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“Perception of BCU Grade 11 of
Student- Teacher Relations”
A Research Prayer presented to the
faculty of SHS department of BCU
Baguio city
______________________________
In Partial fulfillment of the
requirements for the subject
PRACTICAL RESEARCH 1
Arriaga, Christine Jane
Bakidan, Esrael
Cadavona, Reynalyn
Calonge, Ara Lalaine
Estrada, Shelovie
Madiguid, Johnrey
Nguddo, Itoquerine
Viray, Maricar
May 2018
Panel of examiners
Approved by the committee and oral examination with a grade of _____ on MAY __
2018
______________ __________
Chairman
Member Member
Accepted and approved in partial of the requirements for the completion of PRACTICAL
RESEARCH 1
Comprehensive Examination was taken with a grade of ________ on _____________
Jeff Feliciano
Adviser
Approval Sheet
This study entitled, “Perception of BCU Grade 11 of Student- Teacher Relations”,
prepared and submitted by Arriaga, Christine Jane, Bakidan, Esrael, Cadavona, Reynalyn,
Calonge, Ara Lalaine, Estrada, Shelovie, Madiguid, Johnrey, Nguddo, Itoquerine and Viray,
Maricar in partial fulfillment of the requirements for the subject PRACTICAL RESEARCH 1 has
been approved and is hereby endorsed for acceptance pre-oral defense.
Jeff Feliciano
Research Adviser
PRE- ORAL EXAMINATION COMMITTEE
Chairman
Member Member
ABSTRACT
Name of Institution Baguio Central University
Address #18 Bonifacio St. Baguio City
Title “Perception of BCU Grade 11 of Student- Teacher Relations”
Researchers Arriaga, Christine Jane
Bakidan, Esrael
Cadavona, Reynalyn
Calonge, Ara Lalaine
Estrada, Shelovie
Madiguid, Johnrey
Nguddo, Itoquerine
Viray, Maricar
Adviser Jeff Feliciano
The cause of this study is that; there are no closure between student and teachers that
resulted as a problem - a relations created even just in the school that suited their behaviors/
characteristic. The purpose of this statement is to emphasizes the certain aspect, and clearly
define the relationship problem between the student and the teacher that provides a procedure
to be followed by the students and the teachers to create a bond between them.
TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………………………………. i
APPROVAL SHEET……………………………………………………………………………… ii
ABSTRACT………………………………………………………………………………………... iii
PANEL OF EXAMINERS………………………………………………………………………… iv
TABLE OF CONTENTS…………………………………………………………………………. v
LIST OF TABLES………………………………………………………………………………… vi
LIST OF FIGURES………………………………………………………………………………. vii
CHAPTER 1. INTRODUCTION……………………………………………………………….... 1
CHAPER 2. REVIEW OF RELATED LITERARURE…………………………………………. 4
CHAPTER 3. RESEARCH DESIGN AND RELATED LITERATURE………………………. 7
CHAPTER 4. RESULTS AND DISCUSSION…………………………………………………. 10
CHAPTER 5. CONCLUSION AND RECOMMENDATION…………………………………... 14
REFERENCES…………………………………………………………………………………… 15
APPENDICES
A) Permission to conduct and collect research data
B) Sample Questionnaire
LIST OF TABLES
Table 1. Random Sampling The respondents of the study where the grade 11 learners of Baguio Central University,
Table 1. Student- teacher relations allotment Found in page 14
Table 2: An approachable teacher allotment Found in page 15
Table 3: A Teacher with good relation with student allotment
Found in page 16
Table 4: Teachers should do to have good relations with students allotment
Found in page 17
Table 5. Students should do in order to have a good relation with their teachers
Found in page 18, 19 & 20
LIST OF FIGURES
Figure 1: pie graph of an approachable
teacher
Found in page 14
Figure 2: pie graph of an approachable
teacher
Found in page 15
Figure 3: Pie graph data gathered on a
teacher with good relation with student
Found in page 16
Figure 4: Pie graph of the data gathered on
what teachers should do to have good
relations with student
Found in page 17
Chapter 1
The Introduction
Background of the study:
One of the biggest problem that the students and teachers of BCU SHS
encounter is that: there are no closure between them- a relations created even just in the school
that suited their behaviors/ characteristics. As observed inside the classroom, the teacher and
the students are talking plainly without any closure between them. As a student, it is hard for us
to get into teachers if we don’t like them. We all know that school can be incredibly over
whelming, unfair and difficult. Majority of all, teachers are to educate every student, but students
create their own problems by not respecting them that is why there are no respect between
students and teachers. The most common problem was the characteristics or behavior of a
student that does not correspond with their teachers disciplined standard.
Theoretical framework
Analysis that instrument with which the students and teachers could be
identified univocally and describe in a systematic way of behaviors. This study concentrated on
the problem of every teachers and students that discuss the variation in all the reasoning and
differences of intellectual behaviors of every student towards their teachers.
Input
Gender of student
Age of student
Grade level of students
Social class of students
Personality of students
and teachers
Physical habits of student
and teachers
Process
An observation will be
conducted by the
researchers.
The researchers will
conduct a survey by
floating questioners to the
grade 11 students of BCU
SHS
Output
The good behavior/
characteristics of a student
exist in BCU SHS
The students talk back to
their teachers, they don’t
obey what their teachers
say.
Students will learn how to
interact with their teachers
in a good manner.
The grades of the student
will fail because of their
bad behaviors in school.
Statement of the problem
The use of functional behavior assessments is to know the perception of BCU
Grade 11 of Student- Teacher relations. Result revealed a range of not getting into teachers that
varied according to the students and teachers’ behaviors/characteristics in every situations.
Purpose Statement:
The purpose of this statement is to emphasize certain aspect, and clearly define
the relationship problem between the student and the teacher. It also provides a procedure to
be followed by the students and the teachers to create a bond between them.
Research Questions:
1) What kind of student- teachers relationship exist in BCU grade 11?
2) How does students perceive a good teacher- student relations?
3) What are the expectations of students for a good teacher- student relations?
Significance of the study
The significance of the study is to study the difficulties why there is no good
relationship between teachers and students at BCU. To improv the attitudes of the students
towards their teachers, vice versa.
With the help of this research, we can make things better by knowing why there
is no good relationship created between a student and a teacher. This study can give help to
find solution to the problem.
This study will also serve as a basis to know what the problems are relating to
student and teacher relationship.
Scope and Delimitation
The focus of the study was to know why there are no relationship created
between the teachers and the students of Baguio Central University Senior High School (BCU
SHS). It was delimited to the respondents of the grade 11 students of BCU SHS. There was a
total of 54 respondents who will serve as respondents of this study for the year 2018.
Definition of terms
Bond - something (such as an idea, interest, experience, or feeling) that is shared between
people or groups and forms a connection between them.
Closure - a situation or occurrence in which something closes forever; A feeling that something
has been completed or that a problem has been solved.
Incredibly- in an incredible manner:; extremely
Intellectual- of or relating to the ability to think in a logical way; involving serious study and
thought.
Relations- the way in which two or more people, groups, countries etc. Talk to, behave toward,
and deal with each other.
Systematic- using a careful system or method; Done according to a system
Univocally- having one meaning only.
Variations- a change in the form, position, condition of amount of something; Something that is
similar to something else but different in some way
Chapter 2
Review of Related Literature
Intergenerational Bonding in School: the behavioral and contextual correlates of student-teacher relationship
To explore the significance of social integration in the educational system, this study
examines whether student-teacher relationship predicted two important student behavioral
outcomes (academic achievement and disciplinary problems); whether within this school
intragenerational relationships were predicted by the structural, compositional and climate-
related characteristics of school; and how the behavioral and contextual correlates of students-
teacher relationships varied by race ethnicity. Our finding, based on nationally representative
panel data, was indicate the stronger intergenerational bonding in school was associated with
higher academic achievement, especially for white girls. Moreover, this intergenerational bond
were stronger in school with several characteristics (private sector, greater racial-ethnic
matching between students and the student body, greater perceived safety, and lower socio-
economic status), although these associations also differed by race-ethnicity.
His research represents two increasingly prominent themes in educational research.
First, it recognizes the importance of the interpersonal aspects of education. Working with and
against the core mission of schools, the interpersonal side of schooling has implications for
institutional functioning of the general socialization of young people. (Johnson, Crosnoe, and
Elder 2001). Second, this research recognizes the value of approaching social issues at the
intersection of interpersonal and institutional contexts. Individual behavior is closely related to
personal relationships, but such relationships are dependent, in part, or the institutions in which
they take place. Together, these related themes present an ecologically oriented perspective on
education processes.
Affective Domain of Teacher-Student relationship
This single case study produces a synthesis of information that guides a classroom
teacher in the development and maintenance of her relationships with her students. The
resulting analysis and interpretation provided a description of major themes that developed
regarding strong teacher-student relationships, as well as, specific components to the
interactions considered essential for the students learning environment. Based on findings, four
primary categories emerged with supporting elements that were critical components of each
category. The qualitative method in this study is derived from a constructivist viewpoint with a
focus on deeply understanding this specific case of teacher-student relationship.
Initiatives have strongly focused on measuring teacher effectiveness primarily using
standardized test scores. However, there is a large body of research that examines the value of
teacher’s affective acumen when it comes to a teacher’s effectiveness as an educator. The
relationship that teachers developed with their students have an important role in a student
academic growth. The unbalance reliance on a test scores to determine success does not
provide an accurate accounting of all that goes into creating an effective learning environment.
Many in the field of education recognize the importance of the relationships that teachers
developed with their students that result in positive academic outcome. A good ideal literature
provides evidence that strong relationships between students and their teachers are essential to
the development of all students in school. This chapter will provide a review of the related
literature on the topic of building strong interpersonal relationship with students and the effect
that has on learning environment. The perspective of a variety of discipline will be discussed
from an historical viewpoint to current thinking in this topic.
Teacher- Student Relationship
Research on teacher student relationships during the past two decades has focused on
documenting the effect of these relationships on children’s behavioral and academic
adjustment. This research provided strong empirical support for the conclusion that the
provision of a supportive teacher-student relationship promotes student’s behavioral adjustment
and academic achievement. The first generation of research has also documented that
supportive teacher-student relationship are an educational asset from pre-school to secondary
school and buffer students at risk for school adjustment. The second generation of research on
teacher- student relationships is well under way. Second generation research aims to increase
our understanding of the development of these relationships and the process responsible for
their effects, as well as to evaluate theoretically informed interventions designed to enhance
teacher-student interaction.
The article in this special issue to remind us of the progress
The progress made in understanding to development teacher - student relationship and
the pathway by which these relationships affects student social, behavioral and academic
adjustment. The articles also point forward the need for additional research, in order to ensure
that all students are provided the social and emotional support at school that are critical to their
full and positive participation in school. Both the encouragement and the direction are much
appreciated.
Students – Teacher Relationship on Student’s Learning
Adapting different teaching strategies, obtaining high level of knowledge as well as the
years of experience that teachers have do not necessary result in quality teaching and learning.
There should be an excellent relationship between a student and teacher in order to facilitate
the learning process of the students.
Facilitation of learning requires different skills, educators must be equipped with
necessary characteristics to ensure that learning will take place. Davies H (2001) the quality and
impact of relationships between elementary, high school student and teachers. Contemporary
Educational Psychology 26:431-453.
The available studies showed that literature regarding teachers-student relationship
confirms that positive students-teachers relationship influence students learning
In teaching of a student there should be caring, learning process, support for the student
to motivate them to study well for their future. Haidet P and Stein H (2004). The role of the
student teacher relationship in the formation of physician. Regardless of not finding specific
literature relating to student-teacher relationship, information from other studies used to
structure the main body of the review by analyzing the literature for emerging themes.
In teaching of student there should be understanding, support and communication
created, teachers should motivate them to study well. The essence emerged a connected
relationship curing, support trust and respect to support student self-confidence, fosters
students self-trust and increases students motivation to learn, influencing there professional
development towards future career.
Impact of Student Teacher Relationship on Academic Performance of Student
In this section, the literature pertaining to the student-teacher relationship and variables
that appear to contribute to the development of deterioration of the student-teacher relationship
will be reviewed, including student behavior, teacher behavior, and the interaction between
students and teachers. The review begins with framework for understanding student-teacher
relationship, and how it can be applied to develop better student teacher relationships. Finally,
evidence concerning the stability of student-teacher relationship over time will be presented and
discussed.
One study examines the ways in which teacher qualification and other school inputs are
related to student achievement across states. the finding of both the qualitative and quantitative
analyses suggest that the investment in the quality of teachers may be related to improvements
in student performance. Quantitative analysis indicates that measures of teacher preparation
and certification are by far the strongest correlates of student achievement in reading and
learning, both before and after controlling for student poverty and language status. State policy
surveys and case study data are used to evaluate policies that influence the overall level of
teacher qualifications within (the) and across states. This analysis suggest that policies adopted
by states regarding teacher education, licensing, hiring, and professional development may
make an important difference in the qualifications and capacities that teachers bring to their
work.
The quality of student-teacher relationship plays an important role in a student’s
educational experiences. Empirically, student who possess positive relationship with their
teachers have an increased likelihood of positive attitudes as well as positive academic
"outcomes" such as higher grades. Student with conflicted Student- teacher relationships are at
increased risk for academic problems such as poor grades and repeating a grade. It is therefore
important to consider not only what the student brings into the classroom, but also what kind of
relationship involves to minimize factors contributing to lower student teacher quality. This study
uses an attachment theory perspective to look at student teacher quality.
Chapter 3
Research design and methodology
This chapter includes discussion of the research design, locale population,
data gathering procedure, data gathering tool, validity and credibility of the research instrument
and the statistical treatment to be used in the study.
Research designs
In the study, descriptive method was utilize descriptive method answers
who, what, when, where and now questions related to a particular research problem. The
methods id used to obtain information about the present situation to gain an understanding of a
certain phenomena (Cristobal and De La Cruz, 2017).
Locale and population of the study
The respondents of the study where the grade 11 learners of Baguio
Central University, Purposeful random sampling was used where there are 11 sections. Three
sections for ABM, Four sections for HUMMS, three sections for STEM, and one section for TVL.
The researchers randomly selected respondents per section as shown in Table 1.
Table 1. Random Sampling
Strand and section Total population Sample (10%)
ABMA 41 4B 40 4C 45 4
HUMMSA 43 4B 42 4C 41 4D 39 3
STEMA 44 4B 37 3C 40 3
TVL 52 6Total 43
1 per section interview 6 11Total 54
In addition, we added 1 respondent per section making it a grand total of 54 respondents.
Data gathering tool
In gathering the data needed in the study, a questionnaire was the main
tool used. A questionnaire is a form prepared and distributed to secure responses to a certain
topic.
The first part of the questionnaire was a letter to the respondents followed
by queries on the following topics: (1) What kind of students- teachers relationship exist in BCU
Grade 11? (2) How does students perceive a good teacher- student relations? (3) What are the
expectations of students for a good teacher- student relations?
Data gathering procedure
The researchers made a letter of request to administer questionnaire was
obtained from the Program Director of the Senior High School. The researchers personally
distribute the questionnaire. Also, for the respondents to clarify things which they do not
understand in the given questionnaire.
Chapter 4
RESULTS AND DISCUSSION
This chapter contains the result of data gathered by the researchers which are placed in
graphs and tables with corresponding interpretations of these information.
Students relations with their teacher.
Do you have good relations with all of
them?
Yes 24
No 29
unknown 3
Table 1: student- teacher relations allotment
As shown in table 1 students of BCU SHS GRADE 11, most students do not have good
relations with their teachers. As seen on the table above, 29 students answered no to the
question “Do you have good relations with all your teachers?” While 24 students answered Yes,
do have a good relation with their teacher. The gap between the total answer of students: Yes
or No is only 5 points.
Yes43%No
52%
unknown5%
Do you have good relations with all of them ?
Yes No unknown
Figure 1: Pie graph of student- teacher relation
Students think of an approachable teacher
As shown in the figure 1, most student answered
that an approachable teacher is friendly. Next on the list is kind, strict comes third in line while
other traits of the teacher falls last on student perception of an approachable teacher.
A teacher that has good relation with student
36%
16%
45%
4%
Describe an approachable teacher.
kindstrictfriendlyothers
Figure 2: pie graph of an approachable teacher
Describe an approachable
teacher.
kind 27
strict 12
friendly 34
others 3
Table 2: An approachable teacher
allotment
Describe a teacher that has good
relation with student.
Manipulative 3
cheerful 26
approachable 43
skillful 19
open-minded 31
strict 13
kind 26
communicative 34
others 3
Table 3: A Teacher with good relation with
student allotment
As presented above, a teacher is seen
to have good relations with students when the
teacher is approachable, and communicative and has an open mind to listen to student’s ideas
and concerns. Next qualities of a teacher with good relationship with students is cheerfulness,
kindness. Skills also help develop good relations with the students. It can also be said that a
teacher who is strict, and manipulative does not have good relationships with their students and
are most likely to be avoided by their students.
What teachers should do
2%13%
22%
10%16%7%
13%
17% 2%
A teacher that has good relation with student
manipulative
cheerfulapproachableskillful
open-mindedstrict
kindcommunicativeothers
Figure 4: Pie graph of the data gathered on what teachers should do to have good relations with student
What should teachers do to have a good
relation with students?
Create sense of belonging in the
classroom
28
Teachers must respect their students 26
Always set high expectation on the
students
8
They must be approachable 41
Table 4: Teachers should do to have good relations with
students allotment
As presented above, Teachers should be approachable in order for them to have a good
relation with their students. Also, Teachers must create a sense of belongingness inside the
classroom so that their students will be motivated to enter their class. Then, respect, teachers
must respect their students vice versa. Lastly, Teachers must set high expectation on their
students.
Students should to have a good relation with their teacher
Students should respect their teachers so that teachers will also respect their students. A good
relation will build.
Respect your teacher.
Respect them and treat them as our second parents, coach, mentor and trainers.
27%
25%8%
40%
What should teachers do to have a good relation with students?
Create sense of be-longing in the class-roomTeachers must re-spect their studentsAlways set high ex-pectation on the students
Always be on time.
Follow their rules and pass on time for the requirements needed by them.
Submit all the requirements on time. Respect the teacher.
You should do all the task that they assigned.
Learn your role as a student. Respect and obey them.
Do every task/ activity that they give.
Respect them too.
I Should be good and be friendly to teachers.
Respect them no matter what happen.
Be respectful
Respect them
Respect them and value ethical.
Be a good student.
Respect and listen to their thoughts or ideas or advice
We should respect them and they will respect us too.
I just need to be approachable so they can notice me.
Give and show respect. Give and treat them the way they should.
Respect
You need to be respectful, responsible, and more efficient to do all the activities.
Be a responsible student.
Respect them.
Be kind to them.
Be active and respect your teachers.
Always respect your teacher and approach them.
Do your responsibilities, do your activities, assignments and projects.
As a student, we should also need to do our responsibilities.
You should know how to approach your teacher and do your duty and responsibilities as a student.
By communicate them with respect.
Approach your teachers properly.
Be a responsible student.
Love them.
Respect them
Respect them if they need your input, tell it believe in them you should put your line. A line you
should never cross between students and teachers.
Obey them.
Respect
Respect them as they respect us. Show them that they are our second- parents.
Don’t be noisy in his or her subject and always listen to her or him
Be friends on them.
Be kind.
Be friendly, be kind.
Respect them as a second family or parent.
I will always attend my class so that they don’t get mad.
Follow the rules they set as long as it is very possible. Respect
Be kind to them.
Keep in touch with the teacher.
Table 5. Students should do in order to have a good relation with their teachers
As shown in the table above, as suggested or written by the students, these are the
things a student should do in order for them to have a good relation with their teachers.
CHAPTER 5
CONCLUSION AND RECOMMENDATION
Conclusion
1) Students mostly do not have good relations with their teacher, but the gap between students
who have good relations with their teachers and those whose doesn’t have good relations with
their teachers is just 9%.
2) A teacher must be friendly enough so that the students would approach them.
3) Students expect that there should be a respect between students and teachers so that there
would no conflict happen.
Recommendation
To have a good student- teacher relation, students must respect their teachers,
they must do the activities given by their teachers and pass them on time, they must obey their
teacher and they must talk to their teachers politely. Also, teachers must be approachable
enough so that their students won’t get scared approaching them. Students should not be afraid
of approaching their teacher if they have a problem in their grades or whenever they need their
teachers help.
REFERENCES
Alexander.k.L, Entwistle, D.R. &Horsey. C.J (1997) from sociology of education 87-107
Anhert Z. Harwardt - Heinekcke E, Kappler G, Ekstan T, Milatz A. student-teacher relationships and classroom climate in first grade; How do they relate to students stress regulation? Attachment and human development 2012: 14
Bronfrenbrenner, U, & Morris, P.A.(1988) The Ecology of development process Dika, J.L. & sigh, A (2002) Application of social and educational literature A critical synthesis review of educational research F2 (1)
Crosnoe R, Johnson M.K., Elder; G.H. Jr.(2004) Intergenerational Bonding in school :The behavioral and contextual correlates of student-teachers relationships sociology of education 2004,vol. 11(January): 60-81
Davies H, (2001) the quality and impact of relationships between elementary and high school students teachers. Contemporary educational psychology 26; 431-453
Devore E, Oliver C, Wilmoth K, vozzo L. Impact of student teacher relationship on academic performance of student: The Australian American full bright symposium Review 2004 : 34: 2116-2120.
BAGUIO CENTRAL UNIVERSITY
Senior High School Department
PERMISSION TO CONDUCT AND COLLECT RESEARCH DATA
March 26, 2018
Dear Sir/Ma’am:
The purpose of this letter is to request your good office that we are conducting the research
entitled: “Perception of BCU Grade 11 of Student- Teacher Relations” , at ____________. For
this, we are requesting that your office allow us to conduct research and secure population data,
given that it shall be used only for research purposes. This also serves as assurance that we
comply with requirements of the Republic Act 10173 also known as the Data Privacy Act of
2012and will ensure that these requirements are followed in the conduct of this research. Thank
you very much and more power.
Sincerely,
Name of Members Signature
Arriaga, Christine Jane __________________________
Bakidan, Esrael __________________________
Cadavona, Reynalyn __________________________
Calonge, Ara Lalaine __________________________
Estrada, Shelovie __________________________
Madiguid, Johnrey __________________________
Nguddo, Itoquerine __________________________
Viray, Maricar __________________________
Research Teacher Approved
Jeff C. Feliciano ______________________
Approving Office
Sample Questionnaire
1.1 How many teachers do you have? __________
1.2 Do you have good relations with all of them? ____yes _____no
If yes, how many teachers are you in a good relation with? ______
If no, how many are you not in a good relation with? _______
1.3 Describe what kind of teacher that is approachable?
____Kind ______Strict ____ Friendly
2.1 Describe a teacher that has a good relation with student?
_____Manipulative _____Cheerful _____Strict
_____ Approachable _____Skillful _____Very Kind
_____Communicative _____Open-minded
_____Others(Specify): ___________________________________________________
3.1 What should teachers do to have good relation with students?
_____Create a sense of community and belonging in the classroom
_____Teachers must respect their students
_____ Always set a high expectation on them
_____They must be Approachable
_____Others(specify):__________________________________________________
3.2 What should you do to have a good relation with your teacher? Indicate in the space
provided below.