ADJUSTMENT TO COLLEGE AND ACADEMIC PERFORMANCE AMONG

FIRST YEAR RADIOLOGIC TECHNOLOGY STUDENTS OF DAVAO

DOCTORS COLLEGE

Cabrera, Mary Ena Magdalene D.

Fontilla, John Jules P.
Olor, Joycee R.
Perez, Alvin Winfred F.
Zalsos, Catherine E.
Alipio, Mark M.

ABSTRACT

This paper aims to know the relationship between the level of adjustment to
college and academic performance of first year Radiologic Technology students of Davao
Doctors College. A descriptive-correlational studyusing survey questionnaire was
employed to 132 respondents who were chosen through stratified random sampling and
Slovin’s formula. Standard questionnaires were used to gather data on the demographic
profile and level of adjustment of the respondents while the academic performance was
measured through the Weighted Point Average (WPA) requested from the school’s
Registrar. Results showed that the majority of the respondents are female (53.8%),
belong to middle income class (34.8%), were from STEM (59.1%) and travel between
one kilometer and 10 kilometers to school (34.1%). The study reported a moderate level
of adjustment and a 2.63 overall WPA of students. Test of difference showed that there is
significant difference in the academic adjustment and academic strand taken during SHS
(p<0.05); and in the institutional attachment and proximity of house to school (p<0.05).
Bivariate correlation among variables revealed that there is no significant relationship
between the level of adjustment to college and academic performance of first year
Radiologic Technology students of Davao Doctors College (p>0.05).

Keywords: Adjustment to College, Academic Performance, Radiologic Technology,

Davao City, Descriptive-correlational study
 INTRODUCTION

Background of the Study

The transition from high school to college marks a distinct step in a student’s

academic career. The step denotes adjustment from a dependent to independent learner,

from studying in a carefully supervised environment with a highly controlled timetable to

students learning to manage their own time and make decisions in a more adult and

responsible manner. This adjustment poses unnerving problems and few of which are

early dropout, difficulty in handling stress and coping with the academic demands, less

drive to study and low academic performance (Reddy, Menon, & Thattil, 2018;

Waghachavare, Dhumale, Kadam, & Gore, 2013).

Gabriela (2010) concluded that there is a higher rate of school dropout due to

inability to adapt to school. She found out that 60% of students who cannot adjust to

college drop out early in school. Sahin, Arseven, and Kilic (2016) reported that students

who cannot establish good relationships with their friends, teachers and school

administration, who do not like the school and the subjects have a higher tendency to be

absent from school and to drop out of school. Fan and Wolters (2014) also stated that the

individual causes of school dropouts include the difficulty to adjust with the school

curriculum.

A study conducted by Clinciu (2013) found out a negative correlation between

adjustment to college and stress. The highest correlation was pointed out on the

emotional-affective component. This means that students who have low level of

adjustment to college have increased level of stress, particularly in the emotional aspect.

This stress was shown to be negatively correlated to academic achievement (Elias, Ping,
 2

& Abdullah, 2011). Daniel et al. (2018) argued that stress is perceived by undergraduate

students to have a negative impact on their academic performance. Aside from stress,

multivariate analysis of Páramo, Vacas, and Rodriguez (2015) revealed that students with

lower levels of academic and institutional adjustment to college achieved less well

academically than students with intermediate and higher levels of adjustment.

In the Philippines, low academic adjustment of college students of Pampanga

Agricultural College results to poor academic achievement (Calaguas, 2011). It was

found out in the study of Hernandez (2017) that first year students from the selected

higher-education institutions in Calapan City have poor social adjustment. They can

easily adjust to college life in terms of academic and emotional as well as being attached

to their institution but it takes them a while to be socially adjusted. The researcher

recommends that the guidance counsellors of higher-education institutions may create a

guidance program specifically designed for first year college students. This program may

include seminar, workshops, psychological testing, and counselling that aim to facilitate

their transition and adjustment to college, as well as the enhancement of self-esteem. It

also addresses personal, emotional, and psychosocial development of the students.

Given these problems, there is a need to study the level of adjustment and its

impact on academic performance of students. Few researches have been published

examining the relationship of adjustment to college and academic performance. Rai

(2009) revealed that adjustment is significantly related to achievement. Seetha (2009)

found out that no significant relationship existed between social adjustment and academic

achievement. Chen et al. (2011) investigated that children’s social adjustment contributed

to academic achievement. On the other hand, Mathur (2010) studied the effects of socio-
 3

economic status on the achievement and behaviour. The results revealed that achievement

was highly correlated with adjustment.

The abovementioned researches mentioned the relationship of students’

adjustment to college and academic performance. In the Philippines, higher-education

institutions are accepting their first batch of freshmen who just graduated from senior

high school, an additional 2 years of education after the country adopted the international

standards which is the K-12 basic education curriculum. This new curriculum is

implemented by the Department of Education under Republic Act 10533. Thus, this

research provides new ideas into how academic strand taken during senior high school as

well as the gender, income class, and proximity to house affects the relationship between

adjustment of student to college and academic performance. The adjustment of students

to college from senior high school is worthwhile to know and the result of this study is

beneficial to the Department of Education, high school and college institutions and to the

students.

Review of Related Literature

This section presents the review of literature and related studies of the variables

employed in the study. Sources of information were collected from books, journals,

magazines and websites.

Adjustment to College

Having well-adjusted students is one of the purposes of any university since it has

been found that students՚ adjustment can have a remarkable effect on students՚ academic

performance, and having students with better academic performance give more

successful image of the university (Kommers P., Junco R., Hills P., 2011). The result of
 4

“Students Adaptation to College Questionnaire” has disclosed three main contributors of

students՚ adjustment to their educational life and stated that adjusting academically,

socially and personal emotionally is very essential for students. Therefore, the

relationship between students՚ academic, social and personal-emotional adjustment with

their academic performance can be concentrated by universities to catch better results,

having more successful students and being a more prosperous university (Rienties, B.,

Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P., 2011). The

documented difficulties that students experience during the transition to university,

combined with the changing needs of students, have brought increased attention to the

academic adjustment of first-year university students and interest in improving

graduation rates. The poor academic yield, the excessive amount of time invested in

degree studies and student attrition are common problems in all European Union

countries (Organisation for Economic Co-operation and Development, 2011)

Academic Adjustment. Students adjusts academically well, if they have

motivation, believe their capabilities, implement their abilities, be satisfied with their

chosen universities and even the level of loyalty to their academic aims (Rienties et al.,

2011). According to Rienties et al. (2011) latest studies has figured out that the students՚

adjustment happen hardly especially between international students and it may become a

reason for students՚ poor learning outcome. This phenomenon mostly occurs when

students՚ integration does not make higher education institutes satisfy, and the reason is

students are not well-adjusted in order to the universities requirements (Russell et al.,

2010). Academic adjustment represents one of the permanent challenges of university

pedagogy. The researchers in the field develop studies intended to identify the weight of
 5

the determining factors so that the students’ opportunities to adjust to the university

environment and implicitly to academic learning should enhance. Academic adjustment

represents an integrating construct, being fairly difficult to define (Clinciu & Cazan,

2013). The negative effects of academic non-adjustment of students are associated with

anxiety, depression, stress, vulnerability, anger, moodiness, mental illness (Clinciu,

2012).

Social Adjustment. Social adjustment of higher education students is defined as

the degree of students՚ adaptation to social manner of their educational life (Rienties et al.,

2011). According to Rienties et al. (2011), social adaptation can influence by the

reputation of the university in social activities participation of students by the social

communities, social relations of students with their friends in the same social networks of

students and students՚ awareness of their own social integration. Several researches

determined that there is a huge impact on students՚ adjustment by colleges and students՚

social communities especially for freshmen (Rienties et al., 2011). Having unsatisfactory

relations with social communities in universities, is one of the reasons students claim to

cause them leaving their higher education program (Meeuwisse, M., Severiens, S. E., &

Born, M. P., 2010). In a study conducted in a local public university in Malaysia,

(Abdullah, M.C., Elias, H., Mahyuddin, R. & Uli, J., 2009) found that the best predictor

of students’ achievement was academic adjustment; however, there was no significant

relationship between academic achievement and student social adjustment or students’

attachment to university (Abdullah et al., 2009). It has been suggested that transition to

university involves movement to a larger, more impersonal structure and increased focus

on achievement and its assessment (Azar & Reshadatjoo, 2014).

 6

Personal-Emotional Adjustment. Personal-Emotional adjustment of higher

education students describes as the degree of students՚ adaptation to personal and

emotional manner of their educational life (Rienties et al., 2011). Students՚ personal and

emotional issues during their educational life stay on an important area of adaptation to

college which is named personal-emotional adjustment as the third type of students՚

adjustment (Rienties et al., 2011). According to Keating, X., Guan, J., Pinero, J., &

Bridges, D., (2010), well physical condition of college students and doing regular

physical activities take their virtue and intellectuality in a better personal emotional

adjusted situation.

Institutional Attachment. Mohamed (2012) has argued that most of the literature

on attachment and university adjustment was focused on parental attachment.

Furthermore, a romantic relationship is a better target for intervention than parental

attachment (Lapsley & Edgerton, 2009). The study by Lapsley, Rice, & FitzGerald

(2009) was the first empirical study that examined the influence of peer attachment

towards university adjustment. The authors reported that peer attachment was

significantly related to academic and personal-emotional adjustment among freshmen.

The authors reported that peer attachment was significantly related to academic and

personal-emotional adjustment among freshmen.

Academic Performance

Academic performance of students is defined as the outcome of their studying

process and the final result of their academic effort during education Rientes et al.,

(2011). GPA was enough useful to measure students՚ academic performance in previous

studies (Rienties et al., 2011). The current study chooses students՚ GPA as a scale to
 7

compute their academic performance, as well. According to Rienties et al. (2011),

academic achievement of a student is not only determined by his scholarly ability or

mental talent, but also it is distinguished by a student's motivation to fulfill his academic

aims, believing his 12 capability to accomplish educational demands, trying to attain his

academic goals and feeling satisfied of the academic environment.

Adjustment to College and Academic Performance

A university is a new environment that triggers different reactions among first

year students. Thus, life at university for the first year can be exciting and challenging

(Habibah E, Noordin N, Mahyuddin RH, 2010). The university terrain is drastically

different from that of the school. Students get anxious as they adjust to academic, social,

personal and lifestyle challenges that the university presents (Abdullah et al., 2009). It is

not surprising that today, it is widely recognized that high school graduation is not

sufficient to prepare students for academic and social independence at university. This is

a cause of concern as adjustment to the university environment is regarded as an

important factor in predicting university outcomes (Petersen I., Louw J., & Dumont K.,

2009). If students do not feel adequate or prepared to cope with the new environment of a

college campus, they could easily become susceptible to depression and anxiety.

Higher rates of psychological morbidity are being recorded among first year

university students throughout the world (McDermott & Pettijohn, 2011). Rice (2009)

points out that the discourses of academic disciplines in higher education can be

confusing and mysterious for the freshman. The confusion can be particularly greater for

students coming from cultural and language backgrounds that are different to those

underpinning the dominant ideologies of higher education institutions. Monroe (2009)

 8

revealed that, academic demands increase and new social relations are established when

students join higher level institutions. Students are often uncertain of their abilities to

meet these demands (Robinson, 2009). Thinking independently might be a new

experience for some students who are accustomed to relying on the teacher as the

ultimate authority on the course subject (Robinson, 2009).The researchers argue that poor

college adjustment correlates with poor academic performance, low graduation rates and

poor success later in life. It is therefore intriguing that most high school graduates have

academic and social difficulties that delay their adaptation to the new university

environment. (Burgess T., Crocombe L., Kelly J., Seet P., 2009) reported that failure to

meet the wider challenges faced by students during the transition from secondary to

tertiary education impacts on learning outcomes.

Theoretical Framework

As the support to the study, the researchers used the following theories for the

primary theoretical basis of the study undertaken:

Tinto’s “Theory of Departure” which states that college outcomes have been

examined mainly from the retention and commitment perspectives. However, even

retention models stress the importance of experiences. Most current models of student

retention include academic and social variables (Tinto, 2002).

In his model derive from the theory of student departure, Tinto placed particular

focus on social and academic integration as critical to institutional and goal commitments

and, in turn, to college retention. He suggests that students need to separate and

successfully merged into academic and social aspects of college life in order to persist in

college.
 9

Tinto’s theory is most relevant to students who reside on campus who may have

the greatest opportunities to successfully integrate into college life. Conversely, he

suggests that commuter students may struggle the most with the integration process as

they spend less time on campus compared to residential students.

The Alexander Astin’s “Theory of Involvement” was also used, in which

emphasis is placed on the input (past experiences and personal characteristics) and the

college environment as related to the college outcomes, such as academic performance,

adjustment, or retention (Astin A., 1982).

Conceptual Framework

Figure 1 shows the conceptual paradigm presenting the relationship of the

variables of the study. The independent variable is the adjustment to college which can be

subdivided into four parts namely the academic adjustment, social adjustment, personal-

emotional adjustment and institutional attachment. The dependent variable is the

academic performance of first year radiologic technology students. Also shown in the

figure is the moderating variable which is the demographic profile of the students. The

demographic profile includes gender, financial status, and academic strand taken during

senior high school (SHS) and proximity of the house to school.

 10

Independent Variable Dependent Variable

Adjustment to College

1. Academic Adjustment Academic Performance

2. Social Adjustment Weighted Point Average (WPA)
3. Personal-Emotional Adjustment

4. Institutional Attachment

Demographic Profile

1. Gender

2. Income Class

3. Academic Strand Taken During

SHS

Moderating Variable

Figure 1. The Conceptual Paradigm Showing the Relationship Among the Variables of

the Study
 11

Statement of the Problem

The thrust of the study is to determine the relationship between adjustment to

college and academic performance of 1st year Radiologic Technology students of Davao

Doctors College. Specifically, it sought to answer the following questions:

1. What is the demographic profile of 1st year Radiologic Technology students of

Davao Doctors College in terms of:

1.1 Gender

1.2 Income class

1.3 Academic strand taken during SHS

1.4 Proximity of house to school

2. What is the level of adjustment to college of 1st year Radiologic Technology

students of Davao Doctors College?

3. What is the academic performance of 1st year Radiologic Technology students of

Davao Doctors College in terms of Weighted Point Average (WPA)?

4. Is there significant difference in the adjustment to college when students are

grouped according to:

4.1 Gender

4.2 Income class

4.3 Academic strand taken during SHS

4.4 Proximity of house to school

5. Is there a significant relationship between the level of adjustment to college and

academic performance of 1st year Radiologic Technology students?

 12

Hypotheses

The researcher employed the following null hypotheses tested at 0.05 level of

significance. This states that:

H1: There is no significant difference in the adjustment to college when students

are grouped according to gender, income class, academic strand taken during SHS and

proximity of house to school.

H2: There is no significant relationship between the level of adjustment to college

and academic performance of 1st year radiologic technology students.

Definition of Terms

The following are the definition of the terms being used in the study. The

following terms were defined conceptually:

Adjustment. It is the process by which a living organism maintains a balance

between the needs and the circumstances. It also refers to a student’s interaction with his

or her environment. His definition referenced student’s academic achievement and

personal growth as measures of the adjustment Abdullah et al., (2009).

In the present study scores obtained by the students in four areas of adjustment i.e.

academic, social, personal-emotional and institutional attachment.

Emotional Adjustment. This refers to an individual's adaptation in emotional

relationships within and with other people, both inside and outside the school, as

reflected in the individual's attitudes and behavior (Najimi A, Moazemi Goudarzi A,

Sharifirad G., 2012).

 13

Social Adjustment. This refers to an individual's adaptation in social

relationships with other people, both inside and outside the school, as reflected in the

individual's attitudes and behaviour (Wilson, 2013).

In this study it is the mean of the total degree achieved by the respondent on the

items related to social adjustment in the university life adjustment scale.

Academic Achievement. This refers to the performance in school in a

standardized series of educational tests. The term is more generally used to describe

performance in the subjects of the curriculum. It refers to the marks scored in the

Quarterly test that is designed and administered to the sample of students by the

investigator himself (Peter James K., Inter Andy J., Tracy O., 2014).

In the present study Weighted Point Average obtained by the students in

preliminary term was taken as their academic achievement.

Personal (emotional) adjustment. This refers to the student ability to achieve

self-satisfaction within different activities.

In this study it is the mean of the total degree achieved by the respondent on the

items related to emotional adjustment in the university life adjustment scale.

Significance of the Study

The result of the study will provide relevant information to the people concerned

especially:

High School Students. This research would help the students choose the right

academic strand as preparation to planned college degree.

 14

First Year Students. This research would help the students know how they

would be able to adjust to college since it is the first time or first year for the senior high

school graduates to move to college.

School Administrator and Faculty. The findings of the study would serve as the

basis of the administrator in formulating the most excellent way to discipline and to teach

students to improve their performance and be able to distinguish the adjustments for the

1st year students of Davao Doctors College.

Future Researchers. This study serves as a major course requirement to establish

facts from acknowledged norms and so it could be benefit for future use. The results of

the study can be utilized for future studies.

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METHODOLOGY

Design

A survey design was used for this descriptive quantitative research study

investigating the level of adjustment to college and academic performance of first year

radiologic technology students of Davao Doctors College. Specifically, this study utilized

a nonexperimental survey research design, using questionnaires with the intent of

generalizing from a sample to a population. According to Creswell (2013), several

advantages for using survey methods include (a) surveys are relatively economical; (b)

the turnaround in data collection is fast; (c) they are useful in describing the

characteristics of a large population; and (d) as a result, large samples are practical,

making the results statistically important even when examining multiple variables.

In addition to surveys, a correlational research design was used. In general, a

correlational study is a quantitative method of research in which two or more quantitative

variables from the same group of respondents are used to determine if there is a

relationship between the variables and the degree of that relationship (Mitchell & Jolley,

2012).

Setting

This study was conducted at Davao Doctors College, General Malvar Street,

Davao City. Davao Doctors College is a private and non-sectarian academic institution in

Davao City, Philippines. It was established in 1975 as Davao Doctors Hospital School of

Nursing in response to the growing demand of nurses in Davao Doctors Hospital.

Presently, the college offers the following academic programs: senior high school, 13

undergraduate courses and one graduate program. The researchers conducted the study in
 16

this area because the respondents, who are the first year Radiologic Technology students,

are currently enrolled in this institution. The setting of the study is shown through a site

map in Figure 2.

Figure 2. Site Map of Davao Doctors College

Respondents

The respondents were the Radiologic Technology freshmen of Davao Doctors

College who graduated from senior high school from the last academic year regardless of

the type of school graduated, who entered the First Semester of Academic Year 2018-

2019 and who were enrolled as regular students. The researchers used stratified random

sampling in the conduct of the study employing sections for Introduction to Radiologic

Technology and Health Care (RT-100) as the strata. Thompson (2012) states that

stratified random sampling is a probability sampling technique that involves the division

of a population into smaller groups known as strata. In stratified random sampling or

 17

stratification, the strata are formed based on members' shared attributes or characteristics.

Data of the students were obtained from the school’s office of the Registrar and the

percentage weights are given according to sections for Introduction to Radiologic

Technology and Health Care (RT-100): Section BSRT1-51A (23.6%), BSRT1-51B

(25.6%), BSRT1-51C (25.6%) and BSRT1-51D (25.1%).

For facility and ease, the 131 computed sample size was adjusted to 132. To

spread the computed sample size of 132, the percentage weights were multiplied against

the sample size to get the samples of each stratum. Shown in Table 1 is the summary of

computation for the sample size per stratum.

Table 1. Summary of Computation for the Sample Size Per Stratum

Stratum Percentage Weights Sample size per stratum
BSRT1-51A 23.6% 31
BSRT1-51B 25.6% 34
BSRT1-51C 25.6% 34
BSRT1-51D 25.1% 33

Data Gathering Instrument

Primary data were taken from the responses to the demographic profile

questionnaire which was developed by the researchers to collect data on gender, income

class, academic strand taken during senior high school and proximity of house to school

and the standard Student Adaptation to College Questionnaire (SACQ) which was

developed by Baker and Siryk (1989) and used in the study of Petersen et al., (2009) and

Clinciu and Cazan (2014). The SACQ is utilized to measure the quality of students’

adjustment to college. It is a 67-item self-report questionnaire used as a diagnostic tool

for identifying students experiencing difficulty adjusting to college and who may benefit

from remedial interventions, and as an assessment tool in research. Four different

 18

dimensions of adjustment are identified in the scale namely the academic, social,

personal-emotional adjustment, and institutional attachment. The scale thus consists of

four sub-scales, with each sub-scale measuring a different aspect of adjustment. The

answer format used was a Likert scale ranging from 1 (strongly disagree) to 5 (strongly

agree). The scale was scored such that a high score corresponds with a high level of

adjustment. Because item numbers 1, 3, 4, 5, 8, 9, 13, 14, 15, 16, 18, 19, 23, 24, 26, 27,

30, 33, 36, 37, 43, 44, 46, 47, 50, 53, 54, 55, 62, 63, 65, 66 and 67 are positively-phrased

questions, these were scored in a way that 5 corresponds to strongly agree and 1

corresponds to strongly disagree. Because item numbers 2, 6, 7, 10, 11, 12, 17, 20, 21,

22, 25, 28, 29, 31, 32, 34, 35, 38, 39, 40, 41, 42, 45, 48, 49, 51, 52, 56, 57, 58, 59, 60, 61

and 64 are negatively-phrased questions, scoring was reversed in a way that 5

corresponds to strongly disagree and 1 corresponds to strongly agree.

Petersen et al. (2009) reported the alpha reliabilities of the SACQ sub-scales.

Academic adjustment (24 items) has a Cronbach’s alpha of .84, social adjustment (20

items) has a Cronbach’s alpha of .84, personal-emotional adjustment (15 items) has a

Cronbach’s alpha of .78 and attachment (15 items) has a Cronbach’s alpha of .86.

Nunnally (1978) asserted that questionnaires used in survey research should have at least

.70 Cronbach’s alpha to become reliable. The overall mean of each subscale was

calculated and interpreted based on this scale:

Range of Means Category Meaning

4.20-5.00 Very High Students adjust to college all of the time.

3.40-4.19 High Students adjust to college very often.

2.60-3.39 Moderate Students adjust to college often.

 19

1.80-2.59 Low Students adjust to college sometimes.

1.00-1.79 Very Low Students do not adjust to college.

Secondary data which include the student’s Weighted Point Average (WPA) for

the prelim term of the first semester, Academic Year 2018-2019 were collected from the

school’s office of the Registrar.

Ethical Considerations

The researchers obtained the approval of Davao Doctors College - Research

Ethics Committee before conducting the study. Upon approval of the request to conduct

the study, the researcher gave a complete overview of the research study to the

prospective research respondents. Written informed consent was then obtained from the

respondents. Included in the written informed consent are the direct benefits of the

respondents from the study, associated risks and provision of a counselor to provide

appropriate intervention to research respondents during and after the research.

Respondents were informed that the responses from the questionnaire were utilized for

the results of the study. Students who are incapable of giving personal consent and/or to

express their decision sought their consent through their parents or guardians. Moreover,

the respondents were given the freedom to answer the questions in the survey

questionnaires. All the answered questionnaires were kept into confidentiality and the

results is for research purposes only. Other external entities that are not connected with

the study who will ask for any information about the data gathered were declined by the

researchers. Respondents’ participation was voluntary and the researchers explained to

the respondents that they are free to withdraw at any time during the study. After
 20

collecting and processing the data, hard copies of information were burned and soft

copies were deleted.

Research Procedure

This study started with the conceptualization of the problem and identification of

variables as these are drawn in a conceptual paradigm. Then, specific questions were

asked on the basis of the problems identified. In gathering of data, a survey questionnaire

was formulated consisting of specific item statements that elicit information and data.

There were two parts of questionnaire employed in the study. First, was the demographic

profile which was used to gather data on gender, income class, academic strand taken

during senior high school and proximity of house to school. Second, was the adjustment

to college questionnaire which was used to measure the level of adjustment of radiologic

technology freshmen to college. The survey questionnaire that forms part of this proposal

was submitted to validators for comments, suggestions, and improvement both in content

and format. After the validators have gone over and passed upon the questionnaire, this

was finalized incorporating the corrections made. After the survey questionnaire was

finalized, a letter of permission to conduct the study was given to the Program Chair of

Radiologic Technology Program of Davao Doctors College. It was given by the

researchers personally to obtain an immediate approval. Questionnaires were then

administered on the respondents. After the questionnaires were retrieved, the responses

were tabulated, analyzed and interpreted using the appropriate statistical tools. Another

letter was sent to the office of Registrar of Davao Doctors College to request for a copy

of respondents’ grades during prelim term of the First Semester, Academic Year 2018-
 21

2019. After the two data were collected, these were analyzed using Pearson product

moment correlation, t-test and ANOVA.

Statement of the problem number 5 which determines the correlation between

level of adjustment and academic performance was calculated in different manner. The

scoring guide of the school for academic performance in terms of Weighted Point

Average (WPA) is reported in a way that 1.0 corresponds to the highest WPA while 5.0

corresponds to the lowest WPA. This is an exact reverse for the scoring guide used to

measure the level of adjustment of students which states that 5 corresponds to the highest

level of adjustment and 1 corresponds to the lowest level of adjustment. To avoid

negative correlation and other statistical biases, the WPA of students was reversed and

converted in a way that a score of 5.0 means that the student has a WPA of 1.0 and a

score of 1.0 means that the student has a WPA of 5.0.

Data Analysis

In analyzing and interpreting the data gathered for this study, the following

statistical tools were employed:

1. Frequency distribution, percentage, ranking and arithmetic mean to describe

the independent, dependent and moderating variables.

2. Pearson product moment correlation (Pearson R) to determine the significant

relationships between the variables.

3. T-test to determine the significant difference in the level of adjustment to

college and academic performance when the respondents are grouped

according to gender.
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4. Analysis of Variance (ANOVA) to determine the significant difference in the

level of adjustment to college and academic performance when the

respondents are grouped according to income class, academic strand taken

during senior high school and proximity of house to school.

Scope and Limitations of the Study

The study covered only the respondents from one undergraduate program of

Davao Doctors College, which is the Radiologic Technology program. It sought to know

the adjustment to college of students and its impact on academic performance. The study

utilized the Weighted Point Average (WPA) of students in prelim term only due to time

constraint. The duration of the study covered the months of June 2018 to October 2018.
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RESULTS AND DISCUSSIONS

This section presents the analysis and interpretation of the gathered data which are

presented in descriptive and tabular form. The results and discussions answer the

statement of the problem presented in the previous section.

1.What is the demographic profile of 1st year Radiologic Technology students of Davao

Doctors College in terms of:

1.1 Gender

1.2 Income Class

1.3 Academic strand taken during SHS

1.4 Proximity of house to school

Table 2. Demographic Profile of 1st Year Radiologic Technology Students of Davao

Doctors College
Gender Number of Respondents Percentage (%)
Male 61 46.2
Female 71 53.8
Total 132 100

Table 2 represents the demographic profile of respondents in terms of gender.

Data showed that there are 61 male respondents with corresponding percentage of 46.2%

and 71 female respondents with corresponding percentage of 53.8%. Total number of

respondents are 132 with majority of the respondents are female first year Radiologic

Technology students.
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Table 3. Income Class of 1st Year Radiologic Technology Students of Davao Doctors
College
Income Class Number of Respondents Percentage (%)
Middle class 46 34.8
Low middle income 34 25.8
Poor 16 12.1
Low income (but not poor) 14 10.6
Upper middle income 14 10.6
Upper income (but not rich) 5 3.8
Rich 3 2.3

Total 132 100

Table 3 represents the demographic profile of respondents in terms of financial

status. Data showed that 46 of the respondents belong to the middle class with percentage

of 34.8%. Thirty-four of the respondents belong to the low middle income level of

income class with percentage of 25.8%. Sixteen of the respondents belong to the poor

income class with the corresponding percentage of 12.1%. Fourteen respondents belong

to the low income (but not poor) with the corresponding percentage of 10.6%. Fourteen

respondents belong to the upper middle income with corresponding percentage of 10.6%.

Upper income (but not rich) has five number of respondents with the corresponding

percentage of 3.8%. Lastly, three respondents belong to the rich level of income class

with the corresponding percentage of 2.3%.

This means that majority of the respondents belong to the middle class level of

income class while the least number of respondents belongs to the rich level of income

class.
 25

Table 4. Academic Strand Taken During SHS by 1st Year Radiologic Technology
Students of Davao Doctors College
Academic Strand Taken
During SHS Number of Respondents Percentage (%)
STEM 78 59.1
GAS 28 21.2
HUMSS 12 21.2
ABM 5 3.8
Others 9 6.8

Total 132 100

Presented in Table 4 is the demographic profile of respondents in terms of

academic strand taken during their Senior High School. Data showed that there were 78

respondents took STEM during their SHS with the corresponding percentage of 59.1%.

There were 28 respondents who took GAS during their SHS with the corresponding

percentage of 21.2% while 12 respondents took HUMSS during their SHS with the

corresponding percentage of 21.1%. Also, five respondents took ABM during their SHS

with the corresponding percentage of 3.8%. Lastly, nine respondents chose others with

the corresponding percentage of 6.8%.

This means that majority of the respondents took STEM during their SHS while

the least number of respondents took ABM during their SHS.

Table 5. Proximity of House to School

Proximity of House to School Number of Respondents Percentage (%)
Between 1 kilometer and 10 45 34.1
kilometer
More than 10 kilometer 44 33.3
Less than 1 kilometer 43 32.6

Total 132 100

 26

Table 5 represents the demographic profile of respondents in terms of proximity

of house to school. Data showed that there were 45 respondents who live within the

bracket between one kilometer and 10 kilometer with the corresponding percentage of

34.1%. There were 44 respondents who belong to the bracket of more than 10 kilometer

with the corresponding percentage of 33.3%. Lastly, there were 43 respondents who

belong to more than less than 1 kilometer with the corresponding percentage of 32.6%.

This means that majority of the respondents lived between one kilometer and 10

kilometer while the least number of respondents lived less than one kilometer from the

school.

2.What is the level of adjustment to college of 1st year radiologic technology students of

Davao Doctors College?

Table 6. Level of Adjustment to College

ADJUSTMENT TO
Mean Descriptive Equivalent
COLLEGE
Institutional Attachment 3.09 Moderate
Academic Adjustment 3.07 Moderate
Social Adjustment 3.06 Moderate
Personal-Emotional Adjustment 3.01 Moderate
Overall Mean 3.06 Moderate
Legend: 4.20-5.00=Very High; 3.40-4.19=High; 2.60-3.39=
Moderate; 1.80-2.59=Low; 1.00-1.79=Very low

Presented in Table 6 is the level of Adjustment to College among first year

Radiologic Technology students of Davao Doctors College. The institutional adjustment

has a mean score of 3.09 which corresponds to moderate. This means that students adjust

to college often in terms of institutional attachment. The academic adjustment has a mean
 27

score of 3.07 which corresponds to moderate. This means that students academically

adjust to college often. The social adjustment has a mean score of 3.06 which

corresponds to moderate. This means that students socially adjust to college often. The

personal-emotional attachment has a mean score of 3.01 which corresponds to moderate.

This means that students adjust to college often in terms of personal-emotional aspect.

The overall mean score for adjustment to college is 3.06 which correspond to moderate.

This means that students adjust to college often.

The findings of this problem conform to the study of Kumar (2010) states that the

parents have to be guided on how they have to care and educate their children in the

changing scenario. The parents should be oriented about, the needs of the changing social

set up, problems of the children, and various procedures for the proper development of

the children.

3. What is the academic performance of 1st year Radiologic Technology students of

Davao Doctors College in terms of Weighted Point Average (WPA)?

Table 7. Weighted Point Average

Term WPA
Prelim 2.63

Presented in Table 7 is the academic performance of first year Radiologic

Technology students of Davao Doctors College in terms of Weighted Point Average

(WPA). This means that during the term prelim, the overall Weighted Point Average of

students is 2.63. In school system, the average is above the passing rate.
 28

4.Is there significant difference in the adjustment to college when students are grouped

according to:

4.1 Gender

4.2 Financial status

4.3 Academic strand taken during SHS

4.4 Proximity of house to school

Table 8. Independent t-test in the level of adjustment to college when grouped

according to gender
ADJUSTMENT TO COLLEGE t df Sig. (2-tailed) Decision Interpretation

Academic Adjustment .495 130 .622 Accept Not Significant

Social Adjustment .138 130 .890 Accept Not Significant

Personal-Emotional Adjustment -.114 130 .910 Accept Not Significant

Institutional Attachment -.569 130 .570 Accept Not Significant

Alpha: 0.05

Table 8 represents the independent t-test in the level of adjustment to college

when grouped by gender. In terms of academic adjustment, the tabular value is .495 and

the degree of freedom is 130. Because the p-value of .622 is greater than 0.05 alpha level

of significance, the null hypothesis is accepted. Therefore, there is no significant

difference in the level of academic adjustment when respondents are grouped according

to gender. This means that the level of academic adjustment to college is not affected by

gender. In terms of social adjustment, the tabular value is .138 and the degree of freedom

is 130. Because the p-value of .890 is greater than 0.05 alpha level of significance, the

null hypothesis is accepted. Therefore, there is no significant difference in the level of

social adjustment when respondents are grouped according to gender. In terms of

 29

personal-emotional adjustment, the tabular value is -.114 and the degree of freedom is

130. Because the p-value of .910 is greater than 0.05 alpha level of significance, the null

hypothesis is accepted. Therefore, there is no significant difference in the level of

personal-emotional adjustment when respondents are grouped according to gender.

Lastly, in terms of institutional attachment, the tabular value is -.569 and the degree of

freedom is 130. Because the p-value of .570 is greater than 0.05 alpha level of

significance, the null hypothesis is accepted. Therefore, there is no significant difference

in the level of institutional attachment when respondents are grouped according to gender

The findings of this problem conform to the study of Mahmoudi (2011) which

states that gender had no differential influence over adjustment scores in academic

adjustment, emotional and social areas. This implies that Ashong C., & Commander N.,

(2012) supports the idea when they say that students tend to be more successful despite of

gender and equality.

Table 9. ANOVA in the level of adjustment to college when grouped by

academic strand
ADJUSTMENT TO COLLEGE Sum of Mean
Squares df Square F Sig.
Academic Between Groups 26.634 4 6.659 5.343 .001*
Adjustment Within Groups 158.256 127 1.246
Total 184.890 131
Social Between Groups 8.095 4 2.024 1.581 .183
Adjustment Within Groups 162.537 127 1.280
Total 170.632 131
Personal- Between Groups 1.926 4 .482 .329 .858
emotional Within Groups 185.857 127 1.463
Adjustment Total 187.783 131
Institutional Between Groups 3.953 4 .988 .706 .589
Attachment Within Groups 177.860 127 1.400
Total 181.814 131
Legend: * significant at alpha 0.05 level of significance
 30

Table 9 represents the level of adjustment to college when grouped by academic

strand. In terms of academic adjustment, the F-value is 5.343. Because the p-value of

.001 is lesser than 0.05 alpha level of significance, the null hypothesis is rejected.

Therefore, there is significant difference in the level of academic adjustment when

respondents are grouped according to academic strand taken during SHS. In terms of

social adjustment, the F-value is 1.581. Because the p-value of .183 is greater than 0.05

alpha level of significance, the null hypothesis is accepted. Therefore, there is no

significant difference in the level of social adjustment when respondents grouped

according to academic strand taken during SHS. In terms of personal-emotional

adjustment, the F-value is .329. Because the p-value of .858 is greater than 0.05 alpha

level of significance, the null hypothesis is accepted. Therefore, there is no significant

difference in the level of personal-emotional adjustment when respondents are grouped

according to academic strand taken during SHS. Lastly, in terms of institutional

attachment, the F-value is .706. Because the p-value of .589 is greater than 0.05 alpha

level of significance, the null hypothesis is accepted. Therefore, there is no significant

difference in the level of institutional attachment when respondents are grouped

according to academic strand taken during SHS.

The findings of this problem conform to the study of Saileela (2012) that

academic strand could not completely affect the level of adjustment when facing the

college life. Social, personal-emotional and institutional attachment cannot be affected by

what academic strand the student taken during the past school years but it would affect

the level of academic adjustment of the student.

 31

Table 10. ANOVA in the level of adjustment to college when grouped by

financial status
ADJUSTMENT TO COLLEGE Sum of Mean
Squares df Square F Sig.
Academic Between Groups 5.749 6 .958 .669 .675
Adjustment Within Groups 179.141 125 1.433
Total 184.890 131
Social Between Groups 14.924 6 2.487 1.997 .071
Adjustment Within Groups 155.708 125 1.246
Total 170.632 131
Personal- Between Groups 12.744 6 2.124 1.517 .178
emotional Within Groups 175.039 125 1.400
Adjustment Total 187.783 131
Institutional Between Groups 9.615 6 1.603 1.163 .330
Attachment Within Groups 172.199 125 1.378
Total 181.814 131

Table 10 represents the level of adjustment to college when grouped by financial

status using ANOVA. In terms of academic adjustment, the F-value is .669. Because the

p-value of .675 is greater than 0.05 alpha level of significance, the null hypothesis is

accepted. Therefore, there is no significant difference in the level of social adjustment

when respondents are grouped according to financial status. In terms of social

adjustment, the F-value is 1.997. Because the p-value of .071 is greater than 0.05 alpha

level of significance, the null hypothesis is accepted. Therefore, there is no significant

difference in the level of social adjustment when respondents are grouped according to

financial status. In terms of personal-emotional adjustment, the F-value is 1.517.

Because the p-value of .178 is greater than 0.05 alpha level of significance, the null

hypothesis is accepted. Therefore, there is significant difference in the level of personal-

emotional adjustment when respondents are grouped according to financial status. Lastly,
 32

in terms of institutional attachment, the F-value is 1.163. Because the p-value of .330 is

greater than 0.05 alpha level of significance, the null hypothesis is accepted. Therefore,

there is no significant difference in the level of institutional attachment when respondents

are grouped according to financial status.

The findings of the problem conform to the study of Eghbal (2015) that some of

the students in college whether they are in middle class in financial students nor in the

lower class still able to manage their academic performance in universities and able to

cope up the adjustment. Additionally, one out of five students reduced the number of

courses they enrolled in due to their finances.

Table 11. ANOVA in the level of adjustment to college when grouped by

proximity of house to school
ADJUSTMENT TO Sum of Mean
COLLEGE Squares df Square F Sig.
Academic Between Groups .407 2 .204 .142 .867
Adjustment
Within Groups 184.483 129 1.430
Total 184.890 131
Social Between Groups .189 2 .094 .071 .931
Adjustment
Within Groups 170.444 129 1.321
Total 170.632 131
Personal- Between Groups 2.761 2 1.381 .963 .385
emotional
Within Groups 185.022 129 1.434
Adjustment
Total 187.783 131
Institutional Between Groups 10.812 2 5.406 4.078 .019*
Attachment
Within Groups 171.002 129 1.326
Total 181.814 131
Legend: * significant at alpha 0.05 level of significance
 33

Table 11 shows the ANOVA in the level of adjustment to college when grouped

by proximity of house to school. In terms of academic adjustment, the F-value is .142.

Because the p-value of .867 is greater than 0.05 alpha level of significance, the null

hypothesis is accepted. Therefore, there is no significant difference in the level of social

adjustment when respondents grouped according to proximity of house to school. In

terms of social adjustment, the F-value is 0.71. Because the p-value of .931 is greater

than 0.05 alpha level of significance, the null hypothesis is accepted. Therefore, there is

no significant difference in the level of social adjustment when respondents are grouped

according to proximity of house to school. In terms of personal-emotional adjustment, the

F-value is .963. Because the p-value of .385 is greater than 0.05 alpha level of

significance, the null hypothesis is accepted. Therefore, there is no significant difference

in the level of personal-emotional adjustment when respondents are grouped according to

proximity of house to school. Lastly, in terms of institutional attachment, the F-value is

4.078. Because the p-value of .019 is lesser than 0.05 alpha level of significance, the null

hypothesis is rejected. Therefore, there is significant difference in the level of

institutional attachment when respondents are grouped according to financial status.

The findings of the problem conform to the study of Andres and Looker (2011)in

which it was stated that students raised in a family situated near a university have the

obvious cost-saving alternative of staying at home while attending the local university,

thus avoiding the added living and moving costs associated with leaving the nest to attend

school. Students living “out-of-commuting distance” do not have this option, and may

thus be less likely to attend university, especially if they are from a lower income family.
 34

5. Is there a significant relationship between the level of adjustment to college and

academic performance of 1st year radiologic technology students?

Table 12. Pearson r Correlation Among Variables

Academic
Decision Interpretation
Performance
Pearson
1. Academic Adjustment Correlation -.007
Sig. (2-tailed) .939 Accept Not Significant
Pearson
2. Social Adjustment Correlation -.002
Sig. (2-tailed) .983 Accept Not Significant
3. Personal-emotional Pearson
adjustment Correlation -.029
Sig. (2-tailed) .737 Accept Not Significant
Pearson
4. Institutional Attachment Correlation .047
Sig. (2-tailed) .592 Accept Not Significant

Table 12 represents the Pearson r correlation among variables. Pearson correlation

r-value between academic adjustment and academic performance is -.007 and because the

p-value of .939 is greater than the 0.05 alpha level of significance, the null hypothesis is

accepted. Therefore, there is no significant relationship between academic adjustment and

academic performance. Pearson correlation r-value between social adjustment and

academic performance is -.002 and because the p-value of .983 is greater than the 0.05

alpha level of significance, the null hypothesis is accepted. Therefore, there is no

significant relationship between social adjustment and academic performance. Pearson

correlation r-value between personal-emotional adjustment and academic performance is

-.029 and because the p-value of .737 is greater than the 0.05 alpha level of significance,

the null hypothesis is accepted. Therefore, there is no significant relationship between

personal-emotional adjustment and academic performance. Pearson correlation r-value

 35

between institutional attachment and academic performance is .047 and because the p-

value of .592 is greater than the 0.05 alpha level of significance, the null hypothesis is

accepted. Therefore, there is no significant relationship between institutional attachment

and academic performance.

 36

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section describes the summary, extracts the conclusions, and proposes the

recommendations of the study.

Summary

The thrust of the study was to determine the relationship between adjustment to

college and academic performance of 1st year Radiologic Technology students of Davao

Doctors College. Specifically, it sought to know the demographic profile of 1st year

Radiologic Technology students of Davao Doctors College in terms of gender, financial

status, academic strand taken during SHS and proximity of house to school; to determine

the level of adjustment to college of 1st year Radiologic Technology students of Davao

Doctors College; to know the academic performance of 1st year Radiologic Technology

students of Davao Doctors College in terms of Weighted Point Average (WPA), to test

the significant difference in the adjustment to college when students are grouped

according to gender, income class, academic strand taken during SHS and proximity of

house to school; and to test the significant relationship between the level of adjustment to

college and academic performance of 1st year Radiologic Technology students. The null

hypotheses were formulated and tested at 0.05 level of significance.

A descriptive-correlational study was undertaken at Davao Doctors College

employing first year Radiologic Technology students as respondents. The Slovin’s

formula was used to calculate the sample size of 131 which was then adjusted to 132 for

facility and ease during computation for stratified random sampling technique. The 131

respondents were given questionnaires to gather data on demographic profile and level of
 37

adjustment to college. After the data were gathered, these were analyzed using the

following statistical tools: mean, Pearson R, ANOVA and t-test.

The findings of the study are summarized and arranged as follows:

1. From the sample size of 132, the demographic profile of first year Radiologic

technology students in terms of gender is: 61 (46.2%) are males while 71 (53.8%)

are females; in terms of financial status is : 16 (12.1%) belong to the poor income

class, 14 (10.6%) belong to the low (but not poor) income class, 34 (25.8%)

belong to the lower middle income class, 46 (34.8%) belong to the middle income

class, 14 (10.6%) belong to the upper middle income class, 5 (3.8%) belong to the

upper income (but not rich) class and 3 (2.3%) belong to the rich income class; in

terms of academic strand taken during SHS is: 28 (21.2%) were from GAS, 12

(9.1%) were from HUMSS, 78 (59.1%) were from STEM, 5 (3.8%) were from

ABM and 9 (6.8%) were from other strands such as ICT; in terms of proximity of

house to school is: 43 (32.6%) travel less than one kilometer to school, 45

(34.1%) travel between one kilometer and 10 kilometers to school and 44 (33.3%)

travel more than 10 kilometers to school.

2. The respondents perceived their level of academic adjustment as moderate as

indicated by the mean of 3.07, social adjustment as moderate as indicated by the

mean of 3.06, personal-emotional adjustment as moderate as indicated by the

mean of 3.01 and institutional attachment as moderate as indicated by the mean of

3.09. The respondents perceived their overall level of adjustment to college as

moderate as indicated by the mean of 3.06.

 38

3. The academic performance of first year Radiologic Technology students in terms

of Weighted Point Average (WPA) during prelim term is 2.63.

4. The test of difference in the level of adjustment to college, specifically the

academic adjustment when respondents are grouped according to academic strand

during SHS revealed significant difference during ANOVA (p<0.05). This means

that the academic strand taken during SHS affects the level of academic

adjustment to college. The test of difference in the institutional attachment when

respondents are grouped according to proximity of house to school also reported

significant difference during ANOVA (p<0.05). This means that the proximity of

house to school affects the level of institutional attachment. No significant

difference was reported among other demographic profiles.

5. The test of relationship using bivariate Pearson R correlation reported no

significant relationship between adjustment to college and academic performance

of first (1st) year radiologic technology students.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The majority of the first (1st) year radiologic technology student-respondents of

Davao Doctors College are female, belong to middle income class, were from

STEM strand and travel between one kilometer and 10 kilometers to school.

2. Student-respondents adjust to college often in terms of academic, social personal-

emotional and institutional attachment. Respondents adjust to college often in

terms of overall level of adjustment to college.

 39

3. There is significant difference in the level of academic adjustment to college

when respondents are grouped according to academic strand taken during SHS.

There is also significant difference in the level of institutional attachment when

respondents are grouped according to proximity of house to school. There is no

significant difference in the level of social and personal-emotional adjustments to

college when respondents are grouped according to demographic profile.

4. There is no significant relationship between adjustment to college and academic

performance of first year Radiologic Technology students.

Recommendations

Based on the findings of the study and conclusions, the following

recommendations are given:

1. The high school students should choose the right academic strand that is fit to

their undergraduate degree to be taken during college since academic strand can

significantly affect the academic adjustment of students.

2. The first year Radiologic Technology students should involve in activities that

can strengthen their adjustment to college. These include attending all the

discussions or lectures, reading and exploring new books and reviewing notes

regularly.

3. The school administrator and faculty should implement programs that can

intensify adjustment of students to college.

4. The future researchers may include other variables that can affect the level of

adjustment to college and academic performance of first year Radiologic

Technology students.
 40

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