Final - Social Learning and Behavior Towards Academic 1

SOCIAL LEARNING AND BEHAVIOR TOWARDS ACADEMIC
PERFORMANCE OF THE PHYSICAL EDUCATION

STUDENTS IN THE NEW NORMAL
An Undergraduate Thesis presented to the Faculty of the College of Teacher

Education Laguna State Polytechnic University Los Baños Campus
Los Baños Laguna
In partial fulfillment for the requirements for the degree Bachelor of

Physical Education
MARIE JOY LACHUWAN BOMMAEL

JOHN HARVEY TENDENCIA JUCOY
ANALYN TUGADE SALES
JULY, 2021
APPROVAL SHEET
The thesis entitled “SOCIAL LEARNING AND BEHAVIOR TOWARDS

ACADEMIC PERFORMANCE OF THE PHYSICAL EDUCATION STUDENTS
IN THE NEW NORMAL” authored by MARIE JOY L. BOMMAEL, JOHN
HARVEY T. JUCOY and ANALYN T. SALES in partial fulfillment of the
requirements for the Degree of Bachelor in Physical Education, is hereby
recommended for approval and acceptance.
MARIA TERESA M. RODRIGUEZ, EdD

Adviser
________________________________________________________________
Approved by the Committee on Oral Examination with a grade of _____.
MYRA F. RUIN MARCIAN T. TORILLOS, EdD

Member Member
VICTORIA E. TAMBAN, EdD KATHLEEN LORRAINE B. GINO-GINO

Member Member
VICTORIA E. TAMBAN, EdD

Research Coordinator
___________________________________________________________ ____
Accepted and approved in partial fulfillment of the requirements for the
degree of Bachelor in Physical Education.
KAREN A. MANAIG, EdD

Associate Dean
College of Teacher Education
OFELIA B. MANINGAS ___________________

Chairperson, Research and Development Date Signed
RESEARCH CONTRIBUTION NO.
ACKNOWLEDGMENT
The researchers expressed their deepest gratitude to the people who
encouraged and help them to pursue this study. This research study would not
have been made possible without the help of and support of the following
significant people:
Dr. Mario R. Briones, University President, for giving his full support to all
the graduate program students, especially in the thesis writing;
Dr. Karen A. Manaig, Associate Dean of The College of Teacher
Education, for guidance and approval of the conduct of this study;
Dr. Maria Teresa M. Rodriguez, her mentor, and adviser, for unselfish
sharing of expertise especially in enhancing the thought of consistency;
Dr. Marciana T. Torillos, technical editor, for her comments and
suggestions that enhanced and improved this manuscript;
Mrs. Myra F. Ruin, subject specialist, for her guidance and brilliant ideas
for the improvement of this study;
Mrs. Kathleen Lorraine B. Gino-Gino, language editor, for analyzing the
articles information related to the study and her comments and suggestion to
improve this study;
Dr. Victoria E. Tamban, statistician, who gave suggestions and help in
the analysis and interpretation of our data;
Fourth Year Students, of the College of Teacher Education her
respondents, for their active participation during the conduct of this research
study;
Delfin and Rosita Bommael, Jerry and Norma Sales, Joseph J. Jucoy
Sr. and Mildred Jucoy, our parents for their unconditional love and proper
guidance; and most especially;

To our Almighty God, for the knowledge and wisdom he has given, and
for providing the needed knowledge, courage, and patience to make this study
possible.
The Researchers
DEDICATION
This work is dedicated to both my parents. My father, the late Mr. Joseph J.
Jucoy Sr. did not only raise and nurture me but also taxed himself
Dearly over the years for my education and intellectual
development discourage. My mother, Mrs. Mildred
T. Jucoy has been source of my motivation
and strength during moments of despair
and discouragement. Her motherly
care and support have been
shown in incredible
way recently.
JH.T.J.
I dedicate this thesis to both my parents Mr. Delfin Bomael and Mrs. Rosita
Bomael and my sibling mostly my sister Rodalyn B. Ognayon for
their endless love, support, and encouragement throughout
my pursuit for education. I hope this achievement will
fulfill the dream they envisioned for me. I also
dedicate this work to the God Almighty, our
creator, our stronghold, our source
of wisdom, knowledge and
understanding.
MJ.L.B.
I would like to dedicate this thesis to my parents Mr. Jerry Sales and Mrs. Norma
Sales, who gave the little they had to ensure I would have the
Opportunity for education. Their efforts and struggles
have allowed me to have a key to unlock the
mysteries of our world,
and beyond.
A. T. S.
ABSTRACT
This study aimed to assess the Physical Education college students on their
social learning and behavior towards their academic performance in the new
normal at Laguna State Polytechnic University based on their social learning and
social behavior. This research utilized a descriptive correlational research study
and used Pearson r. moment of correlation as the statistical tool using cluster
random sampling to determine the 54 respondents. A prepared and validated
survey questionnaire was used to gather data through Google form. The
research also described the academic performance of the students, they find it
very satisfactory in terms of the 1 st semester of Academic Year 2020-2021. The
finding revealed that the null hypothesis is stating there’s no significant
relationship between the student's academic behavior in the new normal and
their academic performance in class based on the analysis of the correlation
between two variables is accepted which means that the student’s behavior in
the new normal has no significant relationship with their academic performance
in Physical Education.
Keywords: Social Learning, Academic Performance, Social Behavior,

Reproduction, Motivation
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………… I

APPROVAL SHEET …………………………………………….……. II
ACKNOWLEDGMENT ………………………………………….……. III
DEDICATION …………………………………………………….……. V
ABSTRACT ……………………………………………………………. VII
TABLE OF CONTENTS …………………………………….…………VIII
CHAPTER I. THE PROBLEM AND ITS BACKGROUND ………. 1

Introduction …………………………………………………………....
Background of the Study ……………………………………………..
Theoretical Framework ……………………………...……………….
Conceptual Framework …………………………………………..…..
Statement of the Problem ………………………………..………..….
Research Hypothesis ............…………………………….………....
Significance of the Study ………………………………..….……......
Scope and Limitations of the Study …………………….…………...
Definition of Terms …………………………………………………….
CHAPTER II. REVIEW OF RELATED LITERATURE …………….

Local Literature ………………………………............………………..
International Literature ………………………………………….……..
CHAPTER III. RESEARCH METHODOLOGY …………………….

Research Design ………………….…………………………….……..
Respondents of the Study ………………………..…………………..
Research Instruments ....................................................................
Research Procedure ………………………………………………….
Statistical Treatment of Data ………………………………………...
CHAPTER IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA………………………….…………....
CHAPTER V. SUMMARY, CONCLUSION AND

RECOMMENDATIONS ……………………………………….………
Summary of Findings ...……………………………………………….
Conclusion ……………………………………………………….…….
Recommendations ………………………………..…………………...
BIBLIOGRAPHY ……………………………………………..………..
APPENDICES……………………………………………………..…….
A. Letter of Transmittal…………………………………………………
B. Survey Questionnaire ……………………….………………….….
C. Original Data ………………………………………………….…….
D. Tabulations …………………………………………………..………
CURRICULUM VITAE ……………………………………………........

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is the knowledge, skill, and understanding that someone
gets from studying. It has become a part of our life and it is the key ingredient
to being prosperous in life.
Success is a positive result of an attempt or trial. It is the attainment of
wealth, respect, fame and the fulfillment of our needs as an individual. Hence,
a person can be considered successful after his achievement or
accomplishment. Learning is reflected in the way a child responds to
environmental, social, emotional and physical stimuli and understands new
information (Collins Concise Dictionary and Thesaurus of English Language,
2002). The keys to better learning and better academic performance in
schools are good teachers, good study environment, course of study, parents’
cooperation, high quality books and, the most important, the study habits
(Robinson, 2000).
The habit of studying is a student’s propensity to learn when
opportunities are given in a systematic and efficient way. It is also
characterized as the commitment of time and attention to obtaining
information or knowledge, particularly from books or in other words, the
pursuit of academic knowledge through proper research of a topic or situation
(English dictionary, 2011). Therefore, it seems important to enhance their
study habits or academic conduct without which desired results cannot be
obtained to increase student academic success.

Academic performance is a complex student behavior and underlies
several abilities, e.g., memory, previous knowledge or aptitude as well as
psychological factors such as motivation, interests, temperaments or emotions,
to name a few Deary et al. (2004). Educational psychologists and researchers
have argued that there are many determinants of academic performance, one of
them being academic behavior Chamorro et al. (2003).
With standards increasing for educating students, ensuring the growth of
every student can be challenging. However, there are, on occasion, obstacles to
achieving this goal. For example, student classroom behaviors can often impact
the amount and quality of instruction in the classroom, especially, if the
behaviors are negative and disruptive in nature. When these behaviors occur
within the classroom setting, it is often difficult for the teacher to simultaneously
redirect or discipline the student and provide quality instruction.
Schools are communities, and care can be taken to ensure that each
student has a purposeful connection with at least one adult in the environment.
Positive behaviors can therefore be considered as a prerequisite for learning.
However, behavior is more complex and typically varies from student to student.
Thus, students’ behavior inside the school premises, their interaction with
teachers, peers and how they react to activities and tasks among others reflect
the complexity of students’ experiences in the school setting.
It cannot be undermined that one of the key elements for obtaining
optimal academic achievement is the student’s academic behavior a student’s
outlook, choice, his/her persistence, his/her efforts in learning, and how he/she
relates to the people that make up the school community. These reactions and
interactions enable levels of learning that simply would not be possible for
students to accomplish on their own.
Background of the Study
From its humble beginnings in 1952, this state institution (LSPU) began. It
was first founded in the shoreline (Baybay) district of Laguna de Bay as a
regional high school known as Baybay Provincial High School, the first public
high school and the second in the entire province of Laguna. In 1957, the
Baybay Provincial High School was converted into the Baybay National
Agricultural and Vocational School under the Republic Act No. 1807 in June
1957 (BNAVS).
In 1993, the Department of Education, Culture and Sports (DECS) named
this state institution as one of the seven Provincial Technical Institutes of
Agriculture. In region IV under the Aus-AID-AGRITECH project to enhance
curricula, teaching programs and the development of practical and applied
research. Via memorandums of agreements with local governments, it opened
four (4) satellite campuses.
This integration formally took place on October 5 and 25, 1999,
respectively, to wit: Laguna College of Arts and Trades now LSPU-Sta. Cruz
Campus located at Barangay Bubukal, Sta. Cruz, Laguna Los Baños College of
Fisheries now LSPU-Los Baños Campus located at Barangays Malinta, Los
Baños, Laguna CHED Memorandum Order No. 27, s. 2000 Issuance of
Implementing Guidelines of the Integration of CHED-Supervised Intuitions (CSIs)
to State Universities and Colleges (SUCs) (Phase II). On December 11, 2000,
the formal turn-over ceremony took place: San Pablo City National High School
of Arts and trades now LSPU-San Pablo City Campus located at Barangay Del
Remedio.
In recent years, Laguna State Polytechnic University’s school
administrator, teaching and non-teaching staff have encountered and
acknowledged their share of serious consequences arising from offensive and
mild violent actions perpetrated by students both in and out of the school
premises. It cannot be denied that more and more students from this college
have participated in gang groups, thereby engaging in gang wars and other
violent actions in and out of campus. Some of the students from various levels of
the year also had issues related to alcohol and drugs that influenced their grades
and the way they behaved with their classmates and school teachers. In
addition, some of the students who were in relationships with the opposite
gender displayed unnecessary affectionate actions within and outside the
classrooms that interrupted class activities and gave younger students
undesirable examples.
Theoretical Framework
The focus of the study is to assess the relationship between the perceived
academic behavior and academic performance of the students. It is anchored on
Albert Bandura’s, Social Learning Theory. This theory is found to be appropriate
because of its emphasis on the importance of observing and modeling the
behaviors, attitudes and emotional reactions of others.
One of the biggest impacts that behavior analysis of child development
has had is on the field of education. In education, many kinds of learning are
required for later interaction in the world. Such aspects of learning include
socialization and peer interaction, the development of which are deemed crucial
for a growing child. Each child’s personality traits come in the opposite, it may be
optimistic or pessimistic, independent or dependent, emotional or unemotional.
Many of these are inborn temperament traits, but other characteristics such as
aggressiveness or passiveness, feeling competent or inferior, appear to be
learned, based on the challenges and support that a person received growing
up.
The Social Learning Theory simplifies the social learning concepts where
individuals learn from one another by observing, learning, and modeling. An
experiment called the Bobo doll experiment that showed how observational
learning and modeling theory can affect the development of a person’s behavior.
Showing to the children how the acting model adult acts aggressively to the doll
the children that has seen the event become more aggressive than the children
who doesn’t seen the event (Bandura, 1961). This experiment also indicates how
effective social media like television and video games can influence the behavior
of the child. The cycle of how the child adopts starts from personal factors
indicating cognitive, affective, and biological events to environmental factors
indicating external spaces, laws, and objects and leads to behavioral factors
predicting actions and decisions.
The modeling process has a four process starts in attention in which what
you do or teach then retention which is the possession of the action that was
learned that leads to reproduction which in this state the person has now
produces or effects other person behavior, and the last process is motivation is
the reason or reasons one has for acting or behaving in a particular way.
Motivation is the result of a person's attempt at fulfilling five basic needs:
physiological, safety, social, esteem and self-actualization. According to Maslow,

these needs can create internal pressures that can influence a person's behavior
Maslow, (1943).
Conceptual Framework
The major concept of this study focused on the social learning and
behavior towards the academic performance of the physical education students
in the new normal at Laguna State Polytechnic University during the academic
year 2020-2021.
Figure 1 shows the paradigm of the study. It consists of two (2) boxes,
namely: the first box is the independent variable box which contains Social
Learning and Social Behavior. The second box is the dependent variable box
which contains the students’ academic performance based on their general
weighted average (GWA) for the AY 2020-2021.
Independent Variable Dependent Variable
Student’s level of academic  Students’ Academic

behavior Performance General
 Social Learning Weighted Average (GWA)
 Attention AY 2020-2021
 Retention  1st Semester
 Reproduction
 Motivation
 Social Behavior
 Optimistic
 Pessimistic
 Independent
 Envious
Figure 1. Research Paradigm

Statement of the Problem
This study aimed to assess the social learning and behavior towards the
academic performance of physical education students at Laguna State
Polytechnic University, SY 2020-2021. The study will seek to answer the
following questions:
What is the profile of the respondent in terms of:
a. age;
a. sex?
1. What is the level of student’s academic behavior in terms of the indicators:
2.1 attention;
2.2 retention;
2.3 reproduction;
2.4 motivation?
2. What is the level of student’s social behavior in terms of the indicators:
3.1 optimistic;
3.2 pessimistic;
3.3 independent;
3.4 envious?
3. What is the level of academic performance of the students in terms of their
General Weighted Average (GWA), in the 1st semester?
4. Is the perceived academic behavior of the student significantly related to their
academic performance?
Research Hypothesis
This study posits the following hypothesis:

There is no significant relationship between the academic behavior of the
Physical Education students to their academic performance.
Scope and Limitation
This study focused on determining the social learning and academic
behavior towards the academic performance of the Physical Education students
in the College of Education at Laguna State Polytechnic University.
Moreover, the researchers considered the weighted average of the
student for the first semester of the School Year: 2020-2021. This study also
concerned the demographic profile of the students such us age and sex.
The limitations of this study include the behavior exhibited by the students
outside of the classroom.
Significance of the Study
This study focused on determining the level of perception of the students
to their social behavior and academic performance. Moreover, the outcome of
the study would be beneficial for the following:
The school administrators and staff may gain from this study a clearer
insight into what kind the student development program regards the need to be
achieved by their students for better academic performance. Teachers could get
knowledge regarding the students’ behavior and will provide them with better and
appropriate solutions to problems encountered by the students in school.
Students would use it as a basis for improving their own academic behavior
towards their academic performance. Parents would be able to use the findings
of the study in obtaining a deeper understanding of how children’s social learning
and behavior affect their academic performance. Future researchers can also
gain insights from the result of this study. They could use this as reference
material for a more comprehensive study.
Definition of terms
For better clarification and understanding of the terms related to this
study, the following are defined conceptually and operationally:
Academic Behavior. It refers to the manner, deportment, or moral
conduct that an individual encompasses. In this study, this refers to the indirect
observable approach manifested towards the student academic activities.
Academic performance. It refers to the accomplishments or production
of the pupils/students in the schoolwork. In this study, academic performance
was measured using the average grade of the students for the SY 2020-2021
which was obtained from the students’ grade point average.
Attention. It refers to the degree to which we notice the behavior. A
behavior must grab our attention before it can be imitated. In this study, we
measure how behaviors/ actions being attentive in class.
Envious. The people who tend to feel hostile, resentful, angry and
irritable. Such individuals are also less likely to feel grateful for their positive traits
and their circumstances. Envy is also related to depression, anxiety, the
development of prejudice, and personal unhappiness.
Independent. It refers on not depending on another for livelihood or
subsistence. In this study, we researchers will measure if the students rely only
to their self or they depend on other students.
Motivation. This meditational process is referred to as vicarious
reinforcement. It involves learning through observing the consequences of

actions for other people, rather than through direct experience. In this study, we
will be measuring the will of the students to finish their assigned work.
Optimists. It refers to how confident the student to their academic
studies.
Pessimists. The attitude that things will go wrong and that people's
wishes or aims are unlikely to be fulfilled. In this study, we will measure if the
students prefer to be on the negative side in every given opportunity.
Reproduction. The ability to reproduce a behavior we observe. It
influences our decision about whether to try performing the behavior. This study
focused on how students nurture their existing learned knowledge and gain their
confidence in group activities.
Retention. It refers to how well we remember the behavior. We cannot
perform the behavior if we do not remember the behavior. In this study, we
researchers measure how the respondents retain their learned knowledge and
skills.
Social Learning. It refers to a theory that, theorized by Albert Bandura,
posits that people learn from one another, via observation, imitation, and
modeling. The theory has often been called a bridge between behaviorist and
cognitive learning theories because it encompasses attention, memory, and
motivation.
Social Behavior. The action is performed by individuals of the same
species when they interact with each other.

Chapter 2
REVIEW OF RELATED LITERATURE
The researchers gathered information from the internet and journals that
supported the study. It presents the studies related to the study in assessing the
social learning and behavior and the academic performance the physical
education students.
Social learning theory is increasingly cited as an essential component of
sustainable natural resource management and the promotion of desirable
behavioral change (Muro & Jeffrey, 2008). This theory is based on the idea that
we learn from our interactions with others in a social context. Separately, by
observing the behaviors of others, people develop similar behaviors. After
observing the behavior of others, people assimilate and imitate that behavior,
especially if their observational experiences are positive ones or include rewards
related to the observed behavior. According to Bandura, imitation involves the
actual reproduction of observed motor activities. Social Learning Theory has
become perhaps the most influential theory of learning and development. It is
rooted in many of the basic concepts of traditional learning theory. This theory
has often been called a bridge between behaviorist learning theories and
cognitive learning theories because it encompasses attention, memory, and
motivation.
However, on this regard, Bandura believes that direct reinforcement could
not account for all types of learning. For that reason, in his theory he added a
social element, arguing that people can learn new information and behaviors by
watching other people. According to the elements of this theory there are three
general principles for learning from each other which is the observation, imitation
and modeling.
The principles of social learning are assumed to operate in the same way
throughout life. Observational learning may take place at any age. Insofar as
exposure to new influential, powerful models that control resources may occur at
life stage, new learning through the modeling process is always possible
(Newman et al., 2007).
Based on these general principles, learning can occur without a change in
behavior. In other words, behaviorists say that learning has to be represented by
a permanent change in behavior; while in contrast social learning theorists say
that because people can learn through observation alone, their learning may not
necessarily be shown in their performance (Bandura, 1965). Learning may or
may not result in a behavior change (Bandura, 2006b). Moreover, Bandura
demonstrated that cognition plays a role in learning and over the last 30 years
social learning theory has become increasingly cognitive in its interpretation of
human learning; these points supported by (Newman et al., 2007).
The people who are being observed are called models and the process of
learning is called modeling. This point supported by (Newman et al., 2007).
Bandura’s stated second and third stages of social learning, imitation and
behavior modeling, will occur if a person observes positive, desired outcomes in
the first stage. If, for example, an instructor attends and observes a course in-
world and is entertained, informed, and approves of the way students act, they
are more likely to want to teach a course in-world themselves.
The study of Betz, (2007), and Green and Peil, (2009) supported Bandura
view of triadic reciprocally and define human behavior as a triadic, dynamic, and
reciprocal interaction of personal factors, behavior, and the environment. By
analyzing the perceived factors, the defined environment of the learners, they
adopt the behavior to the environment that they were consistently interacting in
their daily life. One of the primary features of Bandura’s model is the
specification of explanatory model of human behavior, in which self-efficacy
causally influences expected outcomes of behavior, but not vice versa Bandura
(1986c, 1995, 1998, 2004, 2006b).
Mark and Campbell (2011) conduct a study about self-efficacy which exert
their diverse effects through cognitive, motivational, emotional, and decisional
processes. Efficacy beliefs affect whether individuals think optimistically or
pessimistically, in self-enhancing or self-debilitating ways. They play a central
role in the self-regulation of motivation through goal challenges and outcome
expectations. On this regard self-efficacy lies at the center of Social Cognitive
Learning Theory and shows that beliefs about one’s ability or capacity to
execute a behavior successfully. Moreover, it clarifies that people tend to
engage in activities based on their sense of competence or past success. Which
concluded that people with high efficacy are more likely to view difficult tasks as
something to be mastered rather than something to be avoided while the people
with weak efficacy more likely to avoid challenging tasks and finally they focus on
personal failings and negative outcomes.
Locke and Latham (1990) conduct a study about self-regulation the idea
that people are capable of self-regulation their thoughts, emotions, motivation,
and actions. Self-regulation refers to the process in which people control and
direct their actions. It conceives of the individual as being goal directed and
actively involved in developing functional patterns of thinking and behaving in

response to environmental conditions in order to attain personal goals. Effective
self-regulation is a cyclical process in which performers actively monitor the
performance environment, develop functional task strategies, skillfully
implements those plans, and monitor the results. However, Williams (2010) more
emphasis self-regulation in the social learning theory and social cognitive
learning theory self-regulation is considered when an individual has his own
ideas about what is appropriate or inappropriate behavior and chooses actions.
Since research on academic achievement began to emerge as a field in
the 1960s, it has guided educational policies on admissions and dropout
prevention. Although much of the literature has focused on higher education, the
knowledge obtained on behavioral phenomena observed in colleges and
universities can potentially guide research on student behavior in primary and
secondary schools. A number of behavioral patterns have been linked to
academic performance, such as time allocation, active social ties, sleep duration
and sleep quality, or participation in sport activity. Most of the existing studies,
however, suffer from biases and limitations often associated with surveys and
self-report, particularly when measuring social networks.
According to Amika (2012) Physical activity and sports are generally
promoted for their positive effect on children's physical health, regular
participation in physical activity in childhood is associated with a decreased
cardiovascular risk in youth and adulthood. There is also a growing body of
literature suggesting that physical activity has beneficial effects on several
mental health outcomes, including health-related quality of life and better mood
states.
In addition to the positive physical and mental health impact of physical
activity, there is a strong belief that regular participation in physical activity is
linked to enhancement of brain function and cognition, thereby positively
influencing academic performance. There are several hypothesized mechanisms
for why exercise is beneficial for cognition, including (1) increased blood and
oxygen flow to the brain; (2) increased levels of nor epinephrine and endorphins
resulting in a reduction of stress and an improvement of mood; and (3) increased
growth factors that help to create new nerve cells and support synaptic plasticity.
Besides these suggested physiological effects, regular participation in sport
activities may improve children's behavior in the classroom, increasing the odds
of better concentration on the academic content of these lessons.
Through a variety of methods, a large number of studies have
investigated the factors that determine academic performance. Kassarnig et al.
(2018) emphasize that there is a considerable dependence of academic
performance on personality and social environment it effects across different
channels of social interactions with calls and text messages showing the
strongest correlations, further emphasizing the phenomena and it is either peer
effects (adaption) or homophily (selection).
Age is considered one of the independent variables that may likely affect
the academic performance of undergraduates in this study. Cognitive
development and maturity (which are associated with age) are necessary for a
worthwhile performance of students. Age of the individual, as it increases,
usually affects the various developmental changes.
Gender differences as part of age-old social beliefs posit that a student
who observes the unclear aggressive behavior of an unfamiliar male peer will
more than likely interpret that behavior as aggressive. A boy is often treated with
suspicion by the teacher even if he is doing nothing wrong. As a result, the boy
can become angry and defensive which in turn can affect how he is treated by
his peers. Because of the stereotypes placed on boys they are associated with
physical and relational aggression. Males are believed to be more assertive in
competition and individualism. On the other hand, girls are stereotyped as being
more successful in Reading and English. They are more likely to exhibit some
form of pro social behavior to feel more accepted among their peers. They are
involved in relational aggression which includes behaviors intended to damage
friendships. Also, girls can tend to have a lower self-esteem and poorer body
image because of the competition for the perfect body. Girls have a negative
perception of teachers and academic abilities. Social expectations and informal
influences when children are young are the reason behind the classroom gender
differences between boys and girls (Ennis, 2012).
Behavior according to Cortez (2011) is a potent factor in man’s endeavor.
It is rather innate or acquired, constructive or destructive. Innate in the sense that
man’s behavior is generally endowed, acquired in the sense that man’s behavior
is solely affected by his encounters with other human beings. Thus, changes in
man’s environment affect his behavior. Constructive behaviors are carefully
molded according to standards and mores thereby worthy of emulation.
Destructive behaviors are unwanted and thereby require a continuous and
unending task to minimize if not to eradicate the behavior of individuals. Further,
it was also reported that when asked to rank students behaviors that had
increased or greatly increased within the last two years, the top ten that were
chosen were: verbal intimidation or threats (61%); increased in biologically

damaged children (60%); punching and hitting (50%); rumors among peers/peer
escalation of rumors (46%); punching or hitting - open or closed hands (42%);
sexual harassment including inappropriate sexual behavior (36%); classroom
vandalism (34%); kicking (34%); lack of conflict resolution skills/other people
skills (30%); and possession of knives/ice pick/razor (24%). Teachers identified
the top problems encountered from children in schools. In 1940, the most
common problems are talking out of turn, chewing gum, making noise, running in
the hall, cutting in the line, dress code violation and uttering. However, in 1990s,
there are new sets of problems such as drug abuse, alcohol abuse, pregnancy,
suicide, rape, robbery and assault. Statistics included in this report indicated that
the fastest growing segment of the criminal population is the nation’s children.
According to Marquez (2009), students who are very successful in their
desired career have good study habits. She stated that pupils should apply these
habits to all of their classes. She also suggested that the pupils should not try to
study all the subjects in just a period. She added that if the pupils try to do too
much studying at one time, they will tire and their studying will not be effective.
Many school learners fail in their studies due to their inability to cope with
the daily obstacles and demands in school according to Villa (2009). Many
factors are enumerated to be the cause of such failures, but the most identified
one and the worst is lack of study among learners.
The researchers considered the parents presence on the student peer
group relationship. Taiwo and Olalekan (2016) noted that the first people with
whom the child comes in contact with are the parents. They transmit to the child
their own values of right and wrong at a time when he/she is not in contact with
any other influences. Unless the foundation laid by home is sound and solid, the
school has nothing to build upon and the child later becomes a problem not only
to the student parents but also to the community. It is therefore the home that the
child comes from that determines type of group the child would join. In essence a
child from home that is well-disciplined would find it difficult to be in a group that
comprises of delinquents and if he finds himself in such group, he would refuse
to be influenced by their behaviors. In a case where such a child is influenced by
the group behavior, the situation at home does not allow him to exhibit it and
thus he pretends and become meek in the presence of his parents. It is
important for the parents to know a child`s friends both at home and at school, in
order to achieve this, parents should make themselves more accessible to their
children.
There are many things that have changed in the education setting and
one that is noticeable is a child’s behavior. The way students behave in a
classroom setting could potentially set the tone for the way they perform on an
assessment. Teachers use many ways to manage their classrooms and many
studies have been done to determine strengths and weaknesses. The influence
of efficacy beliefs on teacher performance and student success: Implications for
Student Support Services outlines the importance of supporting students with
diverse learning needs through developmental and learning theories. “Emotive
behavior therapy is very popular because of the way it promotes the instruction
and fostering student teacher relationships” Warren and Hale (2016). “It appears
that teachers who display little confidence in their ability to complete classroom
tasks often experience irrational beliefs and heightened or unhealthy negative
emotions. Teachers model these thoughts, emotions, and behaviors daily”.
“Teachers who exhibit unhealthy negative emotions in the classroom have

difficulty building strong student relationships, delivering instruction, and
managing their classroom, thus often confirming their sense of efficacy”
Warren and Hale (2016). Teachers become more aware of their
classroom environment and teacher and student performance develops and
succeeds. When teachers give the appropriate learning environment, students
can make connections and the impact of their learning shines.
The amount of stress that a teacher feels daily has grown tremendously
within the last few years in the education world. Teachers have spent a large
portion of time and efforts on how we can improve the behaviors of students and
the causes of those behaviors. The item addressed are some reasons behind
those behaviors later, and there will be time spent on the feelings of a teacher
and their reactions when things are not smooth in their classroom. “According to
this perspective on stress, high classroom demand levels become particularly
stressful when teachers also appraise these demands as exceeding their
resources for coping.” According to Mccarthy et al., (2015). “Accurate
assessment of teachers’ appraisals of their classroom demand levels and
resources could provide critical information about which teachers are most
vulnerable to stress, even in similar school environments, that administration and
policymakers can use in improving the lives of teachers and their students”.
The environment that students and teachers are in is a huge reason for
the way that they are feeling. Not only are students bringing their burdens from
home to school, but if their teacher is not in his/her place then those feelings can
rub off. The classroom demands and the overbearing number of resources that
are given to teachers can indicate a higher level of stress and those feelings are
shared and not always brushed under the rug.

There are two main types of coping strategies: emotion-focused coping
helps individual deal with the emotions triggered by the stressor and problem-
focused. “Job stress is caused by high levels of demands unless offset by
relevant resources, particularly those having to do with control over the work
environment” (Mccarthy et al., 2015). If the environment that a student is coming
from (their home life) is toxic and their safe place (their classroom) is led by a
teacher who is not in his or her best place, then they simply are not in their best
learning environment. Students who have behavior problems need to be in the
best learning environment to succeed on any type of assessment. When
teachers think of the students in their classroom, they wonder about all the times
that they, themselves, felt the pressure of their job. “Teachers who exhibit
unhealthy negative emotions in the classroom have difficulty building strong
student relationships, delivering instruction, and managing their classroom, thus
often confirming their sense of efficacy” (Warren and Hale, 2016). Classroom
management is not always incentive tickets or clip charts. Classroom
management is also taking care of the teacher so that their style of teaching can
be done in the best way possible. A teacher who is positive and upbeat is less
likely to have students who share out their misbehaviors than those teachers
who stick to the script and don’t go above and beyond. “Within the walls of our
schools, administrators and teachers alike deal with instructional pressures,
behavioral issues, and the evolving world of learning.”
Reno, Friend, Caruthers and Smith (2017), Many schools are
implementing a school-wide behavior model to reduce problems. The culture of a
school will carry over to the classroom. The framework of PBIS allows students
and teachers to express themselves and help students manage their own
behaviors. If students are able to manage and control their own behaviors, then
they will be able to perform better in the classroom.
There are different reasons that a student may be acting out or
misbehaving. Their home life and the different things that they witness or
experience when they are outside of school can be a huge indication and reason
for their behavior. There are many students and children who are experiencing
depression and anxiety that stem from many different reasons. “Depression is a
common and persistent mental illness in children and adolescents and a meta-
analysis of 26 epidemiologic studies found prevalence of 2.8 % for children
under the age of 13 and 5.6% for age of 13 or older.” (Sun and Wang, 2014).
Childhood depression can affect the overall mental and physical development of
a child and is often associated with the outcomes in adulthood. “Depression in
childhood can be masked by behaviors such as oppositional behavior,
aggressiveness, and bed-wetting.” Teachers see these signs and behaviors
daily, but measuring, predicting, preventing, or ultimately treating childhood
depression is of enormous public health significance. “Different methods such as
clinical interviews, structured interviews, and self-report questionnaires have
been developed to measure depression symptoms.” Also, Teachers and
administrators are limited to resources to help students overcome these battles
and the training is few. School nurses and counselors are a great resource to
start with. A child’s depression can stem from many different unthinkable things
that they deal with at home. The depression in a child follows through in their
school work and will have a huge impact on their motivational level. These few
reasons can impact a child’s learning and especially how they perform on an
assessment of screener. Their academic status is usually lower than other

performing peers. A child’s happiness can play a huge role in how they perform
and participate in a classroom setting.
Randolph, Kangas, and Ruokamo (2009), In order to promote a student’s
well-being, we must give attention to the possible conceptual frameworks and
associated measurement instruments. There is a hierarchical model that was
proposed to measures the four levels of happiness that is given by the person’s
quality of life. The first and highest level would obviously be the student’s quality
of life. Teachers can measure a student’s quality of life by closely monitoring how
the student may come to school, if their parents are interested and involved in
their lives, if the student is given the same opportunities as his or her peers, and
many other teacher observations. The second level monitors the student’s
negative emotions and how often they occur, and the same for positive
emotions, and also and global life satisfaction. These characteristics could easily
be monitored by how the student is acting in the classroom. A simple yes/no
check list in each subject area or schedule of the day on if the child is showing
these different emotions. The third level digs into the student’s personal life and
studies their reactions to their specific life domains, such as family, friends, self,
living environment, and school. Are these students excited to see either their
family or friends, what do they say about them? Do they make comments about
themselves? Teachers do a lot of “all about me” work in kindergarten and that
unit is great for learning about the student’s life and who is in it. The fourth level
includes areas like school satisfaction, school climate, student engagement, and
academic achievement. All those areas can be monitored through check lists,
observations, and assessments and screeners of the child. This assessment
should provide a clear understanding of all areas of the child. If a teacher does
not have access to this type of assessment, these levels could easily be done on
their own. Of course, time and prep work would need to be taken care of, but
when it comes to the well-being of a child anything can be tried. Teachers often
use and make up their own types of assessments to monitor the reason for a
child’s behavior. The help of Area Education Agencies or equal resources is
always available.
Synthesis
The above-mentioned literature and studies were found to be very useful
as bases for this study. Aside from the information value they provided, the
researcher got deeper insights in the present investigation. The literature and
studies strengthened the concepts and served as sources of important data
needed in the formulation of guidelines and parameters in the conduct of this
study.
Chapter 3
RESEARCH METHODOLOGY
The methodology employed to test the research hypothesis is presented
in this chapter. The chapter is organized into the following sections: Research
design, respondents of the study, research instruments, research procedure, and
statistical research data.
Research Design
Descriptive Correlation research was used in the study. A type of
nonexperimental research that facilitates the prediction and explanation of the
relationship among variables. Furthermore, a statistical test such as a
correlational statistic can determine the relationship objectively. The Pearson
product-moment correlational coefficient, r, shows a linear relationship between
2 variables based on Seeram (2019).
Respondents of the Study
The subject of this study is the physical education students from Laguna
State Polytechnic University which focus on the social learning towards behavior
and academic performance of the students. The researchers ensure the
confidentiality of the respondents which can lead to an open and honest
response.
The target samples are 54 respondents which are the selected physical
education students for a total population of 82 who are willing to answer the
qualitative questionnaire type via Google form. The sampling technique used
was cluster random sampling which is probably best to apply to the study.
Research Instruments
The research instrument used in this study is the researcher’s made test
questionnaire and validated by an expert Torillos, (2021) which served to
correctly acquire the data needed for the perceived academic behavior and
performance of the students.
The researchers also used the student’s General Weighted Average
(GWA) to assess the level of perception of the physical education students to
their social learning and behavior towards their academic performance at Laguna
State Polytechnic University.
Research Procedure
In terms of gathering the data needed to determine social learning and
behavior towards academic performance also, the researchers prepared a
questionnaire. After the questionnaire was validated by the experts in this field, it
will be distributed to the physical education students. The researchers assured
confidentiality of the respondent’s questionnaire sheets because the researchers
understand that a person’s consciousness may also affect their honesty and
effectiveness in answering the questionnaire, and so, the researchers gave the
respondents the option of being anonymous. Respondents were given enough
time to respond and then the researchers collect the questionnaire. Also, the
researchers will write or ask permission along with the questionnaire for the
respondents to attach a picture of their 1 st-semester Student’s General Weighted
Average (GWA), SY 2020-2021.
Statistical Treatment of Data
The following statistical tools were applied to treat the data gathered.
Mean and standard deviation was used in describing the level of
perceived academic behavior and academic performance of the Physical
Education students.
General Weighted Average was used to describe the level of academic
performance of the students in Physical Education for the 1 st quarter A.Y 2021-
2022.
The researchers used the Pearson product-moment correlation coefficient
(or Pearson correlation coefficient, for short) in determining the relationship of
the perceived academic behavior and performance of the selected Physical
Education Students.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis and interpretation of data
have been gathered from the questionnaire through Google form that was been
answered by the respondents. It also contains the presentation of data in tabular
form along with their corresponding interpretation and analysis.
Figure 1 shows the profile of the respondents in terms of sex.
25; 46% Male

29; 54% Female
Figure 1. Chart of the Respondents’ Sex
The figure above shows the sex of the respondents in the pie graph the
female respondents has 53.7 percent while the male respondents is 46.7 percent
that means there are more female respondents than the male respondents. Base
on the study of Ennis (2012) Social expectations and informal influences when children
are young are the reason behind the classroom gender differences between boys and
girls.
18
16
14
12
10
8
6
4
2
0
Age 18-19-20 Age 21-22-23 Age 24-25-26 Age 27-28-up
Figure 2. Respondents’ Age
The figure above shows the age of the respondents where in there are
more respondents from the age of 18 to 20 but 20 years old is the most
prominent followed by the age of 21 to 23 where in 22 is the highest and the two-
age category is the 24 to 26 and 27 and up it has a same number of
respondents. Related to the study by (Komarraju, et al.,2008). Research on the
academic achievement of students, provides no reliable and consistent indication
concerning the extent of creativity, age, and gender on academic achievement
The table below reveals the statement about the social learning of the
students in terms of being attentive to their school activities.
Table 1 shows the Social Learning of the Respondents in terms of
Attention being attentive to their school studies. It reveals that the respondents
are very good in making an effort to not be a source of distraction to their peers
and teacher with the highest weighted mean of 3.50. It might be because of the
new educational platform students avoid being a source of distraction mostly in
the class as they can observe that there are no other students who leads to be
destruction in whole class.

Table 1. Social Learning of the Respondents in terms of Attention (being attentive)
Item Statement Mean SD DI

1. I prepare my mind in my everyday classes. 3.41 0.50 Good
2. I put away any destruction when I do my
3.44 0.50
school activities. Good
3. I participate in classroom activities. 3.19 0.52 Good
4. I put away distractions when I am listening to
3.26 0.48
class discussion. Good
5. I exert my effort in my school works. 3.48 0.54 Good
6. I focus more on how I will gain knowledge. 3.39 0.53 Good
7. I make an effort to not be a source of
3.50 0.50
distraction to my peers and teacher Very Good
8. I can think of possible life-related questions
3.28 0.56
for to the class topic. Good
Composite Mean 3.37 0.36 Good
Legend: 3.50-4.00 Very Good (VG); 2.50-3.49 Good (G); 1.50-2.49 Poor (P);1.00-1.49 Very Poor (VP)
It also shows that respondents are good in exerting effort on their school
work which gets the second to the highest weighted mean which is 3.48. Maybe,
because they know their obligation as a learner and to be successful in their
chosen career, they need to put extra effort.
The respondents are good in participate in the classroom activities which
got the lowest weighted mean of 3.19. It may be because the respondents value
what they will learn through the activities that could possibly contribute to their
existing knowledge as a learner.
Overall, table 1 reveals that attention is a good predictor in social learning
with the composite mean of 3.37. This implied that the respondents are fully
aware for their actions towards their study. Base on the study of Deaton (2014)
if a social learning activity is to be successful, it must cater to one or more of a

student's internal characteristics of perception. For example, teachers often
follow procedures for recording attendance in the traditional classroom. If a
student’s perceptual set, or perceptual expectancy, is attuned such that hearing
his/her name snaps them to attention, it can be determined that a certain level of
attention is promoted by stating a student's name when engagement is expected.
The table below shows the statement of how the respondents retain their
learned knowledge and skills.
Table 2. Social Learning of the Respondents in terms of Retention

1. I can handle a lot of information. 3.02 0.71 Good
2. I take notes on the lesson for review. 3.13 0.78 Good
3. I Have a hard time in understanding or felt
overwhelmed by difficult class material in 3.09 0.56 Good
learning.
4. I always find time to be attentive in class. 3.37 0.52 Good
5. I have my own study habits. 3.41 0.50 Good
6. I have improved my skills in problem-solving. Good
3.22 0.46
7. I am proud to say I work for myself. 3.35 0.55 Good

8. I am satisfied with the way of apportioning
score to the diverse of activities (assignment, 3.26 0.48 Good
quizzes, exams)
The table 2 shows the Social Learning of the Respondents in terms of

Retention. The respondents are good to have their own study habits and it has a
highest weighted mean of 3.41. Maybe because the respondents know their
capability and they find out how they will accommodate things easily.
It also shows that respondents are good and proud to work for their selves
having the second highest weighted mean of 3.35. Maybe because the
respondents know that all the effort that they will do is for their own gain.
Otherwise, 3.09 is the lowest weighted mean which reveals that the
respondents are good in understanding hard times and felt overwhelmed by
difficult class material in the learning. Maybe, because of the new educational
learning platform that they are not familiar that needs more interaction for them
to understand.
Overall, Table 2 reveals retention in assessing the Social Learning with
the composite mean of 3.23. This implies that maybe the respondents developed
their personal preference in retaining information’s. Base of the study of Ponton
& Rhea, (2006) in social learning theory, symbolization refers to a person's ability
to create mental images and memories based on temporary sensory
experiences. These temporary sensory experiences are enhanced in the social
media context, as a variety of learning styles are engaged through interaction
with the social media platform which provides visual and auditory stimuli through
the use of graphics, videos, charts, and graphs; and, it provides tactile stimuli
through the physical process of interacting with electronic input peripherals.
The table below shows the reproduction of the students to nurture their
existing learned knowledge and gain their confidence in group activities.
Table 3 shows the social learning of the respondents in terms of
Reproduction. The respondents strongly agree that they did poorly (or worse
than I expected) in school with the highest weighted mean of 3.57. Maybe
because the respondents are contented with their own capability and did not
realize that they are not progressing.
It also shows that 3.15 are the second to the highest mean and the
respondents agree that they feel a strong sense of belonging to their class
group. Maybe because when they are in a group, they can actively share their
knowledge and learn also from others.
Table 3. Social Learning of the Respondents in terms of Reproduction

1. I can submit my assignment tasks on time. 2.87 0.78 Good
2. I can easily understand to the lesson. 2.78 0.82 Good
3. I can brainstorm with my group. 2.57 0.88 Good
4. I can work at the right level of difficulty. 2.96 0.75 Good
5. I Did poorly (or worse than I expected) in school. Very
3.57 0.50
Good
6. I can express my own opinion after a discussion. 3.00 0.64 Good
7. I feel confident in dealing with a wide range of Good
3.07 0.58
people.
8. I feel a strong sense of belonging to my class group. 3.15 0.45 Good
Moreover, 2.57 is the lowest weighted mean for the respondents agreed
that they can brainstorm with their group. Maybe because they understand the
given problem and create their own idea to share with their group for more
concrete and immaculate ideas.
Overall, the table 3 reveals that reproduction is a highly predictor to
assess the social learning with the composite mean of 2.87. This implied that the
respondent’s cognitive thinking expands more when they interact with other
people. Based on the study of Cornet, et al., (2016) individuals' ability to make
remote associations correlates positively with cognitive ability and cognitive
reflection this effect on convergent thinking is mainly driven by cognitive ability.
The table below reveals the motivation of the respondents in terms of their
will to finish their assigned work or task.

Table 4. Social Learning of the Respondents in terms of Motivation
1. I have been encouraged to use my own initiative. 3.00 0.44 Good
2. I have become more confident on my ability to Good
2.80 1.02
pursue further learning.
3. I am very satisfied with my contribution to the Good
3.02 0.76
learning tasks
4. I work hard at school. 3.35 0.52 Good
5. I am able to maintain contact with my lecturers. 2.91 0.78 Good
6. It is easy to understand when I receive Good
2.65 0.85
recommendations.
7. I learn more about the subject I enjoy which makes Good
2.81 0.78
me more engaged and fulfilled.
8. I look forward for my life goal in the future. 2.56 0.70 Good
The table 4 shows the social learning of the respondents in terms of
Motivation. The respondents are good in working hard at school and it has a
weighted mean of 3.35. Maybe because they set their own goal that they need to
work hard to for the better outcome of their self.
It also shows that respondents are good in contributing to the learning
tasks that gets the second highest weighted mean 3.02. Maybe because when
they contribute, they are glad that they are improving for their self.
Nevertheless, the respondents are good in looking forward for their life
goal in the future which the lowest weighted mean 2.56. Maybe because they
have a dream that they hold on to be successful in studying.

Overall, the table 4 reveals that motivation is a highly predictor to assess
the social learning of the respondents with the composite of 2.85. This implied
that the reason of being motivated is very clear to the respondents maybe by
considering their parents, love once and mostly their selves. Base of the study of
Daeton (2014) an individual's beliefs about the impact he/she can have upon the
world is vital to realizing that impact. In terms of social learning, students are
more likely to exhaust resources toward achieving a social outcome if they
believe in their own capacity to achieve that outcome.
The table below shows the statement about the optimistic behavior which
refers how confident the student to their academic studies.
Table 5. Respondents’ Level of Optimistic Behavior

1. I feel comfortable with myself. 2.86 0.59 Good
2. I know what to say to make people feel good. Very
3.52 0.57
Good
3. I make friends easily. 3.33 0.61 Good
4. I love to reflect on things. 3.33 0.67 Good
5. I love to make other people happy 3.43 0.50 Good
6. I rarely get irritated. Very
3.57 0.50
Good
7. I make people feel at ease. 3.00 0.64 Good
8. I have assertive personality. 3.07 0.58 Good
9. I am very enthusiastic person. 3.15 0.45 Good
The Table 5 shows the social behavior of the respondents in terms of
being optimistic. The respondents are very good that they are rarely got irritated
with the highest weighted mean 3.57. Maybe because they are matured enough
to handle their emotion not to be carried away in a situation, they understand that
there is no point if they waste their time.
It also shows that respondents are very good that they know what to say
to make people feel good with a second highest mean of 3.52. Maybe because
they know how to be positive toward others situation by listening first and
advising them after they learned the situation of the person.
Moreover, the respondents are good that they feel comfortable with their
self with the lowest weighted mean 2.86. This reveals that the respondents are
confident in their social behavior and they know their self-efficacy.
Overall, the table 5 reveals that being optimistic is a high predictor to
assess the social behavior of the respondents with a composite mean 3.15. This
reveals that the respondents are very positive as an individual and they can
communicate to others with open mind. Base of the study of Betz (2007) and
Mccormick, and Martinko, (2004), supported self-efficacy based on bandura’s
idea and suggested that self-efficacy can affect on behavior & cognition in the
following ways like activity choice, goal setting effort and persistence lastly
learning and achievement.
The table below reveals statement about the pessimistic behavior which
prefers to be in a negative side in every situation.
The Table 6 shows the social behavior of the respondents in terms of
Pessimistic. The respondents strongly agree that they hard to get to know with
and it has a weighted means of 3.28. Maybe they don't show that they are
interested in something so they are hard to identify.

It also shows that respondents agreed that they feel threatened
easily that get the second highest weighted means of 3.06. Maybe they may feel
intimidated because they are dissatisfied and envious.
Table 6. Respondents’ Level of Pessimistic Behavior

1. I am hard to get to know with. 3.28 0.35 Good
2. I lack the talent for influencing people. 2.87 0.78 Good
3. I am not interested in other people's problems. 2.78 0.82 Good
4. I am filled with doubts about things 2.57 0.88 Good
5. I never believe anything good will happen to me. 2.96 0.75 Good
6. I rarely enjoy being with people. 2.63 1.05 Good
7. I feel threatened easily. 3.06 0.86 Good
8. I insult people. 2.74 0.83 Good
Moreover, 2.57 is the lowest weighted mean that the respondents are
good that they were filled with doubts about things. Maybe because they never
believe on what they see, so they need to be sure on that thing.
Overall, the Table 6 reveals that pessimistic is a highly predictor to assess
the social behavior of the respondents with a composite mean of 2.86. This
implied that the reason of being pessimistic is some people are genetically
predisposed to be more negative than others. Base on the study of Mark &
Campbell (2011). They concluded that people with high efficacy are more likely
to view difficult tasks as something to be mastered rather than something to be
avoided while the people with weak efficacy more likely to avoid challenging
tasks and finally they focus on personal failings and negative outcomes.
The Table below shows the statement about the independence that is
being a not reliant to other people than its self.
Table 7. Respondents’ Level of Independent Behavior

1. I want to be left alone. 2.73 0.63 Good
2. I take charge. 2.80 1.02 Good
3. I follow a schedule. 3.02 0.76 Good
4. I like to solve complex problems. 3.35 0.52 Good
5. I have a strong personality. 2.91 0.78 Good
6. I carry out my plans. 3.37 0.59 Good
7. I keep my emotions under control. 3.17 0.54 Good
8. I can finish what I started. 3.26 0.59 Good
9. I am not comfortable dealing with other Good
3.24 0.55
people.
The table 7 shows that the social behavior of the respondents in terms of
independent behavior. Most of the respondents can execute their plans and it
has the highest weighted mean of 3.37. The respondents are extra ordinarily
motivated to go above and beyond, they’re focused and a great confidence in
their own abilities.
It also shows that the respondents are good in solve a complex problem
and have the second to the highest weighted mean of 3.35. Maybe because they
can identify the problem and its cause, choosing the most optional solution, and
prepare for changes.

Otherwise, 2.73 is the lowest weighted mean which illustrates that the
respondents prefer to be left alone. Maybe because of instead of communicating
with of people, they prefer to focus on their own inner thoughts and feeling.
Spending quality time by them is how they are able to retain energy.
Overall, Table 7 indicates that the composite means the respondent’s
independent behavior is 2.72. This implies that the respondents are independent
when it comes in decision making. It is a rare ability to disregard the opinion of
others and think for their selves. Based on the study of Arsch (1951), he
revealed the degree to which a person's own opinions are influenced by those of
group and he found out that the people were willing to ignore reality and given an
incorrect answer in order to confirm to the rest of the group.
The Table 8 below reveals the statement about envious behavior refers to
characteristics such as aggressiveness or passiveness, feeling competent or
inferior, which appear to be learned, based on the challenges and support that a
person received growing up.
The table 8 shows that the social learning and behavior of the
respondents in terms of envious behavior. Most of the respondents doesn’t go
out of their way to make others smile on, laugh and it has the highest weighted
mean of 2.76. When a person become envious, it is due to some degree of
dissatisfaction with the self. It is usually synonymous with actions such as
revenge or bitterness especially when it triggers a certain energy within
someone.
It also shows that the respondents are good that the most of them have
people with whom they would like to swap places and having the second to the
highest weighted mean of 2.70. Maybe because of the toxic combination of

anxiety, based insecurity, anger, and an obsession with comparing oneself to
others.
Table 8. Respondents’ Level of Envious Behavior

1. I believe that I am better than others. 2.02 0.59 Poor
2. I can't be bothered with others' needs. 2.48 0.74 Poor
3. I take advantage of others. 2.37 0.97 Poor
4. I do not go out of my way to make others Poor
2.76 0.77
smile or laugh.
5. I am out for my own personal gain. 2.69 0.77 Good
6. I am bothered when I see people who can buy Good
2.61 0.99
anything they want.
7. There are certain people I would like to trade Good
2.70 0.78
place with.
8. There are things that I cannot afford and Good
2.61 0.99
these bother me.
Composite Mean Good
2.53 0.61
Otherwise, 2.02 is the lowest weighted mean. This demonstrates that they
believe they are superior t others. Thinking you’re better than other people is a
good way of your ego to defend itself but having a big ego is also often
associated with narcissistic tendencies, a superiority complex, and being self-
absorbed.
Overall, table 8 indicates that the composite means of the respondent’s
envious behavior is 2.53. This implies that the respondent has emotion that can
crush self-esteem, inspire effort to undermine others success on even cause
people to lash out violently and it is envy. Aristotle states that “jealousy is both
reasonable and belongs to reasonable men, while envy is base and belong to
base, for the one makes himself get good things by jealousy, while the others
does not allow his neighbor to have them through envy.
The table below shows the level of academic performance of the physical
education students.
Table 9. Respondents’ Level of Academic Performance
Academic Performance Mean SD DI
General Weighted Average ___ 1.56 0.21 Very
Semester Satisfactory
Table 9 shows the level of academic performance of the respondents with
a weighted mean of 1.56. This indicates that they have a very satisfactory in
descriptive interpretation supported by the study Rogel (2012) it is suggested
that these positive behaviors contribute to positive academic outcomes because
they promote academically oriented behavior, such as intellectual curiosity,
active listening and interest in schoolwork. It is reasonable to assume that
positive social interactions can contribute to academic achievement
independently even when there are diverse learning styles among students.
Table 10 shows the significant relationship between social learning and
behavior towards academic performance based on the variables of social
learning and social behavior which is the attention, retention, reproduction,
motivation, optimistic, pessimistic, independent and envious.
The Figure below describes students’ level of academic performance in
Physical Education. The result determines very satisfactory in terms of students’

academic performance. Thus, it can be concluded that the student’s academic
behavior has a big contribution to their academic performance
Percentage of students GWA

60
50 48.15 46.4
40
30 26 25
20
10
3 3.7
0
1.00-1.49 1.50-1.99 2.00-2.49
1st Semester Percentage
Figure 3. Chart of the respondent’s General Weighted Average
The General Weighted Average of the Physical Education students in 1 st
semester, 48.15% of the students attained the GWA of 1.00-1.49, 46.4 acquired
the GWA of 1.50-1.99 and 3.7% get the GWA of 2.00-2.49.
Table 10. Test of Significant Relationship between Social Learning and

Behavior towards Academic Performance of Physical Education Students
Variables r-value p-value
Social Learning & Academic Performance .
Attention -0.176 .204
Retention 0.028 .843
Reproduction 0.035 .804
Motivation 0.010 .944
Social Behavior & Academic
Performance
Optimistic -0.058 .679
Pessimistic 0.096 .496
Independent 0.041 .770
Envious -0.033 .812
*significant @ >0.05; ** significant @>0.01
The p-value for the significant relationship of respondent’s attention to
their social learning and behavior towards academic performance was 0.204
which was greater than the alpha level of 0.05 (p>0.05), thus the null hypothesis
was failed to reject. Hence the respondent’s attention is not significantly different
to their social learning and behavior towards academic performance. Base on
the study of Bandura, (1977) the importance of observing, modeling, and
imitating the emotional reactions, attitudes, and behaviors of others in learning.
The respondents value what they will learn through the activities that could
possibly contribute to their existing knowledge as a learner.
On the other hand, the p-value for the significant relationship of
respondent’s retention to their social learning and behavior towards academic
performance was 0.843, which was greater than the alpha level of 0.05 (p>0.05).
Thus, the null hypothesis failed to reject. Hence, the respondent’s retention is not
significant to their social learning and behavior towards academic performance.
Related to the study by Noble, Norman and Farah, (2005) hypothesized that the
human brain "downloads” the environment indiscriminately in an attempt to
understand and absorb the surrounding world, whether that world is positive or
negative. When children gain a sense of mastery of their environments, they are
more likely to develop feelings of self-worth, confidence, and independence,
which play heavily into the formation of children's personalities and ultimately
predict their success and happiness in relationships and in life in general.

Furthermore, the p-value for the significant relationship of respondent’s
reproduction to their social learning and behavior towards academic performance
was 0.804, which was greater than the alpha level of 0.05 (p>0.05). Thus, the
null hypothesis was failed to reject. Hence, the respondent’s reproduction is not
Moreover, the p-value for the significant relationship of respondent’s
motivation to their social learning and behavior towards academic performance
was 0.944, which was greater than the alpha level of 0.05 (p>0.05). Thus, the
null hypothesis was failed to reject. Hence, the respondent’s motivation is not
Furthermore, the p-value for the significant relationship of respondent’s
optimistic to their social learning and behavior towards academic performance
was 0.679 which was greater than the alpha level of 0.05 (p>0.05), thus the null
hypothesis was failed to reject. Hence the respondent’s optimistic is not
significantly different to their social learning and behavior towards academic
performance.
Moreover, the p-value for the significant relationship of respondent’s
pessimistic to their social learning and behavior towards academic performance
was 0.496 which was greater than the alpha level of 0.05 (p>0.05), thus the null
hypothesis was failed to reject. Hence the respondent’s pessimistic is not
performance.
On the other hand, the p-value for the significant relationship of
respondent’s independent to their social learning and behavior towards
academic performance was 0.770 which was greater than the alpha level of 0.05
(p>0.05), thus the null hypothesis was failed to reject. Hence the respondent’s
pessimistic is not significantly different to their social learning and behavior
towards academic performance.
However, the p-value for the significant relationship of respondent’s
envious to their social learning and behavior towards academic performance was
0.812 which was greater than the alpha level of 0.05 (p>0.05), thus the null
hypothesis was failed to reject. Hence the respondent’s pessimistic is not
performance.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the research work undertaken,
findings, conclusions drawn and recommendations made as an outgrowth of the
study.
Summary of Findings
The findings of the study were summarized according to the data
gathered and the statistical treatment applied.
The respondents of the study consist of 24 males and 29 females with a
total of 53 respondents aged from 18-28 years old.
The data revealed that attention has overall mean of 3.37. Therefore, the
students was very good that they are very attentive in class.
In Retention, the data revealed that retention has overall mean of 3.23.
Therefore, the students was very good they have developed a personal
preference in retaining information’s.
In Reproduction, the data revealed the reproduction has overall mean of
2.87. Therefore, the students are good in accomplish their school activities and
able to communicate well to their classmates.
In Motivation, the data revealed that motivation has overall mean of 2.85.
Therefore, the student’s recognize their source of motivation while pursuing their
chosen career.
In Optimistic, the data revealed that the optimistic has overall mean of
3.15. Therefore, the student’s are very good that they are very positive as an
individual and they can communicate in an open mind and wider understanding.
In Pessimistic, the data revealed that the pessimistic has an overall mean
of 2.86. Therefore, the student’s are good that sometimes they feel negative in
some situations which is normal for any human being depending on how they will
approach it.
In Independent, the data revealed that the independent has an overall
mean of 2.72. Therefore, are good that they are independent in decision making.
In Envious, the data revealed that the envious has an overall mean of
2.53. Therefore, the student’s are good that they feel jealous in terms of lacking
of personal needs and gain.
The researchers collected the academic performance of Physical
Education students, 1st semester academic year 2020-2021. The result was
determined very satisfactory in terms of students’ academic performance with an
overall mean of 1.56. Therefore, the students’ academic performance depicted
very good in performing in the new normal.
Conclusion
Based on the findings derived from this study, the following conclusion
was drawn:
The finding revealed that the null hypothesis is stating there’s no
significant relationship between the student's academic behavior in the new
normal and their academic performance in class based on the analysis of the
correlation between two variables is accepted which means that the student’s
behavior in the new normal has no significant relationship with their academic
performance in Physical Education.
Recommendations
The following recommendations are based on the findings and conclusion
of the study.
1. DepEd officials may implement a “personality development and life planning
program” which can be aligned with the development needs of students at
different growth development so that students will not deal with those predictors
anymore when the time comes that they encounter negative aspects and
consider as a part of life.
2. School administrators may help the DepEd officials in implementing in a
comprehensive manner so that their students will be guided properly.
3. Guidance counselors may form or facilitate the program to guide the students
in their school.
4. Parents are the ones who personally observed and have knowledge about
their own children they may address if their children are experiencing difficulties
in their personal choices and personal growth which in cloud their behavior and
academic actions.
5. Students need to participate in personal development and life planning
program in order for them to be properly supported in their career guidance and
personal act of choice.

6. Future researchers may conduct the same study with different scope and
limitations and study is limited to Physical Education students with one
department only.
BIBLIOGRAPHY alphabetical
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Performance at SchoolA Systematic Review of the Literature Including a
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Arch PediatrAdolesc Me doi:10.1001/archpediatrics.2011.716
https://www.semanticscholar.org/paper/Physical-activity-and-
performance-at-school%3A-a-of-a-Singh-Uijtdewilligen/
Azarian, R. (2011). Potentials and limitations of comparative method in social
science. International Journal of Humanities and Social Science, 1(4), 113-125.
https://www.researchgate.net/publication/281269760_Potentials_and_Limitations
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Bandura, A.(1997) Self-Efficacy.Worth Publishers
https://books.google.com.ph/books/about/Self_Efficacy.html?id=eJ-
PN9g_o-EC&redir_esc=y
Bandura, A. (1997) Social learning theory. Prentice Hall
https://doi.org/10.1177/105960117700200317
Bandura (1997)
Dumas, T., Ellis, W. and Wolfe, D. (2012). Identity development as a buffer of
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10.1016/j.adolescene.2011.12.012
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graduate_students_in_Babcock_University_Ogun_State
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learningTheory
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Phi Delta Kappan 99 (8), 62-67.
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q=Strategies+for+teaching+students+with+learning+and+behavior+problems+(8t
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Simply Psychology.
https://www.simplypsychology.org/bandura.html
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Peer Pressure and their Academic Performance in School. International Journal
of Scientific and Research Publications (IJSRP) 9(1): p8541 dio:
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330818074_Students_Peer_Pressure_and_their_Academic_Performance
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Cognitive Learning Theory
267750204_Bandura's_Social_Learng_Theory_Social_Cognitive_Learning_The
ory
Oxford 2019
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Mark J. VR., & Cary J. R. (2018) The power of peer influence to address
student behavioral problems. Phi Delta Kappan 99 (8), 62-67.
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Cognitive Learning Theory from
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g_Theory_Social_Cognitive_Learning_Theory
Introduction to Social Learning Theory in Social Work.(July 2020). Guide
to the Best Online MSW Programs.https://www.onlinemswprograms.com/social-
work/theories/social-learningTheory
McLeod, S. A. (2016, Febuary 05). Bandura - social learning theory.
Simply Psychology. https://www.simplypsychology.org/bandura.html
Moldes, V. M., Gonzga, D. V., Binton, C. L., &Moneva, J. C. (2019)
Students, Peer Pressure and their Academic Performance in School.
International Journal of Scientific and Research Publications (IJSRP) 9(1): p8541
dio: 10.29322/IJSRP.9.01. 2019.p8541
Filade, B. A., Bello, A. A., Uwaoma, C. O., Anwanane, B. B., and
Nwangburuka, K., (2019). Peer group influence on academic performance of
undergraduate students in Babcock University, Ogun State. African Educational
Research Journal, 7(2): 81-87.
Azarian, R. (2011). Potentials and limitations of comparative method in
social science. International Journal of Humanities and Social Science, 1(4),
113-125.
Dumas, T., Ellis, W. and Wolfe, D. (2012). Identity development as a
buffer of adolescent risk behavior in the context of peer group pressure and
control. Journal of Adolescence (35) 917-927 Doi:
10.1016/j.adolescene.2011.12.012
Gulati, S.(2017). Impact of peer pressure on buying behaviour.
International journal of research-granthaalayah, 5 (6), doi:
https://doi.org/10.5281/zenodo.820988
Amika S., Léonie U., Jos W. R. Twisk, PhD; (2012) Physical Activity and
Performance at SchoolA Systematic Review of the Literature Including a
Methodological Quality Assessment Arch PediatrAdolesc Me
doi:10.1001/archpediatrics.2011.716
Kirkpatrick J. A. (2019) The Impact Student Behavior has on Learning.
Master's theses & capstone projects
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Bandura, A. (1997) Social learning theory. Prentice Hall
Bandura (1997)
(Webster, 2006)
Oxford 2019
http://www.radiologictechnology.org/content/91/2/176.extract
Appendix – A
LETTER OF REQUEST
February, 2021Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
DEPARTMENT OF EDUCATION
REQUEST LETTER FOR RESEARCH PURPOSES
February 15, 2022

Date
Karen Ang Manaig
Assoc. Dean, CTE
LSPU - LBC
DearMa’am Karen Manaig:
We, the 4th year Physical Education student of LSPU are presently
working on our research paper entitled “SOCIAL LEARNING AND BEHAVIOR
AND PERFORMANCE OF THE PHYSICAL EDUCATION STUDENTS AT
LAGUNA STATE POLYTECHNIC UNIVERSITY” The study aims to determine
the relationship of the social learning and behavior and the academic
performance of education college students
In this regard, we are humbly writing to your good office to permit the
researchers to conduct the study among the 3 rdyear students of Bachelor of
Physical Education using the Google form. We believe that this document is
necessary in the pursuit of our study. Rest assured that all information gathered
will be treated with the utmost confidentiality.
This is our hope that this will merit your utmost consideration.
Respectfully yours,
MARIE JOY L. BOMMAEL
JOHN HARVEY T. JUCOY
ANALYN T. SALES
NOTED:
MARIA TERESA M. RODRIGUEZ

Adviser, Research
KAREN ANG MANAIG

Assoc. Dean of College of Teacher Education
Appendix – B
RESEARCH OF INSTRUMENT
Title: Social Learning and behaviour and academic performance of the
Physical education students in the new normal
Name: (Optional)
Part I. Profile of the respondents
Directions: Put a (√) circle that corresponds to your answer.
Sex: __________
Age:__________
Part II. Level of perception of the respondents in their academic behavior

Direction: Read each statement and respond based on how it applies to your
level of perception on your academic behavior. Kindly indicate the level of your
agreement or disagreement by putting a (√) mark on the column parallel to your
response. Please be guided by the scales below.
SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree
2.1 Attention (being attentive)

Item Statement SA A D SD
(4) (3) (2) (1)
1. I prepare my mind in my every day classes.
2. I put away any destruction when I do my school
activities.
3. I participate in classroom activities.
4. I put away destructions when I am listening to class
discussion.
5. I exert my effort on my school works.
6. I focus more on how I will gain knowledge.
7. I make an effort to not be a source of distraction to
my peers and teacher
8.I can think possible life related questions to the class
topic.
2.2 Retention
(4) (3) (2) (1)
1. I can handle a lot of information.
2. I take notes on the lesson for review.
3. I Have a hard time in understanding or felt
overwhelmed by difficult class material in learning.
4. I always find time to be attentive in class.
5. I have my own study habits.
6. I have improved my skills in problem-solving.
7. I am proud to say I work for myself.
8. I am satisfied with the way of apportioning score to
the diverse of activities (assignment, quizzes, exams)
2.3 Reproduction
(4) (3) (2) (1)
1. I can submit my assignment tasks on time.
2. I can easily understanding to the lesson.
3. I can brainstorm with my group.
4. I can work at the right level of difficulty.
5. I Did poorly (or worse than I expected) in school.
6. I can express my own opinion after a discussion.
7. I feel confident in dealing with a wide range of
people.
8. I feel a strong sense of belonging to my class group.
2.4 Motivation
(4) (3) (2) (1)
1. I have been encouraged to use my own initiative.
2. I have become more confident on my ability to
pursue further learning.
3. I am very satisfied with my contribution to the
learning tasks
4. I work hard at school.
5. I am able to maintain contact with my lecturers.
6. It is easy to understand when I receive
recommendations.
7. I learn more about the subject I enjoy which makes
me more engaged and fulfilled.
8. I look forward for my life goal in the future.
Part III. Social behavior of the respondents

3.1 Optimistic
(4) (3) (2) (1)
1. I feel comfortable with myself.
2. I know what to say to make people feel good.
3. I make friends easily.
4. I love to reflect on things.
5. I love to make other people happy
6. I rarely get irritated.
7. I make people feel at ease.
8. I have assertive personality.
9. I am very enthusiastic person.
3.2 Pessimistic
(4) (3) (2) (1)
1. I am hard to get to know with.
2. I lack the talent for influencing people.
3. I am not interested in other people's problems.
4. I am filled with doubts about things
5. I never believe anything good will happen to me.
6. I rarely enjoy being with people.
7. I feel threatened easily.
8. I insult people.
3.4 Independent
(4) (3) (2) (1)
1. I want to be left alone.
2. I take charge.
3. I follow a schedule.
4. I like to solve complex problems.
5. I have a strong personality.
6. I carry out my plans.
7. I keep my emotions under control.
8. I can finish what I started.
9. I am not comfortable in dealing with other people.
3.4 Envious
(4) (3) (2) (1)
1. I believe that I am better than others.
2. I can't be bothered with others' needs.
3. I take advantage of others.
4. I do not go out of my way to make others smile or
laugh.
5. I am out for my own personal gain.
6. I am bothered when I see people who can buy
anything they want.
7. There are certain people I would like to trade place
with.
8. There are things that I cannot afford and these
bother me.
Appendix – C
STATISTICAL COMPUTATION
Descriptive Statistics
N Mean Std. Deviation
AttentionQ1 54 3.4074 .49597

AttentionQ2 54 3.4444 .50157
AttentionQ3 54 3.1852 .51667
AttentionQ4 54 3.2593 .48312
AttentionQ5 54 3.4815 .54047
AttentionQ6 54 3.3889 .52903
AttentionQ7 54 3.5000 .50469
AttentionQ8 54 3.2778 .56357
AttentionMean 54 3.3681 .36295
RetentionQ1 54 3.0185 .71350
RetentionQ2 54 3.1296 .77815
RetentionQ3 54 3.0926 .55859
RetentionQ4 54 3.3704 .52472
RetentionQ5 54 3.4074 .49597
RetentionQ6 54 3.2222 .46242
RetentionQ7 54 3.3519 .55482
RetentionQ8 54 3.2593 .48312
RetentionMean 54 3.2315 .37018
ReproductionQ1 54 2.8704 .77815
ReproductionMean 54 2.9977 .43741
MotivationQ1 54 2.7963 1.01646
MotivationQ2 54 3.0185 .76456
MotivationQ3 54 3.3519 .51970
MotivationQ4 54 2.9074 .78352
MotivationQ5 54 2.6481 .85025
MotivationQ6 54 2.8148 .77883
MotivationQ7 54 2.4630 1.00401
MotivationQ8 54 2.8519 .76250
MotivationMean 54 2.8565 .59350
OptimisticQ1 54 3.5185 .57432
OptimisticQ2 54 3.3333 .61430
OptimisticQ3 54 3.3333 .67293
OptimisticQ4 54 3.4259 .49913
OptimisticQ5 54 3.5741 .49913
OptimisticQ6 54 3.0000 .64428
OptimisticQ7 54 3.0741 .57796
OptimisticQ8 54 3.1481 .45172
OptimisticQ9 54 3.1481 .52870
OptimisticMean 54 3.2840 .35313
PessimisticQ1 54 2.8704 .77815
PessimisticQ5 54 2.6296 1.05144
PessimisticQ8 54 2.2407 1.04494
PessimisticMean 54 2.7315 .63059
IndependentQ1 54 2.7963 1.01646
IndependentQ2 54 3.0185 .76456
IndependentMean 54 3.1455 .39489
EnviousQ1 54 2.0185 .59845
EnviousQ2 54 2.4815 .74582
EnviousQ3 54 2.3704 .97702
EnviousQ4 54 2.7593 .77545
EnviousQ5 54 2.6852 .77275
EnviousQ6 54 2.6111 .99843
EnviousQ7 54 2.7037 .79217
EnviousQ8 54 2.6111 .99843
EnviousMean 54 2.5301 .61330
Valid N (listwise) 54
GWA
Pearson Correlation -.176

AttentionMean Sig. (2-tailed) .204
N 54
Pearson Correlation .028
RetentionMean Sig. (2-tailed) .843
N 54

ReproductionMean Sig. (2-tailed) .804
N 54

MotivationMean Sig. (2-tailed) .944
N 54

OptimisticMean Sig. (2-tailed) .679
N 54

PessimisticMean Sig. (2-tailed) .490
N 54

IndependentMean Sig. (2-tailed) .770
N 54

EnviousMean Sig. (2-tailed) .812
N 54
GWA Pearson Correlation 1
Sig. (2-tailed)
N 54
Appendix – D
CERTIFICATION
Province of Laguna
UNIVERSITY RESEARCH AND DEVELOPMENT OFFICE
CERTIFICATE OF SUBMISSION
TO ALL WHOM IT MAY CONCERN:

This is to certify that ________________________________, a
graduating student, had already submitted the approved manuscript of his/her
Thesis/Special Problem/ Feasibility Study in the following Offices.
_________________________ __________________________
Thesis Adviser Librarian
Date:_______________ Date:_______________
_________________________ __________________________
Dean Research Chairperson
Date:_______________ Date:_______________

Province of Laguna

_________________________ __________________________
Date:_______________ Date:_______________
_________________________ __________________________
Date:_______________ Date:_______________
Province of Laguna

_________________________ __________________________
Date:_______________ Date:_______________
_________________________ __________________________
Date:_______________ Date:_______________
Appendix – E
PHOTO DOCUMENTATION
MARIE JOY L. BOMMAEL
Blk 69 Lot 8 Gran Avila,
Majada Out, Calamba City
Email Add: mariejoybommael@gmail.com
Contact No. 09069123692
________________________________________________________________
EDUCATIONAL BACKGROUND
Collage Bachelor in Physical Education
2018 -2022 Present
Senior High School Camp Vicente Lim Integrated School
2016 - 2018
High School Benigno “Ninoy” S. Aquino High
School 2012 – 2016
Elementary Chumang Elementary School
2006 – 2012
SEMINARS ATTENDED
February 26, 2020 Effective Teaching and Learning
Strategies LSPU – Los Baňos Campus
December 5, 2019 Embracing the Challenges and
Opportunities of the 4th Industrial
Revolution (Education 4.0)
LSPU – Los Baňos Campus
May 10, 2019 Embracing Diversity: Acceptance,
Love and Unity
October 4, 2017 Safety Driving
Camp Vicente Lim Integrated School
PERSONAL INFORMATION
Age : 22
Date of Birth : March 18, 1999
Place of Birth : Ifugao
Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Christian
Fathes Name : Delfin Bommael
Mothers Name : Rosity Bommael (deceased)
ANALYN T. SALES
114 Sitio Watawat Palanan Comp.
Brgy. Lecheria Calamba Laguna
Email Add: naname901@gmail.com
Contact No. 09062315213
________________________________________________________________
Collage Bachelor in Physical Education
2018 - 2022 Present
Senior High School Ikon College
2016 - 2018
High School Lecheria Integrated School
Banahaw St. Lecheria Calamba City
2012 – 2016
Elementary Lecheria Elementary School
2006 – 2012
SEMINARS ATTENDED
Strategies LSPU – Los Baňos Campus
May 10, 2019 Embracing Diversity: Acceptance,
Love and Unity
Age : 23
Date of Birth : November 30, 1998
Place of Birth : Calamba Laguna
Sex : Female
Religion : catholic
Fathes Name : Jerry Rubio Sales
Mothers Name : Norma Tugade Sales
JOHN HARVEY T. JUCOY
Blk 10 Lot 8 Friendship Village Gawad Kalinga
VIlle Purok 5, Brgy. Tuntungin-Putho
Los Baños, Laguna.
Email Add: itsmejucs@gamil.com
Contact No. 09277345464
_______________________________________________________________
Primary Bernaldo N. Calara Elementary
School 2004 - 2010
Secondary Tuntungin-Putho Integrated National

High School
2010 – 2014
Tertiary Bachelor in Physical Education

2018 - 2022 Present
BS in Computer Science
2015 - 2016 undergrad
ACHIEVEMENTS, TRAINING & SEMINARS ATTENDED


Strategies
May 10, 2019 Embracing Divercity: Acceptance,

Love and Unity
2012 Dancer of Nestea Philippines

Commercial
2014 Pinaka Mahusay na Personalidad sa
Tuntungin Putho National High Scholl
2014 - 2018 Former member of Task Force On

Youth Development Brgy Tuntungin-
Putho.
2014 One of the Peer Educator of Los Baños

(Representative of Los Baños on
different seminars like "Training of
Trainors" HIV/AIDS awareness)
2015 Disaster Risk Reduction/WEmboree

(Rizal Laguna) -Youth Empowerment
Camp
2014 up to present Organizer of Youth Camps, Anti-Drug

Campaign, Leadership seminars,
Summer League, etc.
2018 Member of BYDC or Barangay Youth

Development Council
2018 Inter-campus: Contemporary Dance

Representative
LSPU - Los Baños Campus
2018 Inter-campus: Grand opening

production dancer
2018 STRASUC: Grand Salvo dancer
2019 Inter-campus: Contemporary Dance

Representative
2019 - 2021 Vice President of SSC "Supreme

Student Council"
OCCUPATION
Freelance singer and Host
(Corporate events such as 18th Debut,
Weddings, Reunions, Birthday Parties,
Fiesta, Pageant, etc.)
Choreographer
2015 Promodiser of Globe Telecom
ULTIMART San Pablo City Laguna
PRESENT Sales Representative

Appointment Setter/Virtual Assistant on
a Real Estate Company at REMPH
Age : 24
Date of Birth : July 11, 1997
Place of Birth : San Mateo, Rizal
Sex : Male
Religion : Roman Catholic
Fathes Name : Joseph J. Jucoy Sr. (Deceased)
Mothers Name : Mildred T. Jucoy

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SOCIAL LEARNING AND BEHAVIOR TOWARDS ACADEMIC

PERFORMANCE OF THE PHYSICAL EDUCATION

An Undergraduate Thesis presented to the Faculty of the College of Teacher

In partial fulfillment for the requirements for the degree Bachelor of

MARIE JOY LACHUWAN BOMMAEL

The thesis entitled “SOCIAL LEARNING AND BEHAVIOR TOWARDS

MARIA TERESA M. RODRIGUEZ, EdD

Approved by the Committee on Oral Examination with a grade of _____.

MYRA F. RUIN MARCIAN T. TORILLOS, EdD

VICTORIA E. TAMBAN, EdD KATHLEEN LORRAINE B. GINO-GINO

VICTORIA E. TAMBAN, EdD

KAREN A. MANAIG, EdD

OFELIA B. MANINGAS ___________________

RESEARCH CONTRIBUTION NO.

the graduate program students, especially in the thesis writing;

Dr. Karen A. Manaig, Associate Dean of The College of Teacher

Education, for guidance and approval of the conduct of this study;

sharing of expertise especially in enhancing the thought of consistency;

Dr. Marciana T. Torillos, technical editor, for her comments and

suggestions that enhanced and improved this manuscript;

for the improvement of this study;

Mrs. Kathleen Lorraine B. Gino-Gino, language editor, for analyzing the

improve this study;

Dr. Victoria E. Tamban, statistician, who gave suggestions and help in

the analysis and interpretation of our data;

Fourth Year Students, of the College of Teacher Education her

guidance; and most especially;

Keywords: Social Learning, Academic Performance, Social Behavior,

TITLE PAGE …………………………………………………………… I

CHAPTER I. THE PROBLEM AND ITS BACKGROUND ………. 1

CHAPTER II. REVIEW OF RELATED LITERATURE …………….

CHAPTER III. RESEARCH METHODOLOGY …………………….

CHAPTER IV. PRESENTATION, ANALYSIS AND

CHAPTER V. SUMMARY, CONCLUSION AND

CURRICULUM VITAE ……………………………………………........

THE PROBLEM AND ITS BACKGROUND

Education is the knowledge, skill, and understanding that someone

to being prosperous in life.

Success is a positive result of an attempt or trial. It is the attainment of

a person can be considered successful after his achievement or

accomplishment. Learning is reflected in the way a child responds to

environmental, social, emotional and physical stimuli and understands new

information (Collins Concise Dictionary and Thesaurus of English Language,

2002). The keys to better learning and better academic performance in

The habit of studying is a student’s propensity to learn when

opportunities are given in a systematic and efficient way. It is also

characterized as the commitment of time and attention to obtaining

information or knowledge, particularly from books or in other words, the

pursuit of academic knowledge through proper research of a topic or situation

(English dictionary, 2011). Therefore, it seems important to enhance their

study habits or academic conduct without which desired results cannot be

obtained to increase student academic success.

several abilities, e.g., memory, previous knowledge or aptitude as well as

psychological factors such as motivation, interests, temperaments or emotions,

to name a few Deary et al. (2004). Educational psychologists and researchers

them being academic behavior Chamorro et al. (2003).

With standards increasing for educating students, ensuring the growth of