STUDENTS AND TEACHER RELATED FACTORS IN RELATION TO SCIENCE

PERFORMANCE OF GRADE 11 STEM STUDENTS; BASIS FOR STUDENT AND TEACHER

ENHANCEMENT PROGRAM

A Research Proposal
Presented to the
Faculty of Siquijor Provincial Science High School
Senior High School

ACADEMIC/STEM

BY

CALUNOD, LU MILES ANDREW A.

CATILOC, AEHRON CARL C.
DIMAGNAONG, NOVA CHRISTINE B.

OCTOBER 2019
students’ interest and study habits as well as to teachers’ instructional materials, personality

traits, and teaching skills.

This conceptual framework is adapted from the three frameworks namely: Creemers’

Model, Screeners’ Model, and Shavelson, Mcdonnell, and oakes’ Model. These three

frameworks state that students’ attitude and interest, teacher’s personality, teaching skills, and

instructional materials play a big role in students’ achievement.

Statement of the Problem

Teachers and students, themselves, do have major influences on students’ academic

performance, specifically in Science subject. This study aims to determine the relationship of

teacher-related factors and student-related factors and its effects on students’ academic

performance in science. Moreover, this study specifically seeks to answer the following

questions:

What is the demographic profile of the respondents in terms of:

1.1 age; and

1.2 sex?

2. What is the extent of the student-related factors in terms of:

2.1 interest; and

2.2 study habits?

3. What is the extent of teacher-related factors as evaluated by the students in terms of:

3.1 personality traits;

3.2 teaching skills; and

3.3 instructional materials?

 4. What is the level of students’ science performance?

5. Is there significant relationship between students-related factors and students’ science

performance?

6. Is there significant relationship between teacher-related factors and students’ science

perfromance?

1.5 Hypothesis of the Study

H0: There is no significant relationship between:

Students’ Science performance and student-related factors

Students’ Science performance and teacher-related factors

H1: There is a significant relationship between:

Students’ science performance and students-related factors

Students’ science performance and students-related factors

1.6 Purpose of the Study

This study is conducted to purposely determine if there is a significant relationship

between science performance of students, students-related factors, and teacher-related factors.

1.7 Significance of the Study

Science has been accepted as an important component of formal education from ancient

period up to the present. It is recognized as a pre-requisite knowledge and skills to different

career options. The goal of this study is to determine the relationship between student-related

factors and teacher-related factors concerning their marks in Science. Furthermore, the study

can be beneficial to the following:

 CHAPTER IV

RESULTS AND DISCUSSION

Sex of the respondents

Cumulative

Percent
Frequency Percent Valid Percent

Valid Female 51 61.45 61.45 61.45

Male 32 38.55 38.55 100

Total 83 100 100

Age of the respondents

Cumulative

Percent
Frequency Percent Valid Percent

Valid 16 30 36.14 36.14 36.14

17 50 60.24 60.24 96.38

18 2 2.41 2.41 98.79

19 1 1.21 1.21 100

Total 83 100 100

 Student Related Factors

Interest

Statements Frequency Weighted Remarks

Mean
5 4 3 2 1
I make myself prepared 9 30 40 4 0 3.53 Often
for the science subject.
I listen attentively to the 19 43 20 1 0 3.96 Often
lecture of my science
teacher.

I actively participate in 9 35 33 6 0 3.57 Often

the discussions,
answering exercises
and/or clarifying things I
did not understand.

I want to get good 57 16 9 1 0 3.55 Always

grades on tests, quizzes,
assignments and
projects.

I get frustrated when the 6 8 39 22 8 2.78 Sometimes

discussion is interrupted or
the teacher is absent.

Legend: 5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 - Never

 B. Study Habits

Statements Frequency Weighted Remarks

Mean
5 4 3 2 1
I do my assignments 17 40 18 7 1 3.78 Often
regularly.

I exert more effort when I do 17 34 23 8 1 3.70 Often

difficult assignments.

I spend my vacant time in 5 6 39 31 2 2.77 Sometimes

doing assignments or
studying my lessons.

I study the lessons I missed 13 26 31 12 1 3.46 Often

if I was absent from the
class.

I study and prepared for 26 44 9 4 0 4.11 Often

quizzes and tests.

I study harder to improve my 33 38 10 1 1 4.22 Always

performance when I get low
grades.

I spend less time with my 3 11 26 30 13 2.53 Rarely

friends during school days to
concentrate more on my
studies.
 Statements Frequency Weighted Remarks
Mean
I prefer finishing my studying 11 21 36 14 1 3.33 Sometimes
and my assignments first
before watching any
television program.

I see to it that extracurricular 17 22 33 9 2 3.52 Often

activities do not hamper my
studies.

I have specific place to study 22 30 15 11 5 3.64 Often

at home which I keep clean
and orderly.

Legend: 5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 - Never

Teacher-related factors

Personality Traits

Statements Frequency Weighted Remarks

Mean
5 4 3 2 1

Has a good relationship with 40 40 3 0 0 4.45 Always

the students and teachers.

Shows smartness, 44 32 7 0 0 4.45 Always

confidence, and firmness in
making decisions.

Imposes proper discipline 36 39 7 0 1 4.31 Always

and is not lenient in following
the prescribed rules.

Has an appealing personality 30 29 20 4 0 4.02 Often

with good sense of humor.

Is open to suggestions and 52 25 5 1 0 4.54 Always

opinions and is worthy of
praise.

Legend: 5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 – Never

 Teaching Skills

Statements Frequency Weighted Remarks

Mean
5 4 3 2 1
Explains the objectives of 48 29 6 0 0 4.51 Always
the lesson clearly at the
start of each period.

Has mastery of the subject 61 12 9 0 1 4.59 Always

matter.

Is organized in presenting 46 25 8 0 4 4.31 Always

subject matters by
systematically following
course outline.

Is updated with present 41 31 10 1 0 4.35 Always

trends, relevant to the
subject matter.

Uses various strategies, 41 28 11 3 0 3.95 Often

teaching aid/devices and
techniques in presenting
the lessons.

Legend: 5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 – Never

 Instructional Materials

Statements Frequency Weighted Remarks

Mean
5 4 3 2 1
Chalk and blackboard in 55 24 3 1 0 4.60 Always
explaining the lessons.

Workbooks/textbooks 24 29 18 4 8 3.69 Often

PowerPoint presentations 15 16 22 13 17 2.99 Sometimes

(visual aids).

Articles 10 25 26 10 2 3.13 Sometimes

Materials for project 19 32 22 3 7 3.64 Sometimes

development

Legend: 5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 - Never

Average Grades of the Respondents

Cumulative

Percent
Frequency Percent Valid Percent

Valid 97-99.99 8 9.64 9.64 9.64

94-96.99 19 22.89 22.89 32.53

91-93.99 23 27.71 27.71 60.24

88-90.99 26 31.33 31.33 91.57

85-87.99 6 7.23 7.23 98.80

82-84.99 0 0 0 98.80

79-81.99 1 1.20 1.20 100

Total 83 100
Relationship between Student-related Factors and Academic Performance

Variables Computed r P-value Decision Remarks

Interest

Study Habits

Relationship between Teacher-related Factors and Academic Performance

Variables Computed r P-value Decision Remarks

Personality Traits

Teaching Skills

Instructional

Materials