.4 Less Effective

1 1.0 – 1.8 Not Effective

STATISTICAL TOOLS

The researchers will use the percentage to interpret the demographic profile of the students

and faculty members of Master of Public Administration Major in Public Procurement of Bicol

University Jesse M. Robredo Institute of Governance and Development in the academic year 2018-

2019. Similarly, to compute the responses of the respondents and determine the factors that affect

and the ways to improve the academic performance of the students and faculty members, the

researchers will use the percentage.

𝑥
𝑃= × 100
𝑛

Where: P = Percentage

x = number of responses of the respondents

n = total number of respondents

Weighted mean will also be used as a tool to interpret the ratings of the respondents on

determining how the factors affect the academic performance of the students and faculty members

of Master of Public Administration Major in Public Procurement of Bicol University Jesse M.

Robredo Institute of Governance and Development in the academic year 2018-2019.

∑ fx
𝑋=
𝑛

Where: X = weighted mean

∑fx = sum of all respondents of f and x
f = frequency of each weight
x = weight
n = total number of respondents