EFFECTS OF POSITIVE STUDENT-TEACHER RELATIONSHIPS ON ACADEMIC PERFORMANCE

Positive Student-Teacher Relationship and its Perceived Effects on the Academic

Performance of STEM Students’ in Colegio San Agustin-Makati

To be presented to

Mr. Louie Silvestre

Senior High School Department

Colegio San Agustin - Makati

In Partial Fulfillment of the Requirements for

Practical Research 1

1​st​ Semester, AY 2019-2020

Submitted by:

Latasha Harwani

Na Rin Kim

Lauren Silvino

October 2019
EFFECTS OF POSITIVE STUDENT-TEACHER RELATIONSHIPS ON ACADEMIC PERFORMANCE

Table of Contents

Chapter 1: Introduction

Background of the Study page 3

Statement of the Problem page 5

Significance of the Study page 6

Research Questions page 6

Research Objectives page 7

Scope and Limitations page 7

Definition of Terms page 8

Chapter 2: Review of Related Literature

Student-Teacher Relationships page 9

Academic Performance page 12

Possible Methodologies page 16

Chapter 3: Methodology page 20

Literature Cited page 22

 
 
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Chapter I

Introduction

I. Background of the Study

Lamichhane (2018) defined education as, "the process of facilitating learning, or the

acquisition of knowledge, skills, values, beliefs, and habits" (p.24). Access to education is

important because it provides individuals with the knowledge and skills they need to get around.

The future and the development of our society largely relies on education. It plays a significant

role in the development of human capital and is linked with an individual’s well-being and

opportunities for better living (Battle & Lewis, 2002). It helps us make informed decisions and

assists us in comprehending the environment around us. The world is constantly evolving, and

education helps individuals adapt to these changes. Overall, it paves the way for a better quality

of life. Education is essential for every human being and its significance should not be left

unnoticed.

Academic success is the primary concern of schools, but one cannot achieve this without

the proper tools and conditions. Receiving quality education is just as important as having access

to it. One may attend years of schooling, but not be able to improve on productivity. With this

being said, quality input leads to quality output. Educational quality should be given priority

because it ensures learning and development in individuals. It breeds excellence and resilience

among students (Al-Shuaibi, 2014).

Hattie (2015) found different factors that have a relation to effective learning and

achievement. These factors contain teaching strategies, classroom discussion, classroom

 
 
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cohesion, teacher immediacy, teacher expectations and credibility, and classroom. This along

with a positive student-teacher relationship ensures that students receive a quality education.

Student-teacher relationship greatly influences a student's success academically. The learning

process entails both cognitive and social psychological dimensions which are to be put into

consideration if one is focused on academic achievement (Hallinan, 2008). As cited by Cruz,

Nicdao, Lansangan, Quiambao, Baking and Niqui (2015), according to the Philippine Journal of

Education (2005) quality classroom instruction highly on quality educators, schools and learners.

Teachers play a big and important role in the academic success of students which is supported by

(Baker, Grant, & Morlock, 2008). The quality of education received by students is greatly

affected by a teacher's performance in the classroom.

An educator’s primary concern is the success of their students. Students spend most of

their time in school with teachers who are responsible for learning, so it is crucial that a positive

relationship is established. Hamre and Pianta (2003) found that when teachers create a supportive

environment in the classroom, academic engagement and social productivity is more evident.

Other research findings as cited by Varga (2017) showed that students who see their teachers as

more supportive do better academically (Boynton & Boynton, 2005; Spilt, Koomen, & Thijs,

2011; Skinner & Green, 2008; Rimm-Kaufman & Sandilos, 2012; Gehlbach, Brinkworth, &

Harris, 2012). Having said that, an environment that is conducive to learning and productive

work can be achieved through a supportive and pleasing student-teacher relationship.

 
 
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This research will further study and examine the background of positive student

relationships and its effect on the academic performance of STEM students of Colegio San

Agustin-Makati, aiming to improve the learning environment for their benefit and academic

success.

II. Statement of the Problem

The academic performance of a student is an element that many schools, private and

public, desire to cultivate and improve through their education system and facilities. Colegio San

Agustin-Makati is considered to be one of the many schools emphasizing “Academic

Excellence”, as evident by one of their core competencies. The school encourages this by

multiple means, one of them being positive student-teacher relationships.

However, there are many instances where some STEM students fall behind in academics

due to reasons such as the subject matter, the teacher, the students’ attitude, or personal issues

(Kurtus, 2012). We believe that through those reasons positive student-teacher relationships may

be a major factor in improving academic performance, and therefore it prompted us to look

deeper into the details of the phenomenon.

This study will discover the effectiveness of these positive student-teacher relationships

on STEM students’ academic performance, and if proven effective, provide methods on how to

further strengthen them, in order to increase the academic success of STEM students in CSA

Makati.

 
 
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III. Significance of the Study

This research hopes to contribute to improving a welcoming and motivating learning

environment for students, and in lessening the barriers in classroom communication for students

in the STEM strand. This will benefit both STEM students and teachers.

Viewing it from the students’ side, the results of this research will bring positive effects

such as active participation, challenging to study the subject, enjoyment of attending classes,

and improvement in understanding the subject with less stress and less anxiety in interaction

with teachers and fellow students during the subject discussions. All of these effects will

eventually result in students’ enhancement in academic performances.

From the teachers’ side, the product of this research will develop and encourage positive

effects such as enjoyment of teaching the students with less stress, and viewing the students and

their behavior in more positive and optimistic ways. This will also serve as a chance to assess

themselves in their interaction with students and their current state of teaching. This can help

them develop new innovations and ways that can encourage students and teachers to interact

closely and positively.

IV. Research Questions

This research will be guided by these three points of inquiry:

1. What factors contribute to a healthy student-teacher relationship?

2. How does a positive student-teacher relationship in the classroom project a

more comfortable and safe environment for students?

 
 
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3. How does positive student-teacher relationship in the classroom impact a

student’s participation in class?

V. Research Objectives

This study generally aims to examine positive student-teacher relationships and its

perceived effects on the academic performance of STEM students’, and to find ways on how to

strengthen it. Specifically, it aims to:

1. To identify the factors contributing to positive student-teacher relationships.

2. To understand and analyze the students’ behavior when in different levels of

student-teacher relationships

3. To show how positive student-teacher relationships encourage a student’s

participation in class.

VI. Scope and Limitations

This study is primarily focused on determining the effectiveness of positive

student-teacher relationships to student's academic performance. The aim of the research is to

discover the resulting observations made and to provide methods in order to strengthen academic

success through positive student-teacher relationships.

The entire study will be conducted within the premises of Colegio San Agustin-Makati

(CSA-Makati), particularly within the senior high school department (SHS). The primary

participants of the study will be students and teachers within the Science, Technology,

 
 
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Engineering and Mathematics (STEM) strand. The study will be conducted over the course of

one semester. The data collection method, due to certain restraints, will be limited to written

reflections and textual data. Data will also be collected specifically from two subjects, these are

Oral Communication and General Mathematics. The results of the study may also be subject to

different interpretations and views once the data will be collected.

VII. Definition of Terms

To provide proper context in understanding this research, the following terms are defined.

1. STEM – curriculum developed in order to prepare students in the fields of science,

technology, engineering and mathematics

2. Student-teacher relationship – academic relation between students and their

teachers (The Free Dictionary, n.d.)

3. Academic Performance ​– the extent to which a student, teacher or institution has

achieved their short or long-term educational goals (Wikipedia The Free

Encyclopedia, 2019)

 
 
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Chapter II

Review of Related Literature

This chapter will provide and dig deeper into previous literature related to the study topic

discussed. The content will specifically focus on the key points regarding student-teacher

relationships, academic performance, and possible methodologies to utilize later on in order to

accomplish the study. The works of literature that will be discussed will provide insight into the

understanding of student-teacher relationships, and the possible factors that may affect it. The

literature will also shed light on the importance of academic performance and success, as well as

the importance of it in relation to STEM specific jobs. Finally, the related literature will provide

an overall pillar and basis for us and for the readers in order to further understand the study.

I. Student-Teacher Relationship

Education plays a very important role in the life of an individual. Education is essential in

being more knowledgeable about the things around us and staying informed. It allows us to

create our own opinions and perceptions about the world. Typically, about 9 hours a day and 5

days a week of an average Filipino student is spent in school and in classrooms, where one is

surrounded by different people (Youth For Understanding, n.d.). Thus, the relationship one

forms with their peers is of great importance and very influential in the development of a student

(Ramachandran, 2012).

 
 
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As cited by Knoell (2012), Roeser, Midgley, & Urdan (1996) and Koplow (2002)

concluded that positive student-teacher relationships encourage confidence and a sense of

belongingness which in turn, produces students who are more academically engaged and

successful. This is further supported by Liu (1997) (as cited by Knoell (2012)), who said that the

reason why students are able to acknowledge school as a second home can be linked to the

emotional bond created by teachers and students. Students are inspired to do well academically

and behaviorally when teachers are committed to their growth. It can be said that the relationship

existing between a teacher and a student can be one of the determining factors for the academic

success of a student.

The relationship between a student and a teacher is the most crucial since this is where

most of the learning happens. The way a teacher acts and behaves can play a big role in the

direction their relationship with their students will take. The relationship a teacher establishes

with a student is of utmost importance because this can determine whether a student will be able

to learn or not.

A study done by Knoell (2012), revealed the teacher characteristics most-valued by

students, including a sense of humor; assistance and guidance, active listening, value for the

group as well as the individual, the utilization of games, and the use of spoken and written

encouragement. It was found, through the student interviews, that the students appreciated it

when their teachers were more encouraging, attentive, and supportive. They also prefer a

working environment that was both fun and challenging but still encouraged learning. Boynton

and Boynton (2005) (as cited by Varga, (2017) ), said that when students feel that their teachers

do not respect them or think of them as important, they will not follow rules, lose trust, and will

 
 
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not listen. With this being said, teachers play an essential role in the path their relationship with

their students will take. Out of everything else, students seem to be more focused on how they

are treated by their teachers in class and how they act towards their students. This showed how

influential and how big of an impact educators have on learners.

There are different key points in developing positive relationships between a student and

a teacher. The first is promoting control which positively impact students’ academic

engagement. The second is how teachers must be able to express their expectations for their

students. This means being able to include all students and give each one a sense of

belongingness. Boynton and Boynton (2005) (as cited by Varga, (2017)), found that students

who fail to be recognized show a decrease in their confidence levels. Another key point is

positive feedback that encourages students to learn from their mistakes and to make them feel

like they are not being judged. When students feel like they are being criticized, this elicits a

negative reaction towards their relationship with their teacher. This is why feedback is important

in establishing a positive student-teacher relationship. This is further supported by Skipper and

Douglas (2015) (as cited by Varga, (2017)), who said that process feedback and effort promotes

growth within a student. The next is familiarity, that when teachers’ actions show that they have

respect for their students and interest in their lives, their students start to feel that they are cared

for. This, in turn, leads them to start caring for others as well. This also results in students doing

well in class and achieving better academically (Boynton & Boynton, 2005). This feeling is

essential in building a positive relationship. The last point is communication which is one of the

most effective ways to let your thoughts, feelings, and ideas be known to others. This can include

 
 
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verbal and non-verbal cues. In student-teacher relationships, it is vital that teachers communicate

in a respectful way while still establishing their authority. Although boundaries must be set

between students and teachers, it is important that educators remain approachable because this

leads to the establishment of a positive relationship.

I. Academic Performance

A. In General

“Academic achievement refers to performance outcomes in intellectual domains taught at

school, college, and university.” (Spinath, 2012). Good academic performance is the foundation

of prosperity in both societal and individual settings, which are one of the biggest elements to

consider once outside of schooling. It is for this reason that many schools put academic success

at the forefront of their priorities.

The academic performance of students in school is mostly intended to lean towards

academic success because of multiple reasons. The most obvious one is to attain good jobs and

salaries. According to Friedman (2019), “Education and success have close relation each other.

Some type of education is needed for highly skilled jobs that involves understanding of

technology, communication, human relationships and nuances of a particular field.” It is because

of this that it is rare for one to be without a good job if equipped with a good and successful

education. Another reason is that jobs that require proper degrees are continuing to rise steadily

over the years. Jobs demanding college degrees are expected to increase more than twice as fast

by the next twenty years. On top of that, it is proven that academic success helps students

psychologically as well (Fleetwood & Shelley, 2000; Rentner & Kober, 2001). Taken directly

 
 
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from EssaysUK (2018), “Academic success helps students keep off participation in sexual

activities, have higher self-regard, have lower levels of hopelessness and worry, get away from

the misuse of alcohol and social unexpected performance, and prevent themselves from engaging

in chemical abuse” (para. 4).

With that, it is only right to understand what exactly affects academic performance. In a

study conducted in India by Kapur (2018), some factors she stated include the students’ attitude,

school resources, leadership aspects, skills and abilities of the teacher, and classroom

environment. Though all of these are important in influencing academic performance, factors

may differ in other studies. However, there are many studies that have similar ideas to hers. For

example, Kuh et al. (2007) stated that there are five factors affecting academic performance.

These are student backgrounds, structural features of the school, interaction with school staff

(teachers and the like), awareness of learning environment, and behavior/attitude. A common

factor that can be seen right away is the attitudes or background of the students and the

mentioning of staff or teachers. These imply that the two are valuable elements to consider when

talking about academic performance and success.

With the implications of academic success translating into societal success in later life,

and the factors that may influence it, STEM students just may be the ones most affected in this

regard. According to Science, Technology, Engineering, and Math (STEM) Careers (2019), most

STEM-related jobs are all in need of at least a bachelor's degree; And as discussed before,

academic success leads to the likeliness of acquiring these degrees. Therefore, as society

continuously proceeds to evolve and develop and garner more need for STEM-related jobs, it is

 
 
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crucial to put more attention to the academic performance of CSA STEM students in order to be

able to provide for themselves and survive in the near future as those with similar jobs.

B. In Relation to Teachers

Teachers play a big role in the life of a student, as discussed previous to this, there are

multiple things to which the teacher contributes regarding a student's life. However, the main

factor of focus that has to be considered is on academic performance. As said by Fan (2012),

“The quality of classroom relations depends on the behavior of both the teachers and the

students. Different classroom conditions and situations depending on both of them often tend to

affect the academic performances of students.” Therefore, it is important to note that teachers

have a good amount of influence on academic success than one may assume.

“Among the SHSA factors, only student perception of teacher effectiveness and how

much they exert effort influence students’ performance. No significant effects are evident when

students spend their time studying, attendance in review classes conducted in tutorial centers,

motivation, and study habits​.” (Yu, 2011)​. ​The study attempted to identify the most accurate of

all factors listed, which were “study habits, skills, and attitudes”, and tested to determine the

greater and more positive effect on the accounting performance of a number of second-year

business students, which can be translated into the academic performance of the introductory

college class. The results have shown that teacher effectiveness and level of effort exerted are the

greatest influential factors to success. The study proves that learning ability is heightened

through the “attitude”, or participation of both sides, most notably through the teacher. As stated

 
 
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by Yu (2011), Student perception of teacher effectiveness strongly influences performance and

should be considered of utmost importance.

In another study, the academic performance of a number of students from 68 schools in

Portugal was tested and determined through Support for Learning (SfL). It was found out in the

study that poor prior academic performance equated to the lower engagement (perceptions about

school, future aspirations) of students regarding school (Yu, 2011). It was also found out that

those who were less engaged had little SfL from peers and staff (specifically teachers). This was

tested through Hierarchical Linear Modelling (HLM), and the accumulation of past math and

Portuguese test results to measure a standard of academic performance. The results concluded

that engagement affects academic performance, and in order to achieve that, there must be SfL

provided by the school. The study was very thoroughly conducted and stayed rooted in its

objectives. As stated by Moreira, et al. (2018), “The results indicate the significance of

supportive learning environments to students in lessening the negative effects of poor

performance on engagement and promoting educational equity.”

Additionally, another element that was not initially considered is teacher-teacher

collaboration to students' achievements in class. A study conducted by Reeves, Hung Pun, and

Sun Chung (2017) tested the effectiveness of teacher collaboration on student achievement and

job satisfaction in both the U.S. and Japan. The results revealed that collabing with other teachers

on things such as lesson plans, or checking in on classrooms, increase student achievement and

job satisfaction of the teachers. However, the study mostly focused on the U.S. and did not seem

to have detailed data due to its quantitative nature. Even so, the study brought to attention the

 
 
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potential influence of teacher relationships in bettering the academic performance of students in

the classroom.

II. Possible Methodologies

A. Sampling Methods

The researches of Uitto, Lutovac, Jokikokko, and Kaasila (2018) and Newberry (2010),

both utilized narrative method which has an emphasis on the lives of individuals as told through

their own stories. Data collection of Uitto et al. (2018) did not involve face to face methods like

interviews since it was through just emails and letters from the participants while data collection

of Newberry (2010) was done directly through observation and interview with both teacher and

the student. In the research of Uitto et al. (2018), the Finnish magazine ​Yhteishyvä published the

encouragement towards the people to write about their teachers according to the first author’s

request which was to be submitted through emails and letters with the apprising of those emails

and letters to be used in conducting the research. In total, 141 letters and emails were received

from 116 women and 25 men. All writers attended Finnish schools in both rural and urban

settings, but at different times. The writers ranged by age from 16 to 87 years. They often

recalled teachers they had as children or young adults (Uitto, et al., 2018) which mainly showed

the experiences with the teachers as the students in past times. All the participation was done in

voluntary condition. The researchers saw memories as reconstructions since it is the result of

storytelling and retelling of those stories, so in the process of remembering, the memories tended

to change depending on how the individuals personally felt during that certain situation.

Considering this, the method used in this research was appropriate since it was seeking the

 
 
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information which had to be filled with the memories, personal experiences of different

individuals. It is only through storytelling that we can get hold of people’s memories (Carter,

1993). Emotions are considered to have a prominent role in the recollection of different

memories together, and it has been found that emotional events in the memory better and longer

in time. So, the storytelling of every participant made it possible to detect and analyze even the

slight change of emotions related to the memories of teacher depending on different individuals.

In a different way, the data collection of Newberry (2010) was done with the chosen participants,

specifically a student who was behaviorally challenged in school and a teacher who is in charge

of him. In this research, the narrative method was used to better adjustment in understanding and

analysis of the teacher and the student’s relationship and further improvement of that student.

Narrative method also provides dense descriptions eliciting recall of one’s own experiences and

encourages one to foresee how it may be applied to one’s personal future, even if the particulars

of the story are quite dissimilar (Ellis & Bochner, 2000). However, the data collected only from

one teacher and one student might have faced difficulties because it cannot be generalized to the

other teachers and students who are facing similar matter of problem.

Another possible method is multi-method which was done in the research of Reyes,

Brackett, Rivers, White, and Salovey (2012) to examine the linkage between classroom

emotional climate formed by both teachers, and students and the academic achievement of the

students. Data collection was done with the participants ranged from fifth grade to sixth-grade

students. By the nature of multi-method, the numerical data of students’ achievement further

added accuracy to words, pictures, and narratives given by both teachers and students.

 
 
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B. Methods of Data Collection

Mainly applied methods of collecting data were conducting an interview, close

observation, and reflections. In applying these methods, audio or videotaped records of

interviews, field notes from the observations, and written form of reflections have to be

transcribed for analysis of those data. The interview may be face to face experience deliberation

of different individuals, so in the research of Newberry (2010), interviews were conducted on the

specific teacher and the student using the Adopted IOS protocol. This protocol involves creating

diagrams using a set of circles placed on a dotted line to demonstrate the perceived closeness in

the teacher-student relationship. The teacher created a diagram for each member of her class. The

placement of the circles was intended to reflect how emotionally close the teacher felt to each

student, represented by how close, overlapping or distant the circles were as she discussed her

relationship with each particular student, including the participant, Jacob (Newberry, 2010).

Secondly, a close observation also took place every other week on various days and times

throughout the school year, so a total of eighteen hours of observations was conducted.

Throughout the observations, field notes were written down in order to keep the data consistent

and non-changing as much as possible.

In both of the researches of Uitto et al. (2018) and Newberry (2010), written reflections

were collected through letters and mainly through emails. All these collected transcriptions of

interviews, observations and reflections were kept and utilized for the analysis and interpretation.

Moreover, numerical data such as the final computed grade of the student could be useful for

 
 
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further analysis of the data and to add precision to the contents of the interviews done by both

teachers and students taking into account the research done by Reyes et al (2012).

III. Synthesis

Student-teacher relationship plays a prominent role in the students' school life. Taking

this into consideration, how students’ academic performances gets affected, which becomes

evident within the relationship of students and teacher, is specifically exhibited in different

literature reviewed above. Furthermore, the previous research expounds more on the connection

between students’ future life and the relationship they had with the teachers they had during their

school life. It was also evident in their process natural and smooth influx to the society.

However, some of these previous research has a slight deficiency of preciseness when it comes

to targeting the audience. They had a wide age range which might have resulted in different

results since people from different generations who have a far different education system and

background of the experiences in school were also part of the participants. To state further, no

definite factors influencing students’ academic performance and student-teacher relationships

were mentioned. In choosing the participants, more specific criteria could have been utilized in

order to narrow down into students taking specific subjects or courses since different courses

require to have different types of skills and that different approaches of teachers to the students

in the process of teaching are necessary.

 
 
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Chapter III

Methodology

Description of Research Designs

The qualitative research design that will be utilized for this specific research is case

study. According to PressAcademia (2018), “A case study is based on an in-depth investigation

of a single individual, group, or event to explore the causes of underlying principles.” Since the

study will be keeping its focus on STEM students, specifically in Colegio San Agustin-Makati

(CSA-Makati), the design is well suited to the research’s limitations and specifications. Along

with this, the design is suited to the study because of our primary goal of determining the factors

that affect positive student-teacher relationships. Case studies are also used in discovering the

causes of a certain phenomena, and therefore gives way to the creation of solutions. This is an

element useful to this particular study as it is an applied research looking for methods to

strengthen student-teacher relationships. The design also paves the way for future studies by

giving detailed accounts and observations made from previous research.

Description of Research Participants

The respondents of the study will come from CSA-Makati, particularly within the senior

high school (SHS) department. A selection of students and teachers will be picked for

participation. There will be a total of 20 respondents to engage in the study. The participants will

be both male and female. Due to the limitations of the research, this will be exclusive to

individuals in the STEM strand. Respondents will then be chosen at random. These individuals

 
 
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are the best choice for respondents because they are integral in determining the effectiveness of a

positive student-teacher relationship through their experiences of teaching and learning, and

through evaluating the student’s academic performance.

Description of Research Methods

In this research, the collection of data will be done through the narrative method,

specifically through written reflections. This method can be seen as reflections allow the

researchers to collect a wide range of responses from the participants. No restrictions such as

questions or length of the reflection will be made in the reflection writing of STEM students and

teachers to let them freely express and share their experiences and observations. Students and

teachers will get different instructions. Instruction for the students will be centered on how much

they were able to engage themselves in the lessons with the teachers. Also, if they were still able

to concentrate on class lessons in a strict learning environment, and if that still has the basis of

appreciation and respect towards the teachers. For the teachers, it will be about students' capacity

on level of discipline and cooperation in the lessons. Moreover, it will also be about how it

differs according to the state of the relationship with students. These reflections will be able to

produce accurate data since people reveal their emotions in a raw type of way when they are kept

anonymous and given more time to think and reflect on it. Once the reflections are done,

participants will send them through the email of any of the researchers as they will be analyzed

for data collection purpose.

 
 
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Al-Shuaibi, A. (2014). The importance of education. ​English Language Center.

https://www.researchgate.net/publication/260075970_The_Importance_of_Education

Baker, J., Grant, S., & Morlock, L. (2008, March). ​The Teacher-Student Relationship as a

Developmental Context for Children with Internalizing or Externalizing Behavior .​

Problems.​ Retrieved from ​https://eric.ed.gov/?id=EJ792277

Colegio San Agustin Makati (n.d.). ​Vision and Mission.

Retrieved from ​https://csa.edu.ph/vision-and-mission/

Crawford, J., Kippax, S., Onyx, J., Gault, U., & Benton, P. (1992). ​Gender and psychology.

Emotion and gender: Constructing meaning from memory.​ Thousand Oaks, CA, US:

Sage Publications, Inc.

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