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I. INTRODUCTION
Teachers are the people we are living with our entire life spending in school
we even call them our second mother or father. In this research we will study the
relationship of the teachers and students and how it affects the students’ learning
behavior. There are some instances that no matter how the teacher is good in speaking
in front of the students they don’t have the interest to listen or even doing some things
inside the classroom to avoid listening to the teacher and as a result the student will no
longer learn. Sometimes teachers are focused in trying new techniques and methods in
teaching not considering the situation of the class or simply how their connection is
going inside the class. Teacher-student relationship in this study does not mean
intimate relationship but it means how the bond is going, how they see each other,
how they treat each other, how they care to each other. And to the students, there are
some factors they are considering in saying that their teacher is nice or good that
make them have the ability to be a better student and to learn. To improve a student’s
teacher builds with her/his students. Marzano (2003) studied the practices of effective
teachers and determined that “an effective teacher-student relationship may be the
keystone that allows the other aspects to work well” (p. 91).
Meyer & Turner (2002) discussed their findings illustrating the importance of
The quality of the relationship between a student and the teacher will result in
in changing a child’s educational path (Baker, 2006).. As Cazden (2001) asserts, the
Sometimes, teachers are so much engage on how they should teach in order
for him or her students to understand the lesson or how to become a smart-looking
teacher that they forgot how was their relationship going. The same with the students,
they hate their teachers for being so angry at all times but they do not mind what they
are doing in return with their teachers. It has something to do with the relationship
parents of the students, as this will be their guide on how to make their move in
teaching (the teachers), learning (the students), and for the parents be aware what is
To the school administrator, the result of this study would serve as an eye
opening to better equip their teachers by sending them to seminars and trainings.
To the faculty staff , this would help them identify their students’ problems
towards them and will also help them to know more and learn to understand and
change their ways towards the students in order to have a good relationship that will
student relationship in having behaviors that would help them learn better. It would
also help them to improve and develop their attitudes towards their teachers to
develop or maintain good relationship that is very useful in their learning. This will
also to enhance their communication skills toward their teachers that can be helpful in
their side as students, they will not have that much hesitation in asking and telling
Research Hypothesis
learning.
The study was conducted at Labayug National High School Sison, Pangasinan
during the 1st semester of the academic year 2019-2020. The respondents are the
Since our study is about the relationship of the students and teachers, wthe
researchers only included the teachers in the senior high school department which
The research aimed to assess the emotional aspect and behaviors of the
students of the Labayug, National, High School towards the learning and teaching
2. What behaviors and attitudes do the students have when they are engage
with a good relationship with their teacher that helps them to learn better?
RESEARCH OBJECTIVES:
CHAPTER II
relationship will be reviewed, including student behavior , teacher behavior, and the
interaction between the teachers and students. The review begins with framework for
There is a great deal of literature that provides substantial evidence that strong
relationships between teachers and students are essential components to the healthy
academic development of all students in schools (Birch & Ladd, 1998; Hamre &
Pianta, 2001; Pianta, 1999; Eccles & Wigfield, 2002). This body of literature involves
several genres of research that have been conducted over the past three decades
investigating the interactions between teachers and their students and what effect
There is credible evidence that the nature and quality of teachers’ interactions
with children has a significant effect on their learning (Brophy-Herb, Lee, Nievar, &
the quality of teachers’ interactions with children. Hamre, Pianta, Burchinal, Field,
Crouch, Downer, Howes, LaParo, & Little, (2012) posit that “teachers need to be
actively engaged in interactions with children in order for learning to occur” (p. 98).
Bush signed into law the No Child Left Behind Act (NCLB) that began the
intense focus on standardized testing as the measure of, not only student success, but
teacher performance as well. It mandated that every child would perform at grade
level and achieve high academic standards (U.S. Department of Education, 2007).
NCLB was intended as a means of supervision for public schools in the United States
with the guarantee of success for all students regardless of race, gender, or ability.
High stakes testing is the vehicle through which student achievement is measured
according to NCLB and does not take into account any other means for measuring
school accountability through standardized test scores as the primary method for
policy requires that schools and classrooms should be held more responsible for the
outcomes they produce (e.g., student achievement). However, the process for ensuring
The focus on accountability and standardized testing should not confuse the
contribution that the social quality of teacher – student relationships has on academic
development (Hamre & Pianta, 2006). Hamre & Pianta contend that strong student-
teacher relationships “provide a unique entry point for educators working to improve
the social and learning environments of schools and classrooms” (p. 49).
We, too, believe there is an important role that the quality of teacher and
hypothesized that “it was not sufficient for teachers to be able to gain knowledge
most likely to transfer the coursework into changes in their practice” (p. 98). While
researching the effects teachers have on student learning, Good, Biddle, & Brophy
brought about that difference was the affective component to teaching that the
teachers used. Good et al. found that students who held a sense of futility toward
school had the worst achievement record. These students needed teachers who
believed in them and were willing to work with them. Good et al. cite several studies
by Aspy (1973) that demonstrate the importance of teachers’ affective behavior. What
Good et al. found was that teachers who showed an interest in their students by
indicating they were listening to them and understood students’ need completely and
accurately, had students who obtained higher scores on a standardized test of learning
THEORETICAL FRAMEWORK
Attachment Theory
person gives a sense of responsibility and security necessary to take risks, branch out
critical to one personal development. John Bowlby was first to coined the term as a
result of his studies involving the developmental psychology. (Philip Riley &
Routledge, 2010)
If the student finds that attachment towards the teacher, the student will have the
feeling of comfortableness inside the classroom that will help the student from
learning and having a positive attitude with the teacher. Attachment doesn’t mean that
the teacher and student should have that close relationship that they can do whatever
they want inside the classroom but the connection they can both have with each other
Krashen’s Theory
Attitudes of the learners are not only the fundamental aspects of learning but
also the home , opinions of the peer group, the attitudes at school and even that of
society. However attitudes of learners are individually driven traits, other factors that
contributes to its development such as the environment. The way teachers interact and
experiment with the learners can establish the classroom as a place that nurtures
appreciation for the unique abilities of each learners. Teachers and students interacts
with each other and sometimes it depends on how teachers treat the students to create
a better relationship.
1. Is there a
significant effect
of having a good
student-teacher
relationship on the Conducting a
survey through The impact of
student's learning? student- teacher
questionnaire.
relationship in the
Collecting and learning behavior
2. What behaviors analyzing the data
and attitudes do of the senior high
from the gathered school students of
the students have questionnaires
when they are Labayug National
from the students High School
engage with a and teachers.
good relationship
with their teacher
that helps them to
learn better?
CHAPTER III
RESEARCH METHODOLOGY
This study aims to know the effect of having a good student-teacher relationship
on the students learning behavior to the senior high school students of Labayug
National High School. The researchers made used of the Descriptive Quantitative test.
This chapter is intended to discuss about the methods and instruments that the
researchers will use in order to find the answer about the study
RESEARCH DESIGN
research. Under this method, to be specific, researchers use the survey type to see a
general picture of the population under the investigation especially social and
made used of the descriptive design to explain the data about the “IT TAKES TWO
The methodology suited for the study to further discuss the result or finding and to
clearly explain and interpret the data that is gathered from the survey that was
administered
RESEARCH SUBJECTS
The grade 11 and grade 12 students of Labayug National High School were chosen
There were also 6 senior high school teacher-respondents in this study. They were
RESEARCH INSTRUMENTS
The researcher used a questionnaire as the primary tool to gather the necessary
data needed in the study. This questionnaire was adjusted/adapted as a basic purpose
of the study.
RESEARCH PROCEDURE
A short letter was presented to the respondents. It is located at the top of the
questionnaire. Next to it is the name, age, religion and gender for the students and
age, gender religion and number of years in service for the teachers to serve as
related and connected to each other in order to come up with a result that the
researchers interpreted.
The distribution of test was done during the vacant time of the respondents.
Before the researchers administer the questions, orientation of the respondents about
the purpose and how to accomplish the questionnaires we made. The questionnaires
were retrieved by the researchers after the respondents finished accomplishing them,
After the questionnaire has been finalized and before it was floated to the
respondent, permission was requested from the school head of Labayug National High
School to conduct the study. All the respondents were consulted and explained for
The researchers sought the assistance of the subject teacher to administer the
Data collected through the questionnaires were tabulated and analyzed for proper
Formula: X= ∑fx/N
Where: ∑fx- the sum of the products of the frequency and the points in the scale
Formula: X= ∑x/N
N1 = size of sample 1
N2 = size of sample 2
CHAPTER IV
This chapter dealt with the presentation, table reading, analysis and
Based on the table 1, the indicator 3 which has the highest weighted mean of
3.83, described as strongly agree was the “ It is important for me to know my students
thoughts about the lesson”. It means that it is important to the senior high school
teachers of the Labayug National High School to know the thoughts and ideas of their
students because it is the way in order for them to know if the student is coping with
the lesson. This was supported by the Evertson, Emmer, & Brophy (1980) who
when they studied interactive teaching behaviors in their field-based study of effective
teaching practices. As they describe it, feedback was associated with more teaching
interaction with students that that resulted in the ability to diagnose student
The second highest weighted mean was the item number 15 which has 3.67
“It is essential to the class to laugh together, I let them take some time to play/talk to
each other”, described as strongly agree. It means that teachers found it important for
the students to make interactions with other people specially with their classmates,
because students also learn through their classmates not only through their teacher.
But sometimes teachers gets angry because the students are not using this opportunity
with its purpose, instead they are keep in talks with each other not paying attention to
the lesson
The third highest weighted mean which was 3.3 and described as agree was
the item numbers 7 and 8. Item number 7 indicates that “I make sure that they
understand the lesson before moving with some activities even if it is causing delays
in my work”. Sometimes students got irritated when the teacher is already giving
activities and quizzes while they are still in the process of understanding the current
lesson they have, that is why students find it hard to learn because they cannot focus
anymore. Hence, as response to the students the senior high school teachers of
Labayug National High School agreed that even if it caused them some delays they
will not move on to the next lesson until students learn it which is good for the
learning of the senior high school students of Labayug National High school. Whereas
the item number 8 indicates that “I am open to hear my students ideas and thoughts
indicated that teachers are not close-minded which is a good factor as a teacher, that
instead of insisting all what you know and what you believe to your students you give
them the chance to express their own belief and understanding and in that way you
The indicator which has the lowest weighted mean item no.1 and is described
as strongly disagree indicates that “I don’t want students asking about our lesson, If
they don’t understand the lesson let it be, they must listen to me carefully”. Based on
the teachers’ response it means that the senior high school teachers of Labayug
National High School encourages their students to speak and ask questions if
necessary, because students are learning through answering the questions and
Table 2
The Students’ Responses on the Learning Behaviour Practice Inside the Class
Based from the table 2, item number 15 has the highest weighted mean of 3.3
and is described as agree says that “Student’s see it as a closure when the teacher is
laughing with them, it makes the class comfortable with each other”. The senior high
school students of Labayug National High School do not want a teacher that is always
serious, that is why they agreed on the item number 15.This was strengthened by the
encouraged to learn about students’ lives outside of the classroom as a way to connect
The item which has the second highest weighted mean is item number 2 that is
inside the class” has weighted mean of 3.28 and described as agree. The senior high
scolded privately because they found it embarrassing with their classmates, that is
why some students have irritating feeling whenever that teacher is teaching or with
them, it can affect the learning of the student. But sometimes students are not also
considerate on what they are doing, that is why teachers cannot control their temper
anymore and scold the student even inside the class or around other people.
The third highest weighted mean is the item number 6 that is “It is also great
to have some recreational and team building with the teacher” that has the weighted
mean of 3.17 and described as agree. The senior high school students agreed that they
should also have some recreational activities outside the school such as, picnics or
outings, camping or hiking etc. Stated earlier that Hamre & Pianta on 2006
the classroom as a way to connect with students on a deeper level in order to build a
relationship with them. They contend that an emotionally and socially positive school
(p.53).
The item which has the lowest weighted mean is item number 12 that is “I
don’t listen to the lesson if I am not emotionally fine towards the teacher” that has a
It means that the respondents are mature enough to set aside their personal
matter about their teacher when it comes to lecture or listening about the lesson, but
still sometimes students cannot give their 100% focus on the lesson towards that
teacher. Table 3
1. 2.97 1.5
2. 3.28 1.5
3. 2.52 3.83
4. 2.68 1
5. 3.13 3
6. 3.17 1.5
7. 2.9 3.3
8. 2.83 3.3
9. 3.3 1.83
11. 3 2
2.96 2.35
Mean = 0.612
Z tabular= 1.96
CHAPTER V
National High School and how it affects the students’ learning in summarizing the
findings of the study the quantitative interviews are selectively discussed to extend
Discussion
relationship on the learning of the senior high school students of Labayug National
High School. The main objectives of the study are the following:
Findings
In order to investigate the factors that affects the learning of the students in
connection to the student- teacher relationship of the Labayug National High School
senior students and senior high school teachers, they were asked to answer a 15- item
questionnaire. Table 1 shows the overall response of the Labayug National High
School senior teachers, its weighted mean and its description. Table 2 shows the
overall response of the Labayug National High School senior high students, its
weighted mean and its description. Through collecting and interpreting the data or the
Cooperation of the students in the class- based on the table 1 teachers are
encouraging the students to talk and ask questions about the lesson whenever they
have clarifications and confusions, but then teachers cannot meet this expectation
from their students that is why their interest in teaching with those students sometimes
is not present.
Willingness of the teacher to listen- based on the table 2 students are afraid
to ask some clarifications about the lesson or sharing their ideas because of the
thought that the teacher is not a listener but only a speaker, that is why there are some
particularly to those aged teachers because they are still on the traditional way of
teaching unlike to the newly employed teachers that are only 5-10 years gap from
their students’ ages. Students are more open to those young teachers than to those
Humor- humor on both side (teacher and students) is important. Based on the
table 2 students are more comfortable with the teacher that is humorous or the teacher
who laughs with them and telling stories and even his/her own life experiences. When
the teacher blend some stories and humor to the lesson students will understand and
will remember it easily. Teachers also find it interesting to teach if his/her students
2. Students consider their relationship toward their teachers good if they are not shy
in sharing their ideas and thoughts, if they are not hesitant to ask questions and if they
are comfortable in exchanging stories and life experiences with each other.
3. Teachers consider their relationship toward their students good if they are willing to
extend their hand in helping the students without asking anything in return as a
teacher, if they are open to share their stories to the students and if they are correcting
CONCLUSION
2. What behaviors and attitudes do the students have when they are engage
with a good relationship with their teacher that helps them to learn better?
1. The impact of student- teacher relationship of the senior high school students of
Labayug National High School to their learning was not proved to be significant.
relationship to the students’ learning, there were some teacher and student factors that
affects the learning of the student, those factors was discovered through their responds
2. Students are becoming active in participating and engaging themselves to the class
as long as they see that their teachers care for them and on how their teachers show
RECOMMENDATIONS
To the teachers:
2. Teachers should encourage their students in talking or sharing their ideas for better
learning.
3. Teachers should also relate lesson to the reality for better understandings also do
not be too serious all the time to lessen the stress of the students inside the class.
4. Teachers should attain the role as a second mother of their students by showing
their concern and care to the students, they should help their students in some of their
6. Teachers should refrain from introduce new lesson when the students do not yet
To the Students:
1. Students should not be afraid with their teachers instead, they should be more
assertive and inquisitive.
2. Students should share their thoughts and ideas with the class in order for the teacher
to know what s/he can supply on what you know and still don't understand.
3. Students should not let their emotional relationship with the teachers affect their
learning.
4. Since this study came up with a conclusion that there is no significant effect of the
student-teacher relationship with the learning of the students, students should find
some ways how to learn better. They must help themselves in learning and not just
always relying on the teacher.
5. Students should find some motivation in coming to school to learn, they can engage
themselves in some school activities.
BIBLIOGRAPHY
A.BOOKS
Andrion ,C.et al. Impact assessment in the attitude of the CSJLM first year students
towards English language. Colegio de San Juan de Letran-Manaoag.Manaoag Pangasinan
,2018-2019
B.UNPUBLISHED MATERIALS
APPENDIX A
Dear Respondents,
The researchers would like to conduct a research study entitled “IT TAKES TWO TO
TANGO: THE IMPACT OF STUDENT-TEACHER RELATIONSHIP IN THE
LEARNING BEHAVIOR OF THE STUDENTS OF LABAYUG NATIONAL HIGH
SCHOOL” in partial fulfilment of the requirements for the subject Practical Research II in
this institution.
In relation to this may the researchers ask for your full cooperation in answering the given
questionnaire in the conduct of this study.
Your assessment is highly appreciated , and rest assured that your answers will kept
confidential.
Name (optional):
Age:
Gender:
Instruction: Rate the following statements on your own attitudes and percepyions
towads your learning behaviour . Please put a check as a response to each of the
following statements. Your information will be kept strictly confidential.
APPENDIX B
Dear Respondents,
The researchers would like to conduct a research study entitled “IT TAKES TWO TO
TANGO: THE IMPACT OF STUDENT-TEACHER RELATIONSHIP IN THE
LEARNING BEHAVIOR OF THE STUDENTS OF LABAYUG NATIONAL HIGH
SCHOOL” in partial fulfilment of the requirements for the subject Practical Research II in
this institution.
In relation to this may the researchers ask for your full cooperation in answering the given
questionnaire in the conduct of this study.
Your assessment is highly appreciated , and rest assured that your answers will kept
confidential.
Name (optional):
Age:
Instruction: Rate the following statements on your own attitudes and perceptions
towads your learning behaviour . Please put a check as a response to each of the
following statements. Your information will be kept strictly confidential.
CURRICULUM VITAE
I. PERSONAL DATA
NAME : BAIGUEN, LAURENCE CATRIEL C.
: Ariel B. Baiguen
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : KHEA MAE DALLOGA SOTELO
Fernando A. Sotelo :
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : Nelson Mascariola Pedericos Jr.
Nelson J. Pedericos
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : Jemabelle Tomas Macose
Jean T. Macose
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : Verdon Atin-An Quintol
Order B. Quintol
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : Jemrhey Buslayan Ngaya
Elmer S. Ngaya
II EDUCATIONAL BACKROUND
CURRICULUM VITAE
I. PERSONAL DATA
NAME : Jaballa Raymond Puebla
Ronaldo Jaballa
II EDUCATIONAL BACKROUND