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Inbound 489397159484378321
Inbound 489397159484378321
Inbound 489397159484378321
A research presented to
In Partial Fulfillment
Of the Requirements
Maritime
By:
Jikos Bucog
Sander Lope
Nesstel Flores
Kenny Murillo
CHAPTER I
INTRODUCTION
Students’ behaviour and attitude in the classroom affect their academic achievements and overall
well-being. Yet, there are persistent disciplinary problems and dis-engagements which suggest poor quality
of education that majority of learners receive (Noltemeyer et al., 2019). Negative behaviors, attitudes and
student outcomes can be attributed to diverse risk factors like family background, school culture,
socioeconomic status, teacher practices, and psychological influences (Usher et al. & Bear et al., 2015).
However, a handful of studies adopts socio-ecological lens that incorporates several constructs determining
By offering important insights into encouraging positive student behaviors, attitudes, and
engagement at school, this study offers significant potential impacts. Improved comprehension of the
causes of problematic discipline or motivation problems can guide focused programs that support positive
As stated by Holmes & Barton et al. (2020). This study also provides a strategic model that links the
micro, meso, exo, and macro system elements in terms of behaviors and attitudes associated with learning
in the classroom.
The ecological systems theory of Bronfenbrenner (1977), which holds that interacting elements
within the layers of the surrounding environment shape children’s development, serves as the foundation
for this study. According to this socio-ecological viewpoint, the study conceptualizes students in terms of
complex contexts and looks at interrelated elements that affect students’ attitudes and behaviors at school
Wide socio-cultural milieu of students and manifested classroom behavior and attitude towards
education.
Rationale
To foster well-adjusted, engaged, lifelong learners, schools must prioritize student success. This
requires an understanding of the complex drivers that underlie classroom behaviors, outlooks, and
achievement to gaps. Few studies use socio-ecological lenses to examine the compounding interactions of
multidimensional influences on development, despite previous research highlighting the singular effects of
home dynamics, school culture, socioeconomic status, and other factors on conduct issues or
disengagement (Wang & Degol, 2014). (Usher et al., 2019). This feeds important blind spots or disjointed
Improvement initiatives have been hampered by fragmented understandings and disjointed systems
targeting specific factors affecting students in isolation, even though discipline problems, disengagement,
and negative attitudes continue to plague many schools. Negative behavioral and motivational student
outcomes have been linked by research to factors such as family dynamics, school culture, socioeconomic
status, instructional strategies, and psychological characteristics (Wang & Degol, 2014). However, the issue
still exists that in order to inform specialized supports, few studies simultaneously explore intersections of
and their demonstrated classroom behaviors and perspectives, this study addresses these gaps. It uses an
integrated mixed-methods research design to highlight the various aspects that influence development. The
results can highlight opportunities for improvement in the coordination of various practices and structures
This study investigates relationships between elements from the home, school, community, and
society layers of students’ ecosystems and the ensuing classroom behaviors and educational perspectives.
Through an extensive survey and focus groups with a representative sample of 1500 middle and high school
students and teachers in one rapidly diversifying school district, it examines dynamics across various
racial/ethnic, socioeconomic, family structure, and developmental status groups. The comparative
explanatory capacities and interactive effects of important variables linked to systemic, cultural, and
individual-level factors influencing student outcomes are analyzed using quantitative and qualitative
methods.
constructs. Generalizability is limited by the study’s geographic confinement to a single region and school
district. Instead of using longitudinal data, it uses cross-sectional data. While surveys evaluate correlations,
care must be taken when drawing causal conclusions. Self-reported data depends on participant honesty
and insight accuracy. It is challenging to interpret the intersectionality between demographic factors. The
scope was limited to grades in middle and high school. Lastly, more evaluation cycles are needed to
translate findings into policy and practice. Nonetheless, the study advances the framework, methodology,
Definition of terms
Student attitudes- student’s attitude is their tendency to respond a certain way towards something.
Family dynamics- The relationships, behavior, and communication patterns that characterize a family are
Teacher practices- Teachers’ practices are the methods, approaches, and behaviors they employ in the
Espelage, D. L., Merrin, G. J., & Hatchel, T. (2019). Peer victimization and dating violence among LGBTQ youth: The
impact of school violence and crime on mental health outcomes. Youth violence and juvenile justice, 17(3),
236-255
Noltemeyer, A. L., Marie, R., Mcloughlin, C., & Vanderwood, M. (2015). Relationship between school suspension and
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for
Barton, E. A., & Holmes, P. M. (2020). Student success by design: Aligning pedagogy, space, and technology at the
Espinoza, G., Gonzales, N. A., & Fuligni, A. J. (2018). Parent discrimination predicts Mexican-American adolescent
Wang, M. T., & Degol, J. L. (2014). Staying engaged: Knowledge and research needs in student engagement. Child
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7),
513-531