CAS Research Journal

Psychological Research Vol. 2 No.2 May 2015

CORRELATION OF THE ACADEMIC PERFORMANCE AND

GRIT AMONG THE COLLEGE OF ARTS AND SCIENCES
BATCH 2014 STUDENTS OF LYCEUM OF THE
PHILIPPINES-LAGUNA

Aliana C. Garcia, Arienne Mae G. Cheung

And Madelle Loredo – Abuyo,
BS in Psychology

Abstract

To graduate from college is one of the greatest accomplishments a person

can have. Yet, success does not solely dependent on education but also on
how passionate and persevering they are (grit). The study sought to
determine if there is a significant relationship between the academic
performance and grit among the 55 College of Arts and Sciences Students
Batch 2014 of Lyceum of the Philippines-Laguna. It aimed to present the
demographic profile of the respondents as to gender, program and their
overall general weighted average since First Year College, the respondents‟
grit level, the relationship between their academic performance and grit
through their academic standing, and the significant difference between their
grit when grouped by profile.The GWA of the respondents from frst year to
fourth year college represented as their academic performance, while the 12-
Item Grit Scale by Angele Lee Duckworth, et. al. (2007) is used as the
standardized test to get the level of grit. Statistical tools such as frequency,
percentage, and weighted means were used as well as statistical treatments
namely T-Test, Analysis of Variance, and Pearson correlation. The study
concluded that the respondents‟ overall GWA has the interpretation of Good
wherein their level of grit is „somewhat gritty‟, and that there is a direct
relationship between the level of grit and the GWA. This implies that as the
level of grit increases, there is a tendency for the respondent grade to
increase.

Keywords: grit, academic performance, graduating students, general

weighted average (GWA), college.

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INTRODUCTION

As a common Filipino saying goes, ―Ang edukasyon ay kayamanang

hindi mananakaw ng kahit sinuman‖ (Education is a treasure that cannot be
stolen by anyone). Everyone is raised with the belief that if he/she wants to
succeed in life, he/she must strive hard to earn college diploma.

Finishing a degree in college with good grades is one of the most

fulfilling achievements of a person. But of course, prior to receiving the most-
awaited and cherished diploma, years of burning the brow, sweating and
hard work are the pre-requisites. Moreover, a student‘s level of willingness is
a very significant metric of accomplishing all the academic requirements.

As students, the primary goal is to get good grades and to finish

college. Usually, they have their own way of attaining it. The students from
the College of Arts and Sciences (CAS) in Lyceum of the Philippines -
Laguna are no different. It has been observed that some students show high
level of intelligence and take it easy to study but there are also those that are
not that intelligent and even find it difficult to pass a subject, or may even
have a hard time staying in one program. Yet, those who have average
intelligence but are very studious and are giving their best for each school
requirement are the leading students in class.

But this does not mean that a person who does not perform well in
school has no chance of being successful or even those who perform good
does not mean that they will surely do well in life. Exceptions are always
there. It is not always education that dictates the success of an individual.
Sometimes, people just need to have a powerful motivation to achieve a
particular goal in life.

The shown perseverance and passion for long term goals which
Duckworth (2007) coined as grit is the said reason why most people succeed

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in reaching their goals beyond the education they attained.

With that, the researchers are curious to know the relationship that
academic performance and grit have. And if there is, then it might be proven
that grit is a factor to be considered when talking about academic
performance.

In this study, the researchers aimed to find out if students who have
high level of grit are academically good or it is the other way around.

Research Framework

GWA Grit

Demographic
Profile
(Gender and
Program)

Figure 1. Conceptual framework

Figure 1 shows the flow of the study considering the two variables
which are the academic performance represented by Graded Weighted
Average (GWA) and grit. GWA was computed by multiplying the unit of each
subject to their corresponding grade and dividing the total by the number of
subjects, while grit (passion for long term goal) was generated through
employing a checklist as the standard survey questionnaire used in this
study.

The two variables of CAS students batch 2014 of LPU-L took in

considerations with their demographic profile that would have an effect with
the variables, which are gender and program.

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Objectives of the Study

This study aimed to determine if there is a significant difference

between academic performance and grit among the graduates of CAS batch
2014 of Lyceum of the Philippines-Laguna.

Specifically, this study aimed to achieve the following:

1. to determine the demographic profile of the respondents as to:

a.) gender; and,

b.) program.

2. to determine the overall Graded Weighted Average (GWA) of the

respondents since first year college

3. to determine how gritty the CAS batch 2014 students are

4. to determine if there is a relationship between academic

performance and grit of the respondents pertaining their academic
standing; and,

5. to determine if there is a significant difference between the

respondents‘ grit when grouped according to profile.

METHOD

The researchers utilized the descriptive type of research which is

used to describe characteristics of a population or phenomenon being
studied. Descriptive research is all about describing people who take part in
the study. The survey method was employed wherein the respondents were
asked to answer a questionnaire that was then became the source of
numerical data computed for the result of the study.

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In addition, the study was done in Lyceum of the Philippines -

Laguna, formerly known as Lyceum Institute of Technology due to its
availability and accessibility.

The researchers used the GWA of the respondents, from first year to
fourth year college that represented their academic performance while
following the LPU-L‘s grading system:

Grade Point System of LPU-Laguna

GRADE POINT PERCENTAGE INTERPRETATION

EQUIVALENT
1.00 99-100% Excellent
1.25 96-98 Superior
1.50 93-95 Exemplary
1.75 90-92 Very Good
2.00 87-89 Good
2.25 84-86 Satisfactory
2.50 81-83 Fairly Satisfactory
2.75 78-80 Fair
3.00 75-77 Passed
5.00 below 75 Failed

The 12-Item Grit Scale by Duckworth et al. (2007) is used to

measure the grit of the respondents in order to determine the correlation of
academic performance and grit among the CAS batch 2014. It is a 12-item
scale that assigns numbers 1, 4, 6, 9, 10 and 12 with 1 – not like me at all to
5 – as very much like me, while items 2, 3, 5, 7, 8 and 11 have 5 – not like
me at all and 1 – very much like me, adding up all the points and divide it by
12. The maximum score on this scale is 5 (extremely gritty) and the lowest

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score is 1 (not at all gritty).

Furthermore, the statistical treatments used in the research include

frequency and percentage, t-test, Analysis of Variance (ANOVA), Pearson
correlation and weighted mean with the following reference scale:

Reference scale for grit

Range Verbal Scale Verbal Interpretation
4.50-5.00 Very much like Extremely Gritty
me (Distinguished by an immense perseverance and passion for
long term goals.)
3.50-4.49 Mostly like me Most likely gritty
(Distinguished by having high passion and perseverance for
long term goals but can be discouraged by setbacks.)
2.50-3.49 Somewhat like Somewhat gritty
me (Distinguished by having an average passion and
perseverance for long term goals but can be discouraged by
setbacks.)
1.50-2.49 Not much like Not much gritty
me (Distinguished by having low passion and perseverance for
long term goals and they can easily be discouraged by
setbacks.)
1.00-1.49 Not like me at Not at all gritty
all (Distinguished by having no passion and perseverance for
long term goals.)

Data Collection Procedure

The researchers first chose a topic of interest for the study then
formulated a title that would give direction to the study. They decided to settle
on educational psychology, specifically about grit, to be correlated to
academic performance. After that, the statement of the problem was
developed to have a clear pathway for the achievement of the study‘s
objectives.

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After the title and objectives of the study were approved, the
researchers went to different libraries and searched the internet for related
studies and literatures that will support or oppose the topics in the current
study. Moreover, assistance of the thesis adviser and research professor was
considered for the accomplishment of the proposal with the standard test
instrument approved its use by the psychometrician/owner. The researchers
then went their pre-oral defense and further revisions were suggested by the
panel.

The researchers conducted the data gathering in LPU-Laguna for the

55 respondents to get the level of grit on April 8, 2014, the day of their
scheduled picture taking for graduation. While the graduating students were
waiting for their turn, the researchers asked their permission to participate in
the study. The researchers then tallied the responses and calculated the
frequency and means as well as other statistical treatments through
Statistical Package for the Social Sciences (SPSS) with the guidance of a
statistician. The results were then interpreted for as the conclusion and
recommendation to be made.

RESULTS AND DISCUSSION

Below are the results the gathered data:

Demographic Profile

1. Gender

Table 1 shows the distribution of respondents when grouped

according to gender. From the 55 respondents, twenty (36%) were males
while thirty five (64%) of the respondents were females. This entails that
female respondents dominate the study while male respondents were the
least populated.

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Table 1. Gender distribution

Gender Frequency Percentage

Male 20 36
Female 35 64
Total 55 100

2. Program

Table 2 presents the frequency and percentage of respondents when

grouped by program. Out of 55 respondents, thirty one (56%) students were
enrolled in AB Communication (ABComm), eleven (20%) were from AB
Multimedia Arts (ABMMA) and thirteen (24%) were from BS Psychology
(BSPsych). This shows that most of the respondents were from the program
ABComm and the least respondents were from ABMMA.

Table 2. Program distribution

Program Frequency Percentage
ABComm 31 56
ABMMA 11 20
BSPsych 13 24
Total 55 100

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3. GWA of students

GWA (4 years) = 1.916

Figure 2. GWA of CAS students

Figure 2 illustrates the GWA of respondents from first year first

semester to fourth year second semester. The respondents‘ GWA from first
year first semester is 1.996 while when in first year second semester, their
GWA is 1.964. As for second year first semester, the GWA is 1.994 and in
second year first semester, 1.991. At third year first semester, the
respondents garnered 1.866 GWA and 1.930 in third year second semester.
During their last year, fourth year first semester, their GWA is 1.854 and
1.643 during their fourth year second semester. Overall, their GWA is 1.916.

The highest GWA is found to be from the respondents‘ fourth year

second semester, having 1.643 GWA with an ‗exemplary‘ as interpretation
while the lowest GWA of the respondents came from their first year first
semester with 1.996 and an interpretation of ‗good‘. On the average, the
respondents‘ GWA from their overall school year is 1.916 with an
interpretation of ‗good‘.

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Respondents’ grit level

Table 3 presents the distribution of responses and mean scores for

the level of grit of the respondents. The statement that got the highest mean
score of 4.16, with a verbal description of ‗mostly like me‘, is the statement “I
finish whatever I begin.” The statement that has the lowest mean score of
2.45 having a verbal description of ‗not much like me‘ is the statement “I
become interested in new pursuits every few months.” Overall, the weighted
mean is 3.36 with an interpretation of ‗somewhat gritty‘. This signifies that
respondents have an average passion and perseverance for long term goals
but can be discouraged by setbacks.

Forty five percent of the respondents believe that they finish

whatever they begin. When an individual always finish what they start, they
will find themselves performing at their absolute best.

Meanwhile, with the same weighted mean, respondents see

themselves as people who have overcome setbacks to conquer an important
challenge and are diligent having 58% and 51% of the respondents,
respectively, assessing themselves as so. The former pertains to the
capability of the respondents to be resilient, a quality that allows them to be
knocked down by life and come back stronger than ever. On the other hand,
the latter implicates that as a diligent person, the respondents focus on their
growth mindset. People with a growth mindset try harder enough to excel.

However, 36% of the respondents have the same judgment that they
don‘t become interested in new pursuits every few months. This means that
they have a constant interest for months or even years. In reference to
Prenzel‘s (1992) Theory of Interest Development, people develop long-term
interest when they have repeated interaction with the activity they have
interest in, thus, promoting new knowledge from it. Moreover, this complex

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knowledge is needed to ensure continued conflict that would sustain the

interest itself.

Table 3. Respondents’ grit level

Statements WM Description Verbal Interpretation
I finish whatever I begin. 4.16 Mostly like me Most likely gritty
I am a hard worker. 4.02 Mostly like me Most likely gritty

I have overcome setbacks to conquer an 3.89 Mostly like me Most likely gritty
important challenge.
I am diligent. 3.89 Mostly like me Most likely gritty
I have achieved a goal that took years of work. 3.76 Mostly like me Most likely gritty
Setbacks don’t discourage me. 3.25 Somewhat like me Somewhat gritty
I have difficulty maintaining my focus on 3.09 Somewhat like me Somewhat gritty
projects that take more than a few months to
complete.
I often set a goal but later choose to pursue a 3.07 Somewhat like me Somewhat gritty
different one.
New ideas and projects sometimes distract 2.93 Somewhat like me Somewhat gritty
me from previous ones.
I have been obsessed with a certain idea or 2.89 Somewhat like me Somewhat gritty
project for a short time but later lost interest.

My interests change from year to year. 2.87 Somewhat like me Somewhat gritty
I become interested in new pursuits every few 2.45 Not much like me Not much gritty
months.
Overall 3.36 Somewhat gritty

Table 4 shows that there is a direct relationship between the level of

grit and the GWA. This implies that as the level of grit increases, there is a
tendency for the respondents‘ grade to increase.

Hence, the more the respondents persevere and maintain their

passion for their goals, the more they exert effort that leads them to better
grades.

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Table 4. Mean grit and GWA of the respondents

Number of Standard
Minimum Maximum Mean
Respondents Deviation
GWA 55 1.27 2.45 1.92 0.29
GRIT 55 2.67 4.50 3.36 5.13

Table 5 presents the comparative analysis in the level of grit and

GWA between the respondents‘ gender. It indicates that there is no
significant difference in the GWA. Furthermore, it also presents that there is
significant difference in the level of grit when respondents are grouped by
gender. Females have been shown to have a significantly higher grit than
males in this study. It signifies that female respondents have a higher
perseverance and passion for long term goals than the male respondents of
this study.

Table 5. Comparative analysis in the level of grit and GWA by gender

GENDER Mean t-value Significant Difference
GWA Male 1.95 0.684 0.497
Female 1.90
GRIT Male 38.10/3.18 2.511 0.015
Female 41.54/3.46

Table 6 shows the comparative analysis in the level of grit and GWA
between programs of respondents. It shows that there is a significant
difference in the respondents‘ GWA when grouped by program. The result is
supported by table 9 showing that the respondents from the program
ABComm and BSPsych both have a GWA mean score of 1.868 while
respondents enrolled in ABMMA have a lower GWA of 2.113.

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Table 6. Comparative analysis in the level of grit and GWA by

program
T-value Significant Difference
GWA 3.34 0.043
GRIT 1.18 0.316

Table 7 also indicates that there is no significant difference in the

level of grit when the respondents are grouped by program. Thus, the level
of grit is about the same for all groups of respondents. In essence,
regardless of how hard or easy they think their program is, their
perseverance and passion for their goals is the same.

Table 7. Mean GWA and respondents by program

PROGRAM Number of Respondents Mean
a
ABComm 31 1.868
a
BSPsych 13 1.868
b
ABMMA 11 2.113
ab
- means with different superscripts are significantly different

CONCLUSION AND RECOMMENDATION

Conclusions

The researchers conclude the following based from the findings of

the study:

1. The respondents of the study are dominated by female.

2. Among the total number of respondents, majority of the respodents

are from the ABComm program while the respondents enrolled in
ABMMA had the least numbered.

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3. As for the GWA of the respondents, their GWA from their overall
school year is 1.916 with an interpretation of ‗Good.‘

4. For the level of grit of respondents, they are ‗Somewhat Gritty‘ which
implies that they have an average passion for long term goals but
can be brought down by setbacks.

5. In the relationship of grit and GWA, as the level of grit increases,

there is a tendency for the respondents‘ grades to increase.

6. For the significant difference between the respondents' grit and

gender, it shows that females have a significantly higher level of grit
than males.

7. When knowing the significant difference between respondents‘ grit

when grouped by program, the level of grit is about the same for all
groups of respondents.

In general, this study concludes that there is indeed a significant

relationship between academic performance and grit among college
students.

Recommendations

The following are the recommendations of the researchers based

from the results of this study:

For the Institution. The institution should help those students who
have low level of grit by recommending them to attend programs and
seminars on how to be grittier so as to enlighten up students to strive for
success in their lives.

For the Educators. With the knowledge of what striving for long term

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goal could make to a student, may this add awareness of grit as part of the
learning process, that good grades are attained not just by how talented or
intelligent a person is but also by how persevere they are in achieving it as it
is also applicable in attaining personal achievements in life.

For the School Counselors. They may use the grit scale to assess
the students‘ persistence to their goal especially if the test will be included
from freshmen students. They may also implement group counseling
sessions per section for college students wherein activities that may
stimulate their grit are realized. If such happens that the reason why some
students have low level of grit are discovered, they may now encourage
students for one-on-one counseling to settle problems that hinder them to be
gritty in class.

For Students. Students are recommended to take the grit scale test
to determine their grit level. From that, those who have low levels of grit may
consult their school counselors to resolve things that hinder them to be gritty
in class. Through this, they may realized that they have to focus on their long
term personal goals and be open-minded on changes that may occur, not
only in their education but also in their real life experiences.

For Future Researchers. First, they are recommended to add the

number of respondents. Second, given that in other studies of Duckworth
where their studies revealed that as people age so as their grit, addition of
other demographic variables such as age is suggested so as to widen the
scope of the study which might reveal new results. Third, they may conduct
the study in different programs and schools to be able to compare results
from one another for more helpful outcomes. Lastly, they may use this study
to other locale such as in different industries where grit and job performance
could also be used as variables.

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