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Factors Influencing Academic Performance of Bachelor of Science in Agriculture Graduates of Selected State Universities in Luzon
Thesis Abstract:
The purpose that guided this study was to determine the predictors of academic performance of BS Agriculture graduates of selected state universities in Luzon. This study made use of the Structural Model of Centra and Porter (1980)*, which assumes that student academic performance is a product of students, teachers and school factors. Data were gathered using questionnaires for faculty members and administrators. Students’ profiles were obtained from the respective registrar’s office.
Descriptive statistics was used to describe objectives 1 to 5. Pearson’s productmoment correlation, stepwise multiple regression, and ANOVA were used to answer objectives 6 to 8 and hypotheses 1 to 5, respectively. The results of all statistical tests were interpreted at 0.05 and 0.01 levels of significance.
Results of the study reported that graduates of six selected state universities were Catholic believers, with both father and mother having blue-collar jobs, and had low family income. There was an equal percentage in high and low scores in CAT, but with high scores in HS-GPA, and NCEE. Low scores were obtained in NSAT.
Majority of the faculty members were of non-Tagalog ethnicity. Most were married, held masters degree, had high participation in any kind of training, and had short years of teaching experience. Fifty percent of the faculty members were assistant professors and 33 percent were associate professors. Most (83%) had no administrative positions. Membership in professional organization was low.
Findings of the study showed that five of the universities were accredited, majority had small faculty. Among the eight programs in the co-curricular aspect, three universities were rated “often”. The facilities and equipment of most of the selected universities were rated “moderately adequate”. Financial support was found high in terms of budget. School areas were big for the College of Agriculture.
HS-GPA (r = 0.897) and CAT (r = 0.827) had positive relationship with academic performance while mother’s occupation (r = -0.826) had negative relationship with academic performance. Ethnicity (r = 0.949), highest educational attainment (r = 0.814), and administrative designation (r = 0.846) variables under teacher factors were found significantly related to academic performance. Facilities and equipment (r = 0.919), and land grant (r = 0.924) as variables of school factors were found highly significant in relation to academic performance.
Co-curriculum activities and finance were found significant predictors while HS-GPA, monthly income, years of teaching experience, ethnicity, and facilities and equipment were found highly significant predictors of academic performance in terms of college GPA.
In comparing the performance of BS Agriculture graduates over institution, the results revealed significant difference in GPA or academic performance.
*Centra, T., and D. Porter. 1980. “School and Teacher Effects: An International Model. Reviews of Education Research 50: 273-91.
