i
The relationship between learning strategies and RAD Block exam results
of Level 2 Nursing Students
A Research Proposal
Presented to the Faculty of College of Nursing
Southwestern University PHINMA
Cebu City
In partial fulfillment of the requirements for Nursing Research
LLAMADO, KURT LAURENCE AGUIRRE
MORELLA, JOTHAM JAY BRAVO
OYAO, CHRISTIAN MILES MACASERO
PALCO, JULIA MANTALABA
PANOY, KYLE VINCENT DONGON
PILIOTAS, EULALIO IV CABE
PINO, SYVILLE KAYE OLIVAR
POUREH, MARAL GARDE
PUSPUS, RONALD JAMES DELIGERO
RAMOS, KAYE CATADO
REBALDE, JENNY ROSE
SABANDAL, CHELSEA RAMIREZ
SAVIOR, LAILA SAMANTHA DINESSE MALAZARTE
SUICO, AYN BATULAN
TIPAY, CHRISTIAN GATA
TOMATE, ROMELYN
February 2023
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Approval Sheet
This thesis entitled “The relationship between learning strategies and RAD
Block exam results of Level 2 Nursing Students” prepared and submitted by
BSN2 – B14, GROUP 3 in partial fulfillment of the requirements for the subject
NURSING RESEARCH 1 has been examined and is recommended for the
acceptance and approval for the ORAL DEFENSE EXAMINATION.
THESIS COMMITTEE
ARBY JAMES ABONALLA, RN, MSN, CHA, CLSSYB, DHSc, PhDN
Adviser
JILL MARIE C. HERMOGENES, RN, Ed.D
Member
RONELLA D. DELA ROSA, PhD, DNM
Member
DR. ANTHONY MERCADO
Chairman
PANEL OF EXAMINERS
APPROVED by the committee on ORAL Examination with a grade of
%.
DR. ANTHONY MERCADO
Chairman
JILL MARIE C. HERMOGENES, RN, Ed.D
Member
RONELLA D. DELA ROSA, PhD, DNM
Member
ARBY JAMES ABONALLA, RN, MSN, CHA, CLSSYB, DHSc, PhDN
Adviser
Accepted and approved in partial fulfillment of the requirements for the
subject NURSING RESEARCH 1.
Thesis Proposal:
Pre – Oral Defense:
Micelle B. Yu, RN, MAN, DM
Dean of the College of Nursing
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ACKNOWLEDGEMENT
This research project is a small but significant step on a never-ending journey
toward knowledge and comprehension. Without the assistance and direction of
numerous individuals who have contributed their time, expertise, and resources,
the research that is presented here would not have been possible. We are indebted
to everyone who has contributed to the success of this research.
We would like to begin by expressing our sincere gratitude to the Level 2
Nursing students who participated in this study. Their valuable insights and
perspectives are at the center of this study. This research would not have been
possible without their participation.
We would also like to express our gratitude to the nursing program's faculty
and staff for supporting this study, providing direction and feedback, and sharing
their extensive knowledge and expertise. This research project's success was made
possible by their unwavering support.
In addition, we would like to thank our friends for their helpful suggestions,
support, and encouragement throughout the research process.
This research project exemplifies the power of collaboration and the impact it
can have on improving comprehension and knowledge. It is an honor for us to have
worked on this project, and we hope that the results will contribute significantly to
nursing education.
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TABLE OF CONTENTS
Title Page
i
Approval Sheet
ii
Acknowledgement
iii
Table of Contents
iv
Chapter I
Introduction
Rationale
1
Theoretical Background
- 5
Conceptual Framework
10
Research of Related Literature
11
Statement of the Problem
18
Null Hypothesis
19
Significance of the Study
19
Research Methodology
Research Design
21
Research Environment
21
Research Respondents
22
Research Instruments
23
Research Procedures
24
Data Gathering
25
Ethical Considerations
25
Definition of Terms
---------------------------------------------- 27
References
---------------------------------------------- 28
Curriculum Vitae
---------------------------------------------- 33
1
CHAPTER 1
THE PROBLEM AND IT’S SCOPE
INTRODUCTION
1.1 Rationale
An examination is a stepping stone to any learning process. Its utilization of
exams aims to gauge students’ comprehension of particular concepts after the
standard school component of a course has been fulfilled. RBE, or Rad Block Exam,
and other final examinations are a way for students and instructors to assess areas
on which they need to work. RAD Block Exams, or RBEs, are major examinations
that test students' aptitude on a subject that students took for a month. With that
said, not only do examinations contain a plethora of topics, but they also test how
well a student prepares for the exam.
Utilizing strategies enables students to surmount their areas of weakness and
perform to their capabilities. With the help of strategies, students can learn the
value of adapting their ideas to different problems. A learning strategy is a
student's method of organizing and employing a particular set of skills to acquire
content or complete other tasks more effectively and efficiently in academic
environments—these methods of encapsulating knowledge factor into how a
student performs in an exam. Every student has a unique learning strategy, or they
have consulted with another student, a peer, or even a mentor who can provide
them with a learning strategy they may utilize for their benefit.
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It is crucial to remember that other elements like prior knowledge, motivation,
and test-taking abilities influence performance on the exam. There is a need to
study effective learning strategies to summarize the student's choices, especially
for those who do not have effective learning strategies. According to Neroni et al.
(2019), “Students use different kinds of learning strategies to reach the same goal:
gaining academic success.” Students are entitled to independently acquire, apply,
and deepen the information conveyed or taught in lectures. They must have been
able to autonomously prepare for oral and written exams, known as self-regulated
learning. This concept of learning encompasses how students manage their
thoughts and behaviors to get the best exam results. Thus, an efficient learning
strategy is essential to students' academic success.
Everyone has their learning style, in which they are accountable for their
progress, as indicated by their efforts to adapt to the learning environment. A
learning strategy is an individual's method for creating and using a particular set
of skills in order to learn information or accomplish other tasks more effectively
and efficiently. The level to which students understand the importance of particular
methods will consequently determine how willing they are to use such strategies
in their academic tasks and study. Students must be equipped with good study
skills to increase their academic performance, including good time management,
organization, note-taking, reading, and critical thinking.
Learning strategies are considered to be voluntary, intentional acts made by
the learner with the intention of achieving a certain goal (Alarcon et al., 2019). The
use of self-regulating learning techniques typically depends on the student's
3
impression of their potential, as well as on other individual characteristics, including
their willingness to learn and their perception of the use of learning strategies'
efficiency. The association between learning strategies and academic success in
distance learning is less well understood (Neroni et al., 2019). Thus, there is a need
to study effective learning strategies to summarize the student's choices, especially
for those who do not have adequate learning strategies.
Every student is required to take exams, and these exams play a big part in
determining how well students are doing in school. Almoslamani (2022) claims that
learning is assessed by achievements or continuous achievements, such as exam
results. Academically, exams are a way for professors and students to gauge the
effectiveness of the teachings being taught. It is an acknowledgment of the
student's knowledge and intellect in their studies. Exams are used by the majority
of educational systems as a way to enhance and evaluate student learning.
A high retention rate is a sign of student dissatisfaction in a college and, more
crucially, of an educational institution's performance (Legarde, 2022). Not being
able to pass final examinations increases the chances of not moving to the following
year's level; thus, retention happens. It does not only result in emotional burden
but also disposes of shame and guilt. According to Bakker et al. (2018), “Dropout
of nursing students and the early exit of nurses starting their career contribute to
this shortage. Research in Australia, the USA, Canada, the UK, Finland, Ghana,
Japan, and Sweden has shown that, among nurses, physical and mental health
problems can lead to dropout and early exit, and this is a global problem.
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After the pandemic's peak, the country's classes slowly transitioned
back to the traditional face-to-face setup. In this context, it has implications for
students. According to Stoian et al. (2022), “Little attention has been paid to what
happens after the pandemic and to what students feel and think about returning
to face-to-face education.” Level II Nursing students also have been affected by
this transitional shift of classes leading to some problems they have experienced.
The pandemic, such as education, altered all aspects of life. For many students,
the pandemic disrupted their current goals, raised concerns about academic
performance, and altered their modes of functioning, which had a significant impact
on their adjustment to face-to-face classes.
It is evident that there is a need to analyze the learning strategies of the exam
results of the nursing students of Southwestern University. Medical courses offer
overwhelming information to take in since nursing is a challenging profession that
requires a lot of dedication and commitment. Students equipped with a good
learning strategy will likely get high scores and satisfaction in an exam. This
indicates that students' academic performance improves when they develop
effective learning strategies, particularly when they strive for an excellent and
passing score on an exam that ultimately leads to academic success. Hence, the
researchers point out that there is a need to study these learning strategies
developed by the students to take specific precautionary measures in minimizing
academic stress and work overload. Most important at this time is staying
consistent on one organized schedule that would eventually become a significant
habit throughout the academic year. Because of this, the researchers want to
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conduct this research in an effort to analyze the relationship between the learning
strategies and the results of the Rad Block exam of level II nursing students at
Southwestern University.
1.2 Theoretical Background
We can’t deny that learning strategies and academic achievement is linked
together. In the field of nursing education, the use of effective learning strategies
has been shown to have a significant impact on the academic performance of
students. Thus, recognizing and understanding different learning styles among
nursing students can be of great value in creating appropriate teaching strategies.
Studies by Van Houten-Schat, et al. (2018) and Agarwal, D., Argalious, M.
(2019) explored the impact of self-regulated learning in various educational
contexts. The former investigated its use in the clinical setting and found that
medical students and residents utilized various self-regulated learning methods,
which were related to individual, environmental, and social aspects. The study
identified three types of interventions - coaching, learning plans, and supportive
tools - all of which focused on goal setting and monitoring but lacked support for
self-evaluation.
Agarwal, D., Argalious, M. (2019) explored the importance of self-regulated
learning in becoming an expert in a new field of study. They found that strong
meta-cognitive abilities are necessary to fully benefit from efficient self-regulated
learning methods and are linked to successful learning outcomes and test
performance. Their study showed that of the fifteen self-regulated learning
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techniques used, five were statistically significant in boosting test performance
scores among hundreds of college students. These five techniques included
evaluating
oneself,
researching,
making
and
planning
goals,
reviewing
examinations, and reviewing notes. The study also found that students who
frequently used self-regulated learning methods performed better compared to
their peers.
Both studies demonstrate the crucial role that self-regulated learning plays in
different educational contexts and provide evidence for the effectiveness of certain
self-regulated learning techniques. The results of these studies can inform
educational practices and provide guidance for students and educators alike in
maximizing the benefits of self-regulated learning.
An et al. (2022) also emphasized the importance of self-regulated learning in
nursing education, comparing the efficiency of self-regulated learning in two groups
of nursing students using different learning approaches. The study found that
environmental structuring, task methods, time management, help seeking, and
self-evaluation were all considerably improved after intervention, highlighting the
importance of self-regulated learning in nursing education.
The nursing theory that connects with Self-regulated learning theory is Orem's
Self-Care Deficit Theory (1971). This theory focuses on the individual's ability to
take care of their own health through self-care behaviors, which are essential for
maintaining physical and psychological well-being. Like SRL, the theory recognizes
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the importance of personal responsibility and active participation in one's own
health and learning process. It stresses the significance of individuals having
control over their own health and wellness, and being able to monitor and adjust
their behaviors accordingly.
Neroni, et al. (2019) investigated the relationship between learning strategies
and academic performance in distance education. The study found that the most
important and favorable predictor of academic performance was time and effort
management, while the use of complex cognitive strategies was found to be a good
predictor. However, communication with others was found to be a negative
predictor of academic performance, and there was no relationship between simple
cognitive strategy use or academic thinking and academic performance.
In another paper explored by McCabe, J. (2018), the paper stated that the
utilization of effective learning strategies is crucial in enhancing student learning
outcomes. The results of this study show that ASC heads endorse and recommend
several evidence-supported strategies such as discussing, answering questions,
spacing, teaching, self-testing, and creating materials. However, some of the
commonly
used
but
less
effective
strategies
such
as
re-reading,
highlighting/underlining, and massing/cramming received low ratings. This
highlights the need for educators to be aware of the most effective strategies and
to
guide
students
in
incorporating
these
into
their
learning
processes.
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While Shirazi, et al. (2019) explored the use of active learning strategies in
improving critical thinking among nursing students. The study suggested that
individual and group active learning strategies, such as empowering instructors to
prepare tests targeting high levels of cognitive domain and presenting probing
questions, encouraging students and instructors to participate in problem analysis
and discussions, providing different ideas and opinions, and promoting self-directed
learning, could be used to improve critical thinking among nursing students.
Brau, B. (2022). The student must think about the material being covered and
create an interpretation based on prior knowledge, values, and cultural context.
There are two primary groups within constructivism: radical and social. The first
type of radical constructivism, known as cognitive constructivism, contends that an
individual's subjective interpretation of their active experience determines how
they construct knowledge. The second type of social constructivism asserts that
knowledge is created via social interaction and that human growth is socially
oriented.
Jean Piaget’s Constructivism Theory (1973). Assimilation and accommodation
are two of the main factors that go into building a person's new knowledge. An
individual combines new experiences with the past through assimilation. As a
result, they begin to see things differently, reconsider misconceptions, and assess
what matters most, which ultimately changes how they perceive things. Reframing
the environment and new experiences into the mental capacity that is already
existing is what is meant by accommodation, on the other hand. People have their
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conceptions of how the world should function. When something doesn't work that
way, it needs to be accommodated, and the expectations and results must be
reframed.
Another study that was made by Tan, S.F., et al. (2021). They investigated
the relationship between learning strategies and academic performance of regular
entry undergraduates and those who entered university through Accreditation of
Prior Experiential Learning (APEL). The study found that both time and study
environment management were positively correlated with academic performance
for both groups of students.
Connectivism is another learning theory that has gained popularity in recent
years (2005). This theory emphasizes the importance of creating and maintaining
connections between people, knowledge, and ideas. According to connectivism,
knowledge is not contained within individuals but is distributed across networks of
people and resources. In this sense, learning is seen as a process of creating,
maintaining,
and
using
connections
to
access
and
interpret
information.
Connectivism emphasizes the importance of seeking and connecting to diverse
sources of information, while learning strategies prioritizes the sharing and cocreation of knowledge. When combined, connectivism and learning strategies offer
a comprehensive approach to learning that values the aggregation of diverse
perspectives and the active construction of understanding in analyzing and
studying ideas towards on aiming a better exam result.
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One nursing theory that connects with the connectivism theory of learning is
Jean Watson's Theory of Human Caring (1997). This theory emphasizes the
importance of forming a therapeutic and caring relationship between the nurse and
the patient, and views the patient as a unique individual with their own
experiences, needs, and knowledge. The emphasis on relationships and the idea
that knowledge is not contained within individuals, but is distributed and co-created
through interactions with others, aligns with the principles of connectivism.
1.3 Conceptual Framework
INPUT
Profile of the
respondents in
terms of:
a. Age
b. Sex
c. Previous RBE
Exam results
PROCESS
OUTPUT
DESCRIPTIVE
- To understand
the impact of
learning strategies
on RBE
Examinations
GATHERING
RESPONDENTS
ADMINISTERING
OF
QUESTIONNAIRES
DATA ANALYSIS
- To help students
find a better
strategy that would
suit them in order
to achieve higher
on RBE
Examinations
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1.4 Research of Related Literature
One of the most significant human capabilities is the ability to learn, which
occurs when people build their thought processes on the information they
encounter (Arici et al., 2021). Learning how to study is one of the essential
components of education. It comes in different approaches and is unique to most
students. During studying at university, students face several learning challenges.
University students must deal with shifting academic expectations about learning
independently, management of workload, and the degree of intellectual challenges.
Educational requirements, planning skills, balancing academic tasks, and obtaining
poor grades are hurdles in higher education. Nursing school, which encompasses
numerous topics that have countless definitions and terms, challenges students’
strategies that are often depicted in performance academically and clinically. In
universities where social settings are formed from interaction, students explore
small-group study sessions to try and experience how other students prepare for
quizzes, examinations, recitations, and presentations. According to Van Leeuwen
and Janssen (2019), “Several studies show that students working in small groups
indeed achieve higher learning outcomes than students working on a task
individually (e.g., increased learning gains, increased performance on standardized
or teacher-made tests).” Independent learning not only limits its form to individual
approaches but also includes peer reviews or study groups, enhancing social
interaction while observing different strategies other students use to learn more
efficiently.
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The systematic review entitled “A systematic review of teacher guidance
during collaborative learning in primary and secondary education” by Van Leeuwen
and Janssen (2019) explains how students can benefit from collaborative learning
and cooperative learning, as well as the necessity of learning as a shared
experience, as promoted by collaborative learning proponents. Sharing experiences
and skills may help promote the retention of ideas and let students discover
techniques for bringing out the potential for their tasks. Studies have also shown
that student engagement significantly determines whether students learn from
collaborative learning. Learners learn more when they participate in high-level
elaboration (e.g., give extensive and complex replies or help, ask for explanations
and clarification). To summarize, research has shown that how students engage
with one another during collaborative learning significantly impacts their learning
progress.
Academic achievement is crucial to human success. People continually strive
to achieve success in their areas and skill levels. Academic proficiency exam results
can indicate each student's performance (Ismail et al., 2023). Test results gauge
the knowledge students have acquired through learning. The learning process aids
in students' achievement of their educational objectives. The student is regarded
to have good learning achievement if their score is high. Consequently, students'
lower scores reflect lesser levels of achievement (Santosa et al., 2020).
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Individual differences in viewpoints on a subject improve one's learning
strategy. Students use these strategies to understand an idea when they are
learning it. Learning strategies are skills that can be learned (Zeidner & Stoeger,
2019). People can adapt and use their education in the classroom by picking up
new techniques and skills as they comprehend them. According to Ilcin et al.
(2018), Learning strategies are the specific ways a person assimilates, constructs,
and retains new information. Having an effective and efficient learning strategy is
essential for success. So, students need to be guided and assisted in identifying
learning strategies that work for them to effectively complete learning objectives
(Kadir et al., 2020). Teachers and instructors must be aware of students' learning
styles for teaching and learning to be effective in the classroom. The teacher's role
is to assist students as they develop their personalities and learn to adapt to the
various demands and environmental changes that arise (Indriyani et al., 2020).
Students' intentions to employ more effective learning techniques during selfstudy can be increased by making them aware of effective and ineffective learning
strategies. Having such effective learning strategies would help for better and
longer retention for long-term learning which would aid a student's academic
performance. Biwer et al. 2020, has created an intervention program called Study
Smart which can improve students’ metacognitive knowledge and stimulate the
use of effective learning strategies during self-study. This intervention not only lets
the student experience actual learning (practicing) but also informs students about
different effective learning strategies and desirable difficulties which stimulates
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their reflection about their learning strategies and motivation. It showed that the
students who attended the Study Smart program gained more accurate declarative
knowledge and judged the strategies highlighting, rereading, and summarization
as less effective, and practice testing or quizzing as more effective. It encouraged
students to use more practice testing, an effective learning strategy for long-term
learning. Retrieval practice, commonly referred to as practice testing, entails
learning a subject and then attempting to recollect the information. Practice testing
includes quizzing oneself using tests or even flashcards. Studies have shown that
students engaged in a retrieval practice performed significantly better in a final
cumulative test than students who chose not to participate. The retention of tested
information was found to be greatly improved by retrieval practice.
The learning process is different for each individual; even in the same
educational environment, learning does not occur in all students at the same level
and quality (Ilicin et al., 2020). Academic performance and good grades are among
the main goals at all levels of education, with favorable effects for both students
and educational systems. A study conducted by Hayat et al. (2020) revealed that
students who trusted in their skills and had more positive emotions utilized more
metacognitive
learning
strategies,
which
resulted
in
improved
academic
achievement. Metacognitive methods are important components of self-regulated
learning because they allow learners to plan, monitor, and govern their condition.
Learners that use more metacognitive learning strategies are said to have better
study strategies, to check and analyze their learning and perception of the
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information more efficiently, be more accountable, uncover and solve issues, and
seek to learn comprehensively. In this context, theories and research have
demonstrated the metacognitive learning strategies plat a significant influence on
academic achievement and proposed three motivational components that may be
associated with self-regulated learning components such as metacognitive
strategies: (a) an affective component that includes students’ emotional reactions
to the task, (b) an expectancy component that includes students’ beliefs about
their ability to do a task (self-efficacy), and (c) a value component. Previous studies
found that the expectancy, value, and affective components are all positively
related to the self-regulated learning aspects. In short, research in this area has
revealed a link between self-efficacy and metacognitive learning processes.
In a literature review on predicting academic success in higher education by
Alyahyan & Düştegör (2020), student accomplishment is crucial in educational
institutions since it is usually utilized as a performance measure. The identification
of at-risk students, paired with countermeasures, dramatically improves students'
academic outcomes. Proactive evaluation can help institutions make timely
decisions, such as offering appropriate training to boost students' likelihood of
academic achievement. Metacognitive strategies play an essential role in students’
learning and achievement; therefore, identifying their antecedents should be
considered (Hayat & Shateri, 2019). There are six learning strategies identified by
cognitive psychologists which are utilized as a framework in the educational setting.
These are spaced practice, interleaving, retrieval practice, concrete examples,
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elaboration and dual coding. Spaced practice is a memorizing technique that
involves periodic review of knowledge on a frequency defined by a spaced repetition
algorithm to increase long-term recall (Tabibian, et al., 2019). In a systematic
review of interleaving as a concept learning strategy, presenting examples to
learners facilitates inductive learning which is a form of learning where concepts
develop gradually through exposure and experience. Each target concept
constitutes a category with boundaries, and learners come to be proficient at
correctly categorizing new examples. Such learning plays a role in numerous
aspects of education and everyday life (Firth & Boyle, 2021). The approach of
recalling information, concepts, or experiences from memory in order to improve
learning is known as retrieval practice. Retrieval practice has been demonstrated
to improve long-term retention of information while having little influence on
spontaneous recognition that the material is relevant (Hostetter, et al., 2018).
Concrete examples are concrete, real-world examples that are used to demonstrate
an idea. Concrete examples can benefit the learning process in various ways: (a)
they can transmit information simply, (b) they can give students with more specific
information that is easier to recall, and (c) they can take advantage of pictures'
greater memorability compared to words (Weinstein, et al., 2018). Elaboration is
a technique in which the student expands on components of what is to be taught.
The most essential prescription of the elaboration strategy is the usage of a certain
type of simple-to-complex sequence. There are numerous types of simple-tocomplex sequences, some of which have a greater impact on learning than others.
Dual coding stems from the idea that text should be accompanied by
complementing visual information to improve learning (Hostetter, et al., 2018).
17
Cuevas and Dawson's study on learning styles instruction and dual coding found
that learning styles instruction is an unproductive way for teachers to use, and that
adopting dual coding concepts would have a significantly better benefit to student
learning. While these strategy combinations have empirical support, it has yet to
be determined if the benefits of the methods to learning are additive, superadditive, or, in some situations, incompatible. Thus, future research should (a)
better formalize the definition of each strategy (especially for elaboration and dual
coding), (b) identify best practices for classroom implementation, (c) delineate the
boundary conditions of each strategy, and (d) strategically investigate interactions
between the six strategies outlined (Hostetter, et al., 2018).
Academic accomplishment is a complex concept that depends on a variety of
personal and environmental factors. According to the study conducted in Colleges
of Education in Southwest, Nigeria by Olufemioladebinu et al. (2018), students’
academic achievement had a close and positive relationship with educational
background of their parents, home- related issues like family engagement, school
facilities, teachers’ effectiveness/teaching methods and habits of the students.
The language learning techniques used by English juniors at Dalat University
were studied by Nguyen et al. in 2021. The findings showed that learning tactics
had a positive impact on students' academic outcomes (compensation strategy)
The data gathered for this study demonstrated this correlation in a wider context
when the respondents were not limited to language learning but rather in various
18
fields of study, in keeping with the works by Nguyen et al. (2021), which
highlighted strategies as the influential factor to improve achievements in language
learning. As a result, the findings might be trustworthy and relevant to different
university majors. A student's academic performance is far more likely to improve
with the right tactics for boosting attitude, motivation, and self-control.
According to a study by Ngo and Vo (2021), critical thinking and problemsolving
abilities
considerably
contribute
to
improving
students'
academic
performance; nevertheless, the relationship between the two in this study is
unclear. Such a difference can result from different information processing and key
concept selection abilities from the prior study. In contrast to subjects that
emphasize experiments or creativity, they frequently fit subjects that call for more
theoretical reading. Contradictions imply flexibility in applying the right techniques
and tactics to attain the best results across a range of subjects.
1.5 Statement of the Problem
This research study aims to analyze the learning strategies of the Level II
nursing students of Southwestern University. Specifically, this study aims to
answer the following questions:
1. What are the demographic profiles of the respondents?
1.1 Age
1.2 Sex
1.3 Previous RBE exam results
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2. What were the learning strategies of the level 2 nursing students that are
helpful and effective for them to obtain high scores during exams?
3. How significant is the relationship between the learning strategies and RBE
results?
4. Based on the RBE results, what programs can be developed to address the
effectiveness of learning strategies among level 2 nursing students?
1.6 Null Hypothesis
There is no significant relationship between the learning strategies and RAD
learning block exam results.
1.7 Significance of the Study
Learning strategies are an important aspect that contributes to the student’s
academic performance. It is essential to look at the efficiency of how learning
strategies directly affect the RAD Block Exam. This study was undertaken to
address a current issue in nursing education. It likewise informs the development
of effective teaching strategies and support systems for nursing students and
contribute to the ongoing improvement of nursing education programs.
The findings of this study will be of great benefit to the following:
The Students. The direct recipients of the output of this study are the nursing
students enrolled in level 2. Through this survey, students will be aware of the
relationship between the learning strategies and RAD Block Exam. Once they have
20
a clear grasp of the learning strategies in achieving success at nursing school, it
may enable them to adapt appropriately during the RAD Block Exam. In addition,
the overall research can also help disseminate the effects of learning strategies on
their academic performance.
The Teachers. The teachers will also benefit from this study to have
awareness on their student’s learning strategies and will contribute in formulating
better RAD Block Exam outcomes.
The Parents. The parents will also benefit from this study in hopes that
through awareness they can provide supervision to their children’s learning
strategies and how it will affect their academic performance.
Future Researchers. Future researchers will also benefit from this study.
This may serve as a guide for future researchers in gathering information and may
also serve as a foundation for more studies regarding learning strategies and RAD
Block Exam.
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2. Research Methodology
2.1 Research Design
This study will integrate a quantitative descriptive research design in order to
effectively identify the learning strategies of nursing students and interpret the
relationship between their study habits and RBE exam scores. The data is obtained
through a standardized questionnaire which entails the learning strategies and
reviewing methods of nursing students. It is then analyzed through a statistical
approach in order to determine the relation between the variables used in the
research.
This analytical framework will guide the researchers to successfully acquire
relevant data, conducted through the research methodologies of this study. The
research design will aid in the implementation process of data collection of the
chosen respondents. Consequently, it will allow the researchers to evaluate the
findings and devise a conclusion in an organized and timely manner.
2.2 Research Environment
The research study will be conducted at Southwestern University PHINMA,
which is situated in the southern part of Cebu, Philippines. The University has two
campuses. Urgello Street is where the Main Campus is located, whereas Aznar Road
is where the other campus lies. Southwestern University PHINMA is a private
University and was founded in Cebu City in 1946 with the goal of providing
education in the nation's important growing regions. The Campus is accessible from
22
any location in Cebu via ground transportation. Southwestern University PHINMA
is well-known across the medical community and also runs the Southwestern
Medical Center. Southwestern University offers a full circle education program by
providing basic education, senior high, undergraduate (including Bachelor of
Science in Nursing), and postgraduate degrees.
2.3 Research Respondents
The proponent selected are 2nd year college nursing students at
Southwestern University PHINMA. Using Slovin’s Formula, the number of
participants will be limited to 300. Before the sample was collected, the researchers
first determined the population of the currently enrolled second year nursing
students of Southwestern University PHINMA. There are one thousand two hundred
(1200) enrolled second year nursing students in the school year 2022-2023. Simple
random sampling will be utilized to gather the research respondents. Slovins’s
formula is used to calculate an appropriate sample size from a population. Slovin’s
formula is used in computing the sample size of the study, having a result of sample
size three hundred (300), with a margin of error 5%, and a confidence level of
95%. Sampling was created to choose selected individuals for the research process
so they may participate as volunteers. The goal of sampling is to gather data about
the population by using a sampling of some individuals.
23
2.4 Research Instruments
A standardized questionnaire will be used to assess the participants’
responses in this research. It will be a questionnaire that has been statistically
tested to circumvent biases. The researchers will look for closed-ended questions
for data collection and then develop or modify the questions. On a four-point
Likert scale, respondents will rate their level of agreement with each statement or
question in one of four categories: strongly agree, agree, disagree, and strongly
disagree.
The demographic profile of the respondents will be inquired about in the first
section of the questionnaire, which includes: age, sex, and previous RBE results.
The following section will be closed-ended questions that allow respondents to
indicate their level of agreement or attitude toward the question or statement
relevance between the relationship between strategies and RAD block exam
results of level 2 nursing students.
24
2.5 Research Procedures
The researchers prepared a research proposal addressed to the research
adviser and panel of examiners for permission to conduct a study on the
relationship between learning strategies and RAD Block exam results of Level 2
Nursing Students and start gathering data within the Southwestern University
PHINMA.
The preliminary part of the data gathering is the demographic profile of the
respondents and inquiries about the respondents' age, sex, and previous RBE exam
results. Researchers will then be using a standardized questionnaire that provides
reliability, unbiasedness, and validity. It uses a five-point Likert scale, where the
respondents will rate their level of agreement with each statement or question in
one of five categories: strongly agree, agree, neutral, disagree, and strongly
disagree.
Prior to the distribution of questionnaires, the researchers will deliberately
seek close-ended questions that are relevant to the study and will stimulate related
ideas, the questions will then be modified and expanded upon by the researchers.
The questionnaires will be made in google forms for easier dissemination of the link
through different social media platforms to reach large quantities of level 2 nursing
students of Southwestern University PHINMA.
Respondents will provide a consent form before answering the questionnaire,
which includes the purpose of the study, the voluntariness of the participation, and
the guarantee of confidentiality and anonymity. Responses are collected
25
immediately since the researchers will use automated generated responses using
google emails. The researchers will double-check, compile, analyze thoroughly, and
evaluate the responses.
2.6 Data Gathering
The data gathering process for this research study will begin with obtaining
formal approval from the dean of SOUTHWESTERN UNIVERSITY PHINMA and the
research advisor. To ensure the representativeness of the sample, the researcher
will employ a simple random sampling technique to select the participants. The
survey will be administered online using Google Forms and will take the form of a
self-administered questionnaire. Prior to commencing the survey, the researcher
will obtain informed consent from the participants to ensure that they are aware of
the purpose and procedures of the study. The online survey will be designed to
elicit responses on the relationship between learning strategies and RAD Block
Exam Results of Level 2 Nursing Students, which is the main focus of the study.
2.7 Ethical Considerations
When conducting research on the relationship between learning strategies and
RAD Block exam results of Level 2 Nursing students, ethical considerations include
obtaining informed consent from participants, ensuring confidentiality and
anonymity of participants' data, avoiding harm to participants, and ensuring that
the study does not exploit vulnerable populations.
26
Informed consent - Participants must be informed about the purpose of the study
and provide their consent to participate. They must be able to understand the
implications of their participation and have the right to withdraw at any time.
Confidentiality - Participants' personal and sensitive information must be kept
confidential.
Deception - Researchers must not deceive participants about the purpose of the
study or the methods being used. This can damage the participants' trust in the
research process and undermine the validity of the study.
Non-maleficent - Participants must not be subjected to any physical or emotional
harm during the study. Researchers must be aware of the potential for harm and
take steps to minimize it.
Data accuracy - Researchers must ensure that the methods used to collect data
are valid, reliable and ethical. They must also ensure that data is collected in a
manner that protects the privacy of participants.
Data analysis - Researchers must ensure that the methods used to analyze data
are appropriate and ethical. They must also ensure that any sensitive information
is kept confidential and not used for any other purpose.
Reporting results - Researchers must ensure that the results of the study are
reported accurately and in a manner that is respectful to participants. They must
also ensure that any sensitive information is not disclosed.
27
3. Definition of terms
To facilitate the understanding of this study, different terms are defined herein.
Rad Block Exam-RBEs, also known as RAD Block Exams, are meaningful tests
that measure a student's proficiency in subjects studied over a month. It is also a
way for teachers and students to assess areas that need improvement.
Plethora-As used in this study, it refers to a set of topics that students must
study for an
exam.
High Retention Rate-Student retention is a measure of successful completion
of an academic program. Therefore, schools with higher graduation rates have
higher retention rates. Many factors affect student retention, including strategies
implemented by schools to increase student retention and personal circumstances
such as socioeconomic status beyond school control.
Circumvent biases-This study aims to steer clear of survey question wording
that steers respondent toward a particular response. (Jovancic, 2021)
Likert scale-Researchers utilize these as research instruments where this study
uses a particular kind of rating scale—often seen on survey forms or
questionnaires—to gauge students' opinions of something, which can be helpful in
a variety of contexts. (Solmaz, 2020)
28
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Curriculum Vitae
PERSONAL DATA
Name: Kurt Laurence A. Llamado
Address: Cogon pardo, Cebu City
Birthdate: February 20, 2003
Contact Number: 09560573420
Email: Kuag.llamado.swu@phinmaed.com
Age: 19
Gender: Male
Status: Single
Religion: Protestant
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Lianga Central Elementary School
2009-2015
Junior High School: Maranatha Christian Academy Inc of Cebu
2015-2019
Senior High School: Southwestern University PHINMA
2019-2021
PREVIOUS RESEARCH:
THE EFFECTS OF GENDER DISCRIMINATION TO THE ACADEMIC PERFORMANCES
AMONG STUDENTS
I certify that all the information provided is true and correct.
Kurt Laurence A. Llamado
34
PERSONAL DATA
Name: Jotham Jay B. Morella
Address: Sambag 1, Cebu City, Cebu
Birthdate: January 2, 2003
Contact Number: 09153341348
Email: jobr.morella.swu@phinmaed.com
Age: 20
Gender: Male
Status: Single
Religion: Christian
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Vox Dei Play and Learn Center
2009 - 2010
Maranatha Christian Academy
2010 - 2015
Junior High School: International Philippine School in Riyadh 2015 - 2016
Maranatha Christian Academy
2016 - 2019
Senior High School: Lyceum of the Philippines University - Cavite 2019 - 2021
PREVIOUS RESEARCH
- Analysis on Teachers’ Challenges and Struggles in Handling ADHD students
- Impact of using MyLPU among the Grade 11 students of Lyceum of the
Philippines University - Cavite
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Jotham Jay B. Morella
35
PERSONAL DATA
Name: Christian Miles M. Oyao
Address: Deca 4 Mactan, Lapu-lapu City Cebu
Birthdate: June 22, 2003
Contact Number: 09452399050
Email: chma.oyao.swu@phinmaed.com
Age: 19
Gender: Male
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Opao Elementary School
2009-2012
Bankal Elementary School
2012-2015
Junior High School: Bankal National High School
2015-2019
Senior High School: University of Cebu Lapu-lapu and Mandaue
2019-2021
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Chamomile (Matricaria Chamomilla) Extract: as antibacterial soap for the skin.
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Christian Miles M. Oyao
36
PERSONAL DATA
Name: Julia M. Palco
Address: Poblacion Ward 3 Tiber Minglanilla, Cebu
Birthdate: August 8, 2002
Contact Number: 09604199077
Email: juma.palco.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
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Elementary: Minglanilla Central School
2009-2015
Junior High School: University of the Visayas Minglanilla Campus
2015-2019
Senior High School: Asian College of Technology
2019-2021
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Julia M. Palco
37
PERSONAL DATA
Name: Kyle Vincent D. Panoy
Address: San Bernardino Subd., Mambaling, Cebu City
Birthdate: November 22, 2002
Contact Number: 09662477150
Email: kydo.panoy.swu@phinmaed.com
Age: 20
Gender: Male
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Mambaling Elementary School
2009-2015
Junior High School: Cebu Institute of Technology - University
2015-2019
Senior High School: Cebu Institute of Technology - University
2019-2021
PREVIOUS RESEARCH
Perception of Nursing Students towards Online Learning in CIT-U
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Kyle Vincent D. Panoy
38
PERSONAL DATA
Name: Eulalio C. Piliotas IV
Address: Abucayan,Balamban,Cebu
Birthdate: December 1,2002
Contact Number: 09382409281
Email: euca.piliotas.swu@phinmaed.com
Age: 20
Gender: Male
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Abucayan Elementary School
2009-2015
Junior High School: Buanoy National High School
2015-2019
Senior High School: Buanoy National High School
2019-2021
PREVIOUS RESEARCH
Effects of Various Waters to the growth of Mung Bean (Vigna radiata) Plant.
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Eulalio C. Piliotas IV
39
PERSONAL DATA
Name: Syville Kaye O. Pino
Address: Tangke, Basak Lapu-Lapu City, Cebu
Birthdate: October 7, 2002
Contact Number: 09683171770
Email: syol.pino.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Saint Alphonsus Catholic School
2009-2015
Junior High School: Pasay City North High School Mab-Annex
2015-2019
Senior High School: University of Cebu Lapu-Lapu & Mandaue
2019-2021
PREVIOUS RESEARCH
Wind Turbine and Solar Panel as Energy Source
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Syville Kaye O. Pino
40
PERSONAL DATA
Name: Maral G. Poureh
Address: San Antonio Village, V. Rama Avenue, Cebu City
Birthdate: August 12, 2003
Contact Number: 0956 276 9097
Email: maga.poureh.swu@phinmaed.com
Age: 19
Gender: Female
Status: Single
Religion: Aglipay
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Capitol Center SDA Elementary School
2009-2015
Junior High School: University of San Carlos-South Campus
2015-2019
Senior High School: St. Theresa's College of Cebu
2019-2021
PREVIOUS RESEARCH
-Adapting Online: The Effects of the Cognitive Abilities of STEM Students Enrolled
in Online Distance Learning
-Malunggay (Moringa Oleifera) Extract as a Disinfectant Spray
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Maral G. Poureh
41
PERSONAL DATA
Name: Ronald James D. Puspus
Address: Looc, Santander, Cebu
Birthdate: April 27, 2003
Contact Number: 09167969108
Email: rode.puspus.swu@phinmaed.com
Age: 19
Gender: Male
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Liloan, Elementary, School
2009-2015
Junior High School: Santander, National, High School
2015-2019
Senior High School: Saint Paul University Dumaguete
2019-2021
PREVIOUS RESEARCH
Eggshells as substitute cement filler
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Ronald James D. Puspus
42
PERSONAL DATA
Name: Kaye C Ramos
Address: San Jose, Talibon, Bohol.
Birthdate: December 15,2002
Contact Number: 09978090235
Email: kaca.ramos.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Alejandro P Gurrea Elementary School
2009-2015
Junior High School: Bohol Institute of Technology- International College
2015-2019
Senior High School: University of San Carlos- Talamban Campus
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DISTANCE LEARNING AS A FACTOR ON THE AMOUNT OF SLEEP OF GRADE 11
STEM STUDENTS OF THE UNIVERSITY OF SAN CARLOS
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Kaye C. Ramos
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PERSONAL DATA
Name: Jenny Rose Rebalde
Address: Banhigan, Dalaguete, Cebu
Birthdate: March 30, 2002
Contact Number: 09608598992
Email: jenn.rebalde.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: St. Mary’s Academy of Dalaguete
2009-2015
Junior High School: St. Mary’s Academy of Dalaguete
2015-2019
Senior High School: University of San Carlos - Talamban Campus 2019-2021
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USC Grade 12 Students’ Perception and Understanding of Food Waste
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PERSONAL DATA
Name: Chelsea Ramirez Sabandal
Address: Canlumacad, Santander, Cebu
Birthdate: June 3, 2002
Contact Number: 09506829275
Email: chra.sabandal.swu@phinmaed.com
Age: 20
Gender: female
Status: Single
Religion: Roman catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Talisay Elementary School (2008-2014)
Junior High: Santander National High School(2015-2018)
Senior High School: Lyceum of Cebu-Santander Campus( 2019-2020)
PREVIOUS RESEARCH:
The need for renovation of facilities in Lyceum of Cebu-Santander Campus
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Chelsea Ramirez Sabandal
45
PERSONAL DATA
Name: Laila Samantha Dinesse M. Savior
Address: South Glendale, San Isidro Rd, Talisay, Cebu
Birthdate: December 27, 2002
Contact Number: 09604693922
Email: lama.savior.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: University of San Carlos South Campus
2009-2015
Junior High school: Marianne Childhood Education Center
2015-2019
Senior High school: University of Cebu Main Campus-Pri
2019-2021
PREVIOUS RESEARCH
Comparative analysis of Male and Female GRADE 11 SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS Student’s Academic Attitude Towards Science
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Laila Samantha Denesse M. Savior
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PERSONAL DATA
Name: Ayn B. Suico
Address: Langub, Asturias, Cebu
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Contact Number: 09683163367
Email: ayba.suico.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
Educational Attainment
Elementary: Langub Elementary School
2009-2015
Junior High School:Nangka National High School
2015-2019
Senior High School: Nangka National High School
2019-2021
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Ayn B. Suico
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PERSONAL DATA
Name: Christian G. Tipay
Address: P-molave Pangabugan, Butuan City
Birthdate: February 28,2002
Contact Number: 09317499568
Email: chga.tipay.swu@phinmaed.com
Age: 20
Gender: Male
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Maon Elementary School
2009 – 2015
Junior High School: Agusan National High School
2015 – 2019
Senior High School: Agusan National High School
2019 – 2021
PREVIOUS RESEARCH
- Effects of Sleep Habits to the Academic Performance of the Grade 7 SPJ
students of Agusan National High School S.Y. 2018-2019
- "Grasp one's Breath" : The struggles of asthmatic students of Agusan National
High School – SHS
- Academic Attitude and Interest on Modular Learning among Senior High School
Students of Agusan National High School
- Hematological Study of Tilapia (Oreochromis Niloticus) in Buenavista, Agusan
Del Norte Philippines
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Christian G. Tipay
48
PERSONAL DATA
Name: Romelyn Tomate
Address: Espina Ext., Surigao City
Birthdate: February 22, 2002
Contact Number: 09083784733
Email: rome.tomate.swu@phinmaed.com
Age: 20
Gender: Female
Status: Single
Religion: Roman Catholic
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Elementary: Children's Garden Learning Center
2009-2015
Junior High School: St. Paul University Surigao
2015-2019
Senior High School: Saint Paul University Surigao
2019-2021
PREVIOUS RESEARCH
IDENTIFICATION AND TAXONOMIC CLASSIFICATION OF PHYTOPLANKTON IN
THE COASTAL WATERS OF SAN JUAN, SURIGAO CITY
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Romelyn Tomate
49
APPENDIX A
Slovin’s Formula