A STUDY ON THE WILLINGNESS OF

THE FILIPINO STUDENT NURSE TO

TAKE UP NURSING AND ITS EFFECT
ON THE
GENERAL AVERAGE

A Thesis Presented to
The Faculty of the College of Nursing
Dr. Yangas Colleges Inc.
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of Science in Nursing

GROUP 17
Abbas, Asma O.
Anyayahan, Shiela C.
Bautista, Allen B.
Besmonte, Donnamae
Caliente, Mary Grace I.
Caparas, Janine Angelie
Cruz, Marilou N.
Caponpon, Alvin
Cua, Ma. Clarize Anne J.
Vergara, Mylin C.

The researchers would like to thank all the people who

helped us and encouraged us in this research work. Their nods of
approval, appreciation, faith and encouragement were more
than enough to keep us going.We thank God for giving us the
strength and knowledge to pursue this research work.
Our deepest gratitude to our Dean, Prof. Teodora M. delos
Reyes and to our professor Prof. OfeliaTolentino for their full
support and guidance to all of us and giving us competitive wellrounded educational foundation, for sharing their time,
inspirations, lectures and expertise.
To our other professors, classmates and friends; and their
words of appreciation and encouragements, we are grateful.
To all those people that cooperated with us through having
some of our questions answered, thank you for giving us a hand
to come up with an effective research
To our families for their love, support and several words of
encouragement we are so thankful.

It has always been clear that Filipinos would always follow

trends, and this doesnt except trends in college courses taken.
Before, it was Information Technology that was in the boom. Then
there was nursing. As part of culture, Filipinos will always respect
authority, and the basic form of authority would be the parents. If
authority says so, Filipinos will follow, even if not always. If parents
think it is best for their children to take up nursing, because it is the
trend, and it is where, (quite frankly) the money is, then that is the
course for their children. No buts, no ifs. Most incoming college
students will follow their parents choice for them, even if it should
be a personal decision. Reasons may vary. Some say its because
their parents are the ones paying their tuition fees and giving them
allowance everyday. Others say they dont know what course they
really want and nursing is the trend, so they decide to take up
nursing.
What is uncommonly known is that these decisions have long term
effects that are usually taken for granted. Motivation is important
for students to be able to perform well, and these motivations help
them to achieve goals. This study tries to find out if this thought of
willingness to study nursing will affect the overall performance of
the Filipino student nurse at school, which is evidenced by the
general average given every semester.

This study will try to compare the ranges and

trends in the general average of two groups of
students: the willing and the unwilling. This
study aimed to find a relationship between the
willingness of these students and their performance
in school.
Twenty 3rd year nursing students from Dr. Yangas
Colleges Inc. were provided with questionnaires
which asked their willingness to take up nursing.
They were also asked to give their general
averages for every semester from first year to
second year. Ten of them were willing and the other
ten were unwilling. Their averages were then tallied
and compared and evaluated for any possible
trends that could have been affected by the
willingness of the student nurse to take up nursing.

CHAPTER I

PROBLEM AND ITS BACKGROUND

According to the Department of Labor and

Employment (DOLE), the Philippines produces
200,000 Nursing graduates per year. During the
year 2009, a total of 70,144 nursing graduates
passed the Nursing Board Examination. There are
37,572 graduates for the November Board
Exam and 32,617 graduates for the June Board
Exams (Professional Regulation Commission
2009). These facts provide an idea on the number
of students taking up nursing. Personal reasons
for choosing to study nursing may vary, and the
choice may be the true will of the student or not.
This study aims to explain a correlation between
the willingness to choose nursing as a course in
college and the general average of the student
(as a gauge of academic performance).

This study aims to determine a correlation between

the willingness of a student to study nursing and the general
average of the student. The sample of this study includes
twenty 3rd year nursing students of Dr. Yangas College Inc.
We will find out the general averages of these students for
every semester since their first year up to the present. The
sample is limited to the students of Dr. Yanga, which unifies
the environmental conditions of the participants. The sample
will be given a survey in a form of a questionnaire.
This study will not generate an actual causal relationship
but attempt to establish a correlation and in turn identify a
trend through one measurable attribute the general
average. Further studies may be able to sample a bigger
part of the Philippine population, in order to have a result
that will pass as a generalization. This study will not cover
other variables that may contribute to a low, average or
high general average. Further studies may be done to be
able to identify other possible variables that could affect the
general average of the student

This framework focuses on the willingness

of student nurses to study nursing and its
possible effect on the general average.
There are those who are willing and those
who are not willing to study nursing and may
have motivations or none. These motivations
come hand in hand with the goals set by the
students, given that they are present. If not,
these motivations may not be present at all.
These factors, all put together, may affect
the academic performance of the student
nurse, as evidenced by the general average.

(Figure 1.0 Conceptual Framework of Willingness to study nursing affecting the general average)

Willingne
ss
Willing to
study nursing

Unwilling to
study nursing

Study of
Nursing
With motivation
to study nursing
Goaloriented

No motivation
to study nursing
Non-goal
oriented

Academic
Performance
General Average
1.00 - Excellent
General Average
1.25 Very Good
General Average
1.5 Very Good
General Average
1.75 - Good
General Average
2.00 - Good
General Average
2.25 - Good

General Average
2.50 - Fair
General Average
2.75 - Fair
General Average
3.00 - Pass
General Average
5.00 - Fail

This study aims to find out a

relationship between the willingness of
the student to study nursing and the
general average of the student for four
semesters, which includes their first and
second year in the study of nursing

Does the willingness of the student to study

nursing affects the performance of the student as
evidenced by the general average?

Is there a relationship between willingness to

study nursing and the academic performance of
the student nurse as evidenced by the general
average?

What are the general averages of the students who are

willing to study nursing?
What are the general averages of the students who are
not willing to study nursing?

Are there trends in the general average of students who

are willing and unwilling to study nursing?
If there are trends, what are these trends and how do
they relate to the willingness of the student to study?

H1.a: The general averages of the students who

are willing to study nursing are generally high.
H1.b: The general averages of the students who
are unwilling to study nursing are satisfactory
H2.a: Students who are willing to study nursing
have increasing grades as well as fluctuating
grades, while students who are unwilling to study
nursing have fluctuating grades as well as
decreasing grades.
H2.b: Students who are willing to study nursing
display an improvement in their general average
through four semesters, while students who are
unwilling to study nursing have fluctuating
general averages through four semesters

Nursing Education
Clinical Instructors will be able to pinpoint strategies wherein the student
will gain interest, if not feel motivated to learn nursing as a profession. There
must be detection of those who were just coerced to study nursing and help
them to understand the importance of liking the profession.
Motivational programs should be promoted in case there are students who
do not like nursing at all but are forced to study it.

Nursing Practice
The effect of willingness on the performance of tasks of the nurse may
pose as a great determinant on the type of care and service the nurse will
provide. Knowing the perception of the nurse on the profession may alter the
care provided.

Nursing Research
There should be more studies done regarding the nursing profession on
the academic level. There may be things that are overlooked when it comes
to training students for their future profession. More studies should be done to
ascertain problem areas that could affect even the future patients of future
nurses.

CHAPTER II
RELATED LITERATURE

Willingness choice without coercion, and in full

knowledge
Unwillingness choice made because of
coercion, influence, in full knowledge but with
hesitancy and / or dislike
Study of nursing Enrollment in the standard
four-year curriculum for nurses in the
Philippines
Academic performance accomplishment in
academics: performance in classroom and on
duty
General average total grade given after each
semester

This study aims to find out possible relationships within this phenomenon, and
will cover more on the motivation, as an effect of the willingness and
unwillingness to study nursing. As this study is not an exploratory research, it
will not focus on the general cognitive approach of decision making, but on
the social aspects that lead to a decision, and its effect on the academic
performance. Only a few studies have tackled will and most of the studies
related are on motivation.

Motivation is a highly important variable, as reflected in the fact that every

learning model either explicitly or implicitly incorporates a theory of
motivation. The basic assumption of normative models holds that students
can be classified according to the academic goal which they assume.
Consequently, there will exist variations in cognitive processing and in the
process of learning regulation: students with greater self-regulation show a
higher degree of commitment to their own learning, they are the ones who
most analyze the demands of school, the ones who do the most planning,
they manage their resources and control their learning process. (Arias 2004)
It has long been considered by psychologists and educators as an important
factor that affects student learning and achievement. Academic achievement
was positively and significantly associated with intrinsic motivation, mastery
goal, performance goal and the deep strategy. (LAI, 2005)

Self determination was defined as an approach to human

motivation and personality that utilizes traditional
empirical methods while employing a meta-theory that
highlights the importance of humans evolved inner
resources for personality development and behavioral selfregulation. This approach examines peoples inherent
growth tendencies and innate psychological needs that are
the basis for their self-motivation and personality
integration, as well as for the conditions that foster those
positive processes. (Lucas, 2009)

Intrinsic motivation refers to motivation to engage in

activity because it is enjoyable and satisfying to do. It is
believed that intrinsic motivation is founded upon innate
needs for competence and self-determination.

It is hypothesized that when people are free to choose to

perform an activity, they will seek interesting situations
where they can rise to the challenges that the activity
presents. By striving to meet these challenges, learners
develop a sense of competence in their abilities (Lucas
2009)

Since intrinsic motivation is associated

with academic achievement and the
willingness to choose nursing is part of
intrinsic motivation, as they are free to
choose to perform an activity, it is then a
great factor that will affect the academic
performance, and in turn the general
average of the nursing student.

CHAPTER III
METHOD

This chapter presents a

comprehensive discussion of the research
design utilized, sample and sampling
technique, setting, research instruments
used, data gathering procedures as well
as techniques used for using and
analyzing pertinent data in the study.

The study utilized a non-experimental

design. No manipulation of the independent
variable was done. It is a prospective study
wherein two groups of students, one group
that is willing and the other, unwilling to take
up a bachelors degree in nursing, are
compared according to their general averages.
Their general averages include the first and
second semesters of both their first and
second years in the study of nursing. These
averages are then tallied and compared as to
find a trend that may be influenced by the
willingness of the student to study.

The study used a naturalistic design,

wherein the data collected is in real-world
setting. The twenty students chosen are
third year students from Doctor Yangas
Colleges Inc., located in Bulacan,
Philippines.

As the study required certain criteria

for a sample, the type of sampling used
was a purposive technique. Four general
averages could be obtained from present
third-year students. The study sampled
Ten unwilling to study nursing and ten
willing to study nursing students were
given questionnaires

The questionnaire used included asked

if they were willing or unwilling, and then
they were asked to write down their
general averages for each semester of
their first and second year in studying
nursing.

The questionnaires were handed out to

each student, and not allowing them to
consult with any other person as to what
to answer to the questionnaires. These
questionnaires were gathered as soon as
the students finished answering them.
This process also lessens possible biases
on the results.

CHAPTER IV
PRESENTATION,
ANALYSIS AND
INTERPRETATION OF
DATA

This chapter presents the data gathered

by the researchers to furnish answers to
the specific questions stated in Chapter
1. The sub-problems were answered so as
to find the answer to the main problem.

Sub-problem 1.a.: What are the

general averages of the students
who are willing to study nursing?

Table 1.a-1: Summary of the General Averages of the students who were willing to study nursing:
General Averages of Students Willing to Study Nursing

First Year (S.Y. 2008-2009)

Second Year (S.Y. 2009-2010)

Y#
1st Semester

2nd Semester

1st Semester

2nd Semester

Y1

2.25

1.75

1.75

1.75

Y2

1.75

1.75

1.75

1.50

Y3

2.25

2.00

2.00

2.00

Y4

2.00

2.00

2.25

2.25

Y5

2.75

2.50

2.50

2.75

Y6

2.50

2.25

2.25

2.25

Y7

2.00

2.00

2.25

2.00

Y8

2.50

2.50

2.25

2.25

Y9

1.75

2.00

2.00

1.50

Y10

2.75

2.50

2.75

2.50

Table 1.a-1 shows the general averages

of students willing to study nursing. This
table tallies the general averages from
first year to second year and the grades
per semester. The lowest grade obtained
in this group is 2.75, while the highest is
1.50. The grades that appeared most
frequently were 2.00 and 2.25. The grade
that appeared the least is 1.5. There were
2 out of 40 instances of having a grade of
1.5, 10 out of 40 instances of having 2.00
and 10 out of 40 instances of having
1.25.

Table 1.a-2: Summary of the rating of the general averages of the students who are willing to study nursing:

Rating of Students Willing to Study Nursing

First Year (S.Y. 2008-2009)

Second Year (S.Y. 2009-2010)

Y#
1st Semester

2nd Semester

1st Semester

2nd Semester

Y1

Good

Good

Good

Good

Y2

Good

Good

Good

Very Good

Y3

Good

Good

Good

Good

Y4

Good

Good

Good

Good

Y5

Fair

Fair

Fair

Fair

Y6

Fair

Good

Good

Good

Y7

Good

Good

Good

Good

Y8

Fair

Fair

Good

Good

Y9

Good

Good

Good

Very Good

Y10

Fair

Fair

Fair

Fair

Table 1.a-2 shows the general equivalent

rating of the overall grades of students
willing to study nursing. Very Good is given
to a general average of 1.50, Good to 1.75,
2.00 and 2.25, Fair to 2.50 and 2.75, and
Pass to 3.00. More than 50% instances of
grading in this group was given a Good
rating, which is 27 out of 40 instances. The
rating that appeared least is 1.50, which was
rated as Very Good. Grading instances
include 5% of having a Very Good rating,
67.5% for Good and 27.5% for Fair.

Sub-problem 1.b.: What are the general averages of the students who are unwilling to study nurs
Table 1.b-1: Summary of the General Averages of the students who were unwilling to study nursing:
General Averages of Students Unwilling to Study Nursing

First Year (S.Y. 2008-2009)

Second Year (S.Y. 2009-2010)

N#
1st Semester

2nd Semester

1st Semester

2nd Semester

N1

2.75

2.75

3.00

2.75

N2

2.75

2.50

3.00

2.75

N3

2.75

2.50

2.75

2.50

N4

2.25

2.50

2.50

2.75

N5

2.25

2.00

2.25

2.50

N6

1.75

2.00

2.00

2.25

N7

3.00

2.25

2.25

2.50

N8

2.75

2.50

2.75

2.75

N9
N10

2.75

2.50

2.50

2.50

2.00

2.00

2.25

3.00

Table 1.b-1 shows the general averages

of students unwilling to study nursing. This
table tallies the general averages from first
year to second year and the grades per
semester. The lowest grade obtained in this
group is 3.00, while the highest is 1.75. The
grades that appeared most frequently were
2.75 and 2.50. The grade that appeared the
least is 1.75. There were 12 out of 40
instances of having a general average of
2.75, 11 out of 40 for the general average of
2.50 and 1 out of 40 for the general average
of 1.5.

Table 1.b-2: Summary of the rating of the general averages of the students who are unwilling to study nursin
General Averages of Students Unwilling to Study Nursing

First Year (S.Y. 2008-2009)

Second Year (S.Y. 2009-2010)

N#
1st Semester

2nd Semester

1st Semester

2nd Semester

N1

Fair

Fair

Pass

Fair

N2

Fair

Fair

Pass

Fair

N3

Fair

Fair

Fair

Fair

N4

Good

Fair

Fair

Fair

N5

Good

Good

Good

Fair

N6

Good

Good

Good

Good

N7

Pass

Good

Good

Fair

N8

Fair

Fair

Fair

Fair

N9
N10

Fair

Fair

Fair

Fair

Good

Good

Good

Pass

Table 1.b-2 shows the general

equivalent rating of the overall grades of
students unwilling to study nursing. Very
Good is given to a general average of 1.50,
Good to 1.75, 2.00 and 2.25, Fair to 2.50
and 2.75, and Pass to 3.00. More than
50% instances of grading in this group was
given a Good rating, which is 27 out of 40
instances. The rating that appeared least is
1.50, which was rated as Very Good.
Grading instances include 32.5% of having a
Good rating, 57.5% for Fair and 10% for
Pass.

Main problem 1: Does the willingness of the

student to study nursing affect the
performance of the student as evidenced by
the general average?
The grade tallies reveal that students who
are willing to study nursing have a grade range of
2.75 to 1.50 (Table 1.a-1), while unwilling students
have a grade range of 3.00 up to 1.75 (Table 1.b-1).
Most of the instances, willing students have
67.5% get Good grades (Table 1.a-2), while
unwilling students have 57.5% instances of
having Fair grades (Table 1.b-2). Willing
students have a higher range of grades and most of
their grades are rated as Good, while unwilling
students have a lower range of grades and most of
their grades are rated as Fair.

problem 2.a: Are there trends in the general average of students who are willing and unwilling to s
nursing?
Chart 2.a-1: Line graph of the General Averages of Students Willing to Study Nursing

Chart 2.a-1 reveals general average

trends of willing students. There are 5
increasing trends: Y1 (rose), Y2 (light
orange), Y3 (yellow), Y6 (turquoise) and
Y8 (sky blue); There are 4 fluctuating
trends: Y5 (aqua), Y7 (light blue), Y9 (ice
blue) and Y10 (dark purple). There is only
1 decreasing trend, which is Y4 (teal)

Chart 2.a-2: Line graph of the General Averages of Students Unwilling to Study Nursing

Chart 2.a-2 reveals general average

trends of unwilling students. There are
6 fluctuating trends: N1 (red), N2 (gold),
N3 (light yellow), N5 (light green),
N7(blue), N8(pale blue). There are 3
decreasing trends: N4 (lime), N6 (light
turquoise) and N10 (violet). There is only
1 increasing trend: N9 (lavander).

Sub-problem 2.b: If there are trends, what are these trends and how do they relate to the
willingness of the student to study?
Table 2.b-1: Trends in the general averages of Willing Students

Table 2.b-1 compares general averages of

willing students between: a) the first and
second semester of the first year, b) the second
semester of the first year and the first semester
of the second year, and c) the first semester of
the second year and the second semester of
the second year. There is 1 out of 10 increasing
trends within Good and Very Good, 2 out of
10 increasing trends within Good, There is 2
out of 10 increasing trends within Fair and
Good, 1 out of 10 fluctuatingtrends within
Good and Very Good 1 out of 10 fluctuating
trends within Good, 2 out of 10 fluctuating
trends within Fair and 1 out of 10 has a
decreasing trend within Good.

Table 2.b-2: Trends in the general averages of Unwilling Students

Table 2.b-2 compares general averages

of unwilling students between: a) the first
and second semester of the first year, b) the
second semester of the first year and the
first semester of the second year, and c) the
first semester of the second year and the
second semester of the second year. There
is 1 out of 10 increasing trend within Fair,
2 out of 10 fluctuating trend within Pass
and Fair, 1 out of 10 fluctuating trend
within Pass and Good, and 2 out of 10
fluctuating trend within Fair. There is 1 out
of 10 decreasing trend within Good, 1 out
of 10 decreasing trend within Good and
Fair, and 1 out of 10 decreasing trend
within Good and Pass.

Main problem 2: Is there a relationship

between willingness to study nursing and
the academic performance of the student
nurse as evidenced by the general
average?
Willing students have 50% increasing trends,
40% fluctuating trends and a 10% decreasing
trend (Chart 2.a-1). Unwilling students have
60% fluctuating trends, 30% increasing trends,
and 10% increasing trend (Chart 2.a-2). In
general, most willing students show grade
improvements while unwilling students show
fluctuating grades.
Most of willing students have increasing
grades within Good (Table 2.b-1), while most
unwilling students have fluctuating grades
within Pass and Fair. (Table 2.b-2)

CHAPTER V
SUMMARY,
CONCLUSION,
RECOMMENDATIONS

This chapter presents a summary of

findings that aided in answering the subproblems presented in the previous
chapter. This also provides the conclusion
which satisfies the main problem of this
study. Lastly, this part also indicates the
recommendations of the researchers to
better future researches that will be done
regarding willingness to study.

This study focuses on finding out a possible

relationship between willingness to study nursing
and the end result or evaluation of performance
during study, which is the general average. Twenty
3rd year nursing students of Dr. Yangas College
Inc. were chosen to answer a questionnaire that
basically asks if they were willing to take up nursing
or not, and were asked to write down their general
averages during the 1st and 2nd semester of their
first year and 1st and 2nd semester of their second
year. Ten students were chosen for willing to take
up nursing and the other 10 students were chosen
for unwilling to take up nursing. The general
averages are then tallied, compared and evaluated
for possible trends that may be related to the
students willingness to study nursing.

Sub-problem 1.a.: What are the general averages of the

students who are willing to study nursing?
Students who were willing to study nursing had general
averages ranging from 2.75 (Fair) to 1.50 (Very Good). Most
of the grades fall under 2.00(Good) and 2.25 (Good). Two
general averages were 1.50 (Very Good), while there were 4
general averages which were 2.75 (Fair) The general averages
that fall under Good, is 67.5% of all the general averages
recorded.
Sub-problem 1.b.: What are the general averages of the
students who are unwilling to study nursing?
Students who were unwilling to study nursing have general
averages ranging from 3.00 (Pass) to 1.75 (Good). Most of
the grades fall under 2.75 (Fair) and 2.50 (Fair). One general
average was 1.75 (Good), while there were 4 general averages
which were 3.00 (Pass). The general averages that fall under
2.75 and 2.50, is 57.5% of all the general averages recorded.

Main problem 1: Does the willingness of the

student to study nursing affect the performance
of the student as evidenced by the general
average?
Students who were willing to study nursing had
averages that ranged between 2.75 to 1.50; while
those who were unwilling had averages that ranged
between 3.00 to 1.75. The students who were willing
were able to achieve a higher range of grades than
those who were unwilling.
Students who were willing had 50% of tallied
grades within 2.00 and 2.25, while students who were
unwilling mostly had 57.5 tallied grades within 2.75
and 2.50.
If the rating is considered, 67.5% of the tallied
grades of willing students fall under Good, while
57.5% of the tallied grades of unwilling students fall
under Fair.
Evaluating these results, the students willingness to
study nursing may affect the higher general average of
the student, but not necessarily be the cause of it.

Sub-problem 2.a: Are there trends in the general

average of students who are willing and unwilling to
study nursing?
Fifty percent of willing students showed improvement in
their general average from the first year up to the second year,
while 40% had fluctuating trend in their general averages and
10% had a decreasing trend in their general averages.
Sixty percent of unwilling students showed fluctuation in their
general average from the first year up to the second year, while
30% had a decreasing trend in their general averages and 10%
had an increasing trend in their general averages.
To sum up the results, most of the willing students had
grade improvements while most of the unwilling students had
fluctuating grades.

Sub-problem 2.b: If there are trends, what are these

trends and how do they relate to the willingness of the
student to study?
There are three possible trends: Increase, Decrease or
Fluctuation in the general averages. Fifty percent of the
students who were willing to study nursing had grade
improvements: 10% had increased grades within Good and
Very Good; 20% had increasing trends within Good; 20%
had increasing trends within Fair and Good.

Sixty percent of the students who were unwilling to study

nursing had fluctuations in their general averages: 10% had
fluctuating trend within Fair and Good; 10% had fluctuating
trend within Pass and Good; 20% had fluctuating trend within
Pass and Fair, and 20% had fluctuating trend within Fair.

Main problem 2: Is there a relationship between

willingness to study nursing and the academic
performance of the student nurse as evidenced by the
general average?
Willing students have 50% increasing trends, 40% fluctuating
trends and a 10% decreasing trend in their general average.
Unwilling students have 60% fluctuating trends, 30% increasing
trends, and 10% increasing trend in their general average. Most
willing students showed general average improvements while
unwilling students show fluctuating grades.
Most of willing students have increasing grades within
Good while most unwilling students have fluctuating grades
within Pass and Fair general averages.
The findings suggest that we may relate the improvement of
the general average of the student to his or her willingness to
study. This however, doesnt mean that willingness to study is the
direct cause of the grade improvement. It only shows that
willingness may contribute to improvements in general average.

This study on willingness to study nursing

observed that the willingness affects the
general average in such a way that it may
cause the student to perform well academically,
leading to higher general averages and the
possible improvements of these general
averages over time. This study however doesnt
conclude that there is causal relationship
between willingness and high general averages.
This study only proves that willingness to study
nursing may contribute to a higher general
average, and possibly the improvement of this
general average through time.

The result of this study will greatly impact

Nursing Education, as such, it is essential
that these recommendations are taken
into consideration:

Lucas, R.I. (2010). A Study on the Intrinsic Motivation Factors in Second

Language Learning Among Selected Freshman Students. Philippine ESL
Journal, Vol.4, February 2010, pp. 3-23

Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal
orientation in learning and achievement. Journal of Educational Psychology,
92, 544-555.

Pintrich, P.R. & Schunk, D. (2002). Motivation in education: Theory, research,

and applications (2nd Ed.). Upper Saddle. NJ: Prentice-Hall, Inc.

Ryan, R. M., & Deci, E. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well being. American
Psychologist, 55, 68-78.

Sakai, N. (2007). The Theoretical Study of Motivational Transfer and

Entertainment Use in Self-study CALL. The University of Queensland, Australia

APPENDECIES

QUESTIONNAIRE
Name:
____________________________________________________________
Gender:________________________
Age: ___________________________
Date: __________________________
Contact Number: ______________________________
School: ____________________________________________________________________
Section: ______________________
I, ___________________ (signature only) am agreeing to participate in this survey, having known
the purpose of this study and its benefit to nursing education. I was promised that this information I will
divulge will only be shown to those who are involved in this research study, and my rights as a student
and as a citizen will be respected.
Ako si ________________ (lagda) ay sumasali sa survey na ito, na may kaalaman sa dahilan at
benepisyo ng pag-aaral na ito sa
narsing. Pinangakuan ako na ang impormasyon na aking ibibigay ay maaari lamang ibahagi sa mga
taong kasama sa pag-aaral na ito, at
ang aking karapatan bilang mag-aaral at bilang mamamayan ay bibigyan ng kaukulang respeto.
Did you take up nursing because you wanted to? Yes / No (If not, proceed to Q#2)
(Ginusto mo ba ang Narsing bilang kurso mo sa kolehiyo? Oo/Hindi)
________________________________________________________________________

Was there anybody who encouraged/wanted you to take up nursing? If there is, who are they what were
their reasons for encouraging you?
(Mayroon bang nag-udyok sa iyo na mag-Narsing? Sino sila sa buhay mo at ano ang kanilang mga
dahilan?)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________

What was your general average during your first and second semester during your
first year as a student
In nursing?
(Ano ang General Average mo ng first and second semester noong ikaw ay first year
student?)

FIRST SCHOOL YEAR, GENERAL AVERAGE

FIRST TRIMESTER GENERAL AVERAGE

SECOND YEAR GENERAL AVERAGE

SECOND SCHOOL YEAR, GENERAL AVERAGE

FIRST TRIMESTER GENERAL AVERAGE

SECOND YEAR GENERAL AVERAGE

THIRD SCHOOL YEAR, GENERAL AVERAGE

FIRST TRIMESTER GENERAL AVERAGE

SECOND YEAR GENERAL AVERAGE

(if available already)

(NOT APPLICABLE)

Are you motivated to study nursing? What are your

motivations? (Ikaw ba ay motivated na mag-aral ng
nursing? Ano ang mga nag-uudyok sa iyong pagbutihin ang
pag-aaral nito?)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What do you think is the effect of your willingness to
study nursing on your academic performance as evidenced
by your general average?
(Ano sa palagay mo ang epekto ng kagustuhan mo sa
pagpili ng narsing bilang kurso sa iyong pangkalahatang
grado?)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________

CURRICULUM
VITAE

ASMA OMAR ABBAS

PERSONAL INFORMATION
Age:19
Sex: F
Birthday:February 11, 1991
Nationality:Filipino
Address:Corazon St. San Juan, Balagtas, Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND

LEVEL

SCHOOL

College
High
School
Elementar
y

Dr. Yangas Colleges, Inc.

Marcelo H.

Pilar National High School

Maharlika Bandara Inged Integrated

School

YEAR
ATTENDED
Present
200-2007
1999-2005

SEMINARS ATTENDED:
August 1, 2009
International Nursing Lecture Seminar Fundamentals of Nursing: Relating
Old Concepts to
New Ideas in Hospital Practice Shirlee J. Snyder, R.N.
BASIC LIFE SUPPORT
NCCLEX

SHIELA CAPARAS ANYAYAHAN

PERSONAL INFORMATION
Age:19
Sex: F
Birthday:June 25, 1991
Nationality:Filipino
Address:777 Baog, Matimbo City of Malolos
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND
YEAR
ATTENDED
Present

LEVEL

SCHOOL

College

Dr. Yangas Colleges Inc.

High
School

Malolos Marine Fishery School and

Laboratory

2007

Elementary

Gen. Isidro Torres Memorial Elementary

School

2003

SEMINARS ATTENDED:
NCCLEX
BLS

ALLEN BORJA BAUTISTA

PERSONAL INFORMATION
Age:18
Sex: F
Birthday:November 19, 1991
Nationality:Filipino
Address:0327 Sto. Nio St. Isabel Village, Tabang, Plaridel, Bulacan
Religion:Born Again Christian
Civil Status:Single
EDUCATIONAL BACKGROUND

LEVEL

SCHOOL

College
High School
Elementary

Dr. Yangas Colleges Inc.

SEMINARS ATTENDED:
NCCLEX
BLS

Francisco G. Nepomuceno Memorial High School

Maligaya Elementary School

YEAR
ATTENDE
D
Present
2007
2001

DONNAMAE TUBEO BESMONTE

PERSONAL INFORMATION
Age:20
Sex: F
Birthday:May 31, 1990
Nationality:Filipino
Address:Lambakin, Marilao, Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND

LEVEL

SCHOOL

College
High
School
Elementar
y

Dr. Yangas Colleges Inc.

YEAR
ATTENDED
Present

Nazarenus College Foundation

2007

Lambakin Elementary School

2001

SEMINARS ATTENDED:
NCCLEX
BLS

JANINE ANGELIE RODRIGUEZ CAPARAS

PERSONAL INFORMATION
Age:19
Sex: F
Birthday:August 9, 1990
Nationality:Filipino
Address:Owesa Road Wakas, Bocaue, Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND
LEVEL

SCHOOL

YEAR
ATTENDED

College

Dr. Yangas Colleges Inc.

Present

High School

Dr. Yangas Colleges Inc.

2007

Elementary

Erasmo R. Cruz Memorial Central School of

SEMINARS ATTENDED:
NCCLEX
BLS

Bulacan

1999-2005

MARY GRACE IGNACIO CALIENTE

PERSONAL INFORMATION
Age:19
Sex: F
Birthday:April 25, 1991
Nationality:Filipino
Address:#1512 Buenaventura St.,Pulong Buhangin, Sta
Maria Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND
LEVEL

SCHOOL

College
High
School
Elementar
y

Dr. Yangas Colleges Inc.

YEAR
ATTENDED
Present

Pulong Buhangin National High School

2007

Mater Dei Academy

2003

SEMINARS ATTENDED:
NCCLEX
BLS

ALVIN CAPONPON
PERSONAL INFORMATION
Age:19
Sex: M
Birthday:October 28, 1990
Nationality:Filipino
Address:931 Abella St. Norzagaray, Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND

LEVEL

SCHOOL

YEAR
ATTENDED

College

Dr. Yangas Colleges Inc.

Present

High School

Norzagaray National High School

2007

Elementary

Norzagaray Elementary School

2003

SEMINARS ATTENDED:
NCCLEX
BLS

MARILOU NAVARRO CRUZ

PERSONAL INFORMATION
Age:28
Sex: F
Birthday:March 7, 1982
Nationality:Filipino
Address:Bambang, Bulacan, Bulacan
Religion:Roman Catholic
Civil Status:Married
EDUCATIONAL BACKGROUND

LEVEL

SCHOOL

College

Dr. Yangas Colleges Inc.

Dr. Yangas Colleges Inc.
University of Regina Carmeli

YEAR
ATTENDED
Present
2001-2002
2000-2001

Taliptip High School

2000

Bambang Elementary School

1996

High
School
Elementary

SEMINARS ATTENDED:
International Nursing Lecture Seminar Fundamentals of Nursing: Relating Old Concepts
to New Ideas in
Hospital Practice Shirlee J. Snyder, R.N.

NCCLEX
BLS

MA. CLARIZ JOMADRON CUA

PERSONAL INFORMATION
Age:18
Sex: F
Birthday:February 4, 1991
Nationality:Filipino
Address:Victorina St., Abangan Norte, Marilao, Bulacan
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND
LEVEL

SCHOOL

YEAR ATTENDED

College

Dr. Yangas Colleges Inc.

Present

High School

Sto. Nino Academy

2007

Elementary

St. Michael School of Marilao

2001

SEMINARS ATTENDED:
NCCLEX
BLS

MYLENE C. VERGARA
PERSONAL INFORMATION
Age:19
Sex: F
Birthday:May 11, 1990
Nationality:Filipino
Address:199 Sampaloc Apalit, Pampanga
Religion:Roman Catholic
Civil Status:Single
EDUCATIONAL BACKGROUND
LEVEL
College
High School
Elementary

SCHOOL
Dr. Yangas Colleges Inc.
Gonzales Memorial Colleges

Sampaloc Elementary School

SEMINARS ATTENDED:
NCCLEX
BLS

YEAR
ATTENDED
Present
2007
2003