1

Influence of Positive Student-

Teacher Relationship (STR) on
the Academic Performance of
Selected JHS students of LVCC
A.Y. 2018-2019
 DEFINITION OF TERMS
Student-Teacher Relationship.
Positive Student-Teacher Relationship.
Academic Performances.
Disengaged learners/students.
Engaged learners/students.

2
 Rationale
1 SOP
Significance
RLs
 RATIONALE
A healthy and strong STR promotes and plays a
significant role in improving the student’s academic
achievement as well as motivation. Moreover, the
psychological well being of the student is closely related to
the STR that further has an impact on the character and
personality building of the student. This study will provide
us the importance of positive STR on academic
achievement of students. So, we as a student will be able to
apply these findings on our own relationships with teacher
in order to get success academically as well as the
educators to further connect with their pupils to create a
class that is more reassuring to involvement thus, the
students performing sufficiently.

4
 STATEMENT OF THE
PROBLEM
This study aims to determine the influence of Positive Student-Teacher Relationship (STR) on the
Academic Performance of Selected JHS students of the La Verdad Christian School, Apalit, Pampanga
for the Academic Year 2018-2019.
Specifically, the study sought to answer the following questions:
1. What is the profile of the students in terms of:
1.1. age;
1.2. sex;
1.3. ethnicity;
2. What are the disadvantages of not having a positive STR into the student’s will to perform
academically?
3. What are the advantages of having a positive STR to the student’s will to perform academically?
4. How can a teacher build connection and motivate students to learn their lessons?
5. How can a student’s performance be influenced by their positive relationship with their teacher?

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 SIGNIFICANCE

A positive student-teacher relationship is crucial to

students’ success in terms of handing over their potential
by participating and performing, thus includes better and
higher achievement academically.
Students. Through this, they will have a voice that seek
concern to meet their needs. It is not to address that the
teacher will only be the one who will make effort to adjust.
Hence, it promotes making both sides satisfied.
Teachers. It is always a burden for them to make their
students listen. By this, they will be more motivated to
gain their students trust that will further impact them to
learn willingly.

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 “
REL ATED L ITERATURES

7
 Improving students' relationships with
teachers has important, positive and
long-lasting implications for both
students' academic and social
development. Solely improving
students' relationships with their
teachers will not produce gains in
achievement. However, those
students who have close, positive and
supportive relationships with their
teachers will attain higher levels of
achievement than those students with
more conflict in their relationships.
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 Teachers who use more learner-
centered practices (i.e., practices
that show sensitivity to individual
differences among students,
include students in the decision-
making, and acknowledge
students' developmental, personal
and relational needs) produced
greater motivation in their
students than those who used
fewer of such practices (Daniels &
Perry, 2003).
9
Among kindergarteners, students
reported liking school more and
experiencing less loneliness if they
had a close relationship with their
teachers. Further, kindergarteners
with better teacher-student
relationships showed better
performance on measures of early
academic skills (Birch & Ladd,
1997).
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 The quality of early teacher-student relationships has
a long-lasting impact. Specifically, students who had
more conflict with their teachers or showed more
dependency toward their teachers in kindergarten
also had lower academic achievement (as reflected in
mathematics and language arts grades) and more
behavioral problems (e.g., poorer work habits, more
discipline problems) through the eighth grade. These
findings were greater for boys than for girls (Hamre &
Pianta, 2001). Further work indicates that
kindergarten children with more closeness and less
conflict with teachers developed better social skills as
they approached the middle school years than
kindergarten children with more conflictual
relationships experiences in the past (Berry &
O'Connor, 2009). A recent study examining student-
teacher relationships throughout elementary school
(first through fifth grade) found that teacher-student
closeness linked to gains in reading achievement,
while teacher-student conflict related to lower levels
of reading achievement (McCormick & O'Connor,
2014).
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Negative teacher-student relationships
can amplify when teachers show
irritability and anger toward several or
many of the students in the classroom.
In these types of classrooms, teachers
may find themselves resorting to yelling
and harsh punitive control. Teacher-
student communications may appear
sarcastic or disrespectful. Student
victimization or bullying may be
common occurrences in such negative
classrooms (Pianta, La Paro, & Hamre,
2006).
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 Negative teacher-student
relationships are stressful for both
teachers and students (Jennings &
Greenberg, 2009; Lisonbee, Mize,
Payne, & Granger, 2008) and can
be detrimental to students'
academic and social-emotional
development (McCormick &
O'Connor, 2014; O'Connor, Collins,
& Supplee, 2012).
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 Be aware of the explicit and
implicit messages you are giving
to your students (Pianta, et al.,
2001; Rimm-Kaufman et al., 2002;
Hemmeter & Conroy, 2012). Be
careful to show your students
that you want them to do well in
school through both actions and
words.
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 Create a positive climate in
your classroom by focusing
not only on improving your
relationships with your
students, but also on
enhancing the relationships
among your students
(Charney, 2002; Donahue,
Perry & Weinstein, 2003;
Wentzel, 2010).
15
 Students notice the methods
you use to manage strong
emotions. They notice positive
strategies, such as taking a deep
breath or talking about your
frustrations. Likewise, they notice
negative strategies, too, such as
yelling at students or making
mean or disrespectful jokes about
colleagues (Jones, Bouffard, &
Weissbourd, 2013).
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2

Interest in the Lessons as a

factor affecting the Intellectual
Engagement
of Selected 11-ABM students of
LVCC A.Y. 2018-2019
 Rationale
2 SOP
Significance
RLs
 DEFINITION OF TERMS
Learners’ Interest.
Intellectual Engagement.
Disengaged learners/students.
Engaged learners/students.

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 RATIONALE
Pedagogy should at its best be about what teachers do
that not only help students to learn but actively strengthens
their capacity to learn. (David Hargreaves, Learning for Life,
2004, p. 27)
Specifically, this suggests that work in the area of
student engagement seems to have grown in a number of ways –
the greatest of which is the change from focusing upon
disengaged students (who are not learning) to engaged learners
(who are learning).
It’s been theorize that older work about student
engagement attempted to reshape ‘renegade’ students back into
the fold of schooling, but current work is more willing to
revision schools to fit the learning needs of students. This
change seems crucial and promises to organize how the study of
student engagement will be carried out in the future.
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 STATEMENT OF THE
PROBLEM
This study aims to determine the effects of Learners’ Interest in
Lessons to the Intellectual Engagement of Selected 11-ABM students of the La
Verdad Christian School, Apalit, Pampanga for the Academic Year 2018-2019.
Specifically, the study sought to answer the following questions:
1. What is the profile of the students in terms of:
1.1. age;
1.2. sex;
2. How quality of teaching contribute to learners’ interest on a particular
lesson/subject?
3. How can a teacher improve his/her lesson plans to get the students interest?
4. Why is it important that the learners are intellectually engaged in learning?
5. What are the possible results if the students are uninterested and the ways
to empower it?
6. What are the effects of students’ empowered interest in lessons to their
intellectual engagement?
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 SIGNIFICANCE

This study will provide a baseline information and

attempts to see how the students interest on their lessons
affects their intellectual engagement which can help
improve their performance as well. Hence, the findings will
also guide the educators to empower their students’
interest to their lessons to make them engaged and to
ensure that they are learning.
This study is not to address or decide if the teachers’
strategy is successful or not. Instead, the results of this
research can be utilized to improve teaching quality and to
acquire improved engagement of the learners.

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 SIGNIFICANCE

To the students, this will help them shift their thoughts

into better ones and further develop their mindset on a
particular tasks/lessons and the likes.
To the society, this will help them know that not all
students are engaged and needs to be check upon, too. It is
not to address that the extrinsic factors like the teachers.
To the future researchers, the research would be
beneficial for those who are curious and would want to
study related topics regarding ours.

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 “
REL ATED L ITERATURES

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 Student engagement has
been built around the hopeful
goal of enhancing all
students’ abilities to learn
how to learn or to become
lifelong learners in a
knowledge-based society
(Gilbert, 2007, p. 1).
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“Some educationists consider
engaging disengaged pupils
to be one of the biggest
challenges facing educators,
as between 25% (Willms,
2003) and over 66% (Cothran
& Ennis, 2000) of students are
considered to be disengaged”
(as cited in Harris,
2008, p. 57).
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 A great issue might be that
students leave school
incapable of or unprepared
for a productive and healthy
life in the “Knowledge
Society” in which they will live
and lead (Gilbert, 2007)
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 If we fail to change our
pedagogy, we fail our
students and jeopardize our
own futures (Willms, 2003;
Robinson, 2009; Tapscott,
1998; Prensky, 2005; Gilbert,
2007)
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 In Celebrating School Improvement
(2006), Parsons, McRae, Taylor (2006)
report that students in K-12 schools used
technology to gather information,
analyze information, and share
information (pp 110-111). The positive
outcomes included higher achievement
and quality of work, and, “perhaps more
important, student motivations and
time spent on task were reported to
have increased significantly with the
integration of technology into Alberta’s
classrooms” (p. 112).
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 In fact, most educators practically
implore transforming education and
pedagogy from Kindergarten through
post-secondary and strongly believe we
fail to meet the needs of students who
have grown up in a digital world and are
heading into different cultural and
economic futures rich in ever-advancing
technology and information (Project
Tomorrow, 2010). Today’s world
absolutely requires collaborative critical
thinkers, creative and courageous
innovators, and true lifelong learners
(Prensky, 2005; Tapscott, 1998; Robinson,
2009).
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3

Positive Lecturers’ and

Classmates’ Traits as a factor
influencing Classroom
Participation of Selected 11-
ABM students of LVCC A.Y.
2018-2019
DEFINITION OF TERMS

32
 STATEMENT OF THE
PROBLEM
This study intent to determine How Positive Lecturers’ and Classmates’ Traits play as a
factor influencing Classroom Paticipation of Selected 11-ABM students of the La Verdad
Christian School, Apalit, Pampanga for the Academic Year 2018-2019.
Specifically, the study sought to answer the following questions:
1. What is the profile of the students in terms of:
1.1. age;
1.2. gender;
1.3. race
2. How Lecturers’ and Classmates’ Traits encourage students to be participative?
3. How Lecturers’ and Classmates’ Traits discourage students to be participative?
4. How do Positive Lecturers’ and Classmates’ Traits play as a factor influencing
Classroom Paticipation of students?

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 RATIONALE
Educators need to make all the students in the class aware that their
behaviours affect other students’ behaviours. Findings have shown
that classmates’ traits are highly influential in encouraging or
discouraging classroom participation. Students must take
responsibility to be supportive of others so others can be supportive of
them. This reciprocal relationship needs to be stressed if students were
to reap benefits from active class participation.
Educators play a pivotal role in encouraging participation by accepting
all contributions made in class as important. Providing students with
strategies to overcome their fear of speaking in class, and making
constant effort to relate the topics to the students’ life make students
feel more involved. By striving to provide a more supportive, non-
threatening and open learning environment, educators would make
students feel comfortable in letting their voices be heard.

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 SIGNIFICANCE

To the teachers, this will make them mindful that their behaviours
affect their students’ behaviours and that they are the most influential
in making the class more comfortable for the students.
To the classmates, through this they’ll know they must take
responsibility to be supportive of others so others can be supportive of
them and that their behaviours can affect other students’ behaviours,
too.
To the students, this will help them boost their own limitations.
To the future researchers, the research would be beneficial for those
who are captivated and would want to study related topics regarding
ours.
To the society, to let them know how this factors could influence
one’s success to be heard and express that could further be
reciprocated throughout everybody.

35
 “
REL ATED L ITERATURES

36
 23 out of 25 participants mentioned
lecturer traits as the most influential
factor in determining their level of
participation in class. Students reported
that supportive lecturers who make it
clear to the students that they welcome
active participation and do not mind
mistakes are seen as a positive
influence for the students to participate
in class. (Mustapha et al. 2010)
37
 In addition, students were observed to
be more inclined to participate when
the lecturers called them by name, ask
probing questions, and engage in
positive nonverbal behaviours such as
smiling and nodding to acknowledge
their answers. This finding is consistent
with studies carried out by Auster &
MacRone (1994) and Crombie, Pyke,
Silverthorn, Jones, & Piccinin (2003). A
trait like being open-minded has also
been cited by students and this is
similar to the finding from a study by
Cayanus & Martin (2004). Lecturers
who are open-minded have a
motivating effect for students to be
participative.
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 Tobin and Capie (1982) who did a
research on teacher questioning found
that “teacher wait time” or the amount
of time a teacher waits before she or he
answers her or his own question, was
positively correlated with student
outcome measures.

While positive lecturers’ traits

encourage participation, negative traits
like having poor teaching skills and
being unapproachable discourage
participation. (Mustapha et al. 2010)
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 Signs of impatience by lecturers or
classmates were reported to be
discouraging some students from
participating. When the lecturer or
classmates don’t want to wait for their
answers, these students just stop
talking. Tobin and Capie (1982) who did
a research on teacher questioning
found that “teacher wait time” or the
amount of time a teacher waits before
she or he answers her or his own
question, was positively correlated with
student outcome measures.
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Negative students’ traits which refers to
students’ own limitation was found to
deter their class participation. Inability
to focus and fear of making mistakes
were reported to be discouraging
students’ participation. (Mustapha et al.
2010)

Studies carried out by Fassinger (1995)

and Gomez, Arai & Lowe (1995) found
similar traits; lack of confidence, lack of
preparation, fear of appearing
unintelligent to their classmates or
instructors, and feeling intimidated
make students become less inclined to
participate.
41
Negative students’ traits which refers to
students’ own limitation was found to
deter their class participation. Inability
to focus and fear of making mistakes
were reported to be discouraging
students’ participation. (Mustapha et al.
2010)

Studies carried out by Fassinger (1995)

and Gomez, Arai & Lowe (1995) found
similar traits; lack of confidence, lack of
preparation, fear of appearing
unintelligent to their classmates or
instructors, and feeling intimidated
make students become less inclined to
participate.
42