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TSAPTER 1
ANG SULIRANIN AT ANG KALIGIRAN NITO

Introduksyon

Ang pag-aaral sa lebel tersyaryo ay isang napakakritikal na baitang tungo sa ating paghahanap ng karera sa buhay. Dito matututunan ng mag-aaral ang mga esensyal na karunungang mayroong kinalaman sa nais niyang kuning kurso. Bagama’t lubusan ang naging pagahahanda ng karamihan sa mga naunang lebel ng edukasyon – paaralang primarya at sekundarya – mayroon pa ring iilan sa na hindi pa kayang matugunan ang mga intelektwal na pangangailangan sa kolehiyo. Ang transisyon mula sekundarya patungong tersyaryo ay isang hamon na nakaharap sa mga estudyante sa kanilang unang taon sa tersyaryo, sapagkat ang buhay sa isang mataas na institusyon ay isang malawak na learning environment na sumasaklaw sa kasarinlan na pag-aaral. Sa isang mataas na institusyon kagaya ng Unibersidad ng Liceo de Cagayan, ang mga mag-aaral ay kinakailangang maging marunong sa bagong kultura at mga etnisidad ng kaligiran, at magkaroon ng kamalayan sa mga kahalagahan at saloobin ng Unibersidad, kung saan sa isang de-kalidad na institusyon, inaasahan ang mataas na pamantayan sa pagsunod sa mga akademikong regyulasyon. (Brick, J 2006) Mula sa perspektib ng isang High School Learning System, ang tersyaryo ay may napakalaking kaibahan kung ikukumpara sa sekundarya, kung saan ang mga mag-aaral ay hinihikayat na maipakita ang kanilang kasarinlan sa paglinang pati na rin ang pagkupkop sa isang kapaligiran ng pagtutulungan kasama ang kanyang kapwa mag-aaral upang malampasan ang mga inisyal na suliranin kaakibat ng isang akademikong disposisyon. (Devlin, M 2009)

Maliban sa pang-akademikong kaibahan ng tersyaryo at sekundarya, masasabing malaki ang pagkakaiba sa estratehiya ng pagturo. Isa sa mga mapapansing pagkakaiba ng paaralang tersyaryo mula sa sekundarya at primarya ay ang time schedule. Kung sa sekundarya ay sunod-sunod ang mga klase at walang bakanteng oras na nakalaan bawat araw, naiiba naman ang kolehiyo sapagkat kalat-kalat ang oras ng mga asignatura. Bunga ito ng mahirap na pag-akomoda sa mga time schedule ng mga asignatura. Bagaman at hinihikayat ang mga mag-aaral na pagtuunan ng pansin ang kanilang mga akademikong pangangailangan, hindi lahat ay ginagamit ang kanilang panahon sa gayong layunin. Isang malaking tulong ang palipat-lipat na time iskedyul para sa mga mag-aaral sapagkat maraming gamit ang bakanteng oras tulad ng paggawa ng mga proyekto at aralin o mag—aral / maghanda para sa susunod na mga asignatura, ngunit hindi lahat ay maparaan sa paggamit ng kanilang bakanteng oras. Mayroong iilan na lumalagi sa mga nethaus at internet cafes o hindi kaya’y inuubos ang oras sa mga mall na dapat sana’y naroon sila sa silid-aklatan at nag-aaral. Ayon sa isang sarbey na isinagawa ng Social Weather Station (SWS) noong 1996, maraming elementong nakasagabal sa produktibong paggamit ng mga kabataan sa kanilang oras. Malimit na lamang ang nagbabasa ng mga libro, magasin o pahayagan ang kabataang Pilipino. Hindi na rin masyadong sumasali ang mga kabataan sa isports – isa na lamang sa dalawampung kabataan ang nag-aabala pang sumali sa mga palaro o hindi kaya ay neg-eehersisyo. Isa sa walong kabataan ang sumasali sa mga samahang pampalakasan o recreational organizations at sa mga klab sa simbahan. At sa halip na sumali ang kabataan sa nabanggit na mga aktibidades, kapansin-pansing nalululong ang ilan sa bisyo. Sa tala ng SWS noong Abril ng 1996, humigit-kumulang 20% ng kabataan mula edad 15 hanggang 30 taong gulang ang nalulong sa alak at paninigarilyo. Sa gayong sarbey, 13% ng kabataan ang nakadaan na sa premarital sex. Dahil sa gayong mga hadlang sa produktibong paggamit ng oras, unti-unti na ring bumaba ang kalidad ng edukasyon sa bansa. Kapuna-punang marami nang mga kolehiyo ang puwersahang napasara ng Comission on Higher Education dahil sa napakababang passing rate sa board exam.

Paglalahad ng Layunin at Suliranin Pangunahing layunin ng papel na ito ang malaman kung maparaan o epektibo sa pag-aaral ang paggamit ng mga Licean sa kanilang free time o bakanteng oras. Upang magawa ito, pinagsikapang sagutin ang mga sumusunod na katanungan: 1. Anong mga aktibidades ang pinag-aabalahan ng mga Licean tuwing mayroon silang bakanteng oras? 2. Saan pumupunta ang mga Liceans kapag mayroon silang bakanteng oras? 3. Ano-ano ang mga paktors o impluwensiya na nagdudulot sa mga Licean na lumabas o manalagi sa loob ng kampus 4. Sino ang madalas na kasama ng mg Licean tuwing bakante ang kanilang iskedyul?

Saklaw at Delimitasyon Saklaw lamang ng pag-aaral na ito ang pagsusuri sa mga estratehiya ng mga mag-aaral ng Unibersidad ng Liceo de Cagayan sa kanilang paggamit ng bakanteng oras hinggil sa kanilang pag-aaral. Hindi tinatalakay ng papel na ito ang sosyal, emosyonal, pisikal, mental o ispiritwal na debelopment ng mga mag-aaral tuwing ginagamit nila ang kanilang bakanteng oras. Sinakop lamang ng pag-aaral ang isandaang estudyante mula sa piling limang kolehiyo ng Unibersidad – Physical Therapy, Radiologic Technology, Psychology, Accountancy at Medical Technology – kung saan bawat kolehiyo ay mayroong 20 respondents na kumakatawan, mula sa iba-ibang antas na taon.

Metodolohiya a) Riserts Lokal Ang pag-aaral na ito ay isinagawa sa Unibersidad ng Liceo de Cagayan, isang pribadong non-sectarian na Unibersidad na naitatag noong 1955 sa pangunguna nina Atty. Rodolfo Neri Pelaez at Elsa Pelaez Pelaez. Ito ay binubuo ng 11 na mga kolehiyo at 5 departamento. Ang Unibersidad ay mayroong dalawang kampus, kung saan ang kasalukuyang presidente ay si Dr. Mariano M. Lerin.

b) Disenyo Deskriptibong pamaraan sa uring sarbey ang ginamit sa riserts na ito. Tinalakay ang pagsusuri sa mga nakalap na datos mula sa mga impormante.

c) Mga Respondent Isandaang mag-aaral na respondents mula sa limang piling kolehiyo ng Unibersidad - Physical Therapy, Radiologic Technology, Psychology, Accountancy at Medical Technology – ang pinagkunan ng datos na pinag-aralan, kung saan ang bawat napiling kolehiyo ay kinakatawan ng 20 respondents. Sa pagpili ng mga impormante, binigyang konsiderasyon ang pagiging magkaibigan ng mga mananaliksik at impormante. Sa kondisyong iyon, mas napadali ang pagkalap ng mga datos. Dahil sa kapalagayang-loob ang ginawang mga impormante, naging maluwag ang pagkuha ng mga impormasyon sa paraang pasulat at pasalita

d) Pangangalap ng Datos at Instrumento Sa pamamagitan ng sarbey kwestyoner, kinalap ang mga datos sa unang bahagi ng Marso 2010. Personal na ginawa ng mga risertser ang pamimigay ng mga sarbey kwestyoner.

e) Interpretasyon ng mga Datos Ginawan ng tabyular na presentasyon ang mga nakalap na datos na sinundan ng tekstwal na analisis at interpretasyon. Bilang istatistikal na instrumento, ginamit ang frequency count na may formula na P = Dalas ng Bilang / N x 100

TSAPTER 2
PRESENTASYON AT INTERPRETASYON NG MGA DATOS

Batay sa ginawang sarbey, natuklasan ang mga sumusunod na kasagutan sa mga tiyak na problemang nasa unang tsapter.

Talahanayan 1. Gulang ng mga Respondent

|Gulang |Dalas ng Bilang |Porsyento |Ranggo |
|16 |14 |14% |3 |
|17 |42 |42% |1 |
|18 |20 |20% |2 |
|19 |9 |9% |4 |
|20 |5 |5% |5 |
|21 |3 |3% |7 |
|22 |1 |1% |9 |
|23 |1 |1% |9 |
|24 |1 |1% |9 |
|25 |4 |4% |6 |
|Kabuuang bilang |100 |100% | |

Ipinapakita sa talahanayan 1 ang bilang at porsyento ng edad ng mga respondents o impormante na bumubuo sa sample size. Batay sa mga nalakap na datos, pinakamaraming impormante ang nasa edad na 17 taon na may 42% porsyento ng kabuuang sample. Sa kabuuan, nangunguna ang dami sa mga respondents sa edad na 17, na sinusundan ng bilang ng mga respondents sa gulang 18, at pumapangatlo naman sa kabuuan ang mga respondents na may gulang 16. Ibig sabihin nito, karamihan sa mga nakalap na datos ay nagmumula sa mga estudyanteng nasa una at pangalawang taon ng kolehiyo. Karamihan ng mga impormante ay kagagradweyt lamang ng sekundarya sa nakaraang taon at malamang ay masunurin sa mga alituntunin sa paaralan o hindi kaya ay mga iskolar na may scholarship grant na pinananatili.

Talahanayan 2. Kasarian ng mga Respondent

|Kasarian |Dalas ng Bilang |Porsyento |Ranggo |
|Babae |63 |63% |1 |
|Lalaki |37 |37% |2 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 2 makikita ang kabuuang bilang ng mga impormante ayon sa kanilang kasarian, kung saan 63 porsyento ay mga babae at ang natitirang 37 porsyento ay lalake.

Talahanayan 3. Inuuwian ng mga respondent

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|Umuuwi sa bahay / kasama ang pamilya |63 |63% |1 |
|Nagbobording haus / nangungupahan |37 |37% |2 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 3 makikita ang bilang at porsyento ng mga impormante ayon sa kanilang lugar na inuuwian. 63 porsyento o 63 repondents ang umuuwi sa bahay nila o hindi kaya ay kasama ang pamilya habang ang 37% naman ng kabuuang respondents ay nangungupahan sa mga boarding house.

Talahanayan 4. Lebel ng pagkamaparaan ng mga Licean sa paggamit ng kanilang bakanteng oras

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |24 |24% |2 |
|2 |70 |70% |1 |
|3 |6 |6% |3 |
|Kabuuang bilang |100 |100% | |

Makikita sa talahayanan 4 ang lebel ng pagkamaparaan ng mga respondent ayon sa kanilang paggamit sa kanilang bakanteng oras. Masasabing batay sa self-assessment ng mga respondent, 70% sa kanila ang sumagot ng 2, ibig sabihin, hindi sila masyadong mapaaran sa paggamit ng kanilang oras. 6% lang din naman ang sumagot na hindi talaga sila maparaan sa paggamit ng kanilang bakanteng oras.

Talahanayan 5. Lebel ng paggamit ng mga Licean sa kanilang oras para sa pag-aaral

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |11 |11% |2 |
|2 |82 |82% |1 |
|3 |7 |7% |3 |
|Kabuuang bilang |100 |100% | |

Ipinapakita sa talahanayan 5 na, batay sa nakalap na mga datos sa sarbey, pinakamaraming respondent ang sumagot ng 2 sa kanilang paggamit ng oras para sa pag-aaral. Maliit lang na porsyento ng mga impormante ang sumagot na hindi talaga nila inilalaan ang kanilang oras para sa pag-aaral.

Talahanayan 6. Lebel ng Pagkamabisa ng Paaralan para Matuto

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |38 |38% |2 |
|2 |45 |45% |1 |
|3 |7 |7% |3 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 6 makikita ang lebel ng pagkamabisa ng paaralan bilang isang lugar para matuto ng maayos ang mga estudyante. Ayon sa nakalap na datos, hindi masyadong nasisiyahan ang mga mag-aaral sa eskwelahan bilang isang mabisang lugar ng pagkatuto. Nangunguna ang 2 na mayroong 45% ng mga respondents sa tala, na sinusundan ng 38% ng mga respondents na nagsagot ng 1, bilang ang Unibersidad na isang napakamabisang lugar sa edukasyon.

Talahanayan 7. Dalas ng Pag-uwi Agad sa Bahay ng mga Respondent kapag Walang Klase

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |30 |30% |2 |
|2 |47 |47% |1 |
|3 |23 |23% |3 |
|Kabuuang bilang |100 |100% | |

Batay sa talahanayan 7, masasabing karamihan sa mga impormante ang hindi umuuwi diretso sa bahay o boarding house kapag wala nang klase o kapag bakanteng oras. Sa porsyentong 47%, pnakamarami ang nagsabi na minsan silang umuuwi aga-agad sa kanilang bahay kapag wala nang klase.

Talahanayan 8. Lebel ng pagkakasama ng mga respondent sa kanilang bf / gf / kaklase kapag bakanteng oras.

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |36 |36% |2 |
|2 |59 |59% |1 |
|3 |5 |5% |3 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 8, makikita na 59% ng mga impormante ang madalas kasama ang kanilang kaklase / bf / gf kapag bakante ang kanilang oras. Madami rin sa kanila ang nagsabi na palagi talaga nilang kasama ang kanilang mga kaklase bf / gf na may 36% ng mga resppondents and nagsabi. Implikasyon nito’y talagang likas na palakaibigan ang mga Liceans na impormante.

Talahanayan 9. Lebel ng Pagsali ng mga Respondent sa mga Extra-curricular na Aktibidades sa Loob ng Eskwelahan.

|Lebel ng Kasiyahan |Dalas ng bilang |Porsyento |Ranggo |
|1 |10 |10% |3 |
|2 |52 |52% |1 |
|3 |38 |38% |2 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 9 makikita na 52% ng mga impormante ang madalas ay sumasali sa mga extra-curricular na aktibidades sa eskwelahan. 10% naman ang palaging sumasali. Kapag ipagsasama ang sumagot na sumasali sila sa mga aktibidades palagi o minsan man lang, mayroong 38% ang nag sasabi na hindi talaga sila sumasali sa mga aktibidades sa eskwelehan, at malaking porsyento ito kung tutuusin.

Talahanayan 10. Dalas ng Bakanteng Oras ng mga Respondent Bawat Linggo.

| |Dalas ng bilang |Porsyento |Ranggo |
|1-5 |36 |36% |2 |
|6-10 |37 |37% |1 |
|11-15 |12 |12% |3.5 |
|16-20 |12 |12% |3.5 |
|Iba pa (21-pataas) |3 |3% |5 |
|Kabuuang bilang |100 |100% | |

Sa talahanayan 10 nakalista ang dami ng bakanteng oras bawat linggo ng mga impormante. Ayon sa nakalap na impormasyon, karamihan sa mga respondents ay mayroong 1-5 na oras bawat linggo na walang klase (36%) o hindi kaya ay 6-10 na oras bakante (37%). Mayroon ding iilan na aabot sa 11 – 15 oras bawat linggo ang kanilang bakante at 16-20 oras bawat linggo sa parehong porsyento.

Talahanayan 11. Lugar na pinatutunguhan ng mga respondent kapag may bakanteng oras o walang klase.

| |Dalas ng bilang |Porsyento |Ranggo |
|Kantina |40 |40% |1 |
|Silid-aklatan |32 |32% |2 |
|Bakanteng silid-aralan |15 |15% |5 |
|Mall |12 |12% |6 |
|Internet café |16 |16% |3.5 |
|Iba pa |Bahay/boarding house |16 |16% |3.5 |
| |Westside badminton court |1 |1% |8.5 |
| |R.E.R. Subd. |3 |3% |7 |
| |Riverside |1 |1% |8.5 |

Pinakamarami sa mga impormante ang nagsagot na sa kantina lamang sila lumalagi kapag wala silang klase na mayrrong 40% sa kanila. Sinundan naman ito ng 32% sa kabuuang bilang ng mga impormante na nagsasabing sa silid-aklatan o library sila lumalagi. Mayroon ding iilan na nananatili na lamang sa mga bakanteng silid-aralan (15%) at ang iilan nama’y sa mall (12%). Nasa hulihan sa mga lugar na nilalagian ng mga estudyante ang Riverside at Westside Badminton Court.

Talahanayan 12. Madalas gawin ng mga respondent kapag bakanteng oras o walang klase

| |Dalas ng bilang |Porsyento |Ranggo |
|Nag-aaral |36 |36% |2 |
|Nag-momoling |6 |6% |5 |
|Kumakain |42 |42% |1 |
|Nag-iinuman |9 |9% |4 |
|Umuuwi sa bahay / boarding house |34 |34% |3 |
|Iba pa |Kasama barkada/kwentuhan |5 |5% |6.5 |
| |Nag-iinternet/laro sa cafe |5 |5% |6.5 |
| |Sports |1 |1% |8.5 |
| |Soundtrip |1 |1% |8.5 |

Pinakamadami sa mga impormante ang sumagot na kapag wala silang klase, sila ay kumakain. Ano pa at 36% ang nagsabi na nag-aaral sila kapag bakante nilang oras. Marami din ang umuuwi sa bahay o boarding house kapag wala silang klase. Nakakagulat din na 9% sa mga impormante ang sumagot na nag-iinuman sila sa gayong oras. Kasama ng 5% ng mga impormante ang kanilang mga kaibigan kapag bakanteng oras. Sa parehong porsyento, ang mga impormante ang na-iinternet o lumalagi sa mga nethaus.

Talahanayan 13. Madalas kasama ng mga respondent kapag bakanteng oras o walang klase

| |Dalas ng bilang |Porsyento |Ranggo |
|Kaklase |58 |58% |1 |
|Barkada |49 |49% |2 |
|Pamilya |15 |15% |3 |
|Kasintahan |6 |6% |4 |
|Iba pa (walang kasama) |3 |3% |5 |

Ayon sa talahanayan 13, ang pinakamadalas na kasama ng mga respondents tuwing bakanteng oras ay ang kanilang kaklase na mayroon 58% sa kanila ang nagsabi. Sinusundan naman ito ng 49% sa kanila ang sumagot na kasama nila ang kanilang barkada, 15% kasama ang kanilang pamilya, 6% kasintahan at 3% o 3 respondents ang sumagot na wala silang kasama.

Talahanayan 14. Mga paktor o impluwensiyang nagdudulot na lumabas o manatili ang mga respondent sa eskwelahan

|Lumalabas ang mga mag-aaral dahil |Nananatili ang mga mag-aaral dahil |
|Nakakabagot sa paaralan / masaya sa labas ng paaralan |Hindi mahilig lumabas / tamad gumala |
|Gusto maglakwatsa |Kasama ang mga kaklase sa loob ng kampus |
|Maraming gawain sa labas ng kampus |Naghihintay sa susunod na klase |
|Walang klase |Para hindi masyadong makagasta ng pera |
|Matulog, magpahinga o mag-aral sa bahay o boarding house |Walang ibang mapuntahan |
|Pumupunta sa Internet Café |Gusting mag-aral o gumawa ng mga proyekto at rekwayrments sa |
| |silid-aklatan |
|Kumakain sa labas |Walang magawa sa bahay o boarding house |
|Sumasama sa mga kaibigan |Kumakain sa kantina |
| |Maraming maganda sa paaralan |
| |Naghahanda para sa mga aktibidades sa paaralan |
| |Walang masyadong bakanteng oras |

Nakalista sa talahanayan 14 ang mga impluwensiya o paktor kung bakit mas pinipili ng mga mag-aaral na manalagi o umalis sa kampus. Sa nakalap na sarbey, 43% ang sumagot na mas pinipili nilang lumabas sa paaralan dahil sa mga nabanggit na mga rason. Higit pa nito, 57% ang sumagot na nananatili sila sa paaralan dahil sa mga dahilang nakatala sa talahanayan 14.

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