An Explanatory Sequential Mixed - Methods Study of Culture and Arts Education Students' Level of Academic Emotions

Abstract

Abstract

            This study explored the culture and arts education students’ level of academic emotions using an explanatory sequential mixed – methods design. A total of thirty (3) respondents were selected through stratified random sampling and were surveyed using a structured questionnaire for the quantitative phase. The quantitative investigation unveiled that the respondents displayed a high level of academic emotions and found no significant difference between academic emotions and gender. Suggesting that regardless of their gender, the respondents are still capable of experiencing academic emotions. As well ass, no significant difference between year levels. Suggesting also that in terms of year level, the respondents display academic emotions. Meanwhile, the qualitative investigation brought up two (2) reasons behind the respondents’ high level of academic emotions such as the pressure and expectations, and the academic workloads and deadlines supporting the result obtained from the quantitative phase. By employing both methods, it provides a comprehensive perspective on the culture and arts education students’ level of academic emotion, highlighting various essence that contributes to the high level of the respondents’ academic emotions.