CHAPTER I

Problems and Its Background

Introduction

Classroom Psychological Environment is the overall emotional climate/feelings

that exist in the four corners of the classroom. It is the fields were the study and examine

the interrelation between environment and human cognition and the most challenging of

the two (2) environments, physical and social classroom environment. Psychologically of

classroom environment are created based on the interaction of key players in the

classroom, namely students and teachers. The research on this area was varied greatly

and proliferated during the 21st century. Many teachers equate student’s engagement and

on task behavior w/ classroom participation typically a top concern for teachers. The

researcher support teacher intuition of a different in the participation style of different

genders, whereas girls are more likely to participate as part of relational responsibilities

and they feel toward the teacher. The boys tend to responds more often if they feel the

class is interesting and less often, if class is perceived as boring – indicating that for these

students, the teachers maybe equally responsible for the participation level and learning.

The studies have found that boy speak out in the class about 2 – 3 times as frequently as

girls do, however, both gender typically perceived girls as better class participants.

Although responses vary when student are asked what participation consist of, the most

common responses and one frequently examined by researchers, is that participation as

defined as answering question when specifically asked. Both girls and boys seems to be
indicated a need for relation aspect to be presented in order for this type of participation

to occur.

The most important problems teachers are confronted w/ the 21 st century are

student’s misbehavior (Braden & Smith 2006). It is unavoidable for the teacher not to

encounter some problems concerning student’s behavior that affect teaching learning

process. Kacukali (2010) explained that if any misbehavior was ignored, it might lead to

some conflicts in the classroom. Due to the fact that misbehavior is generally considered

as an important factor that affects teaching learning process and one of the most

significant stressors and causes of burnout among teachers (Templeton, 2009) Therefore,

it must be seriously taken into consideration by educators in order to resolve the

behavioral problems among students.

Currently, a lot of attempts have been made to solve the problems of student’s

misbehaviors. Although no best strategies have been found for the teachers to cope w/ the

problems, scholars and experts have proposed solutions. The solutions to these problems

depends on most factors such as the students themselves, situation where students

misbehavior and their environment (Swick 1987) of teachers can match appropriate

strategies to solve the problems, then these strategies would be considered effective.

Demir (2009) suggested that to solve students behavioral problems, the teachers

are required to have classrooms management skills. These skills refer to a teacher’s

ability to keep students on – task, to continue the lessons and to create a positive

environment. This will foster a more effective teaching – learning process (Ozben2010).

In fact it is generally accepted that a practical solution is the one that directly tackles the
sources of the problems. Therefore, this study will look into student’s perspectives

regarding their own behavior.

The researcher conducts this study to know or to determine if the classroom

psychological environment influence or have a contribution to uplift behavioral problems

of students and to know the possible outcomes to their personality development as well as

they interact with their teachers and classmates.

Statement of the Problems

This study intended to find out the status of Classroom Psychological Environment

and how this relates to the extent of Behavioral Problems of Grade 8 High School

Students in EMA EMITS College Philippines.

Specifically it sought answers to the following questions:

1. What is the perception of students on the status of classroom psychological

environment in terms of:

1.1. Teachers and students relation;

1.2. Student’s involvement;

1.3. Student affiliation; and

1.4. Teacher supports?

2. What is the perception of the students on the extent of their behavioral problems in

terms of:
 2.1. Talking/whispering;

2.2. Absenteeism;

2.3. Laziness; and

2.4. Interference on teacher’s activity?

3. Is there a significant relationship between the status of classroom psychological

environment and the extent of behavioral problems of grade 8 students in Ema Emits

College Philippines SY: 2014-2015?

Hypothesis of the study

There is no significant relationship between the status of classroom psychological

environment and the extent of behavioral problems of grade 8 students in Ema Emits

College Philippines.

Significance of the Studies

This finding is deemed and shed some enlightenment and was be beneficial to the

followings:

To the management. For them to promote an environment for learning that helps

students learn effectively will became a model school among others.

To the teachers. For them to create learner – friendly classroom and classroom

atmosphere in w/c students feel safe, important and free to explore and enjoy learning;

they need to establish a set of rules that guides the study behavior.
To the parents. They will become more aware of and more active regarding policies

that affect their childrens education when they are requested by schools to be part of the

decission-making team.

To the students. Students are consider as the center of educative process. They are like a

" blank tablet " that needs guidance from the educators. Through the help of this study,

students will exoerience such fulfillments from their emptyness because will motivate

and help them understand the perplexing part of being an individual.

To the future researcher. This study may encourage and provide other researcher

additional referrence of idea for further studies and clarification.

Scope and Delimitation

The study focused on finding out the status of Classroom Psychological

Environment and how this relates to the extent of Behavioral Problems of students in

EECP SY: 2014-2015.

DEFINITION OF TERMS

The following terms is defined through conceptually and operationally.

Absenteeism – it refers to the students who neglecting schools and a chance of making

high grades and complete attendance.

Behavioral problems – it refers to a barrier of effective teaching and learning processes

in the classroom.

Classroom Psychological Environment – it refers to the supports given by the teacher

and teacher-students relationship, in order the students become motivated to study.

Interference on teachers action – it refers the action of students disrupting the class.

Laziness – it refers to students action that being lack of involvement or inactive in

participating school work.

Student Affliction – it refers to the students creating good relationship w/ others students

and it is the extent to w/c students like an interact positively w/ other students.

Student involvement – It refers to the student’s skills to get along w/ the other people.

Talking/whispering – it refers to student’s misbehavior that speaks or whispering with

seatmates with unnecessary voice during class lesson.

Teachers and student relation – It refers to teachers helping students in a way of open

communication as well as emotional and academic supports.

Teachers supports – it refers to teachers that showing their interest in every student

learning. Is the extent of help, encouragement, concern and friendship and it was the most

prevalent dimension of the actual classroom psychological environment.

Theoretical Framework

Befenbrenner, Ecological theory states that there are many different levels of

environment influence that can affects the child’s developments and behavior, starting

from people and institution immediately surrounding the individual to nationwide cultural
forces. He also believe that the persons development was affected by everything in their

in their surrounding environment.

Therefore, Bronfenbrener Ecological System Theory is related to this study because

the researcher gives an emphasis on the importance of classroom psychological

environment in terms of teacher and students relation, where the teacher addresses the

goals, needs, interests of the learner by creating great experiences in an environment that

the students can learn.

Glasser Theory of Classroom Management created by psychiatrist William Glasser,

on effective blueprints to Help teachers organize and maintain a successful learning

environment. The Theory calls for the teachers to instruct students in how to make good

choices and take responsibility for their behavior. It followed the Glasser Theory can

make education a rewarding experience for students and teachers alike.

In the connection to the presents study. A strong supportive given bua teacher to

the students are fu damental to the healthy development of all students in schools and

also known as a powerful predictor to studenys achievement and development.

The Social Constructivism Theory (Albert Bandura) states that the knowledge is

socially constructed. There is collaborative assimilation and accommodation of new

information. Collaborative learning is facilitated and guided by the teachers. It provides

group work to enhance the knowledge and sense of cooperation among students.

On the other hand, Behavioral Learning Theory, explains how individuals learn

according to educational psychologist. It emphasized observable behavior such new skill,

knowledge and attitudes wich can be demonstrated. These forms of behavior are

observable or measurable. It is described as a developmental that measures observable

behavior produced by a learners response to stimuli. Response to stimuli can be

reinforced with positive or negative feedback to conditioned desired actions, followed by

clarifying desired actions.

This theory is related to this study of behavioral problems of students in a way that

as the source of the knowledge the teacher must guide his students to grasp only all the

important and needed information for them to adopt the ever changing society and on

how they will react all situations they will encounters.

Expectancy Theory by Vroom, which propose that an individual will decide to

behave or act in a certain way because they are motivated to select a sprcific behavior

over other behavior will be. In essence, the motivation of the behavior selection is

determined by the desirability of outcome. It is about mental process regarding choice or

choosing.

In the connection to the presents study, teachers can choose their own valur

preference based on what they think effective teachers should have. The feedback of

preference of their personality traits to their students will serves as basis whether they

need to maintain or adjust their chosen values to be able to cater the needs of their

students. Likewise as a examplar of values, teacher should careful in the thoughts and

action. If the teacher noticed that their professional and personality traits helps them to

gain therwspect and love of their students, therefore, they need to continurd showing

those positive qualities.

The theories stated above prove the relationship of it’s to the presents study.

Every theory gives the information about the Classroom Psychological Environment and

Behavioral Problems of Students.

 Perception of Private grade 8
high school students on the status of
Classroom Psychological
Environment in terms of:
Conceptual Model
a. Teacher-student relationship;
b. Student involvement;
c. Student affiliation; and
d. Teacher support?

Perception of Private second year

high school students on the extent of
their Behavioral Problems in terms
of:

a. Talking/whispering;
b. Absenteeism;
c. Laziness; and
d. Interference on teacher’s
activity?

IV DV
 Figure I. Hypothesized Relationship between Variables

Figure I. showed the hypothesized relationship between the two variables. The

status of Classroom Psychological Environment in terms of teacher and student relation,

student involvement, student affiliation and teacher support shown as the independent

variables. On the other hand, the extent of Behavioral Problems of Students in terms of

talking/whispering, absenteeism, laziness and interference on teachers activity shown as

the dependent variables.

The headed arrows represented the significant relationship between these two

variables.

Chapter III

Research Methodology

This chapter presents the research methodology in the study of the Status of

Classroom Psychological Environment and the Extent of Behavioral Problems of Grade 8

Students in EMA EMITS COLLEGE PHILIPPINES S.Y: 2014-2015.

This chapter includes the research methods, respondents of the study, instrument

that was used in conducting the study validation of instrument, data gathering procedure

and statistical treatment of data.

Research Design

The Descriptive Method was used in this study. Descriptive Method of research is

a fact finding study with adequate and accurate interpretation of the findings. Describes

with emphasis that actually exist such as current conditions, practices situation or any

phenomena (Caswell, 2000). Since the study is concerned about the status of classroom

psychological environment and the extent of behavioral problem of grade 8 students, and

descriptive method of research was the most appropriate method to used.

Respondent of the study

The respondents of the study were 138 randomly selected grade 8 students in Ema

Emits College Philippines 2014-2015.

Table A: Distribution of Respondents

Section Population Sample

SC 54 35
A 54 35
B 50 33
C 52 35
Total 210 138

Sampling Technique Used

Stratified Random Sampling is used to determine the respondents of the study.

He made use of Slovin's Formula to determine the sample size. The computation was

presented below.
 N
n=
1+ Ne ²

Where:

n- Sample size

N- Total population

e- margin of error at 5%

1-constant number

210
n=
1+210 (0.05)²

210
n=
1+210 (0.25)

210
n=
1+. 525

= 137.70 or 138

After determining the sample size per-section were identified through the formula

showed below,

Group population
section x sample ¿ ¿
total population

54
SC x 138= 35
210

54
A x 138 = 35
210
 50
B x 138= 33
210

52
C x 138= 35
210

Statistical Treatment of Data

The collected data were treated very carefully classified and statistically

organized according to the criteria established in the instrument.

The following statistical tool was utilized.

The Weighted Arithmetic Mean (X) was determined to provide the average

weighted opinion of the respondents regarding the status of classroom psychological

environment and behavioral problems of grade 8 students.

∑f x
X=
∑f

Where:

X= Weighted Arithmetic Mean

∑fx= sum of all the product of f and x, where f is the frequency and x is the weighted

∑f= sum of all the response.

Pearson Product Moment of Correlation Coefficient was used to determine the

relationship between the status of classroom psychological environment and the extent of

behavioral problems manifested by grade 8 students.

rxy ¿ ¿
Where:

Rxy—correlation of x and y

N—number of cases

∑ X —sum of test of X

∑ Y —sum of test Y

∑ XY —sum of the product of X and Y

∑ X ²--sum squared of X score

∑ Y ²--sum squared of Y² score

Interpretation of Correlation Value

±0.0 no correlation

±0.1 to ±0.20 Negligible Correlation

±0.21 to 0.40 Low Correlation

±0.41 to ±0.70 Moderate Correlation

±0.71 to ±0.90 High Correlation

±0.91 to ±0.99 Very high Correlation

±1.00 Perfect Correlation

Research Instruments

The researcher use self-made questionnaire to gathered relevant information was

the main data instrument for this study. The questionnaire was divided into two parts:

The Status of Classroom Psychological Environment and The Extent of Behavioral

Problems of Grade 8 students. The Classroom Psychological Environment has four

indicators namely, teacher and student relation, student involvement, student affiliation

and teacher support. The extent of students behavioral problems was also including four

indicators namely, talking/whispering, absenteeism, laziness and interference on

teacher’s activity.

Scaling and Quantification

The status of Classroom Psychological Environment was measured using a 5

point scale presented as follows:

Table B. Numerical Scale, Statistical Limit and Verbal Interpretation

Numerical Scale Statistical Limit Verbal Interpretation

5 4.50--5.00 Very High Extent
4 3.50--4.49 High Extent
3 2.50--3.49 Moderate Extent
2 1.50--2.49 Low Extent
1 1.00--1.49 Very Low Extent

On the other hand the extent of Behavioral Problem of students was measured

using a 5 point scale presented follow:

Table C. Numerical Scale, Statistical Limit and Verbal Interpretation

Numerical Scale Statistical Limit Verbal Interpretation

1 1.00--1.49 Never
2 1.50--2.49 Seldom
3 2.50--3.49 Sometimes
4 3.5.--4.49 Often
5 4.50--5.00 Always

Reliability of the Research Instrument

The reliability of the research instrument was determined using the test-retest

methods. Ten students who were not including in the study were asked to answer the

questionnaire twist over a week interval. Pearson's Product Moment Coefficient of

Correlation was used in the computation for the reliability coefficient.

Table D. Reliability Result of the Instrument

Variables Correlation Description Interpretation

Coefficient
I. Status of Classroom Psychological
Environment as perceive by the
students
1.1 Teacher and Student relation 0.65 Moderate Reliable
correlation
1.2 Student Involvement 0.55 Moderate Reliable
correlation
1.3 Student Affiliation 0.55 Moderate Reliable
correlation
1.4 Teacher Support 0.58 Moderate Reliable
correlation
II. Extent of Behavioral Problem of
Second Year high school as perceive by
the students
2.1 Talking/Whispering 0.63 Moderate Reliable
correlation
2.2 Absenteeism 0.72 High Reliable
correlation
2.3 Laziness 0.99 Very high Reliable
correlation
2.4 Interference on teachers activity 0.99 Very high Reliable
correlation

Data Gathering Procedure

In gathering the data, self-made questionnaire was made. The research survey

was conducted at EMA EMITS COLLEGE Philippines with 138 student respondents.

The respondents were asked to answer a two part questionnaire regarding the

status of Classroom Psychological Environment and the extent of Behavioral Problem of

grade 8 students. A permit to conduct a study was obtained from the school principal

office of EMA EMITS College Philippines. The data gathering lasted (October 2014) for

one week from the time the permit to conduct study was obtained to the collection of the

questionnaire.
 In distributing the questionnaires to the respondents, the researcher discuss one by

one how to answer each category in the sets of questions between the status of classroom

psychological environment and the extent of behavioral problems of grade 8 students to

avoid misconceptions and difficulty in answering the questionnaire.

 Chapter IV

Presentation, Analysis and interpretation of Data

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

I. Mean perception of students on the status of Classroom Psychological

Environment.

1.1. Teacher and Student Relation

Table 1.1. Present the mean perception of respondents on the status of classroom

psychological environment in terms of teacher and student relation. It could be gleaned

from the table that item number 5 which stated that the teacher explains to students

responsibilities for missed class, examination, late assignment and projects, got the

highest mean score of 4.71 and describe as very high extent. It means that the teacher is

very effective in giving and explaining his/her policies in the classroom. On the other

hand, item number 4 with the score of 4.28 which states that the teacher work together

with students to provide a consistence performance and describe as high extent. It means

that the teacher is good in participating or involving in any students work or activity.

The overall mean score of 4.45.it implies that the teacher has a high extent of

relationship with his students which result to students more liking and feel positive about

class and school.

The teacher who have created positive teacher-student relationship that are more

liking to have the above average effects on students achievement (Hattie, 2009).

Table1.1. Mean perception of student-respondent’s on the status of Classroom

 Psychological Environment in terms of Teacher and student relation.
Teacher and student relation Mean Description
1. Teacher trust the students 4.29 High extent
2. Teacher gives us a lot of time in the class. 4.42 High extent
3. Teachers treat the students with respect. 4.54 Very high
extent
4. Work together to provide consistence performance 4.28 High extent
standards.
5. Teacher explains to students responsibilities for missed 4.71 Very high
classes, examination, late assignment and projects extent

Over all mean 4.45 High extent

1.2. Student Involvement

Table1.2. Presents the mean perception of respondents on the status of classroom

psychological environment in terms of student involvement. As shown on the table,

teacher let the students to express their opinion towards the lesson ranked the highest

with the mean score of 4.63 which describes as very high extent. It means that the teacher

gives an opportunity to the students to share his/her idea in the class discussion. On the

other hand, item number 1 which states that the teacher encourage student to join in

reviewing past lesson got the lowest mean score of 4.28 and describes as high extent. It

means that the teacher is effective in encouraging and reminding students to study well

and reviewing past lesson.

The overall mean score was 4.49 implies that the teacher has a high extent of

encouragement to get the students involved. The teachers involve in child’s activity,

result to students more liking to learned and to get involved, pay closer attention to the

teacher and feels better about themselves if the teacher taken a genuine interest on them.
 Therefore, a teacher who always encourage his students to be an active and

participate in the class is the tool for student to use as a quickest way to become part of

an institution(Darkenwald, 1990) and a student’s always involved in activities that a

teacher provide it will result a good performance and academic development.(Jolivette,

2003 ).

Table1.2. Mean perception of students on the status of classroom psychological

environment in terms of student involvement.
Student Involvement Mean Description
1. Teacher encourage students to join in reviewing past 4.28 High extent
lesson.
2. Teacher encourages students to be an active in class 4.56 Very high
during class discussion. extent
3. Teacher invites question for clarity and ask for regular 4.59 Very high
feedback. extent
4. Teacher encourages students to identify his/her own 4.41 High extent
mistake.
5. Teacher let the students to express their own opinion 4.63 Very high
towards the lesson. extent
Over all mean 4.49 High extent

1.3. Student Affiliation

Table1.3. Presents the mean perception of students respondents on the status of

classroom psychological environment in terms of student affiliation. It could be gleaned

from the table that teacher encourage students to know the name of other students or

classmates ranked highest mean score of 4.68 described as very high extent.it means that

the students are very interested to know the other name of their classmates . On the other

hand the lowest mean score of 4.34 which describe as high extent denotes that the teacher

invites students to mingle or socialized with other students. It means that the students
should continue his affirming with others students to get more friends and good

communication with others.

The overall mean score of 4.51 implies that the teacher has a high extent on the

student affiliation and the respondent’s shows good positive relationship working with

his peers and result to the academic development and feel that their contribution are

valued in the class.

According to Hurtado (2012) states that teamwork is the most proximate social

influence on the students and have significant ramifications for the displays,

interpretation, and its guides and regulate immediate action.

Table1.3. Mean perception of students on the status of classroom psychological

environment in terms of student affiliation.
Student Affiliation Mean Description
1. Teacher invites students to mingle/socialize with other 4.34 High extent
students.
2. Teacher encourages students to have a brain storming activity. 4.41 High extent
3. Teacher encourages students to know the name of other 4.68 Very high
classmates or students. extent
4. Teacher encourage students to share their opinion and idea 4.64 Very high
during group discussion. extent
5. Teacher let the students to share with other student’s
responsibility of developing and organizing the performance 4.48 High extent
task.
Overall mean 4.51 Very high
extent

1.4. Teacher Support

Table1.4. Presents the mean perception of respondents on the status of classroom

psychological environment in terms of teacher support. It could be gleaned that item

number 1 got the highest mean score of 4.71 which states that the teacher guide the
students to study well and describes as very high extent. It means that the respondent

have received a full support from his teacher. On the other hand, item numbers 4 got the

lowest mean score of 4.28 which states that gives or write encouraging comments on

student’s works and described as high extent. It means that the teacher must maintain and

continue on praising students work or any achievements of students.

The overall mean score of 4.42 implies that the teacher gives a high extent of

supports to students like guiding students to study well, give or write an encouraging

comments on every students work, give a respectful answer to any question of students

may ask in order them to become motivated more to study well.

Therefore, teacher who supports students in the learning environment can

positively impact to their social and academic outcome which is important for the long

term trajectory in school and more liking school. (Baker et.al, 2008).

Table1.4. Mean perception of student-respondents on the status of classroom

psychological environment in terms of teacher support.

Teacher Support Mean Description

1. Guide the students to study well. 4.71 Very high extent
2. Goes out of his way to help students. 4.33 High extent
3. Take personal interest on students. 4.29 High extent
4. Give or write encouraging comments on students work. 4.28 High extent
5. Give a respectful answer to any question of students 4.51 Very high extent
may ask.
Overall mean 4.42 High extent

Table1.5. Summary of mean perception of the respondents in the status of

classroom psychological environment in terms of, teacher and Students relation, student

involvement, student affiliation and teacher support.

 As gleaned on the table, responses of the students indicator were describes to be

high extent except item number 2 which describes as very high extent. Student’s

affiliation got the highest mean score of 4.51. It means that the students has a high

perception when it comes to students affiliation towards the classroom psychological

environment because they enjoy working, socialized and mingling with their classmates

and other students. On the other hand, teacher support got the lowest mean score of 4.42.

It means that the teacher must continue his support to students and become fair in giving

support to his students.

The overall mean score of 4.47 implies that the teacher support influenced the

student’s interest to learn, explore and experiments and also the students must maintain

his affiliation with the people around him inside-outside the classroom.

The result coincides with the study of Borich (2000) which states that the

effective teachers are those who use meaningful verbal praise to get and keep students

actively participating in the teaching and learning process.

Table 1.5. Summary table of the mean perception of the student-respondents on the
status of Classroom Psychological Environment.

Variables Mean ( X ) Description

1. Teacher and students relation 4.45 High extent

2. Students involvement 4.49 High extent
3. Students affiliation 4.51 Very high extent
4. Teacher support 4.42 High extent
Overall mean 4.47 High extent

II. Mean perception of students on the extent of Behavioral Problems of students.

2.1. Talking/whispering
 Table 2.1. Presents the mean perception of respondents on the extent of

Behavioral problems in terms of talking/whispering. As gleaned from the table, the

responses of the students in all indicators were all is in seldom except item number 2

which interpret as never.

The students entering the classroom hurriedly with screaming sounds ranked

highest with the mean score of 1.46. It means that the students never entering the

classroom with screaming sound because it can creat drill that destructs others students

while the students chatting with his classmates with loud voices ranked lowest as

reflected in the mean score of 1.85. It means that students seldom talks loud with his/her

classmate if the topic they tackled is very interesting that’s not related on the teachers

lesson,.

The overall mean score of 1.65 implies that students seldom talks or shouting

inside the classroom during class discussion or activity, if they percieved the class as

boring or thy dont have classess.

The result was similar to the work of Sun and Shek (2012) which states that,

students behavioral problems in terms of talking was another misbehavior of students

which has mainly referred to students chatting among themselves on irrelevant topics that

disrupts the lesson, calling out and making remarks on somebody or something without a

permission of teachers. In order to lessen misbehavior among students in terms of talking,

makes students exciting about learning and privide an environments that well for teaching

and learning process (Ho, 2012)

Table2.1. Mean perception of respondents on the extent of behavioral problems of
students in terms of talking/whispering.
Talking/whispering Mean Description
1. Playing loud music inside the classroom. 1.77 Seldom
2. Shouting while walking on the corridor. 1.70 Seldom
3. Chatting with your classmates with a loud 1.85 Seldom
voice.
4. Shouting loudly to create thrill in the classroom. 1.48 Never
5. Entering the classroom hurriedly with 1.46 Never
screaming sounds.
Overall mean 1.65 Seldom

2.2. Absenteeism

Table 2.2. Shows the mean perception of student- respondent on the extent of

their behavioral problems in terms of absenteeism. It could be clearly seen from the table

that item number 1 got the highest mean score of 1.26 which states that students absents

whenever there is a quiz or examination. It means that students never absents from school

during examination or their is a quiz while item number 3 got the lowest mean score of

1.71 which states that students does not submit excuse letter whenever they are absent. It

means that the student seldom submit excuse letter because they intended to absents.

The overall mean score of 1.46 implies that the students never absents during

school day without a valid reason because they treasure what they will learned from

schools and the teachers explains the rules and regulation and what will be the

consequences if they absents without a valid reason.

 Effective monitoring of attendance and policies helps preventing the absenteeism

among students in schools, and one of the first steps towards improving students

attendance (Heppen and Therriault,2008)

Table2.2. Mean perception of respondents on the extent of behavioral problems of

students in terms of absenteeism.
Absenteeism Mean Description
1. Absent whenever there is a quiz or an examination. 1.26 Never
2. Does not get 100% attendance each month. 1.67 Seldom
3. Does not send excuse letter whenever they are absent. 1.71 Seldom
4. Absent from the class without a valid reason. 1.36 Never
5. Commit an absent. 1.30 Never
Overall mean 1.46 Never

2.3. Laziness

Table2.3. Presents the mean perception of student respondents on the extent of

their behavioral problems in terms of laziness. It is clearly seen from the table that item 4

ranked highest with the mean score of 1.43 which stated that students does not submit

project and described as never. It means that students submit project because they know

that project is one of criteria or sources of making a grades while item number 3 and 5

both get ranked last with the mean score of 1.67 and described as seldom which stated

that students does not make an assignment and inactive in participating school work and

off campus activity. It means that students lazy because of some factor that’s make the

students lazy, those factors are, lack of material and work overload.

The overall mean score of 1.56 implies that the students seldom lazy or inactive in

school because of sone factors like work overload and lack of source material needed.
 According to, Dhakal (2012) Intrinsic and Extrisic motivation are more

appropriate to lessen the laziness of students and motivated them to become

resourcefulness.

Table2.3. Mean perception of the respondents of the extent of behavioral problems

of students in terms of laziness.

Laziness Mean Description

1. Lack of initiative. 1.52 Seldom
2. Does not helping cleaning the classroom. 1.50 Never
3. Does not make an assignment. 1.67 Seldom
4. Does not submit project. 1.43 Never
5. Inactive in participating school work and off 1.67 Seldom
campus activity.
Overall mean 1.56 Seldom

2.4. Interference on teacher’s activity

Table2.4. Presents the mean perception of students respondents on the extent of

their behavioral problems in terms of interference on teachers activity. As gleaned from

the table, the response of the students in all indicators interpret as seldom except item

number 1 which interpret as never.

Students fighting with his classmates during teacher activity or discussion ranked

highest with the mean score of 1.28 and described as never. It means that students does

not fighting or arguing with his classmates about the teachers topics or discussions while

Students shifting from one chair to another ranked lowest with the mean score of 1.83. It

means that students seldom shifting from one chair to another because of some factors

that the students didn’t see or heard what have the teacher teach on the front.
 The overall mean score of 1.65 implies that the students seldom interfering the

class like shifting from one chair to another, focusing on the other things and playing

with hands, pent and feet and arguing with classmates about teachers topic.

Bell and Melinda (2003) a students that interupting the class, should be put in in

a class with good students thats why they have good influences and they will noticed and

understand that interupting isnt good and they dont lokk very smart when they are

interupting or change their spots because sometimes they want seem funny to the people

they like may be, and actually pay attention in class and get some better grades.

Table 2.4. Mean perception of respondents on the extent of behavioral

problems of students in terms of interference on teachers activity.
Interference on teachers activity Mean Description

1. Fighting with your classmates during teachers activity 1.28 Never

2. Arguments with your classmates about teacher topics. 1.73 Seldom
3. Focus on the other things than teacher activity or 1.69 Seldom
discussion.
4. Shifting from one chair to another. 1.83 Seldom
5. Playing with your hands, feet’s, pen, etc. 1.64 Seldom
Overall mean 1.63 Seldom

Table 2.5 Summary of the mean perception of the respondents on the extent of

Behavioral Problems of students in terms of Talking/Whispering, Absenteeism, Laziness

and interference on teachers activity.

Table 2.5 presents the summary table of the mean perception of respondents on

the extent of Behavioral Problems of students in terms of Talking/Whispering,

Absenteeism, Laziness and interference on teachers activity.

 As gleaned on the table, the response of the students indicators were described to

be a seldom except item number 2 were described as never. Talking/whispering got the

highest mean score of 1.65. It means that students talking with his seatmates or

classmates if they perceive that they have no classes.

On the other hand absenteeism got the lowest mean score of 1.46. It means that

students does not absents from school because they treasure and never regret what they

learned from school, or they don’t what to miss the lesson.

The overall mean score of 1.58 and describe as seldom. It implies that if the

students continue their misbehavior it will be the great factors that affect their learning

process.

Table 2.5 Summary table of the mean perception of students on the extent of their
behavioral problems.

Variables Mean X Description

Talking/Whispering 1.65 Seldom
Absenteeism 1.46 Never
Laziness 1.56 Seldom
Interference on teachers activity 1.63 seldom
Overall mean 1.58 seldom

3. Relationship between the status of Classroom psychological Environment and the

Extent of Behavioral Problems of Students.

Table 3.a Correlation Result between teacher and Student relation and Behavioral
Problems of Students.

X Y Rxy value Correlation Value

 Talking/whispering 1.00 Perfect Correlation
Teacher and Student Absenteeism 0.20 Negligible Correlation
Relation Laziness 0.27 Slight Correlation
Interference on
teacher’s activity. 0.09 Negligible Correlation

Total 0.39 Slight Correlation

Table 3.a presents the correlation result between the teacher and student’s relation

and the extent of behavioral problems of students. It could be clearly seen from the table

that the status of classroom psychological environment in terms of teacher and student

relation has a perfect, negligible and low or slightly correlation value with the behavioral

problems of students in terms of talking/whispering, absenteeism, laziness and

interference on teachers activity by computed rxy values of 1.00, 0.27, 0.20, 0.09.

Correlation result between teacher-student relationship has a perfect correlation

with the behavioral problems of students in terms of talking/whispering. It means that the

teacher has a good approach and have a good relationship with students, so that the

students will behave and will shy to talks with classmates that is irrelevant to the teachers

topic or discussion.

Therefore, the null hypothesis which states that there is no significant relationship

between the teacher-student’s relationship and behavioral problems of students is

rejected.

Correlation result between teacher-students relationship has a negligible

correlation with the behavioral problems of students in terms of absenteeism and

interference on teachers activity. It means that the teacher has a good approach and
positive relationship with his students. Aside of good approach of teachers to students,

there are some factors that makes students absents and interrupting the class, like

personal like or desire of students.

Therefore, the null hypothesis which states that there is no significant relationship

between the teacher and student’s relation and behavioral problems of students in terms

of absenteeism and interference on teachers discussion is accepted

Correlation result between teacher-students relationship has a slightly correlation

with the behavioral problems of students in terms of laziness. It means that the teacher

has a good approach and good positive relationship with students to lessen the laziness of

students. Laziness is the natural behavior among students and the teacher is not the

factors to develop it.

Therefore, the null hypothesis which states that there is no significant relationship

between the teacher and student’s relation and behavioral problems of students in terms

of laziness is slightly accepted.

The result was similar to the statement of Hamre and Pianta (2001) that a students

who has a close relationship with his teacher tends to adjust to schools and promote

liking school more and lessen loneliness and showed a better performance and it is the

superior to the creation and maintenance of positive classroom psychological

environment ( Goh and khine, 2002)

3.b Correlation Result between student involvement and behavioral problems of

students.

X Y Rxy value Correlation Value

 Talking/whispering 0.18 Negligible Correlation
Absenteeism 0.27 Low Correlation
Student Laziness 0.07 Negligible Correlation
involvement Interference on
teacher’s activity. 0.06 Negligible Correlation
Total 0.14 Negligible Correlation

Table 3.b presents the correlation result between student involvement and

behavioral problems of students. It could be noted from the table that the status of

classroom psychological environment in terms of student involvement has negligible and

low or slightly correlation with the behavioral problems of students in terms of

talking/whispering, absenteeism, laziness and interference on teacher’s activity by

computed rxy values of 0.18, 0.27, 0.07, and 0.06 respectively.

Correlation result between student’s involvements has a negligible correlation

with the behavioral problems of students in terms of talking, laziness and interference on

teacher’s discussion. It means that the teacher has a high extent of encouragement to

students to get involve and active in the class to lessen of being talkative of students, lazy

and interrupting the class. Student’s involvement is not the factors that develop of being

talkative of students, lazy and interrupting the class, this is the personal wants of students.

Therefore, the null hypothesis which states that there is no significant relationship

between student involvement and behavioral problems of students in terms of laziness,

talking and interference on teacher’s activity is negligible correlation.

Correlation result between student involvement has a slightly correlation with the

behavioral problems of students in terms of absenteeism. It means that the teacher has a

high extent of encouragement to students to get involved and lessen the absenteeism
among students and there are some factors that makes students to absents from school

like, transportation and financial needs.

Therefore, the null hypothesis which states that there is no significant relationship

between the teacher and student involvement and behavioral problems of students in

terms of absenteeism is slightly correlation.

The result was similar to the work of Williams(2011) attendance in classroom is

made compulsory to ensure continuity in the students learning process. A students that is

regular absents from class, it has an adverse effect on their academic performance due to

poor class discussion. Regular monitoring of attendance helps to lessen students

absenteeism from the class.

Table 3.c Correlation Result between student affiliation and behavioral

problems of students.

X Y Rxy value Correlation Value

Talking/whispering 0.50 Moderate Correlation

Absenteeism 0.25 Low or slightly
Student affiliation Correlation
Laziness 0.20 Negligible Correlation
Interference on
teacher’s activity. 0.59 Moderate Correlation

Total 0.39 Slight Correlation

Table 3.c presents the correlation result between the student affiliation and

behavioral problems of students. It could be gleaned from the table that the status of

classroom psychological environment in terms of student affiliation has negligible,

moderate and slightly correlation with the behavioral problems of students in terms of
talking/whispering, absenteeism, laziness and interference on teacher’s activity by

computed rxy values of 0.50, 0.25, 0.20, and 0.59.

Correlation result between student affiliation has moderate correlation with the

behavioral problems of students in terms of talking/whispering and interference on

teachers activity. It means that the teacher has a high extent of encouragement to

students to socialized with others students. The students will moderate shy to talks with

his classmate and to interrupt the class because the teachers has a good approach to the

students.

Therefore, the null hypothesis which states that there is no significant relationship

between student’s affiliation and behavioral problems of students in terms

talking/whispering and interference on teachers activity moderate correlation

Correlation result between students affiliation has a negligible correlation with the

behavioral problems of students in terms of laziness. It means that the teacher has a very

high extent of encouragement to students socialized with his students. Some factors that’s

why students absents from school, like peer influence.

Therefore, the null hypothesis which states that there is no significant relationship

between student’s affiliation and behavioral problems of students in terms of absenteeism

is slightly accepted.

Correlation result between students affiliation has a negligible correlation with the

behavioral problems of students in terms of laziness. It means that the teacher has a very

high extents of encouragement to students to socialized or to mingle with others students

like knowing the other names of students and share their opinions and ideas towards the
lesson but there are some factors that makes students lazy in participating school work

like they are depending on others.

Therefore, the null hypothesis which states that there is no significant relationship

between student’s affiliation and behavioral problems of students in laziness is accepted.

The result was similar to the work of Jennings and Greenberg (2009) states that a

students who has a positive relationship with supportive teachers are expected to

promotes a sense of connectedness in the classroom which result in less problematic

behavior and enhanced prosocial behavior.

Table 3.d Correlation Result between student affiliation and behavioral problems of
students.

X Y Rxy value Correlation Value

Talking/whispering 0.20 Negligible Correlation
Absenteeism 0.10 Negligible Correlation
Teacher support Laziness 0.15 Negligible Correlation
Interference on
teacher’s activity. 0.06 Negligible Correlation
Total 0.13 Negligible correlation

Table 3.d shows the correlation result between teacher support and behavioral

problems of students. It could be clearly seen from the table that the status of classroom

psychological environment has all negligible correlation with the behavioral problems of

students in terms of talking/whispering, absenteeism, laziness and interference on

teacher’s activity by computed rxy values 0.20, 0.10, 0.15, and 0.06 respectively.
 Correlation result between the status of classroom psychological environment and

the extent of behavioral problems of student was all negligible correlation implies that

teacher support to the students is not the factor of developing misbehavior among

students because the teacher gave the appropriate supports to his/her students.

Misbehavior among students they do inside the classroom is the personal wants of every

students.

Therefore, the null hypothesis which states that there is no significant relationship

between the teacher support and behavioral problems of students in terms of

talking/whispering, absenteeism, laziness and interference on teachers activity is

accepted.

The result was similar to the statement of James Comer (2001) reported that

teacher often or regulates supports students like guiding students to study well, help to

recognized and learn how to express their feelings inside the classroom is the important

factors in effective and behavioral aspect of school engagement and the students more

liking schools
 Chapter V

Summary, Conclusion and Recommendations

This chapter presents the summary of findings, conclusion based on the findings,

and recommendations of the researcher.

Summary of Findings

The following was the findings of the study

1. Status of Classroom Psychological Environment in terms of:

1.1. Teacher and students relation-the teacher explained to students

responsibilities for missed classes, examination, assignments and projects ranked highest

with the mean score of 4.71 and describe as very high extent, while item which states that
the teacher work together with students to provide consistent performance ranked last

with the mean score of 4.28 and describe as high extent. The overall mean perception was

4.45 and describe as high extent.

1.2. Student involvement –the teacher let the students to express their own

opinion towards the lesson ranked highest with the mean score of 4.63 and describe as

very high extents while item that states that the teacher encourage students to join in

reviewing past lessons ranked lowest with mean score of 4.28 and describe as high

extent. The overall mean perception was 4.49 and describe as high extent.

1.3 Student affiliation-the teacher encourage students to know the name of other

students ranked highest with the mean score of 4.68 and describe as very high extent

while item the teachers invites students to mingle/socialized with other students ranked

lowest with the mean score of 4.34 and describe as high extent. The overall mean

perception was 4.51 and describe as very high extent.

1.4. Teacher support-the teacher guide the students to study well ranked first

with the mean score of 4.71 and describe as very high extent while the teacher gives or

write an encouraging comments on students works ranked last with the mean score of

4.28 and describe as high extent. The overall mean perception was 4.42 and describe as

high extent.

2. The extent of Behavioral Problems manifested by Grad e 8 students.

2.1. Talking/whispering-students entering the class hurriedly with screaming

sounds rank highest with the mean score of 1.46 and describes as never while, the
students talking/chatting with his classmate with a loud voice ranked last and described

as seldom. The overall mean perception was 1.65 and describe as seldom.

2.2. Absenteeism-Students absents whenever there is a quiz or examination

ranked highest with the mean score of 1.26 and described as never while, the students

does not send excuse letter whenever they are absents ranked last with the mean score of

1.71 and describe as seldom. The overall mean perception was 1.46 and describe as

never.

2.3. Laziness-students does not help in cleaning the classroom ranked first with

the mean score 1.50 and describe as never while the students does not make an

assignment and does not submit project both ranked last with the mean score of 1.65 and

describe as seldom, The overall mean perception was 1.56 and describe as seldom.

2.4. Interference on teachers activity-the students fighting with his classmates

during teachers activity ranked first with the mean score of 1.28 and describe as never

while, the students shifting from one chair to another ranked last with the mean score of

1.83 and describe as seldom. The overall mean perception was 1.63 and describe as

seldom.

3. Relationship between the status of Classroom Psychological Environment and the

extent of Behavioral problems of students.

3.a Teacher and student relation and Behavioral Problems of Students.

Result analysis showed that the status of classroom psychological environment in

terms of teacher and student relation has negligible, slight and perfect correlation with the

behavioral problems of students in terms of talking/whispering, absenteeism, laziness and

interference on teacher’s activity by computed rxy values of 1.00, 0.27, 0.20, 0.09

respectively.

3.b. Student involvement and behavioral problems of students.

Result analysis showed that the status of classroom psychological environment in

terms of student involvement has a negligible and slight correlation with the behavioral

problems of students in terms of talking/whispering, absenteeism, laziness and

interference on teacher’s activity by computed rxy values of 0.18, 0.27, 0.07, and 0.06

respectively.

3. c. Student affiliation and behavioral problems of students.

Slight, negligible and moderate correlation was found on the status of Classroom

Psychological Environment in terms of student involvement with the behavioral problems

of students in terms of talking/whispering, absenteeism, laziness and interference on

teacher’s activity by computed rxy values of 0.02, 0.25, 0.12, and 0.59 respectively.

3.d. Teacher support and behavioral problems of students.

Analysis also showed that the status of Classroom Psychological Environment in

terms of teacher support has a negligible correlation with the behavioral problems of

students in terms of talking/whispering, absenteeism, laziness and interference on

teacher’s activity by computed rxy values of 0.10, 0.20, 0.15 and 0.06 respectively.

Conclusions
 1. The teachers has a high extent of encouragement to students in terms of teacher-

student relationship,, students involvement and teachers support while, teacher

has a very high extent on student affiliation.

2. Grade VIII students seldom talks/whispering, lazy and interference on teachers

activity and never absents from the class.

3. The status of Classroom Psychological Environment relates significantly to the

extent of Behavioral Problems of students.

Recommendations

1. The researcher recommends that the teacher should continue to harness and continues

supporting students to become more productive students.

2. The teacher should always monitor the attendance and behavior of students and

immediately give response to it.

3. Administrator should be conduct seminar workshops and trainings for the teachers

regarding with the behavioral problems of students.

4. Future researcher are encourage to do a relevant studies or research that focusing on the

behavioral problems of students in terms of talking\whispering, absenteeism, laziness and

interference on teachers discussion.

Bibliography

Bernardo, A. B. I. (2000) Culture and Philippine Psychology: Progress and Prospect

David, T. G. and Weinstein, C. S. (1987). The built environment and children’s
development. In Weinstein, C.S. and David, T.G (eds.), Spaces for Children: The Built
environment and Children Development. New York: Plenum Press.
Gardner, H. (1999). Intelligence reframed: Multiple Intelligence for the 21st Century.
New York: Basic Books, Inc.
Liwag (2001). The self, Relationships and Subjective well-being in Asia: Psychological
and Cultural Perspective, 2nd editions in 2007.
Morlock, S. (2008) Handbook of Psychology. Educational Psychology, pp. 24.
Prescott, E. (1987). The Environment as organized of Intent in Child Care Setting. In
Weinstein, C.S. and David T.G. (eds.), spaces for children: The Built Environment and
Child Development. New York, Plenum Press.

Unpublished Materials

Sena, Jay R. (2014) Classroom Environment in relation to the behavioral Problems of 4th
year High Schools students.
Esteleydes, Jesselyn F. (2015) Classroom Psychological Environment in Relation to the
Emotiional Competencies of Grade VII Students of Pambisan national Hogh School S.Y:
2013-2014.

Websites

www.en.google.com
htpp://www.e-how.com/classroom-psychological-environment.htm
http://www.e-how.com/behavioral-problems-of-students.htm

Acknowledgement

My success should not be bestowed onto me alone, as it was not individual

success but success of a collective.

To our Almighty GOD for his grace, wisdom and endurance and aspiration to

complete this academic endeavor. HIS boundless blessing that gave to me.

To my Professor, MS. Rizza Nabus, thank you for ongoing support with my thesis

work. I am thankful for supporting me to meet the pressure you put on me, high
expectation allowed me to put forth a thesis, I am forever thankful for the knowledge

you have instilled with me.

To my, Mama and Papa, love ones and friends who despite what I was doing and

what I was writing going straight over their heads, continued to act as sounding board.

Additionally, thank you for ensuring I continued to function as a social being whilst

being immersed within my research project, for that I will not hold you all to reading this.

Although the above mentioned personalities helped shape my work, my errors of

commission or emission remain mine.

-The Researcher-

Dedication

To Mama, Rosalinda Taay

You encourage me to dream and to reach for my dreams.

You infused me with strength, compassion, endurance and empathy for those who
hurt.
You are the origin of my inheritance and my legacy.

To my Papa, Jesus Taay

 Your expectations for quality, integrity and honest are everlasting foundation for
my own strength of characters.

To the one I love, Milky M. Calisang

Thank you very much, you make me this study seems so easy.

To tito, Erik Miciano

To ate Armie Morente

To my Alma Mater, EMA EMITS COLLEGE PHILIPPINES

I would not here now without you my beloved school, thank you for your support.

-J.D.T-

STATUS OF CLASSROOM PSYCHOLOGICAL ENVIRONMENT AND THE

EXTENT OF BEHAVIORL PROBLEMS OF GRADE VIII STUDENTS IN EMA
EMITS COLLEGE PHILIPPINE 2015-2016.

A thesis
Presented to the faculty of Education Department of
EMA EMITS College Philippines
Pinamalayan, Oriental Mindoro
 In Partial Fulfillment
Of the Requirement for the Degree of
Bachelor of Secondary Education
Major in Biological Science

By:

Jerry D. Taay

2015