Student responses to the common

Teacher’s behavior

A
Research Proposal
Presented
in the class of
Mr. Ervin John B. Dandoy

In Partial Fulfillment for the Subject

Research II

Psyche Jean Quesaba

Melisa Marie Ayensa
Jovelyn Erez
Roselyn Tigbao
James Oliveros

October 2018

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TITLE PAGE …………………………………………………………………………………… 1
TABLE OF CONTENTS …………………………………………………………………………………… 2-3
ACKNOWLEDGEMENT -------------------------------- 4

CHAPTER

1 THE PROBLEM AND REVIEW OF LITERATURE

Background of the Study ………………………5-7
Related Literature ………………………7-17
Related Studies ………………………17-20
Theoretical and Conceptual Framework……20-24
Statement of the Problem ……………………………………25
Hypotheses ……………………………………25
Significance of the Study ………………………26
Scope and Delimitation of the Study……26
Definition of Terms …………………………………27-28

2 RESEARCH METHODOLOGY
Research Design ……………………………29
Research Locale ………………………………29
Figure 1 and 2 …………………………30
Respondents of the Study…………………………………31
Sampling Design …………………………………31
Research Instrument …………………………………31 iii
Data Gathering Procedure …………………………32
Validation of research instrument…………32
Statistical Treatment …………………………………32

3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Analysis and interpretation of data………33-34

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4 SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary …………………………………………35-36
Conclusion …………………………………………36
Recommendation …………………………………………37

5 PHOTO DOCUMENTS, SURVEY QUESTIONS AND APPENDICES

Photo Documents …………………………………………38-42
Appendices …………………………………………43-56
Reference Cited …………………………………………57-58
Survey Question …………………………………………59-60

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 ACKNOWLEDGEMENTS

This project was made possible with the help and support of
our parents whom always understand us whenever we ask time to
make this research, and for the money that they have given to
us, classmate, co-researchers, schoolmates, and the Cahayagan
National High School teachers and specially our Research II
adviser Mr. Ervin John B. Dandoy. We would also like to extend
our heartfelt gratitude and foremost thanks for the cooperation
of the selected students from Grade 7 up to Grade 11 for
answering our survey questionnaire that greatly help us for the
data we really need. We also express our outmost gratitude also
to our former adviser of Research 1 Mrs. Eocelin C. Canonigo for
the knowledge that she have given to us that really help us for
this research. Credits for all the people who help us borrow
their hands for our research. All thanks and praises are due to
God Almighty, the merciful, oft-forgiving and most loving. In
His Name, we offer the glory and honor for the realization of
this project.

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 1
CHAPTER 1
THE PROBLEM AND REVIEW OF LITERATURE

Background of the Study

Student and teachers are part of the school. May it be

inside and outside school promises, the teacher-student
relationship cannot be unattached. Students are the receiver of
learning such that the teacher is the informer and the gives of
knowledge. Student perception to teachers helps to keep the goal
in the teacher classroom achieved. The way teachers keep the
class more attentive by the ways of his/her communicative
skills. Students are dependent towards the teachers, because
they are the ones who respond to the teachers, the way how the
students understand and explore new ideas with the help of the
teachers. Teacher’s behavior is the most common factor that lift
up the students inside the classroom. How the teachers gives the
task, the authority, and the effort to claim a good feedback and
result. Through some encouragement, students can be good in
their performance as well as it helps teacher to enhance their
capabilities even more.

According to Sara Rimm-Kaufman, PhD, and Lia Sandilos, PhD

(2005), University of Virginia, improving students relationships
with teachers is important, positive and long lasting
implications for both students academic and social development.
Solely improving student’s relationships with their teachers
will not produce gains and achievement. However, those students
who have close, positive and supportive relationships with their
teachers will attain higher levels of achievement than those
students with more conflict in their relationships. Picture a

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student who feels a strong personal connection to her teacher,
talks with her teacher frequently, and receives more
constructive guidance and praise rather than just criticism from
her teacher. The student is likely to trust her teacher more,
show more engagement in learning, behave better in class and
achieve at higher levels academically. Positive teacher-students
relationships draw students into the process of learning and
promote their desire to learn.

The researchers choose this study because this will be a

great help in promoting a good student-teacher relationship in
every school and also for building a strong relationship towards
teachers and students.

This study will be conducted in Cahayagan National High

School at P3 Brgy. Cahayagan, Carmen, Agusandel Norte. The
researchers would choose their respondents randomly, wherein
they will pick ten students in every grade level (from G7 to
G11) and they will also choose ten teachers as their respondents
for this study.

This study will determine of how student-teacher

relationship causes great impact to the responses of the
students in every teachers behavior in class participation and
activities. Whether the students is active in school based on
their teachers approaches towards them.

This study will also showcase the disciplinary and goodness

of teachers and the feedback of every students to their

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teachers, and how such praises and strictness of teachers could
greatly affect them in their studies.

Review of Literature

This research study is anchored on some related studies

about student’s responses to the common teachers behavior. The
following related studies have found relevant on this research.

1.1 Conceptual Literature

In attempting to describe teacher’s behavior, several

authors have outlined different levels or degrees of common
behaviors often based on their capability in motivating their
students. In his Study Chris Witt (2018)state that motivation
and inspiration are not only for speakers and preachers tools.
These tools that leaders use all the time – in one-on-one
conversations, in meetings and in formal presentations – to
bring out the best in their people. It’s just a matter of
knowing the right time and the right situation.

To motivate the following are a guide for a good inspiration

and motivation

1. Be the change you want to inspire. Your reputation, your

character, your behavior will inspire people more than
anything else. The only way to call the best out of others
is to expect the best from yourself.

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2. Tell a story. Stories don’t tell people what to do. They
engage people’s imaginations and emotions. They show people what
they’re capable of becoming or of doing.

3. Appeal to people’s value system. Ask them to act in a way

that is consistent with the values they themselves profess.

4. Trust people. When you’re inspiring people, you’re not

telling them exactly what to do or giving them precise
directions. You’re empowering them to be their best, trusting
that they will then do the right thing. And the right thing they
do may not be what you were expecting; it may be something
beyond your wildest expectations.

5. Challenge them. People aren’t inspired by doing the ordinary

or by meeting expectations. They’re inspired by pushing through
effort, creativity, and sacrifice needed to exceed what they
themselves thought possible.

When there’s an immediate, short-term and specific goal

that you want your people to achieve, you need to motivate them.
When you want to shape people’s identity and their long-term
aspirations and commitments, you need to inspire them.

Andrea Garcia Cerdan (October 30, 2017) emphasize the

importance of motivation. Motivation is the motor that moves our
world. You may often hear about a lack of motivation at school
or at work, where people have difficulty studying, doing
homework, staying focused, or getting work done. It’s not up to

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cognitive abilities in this case. In this article, she talks
about what motivation is and the importance of motivation.
Motivation is an internal impulse that brings us to complete an
action. Without motivation, there is no action. Motivation is
important because it is what causes us to actively look for
resources to guarantee our success. While some motivation
requires a conscious effort, others, like looking for food,
eating, and finding a sexual partner are innate motives that we
are born with and allow us to stay alive. Secondary motives keep
us motivated to do activities and learn which depend on each
person’s culture.

In this aspect, we can talk about two different types of

motivation: Intrinsic and Extrinsic. These two ideas might not
be two different ideas after all, but rather opposites of the
same idea, and are rarely ever “purely intrinsic” or “purely
extrinsic”.

 Intrinsic motivation: This kind of motivation occurs when

you are internally motivated to do something because you
believe that it is important or because you enjoy doing it.
Students with this kind of motivation will be happy and
excited to do their homework because they find it an
exciting challenge, even though they might not receive any
reward or compensation.
Example: You want to finish your daily chores because
Finishing household chores can make you happy.

 Extrinsic motivation: This kind of motivation is when a

student wants to study or learn because of external
factors, like punishment or reward. However, it’s been

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 shown that punishment is more harmful than helpful, and
that rewards have the potential to create a type of
dependency. For this reason, it’s best to give less and
less rewards while building intrinsic motivation.
Example: Doing your best at school so that you can
have A+ in your grades and receive a reward from your
parents in graduation.

1.2 Research Literature

Van Thompson (June 27, 2018) discuss how can behavior

affect academics for students. He states that the classroom
should be a safe place that is conducive to learning for all
students. However, academic achievement isn't always an absolute
measure of a student's intelligence. Instead, a variety of
factors, such as teacher involvement, parental investment,
school quality and student engagement, can affect academic life.
Student behavior also plays a major role in academic achievement
as it can affect his or her ability to learn as well as impact
the learning environment for other students. There are many
behavioral factors that can affect the learning environment for
all classroom students.

Disruptive Behavior. These are students who behave disruptively

just to interrupt class lessons, to discipline them can have a
negative effect on an entire classroom. Disruptive students can
lower the test scores and academic achievement of an entire
classroom. Teachers who have disruptive students in their
classrooms may have to spend additional time on behavioral
management, reducing the time they spend teaching.

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Impulse Control. Impulse control can be one of the most
significant factors in predicting academic success. Students
with poor impulse control have more difficulty motivating
themselves to study, do homework and listen in class. This can
decrease their ability to excel academically, even when they
perform well on IQ and achievement tests. Wang and Aamodt
emphasize that rule-setting can play a critical role in helping
children develop impulse control. Another impulse control
technique deals with frustration tolerance which is when
children get frustrated with a learning obstacle and lack
impulse control in dealing with that frustration point. When
teachers have to deal with a student that is in the midst of a
frustration outburst, the rest of the class is not receiving the
teacher's attention. Helping students develop coping strategies
to deal their frustrations and subsequent anger or other
emotional responses is a big part of developing better impulse
control in the classroom and at home.

Online Disengagement. The recent development of online

coursework has wrought some unintended consequences in the
classroom. Behavioral disengagement, such as ceasing to
participate in an online classroom activity, can be associated
with lower academic performance in both the short- and long-
term. Teachers try their best to make their students to be
computer literate, engaging them to learn about more in
computer. Just this way, enlightening them on these things they
don’t know can help them be motivated.

Mental Health Disorders. Learning disorders and mental health

problems, such as Attention Deficit/-Hyperactivity Disorder,
commonly known as ADHD; dyslexia; autism and Oppositional

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Defiant Disorder, or ODD can dramatically affect student
behavior. Students with ODD, for example, struggle to accept
authority and may frequently defy teachers and parents. Students
who need mental health interventions, occupational therapy or
psychoactive drugs may behave poorly in class even when teachers
have excellent classroom control. These mental health
interventions can affect the affected student's ability to learn
because they are not able to actively participate in the
classroom. Students with some disorders may be unable to achieve
good grades in typical classrooms. Further, their disruptive
classroom behaviors can also affect students that do not suffer
from mental health disorders because teachers are pulled away
from classroom and teaching activities.

Andrea Garcia Cerdan(October 30, 2017. A sub study of

Andrea’s, according to Rodriguez Moneo, behavior can be an
accurate barometer for motivation. Measuring behavior and
comparing it to other students or times of the day can be a
reliable to check on students’ motivation throughout the day.
The importance of motivation and measuring it in students is key
in a successful learning environment. Check for these signs to
see if your students are motivated.

Effort. The more physical and cognitive resources invested in

the task, the more motivation there is.

Persistence. There is usually more motivation when the takes

longer to finish a task and do it well. The sooner you give up,
the less motivated you are.

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Expressive indicators of emotions. Actions are usually
accompanied by emotional expressions that indicate pleasure or
displeasure that the action causes. Being aware of your
student’s expressions can give a good indicator of their
motivation.

The importance of Motivation: How can you improve motivation in

the classroom?(October 30, 2017)

1. Attitude influences motivation

Research has shown that the interaction between her and

student is more important than structural factors like
educational materials or class size. This relationship between
student and teacher begins when they start school and is just as
important as the student advances and the academic challenges
become more difficult.

According to a study at the University of Eastern Finland,

a warm and positive atmosphere can help improve children’s
motivation to learn. Show your students that you’re positive and
excited about learning. Create ties and connect with your
students. Make sure they know that you care about them and their
academic success. Be sure to stay away from embarrassing or
criticizing them if they don’t understand anything, and be
empathetic and understanding with them.

2. Value their effort

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 It’s more important to value effort than the final product.
If you put too much importance on the finished product, you’ll
forget to reinforce all of the hard work that the student has
put in. Concentrate on the child’s learning process and
encourage and reward them for a working hard. “You’re
concentrating really well and I can tell that you’re enjoying
it!”, or “You’re working really hard, you’re going to learn a
lot today”.

3. Keep the children involved

If children feel useful and involved, they’ll feel

responsible and more motivated. Give students responsibilities
and make participating in class fun. Give each student a task,
like keeping the classroom organized, cleaning the whiteboard,
handing out material, etc. When your students work together,
they’ll feel responsible and motivated to get their task done.

4. Use incentives

While it’s important to reinforce and reward effort,

children need tangible things to reward a job well done.
Children aren’t always able to understand the long-term benefits
of getting good grades and learning- they need instant feedback.
Incentives motivate them to work hard and really try because
they’ll be thinking about their final goal. Recognize little
wins and reward them. In the classroom, this may mean special
privileges or little things like stickers. However, it’s
important they’re rewarded when it really matters, or else they
won’t see these kinds of rewards as special, but rather

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commonplace and expected. Ideally, you’ll wait sometime between
each reward. For example, you could give one reward a day in
Kindergarten, but should wait about a week for older children.

As time goes on, try to give less and less prizes so that
they don’t get used to getting them and start to expect rewards.
Rather than objects, give them a smile or a high five.

5. Change things up

Kids get bored easily, and if they’re not adequately

stimulated in the classroom, you could see behavioral issues and
lack of motivation, even if their cognitive abilities are at
normal levels. Kids are especially used to technology and the
constant stimulation of games. Be creative. Teach using games
and activities, have them argue and interact with one another.
Passive learning is not only boring, but has been shown to be
ineffective. Think about using photographs, videos, movies,
murals, etc.

6. Explain why it’s important

Kids can often lose motivation if they don’t know how what
they’re learning relates to the “real” world. This is why it’s
so important to explain why they’ll need to know what they’re
learning. You can create an introduction to each section that
talks about real-world application. This way they’ll start the
chapter knowing what they’re learning about and why it’s useful.

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7. Don’t talk down

“Talking down” to kids and making them feel stupid, slow,

or lazy will only hurt their motivation and upset them. Using
names and labels like these can damage their self-esteem and
make them feel useless. Try to avoid using negative labels, and
instead talk about their strengths. Make sure they understand
that just because they’re not the best at one thing, doesn’t
mean that they’re a failure, it just means that they have other
strengths.

8. Use CogniFit, leader in brain-based learning platforms

Brain-based learning is based on a new vision for learning,

which takes cognitive research and applies it to the classroom,
allowing to analyze and improve learning processes. CogniFit is
a leader in brain-based learning and has a program that was
specifically designed for educators around the globe.

CogniFit’s technology is based on neuroplasticity or the

idea that the brain is malleable and can be trained and changed.
The program and activities are easy to use and fun for the user.
The clinical brain games can be played on a computer, tablet, or
phone, and is a brain training solution for professionals who
don’t have the specific training required for other types of
cognitive training. CogniFit identifies each student’s
strengths, weaknesses, and motivation, and helps to improve and
train the skills that need work. By improving some cognitive
skills, the student has a better chance of performing well in
school and thus improving motivation.

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9. Help manage anxiety

Many children have a hard time staying motivated because

they’re anxious and worried that they will fail or perform
poorly. Be calm and make sure they know that failure isn’t
necessarily a bad thing. Making mistakes helps you learn better
and think of new ways to solve a certain problem.

10. Show them how to be motivated

It’s great to motivate children, but it’s even better if

they learn how to motivate themselves. Help them think of
reasons why they should want to learn what they’re learning. Is
it going to help them in the real world? Will it be important
when they go to college? Will it benefit them in their day-to-
day lives?

REVIEW OF RELATED STUDIES

According to the authors Beth Rubin and Ronald Fernandes

December 2013 in their study entitled “ The teacher as leader:
Effect of teaching behaviors on class community and agreement
that students identify teacher behaviors, practices that
motivate learning and again, teachers’ relationships with
students have been found to play a surprisingly potent role in
why children succeed in school. Student-teacher relationships
seem to be even more important than autonomy and choice in
motivating students, according to a study in the Journal of
Experimental Education. The study looked at how teachers

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cultivate a “mastery goal orientation” in their classrooms in
the eyes of their students. According to achievement goal
theory, students have either a mastery goal orientation or a
performance goal orientation towards learning; that is they are
either primarily motivated to develop competence or to display
competence (e.g. grades and test scores). Research has made a
strong case for creating a “mastery goal structure” in the
classroom.

To promote a mastery goal orientation, teachers are advised

to share authority with students, to allow them more choice in
school work, to recognize students who are making progress and
to provide more meaningful and interesting tasks. But what do
students think promotes a mastery approach to learning? Related
webinar: Current motivation theory and practices for the
classroom with Michael Middleton Student perceptions “Students’
perceptions of their teacher in terms of how he or she relates
to students in general, and to themselves in particular, were
mentioned frequently as a way by which teachers communicated an
emphasis on mastery goals,” the researchers write. “Social
relationships are not typically referred to as an integral part
of achievement goal theories; however, some researchers have
considered how students’ social motivations are related to their
personal goal orientations.”. Students were then asked to
explain what it was that the teacher did or said to merit that
rating. The statements about the student’s teacher were: wants
us to understand our work, not just memorize it thinks mistakes
are okay as long as we are learning really wants us to enjoy
learning new things provides time to really explore and
understand new ideas recognizes us for trying hard. What did the
teacher do or say The researchers employed a commonly used scale

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on mastery goal structure, the Patterns of Adaptive Learning
Survey (PALS). Middle school students were surveyed about
their math teachers in the middle of the school year. In
addition to rating their teachers 1 to 5 on the 5 statements,
children were asked to give specific reasons why they gave their
teachers these ratings so that researchers could add children’s
viewpoints to recommendations on mastery goal structure in the
classroom. “The central aim of the current study was to identify
and provide examples of teacher practices that students report
as evidence of a mastery goal structure,” the researchers write.
The researchers also wanted to compare what students said with
current recommendations for creating a mastery goal structure.
Researcher C. Students cited teachers’ affective and pedagogical
practices more often than they made comments on task, authority,
recognition, grouping, evaluation and time. “Although personal
characteristics and achievement history influence students’ goal
orientations, goal theories posit that perceptions of others’
emphases on goal orientations or goal structure are also
influential,” they write.

A research study ofD Blazar, MA Kraft in educational

Evaluation and policy (2017).Research has focused predominantly
on how teachers affect student’s achievement on standardized
tests despite evidence that a broad range of attitudes and
behaviors are equally important to their long-term success. They
find that upper-elementary teachers have large effects on self-
efficacy in math, and happiness and behavior in class. Student’s
attitudes and behaviors are predicted by teaching practices most
proximal to these measures, including teacher’s emotional
support and classroom organization. However, Teachers who are
effective at improving test scores often are not equally

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effective at improving students attitudes and behaviors. These
findings lend empirical evidence to well- established theory in
the multidimensional nature of teaching and the need to identify
strategies for improving the full range of teachers’ skill.

Theoretical and Conceptual Framework

Behaviorism Theory By Kendra Cherry (June 21, 2018)

Behaviorism, also known as behavioral psychology, is a

theory of learning based on the idea that all behaviors are
acquired through conditioning. Conditioning occurs through
interaction with the environment. Behaviorists believe that our
responses to environmental stimuli shape our actions. According
to this school of thought, behavior can be studied in a
systematic and observable manner regardless of internal mental
states. Basically, only observable behavior should be
considered—cognition-s, emotions, and moods are far too
subjective.

Strict behaviorists believed that any person can

potentially be trained to perform any task, regardless of
genetic background, personality traits, and internal thoughts
(within the limits of their physical capabilities). It only
requires the right conditioning. As the Behaviorist Views it is
best summed up by the following quote from Watson, who is often
considered the "father" of behaviorism:" Simply put, strict
behaviorists believe that all behaviors are the result of
experience. Any person, regardless of his or her background, can
be trained to act in a particular manner given the right

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conditioning. From about 1920 through the mid-1950s, behaviorism
grew to become the dominant school of thought in psychology.
Some suggest that the popularity of behavioral psychology grew
out of the desire to establish psychology as an objective and
measurable science. Researchers were interested in creating
theories that could be clearly described and empirically
measured, but also used to make contributions that might have an
influence on the fabric of everyday human lives.

Teaching and Learning Theories by Ann Gravells and Susan Simpson

(2014)

There are many different theories regarding the way people

learn. This section will very briefly explore some of them (in
alphabetical order), which you might like to research further
and try out with your own learners. However, don’t get too
concerned thinking you must teach in a certain way because a
theorist says so. What works with one group or individual
learner might not work with another. You might find at first you
are teaching the way you were taught at school, college or
university. It might have suited you at the time, or it might
have had a detrimental effect. Don’t be afraid to try something
different and step out of your comfort zone. You will need to
find out through experience what works and what doesn’t work
with your learners.

 Behaviorism. Skinner (1974) believed that behavior is a

function of its consequences, i.e. learners will repeat the
desired behavior if positive reinforcement is given. The
behavior should not be repeated if negative feedback is

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 given. Giving immediate feedback, whether positive or
negative, should enable your learners to behave in a
certain way. Positive reinforcement or rewards can include
verbal feedback such as that’s great, you’ve produced that
document without any errors or You’re certainly getting on
well with that task, through to more tangible rewards such
as a certificate at the end of the programme, or a
promotion or pay rise at work.
 The Zone of Proximal Development (ZPD). The ZPD is the
distance between a learner’s ability to perform a task
under adult guidance and/or with peer collaboration and
their ability to solve the problem independently. According
to Vygotzky, learning occurs in this zone.

Think of these themes as:

1. What the learner can do
2. What the learner can do with help from others
3. What the learner can’t do yet but will attempt to do

 Formal teaching is known as pedagogy, where the

teacher directs all the learning. Informal teaching is
known as andragogy, where the learner is the focus,
for example, via group work and discussions. Pedagogy
does not always allow for individual knowledge to be
taken into account and often focuses on teaching the
same topic at the same time to all learners. Knowles
et al. (2005) initially defined andragogy as the art
and science of helping adults learn. An andragogical
approach places more emphasis on what the learner is
doing. You can include your learners’ experiences and

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knowledge by involving them whenever possible, and
building upon what they already know and what
interests them. Learners can also learn from their
peers’ knowledge and experiences, as well as from you

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 Theoretical Framework

The Zone of
Proximal
Development
(ZPD)

Behaviorism pedagogy
.Skinner and
(1974) Informal
andragogy

a teachers behaviour and skill to reach

responses to the students- with the
behaviour of the teacher adding the term
of developing the students learning and
his/her teaching techniques would clariffy
the students response to their teachers.

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Conceptual Framework

DEPENDENT

INDEPENDENT  The students

responses to the
 Behavior teachers
performance in
 Teachers
class(behavior
Skills
involve).In
 Strategies of terms of how
teaching their teacher
handle them in
class

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Statement of the problem

The problem identified in this study was:? What is the

responses of the students to the common teacher’s behavior.

The sub-question covered were

1.) What will be the effect of the student if their

teacher will praise them or scold in every school
activities and participation?
2.) Will students achieve their goals with the help and
determination of every teachers?
3.) Are there significant numbers of students who have
good and bad relationship with their teachers that can
greatly affect to achieve their goals?

Hypothesis

1.) There is no significant relationship between the

student’s responses and the common teacher’s behavior in
terms of the achievement and the determination of students
in their studies.
2.) There is no significant difference if the students
will have a good relationship with their teachers or not.
3.) There is no significant number of students who have
good and bad relationship with their teachers that could
greatly affect to achieve their goals.

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Significance of the study

The researchers anticipated that the findings of this study

would be a great help through the following:

To the STUDENTS. This study may help them understand the

importance of having a good interaction and approach to their
advisers and teachers.

To the TEACHERS. This study may help them realize what is

the impact of their behavior shown to their students.

To the SCHOOL. Thus study may help them implement a good

teacher-student interaction and approach that will help students
achieve their goals.

Scope and delimitation of the study

This study will only focus about the teacher-student

relationship the responses of students to the behavior of their
teachers and its effects. The researchers will have a survey at
Brngy. Cahayagan Carmen Agusan del Norte- Cahayagan National
High School and will choose randomly the respondents where in
Ten (10) students in every section from grade 7 to grade 11 and
five (10) teachers at the said school. In total there are 50
student-respondents and 10 teacher-respondents. The duration of
the survey will only take (5) five minutes to answer each
question in the questionnaire.

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Definition of terms

The following terms and phrases are used in the research.

This terms and definition that are used in this research can be
found in the apps ‘Merriam Webster’. It can also be found in any
English dictionary in the internet and library.

Students- a person who is studying at school or college.

Teacher- a person who teaches, especially in school.

Interaction-a mutual or reciprocal action or influence.

Behavior- the way in which one acts or conducts oneself,

specially toward others.

Responses- a verbal or written answer.

Achievement- a thing done successfully, typically by

effort, courage, or skill.

Motivation- the reason or reasons one has for acting or

behaving in a particular way.

Activities- the conditions in which things are happening or

being done.

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 Participation- the action of taking part in something.

Success- the accomplishment of an aim or purpose.

Goal- the object of a person’s ambition or effort: an aim

or desired result.

Effect- a change that is a result or consequence of an

action or another cause.

Praise- expresses warm approval or administration of.

Determination- a quality that makes you continue trying to

do or achieve something that is difficult.

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 17
CHAPTER 2

RESEARCH METHODOLOGY
This chapter presents the research design, participants of
the study, setting, research instrument, data gathering
procedure, and data analysis used in the study.

Research Design
This is a type of research that is descriptive. It’s all
about the “Students responses to the common Teachers behavior”,
It concerns the conditions or relationship between the teacher
and student; Based on the teachers behavior this would be a way
to know how can a student participate and be motivated. A
questionnaire for the selected respondents (teachers and
students) will be given and the outcome will be a tool to
indicate the result, if it is true that a teacher’s behavior can
greatly affect the student’s performance in class or not.

Research Locale
This study will be conducted in every section of Cahayagan
National High School situated in P-3 Cahayagan, Carmen,Agusan
del Norte. At least 20 kms. Away from the Carmen proper, that is
the last municipality of the province of Agusan del Norte.

29
Figure 1 presents the map of the research locale.

19
Figure 2 presents the Location map of the School.

30
Population and Respondents of the study

The subject of the study will be the students and teachers

of Cahayagan National High School from Grade 7 to Grade 11 to
know the effects of having a teacher student’s relationship that
could affect achieving every student’s goals.

Sampling Design

This study will use random sampling taking randomly ten

(10) students in every section of the school and the researchers
will choose only five (10) teachers of Cahayagan National High
School.

Research Instrument

Survey Questionnaire

This research uses the survey questionnaire tool which

contains 10 items questions with choices that best describes
their answer. The questionnaire for the students and teachers
are separated and not the same, but the distribution of SQ are
same in time and day.

31
Data Gathering Procedure

The assessment tool will be given to the respondents during

their vacant classes to avoid complication and disturbance to
the regular classes. There will be a (5) five minutes
orientation on the purpose of the assessment.

Validation of Research Instrument

The assessment tool will be subject for validation of the

School’s Teaching Development towards the students and the
teacher. Using the Survey Questionnaire as the data gathering
tool. The Survey will be composed of (15) questions. The
validated assessment tool will be used with the current until
the others as a guide and as a new followed Teaching Enhancement
someday.

Statistical Treatment

The statistical tool to be used in this research is the

Standard Deviation to determine the answer data. In which an
item analysis will be employed to determine the response of
students towards their teacher’s behavior in class. The mean
analysis will be used to sum up to which is it really true that
the common teachers behavior during class would greatly affect
the teachers academic performance inside the class.

32
 Chapter III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and

interpretation of the data gathered for this study. This

initially answered and show the “Responses of the Students of

the common Teachers behavior in Cahayagan Carmen Agusan Del

Norte-Cahayagan National High School” as shown in the table

below.

Figure 1

Number Of ƒ 𝒎 𝒎𝒇 𝒎²𝒇

Orders

21-25 7 25 175 4,375

26-30 19 28.63 543.97 15,572.86

31-35 21 32.76 687.96 22,537.57

36-40 8 38.13 305.04 11,631.18

41-45 3 46.33 138.99 6,439.41

45-50 22 47.9 1,054.9 50,582.46

𝑺𝑵 80 218.8 2,905.86 111,139.48

33
 Figure 1 shows the findings of the survey conducted to the

students and teachers. Using standard deviation as statistical

tool, this came up the data.

Survey Data

Disagree
Agree
MA
SA

Figure 2 shows the data by percentage. The blue indicates

Disagree which have the percent of 10%,the red indicates Agree

which has 15%, the green indicates Moderately agree which has

25% and the violet indicates Strongly agree which has 50%.Among

in this data it shows the strong evidence that the responses of

the student and teacher definitely agree in the importance of

good interaction between them.

34
 Chapter IV

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion and

recommendation based from the gathered data of the study.

Summary

This study aimed to study the Responses of the students of the

common teachers behavior in Cahayagan Carmen Agusan Del Norte-

Cahayagan National High School, this study answered the

following problems:

1.) What will be the effect of the student if their

teacher will praise them or scold in every school
activities and participation?
2.) Will students achieve their goals with the help and
determination of every teachers?
3.) Are there significant numbers of students who have
good and bad relationship with their teachers that can
greatly affect to achieve their goals?

35
 The researcher used Random sampling and Standard Deviation in

finding Responses of the students of the common teachers

behavior in Cahayagan Carmen Agusan Del Norte-Cahayagan National

High School.

The researcher gathered data by making guide questions for the

interviewee, ten(10) respondents-students in every section from

Grade7-Grade11 including ten(10) teacher-respondents were

choosen for the credibility and authenticity of the study. While

the respondents answer and give their responses while the

researcher recorded then collect the data after.

After collecting the data, the researchers concluded the study

that teacher and student must have a good interaction and mutual

understanding to aim and finish the learning goal.

CONCLUSION

Therefore, there is a varied result based on our survey of

the student’s responses to the common teachers behavior. The

data results about 37.05 with the use of Standard Deviation.

Most of the students and teachers agreed that to aim the goal of

learning they must have good interaction with each other.

36
 RECOMMENDATION

Based on the findings, the following recommendations were made:

Teachers must employ good interaction with their

students not only in class discussion but also in helping

them to achieve every student’s goal and motivate them

every day. They should not try to embarrass every student

infront of the class because it could affect them big

time, either it could lose their self-esteem or they will

not go to school. Students must also do the same thing,

build a good connection to their teachers and give them

respect so that both of their goals in life will be

successful.

37
 CHAPTER V

PHOTO DOCUMENTS, APPENDICES, REFERENCE CITED, SURVEY

QUESTIONSERS

PHOTO DOCUMENT

Figure 1: Conducting a Survey

38
39
Figure 2: Encoding

40
Figure 3: Selfie

41
42
 APPENDECES
I. Letter to the School Head
Date: ________________

Jay F. Balesta
School Head – CAHAYAGAN NHS

Ma’am:

Warm greetings of peace and prosperity to you.

We would like to ask permission from your office to allow us to

conduct our research related to our thesis writing entitled:
Students Response to the common teachers behavior SY:2018-2019
under the class of Mr. Ervin John B. Dandoy. My team will
cordially start on this day forth as approved by your office. We
are hoping for your kind consideration. May God bless you more
with your family and your staff. We look forward to be your
partner in service and progress for our school.

Thank you very much.

Sincerely Yours,

MELISA MARIE AYENSA

Grade 12- Darwin
Team Leader, Educational Research 2

Noted by: Approved By:

Mr. Ervin John B. Dandoy Mr. Jay F. Balesta

Grade 12 Research adviser Pricipal

43
 Republic of the Philippines
Department of education
Caraga Administrative Region
Division of Agusan del norte
Carmen district II
Cahayagan National High school

REQUEST FOR APPROVAL

October 15, 2018

Jay F. Balesta
Principal-Cahayagan NHS

Sir,

Warm Greetings!

We would like to request for an approval for the conduct of our

Research Hearing last defend on October 15, 2018, 8:00 am to
3:00 pm at the Grade 12 Darwin Classroom. This is one of our
requirements for the completion of our subject Research II with
Mr. Ervin John b. Dandoy our teacher. We further ask consent to
allow the suspension of other classes in the lieu for the
activity and the presence of other selected teachers as
validators.

We are hoping for your kind consideration and favorable action.

Very Truly yours,

MELISA MARIE AYENSA

Grade 12- Darwin
Team Leader, Educational Research 2

Noted by: Approved By:

Mr. Ervin John B. Dandoy Mr. Jay F. Balesta

Grade 12 Research adviser Pricipal

44
 II.Letter to the Teachers

P-3 Cahayagan, Carmen,

Agusan del Norte

Date: _______________

Warm Greetings Maam/Sir!

We would like to conduct our research proposal hearing this 15th

of October 2018.We are hoping that we could conduct our last
defend together with my co-researchers in that day. In that
reason we would also like to ask permission if it is okay that
we will borrow your time in the said event.

Hoping that our research will come out successfully with your
approval.

We are hoping for your kind consideration and favorable action.

Very Truly Yours,

MELISA MARIE AYENSA

Grade-12 Darwin (Team Leader,Educational Research 2)

Ms Jenny Philline T. Trillo Mr.Jhon Mayled

EAPP ADVISER UCSP ADVISER
Mrs. Sherel A. Caday
CONTEMPORARY ARTS/COOKERY 12 ADVISER

45
 APPROVAL SHEET

This is certify that this research proposal, “Students

Responses to the common Teachers Behavior” has been critique and
validated by the board of panels as the school research
committee.

____________________ ______________________
Validator 1 Validator 2

_____________________
Validator 3

Approved:

Jay F. Balesta Date: October 15, 2018

School Head

46
 40
CURRICULUM VITAE

Name: Psyche Jean C. Quesaba

Address: P-5 Chayagan Carmen
Agusan del Norte
Mobile Phone No. 09381381592
Email address: psyeanqueba@gmail.com

I. PERSONAL DATA
Age : 17 Years old
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : UCCP
Birth Date : October 25, 2000
Birth Place : Maternity Hospital Butuan City
Height : 5 feet
Weight : 40 kg.

II.EDUCATIONAL BACKGROUND

Tertiary Junior high : Cahayagan National High School

Completed (with honors)

Elementary : Cahayagan Elementary School

Completed (salutatorian)

47
III.School(recent attending)

Cahayagan National High School-Senior High

A student of GAS-General Academic Strand with TVL 12

IV. Skills and talents

Can cook
Have knowledge in information technology
Loves dancing and singing
Loves writing poems and stories

48
 40
CURRICULUM VITAE

Name: JovelynErez
Address: P-3 Baylanon-Cahayagan Carmen
Agusan del Norte
Mobile Phone No. 09105950832
Email address: jovelynerez@gmail.com

I. PERSONAL DATA
Age : 17 Years old
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Birth Date : December 26, 2000
Birth Place : P-3 Baylanon-Cahayagan Carmen
Agusandel Norte
Height : 5’5 feet
Weight : 43 kg.

II.EDUCATIONAL BACKGROUND

Tertiary Junior high : Nasipit National High School

( Completed )

Elementary : Cahayagan Elementary School

( Completed )

49
III.School(recent attending)

Cahayagan National High School-Senior High

A student of GAS-General Academic Strand with TVL 12

IV. Skills and talents

Can cook
Loves dancing

50
 40
CURRICULUM VITAE

Name: Melisa Marie Ayensa

Address: P-6 Cahayagan Carmen
Agusan del Norte
Mobile Phone No. 09498236195
Email address: melisa.ayensa@gmail.com

I. PERSONAL DATA
Age : 18 Years old
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Birth Date : October 28, 1999
Birth Place : Quezon City
Height : 5’3 feet
Weight : 49 kg.

II.EDUCATIONAL BACKGROUND

Tertiary Junior high : Cahayagan National High School

( Completed )

Elementary : Cahayagan Elementary School

( 3rd Honorable Mention )

51
III.School(recent attending)

Cahayagan National High School-Senior High

A student of GAS-General Academic Strand with TVL 12

IV. Skills and talents

Cooking
Singing
Arts and Crafts
Writing
Acting

52
 40
CURRICULUM VITAE

Name: Roselyn M. Tigbao

Address: Brgy. 7, Bayview Hill Nasipit
Agusan del Norte
Mobile Phone No. 09498236195
Email address: roselynmorales@gmail.com

I. PERSONAL DATA
Age : 20 Years old
Sex : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Birth Date : January 20, 1998
Birth Place : Baan City
Height : 5’1 feet
Weight : 50 kg.

II.EDUCATIONAL BACKGROUND

Tertiary Junior high : Cahayagan National High School

( Completed- achievers )

Elementary : Cahayagan Elementary School

(10th Honors)

53
III.School(recent attending)

Cahayagan National High School-Senior High

A student of GAS-General Academic Strand with TVL 12

IV. Skills and talents

Cooking
Reading

54
 40
CURRICULUM VITAE

Name: James B. Oliveros

Address: P-7 Cahayagan Carmen
Agusandel Norte
Mobile Phone No. 09773343155
Email address: jamesoliveros@gmail.com

I. PERSONAL DATA
Age : 18 Years old
Sex : Male
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Birth Date : April 8, 2000
Birth Place : P-7 Cahayagan Carmen
Agusandel Norte
Height : 5’8 feet
Weight : 53 kg.

II.EDUCATIONAL BACKGROUND

Tertiary Junior high : Cahayagan National High School

( Completed )

Elementary : Cahayagan Elementary School

( Completed )

55
III.School(recent attending)

CahayaganNational High School-Senior High

A student of GAS-General Academic Strand with TVL 12

IV. Skills and talents

Singing
Dancing
Playing Basketball

56
 25
REFERENCES CITED

David@crowe-associates.co.uk
sally@crowe-asssociates.co.uk
www.sagepublishing.com
www.witcom.com
ideas.repec.org
journals.sagepub.com
www.apa.org>education-and-psychology>pre-k-to-12education
Christopherwitt.com/tag/motivation
www.reliableplant.com/read/18525/how-to-motivate-inspire
www.wikihow.com/motivate-students
blog.cognifit,com/author/andrea-garcia
blog.cognifit.com/importance-of-motivation-learning-tips
classroom.synonym.com/can-behavior-affect-academics
jano.us/ngms/support/how-can-behavior-affect-academics-for-
students
www.hcbi.nlm.nih.gov/book/NBK4374
psychologydictionary.org/behavioral-risk-factors
leadership-central.com/importance-of-motivation.html
files.eric.ed.gov/fulltext/es1079967.pdf
www.irrodi.org/index.php/irrodi/article/views/15102707
scholar.harvard.edu/files/mkraft/files/kraft-blazar-hogan
www.verywellmind.com/behaviorral-psychology-4157183
www.anngravells.com/information/teaching-and-learning

James a. Middleton, “study of intrinsic motivation in the

mathematics classroom: a personal construct approach. “Journal
research in mathematics education, Vol.26, no.3, pages 255-257

57
Linda Nilson, teaching at its best: A research-Based resource
for college instructions, 2nd edition, anker publishing 2003,
pages 41-44

Matt Delong and dale Winter, Learning to teaching and teaching

to learn mathematics: Resource for professional Development,
Mathematical Association of America 20022, page 163

58
 SURVEY QUESTIONER
Questions Strongly Disagree Agree Moderately Strongly
Disagree(1) (2) (3) Agree (4) Agree
(5)
1.) Having a teacher that
gives praises and motivate
students could help achieve
every students goals.
2.) Student alone could
achieve his/her goal
without the help of
teachers.
3.) Every participation and
attitude of the students
depends to the behavior of
their teachers.
4.) It is good if the teacher
have good relationship to
his/her students?
5.) Teacher scolding his/her
student in class would
greatly affect students
feelings, emotion and
confidence.
6.)Teacher disciplining
his/her students and
encouraging could touch
every students heart and
determination to strive
hard in their studies?
7.) It’s not necessary to
discipline his/her students?
8.) Student should listen to
their teachers advice
because it could help them
in achieving their goals.
9.) Students should share
their problems to their
teachers so that the
teacher could also help
them.
10.)Working together and
helping each other- teacher
and student could make the
goal possible

59
 Questions Strongly Disagree Agree Moderately Strongly
Disagree(1) (2) (3) Agree (4) Agree
(5)
1Motivating my students could help
them becomes more persevere in
achieving their goals.
2.) Scolding my students means
disciplining and correcting them from
their mistakes.
3.) It is necessary if we have a good
relationship to our students or not.
4.) Giving praises and acknowledging
our students in their good
participation could make them happy
and strive harder in their studies.
5.) Having a good approach towards
my students is necessary.
6.)The responses of our students in
class is based on our behavior shown
to them.
7.) We teachers should watch our
every actions and words are shown to
our students because it could affect
them big time.
8.) It is more helpful if we approach
our students one by one if they seem
to have a problem and help them out
so that their studies would not be
affected.
9.) Scolding a student in front of the
class could affect his/her feelings and
self-esteem so we should be careful
and watch our every action.
10.)Teacher-student relationship in
terms of achieving students goal is
very essential

60