Classroom Climate and Students' Behavior in Talibon District I Schools

Abstract

Classroom climate is so much influenced by the teacher’s daily mood and is so much affecting the student’s academic and even behavioral standing in the classroom. The classroom climate is a compilation of factors including social interactions between students and teachers, emotional and intellectual expectations, as well as the physical and technological environment of the classroom (Freiberg, 2001; Mainhard, Brekelmans, Brok, &Wubbels, 2011). Specifically, this study looked forward to determining the perception of the students and teachers towards classroom climate in terms of physical, social, intellectual, emotional and technological aspects; determine the profile of students and teachers’ behavior towards peers and administrators; to determine if there is a significant relationship between classroom climate and students and teachers’ behavior and to propose plan of action based on the findings. A descriptive survey method using a modified survey questionnaire was utilized by the researcher in this study. Through this data, the researcher could compare the main variables if it has a significant relationship to each other. This study was conducted to the selected grade seven students and teachers of 7 High Schools of Talibon, District in the school year 2018-2019 namely; the Santo Nino High School, San Isidro High School, Sikatuna Agricultural National High School, President Carlos P. Garcia Memorial High School, Ponciana E. Leoligao High School, San Jose National High School and Zosimo Gulle Memorial High School. The result shows the relationship between classroom climate and students' and teachers’ behavior towards peers and administrators. The computed Pearson r correlation coefficient value is 0.22 which means a positive low correlation between classroom climate and behavior. Since the computed t-value of 3.57 is greater than the tabular value of +1.97 with the confidence level at ά=0.05, there is a significant relationship between classroom climate and behavior. Therefore, the null hypothesis is rejected. The result of the study supports Albert Banduras’ Social Learning Theory which states that the climate of the classroom can significantly impact the development of students’ behavior. Based on the data gathered and the results of the statistical treatment, it was found out that there is a significant relationship between classroom climate and students’ behavior. The classroom climate affects the development of students’ behavior. Thus, improving classroom climate can help improve students' and teachers’ behavior. Student-centered teaching strategies and techniques like drills, exercises and other concept development strategies should be practiced by the teachers in the classroom to enhance learning and provide a harmonious and sound wise classroom climate that could help alleviate student’s behavior and performance.