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Intellective and Non-Intellective Correlates of Academic Achievement of College Students at Cagayan State University
Thesis Abstract:
This study aimed to find out and identify some intellective and non-intellective factors associated with the academic achievement of college students in Cagayan State University, Philippines. The intellective factors studied were the respondents' scholastic aptitude as indicated by their ratings in the National College Entrance Examination (NCEE) and their scholastic abilities as indicated by their average grade in fourth year high school. .
The non-intellective correlates were the respondents' motivation to achieve, as indicated by their scores in the Asuzano-Mattakotil-de Souza Objective-Projective Test, and sociodemographic factors, namely; age, sex, monthly family income, residential background, father's educational attainment, and mother's educational attainment.
A total of 122 students in the colleges of agriculture of the five campuses ofCagayan State University in five municipalities of Cagayan were randomly selected as respondents of the study. Data were collected using prepared questionnaires. Other needed data were taken from the records of the university registrar and unit registrars. The chi-square test, Cramer's Coefficient C, Pearson Product-Moment Correlation test (r), Spearman Rank-Order Correlation test (r), and Kendall Coefficient of Concordance (W) were used to find out whether relationships exist between the variables considered in this study.
Of the two intellective factors, only the respondents' high school average was significantly related with academic achievement. Among the non-intellective factors, achievement motivation, residential background, and the father's educational attainment were significantly related with academic achievement. The level of achievement motivation was significantly related with NCEE rating (scholastic aptitude), high school average grade (scholastic ability), and grade point average (academic achievement). It was also found out that NCEE rating was significantly related with res idential background and achievement motivation.
There were no significant differences in the ranking of the five motivation constructs among the groups of respondents. The primary motivation of the students was just to pass in the courses that they were enrolled in (instrumental construct). The second motivation was that the students knew that they had to exert more effort in order to pass (evaluative construct). The third motivation was that they enjoyed school activities and the acquisition of knowledge was pleasurable to them (affective construct). The fourth motivation was that they knew that their effort in studying would lead to the attainment of their goal (purposive construct). The aspect of motivation that least influenced them was that they considered themselves as achievers, so they exerted effort to study in order to live up to this conceptualization (conceptual construct). Each of the five motivation constructs was found to have an influence on grade point average.
