bual watin chap 1

Chapter 1
1. which results to (in) many complications
2. Remove importance part since you already have objectives and significance.remove assumptions part and null hypothesis statement somewhere in this chapter since you did not test/use statistical tool that requires it.
3. The rest is okay; rationale is strong.
4. Very late posting; no grade

Chapter I

INTRODUCTION

RATIONALE

Background

In all the stages of life, adolescence is the most serious, since this stage is the bridge between childhood and adulthood. Maturity does not come in just a blink of an eye; much more nourishment is needed as the person continues to grow. This is why being in this stage is a risky phase—one has yet to understand and identify his/her true nature which results to many complications and struggles happening during this stage that would eventually affect the growth and maturity of the person—physically, emotionally and psychologically.

Upon undergoing this stage, in order to fill in the gap that existing identity crisis may instill, each adolescent must go through higher education as well as receive a higher level of understanding which can be offered and learned during high school to college, in which, according to Kelly (1965), the learning process is very essential in the person’s development.

The attainment of knowledge can be acquired following Kelly’s (1965) theory which says that the proper process of introducing of instruments is the responsibility of the teachers and that the proper mindset and environment experienced by the student is a must. Thus, student-teacher relationship should be present. For emphasis, a teacher should be an effective communicator. To become one, Battle and Shannon (1968) suggest that a teacher must have a very good background— and that he/she must be open-minded and well-educated.

Through good and effective interaction, a teacher must set standards for his/her curriculum as basis for her tactics in teaching. Having a curriculum, according to Dennise and Kauffman (1966), is not just a guide but that the teacher must also successfully use it as basis for the development of the student. The student must learn to listen and gain knowledge from the teacher and, in turn, the teachers should bear in mind that education is dependent upon the emotion for motivation and learning personality adjustment (Isidro, 1952). A teacher should be aware of their delivery of the subject, as well as the students’ perspective about it. The treatment of the teacher to their classes and to the students will be reflected upon the student’s academic grades at the end of the semester.

In the Philippines, similar to other countries, we apply and give GE (General Education) courses to college students, which, according to Cohen (1988), is a “framework” to all specified fields. GE subjects make us appreciate our life (our own existence) and the world more. This said curriculum is very much applied to the program of the University of the Philippines as Doronila (1998) explains.

However, the curriculum in the Philippines and in other countries are of course not complete without the major courses, which are defined, generally, as the specific field that one chooses to pursue and know rigidly. Major subjects vary since students choose different degrees. These subjects can and will pull you down if you fail them and place you behind schedule for possible graduation.

In relation to the earlier paragraphs, the education that the Filipinos are acquiring is much more liberal (Mangubat, 1970) and has inculcated in the minds of the Filipino students the concept of freedom.

As scholars, students mostly experience stress that, according to Greenwald and Gillmore (1997), occurs because of the feelings of dismay they get when they receive low grades (stimuli) in their subjects.