INVESTIGATING FACTORS INFLUENCING STUDENTS BEHAVIOR AND ATTITUDE: A COMPREHENSIVE STUDY

FOR EDUCATIONAL ENHANCEMENT

A research presented to

The Faculty of the Senior High Hospitality

Business and Management of

Saint Michael College of Caraga Nasipit, Agusan Del Norte

In Partial Fulfillment

Of the Requirements

Maritime

By:

Harwinder jay B. Lape

Rich Klaizir Delima Uba

Ahron james Salem Jamodiong

Jikos Bucog

Sander Lope

Nesstel Flores

Kenny Murillo
 CHAPTER I

INTRODUCTION

Background of the Study

Students’ behaviour and attitude in the classroom affect their academic achievements and overall

well-being. Yet, there are persistent disciplinary problems and dis-engagements which suggest poor quality

of education that majority of learners receive (Noltemeyer et al., 2019). Negative behaviors, attitudes and

student outcomes can be attributed to diverse risk factors like family background, school culture,

socioeconomic status, teacher practices, and psychological influences (Usher et al. & Bear et al., 2015).

However, a handful of studies adopts socio-ecological lens that incorporates several constructs determining

student’s in-school behaviour and motivation towards learning.

By offering important insights into encouraging positive student behaviors, attitudes, and

engagement at school, this study offers significant potential impacts. Improved comprehension of the

causes of problematic discipline or motivation problems can guide focused programs that support positive

behavior and attitudes.

As stated by Holmes & Barton et al. (2020). This study also provides a strategic model that links the

micro, meso, exo, and macro system elements in terms of behaviors and attitudes associated with learning

in the classroom.

The ecological systems theory of Bronfenbrenner (1977), which holds that interacting elements

within the layers of the surrounding environment shape children’s development, serves as the foundation

for this study. According to this socio-ecological viewpoint, the study conceptualizes students in terms of

complex contexts and looks at interrelated elements that affect students’ attitudes and behaviors at school

in their micro, meso, exo, and macrosystems.

Wide socio-cultural milieu of students and manifested classroom behavior and attitude towards

education.
Rationale

To foster well-adjusted, engaged, lifelong learners, schools must prioritize student success. This

requires an understanding of the complex drivers that underlie classroom behaviors, outlooks, and

achievement to gaps. Few studies use socio-ecological lenses to examine the compounding interactions of

multidimensional influences on development, despite previous research highlighting the singular effects of

home dynamics, school culture, socioeconomic status, and other factors on conduct issues or

disengagement (Wang & Degol, 2014). (Usher et al., 2019). This feeds important blind spots or disjointed

insights that prevent tailored assistance.

State of the problem

Improvement initiatives have been hampered by fragmented understandings and disjointed systems

targeting specific factors affecting students in isolation, even though discipline problems, disengagement,

and negative attitudes continue to plague many schools. Negative behavioral and motivational student

outcomes have been linked by research to factors such as family dynamics, school culture, socioeconomic

status, instructional strategies, and psychological characteristics (Wang & Degol, 2014). However, the issue

still exists that in order to inform specialized supports, few studies simultaneously explore intersections of

multi-level influences on development.

By thoroughly mapping relationships between elements spanning students’ layered environments

and their demonstrated classroom behaviors and perspectives, this study addresses these gaps. It uses an

integrated mixed-methods research design to highlight the various aspects that influence development. The

results can highlight opportunities for improvement in the coordination of various practices and structures

that assist students.

Scope and Limitations

This study investigates relationships between elements from the home, school, community, and

society layers of students’ ecosystems and the ensuing classroom behaviors and educational perspectives.

Through an extensive survey and focus groups with a representative sample of 1500 middle and high school
students and teachers in one rapidly diversifying school district, it examines dynamics across various

racial/ethnic, socioeconomic, family structure, and developmental status groups. The comparative

explanatory capacities and interactive effects of important variables linked to systemic, cultural, and

individual-level factors influencing student outcomes are analyzed using quantitative and qualitative

methods.

Certain limitations apply because this is a preliminary investigation synthesizing cross-disciplinary

constructs. Generalizability is limited by the study’s geographic confinement to a single region and school

district. Instead of using longitudinal data, it uses cross-sectional data. While surveys evaluate correlations,

care must be taken when drawing causal conclusions. Self-reported data depends on participant honesty

and insight accuracy. It is challenging to interpret the intersectionality between demographic factors. The

scope was limited to grades in middle and high school. Lastly, more evaluation cycles are needed to

translate findings into policy and practice. Nonetheless, the study advances the framework, methodology,

and baseline data/models for further research.

Definition of terms

Student behavior- The acts, attitudes, and decisions made by students.

Student attitudes- student’s attitude is their tendency to respond a certain way towards something.

Family dynamics- The relationships, behavior, and communication patterns that characterize a family are

referred to as family dynamics.

Teacher practices- Teachers’ practices are the methods, approaches, and behaviors they employ in the

classroom to help their students learn.

REFERENCES

Espelage, D. L., Merrin, G. J., & Hatchel, T. (2019). Peer victimization and dating violence among LGBTQ youth: The

impact of school violence and crime on mental health outcomes. Youth violence and juvenile justice, 17(3),

236-255

Noltemeyer, A. L., Marie, R., Mcloughlin, C., & Vanderwood, M. (2015). Relationship between school suspension and

student outcomes: A meta-analysis. School Psychology Review, 44(2), 224–240

Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for

children’s academic success? Journal of Educational Psychology, 111(5), 877

Barton, E. A., & Holmes, P. M. (2020). Student success by design: Aligning pedagogy, space, and technology at the

university of Minnesota Rochester. Journal of Learning Spaces, 9(1)

Espinoza, G., Gonzales, N. A., & Fuligni, A. J. (2018). Parent discrimination predicts Mexican-American adolescent

psychological adjustment 1 year later. Child development, 89(2), 590-601

Wang, M. T., & Degol, J. L. (2014). Staying engaged: Knowledge and research needs in student engagement. Child

Development Perspectives, 8(3), 137-143

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7),

513-531