querubin ortega chap 3

Chap 3

1. Observe smooth transition from one paragraph to another. Connect paragraphs.
2. effect of study habits of (on) the students.
3. will contribute on (to)

CHAPTER III

STUDY FRAMEWORK

THEORETICAL FRAMEWORK

Four theories were reviewed to yield connections between the environment, respondents, factors and the effects of the factors to the respondents. Gestalt Field Theory, Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory were the theories used in the study.

Gestalt field theory is a psychological theory wh

ich examines patterns of interaction between the individual and the total field, or environment. The concept was developed by Kurt Lewin, a Gestalt psychologist. Field theory holds that behavior must be derived from a totality of coexisting facts. These coexisting facts make up a "dynamic field", which means that the state of any part of the field depends on every other part of it. Behavior depends on the present field rather than on the past or the future (Sundberg, 2001).

Kurt Lewin (1890-1947) formed a Motivation theory which was built around field theory. Human behavior, he suggested, at any given time is determined by total number of psychological facts (field). A psychological fact is anything a person is conscious of including being hungry, being in a physical location, or having money, or being conscious of some memory. All conscious psychological facts makes our life space which continuously change. Some facts exert positive influence on us, while others have a negative affect. Interaction of these facts determines behavior (Perl, 2010).

Reinecke’s theory is about how time ma

nagement skills affect our activities in life. Strategies in time management

increase academic performance and achievement. Therefore, time management skill is regarded as one of the predictors of better academic performance (Reinecke, 2007).

Metacognition refers to one’s ability to know and regulate cognitive processes. Ndidiamaka (2010) conceptualized Metacognition as “knowledge and cognition about cognitive phenomena”. Metacognition Theory has been described as the ability to calibrate or monitor one’s performance and chart learning plans based on learning and performance estimates. Good metacog

nition extends beyond the academic periphery and may be responsible for effective leadership, procuring promotions in the workplace, and achieving similar salient goals in life (Ndidiamaka, 2010).

Figure 3.1 shows the general framework of the study. Gestalt Field Theory was used in determining the similarities of two persons (person A & B) through the influences of their environment. Furthermore, the three theories (Gestalt

Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory) were used to link the two persons to the differences in their learning perspective through their motivation, time-management and metacognition.

Figure 3.1


CONCEPTUAL FRAMEWORK

Several factors were examined to support the study. There were four theories that were stated in the study; Gestalt Field Theory, Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory. The theories helped in linking the relationships of the variables of the study.

Gestalt Field Theory distinguishes the nature of the students through the immediate influences in their similar environment. On the other hand, the other three theories (Gestalt Motivation Theory, Reinecke’s Theory and Ndidiamaka’s Theory) will show the effects of the expectations of other people, their time-management skills and preferences in learning among students that would contribute to their differences in learning. These three theories are essential in dealing with the effect of study habits of the students.

Figure 3.2 shows the featured framework of the study. Gestalt Field Theory relates the similar environment experienced by the two students (student A & B). However, the students may be affected by other factors (expectations from other people, their time management and preferences in learning that would contribute to the differences in their study habits.

Figure 3.2


OPERATIONAL FRAMEWORK

In this framework, the stated variables in the theoretical and conceptual framework will be specified more to get a clearer picture in determining the differences of study habits between honor and non-honor students. To start, the school environment which will be The University of the Philippines High School will contribute on some congruence between honor UP High 4th year students and non-honor UP High 4th year students. However, there are other factors that may contribute with their distinctions. The first factor is the influence and expectations of other people (peers, parents and tutors). The second factor is the time management of the students incorporated with their schedule and time spent in studying. The last factors are the students' study method, attitude towards studying, activities when they study, their note-taking and preparations in studying. The specified elements contribute to the differences in their study habits as shown in Figure 3.3.