Attitude, Duties and Responsibilities: The Hallmark of Self-Regulators in Business Practicum Program

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue X, October 2021 | ISSN 2454–6186

Attitude, Duties and Responsibilities: The Hallmark of Self-Regulators in Business Practicum Program

Amelie L. Chico, DM, FRIM; Vicente Salvador E. Montaño, DBA
College of Business Administration Education, University of Mindanao, Philippines

Abstract: Present research in self-regulated learning focused on contextualized task, which allow students to generalized learning. However, few researches delve on the role of the practicum program and the host-training establishment in measuring self-regulated learning among graduating business students. The study investigates the significant presence of self-regulated learners among practicum students through the significant relationship between grade point average and the supervisor rated practicum performance. All the 135 business practicum students from the College of Business Administration for the academic year 2014-2015 participated in the study. The academic performance of the students, from their first year to fourth year demonstrate that the different practicum criteria; duties, quality, punctuality, attitude and grooming correlates with the different year level. The ward hierarchal cluster analysis segments the practicum students between self-regulators and non-self-regulators. Later the variance of analysis confirmed the significant differences across all practicum performance criteria. In addition, the discriminant analysis method shows that that attitude (0.74) and duty (0.503) were helpful in predicting group membership between self-regulating and non-self-regulating students.

Keywords: self-regulated learning, business practicum and discriminant analysis

I. INTRODUCTION

The changing nature of business and industry calls for changes to the educational process that should drive business education advancement. The business education program needs to prepare students in the different scenarios they shall encounter in the real world (Clinebell & Clinebell, 2008). To some extent, Self-Regulated Learning (SRL) helps students to conceptualize cohesive business fundamentals that lead to develop acceptable business strategy and decision (Pintrich & Zusho, 2007). Over the past few years the self-regulated learning is part of the business education which aim to help practicum students learn practical business concepts, understand the myriad of situations that lead to a better practice of business administration (Kuiper, Murdock, & Grant).

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