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Teachers Attributes and Its Effects on the Academic Performance of the Grade 9
Students of DPCNHS Masalukot 1 Annex 2019-2020

A Thesis Presented to :
Evangeline S. Dagos
Subject Teacher

In Partial Fulfillment of the Requirements for Senior High School

Practical Research 2

By

Honevel M. Balmes

Janiel A. Javier

Generi Villapando

Geceri Villapando

Andrea Nichole Sarto

Gezel R. Agpalo

Ivan Joseph Rabe

Lyn-lyn Maulleon
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CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction

Academic performance is the outcome of education. It refers to the extent to

which a student, teacher or institution has achieved their educational goals. And that

academic performance was said or known to be affected or influenced by different

factors including students’ relationship with their parents and classmates, the classroom

setting, distractions and poor health. Students’ relationship with their parents, according

to Adrianes Pinantoan(2016) , while brain power, work ethic, and even genetics all play

important roles in student achievement, the determining factor comes down to what kind

of support system she has at home, students with two parents operating in supportive

roles are 52% more likely to enjoy school. Motivation, confidence and everything starts

at home. Family engagement is increasingly recognized as a critical link in advancing

school reform efforts (Mapp & Kuttner, 2013).Support from the family will be having a

great impact on the students’ academic outcome. It simply says that students gets

motivated and may have a good outcome or good academic performances if he or she

will be guided or motivated by his or her parents. Another factor is the students’

relationship with his or her classmates. As the school was said to be a students’ second

home then classmates was a students’ second family. Like in the family, one must feel

the feeling of belongingness and love in the classroom, if a student didn’t feel that

feeling then there’s a big possibility for the student to feel less motivated in going to

school and so this may result in low academic outcome. their class is because they’re
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sick or not feeling well. The classroom setting, students must feel comfortable in the

classroom to be able for them to focus and study well but some students don’t feel

comfortable in their classroom for some reasons like not well ventilated or crowded

classroom. Because students can’t focus on his or her studies leading them to have a

poor academic performance and outcome. Another factor is getting distracted, there are

a lot of distractions or reasons why students are getting distracted including mobile

games, social media and hobbies that lead the students to be unfocused on their

studies. Students nowadays are so connected in social media and other social

networking sites that decreasing their time in studying. There are some situations that

students are getting distracted because of their classmate talking to them during class.

Another one is poor health, when a student is feeling ill they can’t really focus in class or

they’re having an absence of mind. Most of the reasons why students aren’t attending

But given those factors affecting the students’ academic performance, there’s still

another factor, the teachers attributes or the characteristics of a teacher or the way the

teacher treats his/her student. In positive teacher-student relationships, perceived

support from teachers was found to be a strong predictor of student's increased interest

in class and improved behavior in school (Woolley & Bowen, 2007.)There are different

attributes that a teacher possess , negative and positive that was said to affect the

students’ academic performance in both negatively and positively.

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Theoretical Framework

This research study “Teachers Attributes and Its Effects on the Academic

Performance of the Grade 9 Students” are anchored on the following theories:

Attachment theory of John Bowlby and Mary Ainsworth in 1930. In this theory,

Bolby focuses on the attachment of a mother to her child but he also said that a child’s

need of attachment doesn’t end, and so as a child grow the more that he or she will

need an attachment to the people around him or her. In his theory he stated that

attachment behaviour in adults towards the child includes responding sensitively and

appropriately to the child’s needs, Bowlby defined attachment as a 'lasting psychological

connectedness between human beings.' Attachment is characterized by specific

behaviours in children, such as seeking proximity to the attachment figure when upset

or threatened. Attachment is a deep and enduring emotional bond that connects one

person to another across time and space. The most important fact in forming

attachments is not who feeds and changes the child but who plays and communicates

with him or her. Therefore, responsiveness appeared to be the key to attachment. In

related to the researchers’ study, Bowlby and others have also contributed to the

attachment perspective by suggesting that there is need for continuity in the child–

parent relationship over time (Bretherton, 1987).

In other words, the need for a close relationship is not specific to just one point in

time and does not solely include 1 birth through early childhood, even though most

would agree that this is a critical time period for the development of a healthy

attachment. This theory states that a strong emotional attachment to at least one
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caregiver is critical to personal development. Effect of teacher’s attachment style in the

formation and maintenance of classroom and staffroom relationship and the degree of

influence these factors have on teacher’s classroom behavior, particularly management

of student behavior. The more the attachment of a teacher will be with their student the

better will be the student teacher relationship. Similarly, the more will student achieve

academically.

Conceptual framework

Independent variable Dependent variable

Students’ academic
performance
Teachers’ attributes
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Statement of the problem

This research study aims to understand the relationship between the teachers’

attributes and the academic performance of grade 9 students in DPCNHS-ANNEX for

school year 2019-2020.

1. What are the attributes of the Grade 9 teachers?

2. What teachers’ attributes directly affect the Grade 9 students’ academic

performance?

3. What attributes is less affecting the students’ academic performance?

4. What are the significant relationship between teachers attributes and the

students’ performance?

Research Hypothesis

There is no significant relationship between teachers’ attributes and Grade 9

students’ academic performance.

Scope and delimitation

This study aims to answer the following objectives:

1. To know the teachers’ attributes on the grade 9 students’.

2. To know what teachers’ attributes directly affect the grade 9 students’ academic

performance.

3. To know what attributes is less affecting the students’ academic performance.

4. To know the significant relationship between teachers attributes and the

students’ performance.
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In this study, the researchers will work among the male and female Grade 9

students’ of DPCNHS-ANNEX ages 14-15 in the school year 2019-2020.

Significance of the study

This research study is for both teachers and students, for them to know and

understand why and how do teachers’ attributes affects the students’ academic

performance.
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Chapter II

Related Review of Literature

According to Bowlby (1969), in his attachment theory , humans have an innate

need to build close relationships with their primary caregivers for survival. Although he

focuses more in the child-parent relationship he also stated that, the need for a close

relationship is not specific to just one point in time and does not solely include 1 birth

through early childhood, even though most would agree that this is a critical time period

for the development of a healthy attachment. The need of attachment of a person

doesn’t end in his/her childhood, so a person also need to have attachment in school or

have a positive teacher-student relationship.

According to Self Determination theory (SDT), there are three universal, innate

psychological needs: autonomy (ownership, responsibilities, and self-

actualization),belongingness (close relationships, interpersonal regard, and support),

and competence (feeling capable to bring out desired outcomes and effectively cope

with challenge). This theory has been widely applied to the study of motivation and well-

being, and fulfillment of these basic needs for students contributes to intrinsic motivation

and academic motivation and achievement (Spilt et al., 2011). Teachers can fulfill these

needs by building and maintaining relationships with their students. Students need to

experience an emotional involvement from their teachers—to know their teachers care

and can provide structure and support.

In the theory of behaviourism laid out by B.F. Skinner (2005), suggests that all

behavior is a response to an external stimulus. In the classroom, behaviorism is the

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theory that students' learning and behavior will improve in response to positive

reinforcement like rewards, praise, and bonuses. The behaviorism theory also asserts

that negative reinforcment will cause a child or student to stop undesired behavior, like

punishments, if a teacher punishes his or her student the student may lose his or her

confidence or worse he or she might stop going to school by the fear of getting punish

again. According to Skinner, those reinforcements can shape students' behavior but the

positive one will also improve the students' learning outcome.

Jean Piaget in his schema theory stated or suggests new knowledge with the

students' existing knowledge, the students will gain deeper understanding of new topic.

This theory invites teachers to consider what their students already know before starting

a lesson. With this it is really important of a teacher to have a good relationship with his

or her students in able for them to have a good communication wherein the students will

be able to say his or her knowledge.

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Related studies

Meagan Varga in her study of The Effect of Teacher-Student Relationships on

the Academic Engagement of Students in 2017, her research explores relationships in

schools, specifically interactions between teachers and students. The participants of her

study were secondary students who attend a co-educational public high school in

Maryland. In her research, she stated that students spend about twenty-five percent of

their waking hours in a classroom, it is essential that students are engaged or they will

not be willing to learn. This creates a problem for both the teacher and the student.

Throughout an average school day, teachers frequently overhear students complaining

about an assignment, a class, or even a teacher. If students have positive relationships

with their teachers, they will be more engaged and thus more motivated throughout

each of their classes.

In the study of Patricia Brady Gablinske in 2014 about the student and teacher

relationship and its effect on the students learning, she determined that Emotional

Support and Classroom Organization were core domains of interaction that facilitate a

child’s developmental progress as a result of their classroom experience, she believes

that a child’s intellectual functioning at school is directly related to the quality of the

social relationship developed in the classroom environment. Her study also supports the

use of praise as a significant component to the learning environment.

Tracy N. Hoge of the University of Pittsburgh made a study of student-teacher

relationships from kindergarten to sixth grade in 2007. She founded out that the

students with more externalizing behaviour had student-teacher relationships that were
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low in closeness and 90 high in conflict. Thus, the students in the Positive and even the

Average Relationship clusters may fare better academically due not only to their own

skills and strategies, but also to connections they have made, early on, with a teacher

who could be supportive of them.

Herminia N. Falsario, Raul F. Muyong, Jenny S. Nuevaespaña of ¹Southern Iloilo

Polytechnic College-WVCST Miagao Campus in their study Classroom Climate and

Academic Performance of Education Students in 2014, their respondents were the 123

fourth year Bachelor of Secondary Education and Bachelor of Elementary Education

students taking the Teaching Profession. They stated that the classroom still remains to

be the main learning environment in the schools although learning can take place in

other venues. On this premise, it is imperative that educators strive to make the

classroom the best venue for students to attain their full potential in academic

performance. They find that the most important aspect of classroom climate is the

relationship between teacher and students. There must be elements of caring, trust and

respect in the interpersonal relationships between teachers and students. An effective

classroom climate is one in which the teachers’ authority to organize and manage the

learning activities is accepted by the students.

Vivien S. Huan, Gwendoline Choon Lang Quek, Lay See Yeo, Rebecca P. Ang,

and Wan Har Chong made a study about How teacher-student relationship influenced

student attitude towards teachers and school in 2010 at De La Salle University,

Philippines, they studied 1266 grade 8 and grade 9 students . Their study concluded

that teachers' perception of their relationship with their students exerted significant

influence on students' academic performance, engagement in school, task compliance,

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and respect for teachers. They also indicated that unlike in elementary school where

students face a single teacher for most part of the day, adolescents face multiple

teachers with whom they spend different lengths of time in a day. To assess the quality

of teacher-student relationship more accurately, it would be necessary for students to

base their perceptions on one single teacher.

Students of La Salle University in Ozamiz city studied the The Teaching Art and

Skill of LSU-IS Teachers and Students’ Academic Performance on 2010. They stated

that Teachers play a very important role in the teaching-learning process. Their person

as an educator made a significant impact in the total development of the learners. A

skillful teacher exudes a caring, compassionate and creative approach that makes

teaching a masterful act of touching the children’s hearts and minds (Salandanan,

2005). They concluded that teachers skills and artistry for a teacher to bring about

effective teaching because of its big effect on the students not only in academic

performance but also it affects their behaviour.

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Chapter III

Methodology

This chapter consists of methods and procedures to be use in this study that will

help accumulate reliable and credible data. This also serves as the foundation for the

possible recommendations and conclusions in this study. It includes research design,

description of the respondents, explanation of the population and sampling procedures,

research instrument and It’s validation, data gathering procedure and the statistical tools

and treatment.

Research Design

This research study is quantitative in nature because it will use a descriptive

approach in gathering the information and likewise will use content analysis. It

specifically utilized descriptive method in the completion of the problem.

Description of the respondents

The researchers choose Grade 9 students of Dr. Panfilo Castro National High

School since according to Allensworth(2017), Grade 9 is the critical stage in High

School wherein they become sensitive and focused more on relationships and how

other people sees and treat them. The respondents were composed of 21 students per

section with a total of 63 Grade 9 students of DPCNHS-Annex.

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Table 1

Section Population Sample size Percentage

Narra 56 21

Mahogany 58 21

Molave 56 21

Total= 170 63

The table 1 describes the respondents according to their also the population, the

sample size and the percentage. The sample of 63 out of the population of 170 was

gathered using the Sloven’s formula.

Population and Sampling Procedures

The total numbers of students from the chosen population of the researchers are

63. The technique that was used in choosing the respondents is the random sampling

method. The researchers use the widest way of determining the sample and to get the

exact number of the respondents, known as the Sloven’s formula. Grade Nine students

of Dr. Panfilo Castro National High School Masalukot 1-Annex were the main focus of

this study wherein the respondents found relevant to the purpose of the study since the

research study is about the effects of the teachers’ attributes on the students’

performance.
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Instrument and It’s Validation

The researchers used a self-made, close ended questionnaire in order to gather

the necessary data that they need for the study. The questionnaires includes questions

regarding the Grade 9 teachers’ attributes and It’s effects on the students’

performances. The questionnaires was validated which the researchers believed that

the questionnaires are valid and reliable.

Data Gathering Procedure

The researchers decided to conduct the study in Dr. Panfilo Castro National High

School Masalukot 1- Annex and choose the selected students of the said school as their

respondents.

The researchers gathered some of the view of related literatures and read

studies related to their research study. They used the gathered information in having a

glimpse of what their research will go beyond.

The initial step before the actual surveying of the students, the researchers

asked the approval and assistance from the research adviser, the Junior High School

and Senior High School coordinator and to the School Principal. Upon approval, the

researchers prepared the survey questions. The researchers gathered personally all the

necessary data and information from the Grade 9 Students of DPCNHS-Annex. The

students were given enough time to answer the questions. After the data gathering, the

researchers tallied all the collected data.

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Statistical Tools and Treatment

The researchers used the Sloven’s Formula with the margin of error of ten(10) to

know the total number of the respondents needed in this study.

Formula:

N= n
1+n(10%)

Where:

N=Number of respondents

n=total population

To get the percentage of each response the researchers used the formula.

Formula:

%= f
Sx100

Where:

f=frequency

S= total sample size

To give interpretation of the total percentage of each attributes the following will

be use by the researchers.

Scale Value Perceived Rating Rank Interpretation

4.20-5.00 “Strongly Disagree” 1-the attributes that most

affect the students
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performances
3.40-4.19 “Agree” 2- 2nd to the attributes that
affect the students
performances
2.60-3.39 “Neither agree nor 3- 3rd to the attributes that
disagree” affect the students
performances
1.80-2.59 “Disagree” th
4- 4 to the attributes that
affect the students
performances
1.00-1.79 “Strongly Disagree” 5- the attributes that least
affect the students
performances
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SA A NAnD D SD TOTAL
My teacher…
1. Is kind which makes me comfortable in class. 59% 38% 3% 0% 0% 100%
2. Scolds me that make me interested in school. 21% 54% 3% 14% 8% 100%
3. Uses rewards to motivate me. 4% 46% 36% 13% 2% 100%
4. Gives a lot of paper works. 5% 30% 30% 25% 10% 100%
5. Uses traditional means of teaching that makes 11% 25% 30% 30% 3% 100%
me feel bored.
6. Uses electronic based means of teaching that 21% 63% 11% 5% 0% 100%
makes me feel interested in the topic.
7. Us good in explaining which makes me feel 54% 43% 3% 0% 0% 100%
interested in learning.
8. And I have a good relationship with each other 46% 48% 6% 0% 0% 100%
that makes me feel motivated in class.
9. Uses praises to motivate me. 17% 52% 24% 6% 0% 100%
10. Uses examples in teaching that motivates me 46% 44% 6% 3% 0% 100%
in learning.
11. Us strict that makes me uncomfortable in 8% 40% 30% 21% 2% 100%
class.
12. Is always late in class which makes me loose 44% 37% 8% 6% 5% 100%
interested in his/her subject.
13. Uses terminologies that I cannot understand. 10% 26% 8% 48% 8% 100%
14. Prepares activity that makes me feel excited in 13% 30% 30% 22% 5% 100%
class.
15. Is hard working which makes me feel inspired. 37% 49% 13% 2% 0% 100%
16. Humiliates me whenever I fail to do my task 40% 44% 13% 3% 0% 100%
which makes me lose interest in attending
his/her classes.
17. Is friendly which makes me feel comfortable 8% 27% 17% 25% 22% 100%
with her/him.
18. Have a good communication skills which 44% 43% 10% 3% 0% 100%
makes it easier for me to communicate with
him/her in class
19. Have high expectations with his/her students 46% 38% 6% 10% 0% 100%
which pressures me in studying
20. Have high expectations with his/her students 46% 38% 6% 10% 0% 100%
which pressures me in studying
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Chapter IV

Presentation, Analysis and Interpretation

This chapter presents the presentation, analysis and interpretation of the data

gathered in accordance to the statement of the problem.

Table 1

1. What are the attributes of the Grade 9 teachers?

My teacher ... SA A NAnD D SD Total

Kind which makes me comfortable in 59% 38% 3% 0% 0% 100%

class.
Is good in explaining which makes me 54% 43% 3% 0% 0% 100%
feel interested in learning.
Have good relationship with me that 46% 48% 6% 0% 0% 100%
makes me feel motivated in class.
Uses examples in teaching that 46% 44% 6% 4% 0% 100%
motivates me in learning.
Have a good communication skills 46% 38% 6% 10% 0% 100%
which makes it easier for me to
communicate with him/her in class

Table 1 shows the Grade 9 teachers’ attributes and It’s effects on the students with

the high percentage (Strongly Agree). It shows that the attribute of being kind, being

good in explaining, having good relationship with the student, having good

communication skill and using examples in teaching are the attributes that affects the

Grade 9 students’ performance in class.

In this table, having good relationship with the students is included that is in

contrast to the study of Herminia N. Falsario, Raul F. Muyong, Jenny S. Nuevaespaña

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of ¹Southern Iloilo Polytechnic College-WVCST Miagao Campus in their study

Classroom Climate and Academic Performance of Education Students in 2014 wherein

they concluded that the most important aspect of classroom climate is the relationship

between teacher and students.

Table 2.

1. What teachers’ attributes directly affect the Grade 9 students’ academic

performance?

My teacher ... SA A NAnD D SD Total

Kind which makes me 59% 38% 3% 0% 0% 100%

comfortable in class.

Table 2 shows the attributes with the highest percentage. It shows that being kind is

the teachers’ attributes that directly affect the students’ performance.

Table 3
2. What attributes is least affecting the students’ academic performance?

My teacher… SA A NAnD D SD Total

Uses rewards to motivate 4% 46% 36% 13% 2% 100%

me.

Table 3 shows the attributes with the lowest percentage, It is the attribute that is

less affecting the students’ academic performance. It shows that using rewards doesn’t

directly affect the Grade 9 students’ performances.

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3. What are the significant relationship between teachers attributes and the

students’ performance?
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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study aims to identify the Teachers Attributes and Its Effects on the

Academic Performance of the Grade 9 Students of DPCNHS Masalukot 1 Annex 2019-

2020.

This research study used the descriptive method in the conduct of the study. This

study made used of the 63 students who were selected using the random sampling

technique. The respondents were provided with self-made survey questionnaires to

determine the attributes that affects their performances. The researchers adapted the

Likert’s five point scale and their quantitative interpretation. The scale ranges from 1to 5

with 5 being strongly agree, 4 being Agree, 3 being Neither agree nor disagree, 2 being

disagree and 1 being strongly disagree.

The data were gathered, tallied and tabulated in the statistical analysis,

frequencies, and percentage were used.

The result of the computation let to the following findings:

Summary of the findings

1. Teachers Attributes

Being kind(59%), being good in explaining(54%), having good relationship with the

student(46%), using examples in teaching(46%) and having good communication

skill(46%) are the attributes with high percentage or the attributes that most affects the
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Grade 9 students’ performance in class. Those attributes are all positive attributes of the

Grade 9 teachers.

2. Attributes that directly affect the students’ performances.

Majority of the respondents (37 or 59%) were being affected by the attribute of the

teacher which is being kind. The teachers’ being kind make them feel comfortable in

class and helps them have or perform well in class.

3. Attributes that least affecting the students’ performance.

Only 2 or 4% of the respondents were being affected by their teacher giving

rewards. Giving rewards in motivating them least affect their performance.

4. Test for significant relationship between teachers attributes and the Grade 9

students’ academic performance.

It was revealed that

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Conclusions

1. Majority of the teachers attributes that affects the Grade 9 students are positive.

2. The attribute that directly affects the Grade 9 students’ performance is being kind

which makes the student feel comfortable in class.

3. The attribute that least affects the Grade 9 students’ performance is the use of

rewards to motivate the students.

4.

Recommendations

For the school, they can conduct programs or seminars to help the teachers

posses the right attributes .

For future researchers, who are planning to conduct a study related to teachers

attributes, they can consider that there is significant relationship between teachers

attributes and students’ performances.

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