Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Online Education, Study Habits, College Students, Students, Nursing

Abstract

STATEMENT OF OBJECTIVES General: To compare the learning habits practiced by BS Nursing students at De La Salle Medical and Health Sciences Institute (DLSMHSI) before and during the implementation of Home-Based Alternative Learning Modalities in the Academic Year 2020-2021. Specific: 1. To determine the profile of the respondents in terms of year level, sex, family structure and family monthly income. 2. To determine the learning habits of the respondents in terms of study skills, study attitude, and study habits before the implementation of HBALMS when grouped according to year level, sex, family structure, and family monthly income. 3. To determine the learning habits of the respondents in terms of study skills, study attitude, and study habits during the implementation of HBALMS when grouped according to year level, sex, family structure, and family monthly income. 4. To compare the study skills, study attitude, study habits and the overall learning habits practiced by the respondents before and during the implementation of HBALMs. 5. To determine if there is a significant difference in the study habits, study skills and study attitude before and during the implementation of HBALMs.

METHODOLOGY This study utilized the quantitative comparative research design. Using the stratified random sampling method, the total population of 467 students from the second-, third-, and fourth- year levels in DLSMHSI College of Nursing for A.Y. 2020- 2021 was scaled down to 229 respondents. A validated self-made questionnaire was used containing statements based on a literature review pertaining to study skills, study attitude, and study habits. The actual data gathering was conducted online using Microsoft Forms which were distributed through a QR code and link. The data were then subjected to statistical treatment using frequency, percentage, mean, standard deviation, Kruskal Wallis test, and Mann Whitney U test.

MAJOR FINDINGS Following are the findings of this study: 1. The profile of the 229 respondents revealed that 104 (45%) respondents were third-year students, 174 (76%) respondents were female, 155 (86%) respondents were from a nuclear family structure, and 59 (26%) respondents have a family monthly income of ₱60,000 to ₱99,999. 2. The respondents practiced their learning habits in terms of study skills (M = 2.98), study attitude (M = 3.13), and study habits (M = 2.85) to a moderate extent before the implementation of HBALMs. 3. The respondents practiced their learning habits in terms of study skills (M = 2.91), study attitude (M = 3.06), and study habits (M = 2.77) to a moderate extent during the implementation of HBALMs. 4. There is no significant difference in the learning habits of the respondents when they are grouped according to year level, sex, family structure, and family monthly income as evidenced by their respective p-values of 0.330, 0.874, 0.625, and 0.132 for study skills; 0.235, 0.681, 0.085, and 0.135 for study attitude; and 0.845, 0.202, 0.310, and 0.198 for study habits, which are all greater than 0.05 level of significance. Therefore, the null hypothesis is not rejected. 5. There is no significant difference in the learning habits of the respondents when they are grouped according to year level, sex, family structure, and family monthly income as evidenced by their respective p-values of 0.527, 0.912, 0.970, and 0.4006 for study skills; 0.618, 0.313, 0.242, and 0.32 for study attitude; and 0.818, 0.310, 0.534, and 0.2 for study habits, which are all greater than 0.05 level of significance. Therefore, the null hypothesis is not rejected. 6. The learning habits of the respondents before and during the implementation of HBALMs showed significant differences in terms of study skills (p = 0.043), study attitude (p = 0.009), and study habits (p = 0.001). The learning habits of the respondents were more practiced before HBALMs than during its implementation. Therefore, the null hypothesis is rejected.

CONCLUSIONS The following conclusions were obtained based on the findings of the study: 1. Majority of the respondents are in the third-year level, female, from a nuclear family structure, and have a family monthly income ranging from ₱60,000 to ₱99,999. 2. Before the implementation of HBALMs, the learning habits of the respondents were practiced to a moderate extent. 3. During the implementation of HBALMs, the learning habits of the respondents were practiced to a moderate extent. 4. The learning habits of the respondents before the implementation of HBALMs when grouped according to year level, sex, family structure, and family monthly income showed no significant difference. 5. The learning habits of the respondents during the implementation of HBALMs when grouped according to year level, sex, family structure, and family monthly income showed no significant difference. 6. The learning habits of the respondent before and during the implementation of HBALMs do significantly differ. The learning habits of the respondents were more practiced before than during the implementation of HBALMs.

First Advisor

Marjorie Fay P. Sta. Maria, RN, LPT, MAN, PhD

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