CHAPTER I

INTRODUCTION

The Problem and Its Background

The researchers focused much of attention in studying the Students’

Classroom Behavior and their Academic Performance because of the thought that

these two are important determinants of learnings.

The classroom should be a safe place that is conducive to learning for all

students. However, academic achievement isn't always an absolute measure of a

student's intelligence. Instead, a variety of factors, such as teacher involvement,

parental investment, school quality and student engagement, can affect academic

life. Student behavior also plays a major role in academic achievement as it can

affect his or her ability to learn as well as impact the learning environment for other

students. There are many behavioral factors that can affect the learning

environment for all classroom students.

According to Algozzine, Wang, and Violette (2011) numerous studies have

demonstrated the comorbidity of achievement and behavior problems in students

identified with learning disabilities and emotional disturbance. The causal basis for

this relationship has not been demonstrated, but several theories regarding the

association have been posited, and potential benefits related to prevention keep

interest in the connection alive. This article briefly reviews the background for

original and continuing focus on behavior and achievement and sets the context for

it by looking over some of the work that has been done. It also provides an empirical
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 2

analysis with outcomes that are contrary to most of those previously reported. It

presents findings as a base for directing attention to a fundamental goal of positive

behavior interventions and supports (i.e., teaching behavior as well as academic

skills in efforts to prevent learning problems and failure in school).

According to Federal law (No Child Left Behind, NCLB Act of 2001, 2002)

mandates academic performance for all children as the top priority for U.S. public

schools. NCLB places emphasis on instruction and performance particularly for

those with the lowest levels of performance. Although educators work with

diligence to achieve at these high levels for all children, often times other factors

compromise that progress. For example, some students have extreme academic

difficulty that is not easily overcome. Other students have challenging behavior that

interferes with teaching and learning. Both of these problems have severe

repercussions for the school and life outcomes of these youth (Battin-Pearson et al.,

2000; Breslau et al., 2009).

The relationship between academic and behavior problems is a long

recognized phenomenon (Alexander, Entwisle, & Horsey, 1997; Hinshaw, 1992).

A significant amount of research (see Lane, Barton-Arwood, Nelson, &Wehby,

2008; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, &

Epstein, 2004) concerning this relationship comes from the study of students with

disabilities such as emotional disturbance (ED) and learning disabilities (LD); yet,

as Algozzine, Wang, and Violette (2011) indicate, research on this topic regarding

these populations does “little to clarify, confirm, or advance the link between

achievement and behavior or the causes for it” (p. 5). In fact, the relationship
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 3

between achievement and behavior also affects other students, not just those with

disabilities: For example as boys from low-income families (Moilanen, Shaw, &

Maxwell, 2010) or youth with persistent patterns of externalizing behavior (Vitaro,

Brendgen, Larose, & Tremblay, 2005).

A more recent study (Joffe& Black, 2012) revealed that among a sample of

352 secondary school students, those with low academic performance had

significantly greater social, emotional, and behavioral difficulties.

At school, children have different experiences based on temperament.

Research has found, for example, children with low self-control to exhibit poorer

work habits than children with higher self-control (Rimm-Kaufman, Curby,

Grimm, Nathanson, & Brock, 2009). Additional research has found children with

lower effortful control to have greater conflict with teachers, while children with

higher effortful control have closer relationships with teachers (Rudasill&Rimm-

Kaufman, 2009). As a result of these factors, research by Duckworth and Seligman

(2005) found self-discipline to be a better predictor of academic performance than

IQ.

However, the school setting can also enhance academic outcomes for

children with difficult temperaments. In particular, research by Rudasill and Rimm-

Kaufman (2009) found emotional support from teachers to moderate the

relationship between children’s temperamental attention and school achievement,

while Valiente, Lemery-Chalfant, and Castro (2007) observed school liking to

mediate the relationship between children’s effortful control and academic

competence.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 4

Although the aforementioned research has found temperament and behavior

problems to negatively predict academic achievement (e.g., Malecki& Elliot, 2002;

Myers, Milne, Baker, & Ginsburg, 1987; Wentzel, 1993), most studies relied on

cross-sectional designs and did not take into consideration the nature of behaviors

(i.e., externalizing or internalizing behaviors). Few studies investigated the

interactions between behaviors and other issues (e.g., race and gender). The present

analysis contributes to this topic by investigating the associations of externalizing

and internalizing behavior to children’s academic achievement in longitudinal data

with further examination of whether the association between behavior problems

and academic achievement varies by gender and race.

Many researchers have considered the roles of internalizing behavior and

externalizing behavior on academic achievement, yet the evidence remains mixed

(Masten et al., 2012). Nelson et al. (2004), studying academic achievement of

students with emotional/behavioral disorders, found deficits in reading, math, and

written language. Math deficits, in particular, appeared to worsen over time—that

is, a greater percentage of adolescents with emotional/behavioral disorders

performed below average on math measures. Their analyses found no significant

differences between males and females on academic achievement measures. Study

findings also observed externalizing behaviors to be related to deficits in all three

academic areas, while no association was found for internalizing behaviors. On the

other hand, a meta-analysis of 26 studies by Riglin, Petrides, Frederickson, and

Rice (2014) found depression, anxiety, and other internalizing behaviors to be

associated with increased school failure.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 5

Significance of the Study

This study will benefit the following:

Students. As the center of the study they will realize that classroom behavior

have an effect on their academic performance and for them to be aware and think

of a way on how they will overcome this matter.

Teachers. They will be more aware of the different behavior of the students.

Perhaps if the teacher is knowledgeable enough about it they will be able to make

the action to develop student’s behavior and to excel in class.

Parents. As for the parents to motivate their child and to give an advice and

guide them on how they will deal with it to improve their children’s academic

performance.

Readers. This study gives information to the readers in able to know that

classroom behavior has an effect on students’ academic performance.

Future researchers. This will serve as a basis and a guide to the future

researchers that will conduct the same topic or studies that they will researches.

School administrators. Thisstudy will provide the school administrations an

ideas on the importance of proper behavior of the students when it comes to

academic performance. It will serve as the basis for them to conduct an orientation

regarding about this matter.

REVIEW OF RELATED LITERATURE

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 6

How students behave in a classroom affects how much and how well they

learn. Even one student acting out can interrupt all the students' learning. It's the

teacher's job to manage the classroom in a manner that reinforces learning. Some

educators use a system of rewards and punishments, while others skillfully form

lesson plans that involve the students and help them learn effectively (Quick Tips

for Teaching, 2017).

Behavior and Attitude

Children learn behavior by watching and imitating others. Many types of

behavior detract from learning. These include talking out of turn, being out of the

seat without permission, not paying attention and disrupting other students by

making noise or touching them. The teacher needs to identify the problem, figure

out how to change the behavior, find a way to encourage students to follow a pattern

of desired behavior and (brainbalancega.com,2014) The How Behavioral Issues

Affect Academic Performance Infographic presents how behavioral issues can

affect a child’s academic experience. Children with behavioral issues such as

ADHD can be just as intelligent as their peers, but their academic performance may

be affected by their behavior. Behaviors such as leaving one’s seat frequently and

not paying attention to details may lead to punishment from teachers and an

inaccurate reflection of the student’s true academic capacity.

Owing to the graving concern of Academic Achievementin the lives of the

children, A positive learning behavior creates better psychological adjustment in

class and in school. High interest, experience of success and good learning ability

are involved in the learning behavior of the students. (Amirtha Mary, 2014).
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 7

Attitudes and behaviors, such as procrastination and working with others

directly, affect homework score, but not exam score. These effects are not the same

within all motivation and ability groups. Given that homework is the strongest

predictor of exam score, we conclude that graded homework is beneficial to

learning, and attitudes and behaviors related to homework may have an indirect

benefit for exam performance. Suggestions are made as to how homework and

course design might be managed to help students at different ability and

motivational levels maximize learning (Jansen, 2014).

The classroom should be a safe place that is conducive to learning for all

students. However, academic achievement isn't always an absolute measure of a

student's intelligence. Instead, a variety of factors, such as teacher involvement,

parental investment, school quality and student engagement, can affect academic

life. Student behavior also plays a major role in academic achievement as it can

affect his or her ability to learn as well as impact the learning environment for other

students. There are many behavioral factors that can affect the learning

environment for all classroom students.(Van Thompson, 2018).

Disruptive Behavior and Impulse Control

Students who behave disruptively by bullying other students, talking during

lectures or by requiring the teacher to interrupt lessons to discipline them can have

a negative effect on an entire classroom. Disruptive students can lower the test

scores and academic achievement of an entire classroom. Teachers who have

disruptive students in their classrooms may have to spend additional time on

behavioral management, reducing the time they spend teaching.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 8

Impulse control can be one of the most significant factors in predicting

academic success. Students with poor impulse control have more difficulty

motivating themselves to study, do homework and listen in class. This can decrease

their ability to excel academically, even when they perform well on IQ and

achievement tests. It emphasize that the rule-setting can play a critical role in

helping children develop impulse control. Another impulse control technique deals

with frustration tolerance which is when children get frustrated with a learning

obstacle and lack impulse control in dealing with that frustration point. When

teachers have to deal with a student that is in the midst of a frustration outburst, the

rest of the class is not receiving the teacher's attention. Helping students develop

coping strategies to deal their frustrations and subsequent anger or other emotional

responses is a big part of developing better impulse control in the classroom and at

home. ( Wang & Aamodt 2010 ).

Synthesis of the Study

The “How Behavioral Issues Affect Academic Performance Infographic”

presents how behavioral issues can affect a child’s academic experience. Children

with behavioral issues such as ADHD can be just as intelligent as their peers, but

their academic performance may be affected by their behavior (Brainbalancega,

2014). Attitudes and behaviors, such as procrastination and working with others

directly, affect homework score, but not exam score. These effects are not the same

within all motivation and ability groups. Given that homework is the strongest

predictor of exam score, we conclude that graded homework is beneficial to

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC PERFORMANCE 9

learning, and attitudes and behaviors related to homework may have an indirect

benefit for exam performance (Jansen, 2014).

Owing to the graving concern of Academic Achievement in the lives of the

children. A positive learning behavior creates better psychological adjustment in

class and in school. High interest, experience of success and good learning ability

are involved in the learning behavior of the students (Amirtha, 2014).

The classroom should be a safe place that is conducive to learning for all

students. Student behavior also plays a major role in academic achievement as it

can affect his or her ability to learn as well as impact the learning environment for

other students. There are many behavioral factors that can affect the learning

environment for all classroom students. Students who behave disruptively by

bullying other students, talking during lectures or by requiring the teacher to

interrupt lessons to discipline them can have a negative effect on an entire

classroom. Teachers who have disruptive students in their classrooms may have to

spend additional time on behavioral management, reducing the time they spend

teaching. Impulse control can be one of the most significant factors in predicting

academic success. Students with poor impulse control have more difficulty

motivating themselves to study, do homework and listen in class. This can decrease

their ability to excel academically, even when they perform well on IQ and

achievement tests. It emphasize that rule-setting can play a critical role in helping

children develop impulse control. Another impulse control technique deals with

frustration tolerance which is when children get frustrated with a learning obstacle

and lack impulse control in dealing with that frustration point. When teachers have
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 10

to deal with a student that is in the midst of a frustration outburst, the rest of the

class is not receiving the teacher's attention. Helping students develop coping

strategies to deal their frustrations and subsequent ( Wang & Aamodt 2010 ).

Theoretical Framework

The purpose of this research is to presents the theoretical framework which

be employed in this study.

To address these challenges and meet the requirements of NCLB, many schools

have adopted multi-tiered systems of support for students who have academic

difficulties as well as systems for students who have behavioral difficulties

(Doolittle, Horner, Bradley, & Vincent, 2007; Spectrum K12, 2009). These systems

are often referred to as a Response to Intervention (RtI) framework within the

academic domain and Positive Behavior Interventions and Support (PBIS) within

the behavioral domain (Sugai& Horner, 2009).

Although use of such systems is frequent, the systems do not tend to be

consciously coupled with one another; yet, research (Maguin&Loeber, 1996;

Malecki& Elliot, 2002) shows that students with academic problems may also have

behavioral problems and that students with behavioral problems may also have

academic problems.

Hinshaw (1992) suggested four possibilities for the relationship between

academic achievement and behavior including: (a) achievement affects behavior,

(b) behavior affects achievement, (c) reciprocal relationships exist between

academic and behavioral variables, and (d) some third variable mutually affects
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 11

behavior and achievement. Although researchers have investigated extensively to

understand the relationships between these variables, the relationship remains

unclear. Literature has examined the potential impacts of academic achievement on

behaviors. In their meta-analysis, Maguin and Loeber (1996) found that poor

academic performance appears to be related to frequency, persistence, and

seriousness of delinquent activity.

A variety of research has also suggested that intervention components on

the academic domain may have an effect on the behavior domain (Herrenkohl et

al., 2001; Maguin&Loeber, 1996).The current study, however, focuses on

predicting academic achievement from behavior problems, the second possibility

suggested by Hinshaw (1992). DeLisi and Vaughn’s temperament theory can be

utilized to understand the process by which behavior predicts academic

achievement. According to DeLisi and Vaughn’s theory, temperament involves the

“stable, largely inborn tendency with which an individual experiences the

environment and regulate his or her responses to the environment” (Vaughn,

DeLisi, &Matto, 2014, p. 106).

Components of temperament include effortful control, the ability to “inhibit a

dominant response in favor of performing a subdominant response” (DeLisi&
Vaughn, 2014, p. 12), negative emotionality, which includes the display of
emotions such as frustration, fear, sadness, and discomfort. Inside the classroom,
temperament manifests itself as behavior problems and can greatly impact a
variety of academic outcomes, including school readiness, elementary school
grades, college admission tests, and high school dropout (Duckworth &

Allred, 2012; Gumora&Arsenio, 2002).

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 12

At school, children have different experiences based on temperament.

Research has found, for example, children with low self-control to exhibit poorer

work habits than children with higher self-control (Rimm-Kaufman, Curby,

Grimm, Nathanson, & Brock, 2009). Additional research has found children with

lower effortful control to have greater conflict with teachers while children with

higher effortful control have closer relationships with teachers (Rudasill&Rimm-

Kaufman, 2009). As a result of these factors, research by Duckworth and Seligman

(2005) found self-discipline to be a better predictor of academic performance than

IQ. However, the school setting can also enhance academic outcomes for children

with difficult temperaments.

Conceptual Framework

The conceptual framework of this study is represented in the paradigm that

follows:

Students’ Classroom Behaviors Academic Performance

• Student – Teacher Rapport • Student’s Engagement

•Figure 1. Students’
Attitude Classroom Behavior and their• Academic
and Personality Performance
Communication Skills
• Gender • Writing Performance /
This conceptual framework presents the relationship of students’ classroom
Expression
• Perceived Academic
behavior and their academic performance. In this studyCompetence
student’s behavior is the
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 13

independent variables, while the dependent variables are the academic performance

of the students in terms of their average.

Statement of the Problem

The study aimed to assess the Classroom Behavior of Senior High School

Students and its effect in their Academic Performance. This study has been

conducted during first semester of S.Y 2018-2019 in Carlos F. GonzalesHigh

School.

Specifically, this study aimed to answer the following research problems:

1. What is the level of the behavior of students inside the classroom in terms

of:

1.1 Teacher – Student Rapport

1.2 Attitude and Personality

1.3 Gender

2. What is the level ofthe academic performance of students with regards to

the following:

2.1 Students engagement

2.2 Communication Skills

2.3 Writing performance/expression

2.4 Perceived Academic Competence

3. Is there a significant relationship between the classroom behavior and

academic performance of students?

Hypothesis
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 14

There is no significant relationship between student’s behavior and their

academic performance.

Definition of Terms

Accountancy, Business and Management (ABM)- an academic strand that

focuses on the basic concepts of financial management, business management,

corporate operations and all things accounted for. (Edukasyon.ph).

Academic Performance – is the measure of how well you do in an educational

setting. (Patrick King, 2017).

Student’s Behavior - is defined as the way one acts or conducts oneself,

especially towards others. (Inclusive Education).

Student’s Attitude – on learning determine their ability and willingness to learn.

(About Student’s Attitude on Learning).

Student’s Engagement-refers to the degree of attention, curiosity, interest,

optimism, and passion that students show when they are learning or being taught,

which extends to the level of motivation they have to learn and progress in their

education. (The Glossary of Education Reform).

Writing Performance/ Expression-support the development of many academic

skills, such as reading fluency, reading comprehension and higher level thinking.

(Graham and Hebert, 2010).

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 15

Teacher - Student's Rapport - involves knowing your students and their learning

styles and using your relationship with them to teach at a more personal level.

(Ramsden 2003).

Student’s Perceived Academic Competence – is educational outcomes that are

related to motivational orientation and academic achievement (semantic scholar).

Communication Skills - is a cumulative patch of reading, listening and writing

which is very essential in our academics (Manikanda Prabhu).

Scope and Delimitation

This study was focused on Classroom Behaviors and the Academic Performance

of Senior High School Students. This study were carried out in Grade 11 and 12-

Accountancy, Business and Management (ABM). It was be conducted at Carlos

F. Gonzales High School during first semester S.Y 2018-2019.

CHAPTER II

METHODOLOGY

Research Design
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 16

Quantitative method was applied in the study, with the used of this approach,

the researchers find out the effect of classroom behavior of students in their

academic performance.

Correlational study is the research design that was applicable for this topic.

A relation existing between phenomena or things or between mathematical or

statistical variables can be determined using this research design. Also, this

approach can help researchers to determine how classroom behavior affects the

academic performance of students.

Population, Sample Size and Sampling Technique

This study used Slovin's formula to determine the samples per school,

selecting 95% confidence coefficient and a 5% margin of error (e)

This was given by the following formula:

𝑁
n = 1+𝑁𝑒 2

Where:

n = sample size

N = population

e = margin of errors

Using the above formula, the sample size was computed as:

Given:

N = 273
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 17

e=5%

273
n = 1+ 273 ( 0.05 )2

273
n = 1+ 273 ( 0.0025 )

273
n = 1+ 0.68

273
n = 1.68

n = 162.5 or 163

Table 1 shown the distribution of respondents in the selection of sampling points;

the Grade 11 and 12 students of Accountancy, Business and Management (ABM)

in Carlos F. Gonzales High school are the respondents of this study during the first

semester of School Year 2018-2019.

Table 1: Population and Sample Size

Section Population Sample

11-A 39 23

11-B 38 23

11-C 36 22

12-A 37 22

12-B 43 26
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 18

12-C 41 24

12-D 39 23

Total 273 163

Simple random sampling were used to get the samples. Since it is a

quantitative research, it assures that all the members of population had an equal

chance to be selected as respondents, by the intervention of their response, it

helped the researchers to know how classroom behavior of students affect their

academic performance.

Description of Respondents

The respondents of this study were selected from Senior High School

Department located in Carlos F. Gonzales High School, Maguinao, San Rafael,

Bulacan. The respondents are the learners of Grade 11 and 12- Accountancy,

Business and Management (ABM). The Grade 11 level, Accountancy, Business

and Management has three sections, and the Grade 12 consists of four sections

and this is for the School Year 2018-2019.

Profile of the Students

Table2. Students’ profile

Students’ Profile Frequency Percentage (%)

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 19

Male 25 15.34

Female 138 84.66

Table 2 display the frequency and percentage distribution of respondents by

gender. In the whole sample size of 163 there are 25 males which is 15.34% and

138 females which is 84.66%.

Research Instrument

To gather the data of this study, the researchers formulated a profound

questionnaire to be answered by students. The respondents was observed and

assisted in answering the questionnaires. Their answers helped the researchers to

get information about classroom behavior and Academic Performance of Grade 11

and 12 students of CFGHS.

The following scales was used for the interpretation of the data obtained by the

researchers:

Weight Response

6 Strongly Agree

5 Agree

4 Sometimes Agree

3 Strongly Disagree

2 Disagree
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 20

1 Sometimes Disagree

The first part contains the Student's Classroom Behavior. The instrument has a

list of statements about Student's behavior, Attitude/Personality, Teacher - Students

Rapport and Gender.

The second part contains the Student's Academic Performance in terms of

Student's Engagement, Communication Skills, Writing Performance/Expression,

Perceived Academic Competence.

The scale is a Likert-type questionnaire consisting of a statement which is

answerable by Strongly Agree (SA), Agree (A), Sometimes Agree (SoA), Disagree

(D), Strongly Disagree (SD). Out of 61 Statements, eight (8) of them are

Attitude/Personality, seven (7) statements are Teacher – Students Rapport, and

another seven (7) are Gender. Nine (9) are Student's Engagement, seven (7) are

Communication Skills, eight (8) are Writing Performance/Expression, seven (7) are

Perceived Academic Competence.

Data Gathering Procedure

To fulfill the information needed by the study, the researchers asked

permission tothe adviser in order to conduct a survey on the respondent to sustain

the information needed for the study.

As the study follows, the researchers distributed the questionnaire forms to

the respondents in order to gather the data that was used for the interpretation.

Statistical Treatment of Data

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 21

The following was utilized by the researchers for the statistical treatment to

each problem.

1. Frequency Percentage Distribution.This formula was used to

describe the profile of the students in term of behavior.

𝐹
Percentage(%)=𝑁 𝑋 100

Where: F = frequency of responses

N = number of participants

2. Weighted Mean. This statistic was used to determine the typically of

responses from five(5) options in the scale to represent the respondents

from the five option in the scale to represent the respondents’ responses

to the questionnaire items provided in the research instrument.

The formula for computing the weighted mean is as follow:

∑ 𝑓𝑥
𝑋𝑊 =
𝑁

Where:

f= frequency

x= numerical value or item in a set of data

n= number of observation on the data se

Arbitrary Scale Response

5.16 - 5.98 Strongly Agree

4.33 - 5.15 Agree

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 22

3.50 - 4.32 Sometimes Agree

2.67 - 3.49 Sometimes Disagree

1.84 - 2.66 Disagree

1-1.83 Strongly Disagree

3. Pearson Product. Moment Correlation Coefficient (Pearson r). It is

an index of relationship between two variables. This statistics was used

to determine the significant relationship between Students Behavior and

their Academic Performance.

CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 23

This chapter presents analysis and interprets the findings regarding the

student’s classroom behaviour and their academic performance among grade 11

and 12 students of Carlos F. Gonzales High School. It focused on two variables of

students classroom behaviour and academic performance. The descriptive and

inferential statistics were used to analyse the data.

Problem 1: Level of Student’s Behavior Inside the Classroom

Table 3: Attitude and Personality

Attitude / Personality Weighted Mean Descriptive Range

1. I’m a responsible 4.45 Agree

person.

2. I feel nervous when Sometimes Disagree

talking with others. 3.56

3. When confronted with Sometimes Agree

a problem, I try to be 4.24

flexible I my decision

making.

4. I stay calm in a 3.84 Sometimes Agree

difficult situation.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 24

5. When confronted with 3. 87 Sometimes Agree

a problem, I weigh the

pros and cons of various

situation.

6. When confronted with Sometimes Agree

a problem, I look for 4.15

patterns that may help me

understand it.

7. I cannot think clearly 4.16 Sometimes Agree

when I’m angry.

8. I wait until people 4.33 Agree

speak to me before I talk

with them.

COMPOSITE MEAN 4.08 SOMETIMES AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 - 5.98

Strongly Agree

Item 1 obtained 4.45 as its weighted mean with a descriptive ranger of

Agree while Item 2 obtained 3.56 as its weighted mean with a descriptive range of

Sometimes Disagree, Item 3 obtained 4.24 as its weighted mean with a descriptive
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 25

range of Sometimes Agree, Item 4 obtained 3.84 as its weighted mean with a

descriptive range of Sometimes Agree, Item 5 obtained 3.87 as its weighted mean

with a descriptive range of Sometimes Agree, Item 6 obtained 4.15 as its weighted

mean with a descriptive range of Sometimes Agree. Next is, Item 7 obtained 4.16

as its weighted mean with a descriptive range of Sometimes Agree. Lastly, Item 8

obtained 4.33 as its weighted mean with a descriptive range of Agree. Out of 163

students, sub- variable 1 received a composite mean of 4.08 with a descriptive

rating of Sometimes Agree.

Character strengths have been found to be substantially related to children’s

and adolescents’ well-being. Initial evidence suggests that they also matter for

school success (e.g., Weber and Ruch, 2012).

School achievement is substantially linked with later life outcomes (for an

overview, see e.g., Duckworth and Allred, 2012). Behavior in the classroom was

found to predict later academic achievement (Alvidrez and Weinstein, 1999) and

also important life outcomes in education and the labor market, even beyond the

influence of achievement in standardized tests (Segal, 2013).

Therefore, studying the influence of non-intellectual aspects on

educational outcomes has a long tradition. Also specifically studying good

character or positive personality traits had already been addressed by early

educational psychologists (e.g., Smith, 1967), but had then been neglected for a

long period of time. Only with the advent of positive psychology, it has received

revived interes
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 26

Table 4: Student-Teacher Rapport

Teacher-Students Rapport Weighted Mean Descriptive Range

1. I talk to my instructor to 4.10 Sometimes Agree

understand classwork.

2. My teacher encourages 4.33 Agree

me to work collaboratively

with others.

3. My teacher helps me 4.13 Sometimes Agree

resolve my school related

problems.

4. My teacher allows his / 4.53 Agree

her students to explain in

class.

5. My teacher is willing to 4.67 Agree

explain unclear things.

6. The teacher laughs and 4.59 Agree

expresses his / her thoughts

with his / her students.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 27

7. My teacher encourages us 4.70 Agree

to participate in group

presentations, reports etc.

COMPOSITE MEAN 4.43 AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 - 5.98

Strongly Agree

Whereas in sub variable 2; Item 1 obtained 4.10 as its weighted mean with a

descriptive range of Sometimes Agree, Item 2 obtained 4.33 as its weighted mean

with a descriptive range of Agree, Item 3 obtained 4.13 as its weighted mean with

a descriptive range of Sometimes Agree while Item 4 obtained 4.53 as its weighted

mean with a descriptive range of Agree. Moreover, Item 5 obtained 4.67 as its

weighted mean with a descriptive range of Agree and Item 6 obtained 4.59 as its

weighted mean with a descriptive range of Agree. Lastly, Item 7 obtained 4.70 as

its weighted mean with a descriptive range of Agree. Out of 163 students, sub-

variable received a composite mean of 4.48 with a descriptive rating of Agree.

According to Alnasseri ( 2014 ). The teacher student relationship is very

important for a good learning environment. There should be an excellent

relationship between a student and teacher in order to facilitate the learning and

gain positive attitude. This relationship between teacher and student has vast

influence on the learning process of the students.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 28

Results although there is still limited empirical research about student teacher

relationship on learning process, the available studies showed that literature

regarding teacher-students’ relationship confirms that, positive teacher-student

relationships influence students’ learning.

The essence emerged from a connected relationship (caring, support, trust

and respect) which support students self - confidence, fosters students’ self-trust

and increases students motivation to learn, influencing their professional

development towards future career pathway. Alnasseri, ( 2014 ).

A positive learning behavior creates better psychological adjustment in class

and in school. High interest, experience of success and good learning ability are

involved in the learning behavior of the students (Amirtha, 2014).

Table 5: Gender

Gender Weighted Mean Descriptive Range

1. I get upset when criticized by 3.82 Sometimes Agree

opposite gender.

2. I can do thigs better when I’m 4.09 Sometimes Agree

with my girl / boy friends.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 29

3. I prefer friends who have same 3.69 Sometimes Agree

sex.

4. I feel comfortable taking to 3.93 Sometimes Agree

opposite gender.

5. I interact more when I’m with 3.53 Sometimes Agree

my opposite sex.

6. I share my thoughts / opinion 3.65 Sometimes Agree

when I am with opposite sex.

7. I have a sense of connection with 4.18 Sometimes Agree

everyone inside the classroom.

COMPOSITE MAN 3.84 SOMETIMES

AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 - 5.98

Strongly Agree

On the Other hand sub variable, Item 1 obtained 3.82 as its weighted mean

with a descriptive range of Sometimes Agree while Item 2 obtained 4.09 as its

weighted mean with a descriptive range of Sometimes Agree, Item 3 obtained 3.69

as its weighted mean with a descriptive range of Sometimes agree, Item 4 obtained

3.93 as its weighted mean with a descriptive range of Sometimes agree. Also, Item

5 obtained 3.53 as its weighted mean with a descriptive range of Sometimes agree.

Then, Item 6 obtained 3.65 as its weighted mean with a descriptive range of
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 30

Sometimes agree. Lastly, Item 7 obtained 4.18 as its weighted mean with a

descriptive ranger of Sometimes Agree. Out of 163 students, sub- variable received

a composite mean of 3.84 with a descriptive rating of Sometimes Agree.

Coley (2001) studied gender differences within ethnic groups of varying ages

and it revealed more similarities than differences. On most measures, gender

differences did not vary much from one ethnic group to another.

Weaver-Hightower (2003) showed evidence of a growing gender gap in

educational achievement in a number of developed countries. Educational statistics

have indicated that females are outperforming males at all levels of the school

system, attaining more school and post-school qualifications, and attending

university in higher numbers (Alton-Lee & Praat 2001; Mullis et al., 2003).

Problem 2: Level of Academic Performance of Students

Table 6: Students’ Engagement

Student's Engagement Weighted Mean Descriptive

Range

1. I do my best to fulfill my 4.52 Agree

commitments.

2. I perform to the best of my 4.37 Agree

academic abilities.

3. I pay attention in class. 4.32 Sometimes Agree

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 31

4. In often come to class prepared. 4.15 Sometimes Agree

5. I work very hard on my school 3.76 Sometimes Agree

work.

6. I try very hard in school. 4.31 Sometimes Agree

7. I submit on time. 4.16 Sometimes Agree

8. Once I set a goal, I do my best to 4.52 Agree

achieve it.

9. I am serious about fulfilling my 4.54 Agree

obligations.

COMPOSITE MEAN 4.29 SOMETIMES

AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree,

5.16 - 5.98 Strongly Agree

While the next sub variable in the Item 1 obtained 4.52 as its weighted mean

with a descriptive range of Agree, Item 2 obtained 4.37 as its weighted mean with

a descriptive range of Agree. Then, Item 3 obtained 4.32 as its weighted mean with

a descriptive range of Sometimes Agree, while Item 4 obtained 4.15 as its weighted

mean with a descriptive range of Sometimes Agree. Additionally Item 5 obtained

3.76 as its weighted mean with a descriptive range of Sometimes Agree, Item 6

obtained 4.31 as its weighted mean with a descriptive range of Sometimes Agree.

Moreover, item 7 obtained 4.16 as its weighted mean with a descriptive range of
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 32

Sometimes Agree and Item 8 obtained 4.52 as its weighted mean with a descriptive

range of Agree. Lastly, Item 9 obtained 4.54 as its weighted mean with a descriptive

range of Agree. Out of 163 students, sub- variable received a composite mean of

4.29 with a descriptive rating of Sometimes Agree.

Students' engagement in school and their school performance or

achievements are essential focal points of educational research. School-

effectiveness research, for example, often uses standardized test results as an

indicator for the performance of a school (e.g. Luyten, Visscher, and Witziers

(2005).

Various studies link school connection and delinquency (Payne, Gottfredson,

& Gottfredson, 2003) [82], behavioural problems (Fredricks et al., 2004; Simons-

Morton, Crump, Haynie & Saylor., 1999) [4] [83] and substance consume (Gutman

& Midgley, 2000) [84]. A lower engagement has been associated with conduct

problems, while, in contrast, students with higher levels of engagement manifest

fewer problems of that nature (Finn & Rock, 1997; Gutman & Midgley, 2000) [73]

[8.

A number of authors (Wang and Holcombe, 2010; Veiga et al., 2012) [80]

[2] suggest that teachers and school psychologists may encourage school

identification and belongingness, and stimulate students’ participation by making

positive appraisals, emphasizing effort instead of results, and promoting a mastery-

oriented approach to achievement.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 33

Table 7: Communication skill

Communication skills Weighted Mean Descriptive Range

1. I share my ideas with 4.25 Sometimes Agree

others.

2. I brainstorm possible 4.30 Sometimes Agree

solution to solve problem

with others.

3. I get nervous when I speak 4.19 Sometimes Agree

in public.

4. I am confident when I 3.79 Sometimes Agree

speak in class situations.

5. I understand my personal 4.17 Sometimes Agree

preferences and have a well

established set of personal

goals.

6. I speak English well, I Sometimes Agree

have a good vocabulary; and 3.42

I use clear pronunciation and

good tone of voice.

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 34

7. I can easily and effectively 3.82 Sometimes Disagree

communicate.

COMPOSITE MEAN 3.99 SOMETIMES AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 - 5.98

Strongly Agree

Item 1 obtained 4.25 as its weighted mean with a descriptive range of

Sometimes Agree. Additionally, Item 2 obtained 4.30 as its weighted mean with a

descriptive range of Sometimes Agree while Item 3 obtained 4.19 as its weighted

mean with a descriptive range of Sometimes Agree, Item 4 obtained 3.79 as its

weighted mean with a descriptive range of Sometimes Agree. Furthermore, Item 5

obtained 4.17 as its weighted mean with a descriptive range of Sometimes Agree

and Item 6 obtained 3.42 as its weighted mean with a descriptive range of

Sometimes Agree. Lastly, Item 7 obtained 3.82 as its weighted mean with a

descriptive range of Sometimes Agree. Out of 163 students, it has a

composite mean of 3.99 which has a descriptive range of Sometimes Agree.

According to Sikiti (1998:1), “Communication is a purposeful process of

expressing, receiving and understanding messages containing factual information,

feelings, ideas and needs by two or more individuals through common symbols”.

Communication Skills is one of the general courses taught in most tertiary

institutions in Ghana, including the University Of Education, Winneba. The

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 35

Communication Skills course is a course that enables students to have knowledge

or the ability to use the requisite skills to communicate properly.

The nature of the Communication Skills course appears quite unique from

other subjects. Communication Skills is the foundation of language learning from

which effective speaking, writing and reading emerge and it is the bedrock of

human language learning (Tortor, 2006).

One distinctive aspect of communication skills is that, it is integrated in

nature. This is so because Communication Skills as a course is one of the prime

factors of human expression. It is a practical course and students are expected to

practice the skills of communication. The concept of Communication Skills is

technical and students need certain attitudes to grasp these concepts (Tortor, 2006).

Communication Skills as a course exposes students to conceptual skills like

sentence pattern, concord, ambiguity and many others. These skills demand more

than just attending lectures and being a passive member of the class.

Table 8: Writing Performance / Expression

Writing Performance / Weighted Mean Descriptive Range

Expression

1. I take good notes in class. 4.01 Sometimes Agree

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 36

2. I like to use lots of 3.99 Sometimes Agree

description and new words in

my writing.

3. I like to write reviewers 4.06 Sometimes Agree

and informational pieces.

4. I highlight key points 4.19 Sometimes Agree

when i read assigned

materials.

5. I summarize important 4.10 Sometimes Agree

information in diagrams,

tables or lists.

6. I made an outline before 3.79 Sometimes Agree

answering questions or

writing papers.

7. I summarize the material I 4.11 Sometimes Agree

have to study.

8. I turn in my assignments 4.14 Sometimes Agree

on time.

COMPOSITE MEAN 4.05 SOMETIMES AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 -

5.98 Strongly Agree

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 37

First item obtained 4.01 as its weighted mean with a descriptive range of

Sometimes Agree while item 2 obtained 3.99 as its weighted mean with a

descriptive range of Sometimes Agree, item 3 obtained 4.06 as its weighted mean

with a descriptive range of Sometimes Agree. Also, item 4 obtained 4.19 as its

weighted mean with a descriptive range of Sometimes Agree. Moreover, item 5

obtained 4.10 as its weighted mean with a descriptive range of Sometimes Agree.

Next is item 6 that obtained 3.79 as its weighted mean with a descriptive range of

Sometimes Agree and item 7 obtained 4.11 as its weighted mean with a descriptive

range of Sometimes Agree. Lastly, item 8 obtained 4.14 as its weighted mean with

a descriptive range of Sometimes Agree. This variable has a composite mean of

4.05 which has a descriptive range of Sometimes Agree.

The study done by Sengupta (2000) showed that teaching of revision

strategies was found to have a measurable influence on writing performance. Hence

the researcher has adopted repeated practice of using various exercises for

developing writing skill.

Robert L. B-D,. Marlene M. H,. & Barbara W. ( 2010 ). Over the last twenty

years, researchers have tested the efficacy of writing-to-learn in numerous studies,

but the results of these studies have been ambiguous. Though many showed

improved academic achievement from writing, others reported detrimental effects.

Our meta-analysis of school-based writing-to-learn programs shows that

writing can have a positive impact on achievement. There are several reasons why

the effect of writing on learning may vary. The frequency, nature, and social context

of the writing tasks might influence writing’s effects. Writing also takes time from
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 38

other learning activities that are more or less productive. Students with low

confidence, interest, or skill in writing might find additional writing tasks

distracting and burdensome. And writing tasks might be well or poorly aligned with

classroom assessments.

Table 9: Perceived Academic Competence

Perceived Academic Weighted Mean Descriptive Range

Competence

1. I can keep up with my 4.11 Sometimes Agree

classmate academically.

2. I am confident of my 4.18 Sometimes Agree

academic abilities.

3. I can follow discussion. 4.26 Sometimes Agree

4. I am involved in extra- 3.52 Sometimes Agree

curricular activities.

5. I find it easy to pick out 3.94 Sometimes Agree

main ideas in text.

6. I use the key words I‘ve 4.38 Agree

learnt and studied to

remember the content related

to theme.

7. I'm satisfied with my 4.46 Agree

academic performance
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 39

COMPOSITE MEAN 4.12 SOMETIMES AGREE

LEGEND: 1 - 1.83 Strongly Disagree, 1.84 - 2.66 Disagree, 2.67 - 3.49

Sometimes Disagree, 3.50 - 4.32 Sometimes Agree, 4.33 - 5.15 Agree, 5.16 - 5.98

Strongly Agree

Item 1 obtained 4.11 as its weighted mean with a descriptive range of

Sometimes Agree while Item 2 obtained 4.18 as its weighted mean with a

descriptive range of Sometimes Agree. Then, item 3 obtained 4.26 as its weighted

mean with a descriptive range of Sometimes Agree. Also, item 4 obtained 3.52 as

its weighted mean with a descriptive range of Sometimes Agree. In addition, Item

5 obtained 3.94 as its weighted mean with a descriptive range of Sometimes Agree

and Item 6 obtained 4.38 as its weighted mean with a descriptive range of Agree.

Lastly, item 7 obtained 4.46 as its weighted mean with a descriptive range of Agree.

This sub variable has a composite mean of 4.12 which has a descriptive range of

Sometimes Agree.

European Journal of Psychology of Education ( 2010 ). Using path analysis,

the present study focuses on the development of a model describing the impact of

four judgments of self-perceived academic competence on higher education

students' achievement goals, learning approach, and academic performance.

Results demonstrate that academic self-efficacy, self-efficacy for self-regulated

learning, academic self-concept, and perceived level of understanding are

conceptually and empirically distinct self-appraisals of academic competence

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 40

which have a different impact on student motivation, learning, and academic

performance. Furthermore, the current study suggests that students reflecting high

scores on the four measures of self-perceived competence, are more persistent,

more likely to adopt mastery and/or performance approach goals, less anxious,

process the learning material at a deeper level, and achieve better study results.

However, this study also warns that high self-perceived competence (e.g.,

perceived level of understanding), if not accompanied by a mastery goal

orientation, can turn into overconfidence resulting in lower persistence levels and

poorer study results.

According to Akiri & Ugborugbo (2009), that lecturer competence is

regarded as a multidimensional construct teaching which encompasses numerous

interconnected elements towards transformation of knowledge to learners. Previous

studies conducted by Schacter & Thum (2004), Adediwura & Tayo (2007) and

Adu& Olatundun, (2007) reveal that different elements of lecturer competence

include lecturer’s subject knowledge, teaching skills, lecturer attitude and lecturer

attendance

AL-Mutairi (2011) and Kang’ahi et al (2012) indicate although there exist

several factors that influence students’academic performances, but lecturer

competence remains one of the major determinants of students’ academic

achievements. According to Adunola (2011) and Ganyaupfu (2013), teaching is a

collaborative process which encompasses interaction by both learners and the

lecturer.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 41

Therefore, consistent evaluation of the aforementioned distinct factors

lecturer competence is imperative since in practice, the competence ofa lecturer is

directly measured by students’ academic achievements (Schacter & Thum, 2004;

Adediwura & Tayo, 2007; and Adu & Olatundun, 2007).

Problem 3: Relationship between Classroom Behavior and Academic

Performance of Students

Table 10: Significant Relationship of Student’s classroom Behavior and their

Academic Performance

Academic performance

R p- value decision Remarks

Students behavior 0.438 .000 Reject Ho Significant

Based on the proposed guidelines of Laerd statistics (2018) if the strength

of the association is strong then the pearson’s correlation coefficient is ranging to

0.5 or/ 1, where in this study the gathered data resulted to 0.438 pearson’s

correlation coefficient which has a medium strength of association.

The table presents the relationship of student’s behavior and academic

performance of grade 11 and 12 accountancy, business and management students

in Carlos F. Gonzales high school using pearson r. As shown above, the indicator

“ Students Classroom Behavior” has a p-value .000, which is lower than 0.05

significance level, which means the will hypothesis is rejected and there is a
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 42

significant relationship between the Classroom Behavior and the Academic

Performance of students.

CHAPTER IV

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter gives a summary of the findings after which conclusions,

recommendations and suggestions for further additional research are made. These

are based on the findings in the research which is focused on student classroom

behaviour and their academic performance.

Summary

The objective of the study was to point out the level between student

classroom behaviour and their academic performance of grade 11 and 12 students

in Carlos F. Gonzales High School, specifically in terms of attitude and personality,

teacher – student rapport, gender, students engagement , communication skills,

writing performance and perceived academic competence. The researchers

formulated the instrument that is composed of 61 items about students classroom

behaviour and their academic performance.

A total of 163 students were utilized in the study. The respondents were from

Grade 11 and 12, specifically students from Accountancy, Business Management

( ABM ). The researchers used the Pearson Product. Moment Correlation

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 43

Coefficient ( Pearson r ) along with Frequency Percentage Distribution And

Weighted Mean as the statistical tools in describing and assessing the level of the

students classroom behaviour and their academic performance.

Findings

The results of the following research questions are the following:

1. Since the Student’s classroom behavior is the focus of this study,the first

indicator which is Attitude and Personality were interpreted as “Sometime Agree”

. The statement I’m aresponsible person” has the highest weighted mean of 4.45

with the interpretation of “Agree” while the statement “I feel nervous when

talking to others” got the lowest weighted mean of 3.56 wich is interpreted as

“Sometimes Disagree” . The second indicator is the Student-teacher Rapport

where the statement “My teacher encourages us to participate in group

participations, report etc.” has the highest weighted mean of 4.70 with the

description of “Agree” and the statement “I talk to my instructor to understand

classwork” has the lowest weighted mean of4.10 and were interpreted as

“Sometimes Agree” . lastly, the indicator Gender were interpreted as “Sometimes

Agree”. Under the statement, “I have sense of interaction with everyone inside the

classroom” got the highest weighted mean of 4.18 which mean “Sometimes

Agree” while the statement “I interact more when I’m with opposite sex” have a

weighed mean of 3.53 which is interpreted as “Sometimes Agree” got the lower

answer.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 44

2. The researchers gathered different result based on the indicators of

classroom behavior. The first indicators which is students engagement were

elucidate as “sometimes agree” the statement “ I am serious about fulfilling my

obligations” got the highest weighted means of 4.54 with the statement “ work

very hard on my school work” has the lowest weighted mean of 3.76 and has the

description of “ sometimes agree” next, communication skills is interpreted as

“sometimes agree”. The statement “ I brainstorm possible solution to solve

problem with others” has the highest weighted mean of 4.30 which means

‘sometimes agree”. The statement “ I speak english well, I have a good

vocabulary, and I use clear pronunciations and good tone of voice” got the lowest

weighted means of 3.42 which is interpreted as “sometimes disagree” the third

indicator is the writing performance expression which is elucidated as “sometimes

agree”. The statement “ I highlight key points when read assigned materials” had

the highest weighted mean of 4.19 which is interpreted as “ sometimes agree”

while the statement “ I made an outline before answering question or writing

papers” got the lowest weighted mean of3.79 which means “ sometimes agree”.

Lastly the indicator perceive academic competence was interpreted as “sometimes

agree”. The statement “ I’m satisfied with my academic performance” got the

highest weighted means of 4.46 which means “agree” based on the arbitrary scale.

While the statement “ I am involved in extra-curricular activities” has the lowest

weighted mean of 3.54 that is interpreted as “ sometimes agree”.

3. The indicator, “students classroom behaviour” has a .000, which is less

than .05 significance level established that there is a significant relationship

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 45

between the variables that also indicates that the null hypothesis “ there is a

significant relationship between students classroom behavior and their academic

performance “ is rejected. This means that the behavior of students inside the

classroom can affect the academic performance.

CONCLUSION

Based on the findings of this study the following conclusion were drawned.

1. The researchers conclude that the gender, attitude and personality and students-

teacher rapport affect the academic performance. The findings of the indicator

stated that gender and attitude and personalities sometimes agree while the

students-teacher rapport is agree. As their descriptive range students teacher

rapport gained the highest composite mean which implies that ABM students

have strong drive on doing their task if they have a good relationship with the

teachers.

2. The researchers conclude that the students engagement, communication skills,

writing performance/expression and perceive academic competencies affect the

students classroom behavior. The findings of the indicator stated that the students

engagement, communication skills, writing performance/expression and perceive

academic competencies sometimes agree. As their descriptive range the classroom

engagement gained the highest composite mean which implies that ABM students

is always serious on fulfilling his/her obligation.

3. The researchers finally concluded that there is a significant relationship

between the variables that also indicates that the null hypothesis “ there is a
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 46

significant relationship between students classroom behavior and their academic

performance “ is rejected. This means that the behavior of students inside the

classroom can affect the academic performance.

Recommendation

Based on the findings and conclusion of the study, the following

recommendations are made:

1. The researchers recommend that the teachers should motivate their students

more to get to used in talking with other people and approach them if they can't

do so by this, their behavior might get better and be active that will have a good

effect on their academic performance.

2. From the findings, student's classroom behavior has an impact to academic

performace by which it can be resulted well if there's a help of others.

3. Schools and teachers should also be more attentive and understanding when it

comes to the behavior of their students for it may cause a great impact to their

academic performance.

4. For the future researchers, more information about the topic are needed.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 47

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Kristen et al. ( 2016 ). Behavior problems and children’s academic achievement: A

test of growth-curve models with gender and racial differences. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5436618/#!po=10.416

Robert, D. H,. & Sally L. ( 1979 ). Predicting Academic Achievement from

Classroom Behavior. Retrieved from

http://journals.sagepub.com/doi/abs/10.3102/00346543049003479

Student Readiness Questionnaire. Retrieved from

https://recreation.ucsc.edu/documents/SRI%20Version%202.pdf

Theresa, M. A,. Ph.D. ( 2006 ). School Context, Student Attitudes and Behavior,

and Academic Achievement: An Exploratory Analysis. Retrieved from

https://files.eric.ed.gov/fulltext/ED489760.pdf
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 51

CURRICULUM VITAE

Name: Ciara Mae D. San Roque

Birthday: December 31, 2001

Age: 16

Address: Pasong Bangkal, San Ildefonso, Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Ronnie S. San Roque

Mother’s Name: Yolanda D. San Roque

Educational Background
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 52

Elementary: Pasong Bangkal Elementary School

Junior High School: Upig High School

Senior High School: Carlos F. Gonzales High School

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 53

CURRICULUM VITAE

Name: Rochelle Ann G. Santos

Birthday: October 31, 2001

Age: 16

Address: Maguinao, San Rafael, Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Fortunato O. Santos

Mother’s Name: Roda G. Santos

Educational Background

Elementary: San Lorenzo Ramos Elementary School

Ilaya Elementary School

Junior High School: Tanay National High School

Carlos F. Gonzales High School

Senior High School: Carlos F. Gonzales High School

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 54

CURRICULUM VITAE

Name: Rica Mae G. Silverio

Birthday: January 16, 2002

Age: 16

Address: Coral Na Bato, San Rafael, Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Rodolfo A. Silverio

Mother’s Name: Irene G. Silverio

Educational Background

Elementary: San Agustin Elementary School

Junior High School: Carlos F. Gonzales High School

Senior High School: Carlos F. Gonzales High School

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 55

CURRICULUM VITAE

Name: Girlie V. Sombillo

Birthday: May 18, 2001

Age: 17

Address: Upig San Ildefonso, Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Edgar C. Sombillo

Mother’s Name: Rosalie V. Sombillo

Educational Background

Elementary: Upig Elementary School

Junior High School: Upig High School

Senior High School: Carlos F. Gonzales High School

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 56

CURRICULUM VITAE

Name: Anna Mae N. Vasallo

Birthday: November 11, 2000

Age: 17

Address: Malipampang, San Ildefonso, Bulacan

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Arnulfo S. Vasallo

Mother’s Name: Gina N. Vasallo

Educational Background

Elementary: Malipampang Elementary School

Junior High School: Carlos F. Gonzales High School

Senior High School: Carlos F. Gonzales High School

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 57

Students’ Classroom Behavior and their Academic Performance

Name ( Optional ):

Gender:

Section / Strand:

Put a check (  ) mark in the box that corresponds your answer.

SA – Strongly Agree SD – Strongly Disagree

A – Agree D – Disagree

So A – Sometimes Agree So D – Sometimes Disagree

Student’s Classroom Behavior

Attitude / 6 5 4 3 2 1

Personality ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

1. I’m a

responsible

person.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 58

2. I feel nervous

when talking with

others.

3. When

confronted with a

problem, I try to

be flexible I my

decision making.

4. I stay calm in a

difficult situation.

5. When

confronted with a

problem, I weigh

the pros and cons

of various

situation.

6. When

confronted with a

problem, I look

for patterns that

may help me

understand it.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 59

7. I cannot think

clearly when I’m

angry.

8. I wait until

people speak to

me before I talk

with them.

Teacher – 6 5 4 3 2 1

Students ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

Rapport

1. I talk to my

instructor to

understand

classwork.

2. My teacher

encourages me to

work

collaboratively

with others.

3. My teacher

helps me resolve
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 60

my school related

problems.

4. My teacher

allows his / her

students to

explain in class.

5. My teacher is

willing to explain

unclear things.

6. The teacher

laughs and

expresses his / her

thoughts with his

/ her students.

7. My teacher

encourages us to

participate in

group

presentations,

reports etc.

Gender 6 5 4 3 2 1

( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 61

1. I get upset

when criticized by

opposite gender.

2. I can do thigs

better when I’m

with my girl / boy

friends.

3. I prefer friends

who have same

sex.

4. I feel

comfortable

taking to opposite

gender.

5. I interact more

when I’m with

my opposite sex.

6. I share my

thoughts / opinion

when I am with

opposite sex.

7. I have a sense

of connection
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 62

with everyone

inside the

classroom.

Academic Performance

Student's 6 5 4 3 2 1

Engagement ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

1. I do my best to

fulfill my

commitments.

2. I perform to the

best of my

academic

abilities.

3. I pay attention

in class.

4. In often come

to class prepared.

5. I work very

hard on my

school work.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 63

6. I try very hard

in school.

7. I submit on

time.

8. Once I set a

goal, I do my best

to achieve it.

9. I am serious

about fulfilling

my obligations.

Communication 6 5 4 3 2 1

skills ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

1. I share my

ideas with others.

2. I brainstorm

possible solution

to solve problem

with others.

3. I get nervous

when I speak in

public.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 64

4. I am confident

when I speak in

class situations.

5. I understand

my personal

preferences and

have a well

establish set of

personal goals.

6. I speak English

well, I have a

good vocabulary;

and I use clear

pronounciation

and good tone of

voice.

7. I can easily and

effectively

communicate.

Writing 6 5 4 3 2 1

Performance / ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

Expression
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 65

1. I take good

notes in class.

2. I like to use lots

of description and

new words in my

writing.

3. I like to write

reviewers and

informational

pieces.

4. I highlight key

points when i read

assigned

materials.

5. I summarize

important

information in

diagrams, tables

or lists.

6. I made an

outline before

answering
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 66

questions or

writing papers.

7. I summarize

the material I

have to study.

8. I turn in my

assignments on

time.

Perceived 6 5 4 3 2 1

Academic ( SA ) (A) ( SOA ) ( SOD ) (D) ( SD )

Competence

1. I can keep up

with my

classmate

academically.

2. I am confident

of my academic

abilities.

3. I can follow

discussion.
STUDENT’S CLASSROM BEHAVIOR AND THEIR ACADEMIC
PERFORMANCE 67

4. I am involved

in extra-curricular

activities.

5. I find it easy to

pick out main

ideas in text.

6. I use the key

words I‘ve learnt

and studied to

remember the

content related to

theme.

7. I'm satisfied

with my academic

performance