1

Labayug National High School

Labayug, Sison, Pangasinan

I. INTRODUCTION

Teachers are the people we are living with our entire life spending in school

we even call them our second mother or father. In this research we will study the

relationship of the teachers and students and how it affects the students’ learning

behavior. There are some instances that no matter how the teacher is good in speaking

in front of the students they don’t have the interest to listen or even doing some things

inside the classroom to avoid listening to the teacher and as a result the student will no

longer learn. Sometimes teachers are focused in trying new techniques and methods in

teaching not considering the situation of the class or simply how their connection is

going inside the class. Teacher-student relationship in this study does not mean

intimate relationship but it means how the bond is going, how they see each other,

how they treat each other, how they care to each other. And to the students, there are

some factors they are considering in saying that their teacher is nice or good that

make them have the ability to be a better student and to learn. To improve a student’s

chance for success in performance, educators must strive to form meaningful

relationships with students (Pianta, 1999).

An approach to accountability that includes a broader range of measurement

of effective classroom instructional practices should include the relationships the

teacher builds with her/his students. Marzano (2003) studied the practices of effective

teachers and determined that “an effective teacher-student relationship may be the

keystone that allows the other aspects to work well” (p. 91).

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 2
Labayug National High School
Labayug, Sison, Pangasinan

Meyer & Turner (2002) discussed their findings illustrating the importance of

students’ and teachers’ emotions during instructional interactions. They determined

that “through studying student-teacher interactions, our conceptualization of what

constitutes motivation to learn increasingly has involved emotions as essential to

learning and teaching” (p.107).

The quality of the relationship between a student and the teacher will result in

a greater degree of learning in the classroom according to Downey (2008). Strong

teacher-student relationships may be one of the most important environmental factors

in changing a child’s educational path (Baker, 2006).. As Cazden (2001) asserts, the

establishment of social relationships can seriously impact effective teaching and

accurate evaluation in a classroom.

Sometimes, teachers are so much engage on how they should teach in order

for him or her students to understand the lesson or how to become a smart-looking

teacher that they forgot how was their relationship going. The same with the students,

they hate their teachers for being so angry at all times but they do not mind what they

are doing in return with their teachers. It has something to do with the relationship

between the two.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 3
Labayug National High School
Labayug, Sison, Pangasinan

Significance of the Study

The study is significant to the administrator, teachers, students and even

parents of the students, as this will be their guide on how to make their move in

teaching (the teachers), learning (the students), and for the parents be aware what is

the problem of their child in attending school.

To the school administrator, the result of this study would serve as an eye

opening to better equip their teachers by sending them to seminars and trainings.

To the faculty staff , this would help them identify their students’ problems

towards them and will also help them to know more and learn to understand and

change their ways towards the students in order to have a good relationship that will

help the students to have improved behavior to learn.

To the students, it would enlighten them on the importance of the teacher-

student relationship in having behaviors that would help them learn better. It would

also help them to improve and develop their attitudes towards their teachers to

develop or maintain good relationship that is very useful in their learning. This will

also to enhance their communication skills toward their teachers that can be helpful in

their side as students, they will not have that much hesitation in asking and telling

their teacher their side or ideas.

Research Hypothesis

The researcher will be guided by the following research hypothesis:

1. There is an effective impact of student- teacher relationship towards the student’

learning.

2. There is no effective impact of student- teacher relationship to student’s learning.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 4
Labayug National High School
Labayug, Sison, Pangasinan

Scope and Limitations

The study was conducted at Labayug National High School Sison, Pangasinan

during the 1st semester of the academic year 2019-2020. The respondents are the

senior high school students and senior high school teachers.

Grade 11 is composed of 31 students. Grade 12 is composed of 29 students.

With the total number of 60 respondents.

Since our study is about the relationship of the students and teachers, wthe

researchers only included the teachers in the senior high school department which

compose of 6 teachers who are employed in Labayug National High School.

Statement of the Problem

The research aimed to assess the emotional aspect and behaviors of the

students of the Labayug, National, High School towards the learning and teaching

process. It sought to answer the following questions:

1. Is there a significant effect of having a good student-teacher relationship

on the student’s learning?

2. What behaviors and attitudes do the students have when they are engage

with a good relationship with their teacher that helps them to learn better?

RESEARCH OBJECTIVES:

At the end of this study we will be able to:

1. Recognized the factors that affect the teacher-student relationship.

2. Realized how students consider a good relationship towards their teacher.

3. Know how teachers consider a good relationship towards their students.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 5
Labayug National High School
Labayug, Sison, Pangasinan

CHAPTER II

REVIEW OF RELATED LITERATURE

The literature pertaining to the student-teacher relationship and variables that

appear to contribute to the development or deterioration of the student-teacher

relationship will be reviewed, including student behavior , teacher behavior, and the

interaction between the teachers and students. The review begins with framework for

understanding student- teacher relationship, and how it can be applied to develop

better student-teacher relationships.

There is a great deal of literature that provides substantial evidence that strong

relationships between teachers and students are essential components to the healthy

academic development of all students in schools (Birch & Ladd, 1998; Hamre &

Pianta, 2001; Pianta, 1999; Eccles & Wigfield, 2002). This body of literature involves

several genres of research that have been conducted over the past three decades

investigating the interactions between teachers and their students and what effect

those interactions have on learning.

Review of Related Literature

There is credible evidence that the nature and quality of teachers’ interactions

with children has a significant effect on their learning (Brophy-Herb, Lee, Nievar, &

Stollak, 2007; Curby.

Educators, psychologists, social constructivists, and sociologists have all

contributed to the growing interest in targeting interventions toward improvements in

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 6
Labayug National High School
Labayug, Sison, Pangasinan

the quality of teachers’ interactions with children. Hamre, Pianta, Burchinal, Field,

Crouch, Downer, Howes, LaParo, & Little, (2012) posit that “teachers need to be

actively engaged in interactions with children in order for learning to occur” (p. 98).

However, in 2001 President

Bush signed into law the No Child Left Behind Act (NCLB) that began the

intense focus on standardized testing as the measure of, not only student success, but

teacher performance as well. It mandated that every child would perform at grade

level and achieve high academic standards (U.S. Department of Education, 2007).

NCLB was intended as a means of supervision for public schools in the United States

with the guarantee of success for all students regardless of race, gender, or ability.

High stakes testing is the vehicle through which student achievement is measured

according to NCLB and does not take into account any other means for measuring

student or teacher success. As a result, the current educational climate emphasizes

school accountability through standardized test scores as the primary method for

determining an effective learning environment. Federal, state, and local educational

policy requires that schools and classrooms should be held more responsible for the

outcomes they produce (e.g., student achievement). However, the process for ensuring

accountability rests on standardized testing of children, typically starting in third

grade (La Paro, Pianta, & Stuhlman, 2004).

The focus on accountability and standardized testing should not confuse the

contribution that the social quality of teacher – student relationships has on academic

development (Hamre & Pianta, 2006). Hamre & Pianta contend that strong student-

teacher relationships “provide a unique entry point for educators working to improve

the social and learning environments of schools and classrooms” (p. 49).

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 7
Labayug National High School
Labayug, Sison, Pangasinan

We, too, believe there is an important role that the quality of teacher and

student interactions plays regarding student learning. Hamre et al. (2012)

hypothesized that “it was not sufficient for teachers to be able to gain knowledge

about effective teacher-child interactions; they needed actual skills involving

identification of effective interactions with a high degree of specificity in order to be

most likely to transfer the coursework into changes in their practice” (p. 98). While

researching the effects teachers have on student learning, Good, Biddle, & Brophy

(1976) determined that teachers do make a difference. A large contribution to what

brought about that difference was the affective component to teaching that the

teachers used. Good et al. found that students who held a sense of futility toward

school had the worst achievement record. These students needed teachers who

believed in them and were willing to work with them. Good et al. cite several studies

by Aspy (1973) that demonstrate the importance of teachers’ affective behavior. What

Good et al. found was that teachers who showed an interest in their students by

indicating they were listening to them and understood students’ need completely and

accurately, had students who obtained higher scores on a standardized test of learning

-- “the evidence was impressive” (p. 371).

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 8
Labayug National High School
Labayug, Sison, Pangasinan

THEORETICAL FRAMEWORK

Theoretical framework related to student-teacher relationship is explained with

the help of the following theories:

Attachment Theory

The ability for an individual to form an emotional attachment to another

person gives a sense of responsibility and security necessary to take risks, branch out

and to develop a personality.

A theory states that a strong emotional attachment to atleast one caregiver is

critical to one personal development. John Bowlby was first to coined the term as a

result of his studies involving the developmental psychology. (Philip Riley &

Routledge, 2010)

If the student finds that attachment towards the teacher, the student will have the

feeling of comfortableness inside the classroom that will help the student from

learning and having a positive attitude with the teacher. Attachment doesn’t mean that

the teacher and student should have that close relationship that they can do whatever

they want inside the classroom but the connection they can both have with each other

in terms of having conversations specially in learning the lessons.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 9
Labayug National High School
Labayug, Sison, Pangasinan

Krashen’s Theory

Attitudes of the learners are not only the fundamental aspects of learning but

also the home , opinions of the peer group, the attitudes at school and even that of

society. However attitudes of learners are individually driven traits, other factors that

contributes to its development such as the environment. The way teachers interact and

experiment with the learners can establish the classroom as a place that nurtures

appreciation for the unique abilities of each learners. Teachers and students interacts

with each other and sometimes it depends on how teachers treat the students to create

a better relationship.

Figure 1: Conceptual Framework

Input Process Output

1. Is there a
significant effect
of having a good
student-teacher
relationship on the
student's learning?
2. What behaviors
and attitudes do
the students have
when they are
engage with a
good relationship
with their teacher
that helps them to
learn better?
Conducting a
survey through The impact of
student- teacher
questionnaire.
relationship in the
Collecting and learning behavior
analyzing the data
of the senior high
from the gathered school students of
questionnaires
Labayug National
from the students High School
and teachers.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 10
Labayug National High School
Labayug, Sison, Pangasinan

CHAPTER III

RESEARCH METHODOLOGY

This study aims to know the effect of having a good student-teacher relationship

on the students learning behavior to the senior high school students of Labayug

National High School. The researchers made used of the Descriptive Quantitative test.

The questionnaires prepared a 15- item checklist to be answered by the respondents.

This chapter is intended to discuss about the methods and instruments that the

researchers will use in order to find the answer about the study

RESEARCH DESIGN

Descriptive research is used to describe characteristics of a population or

phenomenon being studied. Descriptive research generally precedes explanatory

research. Under this method, to be specific, researchers use the survey type to see a

general picture of the population under the investigation especially social and

economic characteristics, opinion, knowledge towards phenomenon. The researchers

made used of the descriptive design to explain the data about the “IT TAKES TWO

TO TANGO THE IMPACT OF STUDENTS-TEACHERS RELATIONSHIP IN THE

BEHAVIOR OF THE STUDENTS OF LABAYUG NATIONAL HIGHSCHOOL”

The methodology suited for the study to further discuss the result or finding and to

clearly explain and interpret the data that is gathered from the survey that was

administered

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 11
Labayug National High School
Labayug, Sison, Pangasinan

RESEARCH SUBJECTS

The grade 11 and grade 12 students of Labayug National High School were chosen

as respondents for this study. There were 60 respondents consisting of 29 grade 12

students and 31 grade 11 students.

There were also 6 senior high school teacher-respondents in this study. They were

chosen regardless of the subject they teach.

RESEARCH INSTRUMENTS

The researcher used a questionnaire as the primary tool to gather the necessary

data needed in the study. This questionnaire was adjusted/adapted as a basic purpose

of the study.

RESEARCH PROCEDURE

A short letter was presented to the respondents. It is located at the top of the

questionnaire. Next to it is the name, age, religion and gender for the students and

age, gender religion and number of years in service for the teachers to serve as

moderator variable of the study.

The questionnaire given to the students and teachers consists of 15 items

related and connected to each other in order to come up with a result that the

researchers interpreted.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 12
Labayug National High School
Labayug, Sison, Pangasinan

The distribution of test was done during the vacant time of the respondents.

Before the researchers administer the questions, orientation of the respondents about

the purpose and how to accomplish the questionnaires we made. The questionnaires

were retrieved by the researchers after the respondents finished accomplishing them,

on the same day they were distributed.

After the questionnaire has been finalized and before it was floated to the

respondent, permission was requested from the school head of Labayug National High

School to conduct the study. All the respondents were consulted and explained for

the importance of the study.

The researchers sought the assistance of the subject teacher to administer the

questionnaires to the respondents to ensure 100% retrieval of the questionnaires.

Statistical Treatment of the Data

Data collected through the questionnaires were tabulated and analyzed for proper

analysis and interpretation of data using the following statistical measurements

1. Weighted Mean. To analyze the response of the respondents to the given

questionnaires on the teaching and learning behaviour.

Formula: X= ∑fx/N

Where: ∑fx- the sum of the products of the frequency and the points in the scale

N- total number of respondents

2. Average Weighted Mean. To analyze the overall response of the respondents to

the given questionnaires on the teaching and learning behaviour.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 13
Labayug National High School
Labayug, Sison, Pangasinan

Formula: X= ∑x/N

Where: ∑number of - the sum of the weighted mean

n- total number of indicator in every competency

3. Z- test for two sample mean.

Formula: z = x1 ˗ x2 ÷ √s12/n1 + s22/n2

Where: x1 = the mean of sample 1

X2 = the mean of sample 2

S12 = the variance of sample 1

S22 = the variance of sample 2

N1 = size of sample 1

N2 = size of sample 2

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 14
Labayug National High School
Labayug, Sison, Pangasinan

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter dealt with the presentation, table reading, analysis and

interpretation of the data on the study “THE IMPACT OF STUDENT-TEACHER

RELATIONSHIP IN THE LEARNING BEHAVIOR OF THE STUDENTS”

Legend: Weighted Mean Description

0- 1.4 Strongly Disagree
1.5- 2.4 Disagree
2. 5- 3.4 Agree
3.5- 4 Strongly Agree
Table 1
The Teachers’ Responses on the Teaching Behaviour Practice Inside the Class

INDICATORS WEIGHTED DESCRIPTION

MEAN
1. In my class I am the only one talking about the lesson because I 1.5 Disagree
don’t want to have some arguments inside the classroom
2. If one of my students had a mistake I will say it in class to teach that 1.5 Disagree
student a lesson
3. It is important for me to know my students thoughts about the lesson 3.83 Strongly Agree
4. I don’t want students asking about our lesson, If they don’t 1 Strongly
understand the lesson let it be, they must listen to me carefully Disagree
5. Asking my students problems is one way of showing that I care 3 Agree
6. Having some outdoor/recreational activities is a waste of time 1.5 Disagree
7. I make sure that they understand the lesson before moving with 3.3 Agree
some activities even if it is causing delays in my work
8. I am open to hear my students ideas and thoughts even if it is 3.3 Agree
contradict to what am I saying
9. I don’t want to be included in my class problems, it’s their problem 1.83 Disagree
by the way I will just enter the classroom to teach and will leave after
teaching
10. Hearing my students side, reasons and demands is just a waste of 1.5 Disagree
time
11. I don’t tell stories about my life or about my life experiences just to 2 Disagree
give examples, it is my privacy
12. It really bothers me if my students is not emotionally fine towards 2.33 Disagree
me because it can affect the flow of the class
13. A gentle voice makes the class boring 2.17 Disagree
14. I challenge my students to study better by being strict 2.83 Agree
15. It is essential to the class to laugh together, I let them take some 3.67 Strongly Agree
time to play/talk to each other
Average Weighted Mean 2.35 Disagree

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 15
Labayug National High School
Labayug, Sison, Pangasinan

Based on the table 1, the indicator 3 which has the highest weighted mean of

3.83, described as strongly agree was the “ It is important for me to know my students

thoughts about the lesson”. It means that it is important to the senior high school

teachers of the Labayug National High School to know the thoughts and ideas of their

students because it is the way in order for them to know if the student is coping with

the lesson. This was supported by the Evertson, Emmer, & Brophy (1980) who

emphasized that feedback is an important component of teacher interactive behaviors

when they studied interactive teaching behaviors in their field-based study of effective

teaching practices. As they describe it, feedback was associated with more teaching

interaction with students that that resulted in the ability to diagnose student

misunderstanding and provide corrective explanations.

The second highest weighted mean was the item number 15 which has 3.67

“It is essential to the class to laugh together, I let them take some time to play/talk to

each other”, described as strongly agree. It means that teachers found it important for

the students to make interactions with other people specially with their classmates,

because students also learn through their classmates not only through their teacher.

But sometimes teachers gets angry because the students are not using this opportunity

with its purpose, instead they are keep in talks with each other not paying attention to

the lesson

The third highest weighted mean which was 3.3 and described as agree was

the item numbers 7 and 8. Item number 7 indicates that “I make sure that they

understand the lesson before moving with some activities even if it is causing delays

in my work”. Sometimes students got irritated when the teacher is already giving

activities and quizzes while they are still in the process of understanding the current

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 16
Labayug National High School
Labayug, Sison, Pangasinan

lesson they have, that is why students find it hard to learn because they cannot focus

anymore. Hence, as response to the students the senior high school teachers of

Labayug National High School agreed that even if it caused them some delays they

will not move on to the next lesson until students learn it which is good for the

learning of the senior high school students of Labayug National High school. Whereas

the item number 8 indicates that “I am open to hear my students ideas and thoughts

even if it is contradicting to what am I saying” This means, teachers agreed which

indicated that teachers are not close-minded which is a good factor as a teacher, that

instead of insisting all what you know and what you believe to your students you give

them the chance to express their own belief and understanding and in that way you

learn with each other.

The indicator which has the lowest weighted mean item no.1 and is described

as strongly disagree indicates that “I don’t want students asking about our lesson, If

they don’t understand the lesson let it be, they must listen to me carefully”. Based on

the teachers’ response it means that the senior high school teachers of Labayug

National High School encourages their students to speak and ask questions if

necessary, because students are learning through answering the questions and

clarifying the confusions they have in mind.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 17
Labayug National High School
Labayug, Sison, Pangasinan

Table 2
The Students’ Responses on the Learning Behaviour Practice Inside the Class

INDICATORS WEIGHTED DESCRIPTION

MEAN
1. I want to share my ideas during the class 2.97 Agree
2. It is more comfortable and effective to correct my mistakes in 3.28 Agree
private than to tell it inside the class
3. I am scared to share my thoughts and ideas about the lesson to 2.52 Agree
the teacher
4. I am not hesitated or shy to ask questions about the lesson to the 2.68 Agree
teacher
5. I appreciate my teacher when asking me what is the problem 3.13 Agree
6. It is also great to have some recreational and team building with 3.17 Agree
the teacher
7. I hate it when the teacher gives activity and quiz when we did 2.9 Agree
not yet understand the lesson
8. Students are scared to make mistakes because of the judgement 2.83 Agree
of the teachers instead of helping them make better
9. Students want to have a teacher that helps them solve problems 3.3 Agree
that arises inside the classroom instead of leaving the classroom
like nothing happened
10. Students are not scared to talk and explain because they know 2.9 Agree
the teacher knows how to listen
11. Students find it so helpful when the teacher gives example by 3 Agree
telling their own life experiencing
12. I don’t listen to the lesson if I don’t feel emotionally fine 2.3 Disagree
towards the teacher
13. I learn better when the teacher is a gentle speaker 3.1 Agree
14. A strict teacher is a challenging teacher that makes me study 3.05 Agree
better
15. Student’s see it as a closure when the teacher is laughing with 3.3 Agree
them, it makes the class comfortable with each other
AVERAGE WEIGHTED MEAN 2.96 Agree

Based from the table 2, item number 15 has the highest weighted mean of 3.3

and is described as agree says that “Student’s see it as a closure when the teacher is

laughing with them, it makes the class comfortable with each other”. The senior high

school students of Labayug National High School do not want a teacher that is always

serious, that is why they agreed on the item number 15.This was strengthened by the

statement given by Hamre & Pianta (2006)which recommend that teachers be

encouraged to learn about students’ lives outside of the classroom as a way to connect

with students on a deeper level in order to build a relationship with them.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 18
Labayug National High School
Labayug, Sison, Pangasinan

They contend that an emotionally and socially positive school climate

contributes to “an atmosphere of cordiality in student- teacher relationships” (p.53).

The item which has the second highest weighted mean is item number 2 that is

” It is more comfortable and effective to correct my mistakes in private than to tell it

inside the class” has weighted mean of 3.28 and described as agree. The senior high

school students of Labayug National High School wanted to be corrected or be

scolded privately because they found it embarrassing with their classmates, that is

why some students have irritating feeling whenever that teacher is teaching or with

them, it can affect the learning of the student. But sometimes students are not also

considerate on what they are doing, that is why teachers cannot control their temper

anymore and scold the student even inside the class or around other people.

The third highest weighted mean is the item number 6 that is “It is also great

to have some recreational and team building with the teacher” that has the weighted

mean of 3.17 and described as agree. The senior high school students agreed that they

should also have some recreational activities outside the school such as, picnics or

outings, camping or hiking etc. Stated earlier that Hamre & Pianta on 2006

recommended that teachers be encouraged to learn about students’ lives outside of

the classroom as a way to connect with students on a deeper level in order to build a

relationship with them. They contend that an emotionally and socially positive school

climate contributes to “an atmosphere of cordiality in student- teacher relationships”

(p.53).

The item which has the lowest weighted mean is item number 12 that is “I

don’t listen to the lesson if I am not emotionally fine towards the teacher” that has a

weighted mean of 2.3 and described as disagree.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 19
Labayug National High School
Labayug, Sison, Pangasinan

It means that the respondents are mature enough to set aside their personal

matter about their teacher when it comes to lecture or listening about the lesson, but

still sometimes students cannot give their 100% focus on the lesson towards that

teacher. Table 3

The Z- Test of the Students and Teachers

1. 2.97 1.5
2. 3.28 1.5

3. 2.52 3.83

4. 2.68 1

5. 3.13 3

6. 3.17 1.5
7. 2.9 3.3

8. 2.83 3.3

9. 3.3 1.83

10. 2.9 1.5

11. 3 2

12. 2.3 2.33

13. 3.1 2.17

14. 3.05 2.83

15. 3.3 3.67

2.96 2.35
Mean = 0.612

N1 (Standard Deviation of students) = .0013

N2 (Standard Deviation of teachers) = .0137

Z tabular= 1.96

Computed z-test is 0.5 0.5 ≤ 1.96

ACCEPT the null hypothesis which is “There is no significant effect of

student- teacher relationship to student’s learning.”

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 20
Labayug National High School
Labayug, Sison, Pangasinan

CHAPTER V

DISCUSSION, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents a summary of the findings and recommendations about

the student-teacher relationship of the senior high school students of Labayug

National High School and how it affects the students’ learning in summarizing the

findings of the study the quantitative interviews are selectively discussed to extend

and elaborate the questionnaire result.

Discussion

This research was aimed to investigate the impact of student- teacher

relationship on the learning of the senior high school students of Labayug National

High School. The main objectives of the study are the following:

1. Recognized the factors that affect the teacher-student relationship.

2. Realized how students consider a good relationship towards their teacher.

3. Know how teachers consider a good relationship towards their student.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 21
Labayug National High School
Labayug, Sison, Pangasinan

Findings

In order to investigate the factors that affects the learning of the students in

connection to the student- teacher relationship of the Labayug National High School

senior students and senior high school teachers, they were asked to answer a 15- item

questionnaire. Table 1 shows the overall response of the Labayug National High

School senior teachers, its weighted mean and its description. Table 2 shows the

overall response of the Labayug National High School senior high students, its

weighted mean and its description. Through collecting and interpreting the data or the

responses we are able to find the objectives of this study.

1. Factors that affect the teacher-student relationship:

Cooperation of the students in the class- based on the table 1 teachers are

encouraging the students to talk and ask questions about the lesson whenever they

have clarifications and confusions, but then teachers cannot meet this expectation

from their students that is why their interest in teaching with those students sometimes

is not present.

Willingness of the teacher to listen- based on the table 2 students are afraid

to ask some clarifications about the lesson or sharing their ideas because of the

thought that the teacher is not a listener but only a speaker, that is why there are some

students that are not interested in listening anymore.

Strictness of the teacher- students are afraid to strict teachers most

particularly to those aged teachers because they are still on the traditional way of

teaching unlike to the newly employed teachers that are only 5-10 years gap from

their students’ ages. Students are more open to those young teachers than to those

teachers who are employed many years ago.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 22
Labayug National High School
Labayug, Sison, Pangasinan

Humor- humor on both side (teacher and students) is important. Based on the

table 2 students are more comfortable with the teacher that is humorous or the teacher

who laughs with them and telling stories and even his/her own life experiences. When

the teacher blend some stories and humor to the lesson students will understand and

will remember it easily. Teachers also find it interesting to teach if his/her students

makes him/her happy.

2. Students consider their relationship toward their teachers good if they are not shy

in sharing their ideas and thoughts, if they are not hesitant to ask questions and if they

are comfortable in exchanging stories and life experiences with each other.

3. Teachers consider their relationship toward their students good if they are willing to

extend their hand in helping the students without asking anything in return as a

teacher, if they are open to share their stories to the students and if they are correcting

and guiding the students from their mistakes.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 23
Labayug National High School
Labayug, Sison, Pangasinan

CONCLUSION

Specifically, the study tried to seek answers to the following questions:

1. Is there a significant effect of having a good student-teacher relationship

on the student’s learning?

2. What behaviors and attitudes do the students have when they are engage

with a good relationship with their teacher that helps them to learn better?

1. The impact of student- teacher relationship of the senior high school students of

Labayug National High School to their learning was not proved to be significant.

Although there was no statistically significant impact of the student-teacher

relationship to the students’ learning, there were some teacher and student factors that

affects the learning of the student, those factors was discovered through their responds

to the questionnaires given to them.

2. Students are becoming active in participating and engaging themselves to the class

as long as they see that their teachers care for them and on how their teachers show

that they are giving importance to the student’s ideas.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 24
Labayug National High School
Labayug, Sison, Pangasinan

RECOMMENDATIONS

To the teachers:

1. Teachers should not be angry to those students asking questions because to

some students, it is their way of learning.

2. Teachers should encourage their students in talking or sharing their ideas for better

learning.

3. Teachers should also relate lesson to the reality for better understandings also do

not be too serious all the time to lessen the stress of the students inside the class.

4. Teachers should attain the role as a second mother of their students by showing

their concern and care to the students, they should help their students in some of their

problems specially problems that arises inside the classroom.

6. Teachers should refrain from introduce new lesson when the students do not yet

understand the previous lesson.

To the Students:

1. Students should not be afraid with their teachers instead, they should be more
assertive and inquisitive.

2. Students should share their thoughts and ideas with the class in order for the teacher
to know what s/he can supply on what you know and still don't understand.

3. Students should not let their emotional relationship with the teachers affect their
learning.

4. Since this study came up with a conclusion that there is no significant effect of the
student-teacher relationship with the learning of the students, students should find
some ways how to learn better. They must help themselves in learning and not just
always relying on the teacher.

5. Students should find some motivation in coming to school to learn, they can engage
themselves in some school activities.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 25
Labayug National High School
Labayug, Sison, Pangasinan

BIBLIOGRAPHY

A.BOOKS

Andrion ,C.et al. Impact assessment in the attitude of the CSJLM first year students
towards English language. Colegio de San Juan de Letran-Manaoag.Manaoag Pangasinan
,2018-2019

B.UNPUBLISHED MATERIALS

Askew, S. (2000). Feedback for Learning. Florence, KY, USA:

Routledge, 2000, p 21.

Baker, J.A. (1999). Teacher-Student interaction in urban at-risk

classrooms: differential behavior, relationship quality, and student
satisfaction with school. The Elementary School journal, 100:1, 57-
70.

Baker, J.A. (2006). Contributions of teacher-child relationship to positive

school adjustment during elementary school. Journal of School
Psychology, 44(3), 211-229.

Bartlett, L., (2005). Dialogue, knowledge, and teacher-student relations:

Freirean Pedagogy in theory and practice. Comparative Education
Review, 49:3, 344-356.

Birch, S.H., Ladd, G.W. (1998). Children’s interpersonal behaviors and

the teacher- child relationship. Developmental Psychology, 34(5),
934-946.

Blumer, H., (1969). Symbolic interactionism: perspectives and method.

Englewood Cliffs, NJ: Prentice-Hall.

Blumer, H. (1978). Social unrest and collective protest. Studies in

symbolic interaction, 1(1978), 1-54.
132 Bonk, C. & Cunningham, D.J. (1998). Searching for learner-centered, constructivist, and
socio cultural components of collaborative
educational learning tools. Indiana: Indiana University.

Borman, G., & Overman, L. (2004). Academic resilience in mathematics

among poor and minority students. Elementary School Journal,
104, 17-197.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 26
Labayug National High School
Labayug, Sison, Pangasinan

APPENDIX A

QUESTIONNAIRE FOR THE RESPONDENTS

Dear Respondents,

The researchers would like to conduct a research study entitled “IT TAKES TWO TO
TANGO: THE IMPACT OF STUDENT-TEACHER RELATIONSHIP IN THE
LEARNING BEHAVIOR OF THE STUDENTS OF LABAYUG NATIONAL HIGH
SCHOOL” in partial fulfilment of the requirements for the subject Practical Research II in
this institution.

In relation to this may the researchers ask for your full cooperation in answering the given
questionnaire in the conduct of this study.

Your assessment is highly appreciated , and rest assured that your answers will kept
confidential.

Thank you very much. God bless us all!

Name (optional):

Grade and section:

Age:

Gender:

Instruction: Rate the following statements on your own attitudes and percepyions
towads your learning behaviour . Please put a check as a response to each of the
following statements. Your information will be kept strictly confidential.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 27
Labayug National High School
Labayug, Sison, Pangasinan

STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
4 3 2 1

1. I want to share my ideas to the class during the

teacher’s class
2. It is more comfortable and effective to correct my
mistakes in private than to tell it inside the class
3. I am scared to share my thoughts and ideas about
the lesson to the teacher
4. I am not hesitated or shy to ask questions about the
lesson to the teacher
5. I appreciate my teacher when asking me what is the
problem
6. It is also great to have some recreational and team
building with the teacher
7. I hate it when the teacher gives activity and quiz
when we did not yet understand the lesson
8. Students are scared to make mistakes because of
the judgement of the teachers instead of helping
them make better
9. Students want to have a teacher that helps them
solve problems that arises inside the classroom
instead of leaving the classroom like nothing
happened
10. Students are not scared to talk and explain
because they know the teacher knows how to listen
11. Students find it so helpful when the teacher gives
example by telling their own life experiencing
12. I don’t listen to the lesson if I don’t emotionally
fine towards the teacher
13. I learn better when the teacher is a gentle speaker
14. A strict teacher is a challenging teacher that
makes me study better
15. Student’s see it as a closure when the teacher is
laughing with them, it makes the class comfortable
with each other

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 28
Labayug National High School
Labayug, Sison, Pangasinan

APPENDIX B

QUESTIONNAIRE FOR THE TEACHER - RESPONDENTS

Dear Respondents,

The researchers would like to conduct a research study entitled “IT TAKES TWO TO
TANGO: THE IMPACT OF STUDENT-TEACHER RELATIONSHIP IN THE
LEARNING BEHAVIOR OF THE STUDENTS OF LABAYUG NATIONAL HIGH
SCHOOL” in partial fulfilment of the requirements for the subject Practical Research II in
this institution.

In relation to this may the researchers ask for your full cooperation in answering the given
questionnaire in the conduct of this study.

Your assessment is highly appreciated , and rest assured that your answers will kept
confidential.

Thank you very much. God bless us all!

Name (optional):

Age:

No. Of years in service:

Instruction: Rate the following statements on your own attitudes and perceptions
towads your learning behaviour . Please put a check as a response to each of the
following statements. Your information will be kept strictly confidential.

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 29
Labayug National High School
Labayug, Sison, Pangasinan

STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
1 2 3 4

1. In my class I am the only one talking about the lesson

because I don’t want to have some arguments inside the
classroom
2. If one of my students had a mistake I will say it in class to
teach that student a lesson
3. It is important for me to know my students thoughts
about the lesson
4. I don’t want students asking about our lesson, If they
don’t understand the lesson let it be, they must listen to me
carefully
5. Asking my students problems is one way of showing that I
care
6. Having some outdoor/recreational activities is a waste of
time
7. I make sure that they understand the lesson before
moving with some activities even if it is causing delays in my
work
8. I am open to hear my students ideas and thoughts even if
it is contradict to what am I saying
9. I don’t want to be included in my class problems, it’s their
problem by the way I will just enter the classroom to teach
and will leave after teaching
10. Hearing my students side, reasons and demands is just a
waste of time
11. I don’t tell stories about my life or about my life
experiences just to give examples, it is my privacy
12. It really bothers me if my students is not emotionally fine
towards me because it can affect the flow of the class
13. A gentle voice makes the class boring
14. I challenge my students to study better by being strict
15. It is essential to the class to laugh together, I let them
take some time to play/talk to each other

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 30
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : BAIGUEN, LAURENCE CATRIEL C.

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : July 29, 2002

PARENTS : Cathyrine C. Baiguen

: Ariel B. Baiguen

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Labayug Elementary school

Labayug Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 31
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : KHEA MAE DALLOGA SOTELO

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : July 6, 2002

PARENTS : Lorenza P. Dalloga

Fernando A. Sotelo :

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Labayug Elementary school

Labayug Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

CURRICULUM VITAE

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 32
Labayug National High School
Labayug, Sison, Pangasinan

I. PERSONAL DATA
NAME : Nelson Mascariola Pedericos Jr.

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : May 13, 2001

PARENTS : Anita M. Pedericos

Nelson J. Pedericos

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Labayug Elementary School

Labayug Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 33
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : Jemabelle Tomas Macose

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : December 22, 2000

PARENTS : Marvin C. Macose

Jean T. Macose

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Labayug Elementary school

Labayug Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 34
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : Verdon Atin-An Quintol

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : September 2, 2001

PARENTS : Leonora A. Quintol

Order B. Quintol

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Pinalpal Elementary school

Sitio Pinalpal Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 35
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : Jemrhey Buslayan Ngaya

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : July 3, 2001

PARENTS : Mercy B. Ngaya

Elmer S. Ngaya

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Pinalpal Elementary School

Sitio Pinalpal Sison, Pangasinan

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020
 36
Labayug National High School
Labayug, Sison, Pangasinan

CURRICULUM VITAE

I. PERSONAL DATA
NAME : Jaballa Raymond Puebla

ADDRESS : Labayug, Sison, Pangasinan

BIRTHDATE : February 14, 2000

PARENTS : Perla Jaballa

Ronaldo Jaballa

CIVIL STATUS: Single

II EDUCATIONAL BACKROUND

Elementary : Knights of Columbus Elementary school

Loreland, Antipolo City

Secondary : Labayug National High School

Labayug Sison, Pangasinan

Senior High School

GENERAL ACADEMIC STRAND
2019-2020