How student-teacher relationship affects the learning process of a student

A thesis presented to the faculty of Senior High School Department of Colegio de San Gabriel
Arcangel in partial fulfillment of the requirement for the Practical Research II by:

Joharah R. Abubacar

John Patrick R. Aggarao

Marielle Loisse R. Beringuel

Jessa Marie B. Dabucon

Carl Vincent A. Pimentel

Gemilyn A. Salmorin

Kamille Miki R. Sandiego

Rafaela D. Tenorio

Geri Cylle M. Torio

Elizabeth A. Viador

October 2017

i
 Approval Sheet

This is to certify that I have supervised the preparation of and read the thesis prepared by
Joharah R. Abubacar, John Patrick R. Aggarao, Marielle Loisse R. Beringuel, Jessa Marie
B. Dabucon, Carl Vincent A. Pimentel, Gemilyn A. Salmorin, Kamille Miki R. Sandiego,
Rafaela D. Tenorio, Geri Cylle M. Torio and Elizabeth A. Viador entitled How student-
teacher relationship affects the learning process of a student and that the said paper has been
submitted for final examination by the Oral Examination Committee.

Mr. Jerome D. Supnad

Practical Research Adviser

Approved:

MS.SUZANNE PANTILANO

Chairwoman

MS.CHARISSA ANGELICA LICUANAN MS.MISTAH ANDICOY

Member Member

ii
 Acknowledgement

The researchers would like to extend their deepest thanks to the following persons who played an
important role in the development and completion of this thesis.

First and foremost, to the Almighty God for directing our paths and providing us strength and
knowledge to surpass the difficulties we have encountered throughout the completion of this
thesis;

To Sir Jerome Supnad, our thesis adviser for his generous time and effort in supervising us;

To Sir Andrew Sansan, Senior High School Academic Head Officer, for his approval in
utilizing survey questionnaires that provided us the data we need;

To the respondents who shared their opinions by answering our questions that played an
important contribution in making this thesis possible;

To the Practical research facilitators and fellow classmates for sharing their unselfish
knowledge and idea in helping the researchers;

To the parents and guardians, for their selfless love and patience;

From the bottom of our hearts, thank you very much

-The Researchers

iii
 Thesis Abstract

Title: How student-teacher relationship affects the learning process of a student

Authors: Joharah R. Abubacar

John Patrick R. Aggarao

Marielle Loisse R. Beringuel

Jessa Marie B. Dabucon

Carl Vincent A. Pimentel

Gemilyn A. Salmorin

Kamille Miki R. Sandiego

Rafaela D. Tenorio

Geri Cylle M. Torio

Elizabeth A. Viador

Adviser: Sir Jerome Supnad

Track and Strand: Academic Track, HUMSS &ABM Strand

Academic Year: 2017-2018

There are several factors that contribute in a childs learning process. One of those factors is the
student-teacher relationship. Student-teacher relationship refers to the academic relation between
a student and a teacher. This study aims to show its impact in a students efficiency to learn.

Students communicate well with their schoolmates because they are in the same range of age and
almost the same with their likes and dislikes. Teachers also has a good relationship with their co-
teachers because they are all in the same field educating and being professional in all aspect.

Research Method

The method used by the researchers is causal-comparative research. According to Len Kravitz,
Ph.D., Causal-comparative research attempts to identify a cause-effect relationship between two
or more groups.
Causal-comparative studies involve comparison in contrast to correlation research which looks at
relationshi

Respondents

There are a total of forty (40) respondents for this study which is consists of thirty(30) Grade
Eleven Senior High School students; eighteen(18) males and fifteen(15) females and the
remaining ten (10) are Senior High School teachers.
 Instrument

The instrument used by the researcher for this study was a survey questionnaire. It contains
questions needed for making this study.

Statement of the problem

This study is entitled How student-teacher relationship affects the learning process of a student
which aims to answer the following questions:

1.) What is the profile of the students?

a. Gender
b. Age

2.) What could be the possible effects of a positive student-teacher relationship?

3.) Is the establishment of a positive-student relationship essential?

4.) Do the teachers and students benefit from a positive-student relationship

LIST OF TABLES

TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET
ii

ACKNOWLEDGEMENT iii

THESIS ABSTRACT iv
 Chapter 1

THE PROBLEM AND ITS SETTINGS

Introduction

There are several factors that contribute in a childs learning process. One of those factors is the
student-teacher relationship. Student-teacher relationship refers to the academic relation between
a student and a teacher. This study aims to show its impact in a students efficiency to learn.

Students communicate well with their schoolmates because they are in the same range of age and
almost the same with their likes and dislikes. Teachers also has a good relationship with their co-
teachers because they are all in the same field educating and being professional in all aspect.

A student usually spends time at school for almost 8 hours. Studying is indeed a difficult task
and can sometimes can be a cause of stress for the students. School is also one of the major
factors contributing in a students academical, emotional, social and psychological development.
And so classrooms should be a place conducive to learning which will only happen if a positive
student-teacher relationship is establish.

One of the purpose of this study is to help promote a positive student-teacher relationship.

To gain ideas and informations needed for the study, the researchers utilize a survey
questionnaire to gather data. The respondents are the Grade-11 students from Colegio de San
Gabriel Arcangel .

Statement of the problem

This study is entitled How student-teacher relationship affects the learning process of a student
which aims to answer the following questions:

5.) What is the profile of the students?

c. Gender
d. Age

6.) What could be the possible effects of a positive student-teacher relationship?

7.) Is the establishment of a positive-student relationship essential?

8.) Do the teachers and students benefit from a positive-student relationship

Scope and delimitation

This study is focused on the effects of the student-teacher relationship on the learning process of
a student.

The population of the study covers fifty (50) Grade 11-Student from which only thirty (30) were
used as sample in conducting the survey.
The researchers limited this study to Grade 11- students at Colegio de San Gabriel Arcangel
academic year 2017-2018.

Significance of the study

This study will be a significant endeavor in promoting positive student-teacher relationship

which could be beneficial to the following:

Students- who may use this study to gain more information and knowledge about
building relationship with their teachers
Teachers- as this study will provide them further understanding about the importance of
student-teacher relationship in their profession
Institution- through the informations provided by this study, institutions can enhance
their services so that they can improve the learning experiences of the students
Researchers- the study can be a reference and may serve as a guide for future researchers

Chapter 2

Review of Related literature and conceptual framework

Related literature

Foreign literature

Improving Students' Relationships with Teachers to Provide Essential Supports for Learning
Positive relationships can also help a student develop socially (Sara Rimm-Kaufman, PhD, and
Lia Sandilos, PhD, University of Virginia)
Improving students' relationships with teachers has important, positive and long-lasting
implications for both students' academic and social development. Solely improving students'
relationships with their teachers will not produce gains in achievement. However, those students
who have close, positive and supportive relationships with their teachers will attain higher levels
of achievement than those students with more conflict in their relationships.
Picture a student who feels a strong personal connection to her teacher, talks with her teacher
frequently, and receives more constructive guidance and praise rather than just criticism from her
teacher. The student is likely to trust her teacher more, show more engagement in learning,
behave better in class and achieve at higher levels academically. Positive teacher-student
relationships draw students into the process of learning and promote their desire to learn
(assuming that the content material of the class is engaging, age-appropriate and well matched to
the student's skills).

High quality academic instruction

High quality academic instruction is designed to be appropriate to students' educational levels. It

also creates opportunity for thinking and analysis, uses feedback effectively to guide students'
thinking, and extends students' prior knowledge.
Positive teacher-student relationships contribute to school adjustment and academic and social
performance
Positive teacher-student relationships evidenced by teachers' reports of low conflict, a high
degree of closeness and support, and little dependency have been shown to support students'
adjustment to school, contribute to their social skills, promote academic performance and foster
students' resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd,
1997; Curby, Rimm-Kaufman, & Ponitz, 2009; Ewing & Taylor, 2009; Hamre & Pianta, 2001;
Rudasill, Reio, Stipanovic, & Taylor, 2010).

Teachers who experience close relationships with students reported that their students were less
likely to avoid school, appeared more self-directed, more cooperative and more engaged in
learning (Birch & Ladd, 1997; Decker, Dona, & Christenson, 2007; Klem & Connell, 2004).
Teachers who use more learner-centered practices (i.e., practices that show sensitivity to
individual differences among students, include students in the decision-making, and
acknowledge students' developmental, personal and relational needs) produced greater
motivation in their students than those who used fewer of such practices (Daniels & Perry,
2003).

Students who attended math classrooms with higher emotional support reported increased
engagement in mathematics learning. For instance, fifth graders said they were willing to exert
more effort to understand the math lesson. They enjoyed thinking about and solving problems in
math and were more willing to help peers learn new concepts (Rimm-Kaufman, Baroody,
Larsen, Curby, & Abry, 2014). Among kindergarteners, students reported liking school more and
experiencing less loneliness if they had a close relationship with their teachers. Further,
kindergarteners with better teacher-student relationships showed better performance on measures
of early academic skills (Birch & Ladd, 1997).
The quality of early teacher-student relationships has a long-lasting impact. Specifically, students
who had more conflict with their teachers or showed more dependency toward their teachers in
kindergarten also had lower academic achievement (as reflected in mathematics and language
arts grades) and more behavioral problems (e.g., poorer work habits, more discipline problems)
through the eighth grade. These findings were greater for boys than for girls (Hamre & Pianta,
2001). Further work indicates that kindergarten children with more closeness and less conflict
with teachers developed better social skills as they approached the middle school years than
kindergarten children with more conflictual relationships experiences in the past (Berry &
O'Connor, 2009). A recent study examining student-teacher relationships throughout elementary
school (first through fifth grade) found that teacher-student closeness linked to gains in reading
achievement, while teacher-student conflict related to lower levels of reading achievement
(McCormick & O'Connor, 2014).

In contrast, what do negative teacher-student relationships look and feel like?

Teachers who have negative relationships with a student show evidence of frustration, irritability
and anger toward that student. Teachers might display their negativity through snide and
sarcastic comments toward the student or describe the feeling that they are always struggling or
in conflict with a particular student. Often, teachers will describe a specific student as "one who
exhausts them" or "a student who leaves them feeling drained and burned out."
Negative teacher-student relationships can amplify when teachers show irritability and anger
toward several or many of the students in the classroom. In these types of classrooms, teachers
may find themselves resorting to yelling and harsh punitive control. Teacher-student
communications may appear sarcastic or disrespectful. Student victimization or bullying may be
common occurrences in such negative classrooms (Pianta, La Paro, & Hamre, 2006).
Negative teacher-student relationships are stressful for both teachers and students (Jennings &
Greenberg, 2009; Lisonbee, Mize, Payne, & Granger, 2008) and can be detrimental to students'
academic and social-emotional development (McCormick & O'Connor, 2014; O'Connor, Collins,
& Supplee, 2012).
CONCEPTUAL FRAMEWORK

How student-teacher
relationship affects the
learning process of a
student

Data Gathering

Internet Sample thesis

Questionnaire

Interpretation of data

Tabular Graphical

Researchers constructed a conceptual framework. Here, the steps in data gathering were
presented.
Hypothesis

The collected datas are valid and reliable

Null Hypothesis: All the datas are not valid and reliable.
Alternative Hypothesis: All the datas are valid and reliable.

A student-teacher relationship affects the learning process of a student

Null Hypothesis: Student-teacher relationship doesnt affect the learning process of a

student.
Alternative Hypothesis: Student-teacher relationship has an effect on the learning
process a student.

Both the teacher and the student benefits from positive student- teacher relationship

Null Hypothesis: Positive student- teacher relationship is not a benefit for a teacher and
a student.
Alternative Hypothesis: Positive student- teacher relationship is a benefit for a teacher
and a student.

Definition of terms

Student-teacher relationship -is the academic relation between a student and a teacher

Learning process -is a process by which how people learn, but in this study it is used to
describe a students efficiency to learn

Promote -to help (something) happen, develop, or increase

Endeavor- a serious effort or attempt

Establishment- the act of starting something that will last for a long time

Gain -to get (something wanted or valued)

Essential- extremely important and necessary

Contribute- to help to cause something to happen

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses about the methodology used in the data and information gathering
process.

Research Method

The method used by the researchers is causal-comparative research. According to Len Kravitz,
Ph.D., Causal-comparative research attempts to identify a cause-effect relationship between two
or more groups.
Causal-comparative studies involve comparison in contrast to correlation research which looks at
relationshi

Respondents

There are a total of forty (40) respondents for this study which is consists of thirty(30) Grade
Eleven Senior High School students; eighteen(18) males and fifteen(15) females and the
remaining ten (10) are Senior High School teachers.

Instrument

The instrument used by the researcher for this study was a survey questionnaire. It contains
questions needed for making this study.

Validation of the Instrument

The survey questionnaire served as the information gathering tool for this study. The researchers
formulated a survey questionnaire. There, a set of questions were constructed on which
respondents are asked about their ideas and perspective regarding the topic.

It has two(2) parts: The first part (1) discussed the profile of the respondents and contains close-
ended questions wherein the personal view of the respondents were asked. This part was
answered by the thirty (30) Grade 11 Senior High School Students. The second part (2) was a
rating scale which was answered by the ten (10) Senior High School teachers.

Data Gathering Procedure

Before administering the survey questionnaire, the researchers asked the permission of the
academic head officer through a letter first. The survey questionnaire was distributed to the
respondents by the researchers. The researchers described and explained the proper way of
answering it. The researchers ensured that each survey questionnaire were all retrieved. The data
gathered was analyzed carefully.

Treatment of Data

The data described the profile of the respondents, their opinions regarding the topic and the
factors affected by student-teacher relationship. It was collected and analyzed. Data analysis was
done through use of tables, frequency and percentage. The data gathered was tallied following
the formula:

P = f/N where,
P= percentage

F= frequency

N= total number of respondents

Results of the study

Part I.

Table 1.1 Gender of the respondents

Gender Frequency Percentage

Male 18 60%

Female 12 40%

TOTAL: 30 100%

Table 1.1 The table indicates the frequency and percentage of the respondents according to
gender where 18 are males equivalent to 60% and the remaining 12 are females equivalent to
40%.

Table 1.2 Ages of the respondents

Age Frequency Percentage

15 3 10%
16 19 64%
17 7 23%
18 1 3%
TOTAL: 30 100%

Table 1.2 shows the frequency and percentage distribution of the profile of the
respondents as to age. It was noted that the age group of 16 is the highest with a
frequency of 19, followed by age group 17 with frequency of 7, age group 15 with a
frequency of 3, and age group 18 with 1.

Table 2 Close ended questions vital for the study

Table 2.1 Does positive student-teacher relationship contributes in s students efficiency to
learn?

Frequency Percentage

27 90%
A.Yes
 3 10%
B.No

TOTAL: 30 100%

Table 2.1 presents that out of 30 respondents, 27 or 90% of the respondents agreed that
student-teacher relationship contributes in s students efficiency to learn while only 3 or 10%
disagreed.

Table 2.2 Do you think too much attachment with your teacher can improve your
performance in his/her class?

Frequency Percentage

A.Yes 15 50%

B.No 15 50%

TOTAL: 30 100%

Table 2.2 presents that out of 30 respondents, half agreed and half disagreed that too
much attachment with their teacher can improve their performance in class

Table 2.3 Do you think your relationship with your teacher affects how he/she gives you
grades?

Frequency Percentage

A.Yes 8 27%

B.No 22 73%

TOTAL: 30 100%

Table 2.3 presents that out of 30 respondents, 8 or 27% agreed that their relationship with their
teacher affects how they give them grades while 22 or 73% disagreed.

Table 2.4 Do you agree that student-teacher relationship must have a limitation?

Frequency Percentage

A.Yes 25 83%
B.No 5 17%

TOTAL: 30 100%

Table 2.4 presents that out of 30 respondents, 25 or 83% agreed that student-teacher
relationship must have a limitation while 5 or 17% disagreed.

Table 2.5 Does positive student-teacher relationship supports an orderly and

disciplined classroom?

Frequency Percentage

A.Yes 29 97%

B.No 1 3%

TOTAL: 30 100%

Table 2.5 presents that out of 30 respondents, 29 or 97% agreed that positive student-
teacher relationship supports an orderly and disciplined classroom while only 1 or 3%
disagreed.

Table 2.6 Do you conclude that familiarity with your teacher can help you bring out the
best in you?

Frequency Percentage

A.Yes 30 100%

B.No 0 0%

TOTAL: 30 100%

Table 2.6 presents that all the 30 respondents agreed that familiarity with their teacher
helps them to bring out their best.

Table 2.7 Does positive student-teacher relationship inspires your creative thought and
desire to learn?

Frequency Percentage

A.Yes 28 93%

B.No 2 7%
TOTAL: 30 100%

Table 2.7 presents that out of 30 respondents, 28 or 93% agreed that student-teacher
relationship inspires their creative thought and desire to learn while only 2 or 7%
disagreed.

Table 2.8 Is positive student-teacher relationship an advantage for both student and
the teacher?

Frequency Percentage

A.Yes 27 90%

B.No 3 10%

TOTAL: 30 100%

Table 2.8 presents that out of 30 respondents, 27 or 90% agreed that student-teacher
relationship is an advantage for both student and teacher while 3 or 10% disagreed.

Table 2.9 Do you believe that good student-teacher relationship must be practice at
all times?

Frequency Percentage

A.Yes 24 80%

B.No 6 20%

TOTAL: 30 100%

Table 2.9 presents that out of 30 respondents, 24 or 80 % agreed that good student-teacher
relationship must be practice at all times, 6 or 20% disagreed.

Table 2.10 Do you think early student- teacher relationship has a long-lasting impact on the
students academic performance?
Frequency Percentage

A.Yes 24 80%

B.No 6 20%

TOTAL: 30 100%
 Table 2.10 presents that out of 30 respondents, 24 or 80 % agreed that early student-
teacher relationship has a long lasting impact on a students academic performance while
6 or 20% disagreed.

Table 3 Factors that results from positive student-teacher relationship

Factor Rating Frequency Percentage

5 8 80%
Increase desire 4 0 0%
to learn
3 2 20%
2 0 0%
1 0 0%
5 7 70%
Higher academic 4 1 10%
performance 3 2 20%
2 0 0%
1 0 0%
Decrease 5 7 70%
Absenteeism 4 0 0%
3 3 30%
2 0 0%
1 0 0%
Low dropout 5 8 80%
rates 4 1 10%
3 0 0%
2 1 10%
1 0 0%
Less behavioral 5 5 50%
problems 4 5 50%
3 0 0%
2 0 0%
1 0 0%
5 5 50%
Less stress for 4 5 50%
the teacher 3 0 0%
2 0 0%
1 0 0%

Where,

5- Greatly Influences

4- Significantly Influences

3- Modestly Influences

2- Poorly Influences

1- Barely Influences

Table 3 indicates the factors that commonly results from a positive student-teacher relationship
Chapter 4

Summary, Conclusion and Recommendation

In this chapter, the interpretation and understanding of the researchers on the analysis of data
gathered was presented. The findings, conclusions, and recommendation are all related to the
following problems indicated below:

1.)What is the profile of the students?

a.Gender

b.Age

2.)What could be the possible effects of a positive student-teacher relationship?

3.)Is the establishment of a positive-student relationship essential?

4.)Do the teachers and students benefit from a positive-student relationship

Summary

Conclusion