1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Learning behaviour emphasises the crucial link between the way in which children and

young people learn and their social skills, social being, knowledge and behaviour. As this

research dwells on the behaviours of students in their academics, it would deal with the reasons

why students have a hard or easy way in studying. In doing this, the focus is to build positive

relationships across three elements of self, others and curriculum. The principles of learning

behaviour have wide ranging implications for pupils, teachers, parents and other professionals.

The principles can be applied to all children at any age and not just those perceived as

being “difficult to manage”. They apply as much to teachers and their relationship with children

as much as they apply to the children themselves. There are times when a student’s behaviour

can create barriers to learning and inhibit well-being for both the student and for those around

them.

As learning, behaviour, and well-being are inseparable, this guide examines matching the

learning environment and its design with student learning needs, interests, and strengths. It also

examines student expression, the impact of adult responses, and ways to support student self-

advocacy and self-regulation.

Students have different ways of learning, and there are some tools that helps them to

gather knowledge, such as computers and books. There are also students who learn on their own

or with a group, because there are students who learn independently, away from people whom
 2

they find as distractions. They can't merely focus on what they are doing, reading, or studying.

On the other hand, there are students who seem to find knowledge together with other people or

to gather pieces of information from other people, they can focus despite of the noise produces

by the persons around him or her.

Behaviour is defined as the way one acts or conducts oneself, especially towards others.

It is often a response to a particular situation or stimulus. Behaviour cannot be addressed

separately from learning and well-being. If students are learning successfully, if they are feeling

connected, if they know that people care, they are less likely to behave in ways that jeopardise

their opportunities to be part of that (RTLB Conference, 2009).

Learning behaviour is establishing one’s positive relationship across the elements of self,

others and the curriculum. It represents the key link which people learn their social knowledge

and behaviour. They influence one another by linking the features or characteristics of their own

self, before they could pass it on to others. The social pressures and conflicting demands of the

environment can also shape their valuing system while they are learning new things. They can be

affected when the results of these liking of self is low in self-concept. This means that the student

with low self-concept also lacks the confident to express their own personal thoughts. Interacting

and communicating effectively, those with low confidence do not participate well. Hence,

students’ participation is related to intrinsic motivation. When people are motivated, there is

value that is obviously expressed from the way they do in accomplishing their tasks. The quality

of outcomes that are expressed is dependent on learners’ motivational development.

There are factors in classroom conditions that should be checked and monitored. These

are the teacher’s behaviour and methods of teaching, equipment used and the rules the school

provide during their stay in the school. The difficulties that students encountered in classroom
 3

are an effect of their self-assessment. This further needs verification by correlating their

responses to the enumerated factors affecting their learning behaviours and the factors of

classroom conditions.

This research entitled “THE FACTORS AFFECTING THE LEARNING BEHAVIORS

OF GRADE 11 STUDENTS IN ST. MARY’S COLLEGE OF BALIUAG”. This study is

conducted in order to have deeply observation and analysis on the different factors that affect

students’ learning behaviours. It is also conducted to help the students to be knowledgeable and

aware of the factors.

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Statement of the Problem

This study aims to determine the factors affecting the learning behaviours of Grade 11

Students in St. Mary’s College of Baliuag. Specifically, this study sought to answer the

following questions:

1. What are the major factors that affect student’s learnings?

2. What are the reasons behind the factors that affect the learning behaviours of Grade 11

students?

3. How these causes positively or negatively affect the student’s learning behaviours?
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Significance of the Study

The importance of this study aims to expand the knowledge and deepen the

understanding of Grade 11 students about the factors that can affect their learning behaviours.

This study aims to be significant to the following:

1. To the Senior High School Students

This study is significant to Grade 11 Students because this research may provide

them through these informations on how these factors may affect their learning

behaviours and how they will be able to adjust in these factors.

2. To St. Mary’s College of Baliuag

This study is significant to the school for it can provide them information on how

are the students is acting; if the students in their institution are behaving well accordingly

and properly to their educations.

3. To the Parents

This study is significant to the parents for them to be aware of what are the

possible factors that their child might be experiencing. In addition to this, parents will be

more aware and satisfied of attending the seminars of the school that concerns parents’

forum and meetings conducted to parents.

4. To the Teachers

This study is significant to the teachers for they can have an input on the major

problems about the personal causes of low performances of the students. This research

will provide them on how they will deal to their students correctly everyday.
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5. To the School Administrators

This study is significant to the school administration for they will have an

overview of the picture concerning the need of the students. Also, they will conduct a

strategic program to improve parents-students relation and teachers-students relation.

These programs that they will implement may help the students to improve, not just only

academically but also socially.

6. To the Researcher

This study is significant to the researchers because it can expand their knowledge

about the factors affecting the learning behaviours of Grade 11 students. Also, it can help

them individually by improving and expanding their understanding about the topic.

7. To the Future Researchers

This study is significant to the future researchers so that they can gain knowledge

and new learnings about this particular topic. In line with this, the future researchers may

use this research for their guide and reference about their study.
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Scope and Delimitation

This study will be helpful to address the common problems of students that affect their

learning behaviours. Many school administrators and teachers were bombarded by students who

lack participation due to some reasons they need to identify in order to address these issues and

improve student’s performance.

The coverage of the study will be focused on the major factors that may affect the

learning behaviour of the Grade 11 Students of SMCB. This study was conducted to determine

the reasons and give some explanations behind the respondent's participation in the class. How

this facets influence their studies and their existence as an individual. The respondents is

composed of 100 Grade 11 Students, 20 students per section (St. Augustine, St. Benedict, St.

Dominic, St. Francis of Assisi, and St. Ignatius of Loyola). The primary data gathering method

used was surveys and interviews to discover the students perspectives of different aspects and

characteristics that affect their learning behaviours based on their experience and through their

interactions to other students. The study will be limited to the learning behaviours and

perspectives of the Grade 11 Students of SMCB.

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CHAPTER 2

THEORETICAL FRAMEWORK

This chapter provides review of related literature and studies including related concepts

that are relevant and significant for examining the problem. Furthermore, it will also serve as a

guide and support for an in-depth analysis on the said study that will be essential in the collected

data.

Review of Related Literature

Poverty greatly affects the learning behaviour of one individual. Children from lower-

income families often experience a lack of parental guidance and supervision. They tend to get

lower grades when it comes to their academics. It also affects their physical appearance, just like

children who lack in nutrients (Bennett, 2017).

Child learns by mimicking first the behaviour they see. Students show a positive

correlation between parents’ level of education and their child’s attitude towards achievement in

academic performances. Children who have parents who encourage them in their academic

success are more likely to develop their own aspirations for higher education. Through this,

parent education is a good predictor to a child’s success (Bennett, 2017).

“For the Big Five personality factors (extraversion, agreeableness, conscientiousness,

neuroticism and openness to experience), a consistent, positive association for conscientiousness

with academic success was found” (Busato, 2000).

Students who have disruptively by bullying other students, talking during discussion or

by requiring the teacher to interrupt the lesson to discipline them can affect the entire class
 9

negatively. A study found that disruptive students can lower the academic performance and

achievement of the entire class. Teachers who have disruptive students in their class spend more

time on behavioural management, reducing time they spend on teaching (Van Thompson).

Learning disorders and mental health problems such as attention deficit disorder,

dyslexia, autism, and oppositional defiant disorder can affect student behaviour. Students who

need mental health interventions, occupational therapy or psychoactive drugs may behave poorly

in class when teachers have excellent classroom control. This can affect students’ ability to learn,

and students with disorders may not achieve good grades in the class (Van Thompson).

Report cards are the leading indicator that children learn in different ways and at

different levels. Some children have better memories than others, some are simply smarter than

others, and some have to make no effort at all to earn good grades in school. Some children have

to study for hours to learn the same information that other children get right away. There are

many factors that influence a child’s ability to learn and retain information. Genetics, study

habits, handicaps and motivation are just a few of the factors that influence the way in which

children learn. (Van Thompson).

It is important to understand the differences that guide learning in each individual to

ensure that opportunities to maximize learning are accomplished. Children with negative

personality traits, such as introversion, pessimism and rebelliousness, will not learn on the same

pace as children with more positive personality traits (Pumila, 2013).

Children learn behaviour by watching and imitating others. Many types of behaviour

detract from learning. These include talking out of turn, being out of the seat without permission,

not paying attention and disrupting other students by making noise or touching them. The teacher
 10

needs to identify the problem, figure out how to change the behaviour, find a way to encourage

students to follow a pattern of desired behaviour and use this pattern consistently so all the

students are focused on the lesson being taught (Anonymous, 2015).

Other student responds to having rewards for good behaviour. Students can learn it they

will get something they want if they behave well, but they don’t usually know that behaving in a

certain way is their own reward. This prevents students from consistently using the desired

behaviour that promotes learning (Anonymous, 2015).

While other responds to punishments. They stop using unacceptable behaviour if they

know they’ll face consequences or breaking the rules. Students who are verbally corrected,

assigned extra work, miss recess or sent to the office of the principal as punishment often learn to

lie or cheat to avoid it (Anonymous, 2015).

Schools have set of rules, and many have school improvement teams that study

behaviour’s effect on learning and adjust rules accordingly. It’s helpful to gain support from

parents, colleagues, and community members to identify problem behaviour, set a good example

and teach students to practice proper behaviour (Anonymous, 2015).

Motivation and effort can make an individual a fast learner but they are not the only thing

that controls or influences through success. A number of other individual variables shape what

and how well students will learn. These include:

 prior knowledge and experience which refer to the quality and accuracy of relevant prior

knowledge

 learning strategies and tactics which refer to cognitive and metacognitive strategies used

by learners
 11

 learning or cognitive styles which refer to preferred ways for processing information and

approaching a learning task

 learners’ conceptions of learning and themselves as learners

 personality (self-esteem, risk-taking, resilience, sensitivity to rejection, tolerance to

ambiguity, anxiety, etc.).

Most of these characteristics are the things that affect how the learners think or

feel not traits. Each individual have the ability to influence learning attitudes, conceptions

and behaviours of other individuals and help them become more effective learners

(Gordon, 2011).

Motivation has several effects on students’ learning and behaviour such as:

Motivation directs behaviour toward particular goals

Motivation determines the specific goals toward which learners strive to accomplish.

Motivation leads to increased effort and energy

Learners expend more time in activities directly related to their needs and goals. They

tend to find out ways whether they work toward to a task enthusiastically and wholeheartedly.

Motivation increases initiation of and persistence in activities

Learners are more likely to begin a task they actually want to do. Motivation increases

students’ time on task, an important factor that affects their learning and achievement.
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Motivation often enhances performances

Students who have a great motivation to learn and excel in classroom occurrences tend to

be the highest accomplisher. Contrastingly, learners who have little attentiveness in academic

fulfilment are at high risk for dropping out (Omrod, 2014).

Intellectual factor refers to the mental level of an individual. Success in academics related

to the level of intellect. Sometimes students do not learn because of special intellectual

disabilities. Psychology reveals to use that an individual has different kinds to intelligence. The

native capacity of the individual is of prime importance in knowing the effectiveness of the

learning process (Mondal).

Learning factors owe to lack of mastery of what has been taught; wrong ways of work or

study, and narrowness of experimental background may affect the learning process of an

individual. If the school proceeds fast and does not look on which the student is studying what is

being taught, the student accumulates a number of deficiencies that hinders with successful

progress (Mondal).

The teacher as an individual personality is an important element in the learning of the

student. The way in which they interact with the personalities of the students being taught helps

to determine the kind of behavior which emerges from the learning situation. Personality is the

product of many integrating forces. In other words, an individual’s personality is a composed of

his physical appearance, his mental capacity, his emotional behavior, and his attitudes towards

others (Mondal).

One thing is for certain, the young brain is highly influenced by environment. There are

many factors that influence student success so let's focus at the ones that matter most.
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1. Stress

Students who are in stressful environments tend to have lower levels of aptitude,

concentration and comprehension skills. Most learners have two choices to do when stressed: 1)

act out and 2) zone out. To prevent this negative manners and combat stress in the learning

process, here are some guidance:

 Establish routines for specific activities and times of day so students know what

to anticipate.

 Build positive relationships and connections with the students so they feel you are

for them, not against them.

2. Sleep

Students need 9-13 hours of sleep per night. It helps the brain to learn and process new

information.

3. Nutrition

Eating healthy foods allows our bodies to function at the highest level. We should

encourage students to eat lean proteins, fiber, fresh fruits, vegetables and drink sufficient of

water.

Everything we are saying and doing in the process of learning, environment has the

potential to positively or negatively impact student’s competence, confidence and

comprehension. The students of today need to be tactical and cultivate the positive and healthy

learning environment. (Anonymous, 2015).

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Self-esteem is defined as the belief that a person is powerful, capable, accepted and

connected. Self-esteem issues take on a specific significance for students with learning or

attention drawback because self-assessment of this conviction requires the ability to compare and

evaluate (Lavoie).

Students with high self-esteem are: capable of influencing another's opinions or behaviors

in a positive way, approach new situations in a positive and confident manner, take

responsibility, and exhibit a high level of frustration tolerance (Lavoie).

Students with low self-esteem are: consistently communicate self-derogatory statements,

experience trouble in making decisions, exhibit low frustration tolerance, and become easily

defensive (Lavoie).

The peer group also influences development of children’s socializing skills. These early

friendships help children learn, how to negotiate, to have interaction, and relate to others. The

peer group can influence what the child values, knows, wears, eats, and learns. Socialization is

particularly important for children with disabilities, and it is the reason many programs include

peers who are typically developing in special education programs or include children with

disabilities in general education classrooms (Barbour et al., 2010).

In ways similar to the community, the peer group becomes an agency of enculturation

and learning. Even very young children develop a sense of self from their perceptions of

important people in their surroundings, including relatives, teachers, and peers. Socioeconomic

status, ethnic identity, and parents’ occupations affect how families view themselves and the

process by which they socialize their children (Bornstein, 2002).

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Anxiety also affects the quality of learning. For example, people with math anxiety have

a smaller capacity for remembering math-related information in working memory, such as the

outcomes of carrying a digit in arithmetic (Ashcraft & Kirk, 2001). Having students write about

their specific anxiety seems to demote the worry associated with tests and increases performance

in their academics (Ramirez & Beilock, 2011).

Psychological factors which includes mental health, individual references, fear of failing,

frustration, and abilities of each individuals. Students have different intellectual strength, and

weaknesses. Teachers should know well their students, so that they can help their students to

learn the lesson contents. Teachers must also be aware of students’ individual differences. This

factor should be taken into consideration and must show some equality in the classroom

(Khurram Rafi).

One of the serious factors is fear of failure. It is when the student or a person thinks of

failing. This feeling affects his learning. So parents and teachers should always motivate and

encourage the students and get them out of this fear to improve their learning (Khurram Rafi).

Students should also be performance and mastery oriented. Students, who are mastery

oriented, see the purpose of attending school. Because of this they gain competence in skills

being taught. They focus on learning, mastering the task according to their own skills or

standards. Students oriented towards performance goals desire to gain recognition from others

and earn good grades they deserve (Khurram Rafi).

Young children can be affected by many social, economic and environmental factors both

in positive and negative ways. Because children are so vulnerable, they can be easily affected by
 16

things many parents and adults take for granted. There are four main factors affecting child’s

development:

Parental Interactions

Parental interactions with their children can have a large effect in positive and negative

aspects on child development. Parents who spend more time to their children can have a positive

impact on their child’s development. Parents who disregard their children’s existence may

interfere the healthy development of the child (Eitel, 2017).

Learning Environment

Children who are surrounded, both at home and at school, by a strong learning

environment may contribute to learning behaviour of the child. Children who are not liable to

poor educational environment are prone to higher risk of being negatively affected in terms of

their development (Eitel, 2017).

Health

Proper nutrition can have direct impact on a child’s development both physically and

psychologically. Unhealthy eating can lead to negative effects especially in studying (Eitel,

2017).

Social Interaction

Lack of socialization can lead to development issues, just like speech problems or

incapacity of having interaction to their people. This has extreme effect in child’s development.

This could affect a child negative if he/she won’t socialize to their children, neighbours,

classmates or family members (Eitel, 2017).

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Conceptual Framework

Figure 1 shows how the factors affecting the learning behaviours of Grade 11 Students in

St. Mary’s College of Baliuag. The researchers want to know how the different factors affect the

learning behaviour of the students.

FACTORS

 Family
 Environment
Learning Behaviors of Grade 11
 Peers
Students in SMCB
 Teachers
 Health Status
 Motivations

Figure 1: Family, Environment, Peers, Teachers, Health Status, and Motivations affects the

learning behaviours of the Grade 11 students.

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Definition of Terms

1. Aptitude- a natural ability to do something or to learn something

2. Cultivate- to grow or raise (something) under conditions that you can control

3. Deficiencies- a lack of something that is needed: the state of not having enough of

something necessary.

4. Detract- to diminish the importance, value, or effectiveness of something

5. Disruptive- to interrupt the normal progress or activity of (something)

6. Drawback- something that causes problems

7. Hinder- to make (something, such as a task or action) slow or difficult

8. Liable- likely to be affected or harmed by something

9. Tactical- of, relating to, or used by a specific plan that is created to achieve a

particular goal

10. Metacognitive- awareness or analysis of one’s own learning or thinking processes

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design in pursuing the proposed study and includes the

development of the project to be done in accordance to the procedures and processes.

Furthermore, this section also includes the evaluation procedure, instruments and techniques

used where the discussion of the steps, procedures and explanation of the types of research

techniques in gathering information and data that is relevant to this research study is to be

presented.

Research Design

The researchers used the descriptive method for this study to enumerate the factors that

affect the learning behaviors of Grade 11 students. The researchers administered questionnaires

to 75 Grade 11 students of St. Mary’s College of Baliuag.

According to Shuttleworth (2008) descriptive research design is a scientific method

which involves observing and describing the behavior of a subject without influencing it in any

way. The results from a descriptive research cannot be used as a definitive answer or to disprove

a hypothesis but they can still be useful in many areas of scientific research.

Respondents of the Study

The data were collected from 75 Grade 11 students. The respondents of the study will be

the Grade 11 students. Fifteen (15) students each section (St. Augustine, St. Benedict, St.

Dominic, St. Francis of Assisi, and St. Ignatius of Loyola) for the questionnaire; another five (5)

students per section for the open-ended questions.

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Research Instrument

The instrument used was a researcher-made questionnaire to gather the needed data. To

provide and gather as much informative and relative evaluation, the researchers come up with

questionnaires and interviews. The questionnaire was divided into two main sections, namely:

(1) the student’s profile which requires name (optional), age, gender, grade level, and section; (2)

the questionnaire proper. Open-ended options particularly online interviews were provided. In

this way, this instrument is authorized to obtain the valid responses of the students. In addition to

these, the researchers also conducted observations based on how the different factors affect the

student’s learnings.

Research Procedure

The researchers divided the respondents into two types, 75 randomly selected students

will answer the questionnaire and another 25 students will have to answer the open-ended

questions through online. The researchers amicably asked for the respondent's honest answers

and cooperation to be part of the investigation. The researchers personally distributed the survey-

questionnaires directly to the respondents. The researchers asked the respondents to put a check

on the column that will correspond to their answer and they are aware of the confidentiality of

their responses.
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Statistical Treatment

Data were tallied, analysed and interpreted. The researchers used the method of

“Dichotomous Question” in gathering and interpreting data. The data were statistically treated

using frequency and percentage.

Formula:

𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 = × 𝟏𝟎𝟎
𝑻𝒐𝒕𝒂𝒍 𝒏𝒐. 𝒐𝒇 𝑹𝒆𝒔𝒑𝒐𝒏𝒅𝒆𝒏𝒕𝒔
 22

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data and information gathered

according and to relation to the general and specific problems of the study as indicated in the

Statement of the Problem.

Part one presents the Frequency and Percentage Distribution of respondents in terms of

Sections. Part two shows the Frequency and Percentage Distribution of respondents in terms of

Age. Part three deals with the Frequency of the Factors Affecting the Learning Behaviors of

Grade 11 Students.

Table 1: Frequency and Percentage Distribution of Students in Terms of Section.

Section Frequency Percentage

St. Augustine 15 20%

St. Benedict 15 20%

St. Dominic 15 20%

St. Francis of Assisi 15 20%

St. Ignatius of Loyola 15 20%

Total 75 100%

Table 1 shows the Frequency and Percentage Distribution of the student’s profile in terms

of section. Every section is consists of fifteen (15) student-respondents each, in total of seventy

five (75) respondents.

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Table 2: Frequency and Percentage Distribution of Students in Terms of Age

Age Frequency Percentage

15 6 8%

16 44 58.67%

17 23 30.67%

18 2 2.67%

Total 75 100%

Table 2: The Frequency and Percentage Distribution of the student’s profile in terms of

age. Among the seventy five (75) student-respondents, 6 or 8% were 15 years old, 44 0r 58.67%

were 16 years old, 23 or 30.67% were 17 years old. And 2 or 2.67% were 18 years old. Most of

the student respondent’s age is 16 years old.

Table 3: Frequency and Percentage Distribution of Students in Terms of Gender

Gender Frequency Percentage

Female 50 66.67%

Male 25 33.33%

Total 75 100%

Table 3: The Frequency and Percentage Distribution of the student’s profile in terms of

gender. Among the seventy five (75) respondents, 50 or 66.67% were female and 25 or 33.33%

were male. Most of the respondent’s gender is female.

 24

What are the factors affecting your learning behaviors?

16

14

12

10 St. Augustine
St. Benedict
8
St. Dominic
6
St. Francis of Assisi
4 St. Ignatius of Loyola

0
Family Environment Peers Teachers Health Motivations
Status

Figure 1: What are the factors affecting your learning behaviours?

Figure 1 shows the factors that affect the learning behavior and most significant item are

as follows. Out of seventy-five (75) student-respondents, fifty-two (52) or 19% answered that

their family affects their learning behavior, fifty-one (52) or 19% considered environment as

their factor, forty-three (43) or 16% regarding peers, fifty (50) or 18% considered their teachers,

twenty-one (21) or 8% answered their health status, and fifty-eight (55) or 20% considered

motivations as their factor.

In this figure it is indicated that majority of the respondents answered motivations as their

factor that affect their learning behavior. Overall, motivations greatly affect the learning behavior

of Grade 11 students.
 25

Questions that pertain to Family as a factor.

Does your family encourage you to study well in school?

14

12

10 St. Augustine
St. Benedict
8
St. Dominic
6 St. Francis of Assisi
St. Ignatius of Loyola
4

0
YES NO

Figure 2.1: Does your family encourage you to study well in school?

Figure 2.1 shows that among fifty-two (52) student-respondents, who agreed that their

family affect their learning behavior, forty-nine (49) or 94% answered yes, while three (3) or 6%

answered no.

Therefore, majority of the respondents agreed that their family encourages them to study

well in school, while three (3) said that their family doesn’t encourage them to study well in

school.
 26

Does your family pressures you in relation to your academic performance?

12

10

St. Augustine
8
St. Benedict

6 St. Dominic
St. Franics of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 2.2: Does your family pressures you in relation to your academic performance?

` Figure 2.2 shows that among fifty-two (52) student-respondents, who agreed that their

family affect their learning behavior, sixteen (16) or 31% answered yes, while thirty-six (36) or

69% answered no.

Therefore, majority of the respondents answered that their family doesn’t pressure them

at all, while sixteen (16) students agreed that their family pressures them regarding their

academic performance.
 27

Are your parents proud when you get high grades?

14

12

10 St. Augustine
St. Benedict
8
St. Dominic
6 St. Francis of Assisi
St. Ignatius of Loyola
4

0
YES NO

Figure 2.3: Are your parents proud when you get high grades?

Figure 2.3 shows that among fifty-two (52) student-respondents, who agreed that their

family affect their learning behavior, forty-five (45) or 87% answered yes, while seven (7) or

13% answered no.

Therefore, majority of respondents agreed that their parents are proud whenever they

achieve high grades, while seven (7) answered that their parents are not.
 28

Does your parents boosts your confidence to do well in school?

12

10

St. Augustine
8
St. Benedict

6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 2.4: Does your parents boosts your confidence to do well in school?

Figure 2.4 shows among fifty-two (52) student-respondents, who agreed that their family

affect their learning behavior, thirty-six (36) or 69% answered yes, while sixteen (16) or 31%

answered no.

Therefore, majority of respondents agreed that their parents boost their confidence to do

well in school, while sixteen (16) answered that their parents does not.
 29

Do you have any family responsibilities?

12

10

St. Augustine
8
St. Benedict

6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 2.5: Do you have any family responsibilities?

Figure 2.5 shows among fifty-two (52) student-respondents, who agreed that their family

affect their learning behavior, thirty-seven (37) or 71% answered yes, while fifteen (15) or 29%

answered no.

Therefore, majority of respondents have family responsibilities, while fifteen (15)

answered they don’t have one.

 30

Questions that pertain to Environment as a factor.

Are you comfortable to study here in SMCB?

14

12

10 St. Augustine
St. Benedict
8
St. Dominic
6 St. Francis of Assisi
St. Ignatius of Loyola
4

0
YES NO

Figure 3.1: Are you comfortable to study here in SMCB?

Figure 3.1 shows among fifty-two (52) student-respondents, agreed that their

environment affect their learning behavior, forty-seven (47) or 90% answered yes, while five (5)

or 10% answered no.

Therefore, majority of the respondents are comfortable to study in St. Mary’s College of

Baliuag, while five (5) are not comfortable to study in St. Mary’s College of Baliuag.
 31

Are you comfortable studying at home?

12

10

8 St. Augustine
St. Benedict
6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 3.2: Are you comfortable studying at home?

Figure 3.2 shows among fifty-two (52) student-respondents, who agreed that their

environment affect their learning behavior, forty (40) or 77% answered yes, while twelve (12) or

23% answered no.

Therefore, majority of the respondents are comfortable to study at home, while twelve

(12) answered they are not comfortable to study at home.

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Are the people around you distract you in your studies?

8

6
St. Augustine
5 St. Benedict

4 St. Dominic
St. Francis of Assisi
3
St. Ignatius of Loyola
2

0
YES NO

Figure 3.3: Are the people around you distract you in your studies?

Figure 3.3 shows among fifty-two (52) student-respondents, who agreed that their

environment affect their learning behavior, twenty-six (26) or 50% answered yes, while twenty-

six (26) or 50% answered no.

Therefore, twenty-six (26) respondents are being distracted by the people around them

regarding studies, while twenty-six (26) answered that they are not being distracted.
 33

Questions that pertain to Peers as a factor.

Are your friends good for your studies?

12

10

St. Augustine
8
St. Benedict

6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 4.1: Are your friends good for your studies?

Figure 4.1 shows among forty-three (43) student-respondents, who agreed that their peers

affect their learning behavior, forty-one (41) or 95% answered yes, while two (2) or 5%

answered no.

Therefore, majority of the respondents have friends that are good for their studies, while

five (5) answered that their friends are not.

 34

Do your friends help you to cope up to your studies?

12

10

8 St. Augustine
St. Benedict
6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 4.2: Do your friends help you to cope up to your studies?

Figure 4.2 shows among forty-three (43) student-respondents, who agreed that their peers

affect their learning behavior, forty-one (41) or 95% answered yes, while two (2) or 5%

answered no.

Therefore, majority of the respondents have friends that help them to cope up with their

studies, while five (5) answered that their friends doesn’t help them to cope up with their studies.
 35

Are you comfortable having a group study?

10
9
8
7 St. Augustine
6 St. Benedict

5 St. Dominic

4 St. Francis of Assisi

St. Ignatius of Loyola
3
2
1
0
YES NO

Figure 4.3: Are you comfortable having a group study?

Figure 4.3 shows among forty-three (43) student-respondents, who agreed that their peers

affect their learning behavior, thirty (30) or 69% answered yes, while thirteen (13) or 31%

answered no.

Therefore, majority of the respondents are comfortable to have a group study, while

thirteen (13) answered that they are not comfortable to have a group study.
 36

Does peer pressure affect your study habits?

8

6
St. Augustine
5 St. Benedict

4 St. Dominic
St. Francis of Assisi
3
St. Ignatius of Loyola
2

0
YES NO

Figure 4.4: Does peer pressure affect your study habits?

Figure 4.4 shows among forty-three (43) student-respondents, who agreed that their peers

affect their learning behavior, twenty-seven (27) or 63% answered yes, while sixteen (16) or

37% answered no.

Therefore, majority of the respondents are having peer pressure that affects their study

habits, while sixteen (16) answered that they are not feeling pressured at all.
 37

Do you enjoy the company of other people in school?

12

10

St. Augustine
8
St. Benedict

6 St. Dominic
St. Francis of Assisi
4 St. Ignatius of Loyola

0
YES NO

Figure 4.5: Do you enjoy the company of other people in school?

Figure 4.5 shows among forty-three (43) student-respondents, who agreed that their peers

affect their learning behavior, thirty-nine (39) or 91% answered yes, while four (4) or 9%

answered no.

Therefore, majority of the respondents enjoys the company of other people in school,

while four (4) answered that they does not.

 38

Questions that pertain to Teachers as a factor.

Are your teachers credible to cope up with different learning

behaviours of students?
12

10
St. Augustine
8 St. Benedict
St. Dominic
6
St. Francis of Assisi
St. Ignatius of Loyola
4

0
YES NO

Figure 5.1: Are your teachers credible to cope up with different learning behaviours of

students?

Figure 5.1 shows among fifty (50) student-respondents, who agreed that their teachers

affect their learning behavior, forty (40) or 80% answered yes, while ten (10) or 20% answered

no.

Therefore, majority of the respondents answered that the teachers are credible to cope-up

with the different learning behaviours of students, while ten (10) answered that their teachers are

not capable of adjusting with different the learning behaviours of students.

 39

Do you think the teaching styles of your teachers are

effective in all the students?
9

7
St. Augustine
6
St. Benedict
5 St. Dominic
4 St. Francis of Assisi

3 St. Ignatius of Loyola

0
YES NO

Figure 5.2: Do you think the teaching styles of your teachers are effective in all the

students?

Figure 5.2 shows among fifty (50) student-respondents, who agreed that their teachers

affect their learning behavior, twenty-three (23) or 46% answered yes, while twenty-seven (27)

or 54% answered no.

Therefore, majority of the respondents answered that the teachers’ teaching styles are

effective in all the students, while twenty-three (23) answered that they don’t think so.
 40

Does your teachers have enough time to teach the lessons?

9

7
St. Augustine
6
St. Benedict
5
St. Dominic
4
St. Francis of Assisi
3 St. Ignatius of Loyola

0
YES NO

Figure 5.3: Does your teachers have enough time to teach the lessons?

Figure 5.3 shows among fifty (50) student-respondents, who agreed that their teachers

affect their learning behavior, thirty-four (34) or 68% answered yes, while sixteen (16) or 32%

answered no.

Therefore, majority of the respondents agreed that teachers have enough time for

teaching, while sixteen (16) said that teachers don’t have enough time to teach the lessons.
 41

Does your teachers prepare enough activities for you to

understand more the lessons?
12

10
St. Augustine
8 St. Benedict
St. Dominic
6
St. Francis of Assisi

4 St. Ignatius of Loyola

0
YES NO

Figure 5.4: Does your teachers prepare enough activities for you to understand more the

lessons?

Figure 5.4 shows among fifty (50) student-respondents, agreed that their teachers affect

their learning behavior, thirty-nine (39) or 78% answered yes, while eleven (11) or 22%

answered no.

Therefore, majority of the respondents agreed that the teachers are preparing enough

activities to understand more the lessons, while eleven (11) answered that the teachers are not

preparing enough activities.

 42

Do you trust your teacher/s in telling your problems?

8

6
St. Augustine
5 St. Benedict

4 St. Dominic
St. Francis of Assisi
3
St. Ignatius of Loyola
2

0
YES NO

Figure 5.5: Do you trust your teacher/s in telling your problems?

Figure 5.5 shows among fifty (50) student-respondents, who agreed that their teachers

affect their learning behavior, twenty-five (25) or 50% answered yes, while twenty-five (25) or

50% answered no.

Therefore, twenty-five (25) respondents trust their teachers in telling their problems,

while twenty-five (25) respondents don’t trust their teachers in telling their problems.
 43

Figure 6: Questions that pertain to Health Status as a factor.

Do you concentrate and focus to your studies?

6

4 St. Augustine
St. Benedict
3 St. Dominic
St. Francis of Assisi
2 St. Ignatius of Loyola

0
YES NO

Figure 6.1: Do you concentrate and focus to your studies?

Figure 6.1 shows among twenty-one (21) student-respondents, who agreed that their

health affect their learning behavior, thirteen (13) or 62% answered yes, while eight (8) or 38%

answered no.

Therefore, majority of the respondents can concentrate on their studies, while eight (8)

answered that they cannot focus.

 44

Does your sleeping schedule have greatly effect to your studies?

8

6
St. Augustine
5
St. Benedict
4 St. Dominic
St. Francis of Assisi
3
St. Ignatius of Loyola
2

0
YES NO

Figure 6.2: Does your sleeping schedule have greatly effect to your studies?

Figure 6.2 shows among twenty-one (21) student-respondents, who agreed that their

health affect their learning behavior, nineteen (19) or 90% answered yes, while two (2) or 10%

answered no.

Therefore, majority of the respondents agreed that their sleeping schedule affects their

studies, while two (2) answered that sleeping schedule doesn’t affect their studies at all.
 45

Do you have enough energy to attend school everyday?

6

St. Augustine
4
St. Benedict

3 St. Dominic
St. Francis of Assisi
2 St. Ignatius of Loyola

0
YES NO

Figure 6.3: Do you have enough energy to attend school everyday?

Figure 6.3 shows among twenty-one (21) student-respondents, who agreed that their

health affect their learning behavior, nine (9) or 43% answered yes, while twelve (12) or 57%

answered no.

Therefore, majority of the respondents doesn’t have enough energy to attend school,

while nine (9) answered that they have enough energy to attend school everyday.
 46

MOTIVATIONS
14
12
10
8 St. Augustine

6 St. Benedict
4
St. Dominic
2
0 St. Francis of
Assisi
St. Ignatius of
Loyola

Figure 7: Different motivations that can affect students’ learning behaviours.

Figure 7 shows the different motivations that can affect the students’ learning behaviors.

Among fifty-five (55) or 30% respondents thirty-three (33) or 18% are being motivated because

of the rewards they are getting from their parents, forty-seven (47) or 26% are being motivated

through their supportive parents, twenty (20) or 11% are being motivated because of intimate

relationships, and twenty-seven (27) or 14% are being motivated by their friends, while one (1)

or 1% answered that he is motivated for his future.

Therefore, majority of the respondents are motivated because of the rewards they are

getting from their parents.

 47

Presentation of Interview Results

1. What are the different factors that affect your learnings and how does it affects you?

Danielle, 16, “Depression, parents, and friends. Depression affects my studying

because it only causes me to get tired easily especially when it comes to studying. My

parents cause my stress and pressure that sometimes it decrease my improvements in my

academic performance. My friends help me to be active or motivate me in my academics

also they help me to get through a lot of my problems.”

Seedzero, 17, “Gadgets, friends, and crush. Sometimes I am focused on using

gadgets and spending my time with my friend or stalking my crush and that affects my

learnings.”

Kerby, 17, “Friends, parents, social media, and games. Sometimes it motivates

me to learn more. Sometimes it distracts and brings me down.”

Monica, 16, “Friends, teachers, and volleyball. My friends affect my academic

performance by influencing me on what should I do. My teachers affect my academic

performance by their teaching strategies and the way they teach. It affects my academic

performance by having a problem on balancing academics and volleyball.”

Toni, 16, “Social media sites. It affects my learnings in a way that it helps me be

connected and updated with my groupmates in different projects. It helps us to talk about
 48

the project and so, we don’t have to go to the house of the other because it is time

consuming.”

Joshua, 17, “Clear voice of the teacher and different strategies in teaching. They

affect me significantly in keeping my attention in learning the lesson.”

Zyra, 16, “Academic ability of the teacher, friends, and environment. These

factors can be a motivation to do better, or it can affect me negatively.”

Tricia, 16, “Social media, peers or classmates, teachers, and visual aids. Social

media affect my learnings through searching for school necessities, communicating with

classmates about school stuff and gathering more informations that I want to learn. Peers

or classmates affect me by sharing knowledge and helping each other if there's a lesson

that I didn't understand. Of course, teachers, they are the ones who teach us lessons and

strategies to learn easily. And lastly, visual aids because I'm the type of a person who

wants to write notes during discussions because it is effective than only listening to the

teacher.”

Jessy, 16, “Food that I’m eating, time of sleep, different activities in school, the

people around me, social media or technology. These factors can affect my learnings

because for me everything that I do is connected just only in my brain in my whole body.

And by that sometimes my brain is functioning well sometimes not.”

 49

Areve, 16, “Teachers, my intellectual capacity, peers, and social media. My

teachers affect me because of their teaching method. My intellectual capacity, because

sometimes it is hard for me to catch-up lessons especially in Pre-Calculus and Statistics.

Peers, because sometimes they influenced me to procrastinate and at the same time they

help me to be productive, because they help me to do my projects when I can’t do it

alone. Social media, this is my major distraction while doing my projects.”

Lyka, 17, “Family problems, and environment. These factors affects my learnings

because I can't avoid thinking about it and it causes me to not to do my works properly.

Katrhina, 16, “Peers, parent’s expectation, environment. Peers can affect me,

because for example in relation to studies, my friends can influence me to study better.

Parent’s expectation can affect me, because as an only child, I don’t want to disappoint

my parents. Environment affects me because it can easily distract me if my environment

isn’t peaceful.”

Bea, 16, “Teacher's way of teaching, parents, friends, and recreational activities.

These factors affect my learnings. Some of it motivates me, makes me understand the

lesson well and some of it also makes me less productive.”

Agee, 16, “Motivation, skill level, knowledge, and attitude. By facilating the

children to learn more and determining the intensity of learning.

Lalaine, 16, “Emotional, social, and teacher's personality. It affects my learnings

because it helps me to be motivated to study hard.

 50

Yvette, 16, “Time, peers, and health status (if sick or sleepy). If my friends

started to have a conversation with me, I’m starting to lose focus. I’m distracted. And

when I’m sleepy, it is hard for me to have focus in my studies.

Rafelyn, 15, “Interests to the subject, skills, point of view in studies, and learning

style. This affects me not just as a student but also as a person, because it challenges me

to try to cope up with the demands of education and helps me to be responsible

academically, which is an advantage.”

Robyn, 16, “Teachers/subject, and peer. I am the type of student that only listens

well to the teacher if I am interested with the subject they are teaching. This affects

mainly my learning capacity.”

Kenneth, 16, “Teacher, their way of teaching, seatmates because sometimes we

end up talking, mood because I don't feel the urge to study sometimes, and health because

I can't study well when I'm sick.”

Jae Ryan, 16, “How the teachers teach their lessons because there are teachers

who make the lessons easier based on how they discussed the lesson. One more thing that

can affect me is how the class behaves. Because when my environment is noisy, I can’t

easily understand the lesson.”

 51

May, 16, “Projects. It affects my learnings in terms of the time allotment for

reviewing or studying a lesson because projects took a lot of time which is allotted for my

studying.”

Angel, 16, “Mood, the innate will to learn and degree of focus I could give to the

lesson, greatly affects my understanding and comprehension of the topic.

Teacher's teaching style, if a teacher practices an effective teaching style, it would be

easier to learn and understand. Noise, good sounds are good, like music and educational

noise. But plain noise just greatly distracts me.”

Krisha, 17, “The different factors that affect my learnings are enviroment, mental

and physical condition, resources like reference materials and teachers. These factors

affect my learnings by the way on how I will be able to absorb the learnings, the easy

way or the hard way.”

Margarette, 17, “Emotional, because I have an anxiety. It affects my learnings

because whenever my anxiety attacks, I lost my interest in studying and sometimes I

don’t want to do any kind of task.”

Paul, 16, “Friends, family, and my future. It motivates, inspires and will to reach

my goals.”
 52

2. Does it have a positive or negative impact to you as a Senior High School student?

Danielle, 16, “For my parents, sometimes it is a positive impact because

sometimes it helps me to be motivated in my studying but most of the time its negative.

Depression is really a negative effect for me not only in my academic performance but

also for my health. My friends are a positive impact on my life because they really help

me throughout my challenges and problems even in my academic performance.”

Seedzero, 17, “Well it has its positive side and a negative side because I can use

that factors to motivate or help me to study and pass my subjects and sometimes it serves

as a distraction.”

Kerby, 17, “Yes, it does have positive and negative effects for me as a senior

high school student. Of course, as an SHS student, it is hard for me to adjust, and to cope

up in everything.

Monica, 16, “For me, these factors help me to improve in school. My friends are

encouraging me to study hard, my teachers are doing their best to teach us and being a

varsity helps me to know how to manage my time properly.”

Toni, 16, “For me, it is both. Sometimes, social media sites distract me and

sometimes, it helps me with my school works.”

 53

Joshua, 17, “It has a positive impact on me when the factors that I mentioned are

present.”

Zyra, 16, “Yes, depending on the circumstances.”

Tricia, 16, “It has both positive and negative impact to me as a SHS student,

positive because all factors helped me to improve my skills in learning. Negative because

sometimes, those factors make me being lazy to study and write notes.”

Jessy, 16, “Sometimes negative and positive. Negative because it can affect my

body and positive because you will learn how to manage your time.”

Areve, 16, “Both actually because other factors have a great impact and becomes

beneficial to me and as a SHS student I have the chance to apply it in different tasks.”

Lyka, 17, “Yes, negative impact. Because of it, I can't focus on my studies and as

an SHS student, it causes laziness to me.”

Katrhina, 16, “Positive in peers and to my parents but it depends in environment

if peaceful or not.”

Bea, 16, “The positive impacts of the teacher's way or ability to teach the lesson

to me is that it keeps me interested to the subject and interested to learn. Another positive

impact is that my family and friends motivates and inspires me to study well. Also when

I'm doing recreational activities, it balances my stress which makes me feel good and
 54

learn better. On the other hand, when I'm into too many recreational activities, it

sometimes makes me less productive and it makes me cram either in reviewing, learning

or doing projects which also affects my learnings.”

Agee, 16, “It has a positive impact for me.”

Lalaine, 16, “Its positive effect is it helps me learn comfortably while its negative

effects are for example when the teacher's personality is not that good and your

classmates are irresponsible with group projects (social) it will down you to the point that

it may affect your emotion.”

Yvette, 16, “Both, it depends on the situation.”

Rafelyn, 15, “As a senior high school student, there are both positive and

negative impact to me regarding of the factors that affects my learnings. It depends on

how i handle each situation, but mostly it helps me to be aware of my potential.”

Robyn, 16, “In my point of view, this is negative because the way I learn should

not depend on who the teacher is or what subject they are teaching.”

Kenneth, 16, “Negative, but it is rare to happen.”

Jae Ryan, 16, “I think there’s a positive and negative feedback on how the

teacher teaches because if the students understand all of the lessons, I think it is a positive
 55

feedback. But if most of the students don’t totally understand the lesson it will fall on

negative feedback. Regarding in class, it is okay if the class is noisy because all in all

everything is depending on how the individuals focused on the discussion.”

May, 16, “Both. No because the time allotted for studying my lesson is taken in

doing my projects. Yes because it made me to enhance my work while working under

pressure.”

Krisha, 17, “Yes, it has a positive impact.”

Margarette, 17, “Negative, because it’s so hard to balance your study process, if

you have an mental illness.”

Paul, 16, “Yes, it has both.”

 56

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings; the conclusions drawn and the

recommendations offered.

Summary of Findings

The researchers administered 75 questionnaires to the respondents and each questionnaire

contains 23 different questions about the different factors that affect the learning behaviors of

Grade 11 students.

On the checklist, the researchers gathered 55 votes for the motivations, 52 for family and

environment, 50 for teachers, 43 for peers and 21 for health status. The majority of the

respondents chose motivations as their factor that can greatly affect their learning behaviors.

On the first question that pertains to family as their factor, the researchers gathered 49

votes for yes and 3 votes for no. The majority of the respondents answered yes that their family

encourage them to study well. For the second question, we’ve gathered 16 votes for yes and 36

votes for no. The majority of the respondents answered no that family pressure have no relation

to their academic performance. In line with this, the findings of this study that majority of the

respondents have no problem with their families in regarding to their studies.

For questions three to five (3-5), the researchers gathered 118 votes for yes and 23 votes

for no. Therefore, the majority of the respondents answered yes that their family helps them to

boosts their confidence and proud when getting high grades. For question five (5), we’ve
 57

gathered 37 votes for yes and 15 votes for no. Therefore, having family responsibilities can

affect their learnings.

The researchers gathered 113 votes for yes and 43 votes for no in the 6th to 9th questions.

Therefore, majority of the Grade 11 students are comfortable to study not only school but also in

their home, and they are not distracted to study with the people around them.

For questions ten to fourteen (10-14), the researchers gathered 178 votes for yes and 37

votes for no. Therefore, majority of the respondents are relaxed to have their friends in their

studies. They enjoy more the company of other people when studying.

Questions 15, 16, 17, 18 and 19 are about how the teacher’s teaching styles affect Grade

11 students. The researchers gathered 161 votes for yes and 89 votes for no in these questions.

Therefore, majority of the respondents are convinced to the ways or process of teaching of their

teachers. Also, they trust their teachers in telling their problems.

Questions 20, 21 and 22 are about how the health status of Grade 11 students affects their

learning behaviors. We’ve gathered 32 votes for yes and 10 votes for no in question number 20

and 21. Therefore, majority of the respondents are attentive and have enough focus in their

studies. Also, their sleeping schedule greatly affects their studies. While in question number 22,

we’ve gathered 9 votes for yes and 12 votes for no. Therefore, majority of the respondents don’t

have enough energy to attend school everyday.

 58

Conclusions

Based on the findings of the study, the following conclusions were drawn:

Based on the answers and interviews that were gathered, the researchers gained a lot of

information from Grade 11 respondents of SMCB. Different opinions were given by Grade 11

respondents in connection of how and what are the different factors that affect their learnings

and how this affect them positively or negatively as a student and as a person.

The researchers therefore conclude that the major factors that affect the learning

behaviours of Grade 11 respondents are as follows: the family of the student, the environment

where he/she moves, the peers whom a student spends more time with, the teachers who

happened to be one of the most influential factor regarding studying, the health status of a

student, and their motivations for studying.

The reasons behind the factors are shown through the questionnaire and in the

interviews conducted by the researchers. Majority of the respondents answered motivations (e.g.

reward from parents, supportive parents, intimate relationships, teachers, and circle of friends).

Then family, most of the respondents are being encouraged by their family to study well.

Though some are being pressured, most of the respondents are confident in their studies because

of their family’s support. Next in line are the teachers and peers which are the people whom the

students encounter everyday at school. Second to the last is the environment of the students, it

should be pleasant to the students for them to give attention more to their studies. Lastly, health

status, it is significant to students for them to have enough energy to comply the requirements

needed in school.
 59

Based on the interviews that were presented, the different factors that are mentioned

have positive and negative effects to them as Grade 11 respondents. Most of the respondents

answered peers, motivations, teachers, and their learning styles. The following answers affect

them positively and it helps them to improve in school. While on the other hand, health status,

too many projects, family, emotional condition, and gadgets, most of the respondents affect

them negatively. Therefore, their opinions are equal regarding they are affected positively or

negatively to the different factors that affect their learnings.

Regardless of all the differences of the respondents, they still have their similarities of

what are the factors affecting them. The different factors are shown to determine what can

greatly affect student’s learnings. It really depends to the experience everyday of every students

who became the respondents of this study. Having different circumstances just like this, it really

helps the students to enhance and think of ways on how they will improve for the better. Also,

these challenges they are facing right now are part of being a student but all of these will be

easier for them if the people around them are willing to lend some help.
 60

Recommendations

The following recommendations are offered as possible ways to improve this study.

The researchers recommend for all Grade 11 students that they should learn how to

handle everything that has been affecting their studies. They should find ways on how to

overcome the struggles that they are facing in order to have better results in their academic

performance.

The researchers found out that having motivations from other people especially from the

teachers is one of the biggest factors that boost the confidence of the students. It is recommended

to the teachers to conduct activities and seminars that will thoroughly explain and guide all the

students of what is the best thing to do to be motivated in class. They are influential since the

knowledge are coming from them and it will greatly affect the students if the teachers won’t be

able to execute well the lesson/s.

With the presence of the school administrators, it is also recommended to have a seminar

and programs for teachers and parents concerning on how to deal properly with the students and

how to avoid pressuring them to their studies. They are also the pioneer to the development and

progress of the environment in school, it’s important that a student is comfortable to his/her

surrounding when studying the reason behind this is it helps them to understand better and it

helps them to be more focused whatever they are doing regarding academics.

The researchers recommend to the parents to be more aware of the problems of their

children in their studies. They should give time to talk about it because it will be a great help to

their children. The parents should give advice and support their children in everything that they

want, by this, it will encourage and boosts the confidence of their children in their studies.
 61

Lastly, the researchers recommend to the future researchers to conduct further studies

about the topic. For them to have deeper understanding about the topic and expand their

knowledge about the factors that can affect the learning behaviours of the students.
 62

References

Mondal, P. 7 Important Factors that May Affect the Learning Process.

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important-factors-that- may-affect-the-learning-process/6064/

Bennett, L. (2017). Family Factors That Influence Students' Behavior in School.

Retrieved August 25, 2017 from http://www.livestrong.com/article/562595-family-

factors-that-influence-students-behavior-in-school/

Lavoie, R. Self-esteem: The cause and Effect of Success for the Child with Learning

Differences. Retrieved August 27, 2017 from

http://www.ricklavoie.com/selfesteemart.html

Omrod, J. (2014). How Motivation Affects Learning and Behavior.

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Anonymous. Environmental Factors that Influence Learning. Retrieved September 22, 2015

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influence-learning

Behavior in the Classroom and Effects on Learning. Retrieved August 24, 2017

from http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1705-

behavior-in-the-classroom-and-effects-on-learning
 63

Gorham, J. (2009). The relationship between verbal teacher immediacy behaviors and

student learning. Retrieved September 5, 2017 from

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Christenzen, L. & Mendel, K. (2009). The linear relationship between student reports of teacher

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behavioral learning. Retrieved September 6, 2017 from

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Eitel, J. (2017). Factors Affecting Early Childhood Development. Retrieved September 6, 2017

from http://www.livestrong.com/article/217996-factors-affecting-early-child-

development/

Benjamin, A. Factors Influencing Learning. Retrieved September 5, 2017 from

http://nobaproject.com/modules/factors-influencing-learning

Gordon, S. (2011) Individual Differences that Affect Learning. Retrieved September 10, 2017

from https://cte-blog.uwaterloo.ca/?p=2348

Pumila, A. (2013) Individual Differences in Learning. Retrieved September 10, 2017 from

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Barbour C., Barbour N.H., Scully P. (2010) Peer Group Influence. Retrieved September 10. 2017

from https://www.education.com/reference/article/peer-group-influence/
 64

APPENDIX

St. Mary’s College of Baliuag

Baliwag, Bulacan

We, the Grade 11 Students under STEM Strand from St. Mary’s College of Baliuag,

would like to conduct a research study entitled, “The Factors Affecting the Learning

Behaviors of Grade 11 Students in St. Mary’s College of Baliuag”, as part of the

requirements in the Research I class. In this regard, we would like to seek your participation in

answering this questionnaire.

We will be very grateful for the assistance that you will extend to us in support for this

undertaking. We assure you of strict confidentiality, regarding your answer on this questionnaire.

______________________________________________________________________________

Name (optional): ____________________________________ Age: _____

Grade and Section: _____________________ Gender: _____

Read the questions carefully and check (✔) the box that corresponds to your answer.

What are the factors affecting your learning behaviours?

Family Teachers

Environment Health Status

Peers Motivations

Others please specify: _________________________________________________

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FAMILY Yes No

1) Does your family encourage you to study well in school?

2) Does your family pressures you in relation to your

academic performance?

3) Are your parents proud when you get high grades?

4) Does your parents boosts your confidence to do well in

school?

5) Do you have any family responsibilities?

Others please specify: : _________________________________________________

ENVIRONMENT Yes No

1) Are you comfortable to study here in SMCB?

2) Are you comfortable studying at home?

3) Are the people around you distract you in your studies?

Others please specify: ___________________________________________________

PEERS Yes No

1) Are your friends good for your studies?

2) Do your friends help you to cope up to your studies?

3) Are you comfortable having a group study?

4) Does peer pressure affect your study habits?

5) Do you enjoy the company of other people in school?

Others please specify: ___________________________________________________

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TEACHERS Yes No

1) Are your teachers credible to cope up with different

learning behaviours of students?

2) Do you think the teaching styles of your teachers are

effective in all the students?

3) Does your teachers have enough time to teach the lessons?

4) Does your teachers prepare enough activities for you to

understand more the lessons?

5) Do you trust your teacher/s in telling your problems?

Others please specify: ___________________________________________________

HEALTH STATUS Yes No

1) Do you concentrate and focus to your studies?

2) Does your sleeping schedule have greatly effect to your

studies?

3) Do you have enough energy to attend school everyday?

Others please specify: ___________________________________________________

Choose from the following the different motivation/s that can affect your learning:

Rewards from your parents Teachers

Supportive parents Circle of friends

Intimate relationships

Others please specify: __________________________________________________