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Survey Questionnaires

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Mae Ann Villar Cadunggan
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7 views5 pages

Survey Questionnaires

Uploaded by

Mae Ann Villar Cadunggan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INDEPENDENT VARIABLE DEPENDENT VARIABLES

ACADEMIC PRESENCE FINANCIAL CHALLENGES

*Academic Engagement *Financial Stability


*School Attendance and *Economic Status of Families
Accessibility * Emotional Well-being and
*Pressure Stress Levels

Figure 1. The Conceptual Framework Showing The Relationship of the


Variables of the Study
SURVEY QUESTIONNAIRE
HOLY CHILD COLLEGE OF DAVAO
Davao City
Senior High School Department

Examing Relationship Between Academic Presence and Financial


Challenges: A Quantitative Approach

Name (Optional) :__________________________________

I.Academic Presence

Directions: For each statement in the survey, please indicate the frequency of
how much you know, think, felt, or experienced the statement by putting a
check in the box on the right side of the statement. There are no right or
wrong answers. Your answer will be kept strictly confidential and you will not
be identified.

Scale: 5- strongly agree 4-agree 3-neutral 2-disagree


1- strongly disagree

Academic Engagement Scale


5 4 3 2 1
AE1 I engage in STEM activities, fostering an
academic community.
AE2 Class discussions positively impact my
STEM performance.
AE3 I always participate in all activities held
at school.
AE4 I concentrate and have full attention
during class.
AE5 Being a STEM student changed my
effectiveness including my activity
performance in a healthy manner.
AE6 I participate actively in small group
discussions.
AE7 I ask questions when I don’t
understand the instructor.

School attendance and accessibility Scale


5 4 3 2 1
SAA1 I have a ride to go to school.
SAA2 I could attend my Strand for the whole
year.
SAA3 I am always present in school.
SAA4 I have attended most of the
lectures.
SAA5 I come to school on time.

Pressure Scale
5 4 3 2 1
P1 I don’t feel peer pressured in class.
P2 There’s no competition inside our
classroom.
P3 My parents don’t really expect
something in me when it comes to
academic performances and grades.
P4 My friends and classmates hold high
expectations for me as a STEM student,
which motivates me to excel.
P5 Handling pressure as a STEM student
has improved my performance and well-
being.

II. Financial Challenges

Directions: For each statement in the survey, please indicate the frequency of
how much you know, think, felt, or experienced the statement by putting a
check in the box on the right side of the statement. There are no right or
wrong answers. Your answer will be kept strictly confidential and you will not
be identified.

Scale: 5- strongly agree 4-agree 3-neutral 2-disagree


1- strongly disagree

Financial Stability Scale


5 4 3 2 1
FS1 I have enough money for transportation
fare.
FS2 I see a positive influence when I can
invest in STEM resources.
FS3 I have enough money to attend all the
events scheduled at school.
FS4 I believed that my financial situation has
impacted my motivation to succeed
academically.
FS5 Financial stability lets me fully engage in
academics without stress.

Economic Status of Families Scale


5 4 3 2 1
ESF1 My parents have the ability to secure
our foods to eat daily.
ESF2 I consider my family’s financial status
when deciding on my STEM strand.
ESF3 My parents have a stable income to
support my STEM strand.
ESF4 My parents have the ability to secure my
school/strand needs.
ESF5 My parents have the ability to secure my
education.

Emotional well-being and stress Scale


levels.
5 4 3 2 1
EWSL1 I did not experience increased stress or
anxiety because of my financial
situation.
EWSL2 I have enough rest as a STEM student.
EWSL3 I am relaxed while doing my
assignments and projects.
EWSL4 I’ve been feeling optimistic about the
future.
EWSL5 I rarely deal with financial problems.
EWSL6 I am confident that I can manage to
attain my goals.
EWSL7 I am not worried about paying my
tuition.
EWSL8 I am not worried about money for
regular expenses.
REFERENCES

Alex, B. (2017). Evaluation of an instrument to measure undergraduate


nursing student engagement in an introductory Human anatomy and
physiology course.
https://www.sciencedirect.com/science/article/abs/pii/S1322769616300932

Gamnjoh Dennis, D. (2017). Relationship between Peer Group Influence and


Students’ Academic Achievement in Chemistry at Secondary School Level.
http://pubs.sciepub.com/education/5/4/2/

Studocu (2018). Financial Problems and Students’ Academic Performance


https://www.studocu.com/row/document/dusit-thani-college/hotel-and-resort-
management-with-ecole-hoteliere-de-lausanne/survey-questionnaire-sa-
pr2/69037409

Studocu (2020). A Survey Questionnaire Regarding the Effect of Academic


Pressure on NIS Grade 11 STEM Students.
https://www.studocu.com/ph/document/zamboanga-state-college-of-marine-
sciences-and-technology/engineering-data-analysis/a-survey-questionnaire-
regarding-to-the-effect-of-effect-of-academic-pressure-to-nis-grade-11-stem-
students/54171341

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