HomeIAMURE International Journal of Multidisciplinary Researchvol. 16 no. 1 (2017)

Conative Domain: Volitional Strategies towards the Academic Performance of Maritime Students

Brian Gil S. Sarinas | Roderick R Germo | John Carl T Tagulalap | Thomas Richard E Graza

Discipline: Education



Research on a conative domain is often ignored and an unraveled area. Due to the shortage of information on this aspect, this research serves as a baseline data on a conative domain, particularly on the students’ volitional strategies towards the academic performance at JBLFMU-Arevalo. Thus, this study determined the volitional strategies, its level, strategies students used when conflict arises both in school and at home and identified significant difference in the conative domain regarding of volitional strategies according to student classification. There were 358 students chosen through stratified proportional random sampling who participated. The validated 20-item, a 5-point Likert standardized questionnaire on the conative domain was adopted from McCann & Turner (2004) specifically the Academic Volitional Strategies Inventory (AVSI). The reliability index was 0.86 using Cronbach Alpha at .05 alpha. An open-ended question was included in the questionnaire. The answers to the open-ended question were thematically analyzed and used to deepen the interpretation of the results. Mean, standard deviation, and One-way analysis of variance was used set at .05 alpha. The results revealed that maritime students possess the appropriate volitional strategies towards their academic performance. Furthermore, the level of the conative domain is “High” which means that the students have a high intention to pass the course, have a strong will to get high grades, and eager to find solutions to academic problems. They also possess the high energy to accomplish scholarly works on time, accurate, and in a systematic way, know what to do, balance activities, and manage time to overcome workloads, often reflect past experiences to prevent academic failure, and keen on how others do the job. Various themes were also generated on how students managed conflict between school and home. Also, it was revealed that there was no significant difference in volitional strategies towards academic performance that might be attributed to family and goal-oriented individuals.