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ASSESSING CLASSROOM CHALLENGES AMONG GRADE VI PUPILS: ITS
RELATION TO PUPILS’ ACADEMIC PERFORMANCE
ANGELINE T. JAMILARIN
ARMIE I. TAMAYO
PRESENTED TO THE ADMINISTRATION, FACULTY AND STAFF
OF THE CENTRAL PHILLIPPINES STATE UNIVERSITY
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR
THE DEGREE
BACHELOR OF ELEMENTARY EDUCATION
(GENERAL EDUCATION)
JANUARY 2019
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CHAPTER I
INTRODUCTION
The classroom still remains to be the main learning environment in the schools
although learning can take place in other venues. On this premise, it is imperative that
educators strive to make the classroom the best venue for students to attain their full
potential in academic performance. Teachers are continually looking to create a
"positive" classroom climate in which student learning is maximized. It is having an
environment where students feel safe, nurtured, and intellectually stimulated. This type of
positive classroom climate allows for students to meet their basic needs of physical and
mental health. While there is no specific definition of what creates a negative classroom
climate, it is considered to be one in which students feel uncomfortable, whether
physically, emotionally, or academically, for any reason. (Falsario,2009).
Classroom social environment plays an important role in development for schoolaged children. Student experiences within the classroom help to develop their behavioral,
social, and academic skills. The quality of the interactions that students have with their
teachers predicts later academic success (Leaf, 2008; & Donohue, & Weinstein, 2007)
Koth et al. (2008) examined the concentration of students with behavior problems
in fifth grade classrooms results suggested that the clustering of aggressive behavioral
students within a classroom may have changed the classroom norm, such that the large
number of disruptive peers may have negatively influenced the individual student’s
academic perception. (Mashburn et al., 2008) examined the influence of teacher
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education, teacher training, emotional support reflecting positive/negative climate and
instructional support reflecting concept development and quality of feedback on student
academic development. Only classroom instructional support was positively associated
with all five measures of academic and language development.
Based on the information gathered by the researchers at Malabong Elementary
School, the Grade VI pupils experienced several classroom problem, so the researcher
come up with this study to assess if classroom challenges such as student behavior,
classroom environment, instructional materials, class size, and teachers behavior. Really
affect the academic performance of the pupils..
Theoretical Framework
This study is anchored on Hannah 2013 stated in his study the effect of classroom
environment on student learning that the classroom is a place where the students gain
more knowledge and it is the place they discover what they wanted to become in the
future. Classroom is also an important place where students/children grow and learn
many things in their life. He also stated that in order for classroom to be effective
precaution should be taken to make sure that the learning environment is the one helps
the students thrive and if not approached correctly, the students will be the one who’s
really affected.
Teachers have to use their creativeness to shape the wonderful theory into
practice. However, the common problem is when the classroom problems arise, teachers
often avoids creative instructional approaches because they have to deal with increased
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behaviors, they have prepared their skills, especially in classroom management, teaching
strategies, and personal approaches (Manning and Bucher 2007)
Furthermore, Ackerman 2006 believe by building good teachers students
relationship will assist teacher to cope with student’s behavior inside the classroom. Most
research studies find that good relationship between teacher and students lead to
successful behavior management because student behavior is a manifestation of beliefs,
attitudes, emotions and experiences.
Conceptual Framework
This study focuses on the assessment of classroom challenges experienced by
Grade VI pupils and how it affects their academic performance. The independent
variables and schematic diagram of this study depict a relationship between the
dependent variables. The independent variables comprised the respondent profile which
include age, sex, parent’s monthly income, parent’s occupation, and parent’s educational
attainment; and the classroom challenges which include student behavior, classroom
environment instructional materials, class size and teachers behavior.
Moreover, dependent variable is represented by the academic performance of
Grade VI pupils.
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Schematic Diagram
Independent Variable
Dependent Variable
I. Socio-demographic
profile
a. Age
b. Sex
c. Parents occupation
d. Parents monthly income
e .Parents education
Academic Performance
II. Classroom Challenges
a. Instructional Materials
b.Student Behavior
c. Teacher Behavior
d. Classroom Challenges
e. Class size
Figure 1. Schematic diagram showing the dependent and independent variable of the
study.
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Statement of the Problem
The main purpose of this study is to assessed the of classroom challenges among
Grade VI pupils it’s relation to pupil’s academic performance. Specifically, it sought to
answer the following questions:
1. What is the demographic profile of Grade VI pupil’s in terms of:
a. Age;
b. Sex;
c. Parent’s Occupation;
d. Parent’s Monthly Income; and
e. Parent’s Education?
2. What is the extent level of classroom challenges among the Grade VI pupil’s when
grouped according to:
a. Instructional materials;
b. Student behavior;
C.Teacher behavior;
d. Classroom challenges; and
e. Clazz size?
3. What is the level of pupils’ academic performance?
4. Is there a significant difference on the extent of classroom challenges among the Grade
VI pupil’s when grouped according to the profile?
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5. Is there a significant relationship that exists between the extent of classroom challenges
and pupils’ academic performance?
Statement of Hypotheses
1. There is no significant difference on the extent of classroom challenges among the
Grade VI pupils when grouped according to the profile.
2. There is no significant relationship that exists between the extent of classroom
challenges and pupils’ academic performance.
Scope and Limitations
This study is focused on assessing classroom challenges experienced by Grade VI
pupils and how it is related to their academic performance. The researcher utilized 43
Grade VI pupils of Malabong Elementary School officially enrolled for School Year
2018-2019, with the aid of a self-made questionnaire.
The parameter of this study include: the profile of the respondents; classroom
challenges such us: student behavior, classroom environment, instructional materials,
class size, and teachers behavior; and the academic performance of Grade VI pupils.
Significance of the Study
The result of the study will be essential to the following:
Department of Education. The result of this study may serve as a guide in
making plans and programs addressing classroom challenges experienced by pupils.
Local Government.
The result of this study will give them assessment
awareness on the challenges experienced by the pupil inside the classroom especially the
classroom facilities and instructional materials, as one of the institution stake holders, the
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local government unit can allocate budget for classroom improvement beneficial for both
teachers and pupils.
School Administrators. This study may serve as basis in crafting classroom
programs teachers and service training and seminars addressing classroom challenges
experienced by pupils.
Teachers. They are trained to assessed the pupils inside the classroom. They play
a role in the classroom problem when they do not make their objectives clear, and when
they do not plan their teaching methods earlier.
Pupils. The result of this study will serve as an assessment of the challenges they
experience inside the classroom, also it will serve as an evaluation of their behavior
inside the classroom.
Parents. For them to give and emphasize that imposing discipline among children
enough communication must begin at home. Parents indirectly share learning problems
when they insist on their kid grades, and achievement to be always high. These lead to
feeling of anger, and worry, and create student behavioral problems inside the classroom.
Future researchers. The result of this study will serve a guide and reference for
the future researchers in conducting similar study.
Definition of Terms
The following terms were defined conceptually operationally for the readers to
have a clearly understanding.
Academic Performance. This term refers to the extent to which a student,
teacher or institution has achieved their short or long-term educational goals. .
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According to Tyler and Boelter (2008), positive teacher expectations were associated
with high academic performance or academic gains; whereas negative teacher
expectations resulted in decrease in academic performance. Teachers need to capitalize
on the impact that their positive attitude plays inside the classroom, “the genuine
enthusiastic displayed by the instructor is always a major factor in motivation because it
is contagious.
Age. This term refers to the length of time that a person has lived or a thing has
existed, a distinct period of history
Classroom Environment.
Translating
instructional
goals
into
learning
experiences is what
Classroom management is all about. In all classrooms the teacher is in charge
of organizing the environment, managing the learning process and student behavior as
well as establishing the framework.
Instructional Materials. Instructional materials are integral components of
teaching-learning situations; it is not just to supplement learning but to complement its
process. It then shows that, if there must be an effective teaching learning activity,
utilization of instructional materials will be necessary Kibe (2011). This term refers to the
tools used in educational lessons, which includes active learning and assessment.
Respondents. Are people to give response in a study. In this study, refers to the
individual judgment of his or her worth by all Grade VI pupils of Malabong Elementary
School.
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Student behavior. Can take many forms: disruptive talking, inaudible responses,
sleeping in class, eating and drinking during the lesson, and cheating in test (Harmer,
2001). In this study it is defined as the act in which the teachers can manage the most
major behavior of the student.
Teacher behavior. Tyler &Boelter, 2008) teacher expectations as strong and
reliable predictors of performance among elementary, primary and high school students.
This term refers to teacher’s action, interaction and communication of teacher with the
students. the teaching methodology, knowledge of the subject matter etc.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Several studies have been made in other parts of the world and here in the
Philippines, with direct or indirect bearing on the subjects studied on this research. Those
included in this chapter provided the theoretical and conceptual background for this
study.
1.1 Defining Classroom Challenges
The classroom management and mastering inside the classroom are the most
important factors in educational process and basic requirements. They are considered the
basic problems which face the teacher since teachers complain about mastering the order
inside the classroom, and it consumes much effort and time, and they are considered as
sensitive, important and critical factors for the teacher’s success or failure in his tasks.
The concept “classroom order” point to the learner’s behavior discipline according to the
followed systems and rules which facilitate the process of classroom interaction towards
achieving the planned goals. (Marie and Mustafa 2009)
Classroom Environment refers to the surroundings, ambiance, and the things that
students use including the most common things we see in classrooms like white board,
arm chairs, and the electric fans/ceiling fans. Academic Performance refers to the
students overall Academic Activities that they make in their classrooms/school to achieve
something. The classroom is where the student gain an understanding of their place in the
world and the gifts that they have to offer it. It is where the student develops what they
want their future to look like, as well as knowledge of the skills needed to reach that goal.
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With the classroom being such an important place in the growth of a child it is important
to understand the ways in which to affect this environment in order to receive maximum
effectiveness in instruction. If schools really do play a large role in teaching the next
generation how to be successful members of society then every precaution should be
taken to make sure that the learning environment is one that helps students.(Hannah
2013)
The study reported that every objectively measured acoustic characteristic of the
classrooms (background noise, reverberation time, sound insulation) fell short of Brazil’s
standards. In yet another study, researchers showed clearly that classrooms were not a
productive and comfortable place to acquire knowledge, because of poor acoustics
(Kruger and Zannin, 2004). Zannin et al. (2012) and Zannin et al. (2013) recently found
this pattern of negative effects again.
1.2 Student Behavior
Research studies have shown the importance of motivation in supporting learning in
education (Lai, 2011) and in raising educational attainment among pupils. A collective
theme within the review is that a pupil’s behavior is closely linked to the theory of
motivation (Ikeogu, 2011).
The resulting behavior depends upon the pupil’s level of motivation (Guay et al.,
2010). Motivation plays an influential role in affecting student’s level of enjoyment in
learning at school and can trigger either disruptive or constructive behavior among pupils
(Guay et al., 2010, p. 712). Wright’s (2012) study argues that pupils who have low levels
of motivation misbehave out of frustration due to failure of the school system to meet the
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needs of the individual i.e. activities are too challenging, and lesson instructions are too
vague or monotonous.
Aly and Gracey (2013) state that using technology during class, reading unrelated
material etc. is disruptive. Disruptive behavior can interrupt positive social interaction,
engagement, contribution and overall impede a proactive classroom environment. (Ross
et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012)
defines disruptive behavior as being disobedient and aggressive. Ikeogu (2011) states that
pupil’s lack of motivation and disruptive behavior in the classroom is attributable to the
teacher’s pedagogy and teaching style. Korb (2012, p.6), pupils may seek attention in the
classroom, either positive or negative if they don’t receive this at home. They may
display signs of low self-esteem by being destructive and lack powers of concentration.
Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Hughes et al.,
2010). Pupils pursue performance goals as a defence mechanism to protect themselves
from negative opinions of their competence, or receive positive acknowledgement of
their competence.
(Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to
facilitate self-determined motivation. Promoting autonomous motivation contributes to
better task-related behavior which reflects real interest in the subject (Kusurkar et al.,
2011). According to Kusurkar et al. (2011) appealing to their intramural needs to
effectively stimulate proactive behavior is more effective that using incentives to
reinforce desired behavior. , Positive attitudes and enjoyable learning experiences in the
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classroom. Jones states the best way to manage behavior problems is to prevent their
occurrence Charles,2010).
1.3 Classroom Environment
Teachers who were successful at teaching academic and social skills had students
who tended to stay focused on the task, engaged in appropriate behavior, and
demonstrated higher achievement (Hardin, 2008). When a classroom is viewed in a
broader and more holistic sense, orchestrating every element of the classroom from
instruction to classroom environment becomes important. This includes creating
organized and orderly classrooms, establishing expectations, gaining student cooperation
in tasks, and dealing with the procedural demands of the classroom. This approach
contrasts to the more narrow view of classroom management as dealing with behavior
and discipline. The broader view of classroom management shows increased engagement,
reduction in inappropriate and disruptive behavior, promotion of student responsibility
for academic work, and improved achievement scores. The teacher's ability to be
proactive in choices related to classroom management instead of responding reactively to
discipline
issues
increases
instructional
time
and
reduces
behavior
problems(Hardin2008).
Organized classrooms that run smoothly with minimum disruptions consistently gained in
achievement. Teachers who analyzed classroom tasks in precise detail determined the
procedures and expectations required for students to be successful, effective classroom
managers kept students involved in academic work by organizing instruction. Teachers
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who were effective classroom managers created a workable management system and
taught the system to their students from the first day of the school year.Teachers found
that after the beginning of the year, classroom patterns were established and mid-year
changes required stronger, more intensive interventions.
To create a classroom environment in which there are clear and consistent rules
and expectations, a necessary first step is to have the rules for the classroom posted and
clearly visible for all students (Trussell,2008). Classroom management integrates teacher
actions to create, implement, and maintain a positive learning environment. This new
definition incorporates a number of tasks; connecting and developing caring and
supportive relationships with and among pupils with high and explicit expectations;
organizing and implementing instruction that facilitates deep and meaningful learning.
To create a classroom environment in which there are clear and consistent rules and
expectations, a necessary first step is to have the rules for the classroom posted and
clearly visible for all students (Trussell,2008). Classroom management integrates teacher
actions to create, implement, and maintain a positive learning environment. This new
definition incorporates a number of tasks; connecting and developing caring and
supportive relationships with and among pupils with high and explicit expectations;
organizing and implementing instruction that facilitates deep and meaningful learning
and encourages student engagement; promoting the development of students’ social skills
and self-regulation to assist students to clarify challenges and solve problems; and, the
use of appropriate interventions to assist student with challenging behavior’s (McDonald
2013, Weinstein, 2006).
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Henley (2010) identifies classroom management as the “essential teaching skill”
and suggests effective teachers minimize misbehavior’s to reduce interruptions and create
learning environments that allow for students’ intellectual and emotional growth. Henley
takes a very restorative approach to classroom management, using more time in the
classroom to teach discipline and therefore facilitating activities that enable student selfcontrol. He believes that in doing this, a teacher is less likely to spend time dealing with
misbehavior, and more time on meaningful academic instruction and learning. In other
words, effective classroom management over time leads to greater student growth in
areas that are used to judge teacher effectiveness Danielson refers to four key domains of
teaching; planning and preparation; the classroom environment; instruction and
professional responsibilities (Danielson 2009).
Hattie (2008) refers to effective teachers as expert teachers who identify various
ways to represent information, create a positive classroom climate, monitor learning,
believe all children can succeed and influence both surface and deep learning. One thing
that many frameworks and much research on effective teaching suggest, is that a
distinguishing characteristic that effective teachers seem to have is that, in all their
approaches to planning, designing and implementing instruction and assessment, their
focus is on creating positive learning environments for all students. It would seem
apparent from these standards that effective teachers know who their students are. They
know their students’ needs, their learning styles, their strengths and areas they need to
improve as learners. They are masters of their subject matter, but more importantly,
effective teachers are continually focused on their students’ learning and development as
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young people. This particular trait of effective teachers could be categorized as that of
classroom management “... teacher actions and instructional techniques to create a
learning environment that facilitates and supports active engagement in both academic
and social-emotional learning” (McDonald, 2013). The dictionary meaning of class is
member or body of persons with common characteristics, or in like circumstances, or
with a common purpose, etc.
In education, a class is a group of students under one teacher, or pursuing a study
together. A classroom is a room 23 in a school in which classes meet. It is a meeting
place of a group of students for instruction and learning. In the present time, management
is taken as a serious applied social science. In that light, it is defined as the process of
working with and through individuals and groups to accomplish organizational goals. Or
it is the process of optimizing the use of four or five resources namely, persons, money,
material, information and time for achieving some predetermined goals of an
organization. Based on certain general consideration, all managers in their stations of
work perform the same main functions such as forecast, plan, organize, direct and
control. Thus, be it a factory chief, military general, house wife, school principal or a
teacher, all are managing. With some added specifics skills for educational management,
a school principal does institutional management and a teacher, classroom (Khetarpal,
2010)
1.4 Instructional Materials
Isola (2010), referred IM as objects or devices, which help the teacher to make a
lesson much clearer to the learner. IM as concrete or physical objects which provide
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sound, visual or both to the sense organs during teaching. IM as concrete or physical
objects which provide sound, visual or both to the sense organs during teaching centered
instead of teachers centered and therefore motivate learners. This is because all of them
will be involved in participation using the available IM instead of listening to the teacher
explain in class. For example Adequacy of IM means that the teacher should ensure that
materials to be used for a particular
According to Preschool handbook (2008), teacher need to group learners
according to their different abilities so that they can assist one another. The teacher will
also need to be guided by the lesson plan, where less time should be used on introduction
and conclusion while most of the time should be left to learners to do the task at hand. In
participation in a science lesson, IM can be used for the learners to experience air by been
engaged in activities such as flying balloons and kites. The movement of kites and
balloons shows that there is air in a vacuum Esther (2009).Use of straws to blow soapy
water helps produce bubbles, and these bubbles enable the learners to realize that there is
air in water. These activities boost participation by involving all the learners during a
science lesson Preschool handbook (2009).
Wales (2009) was of the opinion that the use of IM would make discovered facts
glue firmly in the memory of learners. IM make them enjoy participating in science
lessons and even make them repeat the activity during their free time. This enables the
learners to keep the idea in their long term memory.
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Education is a fundamental human right which every child is entitled to
Constitution of Kenya (2010) According to DICECE database (2011), the government
does not employ teachers, and therefore the burden is left to the parents and the society.
According to Thungu (2008) Teacher's role is to create an environment that invites
learners to observe, to be active, make choices and to experiment. He further states that
IM are tools used for teaching and learning hence, supports the teacher in delivery of
knowledge or help to emphasize specific knowledge.
Piaget (2009) states that merely using IM does not guarantee effective teaching, to
make teaching and participation effective, the IM must be appropriately selected and
used. ECE teachers must, therefore become familiar with the types of IM if 9 greater
value is to be derived from their use. He further states that the primary function of IM as
a communication device is to serve as a more concrete reference to meaning than spoken
or written word. According to Mwangi (2010), in the teaching learning process, IM
serves functions of enhancing retention which makes learning more permanent. Equally,
they stimulate and sustain interest in learning by providing firsthand experience with the
realities of the physical and social environment.
According to Phyllis (2011), instructional materials possess some inherent
advantages that make them unique in teaching. For one thing, they provide the teacher
with interesting and compelling platforms for conveying information since they motivate
learners to want to learn more and more. Also, by providing 10 opportunities for private
study and reference, the learner’s interest and curiosity are increasingly stimulated.
Further, the teacher is assisted in overcoming physical difficulties that could have
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hindered his effective presentation of a given topic. They generally make teaching and
learning easier and less stressful. They are equally indispensable catalysts of social and
intellectual development of the learners.
Instructional materials are integral components of teaching-learning situations; it
is not just to supplement learning but to complement its process. It then shows that, if
there must be an effective teaching learning activity, utilization of instructional materials
will be necessary Kibe (2011).
Allen and Hart (2009) states that besides using touching materials the teacher
must ensure that variety of the same are available in class for effective teaching and
learning. They say that the materials and equipment presented in early childhood setting
should be chosen to provide many and varied opportunities for learners to practice and
master familiar skills through a variety of materials. Hainich (2010) further support the
subject by saying that the primary function of visual aids as a communication device is
to serve as more concrete referent to meaning than spoken or written word. They
therefore conclude that visual aid is more clearly and easily understood than verbal
materials.
. A person’s self-concept consists of the beliefs one has about oneself, one’s selfperception, or, as Edina (2011) expresses it, “the picture of oneself”. James (2009)
described self-concept as totally perception which people hold about him/ herself. It is
not the “facts” about one-self but rather what one believes to be true about one-self.
According to Oladejo, Maruff A. (PhD) et al (2011) there is a significant difference in the
achievement of children taught using instructional resources, those taught using
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instructional material obtained highest achievement scores. The same observation was
also made by MomoliIsola (2010).
1.5 Classroom Size
Class size affects classroom management, classroom instruction, and the
academic achievement of the students .In a recent study, Swanson (2009) stated that
Providing students with the best possible learning environment for achievement is an area
of need in the classroom that subsequently could affect the strength of the workforce.
Having to utilize class time for the handling of student behavior could affect student
achievement and be a reason against increasing class sizes.
Cakmak (2009) cited survey data indicated student teachers felt there was a
relationship between larger classes having more instances of student misbehavior and less
academic achievement gains due to instructional time being used for classroom
management. Classroom management issues due to large class sizes affect the
instructional environment by taking time away from instruction. However, class size also
affects the instructional environment in other ways Students in small classes interacted
more with their teachers and were more engaged in their learning than students in large
classes, who were often observed as passively listening to the teacher interact with other
students.
Kahne et al. (2008) small schools produce mixed results, with students at the
small schools missing fewer days of school and graduating at higher rates . Similarly,
Weiss et al. (2010), using the Educational Longitudinal Survey of 2002, found that
smaller schools had higher student engagement. The effect of small classes has been
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heavily evaluated. Many studies have looked at the effect of small class sizes, study
found that smaller class sizes had a positive effect on student achievement in elementary
school.
However, in June 2010, a study by MDRC indicated that the SLCs in New York
City funded by the Gates Foundation showed better graduation rates than their largerschool counterparts, which reinvigorated the movement and the Gates Foundation’s
interest in it. This study by Bloom, Thompson, and Unterman (2010) used the lottery
aspect of enrollment for the small schools of choice in New York City to compare the
students that ‘won’ the lottery to those that did not. The researchers employed a
difference of means test for the two groups and found that the students in the small
schools of choice had a graduation rate of 68.7%, 6.8 percentage points higher than the
control group’s graduation rate. The difference, the researchers found, was statistically
significant. However, Jennings and Pallas (2010) found that the New York City 6 small
schools of choice do not enroll students that have disabilities or English language learners
at the same rate as traditional high schools in the city, which could point to possible bias
in earlier studies. Additional research on the nature of the relationship between school
size and academic achievement should focus on the causal nature of the relationship and
investigate the possibility of a non-linear relationship. It is possible that both smallschool advocates and large-schools advocates are mistaken. It may be that medium-sized
schools fare better in terms of academic achievement, in which case the size-achievement
relationship would not be linear.
1.6 Teacher’s Behavior
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Teacher’s behavior the term used for the behavioral manifestation of the act of
teaching, done for facilitating the learning by a student or a group of student. It therefore
encompasses all the verbal and non- verbal behaviors demonstrated by a teacher in an
effort to impart education with an academic setting. It is seen that the teaching approach
the techniques apply by different teachers, have different results for student
performances. The teacher therefore has a key role to play in providing an encouraging
learning environment for their students to excel academically. A major portion of the
onus for quality learning therefore falls upon the personality and attitude of the teacher.
“Education occurs when through the marriage of teaching and learning, therefore learning
is half-way important, and has equal, if not greater share in the academic performance of
students. Learning tendency and behavior differ from student to student, but since the
focus of this study is upon the supply side of the education equation, therefore, we do not
go into details of students’ learning behavior, and leave the topic for a different project of
this stage. Extensive literature on various aspects of quality education, as well as the
central role of teaching within it, exists. To instrument effective learning, (Vegas and
Petrow, 2008)
The emphasize of student centered educational topics is usually on the effect of
teachers’ attitudes on students’ academically success with a lack of lifespan
developmental perspective. A teacher with his teaching methods and furthermore with his
attitudes and behaviors, provides his students to gain a mentally healthy personality and
to have a new clear world view by leaving unforgettable traces on them. This is a
preparatory study to uncover how attitudes of teachers affect the personalities and
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performances of students. In this sense this study will provide an emic understanding of
education and the dynamics of relationship between teachers and students. The
fulfillment of this responsibility is only possible through the teacher’s being able to
develop healthy personality values themselves as well as providing efficiency in their
relationships with students so as to allow them to develop their personality freely (Can,
2011; Inelmen, 2011).
(Ari, 2008: 5 - 6). The teacher who thinks critically and the self-governing
teacher. A teacher who realizes that the nature of knowledge and abilities directly affects
his/her students and surroundings takes responsibility for his/her own knowledge and
abilities, creates positive relationships with his/her students and can relay these to
students in the most efficient manner (Ari, 2008: 5 - 6). In this whole process, the effect
of the teacher in the personality development and success of students is a fact that cannot
be overlooked. The teacher, through either positive or negative attitude in communication
with students and in how he/she reflects this, directs the shape of their lives, has a
positive or negative effect on the attitude shown toward themselves or the public in
general, affecting development of the ability to communicate, research and be creative.
(Tyler &Boelter, 2008) teacher expectations as strong and reliable predictors of
performance among elementary, primary and high school students.
According to Tyler and Boelter (2008), positive teacher expectations were associated
with high academic performance or academic gains; whereas negative teacher
expectations resulted in decrease in academic performance. Teachers need to capitalize
on the impact that their positive attitude plays inside the classroom, “the genuine
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enthusiastic displayed by the instructor is always a major factor in motivation because it
is contagious.
1.7 Student Academic Performance
Student’s academic performance is a dynamic phenomenon as there are a number
of different factors that affect a student’s performance. Such effect of each of this factor
varies from student to student and context to context. Therefore, the research on
measuring impact of various factor on student performance is challenging to generalize
(Ding and Sherman, 2008). One specific factor that has receive attention from (Ulog,
Ozden and Eryilmaz, 2011 ). Is the teacher towards the student at hand. The authors have
argued that a student’s motivation, attitude towards school, their willingness to do
homework and confidence and their learning behavior are all a factor of teacher’s attitude
of teaching toward the student. These instrumental factors collect together to shift a
pupil’s personality overtime, therefore, argue the authors, that teachers attitude has long
lasting impact on the student, will behind his or her academic career. In their research, the
authors have strongly recommended teachers to offer support to their students in their
learning, and for this, they have advised teachers to create an environment of positive
expectation.
In a meta-analysis conducted to examine the accuracy of
judgments that
academicians in teachers make bout pupils academic performance and achievements, the
authors, (Sudkamp, Kaiser, and Moller, 2012)highlighted the importance that a teachers
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predisposed judgment or expectations in other words, hold for the actual academic well being of his or her students.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with the research design, respondents of the study, distribution
of the respondents, sampling technique of the study, validity, data gathering instrument,
data gathering procedure and data analysis.
Research Design
The researchers will utilize descriptive researcher design with the aid of
quantitative method using a self-made survey questionnaire in assessing the classroom
challenges among Grade VI pupil’s and the relation to the academic Performance of the
pupils
Descriptive research describes what is. It involves the description, recording,
analysis, and interpretation of the present nature, composition, or processing of
phenomena. The focus is a prevailing condition or how a person, group, or thing behaves
or functions in the present. It often involves some type of comparison or contrast (Manuel
and Mendel)
Research Environment
This study will be conducted at Malabong Elementary School, Andulauan, Ilog
Negros Occidental. It is 4 kilometers away from Central Philippines state University
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Ilog Campus
Municipality of Ilog, Negros Occidental
(CPSU)-Ilog Campus and need to ride to a tricycle to reach the place. The total
population is
and they have 10 teachers, 265 pupil’s, and 11 classrooms with the
principal in charge Mr. James Gloria. The school is chosen because they are open and
welcome in the school by the principal in charge.
Respondent of the Study
The respondent of this study will be the entire Grade VI pupils currently enrolled
at Malabong Elementary School, School Year 2018-2019. Researcher will utilize fortythree (43) Grade VI pupils which will served as respondent of the study.
Sampling Procedure
Forty-three (43) pupils under the Math and Home Economics subjects will be
determined through random sampling method.
Validity
The instrument constructed by the researchers will be subjected for validity
through a panel of evaluators to draw accurate and consistent data that was treated
accordingly to reflect meaningful and useful results for the purpose of the study. The
panel of evaluators or jurors consisting of groups of experts will validate the instrument
based on Good and Scates Validation. The jurors will have reviewed and recommended
visions for the improvements of instrument. The results of their evaluation aided the
researchers in modifying or revising their instrument to meet its purpose.
Rating range
Interpretation
3.5-4.0
Excellent
3.0-3.4
Satisfaction
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Municipality of Ilog, Negros Occidental
2.5-2.9
Good
2.0-2.4
Needs improvement
1.5-1.9
Poor
Reliability of the of the Instrument
The reliability variance of the research instrument
will be test using the
Cronbach’s Alpha on assessing the classroom challenges which will interpreted of the
variance in the score is reliable variance. And on effective ways which was interpreted of
the variance score is reliable variance.
Data Gathering Procedure
The researchers will sent a letter of permission addressed to the school principal
to allow the researcher to conduct the study on classroom challenges and it’s relation to
the academic performance.. When the request granted, the researchers will gave a copy of
the approved permit to the Grade VI teachers of Malabong Elementary School. Then
researchers will reproduced enough copies of the questionnaires and conduct the test
personally to ensure the truthfulness and fast retrieval of the accomplished questionnaire.
The gathered data will be organized and encoded by the researchers; then tally, tabulate,
and analyze by the statistician..
Data Analysis
In analyzing data, statistical tools will be used with the aid of an expert
statistician.
The following are emphasized below:
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1. What is the demographic profile of the respondent?
a.
Age
b.
Sex
c.
Parents Occupation
d.
Parents Monthly Income
e.
Parents Education; Frequency and Percetage Distribution will be used.
2. What are the extent levels of classroom challenges of Grade VI pupils and its relation
to the pupil’s academic performance?
a.
Instructional materials
b.
Student behavior
c.
Teacher behavior
d.
Classroom challenges
e.
\Class size; Mean and Standard Deviation will be used.
3. What are the effect of classroom challenges to the academic performance of Grade VI
pupils; Mean and Standard Deviation will be used.
4. Is there a significant difference on the extent of classroom challenges among the
Grade VI pupil’s when grouped according to the profile; t-test and Analysis of Variance
(ANOVA) will be used.
5. Is there a significant relationship that exists between the extent of classroom challenges
and pupils’ academic performance; Pearson’s R Correlation will be used.
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References
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Aly, A., & Gracey, D. (2013). Dealing with disruptive behaviours in the classroom ‘ a
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(Ed.)2007
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birinci kademe ogrencilerinin basarilarinda ogretmen yakinlik davranislarinin
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Central Philippine State University
Ilog Campus
Municipality of Ilog, Negros Occidental
Jennings, Jennifer L. and Aaron M. Pallas. (2010). Do New Small Schools Enroll
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Central Philippine State University
Ilog Campus
Municipality of Ilog, Negros Occidental
Wright, J. (2012). Six Reasons Why Students Are Unmotivated (and What Teachers Can
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ASSESSING CLASSROOM CHALLENGES AMONG GRADE VI PUPILS: ITS
RELATION TO PUPILS ACADEMIC PERFORMANCE
(Survey Questionnaire)
I. SOCIO-DEMOGRAPHIC PROFILE OF THE STUDENTS
Direction: The following information below is the socio-demographic profile. Signify
your answers either by putting a check on the space provided or filling out the blanks.
AGE
___ 8 years old - below
___ years old
___ 9 years old
___ 11 years old - above
SEX
___ Male
___ Female
PARENTS’ OCCUPATION
___Laborer
___ Farmers
___Professionals
___ Vendors
___Businessmen
___ Employee
___ others (specify)______________________________
PARENTS’ MONTHLY INCOME
___ 3,000-5,000
___ 11,000-20,000
___ 31,000- 40,000
___5,000-10,000
___ 21,000-30,000
___ 50,000 and above
PARENTS’ EDUCATIONAL ATTAINMENT
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MOTHER
___ Elementary level
___ High School Level
___ College Level
___ Vocational Course
___ Elementary Graduate
___ High School Graduate
___College Graduate
FATHER
___ Elementary level
___ High School Level
___ College Level
___ Vocational Course
___ Elementary Graduate
___ High School Graduate
___College Graduate
II. CLASSROOM CHALLENGES
Direction: Rate yourself by encircling the numbers based on what you actually do given
the statement using the following scales by:
5 – Very High
4 – High
2- Low
3- Moderately High
1- Very Low
A. INSTRUCTIONAL MATERIALS
1.
The classroom have enough number of books and other
reading materials for the pupils.
2. The teachers use different kinds of instructional materials
like books, magazines audio-visual aids, etc. in teaching.
3. The pupils are exposed or able to manipulate models,
mock-ups diorama, diagrams, and other kinds of
instructional material related to their lesson.
4. Instructional materials used by teachers really help a lot in
understanding the topics being discussed.
5. The teachers used appropriate instructional materials.
B. STUDENT BEHAVIOR
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
1.
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
2.
3.
Students get distracted from the lesson when they are
disinterested towards the topic.
Students are too shy to willingly participate in a group
environment.
Often offers to help other like parents, teachers, and other
children).
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4.
5.
Student-teacher relationship to establish an expectation that
students will behave responsibly.
Student’s silence indicates a lack of understanding.
C. TEACHER BEHAVIOR
1. The teachers is my school participate in educational schoolbased seminars (e.g.,workshops) which aim in dealing with
the special problems the school faces.
2. Teachers observe teaching of each other in order to discuss
and share opinions on effective teaching.
3. Teachers cooperate with the parents of the children
involved in bullying incidents.
4. Teachers organize several activities during break time that
may help students to achieve specific learning goals (e.g.,
several games, dances, sports etc.)
5. The teacher’s attempts to approach students in order to help
them develop positive attitudes towards school and
learninng is evaluated.
D. CLASSROOM CHALLENGES
1. The classroom loooks and feels like a good work
environment.
2. Furniture and equipments are arranged to best effect for
teaching and learning.
3. There is approriate heat, ventilation, and light and students
are seated according to seat plan.
4. The chalkboards easily seen by all.
5. External noise leveel do not interfere with learning.
E. CLASS SIZE
1. There is sufficient space and ease of movement for all.
2. Students and teachers had adequate personal space.
3. Students get individual attention from the teachers.
4. Teachers experienced difficulty on class control because of
large class size.
5. Students could not get an opportunity to get to know with
their classmates.
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5 4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
5
4
3
2
1