ST. IGNATIUS TECHNICAL INSTITUTE OF BUSINESS AND ARTS INC.

PA Biñan Branch

Analysis of Behavior of Grade 11 STEM Students

During Class Time at St. Ignatius Academy

MEMBERS:

Mendoza, Lois C.

Montellana, Kim

Gerodias, Danna Shanel

Mayuga. Aerish

Broncate, Marion

Cortez, Arjay

Medel, Rodver R.
ST. IGNATIUS TECHNICAL INSTITUTE OF BUSINESS AND ARTS INC.
PA Biñan Branch

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is fundamental to development and growth of every child. To excel

in academics, a student must follow a certain pace in order to keep the brain
functioning at all times. Some students, have a hard time keeping this pace hence
why they are more inclined to be inoperative during class time. There are a lot of
change in the educational setting—one that is the noticeable is a student’s behavior.
Teachers and students meet challenges with problematic actions of students that
creates difficulties in the learning environment, teacher’s and students’ concentration
that significantly affects social and academic attainment of the student.

Background of the Study

This research aims to analyze and identify the behavior of the Grade 11 STEM
students and improve class and school environment, can enhance the possibility that
effective learning will take place both for the students displaying such behavior and
for the students that are affected by it. The study will only focus on the behavior of
the Grade 11 STEM students and its impact to the learning environment of one
another in the educational institution.

The concept of attitude is generally explained as positive or negative emotions

and thoughts related to a specific social object such as humans, objects, facts or
events (Bilgin, 2007). Attitude is a state of mental or neural readiness both as the
premise and the consequences of behavior as a result of tendencies of emotions,
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thoughts, behaviors emerged due to previous experiences
(Allport, 1967, Fishbein; 1967,
Richardon, 1996). While attitudes, which are not directly seen but can be observed
through behaviors, give direction to human behaviors, they are a phenomenon that
can differentiate decision making, problem solving processes, in other words all
interactions. In other words, just as a positive response in a situation with a positive
attitude can affect the approach to the events and phenomenon differently, negative
reaction with a negative attitude can affect differently as well (Greenwald, 1968;
Fazio, 1986; Tinkham, 1989; Ajzen & Fishbein, 1977; Olson & Zanna,1993; Ajzen &
Fishbein, 2005). Therefore, the effort of the student to show the expected behaviors
in terms of teaching objectives, as a positive or negative attitude towards learning,
is regarded as a predictor of the academic success of the student (Williams, 1992;
Richardson, 1996; Osborne, Simon, & Collins, 2003; Hong-sheng, 2005; Tandogan &
Orhan, 2007; McAuley, Leskovec, & Jurafsky, 2012).

Even though the literature on education and teaching discusses factors affecting
learning in a multidimensional way in order to realize teaching objectives, it is
observed that teachers, performing the teaching, and parents both share the same
focal point: attitudes of students towards learning. To put it in other words, the
fundamental reason that teaching objectives have not been achieved are due to the
attitudes of the students towards learning (Glynn, Aultman, & Owens, 2005). The point
that administrators, the teachers and the families responsible for the teaching activities
draw attention to is "Behaviors to be produced in relation to the acquisition of
certain behaviors (observable as performance)". Anything that "cannot be learned" by
an individual is considered to be contrary to the human nature. Due to the fact that
learning is a function of intelligence, it is the working mind that has carried the
ST. IGNATIUS TECHNICAL INSTITUTE OF BUSINESS AND ARTS INC.
PA Biñan Branch
primitive human to what he is today, generating change and
development and
separating human beings from other living things. For this reason, except for certain
special cases, its not possible to state the fact that a student cannot learn. Thus, it
has been proven that attitudes as the total of emotional and behavioral tendencies
and thoughts developed depending on several factors affect the acquisition of teaching
objectives.

Education is rapidly changing in a way for every students to be comfortable in

their learning environment where most intention of the teachers and the school staff
is to improve the students’ academical validation on achievements addresses concern
in curriculum, instructional strategies, and interventions or services for students. In
educational establishments, modern classrooms. Systems are augmented with the most
recent technologies to make them more interactive, learner focused and personalized.
However , teachers find it challenging to gauge students' interest and even with these
tools, attention levels can still be influenced. Nonetheless even after asserting the
concerns, there are still issues students struggles to overcome.

According to existing studies—based on the perspective of the teachers, they

have a hard time and difficulty in providing the said education due to the most
common and disruptive behavior of students are talking out of turn, verbal
aggression, disrespecting teachers, nonattentiveness /daydreaming /idleness, sleeping,
out of seat, habitual failure in submitting assignments, physical aggression, copying
homework, nonverbal communication, clowning, playing, lateness to class, usage of
mobile devices during class, eating /drinking, have not yet prepared textbook well,
and passive engagement in class. (F. Sun, R. C., & L. Shek, D. T. , 2012).
ST. IGNATIUS TECHNICAL INSTITUTE OF BUSINESS AND ARTS INC.
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Students’ academic problems are different from classroom behavior problems in

various ways. For starters, many mental health conditions are learnt through
interactions with direct care providers and manifest as behavioral excesses (Beavers,
Iwata, & Lerman, 2013). Many students around the country are at risk of academic
failure. Academic problems are skills that have not been learned and therefore occur
as behavioral deficits. Behavioral deficits are academic responses ( e.g., math
computation ) that have not been brought under stimulus control of curriculum
materials ( e.g., addition problems with sums to 20 ) and therefore have no, too weak,
or too few controlling variables in the classroom (Martens et al., 2015). Unlike
behavioral intervention, the fundamental goals of instructional intervention are to
establish, strengthen, and diversify stimulus control over academic responding so
children can meet increasingly more difficult academic demands in school and beyond.

Theoretical Framework

Conceptual Framework

Grade 11

STEM Students

Behavior of  Peaceful class

 Having discipline
Grade 11  Great class marks
 Paying attention to STEM
class  Responsible
Students
student
 Time management During Class
 Carefree learning
 Prosocial student
environment
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Statement of the Problem

A research study will be done to analyze the behavior of St. Ignatius Academy’s
Grade 11 STEM students during class time. Furthermore, this study was designed to
provide answers to the following research questions:
1. What are the typical behavioral patterns displayed by Grade 11 STEM students
during class time?

2. What are the primary sources of behavior of Grade 11 STEM students during
class time?
3. How do these behavior impact their focus and learning outcomes?

Hypothesis

Null Hypothesis: The behavior portrayed by the Grade 11 STEM students will not
have an impact towards their learning environment.

Alternative Hypothesis: The behavior portrayed by the Grade 11 STEM students will
have an impact towards their learning environment.

Scope and Limitations

This study will focus on analyzing the behaviors exhibited by Grade 11 STEM
students at St. Ignatius Academy. This qualitative research recognizes how these
ST. IGNATIUS TECHNICAL INSTITUTE OF BUSINESS AND ARTS INC.
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behaviors impact the learning environment of the students.
The study aims to identify
patterns of behavior and their effects within the specific context of the educational
institution.

The researchers will use the Snowball Sampling Technique—the study's findings
may not be generalizable to other educational settings or student populations. Time
constraints may limit the depth of data collection and analysis. The study will rely
on self-reporting and observational data, which may introduce bias or inaccuracies.
External factors such as home environment, socio-economic status, and personal
circumstances of students may influence their behavior but will not be fully
explored in this study. The availability of resources and access to participants may
restrict the scope of the research.

Significance of the Study

The purpose of the study was to analyze and identify the behavior of STEM
students in Grade 11 at St. Ignatius Academy. Additionally, the following will
benefit from the study's findings:

Participants – Because the responders will be aware of how grade 11 STEM students
behave, the classroom and school.
Students - Student's performance in the classroom increased motivation, involvement, and
a positive learning atmosphere among the students.
Teacher - Can discover more about students' attention spans, preferred learning
techniques, and how they interact with what they are studying. This understanding
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can help
develop instructional strategies that are specific to the needs of STEM
students in Grade 11. Parents can gain insights into how their child behaves during
class, which can help them understand their child's engagement, participation, and
overall conduct in the academic environment.
Future Researcher – The findings of the study will be used as a source of
information. A guide for researchers in the future who want to take out the same
research study or any research pertaining to St. Ignatius Academy students' conduct.

Definition of Terms

Assessment – The evaluation or estimation of the nature, quality, or ability of

someone or something
Attitude – A settled way of thinking or feeling about someone or something,
typically one that is reflected on a person’s behavior
Behavior – The way in which one acts or conducts oneself, especially toward others.
Carefree – Free from anxiety or responsibility
Deficit – The amount by which something, especially a sum of money, is too small.
Education – The process of receiving or giving systematic instruction, especially at a
school or university
Emotion – A natural instinctive state of mind deriving from one’s circumstances,
mood, or relationships with others
Environment – The surroundings or conditions in which a person, animal, or plant
lives or operates
Fundamental – Forming a necessary base or core; of central importance
Intention – A thing intended; an aim or plan
Interaction – Reciprocal action or influence.
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Intervention – The action or process of intervening
Impact – The action of one object coming forcibly into contact with another
Literature – Written works, especially those considered of superior or lasting artistic
merit
Perspective – A particular attitude toward or way of regarding something; a point of
view
Phenomenon – A fact or situation that is observed to exist or happen, especially one
whose cause or explanation is in question
Primitive – Relating to, denoting, or preserving the character of an early stage in the
evolutionary or historical development of something
Prosocial – Voluntary behavior intended to benefit another. It is characterized by
acts of kindness, compassion, and helping behaviors, which many consider to be
one of the finest qualities of human nature
Strategy – A plan of action or policy designed to achieve a major or overall aim