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:

Jikos Bucog

Nesstel Flores

Ahron james Salem Jamodiong

Harwinder jay B. Lape

Sander Lope

Kenny Murillo

Rich Klaizir Delima Uba

 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.

Statement of the problem:

The study aims to investigate the factors that influence students’ behavior

and attitudes in the classroom among senior high school students of Saint Michael

College of Caraga. Specifically, the researchers sought to answer the following

questions:
 1. What are the risk factors that contribute to negative behaviors, attitudes, and

student outcomes in the classroom.

2. How do family background, school culture, socioeconomic status, teacher

practices, and psychological influences interact to affect students' attitudes

and behaviors in the classroom.

3. What targeted interventions and strategies can be developed to promote

positive student outcomes based on a comprehensive understanding of the

factors that influence students' behavior and attitude in the classroom.

Theoretical Framework

The study can be anchored on Bronfenbrenner’s Ecological Systems Theory

(1977), which provides a holistic framework for understanding the various factors

that influence students’ behavior and attitude in the classroom. This theory’s

emphasis on the interrelationship between an individual and their environment, as

well as its five systems (microsystem, mesosystem, exosystem, macrosystem, and

chronosystem), offers a comprehensive framework for examining the various factors

that influence students’ behavior and attitude in the classroom. By using this theory

as a foundation, the study can explore the complex interactions between students’

environment and their behavior and attitude, providing valuable insights for

educational enhancement. The study’s focus on the ecological systems theory allows

for a more comprehensive understanding of the factors that influence students’

behavior and attitude, enabling the development of targeted interventions and

strategies to promote positive student outcomes. This approach addresses the

fragmented understandings and disjointed systems targeting specific factors affecting

students in isolation, and it uses an integrated mixed-methods research design to

highlight the various aspects that influence development, thereby providing

opportunities for improvement in the coordination of various practices and

structures that assist students.

Schematic Diagram

Independent Variables Dependent Variables

Family dynamics
School culture Students’ behavior
Socioeconomic status Students’ attitude

Teacher practices
Psychological influences

Figure 1: The Schematic Diagram shows the relationship between the dependent and

independent variables in the study.

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

In order to have a clearer understanding on the study, the following

terms are defined operationally

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.

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