1

ACADEMIC BEHAVIOR AND PERFORMANCE OF THIRD YEAR STUDENTS OF

GENERAL EMILIO AGUINALDO NATIONAL HIGH SCHOOL,
DIVISION OF CAVITE

A Thesis Presented to the

Course Specialists of the School of the
Distance Education Open University System
Polytechnic University of the Philippines

In Partial Fulfillment
of the Requirements for the Degree
Master in Educational Management

By
Richelle I. Rogel
October 2012
 2

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

A substantial body of research has documented associations between academic

behavior and academic performance. A topic like this has relevance from an educational

perspective that views behavior as a significant factor to obtaining optimal education.

The fact that some students with apparently high scholastic aptitude do very

poorly in high school while others with only mediocre ability do very well has presented a

challenge to many educators. It has been observed that hard working students with high

IQs sometimes do not perform as well as their classmates with lower IQs (Harvey,

2001).

Learning is defined as a knowledge or skill acquired through study or by being

taught. Learning is reflected in the way a child responds to environmental, social,

emotional and physical stimuli and understands new information (Collins Concise

Dictionary and Thesaurus of English Language, 2002). The keys to better learning and

better academic performance in schools are good teachers, good study environment,

course of study, parents’ cooperation, high quality books and, the most important, the

study habits (Robinson, 2000).

Study habit is the tendency of a student to learn in a systematic and efficient

way, when opportunity is given. It is also defined as the devotion of time

and attention to acquire information or knowledge especially from books or in other

words it’s the pursuit of academic knowledge by a detailed investigation of a subject or

situation (Oxford Dictionary and Thesaurus of English Language, 2003). Thus, in order
 3

to improve academic performance of students, it seems essential to improve their study

habits or academic behavior without which desired outcomes cannot be achieved.

Academic performance is a complex student behavior and underlies several

abilities, e.g., memory, previous knowledge or aptitude as well as psychological factors

such as motivation, interests, temperaments or emotions, to name a few (Deary,

Whiteman, Starr, Whalley, and Fox, 2004). Educational psychologists and researchers

have argued that there are many determinants of

academic performance, one of them being academic behavior (Chamorro-Permuzic and

Furnham, 2003).

With standards increasing for educating students, ensuring the growth of every

student can be challenging. However, there are, on occasion, obstacles to achieving this

goal. For example, student classroom behaviors can often impact the amount and

quality of instruction in the classroom, especially, if the behaviors are negative and

disruptive in nature. When these behaviors occur within the classroom setting, it is often

difficult for the teacher to simultaneously redirect or discipline the student and provide

quality instruction.

Schools are communities, and care can be taken to ensure that each and every

student has a purposeful connection with at least one adult in the environment. Positive

behaviors can be therefore be considered as a prerequisite for learning. However,

behavior is more complex and typically varies from student to student. Thus, students’

behavior inside the school premises, their interaction with teachers, peers and how they

react to activities and tasks among others reflect the complexity of students’ experiences

in the school setting.

It cannot be undermined that one of the key elements for obtaining optimal

academic achievement is the student’s academic behavior -- a student’s outlook, choice,

his/her persistence, his/her efforts in learning and how he/she relates to the people that
 4

make up the school community. These reactions and interactions enable levels of

learning that simply wouldn’t be possible for students to accomplish on their own.

Background of the Study

In the history of General Emilio Aguinaldo as a municipality, the cross, signifying

the church, preceded the sword, signifying the state. Bailen, the town’s former name,

was a Catholic parish before it became a municipality. A petition from 45 prominent

citizens of Bailen made it a municipality in 1858; in 1903, however, Bailen was annexed

as a barrio of Alfonso for the reason that it’s limited finance did not permit it to continue

as a municipality. Only in 1915 was it reverted to an independent municipality. On June

1965, Republic Act 4346 was passed by Congress changing the name of the town

Bailen to General Emilio Aguinaldo.

Established in June 1973, General Emilio Aguinaldo National High School

(GEANHS) has a current total student population of 1,041. There are 27 male and

female teachers providing education for the students while 5 more non-teaching staff of

GEANHS also provides assistance and guidance. The school campus is quite spacious

and about one half of which is devoted to 21 classrooms and 4 offices. However, with its

current population, the classrooms and school premises can be considered as

congested at any one time. Fifty (50) or more students make up one class.

Children are the clients of the school system. They make up the students in the

educational system. How the students perform academically depend largely on how they

behave academically. A negative academic behavior, more often than not, results to

academic failures. Inversely, positive academic behavior result to better academic

achievements.

The past few years, the school administrator, teaching and non-teaching staff at

GEANHS in Gen. Emilio Aguinaldo, Cavite, have witnessed and observed their share of
 5

dire consequences resulting from aggressive and mild violent behaviors perpetuated by

students both in and out of the school premises. It cannot be denied that more and more

students from this high school became involved in fraternities, thus, engaged in fraternity

wars and other in-and-out of campus violent acts. Some of the students belonging to

higher year levels even had drink and drug-related problems that affected their grades

and the way they dealt with their classmates and teachers in school. Additionally, a few

of the older students who were in relationships with the opposite gender exhibited

unnecessary affectionate behaviors inside and outside of classrooms that disrupted

class activities and set undesirable examples to younger high school students. These

behaviors have been considered as one of the factors that may have influenced the

academic performance of 3rd year students at GENHS in a negative manner.

This study has important implications for fostering behavioral maturity among

students that would ultimately benefit the students in terms of academic achievement.

Regardless of perspective, a clear understanding of the relationship between behavior

and academic performance would help generate appropriate assessment, prevention,

and intervention strategies for at-risk or troubled youth.

Theoretical Framework

One of the biggest impacts that behavior analysis of child development has had

is on the field of education. In education, there are many different kinds of learning that

are required for later interaction in the world. Such aspects of learning include

socialization and peer interaction, the development of which are deemed crucial for a

growing child. Each child’s personality traits come in opposite, it may be optimistic or

pessimistic, independent or dependent, emotional or unemotional. Many of these are

inborn temperament traits, but other characteristics such as aggressiveness or

 6

passiveness, feeling competent or inferior, appear to be learned, based on the

challenges and support that a person received growing up.

Erikson’s theory of Identity vs. Role Confusion, covering the ages of 13 to 19

years states that as children make the transition from childhood to adulthood,

adolescents ponder the roles they will play in the adult world. Initially, they are apt to

experience some role confusion—mixed ideas and feelings about the specific ways in

which they will fit into society—and may experiment with a variety of behaviors and

activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain

political or religious groups). Erikson is credited with coining the term "Identity

Crisis." Each stage that came before and that follows has its own 'crisis', but even more

so now, for this marks the transition from childhood to adulthood. This turning point in

human development seems to be the reconciliation between 'the person one has come

to be' and 'the person society expects one to become'. This emerging sense of self will

be established by 'forging' past experiences with anticipations of the future. Given the

right conditions, what may emerge is a firm sense of identity, an emotional and deep

awareness of who he or she is. Oftentimes, this leads to conflict with adults over

religious and political orientations. Another area where teenagers are deciding for

themselves is their studies and career choice, and oftentimes parents want to have a

decisive say in that role. If society is too insistent, the teenager will acquiesce to external

wishes, effectively forcing him or her to ‘foreclose’ on experimentation and, therefore,

true self-discovery (Wilder, 2003).

Kail and Cavanaugh (2004), exploring Erikson’s theory, further stated that as

children make the transition from childhood to adulthood, teens may begin to feel

confused or insecure about themselves and how they fit in to society. As they seek to

establish a sense of self, teens may experiment with different roles, activities and

behaviors. Accordingly, this is important to the process of forming a strong identity and
 7

developing a sense of direction in life. Those who receive proper encouragement and

reinforcement through personal exploration will emerge from this stage with a strong

sense of self and a feeling of independence and control. Those who remain unsure of

their beliefs and desires will insecure and confused about themselves and the future.

Bosch and Hixson (2004), on the other hand, exploring behavioral activation

theory outlined by Charles Ferster, and later continued by Peter Lewisohn and Hyman

Hops, explained the role of negative reinforcement in children, some of these variables

could set the pattern for lifelong problems. For example, a child whose behavior

functions for negative reinforcement by stopping fighting between parents could develop

a lifelong pattern of depressive behavior in the case of conflicts. Two paths that are

particularly important are first, the lack or loss of reinforcement because of missing

necessary skills at a developmental cusp point or second, the failure to develop

adequate rule-governed behavior. For the latter, the child could develop a pattern of

always choosing the short-term small immediate reward (i.e., escaping studying for a

test) at the expense of the long-term larger reward (passing courses in school). In

addition, use of positive reinforcement has been shown to improve the self-concept in

children with depression co morbid with learning difficulties.

Dunst and Kassow (2004), using B. F. Skinner’s theory on behaviorism, stated

that any behavior that is positively reinforced, or rewarded, will repeat itself, especially

over time. Second, this repetition, over time, will lead to the desired behavior becoming a

habit. What this means in real terms is that an object's behavior over time can be

predicted on the basis of its previous experiences. Things that have provided it pleasure

will be pursued; things that provide it pain will be avoided. For students in a classroom,

for example, positive behavior is encouraged through the promise of rewards. Bad

behavior is responded to with negative consequences. The social vision of Skinner was

based on the idea that the interests, motivations and drives of specific individuals or
 8

even groups could be understood if a full history of that person's experiences could be

ascertained. In other words, if a person had a history of parental neglect, this would

explain the patient's interest in community or a cynicism toward the family, the school,

and the community where he belongs. The mental makeup of a person, according to

Skinner's theory, could be understood and behaviors predicted through the history of

what has been provided or deprived from that person's life with sufficient frequency to

create a habitual attitude.

Conceptual Framework

The major concept of this study focused on the relationship of demographic

characteristics and academic behavior on the academic performance of the 3rd year

students of General Emilio Aguinaldo National High School in General Aguinaldo, Cavite

in the School Year 2011-2012.

Figure 1 shows the paradigm of the study. It consists of three (3) boxes, namely:

First, the independent variable box which contains the academic behavior of the

students based on the ratings given by the teacher-respondents; second, the dependent

variable box which contain the students’ academic performance based on the their grade

point average for SY 2011-2012; and lastly, the intervening variable box, which contains

the demographic profile of the students such as age, gender, monthly family income and

academic performance.
 9

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Students’ Academic Students’ Academic

Behavior Performance (GPA)

INTERVENING VARIABLES

Students’ Demographic
Profile
 Age
 Gender
 Monthly family income
 Parental presence

Figure 1

Research Paradigm

Statement of the Problem

This study aimed to identify the relationship between the academic behavior and

academic performance of the third year students of General Emilio Aguinaldo National

High School, SY 2011 – 2012, Division of Cavite.

Specifically, it answered the following questions:

1. What is the demographic profile of the third year student-respondents in

terms of the following:

1.1. Age;

1.2. Gender;

1.3. Monthly family income;

1.4. Parental presence?

 10

2. What is the academic behavior of the student-respondents as perceived by

the teacher-respondents?

3. What is the academic performance of the student-respondents?

4. Is the demographic profile of the student-respondents significantly related to

the following:

4.1. Academic behavior;

4.2. Academic performance?

5. Is the perceived academic behavior of the student-respondents significantly

related to their academic performance?

Hypotheses of the Study

To answer the objectives of the study, the following hypotheses were tested:

1. There is no significant relationship between the demographic profile and the

perceived academic behavior and academic performance of the student-

respondents.

2. There is no significant relationship between the perceived academic behavior

and the academic performance of the student-respondents.

Scope and Limitations of the Study

The study covered the third year students of Gen. Emilio Aguinaldo National High

School, SY 2011 – 2012 who are now in their senior year. Also, included in the study are

the teachers and section advisers concerned of the respondents.

This research was conducted during School Year 2012 – 2013 at Gen. Emilio

Aguinaldo National High School (GEANHS), Division of Cavite.

The limitations of this study include the behavior exhibited by the students

outside of the classroom.

 11

Significance of the Study

The result of the study was deemed useful to the following:

To the School Administrators. The administrators may gain from this study a

clearer insight on what kind of academic behaviors achieve better academic

performance. This can be done by orienting the students on the consequences of their

behavior, both good and bad, on their grades. This can be made as one of the agenda to

be discussed during the conduct of students’ orientation or during a special forum for the

students where people that specializes on such subjects may be invited as resource

speakers. Such interventions would help the students better understand themselves.

Likewise, the students would see such programs as a positive commitment on the part of

the school.

To the Guidance Counselor. The study would also provide assistance to the

school’s guidance counselor in dealing with the students, particularly those with

behavioral problems. Findings can be used as basis and guide in the counseling

process.

To the Teachers. If there are people inside the school that can best give an

accurate evaluation of the students’ academic behavior and academic performance,

these are the teachers because they have direct supervision over them. This study

aimed to open the minds of the teachers that both the agreeable and disagreeable

students must be given an equal chance to success. This can be done by making an

analysis as to why the students perform academically in differing manner. As a teacher

and an adviser, knowledge regarding the students’ behavior will provide them with better

and appropriate solutions to problems encountered by and with the students in school.

To the Students. The results of the study would provide the students with

valuable information that could be used as basis for improving their own learning skills

and attitudes. Findings of the study may be able to give the students a clearer
 12

understanding on why they conduct themselves in a particular manner when dealing

with teachers, school administrators, peers and school tasks, thus, enabling them to

understand and better resolve the behavioral problems he/she may have. Such

understanding may foster positive results in terms of academic performance.

To the Parents. It is hoped that parents and soon to be parents would be able to

use the findings of the study in obtaining a deeper understanding of how children’s’

academic behavior affect their academic performance. Optimistically, it is hoped that

such understanding would enable them to recognize their role in the development of

their children’s academic behavior that would ultimately lead to an improvement in their

children’s academic performance.

To the Future Researchers. Finally, the future researchers can also gain

insights from the result of this study. They could use this as reference material for a

more comprehensive study.

Definition of Terms

For better clarification and understanding of the terms related to this study, the

following are defined conceptually and operationally:

Academic Behavior refers to the manner, deportment or moral conduct that an

individual encompasses (Webster, 2006). In this study, this refers to the directly

observable attitudes manifested by the student-respondents during the conduct of

academic activities. For this study, adjectival rating was used interspersed with

percentile rating to described academic behavior, namely: extremely acceptable (4.50-

5.00), highly acceptable (3.50-4.49), acceptable (2.50-3.49), slightly unacceptable (1.50-

2.49), and not acceptable (1.00-1.49).

Academic performance refers to the accomplishments or production of the

pupils/students in the schoolwork (Webster, 2006). In this study, academic performance

 13

was measured using the average grade of the students for the SY 2011-2012 which was

obtained from the students’ permanent record or Form 137. Five classifications were

used as bases for interpretation, namely: outstanding (95 and above), very satisfactory

(89-94), satisfactory (83-88), moderately satisfactory (77-82), and needs improvement

(71 to 76).

Age refers to the age of the student-respondents while they were still in 3rd year.

Demographic profile refers to the distinguishing characteristics of an individual.

In this study, refers to age, gender and monthly family income.

Gender refers to the sexual category of the student-respondents whether male

or female.

Grade Point Average (GPA) refers to the students’ average grade for SY 2001-

2012 which was computed by after adding the grades they get for each subject during

the four grading periods and then dividing the sum by the number of subjects. The

students’ GPA was secured from the school’s registrar office.

Monthly family income refers to the monthly family income of the student-

respondents’ family that includes primary income and receipts from other sources

received by all family members as participants in any economic activity or as recipients

of transfers, pensions, grants, salaries, commissions, tips, bonuses, transportation and

representation allowances, honoraria, and other forms of compensation and net receipts

derived from the operation of family-operated enterprises/activities and the practice of a

profession or trade. Also included as part of family income are landowners share of

agricultural products, share of harvested crops, fruits, vegetables, proceeds of the sale

of pig, cow, chicken, etc., which is owned or raised by others.

Parental presence refers to the presence or absence of one or both parents in a

student’s life. In this study, this was classified as: living with both parents, living with

mother alone, living with father alone, and living without both parents.
 14

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents foreign literature and studies as well as local literature and

studies to gain a clearer perspective of the topic under investigation.

Foreign Literature

Humans evaluate the acceptability of behavior using social norms and regulate

behavior by means of social control. In sociology, behavior is considered as having no

meaning, being not directed at other people and thus is the most basic human action,

although it can play a part in diagnosis of disorders such as the autism spectrum

disorders. According to moral values, human behavior may also depend upon the

common, usual, unusual, acceptable or unacceptable behavior of others (Hergenhahn,

2005).

Behavior differs based from the external environment they were brought up with.

One of the most dramatic cases was that of Jack Yufe and Oscar Stohr, twins separated

by the divorce of their parents while they were still infants. Yufe was raised in Trinidad as

a Jew, studied Hebrew and lived in Israel for five years. Stohr was raised as a Roman

Catholic in Czechoslovakia, underwent a Nazi-dominated education during the German

Occupation and was strongly anti-Semitic. Not surprisingly, many aspects of their

personalities and behavior differ sharply. Yufe is a relatively flexible individual, generally

in his political and social attitudes while Stohr is fairly rigid and authoritarian (Collier’s

Yearbook, 2002).
 15

Achievement is a fundamental aspect of everyday life, affecting people’s work,

interpersonal relationships, sense of being, and leisure. Academic achievement is

strongly influenced by demographic and psychological factors. Research on academic

achievement of young students, provides no reliable and consistent indication

concerning the extent of creativity, age and gender on academic achievement

(Komarraju, Karau, and Schmeck, 2008).

Noble, Norman and Farah, (2005) hypothesized that the human brain

"downloads” the environment indiscriminately in an attempt to understand and absorb

the surrounding world, whether that world is positive or negative. When children gain a

sense of mastery of their environments, they are more likely to develop feelings of self-

worth, confidence, and independence, which play heavily into the formation of children's

personalities and ultimately predict their success and happiness in relationships and in

life in general.

Kovalic (2008), on the other hand, convey that there is another critically important

aspect of classroom instruction that impacts engagement and it involves understanding

the hard wiring of gender. This work emphasized that girls and boys are different; they

learn differently, they play differently, they fight differently, they see the world differently,

they hear differently, and they express their emotions differently. The author posits that

this is because girls and boys’ brains are wired differently. For instance, in the

classroom, girls are more likely to do their homework even if the assignment does not

interest them because they want the teacher to like them. Boys, on the other hand, need

to find the homework assignment meaningful to them; having the teacher like them is not

a necessity. Girls are also observed to be responsive to voice, tone, and intention when

asking for help, while boys tend to be more responsive when focusing on the problem

only – with little or no eye contact. Small group learning tends to work for girls because

they are more comfortable asking the teacher for help if they need it. If a boy gets stuck,
 16

chances are he won’t ask for help and may even become rowdy to get attention. Also,

competition and time-constrained tasks draw boys’ attention. When they have to work as

a team to answer a question, they collaborate and work hard not to let the rest of the

team down. Girls tend to regard shouting out answers as silly and complain that the”right

answer” focuses on small details instead of the big picture. Furthermore, moderate

stress improves boys’ performance on tests and degrades girls’ performance.

Gender differences as part of age-old social beliefs posit that a student who

observes the ambiguous aggressive behavior of an unfamiliar male peer will more than

likely interpret that behavior as aggressive. A boy is often treated with suspicion by the

teacher even if he is doing nothing wrong. As a result, the boy can become angry and

defensive which in turn can affect how he is treated by his peers. Because of the

stereotypes placed on boys they are associated with physical and relational aggression.

Males are believed to be more assertive in competition and individualism. On the other

hand, girls are stereotyped as being more successful in Reading and English. They are

more likely to exhibit some form of pro social behavior to feel more accepted among

their peers. They are involved in relational aggression which includes behaviors intended

to damage friendships. Also, girls can tend to have a lower self-esteem and poorer body

image because of the competition for the perfect body. Latino girls have a negative

perception of teachers and academic abilities. Social expectations and informal

influences when children are young are the reason behind the classroom gender

differences between boys and girls (Ennis, 2012).

According to Pytel (2006), struggling in school resulting to failing in classes is

one of the reasons why students tend to drop out, and that this behavior pattern show up

early in the life of the student.

 17

Foreign Studies

Although assessment of problem behaviors in other settings should be explored,

the school setting may be the most important context for investigating problem behavior–

academic achievement relationships. Teachers with special education training and

experience who spend large portions of the school day with their students may be

particularly well suited to rate problem behaviors that are believed to interfere with

academic performance. Teachers are also a common source of information about

students who are being assessed for academic and behavioral problems (Barriga,

Doran, Newell, Morrison and Robbins, 2002).

Negative or disruptive behaviors is defined as behaviors exhibited by a student

that interrupt normal classroom procedure. Hulya (2004) found that students who

exhibited inattentive, withdrawn or aggressive behaviors had low academic performance

in the elementary grades.

Researches suggest that students who exhibit maladaptive behaviors throughout

the early years of school are more likely to gravitate to other students engaging in

negative behaviors, face academic failure, and have trouble interacting with their peers.

Without intervention, these negative behaviors can persist and appear to be fairly stable

over time (Akey, 2006; Barriga et al., 2002). In the last few decades, research studies

have focused on identifying the factors that influence academic achievement (Akey,

2006; Hamre and Pianta, 2001; Kane, 2004).

Traditionally, positive behaviors such as compliance with classroom rules and

expectations, interest and engagement in class activities, and mastery of subject matter

have been associated with positive academic outcomes , while negative behaviors such

as inattention, distractibility, and withdrawn behaviors have been associated with

negative academic outcomes (Akey, 2006; Kane, 2004). Negative behaviors, especially

when exhibited within the classroom, can have a direct impact on the quality and amount
 18

of instruction delivered by the teacher. Teachers who spend an inordinate amount of

time addressing negative student behaviors invariably spend less time focused on

classroom instruction. While negative behaviors have been associated with negative

academic outcomes, research has shown that positive and socially appropriate student

behaviors such as independence, appropriate classroom conduct, compliance with

classroom rules, and socially appropriate interactions with peers, contribute to positive

academic outcomes. These positive interactions can create a more pleasurable

environment conducive to positive student and teacher communications. As a result,

teachers become more involved in the students learning process, which may in turn

increase student motivation to learn and engagement in school activities (Akey, 2006).

Positive behaviors have been associated with an increased ability and

willingness to complete classroom projects through motivation from both students and

teachers. It is suggested that these positive behaviors contribute to positive academic

outcomes because they promote academically oriented behavior, such as intellectual

curiosity, active listening and an interest in schoolwork .It is reasonable to assume that

positive social interactions can contribute to academic achievement independently even

when there are diverse learning styles among students. This is true in particular for

learning that occurs within groups, such as cooperative learning groups, or when a

student must adhere to specific sets of rules or regulations necessary to classroom

assignments or projects. Amicable behavior encourages classroom learning indirectly

by facilitating achievement-oriented behavior. Teacher perceptions have been shown to

be good predictors of academic achievement (Friedel, Marachi, and Midgley, 2002;

Hamre and Pianta, 2001).

The findings from the study conducted by Hulya (2004) also suggest that

classroom behaviors are strongly related to academic achievement across grade levels.

Students who exhibited positive behaviors generally had higher reading and math
 19

achievement scores than students who were perceived as exhibiting negative behaviors

such as hostility or dependence.

A study by Habibollah et al (2004) have suggested that students’ computer

attitudes are related to their success in learning computer technology, and investigated

how positive attitudes might transfer to increased achievement. The authors reported

that four computer attitude variables (enjoyment, motivation, importance, and freedom of

anxiety) have linear relationships with computer achievement. They summarized by

saying that “at least from one perspective, positive attitudes are transferred into higher

achievement”. These support the notion that students’ positive attitudes, thoughts, and

perceptions can translate into academic success in the classroom or at the very

minimum can help to predict success and achievement in students.

A further search on academic achievement studies revealed that various

variables had been identified as correlates of academic achievement (Abar, Carter, and

Winsler, 2008; Curcio, Ferrara, and De Gennaro, 2006; Schlee, Mullis, and Shriner,

2008). These include age, gender, socio-economic status, parenting styles, culture,

and self-efficacy among others.

Age is considered one of the independent variables that may likely affect the

academic performance of undergraduates in this study. Cognitive development and

maturity (which are associated with age) are necessary for a worthwhile performance of

students. Age of the individual, as it increases, usually affects the various developmental

changes. It also affects every area of human performance (Ukueze, 2007).

Numerous studies mentioned that boys and girls are different in academic

achievement. According to (MehrAfza, 2004)’s study there was a significant difference

between boys and girls. The study shows the average of academic achievement in girls

was more than in boys. (Nori, 2002) also found the significant different in academic

achievement of boys and girls. Academic achievement was more in girls than in boys.
 20

A cross-sequential cohort study by Walker and Berthelsen (2009), where the

data were drawn from The Longitudinal Study of Australian Children (LSAC) using 4464

children in the Kindergarten Cohort revealed that girls were found to have more positive

relationships with their teachers and to display more positive classroom behaviors and

positive approach to learning than boys. It was also found that female students tend to

exhibit the following speech patterns more often than male students: make shorter and

quieter statements, present their statements in a more hesitant, indirect, or "polite"

manner o use "I" statements ("I guess . . .," "I was wondering if . . ."), qualify their

statements ("sort of," "maybe," "perhaps"), add "tag" questions (". . . isn't it?,". . . don't

you think?"), ask questions rather than give statements, even if they know an answer,

use intonations that turn a statement into a question, or accompany their statements with

smiles or averted eyes rather than more assertive gestures, such as pointing, apologize

for their statements ("I may be wrong, but . . .").

Additionally, Ismail and Awang (2008) indicated that girls in Malaysia and

Singapore achieved significantly higher scores than boys in Mathematics and Science

subjects and that gender differences in academic achievements are became more

apparent at secondary level.

The damaging effects of poverty on childhood have been well documented.

Poverty affects the level of education children attain and their math and reading

capabilities. Poverty's effect on childhood academic achievement varies in relationship to

age and length of time in poverty, parents' occupation and source of income, parents'

educational attainment, cognitive stimulation, physical environment, neighbors' influence,

physical well-being, and parenting style (Guo and Harris, 2000).

One study even found that the IQ scores of children from disadvantaged socio-

economic backgrounds were 25 points lower than their counterparts from privileged
 21

families. Additionally, lower socio-economic status seems to be associated with a lower

rate of attendance and fewer years of school completed (Bradley and Corwyn, 2002).

To determine, among Filipino adolescents in Hawai'i, whether measures of

economic hardship and lower socioeconomic status (SES) correlate positively with poor

school performance, aggressive behavior, substance use, anxiety, and depression; and

whether family support and cultural identification correlate negatively with these

difficulties, Guerrero et al, (2006) undertook a study using 216 Filipino adolescents from

four public high schools in Hawai'i who were given surveys that assessed basic

demographic information, measures of family support and other social variables, and

measures of school performance, depression, anxiety, aggression and substance use. In

the total sample, low SES seemed to correlate with poor school performance and

behavioral and emotional difficulties. In both the total sample and the sub-sample of

adolescents with lower SES, family support was a universally strong protective factor.

Learning genealogy was positively correlated with school performance, and speaking a

language other than English was inversely correlated with substance use (in the whole

sample) and depression (in the lower SES sub-sample). For Filipino adolescents (in both

the whole and lower-SES samples), family support was an important protective factor

against academic, behavioral and emotional difficulties. For Filipino adolescents, family

support was found to be an important protective factor against academic, behavioral

and emotional difficulties.

Hassan (2008), in her investigation of the relationship between parents’

socioeconomic status and their children’s performance at school involving children 13 to

15 years of age (2006), found the following: girls on average get better grades than

boys; the association between parental education level and children’s academic

performance is moderate and positive; there is a positive association between the

 22

children’s school grades and their parents’ labor market status; and that children with a

non-western immigrant background on average

get the lowest grades, followed by immigrants with western backgrounds and native

Norwegian children. The small group of children who have one native Norwegian parent

and one immigrant parent on average get the highest grades. However, when parents’

education and employment are controlled for, these differences vanish.

Parent involvement in a child's early education is consistently found to be

positively associated with a child's academic performance. (Hill and Craft, 2003; Marcon,

1999). Specifically, children whose parents are more involved in their education have

higher levels of academic performance than children whose parents are involved to a

lesser degree. The influence of parent involvement on academic success has not only

been noted among researchers, but also among policy makers who have integrated

efforts aimed at increasing parent involvement into broader educational policy initiatives.

Parent involvement has been defined and measured in multiple ways, including

activities that parents engage in at home and at school and positive attitudes parents

have towards their child's education, school, and teacher. The distinction between the

activities parents partake in and the attitude parents have towards education was

highlighted by several recent studies. Several studies found that increased frequency of

activities was associated with higher levels of child misbehavior in the classroom

(Schlee, Mullis and Schriner, 2008; Abar, Carter and Winsler, 2008; MehrAfza, 2004).

Based on previous research, it was hypothesized that parents who have a

positive attitude towards their child's education, school, and teacher are able to positively

influence their child's academic performance by two mechanisms, first, by being

engaged with the child to increase the child's self-perception of cognitive competence

and second, by being engaged with the teacher and school to promote a stronger and

more positive student-teacher relationship (Topor et al, 2011).

 23

Topor et al (2011) using a sample of 158 seven-year old participants, their

mothers, and their teachers. Results indicated a statistically significant association

between parent involvement and a child's academic performance, over and above the

impact of the child's intelligence. A multiple mediation model indicated that the child's

perception of cognitive competence fully mediated the relation between parent

involvement and the child's performance on a standardized achievement test. Findings

of this study demonstrated that increased parent involvement is significantly related to a

child's increased perception of cognitive competence.

Researchers have reported that parent-child interactions, specifically stimulating

and responsive parenting practices, are important influences on a child's academic

development. By examining specific parenting practices that are amenable to change,

such as parent involvement, and the mechanisms by which these practices influence

academic performance, programs may be developed to increase a child's academic

performance. While parent involvement has been found to be related to increased

academic performance, the specific mechanisms through which parent involvement

exerts its influence on a child's academic performance are not yet fully understood (Hill

and Craft, 2003).

The study, "Contemporaneous and Longitudinal Associations Between Social

Behavior and Literacy Achievement in a Sample of Low-Income Elementary School

Children, 2006" (Miles and Stipek, 2006) found out that children's social behavior can

promote or undermine their learning, and their academic performance may have

implications for their social behavior. The study demonstrates the importance of

attending to children's social skills in preschool and the early grades of elementary

school, even when academic success is the primary goal. According to the study's

findings, children who were rated as relatively aggressive in the early grades were also

rated as relatively aggressive in the later grades. Poor reading in the early grades also
 24

predicted poor reading in higher grades. Literacy scores each year significantly predicted

literacy scores in the next year in which they were tested. Furthermore, results of the

study also showed that relatively low literacy achievement in 1st grade predicted

relatively high aggressive behavior in 3rd grade … and low literacy achievement in 3rd

grade similarly predicted high aggressive behavior in 5th grade. Apparently, children

who were having difficulty learning to read became somewhat more aggressive in

subsequent grades. At the same time, the findings showed that good social skills were

associated with good reading scores. Children rated relatively high on social skills in

kindergarten and first grade had better literacy skills. This trend continued into third

grade, but the connection between social skills and literacy skills dropped off by the fifth

grade. The authors, however, could not explain why this correlation decreased over

time.

Findings of a study by Cortes et al (2012) revealed that for students enrolled in

regular English classes, an additional non-disruptive student in attendance increases the

probability of passing English by 7.26 percentage points and raises a student’s own

reading test score by 0.0222 student-level standard deviations.

Zubrick, Silburn, Lawrence, Mitrou, Dalby, Blair, Griffin, Milroy, De Maio and Cox

(2005) found out, on the other hand, that the academic performance of aboriginal

students under study is substantially lower in the presence of an emotional or behavioral

difficulty. Students at high risk of clinically significant emotional or behavioral difficulties

were over two and half times more likely to be rated at low academic performance

relative to students rated at low risk of such difficulties.

Local Literature

The nature of human personality and self has been a focal issue among thinkers

in all cultures from ancient times. Indigenous concepts of personality and self exist in
 25

many cultures. Generally, the Western conception of self is of an individual who is

separate, autonomous and atomized, made up of a set of discrete traits, abilities, values

and motives, seeking separateness and independence from others. In contrast, it is

believed that in Eastern cultures, the emphasis is on relatedness, connectedness, and

interdependence (Bernardo, Dayan and Tan,1998).

Garcia (2004) avers that individuals behave according to certain patterns of

behavior which are in conformity with their culture and that ordinarily, behavior shows

regularity and recurrence. However, at some other time, there are members of groups or

societies that exhibit un-patterned behavior, acts that are unplanned, spontaneous and

non-routinary; behavior that is moving away from what is expected, the more habitual,

repetitive modes that characterizes people’s daily lives. Moreover, the author stated that

different cultures have different behavior patterns, as such; man is born “tabula rasa”, a

blank tablet. What he is and what he knows is not genetically transmitted, but rather

socially acquired. Everything, the author averred, is learned.

According to Marquez (2009), pupils who are very successful in their desired

career have good study habits. She stated that pupils should apply these habits to all of

their classes. She also suggested that the pupils should not try to study all the subjects

in just a period. She added that if the pupils try to do too much studying at one time, they

will tire and their studying will not be effective.

Many school learners fail in their studies due to their inability to cope with the

daily obstacles and demands in school according to Villa (2009). Many factors are

enumerated to be the cause of such failures, but the most identified one and the worst is

lack of study among learners.

Local Studies
 26

Behavior according to Cortez (2001) is a potent factor in man’s endeavor. It is

rather innate or acquired, constructive or destructive. Innate in the sense that man’s

behavior is generally endowed, acquired in the sense that man’s behavior is solely

affected by his encounters with other human beings. Thus, changes in man’s

environment affect his behavior. Constructive behaviors are carefully molded according

to standards and mores thereby worthy of emulation. Destructive behaviors are

unwanted and thereby require a continuous and unending task to minimize if not to

eradicate the behavior of individuals. Further, it was also reported that when asked to

rank students behaviors that had increased or greatly increased within the last two

years, the top ten that were chosen were: verbal intimidation or threats (61%); increased

in biologically damaged children (60%); punching and hitting (50%); rumors among

peers/peer escalation of rumors (46%); punching or hitting - open or closed hands

(42%); sexual harassment including inappropriate sexual behavior (36%); classroom

vandalism (34%); kicking (34%); lack of conflict resolution skills/other people skills

(30%); and possession of knives/ice pick/razor (24%). Teachers identified the top

problems encountered from children in schools. In 1940, the most common problems are

talking out of turn, chewing gum, making noise, running in the hall, cutting in the line,

dress code violation and uttering. However in 1990s, there are new sets of problems

such as drug abuse, alcohol abuse, pregnancy, suicide, rape, robbery and assault.

Statistics included in this report indicated that the fastest growing segment of the

criminal population is the nation’s children.

Tumangday (2000) described adolescent as a youth who love luxury. They have

bad manners, have contempt for authority, no respect for older people and talk

nonsense when they should work. Young people do not stand up any longer when adults

enter the room. They contradict their parents, talk too much in company, guzzle their
 27

food, lay their eggs on the table and tyrannize their elders. She also described the world

that teenagers find for themselves. Today, many children have to live with working

parents or with single or divorced parents. There is so much mobility due to work or

educational demands that children are in thrust with new social milieus bringing

loneliness and relational loss. Second, technology has brought blessing and curse. They

see violence, drugs, hard-core, pornography, secret lives of celebrity and corrupt public

officials, deviant lifestyle and message everywhere. This generation is bombarded with

choices. Teenagers are trying to make their own decisions and can feel overwhelmed by

all the options available to them. Lastly, through the proliferation of information media,

the youth have grown-up distrusting their government, parents, leaders, teachers,

heroes and institutions. With the lost of the figures to look up to, teenagers live in a

different world indeed.

Leano (2004) believed that the school should be the implementer of change and

the pupils are the agents and end-users of change. A classroom teacher should be alert

to catch the distinguishable behaviors after displayed by the pupils such as acts of

aggression namely: noisiness, teasing, unnecessary talking, quarrelling, disorderliness,

outbursts, being domineering, critical of others, resentful of criticism; acts of delinquency

such as being untruthful, destructiveness, cutting classes, taking articles that belong to

others, and disobedience; withdrawing behavior consisting of shyness, neglect of school

work, unsociable behaviors; non-compliant behaviors such as untidiness and ignoring

simple school rules. Furthermore, the author also revealed that the behavioral problems

which were prevalently committed by pupils in the classroom and school premises were

related to violence against decency such as talking with classmates, inattentiveness,

answering without being asked, intentional absenteeism, reciting without being asked by

a teacher while classmates were reciting, cutting classes, intentional tardiness, noisy or

disorderly entrance to class, verbal quarrelling, annoying others, rudeness and

 28

discourtesy. Findings of this study also showed that between the two sexes, the male

pupils exhibited more behavioral problems than the female pupils.

Synthesis of the Related Literature and Studies

The aforementioned literature and studies were found to be very useful as bases

for this study. Aside from the information value they provided, the researcher got deeper

insights in the present investigation. The literature and studies strengthened the

concepts and served as sources of important data needed in the formulation of

guidelines and parameters in the conduct of this study.

The present study was slightly parallel in objectives with the studies conducted

by Habibollah et al (2009), Hulya, (2004), Barriga et al (2002), Cortes et al (2012),

Guerrero et al (2009), Cortez (2001), Leano (2004), and Miles and Stipek (2006). These

studies identified the behaviors usually manifested by school-age children, and the

relationship between these behaviors to the academic performance of students.

Specifically, academic behavior and it’s relationship was investigated by Hulya (2004),

Akey (2006), Kane (2004), Cortes et al (2012), Hamre and Pianta (2001), and

Habibollah (2004).

Parallel studies conducted by Abar, Carter, and Winsler, (2008), Curcio, Ferrara,

and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008) identified age, gender,

family status and parenting styles as correlates of academic achievement.

Academic achievement according to age was one of the focus of Ukueze (2007)

while gender was one of the correlates tested by the research conducted by MehrAfza

(2004), Hassan (2008), Ismail and Awang (2008), Nori (2002) and, Walker and Berthlsen

(2009).
 29

On the other hand, the relationship of economic status or family income was among the

variables influencing academic achievement that was examined by studies of Bradley

and Corwin (2002), Guerrero et al (2006), Guo and Harris (2000) and Hassan (2008).

Hill and Craft (2003), Marcon (1999), MehrAfza (2004) and Topor et al (2011)

meanwhile delved on the influence of parental presence, involvement and parenting

style on academic achievement.

The retrieved literature and studies have, in one way or the other, influenced and

enriched the thoughts and views of the researcher concerning the relationship between

academic behavior and academic achievement.

 30

Chapter 3

RESEARCH METHODOLOGY

This chapter discussed the research design, data gathering procedures,

respondents of the study, instrumentation and the statistical treatment of data that were

used in this study.

Research Method Used

This study utilized a descriptive correlational research. According to Calderon

and Gonzales, 1993), this research design is used to obtain information concerning the

current status of the phenomena to describe “what exists” with respect to variables or

conditions in a situation. It is non-experimental in that it deals with relationship. Since the

events or conditions have already occurred or existed, relevant variables are merely

selected for an analysis of their relationship. It involves hypothesis formulation, testing,

and uses logical methods in inductive and deductive reasoning in order to arrive at

generalizations.

This study used the mentioned research design. Descriptive in the sense that it

described the student-respondents’ demographic profile, academic behavior and

academic performance and, correlational in the sense that it determined the relationship

between the students’ demographic profile, academic behavior and academic

performance.

Population and Sample Size

The sample was drawn from 272 3rd year students School Year 2011-2012. The

Slovin’s Formula was used to compute for the sample and stratified random sampling
 31

was employed in selecting the student-respondents who became the subject of the

study. Table 1 shows the distribution of student-respondents per section.

Slovin’s Formula

N
n
1  Ne 2

where:

n = sample size
N = population size
e = marginal error
1 = constant

n= 272
1 + 272 (0.05)2

n= 272
1 + 272 (.0025)

n= 272
1 + .68

Computation for sample per class:

% = n
N

% = 162
272

% = 0.596
 32

Table 1

Population and Sample Size

SECTION Female Male Total % Female Male Sample

Star 21 33 54 0.595 13 19 32

Jade 26 28 54 0.595 15 17 32

Ruby 27 28 55 0.595 16 17 33

Diamond 27 28 55 0.595 16 17 33

Pearl 25 29 54 0.595 15 17 32

TOTAL 126 146 272 75 87 162

Table 1 shows that the selected year level have a total population of 272, 126 of

whom were female and 146 were male students. Of the total population, 162 students

were chosen as sample for the study using stratified sampling. Of these, 75 were female

and 87 were male students.

Sampling Technique

Stratified random sampling technique using fishbowl method was adopted so that

each individual had an equal and independent chance of being selected.

Each students’ name was written on a piece of paper and placed inside a container. The

container was then thoroughly shaken and slips of paper were selected until the desired

number of respondents was reached.

Description of Respondents

There were two sets of respondents for this study. First, the 162 student-

respondents who provided the demographic profile as to age, gender, monthly family
 33

income and parental presence. These are the 3rd year students of General Emilio

Aguinaldo National High School, SY 2011—2012 who are now in their senior year; and,

second, the seven teacher-respondents who determined the student-respondents’

academic behavior.

Instrumentation

The instruments used in this study include the survey questionnaire to determine

the age, gender, monthly family income and parental presence of the student-

respondents (Appendix C), Form 137 also known as the Student’s Permanent Record

which provided the grade point average of the student-respondents for SY 2011-2012

and, a Behavior Rating Scale (Appendix D) which is composed of 30-items. The

researcher constructed the rating scale to determine the behavior of the student-

respondents inside the classroom. To ensure its validity, it was presented to three (3)

experts for face validation. Afterwards, it was tested to 53 second year students of

GEANHS. To ensure its reliability, Cronbach’s Alpha Reliability Analysis was used. With

the 30 items in the scale and an average inter item covariance of 0.372806, a scale

reliability coefficient of 0.9805 was obtained. Thus, the reliability of the questionnaire

used is deemed excellent.

Positively and negatively stated behaviors were included in this rating scale. The

positively stated items are 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 21, 26, 29 and 30 while

the negative statements are items 1, 7, 10, 16, 17, 18, 19, 20, 22, 23, 24, 25 27, and 28.

Data Gathering Procedure

As an initial move, the writer sought the permission of the Schools Division

Superintendent of Cavite (Appendix A) and the Principal of General Emilio Aguinaldo

National High School (Appendix B) to conduct the study at the school and allow the
 34

researcher to seek the cooperation of the teachers and section advisers of the 3rd year

students SY 2011-2012 in filling up the behavior rating scale for the student-

respondents. The researcher also asked the permission of the Principal to allow the

students to provide their demographic profile through the completion of a Survey

Questionnaire and for the researcher to secure the permanent records or Form 137-A of

the student-respondents in order to obtain their grade point average for SY 2011-2012.

The researcher personally administered the research instrument. Both sets of

respondents were properly oriented before they were set to the tasks. Each item was

explained for further understanding. Then all data were gathered, classified and

tabulated.

Statistical Treatment of Data

In analyzing the data gathered, frequency counts, percentage, range, mean,

Likert Scale, Pearson's Chi square test and Pearson's correlation coefficient were used.

Percentage was used to determine the percent of total observations falling under

a given category.

p = f
n x 100

where:

p = sample proportion

f = frequency of observation; or value of the sample

n = sample size
 35

Mean was used to determine the scores of the student-respondents.

Х= Σx
n

where:

X = sample arithmetic mean

X = each individual in the sample

n = sample size

For the response on the Behavior Rating Scale, a five-point Likert Scale was

adopted for the purpose of interpretation.

Five-Point Rating Scale

Scale Interpretation
1 Never
2 Rarely
3 Sometimes
4 Often
5 Always

To interpret the values obtained for academic behavior, a five-point Likert

scale was also utilized:

Academic Behavior Scale

Rating Interpretation
4.50 – 5.00 Extremely Acceptable
3.50 – 4.49 Highly Acceptable
2.50 – 3.49 Acceptable
1.50 – 2.49 Slightly Unacceptable
1.00 – 1.49 Not Acceptable

As for the academic performance which was based on the student-respondents’

grade point average (GPA) for SY 2011-2012, the following rating scale was used:
 36

Academic Performance Scale

Percentile Rating Adjectival Rating

95 and higher Excellent
89 - 94 Very Good
83 – 88 Good
77– 82 Fair
71 - 76 Needs Improvement

Pearson correlation coefficient and Pearson chi-test were used to determine the

relationship between the variables tested. The formula for the Pearson product moment

correlation coefficient is:

where:

x and y are the sample means AVERAGE(array1) and AVERAGE(array2).

Array1 is a set of independent values.

Array2 is a set of dependent values.

 37

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analyses and interpretation of results of the data

gathered from the study to identify the demographic profile of the student-respondents,

the academic behavior and academic performance of 3rd year students of General Emilio

Aguinaldo National High School, Division of Cavite, and the relationship between these

variables.

I. Demographic Profile of the Student-Respondents

The demographic characteristics of the student-respondents included in this

study include age, gender, monthly family income, and parental presence.

Table 2

Frequency and Percent Distribution of the

Student-Respondents by Age

Age Frequency Percent

14-16 years old 122 75.31%
17-19 years old 37 22.84%
20 years old and older 3 1.85%
TOTAL 162 100.00

Table 2 shows that of the total 162 student-respondents, 122 or 75.31%

belonged to the youngest age bracket of 14 to 16 years old; 37 or 22.84% have ages

ranging from 17 to 19 years old; and the remaining 3 or 1.85% are 20 years old and

older. The minimum age of the student-respondents is 14 years while the maximum age

is 27 years. Thus, the average age of the student-respondents is 16 years.

 38

The result implies that not all 3rd year students of SY 2011-2012 were of the right

age for the year level they’re in at present. This may have been because some students

were repeaters or have dropped out of school at an earlier time.

Table 3

Frequency and Percent Distribution of the

Student-Respondents by Gender

Gender Frequency Percent

Male 87 53.70%
Female 75 46.30%
TOTAL 162 100.00

As shown in Table 3, 87 or 53% of the student-respondents were male and 75 or

46.30% were female. Data on the Table shows that the male students slightly

outnumbered the female students.

Table 4

Frequency and Percent Distribution of the Student-Respondents

by Monthly Family Income

Monthly Family Income Frequency Percent

Php1000 - 7999 82 50.62%
Php8000 - 14999 44 27.16%
Php15000 - 21999 21 12.96%
Php22000 - 28999 7 4.32%
Php29000 and higher 8 4.94%
TOTAL 162 100.00
 39

Table 4 shows that more than half of the respondents, 82 or 50.62%, have

monthly family incomes ranging from Php1,000 to Php7,999; 44 or 27.16% have

incomes ranging from Php8,000 to Php14,999 monthly; 21 or 12.96% have incomes

ranging from Php15,000 to Php21,999 per month; while 7 or 4.32% of the student-

respondents reported monthly family incomes ranging from Php22,000 to Php28,999. Of

the total number of student-respondents, 8 or 4.94% claimed to have monthly family

incomes ranging from Php29,000 and higher.

The table also shows that the minimum monthly family income reported by the

student-respondents is Php1,000 while the highest monthly family income reported is

Php70,000. Thus the average income of the student-respondents’ family is about

Php10,0234 per month.

Results would show that a great number of the student-respondents have family

income that can be deemed as belonging to the low to middle income bracket.

Table 5

Frequency and Percent Distribution of the Student-Respondents

by Parental Presence

Parental Presence Frequency Percent

Living w/ both parents 124 76.54%
Living w/ mother alone 18 11.11%
Living w/ father alone 9 5.56%
Living w/o both parents 11 6.79%
TOTAL 162 100.00

As shown in Table 5, more than three-fourths, 124 or 76.54%, of the student-

respondents reportedly live with both parents. Eighteen or 11.11% lived with their
 40

mothers only while 9 or 5.56% have only their father to raise them. The remaining 11 or

6.79% of the student-respondents reportedly are without both parents. Findings would

show that a great majority of the student-respondents have the benefit of living in a two-

parent household. Only a few were orphan.

II. Academic Behavior

The academic behaviors of the student-respondents are the ratings obtained

after statistical analyses were employed on the Behavior Rating Scale administered to

the teacher-respondents.

Table 6

Academic Behavior of the Student-Respondents

Rating Adjectival Rating Frequency Percent

2.50 – 3.49 Acceptable 1 0.62%
1.50 – 2.49 Slightly Unacceptable 115 70.99%
1.00 – 1.49 Not Acceptable 46 28.40%
TOTAL 162 100.00

Data on Table 6 would show that the student-respondents’ academic behavior fell

under three ratings only, “Acceptable”, “Slightly Unacceptable” and “Unacceptable”. No

student-respondent attained the ratings “Highly Acceptable” and “Extremely Acceptable”

in terms of academic behavior as perceived by the teacher-respondents.

Of the total number of student-respondents, a mean rating ranging from 1.40 to

1.49, which is interpreted as “Not Acceptable”, was obtained by 46 or 28.40% of the

student-respondents; 115 or 70.99% of the student-respondents, on the other hand,

obtained a mean rating of 1.50 to 2.49“ which corresponds to “Slightly Unacceptable”

academic behaviors. Only one respondent attained a mean rating of 3.388

 41

corresponding to an “Acceptable” academic behavior, the highest rating among the 162

student-respondents included in the study.

The average mean rating in terms of academic behavior of the student-

respondents was 2.223. Thus, it can be assumed that, according to the perception of the

teacher-respondents, in general, the academic behavior of the student-respondents from

General Emilio Aguinaldo National High School was “Slightly Unacceptable”.

The results imply that the 3rd year students of SY 2011-2012 were perceived to

manifest behaviors in the classroom that are somewhat undesirable to their teachers

and/or advisers. Some factors that may be attributed to this results may be that national

high schools in the country are overcrowded, and generally lack facilities for a more

conducive social interaction. The high number of students per teacher ratios may have

likewise hindered attempts and efforts on monitoring and guidance.

Findings of previous researches agree with the results of this study. Akey,

(2006) and Barriga et al (2002) suggested that students who exhibit maladaptive

behaviors throughout the early years of school are more likely to gravitate to other

students also engaging in negative behaviors, and have trouble interacting with their

peers. Without intervention, these negative behaviors can persist and appear to be fairly

stable over time.

Also, with male students outnumbering female students, the possibility of arriving

with a “Slightly Unacceptable” behavior rating is somewhat higher. A study by Walker

and Berthelsen (2009) affirmed that girls tend to display more positive classroom

behaviors and positive approach to learning than boys. Additionally, Ennis (2012), in

exploring gender differences, also averred that because of the stereotypes placed on

boys, they are associated with physical and relational aggression while girls are

stereotyped as more likely to exhibit some form of pro social behavior.

 42

III. Academic Performance

The student-respondents academic performance was determined through their

GPA for School Year 2011-2012 obtained from their Form 137.

Table 7

Academic Performance of the Student-Respondents

Percentile Rating Adjectival Rating Frequency Percent

95 – and Excellent 0 0

89 - 94 Very Good 14 8.64%

83 - 88 Good 67 41.36%

77 - 82 Fair 75 46.3%

71 - 76 Needs Improvement 6 3.70%

TOTAL 162 100.00

Table 7 shows that no student was able to obtain a rating of “Excellent” with

corresponding average grade of 95 and higher. However, 14 or 8.64% of the student-

respondents were able to attain an average grade ranging from 89 – 94 interpreted as

“Very Good” in terms of academic performance; 67 or 41.36% obtained average grades

ranging from 83 – 88 corresponding to “Good” rating; while 75 or 46.3% of the student-

respondents obtained grade averages of 77 – 82 or “Fair” ratings for their academic

performance for SY 2011-2012.

The lowest average grade obtained by the student-respondents was 75 while the

highest average grade was 92. With a mean rating of 82.76, it can be deduced that the
 43

academic performance of the 3rd year students of General Emilio Aguinaldo National

High School for SY 2011-2012 was generally “Good”.

Researches focusing on academic achievement revealed that various variables

had been identified as correlates of academic achievement (Habibollah, 2004; Hulya,

2004, Abar, Carter, & Winsler, 2008; Curcio, Ferrara, & De Gennaro, 2006; Schlee,

Mullis, & Shriner, 2008); these are behavior, age, gender, socio-economic status, and

parenting styles, the independent and intervening variables included in this study. As

such, these variables may have influenced the student-respondents academic

achievements.

IV. Demographic Profile and Academic Behavior

Table 8

Test of Significance Between Demographic Profile and

Academic Behavior

Variable Correlation p-value Decision Remarks

Coefficient
Age .2201 .0049 Reject Ho Significant

Variable Pearson chi- p-value Cramer’s v Decision Remarks

test
Gender 40.8766 0.000 0.5023 Reject Ho Significant

Variable Correlation p-value Decision Remarks

Coefficient
Monthly Family -.01791 .0226 Reject Ho Significant
Income

Variable Pearson chi- p-value Cramer’s v Decision Remarks

test
Parental 9.4597 0.024 0.2416 Reject Ho Significant
Presence
 44

Table 8 shows that with a correlation coefficient of .2201 and a p-value of .0049,

at 0.05 level of significance, there is a significant relationship between age and

academic behavior. Thus, the null hypothesis is rejected. It can be asserted that there is

a positive weak relationship between age and academic behavior. That is, as the age of

the student-respondent increases, his/her academic behavior is affected positively. This

can be interpreted that as the student becomes older, more likely, he or she will manifest

better academic behaviors (Ukueze, 2007).

As shown in the Table, the computed p-value of 0.000 is significantly lower than

the assumed level of significance at 0.05. Hence, there is a very significant relationship

between gender and academic behavior. The null hypothesis is therefore rejected.

Interpreting the Cramer's v, a very strong relationship between the gender and academic

behavior of the student-respondents is likewise observed.

This finding agreed with the results of a study by Walker and Berthelsen (2009)

which revealed that girls were found to display more positive classroom behaviors and

positive approach to learning than boys. Ennis (2012) likewise stated that girls are more

likely to exhibit some form of pro social behavior to feel more accepted among their

peers while boys are stereotyped as more likely to be physically and relationally

aggressive.

In terms of monthly family income, Table 8 shows a computed correlation

coefficient of -0.01791 and a p-value of .0226. With a p-value less than the assumed

level of significance, there is a significant relationship between monthly family income

and academic behavior. Thus, the null hypothesis is again rejected. Results showed a

negative weak relationship between the monthly family income and academic behavior.

That is, as the family’s monthly income increases, the academic behavior of the student-

respondent is affected negatively. Findings would imply that students coming from
 45

families that are well-off financially are more likely to exhibit undesirable academic

behaviors.

Results, however, contradict the findings of Bradley and Corwyn (2002) wherein

it was found out that lower socio-economic status seems to be associated with a lower

rate of attendance (absenteeism) and fewer years of school completed.

Lastly, with a p-value of 0.024 at an assumed level significance of 0.05, a

significant relationship exists between parental presence and academic behavior of the

student-respondents. Hence, the null hypothesis stating that no relationship exists

between the two variables is rejected. Likewise, interpreting the Cramer's v, there is a

strong relationship between parental presence and the academic behavior of the

student-respondents. Results imply that parental presence is a significant factor that

may or may not enhance a student’s academic behavior.

Previous research by Topor at al (2011) hypothesized that parents who have a

positive attitude towards their child's education, school, and teacher are able to positively

influence their child promoting a stronger and more positive student-teacher relationship.
 46

V. Demographic Profile and Academic Performance

Table 9

Test of Significance Between Demographic Profile and

Academic Performance

Variable Correlation p- Decision Remarks

Coefficient value

Age -0.2834 .0003 Reject Ho Significant

Variable Pearson chi-test p- Cramer’s Decision Remarks

value v

Gender 22.9815 .0000 0.3766 Reject Ho Significant

Variable Correlation p- Decision Remarks

Coefficient value

Monthly Family .2898 .0002 Reject Ho Significant

Income

Variable Pearson chi-test p- Decision Remarks

value

Parental 1.4418 0.696 Accept Ho Not

Presence Significant

Table 9 shows that with a correlation coefficient of -.2834 and a p-value of .0003,

at 0.05 level of significance, there is a significant relationship between age and

academic performance. Thus, the null hypothesis is rejected. There is a negative weak

relationship between age and academic performance. That is, as the age of the student-

respondent increases, his/her academic performance is affected negatively. This can be

 47

interpreted that as the student becomes older, he or she is more likely to obtain poor

academic performance.

This result coincides with the findings of a study by Ukueze (2007) stating that

age is one of the independent variables that affect the academic performance, although

no mention was made if the effect was positive or negative. He further stated that the

age of the individual, as it increases, usually affects the various developmental changes,

It also affects every area of human performance.

The table also revealed that with a p-value of 0.000 which is significantly lower

than the assumed level of significance at 0.05, there is a significant relationship between

gender and academic performance. The null hypothesis is therefore rejected.

Interpreting the Cramer's v, a very strong relationship exists between gender and the

academic performance of the student-respondents.

This implies that the academic performance of the student-respondents is

greatly influenced by their gender. A study by Ismail and Awang (2008) indicated that

girls in Malaysia and Singapore achieved significantly higher scores than boys in

Mathematics and Science subjects and that gender differences in academic

achievements are became more apparent at secondary level.

Results of a study by MehrAfza (2004) affirmed the findings of this study that

significant difference exist between gender and academic performance. Nori (2002)

likewise found a significant difference in academic achievement of boys and girls.

Consequently, Abar, Carter, and Winsler (2008), Curcio, Ferrara, and De

Gennaro (2006), and Schlee, Mullis, and Shriner (2008) likewise identified gender as

one of the correlates of academic achievement.

Data on Table 9 also shows a computed correlation coefficient of .2898 and a p-

value of .0002. With a p-value much lesser than the assumed level of significance, there

is a significant relationship between monthly family income and academic performance.

 48

Thus, the null hypothesis is again rejected. Results showed a positive weak relationship

between the family’s monthly income and the academic performance of the student-

respondents. That is, as the family’s monthly income increases, the academic

performance of the student-respondent is affected positively.

Findings would imply that students coming from families that are well-off

financially are more likely to perform better academically. This can be because affluent

family may have the ability to provide for the children’s academic needs and also

address their academic needs immediately. A strong financial support system might

have lead to higher grades because the students are able to submit projects on time;

they have the confidence to come to school because they have allowances for

transportation and food; they have access to means of improving their knowledge which

may not be possible for poorer classmates.

Coinciding with this result, Bradley and Corwyn (2002) found that that the IQ

scores of children from disadvantaged socio-economic backgrounds were 25 points

lower than their counterparts from privileged families. Additionally, lower socio-economic

status seems to be associated with a lower rate of attendance and fewer years of school

completed.

Guerrero et al (2006), in investigating the correlations among socio economic,

family factors and academic behavioral and emotional difficulties in Filipino adolescents

in Hawai’i, also found that low socio-economic status seemed to correlate with poor

school performance. Moreover, Hassan (2008) found positive association between the

children’s school grades and their parents’ labor market status, hence, further

strengthening this study’s outcome.

Table 9 further revealed a p-value of 0.0696 revealing that at an assumed level

significance of 0.05, no relationship exists between parental presence and the academic

performance of the student-respondents. Hence, the null hypothesis stating that no

 49

relationship exists between the two variables is accepted. This result implies that the

presence or absence of parental involvement or guidance does not influence how a

student will perform academically. Therefore, it can be assumed that parental presence

is not a significant factor on a student’s academic performance.

This outcome contradicts the findings of Hill and Craft (2003) and Marcon (1999)

which revealed that parent involvement in a child's early education is consistently found

to be positively associated with a child's academic performance. Topor et al (2011)

further disagree with the result of this study by asserting that increased parent

involvement is significantly related to a child's increased perception of cognitive

competence.

However, results of the studies conducted by Abar, Carter, and Winsler, (2008),

Curcio, Ferrara, and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008)

identified parenting styles as correlates of academic achievement, thus, affirming the

findings of this study.

VI. Academic Behavior and Academic Performance

Table 10

Test of Significance Between Academic Behavior

and Academic Performance

Variable Correlation p-value Decision Remarks

Coefficient

Academic Behavior Rating vs. -0.7175 .0000 Reject Ho Significant

Academic Performance
 50

The test of significant relationship shown in Table 19 reveals a coefficient

correlation of -0.7175 and a p-value of .0000. Thus, there is enough evidence to reject

the null hypothesis. A significant relationship exists between the academic behavior of

the student-respondents and their academic performance.

Findings may imply that how a student behaves in class have a great influence

on how he or she performs academically. Therefore, an acceptable academic behavior

may lead to better academic achievement, in the same manner that an unacceptable

academic behavior may result to lower academic grades.

In exploring the relationship between student-teacher relationships, Friedel,

Marachi, and Midgley (2002) and Hamre and Pianta (2001) found that positive behavior

contribute to positive academic outcomes because they promote academically oriented

behavior, such as intellectual curiosity, active listening and an interest in schoolwork

coinciding with the results of this study. In a related research, Habibollah et al

(2004), affirmed the finding stating that students’ attitudes are related to their success in

learning and that positive attitudes have tend to translate to increased achievement.

Moreover, Hulya (2004) revealed that classroom behaviors are strongly related to

academic achievement across grade levels. Students who exhibited positive behaviors

generally had higher reading and math achievement scores than students who were

perceived as exhibiting negative behaviors such as hostility or dependence. Further,

Hulya (2004) who was also able to establish that students who exhibited inattentive,

withdrawn or aggressive behaviors had low academic performance; as well as Akey

(2006) and Kane (2004), who likewise found that negative behaviors such as inattention,

distractibility, and withdrawn behaviors are associated with negative academic

outcomes, reinforced the findings of significant relationship between academic behavior

and academic performance.

 51

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, the conclusions derived from the

findings and the recommendations suggested by the researcher.

Summary

This study was conducted to determine the relationship between academic

behavior and academic performance of 3rd year students from General Emilio Aguinaldo

National High School, SY 2011-2012. Specifically, the study aimed to identified the

demographic profile of the student-respondents as to age, gender, monthly family

income and parental presence; their academic behavior; their academic performance;

and the relationship between the demographic profile, academic behavior and academic

performance.

Descriptive correlational research method was used in the study wherein 162

student-respondents and seven teacher-respondents participated. The tools used in

gathering the data included the survey questionnaire containing questions about

demographic profile and the 30-item Behavior Rating Scale. The statistical treatments

of the gathered data included frequency, percentage, mean, range, Likert Scale,

Pearson correlation coefficient and chi-square test.

Findings

Based on the research study, the following findings were arrived at:

1. Demographic Profile of the Respondents

 52

1.1 Age - Out of 162 student-respondents, 122 or 75.31% were14 to 16 years

old; 37 or 22.84% were 17 to 19 years old; and 3 or 1.85% were 20 years old

and older.

1.2 Gender - Of the total number of student-respondents, 87 or 53% were male

and 75 or 46.30% were female.

1.3 Monthly Family Income - Eighty-two or 50.62% have monthly family incomes

of Php1,000 to Php7,999; 44 or 27.16% have incomes of Php8,000 to

Php14,999 monthly; 21 or 12.96% have incomes of Php15,000 to

Php21,999 per month; while 7 or 4.32% reported monthly family incomes of

Php22,000 to Php28,999.

1.4 Parental Presence – Of the total number of student-respondents, 124 or

76.54% live with both parents; 18 or 11.11% lived with their mothers only; 9

or 5.56% live with their fathers alone; while 11 or 6.79% live without both

parents.

2. Academic Behavior

Out of 162 student-respondents, 46 or 28.40% obtained a mean rating ranging

from 1.40 to 1.49, interpreted as “Not Acceptable”; 115 or 70.99% obtained a mean

rating of 1.50 to 2.49“, interpreted as “Slightly Unacceptable”; and one respondent

attained a mean rating of 3.388, interpreted as “Acceptable” academic behavior.

3. Academic Performance

Fourteen or 8.64% of the student-respondents attained an average grade of 89

– 94 interpreted as “Very Good”; 67 or 41.36% obtained average grades of 83 – 88

interpreted as “Good”; while 75 or 46.3% have grade averages of 77 – 82, interpreted as

“Fair” academic performance.

4. Demographic Profile, Academic Behavior and Academic Performance

 53

4.1 Demographic Profile and Academic Behavior - Test of significance between

the student-respondents’ demographic profile and academic behavior

revealed that significant relationship exist between age and academic

behavior (p-value of .0049); monthly family income and academic behavior

(p-value of .0226); gender and academic behavior (p-value of 0.000); and

parental presence and academic behavior (p-value = 0.024).

4.2 Demographic Profile and Academic Performance - Test of significance

between the student-respondents’ demographic profile and academic

performance was found to be significant when it comes to age (p-value of

.0003); monthly family income a (p-value of .0002); and gender (p-value =

0.000). On the other hand, no relationship exists between parental presence

and academic performance (p-value = 0.696).

5. Academic Behavior and Academic Performance

With a p-value of .0000, a significant relationship exists between the academic

behavior and the academic performance of the student-respondents.

Conclusions

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

1. Majority of the respondents were 16 years of age. Male students outnumber

female students. The average monthly family income was P10,024. Majority of

the student-respondents lived with both parents.

2. With a mean of 2.223, the academic behavior of the student-respondents was

“Slightly Unacceptable”.

3. With an average grade of 82.77, the academic performance of the student-

respondents was “Good”.

4. Age, gender, monthly family income and parental presence have significant

relationship on the academic behavior of student-respondents. On the other

 54

hand, age, monthly family income and gender have significant relationship to the

academic performance of the student-respondents while no relationship was

found between parental presence and academic performance.

5. Significant relationship exists between the academic behavior and the academic

performance of the student-respondents.

Recommendations

Based on the conclusions, the following recommendations are formulated:

1. Teachers should maximize the students’ potentials to enhance academic

behavior and improve academic performance regardless of the students’ age,

gender, monthly family income and parental presence. To lessen failed and

dropout students, careful monitoring should be adopted and students’ concerned

should be referred for immediate guidance and counseling.

2. School administrators should conduct values formation that will encourage

teachers, parents and students to participate in engagement activities that will

foster camaraderie such as sports fest or theatrical performances where students

may have the opportunity to gain friends and reconcile with foes/opponents while

enhancing social skills at the same time.

3. The teachers should identify least-learned skills for re-teaching purposes.

Likewise, slow learners may be given concern through student buddy-system,

wherein an above average student mentors poor performers. Further, teachers

should increase students’ interest towards their studies by devising creative and

innovative methods of teaching that are more adapted to the fast-paced world we

now live in to better enhance the intellectual capacities of the students.

4. School officials and parents should work in collaboration with leaders of the

community such as town officials, clergy and the police to meet up with

community/school programs to minimize the incidence of delinquency, deviant

 55

behaviors and non-compliance among high school students regardless of age,

gender and economic status. Developing better academic behavior through

school-based interventions and parental involvement may help the students

achieve higher academic grades.

5. The school administrators and the guidance counselors should monitor more

closely the behavior exhibited by students at school so that proper interventions

can be made before things get out of hand. Students should be encouraged to

develop good study habits even at an early age so that a strong intellectual

foundation would be in place Likewise, agreeable behavior should be praised to

serve as incentive and encouragement.

6. A more concentrated research should be made by future researchers to

determine a more focused relationship between academic behavior and

academic performance using other variables than those used in this study.
 56

BIBLIOGRAPHY

Books

Bernardo, A.B.I., Dayan, N.A. and A. L. Tan. 1998. Understanding Behavior Bridging
Cultures: Readings on an emerging global psychology. De La Salle University
Press, Inc. Manila, Philippines. Valenzuela, Metro Manila

Calderon, J. F. and Gonzales, E. C. 1993. Methods of Research and Thesis Writing.

National Bookstore, Inc., Manila

Collier’s Yearbook. 2002. Kingfisher Publications Plc. New Penderel House, 283-288
HH, London

Collins Concise Dictionary and Thesaurus of English Language. (2002). London: Harper
Collins Publishers

Garcia, M. 2004. Introduction to Psychology: A Unified Approach. National Bookstore,

Inc. Navotas Press. Navotas, Metro Manila

Grolier Encyclopedia of Knowledge, 2002. Grolier Incorporated, USA

Hergenhahn, B. R. (2005). An Introduction to the History of Psychology. Wadsworth:

Cengage Learning. Retrieved from:
http://www.mathcs.duq.edu/~packer/DevPsych/Houk2000.html. Retrieved on:
September 27, 2012
Oxford Dictionary and Thesaurus of English Language. 2003. Oxford: Oxford University
Press

Sanchez, C. A. 1997. Methods and techniques of research. 3rd Edition. Rex Printing
Company Inc. Quezon City, p. 42-44

Sevilla, C. G. 1992. Research methods. Revised Edition. Rex Printing Company Inc.
Quezon City, p. 14-28

Webster New Explorer Encyclopedic Dictionary. 2006. Merriam-Webster, Inc. Federal

Street Press. Springfield, MA

Articles

Pytel, B. 2006. Why Kids Drop out of School? The News Journal.

Zubrick, S. R., Silburn, S. R., Lawrence, D. M., Mitrou, F. G., Dalby, R. B., Blair, E. M.
Griffin, J., Milroy, H., De Maio, J. A., Cox, A., and Li, J. 2005. The Western
Australian Aboriginal Child Health Survey: The social and emotional wellbeing of
 57

Aboriginal children and young people. Perth: Curtin University of Technology and
Telethon Institute for Child Health Research

Journals

Abar, B., Carter, K. L., & Winsler, A. 2008. The effects of maternal parenting style and
religious commitment on self-regulation, academic achievement, and risk
behavior among African-American parochial college students. Journal of
Adolescence

Akey, T. M. (2006). School Context, Student Attitudes and Behavior, and Academic
Achievement: An Exploratory Analysis. New York: William T. Grant Foundation
And Bill and Melinda Gates Foundation. Retrieved from:
http://www.mdrc.org/publications/419/full.pdf. Retrieved on: October 12, 2012

Barriga, A. Q., Doran, J. W., Newell, S. B., Morrision, E. M., Barbetti, V. and B. D.
Robbins, 2002. Relationships Between Problem Behaviors and Academic
Achievement in Adolescents: The Unique Role of Attention Problems. Journal of
Emotional and Behavioral Disorders. Vol. 10. No. 4

Bosch, S.; Hixson, M.D. 2004. The Final Piece to a Complete Science of Behavior:
Behavior Development and Behavioral Cusps. The Behavior Analyst Today 5 (3):
244–253. Retrieved from:
http://en.wikipedia.org/wiki/Child_development_in_behavior_analytic_theory.
Retrieved on: September 28, 2012

Bradley, R. H. and Corwyn, R. F. 2002. Socioeconomic status & child development’,

Annual Review of Psychology, 53: 371-399

Chamorro-Premuzic, T., and Furnham, A. 2003. Personality traits and academic exam
performance. European Journal of Personality, 17, 237-250

Cortes, K. Moussa, W. and Weinstein, J. 2012. Making the Grade: The Impact of
Classroom Behavior on Academic Achievement. Consortium on Chicago School.
University of Chicago

Curcio, G., Ferrara, M., & De Gennaro, L. 2006. Sleep loss, learning capacity and
academic performance. Sleep Medicine Reviews, 10(5), 323-337

Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley., L. J., and Fox, H. C. 2004. The
impact of childhood intelligence on later life. Journal of Personality and Social
Psychology, 86(1), 130-147

Dunst, C.J.; Kassow, D.Z. 2004. Characteristics of interventions promoting parental

sensitivity to child behavior. Bridges 2: 1–17
 58

Friedel, J., Marachi, R., Midgley, C. 2002. Stop embarrassing me! Relations Among
Student. Perceptions of Teachers, Classroom Goals, and Maladaptive Behaviors.
American Educational Research Association, New Orleans, LA

Guerrero, A., Nishimura E., Andrade, N., Nishimura, S., and Cunanan, V. 2006.
Correlations among socio economic and family factors and academic behavioral
and emotional difficulties in Filipino adolescents in Hawai’i. International Journal
of Social Psychiatry. July. 52(4) 343-359

Guo, G. and Harris, K. 2000. The mechanisms mediating the effects of poverty on
childrenʹs intellectual development. Demography, 37(4), 431‐447. Retrieved from:
http://muse.jhu.edu/journals/demography/v037/3. Retrieved on: September 27,
2012

Hamre, B.K., and Pianta, R.C. 2001. Early Teacher-Child Relationships and the
Trajectory of Children’s School Outcomes through Eighth Grade. Journal of
Child Development, Vol. 72, 625-638.

Harvey, V. S. 2001. Newsletter of the National Association of School Psychologists.

Boston Communique, University of Massachusetts

Hassan, J. 2009. Parents’ Socioeconomic Status and Children’s Academic Performance.

Norwegian Social Research.

Hill, N. and Craft S. 2003. Parent-school involvement and school performance:

Mediated pathways among socioeconomically comparable African American and
Euro-American families. Journal of Educational Psychology. 96:74–83. Retrieved
from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3020099/#R17. Retrieved on:
October 12, 2012

Ismail, N. A. and Awang, H. 2008. Mathematics Achievement Among Malaysian

Students: What They Can Learn From Singapore? Proceedings of the IRC 2008,
Taipei, China
Kail, R.V. and Cavanaugh, J.C. 2004. Human development: A life-span view (3rd ed.).
Belmont, CA: Thomson/Wadsworth. p. 16. ISBN 978-0-534-59751-1.
http://en.wikipedia.org/wiki/Erikson’s_stages_of_psychosocial_development.
Retrieved on: September 28, 2012
Kane, T. 2004. The Impact of After-School Programs: Interpreting the Results of Four
Recent Evaluations. New York: William T. Grant Foundation

Komarraju, M., Karau, S. J., & Schmeck, R. R. 2008. Role of the Big Five personality
traits in predicting college students' academic motivation and achievement.
Learning and Individual Differences, International Journal of Educational
Development, 28(2), 176-194

Kovalik, S. 2008. Gender Differences and Student Engagement. Center for Effective
Learning. International Center for Leadership in Education. Rexfor, NY

Marcon, R. A. Positive relationships between parent school involvement and public

school inner-city preschoolers’ development and academic performance. School
Psychology Review.1999;28:395–412. Retrieved from:
 59

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3020099/#R25. Retrieved on:

October 12, 2012

Marquez, M. S. 2009. Ways of Encouragement for Successful Study Habits. Modern

Teacher, p. 13.

Miles, B. Sarah and Stipek, Deborah. 2006. Contemporaneous and longitudinal

associations between social behavior and literacy achievement in a sample of
low-income elementary school children. Child Development,77, 103-117.

Noble, K. G., Norman, M. F., and M. J. Farah, 2005. Neurocognitive Correlates of Socio
economic Status in Kindergarten Children. Developmental Science, 8, pp. 74–87

Robinson, H. H. 2000. Effective study. New York: Harper and Brothers. Pakistan Journal
of Social and Clinical Psychology, Vol. 9, 21-26

Schlee, B. M., Mullis, A. K., and Shriner, M. 2008. Parents Social and Resource Capital:
Predictors of Academic Achievement during Early Childhood. Children and Youth
Services Review. Journal of Educational Psychology, 96(4), 778-784. Retrieved
from: http://www.ascd.org/publications/books/109074/chapters/How-Poverty-
Affects-Behavior-and-Academic-Performance.aspx. Retrieved on: October 12,
2012

Topor, D., Keane, S., Shelton, T., and Calkins, S. 2011. Parent Involvement and Student
Academic Performance: A Multiple Mediational Analysis

Ukueze, A. 2007. Learner variable of academic performance: Adjustment of Junior

Secondary Student. The Counselor, 23(2): 172-183

Villa, W. W. M. 2009. Promoting Study Habits Among Learners for Educational

Achievements. The Modern Teacher Vol. LVIII No. 1, p. 26

Walker, S. and Berthelsen, D. 2009. Gender differences in children’s classroom behavior

and teacher child relationships in early childhood: An Australian Study

Wilder, E. 2003. The theoretical basis for the life model, Appendix B: Research and
resources on human development. The Complete Guide to Living with
Men. ISBN 978-0-9674357-5-6. Retrieved from:
http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development.
Retrieved on: September 28, 2012

Thesis/Dissertations

Cortez, J. D. 2001. The behavioral problems of secondary students: Basis for proposed
guidance program for Carmona National High School. Unpublished Master’s
Thesis. De La Salle University, Manila

Habibollah, N, Rohani, A., Tengku, A., Jammaludin, S., and Kumar, V. 2009. Creativity,
Age and Gender as Predictors of Academic Achievement Among Undergraduate
Students. University of Putra Malaysia, Malaysia. Journal of American Science,
 60

5(5): 101:112. Retrieved from: http://www.americanscience.org. Retrieved on:

October 13, 2012

Hulya, E. 2004. Relationship Between Students Characteristics & Academic

Achievement in Distance Education & Application on Students of Anadolu
University. School of Civil Aviation, Anadolu University, Turkey.

MehrAfza, M. 2004. The relationship between child-rearing practices, creativity and

academic achievement among students in high school’s city of Tabriz, Iran.
Masters Dissertation. University of Tabriz, Tabriz. Retrieved from:
http://www.americanscience.org. Retrieved on: October 13, 2012

Nori, Z. 2002. Gender differences creativity, academic achievement (mathematics,

sciences and language of literature) among high school in City of Shiraz, Iran.
Master’s Thesis. University of Shiraz, Shiraz. Retrieved from:
http://www.americanscience.org. Retrieved on: October 13, 2012

Websites

Ennis, E. 2012. Gender Differences in Learning. http://www.csmonitor.com Retrieved on:

September 27, 2012

The Developmental Stages of Erik Erikson. Retrieved from:

http://web.cortland.edu/andersmd/ERIK/welcome.HTML. Retrieved on:
September 27, 2012

Erik Erikson's Stages Psychosocial Development Retrieved from:

http://www.muskingum.edu/~psych/psycweb/history/erikson.html. Retrieved on:
September 27, 2012