Theoretical and Conceptual Framework

INDEPENDENT VARIABLE

TEACHING AND LEARNING

ACTIVITIES

Utilization of visual aids

Oral communication

Application and classroom

DEPENDENT VARIABLE

ACADEMIC RETENTION

Level of understanding

activity

Figure1. Schematic Diagram Showing the Relationship of the Independent

and
Dependent Variables

Statement of the Problem

1. What is the extent of involvement of the 3rd year civil engineering students
of Saint Joseph Institute of Technology in terms of:
1.1 Utilization of visual aids
1.2 Oral communication
1.3 Application and classroom activity
2. What is the Academic Retention of 3rd year civil engineering students of
Saint Joseph Institute of Technology in terms of:
2.1 Level of understanding
3. Is there a significant relation between teaching and learning activities and
the academic retention of 3rd year civil engineering students of Saint
Joseph Institute of Technology?
4. What factors affect most the academic retention of 3rd year civil
engineering students of Saint Joseph Institute of Technology?
5. On the basis of the findings, what program and recommendation can be
developed?
Hypothesis
There is no relationship between the teaching and learning activities and
academic retention of 3rd year civi l engineering students of Saint Joseph
Institute of Technology.

Scope and Limitation of the Study

The researchers conduct their study at Saint Joseph Institute of

technology, Montilla Boulevard, Butuan City. The participants of this study are the
3rd year civil engineering students who are taking their respective course in Saint
Joseph Institute of Technology. Out of 26 3rd year civil engineering the

researcher will get 20 of them to answers the 10 questions that the researcher
made. And also the scope and limitation of this study is to identify the relationship
between teaching and learning activities and the academic retention of the 3 rd
year civil engineering students of Saint Joseph Institute of Technology.

Significance of the Study

The Teachers. They will also benefit from the result of the study because
some learning activities are measured and personally undertaken to improve
their teaching and learning activities so that they can be more dynamic and
effective teachers in the future.
The Students. The result of the study will help the students to know what
could be the best teaching and learning activities so that they can use their
academic retention.
To Saint Joseph Institute of Technology. The school will also benefit the
result of the study by knowing what is the effective teaching method that the
teachers need to use.

Definition Of terms
Academic Retention. This term refers to the process by which the
student absorbed the application. Or what method they can simply gain their
academic retention.

Application and classroom activity. This term refers to the process by

which the students given an activity which is related to their topic. The examples
of activity are quiz bowl, games, and laboratory activity.
Level Of understanding.

This term refers to the process by which the

student has a different level of understanding regarding on what learning

activities the teacher shall make.
Oral Communication. This term refers to the process by which the
teacher using his mouth to discuss to his students. It is also the activity of
conveying information through

the

exchange

of

thoughts,

messages,

or

information, as by speech, signals or behavior.

Teaching and Learning Activities. This term refers to the process by
which teaching performance and activities he\she made so that his students can
understand the topic that he taught.
Utilization of visual aids. This term refers to the process by which
another type of teaching method which is the teacher using charts, and the
Microsoft PowerPoint.

Chapter 2
METHODOLOGY

This

chapter

discusses

the

research

design,

research

locale,

respondents/subject, research instruments, data gathering procedure and

statistical tools being employed for data analysis and appropriate interpretation.

Research Design
The researcher used the descriptive correlational design to examine the
result of the two variables in the study. And used to answer on how the teaching
and learning activities have an effect to the academic retention of the 3 rd year civil
engineering in Saint Joseph Institute of Technology.
It is descriptive because it is used to answer the question what. It is also
used to describe the situation of the two variables. It is correlational study
because it is used to determine whether if there is a relationship.
And it is also correlational because the researcher tries to determine the
relationship of the two variables which is the teaching and learning activities and
the academic retention with the help of some data and information from books
and internet.

Respondents/Subject
The total population of the institution enrolled in 3 rd year engineering
students in Saint Joseph Institute of Technology is 70. And the researcher

focused on the 3rd year civil engineering students with a population of 26. And
since it is only 26 the researchers decided to pick all of them to answer the
questionnaire prepared by the researchers. So that it will not be biased for the 3 rd
year civil engineering students who are taking their respective course in Saint
Joseph Institute of Technology.
Research Instrument
The researcher uses a questionnaire as a tool to gather information from
the respondents of their research. There are 3 parts of the questionnaire. Part 1
is the background of the respondents this is done for us the researcher know
their respondents though it is option not to write their name to respect their
privacy. Part 2 is the teaching and learning activities rating. Part 3 is the
Academic retention rating.
Data Gathering
The researchers will ask permission from the dean of College of
Engineering and Architecture to allow the Third civil year Engineering Students
student to answer the questionnaire. The questionnaire will be distributed inside
the campus and they will explain it to the respondents of what is the purpose of
the study and the researchers also should ask their permission.

Teaching and Learning Activities and the Academic Retention Of the 3 rd year
engineering students of Saint Joseph Institute of Technology

The study is aimed to assess the academic retention of 3 rd year

engineering students of the College of Engineering and Architecture in order to
determine areas for improvement in the Teaching and learning activities.
Part 1: Profile of the Student

Name:____________________________

Course:

______________

Age

Sex

____M

: ____________________________

___F

Part 2: Teaching and learning activities rating

Please check your appropriate response in every indicator:

4

strongly agree

agree

moderately agree

disagree

Teaching and learning activities

1.Utlization of visual aids
My teacher or the faculty in Math 6 utilizes visual aids so that we
can follow the flow of his discussion.
My teacher or the faculty in GE-1 utilizes visual aids for us to study
the past discussion.
My teacher or the faculty in RES utilizes visual aids to make the
discussion understandable.
My teacher or the faculty in ES-1A utilizes visual aids to practice
some solutions when there are vacant times
My teacher or the faculty in ME-1 utilizes visual aids for us to have
an advance study.
My teacher or the faculty in MATH 7 utilizes visual aids for us to gain
stock knowledge.

Rating
4

2. Oral communication
My teacher or the faculty in Math 6 practice oral communication to
explained us how to solve some problems.
My teacher or the faculty in GE-1 practice oral communication to
discuss what is written in the board.
My teacher or the faculty in RES practice oral communication so that
she can demonstrate the steps in making a research.
My teacher or the faculty in ES-1A practice oral communication to
discuss clearly and understandable on the given topic
My teacher or the faculty in ME-1 used oral communication to teach
us by using other language so we can easily understand the topic.
My teacher or the faculty in Math 7 used oral communication to
3. Application and classroom activity
My teacher or the faculty in Math 6 give us quiz for us to think
critically to solve some math problems
My teacher or the faculty in GE-1 also gives us quiz to know if we
understand the discussion.
My teacher or the faculty in RES gives us group activity for us able to
know how to conduct some parts of our research.
My teacher or the faculty in ES-1A gives us an assignment and then
some of the students will answer it on board this will help to promote
self esteem.
My teacher or the faculty in ME-1 gives us activity like quiz bowl this
will help to us to promote teamwork and at the same time enjoyable.
My teacher in Math 7 gives us as a quiz to and assignments to add
some points in our grades.

Part 3: Academic Retention Rating

Academic Retention

Rating

1. Level of understanding

Easily understood through visual aids

Enhance the mind to adapt it clearly with help
of activities
Recognize principles, ideas and information
Through process by examine, classify and collect data
Relate the discussion into reality.
Comprehends or interpret the main point of topic

Research Locale
The SJIT Main Campus, located at central part of Butuan City, is
composed of three 5-storey buildings and 7-storey building. It has a total campus
area of 4600sq.m. Bounded by Montilla Blvd. at the western side, T. Calo St. at
the south, R. Calo St. at the east and Rosales St. on its northern side. The 5-

storey L-shaped old bldg. that was constructed on 1980 has 4 classrooms, two
administrative offices and five laboratories. The 5 th floor is occupied by local GMA
channel 7 TV station and Killer Bee FM station.
Another L-shaped 5-storey building that was completed and occupied in
1991 is the NAS Bldg. The whole ground floor of this building is occupied by six
administrative offices, including the office of the President, and the 323 person
capacity SJIT Multi-Media Center. The upper floors are composed of 25
classrooms. 7 laboratories, 3 college offices, 3 air-conditioned college audiovisual rooms (AVRs), the School Medical/Dental Clinic, the HRD office, 4 male
comfort rooms and 4 female comfort rooms.
The 5-storey LCS Bldg., which was occupied on 1995, caters most of the
engineering classes. It has a total 9 classroom, 4 laboratories (two engineering
laboratories and two internet laboratories), the school bodega at the ground floor,
the College of Engineering and Architecture office and its AVR at the 2 nd floor
and the Main Library B at the 5 th floor. The latest building in the campus, which
was occupied on 2003, is the 7-storey NJS Bldg. It has 5 classrooms, 3 college
AVRs, and four laboratories. The whole ground floor of this building is composed
of 4 administrative offices.
The entire 4th floor is the place for SJIT Main Library A, which is fully airconditioned, and the 6th floor is the schools accreditation room. NJS Bldg. is
equipped with a 10 person capacity passenger elevator. All buildings at the main

campus are interconnected at all floors to have a traffic access at all classrooms,
offices and other facilities.

Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction

In this study, we investigate the relationship between Teaching and

Learning Activities and the academic retention of 3 rd year Civil Engineering
students of Saint Joseph Institute of Technology. The idea for the study stems
from questions that arose upon qualifying examination of what level of
understanding and learning we have in the past 2 years in college life.
We all know that the basic foundation on who we are in the future is our
learning and experience in times of our school days and how we can have a
better understanding if the teaching style is not effected and for and for that
cause its more probably that the result is the level of understanding of the
student is low.
The academic retention is dependent on teaching and learning activities
and that teaching and learning activities have a very big important role on
molding and build the foundation of the child academic retention. A significant
proportion of engineering and technology students fail to graduate is that their
academic retention as an increasing concern in many institutions of higher
education. High non-completion rates are undesirable of several reasons.

Retention not only has an impact on individual students and their families,
but also produces a riffle effect on the post secondary institutions, the workforce
and the economy students well. Student retention is a topic that has involved
considerable research interest especially in the UK and USA but also

increasingly in Europe. Differences in assumptions and contexts, however, mean

that findings applicable in one part of the world may be more or less irrelevant in
other parts.
However this problem could resolve if the teaching style in every institution
will improve and be more specific and for that matter this research topic is made
to know what is the reason of low level of understanding that they make a low
grades and to find out what is really a cause of low level of understanding and we
will make to find out what will be the solution for this problem as stated.
In order to determine what is the reason for that problem and we
conducted study and research and we will try to get the solution and
recommendation.

Review of Related Literature and Studies

Student retention has already for long been among the most widely
researched areas in higher education. The generalizability of research in this
field, however, is problematic due to cultural and structural differences between
countries, universities and even programs where research is done. In recent
years, much effort has been put in attracting young people to engineering.
However, once the students are in universities, there is another challenge: how to
retain them? In Sweden for instance, where the number of new entrants to
engineering programs has grown 50% in the last 15 years, the graduation rates
have simultaneously declined significantly. This illustrates a common problem;
the students apply for engineering degrees, but the universities fail to retain them
(Forsman 2011). Van den Bogaard (2011) has also pointed out that engineering
students tend to drop out of university more often and they take a longer time to
graduate than their peers on non-engineering programs. For example in Sweden,
around 7000 students register in Masters programs in engineering each year.
There is currently much interest not only in access to higher education but also in
student successes.
Not surprisingly, concern about high dropout rates in higher education has
also increased over the years, since although participation in higher education
has expanded significantly in recent years, the proportional figure for dropout has
remained relatively stable at least in the UK (Thomas 2002). There is also a
large body of international research and theory exploring the impact various
individual, social and organizational factors on student retention in higher
education (Thomas 2002).

The difficulty with international comparison often lies in the differences

between national systems, concepts and performance indicators. This is also the
case with student retention- a complex, confusing and context dependent
concept-which is not only difficult to define in universal terms but also rather
challenging to measure and control. It has, however, been suggested that
withdrawal from university can arise either from voluntary withdrawal or from
forced withdrawal (academic dismissal).
Retention and dropouts are also widely used concepts and typically
defined as two sides of the same coin. Simplistically, retention is staying in
university until completion of a degree and dropping out is leaving university
prematurely (Hagedorn 2006).
A national survey (HSV 2009), however, shows that around 2200 of them
drop out this type of engineering education. The same survey also shows that
only about 37% of the students graduate within the nominal study time (in
2005/2006and 2006/2007), whereas the typical study time tends to be nominal
study time plus 1 year for approximately 70% of the graduates and the nominal
study time plus 2 years for approximately 86% of the graduates. Another
interesting example comes from the Netherland.

Questionnaire
Teaching and Learning Activities and the Academic Retention Of the 3 rd year Civil
Engineering students of Saint Joseph Institute of Technology

The study is aimed to assess the academic retention of 3 rd year civil

engineering students of the College of Engineering and Architecture in order to
determine areas for improvement in the Teaching and learning activities.
Name:____________________________

Course:

______________

Age

Sex

____M

: ____________________________

___F

Part 2: Teaching and learning activities rating

Please check your appropriate response in every indicator:

4

strongly agree

agree

moderately agree

disagree

Teaching and learning activities

Rating
1

1. Make the students follow the flow of discussion.

2. The students can get the main point of discussion.
3. Make report well organized, clearer, and more
interesting.
4.Audience find out how to do something, clarify the
relationship among numerical data.
5. Add variety and emphasize to the presentation.
6. Simple visuals are more effective.

7. One-on-one speaking( Student-student or studentteacher)

8.Smaller scale setting for discussion
9.Full class discussion

10.In class debates and deliberations

11.Speeches and presentation
12.Oral examinations
13.Increase student involvement and interest in the
classroom
14.Getting students to really think about the material so they
are able to vocalize what it they are thinking about is.
15. Provide opportunities for the students to enhance their
leadership skills.

16. Make the discussion alive and enjoyable.

17. Make the topic easily understood and easy to remember.
18. Build teamwork and think critically.
19. Easily understood through visual aids
20.Enhance the mind to adapt it clearly with help
of activities
21.Recognize principles, ideas and information
22.Through process by examine, classify and collect data
23. Relate the discussion into reality.
24.Comprehends or interpret the main point of topic

TEACHING AND LEARNING ACTIVITIES AND THE ACADEMIC RETENTION OF THE

3RD YEAR CIVIL ENGINEERING STUDENTS AT SAINT JOSEPH
INSTITUTE OF TECHNOLOGY

A Research

Presented to
Dr. Levita B. Grana, CE
The Faculty of the College of Engineering
Saint Joseph Institute of Technology
Butuan City

In Partial Fulfillment of the Requirements for the course

Research - 1
By:
Acierto Michael John
Ali, Jamina B.
Antod, Engelbert
Apostadero, Lino

March 2013