Assessment of Pupils Behavior by Pupils Themselves and Academic Achievement Factor in Science of Grade Six Pupils of Alfonso Central School

Abstract

INTRODUCTION

Most of the time, teachers complaining about the behavior of the pupils is the usual scenario in the school. Teachers in different grade levels would always mention the names of pupils who would bully and make fun of their classmates, argue with the teachers, and even dare a teacher to beat him off in boxing. People who know students well -their teachers and they themselves -can best assess their behavior since they know themselves well, way much better than others. No one can give sound judgment about a person than the person himself and the people he comes in contact with every day.

METHODS

This study employed the descriptive-correlational research design to determine the relationships between the pupils' behavior and their academic achievement in Science. The academic performance of the pupils was based on their G.P.A. in Science on the First Grading period during the school year 2016-2017. In gathering the data, the researcher utilized a questionnaire which includes the pupils as respondents. The other part of the questionnaire includes the criteria for assessing the pupils' behavior.

RESULTS

The pupils' assessment of their own behavior has a weighted mean of 2.88 which lies at a description which is moderate. This means that many pupils really believed that they are behaving moderately in class. The achievement test resulted in there are 49 respondents in the said achievement test. There were 9 pupils or 19 percent who are rated as satisfactory, 29 pupils or 59 percent who are rated as fair, 11 pupils or 22 percent who are rated as poor. The mean is 78.67 which lies in the range of fair (78-82). The computed chi-square value 7.98 was higher than the critical value of 5.991 at df of 2. This showed a significant relationship between the pupils' behavior and academic achievement because the computed value was greater than the tabulated value at .05 level of significance. The null hypothesis was rejected.

DISCUSSIONS

This study implied that: 1. The pupils were moderate in their behavior in class as assessed by pupils themselves.; 2. The pupils’ academic achievement in Science was 78.67 or Fair.; 3. The computed chi-square value of 7.98 which was higher than the critical value 5.991 at .05 level of significance at two degrees of freedom showed a significant relationship between behavior and academic achievement.