The Perceived Classroom Behavior and its Correlation to the Academic Performance of the Junior High School Students in Public Secondary Schools of the Municipality of Magallanes, Division of Cavite

Abstract

INTRODUCTION

This study is aimed to determine the relationship of classroom behavior as perceived by advisers and its correlation to the academic performance of grade 9 students in the Municipality of Magallanes, Division of Cavite. Additionally, it also sought answers to the relationship of the aforementioned variables to age, sex, and educational attainment of parents.

METHODS

Descriptive-correlational design was used in this study. The Slovin's formula was utilized to calculate 122 sample size from the 174 population. The instruments used in collecting data are comprised of the following -the Classroom Behavior Questionnaire, the rating scale for the Perceived Classroom Behavior, the rating scale for the Academic Performance, and the statistical treatment which consisted of frequency, percentage, mean, Pearson Correlation Coefficient, and Chi-square test of Independence.

RESULTS

Majority of the participants was under the age of 15, and that was 47 or 38.51% of the students out of 122. While, male dominated the respondents with 67 or 54.92% out of 122 students and at the same time, most of their parents were high school graduate with 92 or 75.41% out of the 122-sample size. On the other hand, the overall perceived classroom behavior of Grade 9 was 2.97 with the scale rating of "Fair Behavior." Concomitantly, the entire level of the academic performance (GPA) rating of the grade 9 students is Satisfactory with the mean of 83.80. Lastly, significant relationship existed between classroom behavior and academic performance, while age and academic performance, age and classroom behavior, sex and classroom behavior, sex and academic performance. educational attainment of parents and academic performance. Additionally, no significant relationship existed between educational attainment of parents and classroom behavior.

DISCUSSIONS

The results may mean that classroom behavior of the students has effects on classroom interaction and on learning performance of the students. Hence, managing the behavior of the students can lead to great outcomes in their academic performance. Therefore, teachers are encouraging others to capitalize on classroom management strategies to help prepare students for learning.