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PRACTICAL RESEARCH 1 EXAMPLE FOR STUDENTS

Practical research 1, tagum city national high school.

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Preview text, the problem and its background.

This chapter includes the introduction, theoretical framework, statement of the problem, hypothesis, scope and limitation, conceptual framework, significance of the study and the definition of terms used.

Introduction Researchers focused much of their attention in studying the importance of Intelligence Quotient (IQ) and Emotional Quotient (EQ) because of the thought that these two are important determinants of success. But few years back, Dr. Paul G. Stoltz introduced another concept which talks about how well a person was able to cope, handle and withstand adversities, to recover from those adversities and to turn them into opportunities. This concept is called Adversity Quotient® (AQ®). By understanding the concept of AQ® we can better understand how we and others react to challenge and adversity in all aspects of our lives. In fact, how people respond to adversity is a strong indicator of ability to succeed in many endeavors ( http://stitchestm . blogspot/2007/09/adversity-quotient-aq- emerging). As Adversity Quotient® tells how an individual withstand adversity and his ability to surmount it and it predicts who gives up and who prevails. Adversity Quotient® is the measure on how an individual respond in a given situation. Also,

Adversity Quotient® determines whether an individual will stand strong and true when faced with adversity or the person will be crippled or destroyed (Stoltz, 1999). Today, most people are faced with different adversities. This is the reason why there are organizations that offer help to those who are in need of it. For students, most especially the freshmen who are experiencing the difficulty of the transition from high school to college, they are also given some guidance by the school through mentoring programs. Facing their new environment would mean facing challenging and different obstacles in their career. But how do they face some difficult situations that come up during their adolescent years? What would be the impact of these conflicting demands to their day-to-day life? How would these young people respond in different adversities? Adolescence, defined in books, as the transition period that links childhood and adulthood (Davis et al. 2004). Erikson described it as a moratorium, a temporal and psychological gap between the security of childhood and the autonomy of adulthood (Santrock, 2003). Adolescents are prone to peer pressure that can great influence or impact to their attitudes, values, and behaviors. According to Mendoza (2005), peer group is a contributory factor to an adolescent. This gives strong motivation for gaining social learning. He starts to associate with people. This social relationship with his group forms strong bonding among them. This peer group influences his behavior and decision. And the fact that adolescents are prone to social pressure and conflicting demands,

measuring the effect of mentoring program on the freshmen students at FAITH in terms of how they withstand and overcome different adversities.

Theoretical Framework The concept of mentoring has been around for a long time and stems from Homer’s Odyssey. Mentoring is now looked at as a “promising approach for enriching children’s lives (webspace.ship/cgboer /erikson). According to George Herbert Mead’s theory of social learning, children begin to perceive themselves from the perspective of the generalized other, the community as a whole. Knowing the norms and values of society, children can begin to know how their actions are perceived by the generalized other. Mead said that everyone has an “I” and a “me.” The “I” is the individual or the true self and the “me” is the way one acts in different social situations under the norms of society. Through social interaction people learn the acceptable “me”. Mead felt that children develop their “selves” through social interaction. Children begin to pattern their “selves” after a role model (webspace.ship/cgboer/ erikson). This theoretical framework can be applied to the thesis that mentoring has positive effects on children. The mentor acts as the generalized other and serves as a role model to the student who begins to imitate the mentor. This then reflects the positive effect of mentoring. The student changes his/her “me” to conform to the norms of society, and the mentor is the role model whom the

student uses to pattern his/her “me” (webspace.ship/cgboer/ erikson). Erikson believed that personality develops in a series of stages and described the impact of social experience across the lifespan ( http://www . termpaperslab.com/term-papers/154593). During adolescence, children are exploring their independence and developing a sense of self (psychology.about.com/od/theoriesofpersonality/a/psycholsocial). They explore different possibilities for career, interests, friends, etc. At this age, adolescents are trying different behaviors and values from what they have learned at home (fractaldomains/devpsych/ erikson). Those adolescents who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future (psychology.about.com/od/theoriesofpersonality/a/psycholsocial). They are trying to define themselves separate from their parents, although, in the end, most adolescents adopt many of their parents' same values and behaviors as well as unique views of their own (fractaldomains/devpsych/ erikson). According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence also

What is the post test score of the Adversity Quotient® of the respondents before the mentoring program?

What are the Control, Ownership, Reach and Endurance scores of the respondents on their pre-test and post test as revealed by the AQ Profile® Version 8?

Is there a significant effect of mentoring program on the AQ® Scores of the respondents as revealed by the AQ Profile® Version 8?

Hypothesis The hypothesis will be raised in the study and will be tested at .05 level of significance. Ho : There is no significant effect of mentoring program on the Adversity Quotient® scores of the respondents.

Scope and Limitation of the Study This study focused on the Effects of Mentoring Program on Adversity Quotient® of Selected Freshmen College Students of First Asia Institute of Technology and Humanities during the Second Semester of Academic Year 2008 - 2009. The respondents of the study were composed of 181 randomly selected college students which comprise 25% of the total population. The results of this study is applicable only to the respondents of this study and

Effects of Mentoring Program on AQ®

should not be used as a measure of the effect of mentoring program on the Adversity Quotient® of the students who do not belong to the population of this study. The researchers considered working on this study to find out if there’s an effect on the Adversity Quotient® of selected freshmen college students of First Asia Institute of Technology and Humanities after taking the mentoring program. And to assess the effectiveness of the institution’s mentoring program with regard to the development of AQ® specifically enhancing the ability of the mentees to withstand and overcome adversities.

Conceptual Framework

Respondents (AQ Profile® Version 8) (PRE-TEST)

Mentoring Program

(AQ Profile® Version 8) (POST TEST)

AQ ® and CORE Scores on Pre-test and Post test

Teachers/Mentors. The result of the study will help the teachers/mentors provide encouragement to think of ideas that will give proper guidance to the students/mentees. This may also increase their competency. Guidance Staff. The result of the study may provide on assessment of the mentoring program whether it is effective or not. This may also encourage the guidance staff to think of other activities that will make the students/mentees as well as their teachers/mentors enjoy the program. Parents. The result of the study will help the parents of the respondents feel secured because there are programs in the institution like the mentoring program that will help their children cope and adjust with the adversities of college life. Future Researchers. The findings of the study will serve as a reference material and a guide for future researchers who wish to conduct the same experimental study or any study related to mentoring program and Adversity Quotient®.

Definition of terms Adolescence - the period of transition between childhood and adulthood (Corey, 2004).

Adversity - a state, condition, or instance of serious or continued difficulty or adverse fortune (merriam-webster/dictionary/adversity)

Adversity Quotient (AQ®) - in this study, it pertains to the total score obtained from the AQ Profile® Version 8. It is the science of human resilience in

which people who successfully apply it perform optimally in the face of adversity (peaklearning).

Adversity Quotient Profile® - is a scale-based, forced-choice questionnaire designed to reveal an individual’s response pattern to adverse situations according to Stoltz (1997). It is a normative instrument; since higher AQ® scores reflect greater resilience, they are more desirable than lower scores (peaklearning/ measuring-aq_arp). It is composed of the following dimensions:

Control Dimension - a measure of the degree of control a person perceives that he or she has over adverse events; (peaklearning/ measuring-aq_arp).

Ownership Dimension– a measure of the extent to which the person owns, or takes responsibility for, the outcomes of adversity or the extent to which the person holds himself accountable for improving the situation(peaklearning/ measuring-aq_arp).

Reach Dimension – a measure of the degree to which the person perceives good and bad events reaching into other areas of life (peaklearning/ measuring-aq_arp).

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes some related literature and studies of foreign and local which are presented in the following paragraphs.

Foreign Literature Mentoring. According to PT Magazine (2006), the traditional concept of mentoring includes a strong, enduring relationship between a well-established professional and a more junior colleague. The established professional nurtures the novice, who is ushered into the inner circle of his or her field (apta.org/AM/Template?Section=Home&TEMPLATE =/CM/HTMLDisplay&CONTENTID=28699). Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee. A mentor is an adult who, along with parents, provides a young person with support, counsel, friendship, reinforcement and constructive example. Mentors are good listeners, people who care, people who want to help young people bring out strengths that are already there. A mentor is not a foster parent, therapist, parole officer, or cool peer (mento ring/mentors/about_mentoring/).

Mentoring is a relationship in which personal and professional growth is fostered, regardless of convention or tradition. Mentors often appear in less conventional form, yet always, if we are to call them mentor, they helped us through a transition of some sort. And if the relationship was positive, we have grown from it in some way, for the idea of growth is inextricable from the idea of mentor (apta.org/AM/Template?Section=Home&TEMPLATE=/CM/ HTMLDisplay&CONTENTID=28699). Programs and initiatives are increasingly appearing in other countries as well thus offering a growing global dimension to the youth mentoring movement. Under the grinding trends is the widely held belief by the public that supportive relationship between young people and the non-parental adults, whether established via programs or through more informal connections represent assets vital for positive youth development (Zachary, 2004). Philip (2000) studies of “natural” mentoring suggest too that is not viewed as a static relationship by mentees or mentors but like other relationships is a set of dynamic and fluid processes of negotiation (infed.org/learningmentors/mentoring). School-based mentoring programs have become increasingly popular. Approximately 30 percent of mentoring programs are located in schools -- and such programs are continuing to expand at an unprecedented rate (mentoring/access_research/school_based). School-based mentoring programs hold considerable promise. The school-based setting provides an invaluable infrastructure and school staff

is supportive and trusting. There’s a mutual and open sharing of information and thoughts about the job. The relationship enables the novice to try out new skills under the guidance of an expert, to ask questions, and to obtain the feedback so necessary in obtaining complex skills (De Vito, 2001). Mentoring relationships vary depending on the level and activities of both protégé and mentor. Each relationship may have that single goal - to advance the professional growth of the protégé (though mentoring has tremendous benefits for the mentor, too) – but there are many mentoring styles(apta.org/AM/Template?Section=Home&TEMPLATE=/CM/HTML Display&CONTENTID=28699). Also, Wood (2002) explained that the mentor plays the most significant role in mentoring. According to myth, Mentor is the name of the person to whom Odysseus entrusted the care of his son, Telemachus, when he set out on those famous wanderings of his that we now call an “Odyssey” and which took him, among other places, to the Trojan Wars (glphils.org/glp2007/mentoring). Despite this extensive history, a mentor can be clearly defined as teacher, sponsor, counselor, guide, and role model, with "true" mentoring encompassing all these roles (apta.org/AM/Template?Section=Home&TEMPLATE =/CM/HTMLDisplay&CONTENTID=28699). All young people have the potential to succeed in life and contribute to society. All children have the potential to succeed in life and contribute to society. However, not all children get the support they need to thrive. Without immediate intervention by caring adults, they could make choices that not only undermine

their futures, but, ultimately, the economic and social well-being of our nation (mentoring/mentors/about_ mentoring/).

Adversity Quotient®. According to Sharkin et. al (2003), recent studies suggest that students may experience high levels of distress and there may be increasing numbers of students who seek counseling for problems such as anxiety and depression (findarticles/p/articles/mi_qa3752/is_200309/ai_n9258753? tag=content;col1). According to Stoltz (1999), Adversity Quotient® is the nutrient rich soil, the key, foundational factor of success that can determine how, if, and to what degree a person’s attitudes, abilities, and performance are manifested in the world. Like the composition of the soil in the garden. AQ® can be enriched and strengthened. It is here that begin to truly grasp the practical implications of AQ®. The result of 19 years of research and 10 years of application is a major breakthrough in understanding of what it takes to succeed. A person’s success in his work and lifestyle is largely determined by his Adversity Quotient®. AQ® tells you how well you withstand adversity and your ability to surmount it. AQ® predicts who will overcome adversity and who will be crushed. Also, AQ® predicts who will exceed expectations of their performance and potential and who will fall short and AQ® also predicts who gives up and who prevails. Adversity Quotient® is comprised of four CORE dimensions. CORE is an acronym for control, origin and ownership, reach, and endurance. These dimensions will determine a person’s overall AQ®.

these young people in institutions, schools, community agencies, and in their own respective localities (danilozuno.tripod.com/FilMentoringInc). On the other hand, “Fil-Mentoring, Inc.” (Filipino Integrated Learning through Mentoring, Inc.) was formally organized in 1994 as a non-profit and voluntary organization involved in propagating Mentoring schemes and develops supplemental learning particularly for the Filipino street children. Composed of mostly young professionals, “Fil-Mentoring, Inc.” was created with a vision of providing these children with adequate skill in enhancing their God-given talents, at the same time, monitor and guide their academic progress. “Fil-Mentoring, Inc.” also seeks to assist other institutions, government and non-government agencies involved with street children, in setting up Mentoring programs that could result in the establishment of a national forum for research on effective Mentoring schemes and programs (danilozuno.tripod/ FilMentoringInc). Mentoring involves volunteers who assist in institutions, community agencies, churches, and schools on a sustained and systematic basis. These mentors act as resource to the coordinator, director, housemothers, and teachers who usually work individually or with small groups in helping these street children with their activities and relating them to the "outside world." (danilozuno.tripod.com/FilMentoringInc) A faculty mentor guides students and ensures their growth through one- on-one consultations. The mentor enriches learning by helping one acquire and

improve one’s orientation and lifelong learning skills. This often leads to friendship that lasts beyond the corridors and caserooms. (aim.edu/students/Mentoring.asp) Mentors are more than role models. They initiate activities that persuade and motivate these children to value education and view it as an instrument to alleviate their present economic and social situation. They inculcate in them the message -- "be as you can be" rather than just "be as I am" (danilozuno.tripod.com/FilMentoring). Mentoring, likewise, involves a higher level of personal commitment than mere conventional tutoring. Mentoring programs can take place in schools, community agencies, business establishments, churches, colleges and universities (danilozuno.tripod.com/FilMentoring).

Foreign Studies Research confirms that mentoring works. From experience and the limited research that has already been compiled, we know that when done well, youth mentoring holds great promise in helping young people succeed in life. Studies of both well-established programs and newer ones that provide youth with formal one-to-one mentoring relationships have provided strong evidence of their success in reducing the incidence of delinquency, substance use and academic failure. These studies further indicate that formal youth mentoring programs can promote positive outcomes, such as improved self-esteem, social skills and career development (mentoring/access_research/).

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