Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students
Nick John B Solar*
Junior High School Department, University of San Agustin-Iloilo City, Philippines
- Corresponding Author:
- Nick John B Solar
Faculty Researcher, University of San Agustin
Junior High School department, General Luna
Iloilo City, Iloilo 5000, Philippines
E-mail: [email protected]
Received date: July 17, 2015; Accepted date: October 13, 2015; Published date: October 20, 2015
Citation: Solar NJB (2015) Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students. J Psychol Psychother 5:210. doi:10.4172/2161-0487.1000210
Copyright: © 2015 Solar NJB. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
This is a non-experimental, cross sectional comparative study aimed to determine the attributions of academic performance of third year and fourth year biology major students in the College of Education of West Visayas State University in Philippines. The academic performance of the students were measured in terms of test, projects, workbooks, and laboratory experiments, class participation, and attendance. The researcher made closed-form questionnaire checklist that was categorized in terms of the ability, the effort, luck or the task difficulty was use to evaluate the attribution in academic performance of the students. In order to determine if there were significant difference in the attribution of the students when they were taken according to their year level, the mean frequency, mean percentage, Mann-Whitney U-test, two-sampled test set at 0.05 level of significance were employed. The result of the study revealed that the Third Year biology major students attributed their academic performance to effort which was shown to have the highest percentage attribution and luck which was shown to have the least percentage attribution in the overall rank. The result revealed further, that there was a significant difference in the attributions of academic performance for third year and fourth year biology major students in terms of test, while the results for projects, workbooks and laboratory experiment and class participation and attendance categories was found out to have a significant difference in the attribution for the academic performance of the third and fourth year biology major students.