Factors Affecting the Academic Achievements among Dean’s Listers of Caraga State University

The study assessed the relationship between the factors affecting the academic achievement of the dean’s listers’ of Caraga State University. It involves the total population of the dean’s listers in the said university. The independent variables are those pre-determined factors’ affecting the academic achievement of the dean’s listers’ of Caraga State University and the dependent variable is the grades of the dean’s listers’. The result shows the low relationship between the pre-determined factors and the academic achievement evidenced by the values of the p-values which are greater than. In terms of the academic achievement of the dean’s listers’ their grades signifies their excellence in their different chosen fields. With regards to the pre-determined factors, the factor that got the highest mean is the teachers’ competence with 3.7639 and the lowest one is the learning environment with 3.6690. The study habits’ got the second spot among the 4 factors followed by the learning styles. Based on Spearmen Correlation analysis in the data gathered, the results revealed that there is no significant relationship between the pre-determined factors and the academic achievement of the dean’s listers’ of Caraga State University. The p-values obtained are less than 0.05 for all the data set; that is accepting the null hypothesis. The results clearly depicts that the students’ study habit, learning style teachers’ competence and the learning environment has no influence to the achievement reached by the dean’s listers’. On the other hand, it is still very important to make and to maintain these factors visible in the academic arena for a better learning and for a better outcome. The absence of these factors might affect the performances of the students’ in Caraga State University.

A Study of Non-Observance of Gricean Maxims in Females Formal Speech

According to Grice, we must adhere to four maxims i.e. the maxim of quantity, quality, relevance and manner, in our speech. Adherence to these maxims makes a speaker obliged that the information passed by him/her must carry quantity in it i.e. it should be as informative as is required. In quality maxim, the contribution of a speaker should be based on truth and s/he should not say something without having complete knowledge. Lastly, the contribution should be relevant and clear as well (Grice, 1975). Observance of these maxims in cooperative principle is a rational behavior which benefits the participants in conversation (Verschueren, 1999). Both qualitative and quantitative methods were used in the present study to investigate non-observance of Gricean maxims in females’ formal speech and the reasons behind it. For exploring non-observance of quantity, relevance and manner maxims in females’ formal speech formal presentations of females were recorded in national / international conferences and workshops. The results have proved that there is observance of the maxims of relevance and manner however there is non-observance of the quantity maxim in females’ formal speech. Thus, contrary to the common belief that women are more talkative, they spoke less in the formal speech. One can also see close association between age/qualification and observance, for instance, the observance of maxims is higher in older females’ speech as compared to the younger ones. Similarly, females with higher qualification observed the maxims of relevance and manner but flouted the maxim of quantity.