Teaching Behavior and Students Engagement

of Grade 11- Students Day Class Senior High

________________________

A Research Paper

Presented to the Faculty of Senior High School

________________________

In Partial Fulfillment

of the Requirements for the Subject

APP3 – Practical Research 2

________________________

Babula, Juliemae

Odivilas, Heart Joy V.

Arbado, Sanny G.

Quijano, Josh Clarence M.

November 2023
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Chapter 1

INTRODUCTION

Rationale

Student engagement is a crucial concept utilized to assess how students

interact with the process of teaching and learning. By observing student behavior in

academic settings, we gain valuable insights into the efficacy of instructional methods

and academic practices within the university. This insight offers a glimpse into the

current state of teaching techniques and academic procedures. Consequently, it

becomes a potent tool for teachers and academic supervisors, enabling them to

develop impactful pedagogical strategies that enhance students' learning experiences

significantly (Delfino, 2019). Numerous teachers face the challenge of encountering

lack student engagement. Several studies have looked into the issue of student

engagement in the classroom. According to Urias (2022) this problem continues for a

variety of reasons. A significant portion of a lack of engagement in the classroom may

be linked to teacher behaviors and the classroom environment. Teacher attitudes

directly affect the attitudes of their students and that students felt more positively about

the subject they were learning when their teacher was passionate about the topics.

Evanovich et al. (2015) emphasized the significant role of teaching behavior in

enhancing student engagement and, consequently, affecting their academic success.

The researchers also suggested that teaching behavior has a direct impact on

students' achievements in academics and future pursuits, leading to higher levels of

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success. Teaching behavior extends far beyond merely establishing classroom rules,

outlining consequences, and offering conventional strategies for student engagement

and relationship-building. Instead, it delves into the core of effective teaching by

incorporating the latest evidence-based methods and real-life examples (Scott, 2016).

In addition, Leoanak & Amalo (2018) assert that when students' needs are met, it is

truly believed that they will engage in classroom activities with their teachers and peers.

Students will feel a sense of belonging to the school when teachers treat them with

care and affection. Consequently, a stronger connection will form between students

and teachers, leading to increased feelings of security among students in the school

environment. In such situations, the learning and instructional process will be more

successful, making it easier to achieve educational objectives.

According to Ortiz (2014), who conducted research on the “relationship between

teaching behavior and student academic engagement in an inner-city preschool”. Ortiz

(2014) investigated whether aspects such as a teacher's enthusiasm, the complexity

of the lessons, their tone and volume of speech, their use of questions, and the

provision of positive feedback were associated with the academic engagement of

inner-city preschool students. Zepke (2015) the interactions between teaching

behavior and student engagement are of utmost importance in the current educational

context. However, student engagement has become a common practice, considered

conventional and aligned with mainstream thinking. Despite extensive previous

research, the relationship between these two factors and its significance continues to

be a topic of widespread debate. Consequently, teaching methods are frequently

accused of being the primary influence on a student's ability to engage in class

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(Macfarlane, 2016). Student engagement remains a pivotal factor in comprehending

how students respond to the teaching and learning process.

In the Netherlands-based study conducted by Boonstra et al. (2021). The

research identified specific effective teaching strategies, including posing motivating

questions, and providing encouraging feedback and support during exercises, directly

correlating with subsequent positive student engagement. Interestingly, certain

teaching behaviors that might typically be perceived as demotivating were also found

to be associated with positive student engagement, albeit to a lesser extent.

Furthermore, in United State of America a study conducted by Harbour et al. (2014)

The study revealed that effective teaching practices significantly enhance the likelihood

of students being actively engaged in their learning. Student engagement, a widely

acknowledged predictor of academic achievement, plays a vital role; when students

are more engaged in their academic instruction, they typically experience greater

success both academically and socially. In the provided study, the main focus lies on

effective teaching strategies. Meanwhile, this specific study aims to narrow its focus to

investigate teaching behavior and student engagement specifically within the Grade

11 day class at Assumption College of Davao. The study will look into how teachers'

behavior and approaches affect students' engagement levels in this particular

academic setting.
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Research Objectives

This study seeks to determine Teaching Behavior and Students Engagement of

Grade 11- Students Day Class of Senior High School Students in Assumption College

of Davao. Specifically, it seeks to answer the following questions.

1. To assess the level of Teaching Behavior in terms of:

1.1 instructional behavior;

1.2 negative teaching behavior;

1.3 socio-emotional behavior and

1.4 organizational behavior.

2. To ascertain the level of Students Engagement in terms of:

2.1 behavioral engagement;

2.2 cognitive engagement and

2.3 emotional engagement.

3. To determine the significant relationship between teaching behavior and students’

engagement of grade 11- students day class of senior high.

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Research Hypothesis

The null hypothesis will be tested at 0.05 level of significance:

H01. There is no significant relationship between Teaching Behavior and Student

Engagement.
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Review Related Literature

This section will present discussions related to the independent and dependent

variables of the study. Teaching Behavior (a) had the following indicators, namely:

Instructional behavior, negative teaching behavior. Socio-emotional behavior,

organizational behavior. The student’s engagement (b) had the following indicators:

Behavioral Engagement, cognitive engagement, emotional engagement.

Teaching Behavior

The term 'teacher behavior' refers to the behavioral manifestations of teaching

performed to facilitate learning by students or a group of students. It encompasses all

verbal and nonverbal actions exhibited by a teacher in an academic setting to provide

education. Research has shown that different teaching approaches and techniques

yield varying outcomes in student performance (Rashid & Zaman, 2018). Teaching

behavior significantly impacts students' emotional well-being. Teachers worldwide

enter classrooms daily, striving to create an environment that maximizes student

learning. Andre et al. (2020) asserted that studies on teaching demonstrate its

substantial influence on student learning outcomes, garnering global attention.

Teaching behavior is considered complex and multidimensional.

Furthermore, Rashid & Zaman (2018) emphasized that academic performance

among students is dynamic due to diverse factors influencing individual performance,

varying from student to student and context to context. Notably, researchers have

focused on the teacher's attitude toward students. A student's motivation, attitude

toward school, willingness to complete homework, and confidence in their learning

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behavior are all shaped by the teacher's demeanor (Rashid & Zaman, 2018). According

to Leoanak & Amalo (2018), positive teacher-student relationships benefit both parties.

When teachers cultivate positive relationships with students, job satisfaction increases,

reducing burnout. Simultaneously, students witnessing positive interpersonal behavior

are more motivated, leading to improved performance across subjects. Thus, fostering

a positive teacher-student relationship is essential for enhancing classroom learning

activities.

Instructional behavior. understanding instructional behavior, as described by

Holzberger et al. (2014), is paramount in effective teaching. It encompasses various

actions, strategies, and techniques used by teachers to foster productive learning and

convey information to students, involving diverse teaching methods, communication

styles, and classroom management approaches. Research in this field centers on

grasping instructors' intrinsic needs and self-efficacy and understanding how these

factors interact to predict instructional behaviors. Despite evidence on teaching across

different cultures and species, methodological disparities hinder comparability (Kline,

2015). Crucially, addressing the challenge of aligning instruction with students'

understandings, skills, and interests requires practical planning, focusing on feasible

strategies rather than fixating on disparities (Black & Allen, 2019).

Maulana, Opdenakker, and Bosker's (2016) study underscores that high-quality

instructional behavior, including teachers' attitudes and dedication, can counter

students' declining academic motivation. This extends beyond teaching techniques,

incorporating teachers' demeanor and their ability to create a positive learning

environment. Sasway, Hand Kelly, A. (2020) highlights the significance of instructors'

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engagement and confidence, directly influencing students' academic attitudes and

motivation, emphasizing the influential role of teachers' behavior.

Moreover, McLean et al. (2020) establish a direct link between teacher-

facilitated small-group instruction time and students' behavior issues, emphasizing the

impact of instructional methods on student conduct. Educators in the university setting

serve as significant adult figures, shaping the social and academic atmosphere through

their actions and interactions with students (Allen et al., 2014). Students interpret

meaning from these behaviors, underlining the importance of how students perceive

instructional behaviors in the learning process. These perceived behaviors serve as

crucial indicators of curriculum achievement and student training levels (Kara et al.,

2015).

Indirectly, student outcomes influence instructional practices. The quality of

teachers' instruction is closely tied to student motivation, learning, and academic

achievement (Fauth, Decristan, Rieser, Klieme, & Büttner, 2014). Effective instructional

approaches, as emphasized by Odundo et al. (2018), enhance learner confidence by

fostering meaningful partnerships and teamwork, creating a positive learning

environment. Lastly, Maulana (2016) underscores the significance of specific learning

environment characteristics, such as teachers' clarity of instruction and classroom

management, noted in the teachers' support literature as enhancers of students'

cognitive and affective outcomes.

Negative teaching behavior. refers to the actions and attitudes of teachers that

harm their students' growth and learning experiences, significantly impacting their

academic success, motivation, self-esteem, and overall education. In a study by

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Gülsün et al. (2023), the research explores how teachers' attitudes towards inclusive

education, self-efficacy, and group efficacy in behavior management influence their

approach to teaching students’ appropriate behavior and how these factors mediate

the impact of background variables on teacher behavior. Students' motivation to learn

is often influenced by their interpersonal connections with teachers, making teachers

pivotal in shaping students' mindsets. Positive interactions between students and

teachers are vital for enhancing engagement and motivation (Misbah et al., 2015;

Urhahne, 2015). However, negative teacher behavior, especially within the hierarchical

teacher-student relationships, can have an adverse influence on student learning,

particularly in public educational systems like India (Shukla, 2020).

Pössel et al. (2013) define negative teaching behavior as actions that students

perceive as unpleasant and ineffective. This behavior encompasses both verbal and

non-verbal expressions used by teachers to address specific problematic student

behaviors. These actions often involve criticism, punishment, or disapproval of

students' conduct. Examples include using disapproving or corrective language,

issuing verbal reprimands, making impolite or coercive statements, resorting to

sarcasm, lecturing students about their behavior, correcting them, highlighting their

mistakes, and, in some cases, employing physical restraint or punitive gestures (Sabey

et al., 2019). Moreover, McGrath and Van Bergen (2015) describe negative teaching

behaviors as actions that are harmful to students' learning and well-being and

encompass behaviors such as a lack of respect, poor communication, favoritism,

rigidity, and punitive actions.

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Furthermore, negative teaching behavior is associated with overall depression

symptoms in high school students (Pittard et al., 2015). Repeated negative teaching

conduct is likely to have a significant impact on education, potentially leading to

depressive symptoms in students. Yeung et al. (2014) emphasize that teachers who

value student learning are less likely to doubt their students' abilities, highlighting the

importance of enhancing self-concept, teaching abilities, and values in teacher

preparation programs. Fostering advocacy for students' learning is essential to nurture

positive teaching attitudes and practices. Teacher support significantly contributes to

positive student behavior (Pössel et al., 2013), as creating a positive and emotionally

supportive classroom environment reduces the likelihood of conflicts with problematic

students.

Ali et al. (2016) underscore that teachers' lack of civility discourages students

and creates an unfavorable learning environment, restricting students' educational

choices and hindering their educational progress. Incidents of discrimination induce

stress and a sense of isolation among faculty members, diminishing their teaching

effectiveness and, in turn, obstructing students' ability for innovation and academic

success. While violence and anger represent extreme forms of uncivil behavior,

shouting, engaging in futile arguments, and intentional insults also lead to harmful

psychological effects, potentially causing mental health issues and feelings of

depression in students. The aggressive and violent behavior of teachers not only

adversely affects students' emotional well-being but also disrupts their interactions with

peers (Kidger J, 2016). Similarly, the aggressive and violent behavior of teachers
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negatively impacts students' mental health and their interactions with fellow students

(Yildirim et al., 2016).

Socio-emotional behavior. socioemotional behavior in teaching is essential. It

encourages students' academic performance while also assisting them in acquiring

vital life skills that improve their general wellbeing. According to Simon, K et al., (2022)

Fostering healthy teacher-student connections is just one of the critical parts of the job

that a teacher's emotional well-being may have a big impact on. Socio-emotional

behavior refers to how individuals interact and express emotions in social settings. It

involves various skills related to social interactions and emotional regulation. Recent

studies, like Boon-Falleur et al., (2022), show that improved socio-emotional abilities

such as grit, conscientiousness, and self-control are linked to better academic

performance and life outcomes. This behavior is influenced by genetics, environment,

and culture and can change over a person's lifetime. Developing strong socioemotional

skills is crucial for healthy relationships and a satisfying life. According to Raptis, I., and

Spanaki, E. (2017), children's socio-emotional development is especially important as

it helps shape their moral standards for navigating modern society.

Research findings from studies by Blazar and Kraft (2016) highlight the diverse

impact of teaching techniques such as emotional support and classroom management

on students' attitudes and behaviors. Interestingly, teachers excelling in raising test

scores might face challenges in enhancing students' attitudes and actions,

underscoring the complexity of teaching. This complexity emphasizes the necessity for

comprehensive approaches to enhance teachers' overall competencies. Additionally,

Shin and Ryan's (2017) study emphasizes the role of teachers' emotional support in
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establishing classroom peer norms, contributing to the evolving understanding of

teacher traits' significance in peer influence. Schleicher (2018) addresses a significant

challenge in the educational community, noting that while cognitive skills are easily

measurable and teachable, emotional skills, essential for effective interpersonal

interactions, are more complex and cannot be easily digitized or automated. This

complexity underscores the importance of focusing on emotional intelligence,

individual characteristics, and social skills to facilitate better interpersonal relationships

within the educational environment (Cunningham et al., 2016).

The importance of integrating care models with community professionals to

create a comprehensive care plan for children with social-emotional development and

behavioral issues. This system should focus on prevention and early intervention,

involving a list of clinical and family concerns, self-management techniques, and

resource lists. Training models should encourage collaboration and prevent, identify,

consult, educate, and plan treatment (Stancin, 2014). Culture significantly influences

children's emotional development and learning, shaping models of emotion regulation

and expression. Interdependent cultures value emotion modulation, while independent

cultures encourage open expression (Savina & Wan, 2017). Social-emotional

capacities enhance children's mental health, but gaps exist in integrating research into

caregiver and educator trainings, despite their crucial role in early and middle childhood

socialization (Speidel et al., 2023).

Successful development is multi-causal, influenced by biological, psychological,

social, and historical factors. Researchers explore individual characteristics, non-

cognitive skills, character strengths, and socio-emotional competencies (Soto et al.,

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2020). The study suggests that traits and skills may predict positive development

differently, and that SEB skills encompass diverse behaviors like social interaction,

emotion management, and goal achievement (Napolitano et al., 2021). Adolescence,

marked by social, emotional, and behavioral skills development, begins with puberty,

a biological transition to physical maturity influenced by neurobiological effects (Dhal

et al., 2018). Adolescents' social brain changes enhance their awareness of social

cues, emotional sensitivity, and self-awareness of their social standing (Pfeifer et al.,

2013). Adolescence marks the transition from physical maturity to adult social roles,

responsibilities, and status, encompassing education, career choices, romantic

relationships, healthy habits, and community involvement (Napolitano et al., 2021).

Organizational behavior. The effectiveness of an educational institution hinges

on the proficiency of its management, which in turn relies on understanding and

catering to the skills, needs, and aspirations of its staff. Organizational behavior,

focusing on individuals' behavior within institutions, is crucial because organizations

can only function optimally when their human resources are skilled and capable.

Recognizing and addressing these human factors is fundamental for enhancing

organizational efficiency and overall success in the educational sector (Kapur, 2018).

Organizational behavior in education, as described by Ahad et al. (2021), integrates

principles from psychology, sociology, management, and leadership to create a

supportive learning environment. This involves managing the behavior of educators,

students, and administrators, crucial for improving teaching and learning outcomes.

Emotional intelligence significantly influences job dedication, impacting organizational

effectiveness. In teaching, applying psychological, sociological, and management

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principles enhances the well-being of teachers, students, and institutions. The

organizational climate, highlighted by Selamat (2013), significantly affects teacher

performance, shaped by leaders' behaviors. Furthermore, promoting innovative

behavior among teachers, as emphasized by Thurlings, Evers, and Vermeulen (2015),

is vital for adapting to technological and societal changes in education.

Organizational behavior in the educational context involves understanding and

managing human behavior within an organization, as described by Baijumon and

Yakoob (2015). This encompasses structures created by teachers to facilitate smooth

transitions between activities and group work tasks. Moreover, Structures built by the

teacher to promote smooth transitions between activities, groupwork tasks, and other

activities are referred to as organizational behavior. Several studies and literatures

have found that teacher empowerment has a considerable and favorable impact on

organizational behaviors (Calibayan, 2015). Teachers' acts and attitudes toward one

another and toward the educational institution are referred to as organizational

behaviors (Babu & Venkatesh, 2016).

Promoting positive behavior among employees, especially teachers, is crucial

in educational institutions. Recognizing and appreciating teachers across all

educational organizations is essential because their objective is to create an

environment that ensures the organization's long-term sustainability and progress

(Demir, 2015). Research has demonstrated that empowering teachers significantly

impacts organizational behaviors, a point emphasized by Calibayan (2015). Moreover,

the interactions and conduct of teachers toward each other and the educational

institution are regarded as organizational behaviors, highlighting the significance of

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teachers' actions, attitudes, and empowerment in shaping the dynamics within

educational settings (Babu & Venkatesh, 2016).

Additionally, Thurston's study (2019) underscores the vital role of understanding

organizational behavior in effective leadership, particularly in education where

teachers profoundly influence students' lives and perceptions. The relationship

between teachers and students mirrors the dynamics between employers and

employees, underscoring the importance of guiding and leading students to cultivate a

positive learning atmosphere. Embracing diverse attitudes and values among students

can mitigate bullying and stereotypes, allowing teachers to instill shared values that

prepare students for social responsibility and global citizenship. Barghani (2021)

argues that the growth of teachers and the success of students are intricately

connected to professional development, which plays a pivotal role. Furthermore,

teachers' motivation and their positive conduct within the organization significantly

contribute to its success, empowering teachers and enhancing workplace efficiency.

Student Engagement

Student engagement refers to the extent of students' attention, curiosity,

interest, optimism, and passion demonstrated during the learning process. This also

extends to their motivation to actively participate and make progress in their education

(Bernstein, 2022). Within the academic literature, school engagement is viewed as a

comprehensive concept, encompassing behavioral, cognitive, and emotional

dimensions (Pietarinen et al., 2014). It is a crucial component of fostering a positive

school climate, with extensive research linking it to academic achievement. Behavioral

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engagement is evident through actions such as regular attendance, completion of

assignments, class preparation, and active participation in school-related activities.

Emotional engagement is when students have a genuine liking for school, show

interest, and feel a sense of identification with the school culture. Cognitive

engagement reflects the effort exerted by students to excel academically, contributing

to a strong academic self-concept.

Abla and Fraumeni (2019) define student engagement as the level of effort and

dedication students invest in their learning community. Fredricks and McColskey

(2012) describe it as the degree to which students connect with others. It is considered

multidimensional, encompassing three key dimensions: behavioral, emotional, and

cognitive engagement. Behavioral engagement pertains to observable actions,

emotional engagement involves affective responses, and cognitive engagement

encompasses psychological investment. Within the context of teaching, the study

conducted by De Grove et al. (2012) reveals that teachers perceive themselves as

motivators for their students. Student engagement can be seen as the linchpin that

binds all aspects of student learning and personal growth. It not only enhances the

enjoyment, engagement, and fulfillment of teaching but also wields significant influence

on students. When students display high levels of behavioral, emotional, and cognitive

engagement, they are more likely to excel academically, develop a stronger sense of

connection with their school, and experience improved social-emotional well-being

(Sutton, 2021).

Behavioral engagement. In the evolving landscape of academic literature, the

term "involvement" has captured the attention of educational scholars, signifying a

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significant area of focus (Berry & Hammer, 2018). Engagement, as delineated by

researchers, comprises three essential dimensions: behavioral, emotive, and cognitive

(Skinner & Pitzer, 2013). Among these, behavioral engagement emerges as a pivotal

aspect profoundly influenced by the quality of interactions between students and

teachers. The profound impact of positive and supportive teacher-student relationships

on behavioral engagement is undeniable. When students perceive genuine care and

willingness to assist from their teachers, their engagement levels soar. This essential

teacher support finds expression through diverse classroom activities where teachers

directly engage with individual students or groups. The existing body of literature,

exemplified by the study conducted by Nguyen et al. (2016), underscores the

indispensable role of teacher-student interactions in enhancing behavioral

engagement. Within the realm of education, student engagement assumes a central

role, particularly in middle and high schools, as it intricately influences academic

progress and success.

Gregory et al. (2013) conducted a notable study focusing on the effectiveness

of the Teaching Partner-Secondary program, utilizing a randomized controlled

approach to boost behavioral engagement. Substantiated by extensive research, early

behavioral engagement has been found to link not only to school readiness but also to

enduring positive educational outcomes, encompassing academic achievement and

overall success (Lansford et al., 2016; Lei et al., 2018). These findings underscore the

critical significance of nurturing supportive relationships within the classroom

environment, highlighting the role of teacher-student interactions in shaping students'

educational experiences. Examining the interplay between children's peer dynamics

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and their behavioral engagement during the early school years is of paramount

importance for educators. Past studies exploring this relationship often failed to

distinguish between stable trait-like elements and transient fluctuations (Mund &

Nestler, 2019).

As defined by Eriksen and Bru (2022), behavioral engagement encompasses

the level of focus and effort students dedicate to their academic tasks. In a recent study,

Ridad et al. (2023) conducted research to evaluate behavioral engagement, preferred

learning modes, and teacher-related factors that students find appealing. Using a

descriptive-correlational design, the study aimed to unravel the intricate connections

between teacher-related variables, student learning preferences, and behavioral

engagement. Kang et al. (2022) described behavioral engagement as a multifaceted

concept involving students' conduct in the classroom, their participation in

extracurricular activities, and their enthusiasm for academic tasks. Hofverberg et al.

(2022) emphasized the importance of understanding the mechanisms that influence

behavioral engagement, underscoring its significance for educators and stakeholders

as a fundamental determinant of students' learning experiences.

Fostering student behavioral involvement should enhance the likelihood of

favorable educational outcomes, including academic success (Skinner & Pitzer, 2012).

Behavioral engagement, encompassing aspects such as attending school,

participating in classes, and completing homework, has been identified as the most

critical predictor of positive behavior (Pineda-Baez et al., 2014). Another method for

measuring behavioral engagement is through classroom observations, although this

approach is less commonly used. When observations are employed, students'

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behavioral engagement is often categorized as "engaged" or "not engaged" (Sinatra,

Heddy & Lombardi, 2015). These insights emphasize the imperative nature of effective

teacher-student interactions in creating a positive and engaging learning environment.

Cognitive engagement. in education refers to a student's active commitment to

developing learning-related cognitive abilities, such as self-regulated learning

(Christenson et al., 2013). While attending school is crucial for involvement and fulfilling

mandatory education, success is not guaranteed (Reschly and Christenson, 2013).

Students' cognitive engagement involves investing mental energy in valuing their

education, focusing efforts on learning, and employing strategies to grasp content,

complete tasks, and achieve goals (Reschly et al., 2014). This investment emphasizes

the psychological dedication students make to complete academic tasks. Indications

of cognitive engagement include the use of cognitive, self-regulatory, and

metacognitive strategies, as well as deep thinking about complex concepts.

In the realm of education, cognitive engagement refers to the psychological

commitment students make to learning, spanning from rote memorization to employing

self-regulatory techniques for in-depth understanding. Regardless of teaching

methods, research consistently underscores the importance of high-quality cognitive

engagement for meaningful learning (Barlow, 2020). Achieving deep cognitive

engagement is directly correlated with academic achievement (Greene, 2015). To

enhance cognitive engagement, students need to transition from surface-level

cognitive processing to profound cognitive exploration. Deep cognitive processing

enables mental connections and knowledge elaboration, leading to advanced cognitive

learning outcomes. Shallow processing, on the other hand, results in rote learning and
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is typically the outcome of inadequate engagement with the study materials. Students

demonstrate cognitive engagement by effectively tackling academic tasks, actively

participating in class discussions, and applying their prior knowledge to solve real-

world problems, as noted by Sesmiyanti, (2018).

As per Wilson (2021), students exhibit cognitive engagement when they actively

participate in their learning journeys and, when faced with challenges, they set

objectives, plan steps, monitor progress, troubleshoot, and reflect on their learning

experiences. Iqbal et al. (2022) underscore the significance of cognitive engagement

as a key predictor of classroom learning. It involves the integration of prior knowledge

to address practical problems and is influenced by intellectual factors like self-

regulation and learning goals. Numerous studies in the field of educational psychology

have delved into cognitive engagement, with their findings consistently pointing to a

positive relationship with academic motivation. Understanding cognitive engagement,

particularly in the context of blended learning in China, is crucial. It is essential to focus

on its role as a mediator in the relationship between emotional intelligence and study

habits. This knowledge holds great importance because the way students engage with

learning materials and manage their learning processes has a direct impact on the

quality of knowledge they acquire during lessons, as emphasized in studies by Bjork

et al. (2013) and Chi & Wylie (2014).

Cognitive engagement, as defined by Cleary & Zimmerman (2013), emphasizes

students' cognitive and strategic investment in learning. This pertains to how students

employ cognitive strategies and metacognitive processes to regulate their learning,

connecting new knowledge with existing knowledge and engaging in reflection and
 21

understanding (Vorhölter, 2019). Additionally, Sesmiyante (2018) highlights the

significant role of cognitive engagement in encouraging purposeful learning in the

classroom. By fostering this engagement, students can be motivated, interested, and

interactive, enhancing their participation and focus during classroom study sessions.

Emotional engagement. Emotional engagement in education, according to

Wilson (2021), pertains to students' feelings about their learning experiences,

evaluated through active participation, questions, help-seeking, and curiosity.

Establishing positive relationships and a student-centered learning environment

enhances this engagement. It signifies a deep connection in the emotional domain,

shaping cognitive and behavioral responses within the learning environment

(Kuchinski-Donnelly, D, 2018). This involvement encompasses both positive and

negative reactions toward teachers, classmates, and academic tasks, categorized as

classroom affective responses and students' sense of identification and relatedness

(Lawson & Lawson, 2013).

Eriksen & Bru (2022) emphasize that emotional engagement reflects students'

experiences and feelings, including their sense of belonging within the school

community, influenced by relationships with teachers and peers (Ulmanen et al., 2016).

Wang et al. (2015) stress the impact of emotional involvement on academic success

and well-being, with both positive and negative emotional engagement significantly

affecting various aspects of academic and psychological well-being.

Iskandar and Pahlevi (2021) note that emotional engagement can lead to both

positive and negative outcomes. Positive emotional engagement strengthens students'

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school connection, motivating task completion when students engage positively with

teachers and peers. Conversely, negative emotions like monotony can hinder

engagement (Dubovi, 2022). Hong et al. (2019) suggest that positive emotional

engagement prevents dropouts and boosts student engagement, emphasizing the

need for meaningful consultations to enhance student confidence and class

interaction.

In Huang et al.'s (2020) study, it was discovered that emotional engagement

significantly affects students' perseverance in online education. Positive emotional

engagement, characterized by meaningful discussions and idea exchanges, leads to

increased student engagement and positive results. The researchers emphasized the

need for teachers to encourage communication and interaction among students in

online settings to enhance positive emotional engagement (Molinillo et al., 2018).

However, previous research has primarily focused on behavioral and cognitive aspects

due to their established impact on academic achievement, sidelining emotional

engagement because of its unclear definition. Additionally, including it as part of a

general measure has resulted in inconsistent findings about its influence on academic

outcomes (Sagayadevan and Jeyaraj, 2013)

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Theoretical Framework

This study is anchored to the Theory of Planned Behavior (TPB) by Ajzen and

Fishbein’s (1980), which states that it is possible to predict an individual's intention to

engage in a behavior at a specific time and location. The theory was intended to explain

all behaviors that people can control. The most crucial component of this approach is

the individual's intention to act (Ajzen, 2002). In addition, the behavioral beliefs

determine the attitude toward the behavior, and the normative beliefs indicate whether

important others would approve or disapprove of the behavior.

The Theory of Planned Behavior (TPB) has significantly enriched and guided

our study, as this theory focuses on understanding an individual's intention to engage

in a behavior, particularly one they can control. We aim to understand and analyze the

teaching behavior of individuals, specifically teachers in our study. By emphasizing the

key component of behavior, the TPB allows us to explore how teachers' behavior

toward the outcomes of their teaching influences their intention to act. Our study is

strongly linked with the TPB as it aims to determine behaviors that individuals can

control, and we specifically focus on examining teachers' teaching behavior.

Furthermore, the optimal experience theory developed by Mihaly

Csikszentmihalyi in 1970, posits that individuals achieve a state of flow when they are

fully immersed in an activity, losing track of time, and feeling a sense of effortless

engagement. This optimal state occurs when the challenge of the task aligns perfectly

with the individual's skills, leading to deep engagement, intrinsic motivation, increased

creativity, productivity, and overall satisfaction. The theory emphasizes the delicate

balance between task challenge and personal skill level. When the task is too easy,
 24

individuals may become bored and disengaged, whereas tasks that are too difficult can

lead to feelings of anxiety and stress.

The flow theory

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Conceptual Framework

Figure 1 shows the conceptual paradigm of the study. It presents the interplay

of the variables, teaching behavior, and student engagement of all day class grade 11

students. The variable A was the teaching behavior and its indicators Instructional

Behavior, Negative Teaching Behavior, Socio-emotional Behavior, and Organizational

Behavior. Instructional Behavior refers to the actions, strategies, and techniques

employed by teachers or instructors to facilitate effective learning experiences for

students. Negative Teaching Behavior is an action, attitude, and approaches that can

hinder the learning process and negatively impact students' academic development.

Socio-emotional is ability to interact in a positive way with others, communicate feelings

positively, and regulate behavior. Organizational Behavior is behavior and attitudes of

individuals, groups, and organizations within the workplace.

On the other hand, the variable B was the dependent variable which was the

student engagement and its indicators behavioral engagement, cognitive engagement,

emotional engagement. Behavioral engagement involves the participation and the

involvement of students in school and positive attitudes of the students during the

resolution of activities. Cognitive engagement refers to the mental processes and

active participation of individuals in learning, problem-solving, and other cognitive

activities. Emotional engagement involves interest, boredom, happiness, anxiety, and

other affective states. These indicators will be used to identify the relationship of

Teaching behavior and students’ engagement of the grade 11 day class students. The

arrow indicates the correlation of the independent variable A towards the dependent

variable B to determine the relationship of the existing variable of the study.

 26

A B

Teaching Behavior Student Engagement

Instructional Behavior, Behavioral Engagement

Negative Teaching Cognitive Engagement

Behavior, Emotional Engagement

Socio-Emotional Behavior,

Organizational behavior

Figure 1. Conceptual Framework of the Study.

 27

Significance of the study

This study is conducted to find out the level of student engagement manifested by

the students and to measure the effectiveness of teaching behavior in handling student

engagement. The findings will be used to contextualize and to be able to make projects

that will be used with the current phenomenon. The result that will be gathered by the

study will be highly beneficial to the followings:

School Administrators. This research aims to provide valuable insights for

administrators in evaluating and enhancing teaching practices while understanding the

factors influencing student engagement in the classroom. The findings of this study will

serve as a foundation for developing effective guidelines to identify strategies that can

foster student engagement.

Teachers. This study aims to empower teachers by examining the impact of instructional,

negative-teaching, socio-emotional, and organizational behaviors on student

engagement. The insights gained will serve as a foundation for teachers to implement

targeted interventions, enhancing student engagement in the classroom. Additionally, this

research will help teachers improve their teaching methods, fostering a more engaging

learning environment for their students.

Parents. This study will provide parents with valuable insights into how teaching

behaviors impact their children's engagement in the classroom. Armed with this

knowledge, parents can offer emotional support, empathy, encouragement, and active

monitoring of their child's academic engagement. Additionally, parents can play a

significant role in motivating their children to actively participate in class, and they can
 28

provide much-needed encouragement, especially if their children are struggling with

engagement.

Students. This study aims to empower students by providing them with the tools to

recognize meaningful engagement in the classroom. Through this research, students will

gain valuable insights into the factors that can influence their participation and focus

during lessons. This understanding will not only enhance their comprehension as learners

but also enable them to navigate their academic journey more effectively, leading to a

more fulfilling educational experience.

Future researchers. This study will serve as a comprehensive guide for researchers

interested in exploring teaching behaviors and student engagement or related research

topics. It will offer valuable references and insights for future studies, providing a

foundation for scholars and researchers to build upon in their own research endeavor.
 29

Definition of Terms

The following terms were defined operationally in this study.

Teaching Behavior refers to the establishing of class rules, instructing students, and

delivering responsibilities. It is the responses that occur only in the classroom which

includes instructional, negative-teaching, socio-emotional, and organizational behavior.

Student Engagement refers to the active involvement, interest, and anticipation that

students demonstrate in their learning experiences. It includes their participation in

classroom activities, relationships with teachers and peers, and overall attention to the

learning process.
 30

Chapter 2

METHOD

This chapter outlines the method that would be utilized by the researchers to

formulate the problem, come up with an answer, and address questions that would

emerge throughout the study. The methods are namely the research design, research

locale, population and sample, research instrument, data collection, and statistical tools

of the study.

Research Design

This study is carried out through correlational, non-experimental, and quantitative

research. Correlational studies, also known as ex post facto studies, fall within the

positivist paradigm of quantitative research. This method involves gathering numerical

data from multiple variables within the same group and analyzing it to identify potential

relationships or covariances. Unlike experimental research, correlational studies focus on

finding similarities between variables, not differences in their means. This approach, also

called associational research, explores natural connections among variables without any

attempt to influence them. In correlational research, variables are not manipulated, and

mathematical techniques are used for analysis (Asamoah, 2014).

Skidmore (2022) point out that in non-experimental research, there is no

manipulation of an independent or predictor variable, which is typically changed in

experiments to observe its impact on the dependent variable. Instead, this type of

research involves observing and measuring variables as they naturally exist and
 31

investigating them within their real-life context to gather information. In non-experimental

studies, variables cannot be controlled or manipulated. Therefore, researchers must

objectively interpret observational data to draw conclusions. This approach emphasizes

the importance of analyzing unaltered variables to understand phenomena without

experimental interventions.

According to Bhandari (2023), the process of collecting and interpreting numerical

data is referred to as quantitative research. It can be used to identify patterns and

averages, create predictions, assess causal linkages, and generalize findings to larger

groups. The opposite of qualitative research, which involves the collection and analysis

of non-numerical data, is quantitative research. Once data has been acquired, it may

need to be processed before it can be examined. For instance, survey and test data may

need to be converted from words to numbers. Then, you can utilize statistical analysis to

answer the research questions.

 32

Research Locale

The research locale for this study was carried out in Davao City, a city renowned

as the heart of business, economic endeavors, and education in Mindanao. Davao City

boasts some of the Philippines' most prestigious universities. However, it's important to

note that this particular study was specifically conducted at Assumption College of Davao.

As seen in Figure 2, Assumption College of Davao is located on the map of the

Philippines, more precisely on the map of Davao del Norte. Assumption College of Davao,

located in Davao City, Philippines, is a distinguished Catholic private college. Founded in

1958 by the daughters of Mary of the Assumption (FMA), the institution is presently under

the ownership and administration of the Missionaries of the Assumption. Originally known

as Assumption School of Davao (ASD), it was renamed Assumption College of Davao

(ACD) in celebration of its 40th anniversary in 1998, marking its enduring commitment to

providing quality education in the region. The institution comprises five buildings named

Queen of Peace, Queen of the Angels, Queen of the Universe, Queen of the Prophets,

and Queen of the Apostles. Additionally, it features a gymnasium, auditorium, canteen,

and convent. Assumption School offers a range of programs, including preschool, grade

school, junior high school, modified work and study initiatives, and senior high school with

academic and technical vocational tracks. The ABM, HUMSS, STEM, HE, and ICT

strands are all available in the senior high school department. Undergraduate courses in

social work, teaching, business administration, hospitality management, and information

technology are all available to college students.

 33

Figure 2. Map of the Philippines, pointing Davao City

 34

Population and Sample

The sample size was determine using simple random sampling because the

respondents were from a large day class of grade 11 students. The total population of day

class grade 11 students was 679. To come up with sample size, the total population was

computed using Slovin’s formula and the result was 252. The sample size was divided

into 13 sections. The result was 52, to come up with 252 sample size, there were 5

sections that had 20 respondents, there were 8 sections that had 19 respondents.

The researchers determined the sample size based on Simkus (2023), who states

that simple random sampling is a method used to select individuals from a population,

ensuring that each member has an equal likelihood of being chosen. This is achieved

through an impartial selection process where each element in the sample is assigned a

numerical label, and the sample is chosen using a random approach. The goal of

employing simple random sampling is to generate a manageable and fair subset of

individuals that faithfully represents a larger group, which would otherwise be challenging

to sample comprehensively. The researchers choose the grade 11students as the

respondents of the studied, as supported by Leonard et al. (2015) in the United States, a

surveyed studied of 679 grade 11 students attending competitive private schools were

reported in experiencing stressed, particularly in accordance with

academic achievement.
 35

Table 1.

Distribution of Respondents

Section Number of students Number of respondents Percentage

Abigail 52 19 7.66%

Bernice 52 19 7.66%

Chloe 53 20 7.80%

Deborah 52 19 7.66%

Elizabeth 52 19 7.66%

Esther 53 20 7.80%

Hannah 53 20 7.80%

Jael 52 19 7.66%

Judith 53 20 7.80%

Keziah 53 20 7.80%

Lydia 52 19 7.66%

Micah 51 19 7.52%

Naomi 51 19 7.52%

Total 679 252 100%

 36

Research Instrument

The researchers will utilize two different survey questionnaires, that is adapted

from the studies of Pössel et al. (2013), entitled “Teaching Behavior and Well-Being in

Students: Development and Concurrent Validity of an Instrument to Measure Student-

Reported Teaching Behavior,” and the study of Delfino (2019), entitled “Student

Engagement and Academic Performance of Students of Partido State University.”

The first survey questionnaire was adopted from the study of Pössel et al. (2013).

It is used to measure teaching behavior and collect the needed data to prove the level of

teaching behavior. This questionnaire consisted of thirty-seven questions, with varying

numbers in different indicators: thirteen (13) in instructional behavior, nine (9) in negative

teaching behavior, ten (10) in socio-emotional behavior, and five (5) in organizational

behavior.

The second survey questionnaire was adopted from the study of Delfino (2019). It

is used to measure the student engagement of senior high school students to collect the

needed data to prove the level of student engagement among senior high school

students. The student engagement survey questionnaire was composed of forty

questions; each indicator has a different number of questions; behavioral engagement

with twelve (12) questions, cognitive engagement with seventeen (17), and emotional

engagement with eleven (11) questions.

In addition, the panelists also validated the research instrument to be able to obtain

valid and positive responses from the respondents. However, the draft of these
 37

questionnaires was presented to the research adviser for correction as well as to the

panel of experts in order to prove the legitimacy, reliability, and validity of the questions.
 38

Table 2.

Range of Means of Teaching Behavior

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of teaching

behavior is always observed.

2.52 – 3.27 High This means that the level of teaching

behavior is oftentimes observed.

1.76 – 2.51 Low This means that the level of teaching

behavior is rarely observed.

This means that the level of teaching

1.00 – 1.75 Very Low
behavior is never observed.
 39

Table 3.

Range of Means of Student Engagement

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This means that the level of student

engagement is always observed.

2.52 – 3.27 High This means that the level of student

engagement is oftentimes observed.

1.76 – 2.51 Low This means that the level of student

engagement is rarely observed.

This means that the level of student

1.00 – 1.75 Very Low
engagement is never observed.
 40

Data Collection

In conducting the research and collecting of data there are following steps that

need to be observed and applied by the researchers:

To enhance the legitimacy of the research instrument, the researchers will submit

their questionnaires to the panelists for validation. Their inputs, along with those from the

research adviser and a panel of experts, will be incorporated after a thorough review. After

validation, the researchers will write a formal letter seeking permission and will be

submitted to the SHS principal, outlining the purpose of the survey aimed at the grade 11

students in the day class. Upon obtaining approval, the subject teachers supervising the

class during the survey period will be duly informed, seeking their consent for the research

endeavor.

To guarantee the ethical treatment of participants, several measures will be

implemented. Anonymity and confidentiality of respondents will uphold throughout the

process. Each student will be assured that their responses would remain confidential,

promoting a safe environment for open and honest feedback. In addition, the researchers

will seek explicit consent from the minor respondents, clearly explaining the purpose of

the survey and emphasizing their voluntary participation. Prior to the main data collection,

a Pilot Testing procedure will also be conducted with a sample of 30 respondents to

ensure the reliability and clarity of the questionnaire. The researchers will personally

distribute the questionnaires, providing necessary guidance to the respondents. Next, it

will be tallied, and the raw data will be given to the statistician for analysis. Then, the

distribution of survey questionnaires to the 679 respondents will follow. The researchers

will personally hand the questionnaire over the respondents and guide the respondents
 41

in answering the questions, questionnaires will be retrieved. After the retrieval, the

answers of the respondents will be encoded, tallied and tabulated again using Microsoft

Excel to maintain accuracy and consistency. The raw data, while analyzed for research

purposes, was kept confidential and secure. Finally, the raw data will be submitted to the

statistician for analysis and interpretation.

 42

Statistical Tools

The following statistical tools will be used in processing to gather data:

Mean. This will be used in determining the level teaching behavior and student

engagement.

Standard deviation. This will be used to measure to assess the degree of variation or

spread within a set of data values. It provides insights into how concentrated or dispersed

the responses are. It is typically employed after data collection to determine whether the

data shows high or low variability.

Pearson r. This will be utilized in ascertaining the significant relationship between the

teaching behavior and student engagement.

 43

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APPENDIX A

Research Questionnaire

Teaching Behavior and Students Engagement

of Grade 11- Students Day Class of Senior High

Dear Respondents,

Good Day!

We are the HUMSS students of Assumption College of Davao and are currently
conducting a research study entitled “Teaching Behavior and Students Engagement
of Grade 11 Students Day Class of Senior High”. Please help us generate data by
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sincerely answering this question survey without leaving any items unanswered. We
assure the confidentiality of your responses following the Data Privacy Act of 2012.

Thank you very much!

The Researchers

Part I. Teaching Behavior

Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value
4 Very High The statement is always observed
3 High The statement is often observed
2 Low The statement is seldom observed
1 Very Low The statement is not observed

Instructional Behavior 4 3 2 1
1. My teacher makes sure I understand the material before
moving to something new
2. My teacher answers my questions in a way that I
understand.

3. My teacher helps me with my assignments for her class.

4. My teacher uses examples I understand.

5. My teacher’s grade requirements are clear.

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6. If I don’t understand something, my teacher explains it

another way
7. My teacher says that s/he appreciates participation, even
if it is not always correct.
8. My teacher returns my work quickly.

9. My teacher starts class on time.

10. My teacher stays on task.

11. My teacher pays attention to me when I state my opinion.

12. My teacher treats every student fairly.

13. My teacher’s rules for class behavior are fair.

Negative-Teaching Behavior 4 3 2 1
1. Depending on her mood, my teacher may not follow
through with consequences for misbehavior
2. Depending on her mood, my teacher threatens to punish
me.
3. My teacher threatens to punish me when I misbehave.
4. My teacher threatens to punish me when I talk with my
neighbor.

5. My teacher’s mood changes quickly.

6. My teacher does not know what to do next.

7. My teacher is easy to influence (e.g., it is easy to get my
teacher to talk about something besides the class topic).
8. My teacher is easy to provoke.
9. My teacher requires that I sit alone (e.g., in the hallway,
in an empty room, with the librarian) if I am talking
without permission during class time.
Socio-Emotional Behavior 4 3 2 1
1. My teacher talks with me before or after class

2. My teacher tells jokes or funny stories.

3. My teacher talks with me about school related problems.

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4. My teacher talks with me about non-school related

problems (e.g., at home, with other kids)
5. My teacher shows her emotions (e.g., changes tone of
voice, uses facial expressions).
6. My teacher smiles at me.

7. My teacher greets me.

8. My teacher talks with me about my interests

9. My teacher uses sarcasm in a funny way.

10. If I had a problem with school or life, this is my teacher I
would ask for help
Organizational Behavior 4 3 2 1

1. My teacher makes sure I understand the classroom rules

2. My teacher corrects me when I misbehave.

3. When I misbehave, my teacher explains to me why my

behavior was wrong.

4. My teacher takes away a privilege if I abuse it.

5. My teacher does not let me use equipment if I use it

improperly or dangerously

Adapted from: Pössel et al. (2013) “Teaching Behavior and Well-Being in Students:
Development and Concurrent Validity of an Instrument to Measure Student-Reported
Teaching Behavior.

Part II. Student Engagement

Questionnaire Instruction: Please read each item carefully. Check the box that
corresponds to your answer. Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value
 63

4 (SA) Strongly Agree The statement is always observed

3 (A) Agree The statement is often observed
2 (D) Disagree The statement is seldom observed
1 (SD) Strongly Disagree The statement is not observed

4 3 2 1
Behavioral Engagement

1. Asked questions in class or contributed to class

discussion
2. Raising my hand in class.

3. Participating in or small group discussions.

4. Doing all the homework problems.
5. Coming to class every day.

6. Taking good notes in class.

7. Getting a good grade.

8. Staying up on the readings.

9. Received prompt written or oral feedback from faculty in
your academic performance.
10. Come to class without completing readings or
assignments
11. Making sure to study on a regular basis.

12. Doing well on a test.

Cognitive Engagement 4 3 2 1

1. Made a class presentation.

2. Prepared two or more drafts of a paper or
assignment before turning it in.
3. Worked on a paper or project that required
integrating ideas or information from previous
sources.
4. Put together ideas or concepts from different
courses when completing assignments or during
class discussion.
5. Used an electronic medium (Facebook, group chat,
Internet, instant messaging, etc.) to discuss or
complete an assignment.
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6. Discussed ideas from your readings or classes with

faculty members outside of class.
7. Putting forth effort
8. Used e-mail to communicate with an instructor.
9. Discussed grades or assignments with an instructor.

10. Work harder than you thought you could do to meet an

instructor’s standards or expectations.
11. Discussed ideas from your readings or classes with
others outside of class (students, family members,
co-workers, etc.)
12. Going to the professor’s office hours to review
assignments of tests, or to ask questions.
13. Thinking about the course between class meetings.

14. Finding ways to make the course interesting to me.

15. Looking over class notes between classes to make sure I
understand the materials.
16. Applying course materials to my life.
17. Finding ways to make the course materials relevant to
my life.
Emotional Engagement 4 3 2 1

1. Included diverse perspectives in class discussions or

writing assignments.
2. Worked with other students on projects during class.
3. Worked with classmates outside of class to prepare class
assignments.
4. Tutored or taught other students paid or voluntary.
5. Participated in a community-based project as part of a
regular course.
6. Had serious conversations with students who are very
different from you in terms of their religious, political
opinions, or personal values.
7. Really desiring to learn the materials.
8. Being confident that I can learn and do well in the class.
9. Having fun in class.
10. Worked with faculty members on activities other than
course work.
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11. Talked about career plans with a faculty member or

adviser.

Adapted from Delfino (2019) “Student Engagement and Academic Performance of

Students of Partido State University.”
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APPENDIX B
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Assumption College of Davao

Senior High School Unit
Juan P. Cabaguio Avenue, Davao City

23 November 2023

Delia M. Carascal, MATM

Senior High School Principal
Assumption College of Davao

Dear Ma’am:

The undersigned would like to request your approval to be one of the evaluators
in the research entitled, “Teaching Behavior and Students Engagement of Grade 11
Students Day Class of Senior High” as a requirement for the subject Practical
Research 2. Undoubtedly, your expertise would make the research instrument rich and
substantive in content.

Attached to this request is the actual print-out of the questionnaire, chapter 1 and
chapter 2 of the study and validation sheet. Your comments and suggestions will be a
great help in the realization of this study.

Looking forward for your favorable response on this request. Thank you and God
Bless.

Sincerely,

Arbado, Sanny G. Babula, Julie Mae.

Researcher Researcher

Odivilas, Heart Joy V. Quijano, Josh Clarence M.

Researcher Researcher

Noted by:

RHEA A. POLINAR, RN, LPT

Research Adviser
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APPENDIX C
 69

Assumption College of Davao

Senior High School Unit
Juan P. Cabaguio Avenue, Davao City
_________________________________________________________________________________
VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE
___
Name of Evaluator : Antoniette Joymae D. Montecillo, LPT
Degree : Bachelor of Science in Secondary Education Major in English
Position : Research Supervisor-Senior High School

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and conceptual level of
questions suit the level of participants. The directions and the
items are written in a clear and simple language.

2. Presentation of Items
The items are presented and organized in logical manner.

3. Suitability of Items
The items are appropriate and represent the substance of the
research. The questions are designed to determine the conditions,
knowledge, perception and attitudes that are supposed to be
measured.

4. Adequateness of Items per Category or Indicator

The items represent the coverage of the research adequately. The
questions per category are adequate representations of all the
questions needed for research.

5. Attainment of Purpose
The instrument fulfills the objectives for which it was constructed.

6. Objectivity
Each item questions only one specific or measures only one
behavior and no aspect of the questionnaire is a suggestion of the
researchers.

7. Scale and Evaluation Rating Scale

The scale adapted is appropriate for the items.

Remarks:

Signature above Printed Name

 70

Assumption College of Davao

Senior High School Unit
Juan P. Cabaguio Avenue, Davao City
_________________________________________________________________________________
VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator : Delia M. Carascal, MAT-Math

Degree : Masters of Arts in Teaching Mathematics
Position : Principal - Senior High School

Points for Equivalent : Please check the appropriate box for your ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and conceptual level of
questions suit the level of participants. The directions and the
items are written in a clear and simple language.

2. Presentation of Items
The items are presented and organized in logical manner.

3. Suitability of Items
The items are appropriate and represent the substance of the
research. The questions are designed to determine the conditions,
knowledge, perception and attitudes that are supposed to be
measured.

4. Adequateness of Items per Category or Indicator

The items represent the coverage of the research adequately. The
questions per category are adequate representations of all the
questions needed for research.

5. Attainment of Purpose
The instrument fulfills the objectives for which it was constructed.

6. Objectivity
Each item questions only one specific or measures only one
behavior and no aspect of the questionnaire is a suggestion of the
researchers.

7. Scale and Evaluation Rating Scale

The scale adapted is appropriate for the items.

Remarks:

Signature above Printed Name

 71

APPENDIX D
 72

Permission Letter