Teaching Behavior and Academic Performance of Grade 12 -General Academic Strand Students

Abstract

INTRODUCTION

Many researches have underscored the importance of teaching behavior to the academic performance of students. However, it is not clear if there is a relationship between teachers' teaching behavior and learners' academic performance. In response to this, this research tried to explore the relationship between teaching behavior and academic performance of Grade-12 GAS students.

METHODS

The study was conducted in Munting Ilog National High School. The study employed descriptive-correlation design to describe the teaching behavior and academic performance using total population sampling technique. The data were collected through survey method usingthe teaching behavior assessment scale which is a five-point scale. The questionnaire served as primary source of data of the study. The answers were tallied to determine the mean of teaching behavior and academic performance. Pearson r was used to correlate and determine the relationship between the two variables.

RESULTS

The study revealed that there is a significant moderate correlation between teaching behavior of Grade-12 GAS teachers as perceived by students and academic performance of Grade 12-GAS students. Almost all the General Academic Strand sections obtained very satisfactory rating (3.50-4.49) and their academic performance was interpreted as satisfactory (80-84).

DISCUSSIONS

The results demonstrate that teachers of Grade 12-General academic strand students need to embrace and further improve their teaching behavior towards better learning and strengthening the potential required for better academic performance.