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    School Context, Attitudes, Behavior, and Academic Achievement of Grade 6 Pupils in Aklan 1, Philippines

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    Renwen Lata
    This thesis examined the school context, attitudes, behaviors, and academic achievement of 374 Grade 6 pupils in Aklan 1, Philippines for the 2017-2018 school year. A questionnaire was used to collect data on the perceived extent of school context practiced by teachers and students' attitudes, behaviors, and academic performance. The findings showed that teachers were perceived to practice a very high extent of school context in terms of clarity of expectations and high quality pedagogy. Students' attitudes and behaviors toward engagement and perceived academic competence were very favorable. Academic achievement was at a proficient level. No significant differences were found between groups based on sex or age. A significant relationship was found between school context and academic achievement.

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    School Context, Attitudes, Behavior, and Academic Achievement of Grade 6 Pupils in Aklan 1, Philippines

    Uploaded by

    Renwen Lata
    80 views11 pages
    This thesis examined the school context, attitudes, behaviors, and academic achievement of 374 Grade 6 pupils in Aklan 1, Philippines for the 2017-2018 school year. A questionnaire was used to collect data on the perceived extent of school context practiced by teachers and students' attitudes, behaviors, and academic performance. The findings showed that teachers were perceived to practice a very high extent of school context in terms of clarity of expectations and high quality pedagogy. Students' attitudes and behaviors toward engagement and perceived academic competence were very favorable. Academic achievement was at a proficient level. No significant differences were found between groups based on sex or age. A significant relationship was found between school context and academic achievement.

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    ARABANG-Preliminary-Edited-1

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    This thesis examined the school context, attitudes, behaviors, and academic achievement of 374 Grade 6 pupils in Aklan 1, Philippines for the 2017-2018 school year. A questionnaire was used to collect data on the perceived extent of school context practiced by teachers and students' attitudes, behaviors, and academic performance. The findings showed that teachers were perceived to practice a very high extent of school context in terms of clarity of expectations and high quality pedagogy. Students' attitudes and behaviors toward engagement and perceived academic competence were very favorable. Academic achievement was at a proficient level. No significant differences were found between groups based on sex or age. A significant relationship was found between school context and academic achievement.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    80 views11 pages

    School Context, Attitudes, Behavior, and Academic Achievement of Grade 6 Pupils in Aklan 1, Philippines

    Uploaded by

    Renwen Lata
    This thesis examined the school context, attitudes, behaviors, and academic achievement of 374 Grade 6 pupils in Aklan 1, Philippines for the 2017-2018 school year. A questionnaire was used to collect data on the perceived extent of school context practiced by teachers and students' attitudes, behaviors, and academic performance. The findings showed that teachers were perceived to practice a very high extent of school context in terms of clarity of expectations and high quality pedagogy. Students' attitudes and behaviors toward engagement and perceived academic competence were very favorable. Academic achievement was at a proficient level. No significant differences were found between groups based on sex or age. A significant relationship was found between school context and academic achievement.

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    of 11

    SCHOOL CONTEXT, ATTITUDES, BEHAVIOR, AND ACADEMIC

    ACHIEVEMENT OF GRADE 6 PUPILS IN


    AKLAN 1, PHILIPPINES

    A Thesis
    Presented to the
    College of Open Distance
    andTransnational Education (CODETE)
    Ifugao State University
    Lamut, Ifugao, Philippines

    A Course Requirement
    for the Degree
    Master of Arts in Education
    Major in Educational Management

    KAREN KAE CARILLO ARABANG


    July 2017
    i
    Republic of the Philippines
    IFUGAO STATE UNIVERSITY
    Lamut, Ifugao

    College of Open Distance Education and


    Transnational Education

    APPROVAL SHEET

    prepared and submitted by KAREN KAE C. ARABANG is hereby recommended

    for approval and acceptance as a requirement for the degree

    MASTER OF ARTS IN EDUCATION


    Major in Educational Management

    SHERYL G. ESTORQUE, EdD


    Thesis Adviser

    PANEL OF EVALUATORS

    Accepted by the Panel of Evaluators with a grade of PASSED.

    NANCY ANN P. GONZALES, PhD


    Chairperson

    IVAN D. BAGUILAT, DPA ROBERT F. GALINDEZ, PhD


    Member Member

    Approved as a requirement for the Degree Master of Arts in Education

    NANCY ANN P. GONZALES, PhD


    Vice President for Academic Affairs
    ii
    Abstract

    This descriptive-correlational research was conducted to determine the


    school context, attitudes, behavior and academic achievement of 374 randomly
    selected Grade 6 pupils in Aklan 1, Philippines for the school year 2017-2018.
    An adapted research questionnaire was used to gather data. The findings
    revealed that the perceived extent of school context practiced by teachers was
    very high in terms of clarity and expectation and high quality pedagogy. No
    significant difference existed between the extent of school context practiced by
    teachers when grouped as to sex and age. No significant differences existed
    between the extent of school context practiced by the teacher in terms of clarity
    of expectations and high quality pedagogy. The level of students’ attitude and
    behavior in terms of students’ engagement and students’ perceived academic
    competence was very favorable. No significant difference existed in the level of
    students’ attitudes and behavior respondents when grouped according to sex
    and age. No significant relationship existed between the extent of school context
    as practiced by the teachers and the level of students’ attitudes and behaviors.
    The academic performance of pupils was at proficient level. No significant
    difference existed between the academic performance of pupils when grouped as
    to sex and age and the extent of school contexts practiced by the teachers and
    pupils’ academic performance were highly and significantly related.

    Keywords: Academic Achievement, Attitudes, Behavior, School Context

    iii
    ACKNOWLEDGEMENT

    The researcher wishes to express her gratitude and sincere appreciation

    to all who in one way or another contributed, inspired, guided and extended

    their valuable assistance in the preparation and completion of this study.

    Dr. Serafin L. Ngohayon, IFSU President, for his expert suggestions and

    recommendations.

    Dr. Nancy Ann P. Gonzales, IFSU Vice President for Academic Affairs and

    Chairperson of the Panel of Examiners, for her professional guidance, unselfish

    assistance, brilliant suggestions and recommendations, and her motherly

    approach that helped improve this study;

    Dr. Ivan D. Baguilat, IFSU Dean for College of Open Distance Education

    and Transnational Education and Member of the Panel of Examiners, for his

    notable suggestions and understanding;

    Dr. Robert F. Galindez, Member of the Panel of Examiners, for his

    valuable suggestions and comments for the improvement of this thesis;

    Dr. Sheryl G. Estorque, my thesis adviser, who patiently offered her

    precious time, untiring assistance and support, wise suggestions and

    recommendations and encouragement that gave me the determination and

    perseverance to finish this thesis;

    Dr. Jesse M. Gomez, CESO V, Schools Division Superintendent, Division

    of Aklan for supporting and granting my permit to study;

    iv
    Dr. Ernesto F. Servillon Jr., Assistant Schools Division Superintendent,

    Officer-in-Charge, Office of the Schools Division Superintendent, Aklan

    Division, and all the Schools District Supervisors and School Heads in Eastern

    Districts of Aklan, for supporting and approving my request to conduct this

    study;

    Mr. Democrito V. Barrientos II, classmates: Mona Lysslyn, Bebiana,

    Emmie Jane, Dena, Bryan, Eileen, Kit, Ruth, Mayrose, Sir Vic; Mr. Val T.

    Casimero, and all the Teachers of Manocmanoc Elementary School who

    positively contributed to this study and also for their advice, encouragement

    and moral support;

    My Father, siblings and Parents-in-law for their moral and spiritual

    support and motivation;

    My loving husband Engr. Noel D. Arabang Jr., for his patience,

    encouragement and motivation; for his unfailing spiritual, moral and financial

    support; and to my son, Nel Mikel and daughter, Nikka Karel who serves as my

    strength and my inspiration;

    Above all, to the Almighty God who is the source of knowledge, wisdom

    and understanding and for giving me the strength and courage to go on and

    finish this study.

    v
    DEDICATION

    I humbly dedicate this study to God Almighty my creator and my savior,

    my source of wisdom, knowledge and understanding; and also, to my very

    loving and supportive husband, Noel Jr. and my children, Nel and Nikka, my

    strength and source of inspiration.

    K. K. C. A.

    vi
    CONTENTS

    Page

    Title Page………………………………………………………………… i

    Approval Sheet ……………………………………………………….... ii

    Abstract ..……………………………………………………………….. iii

    Acknowledgement……………………………………………………… iv

    Dedication …………………………………………………………..….. vi

    Table of Contents ……………….………………………………….….. vii

    List of Tables………………………………………………………….... ix

    List of Figures……………………………………………………………. x

    Chapter 1. INTRODUCTION

    Theoretical Framework ……………………………………………… 20

    Paradigm of the Study ……………………………………………….. 24

    Statement of the Problem …………………………………………… 25

    Hypotheses ……………………………………………………………… 26

     Chapter 2. METHODOLOGY

    Research Method ……………………………………………………... 28

    Research Environment ………………………………………………. 29

    Respondents ……………………………………………………………. 34

    Data Gathering Tools ……………………….………………………… 36

    Data Gathering Procedures ………………………………………… 37

    Treatment of Data ……………………………………………………… 39

    vii
    Chapter 3. RESULTS AND DISCUSSIONS

    Chapter 4.CONCLUSIONS AND RECOMMENDATIONS

    Conclusions ………………………………………………………………. 49

    Recommendations ………………………………………………………. 51

    References …………………………………………………………………. 53

    Appendices

    A. Letter to the Schools Division Superintendent ………………… 59

    B. Letter to the Public Schools District Supervisor……………….. 60

    C. Letter to the School Principal………………………………………. 68

    D. Letter to Respondents ……………………………………………… 78

    E. Questionnaire …………………………………………………………. 79

    F. Intervention Program ………………………………………………… 83

    G. Curriculum Vitae …………………………………………………….. 102

    viii
    LIST OF TABLES

    Table No. Title of Table Page

    1 Distribution of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . 32

    2 Profile of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

    3 Mean Analysis Showing the Extent School Context Practiced


    by Teachers as Perceived by Grade 6 Learners. . . . . . . . .. . . . . . 37

    4 t-test Analysis Showing the Difference on the Extent of


    School Context Practiced by Teachers as Perceived by Learners
    When Grouped According to Se . . . . . . . . . . . . . . . . . . . . . . . . 39

    5. Analysis of Variance Showing the Difference on the


    Extent of School Context Practiced by Teachers as
    Perceived by Learners When Grouped According to Age. . . . . . . 40

    6 t-test Analysis Showing the Difference on the Extent


    of School Context Practiced by Teachers as Perceived
    by Learners In terms of Different Dimensions. . . . . . . . . . . . . . . 41

    7 Mean Analysis Showing the Level Students’ Attitude and


    Behavior in terms of Student Engagement. . . . . . . . . . . . . . . . . 42

    8 Mean Analysis Showing the Level Students’ Attitude and


    Behavior in terms of -Perceived Academic Competence. . . . . . . 44

    9 t-test Analysis Showing the Difference on the Attitudes


    and Behavior of Respondents When Grouped
    According to Sex . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 45

    10 Analysis of Variance Showing the Difference on the Attitudes


    and Behavior of Respondents When Grouped According to Age. . 46

    11 Pearson-r Analysis Showing the Relationship on the Extent


    of School Context and the Level of Students Attitudes
    and Behaviors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

    12 Mean Analysis Showing the Level of Students’ Academic


    Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

    13 t-test Analysis Showing the Difference in the Academic


    Performance of Learners When Grouped According to Sex . . . ..49

    ix
    14 Analysis of Variance Showing the Difference in
    the Academic Performance of Learners When Grouped
    According to Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

    15 Pearson-r Result Showing the Relationship Between the


    Extent of School Contexts Practiced by Teachers and the
    Academic Performance of Respondents . . . . . . . . . . . . . . . . . . . . 51

    x
    LIST OF FIGURES

    Figure No. Title of Figure Page

    1 The Paradigm of the Study ……………………… 18

    2 Map of the Locale of the Study ………………… 27

    xi

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