III GRP. 5 12 - A Research Final

THE STUDENT’S LEARNING BEHAVIOR AND PREVALENT FACTORS THAT INFLUENCE THEM 1
CHAPTER 1
PROBLEM AND ITS BACKGROUND
INTRODUCTION
Education is the stepping stone to success. Yes! It is truly indeed the way to success but
education doesn’t mean that you are successful if you accredited degree of profession. In a sense,
people are educated in different learning styles to attain success in life. Maybe others reach the top
because of hard work and they are determined. But, mostly others reach the top because they are
educated and well versed. Thus, by the time children enter kindergarten, they have tremendously
varying levels of brain knowledge, skills and interests.
In this era of globalization and technological revolution, education is considered as a first
step to every human activity. It plays a vital role in the development of human capital and is linked
with and individuals well-being and opportunities for better living (Battle & Lewis, 2002). The
pivotal role of education is still evident nowadays as it has been recognized by the world itself that
education is essential for complete development of the personality and the career of a person.
Through education also, it promotes better way of living and it teaches us to be more innovative
people at any time.
Nowadays, students are under pressure in pursuing their studies since they have been
exposed to different subjects of intellect. Many students in this era are not merely giving
importance to education because they already forgot the benefits of this. Many students are drop
out and many started to work rather than studying for they believe that they can easily gain money
in working. Don’t know that it increases the productivity and it also leads to new sources of
earning which enhance the economic growth of our country (Saxon, 2000). It is not about working
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but studying through this, students can gain and enhance their own skills and talents. As Tom Nok
said “Hard work beats talent if talent doesn’t work hard”.
A genuine interest in school subjects is important as well. Student with an interest in a
subject likely to be more motivated to manage their own learning and develop the requisite skills
to become effective learners of that subject. In contrast, anxiety about learning the subject can act
as a barrier to effective learning. Students who feel anxious about their ability cope in subjects
learning situations may avoid them and thus lose important career and life opportunities.
The increasing rate of drop-out students or less of interest in studies must have a reason.
Maybe there are varying factors why there are some students lost their interest in study. The quality
of factors affecting students’ Quality of Academic Performance; A case of secondary school level
/ student’ performance remains at top priority for educators. It is meant for making a difference
locally, regionally, nationally, and globally. Educators, trainers and researchers have long been
interested in exploring variables contributing effectively for quality of performance or learners.
These variables are inside and outside school that affect student’s quality of academic
achievement. Those factors may be termed as student factors, family factors, school factors and
peer factors (Crosnoe, Johnson & Eldar, 2004). These different factors that were mentioned earlier
are categorized or classified into two, internal and external factors. This formal investigation about
the role of the demographic factors routed back in 17th century (1985).
Generally, these factors include age, gender, geographical belongingness, ethnicity, marital
status, socioeconomic status, parent’s education level, parental profession, language, income and
religious affiliations. These are usually discussed under the umbrella of demography (Ballatine,
1993). In a broader context demography is referred to as a way to explore the nature and effects of
demographic variables in the biological and social context. Unfortunately defining and measuring
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the quality of education is not a simple issue and the complexity of this process increases due to
the changing values of quality attributes associated with the different stakeholders’ view point
(Blevins, 2009; Parvi, 2006). Since the quality of education lies on the hands of the school or
stockholders whether they do their part in attributing better and complex formation of education
to the students.
Besides other factors, socioeconomic status is one of the most research and debated factor
among educational professionals that contribute towards the academic performance of students.
The most prevalent argument is that the socioeconomic status of learners affects the quality of
their academic performance. Most of the experts argue that the law socioeconomic status has
negative effect on the academic performance of students because the basic needs of students
remain unfulfilled and hence they do not perform better academically (Adams, 1996). Being in the
state of low socioeconomic status many students received different negative effects, since in this
instances, it gives another problem to the students instead of focusing to their own studies.
Distraction to the students can lead us to low-self-esteem and low self-efficacy. The low
socioeconomic status causes environmental deficiencies which results in low-self-esteem of
students (US Department of Education, 2003).
In the Sisters of Mary School-Boystown, Inc., Tungkop, Minglanilla, Cebu, the students
are well formed and built for their futures. The school itself directed their energy and resources to
the poorest of the poor, youth of the country. By way of giving them with high quality secondary
education intensive on Vocational-Technical Curriculum. The school has excellent and well-
trained stakeholders that has the ability to maintain class harmony and teach students in different
strategic way of teaching. Every student of this school are obliged to follow what is implemented
by the School Authorities, whoever failed to follow the Rules and Regulations of this school
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deserves consequences. Though the students here were given enough and equal opportunities,
there are some students failed to appreciate what they have acquire right now. They are just
thinking for the things that they don’t have. Some students failed to do their responsibility which
is to study, they even get low grades and do destructive things, to disturb fellow students.
In order to deeply understand with regards to students learning behavior, much
comprehensive research should be done to give the school a feedback. In the Sisters of Mary
School-Boystown, Inc., prevalent, pre-identified factors such as; mother-sisters, teachers, family
saint, peer group and personal interest were observed to have effects on the students’ learning
behavior. This study primarily aimed to find out if those pre-identified factors have a significant
relationship to the students’ learning behavior (quantitative phase). This study also primarily aimed
to provide in-depth analysis on how those factors affect students’ learning behavior (qualitative
phase). This explanatory sequential research was conducted to the Grade-10 students of the Sisters
of Mary School-Boystown.
THEORETICAL AND CONCEPTUAL FRAMEWORK
This study was principally anchored to and was well supported by Albert Bandura’s Social
Cognitive Behavior, Jacquelynne Eccles’ Expectancy Value Theory, and Ajzen’s Theory of
Planned behavior.
SOCIAL-COGNITIVE BEHAVIOR
This theory was advanced by Albert Bandura. Social Cognitive Theory is a learning
theory based on the idea that people learn by observing others. This learned behavior can
be central to one’s personality. While social psychologists agree that the environment one
grows up in contributes to behavior, the individual person is just as important. The theory
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indicates that each behavior witnessed can change a person’s way of thinking (cognition).
It also indicates that the environment one is raised in may influence later behaviors.
Furthermore, the social cognitive theory states that when people observe a model
performing behavior and the consequences of that behavior, they remember the sequence
of events and use this information to guide subsequent behaviors. In other words, people
do not learn new behaviors solely by trying them and either succeeding or failing, but
rather, the survival of humanity is dependent upon the replication of the actions of others.
Depending on whether people are rewarded or punished for their behavior and the outcome
of the behavior, the observer may choose to replicate behavior modeled.
Expectancy-value Theory
This theory was developed by John William Atkinson, however, it was Jacquelynne
Eccles who expanded the theory into the field of education. According to expectancy-value
theory, students’ achievement and achievement related choices are most proximally
determined by two factors, expectancies for success, and subjective task values.
Expectancies refer to the specific beliefs individuals have regarding their success on certain
tasks they will carry out in the short-term or long-term future, and these expectancies
shaped their behaviors as well as the choices they make whereas task values refer to how
important, useful, or enjoyable perceives the task. Theoretical and empirical work suggests
that expectancies and values interact to predict important outcomes such as engagements,
continuing, interest, and academic achievement.
Expectancy-value theory has three basic components. First, individuals respond to novel
information about on item or action by developing a belief about the item or action. If a
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belief already exists, it can and most likely will be modified by the new information.
Second, individuals assign a value to each attribute that a belief is based on. Third, and
expectation is created or modified based on the results of a calculation based on beliefs and
values. For example, a student finds out that a professor has a reputation for being
humorous. The students assign a positive value to humor in the classroom, so the students
have an expectation that their experience with the professor will be positive. When the
students attend class and finds the professor humorous, the student calculates that it is good
class.
THEORY OF PLANNED BEHAVIOR
Ajzen’s (1991) theory of planned behavior is a “theory designed to predict and
explain human behavior in specific context” (p. 181). According to the theory, one should
understand the reasons that lead to intentions in order to be able to predict future
involvement in a behavior. The theory of planned behavior focuses on the motivational
reasons that lead to higher intentions to perform a behavior on the bases that “the stronger
the intention to engage in a behavior, the more likely should be its performance” (Ajzen,
1991, p.181).
Also, the theory sets a model for people’s actions in which intentional behavior is
determined by attitudes and behaviors, subjective norms, and perceived controls. Attitudes
and behaviors include feelings and attitudes towards certain behavior. Subjective norms
are the opinion of the people the persons to engage in a certain behavior, which can lead to
peer and social pressure.
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FIGURE 1: Conceptual framework on Prevalent factors that affect the students’ learning behavior.
Sisters of Mary School-Boystown
Teachers
Parents
Prevalent  Social Cognitive
Theory Students’
Factors
Peer group  Expectancy-value Learning
Theory Behavior
 Theory of Planned
Interest
Behavior
G-10 students
The conceptual framework showed that this research was being delimited within the Sisters
of Mary School-Boystown, Inc., Tungkop, Minglanilla, Cebu, specifically within its Grade-10
students, which were the respondents of this study. Additionally, the conceptual framework
showed the primary objective of the research which was to find out the correlation between the
prevalent factors (independent variable) and the students’ learning behavior (dependent variable)
as represented by the arrows, such that those arrows were bolded to signify that the relationship of
the variables was comprehensively studied as this research utilized an Explanatory Sequential
Mixed Method Research Design. Most importantly, significant theories from notable persons
mentioned and elaborated in the theoretical framework were to be found at its center (between the
independent and dependent variable) which symbolized their big contribution as guide and support
of this research.
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STATEMENT OF THE PROBLEM
This study was undertaken to determine if there was significant relationship between the
prevalent factors and the students’ learning behavior, and to provide an in-depth analysis on how
those factors affect the learning behavior of the students of the of the Sisters of Mary School-
Boystown, Incorporated, Tungkop, Minglanilla, Cebu, S.Y. 2018-2019. In order to gather the
required, necessary and helpful data for the study, these research questions were formulated:
Quantitative Phase;
1. What is the most common prevalent factor that affect Grade-10 students’ learning
behavior?
2. Is there any significant relationship between the prevalent factors and the Grade-10
students’ learning behavior?
Qualitative Phase;
1. Why does personal interest the factor that affects the most in the students’ learning
behavior?
2. Why does mother-sister the factor that affects the least in the students’ learning
behavior?
3. Why do factors like teacher, mother-sister, personal interest, and friends not
significantly relate to the students’ learning behavior?
HYPOTHESIS
Pertaining to one of the quantitative questions of this study, the following hypotheses were
put into test:
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 There is no significant relationship between the prevalent factors and the Grade-10
students’ learning behavior? (quantitative)
ASSUMPTIONS
 Students’ learning behavior is affected by the following factors: mother-sisters, teachers,
family saint, peer group and personal interest. (qualitative)
SCOPE AND DELIMITATION
This mixed method research focused on the prevalent factors that affect the learning
behavior of the students of the Sisters of Mary School-Boystown, Incorporated.
For the quantitative phase of this Explanatory Sequential Mixed Method Research, the
population was the Grade- 10 students of the Sisters of Mary School-Boystown which was selected
using cluster random sampling. The family saint served as the cluster. By using Yamane’s formula,
out of 329 Grade-10 students, 181 students were chosen as the respondents. This study utilized a
4-point Likert scale structured questionnaire as one of the research instruments. The quantitative
data was analyzed using the appropriate statistical tool such as: frequency, count, percentage,
weighted means, standard deviation and Pearson product moment correlation.
For the qualitative phase, the population was still the Grade-10 students of the Sisters of
Mary School-Boystown who were chosen through cluster-convenience sampling. The family saint
served as the cluster. Since the research method used was a case study, only two (2) key-informants
per family were randomly chosen as the key-informants; there were eight (8) family saint in Grade-
10, so sixteen was the total number of the key-informants. Thematic analysis was primarily used
for the analysis of the qualitative data.
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SIGNIFICANCE OF THE STUDY
Administrator:
In comprehensive manner, through this study, the administrator will know what are the
factors that affect the students’ learning behavior and the possible reasons why they have hard time
or difficulty in learning. After knowing the factors that affects students’ learning behavior, the
administrator may able to formulate solutions on how to strengthen the factors to promote positive
students’ learning behavior.
Teachers:
In comprehensive manner, through this study, the teachers will be able to know the reasons
that contribute why their students behave that way. Additionally, through this study, in some ways,
they will be able to realize their big role in the life of their students. In relation, they will get some
important ideas that they can use to positively impact their students’ learning behavior.
Mother Sister:
In comprehensive manner, through this study, the mother-sisters will be informed of their
role towards guiding and developing their “alagas” learning behavior. In response, they will always
see to it that their “alagas” are really studying and correct if they found out or know that they are
exhibiting disruptive behavior.
Peer:
In comprehensive manner, through this study, they will know that they actually effect their
friend’s learning behavior either positively or negatively, depending on which way they are trying
to lead their friend.
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Students:
In comprehensive manner, through this study, the students will know that there are actually
factors that might affect their learning behavior, and it’s up to them whether they will let
themselves be affected positively or negatively. In addition, they will know that their learning
behavior might affect their academic achievement, so they will always strive hard to exhibit
positive behavior.
DEFINITION OF TERMS
Intrapersonal- occurring within the individual mind or self.
Interpersonal- relating to relationship or communication between people.
Attitude- a settled way of thinking or feeling about someone or something, typically one that is
reflected in person behavior
Behavior- the way in which one acts or conducts oneself especially towards others.
Prevalent factors- widespread in a particular area or at a particular time.
Alaga- a student under the care of a mother sister.
Family saint- it is the method established by the founder of the school to group the students.
Spoon Feeding- refers to any process which robs students of the opportunity to take responsibility
for their learning.
Meta-analysis- a statistical analysis that combines the results of multiple scientific studies.
Cohort- a group of students working together through the same academic curriculum.
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Goal- is an idea of the future or desired result that a person or a group of people
envisions, plans and commits to achieve.
Curriculum- is broadly defined as the totality of student experiences that occur in the educational
process. The term often refers specifically to a planned sequence of instruction, or to a view of the
student's experiences in terms of the educator's or school's instructional goals.
Cluster sampling- is a sampling plan used when mutually homogeneous yet internally
heterogeneous groupings are evident in a statistical population.
Motivation-is the reason for people's actions, willingness and goals. Motivation is derived from
the word motive in the English language which is defined as a need that requires satisfaction.
Peer group-is both a social group and a primary group of people who have similar interests
(homophily), age, background, or social status. The members of this group are likely to influence
the person's beliefs and behavior.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Teachers
Havighurst (n.d.) noted in his article that teaching is the world’s largest profession. In the
late 20th century, it was estimated that there were 30 million teachers around the world. Uluga,
Ozneb and Erylimazc (n.d.) indicated in their article that teachers are the most important factor in
education and teaching activities. In most general terms, teachers are the persons working in
educational institutes who enable students to reach cognitive, sensory and behavioral aim and gain
within the range determined by educational system (Gandogdu, Silman ,2007:259). The teachers
also have an important role in influencing the society, creating a sound foundation towards the
future of society, and ensuring the continuation of such actions (Temel, 1988:21).
Szucs (n.d.) wrote in her article that in the fast changing world of the early 21st century, the
education is also changing. The Ministry of Education of Guyana (n.d.) acknowledge that teachers
play a vital role in the lives of the students in their classroom. The changes that took place in
schools have changed the roles of teachers, too. Szucs (n.d.) indicated in here article that in the
past, teachers used to be the major sources of knowledge, the leaders and educators of their
student’s the organizers of after-school activities, and they used to be the authority in the class.
Nowadays, teachers provide information and show their students how to tackle them. Now, they
can be thought of as a facilitators and supporters in the learning process. Nola (n.d.), senior English
instructor at Eton Institute, provides a useful insight into the roles relevant to today’s teaching.
First, “teachers as the Controller”, which means that in the classroom, the teacher is mostly the
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center of focus, he/she is in complete charge of the class, what students do, what they say and how
they say it. Second “teacher as the Prompter”, which means that teacher encourages students to
participate and makes suggestions about how students may proceed in an activity. When learners
are literally lost for words, the prompter can encourage by discretely nudging students. Third
“teachers as the Resource”, which means that a teacher is kind of walking resource center ready to
offer help if needed. As a resource, the teacher can guide students to use available resources such
as the internet, for it certainly isn’t necessary to spoon-feed learners. Fourth, “teacher as the
Assessor”. The teacher assumes this role to see how well the students are performing or how well
they performed. This role gives teachers an opportunity to correct learners. Fifth, “teacher as the
Organizer”. This role is perhaps the most difficult and important the teacher to play because the
success of many activities depends on good organization. The teacher serves to open and neatly
close activities and also give content feedback. Sixth, “teacher as a Participant”. This role improves
the atmosphere in the class. If a teacher is able to stand back and not become the center of attention,
it can be a great way to interact with learners without being too over powering. Seventh, “teacher
as the Tutor”. This role can be a great way to pay individual attention to a student. The teacher
acts as a coach when students are involved in a project work of self- study, and he/she provides
advice and guidance and helps learners clarify ideas and limit task.
However, according to Gundogdu and Silmon (2007), teaching is much more than saying
and explaining. In support to the idea, Cox (n.d) stated in her article that the role of a teacher is
definitely more than just planning and executing lesson plans. Furthermore, she added that in some
senses, because the teacher spends so much time with the students, he/she can become the third
parent of the students. Additionally, she noted that teachers can be a positive role model for their
students, particularly for children that lack a solid family foundation.
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Students’ Learning Behavior
Rogel (2012) asserts that students’ academic or learning behavior is an equally important
factor in ascertaining the academic achievement of students. Thompson (2014) supports the idea
by stating that it is students’ learning behavior which plays a major role in academic achievement.
In relation, according to Amirtha and Debaseelan (n.d), a positive learning behavior creates better
psychological adjustment in class and in school. On the other hand, they highlighted that students
having disruptive behavior such as bullying other students or talking during lectures can have a
negative effect on the entire classroom.
Saxena (2002) defines learning behavior as the mental readiness of the students to learn
which indicates their resourcefulness, creative thinking and imaginative activities, love for their
learning, high interest for reading and writing, and also having better psychological adjustment in
class and school. It includes students’ outlook, choice, his/her persistence and efforts in learning,
and how he/she relates to the people that make up the school community (Rogel, 2012).
Furthermore, Guyana’s Ministry of Education noted that some students exhibit good
behavior in response to receiving awards such as prizes, extra recess or stickers on a chart.
However, according to the ministry, students just only learn that they will get something they want
if they are in a good way, but they don’t always learn that behaving in a good way is its own
reward, that is why, they are not consistent in exhibiting unacceptable behavior the desired
behavior that promotes learning. On the other hand, the ministry noted that some students respond
to punishment. They stop exhibiting unacceptable behavior if they know they will face
consequences for breaking the rules (Guyana’s Ministry of Education, n.d.). Additionally,
according to Ashmore (n.d.), if students are learning successfully, if they are feeling connected, if
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they know that people care, they are less likely to behave in ways that jeopardise their opportunities
to be part of that.
Teachers and Students’ Learning Behavior
Theories of learning and teaching have long emphasized the important role teachers
play in supporting students’ development in areas beyond their core academic skill (Blazar and
Kraft, 2017). In relation, Pianta and Hamre (2009) posit that by providing “emotional support and
a predictable, consistent, and safe environment” (p.113), teachers can help students become more
self-reliant, motivated to learn, and willing to take risks. Additionally, they noted that by modelling
strong organizational and management structures, teachers can help build students’ own ability to
self-regulate.
It is seen that the teaching approach and techniques applied by different teachers, have
different results for student performance. The teacher therefore has a key role to play in providing
an encouraging learning environment for their students to excel academically (Rashid and Uzman,
n.d.). It was corroborated by the authors that attitude of the teacher plays a major role in enhancing
the learning abilities and performance of the students. In relation, teachers’ attitude toward the
students at hand caught the attention of (Ulug, Ozden, and Eryilmaz, 2011). The authors have
argued that a student’s motivation, attitude towards school, their willingness to do homework and
confidence in their learning behavior are all factors of the teachers’ attitude of teaching towards
the students, and logically, vice versa.
Elsewhere, in a meta-analysis conducted to examine the accuracy of judgments that
academicians and teachers make about their students’ academic performance and achievements,
the authors, (Sudkamp, Kaiser, and Moller, 2012) highlighted the importance that a teacher’s
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expectations hold for the actual academic well-being of his/her students. Alvidrez and Weinstein
(1999) had revealed that such judgments or expectations guide the instructional approach of the
teachers; it allows identification of students who are struggling to cope with study requirements or
complexity (Bailey and Drummond, 2006) and it also shades the expectations of a teacher from
his/her students’ abilities. In relation, Babad (2009) argued that students’ performances are mostly
reflective of a teacher’s expectations, whereby an overrated student perform better than an
underestimated student.
Furthermore, it is noted that teacher behavior is one of the key determinants in performing
the students’ motivation and learning behavior. Wallace (1994) showed that teachers’ behavior
which is accompanied with feeling of hope, joy, generosity, and respect becomes effective in
modifying students who have had previous bad records. On the other hand, many negative
teachers’ conducts such as: referring the rude and undisciplined students to school principal,
sending them out of class, and make them stay in the hall-way, carelessness, and neglecting
students’ serious problems had an undesired effect on the students’ behaviors.
Additionally, Ferguson and Howton (1992) realize that teachers’ conditional praising is
one of the effective elements in making the students interested in doing the educational activities
and exercises. Haughton et. al. (1990) supports the idea. In fact, in their inquiry, they depicted that
when teachers’ praising and appreciation of the students’ is increased at an individual level,
positive effects are seen on the students’ behavioral and educational performance.
Interest and Students’ Learning Behavior
Interest is a powerful motivational process that energizes learning, guides and career
trajectories, and is essential to academic success. Individual interest denotes a relation of a student
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to a subject domain, such as mathematics (Frenzel et. Al, 2010), topic, or theme that fuels
continuing and immediate engagement, characterized by positive effect, a sense of personal value,
and stored knowledge (Renninger and Hidi, 2015; Renninger and Sur, 2012). The finding that
math interest predicts later math-related educational and career intentions is in line with the social
cognitive view that interest is an important determinant of educational intentions (Lent et. Al,
2004).
Interest theory holds that repeated exposure to environments that support the pursuit of
interest is integral to the development of interest from a situation-dependent cognitive-affective
state to a more stable and generalizable preference for certain activities (Harackiewicz et al., 2016;
Renninger and Hidi, 2016). Prior intentions or aspirations to pursue certain activities, which have
themselves been shown to be informed by interest (Hirschi, 2010), may facilitate the selection of
environments that foster the development of these interests. The conventional wisdom about the
role of interest in the educative process is that interests increases learning. Indeed, interest theory
posits that the experience of interest can promote achievement by increasing engagement and
attention (Harackeiwicz, et al., 2016). Higher learning performance leads to higher perceived
learning. Student interest reflects input into the course, such as attention level in class, interest in
learning the material, perception of a course’s intellectual change, and acquired competence in the
field. Student interest facilitates effective teaching and creates a more favorable learning
environment (Marsh and Cooper, 1981). Students reject a learning environment that runs contrary
to their preferences (Hsu, 1999). When learners are more interested, they perceive themselves as
learning more (Tynjala, 1999), and this will reflect their overall evaluation of the learning process.
Parents and Students’ Learning Behavior
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The pivotal role of parents still continues as it has been recognized by the teachers and
parents themselves as they are essential for complete development of the personality and career of
their children. Gonzales-Pienda, et al. (2002) indicated that “without the children’s parental
support, it is hard for teachers to devise academic experiences to help students learn meaningful
content” (p. 281). Fan (2001) demonstrated that parents’ educational aspiration for their children
proved to be strongly related to students’ academic growth. Research studies have found that
parental education level has a significant impact on child’s learning (Khan and Malik, 1999).
Similarly, Schneider and Lee (1990) linked the academic successes of the East Asian students to
the values and aspirations they share with the parents, and also to the home learning activities in
which their parents involve with them.
A research by Fan (2001) indicated that those students whose parents had higher
expectations for their children’s academic achievement performed better from the beginning of
their academic career and accelerated faster in their academic progress during the transition period
of middle to high grades. The children also seek emotional support from parents when they face
some academic problems at school. Educated and sensible parents always encourage their children
and give proper guidance in school related matters. Research studies have indicated that parental
support factor have significant contribution in the development of positive self-regard that is
statistically related to academic achievement of the students (Franco and Levitt, 1998; Mahaffy,
2004; Gonzalez-Pienda et al., 2002).
Peer Group and Students’ Learning Behavior
Peer group effect/influence is an important component in determination of student
outcomes. A typical student learns from discussions with his peers and can possibly be affected by
their personality and attitude towards learning. Students who are exposed to unusually low
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achieving cohorts tend to score lower themselves. Most approaches tend to agree, however, that
students who surround themselves with peers and influence who value learning and the educational
process will value their own learning and strive to enhance their education. Albert Bandura’s social
learning theory speaks precisely to the human interactions involved in learning. Observational or
“vicarious” learning is based upon learning by watching, then, “modeling” or acting similarly to
others. If the student’s views and works with people who appreciate learning by engaging in
learning activities, then the students too will engage in learning and might work harder at learning.
If peer models do not convey positive attitude toward learning, then the students observing these
models will not prioritize learning in their own lives. They will prioritize other goals.
Abraham H. Maslow viewed the need for love and belongingness as a step toward
achievement in his hierarchy of motivation model, which he described in 1954. In this view, the
deprivation of more basic needs hinder progress along the path of environment. For example, a
student with deprived relationship concerns will be less able to participate in classroom learning
opportunities. The ability to learn is built on a foundation of comfortable relationship with others,
including peers and classroom learning is all about learning with and in the presence of others.
Students are not isolated in the pursuit of knowledge. They are social beings who need to interact
and establish social contacts. Social learning is as much a part of any classroom curriculum as the
printed guidelines. At a minimum, the influence of peers and a students’ relationship with them
can be understood as a function of student age, motivation, learning a classroom opportunity.
Synthesis
This study investigated students’ learning behavior and the factors that affect students’
academic learning. Students’ academic performance or learning behavior is an equally important
factor in ascertaining the academic achievement of students (Rogel 2012). In the Sisters of Mary
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School-Boystown, Incorporated context, pre-identified factors such as teachers, peer group,
mother-sisters and students’ interest might affect students’ learning behavior, and these are
supported by relevant sources from notable persons. However, more researches are needed to find
out the correlation of the dependent variable and independent variables and to provide an in-depth
analysis on how those factors affect students’ learning behavior. Through this explanatory
sequential research, the significant correlation between the variables was identified. Additionally,
a comprehensive in-depth analysis on how those factors affect students’ learning behavior was
provided.
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CHAPTER 3
Research Methodology
This chapter presented the research procedures undertaken in accomplishing the study. The
research procedures were presented as follows: (a) research method and design; (b) population and
sampling; (c) respondents of the study; (d) research instrument; (d) validation of instrument/s; (f)
data gathering procedures; (g) statistical treatment and analysis of data.
Methods and Design
The research design that was used by the researchers was explanatory sequential mixed
method. The said method was very applicable to this study as this research aimed to identify and
explain the significant relationship between the students’ learning behavior and the prevalent, pre-
identified factors that affect the students of the Sisters of Mary School-Boystown, Inc. at Tungkop,
Minglanilla, Cebu, S.Y. 2018-2019. For the quantitative phase, the researchers utilized
correlational study which aimed to identify the significant relationship between the prevalent
factors and students’ learning behavior. And for the qualitative phase, the researchers utilized case
study to provide an in-depth analysis on how those prevalent factors affect the students’ learning
behavior.
Population and Sampling
The population of the study both for the quantitative and qualitative phase, respectively
were the 329 Grade-10 students of the Sisters of Mary School-Boystown, Inc. S.Y. 2018-2019.
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For the quantitative phase, the sample size was determined by using Yamane’s formula.
Out of 329 Grade 10- students, 181 were taken as the respondents of the study. The researchers
used cluster random sampling wherein the family saint served as the cluster. In order to have a
proportional representation of samples, ratio and proportion were used.
For the qualitative phase, the sample size was determined by using cluster random
sampling wherein two (2) per family saint were taken as the key-informants; there are eight (8)
family saint in Grade-10, so sixteen (16) was total number of key-informants.
Respondents of the Study
The population of this study were the Grade-10 students in the Sisters of Mary School-
Boystown, Inc. School Year 2018-2019. They were chosen as the respondents of this study because
the researchers knew that they understood their role, and so that they would be familiar what was
research all about since they would be the next batch to undergo this kind of task.
For the quantitative phase, the sample size was determined using Yamane’s formula. Out
of 329 Grade 10- students, 181 were taken as the respondents of the study. The researchers used
cluster random sampling wherein the family saint were taken as the cluster. In order to have a
proportional representation of samples, ratio and proportion would be used.
For the qualitative phase, the sample size was determined by using convenience sampling
wherein two (2) per family saint were taken as the key-informants; there were eight (8) family
saint in Grade-10, so sixteen (16) was the total number of key-informants.
Instrument
23
For the quantitative phase, the researchers utilized an adapted 4-point Likert Scale
structured questionnaire from the internet. The questionnaire contained questions appropriate for
the students’ learning behavior which were answered using rates.
For the qualitative phase, the researchers formulated an open-ended interview
questionnaire which was given to the key-informants whereby rich data that helped the researchers
provide an in-depth analysis on how those prevalent factors affect the students’ learning behavior
was gathered and acquired.
Validation of the Instrument
For the quantitative phase, the researchers adapted a structured questionnaire from the
internet for the students’ learning behavior. For the qualitative phase, the researchers formulated
an open-ended interview questionnaire for the prevalent, pre-identified factors. After which, these
said questionnaires (structured and open-ended) were forwarded by the researchers to the research
teachers (2) and to an English teacher for the validation and checking.
Data Gathering Procedure
In this study, the following procedures was undertaken to obtain the required, necessary
and helpful data for the study.
For the quantitative phase and qualitative phase, the data gathering procedure was divided
into three phases as follows:
Phase 1: Preparation Stage. For the quantitative phase, the researcher adapted a structured
questionnaire from the internet for the students’ learning behavior, and formulated a structured
questionnaire for the factors which were used as the research instruments. For the qualitative
24
phase, the researchers made a semi-structured questionnaire. Then, the researchers made a
permission letter and sent it to the school principal, Sr. Eva R. Aringo, SM to ask for her permission
to conduct the answering of the semi-structured questionnaire by respondents and the interview to
the chosen key-informants during study time period or free time.
Phase 2: Data Gathering Stage. The researchers asked permission from the mother-sisters of the
respondents and key-informants. After that, the researchers explained to the respondents and key-
informants the purpose and goal of the study. Then, the researchers distributed the adapted
structured questionnaire from the internet and the researchers-made close-ended interview
questionnaire personally to the respondents, and the semi-structured questionnaire to the key-
informants, respectively. The said structured questionnaires were retrieved by the researchers as
soon as possible (less than a week after it was distributed) while the open-ended questionnaires
were retrieved at the same evening after it was answered.
Phase 3: After its retrieval, the researchers tabulated, organized, computed, analyzed and
interpreted the quantitative data, and coded and categorized the qualitative data, respectively.
Statistical Treatment and Data Analysis
Quantitative Phase:
Yamane’s Formula
It is a tool used to get the number of respondent (sample) from a population.
FORMULA:
𝑁
𝑛 = ( 1+𝑁𝑒 2 )
𝑛= sample
25
𝑁= population
𝑒= error tolerance
Frequency tally
It was used by the researchers to find out which among the prevalent factors was the most
common among the Grade-10 students.
Pearson product moment Correlation (PPMC)
It was used to find out the significant relationship between the prevalent factors and the
students’ learning behavior.
Standard Deviation
This was used by the researchers in order to know how scattered the scores with the given
research questionnaire with respect to the mean scores.
Qualitative Phase:
Thematic Analysis was primarily used by the researchers to analyze the retrieved
qualitative data. Thematic analysis was best thought of as an umbrella term for a set of approaches
for analyzing qualitative data that share a focus on identifying themes in qualitative data. It was
used by the researchers as they have utilized and have taken advantage its strength.
26
CHAPTER 4
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
Quantitative phase:
This chapter presents the analysis and interpretation of result of the data gathered from the
study to identify and explain the correlation between the Grade-10 students’ learning behavior and
the prevalent factors. The researchers pre-identified that there are several factors that might affect
the students’ learning behavior like; Peers, Teachers, Mother-Sisters, Personal Interest and Family.
This pie graph below shows the percentage of the common factors that affect the Grade-10
Students of the Sisters of Mary School-Boystown.
PREVALENT FACTORS THAT AFFECTS THE GRADE 10

STUDENTS' LEARNING BEHAVIOR
Teacher Family
20% 20%
Peers
16%
Personal Interest Mother-Sisters

40% 4%
Family Peers Mother-Sisters Personal Interest Teacher
27
The pie graph above shows that out of 181 respondents the factors that affects the Grade
10 students most was the Personal Interest with 40%, second the Teacher and Family having 20%,
the third was Peers having 16% and the last was Mother-Sisters having 4%. Ahmed (2014) and
AlMiskry, Bakar, and Mohamed (2009), in their research article, gave great importance to the
interest of students in making choice of their career. They noted that interest in a career is according
to the pattern of likes and dislikes of students.
The table below shows the relationship between the Students Learning Behavior and the Prevalent
factors that might affect them.
Descriptive Statistics
Mean Std. Deviation N
Learn BE 52.0826 6.79116 175
Prev. FACTORS 27.4457 5.87085 175
Correlations
Learn BE Prev. FACTORS

Learn BE Pearson Correlation 1 -.089
Sig. (2-tailed) .241
N 175 175
Prev. FACTORS Pearson Correlation -.089 1
Sig. (2-tailed) .241
N 175 175
Hypothesis: There is no significant relationship between the Prevalent Factors and the Students
Learning Behavior.
Decision: Accept Ho
28
This table above shows the total number of population (n) is 175 with the Pearson r of
0.241 that is greater than the critical value of 0.05, so it only implies that the hypothesis must be
accepted. This shows that there is no significant relationship between the Prevalent Factors and
the Students Learning Behavior.
Qualitative phase:
Table 1: Why is it that personal interest is the most common factor that affect students’ learning
behavior?
Epiphanies Key Elements Categories Themes
“I am the one who handle I am the one who Self-initiation Intrinsic influence
myself and I am the one who handle myself.
make myself better.”
“I cannot control other I cannot control Freedom of interest Extrinsic
people of what they want.” people. influence
“Sometimes, I have goals I have goals like Motivation Intrinsic influence
like I have to make my making my math
grades in Math higher so I grades higher.
have to focus on studying
these subject.”
“I am the one who make my I’m the one who Characters Intrinsic influence
own decision and by that, I make my own
am affected by my own decision.
behavior.”
“Because I know what I like, If no personal Personal interest Intrinsic influence
I will do my best in what I interest, my learning
like. If there is no personal behavior became
interest, the learning worse.
behavior became worse
because the interest is not
there.”
This are the common factor They are the one who Personal interest Extrinsic
because they are the one who keep on distracting influence
keep on distracting me and me
cause a loss of focus to
29
improve my learning
behavior.”
“My personal interest affect It pressure me to be Personal pressures Intrinsic influence
my leaning behavior because unstable person.
it pressure me to be unstable
person.”
“Because, my interest to My interest Motivation Intrinsic influence
something motivates me to motivates me.
study hard if I am interested
in that thing.”
Interest is a powerful motivational process that energies learning, guides academic, and
career trajectories and is essential to academic success (Frenzel et.al., 2010). Indeed, personal
interest is a major factor that would affect us internally. Many students most likely find it hard to
control this interest, especially in the fields of learning. Nowadays, many students were greatly
influenced or affected by this factor because of the lack of self-regulations, just like aspiring to
pursue certain activities even though for them it won’t make them happy or it is just a foolish thing.
Don’t you know that personal interest increases learning? Indeed, Interest theory posits that the
experience of interests can promote achievement by increasing engagement and attention
(Harackiewicz et al., 2016). Higher learning performance leads to higher received learning. As
stated by one of our key-informants, “I am the one who handle myself, and I am the one who make
myself better.” It implies that every student has the ability to have both non-academic and
academic success if only if they have good interest towards the certain activities. As one of key
informants said, “My interest is something motivates me to study hard if I am interested in that
thing”. A good interest promote achievement by increasing engagement and attention towards on
every class activity. Indeed, having a good interest to such thing which we find bored of doing it
we usually receive higher perceived learning. As mentioned by a key-informant, “Sometimes I
30
have goals like I have to make my grades in Math higher, so I have to focus on studying this
subject.” Being a student is already the reality that we like and dislikes just like the school subjects.
Every student has its own taste on every subject. It depends on them what subject they like because
the only goal was to have a better performance in every subject.
Table 2: Why is it that mother-sisters is the least common factor that affects students’ learning
behavior?
Epiphanies Key Elements Categories Themes

“Mother sisters are just the Guiding the students. Guidance Extrinsic Influence
one who are guiding the
students.”
“No one can change your No one can change Character Intrinsic Influence
learning behavior unless you learning behavior.
will change it.”
“ Our learning behavior is up Learning behavior is Character Intrinsic Influence
to us if we are to improve it up to us.
or not.”
“Our learning behavior Learning behavior Techniques Intrinsic Influence
depends much on our depends on tactics.
techniques or tactics to
learn.”
“Sometimes our mother I can do what I want. Character Intrinsic Influence
sisters is not roaming
around, so I can do what I
want.”
“Mother sisters are just the Remind us to be a Guidance Extrinsic Influence
one who reminds us to be a good student.
good student.”
“They are the ones who Teaches us to study Guidance Extrinsic Influence
teaches us of what we will hard.
do to study hard.”
“Mother sisters are the ones Encourages to study Extrinsic Extrinsic Influence
who encourage the students hard. Motivation
to study hard.”
31
“They are the ones who give Give advices. Guidance Extrinsic Influence
some advices to the
students.”
“They just corrects us to the Correct to the right Guidance Extrinsic Influence
right way.” way.
“My other reason is that we Can escape. Character Intrinsic Influence

can escape from them.”
“They are the ones who are Demanding to do our Extrinsic Extrinsic Influence
always demanding us to do lessons well. Motivation
our lessons well.”
On the data analysis, the researchers came up with two themes, the extrinsic influence
(mother-sisters) and intrinsic influence (self). The theme extrinsic influence was divided into two
categories, extrinsic motivation and guidance. On the other hand, the theme intrinsic influence was
divide into two categories as well, character and technique.
Based on the researchers’ thorough analysis on the gathered qualitative data, the principal
reason why the factor mother-sisters was the least common factor that affects students’ learning
behavior was the idea that intrinsic influence (self) was stronger than the extrinsic influence
(mother-sisters). In relation, numerous studies suggested that from childhood through adolescence,
across varied populations, those with higher academic intrinsic motivation have been found to
be more competent in school, generally evidencing significantly greater academic achievement,
more positive perceptions of their academic competency, lower academic anxiety, and less
extrinsic motivation (Gottfried, A.W., Gottfried, Cook, & Morris, 2005). One of the key-
informants said, “Mother-sisters are the ones who are guiding the student to study, but it depends
on the student’s effort.” This statement affirmed that mother-sisters cannot do more than guiding
the student such that the students themselves were the primary driving factor to their academic
performance or learning behavior. Based on the key-informants statement, the researchers noted
32
that mother-sisters were the ones guiding, reminding, giving advices and correcting the students’
bad habits in order to lead them always to the right path and help them to be good students, but it
greatly depends on the character of the students influencing their learning behavior as one of the
key-informants said that if his mother-sister was not roaming around, he can do all what he wanted,
such that , “We students could actually escape from them (mother-sisters)”, another key-informant
supported. A key-informant said that their mother-sisters were trying their best to encourage them
to study hard. Another key-informant added that their mother-sisters were the ones who were
always demanding them to listen and understand their lessons well, but “Our learning behavior
depends much on our techniques or tactics to learn,” a key-informant convictionally stated.
Additionally, one of the key-informants stated that their mother-sisters has less time with them as
they (students) spent more time in the class, so the time of being together was a significant reason
as well which contributed to mother-sisters as the least common factor that affects learning
behavior.
Table 3: What are the reasons why pre-identified factors do not significantly affect your learning
behavior?
Epiphanies Key Elements Category Themes
“My studies depend on me, Exerting effort Effort Intrinsic influence

on how I exert effort to it.”
“Because it doesn’t matter Understanding Independent Intrinsic influence
on the people who teach me, lessons learning
rather on how I understand
what is being taught to me.”
“Because they give us a way Source of advice and Extrinsic Extrinsic
of learning and getting some motivation motivation influence
advices and motivations.”
“Because the factors are just Guide Guidance Extrinsic
the one who guided the influence
student on how to enhance
or improve their behavior.”
33
“Because it depends on my Self-initiate Character Intrinsic influence

mood if I want to study or
not.”
“It’s because students have Decision making Mindset Intrinsic influence
different mindset in doing
their decision to accept the
correction or the learning
that had given to them.”
In learning we cannot avoid that there are factors that doesn’t or does affect our learning
formation. The researchers pre-identified factors as; mother-sister, personal interest and the peers
or friends. The key-informants of our study mainly found out that those pre-identified factors
mentioned above does not significantly affect their learning behavior. As one of them said,
“because it doesn’t matter on the people who teach me rather on how to I understand what it is
being taught to me”. The idea of this is about being the driver and the passenger concept. The
student itself take charge of his own life, whether he or she focused on the rough road of studies
and got distracted. Everything was taught and there was a time to give due response, and when
application is needed. It could mean that the people around you does not affect your studies
because it is how you put an effort and focus on your studies that matters. In relation, one of our
key-informants stated, “My studies depend on me on how I exert effort on it.” Aside from that
matter, those pre-identified factors were just the guidelines and channel of knowledge. The
teachers contributed to the formation of academic areas while the mother-sisters were molding the
students and shaping their spiritual sanctity. For the friends or peers, they gave advices and
motivations to do it earnestly. This was recognized by one of our key-informants who said,
“Because the pre-identified factors are just the one who guided the student on how to enhance/
improve their behavior.” Aside from other key elements that makes the research hypothesis to be
accepted, personal interest played a big part of the students’ learning behavior. Student with an
34
interest in a subject was likely to be more motivated to manage their own learning and develop the
requisite skills to become effective learners of that subject. Otherwise, anxiety about learning the
subject can act as a barrier to effective learning. This was acknowledged by our key-informant,
“Because it depends on my mood if I want to study or not.” Lastly, the significant role of decision
making is evident in the student complex formation of education. Decision making was primarily
done by a student. As our key-informant said, “It is because students have different mindset in
doing their decision to accept the correction or the learning that had given them.”
The reasons were appropriate to give answer to why there was no significant effect of a
student towards his/her learning behavior. The key-informants confidently stated that this pre-
identified factors had not significantly affect their learning behavior.
35
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
SUMMARY OF FINDINGS
This study aimed to identify and explain the significant relationship that exist between the
learning behavior and the prevalent, pre-identified factors that affect the Grade 10 students in the
Sisters of Mary School Boystown, Inc. Tungkop, Minglanilla, Cebu S.Y. 2018-2019. The research
design used was the explanatory sequential mixed method research.
For the quantitative phase, correlational research design was used. The 181 respondents
were chosen through cluster random sampling. The research instrument used was a 4-point Likert
Scale. The quantitative data was treated by using the Pearson Product Moment Correlation,
Frequency count, and Standard deviation. Based on the result of the study, it was found out that
the students’ learning behavior and the prevalent, pre-identified factors have no correlation.
Additionally, the researchers found out that among the prevalent, pre-identified factors, personal
interest was the most common factor while the mother-sisters was the least common factor.
For the qualitative phase, Case study research design was used. The sixteen (16) key-
informants were chosen among the respondents of this research’s quantitative phase through
cluster convenience sampling. A researchers’ made semi-structured questionnaire was utilized as
the research instrument. The qualitative data gathered from the key-informants was analyzed by
36
the researchers through thematic analysis. Based on the researchers’ comprehensive analysis on
the said data, the following findings were generated:
1. Personal interest as the most common factor that affects the students’ learning behavior.
One of the important reasons found out by the researchers why personal interest was the
most common factor was that students themselves were the ones handling their own self such
that their personal interest was the main driver of their learning behavior. Additionally, this
personal interest of the students was found out by the researchers related to their goals, which
boiled their learning behavior.
2. Mother-sisters as the least common factor that affect the students’ learning behavior.
Based on the thorough and analysis on the qualitative data, the researchers found out that
the primary reason why mother-sisters was the least common factors was the idea emanated
from the gathered data that intrinsic influence (self) was stronger than the extrinsic influence
(mother-sisters) . Commonly, the key-informants stated that their mother-sisters were the ones
guiding, advising, helping and correcting them to be a good student, but it depended much on
the students themselves influencing their learning behavior. Additionally, another significant
reason found out by the researchers why mother-sisters was the least common factor was that
mother-sisters has less time with the students as the latter spent more time in the class.
3. The prevalent, pre-identified factors on the students’ learning behavior (no correlation).
Interestingly, the researchers found out that the primary reason why the pre-identified
factors have no correlation in the students’ learning behavior was mainly in the intrinsic nature.
Intrinsic, since the student himself is the one who drives and take control of his studies. The
pre-identified factors were just guidelines and set to adhere the better and complex formation
37
of students’ learning behavior. Also, the researchers found out that self-motivation and self-
reliance have significantly contributed why a student is eager to learn, and perform better in
his studies. When the students were able to not letting the people around them distract them, it
leads to a good academic learning behavior. Otherwise, it could act as a barrier to effective
learning, realizing and bearing in his mind what they (pre-identified factors) remind and taught
have great value in the future.
CONCLUSION
Based on the findings, the researchers concluded the following:
 Personal interest is the most common factor that affects students’ learning behavior due to
the following reason: Students themselves are the ones handling their own self and it is
related to their goals, which boiled their learning behavior.
 Mother-sisters is the least common factor that affects the students’ learning behavior due
to the following reasons: Mother-sisters are the ones guiding, advising, helping and
correcting the students to be good, students’ character was more influencing than the
mother-sisters’ motivation, and mother-sisters has less time with the students as the latter
spent more time in the class.
 Based on the findings of the study, the researchers conclude that in some ways somehow
those prevalent, pre-identified factors affect the students’ learning behavior, but their
effects are not that strong for them to have correlation.
RECOMMENDATION
Based on the findings and conclusions presented, the following recommendations is
suggested;
38
Administrators
The researchers would like to recommend to the school administrators to organize
activities like seminars or symposiums which are helpful in improving the learning
behavior of the students.
Teachers
The researchers of this study would like to recommend to the school’s faculty to
take attainable solutions concerning to the students learning behavior that would develop
both internal and external behaviors of the students. The researchers will suggest the
following: Personal interest test, Behaviors evaluation chart and others.
Mother-sisters
The researchers of this study would like to recommend to the mother sisters to
continue what they are doing especially correcting, guiding and teaching the students about
good manners and right conduct that would eventually help to improve learning behavior
of their “alagas”.
Peers
To the peers. The researcher of this study would like to recommend that having
peers is not bad. The important and good thing is that as a peer, you have to be responsible
in leading your friend into the right direction.
Students
The researchers would like to recommend to the students to be open to any
correction from different person in the community. Probably, they must also participate to
39
different school’s activities that would improve and nurture their learning behavior like
joining inter-school and intra-school academic contests.
Future researchers
To the future researchers. The researcher would like to recommend to deepen and
fortify the reliability of this study by conducting similar study with different but fully
validated instrument for the quantitative phase to challenge or if possible refute the findings
of this study.
40
REFERENCES
Retrieved from: https://www.researchgate.net/publication/325248514 Effects of Teacher’s
Behavior on Academic Performance of Students
Retrieved from: https://journals.sagepub.com/doi/full/10.3102/0162373716670260
Retrieved from: https://www.questia.com/library/journal/1P3-2005869541/the-effect-of-
teachers-on-students-behavior
Retrieved from: https://www.researchgate.net/publication/271889744 The effects of Teacher’s
Attitudes on Students’ Personality and Performance
Retrieved from: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1705-
behavior-in-the-classroom-and-effects-on-learning
Retrieved from: https://www.researchgate.net/publication/307964442 Student Learning Behavior
and Academic Achievement – Unravelling its relationship
Retrieved from: https://www.ncflb.com/aboutus/learningbehavior
Retrieved from: https://www.inclusive.tki.org.nz/guides/behavior-and-learning/
Retrieved from: https://www.researchgate.net/publication/290446358 A BRIEF HISTORY OF
ACHIEVEMENT GOALS THEORY AND ITS DEVELOPMENT
Retrieved from: https://en.wikipedia.org/wiki/Expectancy-value theory
Retrieved from: https://www.instructionaldesign.org/theories/attribution-theory/
Retrieved from: https://www.academia.edu
Retrieved from: https://www.ijhssnet.com
41
Retrieved from: https://www..nber.org
Retrieved from: https://education.stateuniversity.com
Retrieved from: https://www.researchgate.net
Retrieved from: https://en.widipedia.org./wiki/Social cognitive theory
Retrieved from: https://www.britannica.com/topic/teaching
Retrieved from: https://sens-public.org./article667.html?lang=fr
Retrieved from: https://etoninstititute.com/blog/the-7-roles-of-a-teacher-in-the-21st-century
Retrieved from: https://www.education.gov.gy/web/index/.php/teachers/tips-for-
teaching/item/1603-roles-of-a-teacher-in-the-classroom
Retrieved from: https://www.thoughtco.com/what-is-the-role-of-a-teacher-2081511
Retrieved from: https://www.ncbi.nlm.nih.gov
Retrieved from: https://pridereadingprogram.com
Retrieved from: https://ac.els-cdn.com
Retrieved from: https://pdfs.semanticsscholar.org
Retrieved from: https://courses.lumenlearning.com
Retrieved from: https://www.theeadvocate.org
Retrieved from: https://en.wikipedia.org/wiki/Meta-analysis
Retrieved from: https://en.wikipedia.org/wiki/Cohort
Retrieved from: https://en.wikipedia.org/wiki/Curriculum
42
Retrieved from: https://en.wikipedia.org/wiki/Cluster_sampling
43
APPENDICES
PERMISSION LETTER
July 15, 2019

Sr. Eva R. Aringo, SM
School Principal
Sisters of Mary School-Boystown, Inc.
Tungkop, Minglanilla, Cebu
Dear Sr. Eva,

“Let us serve the Lord with joy”.
We, the Group 5 of G11-A researchers, would like to ask your kind permission from your good
office to allow us to conduct our study in G-10 students. This mixed method research entitled “The
prevalent factors that affect the G-10 students’ learning behavior”. Based on the title itself this
research aims to determine if there is a significant relationship between the students’ learning
behavior and prevalent factors that affect them (quantitative phase). For the qualitative phase, we
need to provide an in-depth analysis why those pre-identified factors do not have significant
relationship with students’ learning behavior. So with this aim of our study, may you allow us to
excuse them during study time or free time for our data gathering. By the way, we need two key-
informants per family for the interview to gather the necessary and helpful data.
Your kind approval to this request will help us in the completion of our research.
Sincerely
yours,
Abande, Jonathan
Noted by:
MR. GODOFREDO A. MIER Azotes, Johndy
Research teacher Boncales, Joshua Vaughn
Ocampos, Geoffrey
Sambitan, Mark Kevin

Approved by: Simbajon, Jezem
SR. EVA R. ARINGO, SM
Tinambacan, Jowe
School principal
44
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III GRP. 5 12 - A Research Final

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THE STUDENT’S LEARNING BEHAVIOR AND PREVALENT FACTORS THAT INFLUENCE THEM 1

PROBLEM AND ITS BACKGROUND

varying levels of brain knowledge, skills and interests.

In this era of globalization and technological revolution, education is considered as a first

people at any time.

said “Hard work beats talent if talent doesn’t work hard”.

A genuine interest in school subjects is important as well. Student with an interest in a

interested in exploring variables contributing effectively for quality of performance or learners.

socioeconomic status causes environmental deficiencies which results in low-self-esteem of

students (US Department of Education, 2003).

In order to deeply understand with regards to students learning behavior, much

THEORETICAL AND CONCEPTUAL FRAMEWORK

of the behavior, the observer may choose to replicate behavior modeled.

continuing, interest, and academic achievement.

THEORY OF PLANNED BEHAVIOR

Ajzen’s (1991) theory of planned behavior is a “theory designed to predict and

involvement in a behavior. The theory of planned behavior focuses on the motivational

peer and social pressure.

Sisters of Mary School-Boystown

STATEMENT OF THE PROBLEM

students’ learning behavior?

significantly relate to the students’ learning behavior?

put into test:

students’ learning behavior? (quantitative)

 Students’ learning behavior is affected by the following factors: mother-sisters, teachers,

family saint, peer group and personal interest. (qualitative)

SCOPE AND DELIMITATION

behavior of the students of the Sisters of Mary School-Boystown, Incorporated.

weighted means, standard deviation and Pearson product moment correlation.

for the analysis of the qualitative data.

SIGNIFICANCE OF THE STUDY

students’ learning behavior.

exhibiting disruptive behavior.

to lead their friend.

Intrapersonal- occurring within the individual mind or self.

Interpersonal- relating to relationship or communication between people.

reflected in person behavior

Prevalent factors- widespread in a particular area or at a particular time.

Alaga- a student under the care of a mother sister.

for their learning.

envisions, plans and commits to achieve.

student's experiences in terms of the educator's or school's instructional goals.

heterogeneous groupings are evident in a statistical population.

the person's beliefs and behavior.

REVIEW OF RELATED LITERATURE AND STUDIES

students, particularly for children that lack a solid family foundation.

Students’ Learning Behavior

negative effect on the entire classroom.

Teachers and Students’ Learning Behavior

the students, and logically, vice versa.

Elsewhere, in a meta-analysis conducted to examine the accuracy of judgments that

reflective of a teacher’s expectations, whereby an overrated student perform better than an

students’ serious problems had an undesired effect on the students’ behaviors.

Interest and Students’ Learning Behavior

interest is integral to the development of interest from a situation-dependent cognitive-affective

Parents and Students’ Learning Behavior

which their parents involve with them.

2004; Gonzalez-Pienda et al., 2002).

Peer Group and Students’ Learning Behavior

Peer group effect/influence is an important component in determination of student

can be understood as a function of student age, motivation, learning a classroom opportunity.

academic learning. Students’ academic performance or learning behavior is an equally important

School-Boystown, Incorporated context, pre-identified factors such as teachers, peer group,