New Era University

College of Business Administration

THE IMPACT OF HAVING TERROR PROFESSORS TO THE ACADEMIC

PERFORMANCE OF SOME FINANCIAL MANAGEMENT STUDENTS

A Research Proposal Presented to the English Faculty

In Partial Fulfillment for the Requirements in English 2

during the Second Semester A.Y. 2014-2015

Proponent:
Livid, Jacqueline B.

April 2015
 Chapter 1
THE RESEARCH PROBLEM AND ITS BACKGROUND

This chapter provides an understanding of what the problem is and its context
scope of the study as well as its significance.

INTRODUCTION
All universities in the country, if not in the world, have their own share of “terror”
professors. Once in the life of every student, a terror teacher or professor will certainly
come in the way.
There will always be that teacher or professor who will “terrorize” the student’s
innermost being, even every single cell inside the body. He or she seemingly has the
“Voldemort power” which makes the students weak their knees, gives blur, scary
visions, severe migraines, and sleepless nights.
It is a natural scenario for us students to encounter terror professors once in a
while. We feel doomed every time they enter or even take a step in our classroom.
Terror professors are short-tempered and unapproachable. They fail students,
give out academic requirements that would usually engulf most of the student’s time
and energy, and they are notorious for giving out difficult and detailed exams.
Students admit that they started staying away from enrolling in classes that
terror professors teach after their experienced in their past subjects. They said that most
of their professors taught at a fast pace to a point that the students could not follow the
lessons anymore. In addition, professors are also temperamental and are very particular
with requirement formats.
You get a big deduction when you do not follow the format during exams. It is as
if the professor is putting more weight on the format than the student’s answers to the
test questions.
This kind of professor affects the academic performance of the students.
Most of the students get stressed that they cannot concentrate and participate
well in the class discussion and activities because they’re afraid that they might fail in
the high standards of and expectations demand by the professors.
 STATEMENT OF THE PROBLEM

The research aims to find out the impact of having terror professors to the
academic performance of some Financial Management students.
Specifically, it seeks to answer the following questions:
1. How may the respondents be described in terms of:
1.1 age
1.2 gender;
1.3 year level;
1.4 number of classes; and
1.5 number of hours staying in school
2. What professor’s characteristics the respondents have?
3. What problems do respondents have with their professors? and
4. What is the impact of having terror professors to the academic performance of
the respondents?

ASSUMPTION

The researcher posted the following assumptions:

1. All the research is valid and reliable.
3. The characteristics of the professors are terror, strict, unapproachable,
inconsiderable, and so on.
4. The respondents met problems in their professors in terms of, way of
approaching the students- they are not approachable, they give low grades, and
for not being considerable.
5. Terror professors affect the academic performance of the respondents in terms
of; they cannot concentrate and participate in the discussion well because they
can’t conform to the demands and expectations of their professors.
 SIGNIFICANCE OF THE STUDY

The contributions of this study would be help to the following:

To the parents, it will serve as information to them about what kind of
distress that their child is going through.
To the administrators, they will be aware about the problem encountered
by the students in their professors.
To the professors, they will be conscious about the performance of the
students as a result of their way of teaching.
To the students, it will help them to handle and to deal to their
professors.
For future researchers, it will serves as a guide for future studies for
betterment.

SCOPE AND LIMITATIONS OF THE STUDY

The main purpose of this study is to identify the impact of having terror professor
to the academic performance of the respondents.
This study is delimited only to 93 students based from the formula that we have
used. The respondents are from New Era University whose course is Financial
Management for the A.Y. 2014-2015.
The Financial Management students involved are the ones who experienced or
experiencing of having terror professors.

DEFINITION OF TERMS

For a better understanding of this study and for a common frame of reference,
the following terms are defined in this study.

Doomed- Very bad events or situations that cannot be avoided.

Distress- unhappiness or pain: Suffering that affects the mind or body
Engulf- To flow over and cover.
Notorious- Well-known or famous especially for something bad.
Pace- The speed at which someone or something moves.
Professor- A teacher especially of the highest rank at a college or university.
Scary- Causing fear.
Scenario- A description of what could possibly happen.
Temperamental- Likely to become upset or angry.
Terror- Violence that is committed by a person, group, or government in order to
frighten people and achieve a political goal.
 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the review of related literature and studies which have
some bearings on the present study.

LITERATURE

These are the theories, principles, facts that have relevance on the present study
that have been made in foreign and in local.

Foreign. According to Craig (1994) in order to find a solid foundation for

relationships, Buddhist psychology proposes that teachers and students need to
consider what we most value in our connection with someone we care about. What are
the moments in a relationship we most cherish in real life? Considering that the
classroom setting is some sort of a compact and miniaturized version of what we
encounter in real lives of ours. It is fair to say that students primarily need to be
recognized in such a classroom setting to. Otherwise, renewal and improvement would
not come into being, especially when students are aware of the particular ways of
“wearing a mask” so as to avoid being hurt again.
The classroom climate influenced by the teacher has a major impact on pupil’s
motivation and attitude towards learning, that is to say, for teachers, having been
equipped with pedagogical and professional characteristics would not be enough to
establish a positive, learnable, and teachable classroom climate. Specifically, the
factors that best facilitate student learning are considered to be the ones that are
described as being purposeful, task-oriented, relaxed, warm, supportive, and has a
sense of order and humor in an integrated sense. (Kumaravadivelu, 1992)
Some adolescents present in school with problems of poor academic
performance and unacceptable behavior. A physician’s evaluation of such problem
requires a careful history and consideration of emotional factors. A neuro-
developmental assessment should reveal a pattern of strengths as well as any areas of
delay. Management includes demystifying the problem to the student and counseling
parents, as well as providing an explanation to the school staff. Stimulant medication,
when the primary problem is one of attention-deficit disorder, can be a useful part of the
therapeutic program. Long-term follow up, counseling and support are essential. World
within the school gives the counselor access to teachers and other staff to ensure that
understanding of, and help with, the problem continues. (Can Fam Physician 1986)
According to Pride Learning Center, student learning can be positively impacted
by the encouragement of teachers to their students. A teacher’s ideas and expectations
of his or her students’ capabilities have an effect on student academic performance and
achievements. If teachers believe in their students, their students begin to believe in
themselves. Students take into effect the beliefs their teachers are viewed in a negative
way by their teachers such as, being lazy, unmotivated and having no abilities, they
take on those beliefs about themselves. Many teachers may not be aware of their
actions towards particular students in the classroom but their students become aware of
them. According to research finding, teachers’ beliefs translate into differential behavior
toward their students as highly motivated and highly capable would often make eye
contact, smile and lean toward them, and praise and call on them frequently.
Local. According to Teves (2012) there are multiple factors that make one
a terror professor. Most students say that terror professors are short-tempered and
unapproachable. They give out academic requirements that would usually engulf most
of the student’s time and energy, and they are notorious for giving out difficult and
detailed exams. Professors are branded as “terror” because of their high standards and
expectations. The term "self-fulfilling prophecy" is apt because once an expectation
develops, even if it is wrong, people behave as if the belief were true. By behaving this
way, they can actually cause their expectations to be fulfilled. Self-fulfilling prophecies
occur only if the original expectation was erroneous and a change was brought about in
the student's behavior as a consequence of the expectation.
Researchers have studied the ways in which teachers' beliefs about students
affect their behavior toward students. Some kinds of differential behavior toward
students who vary in their mastery of the curriculum are appropriate and productive.
Giving some students more advanced material than others is clearly necessary when
there is variability in student skill level, and students need different amounts and kinds
of teacher assistance and attention. Rosenthal (1974) divided teacher behavior
associated with high or low expectations into four categories: socioemotional climate:
smiling and nodding and friendliness; input: distance of seat from teacher, amount of
teacher interaction, amount of information given to learn or problems to complete, and
difficulty and variability of assignments; output: calling on during class discussions,
providing clues, and repeating or rephrasing questions, wait time for student response
to teacher question, level of detail and accuracy of feedback; affective feedback:
amount of criticism, amount (and basis) of praise, and pity or anger expressed for low
performance. (Good, 1987)

STUDIES

This part contains the studies conducted by past researchers that served to be
useful additions to the knowledge of present researchers.
Foreign. Based on the findings of the research conducted by Borophy (1988), it
is highly probable that teachers who approach classroom management, as a process of
establishing and maintaining effective learning environments, and as a multi-lateral
ambience, tend to be more successful than others who place more emphasis on their
roles as authority figures or disciplinarians since classrooms are composed of
numerously different personal views, characteristics, ethics and values.
Research indicates that certain personality characteristics influence student
evaluations of teachers. Form the students’ point of view, teacher-expressive
characteristics such as warmth, enthusiasm, and extroversion apparently separate
effective from ineffective teachers. (Basow, 2000)
Local. Findings on the effect of teachers’ emotions are particularly relevant to
student populations that are often viewed as having low competencies, such as
learning-disabled students. In fact, one study found that teachers expressed more pity
and less anger for children described as having a learning disability than for children
who exerted the same effort and had the same outcome but were not given the LD label
(Clark, 1997)
 RELEVANCE OF REVIEWED LITERARUTE AND STUDIES
TO THE PRESENT STUDY

According to Pride Learning Center, student learning can be positively impacted

by the encouragement of teachers to their students. A teacher’s ideas and expectations
of his or her students’ capabilities have an effect on student academic performance and
achievements. If teachers believe in their students, their students begin to believe in
themselves. Students take into effect the beliefs their teachers are viewed in a negative
way by their teachers such as, being lazy, unmotivated and having no abilities, they
take on those beliefs about themselves. Many teachers may not be aware of their
actions towards particular students in the classroom but their students become aware of
them. According to research finding, teachers’ beliefs translate into differential behavior
toward their students as highly motivated and highly capable would often make eye
contact, smile and lean toward them, and praise and call on them frequently.
In this case, older children have a harder time accepting failure and seeing the
positive side of trying to accomplish a goal, whereas, younger children see failure as a
positive step to finishing or reaching a goal. Teachers’ expectations of students also
play a big role in motivation of student. The rules and goals also play an important role
on the thought and beliefs of the students. It is important for teachers to view
themselves as being able to stimulate student motivation to learn. Tasks given to
students can help increase motivation by being challenging and achievable and
showing students that the skills involved in a task can be used in the real world. Verbally
providing the reasons for the tasks to students is also helpful. According to research
there is a process called Attribution retraining provides students with focus on a task
rather than the fear of failure.
Based on the findings of the research conducted by Borophy (1988), it is highly
probable that teachers who approach classroom management, as a process of
establishing and maintaining effective learning environments, and as a multi-lateral
ambience, tend to be more successful than others who place more emphasis on their
roles as authority figures or disciplinarians since classrooms are composed of
numerously different personal views, characteristics, ethics and values.
 CONCEPTUAL FRAMEWORK

Terror
Professors
IMPACT

Academic Performance of
some Financial Management
Students of NEU

The Conceptual Framework shows the impact of terror professors to the

academic performance of some Financial Management students studying in New Era
University.
 Chapter 3
RESEARCH METHODOLOGY

This chapter presents the methods and procedures that were used in the
research. It includes the research design, gathering of data, description of the
respondents, the technique used, and the treatment of data needed in the interpretation
of the findings of the research.

RESEARCH DESIGN

The research design is crucial importance because it determines the

success or failure of research. The research design guides logical arrangements for the
collection and analysis of data so that conclusions may be drawn.
Creswell (1994) stated that the descriptive method of research is to gather
information about the present existing condition. The emphasis is on describing rather
than on judging or interpreting. The aim of descriptive business is to verify formulated
hypotheses that refer to the present situation in order to elucidate it. The descriptive
approach is quick and practical in terms of the financial aspect. Moreover, this method
allows a flexible approach, thus when important new issues and questions arise during
the duration of the study, further investigation may be conducted.
In this study, the researchers used descriptive research that showed the impact
of having terror professor to the academic performance of some financial management
students.

SAMPLING TECHNIQUE

The researchers used Accidental Sampling technique. The tabulation of data that
gathered was based on the profile and same location of the respondents in able to
evaluate the study easily.
Cluster Sampling was used for the selection of sample to limit and specified the
study. 93 respondents were selected after asking the total population of Financial
Management students in all year levels in the Dean’s office. Every year level has a limit,
for first year-level has a of limit 24 respondents, and for each level: 2nd, 3rd, and 4th year
level has a limit of 23 respondents to be exact to the total sample size which is 93.

RESEARCH INSTRUMENT

This part of the research presents the tool that the researcher will use in
gathering data.
Questionnaire
A questionnaire is a research instrument consisting of series of questions and
other prompts for the purpose of gathering information from the respondents.
Questionnaire has an advantages over some other types of surveys. It is cheaper, does
not require much effort unlike personal interview or telephone interview, and often have
standardized answers that make it simple to compile data. That’s the reason for the
researchers to come up for this type of survey.

Construction. The questionnaire used by the researchers for gathering data are
accurate, specific and direct to the point. The questionnaire were divided into two
parts: the first part includes the personal information about the profile of the
respondents, which was used to draw important information about their age,
gender, year level, number of classes they have a day, and number of hours they
stay in school. The second part is composed of questions about the
characteristics of the professors and the problem met by the respondents. And
the last part is all about their academic performance. This questionnaire is
answerable by choices: Always, Often, Sometimes, Seldom, and Never.
Validation. The survey questionnaire was presented to the professor in-charged
for validation and commended for the improvements. And to the five students
who are not included in the number of respondents were given questionnaires
and asked to answer and commend also if there still error.
Administration & Retrieval. The data that was gathered according to the
allotted time the researcher asked the respondents to answer the questionnaires.
 The allotted time was one day prior to the distribution of the questionnaires to the
respondents and retrieved by the researchers through meeting them during their
break time.

TREATMENT OF THE DATA

The results of the survey was tabulated in the treatment of the data. The
researchers determined the sample size, frequency, percentage, and the weighted
mean. All the data gathered were then analyzed and interpreted.

Slovin’s Formula
Is used to calculate the sample size (n). It is computed through the
formula:
𝑵
𝒏=
𝟏+𝑵𝒆𝟐
Where:
n- sample size
N- population size
e- margin of error

Percentage
This is used for analyzing the percentage of the frequency answered by
the respondents. To calculate the percentage the researchers used the formula:
𝑭
% = ∗ 𝟏𝟎𝟎
𝒏
Where:
%= percentage distribution
f= frequency
N= total number of respondents
 Weighted mean
This was used to measure the general response of the respondents
through the formula:

Σ 𝑓𝑖 𝑋 𝑖
𝑥̅ =
Σ𝑓𝑖
Where:
x- weighted mean
Xi- corresponding scale
Fi- Frequency

Likert Scale:
Scale Weight Range Verbal Interpretation
5 4.21-5.00 Always
4 3.41-4.20 Often
3 2.61-3.40 Sometimes
2 1.81-2.60 Seldom
1 1-1.80 Never
 Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter discusses the findings obtained from the primary instrument used in
the study. It discusses the characteristics of the respondents; the characteristics of their
professors; how many strict professors do they have; what problems they have with
their professor; and the impact of their professor to their academic performance.
Table 1
Respondents’ Gender

Gender Frequency Percentage Rank

Male 38 40.86 2nd
Female 55 59.14 1st
Total 93 100

Table 1 indicates that there are 55 female respondents with the percentage of
59.14 who ranked first and 38 male respondents with the percentage of 40.86
percentage who ranked second. As the frequency table shows, there is imbalance
between male and female respondents. This imbalance shows that female respondents
influenced more the results of this study since they are the majority.
Table 2
Respondents’ Age

Age Frequency Percentage Rank

15-16 yrs. Old 10 10.75 4th
17-18 yrs. Old 41 44.09 1st
19-20 yrs. Old 29 31.18 2nd
21 and above 13 13.98 3rd
Total 93 100

Table 2 presents the age of the distribution of 93 respondents. The age range
from 15-21 years and above. 41 respondents are 17-18 years old which is equivalent
44.09; 29 respondents are 19-20 years old with the percentage of 31.18 who ranked
second.; 13 respondents are older than 21 years old with the percentage of 13.98 who
ranked third; and 10 respondents are 15-16 years old which is equivalent to 10.75 who
ranked fourth. This indicates that most of the college students are 17-18 years old.
 Table 3
Respondents’ Year Level

Year Level Frequency Percentage Rank

1st year 24 25.81 1st
2nd year 23 24.73 4th
3rd year 23 24.73 4th
4th year 23 24.73 4th

Table 3 indicates that 24 of the respondents are first year with the percentage of
58.81 who ranked first and the rest are 23 of each year level: second, third, and fourth
year level with the percentage of 24.73 who ranked fourth.
First year level is 24 respondents and the rest is 23 since we limited it, in order to
come up to our quota respondents which is 93.
Table 4
Respondents’ Number of Classes

Number of Frequency Percentage Rank

Classes
1 1 1.08 5th
2 5 5.38 4th
3 38 40.86 1st
4 34 36.56 2nd
5 15 16.13 3rd
Total 93 100

Table 4 shows that many of the respondents have 3 classes a day which ranked
first with a frequency of 38 which is equivalent to 40.86 percent; 4 classes with a
frequency of 34 which is equivalent to 36.56 percent ranked second; 5 classes with a
frequency of 15 which is equivalent to 16.13 percent ranked third; 2 classes with a
frequency of 5 which is equivalent of 5.38 percent ranked fourth; and 1 class with a
frequency of 1 which is equivalent to 1.08 percent ranked fifth.
Most of the respondents have three classes a day as the result shows in the
survey since students have a minimum of 3 classes a day.
 Table 5
Respondents’ Number of Hours Stay in School

Number of Hours Frequency Percentage Rank

1-3 3 3.23 3rd
4-6 73 78.49 1st
7 and above 17 18.28 2nd
Total 93 100

Table 5 shows that respondents stay in school 4-6 hours a day ranked first with a
frequency of 73 which is equivalent to 78.49 percent, 7 and above hours with a
frequency of 17 which is equivalent to 18.28 percent ranked second and 1-3 hours
ranked third with a frequency of 3 which is equivalent of 3.23 percent.
The result shows that most of the respondents stay for four to six hours a day
since they have a minimum of 3 classes a day.
Table 6
Characteristics of the Respondents’ Professor

Characteristics Weighted Mean Verbal Interpretation Rank

Terror 3.65 Often 4th
Strict 3.80 Often 3rd
Boring 3.41 Often 6th
Lenient 3.43 Often 5th
Kind 3.96 Often 1st
Corny 3.30 Sometimes 7th
Nice 3.85 Often 2nd
Unapproachable 2.81 Sometimes 12th
Inconsiderable 2.27 Seldom 15th
Short-tempered 2.83 Sometimes 11th
Giving difficult tasks 3.19 Sometimes 10th
Failing students without explaining 2.28 Seldom 14th
Setting high standards 3.26 Sometimes 8.5th
Giving difficult exams 3.26 Sometimes 8.5th
Not teaching/lazy 2.69 Sometimes 13th
Total weighted mean 3.20 Sometimes
 The table shows the analysis of weighted mean, verbal interpretation and rank of
the characteristics of the professors of the respondents.
Based on the collective results, Most of the respondents’ professors are Kind
with a weighted mean of 3.96; second is Nice with a weighted mean of 3.85; third is
Strict with a weighted mean of 3.80; fourth is Terror with a weighted mean of 3.65; fifth
is Lenient with a weighted mean of 3.43; sixth is Boring with a weighted mean of 3.41;
seventh Corny with a weighted mean of 3.30; Setting high standards and Giving difficult
exams ranked 8.5th a percentage of 3.26; tenth Giving difficult tasks with a weighted
mean of 3.19; eleventh is Short-tempered with a weighted mean of 2.83; twelfth
Unapproachable with a weighted mean of 2.81; thirteenth Lazy with a weighted mean of
2.69; fourteenth Failing students without explaining with a weighted mean of 2.28; and
fifteenth Being inconsiderable with a weighted mean of 2.27
As shown in the table above some of the respondents’ professors are Kind, Nice,
and Lenient also as the verbal interpretation indicates often but there are also
professors that are Strict, Terror, Boring, Corny, Setting high standards, Giving difficult
exams and tasks, Short-tempered, Unapproachable, Lazy to teach, Failing students
without explaining, and Inconsiderable. According to Kumaravadivelu (1992) the
classroom climate influenced by the teacher has a major impact on pupil’s motivation
and attitude towards learning, so this characteristics of professor have a huge effect to
on the respondents’ way of learning.
Table 7
Respondents’ Number of Strict Professors

Number of Strict Frequency Percentage Rank

Professor
1 23 24.73 3rd
2 36 38.71 1st
3 24 25.81 2nd
4 8 8.60 4th
all 2 2.15 5th
Total 93 100

Table 7 shows the number of strict professors that the respondents have, having
2 professors ranked first with a frequency of 36 which is equivalent to 38.71 percent. 3
professors with a frequency of 24 which is equivalent to 25.81 percent ranked second. 1
professor ranked third with a frequency of 23 which is equivalent to 24.73 percent , 4
professors ranked fourth with a frequency of 8 which is equivalent to 8.60 percent and
having all professors that are strict with a frequency of 2 which is equivalent of 2.15
percent ranked fifth.
The table shows that most of the respondents have two strict professors this
shows that in every schools or year level there are terror professors because that is a
part of college life.
Table 8
Respondents’ Problems with their Professor

Problems Weighted Mean Verbal Rank

Interpretation
I cannot concentrate because of his/her 3.58 Often 3rd
presence
I am too afraid to speak 3.72 Often 1st
I am intimidated with how he/she speaks 3.56 Often 4th
I got scared when he gets mad 3.16 Often 7th
I panic when he/she gives a task 3.70 Often 2nd
I can’t understand the lesson because I 3.28 Sometimes 6th
am afraid
I cannot get his/her message because of 3.22 Sometimes 5th
nervousness
I pee in my pants 1.78 Never 8th
Total weighted mean 3.26 Sometimes

Based on the table, the respondents are afraid to speak with a weighted mean of
3.72. The second problem that the respondents have met with their professors is that
they panic when he/she gives a task with a weighted mean of 3.70. The third is, the
respondents cannot concentrate because of his/her professors’ presence with a
weighted mean of 3.58. The fourth is the respondents got intimidated on how their
professor speaks with a weighted mean of 3.56. The fifth is the respondents cannot get
his/her professors message because of nervousness with a weighted mean of 3.22. The
sixth is the respondents can’t understand the lesson because he/she is afraid with a
weighted mean of 3.28. The seventh the respondents got scared when their professor
gets mad with a weighted mean of 3.16 and the eighth problem is the respondents’ got
pee in their pants with a weighted mean of 1.78.
 The table above shows that the respondents are afraid to speak to their
professor about their thoughts or feelings this is because they don’t face their fear and
they do not communicate to their professor as indicates in table 9.
Table 9
Respondents’ Academic Performance

Academic Performance Weighted Verbal Rank

Mean Interpretation
I am motivated to review my lessons before I 2.98 Sometimes 5th
enter my class
I always do advance reading to be prepared for 2.52 Seldom 10th
my class
I am challenged to be more attentive during the 3.05 Sometimes 4th
lecture
I make sure that I am ready whenever my 2.59 Seldom 7.5th
professor call my name
I always think of good ways on how to start a 2.59 Seldom 7.5th
“convo” with my professor
I can’t concentrate well in class discussion 2.57 Seldom 9th
I’m afraid to recite although I know the answer 3.58 Often 2nd

I can’t participate in activities 4.23 Always 1st

I feel nervous whenever he/she calls my name 2.66 Sometimes 6th

I want to drop out from the class 3.46 Often 3rd

Total weighted mean 3.02 Sometimes

This table presents the academic performance of the respondents’ performance

of having terror professor. The respondents say that they can’t participate in activities in
class with the weighted mean of 4.23 which ranked first; they are also afraid to recite
although they know the answer with the weighted mean of 3.58 which ranked second;
they said that they want to drop out from class with the weighted mean of 3.46 which
ranked third. Some of the respondents are challenged to be more attentive during
lectures with the weighted mean of 3.05 which ranked fourth. Some are motivated to
review their lessons before they enter their class with the weighted mean of 2.98 which
ranked fifth; some respondents felt nervous whenever their professor calls their name
with the weighted mean of 2.66 which ranked sixth. They also said that they make sure
that they were ready whenever their professor calls their name and they think of good
ways n how to start a “convo” with their professor with the weighted mean of 2.59 which
ranked eighth; respondents also cannot concentrate well in the discussion with the
weighted mean of 2.57; and last is respondents don’t do advance reading in order to be
prepared for the class.
The table above shows that respondents are having trouble in their studies as 1st,
2nd, and 3rd goes in the negative effect to the academic performance. Having terror
professor is really bad because as the table indicates most of the respondents are
having problems when it comes in school activities, lectures, recitations, and so on. But
as we can see in the table some of the respondents are challenged and in results they
are motivated and review their lessons. According to Pride Learning Center, student
learning can be positively impacted by the encouragement of teachers to their students.
A teacher’s ideas and expectations of his or her students’ capabilities have an effect on
student academic performance and achievements. If teachers believe in their students,
their students begin to believe in themselves. Students take into effect the beliefs their
teachers are viewed in a negative way by their teachers such as, being lazy,
unmotivated and having no abilities, they take on those beliefs about themselves. Many
teachers may not be aware of their actions towards particular students in the classroom
but their students become aware of them.
Table 10
Respondents’ Grades

Subjects Weighted Mean Verbal Interpretation Rank

English 3.46 1.5-1.75 2nd
Mathematics 3.35 2.0-2.25 4th
Science 3.42 1.5-1.75 3rd
Management 3.47 1.5-1.75 1st
Total weighted mean 3.43

The table 10 shows the academic performance on first semester of the

respondents in their four major subjects. Based on the table above it indicates that
respondents’ grade in Management ranked first with a weighted mean of 3.47, English
with a weighted mean of 3.46 which ranked second, Science with a weighted mean of
3.42 which ranked third, and last is Mathematics subject with a weighted mean of 3.45.
The above shows that respondents’ grades in Management, English, and
Science is higher compared in Mathematics subject. This just shows that professors in
the three subjects is not strict and terror and respondents can comply to the
requirements and standards given by the professors while in Mathematics subject,
respondents cannot comply to the standards and requirements given by the professor
and another thing is the teacher factor.
 Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the data analyzed in the previous chapter.

SUMMARY
This study was conducted for the purpose of determining the impact of
having terror professor to the academic performance of the students. The descriptive
method of research was utilized and the simple random technique was used for the
selection of samples. The survey questionnaire served as the instrument for collecting
data. It was conducted 93 respondents who are all financial management students. The
inquiry was conducted during the academic year 2014-2015.
The research questions for this research were (1) How may the respondents be
described in terms of: (age, gender, year level, number of classes, and number of hours
staying in school) (2) What professor’s characteristics the respondents have? (3) What
problems do respondents have with their professors? and (4) What is the impact of
having terror professors to the academic performance of the respondents?

Summary of Findings
1. Table 1 shows that there were 55 or 59.14% respondents whose female, it
indicates that more females are cooperated with the researchers during the
study. Table 2 shows 41 or 44.09% of the respondents who have cooperated are
with the ages of 17-18 years old and table 3 shows that most of the respondents
are first year students with 24 or 25.81%.

2. Based on the findings, table 4 shows that most of the respondents have a
minimum of 3 classes a day with 38 or 40.86% and table 5 shows that most of
the respondents stay in school within 4-6 hours.
 3. From the calculations made, table 6 shows that most of the characteristics of the
respondent’s professor were kind with a weighted mean 3.96 and as the verbal
interpretation said “often”. The terror was just ranked fourth that means, some of
the professors are slightly terror but most are kind and nice.

4. Table 7 shows that most of the respondents have two strict professors that
they’ve met during the semester with the frequency of 36 or 38.71%. It indicates
that these number of professors affect the academic performance on the
particular subject only and not all their subjects.

5. Based on the findings from table 8, the respondents met the problems with their
professors often. And they said that they were afraid to speak.

6. Based on the findings from table 9, the overall extent of the academic
performance of the respondents gained “sometimes” with an overall weighted
mean 3.02. It indicates that having a terror professor was sometimes affects in
the academic performance of the respondents as they can’t participate in the
activities.

7. Based on the findings from table 10, the overall grades of the respondents
gained “often” with an overall weighted mean of 3.43. As the result indicated
students who has a terror professors often got lower grades.

Conclusion
Based in the findings presented, the researchers have drawn the following
conclusions:

1. Demographic Profile
Majority of the respondents were female under ages 17-18 years old.
Therefore the result of the study is infuenced more by the female since
 they are more emotional than male and this study speaks about the
impact of terror professors so there is relation to emotion.

2. Characteristics of the Respondents’ Professor

The characteristics of the respondents’ professors are not that good
because most of these are negative so this is a big problem for the
respondents. It will cause them a big trouble to their studies.

3. Respondents’ Number of Strict Professors

Out of 93 respondents, most of the respondents have two terror
professors so they were burdened in their particular subject.

4. Respondents’ Problems with their Professor

The respondents are afraid to speak to their professors about their
thoughts and feelings so this may result to depression and stress. Having
terror professor is really bad because as the table indicates most of the
respondents are having problems when it comes in school activities, lectures,
recitations, and so on. So this may result to failing grades.

5. Respondents’ Academic Performance

For some respondents having terror professor is not that bad at all
because some of them are challenged and motivated, so sometimes having
this kind of professors is something helpful to the studies.

6. Respondents’ Grades
Respondents who has a terror professor has lower grades than the others
that do not have, so it will affect them in the near future because when they
look for a job and their superior will look on to it.
 Recommendation
Based on the findings and conclusions presented, the researcher has arrived
at the following recommendations:
For the sudents:
1. Majority of the respondents agreed that they always can’t participate in activities.
It is recommended that they have to find some easier way to learn and
comprehend their lessons and projects. In that way, Terror professor can
appreciate their effort.
2. Majority of the respondents agreed that they sometimes more attentive during
the lecture. It is recommended that they should see their terror professor as a
challenge to improve.
3. Majority of the respondents agreed that they sometimes motivated to review their
lessons before they enter the class. It is recommended that they should continue
being motivated to review. Come to the class prepared at all times and never
forget any deadlines, assignment and reports.
4. Majority of the respondents agreed that they are afraid to recite although they
know the answer. It is recommended that they should face their fear. The
respondents have to show to their professor that they truly understand it by
reciting in class.
5. Majority of the respondents agreed that they seldom do advance reading to be
prepared for their class. It is recommended that they should study hard. Terror
professor do not give high marks to the lazy students.
6. Majority of the respondents agreed that they seldom think of good ways to start a
conversation with their professor. Terror professor use conversational and
informal as their teaching method because his/her students are able to learn and
retain more information. It is recommended that they should talk more with their
professor without being pressure.
7. Majority of the respondents agreed that they often panic when the professor
gives a task. Terror professor observes that students are getting lazier as time
passes by. They do not turn in their task on time anymore, and if they do submit,
they do not understand the lesson behind the task. It is recommended that they
 should take the subject seriously and don’t panic instead, take the task as a
challenge for them to learn new things.
8. Majority of the respondents agreed that they often want to drop out from the
class. It is recommended that they should not drop out from their class just
continue to study and do best. Your parents’ effort will be wasted if you stop.
For the parents, just motivate, encouraged and support your child in their
studies.
For the professors, based on the findings that we have gathered and the
research conducted by Borophy (1988), it is highly probable that teachers who
approach classroom management, as a process of establishing and maintaining
effective learning environments, and as a multi-lateral ambience, tend to be more
successful than others who place more emphasis on their roles as authority
figures or disciplinarians since classrooms are composed of numerously different
personal views, characteristics, ethics and values. So for the professors it is
recommended for them to change their way of teaching especially when they are
authoritative, unapproachable, inconsiderable, and being short-tempered. Being
strict is not bad because it is a way to discipline your students but it should be
appropriate and in the right place.
For the administrators, it is better to have evaluation in order to know the
performance of the students and the professors also.
For the future researchers, this study that we have conducted is not yet
fully developed, so we, the researchers are encouraging you to use this as a
framework for more improvements to benefit everyone.
 BIBLIOGRAPHY

Basow, John. 2000. Personality characteristics influence student. Baltimore.

Borophy, Marc. 1988. The impact of terrorism and disasters on children.

Craig, Beattie B. 2014. Psychological impact of terrorism. Yahoo! 23-24.

Kumaravadivelu, Robert.1992. Effect of teachers to the students. New York.

Teves, Martha Elisse. 2012. Terror professors a look at major issues.

Good, Jesse H. 1987. Teacher behavior. Wadsworth Publishing Company, California.

Clark, Anthony M. 1997. Effects of Emotions. McGraw Hill, Inc., New York