Different Learning behavior of students

CHAPTER I
PROBLEM AND ITS BACKGROUND

Introduction

Learning Behavior emphasizes the crucial link between the way in which children and young people
learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive
relationships across three elements of self, others and curriculum. The principles of learning behavior
have wide ranging implications for pupils, teachers, parents and other professionals. The principles can
be applied to all children at any age and not just those perceived as being “difficult to manage”. They
apply as much to teachers and their relationship with children as much as they apply to the children
themselves. In order to distribute the knowledge among the individual students alike, from the learning
materials delivered through the teaching process, learning personalization has become a trend in the
world. Through the personalization, it is possible to focus on individual students' preferred ways of
learning, to customize and deliver the learning materials according to their preferred ways. It is believed
that when delivering the education according to the individual's style, a maximum knowledge gain can
be expected from every student at the end.

Tutors and trainees should recognize that a learning behavior approach is fundamentally linked to a
view that ‘behavior’ in classrooms and whole schools/settings does not occur in isolation – it is the
product of a variety of influences and not simply the product of a pupil’s unwillingness to behave or
learn as required by the teacher (an approach which has frequently been referred to as an ‘ecosystemic
approach’. Learning behaviors of students are the key to either success or failure in their ventures. For
educational setting, there is the outcomes based requirement that verifies student’s learning.

In summary, the three sets of relationships which contribute to a culture/ethos of ‘learning behavior’
are: Relationship with Self: a pupil who does not feel confident as a learner and who has ‘internalized’ a
view that s/he is unable to succeed as a` learner will be more likely to engage in the challenge of
learning and (in consequence) may be more inclined to present ‘unwanted behaviors’, Relationship with
Others: all ‘behavior’ needs to be understood as ‘behavior in context’. Behavior by pupils is triggered as
much by their interactions with others (pupils, teachers or other adults in schools/settings) as it is by
factors internal to the child and Relationship with the Curriculum: pupil behavior and curriculum
progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in
learning for each pupil will be more likely to create a positive behavioral environment.

This study focuses on the factors that apparently affect the student’s learning behaviors positively or
negatively. By verifying the result of this study concerning relationship between the student’s learning
behaviors of valuing self, others and environment and the factors in classroom situations, a proposed
improved co-curricular program of the school will be made to take effect for school year 2018-2019.

Theoretical Framework

Behavioral learning theory is concerned with observable results. It does not take into account
student thoughts or feelings. Instead, it relies on stimuli, things that provoke reactions, and responses, the
reaction to stimuli. Behavioral learning theory assumes that if students are given the right stimulus, then
the students will give you the response you want.
Conceptual Framework
Statement of the Problem

This study aimed to determine The Different Learning Behavior of the Students of the Grade 9
PM Session of the Upper Villages Christian Academy. Specifically, the study will attempt to answer the
following questions:

1. What is the profile of the respondents in terms of the following:

1.1 Age; and

1.2 Gender?

2. What is the Different Learning Behaviors of the Students?

Hypothesis

There is no significant relationship between the students’ learning behaviors evident on self, other
peers, and environment; and the factors affecting them in the classroom conditions.

Scope and Limitations

This study focused on the Different Learning Behavior of the Students of selected Grade 9 students of
the Upper Villages Christian Academy. This study was limited to 81 student-respondents selected using
the Slovin formula from the grade 9 students of Upper Villages Christian Academy S.Y 2018-2019.

Significance of the Study

STUDENTS. The results will provide the students with some knowledge on different learning behaviors
and how to avoid the negative ones. It will give the student’s a realization that there are a lot of learning
behaviors that can affect their study. At the end of this study the students will know the different
learning behaviors.

TEACHERS. The given data would guide the teachers on what to do with the negative learning behavior
of the students. This study will let the teachers know what the different learning behaviors of the
students are.

ADMINISTRATION. This study will help them organize enrollment procedure and different transactions
made in their respective areas.

Definition of Terms

Some terms are defined operationally in the way they have been used in the study for clarity:

Learning Behavior- Emphasizes the crucial link between the way in which children and young people
learn and their social knowledge and behavior.

Behavior- The way in which one acts or conducts oneself, especially toward others.

Isolation- The process or fact of isolating or being isolated.

Curriculum-The subjects comprising a course of study in a school or college.

Inextricably- In a way that is impossible to disentangle or separate.

Domain-A specified sphere of activity or knowledge.

Engagement- An arrangement to do something or go somewhere at a fixed time.

Participation-The action of taking part in something.

Foreign Literature

Humans evaluate the acceptability of behavior using social norms and regulate behavior by means of
social control. In sociology, behavior is considered as having no meaning, being not directed at other
people and thus is the most basic human action, although it can play a part in diagnosis of disorders
such as the autism spectrum disorders. According to moral values, human behavior may also depend
upon the common, usual, unusual, acceptable or unacceptable behavior of others (Hergenhahn,
2005).Behavior differs based from the external environment they were brought up with. One of the
most dramatic cases was that of Jack Yufe and Oscar Stohr, twins separated by the divorce of their
parents while they were still infants. Yufe was raised in Trinidad as a Jew, studied Hebrew and lived in
Israel for five years. Stohr was raised as a Roman Catholic in Czechoslovakia, underwent a Nazi-
dominated education during the German Occupation and was strongly anti-Semitic. Not surprisingly,
many aspects of their personalities and behavior differ sharply. Yufe is a relatively flexible individual,
generally in his political and social attitudes while Stohr is fairly rigid and authoritarian (Collier‘s
Yearbook, 2002). Achievement is a fundamental aspect of everyday life, affecting people‘s work,
Interpersonal relationships, sense of being, and leisure. Academic achievement is strongly influenced by
demographic and psychological factors. Research on academic achievement of young students, provides
no reliable and consistent indication concerning the extent of creativity, age and gender on academic
achievement(Komarraju, Karau, and Schmeck, 2008).Noble, Norman and Farah, (2005) hypothesized
that the human brain "Downloads the environment indiscriminately in an attempt to understand and
absorb the surrounding world, whether that world is positive or negative. When children gain a sense of
mastery of their environments, they are more likely to develop feelings of self-worth, confidence, and
independence, which play heavily into the formation of children’s personalities and ultimately predict
their success and happiness in relationships and in life in general.Kovalic (2008), on the other hand,
convey that there is another critically important aspect of classroom instruction that impacts
engagement and it involves understanding the hard wiring of gender.

This work emphasized that girls and boys are different; they learn differently, they play differently, they
fight differently, they see the world differently, they hear differently, and they express their emotions
differently. The author posits that this is because girls and boys‘ brains are wired differently. For
instance, in the classroom, girls are more likely to do their homework even if the assignment does not
interest them because they want the teacher to like them. Boys, on the other hand, need to find the
homework assignment meaningful to them; having the teacher like them is not a necessity. Girls are also
observed to be responsive to voice, tone, and intention when asking for help, while boys tend to be
more responsive when focusing on the problem only with little or no eye contact. Small group learning
tends to work for girls because they are more comfortable asking the teacher for help if they need it. If a
boy gets stuck chances are he won‘t ask for help and may even become rowdy to get attention. Also,
competition and time-constrained tasks draw boys‘attention. When they have to work as a team to
answer a question, they collaborate and work hard not to let the rest of the team down. Girls tend to
regard shouting out answers as silly and complain that the right answer focuses on small details instead
of the big picture. Furthermore, moderate stress improves boys ‘performance on tests and degrades
girls‘performance. Gender differences as part of age-old social beliefs posit that a student who observes
the ambiguous aggressive behavior of an unfamiliar male peer will more than likely interpret that
behavior as aggressive. A boy is often treated with suspicion by the teacher even if he is doing nothing
wrong. As a result, the boy can become angry and defensive which in turn can affect how he is treated
by his peers. Because of the stereotypes placed on boys they are associated with physical and relational
aggression. Males are believed to be more assertive in competition and individualism. On the other
hand, girls are stereotyped as being more successful in Reading and English. They are more likely to
exhibit some form of pro social behavior to feel more accepted among their peers. They are involved in
relational aggression which includes behaviors intended to damage friendships. Also, girls can tend to
have a lower self-esteem and poorer body image because of the competition for the perfect body.
Latino girls have a negative perception of teachers and academic abilities. Social expectations and
informal influences when children are young are the reason behind the classroom gender differences
between boys and girls (Ennis, 2012). According to Pytel (2006), struggling in school resulting to failing in
classes is one of the reasons why students tend to drop out, and that this behavior pattern show up
early in the life of the student.

Local Literature

The nature of human personality and self has been a focal issue among thinkers in all cultures from
ancient times. Indigenous concepts of personality and self exist in many cultures. Generally, the Western
conception of self is of an individual who is separate, autonomous and atomized, made up of a set of
discrete traits, abilities, values and motives, seeking separateness and independence from others. In
contrast, it is believed that in Eastern cultures, the emphasis is on relatedness, connectedness, and
interdependence (Bernardo, Dayan and Tan,1998).Garcia (2004) avers that individuals behave according
to certain patterns of behavior which are in conformity with their culture and that ordinarily, behavior
shows regularity and recurrence. However, at some other time, there are members of groups or
societies that exhibit un-patterned behavior, acts that are unplanned, spontaneous and non-routinely;
behavior that is moving away from what is expected, the more habitual, repetitive modes that
characterizes people‘s daily lives. Moreover, the author stated that different cultures have different
behavior patterns, as such; man is born ―tabula rasa‖,a blank tablet. What he is and what he knows is
not genetically transmitted, but rather socially acquired. Everything, the author averred, is learned.
According to Marquez (2009), pupils who are very successful in their desired career have good study
habits. She stated that pupils should apply these habits to all of their classes. She also suggested that the
pupils should not try to study all the subjects in just a period. She added that if the pupils try to do too
much studying at one time, they will tire and their studying will not be effective. Many school learners
fail in their studies due to their inability to cope with the daily obstacles and demands in school
according to Villa (2009). Many factors are enumerated to be the cause of such failures, but the most
identified one and the worst is lack of study among learners.

Related Study

Foreign Studies

Although assessment of problem behaviors in other settings should be explored, the school setting may
be the most important context for investigating problem behavior academic achievement relationships.
Teachers with special education training and experience who spend large portions of the school day
with their students may be particularly well suited to rate problem behaviors that are believed to
interfere with academic performance. Teachers are also a common source of information about
students who are being assessed for academic and behavioral problems (Barriga,Doran, Newell,
Morrison and Robbins, 2002). Negative or disruptive behaviors are defined as behaviors exhibited by a
student that interrupt normal classroom procedure. Hulya (2004) found that students who exhibited
inattentive, withdrawn or aggressive behaviors had low academic performance in the elementary
grades. Researchers suggest that students who exhibit maladaptive behaviors throughout the early
years of school are more likely to gravitate to other students engaging in negative behaviors, face
academic failure, and have trouble interacting with their peers. Without intervention, these negative
behaviors can persist and appear to be fairly stable over time (Akey, 2006; Barriga et al., 2002). In the
last few decades, research studies have focused on identifying the factors that influence academic
achievement (Akey,2006; Hamre and Pianta, 2001; Kane, 2004).Traditionally, positive behaviors such as
compliance with classroom rules and expectations, interest and engagement in class activities, and
mastery of subject matter have been associated with positive academic outcomes , while negative
behaviors suchas inattention, distractibility, and withdrawn behaviors have been associated with
negative academic outcomes (Akey, 2006; Kane, 2004). Negative behaviors, especially when exhibited
within the classroom, can have a direct impact on the quality and amount of instruction delivered by the
teacher. Teachers who spend an inordinate amount of time addressing negative student behaviors
invariably spend less time focused on classroom instruction. While negative behaviors have been
associated with negative academic outcomes, research has shown that positive and socially appropriate
student behaviors such as independence, appropriate classroom conduct, compliance with classroom
rules, and socially appropriate interactions with peers, contribute to positive academic outcomes. These
positive interactions can create a more pleasurable environment conducive to positive student and
teacher communications. As a result, teachers become more involved in the students learning process,
which may in turn increase student motivation to learn and engagement in school activities (Akey,
2006).Positive behaviors have been associated with an increased ability and willingness to complete
classroom projects through motivation from both students and teachers. It is suggested that these
positive behaviors contribute to positive academic outcomes because they promote academically
oriented behavior, such as intellectual curiosity, active listening and an interest in schoolwork .It is
reasonable to assume that positive social interactions can contribute to academic achievement
independently even when there are diverse learning styles among students. This is true in particular for
learning that occurs within groups, such as cooperative learning groups, or when a student must adhere
to specific sets of rules or regulations necessary to classroom assignments or projects. Amicable
behavior encourages classroom learning indirectly by facilitating achievement-oriented behavior.
Teacher perceptions have been shown tobe good predictors of academic achievement (Friedel, Marachi,
and Midgley, 2002;Hamre and Pianta, 2001).The findings from the study conducted by Hulya (2004) also
suggest that classroom behaviors are strongly related to academic achievement across grade levels.
Students who exhibited positive behaviors generally had higher reading and math achievement scores
than students who were perceived as exhibiting negative behaviors such as hostility or dependence. A
study by Habibollah et al (2004) have suggested that students‘computer attitudes are related to their
success in learning computer technology, and investigated how positive attitudes might transfer to
increased achievement. The authors reported that four computer attitude variables (enjoyment,
motivation, importance, and freedom of anxiety) have linear relationships with computer achievement.
They summarized by saying that ―at least from one perspective, positive attitudes are transferred into
higher achievement‖. These support the notion that students‘positive attitudes, thoughts, and
perceptions can translate into academic success in the classroom or at the very minimum can help to
predict success and achievement in students. A further search on academic achievement studies
revealed that various variables had been identified as correlates of academic achievement (Abar, Carter,
andWinsler, 2008; Curcio, Ferrara, and De Gennaro, 2006; Schlee, Mullis, and Shriner, 2008). These
include age, gender, socio-economic status, parenting styles, culture, and self-efficacy among others.
Age is considered one of the independent variables that may likely affect the academic performance of
undergraduates in this study. Cognitive development and maturity (which are associated with age) are
necessary for a worthwhile performance of students. Age of the individual, as it increases, usually
affects the various developmental changes. It also affects every area of human performance (Ukueze,
2007).Numerous studies mentioned that boys and girls are different in academic achievement.
According to (MehrAfza, 2004)‘s study there was a significant difference between boys and girls. The
study shows the average of academic achievement in girls was more than in boys. (Nori, 2002) also
found the significant different in academic achievement of boys and girls. Academic achievement was
more in girls than in boys. A cross-sequential cohort study by Walker and Berthelsen (2009), where the
data were drawn from The Longitudinal Study of Australian Children (LSAC) using 4464children in the
Kindergarten Cohort revealed that girls were found to have more positive relationships with their
teachers and to display more positive classroom behaviors and positive approach to learning than boys.
It was also found that female students tend to exhibit the following speech patterns more often than
male students: make shorter and quieter statements, present their statements in a more hesitant,
indirect, or "polite “manner o use "I" statements ("I guess . . .," "I was wondering if . . ."), qualify their
statements ("sort of," "maybe," "perhaps"), add "tag" questions (". . . isn't it?,". . . don’t you think?"), ask
questions rather than give statements, even if they know an answer, use intonations that turn a
statement into a question, or accompany their statements with smiles or averted eyes rather than more
assertive gestures, such as pointing, apologize for their statements ("I may be wrong, but . . .").
Additionally, Ismail and Awang (2008) indicated that girls in Malaysia and Singapore achieved
significantly higher scores than boys in Mathematics and Science subjects and that gender differences in
academic achievements are became more apparent at secondary level. The damaging effects of poverty
on childhood have been well documented. Poverty affects the level of education children attain and
their math and reading capabilities. Poverty's effect on childhood academic achievement varies in
relationship to age and length of time in poverty, parents' occupation and source of income, parents
‘educational attainment, cognitive stimulation, physical environment, neighbors' influence, physical
well-being, and parenting style (Guo and Harris, 2000).One study even found that the IQ scores of
children from disadvantaged socio-economic backgrounds were 25 points lower than their counterparts
from privileged families. Additionally, lower socio-economic status seems to be associated with a lower
rate of attendance and fewer years of school completed (Bradley and Corwyn, 2002).To determine,
among Filipino adolescents in Hawai'i, whether measures of economic hardship and lower
socioeconomic status (SES) correlate positively with poor school performance, aggressive behavior,
substance use, anxiety, and depression; and whether family support and cultural identification correlate
negatively with these difficulties, Guerrero et al, (2006) undertook a study using 216 Filipino adolescents
from four public high schools in Hawai'i who were given surveys that assessed basic demographic
information, measures of family support and other social variables, and measures of school
performance, depression, anxiety, aggression and substance use. In the total sample, low SES seemed to
correlate with poor school performance and behavioral and emotional difficulties. In both the total
sample and the sub-sample of adolescents with lower SES, family support was a universally strong
protective factor. Learning genealogy was positively correlated with school performance, and speaking a
language other than English was inversely correlated with substance use (in the whole sample) and
depression (in the lower SES sub-sample). For Filipino adolescents (in both the whole and lower-SES
samples), family support was an important protective factor against academic, behavioral and emotional
difficulties. For Filipino adolescents, family support was found to be an important protective factor
against academic, behavioral and emotional difficulties. Hassan (2008), in her investigation of the
relationship between parents ‘socioeconomic status and their children‘s performance at school involving
children 13 to15 years of age (2006), found the following: girls on average get better grades than boys;
the association between parental education level and children’s academic performance is moderate and
positive; there is a positive association between the children‘s school grades and their parents‘ labor
market status; and that children with anon-western immigrant background on average get the lowest
grades, followed by immigrants with western backgrounds and native Norwegian children. The small
group of children who have one native Norwegian parent and one immigrant parent on average get the
highest grades. However, when parents ‘education and employment are controlled for, these
differences vanish. Parent involvement in a child's early education is consistently found to be positively
associated with a child's academic performance. (Hill and Craft, 2003;Marcon,1999). Specifically,
children whose parents are more involved in their education have higher levels of academic
performance than children whose parents are involved to a lesser degree. The influence of parent
involvement on academic success has not only been noted among researchers, but also among policy
makers who have integrated efforts aimed at increasing parent involvement into broader educational
policy initiatives. Parent involvement has been defined and measured in multiple ways, including
activities that parents engage in at home and at school and positive attitudes parents have towards their
child's education, school, and teacher. The distinction between the activities parents partake in and the
attitude parents have towards education was highlighted by several recent studies. Several studies
found that increased frequency of activities was associated with higher levels of child misbehavior in the
classroom(Schlee, Mullis and Schriner, 2008; Abar, Carter and Winsler, 2008; MehrAfza, 2004).Based on
previous research, it was hypothesized that parents who have a positive attitude towards their child's
education, school, and teacher are able to positively influence their child's academic performance by
two mechanisms, first, by being engaged with the child to increase the child's self-perception of
cognitive competence and second, by being engaged with the teacher and school to promote a stronger
and more positive student-teacher relationship (Topor et al, 2011). these practices influence academic
performance, programs may be developed to increase a child's academic performance. While parent
involvement has been found to be related to increased academic performance, the specific mechanisms
through which parent involvement exerts its influence on a child's academic performance are not yet
fully understood (Hilland Craft, 2003).The study, "Contemporaneous and Longitudinal Associations
Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary
Schoolchildren, 2006" (Miles and Stipek, 2006) found out that children's social behavior can promote or
undermine their learning, and their academic performance may have implications for their social
behavior. The study demonstrates the importance of attending to children's social skills in preschool and
the early grades of elementary school, even when academic success is the primary goal. According to
the study’s findings, children who were rated as relatively aggressive in the early grades were also rated
as relatively aggressive in the later grades. Poor reading in the early grades also predicted poor reading
in higher grades. Literacy scores each year significantly predicted literacy scores in the next year in
which they were tested. Furthermore, results of the study also showed that relatively low literacy
achievement in 1st grade predicted relatively high aggressive behavior in 3rd grade … and low literacy
achievement in 3rd grade similarly predicted high aggressive behavior in 5th grade. Apparently, children
who were having difficulty learning to read became somewhat more aggressive in subsequent grades. At
the same time, the findings showed that good social skills were associated with good reading scores.
Children rated relatively high on social skills in kindergarten and first grade had better literacy skills. This
trend continued into third grade, but the connection between social skills and literacy skills dropped off
by the fifth grade. The authors, however, could not explain why this correlation decreased over time.
Findings of a study by Cortes et al (2012) revealed that for students enrolled in regular English classes,
an additional non-disruptive student in attendance increases the probability of passing English by 7.26
percentage points and raises a student‘s own reading test score by 0.0222 student-level standard
deviations.Zubrick, Silburn, Lawrence, Mitrou, Dalby, Blair, Griffin, Milroy, De Maio and Cox(2005) found
out, on the other hand, that the academic performance of an original students under study is
substantially lower in the presence of an emotional or behavioral difficulty. Students at high risk of
clinically significant emotional or behavioral difficulties were over two and half times more likely to be
rated at low academic performance relative to students rated at low risk of such difficulties.

Local Study

Behavior according to Cortez (2001) is a potent factor in man‘s endeavor. It is rather innate or acquired,
constructive or destructive. Innate in the sense that man‘s behavior is generally endowed, acquired in
the sense that man‘s behavior is solely affected by his encounters with other human beings. Thus,
changes in man‘s environment affect his behavior. Constructive behaviors are carefully molded
according to standards and mores thereby worthy of emulation. Destructive behaviors are unwanted
and thereby require a continuous and unending task to minimize if not to eradicate the behavior of
individuals. Further, it was also reported that when asked to rank students behaviors that had increased
or greatly increased within the last two years, the top ten that were chosen were: verbal intimidation or
threats (61%); increased in biologically damaged children (60%); punching and hitting (50%); rumors
among peers/peer escalation of rumors (46%); punching or hitting - open or closed hands(42%); sexual
harassment including inappropriate sexual behavior (36%); classroom vandalism (34%); kicking (34%);
lack of conflict resolution skills/other people skills(30%); and possession of knives/ice pick/razor (24%).
Teachers identified the top problems encountered from children in schools. In 1940, the most common
problems are talking out of turn, chewing gum, making noise, running in the hall, cutting in the line,
dress code violation and uttering. However in 1990s, there are new sets of problems such as drug abuse,
alcohol abuse, pregnancy, suicide, rape, robbery and assault. Statistics included in this report indicated
that the fastest growing segment of the criminal population is the nation‘s children. Tumangday (2000)
described adolescent as a youth who love luxury. They have bad manners, have contempt for authority,
no respect for older people and talk nonsense when they should work. Young people do not stand up
any longer when adults enter the room. They contradict their parents, talk too much in company, guzzle
their food, lay their eggs on the table and tyrannize their elders. She also described the world that
teenagers find for themselves. Today, many children have to live with working parents or with single or
divorced parents. There is so much mobility due to work or educational demands that children are in
thrust with new social milieus bringing loneliness and relational loss. Second, technology has brought
blessing and curse. They see violence, drugs, hard-core, pornography, secret lives of celebrity and
corrupt public officials, deviant lifestyle and message everywhere. This generation is bombarded with
choices. Teenagers are trying to make their own decisions and can feel overwhelmed by all the options
available to them. Lastly, through the proliferation of information media, the youth have grown-up
distrusting their government, parents, leaders, teachers, heroes and institutions. With the lost of the
figures to look up to, teenagers live in a different world indeed.Leano (2004) believed that the school
should be the implementer of change and the pupils are the agents and end-users of change. A
classroom teacher should be alert to catch the distinguishable behaviors after displayed by the pupils
such as acts of aggression namely: noisiness, teasing, unnecessary talking, quarrelling, disorderliness,
outbursts, being domineering, critical of others, resentful of criticism; acts of delinquency such as being
untruthful, destructiveness, cutting classes, taking articles that belong to others, and disobedience;
withdrawing behavior consisting of shyness, neglect of schoolwork, unsociable behaviors; non-compliant
behaviors such as untidiness and ignoring simple school rules. Furthermore, the author also revealed
that the behavioral problems which were prevalently committed by pupils in the classroom and school
premises were related to violence against decency such as talking with classmates, inattentiveness,
answering without being asked, intentional absenteeism, reciting without being asked by a teacher
while classmates were reciting, cutting classes, intentional tardiness, noisy or disorderly entrance to
class, verbal quarrelling, annoying others, rudeness and discourtesy. Findings of this study also showed
that between the two sexes, the male pupils exhibited more behavioral problems than the female
pupils.

Chapter 3
Research Methodology
This chapter deals with the procedures that were employed in conducting the study. It includes the
research design, elements of the respondents, sampling technique, instrumentation, Research locale and
statistical treatment of data.

Research Design

The descriptive method was used in this study, because in this method, it is easy to identify the
variables; likewise it is easy to generate data. This study tried to define the Different Learning Behavior
of the Students.

The study focused at the present condition. The purpose was to show how the Different Learning
Behavior of the Students of the Upper Villages Christian Academy.

Description of Respondents

The respondents of the study were the selected Grade 9 Students of Upper Villages Christian Academy.

Population

The subject of this study were the 102 of Grade 9 students from afternoon session, specifically under
Ecclesiastes, Proverbs and Psalms of Upper Villages Christian Academy enrolled during the Academic
year of 2018-2019.

Sample and Sampling Technique

The computation for finding the sample is as follows:

Where,

N= 102 (Total population of Grade 9 Students in the sections: Ecclesiastes, Proverbs and Psalms of
Upper Villages Christian Academy)

e= 5 % (Margin of Error)

n= N/ (1+Ne2)

n=102/ (1+102(0.05)(2)

n=102/ (1+102(0.0025))

n=102/ (1+0.255)

n= 102/ (1.255)

n= 81.27

n= 81
Instrumentation

The Different Learning Behavior questionnaire was used as the main instrument of the study. The
Different Learning Behavior questionnaire is consisted of 15 items

Data Gathering Procedures

In order to conduct the study, the researcher used the following procedures:
The researchers asked permission from the Principal of Upper Villages Christian Academy
before the administration of the respondents.
The questionnaires were administered to the selected Grade 9 PM respondents through the
assistance of their teacher.
After the respondents had answered the questionnaires, the researchers collected it.
Then, the researchers tallied the data that they have been collected

Research Locale

The study was conducted in Upper Villages Christian Academy. The school started its operation under
the name of Upper Villages Christian Academy in June 2004 having 69 pupils from N-K-P to Grade 1 with
2 rooms and 3 teachers. May 27, 2005 the DepEd permit to operate was granted. Enrollees increased
every year and it continue to grow through the Guidance of our Lord.

In S.Y. 2008-2009, the school offered NKP and a complete elementary education. God’s
goodness continues as the school acquired an adjacent lot and construction of a 5 door building
commenced. January 2009, the new building became the new home of elementary pupils. In the
succeeding years, they felt the continued trust of our community, there was unexpected increase of
enrollees, the administration necessitated to acquire an additional lot of 1300 SQM, just behind the
elementary building. An additional classroom was built, it is more conductive and suitable for learning
and became the home of the High School students which started its operation in S.Y 2009-2010.

The schools recognition from DepEd was granted in March 2011. Within this year the school
acquired again an additional lot of 4,600 SQM at the back of the High School Building and the
construction of a covered court was started October 2012 and became operational by 2013. In this
same year also, when they received the Recognition of NKP and Elem.

June 2014, when the Board of Directors decided to apply for the opening of Senior High School
and the application was sent August 15 waiting for approval. In this school year, the construction of k-12
building has started and projected to be finished before the school year ends. October 2014 when the
school celebrated its 10th year founding Anniversary.

Luckily, permit to operate to operate Senior High School was granted October 15 and was
approved to offer Academics and ICT. School year 2015-2016 marks the highest enrollees in the history
of UVCA.

January 9, 2017 when the school applied for the certification of FAPE/PEAC and the school
was approved last February 23, 2017 and passed the standard of DepEd, 50 slots was granted for the
incoming Grade 7.

In school year 2017-2018, the school embraces the E-Learning System by utilizing electronic
technologies to access the educational strategies via internet and other educational technologies that
the system may provide. They had a partnership with Diwa Publishing.

Upper Villages Christian Academy is a DepEd recognized Christian School and always striving for
academic excellence.
 Statistical Treatment of Data

This study employed statistical tools such as Frequency and Percentage distribution, Weighted Mean,
and Pearson-r to interpret and analyze the data.

The researchers used the frequency and percentage distribution to describe the respondents in
terms of the age, gender, section.

Formula:
𝑓
𝑷 = ( ) 100%
𝑁
Where:

P = percentage

f = frequency

N = no. of respondents

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Statement of the Problem 1

What is the profile of the respondents in terms of the following:

1.1 Age; and

1.2 Gender?

Table 1.1 Age

Profile of the Respondents in terms of Age

Age Frequency Percentage

14 years old 32 39%

17 years
old
15 years old 52 52% 16 years
old
15 years
16 years old 4 5%
old
14 years
17 years old 3 4% old

Total 81 100%

Table 1.1 shows the description of the respondents in terms of their age. The highest frequency among the age of
the respondents is 15 years old which got 42 or 52%. The lowest frequency among the age of the respondents is 17
years old which got 3 or 4%.
Table 1.2 Gender
Profile of Respondents in terms of Gender

Gender Frequency Percentage

Male 45 56%
Female 36 44%
Total 81 100%

Gender

Male
Female

Table 1.2 shows the profile of the respondents in terms of their Gender. The highest frequency
between the genders of the respondents is Male which got 45 or 56%. The lowest frequency is
Female which got 36 or 44%.

Statement of the Problem 2

Table 2.1

What is the Different Learning Behavior of the Students?

STATEMENTS MEAN RANK VERBAL INTERPRETATION

1. I take a lot of written notes and/or draw 2.66 5 AGREE

mind maps.

2. When talking to someone else I have a 2.62 8 AGREE

difficult time understanding those who
do not maintain good eye contact with
me.

3. I make lists and notes because I 2.75 2 AGREE

remember things better if I write them
down.

4. When reading a novel, I pay a lot of 2.60 10.5 AGREE

attention to passages that picture the
clothing, description, scenery, setting, etc

5. I need to write down directions so that I 2.60 10.5 AGREE

can remember them.
 STATEMENTS MEAN RANK VERBAL INTERPRETATION

6. I need to see the person I am talking to 2.66 5 AGREE

in order to keep my attention focused
on the subject.

7. When recalling information I can see it 2.72 3 AGREE

in my mind and remember where I saw
it.

8. If I had to explain a new procedure or 2.56 12 AGREE

technique, I would prefer to write it out.

9. In my free time, I am most likely to 2.59 11 AGREE

watch television or read.

10. When I read, I read out loud to hear the 2.65 6 AGREE
words in my head.

STATEMENTS MEAN RANK VERBAL INTERPRETATION

11. When talking to someone, I have a 2.61 9 AGREE

difficult time understanding those who
do not talk or respond to me.

12. When reading a novel, I pay a lot of 2.66 5 AGREE

attention to passages involving
conversations, talking, dialogues, etc

13. I like to talk to myself when solving a 2.64 7 AGREE

problem or writing.

14. I can understand what my teacher says, 2.48 13 DISAGREE

even if I am not focused on him/her.

15. I remember things easier by repeating 2.81 1 AGREE

them over and over again.

Analysis:

This table shows that statement number 15 received the highest mean of 2.81 and the verbal
interpretation is Agree. The statement number 3 ranked 2 nd with the mean of 2.75 and the verbal interpretation is
Agree. The statement number 7 ranked 3rd with the mean of 2.72 and the verbal interpretation is Agree. The
statements numbers 1,6 and 12 ranked 5th with the mean of 2.66 and the verbal interpretation is Agree. The
statement number 10 ranked 6th with the mean of 2.65 and the verbal interpretation is Agree. The statement
number 13 ranked 7th with the mean of 2.64 and the verbal interpretation is Agree. The statement number 2
ranked 8th with the mean of 2.62 and the verbal interpretation is Agree. The statement number 11 ranked 9 th with
the mean of 2.61 and the verbal interpretation is Agree. The statements numbers 4 and 6 ranked 10.5 with the
mean of 2.60 and the verbal interpretation is Agree. The statement number 9 ranked 11 th with the mean of 2.59
and the verbal interpretation is Agree. The statement number 8 ranked 12th with the mean of 2.56 and the verbal
interpretation is Agree. The statement number 14 received the lowest ranking with the mean of 2.48 and the
verbal interpretation is Disagree.
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The findings of this study are that the Statement number 15 had the highest ranking and mean at 2.81 and
the verbal interpretation is Agree; the statement is “I remember things easier by repeating them over and over
again”. The statement number 14 had the lowest ranking and mean at 2.48 and the verbal interpretation is
Disagree; the statement is “I can understand what my teacher says, even if I am not focused on him/her”.

Conclusions

The Conclusions of this study are the following:

1. There are more Male respondents than Female respondents.

2. Majority of the respondents were 15 years old.

3. The respondents tend to remember things easier by repeating them over and over again.

4. The respondents can’t understand what their teachers says when they are not focusing on him/her.

Recommendations

1. The students should focus to their teacher when they are talking so that they can understand what their
teacher says.

2. Since every student has Different Learning Behaviors, teachers should use different ways of their teaching
method and on how they interact on each student.
20 defense questions

1. The most common question you may be asked is what you learned from the study you have done. You
have to sum up your entire study in a few sentences and remember the technical terms you have
mentioned n your research because that is what your examiner wants to hear from you.

2. The next question to follow by default is why you chose this particular topic or what your inspiration
behind this study was. This is one of the trickiest questions as you have to prove your convincing power to
the panel of the teachers that what you did is valuable for the society and was worth their time. Tell
about how zealous you were about this particular problem.

3. What is the importance of your study or how will it contribute or add up to the existing body of
knowledge?

4. You may be asked to summarize your key findings of the research.

5. What type of background research have you done for the study?

6. What are the limitations you have faced while writing?

7. Why did you choose this particular method or sample for the study?

8. What will you include if you are told to add something extra to the study?

9. What are the recommendations of your study?

10. Who formed your sample and why you selected this particular age group?

11. What was your hypothesis and how you framed it?

12. If given a chance, would like to do something different with your work?

13. What are the limitations you faced while dealing with your samples?

14. How did you relate your study to the existing theories?

15. What is the future scope of this study?

16. What do you plan to do with your work after you have completed your degree?

17. What are the research variables you used?

18. Do you have any questions to be asked?

19. Did you evaluate your work?

20. How would you improve your work?

Question 1: In few sentences, can you tell us what your study is all about?

The question is simple right? Many professors will tell you that most students get choked on a question like

this. Anyways the question is simple, but a bit technical. To answer this question, you need to know every

detail of your research project from chapters one to the end. The question needs an answer in form of a

summary of the entire study, therefore, to ace this particular question you need to know every detail in your

abstract. If you wrote a good abstract, this question will be a cross over for you.

Question 2: What is your motivation for this study?

Now you must be careful here. This question can be very tricky and it goes a long way in convincing your

panel members that your study is worth their time. Another way this question could be twisted is WHAT IS
THE RESEARCH PROBLEM?

To answer this question, you may decide to elaborate on the problem investigated in the study. Your zeal to

solve this problem becomes your motivation. Do not state financial reasons or the need to graduate as a

motivation as you may easily go off point.

Question 3: How will this study contribute to the body of knowledge?

At some point the need for justification will arise and that is when you will be asked to mention how your

study will add to the body of knowledge if approved.

Here you will need to use your methods, case study or any unique model or conceptual framework used in the

study to defend it. For more information on how to tackle this particular question Click Here

Question 4: What is the significance of the study?

Just like stating how your study will contribute to the body of knowledge, you will need to state the importance

of your study. To answer this question, you will need to highlight how your study will aid the government in

policy development and implementation, how it will help other students who may wish to conduct research

studies on the subject matter and how organizations and the society will benefit from your study.

Question 5: Did you bridge any gap from your study?

Every research study must have a problem. Your ability to solve this problem and explore into areas not yet

researched on gives you the full marks allocated for answering this question. You must be able to convince the

committee members that your approach is unique and it has covered areas where much have not been done by

other researchers.

Question 6: What limitations did you encounter?

This is another simple but tricky question. Most times the question is not asked to sympathize with you, rather

to get loopholes to criticize your work. To answer this question, you must be careful with words as you may

implicate yourself. Be careful enough not to sell out yourself. Do not discourse limitations in your methods or

data analysis techniques as this may imply that your study may be biased or not well researched. Use simple

limitations like difficulties encountered in combining lectures and project instead of limiting your study.

Question 7: What are your findings?

At this point it is expected of you to present your results or findings from the study in a clear and concise

manner. Always link your findings to your research objectives/questions. This will make your panel members

to easily be carried along.

Question 8: What Methods or Sampling Technique did you employ?

To answer this question, you must be familiar with your research methodology. Your chapter three (in Most

Projects) must be at your fingertips. Your ability to justify your sample size and technique will be highly

rewarded here. For more tips Click Here

Question 9: Why choose this method?

As discoursed above, you should not only state a particular method for the study. You must also be ready and

able to justify why you chose the method in a convincing manner. At this point you are free to quote sources or

similar studies where such methods were adopted.

Question 10: Based on your findings what are your recommendations?

Recommendations are very vital in every research study and should not be joked with. In essence you should

know your recommendations off hand.

Question 11: Based on your findings what areas will you suggest for future research?

Questions like this are just there to test your reasoning and authority in your research area. Based on your

findings in a manageable scope, you should be able to suggest future research areas in line with your study. For

example, if I researched on the challenges of personal income tax collection in Nigeria, a good area for further

study will be in other forms of taxation such as VAT, Company tax etc.

Question 12: How can your research study be put into practice?

Easy for the computer scientist and engineering students, but a bit tough for management and social sciences

since most management/social science projects are more of abstract in nature. However, you should try your

best to be realistic here. Relate your study to current trends in your environment, office, economy, government,

schools, church etc. Use of relevant examples and illustrations will score you good point here.

Question 13: How would you summarize your study to a practitioner in a few sentence?

Your ability to convey technical information from the study will score you good points here.

Question 14: What would you change if you were to conduct the study again?

Hmmm. Be careful! Do not be too jovial. There is a loophole here! Just like your limitations, this question can

be asked to identify your week points.

Question 15: What is your measurement Instrument?

In simple terms, what data collection method did you employ for the study? Here you state if questionnaires

were distributed or data was gotten from secondary sources. For more information on measurement

instruments Click Here

Question 16: What are your research variables?

Here you will need to convince your panel members that you know what you are talking about. You need to

explain your independent and dependent variable(s) to convince them that you are on point. Your variables are

present in your project topic. You need to identify these variables and know their definitions as well to ace

your defense.

Question 17: What are your research questions?

Very simple question. It should take about 0.015 seconds to answer this question if you are fully prepared.

Question 18: What do you plan to do with your research project after Graduation?

Here you are at liberty to say your mind. If you intend to publish it, this is the best opportunity to discourse and

interact with the committee members-maybe a professor there can help.

Question 19: What source of data was employed for the study?

At this point you have to state the source(s) you got data from. In general you have to state whether data was

gotten from primary or secondary source or both. You can further convince the committee members by

discoursing on literature reviewed for the study-both theoretical and empirical.

Question 20: What theories or theoretical framework is your study based on?

This is a very technical question but interesting. Before you step into the defense room, you should know at

least two relevant theories that relate to your study. For example, the “impact of motivation on employee

productivity” will be based on Maslow’s Theory and other theories of motivation. If you cannot find relevant

theories to back up your study, consult your supervisor for help.

Question 21: How would you relate your findings to existing theories on the study?

To ace this question, one will have to read extensively. You should know existing theories on the subject

matter as well as empirical studies too. Your ability to link your findings to previous research studies (Whether

they agree or not) will go a long way in validating your study. You will score good points here trust me.
Question 22: What recommendations do you have for future research?

Your problem solving skill is put to test here. You should be able to identify areas that will need more

research.

Question 23: What is the scope of the study?

This one is a cheap or should I say bonus question? Here you quickly state the delimitation of the study in

brief.

Question 24: What question(s) do you have for the committee?

Not a likely question in our Nigerian context, but I have defended a seminar project where this question was

asked and I was shocked to my marrows. This is an opportunity to interact with your committee members and

ask some constructive questions. Do not ask silly or too difficult questions as the goal should be to make the

committee members feel as the “boss”. It will also go a long way in showing that you are a brilliant individual.

Question 25: Do you have any closing comments?

This is praising time! Use this opportunity to thank your committee members for their time and questions. Tell

them how much you have learnt from them and how you intend to correct errors (if any) identified in your

work. This can go a long way in impressing your internal and external supervisors. All the best!