Professional Documents
Culture Documents
Academic Behavior and Performance of Thi
Academic Behavior and Performance of Thi
In Partial Fulfillment
of the Requirements for the Degree
Master in Educational Management
By
Richelle I. Rogel
October 2012
2
Chapter 1
Introduction
behavior and academic performance. A topic like this has relevance from an educational
The fact that some students with apparently high scholastic aptitude do very
poorly in high school while others with only mediocre ability do very well has presented a
challenge to many educators. It has been observed that hard working students with high
IQs sometimes do not perform as well as their classmates with lower IQs (Harvey,
2001).
emotional and physical stimuli and understands new information (Collins Concise
Dictionary and Thesaurus of English Language, 2002). The keys to better learning and
better academic performance in schools are good teachers, good study environment,
course of study, parents’ cooperation, high quality books and, the most important, the
situation (Oxford Dictionary and Thesaurus of English Language, 2003). Thus, in order
3
Whiteman, Starr, Whalley, and Fox, 2004). Educational psychologists and researchers
Furnham, 2003).
With standards increasing for educating students, ensuring the growth of every
student can be challenging. However, there are, on occasion, obstacles to achieving this
goal. For example, student classroom behaviors can often impact the amount and
quality of instruction in the classroom, especially, if the behaviors are negative and
disruptive in nature. When these behaviors occur within the classroom setting, it is often
difficult for the teacher to simultaneously redirect or discipline the student and provide
quality instruction.
Schools are communities, and care can be taken to ensure that each and every
student has a purposeful connection with at least one adult in the environment. Positive
behavior is more complex and typically varies from student to student. Thus, students’
behavior inside the school premises, their interaction with teachers, peers and how they
react to activities and tasks among others reflect the complexity of students’ experiences
It cannot be undermined that one of the key elements for obtaining optimal
his/her persistence, his/her efforts in learning and how he/she relates to the people that
4
make up the school community. These reactions and interactions enable levels of
learning that simply wouldn’t be possible for students to accomplish on their own.
the church, preceded the sword, signifying the state. Bailen, the town’s former name,
citizens of Bailen made it a municipality in 1858; in 1903, however, Bailen was annexed
as a barrio of Alfonso for the reason that it’s limited finance did not permit it to continue
1965, Republic Act 4346 was passed by Congress changing the name of the town
(GEANHS) has a current total student population of 1,041. There are 27 male and
female teachers providing education for the students while 5 more non-teaching staff of
GEANHS also provides assistance and guidance. The school campus is quite spacious
and about one half of which is devoted to 21 classrooms and 4 offices. However, with its
congested at any one time. Fifty (50) or more students make up one class.
Children are the clients of the school system. They make up the students in the
educational system. How the students perform academically depend largely on how they
behave academically. A negative academic behavior, more often than not, results to
achievements.
The past few years, the school administrator, teaching and non-teaching staff at
GEANHS in Gen. Emilio Aguinaldo, Cavite, have witnessed and observed their share of
5
dire consequences resulting from aggressive and mild violent behaviors perpetuated by
students both in and out of the school premises. It cannot be denied that more and more
students from this high school became involved in fraternities, thus, engaged in fraternity
wars and other in-and-out of campus violent acts. Some of the students belonging to
higher year levels even had drink and drug-related problems that affected their grades
and the way they dealt with their classmates and teachers in school. Additionally, a few
of the older students who were in relationships with the opposite gender exhibited
class activities and set undesirable examples to younger high school students. These
behaviors have been considered as one of the factors that may have influenced the
This study has important implications for fostering behavioral maturity among
students that would ultimately benefit the students in terms of academic achievement.
Theoretical Framework
One of the biggest impacts that behavior analysis of child development has had
is on the field of education. In education, there are many different kinds of learning that
are required for later interaction in the world. Such aspects of learning include
socialization and peer interaction, the development of which are deemed crucial for a
growing child. Each child’s personality traits come in opposite, it may be optimistic or
years states that as children make the transition from childhood to adulthood,
adolescents ponder the roles they will play in the adult world. Initially, they are apt to
experience some role confusion—mixed ideas and feelings about the specific ways in
which they will fit into society—and may experiment with a variety of behaviors and
activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain
political or religious groups). Erikson is credited with coining the term "Identity
Crisis." Each stage that came before and that follows has its own 'crisis', but even more
so now, for this marks the transition from childhood to adulthood. This turning point in
human development seems to be the reconciliation between 'the person one has come
to be' and 'the person society expects one to become'. This emerging sense of self will
be established by 'forging' past experiences with anticipations of the future. Given the
right conditions, what may emerge is a firm sense of identity, an emotional and deep
awareness of who he or she is. Oftentimes, this leads to conflict with adults over
religious and political orientations. Another area where teenagers are deciding for
themselves is their studies and career choice, and oftentimes parents want to have a
decisive say in that role. If society is too insistent, the teenager will acquiesce to external
Kail and Cavanaugh (2004), exploring Erikson’s theory, further stated that as
children make the transition from childhood to adulthood, teens may begin to feel
confused or insecure about themselves and how they fit in to society. As they seek to
establish a sense of self, teens may experiment with different roles, activities and
behaviors. Accordingly, this is important to the process of forming a strong identity and
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developing a sense of direction in life. Those who receive proper encouragement and
reinforcement through personal exploration will emerge from this stage with a strong
sense of self and a feeling of independence and control. Those who remain unsure of
their beliefs and desires will insecure and confused about themselves and the future.
Bosch and Hixson (2004), on the other hand, exploring behavioral activation
theory outlined by Charles Ferster, and later continued by Peter Lewisohn and Hyman
Hops, explained the role of negative reinforcement in children, some of these variables
could set the pattern for lifelong problems. For example, a child whose behavior
a lifelong pattern of depressive behavior in the case of conflicts. Two paths that are
particularly important are first, the lack or loss of reinforcement because of missing
adequate rule-governed behavior. For the latter, the child could develop a pattern of
always choosing the short-term small immediate reward (i.e., escaping studying for a
test) at the expense of the long-term larger reward (passing courses in school). In
addition, use of positive reinforcement has been shown to improve the self-concept in
that any behavior that is positively reinforced, or rewarded, will repeat itself, especially
over time. Second, this repetition, over time, will lead to the desired behavior becoming a
habit. What this means in real terms is that an object's behavior over time can be
predicted on the basis of its previous experiences. Things that have provided it pleasure
will be pursued; things that provide it pain will be avoided. For students in a classroom,
for example, positive behavior is encouraged through the promise of rewards. Bad
behavior is responded to with negative consequences. The social vision of Skinner was
based on the idea that the interests, motivations and drives of specific individuals or
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even groups could be understood if a full history of that person's experiences could be
ascertained. In other words, if a person had a history of parental neglect, this would
explain the patient's interest in community or a cynicism toward the family, the school,
and the community where he belongs. The mental makeup of a person, according to
Skinner's theory, could be understood and behaviors predicted through the history of
what has been provided or deprived from that person's life with sufficient frequency to
Conceptual Framework
characteristics and academic behavior on the academic performance of the 3rd year
students of General Emilio Aguinaldo National High School in General Aguinaldo, Cavite
Figure 1 shows the paradigm of the study. It consists of three (3) boxes, namely:
First, the independent variable box which contains the academic behavior of the
students based on the ratings given by the teacher-respondents; second, the dependent
variable box which contain the students’ academic performance based on the their grade
point average for SY 2011-2012; and lastly, the intervening variable box, which contains
the demographic profile of the students such as age, gender, monthly family income and
academic performance.
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INTERVENING VARIABLES
Students’ Demographic
Profile
Age
Gender
Monthly family income
Parental presence
Figure 1
Research Paradigm
This study aimed to identify the relationship between the academic behavior and
academic performance of the third year students of General Emilio Aguinaldo National
1.1. Age;
1.2. Gender;
the teacher-respondents?
the following:
To answer the objectives of the study, the following hypotheses were tested:
respondents.
The study covered the third year students of Gen. Emilio Aguinaldo National High
School, SY 2011 – 2012 who are now in their senior year. Also, included in the study are
This research was conducted during School Year 2012 – 2013 at Gen. Emilio
The limitations of this study include the behavior exhibited by the students
To the School Administrators. The administrators may gain from this study a
performance. This can be done by orienting the students on the consequences of their
behavior, both good and bad, on their grades. This can be made as one of the agenda to
be discussed during the conduct of students’ orientation or during a special forum for the
students where people that specializes on such subjects may be invited as resource
speakers. Such interventions would help the students better understand themselves.
Likewise, the students would see such programs as a positive commitment on the part of
the school.
To the Guidance Counselor. The study would also provide assistance to the
school’s guidance counselor in dealing with the students, particularly those with
behavioral problems. Findings can be used as basis and guide in the counseling
process.
To the Teachers. If there are people inside the school that can best give an
these are the teachers because they have direct supervision over them. This study
aimed to open the minds of the teachers that both the agreeable and disagreeable
students must be given an equal chance to success. This can be done by making an
and an adviser, knowledge regarding the students’ behavior will provide them with better
and appropriate solutions to problems encountered by and with the students in school.
To the Students. The results of the study would provide the students with
valuable information that could be used as basis for improving their own learning skills
and attitudes. Findings of the study may be able to give the students a clearer
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with teachers, school administrators, peers and school tasks, thus, enabling them to
understand and better resolve the behavioral problems he/she may have. Such
To the Parents. It is hoped that parents and soon to be parents would be able to
use the findings of the study in obtaining a deeper understanding of how children’s’
such understanding would enable them to recognize their role in the development of
their children’s academic behavior that would ultimately lead to an improvement in their
To the Future Researchers. Finally, the future researchers can also gain
insights from the result of this study. They could use this as reference material for a
Definition of Terms
For better clarification and understanding of the terms related to this study, the
individual encompasses (Webster, 2006). In this study, this refers to the directly
academic activities. For this study, adjectival rating was used interspersed with
was measured using the average grade of the students for the SY 2011-2012 which was
obtained from the students’ permanent record or Form 137. Five classifications were
used as bases for interpretation, namely: outstanding (95 and above), very satisfactory
(71 to 76).
Age refers to the age of the student-respondents while they were still in 3rd year.
or female.
Grade Point Average (GPA) refers to the students’ average grade for SY 2001-
2012 which was computed by after adding the grades they get for each subject during
the four grading periods and then dividing the sum by the number of subjects. The
Monthly family income refers to the monthly family income of the student-
respondents’ family that includes primary income and receipts from other sources
representation allowances, honoraria, and other forms of compensation and net receipts
profession or trade. Also included as part of family income are landowners share of
agricultural products, share of harvested crops, fruits, vegetables, proceeds of the sale
student’s life. In this study, this was classified as: living with both parents, living with
mother alone, living with father alone, and living without both parents.
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Chapter 2
This chapter presents foreign literature and studies as well as local literature and
Foreign Literature
Humans evaluate the acceptability of behavior using social norms and regulate
meaning, being not directed at other people and thus is the most basic human action,
although it can play a part in diagnosis of disorders such as the autism spectrum
disorders. According to moral values, human behavior may also depend upon the
2005).
Behavior differs based from the external environment they were brought up with.
One of the most dramatic cases was that of Jack Yufe and Oscar Stohr, twins separated
by the divorce of their parents while they were still infants. Yufe was raised in Trinidad as
a Jew, studied Hebrew and lived in Israel for five years. Stohr was raised as a Roman
Occupation and was strongly anti-Semitic. Not surprisingly, many aspects of their
personalities and behavior differ sharply. Yufe is a relatively flexible individual, generally
in his political and social attitudes while Stohr is fairly rigid and authoritarian (Collier’s
Yearbook, 2002).
15
Noble, Norman and Farah, (2005) hypothesized that the human brain
the surrounding world, whether that world is positive or negative. When children gain a
sense of mastery of their environments, they are more likely to develop feelings of self-
worth, confidence, and independence, which play heavily into the formation of children's
personalities and ultimately predict their success and happiness in relationships and in
life in general.
Kovalic (2008), on the other hand, convey that there is another critically important
the hard wiring of gender. This work emphasized that girls and boys are different; they
learn differently, they play differently, they fight differently, they see the world differently,
they hear differently, and they express their emotions differently. The author posits that
this is because girls and boys’ brains are wired differently. For instance, in the
classroom, girls are more likely to do their homework even if the assignment does not
interest them because they want the teacher to like them. Boys, on the other hand, need
to find the homework assignment meaningful to them; having the teacher like them is not
a necessity. Girls are also observed to be responsive to voice, tone, and intention when
asking for help, while boys tend to be more responsive when focusing on the problem
only – with little or no eye contact. Small group learning tends to work for girls because
they are more comfortable asking the teacher for help if they need it. If a boy gets stuck,
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chances are he won’t ask for help and may even become rowdy to get attention. Also,
competition and time-constrained tasks draw boys’ attention. When they have to work as
a team to answer a question, they collaborate and work hard not to let the rest of the
team down. Girls tend to regard shouting out answers as silly and complain that the”right
answer” focuses on small details instead of the big picture. Furthermore, moderate
Gender differences as part of age-old social beliefs posit that a student who
observes the ambiguous aggressive behavior of an unfamiliar male peer will more than
likely interpret that behavior as aggressive. A boy is often treated with suspicion by the
teacher even if he is doing nothing wrong. As a result, the boy can become angry and
defensive which in turn can affect how he is treated by his peers. Because of the
stereotypes placed on boys they are associated with physical and relational aggression.
Males are believed to be more assertive in competition and individualism. On the other
hand, girls are stereotyped as being more successful in Reading and English. They are
more likely to exhibit some form of pro social behavior to feel more accepted among
their peers. They are involved in relational aggression which includes behaviors intended
to damage friendships. Also, girls can tend to have a lower self-esteem and poorer body
image because of the competition for the perfect body. Latino girls have a negative
influences when children are young are the reason behind the classroom gender
one of the reasons why students tend to drop out, and that this behavior pattern show up
Foreign Studies
the school setting may be the most important context for investigating problem behavior–
experience who spend large portions of the school day with their students may be
particularly well suited to rate problem behaviors that are believed to interfere with
students who are being assessed for academic and behavioral problems (Barriga,
that interrupt normal classroom procedure. Hulya (2004) found that students who
the early years of school are more likely to gravitate to other students engaging in
negative behaviors, face academic failure, and have trouble interacting with their peers.
Without intervention, these negative behaviors can persist and appear to be fairly stable
over time (Akey, 2006; Barriga et al., 2002). In the last few decades, research studies
have focused on identifying the factors that influence academic achievement (Akey,
expectations, interest and engagement in class activities, and mastery of subject matter
have been associated with positive academic outcomes , while negative behaviors such
negative academic outcomes (Akey, 2006; Kane, 2004). Negative behaviors, especially
when exhibited within the classroom, can have a direct impact on the quality and amount
18
time addressing negative student behaviors invariably spend less time focused on
classroom instruction. While negative behaviors have been associated with negative
academic outcomes, research has shown that positive and socially appropriate student
classroom rules, and socially appropriate interactions with peers, contribute to positive
teachers become more involved in the students learning process, which may in turn
increase student motivation to learn and engagement in school activities (Akey, 2006).
willingness to complete classroom projects through motivation from both students and
curiosity, active listening and an interest in schoolwork .It is reasonable to assume that
when there are diverse learning styles among students. This is true in particular for
learning that occurs within groups, such as cooperative learning groups, or when a
The findings from the study conducted by Hulya (2004) also suggest that
classroom behaviors are strongly related to academic achievement across grade levels.
Students who exhibited positive behaviors generally had higher reading and math
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achievement scores than students who were perceived as exhibiting negative behaviors
attitudes are related to their success in learning computer technology, and investigated
how positive attitudes might transfer to increased achievement. The authors reported
that four computer attitude variables (enjoyment, motivation, importance, and freedom of
saying that “at least from one perspective, positive attitudes are transferred into higher
achievement”. These support the notion that students’ positive attitudes, thoughts, and
perceptions can translate into academic success in the classroom or at the very
variables had been identified as correlates of academic achievement (Abar, Carter, and
Winsler, 2008; Curcio, Ferrara, and De Gennaro, 2006; Schlee, Mullis, and Shriner,
2008). These include age, gender, socio-economic status, parenting styles, culture,
Age is considered one of the independent variables that may likely affect the
maturity (which are associated with age) are necessary for a worthwhile performance of
students. Age of the individual, as it increases, usually affects the various developmental
Numerous studies mentioned that boys and girls are different in academic
between boys and girls. The study shows the average of academic achievement in girls
was more than in boys. (Nori, 2002) also found the significant different in academic
achievement of boys and girls. Academic achievement was more in girls than in boys.
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data were drawn from The Longitudinal Study of Australian Children (LSAC) using 4464
children in the Kindergarten Cohort revealed that girls were found to have more positive
relationships with their teachers and to display more positive classroom behaviors and
positive approach to learning than boys. It was also found that female students tend to
exhibit the following speech patterns more often than male students: make shorter and
manner o use "I" statements ("I guess . . .," "I was wondering if . . ."), qualify their
statements ("sort of," "maybe," "perhaps"), add "tag" questions (". . . isn't it?,". . . don't
you think?"), ask questions rather than give statements, even if they know an answer,
use intonations that turn a statement into a question, or accompany their statements with
smiles or averted eyes rather than more assertive gestures, such as pointing, apologize
Additionally, Ismail and Awang (2008) indicated that girls in Malaysia and
Singapore achieved significantly higher scores than boys in Mathematics and Science
subjects and that gender differences in academic achievements are became more
Poverty affects the level of education children attain and their math and reading
age and length of time in poverty, parents' occupation and source of income, parents'
One study even found that the IQ scores of children from disadvantaged socio-
economic backgrounds were 25 points lower than their counterparts from privileged
21
rate of attendance and fewer years of school completed (Bradley and Corwyn, 2002).
economic hardship and lower socioeconomic status (SES) correlate positively with poor
school performance, aggressive behavior, substance use, anxiety, and depression; and
whether family support and cultural identification correlate negatively with these
difficulties, Guerrero et al, (2006) undertook a study using 216 Filipino adolescents from
four public high schools in Hawai'i who were given surveys that assessed basic
demographic information, measures of family support and other social variables, and
the total sample, low SES seemed to correlate with poor school performance and
behavioral and emotional difficulties. In both the total sample and the sub-sample of
adolescents with lower SES, family support was a universally strong protective factor.
Learning genealogy was positively correlated with school performance, and speaking a
language other than English was inversely correlated with substance use (in the whole
sample) and depression (in the lower SES sub-sample). For Filipino adolescents (in both
the whole and lower-SES samples), family support was an important protective factor
against academic, behavioral and emotional difficulties. For Filipino adolescents, family
15 years of age (2006), found the following: girls on average get better grades than
boys; the association between parental education level and children’s academic
children’s school grades and their parents’ labor market status; and that children with a
get the lowest grades, followed by immigrants with western backgrounds and native
Norwegian children. The small group of children who have one native Norwegian parent
and one immigrant parent on average get the highest grades. However, when parents’
positively associated with a child's academic performance. (Hill and Craft, 2003; Marcon,
1999). Specifically, children whose parents are more involved in their education have
higher levels of academic performance than children whose parents are involved to a
lesser degree. The influence of parent involvement on academic success has not only
been noted among researchers, but also among policy makers who have integrated
efforts aimed at increasing parent involvement into broader educational policy initiatives.
Parent involvement has been defined and measured in multiple ways, including
activities that parents engage in at home and at school and positive attitudes parents
have towards their child's education, school, and teacher. The distinction between the
activities parents partake in and the attitude parents have towards education was
highlighted by several recent studies. Several studies found that increased frequency of
activities was associated with higher levels of child misbehavior in the classroom
(Schlee, Mullis and Schriner, 2008; Abar, Carter and Winsler, 2008; MehrAfza, 2004).
positive attitude towards their child's education, school, and teacher are able to positively
engaged with the child to increase the child's self-perception of cognitive competence
and second, by being engaged with the teacher and school to promote a stronger and
between parent involvement and a child's academic performance, over and above the
impact of the child's intelligence. A multiple mediation model indicated that the child's
such as parent involvement, and the mechanisms by which these practices influence
exerts its influence on a child's academic performance are not yet fully understood (Hill
Children, 2006" (Miles and Stipek, 2006) found out that children's social behavior can
promote or undermine their learning, and their academic performance may have
implications for their social behavior. The study demonstrates the importance of
attending to children's social skills in preschool and the early grades of elementary
school, even when academic success is the primary goal. According to the study's
findings, children who were rated as relatively aggressive in the early grades were also
rated as relatively aggressive in the later grades. Poor reading in the early grades also
24
predicted poor reading in higher grades. Literacy scores each year significantly predicted
literacy scores in the next year in which they were tested. Furthermore, results of the
study also showed that relatively low literacy achievement in 1st grade predicted
relatively high aggressive behavior in 3rd grade … and low literacy achievement in 3rd
grade similarly predicted high aggressive behavior in 5th grade. Apparently, children
who were having difficulty learning to read became somewhat more aggressive in
subsequent grades. At the same time, the findings showed that good social skills were
associated with good reading scores. Children rated relatively high on social skills in
kindergarten and first grade had better literacy skills. This trend continued into third
grade, but the connection between social skills and literacy skills dropped off by the fifth
grade. The authors, however, could not explain why this correlation decreased over
time.
probability of passing English by 7.26 percentage points and raises a student’s own
Zubrick, Silburn, Lawrence, Mitrou, Dalby, Blair, Griffin, Milroy, De Maio and Cox
(2005) found out, on the other hand, that the academic performance of aboriginal
were over two and half times more likely to be rated at low academic performance
Local Literature
The nature of human personality and self has been a focal issue among thinkers
in all cultures from ancient times. Indigenous concepts of personality and self exist in
25
separate, autonomous and atomized, made up of a set of discrete traits, abilities, values
behavior which are in conformity with their culture and that ordinarily, behavior shows
regularity and recurrence. However, at some other time, there are members of groups or
societies that exhibit un-patterned behavior, acts that are unplanned, spontaneous and
non-routinary; behavior that is moving away from what is expected, the more habitual,
repetitive modes that characterizes people’s daily lives. Moreover, the author stated that
different cultures have different behavior patterns, as such; man is born “tabula rasa”, a
blank tablet. What he is and what he knows is not genetically transmitted, but rather
According to Marquez (2009), pupils who are very successful in their desired
career have good study habits. She stated that pupils should apply these habits to all of
their classes. She also suggested that the pupils should not try to study all the subjects
in just a period. She added that if the pupils try to do too much studying at one time, they
Many school learners fail in their studies due to their inability to cope with the
daily obstacles and demands in school according to Villa (2009). Many factors are
enumerated to be the cause of such failures, but the most identified one and the worst is
Local Studies
26
rather innate or acquired, constructive or destructive. Innate in the sense that man’s
behavior is generally endowed, acquired in the sense that man’s behavior is solely
affected by his encounters with other human beings. Thus, changes in man’s
environment affect his behavior. Constructive behaviors are carefully molded according
unwanted and thereby require a continuous and unending task to minimize if not to
eradicate the behavior of individuals. Further, it was also reported that when asked to
rank students behaviors that had increased or greatly increased within the last two
years, the top ten that were chosen were: verbal intimidation or threats (61%); increased
in biologically damaged children (60%); punching and hitting (50%); rumors among
vandalism (34%); kicking (34%); lack of conflict resolution skills/other people skills
(30%); and possession of knives/ice pick/razor (24%). Teachers identified the top
problems encountered from children in schools. In 1940, the most common problems are
talking out of turn, chewing gum, making noise, running in the hall, cutting in the line,
dress code violation and uttering. However in 1990s, there are new sets of problems
such as drug abuse, alcohol abuse, pregnancy, suicide, rape, robbery and assault.
Statistics included in this report indicated that the fastest growing segment of the
Tumangday (2000) described adolescent as a youth who love luxury. They have
bad manners, have contempt for authority, no respect for older people and talk
nonsense when they should work. Young people do not stand up any longer when adults
enter the room. They contradict their parents, talk too much in company, guzzle their
27
food, lay their eggs on the table and tyrannize their elders. She also described the world
that teenagers find for themselves. Today, many children have to live with working
parents or with single or divorced parents. There is so much mobility due to work or
educational demands that children are in thrust with new social milieus bringing
loneliness and relational loss. Second, technology has brought blessing and curse. They
see violence, drugs, hard-core, pornography, secret lives of celebrity and corrupt public
officials, deviant lifestyle and message everywhere. This generation is bombarded with
choices. Teenagers are trying to make their own decisions and can feel overwhelmed by
all the options available to them. Lastly, through the proliferation of information media,
the youth have grown-up distrusting their government, parents, leaders, teachers,
heroes and institutions. With the lost of the figures to look up to, teenagers live in a
Leano (2004) believed that the school should be the implementer of change and
the pupils are the agents and end-users of change. A classroom teacher should be alert
to catch the distinguishable behaviors after displayed by the pupils such as acts of
such as being untruthful, destructiveness, cutting classes, taking articles that belong to
simple school rules. Furthermore, the author also revealed that the behavioral problems
which were prevalently committed by pupils in the classroom and school premises were
answering without being asked, intentional absenteeism, reciting without being asked by
a teacher while classmates were reciting, cutting classes, intentional tardiness, noisy or
discourtesy. Findings of this study also showed that between the two sexes, the male
The aforementioned literature and studies were found to be very useful as bases
for this study. Aside from the information value they provided, the researcher got deeper
insights in the present investigation. The literature and studies strengthened the
The present study was slightly parallel in objectives with the studies conducted
Guerrero et al (2009), Cortez (2001), Leano (2004), and Miles and Stipek (2006). These
studies identified the behaviors usually manifested by school-age children, and the
Specifically, academic behavior and it’s relationship was investigated by Hulya (2004),
Akey (2006), Kane (2004), Cortes et al (2012), Hamre and Pianta (2001), and
Habibollah (2004).
Parallel studies conducted by Abar, Carter, and Winsler, (2008), Curcio, Ferrara,
and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008) identified age, gender,
Academic achievement according to age was one of the focus of Ukueze (2007)
while gender was one of the correlates tested by the research conducted by MehrAfza
(2004), Hassan (2008), Ismail and Awang (2008), Nori (2002) and, Walker and Berthlsen
(2009).
29
On the other hand, the relationship of economic status or family income was among the
and Corwin (2002), Guerrero et al (2006), Guo and Harris (2000) and Hassan (2008).
Hill and Craft (2003), Marcon (1999), MehrAfza (2004) and Topor et al (2011)
The retrieved literature and studies have, in one way or the other, influenced and
enriched the thoughts and views of the researcher concerning the relationship between
Chapter 3
RESEARCH METHODOLOGY
respondents of the study, instrumentation and the statistical treatment of data that were
and Gonzales, 1993), this research design is used to obtain information concerning the
current status of the phenomena to describe “what exists” with respect to variables or
events or conditions have already occurred or existed, relevant variables are merely
and uses logical methods in inductive and deductive reasoning in order to arrive at
generalizations.
This study used the mentioned research design. Descriptive in the sense that it
academic performance and, correlational in the sense that it determined the relationship
performance.
The sample was drawn from 272 3rd year students School Year 2011-2012. The
Slovin’s Formula was used to compute for the sample and stratified random sampling
31
was employed in selecting the student-respondents who became the subject of the
Slovin’s Formula
N
n=
1+ Ne 2
where:
n = sample size
N = population size
e = marginal error
1 = constant
n= 272
1 + 272 (0.05)2
n= 272
1 + 272 (.0025)
n= 272
1 + .68
n= 161.904 (162)
% = n
N
% = 162
272
% = 0.596
32
Table 1
Star 21 33 54 0.595 13 19 32
Jade 26 28 54 0.595 15 17 32
Ruby 27 28 55 0.595 16 17 33
Diamond 27 28 55 0.595 16 17 33
Pearl 25 29 54 0.595 15 17 32
Table 1 shows that the selected year level have a total population of 272, 126 of
whom were female and 146 were male students. Of the total population, 162 students
were chosen as sample for the study using stratified sampling. Of these, 75 were female
Sampling Technique
Stratified random sampling technique using fishbowl method was adopted so that
Each students’ name was written on a piece of paper and placed inside a container. The
container was then thoroughly shaken and slips of paper were selected until the desired
Description of Respondents
There were two sets of respondents for this study. First, the 162 student-
respondents who provided the demographic profile as to age, gender, monthly family
33
income and parental presence. These are the 3rd year students of General Emilio
Aguinaldo National High School, SY 2011—2012 who are now in their senior year; and,
academic behavior.
Instrumentation
The instruments used in this study include the survey questionnaire to determine
the age, gender, monthly family income and parental presence of the student-
respondents (Appendix C), Form 137 also known as the Student’s Permanent Record
which provided the grade point average of the student-respondents for SY 2011-2012
researcher constructed the rating scale to determine the behavior of the student-
respondents inside the classroom. To ensure its validity, it was presented to three (3)
experts for face validation. Afterwards, it was tested to 53 second year students of
GEANHS. To ensure its reliability, Cronbach’s Alpha Reliability Analysis was used. With
the 30 items in the scale and an average inter item covariance of 0.372806, a scale
reliability coefficient of 0.9805 was obtained. Thus, the reliability of the questionnaire
Positively and negatively stated behaviors were included in this rating scale. The
positively stated items are 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 21, 26, 29 and 30 while
the negative statements are items 1, 7, 10, 16, 17, 18, 19, 20, 22, 23, 24, 25 27, and 28.
As an initial move, the writer sought the permission of the Schools Division
National High School (Appendix B) to conduct the study at the school and allow the
34
researcher to seek the cooperation of the teachers and section advisers of the 3 rd year
students SY 2011-2012 in filling up the behavior rating scale for the student-
respondents. The researcher also asked the permission of the Principal to allow the
Questionnaire and for the researcher to secure the permanent records or Form 137-A of
the student-respondents in order to obtain their grade point average for SY 2011-2012.
respondents were properly oriented before they were set to the tasks. Each item was
explained for further understanding. Then all data were gathered, classified and
tabulated.
Likert Scale, Pearson's Chi square test and Pearson's correlation coefficient were used.
Percentage was used to determine the percent of total observations falling under
a given category.
p = f
n x 100
where:
p = sample proportion
n = sample size
35
Х= Σx
n
where:
n = sample size
For the response on the Behavior Rating Scale, a five-point Likert Scale was
Scale Interpretation
1 Never
2 Rarely
3 Sometimes
4 Often
5 Always
Rating Interpretation
4.50 – 5.00 Extremely Acceptable
3.50 – 4.49 Highly Acceptable
2.50 – 3.49 Acceptable
1.50 – 2.49 Slightly Unacceptable
1.00 – 1.49 Not Acceptable
grade point average (GPA) for SY 2011-2012, the following rating scale was used:
36
Pearson correlation coefficient and Pearson chi-test were used to determine the
relationship between the variables tested. The formula for the Pearson product moment
where:
Chapter 4
This chapter presents the analyses and interpretation of results of the data
gathered from the study to identify the demographic profile of the student-respondents,
the academic behavior and academic performance of 3rd year students of General Emilio
Aguinaldo National High School, Division of Cavite, and the relationship between these
variables.
study include age, gender, monthly family income, and parental presence.
Table 2
Student-Respondents by Age
belonged to the youngest age bracket of 14 to 16 years old; 37 or 22.84% have ages
ranging from 17 to 19 years old; and the remaining 3 or 1.85% are 20 years old and
older. The minimum age of the student-respondents is 14 years while the maximum age
The result implies that not all 3rd year students of SY 2011-2012 were of the right
age for the year level they’re in at present. This may have been because some students
Table 3
Student-Respondents by Gender
46.30% were female. Data on the Table shows that the male students slightly
Table 4
Table 4 shows that more than half of the respondents, 82 or 50.62%, have
ranging from Php15,000 to Php21,999 per month; while 7 or 4.32% of the student-
The table also shows that the minimum monthly family income reported by the
Results would show that a great number of the student-respondents have family
income that can be deemed as belonging to the low to middle income bracket.
Table 5
by Parental Presence
respondents reportedly live with both parents. Eighteen or 11.11% lived with their
40
mothers only while 9 or 5.56% have only their father to raise them. The remaining 11 or
6.79% of the student-respondents reportedly are without both parents. Findings would
show that a great majority of the student-respondents have the benefit of living in a two-
after statistical analyses were employed on the Behavior Rating Scale administered to
the teacher-respondents.
Table 6
Data on Table 6 would show that the student-respondents’ academic behavior fell
corresponding to an “Acceptable” academic behavior, the highest rating among the 162
respondents was 2.223. Thus, it can be assumed that, according to the perception of the
The results imply that the 3rd year students of SY 2011-2012 were perceived to
manifest behaviors in the classroom that are somewhat undesirable to their teachers
and/or advisers. Some factors that may be attributed to this results may be that national
high schools in the country are overcrowded, and generally lack facilities for a more
conducive social interaction. The high number of students per teacher ratios may have
Findings of previous researches agree with the results of this study. Akey,
(2006) and Barriga et al (2002) suggested that students who exhibit maladaptive
behaviors throughout the early years of school are more likely to gravitate to other
students also engaging in negative behaviors, and have trouble interacting with their
peers. Without intervention, these negative behaviors can persist and appear to be fairly
Also, with male students outnumbering female students, the possibility of arriving
and Berthelsen (2009) affirmed that girls tend to display more positive classroom
behaviors and positive approach to learning than boys. Additionally, Ennis (2012), in
exploring gender differences, also averred that because of the stereotypes placed on
boys, they are associated with physical and relational aggression while girls are
GPA for School Year 2011-2012 obtained from their Form 137.
Table 7
95 – and Excellent 0 0
83 - 88 Good 67 41.36%
77 - 82 Fair 75 46.3%
Table 7 shows that no student was able to obtain a rating of “Excellent” with
The lowest average grade obtained by the student-respondents was 75 while the
highest average grade was 92. With a mean rating of 82.76, it can be deduced that the
43
academic performance of the 3rd year students of General Emilio Aguinaldo National
2004, Abar, Carter, & Winsler, 2008; Curcio, Ferrara, & De Gennaro, 2006; Schlee,
Mullis, & Shriner, 2008); these are behavior, age, gender, socio-economic status, and
parenting styles, the independent and intervening variables included in this study. As
achievements.
Table 8
Academic Behavior
Table 8 shows that with a correlation coefficient of .2201 and a p-value of .0049,
academic behavior. Thus, the null hypothesis is rejected. It can be asserted that there is
a positive weak relationship between age and academic behavior. That is, as the age of
can be interpreted that as the student becomes older, more likely, he or she will manifest
As shown in the Table, the computed p-value of 0.000 is significantly lower than
the assumed level of significance at 0.05. Hence, there is a very significant relationship
between gender and academic behavior. The null hypothesis is therefore rejected.
Interpreting the Cramer's v, a very strong relationship between the gender and academic
This finding agreed with the results of a study by Walker and Berthelsen (2009)
which revealed that girls were found to display more positive classroom behaviors and
positive approach to learning than boys. Ennis (2012) likewise stated that girls are more
likely to exhibit some form of pro social behavior to feel more accepted among their
peers while boys are stereotyped as more likely to be physically and relationally
aggressive.
coefficient of -0.01791 and a p-value of .0226. With a p-value less than the assumed
and academic behavior. Thus, the null hypothesis is again rejected. Results showed a
negative weak relationship between the monthly family income and academic behavior.
That is, as the family’s monthly income increases, the academic behavior of the student-
45
respondent is affected negatively. Findings would imply that students coming from
families that are well-off financially are more likely to exhibit undesirable academic
behaviors.
Results, however, contradict the findings of Bradley and Corwyn (2002) wherein
it was found out that lower socio-economic status seems to be associated with a lower
significant relationship exists between parental presence and academic behavior of the
between the two variables is rejected. Likewise, interpreting the Cramer's v, there is a
strong relationship between parental presence and the academic behavior of the
positive attitude towards their child's education, school, and teacher are able to positively
influence their child promoting a stronger and more positive student-teacher relationship.
46
Table 9
Academic Performance
Table 9 shows that with a correlation coefficient of -.2834 and a p-value of .0003,
academic performance. Thus, the null hypothesis is rejected. There is a negative weak
47
relationship between age and academic performance. That is, as the age of the student-
interpreted that as the student becomes older, he or she is more likely to obtain poor
academic performance.
This result coincides with the findings of a study by Ukueze (2007) stating that
age is one of the independent variables that affect the academic performance, although
no mention was made if the effect was positive or negative. He further stated that the
age of the individual, as it increases, usually affects the various developmental changes,
The table also revealed that with a p-value of 0.000 which is significantly lower
than the assumed level of significance at 0.05, there is a significant relationship between
Interpreting the Cramer's v, a very strong relationship exists between gender and the
greatly influenced by their gender. A study by Ismail and Awang (2008) indicated that
girls in Malaysia and Singapore achieved significantly higher scores than boys in
Results of a study by MehrAfza (2004) affirmed the findings of this study that
significant difference exist between gender and academic performance. Nori (2002)
Gennaro (2006), and Schlee, Mullis, and Shriner (2008) likewise identified gender as
value of .0002. With a p-value much lesser than the assumed level of significance, there
Thus, the null hypothesis is again rejected. Results showed a positive weak relationship
between the family’s monthly income and the academic performance of the student-
respondents. That is, as the family’s monthly income increases, the academic
Findings would imply that students coming from families that are well-off
financially are more likely to perform better academically. This can be because affluent
family may have the ability to provide for the children’s academic needs and also
address their academic needs immediately. A strong financial support system might
have lead to higher grades because the students are able to submit projects on time;
they have the confidence to come to school because they have allowances for
transportation and food; they have access to means of improving their knowledge which
Coinciding with this result, Bradley and Corwyn (2002) found that that the IQ
lower than their counterparts from privileged families. Additionally, lower socio-economic
status seems to be associated with a lower rate of attendance and fewer years of school
completed.
family factors and academic behavioral and emotional difficulties in Filipino adolescents
in Hawai’i, also found that low socio-economic status seemed to correlate with poor
school performance. Moreover, Hassan (2008) found positive association between the
children’s school grades and their parents’ labor market status, hence, further
significance of 0.05, no relationship exists between parental presence and the academic
relationship exists between the two variables is accepted. This result implies that the
student will perform academically. Therefore, it can be assumed that parental presence
This outcome contradicts the findings of Hill and Craft (2003) and Marcon (1999)
which revealed that parent involvement in a child's early education is consistently found
further disagree with the result of this study by asserting that increased parent
competence.
However, results of the studies conducted by Abar, Carter, and Winsler, (2008),
Curcio, Ferrara, and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008)
Table 10
correlation of -0.7175 and a p-value of .0000. Thus, there is enough evidence to reject
the null hypothesis. A significant relationship exists between the academic behavior of
Findings may imply that how a student behaves in class have a great influence
may lead to better academic achievement, in the same manner that an unacceptable
Marachi, and Midgley (2002) and Hamre and Pianta (2001) found that positive behavior
(2004), affirmed the finding stating that students’ attitudes are related to their success in
learning and that positive attitudes have tend to translate to increased achievement.
Moreover, Hulya (2004) revealed that classroom behaviors are strongly related to
academic achievement across grade levels. Students who exhibited positive behaviors
generally had higher reading and math achievement scores than students who were
Hulya (2004) who was also able to establish that students who exhibited inattentive,
(2006) and Kane (2004), who likewise found that negative behaviors such as inattention,
51
Chapter 5
This chapter presents the summary, findings, the conclusions derived from the
Summary
behavior and academic performance of 3rd year students from General Emilio Aguinaldo
National High School, SY 2011-2012. Specifically, the study aimed to identified the
income and parental presence; their academic behavior; their academic performance;
and the relationship between the demographic profile, academic behavior and academic
performance.
Descriptive correlational research method was used in the study wherein 162
gathering the data included the survey questionnaire containing questions about
demographic profile and the 30-item Behavior Rating Scale. The statistical treatments
of the gathered data included frequency, percentage, mean, range, Likert Scale,
Findings
Based on the research study, the following findings were arrived at:
52
1.3 Monthly Family Income - Eighty-two or 50.62% have monthly family incomes
Php22,000 to Php28,999.
76.54% live with both parents; 18 or 11.11% lived with their mothers only; 9
or 5.56% live with their fathers alone; while 11 or 6.79% live without both
parents.
2. Academic Behavior
from 1.40 to 1.49, interpreted as “Not Acceptable”; 115 or 70.99% obtained a mean
3. Academic Performance
Conclusions
Based on the findings of the study, the following conclusions are drawn:
female students. The average monthly family income was P10,024. Majority of
“Slightly Unacceptable”.
4. Age, gender, monthly family income and parental presence have significant
hand, age, monthly family income and gender have significant relationship to the
5. Significant relationship exists between the academic behavior and the academic
Recommendations
gender, monthly family income and parental presence. To lessen failed and
may have the opportunity to gain friends and reconcile with foes/opponents while
should increase students’ interest towards their studies by devising creative and
innovative methods of teaching that are more adapted to the fast-paced world we
4. School officials and parents should work in collaboration with leaders of the
community such as town officials, clergy and the police to meet up with
5. The school administrators and the guidance counselors should monitor more
can be made before things get out of hand. Students should be encouraged to
develop good study habits even at an early age so that a strong intellectual
academic performance using other variables than those used in this study.
56
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