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CHAPTER I

PROBLEM AND ITS BACKGROUND

Introduction

Does the Perception of the Students toward to the Teachers affects their Academic

Performances? This is the main concern of their study. This is the problem that their very

curious to know that they want to be answered. They are very eager to know if the

perception of these individuals towards to their teachers truly it really affect their

academic performances.

Nowadays, many students gain low proficiency when it comes to their academic

performances. Many destructions as gadgets, sports are some of these big factors why

they gain that. They want to know if the perception of an individual can affect their

studies, or is it also a big such factor.

The researchers are aware in the fact that every teacher have their own uniqueness

in terms of teaching, in this study they want to know also what kind of approach is the

best way to use in their students so that, it can help the students to make them proficiency

high. Teacher’s approach really matters in the part of the students because teachers

reflects as their second parents. It is given that the performances of the students and their

approach to their teachers are depend on their perceptions toward the teacher.

The More Knowledgeable Other (MKO) refers to anyone who has a better

understanding or a higher ability level than the learner, with respect to a particular task,
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process, or concept. The MKO is normally thought of as being a teacher, coach, or older

adult, but the MKO could also be peers, a younger person, or even computers.

Teachers as facilitators, they have the big responsibilities in students’ learning,

gaining knowledge and developing their skills and abilities. In some cases, if the teacher

is strict, terror or perfectionist the outcome of it to the students they lose their confidence

to participate in their discussion and they are afraid to ask some questions and approach

their teachers.

The reason behind of this are they are afraid to commit mistakes and they

conclude that the teacher might annoyed at them but in brighter side if the students fears

the teacher they will listened and pay more attention. The students will be disciplined,

they will pass their projects on time and they will do their best just to meet their teacher’s

expectation.

The opposite of those strict teachers are the teachers who is friendly and

approachable. Most of the students love this kind of teacher, they treated them as they

friend, Filipino called it “barkada”. They also feel comfortable in their class and

sometimes feel free to do what they want but this approach also has disadvantages.

Maybe some students took advantage them and the respect may have lost. Also, it

is hard for them to control their students and disciplined them because like what it is

stated they treated them as friend maybe they wouldn’t listen them anymore, they are

confident that their teacher won’t mad at them.

Lev Vygotsky 1962. According of Vygotsky, The Zone of Proximal

Development. It is the distance between a student’s ability to perform a task under adult
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guidance and/or with peer collaboration and the student’s ability solving the problem

independently. Vygotsky believed learning occurred in this zone.

They come up with this study because they already experience the different

approach of their teachers, they want to know want kind of approach where they and the

students will learn more. They are eager to solve this problem to help their selves and

also their beneficiaries.

The researches will not the one who will describe the approach of the given set of

teachers there will be respondents. They will get their perceptions.

Every individual has their own point of view about everything. If a person for

example find this study boring others might not. This scenario proves how each person’s

perspective differs from each other. The researchers highly expected that the perceptions

of the students towards their teachers may not have the same results.

The locale of their study comes from the students of St. Anne’s Catholic School

(SACS) specifically the grade7 students from the section of St. Marcellinus, St. Rose and

St. Agnes. These sections come from the lower section.

Why do you think why did not get the pilot section students? And, why did they

choose the lower sections? They did not get the students from the pilot section because

they know that the students there gains either a proficient of a high proficiency grade

when it comes to academics. They choose these lower grades first, because they have the

same set of teachers and the students there are mixed. What do you mean mixed? The

students there were gaining low proficient, some are proficient, some are also gaining

above proficiency in their academic performances.

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Now, after the problem being introduced this will lead us to know the statements

of the problems.

Statement of the Problem

The study discussed the Perceptions of the Students toward the Teachers and Its’

Effects in Students’ Academic Performance

The General Problem of the study is:

How does the Perception of the Students toward the teachers affect their student’s

academic performance?

Specifically, this study seeks to answer the following:

1. How do the students categorize their teacher?

2. What would be the possible effect if the students perceived their teacher

positively?

3. What would be the possible effect if the students perceived their teacher

positively?

4. What kind of approach and attitude of a teacher does the students want during

their class?

Significance of the Study

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Faculty. The teachers will be benefited from this study. They can know what

kind of approach is the most effective in teaching their students. They can be aware how

they will help and guide their students to listen, understand and learn more through them.

It will also aid the instructors in leading the students to their better performance, love and

appreciation for their studies.

Students. This group is one of the most important beneficiaries of this study. This

research may help them to improve their learnings. It can also change their perception

towards to their teacher and they will understand why does the teacher being like that

after reading this. Not only the teachers will adjust their approach but also the students.

This will challenge them to perform well in class and listen to their teachers.

Future Researchers. This study also conducted for the sake of the future

researchers. This research can help them on having bright ideas and being knowledgeable

in creating a new one. They can make this as their guide and good source of accurate and

useful information. At some point, they can improve our work and make it a better one.

School Administrator. The findings of the study will guide them to decide what

kind of quality of a teacher they should hire in order to achieve success in their academic

performance. It will also help them plan appropriate interventions to fit student’s needs,

especially for those students with learning difficulty and low proficient. Also, to give

them some ideas to uplift the quality education in private schools.

Scope and Delimitation of the Study

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The study confined itself to the identification of the perceptions of the students

toward their teachers and its effects to the students’ academic performance.

The research will be conducted in St. Anne’s Catholic School during School Year

2016-2017.

The researchers selected only three (3) sections out of 6 in Grade 7 as their

respondents, they are St. Marcellinus, St. Rose, St. Cecilia and St. Agnes. The selection

of said sections is brought about by the fact that they have the same sets or list of subject

teachers. Also, those sections are belonging to the non-pilot sections which means the

students there are mixed some are above proficient, proficient and below proficient

students.

The research will analyze the relationship within the two variables; the

Perceptions of Students toward the Teacher and the Student’s Academic Performance.

They will prove that the Teacher’s Approach to the Students has a big factor in effect of

the student’s academic performance.

The researchers will conduct a survey in the mentioned 3 sections in order them to

know their different point of views to the approach of their teachers to them. The survey

papers are originally made by the researchers.

In the survey papers there are only nine (9) teachers listed, those teachers are the

subject teachers of the respondents, they will define the approach of the teacher according

to the given scale. 1-moody, 2-approachable, 3- average (sometimes friendly, sometimes

strict), 4-strict, and 5- perfectionist. The name of the teachers will not be included. In
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connection with this, there is also a question below were they’re being asked what kind of

approach and attitude of a teacher do they like. There are given choices there.

Students’ academic performance will be based on their 1 st semester grades in their

different subjects. Their grades will be still confidential. Only the researchers will know

about this.

This study would also like to know what kind of approach will be the most

effective to use in order their students’ academic performance improve more.

The researchers assured the beneficiaries will be benefit by this study. Also, the

given information’s are true and reliable. Some of the information here in this study are

based and taken from some experts which is reliable. There will be given credits to them.

There are five (3) cited theories, two (2) searched related studies and (5) related

literatures to the given research problem.

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CHAPTER II

THEORETICAL FRAME WORK

This Chapter presents relevant theories review of the related literature and studies,

the conceptual framework, the hypothesis of the study and definition variables in which

this research is based upon.

Relevant Theories

This study attempts to determine the relationship of the students’ perception

towards the teacher related variables with their academic performance in each subject.

The supposition that there exist a relationship between the said variables is supported by

the following:

Teacher-Factor Theory. This theory of Barn (1984) states that there is a need to

know the different variables within the teacher factor which affects the students’ capacity

to learn and achieve the effectiveness of teaching performance. This can be determined

by the growth in achievement of the learners.

Teacher factors are consisted of the readiness, mastery of the lesson, personality,

teaching styles and strategies, professional growth and experience and the vividness to

establish communication with his or her learners.

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According to Wikipedia.com, learning is the act of acquiring new, or modifying

and reinforcing, existing knowledge, skills, values, or preferences and may involve

synthesizing different types of information.

The result of acquisition of learning may either be positive or negative for the

learner. A student who has learned something positive may also gain positive outlook in

whatever of an effective teacher.

This research redeemed necessary to consider this theory to be included for this

theory only implies that in order for a student to acquire better knowledge, he or she must

have positive attitude toward learning and the positivity of the student’s attitude towards

learning may only be established if the teacher himself or herself illustrates the good

qualities of an effective teacher.

Lev Vygotsky’s Social Interaction (1934) plays a fundamental role in the

process of cognitive development. In contrast to Jean Piaget’s understanding of child

development (in which development necessarily precedes learning), Vygotsky felt social

learning precedes development. He states: “Every function in the child’s cultural

development appears twice: first, on the social level, and later, on the individual level;

first, between people (interpsychological) and then inside the child (intrapsychological)”

The MKO (More Knowledge Other) refers to anyone who has a better

understanding or a higher ability level than the learner, with respect to a particular task,

process, or concept. The MKO is normally thought of as being a teacher, coach, or older

adult, but the MKO could also be peers, a younger person, or even computers.
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The ZPD (Zone of Proximal Development) is the distance between a student’s

ability to perform a task under adult guidance and/or with peer collaboration and the

student’s ability solving the problem independently. According to Vygotsky, learning

occurred in this zone.

Vygotsky focused on the connections between people and the sociocultural

context in which they act and interact in shared experiences. According to Vygotsky,

humans use tools that develop from a culture, such as speech and writing, to mediate their

social environments. Initially children develop these tools to serve solely as social

functions, ways to communicate needs. Vygotsky believed that the internalization of

these tools led to higher thinking skills.

Many schools have traditionally held a transmissionism or instructions model in

which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s

theory promotes learning contexts in which students play an active role in learning. Roles

of the teacher and student are therefore shifted, as a teacher should collaborate with his or

her students in order to help facilitate meaning construction in students. Learning

therefore becomes a reciprocal experience for the students and teacher.

Frederick Herzberg theory which is known as Herzberg's theory is about the

correlation between employee attitude and workplace motivation. From his research he

proposed his Two-Factor Theory, suggesting job dissatisfaction was influenced by

hygiene factors, and motivation influenced by motivating factors (or satisfiers).

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Hygiene Factors describe factors that cause dissatisfaction in the workplace. They

are usually extrinsic or independent of the work itself, such as politics, quality of

leadership, relationships, job security, compensation, etc. They don't motivate employees,

but when missing/lacking they can cause employee dissatisfaction. They are about

making employees feel secure and comfortable.

Motivators / satisfiers are, obviously, related to motivating employees. They are

related to intrinsic factors of the job, such as responsibility, job satisfaction, recognition,

achievement, opportunity for growth and advancement.

Interestingly, and something that doesn’t immediately feel comfortable, is

Herzberg’s suggestion that the opposite of satisfaction is not dissatisfaction - it’s simply,

no satisfaction. Similarly, the opposite of dissatisfaction is no dissatisfaction. That can

mess with your mind a little, but it makes sense when we think about some of the factors

themselves. Some of the things that we’ve hated about our jobs in the past that have

'gotten us down’, are unlikely to be the same things that make us overjoyed if they were

to be reversed.

Research carried out by David Miller Sadker and Karen R. Zittleman for

McGraw-Hill Higher Education identified a common set of characteristics that effective

schools seemed to share. This now often referred to as the “five-factor theory”. The five

characteristics they identified were quality leadership, high expectations of students and

teachers, ongoing screening of student performance and development, goals and

direction, and safety and security for students. According to Sadker and Zittleman, these

factors promote student achievement and improve the quality of education provided by a

school.
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Another study carried out by Harvard researchers came up with a somewhat

different set of factors that determined a school’s effectiveness. Namely frequent teacher

feedback, data driven instruction, high-dosage tutoring, increased instructional time and

focus on academic achievement.

These factors stated above collectively and definitely affect the teachers'

performances as a whole that absolutely affect their performances in the classroom and

therefore will have a tremendous effect in the students. These are the teaching strategies

of the teacher used per subject; the different strategies needed per group of students

(usually students/pupils were grouped according to their grades or intelligence); the

teacher's academic performance when she/he was a student will also affect his/her

performance as a teacher; the experience of the teacher whether he or she is a new or an

experienced teacher already; the motivation of the teacher in coming to his/her work if

he or she is satisfied to his job salary and everything about the working institution where

he/she is employed; the high expectation of students to the teacher; and everything about

the institution; and last but the most important of all is the quality leadership of the

administration greatly affect the performance of the teachers inside and outside the

classroom.

Students would react positively or negatively to the way the teacher would act

inside the classroom. Students would gain good marks (grades) in the end if the students

were motivated positively by the teacher. Therefore, it is a double task for teachers

teaching difficult subject matters because it is the duty of the teacher to facilitate or

simplify the subject matter in a way that all his students would understand it clearly and
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in the end his students would be able to gain a brilliant mark at the end of the semester or

school year.

Related Literature

The Professor

Brontë, C. (1847) points out in that each of the students is searching for

meaningful connections to the others and to her own beliefs. The teacher should share the

humility, persistence, and honesty to their students, because their students hopes the same

will be true for them. They need to help their students to shape their future, conquer their

dreams and to discover the true meaning of life. The teacher should stand as a role model.

They should be the Primary source of hope and encouragement of the students. The way

of how they act is also the way of how they embolden their students. The more they

inspire them, the more they will pursue their dreams.

According Brontë, C. (1857) in her literature, the way of how the teacher deal

with their students reflect to the students ‘attitude during class. The other masters are a

constant source of anxiety; they cannot impress their students with an attitude of respect,

nor restrict the levity natural to youth. The teacher should grab the opportunity to slip in a

word of advice to their students, because a word of advice from them could not but do

his/her students better even if they are sullen and headstrong scarcely they will not refuse

to listen to their professors.

Teaching is really interesting work but not in the sight of others, it is monotonous.

The most difficult and interesting part that the teacher should do is to get the students to
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let them know their real thoughts and ideas about something without any hesitation. They

need to encourage their students not to be afraid to risk something for them to gain one

thing. Teaching is not just a job, it is a passion to share your learnings to your students.

Teaching has its pleasures as well as its pains. Montgomery, L.M. (1909).

Teachers’ Concerns

Helping students understand better in the classroom is one of the primary

concerns of every teacher. Teachers need to motivate students how to learn. According to

Phil Schlecty (1994), students who understand the lesson tend to be more engaged and

show different characteristics such as they are attracted to do work, persist in the work

despite challenges and obstacles, and take visible delight in accomplishing their work. In

developing students' understanding to learn important concepts, teacher may use a variety

of teaching strategies that would work best for her/his students. According to Raymond

Wlodkowski and Margery Ginsberg (1995), research has shown no teaching strategy that

will consistently engage all learners. The key is helping students relate lesson content to

their own backgrounds which would include students' prior knowledge in understanding

new concepts. Due recognition should be given to the fact that interest, according to

Saucier (1989:167) directly or indirectly contributes to all learning. Yet, it appears that

many teachers apparently still need to accept this fundamental principle. Teachers should

mind the chief component of interest in the classroom. It is a means of forming lasting

effort in attaining the skills needed for life. Furthermore, teachers need to vary teaching

styles and techniques so as not to cause boredom to the students in the classroom.

Seeking greater insight into how children learn from the way teachers discuss and handle
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the lesson in the classroom and teach students the life skills they need, could be one of

the greatest achievements in the teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching

situation that help enhance students' motivation. According to Brock (1976), Cashin

(1979) and Lucas (1990), it is necessary for teachers to work from students' strengths and

interests by finding out why students are in your class and what are their expectations.

Therefore, it is important to take into consideration students' needs and interests so as to

focus instruction that is applicable to different groups of students with different levels.

The Effect of the Teacher’s Teaching Styles On Students Motivation Action

According to Barberos, M, Gozalo, A. Padayogdog, E. (2013) the teachers, being

the focal figure in education, must be competent and knowledgeable in order to impart

the knowledge they could give to their students. Good teaching is a very personal

manner. Effective teaching is concerned with the student as a person and with his general

development. The teacher must recognize individual differences among his/her students

and adjust instructions that best suit to the learners. It is always a fact that as educators,

we play varied and vital roles in the classroom. Teachers are considered the light in the

classroom. We are entrusted with so many responsibilities that range from the very

simple to most complex and very challenging jobs.

Every day, we encounter them as part of the work or mission that we are in. It is

very necessary that we need to understand the need to be motivated in doing our work

well, so as to have motivated learners in the classroom. When students are motivated,

then learning will easily take place. However, motivating students to learn requires a very
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challenging role on the part of the teacher. It requires a variety of teaching styles or

techniques just to capture students' interests. Above all, the teacher must himself come

into possession of adequate knowledge of the objectives and standards of the curriculum,

skills in teaching, interests, appreciation and ideals. He needs to exert effort to lead

children or students into a life that is large, full, stimulating and satisfying. Some students

seem naturally enthusiastic about learning, but many need or expect their instructors or

teachers to inspire, challenge or stimulate them. "Effective learning in the classroom

depends on the teacher's ability to maintain the interest that brought students to the course

in the first place (Erickson, 1978). Not all students are motivated by the same values,

needs, desires and wants. Some students are motivated by the approval of others or by

overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the

ethnicity, gender, culture, language abilities and interests. Getting students to work and

learn in class is largely influenced in all these areas. Classroom diversity exists not only

among students and their peers but may be also exacerbated by language and cultural

differences between teachers and students.

Since 2003, many foreign professional teachers, particularly from the Philippines,

came to New York City to teach with little knowledge of American school settings.

Filipino teachers have distinct styles and expressions of teaching. They expect that:

education is interactive and spontaneous; teachers and students work together in the

teaching-learning process; students learn through participation and interaction; homework

is only part of the process; teaching is an active process; students are not passive learners;

factual information is readily available; problem solving, creativity and critical thinking
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are more important; teachers should facilitate and model problem solving; students learn

by being actively engaged in the process; and teachers need to be questioned and

challenged. However, many Filipino teachers encountered many difficulties in teaching

in NYC public schools. Some of these problems may be attributed to: students' behavior

such as attention deficiency, hyperactivity disorder, and disrespect among others; and

language barriers such as accent and poor understanding of languages other than English

(e.g. Spanish).

As has been said, what happens in the classroom depends on the teacher's ability

to maintain students' interests. Thus, teachers play a vital role in effecting classroom

changes.

As stressed in the Educator's Diary published in 1995, "teaching takes place only

when learning does." Considering one's teaching style and how it affects students'

motivation greatly concerns the researchers. Although we might think of other factors,

however, emphasis has been geared towards the effect of teacher's teaching style and

student motivation

Related Studies

Psychological effects towards the student

According to Fitria (2012) normally, students differentiate their teachers

according their way of implementing rules in the classroom. There are strict teachers who

are very tough on students and lenient teachers who can tolerate their students’ faults.

However, the opposite side of people believes that strict teachers can be the effective way

to produce extraordinary students.

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According to Teachers Appreciation Blog, there are two impacts of being strict

teachers, the positive and the negative impacts. The positive impacts are well organized

class; motivated students; and maximum teacher respect, while the negative impacts

are less approachable; discouraging attitude; and students’ rebellion.

However, teachers actually are suggested to choose different teaching style,

whether being strict or not, to suit their different students.

Teachers Classroom Practices

This study, looked at three aspects of teacher quality: classroom practice,

professional development, and background characteristics of teachers (such as

educational attainment). Wenglingsky used data form the eighth grade mathematics

portion of the 1996 National Assessment of Educational Progress to determine how these

three characteristics of teacher quality influenced student achievement.

 Using multilevel structural equation modeling (MSEM1  ), he examined the

relationship among student achievement, six student background characteristics (e.g., the

number of books in the home), three teacher characteristics (e.g., education level and

major), ten professional development measures (e.g., the focus and frequency of

professional development experiences); and 21 classroom variables (e.g., instructional

content, textbook and worksheet use, use of manipulatives, group work, assignment of

papers, and asking students to solve real-world problems). Three MSEM analyses were

conducted, and all three were controlled for socioeconomic status (SES) and class size.
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The first analysis looked at the relationship between teacher traits and student

performance. The second added professional development to the mix, and the third added

both professional development and classroom practice. In this manner, the results for

each analysis could be compared, which allowed Wenglinsky to tease out an estimation

of the effect of each aspect of teacher quality (classroom practice, professional

development, and teacher background) independent of the other aspects, as well as the

effect of student characteristics, SES, and class size.

After controlling for SES and class size, Wenglinsky found that five aspects of

teacher quality affect student achievement: a teacher’s major, professional development

in higher-order thinking skills, diversity training, use of hands-on learning in classrooms,

and focusing on higher-order thinking skills. Within these findings, the strongest effects

were related to classroom practice, with an effect size2  of .56. Effect sizes for

professional development totaled .33, and teacher characteristics had the least influence

on student achievement, with an effect size of .09. All three aspects of teacher quality

(effect size of .98) had a stronger effect on student outcomes than SES did (effect size of .

76).

Teacher classroom practices have a significant effect on student achievement.

Additionally, high-quality professional development focusing on higher-order thinking

skills and diversity issues does appear to strongly influence classroom practice. Teacher

quality and classroom practice can have an effect on student achievement equal to or

exceeding that of socioeconomic status. Wenglinsky, H. (2002)

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The Effects of Teachers’ Attitudes on Students’ Personality and Performance.

Ulug, M., Ozden, M.S. & Eryilmaz, A. (2011) point out that a teacher with his

teaching methods and furthermore with his attitudes and behaviors, provides his students

to gain a mentally healthy personality and to have a new clear world view by leaving

unforgettable traces on them. This is a preparatory study to uncover how attitudes of

teachers affect the personalities and performances of students.

The participants’ expressions were subjected to meta-analysis. The findings and

results of the research are presented in tables and graphics in order to provide visual ease.

Participants generally describe teachers’ positive attitude as compassionate,

understanding, helpful, seeing the student as an individual, being friendly and interested,

communicating, being genuine and tolerant, supporting, motivating and encouraging

participation in social events. Teachers’ negative attitude is listed as discrediting,

vengeful, too disciplined, uninterested, favoritism, being angry, not caring, being

intolerant, not understanding and being inconsistent. When considering the effect of the

teacher’s positive attitude on performance of the student, positive attitude by the teacher

can improve student success as can be seen in the graphic below (Fig. 1). According to

responses from participants, 91.2% believed a positive attitude increased performance,

0.9% believed it lowered success while 7.9% felt it had no effect on performance.

When considering the effect of the teacher’s positive attitude on the student’s

personality development, we can see that a positive attitude has a positive effect on the

personality development of the student as is clearly seen in the graphic below (Fig. 2).

According to answers received from participants, 88.3% believed a positive attitude had
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positive effect on personality development, 11.5% felt it had no effect at all and 0.3%

stated that it had a negative effect on personality development.

When considering the effect of negative attitude of teachers on the success of

students, it can be seen in the graphic below that the negative attitude of the teacher has a

positive effect on the performance of the student (Fig. 3). Of the participants of the

survey 75.4% stated that it lowered performance, 18.1% stated that it had no effect on

performance and 6.5% stated that negative attitude improved performance,

Inspecting the Table 1 below, it can be seen that students’ accounts of their

primary school, middle school, high school and university periods reflect that the effect

of the teacher’s positive attitude on performance is evident.

The study findings show that while teachers’ positive attitudes have positive

effects on students’ performance and personality developments, negative attitudes have a

negative effect on both the performance levels and personality development of students.

This in turn clearly shows that especially teachers surpass the boundaries of the

classroom in individuals’ educational lives and its evident how effective they can be

during the whole life of the student.

Teachers are the second-highest determining factor in the development of

individuals, after the parents. It must not be forgotten that children take on role models

while learning and that is why perhaps the behavior and attitude of teachers, which they

spend the most time with apart from their parents, has an effect on their personality

development and thus whether they will be successful or not. Teachers being good role

models should precede classes because their views on life and behavior guide the student.
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In short, when education understanding in mentioned, education which gives the child

confidence, questions him/her and gives him/her responsibility should come to mind.

Teachers’ Styles to Encourage Students

In their research they show that several styles could be employed by the teachers

to encourage students to become self-motivated independent learners. As identified,

teachers must give frequent positive feedback that supports students' beliefs that they can

do well; ensure opportunities for students' success by assigning tasks that are either too

easy nor too difficult; help students find personal meaning and value in the material; and

help students feel that they are valued members of a learning community. Lucas (1990),

Weinert and Kluwe (1987).

Conceptual Framework

The conceptual framework of the ongoing research is illustrated by the conceptual

paradigm in Figure 1. As reflected by the paradigm, the primary objective of the study

was to determine the perception of the students toward their teachers and how do they

categorize them.

INDEPENDENT DEPENDENT VARIABLE

VARIABLE
Students’ Academic

Perceptions of the students Performance

toward the Teachers

-1st Semester Grade
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Figure 1. The effects of the perceptions of the students toward the teachers in their

academic performance.

The current study has two variables and subject matters, the Perceptions of the

students toward the Teachers and the Students’ Academic Performance based on their

Grades. The perspective of the students in their teachers will be the Independent

Variable. They will be categorized their teacher what approach they use during the class

and that approach was the one who affecting our dependent variable. The variable who

are being affected was the Students’ Academic Performance through their 1 st semester

grades.

Therefore, perceptions of the students in their teachers has an impact in their

performance in class. Many students rely their learnings in their teachers’ approach.

Hypothesis

This research has a Null Hypothesis (H0), which suggests the denial of an

existence, an attribute, a relationship, a difference or an effect.

Consequently, the researchers come up with their own hypothesis. The

perception of the students toward their teacher does not affect their academic

performances. They believed that there is no any relation between these two variables

because the researchers also believe that every individual has their own skills and
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abilities so that, they should not rely on their teacher. The students are the one who

should adjust to learn and improve their academic performance. They need to learn how

to change their way of learning depending on the teacher’s approach.

Definition of the Terms

For the purpose of clarification, the important terms used in this study have been

defined.

The following are:

Academic Performance. Refers to the outcome of education — usually

measured by student’s grades. It is being affected by the teachers’ approach.

Effect. Denotes as the outcome of something. It is used to know the outcome of

the perceptions of the students toward their teachers to their academic performance.

Perception. Refers to what is conceived to be true which is subjective. It is

referred to the specific perception of the students in regard to their teachers’ approach to

them.

Teacher’s Approach. Defined as a way of the teachers dealing with their

students. Sometimes it is based on how the students treat them also, refers how the

students react to them.

Perfectionist Teacher. Those teachers who doesn’t accept any mistakes and

carelessness in the part of the students.

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Strict Teacher. Stated that a teacher is demanding that rules concerning behavior

are obeyed and observed.

Approachable Teacher. Refers to a teacher who is approachable,

understandable, and a teacher who is easy to love by the students.

Moody Teacher. Stated that a teacher is always changing his/her mood time to

time depending on the situation.

Average Teacher. Refers to a teacher who is nice and great. He is approachable

but also strict. He depending his approach depends on the happening during the class.

Learning. It is the act of acquiring new, or modifying and reinforcing existing,

knowledge, behaviors, skills, values, or preferences and may involve synthesizing

different types of information. The ability to learn is possessed by humans.

Teaching. Means, the occupation, profession or work of a teacher. In this study it

refers as the ideas or principles taught by a teacher

Categorize. It is being place in a particular class or group.

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CHAPTER III

METHODS OF RESEARCH

This chapter presents the research method and techniques of the study, the sample

of the study, the research instrument, and the data gathering procedure and the data

processing and statistical treatment.

Methods and Techniques of the Study

This study was endeavor to find out the relationship significance of the student

and teacher related variables students’ academic performance in class.

The study utilized descriptive survey method and research, it included gathering

of pertinent data, recording, analysis and data interpretation governing students’ profile
 27

as well as teachers’ profile and its relationship with the students’ academic performance

in class.

Many schools have traditionally held a transmissionist or instructionist model in

which a teacher or lecturer informs the students.

According to Nachmias (1987) descriptive survey is not simply a regular fact

finding activity. Its strong point lies in expressing the condition of present phenomena as

well as identifying its relationship between and among variables correlating with such

occurrence of the phenomena. By the time of writing, utilizing the descriptive method

and questionnaires of the specific techniques, the researcher can describe the relationship

of some identified student - related factors and teacher – related factors with the students’

academic performance in class., this paper attempts to describe the relationship of the

stated variables.

Franceken (1999) stated that the main reason of correlation research is to shed

light on one’s understanding of the importance of a phenomenon through the

identification of relationships among variables.

In the words of Gay (1999) he defined descriptive research as involving collection

of data so as to test hypothesis or to address questions relative to the current status of

subjects. A descriptive study emphasizes and reports the way things are. It has no control

over what is and it can be obviously measure what already has been there. Its strong point

lies in recognizing the states and phenomenon as well as identifying the relationship

between and among identified factors.

Population and sample of the study

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The subject of this study are the 147 Grade 7 students from St. Anne’s Catholic

School, Hagonoy, Bulacan who were enrolled for the school year 2016 - 2017.

Specifically, the students from the sections of St. Cecilia, St. Agnes, St. Marcellinus and

St. Rose.

This subjects were chosen because this sections have the same set of teachers.

Also, those sections are belonging to the non-pilot sections which means the students

there are mixed some are above proficient, proficient and below proficient.

The population of this research are 232 students. Using the slovin’s formula and

the marginal error of 0.05, 147 students were the sample size and needed to be the

respondents of this research.

Table 1 below shows that there are 147 students who are actually participated in

the study. The distribution of the respondents is as follows: 32 students from St. Rose, 47

students from St. Cecilia, 33 students from St. Marcellinus and 35 students from St.

Agnes.

Table 1

Distribution of the Respondents of the Study.

Sections Students Respondents

St. Agnes 35
St. Marcellinus 33
St. Cecilia 47
St. Rose 32
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Research Instruments

This study employ questionnaire specifically designed for the deliberate

respondents of the study for the students. The students’ questionnaire comprised of two

significant sets of questions: student’s perception towards their teacher and what kind of

an attitude and approach of a teacher they want in class.

In the first set there are listed nine (9) subject teachers, their name was not

mentioned to make it confidential. The respondents will identify them if they are either 1-

moody, 2- approachable, 3- average, 4- strict and 5- perfectionist. In the second part there

are four (4) choices given there, the students are free to choose what approach do they

like. If it is not included in the choices, they have the option to give it specifically.

Likewise, one of the research instrument to measure they’re academic

performance is by getting the average of their first semester grades in the particular

subjects.

Demographic Profile Questionnaire

To identify the profile of the students, the researcher constructed a part of the

questionnaire deals with acquiring relevant information regarding the students section,

first semester grade and their perception toward to their teacher.

Data Gathering Procedure

As for the gathering of the data of the study, the researcher first searched for those

sections who has the same set of teachers. Next, they asked for the permission of the

principal of the school in order for them to conduct the survey in their chosen
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respondents and to get there first semester grades. After that, they also asked for the

permission of the teacher and the students respondents involve in the research to conduct

a survey with them and their respective selected classes.

They float the questionnaires to the respondents as well as retrieving of the survey

sheets to ensure the one hundred percent retrieval rate followed on November 24, 2016.

Upon retrieval, the respondents were assured that all the information they have given will

be treated with utmost confidentially. A day after the questionnaires floated, they also

asked the advisers of those students for their first semester grades and they will assure

that the following grades will be still private.

They listed down the names and their grades of those student respondents

according to their perception to their teachers. After that, they will get the mean or the

average of it and they will use the numeric equivalent which was obtained from the

grading system being utilized by their school.

Data Processing & Statistical Treatment

All the gathered data in this research were coded and entered into a data matrix

using the Microsoft excel software. The following statistical procedures were also

observed.

1. Frequency and distribution and percentage of the students’ academic

performance.
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2. Frequency distribution, mean and percentage of the first semester grades of the

students. For the grade of the students. The numeric equivalent was obtained from

the grading system being utilized by the school.

Numerical Value Verbal Interpretation

90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did not meet the expectations