Research Title: Effect of Teachers Attitude on Pupils Motivation of the Grade –

Four Pupils of Calubcub 1 Elementary School

Researchers: Marvin I. Lontoc

Division: Batangas Province

District: San Juan East District

School: Calubcub 1 Elementary School

___________________________________________________________________

I. Title: Effect of Teachers Attitude on Pupils Motivation of the Grade –

Four Pupils of Calubcub 1 Elementary School

II. Content and Rationale

The greatest power of humanity is education. It shapes their careers and

makes them differentiate in their thinking, speaking and doing activities beyond world

competition. The teachers, being the focal figure in education, must be competent

and knowledgeable in order to impart the knowledge they could give to their

students.(Barberos, et.al, 2014 ).

Just as people have individual difference, teachers have teacher attitudes

they posses towards thier works.. Teacher attitude have great impact on pupil’s

‟motivation and their achievement in the subject. The concern of teachers should be

the students' achievement. When students are motivated, then learning will easily

take place. However, motivating students to learn requires a very challenging role on

the part of the teacher. It requires a variety of teaching styles or techniques just to

capture students' interests.

Motivation influence on the teaching process and the teachers use it as a

weapon for successful teacher. Motivation of a teacher develops the interest of

students in subjects. Before teaching any topic teacher motivates the students for

learning. Myers (2006) stated that “motivation as a need or desire that serves to

energize behavior and to direct it towards a goal.” George (2000) defined motivation

as “psychological forces that determine the direction of a person’s behavior, a

person’s level of effort, and a person’s level of persistence in the face of obstacles”.

The impact of motivation on learning of students in the education is important.

Without motivation learning is not possible. So in education the role of motivation is

effective on students learning. Due to motivation students do any task and achieve

the goal. Motivation increase speed of work and a person is doing everything to

achieve goal. Motivation increases the performance of learning. It provide energy

and learner achieve the task because she has a direction and performance of

learner is increase.

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

ability to maintain pupils' interests. Thus, teachers play a vital role in effecting

classroom changes.

This action research aims to determine the Teacher’s Attitude and Its Effect

on Learners motivation of Grade Four Pupils in Palingowak Elementary School.

Considering one’s teaching style and how it affects students’ motivation greatly

concerns the researchers. Although we think of other factors, however, emphasis

has been geared towards the effect of teacher’s teaching attitude on pupils’

motivation.
II. Review of Related Literature

One of the primary concerns of every teacher is to help students better in the

classroom. Teachers need to motivate students how to learn.

Impact of motivation on learning of students in the education is important.

Without motivation learning is not possible. So in education the role of motivation is

effective on students learning. Due to motivation students do any task and achieve

the goal. Motivation increase speed of work and a person is doing everything to

achieve goal. Motivation increases the performance of learning. It provide energy

and learner achieve the task because she has a direction and performance of

learner is increase.

In education level of motivation (high or low motivation), effect on students

success. Motivation is a factor of high or low of the goal (Brown, 2001: 75). Teachers

motivate the students and achieve their task without motivation this is difficult to

achieve. Motivation is helpful for reaching the objective for teachers.

It has been designed to enhance students’ ability to learn; moreover, every

student is expected to learn. In the current era of high stakes testing, however,

teachers often ―teach to the test and spend little time helping the student learn how

to learn. In order to improve the academic performance of all students, teachers

need to help students develop effective learning strategies. As research suggests,

effective use of learning strategies can greatly improve student achievement

(Protheroe & Clarke, 2008).

As teachers, they are facilitator and instructors in every classroom. Agno

(2009) wrote all the students in class exchange and share ideas about a given topic

with the teacher as their leader. Here is where a teacher spends more time
communicating with individual children than they were doing whole class teaching/

facilitating collaborative group works (Mujits et. al 2011).

Teachers attitude have great impact on students ‟motivation and their

achievement in the subject. Many students attend classes just because of the

influential teaching style, on the contrary some teachers fail to develop a learning

atmosphere, and demotivate the students. (Shiek, 2014)

The teacher is considered the most important variable in the learner‟s

educational environment. Perhaps, without teachers, the other related elements of

the teaching learning process would be ineffective for he motivates guides and

directs the learner‟s in the quest for knowledge. Since acquisition of knowledge on

the part of the students takes place in an environment conducive to learning, the

physical features, e.g. buildings and playgrounds, classrooms and laboratories,

library, medical clinic, equipment, teaching aids and instructional devices should be

well kept. The curriculum is that is viable should include the learning activities and

the strategies to be used so that the desired goals can be fully realized. Et.al Zulueta

(2002).

Since student achievement is influenced by factors other than the teacher’s

actions, it is also important to understand students’ perceptions of teacher attitudes,

as these relate to their own learning. Accordingly, research studies have been

conducted to examine students’ perceptions of teaching styles. The studies enable

educators to be aware of students’ perspectives and to recognize the need to make

adjustments in teaching.were differences between students’ perceptions and

preferences of their English language lecturers’ teaching styles. The researchers

found that there were no gender differences in students’ preferred and perceived

teaching styles. However, students preferred learner centeredteaching styles,

whereas the most frequently used teaching styles of lecturers were teacher-centered

in nature.

III. Statement of the Problem

This paper sought to determine the Effect of Teachers Attitude in Motivating of the

Grade Four Pupils in Palingowak Elementary School.

Specifically, this paper attempted to answer specific questions such as:

1. What is the profile of the Grade pupils is terms of:

1.1 gender

1.2 gender group

1.3 grades for first grading period

3. What are the different teacher attitude used by the teachers to motivate the

learners?

4. How can teacher attitude effective in motivating learners in the following

categories?

4.1 attitudes

4.2 classroom participation

4.3 homework

4.4 grades

4.5 teaching attitudes

5. How does teacher's teaching style affect pupils' motivation?

V. Scope and Limitation

This study is limited among the thirty – one (31) Grade 4 pupils of Palingowak

Elementary School. It focuses on the teacher teachers attitude and its effect on
learner’s motivation. In order to come up with the desired information, the

researchers utilized questionnaires which covered, the demographic profile of the

respondents, the teachers attitude and how teachers attitudes affect in motivating

learners in the following categories, namely: attitudes, student's participation,

homework, grades and teaching styles. Open-ended questions will also be given for

students' opinion, ideas and feelings towards the teacher and the subject. Both

teachers and learners will be benefited from the results of this study.

It does not cover other grade levels and teachers concerned.

VI. Methodology and Research Design

The researcher utilized a descriptive method of research, and the data was

interpreted, analyzed,and discussed.The descriptive-survey method aims to study

the effect of the teacher’s teaching style on Grade Four pupils’ motivation.

Descriptive method means that surveys are made in order to discover some aspects

of teacher's teaching style and the word survey denotes an investigation of a field to

ascertain the typical condition is obtaining. The researchers will use questionnaires,

observations, interviews, students' class work and other student outputs for this

study. The researchers personally distributed the questionnaires. Each item in each

category ranges from a scale of 5-1 where 5 rated as Strongly Agree while 1 as

Strongly Disagree. The questionnaires were collected and data obtained were

tabulated in tables and interpreted using the simple percentage. While the open

ended questions, answers that were given by the students with the most frequency

were noted.

Observation refers to what he/she sees taking place in the classroom based

on student's daily participation. Learner interviews will be done informally before,

during, and after classes. Several categories affecting motivation will be presented in

the questionnaire.

VII. RESULTS OF FINDINGS

The data gathered in this study are presented, analysed and interpreted in

this chapter. This part provides statistics that empirically answer the sub-problems

posed in this research. Tables are used to represent that data are made substantial

by careful analysis and interpretation.

Table 1:

Demographic Profile of the Grade – Four Pupils

Gender Slow Fast Total

Male 4 11 15

Female 2 14 16

Total 6 25 31

Table I showed that out of the 31 student respondents, 48% were males and

52% females. There are 4 males and 2 females belong to the slow group and 11

males belong to fast group and 25 females belong to fast group. It is expected that

majority of the grade four pupils belong to the fast group of pupils in the class.

According to California Science Teachers Association (2009) Grade pupils have

intellectual curiosity but are often less imaginative. They relate more to the subject

matter than to the teacher. Fourth grade students look for explanations of facts, how

things work, and why things happen as they do. In addition, the ability to deal with

multiple variables emerges at this grade level.

 Table 2:

Pupils Grade for First Grading Period

Gender FIRST GRADING NUMERICAL RATING

Group

100-96 95-91 90-86 85-81 80-76 75-71 70-66 65-61 Below Total
60
Male 0 0 3 5 4 3 0 0 0 15

Female 0 0 9 4 3 0 0 0 0 16

Total 0 0 12 9 7 3 0 0 0 31

Table 3 showed that 39% of the respondents had final grades between 90-86

in all subjects, 29% lies between 85-81, and 23% scored between 80-76. However,

on the low group, 9% of the respondents had grades 71-75 that shows some of the

pupils got low grades. This seems that these learners need more attention and

focused to motivate their learnings.

Table 3

Teachers Different Learning Styles Use in the Classroom

Teachers Attitudes Weighted Mean Interpretation Rank

1. Teacher explains to me and 3.50 Often 5

help me understand my
homework
2. My teachers creates 4.55 Always 1
comfortable atmosphere in the
classroom
3. My teachers truly care for me 4.33 Often 2
4.My teachers shares his / her 3.55 Often 4
experiences to us
5. My teachers compliments me in 3. 65 Often 3
my good manner
It can be observed based on the data presented the following teachers

attitudes, with a weighted mean of 4.55, the teachers creates comfortable

 atmosphere in the classroom, the teachers truly cares to thier pupils, with a

weighted mean of 4.33, teachers compliments with pupils good manner with the

weighted mean of 3.65, teachers shares his / her experience with the weighted

meand of 3.65 and teacher explain to pupils to understand thier homework with a

weighted mean of 3.50. According Mamood (2014) Teaching attitudes have great

impact on students ‟motivation and their achievement in the subject. Learning will be

beneficial for teachers in particular, with the help of this study the teachers will be

able to know about their own teaching styles and their effectivenes.

Table 4

Effects of Teaching Learning Styles on Pupils Motivation - Attitude

CATEGORIES Strongly Agree Not Disagree Strongly

Agree Sure Disagree
A. ATTITUDE
1. I am always excited to attend my class 84 % 16 0 0 0
this school year.
2. Grade 4 classes is fun and interesting. 35 % 45 20 0 0
3. I hate English cluster subjects. It is not 3 0 19 19 59
important for me.
4. I don't like to attend in all subjects. It is 3 0 7 13 77 %
difficult to learn.
5. I love all subjects. It gives me 97% 3 0 0 0
opportunities to experiment, discover and
explore the things around me.

Table 4 revealed that teacher attitude is effective for pupils motivation – attitude, 97% of the

pupils strongly agree that they love all the subjects because it gives them opportunities to discover

and explore things around them. 84% believes they always ready to attend their class. And 77%

strongly disagree that they don’t like to attend the subject because it is difficult. Oxford Advanced

Learners’ Dictionary (2008,) defines the term attitude as: “the way you think and feel about
 somebody or something, and the way that you behave towards somebody or something shows

how you think and feel”. The way teachers teach should match the way students learn.

The concern of teachers should be the students' style of learning. Teachers can then

adapt their teaching styles to suit the learning styles of students.

Table 5

Effects of Teaching Learning Styles on Pupils Motivation –Classroom Participation

CATEGORIES Strongly Agree Not Disagree Strongly

Agree Sure Disagree
B. CLASSROOM PARTICIPATION
1. I'm always prepared in my class. 90 % 10 0 0 0
2. I participate actively in activities by 42 48 7 0 3
asking questions.
3. I do my assignments consistently. 74 % 10 10 6 0
4. Activities do not help me understand 6 6 10 20 58
concepts easily.
5. I feel bored in my class. 3 10 6 23 58

For student motivation for class participation 90% of the respondents affirm

that they always prepared in class. 75% do their assignment consistently and 58%

believe that the activities do not help them to understand the concept.

Learning is seen as a process whereby knowledge is constructed and

transformed by pupils, and cannot just be transmitted from teacher to pupil. Teaching

is then seen as developing the conditions in which learning occurs through

interaction between pupils and teacher, and, especially through interaction between

pupils. . (Muijs, 2011)

 Table 6

Effects of Teaching Learning Styles on Pupils Motivation – Homework

CATEGORIES Strongly Agree Not Disagree Strongly

Agree Sure Disagree
C.HOMEWORK
1. I complete my homework on time. 60 % 32 3 10 3
2. I find homework very useful and 50% 29 3 0 3
important.
3. Homework is difficult to do. 6 13 20 26 35
4. I don't get enough support to do my 85% 19 26 13 29
homework at home.
5. My teacher does not check my 3 0 16 20 0
homework at all.

For student motivation-homework, it could be noted that 60% of the students

completed their homework on time and 50% found homework useful and important.

85% of the students said that they got enough support to do homework at home and

90% said that the teachers checked their homework.

Homework can fulfil a number of different goals, such as increasing pupil

achievement, reinforcing and strengthening topics taught in class, completing

unfinished work, developing independent study skills and involving parents in helping

pupils‟ learning (Mujits et. al 2011).

 Table 7

Effects of Teaching Learning Styles on Pupils Motivation – Grades

CATEGORIES Strongly Agree Not Disagree Strongly

Agree Sure Disagree
C. GRADES
1. I got good grades in all subjects. 65 32 42 10 6
2. I study my lessons before a test or quiz. 65 29 29 6 10
3. The terms/words used in the test are 0 6 39 13 42
difficult to understand.
4. The test always measures my 36 33 19 6 6
understanding of concepts and knowledge
learned.
5. The grading is not fair. 6 6 26 10 52

For student motivation-grades, 65% got good grades. 65% of the respondents

said that they study their lessons before a test or a quiz. More than half of the

respondents disagreed that the terms or words used in the test were difficult to

understand. Less than half of the respondents agreed tests measure their

understanding of the lessons concepts and knowledge, while 80% thought that

grading is fair.

Test items are concrete tasks or activities that match the child’s ability to

respond; nevertheless, validity and reliability are affected by such factors as the

child’s limited attention span and willingness to attempt to respond to the examiner.

As children enter preschool years, more instruments are available for evaluating

development and developmental delay (Wortham, 2010).

 Table 8

Effects of Teaching Learning Styles on Pupils Motivation – Teacher Attitudes

CATEGORIES Strongly Agree Not Disagree Strongly

Agree Sure Disagree
C. TEACHER ATTITUDE
1. I have a good relationship with my 74 29 49 0 0
teacher.
2. My teacher uses materials that are easy 74 10 3 10 3
to understand.
3. My teacher presents the lesson in a 42 35 23 0 0
variety of ways.
4. I don't understand the way my teacher 22 3 16 23 58
explains the lesson.
5. I don't get any feedback about my 6 16 32 20 26
understanding of the lesson from my
teacher.

On the other hand, the data under teacher attitude as noted on table 4

showed that 74% of the students strongly agreed that they have a good relationship

with their S teacher and no one disagreed. Same number is noted that their

teachers used materials that were easy to understand. 42% said that their teachers

presented the lessons in many ways. More than half of the students said that they

understood the way their teachers explained the lesson while 25% were not sure of

their answer. 26% said that they got feedback from their teacher.

Teachers are aware of the important role of education in an individual‟s life

that is why as much possible, they must be equipped with the knowledge of the ever

changing trends in education.

Moore (2005) found out that the effective teachers are proactive, that is, they

are active information processors particularly in the classroom, good decision

makers, and task oriented. They are equipped with knowledge and mastery of

content in the particular fields, aware of the characteristics of their students, and

skilful in decision making particularly in keeping their students tasks.

VIII. CONCLUSIONS AND RECOMMENDATION

From the findings of the study, the following conclusion were drawn:

1. Most of the respondent belong to the fast group of learners. Pupils seem

naturally enthusiastic about learning, because the teachers inspire, challenge

and motivate the pupils to achieve thier learning goals.

2. The data that were collected from this research helped the teachers to

evaluate their strengths and weaknesses so as to improve instructions.

4. The teacher’s attitude is affect learner’s motivation when it comes to the

different categories presented. The grade four teacher successfully facilitate

learning and helped them persists in fulfilling their learning goals even when they

encountered learning difficulties.

4. Teachers give full attention to their pupils and pupils feel that teacher is taking

interest to thier work. Show an interest in their pupils and that they belong in

classroom.

RECOMMENDATIONS

1. Teachers should use the study to identify more different motiviation that will help

the learners to achieve quality learning and perform well in the class.

2. The teacher focus on the learner who needs attention in learning and helped

them persists in fulfilling their learning goals even when they encountered difficulties.
3. For the future Education major-researchers, a similar study may be conducted but

making use of three or more elementary grades in schools; comparing their

responses and validate the results.

 REFERENCES

Agno, Lydia. (2009). Principle of Teaching 1: A modular approach, 839 EDSA, South
Triangle Quezon City.

Brown, h. D. (2001). Teaching by Principles An Integrative Approach to Language

Pedagogy. White plains, NY. Longman, p.75

Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational
Leadership,36(4), 245-254.

Moore, Kenneth. (2005). Classroom Teaching skills 5th Edition. McDraw-Hill

companies, Inc., 1221 Avenue of the Americas New York, NY 10020.

Muijs, David and Reynolds Daniel. (2011). Effective Teaching: evidence and
practice. Edition SAGE Publications. LTD 1 Oliver‟s Yard 55 City Road London ECIY
1SP. 2455 Teller Road Thousand Oaks, California 91320.

Salandanan, Gloria (2007). Elements of God Teaching. Quezon City; Lorimar

Publishing Inc.

Salandanan, Gloria. (2009). Methods of Teaching. Quezon City: Lorimar Publishing

Inc. Whitebooks, Philips. (1989) retrieved (2008). Cited in
http://doe.concordia.ca/csip/Downloads/PDF/EN-V2_TLSQ.pdf

Zulueta, Fe. Et.al (2002) Teacing Strategies and Educational Alternatives. Academic
Publishing Corporation No. 621st St. Avenue, cubao Quezon City Philippines
 QUESTIONNAIRES
Directions:The following questions ask your opinions about your teacher’s teaching style.
Please remember that there are no right or wrong answers, just answer the questions as
correctly as possible. To answer every question, you have to select from five options (never,
seldom, sometimes, often, and always).

Teachers Different Learning Styles Use in the Classroom

Teachers Teaching Style Always Often Sometimes Seldom Never

1. My teachers compliments on my good manner.
2. My teachers shares his/ her experience with us
3. My teachers encourages me to finish my work
independently
4. My teacher uses a caring voice to ask me to
maintain good behaviour
6.My teachers creates comfortable atmosphere in the
classrooms
7. My teachers treats students unfairly
8. My teacher explains to me and helps me fully
understand my homework
9. My teachers truly care about me
10. My teacher embarrasses me in the class
11. My teacher compliments me on my good
manners.
12. I am not allowed to express my personal views
freely.
13. My teacher truly cares about me.
14. My interest in learning stems from the
encouragement of my teacher.
15. My teacher accepts my opinions.
CATEGORIES 5 Strongly 4 3 Not 2 1 Strongly
Agree Agree Sure Disagree Disagree
A. ATTITUDE
1. I am always excited to attend my science class this school
year.
2. Science is fun and interesting.
3. I hate Science. It is not important for me.
4. I don't like Science at all. It is difficult to learn.
5. I love Science. It gives me opportunities to experiment,
discover and explore the things around me.
B. PARTICIPATION
1. I'm always prepared in my Science class.
2. I participate actively in Science activities by asking
questions.
3. I do my Science assignments consistently.
4. Science activities do not help me understand concepts
easily.
5. I feel bored in my Science class.
C.HOMEWORK
1. I complete my Science homework on time.
2. I find homework very useful and important.
3. Science homework is difficult to do.
4. I don't get enough support to do my homework at home.
5. My teacher does not check my homework at all.
D. GRADES
1. I got good grades in Science.
2. I study my lessons before a test or quiz.
3. The terms/words used in the test are difficult to understand.
4. The test always measures my understanding of Science
concepts and knowledge learned.
5. The grading is not fair.
E. TEACHING STYLE
1. I have a good relationship with my Science teacher.
2. My Science teacher uses materials that are easy to
understand.
3. My Science teacher presents the lesson in a variety of
ways.
4. I don't understand the way my Science teacher explains the
lesson.
5. I don't get any feedback about my understanding of the
lesson from my Science teacher.