72 Manunggal St.,
Bgy. Tatalon, Quezon City,
Philippines 1113
CP : 0915-1429675 Email : panercris@gmail.com
EDUCATION
•
Ph.D. in Biological Science
(candidate)
University of Santo Tomas,
Graduate School
- M.S. Microbiology
University of Santo Tomas
Thesis: “Chemical Control of Fungi Infesting Easel Oil Paintings at
University of Santo Tomas Museum
of Arts and Sciences”
- Italian Scholarship Grant
Restoration and Conservation of Artworks Attacked by Biological Agents
Istituto Centrale Per Il Restauro, Rome, Italy (January 1-June 30, 2004)
- B.S. Biochemistry
University of Santo Tomas
- Professional Teaching Certification Program (Major in Biological Science)
Caloocan City Polytechnic College
WORK EXPERIENCE
- Instructor 5, CFAD, IPEA, Pharmacy, CTHM, University of Santo Tomas
SY 1995-Present
Subjects taught: Organic
Chemistry lab., Statistics, College
Algebra,
Algebra with
Trigonometry, Business Math, Physics,
Plane & Solid
Geometry, Environmental Science, Biology
- Part Time Instructor, Our Lady of Perpetual Help College, Manila
Subjects taught: Food Microbiology (Lecture and Laboratory)
- Part Time Instructor, St. Paul’s College, Quezon City
Subjects taught: Lec. & Lab: General Microbiology, Biochemistry,
Microtechnique
- Part Time Instructor, Unciano Colleges and General Hospital, Inc., Manila
Subjects taught: Lec. & Lab: General Microbiology and Parasitology,
Inorganic Chemistry,
Comparative
Anatomy, Botany, Organic Chemistry, General Zoology,
Biology,
Biochemistry
OTHER PROFESSIONAL
EXPERIENCE
·
Editor and Professional
Consultant,
MET Publishing House, Manila
·
Microbiologist, Silver Swan Manufacturing Inc.,Panghulo,
Malabon
·
Biochemist, Watercare Philippines, Inc., Valenzuela City
·
Food Production
Researcher(Mushroom Culture), TWH, Inc., Cainta Rizal
·
Review Director for LET, Center for Educational Excellence, Inc.
·
Project Consultant on
“Biodeterioration of Artworks”, Paper Conservation Laboratory, Archives Dept., Arzobispado de Manila
Projects: Conservation of paintings by
Fernando Amorsolo, Botong Francisco,
Ben Cab, Cezar Legaspi, Simon Flores, Betsy Westerndorp
·
Licensure Exams For
Teachers (LET) Reviewer at:
- Malabon City University,MET Review Center, UST-College of Education, Caloocan Polytechnic College,
Trinity College, & Center for Educational Excellence Inc.
AWARDS AND HONORS
- 10th Placer (85.60%), Licensure Examinations for Teachers (LET)
- Full College Scholarship by Lourdes Reyes Foundation
- Professional Civil Service Examinations, weighted ave: 86.49%
- Valedictorian, High School
- Salutatorian, Elementary
- Certificate of Appreciation as resource speaker on the topic “Visual Arts and Restorations”, Faculty-Student Art Forum, Beato Angelico Bldg.,UST.
- Recognition Award for invaluable support and committed service to HARIBON UST as adviser from 2002-2004
- Honored as 4th Degree(highest degree) member of the Knights of Columbus
Given by Philippine District IV-NCR
·
Loyalty and Faithful Award for 13
years of Service
Knights of Columbus UST- Faculty Council 4321
·
Dedicated and Competent Service Award as LET
Reviewer
Malabon City
University
·
Champion, Pautakan Quiz Bee for Coaches, UST
·
Family of the Year Award
Knights of Columbus UST Faculty Council 4321
·
UST Graduate School Thesis
Writing Grant
UST
Graduate School Alumni Association
·
Certificate of Recognition
for invaluable Contribution as Lecturer/Reviewer
Pilot
Project on Review Classes for Licensure Examinations for Teachers
College
of Education, UST
· Certificate of Appreciation as guest speaker on the topic “Products that Cause Cancer”,
given by NEWAYS International (Phils.), Makati City
PUBLICATIONS
Book:
Co-author in LET Reviewer in
Biology, 2006-2010 eds. Published by MET Inc.
ISBN
# 97193249-6-1, sold in National Bookstores
Articles:
- Understanding Museum Pests: The Molds. CFAD Atelier Journal, University of Santo Tomas, Vol. 2 No. 1, 2003-2004, pp. 80-83
- On the Conservation of 20th Century Color Photographs Attacked by Molds. CFAD Atelier Journal, UST., Vol. 2 No. 1, 2003-2004, pp. 106-113
- Witnessing the Glory of Italy in Its Art History and Ancient Spaces. CFAD Atelier Journal, UST, Vol. 3 No. 1, 2004-2005, pp. 55-72
- _______________. Panorama Magazine, November 13, 2005, pp. 12, 13, & 21.
- Deterioration of Paintings and Painting Components Caused by Microorganisms. CFAD Atelier Journal, UST., Vol. 3 No. 1, 2004-2005, pp. 91-94
- Microbial Deterioration of Painting Materials. CFAD Atelier Journal, UST., Vol. 3 No. 1, 2004-2005, pp. 94-97.
- Conservation of Paintings Attacked by Molds. In College Freshman English Book II. Agalabia, U., Aranda, R., et. al., pp. 124-125, UST Publishing House, 2004
- Today’s Restoration Establishments. CFAD Atelier Journal, UST., Vol. 4 & 5 No. 1, 2005-2006 & 2006-2007, pp. 95-99
RESEARCH WORK
·
Indoor
Air Quality of Beato Angelico Building of the University of Santo Tomas -Commissioned
by UST (Nov. 2009-May 2010)
TRAINING
/SEMINAR WORKSHOPS
- Seminar on Test and Measurement Evaluation
- Seminar on Principles/Philosophy of Education
·
Faculty
Development Seminar
- Traditional Filipino Art
- Curriculum Development
- Rubrics Development Across Disciplines
- Certificate on Adobe Photoshop
- Certificate on PC Troubleshooting and Networking
- The Ethics of Teaching
- Rights and Responsibilities of the Faculty Members, Academic and Administrative Officials and Office Staff Seminar
- UST-CFAD Planning and Development Seminar
- Shepherding the Shepherds
- Workshop on Syllabus Construction
- Textbook and Learning Materials Development
- Computer Literacy on Adobe Illustrator, Photoshop, & MS Excel
- Symposium on Waste Management
- Ecological Symposium
- Bringing Out the Best in Me and the Best in You
- Integrating Media in Classroom Instruction( Design, Production, and Utilization of Media)
- Principles and Methods of Humane Educators
- Certificate on Basic Industrial Electronics
- Certificate on Information Technology
- Symposium on the Preservation of our Environment
·
Research Colloquia on
Indoor Air and Water Quality in Relation to Building Design
·
Convention of Philippine Association
of Academic Biochemists,
- 16th Annual Convention of Philippine Biochemical Society
- Script Writing Workshop
- Basic Business and Financial Management
AFFILIATIONS
- Member, CFAD- Adhoc Committee on Math Department
- Member, CFAD-Adhoc Committee on Value Formation
- Board of Director
Philippine Association for the Scientific
Conservation of Cultural Properties
- Deputy Grand Knight, Knights of Columbus UST Faculty Council No. 4321
- Auditor
College of Fine Arts
& Design Faculty Association
- Adviser, HARIBON UST
- Business Manager, NOH-SCC Alumni Association
- Member, Outreach Program Committee
College of Architecture and Fine Arts
LANGUAGES SPOKEN
English,
Filipino
OTHER SPECIAL SKILLS/TALENTS
- Computer operation using MS Word, Excel, Powerpoint, Adobe Photoshop, Internet
- Computer Hardware repair and Software installations
- Website/Blog Construction
- Photography
- Swimming
- Playing Banduria
- Singing
- Riding ATV
WEBSITES/BLOGS
1.
http:/internet-moneymakingsecrets.blogspot.com
3.
http://cmpaner.blogspot.com (The Painting Doctor-“Restorer/Conservator”)
4.
http://sulit.com.ph/3498047 (Research assistance/Thesis Assistance/Thesis
Editing)
5.
http://sulit.com.ph/4829772 (LET Review
by a LET Topnotcher and Veteran Reviewer)
6.
http://sulit.com.ph/5040331 (Lotto
Secrets Revealed!)
7.
http://sulit.com.ph/5058879 (Muscle
Building Cookbook)
9.
http://sulit.com.ph/4973311 (Food Cart
Franchise Business)
10.
http://sulit.com.ph/4833582 (St. Peter Life
Plan and Memorial Chapels)
11.
http://sulit.com.ph/4186306 ( Art and
Craft Materials)
12.
http://sulit.com.ph/4621349 (Cleaning
and Restoration of Paintings)
13.
http://sulit.com.ph/4869897 (Natracare Food Supplements)
14.
http://sulit.com.ph/4802983 (LET
Reviewer Books)
15.
http://sulit.com.ph/5021693 (Lose Weigh
Program & Stop Hair loss Program)
PERSONAL PROFILE
Birth Date: May
15, 1969
Status: Married with 4 children
Religion: Roman
Catholic
REFERENCES
- Dr. Urbano F. Agalabia, Ph.D.,Faculty member, UST-CFAD. Tel. 361-6176
- Dr. Irineo J. Dogma, Jr. Ph.D.,Faculty member, UST-Graduate School, Tel. 911-9443
- Prof. Jaime D. Delos Santos, Former Dean, College of Fine Arts, UST, Tel. 740-9703
The Causes and Effects of Being an Irregular Student in the
College Of Fine Arts and Design
A Statistics Report
Submitted to
Professor Crisencio Paner
College of Fine Arts and Design
University of Santo
Tomas
In Partial
Fulfillment
of the Requirements
for the Course
Math 600A
(Statistics)
Celina Jean Streegan
Neal Ivan Nicole L.
Uy
Jenika Chua
Aleksandra Buendicho
Beatrice Gene Perez
Rex Medina
2AD-7
December 2011
I.
Scope
and Limitation
The scope and limitation of this research leans on the
reasons of why some students become irregular. It will also give clear
understanding these reasons may not always be negative ones. This research is
also a glimpse of the advantages and disadvantages of being an irregular
student and the difficulties that they are faced with. Irregular students from
the following classes, year levels and sections in the College of Fine Arts and
Design included in our research are:
ADVERTISING ARTS
Year level: 1st-4th year
Sections: AD1-AD8
INTERIOR DESIGN
Year level: 1st-3rd year
Sections: ID1-ID3
Year level: 4th year
Sections: ID1-ID5
INDUSTRIAL DESIGN
Year level: 1st-3rd year
Sections: IND1-IND2
Year level: 4th year
Sections: IND1-IND4
PAINTING
Year level: 1st-4th year
Sections: PTG1
II.
Objectives
of the Research
1. This
researchgives knowledge to other Fine Arts students of the University of Sto.
Tomas about the life of the irregular students they encounter every day.
2. To
tackle the main cause of why they become irregular students.
3. To
enlighten other students that being an irregular doesn’t always mean you failed
a subject.
4. To
find out how irregular students are affected by their situation.
5. To
know how they adapt to the changes that usually comes with being an irregular
student
6. Determine
the year they usually start being an irregular
7. To
imply awareness to each one about this certain issue
III.
Problem
What are the
causes of being an irregular student? What are its effects to the students who
are in this situation? How does it feel to be an irregular? What are the
advantages and disadvantages of being one? How does being an irregular affect a
student’s social life and studies?
The first
thought that comes in mind when students see an irregular student is perhaps
they failed the subject they were supposed to be in. Their reasons may vary. And one could
probably be failure to meet the requirements of his past subjects but is not
always the case. There are also other reasons that cause these students to be
in this certain situation.
Different students from the College of Fine Arts and Design
of different year levels and majors will be chosen randomly to be interviewed
to enlighten us about the causes that make a student an irregular. Can the
reason be because of having difficulty in understanding the lessons involved in
a subject? Is the student involved in extracurricular activities? Lack of
money, failure due to absences, etc.
Being irregular doesn’t always have
to be seen negatively. As mentioned earlier, there are other causes of being
one. There may be disadvantages but there are certainly advantages and this
depends on the irregular student faced with this certain situation. Each
irregular student may have reasons but these reasons that we really are to find
out form the irregular students themselves, should be for their good and the
good of the other students who fails to understand their situation.
By being able to
give answer to each question, we would be able to find more about the lives of
irregular students in the College of Fine Arts and Design of the University of
Santo Tomas. We would be enlightened about the main cause and its effect on
their social lives and studies.
IV.
Introduction
Oftentimes we think of being an irregular as a
taboo, students who do not pass certain subject requirements are doomed to
repeat it, thus making a bad mark on his or her transcript of records. And
worst, making an impression of failing. In this research we create a whole new
perspective of irregular students. As much as possible, this research will
analyze the various circumstances that bring students to certain situations like
these. There will always be different
sides to a certain story and this must definitely apply to how irregular
students are viewed.
Irregulars are misunderstood
people, some think they do not have high regard for their education, like they
just think of it as a free gift given to all, but people don’t really know why
they became an irregular in the first place. A survey will be conducted to
determine the main cause of being an irregular. There has always been one
initial reaction regarding this topic and this research aims to give answers to
the many questions that go on concerning a position that irregular student are
put into.
Irregulars are students who skip
year levels, depending on the subject they failed in (if or example this was
the reason); they do not have a permanent block and a given schedule. Irregular
students handle their own time, they are to fix their desired schedule on their
own, so if he or she is lucky enough, he or she can choose a class that suites
his or her preferences. Irregular students are oftentimes the ones who have the
most friends because they get to meet and stay with new sets of classmates
every semester, if they choose a different class each semester. But not all are
can adapt easily to the many changes that go with being an irregular student ,
thinking that they are better off focusing on passing the subject on their own
to get back to where they were really supposed to be.
Irregular students are oftentimes
stereotyped. And as a result, they begin to stereotype. As this certain
situation is being explained, other people outside the group of irregular
students and irregular students themselves begin to understand that being one
may affect lives greatly. It may be negatively or positively depending on that
certain person.
This research will give a clear
statement on the life of irregular students in the College of Fine Arts and
Design in the University of Sto. Tomas. This research involves a number of
students that can surely relate to this certain situation.
Through this
research, we are able to impart knowledge, to enlighten other students about a
situation like this. To tackle the main cause of why some students become
irregular. We are also able to find out the effects of this on the life of a
student, his studies and social life. This research will give clear
understanding and awareness to those who know little of it.
By being successful in conducting this research, people will
be given clarification of what irregular students go through in the College of
Fine Arts and Design of the University of Santo Tomas.
Chapter 2
The
researchers have decided to build a study on the causes and effects of being an
irregular student in the College of Fine Arts and Design. This issue has been
significant in all the universities due to its increasing number. But first,
let us define what a regular and irregular means. Regular is for something to
be normal, usual or customary. Irregular is for something to be not according
to rule or unusual. In relation to our study, regular students are those who
are following the normal flow of the given subjects to be passed, while
irregular students are those who may have difficulties or problems in their
given subjects.
Those
problems and difficulties may be defined or given, but needs further
explanation.
“There have been a number of studies researching the factors
that affect a person’s grade point average (GPA). Many of these factors include
family life, personality characteristics, employment, and extracurricular
activities. Lee and Lee (2007) found that family closeness is a key factor in
determining a child’s academic performance. Their results indicated that
students who rated their family closeness at a higher level displayed an
ability to adjust to their schools better, which could enhance academic
performance because they were more comfortable in their environment. Although
not suggesting that the closeness of the family is a predictor of GPA, the
Halawah study (2006) did indicate that children whose parents were involved in their
education and encouraged them to do their work had significantly higher GPAs.”
(The Impact of Sleepiness Levels on Academic Achievement for College Students
Vol. 7)
Though it
is not a requirement to have personal closeness with the family members, the
study have concluded that having supportive parents gives a huge impact on the
student’s academic performance. The less the support the student get, the less
he/she may respond to the academic requirements.
“Cheung and Kwok (1998) indicated that a student’s
participation in extracurricular activities may not help their academic
achievement and might actually harm it. This might also include employment
during school months. Working an excessive number of hours (35 hours or more
per week) may have unfavorable consequences for students. Kulm and Cramer
(2006) suggested that students who worked this many hours spent less time
preparing for class, which resulted in a lower GPA. Students who worked
excessive amounts of hours also did not have time to get as much sleep.” (The
Impact of Sleepiness Levels on Academic Achievement for College Students Vol.
7)
In college,
there a lot of activities to be considered, there are organizations that allow
students to enhance their given talent. But those activities should be balance
with the student’s academic performance. The imbalance of extracurricular
activities and academics may lead to failure of minor or worst, major subjects,
which should be highly prioritized.
Another
problem in academic failure is the imbalance of work and academics. In the
Philippines, it is normal for college to students to be working while
continuing their studies. But, according to Kulm and Cramer (2006) these
students who work excessive hours does not take enough sleep to obtain energy
to their next activity which usually is attending their classes.
For some
health reasons, sleep is a very important part of the life of a normal human
being. Having or not having a proper sleep effects the activity of a person
during non-sleeping hours. Murphy, Richard, Masaki, and Segalowitz (2005)
studied the effects of wakefulness on test taking. The tests were given after
four hours of wakefulness as well as after 20 hours of wakefulness. They
concluded that participants were less able to recognize mistakes that were made
during the tests after extended wakefulness.
“College students are well known for sleep deprivation;
therefore, Buboltz, Brown, and Barlow (2001) researched the sleep quality of
this age group. There was a high percentage of sleep problems, which supported
past research that college students suffer more from sleep problems than the
“normal” adult population. McClelland and Pilcher (2007) also examined college
students’ self-report on sleepiness. They surveyed 14 undergraduate students and
studied their self-assessment of sleepiness during a 28-hour period of sleep
deprivation. At the beginning of the night the participants were able to
separate sleepiness into two dimensions, state and behavioral. However, as the
night progressed the participants could not distinguish between the two
dimensions. Baranski (2007) observed adults during a 28-hour period of sleep
deprivation as well. The study focused on the metacognitive ability to
self-monitor cognitive performance during sleep deprivation. They found that
persons’ ability to assess their performance accuracy did not change
significantly with sleep deprivation.” (The Impact of Sleepiness Levels on
Academic Achievement for College Students Vol. 7)
The study
on causes and effects of irregular student’s is very wide and broad. There are
a lot of factors to be considered. According to Hansen, Joe (B.2000) race,
gender and sex can affect student’s performance
McDill, E., 1989, Levin, H., 1986) B.A Chansarkar and A.
Mishaeloudis (2001), explained that it is also found that those who live near
the university perform better than other students
A lot of
college students in Manila are living in dormitories, which is because majority
of them lives or come from different places around the country. It is believed
the Manila is where the best schools and universities are found. It is
concluded by McDill, E., 1989, Levin, H., 1986) B.A Chansarkar and A.
Mishaeloudis (2001), that those who live near the university perform better
than other students. This just shows that distance is also a factor on a
students’ academic performance.
Flood, J.,
Brensinger, J., Cheek, S. (2001). The Impact of Sleepiness Levels on Academic
Achievement for College Students Vol. 7. www.con.org.
January 10, 2012. http://www.kon.org/urc/v7/flood.html
Hijazi, S.
T., Naqvi, R. (no date). Factors
Affecting Students’ Performance. http://www.scribd.com. January 10, 2012. http://www.scribd.com/doc/5486916/FACTORS-AFFECTING-STUDENTS-PERFORMANCE
Lee, P., & Lee, C. C. (2007).
The relationship of family closeness with college students' self-regulated
learning and school adjustment. College Student Journal. 41 (4),
779-787.
Halawah, I. (2006).The effect of
motivation, family environment, and student characteristics on academic
achievement. Journal of Instructional Psychology. 33 (2),
91-99.
Cheung, C., & Kwok, S. (1998).
Activities and academic achievement among college students. The Journal
of Genetic Psychology.159 (2), 147-162.
Kulm, T. L., & Cramer, S.
(2006). The relationships of student employment to student role, family
relationships, social interactions and persistence. College Student
Journal. 40 (4), 927-938.
Chapter 3
I.
Research Design
Descriptive statistics is the term given to the analysis of
data that helps describe, show or summarize data in a meaningful way such that,
for example, patterns might emerge from the data. They are used in the first
instance to get a feel for the data, in the second for use in the statistical
test themselves, and in the third to indicate the error associated with results
and graphical output. Descriptive statistics do not, however, allow us to make
conclusions beyond the data we have analyzed or reach conclusions regarding any
hypotheses we might have made. They are simply a way to describe our data. Descriptive statistics is distinguished from inferential
statistics, in that descriptive
statistics aim to summarize a data set, rather than use the data to learn about
the population that the data are thought to represent. This generally
means that descriptive statistics, unlike inferential statistics, are not
developed on the basis of probability theory. Even when a data analysis draws its main
conclusions using inferential statistics, descriptive statistics are generally
also presented.
Descriptive statistics are very
important, as if we simply presented our raw data it would be hard to visualize
what the data was showing, especially if there was a lot of it. Descriptive
statistics therefore allow us to present the data in a more meaningful way
which allows simpler interpretation of the data. For example, if we had the
results of 100 pieces of students' coursework, we may be interested in the
overall performance of those students. We would also be interested in the
distribution or spread of the marks. Descriptive statistics allow us to do
this.
II.
Research
Method
We used the
survey method as a way to gather the information that we needed. A survey is a
written output given to the respondents to fill up the needed information. We
used this method because it only takes a short amount of time to answer. The
respondent would only have to tick on the statements that correspond to his
answers. As for us, we could give out the surveys all at once to all the
respondents. Also, because a survey is a written output, it is easier to compile
the data that we have gathered. It is also easier to interpret the information.
III.
Research Instrument
SAMPLE QUESTIONAIRE:
|
IV. Research Respondent
The study will have irregular students of CFAD in all levels. All of
these participants were selected through random sampling. This sampling method
is conducted where each member of a population has an equal opportunity to
become part of the sample. As all the participants have an equal chance of
becoming a research participant, this is to be the most efficient sampling
procedure. In order to conduct this sampling strategy, the researcher defines
the population first, lists down all the members of the population, and then
selects members to make the sample. For this purpose, a self-administered
survey questionnaire is given to the respondents to answer.
The irregular students assessed to answer the following questionnaire.
No inclusion criteria were applied for the individual applicants; hence, all
were made part of the population. However, due to time and budget constraints,
the researcher opted for a smaller sample size.
Summary, Conclusions
and Recommendations
Summary
A survey will be conducted to
determine the main cause of being an irregular. There has always been one
initial reaction regarding this topic and this research aims to give answers to
the many questions that go on concerning a position that irregular student are
put into.
Irregular students are oftentimes
stereotyped. And as a result, they begin to stereotype. As this certain
situation is being explained, other people outside the group of irregular
students and irregular students themselves begin to understand that being one
may affect lives greatly. It may be negatively or positively depending on that
certain person.
This research will give a clear
statement on the life of irregular students in the College of Fine Arts and
Design in the University of Sto. Tomas. This research involves a number of
students that can surely relate to this certain situation.
Through this
research, we are able to impart knowledge, to enlighten other students about a
situation like this. To tackle the main cause of why some students become
irregular. We are also able to find out the effects of this on the life of a
student, his studies and social life. This research will give clear
understanding and awareness to those who know little of it.
By being successful
in conducting this research, people will be given clarification of what
irregular students go through in the College of Fine Arts and Design of the
University of Santo Tomas.
The first thought that comes in mind when students see an
irregular student is perhaps they failed the subject they were supposed to be
in. Their reasons may vary. And one
could probably be failure to meet the requirements of his past subjects but is
not always the case. There are also other reasons that cause these students to
be in this certain situation.
Different students
from the College of Fine Arts and Design of different year levels and majors
will be chosen randomly to be interviewed to enlighten us about the causes that
make a student an irregular.
Being irregular doesn’t always have
to be seen negatively. As mentioned earlier, there are other causes of being
one. Each irregular student may have reasons but these reasons that we really
are to find out form the irregular students themselves, should be for their
good and the good of the other students who fails to understand their
situation.
Conclusion:
Year Level:
It is more likely for CFAD students to
be an irregular during their sophomore year, which has a53 percentage of
students being irregular during that year and the most unlikely year for CFAD
students to be an irregular is 3rd year college, since it only has
a16 percent chance of being an irregular during that year.
Gender:
Based on our data collected male
students have a percent of becoming an irregular student since they are 58
percent more than females which only has 42 percent.
Type of Subject:
Students become an irregular mostly
on major subjects which has a 54 percent value higher than minor subjects which
only has 46 percent.
Reasons:
CFAD students’ most likely reason
for failing is getting a failing mark and being given an FA or failure due to
absences by the professor, by which failing mark has 25% and FA has 23% both
are the two highest reasons chosen among the other reasons prepared and listed
by the interviewees, the lowest reason for a student to become a irregular
would be the office not encoding their subjects which only has 4%.
Recommendations
We recommend the following as a
guide for students to avoid being an irregular based on some of their reasons,
·
Since failing marks are the highest of all the
reasons, students should not take that failing If a student feels that he or
she is being treated unfairly, one should always think positively and take it
as a challenge given by the professor so that he or she can excel in that
certain area.
·
In the area of having subject so lightly to
avoid repeating it, if they find that subject difficult they should put in
extra effort to understand what is difficult for them
·
Failure due to absences are caused by plenty of
reasons, but still students should learn how to prioritize and time management,
with these two one can avoid being marked absent.
·
family problems, one should learn how to
separate school from home so that it will not affect one’s performance in
school.
·
In the case of dropping of subjects, think twice
before dropping them, because who knows if one was able to strive hard enough
to pass then he or she would no longer need to drop that subject and repeat it
again
How many respondents did you have all in all?
ReplyDeletei study 1st semester in my 1st year. am i an irregular students ? college 1 irregular? pls asap.tnx
ReplyDeleteand i didnt study on my 2nd semester in my 1st year college because due financial problems
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