Chapter I

The Problem

1. Introduction

There are various connotations about education. Others say that it is the way
to prosperity: others believe that it is a matter of recognition; still others reveal that
education is what makes a person worthy to be emulated by others; and still others
signify that education is reaching one’s ambition in life.
Education is like an open field in which all the factors can show up: it could
mold a nation; could make into habit values needed by citizentry; could move
indifference among fellowmen; and could pall heartaches to happiness and
camaraderie for a lasting friendship. What we could do to make ourselves worthy of
being a man, not only in name, but in its true and real meaning.
Academic knowledge gets you ahead in a competitive world.
Academic performance really means three things: The ability to study and
remember facts, being able to study effectively and see how facts fit together and
form larger patterns of knowledge and being able to think for yourself in relation to
facts and thirdly being able to communicate your knowledge verbally or down on
paper.
Good academic performance is also linked having good organizational skills
such as a tidy place to work and good time management. And these are all things you
need to consider. But this 'raise your academic performance' session focuses and
concentrates on you having the right mind-set for raising your academic performance
so you can learn more effectively.
Academic achievement is one of the predominant factors leading to a child’s
healthy future. Aiming for academic excellence, the department of education (DepEd)
continually searches for better ways to improve the quality of education. Hence it
implements different innovations to this country’s educational system. In spite of the
DepEd’s effort, school institutions are not always free from problems and difficulties.
Improving the academic performance of high school student is currently a
major concern. As a result, educations underscore the need to understand those
manipulated influence that can affect student’s academic performance.
Parents and teachers have always been an important factor in enhancing
student’s academic performance.
Teachers are the background of every education. They are the foundation of
every profession. A teacher, teaches, instructs, guides and corrects the students in
fields which are relatively new to them. The rule of teachers now has changed and
continues to change from being an instructor to becoming a constructor, facilitator,
coach, and creator of learning environments.
Accomplished teachers use multiple paths to knowledge to help students learn
in different ways and use different modalities to take information and demonstrate
knowledge. In order to meet these needs, accomplished teachers use a variety of
strategies and method to insure that all students have equal opportunities to learn.

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2. Statement of the Problem
• Main Problem
a. Factors that affect high school students’ academic performance in 3rd
grading.
• Sub Problems
1. What are the perceptions of the respondents to the following factors?
I. Students’ Influencing Factors:
a. Students’ Behavior and Characteristics
II. Parental Influencing Factors:
a. Parents’ Behavior and Characteristics
b. Parents’ Involvement in students’ school works
c. Parents – Child Interaction
III. Teachers’ Motivating Factors
a. Teachers’ Behaviour and Characteristics
b. Teachers’ Skills and Teaching Method
c. Teachers’ Approach to Students
IV. Community’s Influencing Factors
a. Peer/Social Involvement
b. Entertainment
V. Moderator Variables:
a. Age
b. Gender
c. Socio-economic Status

2. Is there a significant relationship between the following factors:

a. Parent Factors
b. Teacher Factors
c. Community Factors
d. Moderator Variables

3. Which of the following variables best predict pupil’s academic achievement?

a. Parent Factors
b. Teacher Factors
c. Community Factors

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 d. Moderator Variables

4. What is the profile of the respondents in terms of :

1. Age
2. Gender
3. Socio-economic status

3. Hypothesis

Based on the concept-theories and related studies mentioned in this research, the
following hypotheses were formulated:
1. Sub-problem number 1 is hypothesis free.
2. There is no significant relationship between
a. The parent factors and the pupil’s academic achievement
b. The teacher factors and the pupil’s academic achievement
c. The community factors and the pupil’s academic achievement
d. The moderator variables the pupil’s academic achievement
3. Sub-problem number 3 is hypothesis free.
4. Sub-problem number 4 is hypothesis free.

4. Theoretical/Conceptual Framework

Lerners’ Theory
According to Richard M. Lerner, human development takes place when a
person interacts with the environment where one exists. Environment influences
change the child. But the child also influences or changes the environment.
This reciprocal relationship is sometimes called bio directional (Eddowes et
al:1998). Lerners theory states further that it is the natural tendency for the child to
learn many things from his environment regardless of their favorable or unfavorable
effect on his personality. This supports the idea that a child can acquire good or bad
habits from his peer group that can affect his academic performance.

Braselton’s Theory
Brazelton emphasizes the importance of reciprocal interaction between
children and parent/caregiver. He describes it as a process with cycles of engagements

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and disengagement that are related to various areas as personal-social development.
For example, when a young infant begins to coo, the mother imitates the baby’s
sounds. After each has interacted in this experience several times and the mother
pauses the infant will usually stop the activity also.
This has implications for the teacher on how she relates to her
students. When the teacher exhibits a good example to the students, this also includes
being competent so that good learning takes place. (Mc Devitt)

Piaget’s theory
As individuals group, they also interact with people around them. According
to Jean Piaget, cognitive development is influence by social transmission, or learning
from others. Without social transmission, people will need to reinvent all the
knowledge already offered by culture.
The amount of knowledge people can learn from social transmission varies
according to their stage of cognitive development. Piaget says that adult can learn a
great deal about how children think by listening carefully, by paying close attention to
the ways of solving problems. If teachers understand at a certain stage think they will
be better able to match their teaching to children abilities.

Vygotsky’s Theory
Vygotsky posited that Learning and Development always occur on two
distinct yet mutually constitutive planes: the social and the psychological. Learning is
first mediated within an interpsychological plane, between the child and more
knowledgable others, and also only later moves into the intrapsychological plane
through a process called “internalization”. Internalization is a process whereby the
individual, through participation in interpersonal interaction in which cultural ways of
thinking are demonstrated in action, is able to appropriate them so they transformed
from being social phenomena to being part of his or her own intrapersonal mental
function. It is an appropriate in which information is taken in to use and manage the
new skills in different ways for later application.

Bruner’s Theory
When a student are presented with programmed materials, they become
dependent on others. Instead of using techniques that features preselected and
prearranged materials, Bruner believes that teachers should confront children with
problems and help them seek solutions either independently or by engaging in group
discussion. He also added that when a child are given a substantial amount of practice
in finding their own solutions to problems, they not only develop problem-solving
skills but also acquire confidence in their own learning abilities as well as a
propensity to function later in life as a problem solvers. They learn how to learn as
they learn.
Teaching should assist students to grasping structure of a field of study.
Understanding the structure of a subject means understanding its basic of
fundamental ideas and how they relate to each other.

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5. Research Paradigm

The conceptual paradigm given below shows the relationship between the

different independent variables (Parental influence, Teachers influence, Community’s

influence) and the dependent variable (Students’ Academic Performance).

1. Parental Influencing
Factors:
a. Parents’ Behavior and Student academic
Characteristic performance
b. Parents’ Involvement
in students’ school
works
c. Parents – Child
Interaction

2. Teachers’ Motivating
Factors
a. Teachers’ Behavior
and Characteristic
b. Teachers’ Skills and
Teaching Method
c. Teachers’ Approach to
Students
Moderator Variables:
3. Community’s Influencing  Age
Factors
a. Peer/Social  Gender
Involvement
b. Entertainment  Sex

 School level

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6. Significance of the Study

The researchers believe that the result of this study is significant to the following:
Parents: They will do their best to maintain a stable home environment;
supervise their children in learning activities at home; encourage their children to have a
positive attitude toward their studies; and help reverse the process of underachievement
in their children.
Teachers: they will understand their students better; establish good relationship
with them; improve their teaching method; motivate students to study and improve their
academic performance.
School administration and principals: They will be aware of the students’
needs; use direct intervention in improving school climate; and provide more school
programs that enhance learning.
Subjects/ respondents of the study: The result of this study will help the
students improve their academic performance by developing internal motivation that
should lead to an increase in their academic engagement and self-efficiency.
Researchers: Finally, the study will help the researchers in their quest for more
knowledge and information on the subject of study, and in their desire to help pupils
improve the academic achievement.

7. Scope and Limitation

This study is limited to all levels of secondary education students of the selected
Adventist University of the Philippines for the school year, 2009-2010. Its main thrust is
to provide a descriptive analysis of parents, teachers, and community factors that
influence academic achievement or performance. It also includes probing the significance
of parents, teachers, and community factors to academic achievement when gender, birth
order, and socio-economic status are considered.

8. Operational Definition of Terms

1. Community- is a partial or territorial unit of social organization in which people

have a sense of identity and feeling of belongingness

2. Grade Point Average (GPA) - refers to the average score given to a student after

adding the score obtained in a given number of subjects.

3. Guiding parents- this involves assistance, direction, and advice on what to do in

behalf of the child’s learning activities

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4. Parent – teacher influences. This refers to those parents’ and teachers’ behaviors

that would motivate students to develop either positive or negative attitude to

his/her academic performance.

5. Students academic performance. This refers to the observable responses or

behavior that students manifest through their school grades.

6. Parental motivating factors. This refers to the parent related behaviors which

invigorate a student to behave either positively or negatively towards school

academic performance.

7. Teacher motivating factors. These are the teacher related behaviors which

invigorate students to behave either positively or negatively towards their

academic performance.

8. Parents’ involvement in the students’ homework. This is the extent to which

parents show concern or participate in their children’s homework.

9. Parent – teacher relationship. This refers to the way parents and teachers

establish and maintain unity in order to be able to work together for the good of

the students.

10. Parent – child interaction. This is the way the parent and the child relate

together as they talk, work, play, reason, eat, etc, which makes the child know or

tell whether he/she is accepted or rejected.

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11. Student attitude- defined attitude as state of mental and emotional readiness to

react to situations, person or things in a manner that is in harmony with a habitual

pattern of responses previously conditioned to, or associated with this stimuli

12. Students’ attitude towards their home. This refers to the feelings or impressions

that students have developed in course of their interactions with their parents and

the rest of the family members.

13. Students’ attitude to their school. This refers to the feelings or impression that

students have developed as a result of their school experiences, i.e from their

interactions with the teachers, peers, their school alumni, from the school

subjects, from their school facilities, etc.

14. Teaching method. This refers to the recurrent pattern of the teacher behavior,

applicable to various subject matters, characteristic of more than one teacher and

relevant to learning. (Gage, 1968)

15. Teachers’ attitudes towards students. This refers to the emotional projections

that teachers portray in course of their interactions with the students which may

indicate to students whether they accept or reject them.

16. Teachers’ communication. This refers to the teachers’ ability to give instructions

and pass messages across to the students, parents and the community at large.

17. Teacher’s method- refers to the teacher’s action, procedures and manipulations

of organized subject matter, pupil behaviors and classroom environment.

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 18. Teacher’s practices- these refer to teacher’s activities related to their roles,

duties, and responsibilities toward the people whom they are working with

19. Television viewing habit- the present practices in relation to the time and times

and types of television programs he is watching

20.Video computer games- arcade games popular among adolescents

usually rendered by shopping malls, recreational sites and internet

cafes.

Chapter II
Related Literature

• Dependent Variable (Student’s Academic Performance)

According to Arnheim et al (1972: 734), defines performance as any activity that
produces result; the execution of an action or series of action; the accomplishment of an
understanding; how a person reacts to a task.
Belkin and Gray (1977:212), performance is the outcome or the observable
behavior of what has been learned. For example, when a teacher administers an
examination that requires the student to think out problems-to “use their minds”-what the
teacher is doing is making the students translate what they learned into a measurable
performance.
Clifford (1981; 234, 235), defines performance as a behavior that can be observed
and recorded which is used to judge what a person has learned.
However, he goes further to say that performance is not the perfect measure of
learning for there may be major discrepancies at times between learning and
performance. Such difference may be due to fatigue, anger, lack of motivation, or
inability to concentrate. He reminds us to be careful when we look at students’
performance to see what has or has not been learned.
Despite the possible differences between learning and performance, performance
is the best index of what an individual is learned. For such reason therefore, teachers
should encourage the students not only to learn but also to perform at their optimum
level.
Cage/Berliner further added that in order to measure students’ learning, teachers
should conduct evaluation. This means to find out how well the students have learned.

• Independent Variables:
1. Students’ Influencing Factors:
a. Students’ Behavior and Characteristics

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 “As children grow older and become more capable decision-makers, parental control
should shift to self-control. Making this shift is not always easy for the parent who has
grown used to making decisions for the child. Some parents who have not solved control
issues from their own childhood have a difficult time giving up their control over their
children.”
“Children want Power by Kay Kuzma” HEALTH AND HOME, jan-feb 2003 p.8-9

“Childhood. A time of giggles, jumping, exuberance, best friends. The absence of stress.
A safety net where you are protected, secure, happy, worry-free.”
“Children under stess by Sandra Doran” HEALTH AND HOME jan-feb 2003 p.16

Parent –teacher relationship. Both parents and teachers have information that
contributes to the child’s well being and that allows them to meet each other on equal
ground. Parents bring their knowledge and experiences about their child as a unique
human being, and the teacher brings his theoretical knowledge of children in general.
Both types of information have vital in order to create the best possible educational
experience for each child (Feeney, Christenser, and Moravick, 1987:370)
The teacher plays an important role in encouraging and supporting parent
participation in his program. Active concerned parents can function as members of the
teaching team, providing enriching experiences fir the children and working with
individual children. They support children’s school experience when they join the
teachers in the classroom and accompany them on their school trips. When parents
function as part of the teaching team, everyone benefits- the parents, the teachers, and the
children.

2. Parental Influencing Factors:

a. Parents’ Behavior and Characteristics
“Parenting is a complex process, involving much more than a mother or father providing
food, safety and succor to an infant or child. Parenting involves bidirectional relationship
between members of two or more generations and can extend through all or major parts
of the respective life spans of these groups. It may engage all institutions within a culture
(including educational, economic, political, and social ones), and is embedded in the
history of a people, as that history occurs within the natural and the designed setting
within which the group lives.”

Parent’s interest. This kind of attention from parents pays off in good grades, according to
a survey of more than 30,000 high school seniors in more than 1000 schools (NCES,
1985). This survey shows that the students with highest grades have the most involved
parents. The father’s importance is especially noteworthy. Fathers seem to vary more
than mothers in the degree to which they stay on top of children’s schoolwork.; the more
involved the father is, the better his children fare. The father’s importance is also seen in
the fact that children who live with both parents earn better grades.
These findings do not prove that parents’ interest improves students’ grades. The
cause and effect relationship may, in fact, work the other way: young people who do well
in school may stir parents’ interest, encouraging their involvement. It seems more likely,
however, that parents stimulate their children to do well by showing interest and concern,

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and that the students’ achievements, in turn, stimulate their parents, so that the effect
reinforces itself. Also, the parents of teenage students who do well are interested in more
than their children’s homework and grades. These parents make time to talk to their
children, to know what they are doing, and to be available. They take the children
seriously both in and out of school, and the children reward that interest.
Parenting styles. More than 7000 high school students in the San Francisco Bay
area filled out questionnaires showing how they perceived their parents attitudes and
behaviours (Dornbusch, et al; 1987). An index for the survey showed that the three styles
include the following:
● Authoritative parents tell adolescent children to look at both sides of issues,
they admit that their children sometimes know more than they do, they talk about
politics, and they welcome teenagers’ participation in family decisions. Students
who get good grades receive praise and freedom; poor grades bring
encouragement to try harder, offers help, and more parental direction over time
management.
● Authoritarian parents tell adolescents not to argue with adults, hold that parents
are always right and should not be questioned, and say that young people will
“know better when they grown up”. Good grades bring admonitions to do even
better, and poor grades upset parents and lead to reduced allowances and
grounding.
● Permissive parents do not seem to care about their teenage children’s grades,
make no rules about television, do not attend school programs, and neither help
with nor check their children’s homework. (As Baumrind used the term, these
parents’ motivation for providing little supervision may be either because those
parents are neglectful and uncaring or, although caring and concerned, because
they believe that children should be responsible for their own lives.)

Analysis of students’ grades and questionnaires showed a strong relationship

between authoritative parenting and high achievement in school. Students who got low
grades were more likely to have authoritarian or permissive parents or parents who were
inconsistent in style. Inconsistency was associated with the lowest grades, possibly
because children who do not know what to expect from their parents because anxious and
less able to concentrate on their work. These relationships were stronger fro white
students than in Hispanic, African-American and Asian families, all of which tended to be
more authoritarian. (Thus, the survey did not explain the success of Asian students in
American schools.) This study suggest a reason for the lower school achievement that a
number of studies have found in students in single-parent homes: single parents tend to
be more permissive. The style of parenting seems to make the difference, not the single-
parent status itself. (Papalia, Daine E. and Sally W. Olds; 526-528)

b. Parents’ Involvement in students’ school works

Active participation and involvement of parents in curricular and extra-curricular
activities could result in a better understanding of the nature of the educational institution
and the learning process. The pupils, teachers, and parents relationships are strengthened
through associations in these activities. More active participation and involvement of the

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parents should be done since they are the first ones to influence the child’s development
and have always been the most important agents of socialization of their children.
(Espedido, Narmela P; 147)
Parents should not consider the school as a mere structure where children learn
ideas all by themselves with the aid of teachers. Parents should also feel and carry out
their responsibilities to their children not only at home but also in school affairs. It is
quite alarming to note that nowadays, more children are without guidance since parents
tend to be very busy all the time. Some children are drawn into drug addiction,
alcoholism, delinquency, etc. as a means of solving their problems. The root of all these
problems is with the parents, who are the most important agents of their children’s
socialization. (Espedido, Narmela P; 147) If there is one thing can agreed on, it’s this:
children do better in school when their parents get involved in their learning. They tend
to get higher grades and have fewer behabior problems. They like school more and hold
higher aspiration. They’re more likely to go on college. These effects cut across
socioeconomic lines. All evidence points toward parents’ support as one of the most
important factors in a child’s academic success.
Unfortunately many moms and dads aren’t as attentive as they should be. In
overwhelming numbers, teachers claim that students are less motivated academically
today that they were ten to twenty years ago, largely because of low parental involvement
and supervision. They say that many parents spend less time with their children, place
fewer demands on them, and are less in touch with their school lives. These trends leave
teachers in touch position. Even an excellent school cannot provide good education
without help from home.

c. Parents – Child Interaction

The studies of Baldwin (1945) on parent-child relationship support his views. These
studies suggest that acceptant, democratic parental attitudes were most growth-
facilitating and that children of parents with these attitudes showed an accelerated
intellectual development, originality, emotional security and control. The children of
rejecting, authoritarian parents were unstable, rebellious, aggressive, and quaerrelsome.
The study conducted by Helper (1958) found a relationship between parental
evaluations and acceptance of their children and the self-evaluations of the children. If
the child finds that the appraisals are positive, he will find pleasure in his body and in his
self. If he feels that these appraisals are negative, he will develop negative appraisals of
his body and develops insecurity (Jounard and Remy; 1955)
The study made by Coopersmith (1967) found two kinds of parental attitudes and
behaviours which appeared to be important on the formation of self-esteem or self-worth.
Three areas of parent-child interaction seemed to be particularly important.
1. The first concerned the degree of acceptance, interest, affection, and warmth
expressed toward the child. The data revealed that the mothers of children
with high self-esteem were more loving and had closer relationships with their
children that did mothers with low self-esteem. The interest on the part of the
mother appeared to be interpreted by the child as an indication of his
significant that worthy of the concern, attention, and the time of those who
were important to him.

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 2. The second area of parent-child interaction related to permissiveness and
punishment. The conditions that exist within the families with high self-
esteem are notabthale for the demands that the parents make the firmness and
care with which they enforce these demands. (Evangelista, Lourdes L; 39-40)

Relationship with parents. Furthermore, adolescents who get along well with their
parents and whose parents are reasonably well adjusted tend to get higher grades and
behave better in school (Forehand, et al; 1986). Researchers looked at grade-point
averages and teachers’ behaviour ratings of 46 boys and girls whose age average 13 ½
assessed parents’ marital conflict and depression, and asked both parents and children to
recall disagreements about such issues as cleaning the bedroom, homework, television
and drugs.
The teenagers who had the most conflict with a parent had the most behaviour
problems in school. Those whose mothers were depressed also tended to have problems,
but a father’s depression did not have the same effect. Conflict with the father had more
impact than conflict with the mother. Frequent disagreements with the mother did not
affect school performance, but students who got along poorly with their fathers had lower
grades than those who got along better. Surprisingly, parents’ marital relationship did not
affect their children’s grades or behaviours.

“Parent-child relationship and family relationships more generally, there are marked
behaviors supportive of the youth and by positive feelings connecting the generations are
associated with psychologically and socially healthy developmental outcomes for the
adolescent. However, some families do not have parent-child relations marked by support
and positive emotions; and no family has such exchange all the times. Families
experience conflict and negative emotions. Such exchanges also influence the adolescent;
but as we might expect, the outcomes for youth of these influences differ from those
associated with support and positive emotion.”

“As children became the focal point of all this anxious attention from parents who
believed it was their job to keep these children happy, they became increasingly self-
centered, self-indulgent, irresponsible and disrespectful” – john Rosemond, psychologist,
“Several things hinder children’s development, including saying that they are doing well
and passing out rewards to all regardless of how they are actually doing.”
“What has gone wrong with praising kids? By Carol Maberly” HEALTH AND
HOME, march-april 03 p.16-17

“Support your children in accepting a consequence as beneficial experience. Encourage

them to keep a positive attitude about the experience. Help them develop the attitude that
a valuable lesson can be learned from each mistake”
“Don’t leave your children face major or traumatic consequences without your support.
When the consequence is a tough one to bear, stay close, if, possible, and let your
children know that you care. Otherwise, they might become discouraged, and
discouragement leads to misbehavior.”

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“It doesn’t take much experience for children to have a pretty good idea about what
would be a fair consequence for their misbehavior. So if you’re in question about what to
do, or if your child is older and you feel he or she may resent your discipline, treat a child
as God treated King David – allow the child to choose the consequences. God told David
not to take census of the people, but David wanted to know how great his kingdom was,
so he went against God’s instructions. To teach David the importance of obedience, God
gave David the choice of consequences – three years of famine, three months of pursuit
in battle, or three days of plague in the land (see 1 Chronicles 21). Self-imposed
consequences are always easier to bear because they are something the person chooses.
They can teach a lesson, nevertheless.”
“A parent-imposed logical consequence by Kay Kuzma” HEALTH AND HOME,
jul-aug 2004 p.9

4. Teachers’ Motivating Factors

a. Teachers’ Behaviour and Characteristics
A teacher can be a facilitator, a parent, a judge, a resource, a friend, and many more. The
role, whatever is assumed, inevitably possesses tasks, duties, and models of relationships.
Any role is influenced by some school of thought either directly and carefully learned or
directly motivated as follows:
1. Authoritarian- a teacher of this type establishes and maintains order in school.
The implied assumption is that teacher knows best and therefore should be
obeyed. The teacher is “captain of the ship”.
2. Permissive- this is the exact opposite of the authoritarian stance. The teacher
allows individuals freedom to a maximum and believes that no punishment should
be used. Here, anything goes.
3. Behavior modification- a student learns best when his/her behaviour is
reinforced. There is a suggestion here on teacher manipulation of learners.
4. Interpersonal relationship- the belief here is that when positive relationships
exist between teacher and the class, learning takes place. The teacher’s role is to
provide a healthy classroom atmosphere within which learning will follow.
5. Scientific- the learners’ behaviour can be predicted because the act of teaching
can be systematically studied and analyzed. Hence, the teacher can prepare well
ahead of time, the best situation in which learning can take place. The controversy
of course, is that, more than science, teaching is an art. But as yet, no sufficient
research evidence constitutes acceptable support for this thought.
6. Social system- although learning has been an individual process, people in
school are viewed as belonging to a wider social organization in which many
influences are at work on the learner’s behaviour. Critics point out that teachers
have little or no control over external factors and hence, necessarily act within the
framework of the school.
7. Folklore- teachers over the years have acquired and stored a bag of tricks. And
the tricks are passed on as tips to the teachers. While tips may suit the person who
proffers them, the same tips may not work with its recipients.

b. Teachers’ Skills and Teaching Method

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 Cooperative learning can be defined as strategy for the classroom that is used to increase
motivation and retention, help students develop a positive image of self and others, to
provide a vehicle for critical thinking and problem solving, and to encourage collective
social skills.
Problems met in using cooperative learning:
1. Cooperative learning is too noisy.
2. Cooperative learning takes so much time and effort.
3. Cooperative learning can seem difficult to manage especially to a teacher who
is just starting to use it.
4. In the classroom, students will not automatically start as soon as they are put
into small groups.
5. Some group members may monopolize the time while low performing group
members may not be included. If someone chooses not to participate, the group cannot be
successful.
6. Some group members may not respect each other. (Gapusan, Ronald B;
144)
Teachers may well be the most crucial individuals in a student’s life. High school
students achieve more when their teachers are actively involved in making decisions
about school policy. The teacher’s personality is not as important as what she or he
actually does in the classroom. When teachers expect students to do well, show a concern
involvement in their progress, and maintain pleasant, friendly classroom atmospheres,
students respond favourably. On the other hand, students achieve poorly in classrooms
where they are ridiculed, criticized, threatened or punished. (Papalia, Daine E. and Sally
W. Olds; 529)
Classroom management is the result of a combination of a large number of factors
and influences. These factors come from within the teacher and learners- from the nature
of the subject matter and from the influences of the culture of the learning context on
learning and teaching, including their role players.
Teaching is an art. It is both knowledge and practice, through the following strategies:
1. Keep the student at center position- from planning to assessing lesson. As they
say “begin where it’s at”
2. Teach a method, not communicate facts. Mcluhan’s “the medium is the
message” is an apt focus on this regard. Repeatedly, it has been stated that
education is not a mere product; rather it is more a process.
3. Provide the students the opportunities to discuss and discover.
4. The teacher is an actor/actress. To deliver, he/she has powerful tools like
presence, eyes, face, hands, and voice.
5. Teaching yields effective results through multimedia approaches. Allow the
learner to hear, see, talk, smell, taste, and do. Use the board, chalk, pictures,
music, movies and objects that can contribute or concretize concepts that must
be learned. Employ a variety of practices than can make the learner think,
think and think some more.
6. Establish a social climate that uses discipline as a method not as a punishment.
When a student is gainfully engaged, there is left no space or chance or time
to disrupt whatever is going on.

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 7. Make tests purposive. Such purposes may include feedback, learning,
motivation, or evaluation.
8. Grades are educational measures- whether grades satisfy or disappoint, these
are significant for as long as they provide honest and accurate feedback.
9. A teacher’s good preparation can never be substituted by any teaching
method. In its simplest form, a good preparation addresses the following
concerns: what subject to learn; why learn such subject matter; and how to
make students learn and to assess target learning objectives/information.
10. A good teacher is such a wholesome phenomenon and experience in a class.
Samuel Read Hall describes the good teacher as one with:
● Common sense
● Uniform temper
● Can discriminate character
● Decisive
● Affectionate
● Morally discerning
Indeed, classroom management is a tough act. Instead, there seem to be crucial
highlights about classroom management that may be worth a point of departure or a point
for reflection.
An effective and skilled teacher in classroom management can move towards
his/her own personality. (Cioco, Rechilda R; 156-157)

“Teacher education and schools can cooperate in several mutually beneficial ways. First,
teacher educators can use K-12 schools to enhance the professional experiences of
teachers in training. Teaching requires skills that must be practiced over a period of time.
Therefore, field experiences need to be emphasized. According to the training model
suggested by Joyce and Showers, teachers acquire their skills through a series of steps
beginning with theory, then modeling and practice, followed by feedback and coaching.”
“Teacher Education and Schools, A symbiotic Partnership by Prema Gaiwad”
JOURNAL OF ADVENTIST EDUCATION, april-may 2001 p.35

“Schools will improve automatically when we send them students who love to learn
because their parents make learning interesting and give them time to learn by freeing
them from extracurricular activities that rob them of that time. meanwhile, self-motivated
learners whose parents provide them with a rich learning environment in the home
manage to learn quite a bit and succeed even in the worst schools.”
“Blame Parents, not Teachers by e. Christian” HEALTH AND HOME sept 2006
p.17

“The more you push your expectations about them rather than respecting their God-given
characteristics, the more resistant they become to change – and the more defiant.”
“Children are like strings; they tend to resist when they feel pushed or forced into doing
something.”
“Using the string strategy of not pushing your child should begin at birth by respecting
the child’s rights as human being.”

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 c. Teachers’ Approach to Students
Poor learners are pains in the neck of teachers. For their low performance, they
are sometimes subjected to ridicule and humiliations and even invectives. In very few
cases, though, they are subjected to corporal punishment that ends in the courts resulting
in dismissal of teachers.
Teachers should refrain from this malpractice because poor performance of pupils
is not a fault all their own. It is possible that the teacher’s methods of teaching are not
good enough to strike the learning chords of the students. Sometimes also, the poor
performance of pupils is due to parental neglect as in the case of parents who just make
the teachers baby sitters for their children while they go about their usual business
unmindful of their children. In some cases, it is the social environment of the pupils that
causes their poor performance as in the case of pupils who frequently are absent because
of gambling, and drinking.
The situation needs reexamination. A positive attitude is necessary. Instead of
ridiculing the poor learners, remedial measures should be instituted. Teachers and parents
should cooperatively work together in developing pupil excellence. The community
should provide an atmosphere that is conducive to learning – a community that is free
from negative factors for learning like gambling, drinking, and other vices. The teachers,
the parents, and the barangay officials should actively participate in the development of
pupil excellence for the improvement of its inhabitants of the community as a whole.
(Abrugar, Jesus G; 95)
There is absolutely no doubt that high academic achievement results from
carefully tailored and well-managed classroom instruction which is closely controlled by
a caring and trustworthy teacher. Unfortunately, teachers in general often find themselves
teaching students who display a rather high level of off-task, unruly or disruptive
behavior. Such behaviors may be called problem behaviors not so much because it
irritates or exhaust the teacher but because it interferes with learning.
The warmth and acceptance within a friendly classroom climate is definitely a
desirable factor in the promotion of the optimum development of the learners.
According to Ellis, effective learning can take place only within a supportive
environment of which developmental guidance is a crucial component and where the
teacher has many of the traits of an effective counselor; the ability to empathize with
student’s patience and flexibility, excellent interpersonal skills, openness to new ideas
and awareness of individual’s differences. (Lorica, Anica P; 246)

The pupil’s relationship with their teachers is an important factor in determining the
academic achievement of the pupil. It is the teacher who primarily provides information
that the pupils needs. If a mentor fails to deliver this knowledge in a positive and
committed way, the pupils are likely to produce a negative response. However bright they
may be, they reject what the teacher is trying to do and might as well under-achieve.
According to Blishen and Maizles the students want teachers make an effort to
understand the pupils. When they present knowledge in an interesting and enthusiastic
fashion, the students will want to do the best they can. If teacher value achievement they
must first learn the value of students. (http; // www.spartacus. Schoolnet.co.Uk/sociology
report.html).

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 5. Community’s Influencing Factors
a. Peer/Social Involvement
Seventy five high school students in a Chicago suburb carried beepers that rang at
random once in every 2 waking hours. Each student was asked to report what she or he
was doing at the time the beeper sounded- and where and with whom. From the total of
4489 self reports, Csikszentmihalyi & larson (1984) described what it is like to be a
modern teenager.
The results showed the importance of peers. This adolescence spent more than
half their waking hours with friends and classmates, and only 5 percent of their time with
one or both parents. They were happiest when with friends. Being with the family ranked
second, next came being alone, and last, being with classmates. Teenagers have more fun
with friends- joking gossiping, and goofing around-than at home, where activities tend to
be more serious and more humdrum. (Papalia, Daine E. and Sally W. Olds; 554)

What do teenagers do a typical day? With whom do they do it? Where they do it? And
how do they feel about what they are doing? A study which observed 75 high school
students in Chicago suburbs for one week showed that adolescents spent more than half
their waking hours with friends and classmate and only 5% of their time with one or both
parents. They were happiest when with friends. Being with the family ranked second,
next, being alone, last, being with classmate. Teenagers have more fun with friends
joking, gossiping, and goofing around than at home, where activities tend to be more
serious and more humdrum (Papalia:1993)

“Have teenagers really changed? Socrates, in about 500 B.C., described adolescents this
way: “Youth today love luxury. They have bad manners, contempt for authority, no
respect for older people, and talk nonsense when they should work. Young people do not
stand up any longer when adults enter the room. They contradict their parents, talk too
much in company, guzzle their food, lay their legs on the table, and tyrannize their
elders”. With a few minor differences, we can agree that teenagers today are a lot like we
were at that time. Teenager behavior today is nothing new. What has drastically changed
for our youth is the world they live in.”
“Information Overload. Technology has brought with it blessing and curse, especially to
our youth. What in the past they have only heard about today they know and see –
violence, drug, hard-core pornography, “secret” lives of celebrities and public officials,
deviant lifestyles, and sexual message everywhere.”
“In the world with teens by Miriam S. Tumangday” HEALTH AND HOME nov-dec
2000 p.7

“Now, this is where the problem area comes in as far as Filipino youngsters are
concerned. At this juncture, they join their peer groups, or barakadas, as “birds of a
feather flock together.” And what are their activities? Very often you see them at tiangues
sitting down, strumming a guitar sometimes the whole day long. More often than not,
they learn certain vices at this time, like gambling, smoking or drinking. Or worse yet,
they hold pot sessions where they use drugs, such as shabu or marijuana. And those of
college age sometimes join fraternities or sororities where hazing is often used in their

18
initiation rites. Many of the barkadas eat and drink the whole nigh through. They sing
using the karaoke the whole night through, disturbing the working man who needs to
sleep because the following day he has to be at his job. These young people become very
rowdy when the alcohol content of the inumin ng tunay na lalake reaches their brains.
And sometimes they engage in vandalistic activities.”
“the Barkada Symdrome by Gil G. Fernandez” HEALTH AND HOME sept-oct
2000 p.11

“Young people who drink are more likely to use tobacco and other drugs and engage in
at-risk behaviors than those who do not drink.”
“Teens drink out of curiosity, to feel good, to reduce stress, to relax, to fit in, and to feel
older. They are also influenced by the advertisements they see of handsome men and
gorgeous ladies enjoying alcohol and of their parents drinking.”
“Alcohol and the Teens by Lucile B. Tanalas” HEALTH AND HOME may 2006 p.12

“Kids are starting to drink at an earlier stage for many reasons; wanting to be cool,
waning to fit in, wanting to escape the misery at home with so many dysfunctional
families, just ‘cause it’s there.”
“I’m an Alcoholic by Tamara Michalenko” HEALTH AND HOME may 2006 p.28

b. Entertainment
Nowadays, it cannot be denied that television shows greatly affect our youngsters.
This is due to the fact that television sets are rampant in every part of our archipelago.
Even those places without electricity or in the remote barangay, TV sets are present. But
the question remain, are they helpful to children’s learning?
Teresa L. dela Cruz wrote the effects of television shows and these are the
following:
1. TV can possibly influence a person to want or buy things which are not good
for him.
2. TV can cause a person to run away form problems instead of facing them and
trying to solve them.
3. TV can possibly take the place of spending time with friends and other people.
4. TV can possibly take place of doing creative things.
5. TV can possibly cause a person to become watcher instead of doer. (dela Cruz,
Teresa; 105)

Television has become one of the most potent and destructive influences on education
today. It is the atomic bomb of some youngsters’ school careers. By controlling their
time, attention, and habits, it virtually wrecks their chances for academic success. It is
incredibly persuasive teacher, and many of its lessons are the opposite of what children
need to learn. Too much television can harm child’s education. It can harm its character.
Television eats up an enormous portion of many kid’s lives. American children watch on
average more than three hour every day. Some watch much more. In a great many
households, the TV set is on almost constantly. By the time they graduate from high

19
school, many students spent more hours watching TV than doing homework, reading, or
talking to their parents.
About one third of typical American’s free time spent watching TV-occupying
more time than the next ten most popular leisure activities combined. In fact, it’s safe to
say that the act of watching television is the single greatest consumer of leisure time of
human race has ever known.
Here are some reasons you should be concerned about the amount of TV watched
in your home:
● Too much TV means bad grade. Extensive viewing often goes hand on hand
with poor academic performance. Sitting in front of the set hour after hour can translate
into less learning and slower in intellectual development.
● Families and children lose opportunity time. Too much TV is damaging because
of the behavior it prevents and the opportunities it steals. A child who is staring at a
screen is not reading or writing. He’s not doing homework, at least not seriously. He’s not
having an attentive conservation with mom and dad. He’s not getting exercise. Those are
the kinds of activities that turn children into healthy, happy, smart students. Turning on
the TV turns off such endeavors.
● TV is too easy. Most TV viewing involves less concentration and alertness than
just about any other daily activity. That’s one of its chief attractions-all you have to do is
sit back and stare. Many teachers note that when children get hooked on passive
entertainment, they have a harder time mustering the effort that study requires.
● TV caters the short attention spans and immediate gratification. Teachers also
know that it’s harder for children to concentrate for any length of time when they’re
programmed to expect TV’s rapid-fire format and channel-surfing mind-set. Television
teaches that if you don’t like what see, zap it and move on to something else. Don’t stick
with things that aren’t immediately enjoyable.
● Children receive harmful messages. The average American child sees tens of
thousands of acts of glamorized violence on TV before he has finished grade school. The
American Academy of Pediatrics warns the “Significant exposure to media violence
increases the risk of aggressive behavior in certain children and adolescents, desensitizes
them to violence, and makes them believe that the world is a meaner and scarier’ place
than it is.
The average young viewer is also exposed to 14,000 sexual references each year. Many
programs treat children to a barrage of image signaling the promiscuity is not only chic
but also largely free of risk and responsibility.
● Television makes moral education harder. Given what’s on the screen, excessive
television watching not only threatens young child’s intellect; it puts character training at
risk. In survey of 4,000 parochial school teachers, half stated that television and the
media are the greatest obstacles to teaching morals to students.

6. Moderator Variables:
a. Age
b. Gender
c. Socio-economic Status
d. Intervening/Moderator Variables

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 Chapter III
Methodology

This Chapter deals with the methods and procedures of this study. It presents the
research designs, the population sample, data gathering procedures, instrumentation, and
data analysis.

Research Design
The researchers used the correlation method of research to examine the extent to
how parents, teachers, and the community, influence or relate to students’ academic
performance. There are several dependent variables made to associate with the
independent variable. Parental influencing factors, Teachers’ influencing factors and
Community’s Influencing Factors are the dependent variables for this research; whereas,
Students’ Academic Performance serves as the independent variable.

Population and Sample

The population sample of this study comprises all levels of secondary or high
school education of the Adventist University of the Philippines. 25 randomly selected
individuals for each high school level, will be asked to answer the questionnaire. If this
were done, a total of 100 high school students of all levels, will be the total number of
respondents.

Data Gathering
Approval of study proposal. Certain measures or actions were taken to acquire
consent to carry out this form of exploration, examination, and thorough investigation for
the advancement of secondary education in the Philippines.
Administering of Questionnaires. After the approval of the proposal by the
research committee, permission was sought in writing from the administrators of the
selected school (Adventist University of the Philippines), by the Dean of the College of
Nursing, AUP, on behalf of the researchers. As soon as authorization was granted, the

21
 researchers visited the students personally and dispensed the questionnaires
systematically through the help of the administrators of the selected classrooms.

Questionnaire:
Direction: Please indicate the degree of agreement with how you feel about the parents,

teachers, and community factors that influence your academic achievement by encircling

the letters representing the choices using the scale below.

5 – Strongly Agree (Lubusang Sumasang-ayon)

4 – Agree (Sumasana-ayon)
3 – Undecided (hindi sigurado)
2 – Disagree (Hindi Sumasang-ayon)
1 – Strongly Disagree (Hinding Hindi sumasang-ayon)

Parent factors SA A U D

SD

1. My parents encourage me to complete my school work. 5 4 3 2 1

2. My parents want me to complete my homework before 5 4 3 2 1

doing anything else.

3. My parent helps me when i have difficulties with my 5 4 3 2 1

homework.

4. My parents want to see my completed homework before 5 4 3 2 1

i go to bed.

5. I discuss my future career with my parents 5 4 3 2 1

6. I discuss school subjects with my parents. 5 4 3 2 1

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7. I sit with at dinner table with my parents. 5 4 3 2 1

8. I ask my parents about things that I do not understand. 5 4 3 2 1

9. I play games with my parents. 5 4 3 2 1

10. My parents provide their personal time and effort to 5 4 3 2 1

support my school activities more freely.

11. My parents provide rewards and praises for my 5 4 3 2 1

job-well done in the class.

12. My parents encourage me to get involved in school 5 4 3 2 1

activities which could develop my talents and abilities.

13. My parents scolded me when I get low grades. 5 4 3 2 1

14. My parents listen to me when I have problems in 5 4 3 2 1

my lesson.

15. My parents encourage me to pray before I study my lesson. 5 4 3 2 1

Teacher Factors

1. He/she uses simple and clear language. 5 4 3 2 1

2. He/she encourages students to ask/answer questions. 5 4 3 2 1

3. He/she listen carefully to students when they ask or 5 4 3 2 1

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 answer questions.

4. He/she respect student’s suggestion or answer. 5 4 3 2 1

5. He/she gives praises and appreciation for a work well done. 5 4 3 2 1

6. He/she makes his/her lesson interesting. 5 4 3 2 1

7. He/she makes sure students have understood 5 4 3 2 1

one lesson before he proceeds to the next one.

8. He/she is fair and firm in dealing with classroom 5 4 3 2 1

behaviour problems.

9. He/she avoids scolding, embarrassing, shouting threatening, 5 4 3 2 1

loud talking and saying bad words.

10. He/she cares for the success of every student. 5 4 3 2 1

11. He/she is friendly to all students. 5 4 3 2 1

12. He/she is patiently guides pupils who cannot express well. 5 4 3 2 1

13. He/she welcomes students who ask for clarification 5 4 3 2 1

on the lesson whether inside or outside the classroom.

14. He/she uses gestures effectively. 5 4 3 2 1

15. He/she does his/her routinely class activities in a 5 4 3 2 1

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 systematic way.

16. The teacher speaks clearly and loud enough to be 5 4 3 2 1

heard by the whole class.

17. He makes clear illustration on the board to explain 5 4 3 2 1

the lesson.

18. The teacher is enthusiastic when he discusses the 5 4 3 2 1

lesson for the day.

19. He/she requires the students to be attentive during 5 4 3 2 1

the class periods.

20. He/she urges and encourages students to participate 5 4 3 2 1

in class discussion.

Community

1. I get along very well with my peers. 5 4 3 2 1

2. My peer group is interested in joining school 5 4 3 2 1

academic contest.

3. I and my peer groups sometimes get involved in 5 4 3 2 1

some recreational activities.

4. My peer group can help me in doing my school 5 4 3 2 1

25
 assignments/project.

5. I always follow my peer group wherever they go. 5 4 3 2 1

6. I spend more hours with my peer group than studying 5 4 3 2 1

my lesson.

7. My peer group have vices such as tobacco and alcohol. 5 4 3 2 1

8. I prefer to watch exciting TV show. 5 4 3 2 1

9. I enjoy playing with video computer games. 5 4 3 2 1

10. I have my own computer at home. 5 4 3 2 1

11. I often play video computer games in video center or malls. 5 4 3 2 1

12. After watching TV i feel lazy to study my lesson. 5 4 3 2 1

13. I spend more than an hour watching others playing 5 4 3 2 1

video computers at home or video centers.

14. I stop watching TV during our examination week. 5 4 3 2 1

15. I watch T V after I have done my homework. 5 4 3 2 1

Retrieval of Questionnaires. Once the respondents have completed the

questionnaires, the researchers who have supervised the survey will now gather the
answered questionnaires and proceed to analysis.
Unit Analysis. Analysis of data will be done by the researchers at a student level.

Instrumentation

26
 The researcher used a self-constructed questionnaire based on the related
literature and previous studies that relates to this problem. This was done to measure the
variables in the conceptual paradigm. Section one of the instrument contains items on the
parents motivational factors, section two contains items so teachers’ motivational factors;
while section three contains items on the students’ relationship with the community.
Before administering the instrument, it would undergo a validity and reliability
test which would be conducted by a panel of experts who will rate the appropriateness of
each item on a scale of 1 to 10. After the validation of the instruments’ a study will be
conducted using 100 students randomly selected from two randomly selected sections of
secondary education. We may obtain which confirmed the validity and reliability of the
instrument.

Statistical Treatment
- which one? Descriptive statistics or Inferential?
To determine the external factors that influence the pupil’s academic achievement, the
following statistical treatment were used:
For sub-problem number 1, mean and standard deviation were used to identify the
level of classroom performance of the respondents and to find out the existing condition
of the external factors.
For sub-problem number 2, correlations were used to measure the relationship
between 4 variables.
For sub-problem number 3, a stepwise regression was used to identify the
predictor(s) of the dependent variable, which is, academic achievement.
For sub-problem number 4, frequency distribution was used to identify the profile
of the respondents.

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