SCHOOL CONTEXT, ATTITUDES, BEHAVIOR, AND ACADEMIC

ACHIEVEMENT OF GRADE 6 PUPILS IN

AKLAN 1, PHILIPPINES

A Thesis
Presented to the
College of Open Distance
andTransnational Education (CODETE)
Ifugao State University
Lamut, Ifugao, Philippines

A Course Requirement
for the Degree
Master of Arts in Education
Major in Educational Management

KAREN KAE CARILLO ARABANG

July 2017
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 Republic of the Philippines
IFUGAO STATE UNIVERSITY
Lamut, Ifugao

College of Open Distance Education and

Transnational Education

APPROVAL SHEET

prepared and submitted by KAREN KAE C. ARABANG is hereby recommended

for approval and acceptance as a requirement for the degree

MASTER OF ARTS IN EDUCATION

Major in Educational Management

SHERYL G. ESTORQUE, EdD

Thesis Adviser

PANEL OF EVALUATORS

Accepted by the Panel of Evaluators with a grade of PASSED.

NANCY ANN P. GONZALES, PhD

Chairperson

IVAN D. BAGUILAT, DPA ROBERT F. GALINDEZ, PhD

Member Member

Approved as a requirement for the Degree Master of Arts in Education

NANCY ANN P. GONZALES, PhD

Vice President for Academic Affairs
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 Abstract

This descriptive-correlational research was conducted to determine the

school context, attitudes, behavior and academic achievement of 374 randomly
selected Grade 6 pupils in Aklan 1, Philippines for the school year 2017-2018.
An adapted research questionnaire was used to gather data. The findings
revealed that the perceived extent of school context practiced by teachers was
very high in terms of clarity and expectation and high quality pedagogy. No
significant difference existed between the extent of school context practiced by
teachers when grouped as to sex and age. No significant differences existed
between the extent of school context practiced by the teacher in terms of clarity
of expectations and high quality pedagogy. The level of students’ attitude and
behavior in terms of students’ engagement and students’ perceived academic
competence was very favorable. No significant difference existed in the level of
students’ attitudes and behavior respondents when grouped according to sex
and age. No significant relationship existed between the extent of school context
as practiced by the teachers and the level of students’ attitudes and behaviors.
The academic performance of pupils was at proficient level. No significant
difference existed between the academic performance of pupils when grouped as
to sex and age and the extent of school contexts practiced by the teachers and
pupils’ academic performance were highly and significantly related.

Keywords: Academic Achievement, Attitudes, Behavior, School Context

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 ACKNOWLEDGEMENT

The researcher wishes to express her gratitude and sincere appreciation

to all who in one way or another contributed, inspired, guided and extended

their valuable assistance in the preparation and completion of this study.

Dr. Serafin L. Ngohayon, IFSU President, for his expert suggestions and

recommendations.

Dr. Nancy Ann P. Gonzales, IFSU Vice President for Academic Affairs and

Chairperson of the Panel of Examiners, for her professional guidance, unselfish

assistance, brilliant suggestions and recommendations, and her motherly

approach that helped improve this study;

Dr. Ivan D. Baguilat, IFSU Dean for College of Open Distance Education

and Transnational Education and Member of the Panel of Examiners, for his

notable suggestions and understanding;

Dr. Robert F. Galindez, Member of the Panel of Examiners, for his

valuable suggestions and comments for the improvement of this thesis;

Dr. Sheryl G. Estorque, my thesis adviser, who patiently offered her

precious time, untiring assistance and support, wise suggestions and

recommendations and encouragement that gave me the determination and

perseverance to finish this thesis;

Dr. Jesse M. Gomez, CESO V, Schools Division Superintendent, Division

of Aklan for supporting and granting my permit to study;

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 Dr. Ernesto F. Servillon Jr., Assistant Schools Division Superintendent,

Officer-in-Charge, Office of the Schools Division Superintendent, Aklan

Division, and all the Schools District Supervisors and School Heads in Eastern

Districts of Aklan, for supporting and approving my request to conduct this

study;

Mr. Democrito V. Barrientos II, classmates: Mona Lysslyn, Bebiana,

Emmie Jane, Dena, Bryan, Eileen, Kit, Ruth, Mayrose, Sir Vic; Mr. Val T.

Casimero, and all the Teachers of Manocmanoc Elementary School who

positively contributed to this study and also for their advice, encouragement

and moral support;

My Father, siblings and Parents-in-law for their moral and spiritual

support and motivation;

My loving husband Engr. Noel D. Arabang Jr., for his patience,

encouragement and motivation; for his unfailing spiritual, moral and financial

support; and to my son, Nel Mikel and daughter, Nikka Karel who serves as my

strength and my inspiration;

Above all, to the Almighty God who is the source of knowledge, wisdom

and understanding and for giving me the strength and courage to go on and

finish this study.

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 DEDICATION

I humbly dedicate this study to God Almighty my creator and my savior,

my source of wisdom, knowledge and understanding; and also, to my very

loving and supportive husband, Noel Jr. and my children, Nel and Nikka, my

strength and source of inspiration.

K. K. C. A.

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 CONTENTS

Page

Title Page………………………………………………………………… i

Approval Sheet ……………………………………………………….... ii

Abstract ..……………………………………………………………….. iii

Acknowledgement……………………………………………………… iv

Dedication …………………………………………………………..….. vi

Table of Contents ……………….………………………………….….. vii

List of Tables………………………………………………………….... ix

List of Figures……………………………………………………………. x

Chapter 1. INTRODUCTION

Theoretical Framework ……………………………………………… 20

Paradigm of the Study ……………………………………………….. 24

Statement of the Problem …………………………………………… 25

Hypotheses ……………………………………………………………… 26

 Chapter 2. METHODOLOGY

Research Method ……………………………………………………... 28

Research Environment ………………………………………………. 29

Respondents ……………………………………………………………. 34

Data Gathering Tools ……………………….………………………… 36

Data Gathering Procedures ………………………………………… 37

Treatment of Data ……………………………………………………… 39

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Chapter 3. RESULTS AND DISCUSSIONS

Chapter 4.CONCLUSIONS AND RECOMMENDATIONS

Conclusions ………………………………………………………………. 49

Recommendations ………………………………………………………. 51

References …………………………………………………………………. 53

Appendices

A. Letter to the Schools Division Superintendent ………………… 59

B. Letter to the Public Schools District Supervisor……………….. 60

C. Letter to the School Principal………………………………………. 68

D. Letter to Respondents ……………………………………………… 78

E. Questionnaire …………………………………………………………. 79

F. Intervention Program ………………………………………………… 83

G. Curriculum Vitae …………………………………………………….. 102

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 LIST OF TABLES

Table No. Title of Table Page

1 Distribution of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . 32

2 Profile of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

3 Mean Analysis Showing the Extent School Context Practiced

by Teachers as Perceived by Grade 6 Learners. . . . . . . . .. . . . . . 37

4 t-test Analysis Showing the Difference on the Extent of

School Context Practiced by Teachers as Perceived by Learners
When Grouped According to Se . . . . . . . . . . . . . . . . . . . . . . . . 39

5. Analysis of Variance Showing the Difference on the

Extent of School Context Practiced by Teachers as
Perceived by Learners When Grouped According to Age. . . . . . . 40

6 t-test Analysis Showing the Difference on the Extent

of School Context Practiced by Teachers as Perceived
by Learners In terms of Different Dimensions. . . . . . . . . . . . . . . 41

7 Mean Analysis Showing the Level Students’ Attitude and

Behavior in terms of Student Engagement. . . . . . . . . . . . . . . . . 42

8 Mean Analysis Showing the Level Students’ Attitude and

Behavior in terms of -Perceived Academic Competence. . . . . . . 44

9 t-test Analysis Showing the Difference on the Attitudes

and Behavior of Respondents When Grouped
According to Sex . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 45

10 Analysis of Variance Showing the Difference on the Attitudes

and Behavior of Respondents When Grouped According to Age. . 46

11 Pearson-r Analysis Showing the Relationship on the Extent

of School Context and the Level of Students Attitudes
and Behaviors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

12 Mean Analysis Showing the Level of Students’ Academic

Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

13 t-test Analysis Showing the Difference in the Academic

Performance of Learners When Grouped According to Sex . . . ..49

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14 Analysis of Variance Showing the Difference in
the Academic Performance of Learners When Grouped
According to Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

15 Pearson-r Result Showing the Relationship Between the

Extent of School Contexts Practiced by Teachers and the
Academic Performance of Respondents . . . . . . . . . . . . . . . . . . . . 51

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 LIST OF FIGURES

Figure No. Title of Figure Page

1 The Paradigm of the Study ……………………… 18

2 Map of the Locale of the Study ………………… 27

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