THE IMPACT OF STUDENTS ATTITUDE AND BEHAVIOR TOWARDS

THEIR ACADEMIC PERFORMANCE IN MAT-I NATIONAL

HIGH SCHOOL

A Research Study Presented to the Faculty of

MAT-I SENIOR HIGH SCHOOL

Brgy. Mat-i, Surigao City

In Partial Fulfilment of the Requirements for the Subject

PRACTICAL RESEARCH II:

Quantitative Research

Nilson L. Cadaa

Rechard Batac

January 2019
 APPROVAL SHEET

THE IMPACT OF STUDETS ATTITUDE AND BEHAVIOUR TOWARDS THEIR

ACADEMIC PERFORMANCE IN MAT-I NATIONAL HIGH SCHOOL

NILSON L.CADAA,

RICHARD BATAC,

2019

In partial fulfilment of the requirements for the subject Practical Research II: Quantitative

Research, this research has been reviewed and is recommended for an Oral Examination.

RONALD G. PONO

Adviser

================================================================
APPROVED by the Committee for Oral Examination with the grade of PASSED.

RAXIEY G. ADOLFO, LPT.MAED

Chair

Member Member

=====================================================================
CERTIFIED that the author passed the Title Hearing on December 2018 and this thesis

is ACCEPTED in partial fulfilment of the requirements for the subject Practical Research II:

Quantitative Research this January 2018.

RAXIEY G. ADOLFO, LPT.MAED

Chair
 DEDICATION

The researchers dedicate this project to the people who have been part of making this research,

for their contribution, ideas, time, patience that they shared, and especially to their support.

Through their ideas and willingness to help, this research was successfully done. So that, the

researchers want to dedicate this project to the following:

To our almighty God

To our Families

Mat-I National High School

To the teacher

To the adviser

Friends and Relatives

Respondents
 ACKNOWLEDGEMENT

The Researchers would like to express their warmest gratitude to all supporters or people

who have been part of making this research successful. For their willingness to help them and

sharing their time and ideas. The following are the people whom they thank for:

To our Almighty God, the creator of our life, for giving them knowledge and guidance

and also for enlightening their minds to understand the topic that they have and they are very

thankful to him for giving them love and grace that makes them motivated and eager to finish

this project. And of course, for the strength and courage to do and finish this research even

though they faced a lot of failures sometimes.

To the researcher’s families, who were always there on their side as their providers and

personal supporters and for giving them always an advice and financial in order to make this

research successful. And without those things these research would not have been possible.

To Mat-I National High School, for having a lot of learning and ideas to them, and for

giving them a chance to explore their knowledge and skills in making this kind of research and

also for the approval about the dissemination of survey papers to the respondents.

To Mr. Raxiey G. Adolfo, who was always there in their side for teaching them and

sharing his knowledge and ideas to make this research successful, and he is one of the reasons

why they strive hard to study, and he isn’t just teaching them on how to make a research papers

but also teaching them a lot of different things that they need to understand. Therefore, the

researchers are very thankful enough for having him, and served them as their second parent.

Additionally, he isn’t forsakes them all the time, and for having a good manners is one of the

things that he always reminds to them. And therefore, they will never forget his greatness.
 Mr. Ronald G. Pono, for his willingness to share his time, effort, and ideas for making

this research successful and he plays a big role for teaching them on how to formally form this

research, and as an adviser it’s not easy on what he did, he corrected all their mistakes and

failures. So that they are very thankful for the reason they cannot repay all the sacrifices he did.

To the respondents, to all the students of Mat- i National high School for their willingness

to be part of making this research, the researchers thank them for the cooperation and for sharing

their time and for giving their answers and responses to the inquiries so that they gather data to

find the effect of their chosen topic and to make this research a successful one.
 CHAPTER 1
PROBLEMS AND ITS BACKGROUND
 INTRODUCTION

The attitude of the students corresponds with its behavior is considered as the first and

foremost asset that affect the academic performances of a students. Showing a positive and

negative attitude towards his/her classmates, friends and teachers will take in charge with the rate

of level of the performance on the way they react unto you. Putting yourself or an ego and

practicing what you’ve practiced the nurture of your attitude will be expressed out and might

show. Student’s attitude consisting its beliefs and principles in life will affect the student’s

academic performance because of the pride on defending it. The behavior of a student’s depends

of its attitude towards the subject. In every performance of students considering the specific

attitude that must be expressed and its behaviors the way they behave.

The child is an extension of his parents. Therefore, on cannot overlook the importance

which home plays on his development. Both the home and the school play important roles in

educating and bringing up the child. The one that is benefited in this study are the teachers

through this they’re going to able to know how attitude and behavior of a student’s affect their

academic performance in seeking its impact towards that. It reminds them that attitude and

behavior of a students are the most frequent in any cases of this kind of study it informs the

teachers that there is significant relationship between attitude and behavior of a students to their

academic performance.

According to Murray-Ward (2006) academic performance refers to the outcome of

education; the extent to which the student, teacher or institution have achieved their educational

goals. Academic performance is the ability to study and remember facts and being able to

communicate one’s knowledge verbally or written on paper (Answers, 2010). In the context of
this study, academic achievement refers to the extent to which students have achieved mastery of

the objectives of the subjects they are exposed to in school. According to (Aremu and Sokan

2003) academic achievement has been observed in school subject’s especially mathematic and

English language among secondary school students.

According to McCombs and Marzano(1990)Students’ performance in school is a

topic of great concern to teachers, parents, and researchers. Achievement outcomes have

been regarded as a function of two characteristics - skill and will - and must be considered

separately because possessing the will alone may not ensure success if the skill is lacking.

According to Ward, Stocker and Murray-Ward (2006) academic performance refers to

the outcome of education; the extent to which the student, teacher or institution have achieved

their educational goals. Academic performance is the ability to study and remember facts and

being able to communicate one’s knowledge verbally or written on paper (Answers, 2010). In the

context of this study, academic achievement refers to the extent to which students have achieved

mastery of the objectives of the subjects they are exposed to in school.

In addition of Kerr (2005) surveyed 6400 students from 237 secondary schools and 50

colleges, 238 school and college heads and 876 teachers and college tutors in England where the

study found that young peoples’ development of citizenship dimensions are influenced by a

range of interrelated factors and influences including school, family, peer groups, community,

teachers, parents, friends and the educational processes. The study also highlighted possible

influences of socio-cultural factors on citizenship dimensions among participants.

 STATEMENT OF THE PROBLEM

This study aims to determine the attitudes and behavior of the students towards their

academic performance. The researchers seek to find answers to the following questions:

1. How can attitude and behaviors of a student’s affect the academic

performance base on their profile.

a. Age

b. Gender

c. Grade level

d. Grade level

2. What might be the possible impact of this towards its academic performance?

3. Is there a significant relationship between the students ‘attitude and behavior

towards their academic performance?

4. Based on the outcome of the research what is the recommendation the

researchers should do to help give information in Attitude and behavior: its

impact to the learners of mat-i national high school.

 SIGNIFICANT OF THE STUDY

The researchers truly believes that this research study is very important and it can help

and beneficial to the students learners, to Mat-I National High School, and also to the

Researchers.

a. The teachers who had their duties in teaching student. Through this study they

will getting to know on how attitude and behavior of every students affect their schooling or

academic performance. It gives awareness to every teacher in understanding their students. It can

remind them to work on because they’ve learned already that it is part of the responsibilities to

pursue teaching even the students are practicing or showing a varied attitudes and behavior in or

during the class.

b. To the school where the students are studying. The school can obtain facts that

attitudes and behaviors of every student can affect their academic performance. The school will

become aware also if these are complaints about the grades of the students. This study also can

help protect the stable identity of the school because of being informed and aware.

c. To the parents of every student, the parents will have an advanced knowledge

that the showcasing attitudes and behavior of their child or children will can affect their

academic performance. The purpose of knowing this is that they cannot blame the teachers when

their child or children got a low grade or has an unsatisfied thought from them.
 And this study will be beneficial to Mat-I National High School for them to gain

knowledge and understanding towards the impact of student’s attitude and behaviour to their

academic performance. The schools are very helpful and it will contribute a lot of this study the

reason why they are knowledgeable about this kind of topics and to help to achieve the academic

performance of the students.

And also this study is beneficial to the researchers; it will help them to gained learning

and understanding about the impact student’s attitude and behaviour towards their academic

performance and what are those factors of it, and also it will give knowledge about this particular

topic.
 ASSUMPTION OF THE STUDY

This study aims to determine the attitude and behaviour: its impact to the learners of Mat-

i National High School, and what are the information should be given to them in order to

gradually resolve this research. The researchers hoping that this research study will be helpful

and beneficial:

1. What are the views of the respondents towards the internet addiction: its impact to the

learners of mat-i national high school?

2. What are their reactions to this problem?

3. Are there are any possible impacts of the internet addiction: its impact to the learners of

mat-i national high school?

4. What are the factors of the internet addiction: its impact to the learners of mat-i national

high school?
 OBJECTIVE OF THE STUDY

i. To determine the perceptions of students about academic performance in public

secondary schools in Mat-I National High School.

ii. To examine the factors influencing student attitudes and behavior towards their

academic performance.

iii. To investigate how the students’ attitudes and behavior, affect their learning and

achievement in study.

iv. To seek recommendation on how to solve students’ attitudes and behavior

towards their academic performance.

 SCOPE AND LIMITATION OF THE STUDY

This study is concerned with students’ attitude and behavior towards their academic

performance in public school in Mat-I National High School. This study limits by taking

respondents from Mat-i National High School. The researchers float survey-questionnaires to the

selected respondents in school to answers the questions regarding to the research study and to

determine the attitude and behaviour: its impact to the academic performance of the learners of

mat-i national high school. The sample size may not have been representative of the entire school

population in the whole area. The findings might have been unclear as may not show the right

cause of attitude and behaviour of students’ academic performance.

On the survey-questionnaires that were administered to the owners, the study also focuses

on the significant effects internet addiction in mat-i national high school. All information

responses gathered were kept with confidentially in order to give protection to the respondents

that were answering the questionnaires.

 DEFINITION OF TERM

Academic Performance - describes how well you perform in school courses like social studies,

history, English, sciences, and maths, but can also include the “specials” or elective courses in

the Arts, music, health, business, and others. Academics are courses that are graded and retained

for school records.

Questionnaire -This is a list of questions that several people are asked so that information

can be collected about something..

Students’ Attitude - Attitude is Evaluative statements of judgment concerning objects, people

or events. There are three components of attitude that are as follows:

Cognitive Attitude: The opinion or belief segment of an attitude

Effective Attitude: The emotional or feelings segment of an attitude

Behavioural Components: An intention to behave in a certain way towards someone or

something.

Students Behaviour - The way in which someone conducts oneself or behaves.

Impacts- have a strong effect on someone or something

 Chapter 2

REVIEW OF RELATED LITERATURE

 REVIEW OF RELATED LITERATURE

The purpose of this section is to review related literature on the effects of attitudes and

behaviour of students learning and achievement. The review explored varied research findings

and views relating to students attitudes in the subject. This revealed a complexity of interrelated

factors that have been found to influence learners’ attitudes and achievements in mathematics.

Several researchers have regarded attitudes as a key factor to be taken into account when

attempting to understand and explain variability in student achievement (Dika, 2002).

Nicolaidou and Philippou (2003), showed that negative attitudes are brought about by

frequent repeated failures or difficulty in dealing with mathematical tasks which may persists if

not remedied. Attitudes towards Mathematics become more negative with the rise school level

due to pressures or too demanding tasks and increase in workloads etc. Mato and De La Torre

(2010), in a study with secondary school students showed that those who are better academically

have more positive attitudes towards Mathematics than those with low academic performance

hence repeated failures in mathematics leads to unfavourable attitudes. Student’s attitude towards

of learning mathematics may be considered as both input and outcome variable as attitude

towards the subject can be related to educational achievement in ways that reinforce higher or

lower performance. Those learners who are positive about the subject tend to do well and vice

versa (Gibbons, Kimmel and Oshea, 1997).”as cited by (Maria de Lourdes Mata et al, 2012).
 According to this research entitled Students’ Attitudes and Their Academic

Performance in Nationhood Education in Malaysia, nationhood education curriculum is

delivered in several subjects including History, Civic Education, Ethnic Relations, General

Studies and Malaysian Studies. The Malaysian Private Higher Education Act 1990 posits that it

is compulsory for all students to study and pass the Malaysian Studies subject. Due to this

regulation, all students in private universities comprising a total number of 323,787 students (Da,

2007) studied Malaysian Studies subject. Irrespective of the importance of this subject for the

country, empirical evidence shows that most students lack interest in studying this subject. Daily

experience of dealing and interacting with students revealed that the Malaysian Studies have

been given less priority by most students. As a result, most students gained low marks for this

subject which simultaneously affects their academic cumulative grade points. Extensive past

studies suggest that there is a close relationship between students’ attitudes towards academic

subject and their overall achievement (Erdogan, Bayram, &Deniz, 2008; Konting, 1990).

Literature review on this area reveals that there are two main contributing factors to students’

academic achievement that are psychological and sociological factors. Psychological factors

refer to the internal elements of individual including emotional and cognitive domains, whereas

sociological factors refer to external factors such as socio-environment and friendship. However,

both factors are inter-related and dependable. Most past studies tended to discuss the subject in a

specific context. For instance, a study of academic achievement carried out by Ariffin (2007)

focused on individual’s learning style and how it affects his/her academic achievement.

Although learning style has a close link with a person’s personality and intellectual capabilities,

the selection of learning styles is also influenced by environmental factors such as educational

support provided by peers and teachers. Although previous studies found that there is a positive
relationship between student’s interest in academic subject and its performance (Arham,

Mesir&Mohammad, 2006; Zainudinet. al., 2007), classroom environment and their existing

knowledge on the particular subjects also play major roles (Rhoda et. al., 2011). According to

Popham(2005), students’ attitudes or interests should be enormously important to educators,

because affective dispositions are powerful predictors of students’ subsequent behaviour. In a

related study, Erdogan, Bayram, Deniz (2008) found that there is a positive relationship between

students’ attitudes towards modern learning technologies and their academic achievement.

Academic achievement increases with the use of modern technologies positively. There is a

strong association between individuals’ attitudes towards education and their academic

performance and commitment. Students who have negative attitudes towards education activities

are found to exhibit challenging behaviour including anti-social and off-task behaviour (Awang,

Jindal-Snape& Barber, 2013). Ming, Ling and Jaafar (2011) found that streaming in education

has a close relationship with students’ academic achievement. They also found that students from

science classes are more positive about academic performance compared to other students. It

should be noted that the current study was carried out in Malaysia where most students are

streamed according to their academic achievement. Previous research revealed that there is a link

between academic achievement and socio-economic status (Ghazali, 2008). Living in poor and

slum areas are found to contribute to the low academic achievement among students. Most low

achievers also are from poor families (Farooq, Chaundhry & Berhanu, 2011)

One major question that has persisted throughout education is what traits, characteristics,

and qualities are linked to academic achievement in students? Academic achievement and how it

is obtained and maintained is critical to education, along with identifying the characteristics of

students who are achieving in the classroom. Research continues to attempt to determine
correlations and relationships between academic achievement and the characteristics of the

students.

This research Effects of Teacher’s Behavior on Academic Performance of Students,

Students’ academic performance is a dynamic phenomenon as there are a number of different

factors that affect a student’s performance. Such effect of each of these factors varies

from student to student and context to context. Therefore, the research on measuring impact of

various factors on student performance is challenging to generalize (Ding & Sherman,

2006). One specific factor that has received attention from (Ulug, Ozden, & Eryilmaz, 2011)is

the teacher’s attitude towards the student at hand. The authors have argued that a student’s

motivation, attitude towards school, their willingness to do homework and confidence in their

learning behavior are all a factor of the teacher’s attitude of teaching towards the students. These

instrumental factors collect together to shape a pupil’s personality over time, therefore,

argue the authors, that teacher’s attitude has long lasting impact on the student, well beyond his

or her academic career. In their research, the authors have strongly recommended teachers to

offer support to their students in their learning, and for this, they have advised teachers to create

an environment of positive expectations. This, it is argued, would motivate the student to put

efforts in active learning and retention. The expectation and positive and motivated response to

such expectations yield a constructiverelationship between the teacher and his or her student

(Tschannen-Moran & Hoy, 2001). The created relation further encourages the teacher to

build upon the positive behavior of the students, as opposed to retarding because of a

typical negative behavior; therefore, a reinforcing act of teaching and learning is achieved, that

results in a desired level of learning for the students and satisfaction for their respective teachers.

In a meta- analysis conducted to examine the accuracy of judgments that academicians and
teachers make about their pupils academic performance and achievements, the authors,

(Südkamp, Kaiser, & Möller, 2012)highlighted the importance that a teacher’s predisposed

judgment or expectations- in other words, hold for the actual academic well- being of his or her

students. This meta- analysis corroborated findings from existing research, vis-à-vis teachers’

judgments of academic performance and the actual resulting performance. For instance,

(Alvidrez & Weinstein, 1999)had revealed that such judgments guide instructional approach of

the teachers; it allows identification of students who are struggling to cope with study

requirements or complexity (Bailey & Drummond, 2006)and it also shades the expectations of a

teacher from his or her student’s abilities. Teaching behavior is enacted upon its base material –

its content, which comes in form of the instructions provided by the teachers in class. In their

study,(Garrett & Steinberg, 2015; Stiggins, 2007;Yates & Yates, 1990)described a number of

features required for instrumental effective instruction in a class room setting. The objectives of

learning, or learning objective, needs to be clearly defined; the learning outcome of students need

to be assessed routinely from the day- to- day teaching; and such assessment needs to be used to

alter and adapt the instructions in line with students needs and level of achieved learning. They

further elaborate that for adapting and streamlining the methods of instructions for enhancing

students’ learning, the teachers need to be capable of making correct judgments or estimates

about the level of their students’ learning. Even, if the teachers are able to make

accurate judgments, the judgments alone does not necessitate that they will also go on to

adjust their instructional designs as a result(Pajares, 1992). Therefore, though the capability

of making accurate judgments, and making these judgments, is a necessary but not sufficient

condition for enhanced student learning, because, there is no certainty that the teachers would

also go on to alter instructions on basis of their judgments (Caine & Caine, 1991).
 Benham (1995), reviewed studies relating to students self–perceptions and academic

achievement. His findings were that when students believed that their academic performance was

a consequence of their own actions rather than the consequences of factors out of their control,

they had better academic achievement. Stemler (2001), who supported the importance of

students developing on internal locus of control and he concluded that “effective schools tend to

have a student body who is able to see a connection between hard work , ability and achievement

and are less likely to attribute achievement to external factors or those beyond their control e.g

Good luck

In addition of Janssen, Susan and O'Brien, Maureen (2014) "Disentangling the Effects of

Student Attitudes” The interplay among motivation, ability, attitudes, behaviors, homework, and

learning is unclear from previous research. We analyze data collected from 687 students enrolled

in seven economics courses. A model explaining homework and exam scores is estimated, and

separate analyses of ability and motivation groups are conducted. We find that motivation and

ability explain variation in both homework and exam scores. Attitudes and behaviours, such as

procrastination and working with others directly, affect homework score, but not exam score.

These effects are not the same within all motivation and ability groups. Given that homework is

the strongest predictor of exam score, we conclude that graded homework is beneficial to

learning, and attitudes and behaviors related to homework may have an indirect benefit for exam

performance. Suggestions are made as to how homework and course design might be managed to

help students at different ability and motivational levels maximize learning.