FACTORS RELATED TO DROP OUTS AND PERFORMANCE OF CWTS STUDENTS AT LAGUNA STATE POLYTECHNIC UNIVERSITY SAN PABLO CITY CAMPUS ACADEMIC YEAR 2010 - 2011 A Research Paper Presented to the Faculty of the College of Teacher Education Laguna State Polytechnic University San Pablo City Campus San Pablo City In Partial Of Fulfillment Of the Requirements in Methods of Research for the Degree Bachelor of Secondary Education Major in Social Studies
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
FACTORS RELATED TO DROP OUTS AND PERFORMANCE OF CWTS STUDENTS AT LAGUNA STATE POLYTECHNIC UNIVERSITY
SAN PABLO CITY CAMPUS ACADEMIC YEAR 2010 - 2011
A Research PaperPresented to the
Faculty of the College of Teacher EducationLaguna State Polytechnic University
San Pablo City CampusSan Pablo City
In Partial Of FulfillmentOf the Requirements in
Methods of Research for the DegreeBachelor of Secondary Education
Major in Social Studies
ELAINE ROSE P. CARANDANGOctober 2010
Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City CampusSan Pablo City
COLLEGE OF TEACHER EDUCATION
Approval Sheet
The Thesis entitled, “FACTORS RELATED TO DROP OUTS AND PERFORMANCE OF CWTS STUDENTS AT LSPU – SPCC ACADEMIC YEAR 2010 - 2011” is prepared and submitted by Elaine Rose P. Carandang in partial of fulfillment of the requirements for the degree of Bachelor of Secondary Education, Major in Mathematics, has been examined and is recommended for acceptance and approval for oral examination.
MRS. FE D. BELEN Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a rating of ______.
MRS. FE D. BELENChairman
NELIA T. SALVADOR, Ed.D. PROF. MARILYN P. SANTOS Subject Specialist Statistician
MRS. CECILIA B.DIVATechnical Editor & English Critic
PROF. MAURO D. LUCIDO JR.Dean, College of Teacher Education
The stream of the program factors are hypothetically determined: Homesickness and
feeling that you don’t fit in (fond of problem Feroe, 2005). Educational burnout. While college
gives you control and flexibility over your schedule, the hard demanding schedule, challenging
courses, and boatload of homework certainly has turned a lot of students away from the desire to
continue. Academic unpreparedness. Personal or family issues. Financial constraints.
Additionally, financial situations can change from year to year. Too much fun — but not enough
education. Some students take advantage of their friendships, which could put them on academic
probation due to suffering grades or absence in classes. The school isn’t a good academic fit for
the student. You’ve selected a great school that is very arts-centric. However, you realize that
you like the sciences better. Similarly, you may hate the average class size of 100 and prefer
much smaller classes for more individualized attention. Setting sights on the wrong major. You
may have wanted to be a doctor but after taking several science classes, you decided that you’re
rather go into marketing. Does your school have a marketing major? If not, you’re likely to go
elsewhere. No guidance or mentors. External demands, particularly within part time or full time
employment. The major outline of the suggested causes are the teacher factor and students
which has a great stream (Gores, 2007)
In relation to over 30% of college students leave after the first year and almost 50% never
graduate, according to the Department of Education. The leading reason for this problem seems
to be a lack of money and principally by the students themselves. According to the National
Center for Public Policy and Higher Education: 1/2 of all entering freshman borrow funds for
certain unit, 1/5 of those who borrow drop out and those who drop out are twice as likely to be
unemployed as borrowers who received a degree and more than ten times as likely to default on
their loans.
Notion of a knowledge base for teaching” and, specifically, this argument that teachers
possess “pedagogical content knowledge,” invites further analysis. (Buchmann,2006) for
example, describes two likely political or social forces behind the knowledge base argument and
the base of subject interaction. One stems from motivations to professionalize teaching.
Researchers attempt to dignify the practice of teaching by showing its rich, complex nature
especially the complex subject program. The tone of the discussions is often positive, perhaps
inspiring, liberating or enlightening. The other stems from motivations to evaluate teaching.
Researchers attempt to scrutinize the nature of teaching in order to better clarify ways in which
teachers should be accountable. The tone of these discussions is often negative or critical,
sometimes belittling the enterprise of teaching as a whole (applying teaching as a whole, 2005)
Irrespective of whether one studies teachers in order to praise them or to bury them, at
least two interesting philosophical questions arise when the notion of teacher knowledge is
examined in greater detail affecting the number of drop outs. The first, which will be called the
“tacit problem,” is that teacher knowledge appears to be primarily a form of knowledge how. In
other words, the most credible justification for a teacher’s knowing is the fact that he or she can
do something in the classroom (eg., create situations that enable students to learn). The second,
which will be called the “situated problem,” is that teacher knowledge is deeply dependent on
particular times, places, and contexts, and lacks the general character of knowledge in
mathematics, physics, or even psychology. Thus, it is difficult to formulate criteria which can be
used to explain how a piece or instance of teacher knowledge might be justified.
According to many researchers most have described the tacit and situated nature of
teacher knowledge. The motive for rehashing these problems is not to disprove what Shulman
(2008) writes, but to speak more carefully about the connection between knowledge and teaching
and its relevance on dropping causes.
Statement of the Problem
This study aims to know the “Factors related to drop outs and performance of CWTS
students in LSPU – SPCC academic year 2010 - 2011”.
It sought answers to the following questions.
6. What is the profile of the respondents in terms of:
6.1 age;
6.2 gender;
6.3 course;
6.4 year level; and
6.5 general weighted average?
7. What is the level of performance of students enrolled in CWTS during 2010 – 2011?
8. How do the respondents perceive the factors related to the number of drop outs:
8.1 teacher’s methodologies;
8.2 attitude of students; and
8.3 schedule?
9. Is there a significant relationship between the profile of the respondents and their
performance?
10. Is there a significant relationship between the performance of the respondents and factors
related to CWTS?
10.1 teacher’s methodologies;
10.2 attitude of students; and
10.3 schedule?
Significance of the Study
It is hope that the findings of this study will help the students to develop their physical,
moral, intellectual, and social well being. Enlighten their mind to know their vital role in nation
building. Also help to promote their civic consciousness and at the same time inculcate in the
youth or students the patriotism, nationalism and endurance and their involvement in public and
civic affairs.
Finally with many strong youth-focused organizations in the government and public
sector, Filipinos are placing great importance on youth participation and service: programs like
the NSTP target youth in schools to participate in building civic community. These programs are
providing services that improve Filipino community, but more importantly they are building a
sense of civic responsibility in the students who are the future of the Philippines.
Scope and Limitation
The study is all about the factors related to drop outs and performance of CWTS students
in Laguna State Polytechnic University, San Pablo City Campus. It is limited to sixty (60)
students coming from all enrolled students in CWTS academic year 2010 - 2011.
The main source of data is on the survey questionnaire prepared by the researcher. It
provides more information as the main instrument that determines how the respondents are able
to relate in this study.
Theoretical Framework
This study was based on how individuals cope with academic standings; individuals are
classified into introverts and extroverts. Their decisions and actions are determined primarily by
objective relationship and their attention and interests are centred on the immediate environment
rather than attaining good grades.
The research task is interactive: to clarify the nature of the interfaces and optimal
readiness by Edward Thorndike through investigations of how students partially made to finish
curriculum. Needless to say, this law conditionally understood; they have to learn about the facts
that can set their interest and drive the responsibility of taking fulfilling a subject course.
Conceptual Framework
The independent variable of the study comprises the person – related factors; age, gender,
course, year level, general average. While factors related to CWTS comprises attitude of
students, teachers’ methodologies and schedule while the dependent variable of the study is the
performance of students who were enrolled in CWTS during 2010 - 2011.
The result of performance of students in CWTS act as dependent variable in the study. It
is assumed to be affected by the independent variables.
Paradigm
Independent variable(s) Dependent variable(s)
I. Profile of the respondentsAge;Gender;Course; Year level; and Performance of students General Average
II. Factors – related to drop out Attitude of students;Teachers’ methodologies; andSchedule
Figure 1. Research Paradigm of the study
Figure 1. shows the relationship between the independent variables and the dependent variables or performance of students in Laguna State Polytechnic University.
Hypotheses
3. There is no significant relationship between the profile of the respondents and their
performance.
4. There is no significant relationship between the performance of students and factors
related to CWTS program.
Definition of Terms
The terms used had defined from the operational point of view of the researcher to help
the readers comprehend the study efficiently.
CWTS. (Civic Welfare Training Service) a particular program and a subject in where students are
taking three (3) units every Saturday at Laguna State Polytechnic University – San Pablo City
Campus.
Performance. Refers to the quantity of achievement of the respondents enrolled in CWTS during
2010 - 2011.
Drop out. Refers to the students who stopped un/intentionally the program of CWTS because of
such factors.
Profile. Is a set of characteristics for an individual who are enrolled in a CWTS subject.
Age. Refers to the respondents period of birth.
Gender. Is a socially constructed definition of women and men.
Year level. Refers to the level of attainment of the respondents.
Course. Refers to the specific field that individual choose in college.
Attitude of students. Refers to the mental predisposition of the respondents based on the CWTS
program Academic year 2010.
Teachers’ methodologies. Refers to the methods of instruction delivered by the coordinators of
CWTS.
Schedule. The time agreement of CWTS students enrolled in a subject and the instructors.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies that may have significant learning
in the present study.
Related Literature
The CWTS refers to the program component or activities contribution to the general
welfare and the betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety recreation and moral citizenry and other social welfare services
The Components of CWTS
The Civic Welfare Training Services (CWTS) is one of the program in National Service
Training Program (NSTP) is geared towards activities that have social impact through activities
that could contribute to “health education, environment, entrepreneurship, safety, recreation, and
morals of the citizenry (www.laws.com).
“Thus, the CWTS component of the NSTP stressed the importance of youth, involvement
in broad programs or activities that will benefit from people. While the CWTS focused on
programs to enhance the living conditions of the people”
Guthrie (2004) There are many reasons for teens to underperform at school, including a
lack of motivation to do well, problems at home or with peers, poor work habits or study skills,
emotional and behavior problems, learning disabilities (such as dyslexia), attention deficit
hyperactivity disorder, mental retardation or below average intelligence and other medical
problems, including anxiety and depression. Also keep in mind that children with sleep
problems, such as obstructive sleep pane, or inadequate sleep, can have problems in school,
usually secondary to intentional problems and daytime sleepiness as in such case college level
are vulnerable in acting as a student as adolescent period foresee as in Asia more and more
college level degrade the privilege as behavioural concerned.
For Aderson (2003) it is important to find the reason for your child's poor performance,
especially if she is in college level, and come up with a treatment plan so that she can perform up
to her full potential. Another reason to get your child help is that doing poorly in school can
easily lead to problems with low self-esteem, behavior problems and depression that lead to
dropping.
It is sometimes difficult to figure out if a child's problems at school are caused by their
other medical problems, such as depression, or if these other problems began because of their
poor school performance. Children who do poorly at school may be under a lot of stress, and will
develop different ways to cope with this stress. Some may externalize their feelings, which can
lead to acting out and behavior problems or becoming the class clown. Other children will
internalize their feelings, and will develop almost daily complaints of headaches or
stomachaches. A thorough evaluation by an experienced professional is usually needed to
correctly diagnose children with complex problems. In congruence to imitativeness of those
forced to work for the sake of finishing the course requirement as in relation to the community
service a social practicum (www.realm – cc.com).
Gorucd, F. O., & Puringht, (2004) When the fact realize your child has a problem at
school, you should schedule a meeting with her teacher to discuss the problem. Other resources
that may be helpful including talking with the school psychologist or counselor or your
Pediatrician especially coordinating to the school.
Percentage distribution was utilized to describe the related factors to CWTS program and
regarding the number of drop – outs in CWTS variables in terms of age, gender, course, year
level, general average.
For the drop – out related factors such as attitude of students, teacher’s methodologies,
and schedule. The researcher was utilized the mean and standard deviation using a Likert scale, 5
being the highest, denotes ‘outstanding’ and 1 being the lowest, denotes ‘poor’.
To find that if there is a relationship existing between the independent and dependent
variables, Pearson Product Moment of Correlation Coefficient was used to tell how well two sets
of continuous data correlate to each other at 0.05 level of significance.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF FINDINGS
This chapter presents the findings of the study in illustrative tables and analysis as well as
the interpretation based from the statistical treatment of the data.
Table 1Distribution of Respondents According to Age
Age Frequency Percent16 17 2817 28 47
18 8 1319 2 3
20 & above 5 8TOTAL 60 100
As shown in Table 1 the distribution of respondents according to age. In a clear view age
17 outnumbered the rest with 28 or 47%; followed by 16 with 17 or 28%. On the other hand 8 or
13 % of the total respondents are in the age of 18; while the rest such as 20 & above has 5 or 8%
and the least score goes to age 19 with 2 or 3%. This implies that the majority of the respondents
subjected in the study are in age 17 which is under adolescence period.
Table 2Distribution of Respondents According to Gender
Gender Frequency PercentMale 17 28
female 43 72TOTAL 60 100
As table 2 reveals the distribution according to gender it is obvious that female
respondents override the male with 43 out of 100 or 72% it justify that most enrolees in CWTS
program are female regardless of course and year level. Unlike the male who has only 17 or
28%.
Table 3Distribution of Respondents According to Course
Course Frequency PercentBSEd 8 13BEEd 7 12BSIE 3 5
BSHRM 7 12BS Psycho 5 8
BS Bio 10 15BS Tourism 5 8
BSBA 8 13BSIT 2 3
BS Info 2 3BSECE 1 2BSEE 2 3
AT 1 2TOTAL 60 100
In respect to table 3 we can grasp that most enrolees are come from BS Bio with 10 or
15%. Hence it can be noted that majority of drop – outs comes from CAS department it follows
BSEd and BSBA (which is a new program of LSPU – SPCC) with 8 or 13%; BEEd and BSHRM
are nest to the lead with 7 or 12%; BS Tourism and BS Pscyho has 5 or 8%; 3 or 5% come from
BSIE; BSIT, BS info and BSEE has 2 or 3% and BSECE and AT has subdued to least with 1 or
2%.
Table 4Distribution of Respondents According to Year Level
Year Level Frequency Percent1st year 52 872nd year 3 53rd year 3 54th year 2 3TOTAL 60 100
Table 4 shows the distribution according to the respondent’s level, majority of it goes to
1st year level with assurance that most freshmen thoroughly enrol the NSTP program since they
are requiring to have a 3 units in this field; followed by 2nd year and 3rd year level with 3 or 5%
hence, the reasons behind are lack of priority choices on NSTP (whether they choose CWTS or
ROTC) some says their status is cross enrolled and still do not taking the prescribe units.
(Kintaro, 200).
Table 5 Distribution of Respondents According to General Weighted Average
General Weighted Average Frequency Percent1.0 – 1.5 18 301.51 - 2 6 10
2.99 - 2.5 12 202.6 - 3 19 323.9 - 5 3 5
TOTAL 60 100
Table 5 shows the distribution with regards to their courses or career they had chosen. It
is lucid that most respondents have an average of 2.6 – 3.0 with 19 or 32%; next grade ranges 1.0
– 1.5 with 18 or 30% it is obvious that one – fourth of enrolees in CWTS perform in a very
satisfactory level; 2.99 – 2.5 ranges the grade of 12 or 20 respondents; 6 or 10% stretch to 1.51 –
2.0 general weighted average; and lastly 3 or 5% of grade ranges 3.9 – 5.0.
The results imply that majority of the respondents befall the weighted average from 3.0 –
2.6. this is supported by Ward (2010) that gaining 3 units in a such field do not necessarily fall
out to a vey outstanding result. Hence, capability of students dearly affects the learning
conditions and the G.W.A. which is not true score.
Table 6Respondents’ Perception on Students’ Attitude as Factors – Related to Drop Out
IndicatorsMean
Standard Deviation
Remarks
1. Students are attentive in CWTS. 3.74 0.99 Agree2. Students in CWTS follow the policies that made
by the coordinators.3.75 0.98 Agree
3. students are accountable towards given tasks 3.45 0.87 Agree4. Students of CWTS come to class early. 3.40 0.89 Uncertain5. The students act or follow their instructors if they
Table 8 show the indicator the schedules are followed by the students ( x−¿¿
= 3.52); There
is a need to change the schedule of class in CWTS ( x−¿¿
= 3.75); Schedules strongly affects the
behaviour of the students of CWTS ( x−¿¿
= 3.76); All students of CWTS are accountable to their
time management ( x−¿¿
= 3.29); Determining schedule of CWTS is rigid ( x−¿¿
= 3.46). This implies
that schedule of the subject strongly affects the respondents’ performance.
As (Unel, 2003) reinforce that time strictly has relationship on a person to put into act,
maybe personal or disorganize management.
Table 9
Correlation Between the Profile of the Respondents and Their PerformanceVariables r - value p - value Interpretation
Age .209 .020 SignificantGender .227 .011 SignificantCourse .124 .009 Significant
Year level -.196 .029 SignificantLegend:p >.05 - not significantp <.05 – significant
Table 9 shows the correlation between the profile of the respondents and their
performance during A.Y. 2010 – 2011. As we notice all the variables for profile of the
respondents are significant to their academic performance, Age (p = 0.020), Gender (p = 0.011),
Course (p = 0.009), Year level (p = 0.029) since their p – value is less than 0.05 level of
significance.
The result implies that age, gender, the chosen course and year level are determinants on
how a learner will perform academically. As reflected by the study of Dacma (2003) student
performance is affected by different factors such as learning abilities because new paradigm
about learning assumes that all students can and should learn at higher levels but it should not be
considered as constraint because there are other factors like race, gender, sex that can affect
student’s performance. (Hansen, Joe B.2000). Some of the researchers even tried to explain the
link between students achievements, economic circumstances and the risk of becoming a drop-
out that proved to be positive (Goldman, N., Haney, W., and Koffler, S., 2002).
Table 10Correlation Between the Performance of the Respondents and Factors - Related to CWTS
ProgramVariables r - value p – value InterpretationTeachers’
methodology.207 .115 Not Significant
Attitude .296 .023 SignificantSchedule .083 .527 Not significant
Legend:p >.05 - not significantp <.05 – significant
Table 10 shows the correlation between the performance of the respondents and factors –
related to CWTS program and two variables are exhibited to be not significant; teachers’
methodologies (p = 0.115) & schedule of the program with (p = 0.527). While ‘attitude’ as
perceived by the respondents is significant to the performance since (p = 0.023) is less than the
0.05 level of significance. As Coco (2004) supported that the mental pre - disposition is the
summit on a person how perform and is strictly affecting the performance of learners. Attitude as
a concept is concerned with an individual way of thinking, acting and behaving. It has very
serious implications for the learner, the teacher, the immediate social group with which the
individual learner relates and the entire school system. Attitudes are formed as a result of some
kind of learning experiences. They may also be learned simply by following the example or
opinion of parent, teacher or friend. This is mimicry or imitation, which also has a part to play in
the teaching and learning situation. In this respect, the learner draws from his teachers’
disposition to form his own attitude, which may likely affect his learning outcomes (Olicer, 2005
pg. 24 – 45). In his observational theory, Bandura (1971) demonstrated that behaviours are
acquired by watching another (the model, teacher, parent, mentor, friend) that performs the
behaviour. The model displays it and the learner observes and tries to imitate it. Teachers are,
invariably, role models whose behaviours are easily copied by students. What teachers like or
dislike, appreciate and how they feel about their learning or studies could have a significant
effect on their students. Unfortunately, however, many teachers seldom realize that how they
teach, how they behave and how they interact with students can be more paramount than what
they teach. In a nutshell, teachers’ attitudes directly affect students’ attitudes. Teachers’ attitudes
are in turn, influenced by their culture and belief system. Teachers’ attitudes towards their
students in school must be favourable enough to carry students along.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations
related to the factors related to drop out.
Summary
This study aims to know the “Factors related to drop outs and performance of CWTS
students in LSPU – SPCC academic year 2010 - 2011”.
It sought answers to the following questions.
11. What is the profile of the respondents in terms of:
11.1 age;
11.2 gender;
11.3 course;
11.4 year level; and
11.5 general weighted average?
12. What is the level of performance of students enrolled in CWTS during 2010 – 2011?
13. How do the respondents perceive the factors related to the number of drop outs:
13.1 teacher’s methodologies;
13.2 attitude of students; and
13.3 schedule?
14. Is there a significant relationship between the profile of the respondents and their
performance?
15. Is there a significant relationship between the performance of the respondents and factors
related to CWTS?
15.1 teacher’s methodologies;
15.2 attitude of students; and
15.3 Schedule?
Findings
Majority of the respondents are in age of 17 with 28 or 47%; 43 or 72 are female; 10 or
15% are taking BS Biology; and 52 or 87% are in 1st year level.
19 or 32% of the grade of the respondents ranges 2.6 – 3.0.
Students’ attitude (mean = 3.57) and Programs’ schedule (mean = 3.56) are interpreted as
‘Agree’. While teachers’ methodologies (mean = 3.33) is interpreted as ‘uncertain’.
The person – related factors resulted as ‘significant’ to the level of performance of
respondents.
The performance of the respondents is ‘not significant’ to the CWTS – related variables.
Conclusion
5. The hypothesis that ‘There is no significant relationship between the profile of the
respondents and their performance’ is ‘Rejected’.
6. The hypothesis that ‘There is no significant relationship between the performance of
students and factors related to CWTS program’ is ‘Accepted’
Recommendations
5. Teachers’ methodologies must utilized student’s centred since CWTS’s program has a
vast number of learners.
6. Students’ must be accountable on following the program’s schedule and equip their own
time management.
7. Institutions should promote collaborative training as early as possible so that it will
culminate the attitude of learners towards community service.
8. Researchers must extend their scope on the performance of students in such area of
learning, especially in community subject.
BIBLIOGRAPHY
Census 2000 summary file 1-4-United States. (2002). U.S. Census Bureau, Washington D.C.
Census 2000 summary file 1-4 technical documentation. (2002). U.S. Census Bureau, Washington D.C.
Colorado 4-H youth development handbook. (2003). State 4-H Program Office, Colorado State University, Fort Collins, C.O.
The condition of education 2003, NCES 2003?067. (2003). U.S. Department of Education, National Center for Education Statistics, Washington, D.C.
Curtin, T.R., Ingels, S.J., Wu, S., & Heuer, R. (2002). National education longitudinal study of 1988: Base-year to fourth follow-up data file user's manual (NCES 2002-323). Department of Education, National Center for Education Statistics, Washington, D.C.
Dropout data. (1999-2003). Colorado Department of Education, Denver, C.O. Available at: http://www.cde.state.co.us
Ingels, S.J., Curtin, T.R., Kaufman, P., Alt, M.N., and Chen, X. (2002). Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later. (NCES 2002?321). U.S. Department of Education, National Center for Education Statistics, Washington D.C.
Snyder, H. N., & Sickmund. M. (1995). Juvenile offenders and victims: A national report. Office of Juvenile Justice and Delinquency Prevention, Washington, D.C.
www.researchlib.com
www.yahoo.com
www.google.ph.com
www.censusUS.com
www.indED.com
www.skills-measure.com
APPENDIX A
Laguna State Polytechnic University
San Pablo City Campus
San Pablo City
Dear Respondents,
GREETINGS! I am undertaking a research study entitled “Factors Related to CWTS
program and the number of drop outs in CWTS Academic Year 2010.” as a course requirement
to my subject research. In view here of, I respectfully choose you as one of my respondents to
answer the following questions for the completion of study.
Please provide me your honest response. Rest assures that will be treated with utmost
confidentiality.
Thank you for your cooperation.
Respectfully yours,
Carandang, Elaine Rose P.
The Researcher
APPENDIX B
PART I : Profile of the respondents
Direction : Please fill-up the needed information on the blank provided.
Name:_____________________ (optional)
Age:_______
Gender: ___
Course: ____________
Year Level: _________
General weighted average or performance: _______
PART II. The Perception of the respondents
Direction: Based on your observation, indicate your response to the following regarding the factors related to CWTS program and the number of drop-outs of CWTS students by putting a (/) mark according to the rating scale provided.
5 ------------- Strongly Agree
4 ------------- Agree
3 ------------- Uncertain
2 ------------- Disagree
1 ------------- Strongly Disagree
A. Attitude of students 5 4 3 2 16. Students are attentive in CWTS.7. Students in CWTS follow the policies that made by the
coordinators.8. students are accountable towards given tasks9. Students of CWTS come to class early.10. The students act or follow their instructors if they meet their
interest.
B. Teacher methodologies 5 4 3 2 11. The instructors provide conducive learning environment.2. They assess the materials accordingly (like test, community
resources etc.)3. Their teaching methodologies are always sustainable to the
needs of their students.4. The instructors discuss the lessons clearly.5. The instructors respect the ideas being held by their students
C. Schedule 5 4 3 2 11. The schedules are followed by the students.2. The is a need to change the schedule of class in CWTS.3. Schedules strongly affects the behaviour of the students of
CWTS.4. All students of CWTS are accountable to their time