①

HIGH SCOOL STUDENT ATTITUDE ON CLASSROOM’ SOCIAL

ENVIRONMENT

A Research Output
Presented to the Faculty of
College of Maritime Studies
VMA Global College
Bacolod City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Marine Engineering

Camano, Andy Mark C.

Capitle, Omar A.
Dela Torre, Kervin Kirth
Jungco, Ryan C.
Marzol, Christian Mark P.
Panes, Carl Dustine V.
Roxas, Jomar
Alba, Raymark
Del Rosario, Humphry

2024
 ②

TABLE OF CONTENTS

Page

TITLE PAGE

TABLE OF CONTENTS ii

LIST OF TABLES iv

LIST OF FIGURES v

INTRODUCTION 3

Background of the Study 3

Statemen of the Problem 4

Scope of the Study 5

Significance of the Study 5

Definition of Terms 6

Theoretical Framework 8

Conceptual Framework 9

Review Related Literature 11

METHODS 17

Research design 17

Data 17

Instrument 18

Data Gathering Procedure 21

Statistical Treatment 21

Ethical Consideration 21

REFERENCE 23

SURVEY QUESTIONAIRE 27
 ③
INTRODUCTION

Background of the Study

High school, a pivotal period in a student's academic journey, is not only a

time of rigorous learning but also a crucial phase for social development. Over

the past decade, education has witnessed significant transformations, marked by

technological advancements, pedagogical innovations, and societal shifts. As the

landscape of high school education evolves, it becomes imperative to investigate

the changing attitudes of students toward the classroom social environment.

(Prensky, 2016; Selwyn, 2017)

High school is a pivotal time in a student's academic career that is marked

by intellectual challenges, social growth, and adulthood preparation. The period

from 2016 to 2023 stands as a crucial time frame, encapsulating a continuum of

educational reforms, changes in social dynamics, and the widespread integration

of digital technologies in classrooms. This study endeavors to conduct a

comprehensive analysis of high school students' attitudes towards the classroom

social environment during this seven-year span. (Anderson & Ronnkvist, 2019;

Johnson et al., 2021)

Several factors are anticipated to contribute to shifts in attitudes, including the

implementation of innovative teaching methodologies (Hattie, 2017), the

omnipresence of social media shaping interpersonal dynamics (Boyd & Ellison,

2017). By exploring these factors, this research aims to identify patterns,

correlations, and potential causative elements influencing students' and the attitude

of high school students on classroom social environment.

Furthermore, it is crucial for educators to comprehend these variations

 ④
in order to customize their teaching strategies and support networks to meet the

particular needs of various student groups. To inform effective teaching

techniques, a study by Rimm-Kaufman and Hulleman (2016) stressed the

significance of considering students' perceptions on their classroom setting.

This research endeavors to illuminate the evolving landscape of high

school students' attitudes toward the classroom social environment from 2016 to

2023. However, a significant gap exists in our understanding of the specific

factors within this environment that contribute to the development of student

attitudes.

The problem at hand lies in the need to comprehensively identify and

analyze the elements within the high school classroom social environment that

impact student attitudes, encompassing both positive and negative influences

through a meticulous analysis of trends and influential factors.

This study seeks to provide valuable insights that can inform educational

practices, policies, and interventions, thereby contributing to the enhancement

of the high school experience. The output of this study is the basis for

recommendation of the high school Principal.

Statement of the Problem

The general objective of this study is to know the Attitude of the High School

Students in the Classroom together with their Social Environment. Thus, the specific

objectives answer the

following question;
 ⑤
1. What is the demographic profile of the High School Students in terms of;

a.Age

b. Sex

c. Year Level

d. Strand

2. What Is the level of its Students, attitude in terms of;

a. Peer Interactions

b. Teacher-Students relationships

c. Other Students

Scope of the Study

The researchers will focus on the high school students attitude classroom

social environment for the school year 2023-2024. The data collection will be

conducted to high school students located at VMA Global Collage and Training

Center Inc. Brgy. Sum-ag Bacolod City, Negros Occidental. This study will not

cover other problem that are not related with the topic being studied. Each of the

respondents will be given the same type of questionnaire to answer. The main source

of data will be the survey questionnaire, which be prepared by the researchers of this

study. The researcher used an standardize survey questionnaire from Everett, E. B.

(2012). Social interactions in the classroom.

Significance of the Study

The findings of the study might be beneficial to the following:

High School Principal. This study offers a template that the

Department of Engineering might use to improve students' academic standing.

 ⑥
Parents utilize helpful approaches to identify the underlying issue with the help

of educators. The department can find workable solutions that benefit students

in grade 11 and 12 at the VMA Global College and Training Centre Inc.,

produce good results, and cut costs.

High School Faculty. Teachers have a big role in the institution because

they are the main mentors that teach the students. This study might aid them in

identifying specific justifications for the necessity of digital literacy in relation

to students' participation and attitude. Have extensive knowledge of the

environment's environmental behavior.

High School Students. This study would be able to help students of a

High School Department. They should be aware of the certain impacts of being

digitally literate to their study and how it can affect their attitude and social

behavior.

Future Researcher. This study would be able to help the future

researcher to understand the attitude of a high school students on classroom

social environment. It can also provides insight to the factors that contribute

positive and negative attitude and classroom social environment of a

student.

Definition of Terms

The following definitions were provided to ensure the attitude of high

school student on classroom’ social environment that the researcher as well as

the readers had an own definition and common understanding:

Peer Interactions. The nature and quality of relationships among

 ⑦
students, including friendship formation, peer support, and the prevalence of

positive or negative social dynamics. According to Petry, K. (2020), the

relationship between these difficulties in social participation and the attitudes

that typically developing adolescents hold towards peers with a disability at the

level of the class was explored.

Teacher-Student Relationships. The quality of interactions and

connections between students and teachers, encompassing aspects such as

communication, trust, and mutual respect. According to Ansari, A., Hofkens, T.

L., & Pianta, R. C. (2020). While teacher-student conflict in later years was

more strongly connected with student outcomes than earlier conflict, the

benefits of proximity between teachers and students were essentially

cumulative as a whole support the notion that long-term student growth

depends on the quality of the teacher-student interaction.

Attitude Towards Other Students. According to Agena, E.M., Tiongson,

B.L., Arevalo, B.F., Clemeno, M.C., Dolor, G., & Laguador, J.M. (2016).

Collaboration among students provides healthy competition and cooperation

within the classroom setting. Students tend to engage in more adaptive patterns

of learning when they believe they are encouraged to know, interact with, and

help classmates during lessons; when they view their classroom as one where

students and their ideas are respected and not belittled; when students perceive

their teacher as understanding and supportive.

Classroom Social Environment. According to Anderman, L. H., &

Anderman, E. M. (2023). The social environment in the classroom has a big

influence on how students feel about studying and how they feel about
 ⑧
themselves overall. This setting encourages motivation, a sense of support, and

belonging, all of which have a favorable impact on both academic achievement

and personal growth. On the other hand, a bad social environment can cause

stress, feelings of loneliness, and disengagement, which can impede both

personal and academic progress.

Theoretical Framework

The study on high school student attitudes towards the classroom social

environment is grounded in the assumption that the social dynamics within the

classroom significantly influence students' academic performance, behavioral

outcomes, and overall well-being. The research assumes that a positive social

environment fosters a conducive atmosphere for learning, collaboration, and

personal development among high school students.

Social Learning Theory posits that individuals learn from observing

others and modeling their behavior. It emphasizes the role of social interactions,

reinforcement, and imitation in the development of attitudes and behaviors.

Relating the Theory to the Problem: In the context of high school students'

attitudes towards the classroom social environment, the Social Learning Theory

suggests that students learn and adopt attitudes based on the interactions they

observe and experience in the classroom.

Positive interactions, supportive teacher-student relationships, and

collaborative peer dynamics are likely to contribute to the development of

positive attitudes. Previous studies applying Social Learning Theory in

educational settings have highlighted the impact of positive role modeling,

 ⑨
teacher-student interactions, and peer relationships on student attitudes

(Bandura, 1977; Zimmerman, 2000).

Functional Attitude Theory. According to the functional attitude

theory (FAT), attitudes and beliefs affect a range of psychological processes.

Various processes can be impacted by attitudes, including but not limited to

being utilitarian (useful), sociable, aligned with ideals, or reducing cognitive

dissonance. They might be advantageous and facilitate communication with

others Katz (1960). Separately and independently developed typologies of

human attitudes in relation to the functions they believed the attitudes served in

the late 1950s, when psychoanalysis and behaviourism dominated as the foci of

psychological studies.

This theory suggests that attitudes are held by individuals because they

are significant and essential to psychological functioning. It matters more how

an attitude functions than whether it is true or not.

Conceptual Framework

The conceptual model depicts the dynamic interplay of factors influencing

high school student attitudes towards the classroom social environment. It

integrates key elements from Social Learning Theory and Functional Attitude

Theory, acknowledging the importance of social interactions, role modeling,

autonomy, competence, and relatedness in shaping student attitudes.

A conceptual model is used in this framework to identify respondents'

profile, dependent variables and independent variables. First box of the diagram

contains high school demographic profile who will be the respondents of the
 ⑩
study that include their age, sex, year level and strand. The second box contains

the level of attitude of the students in terms of peer interactions, teacher-student

relationships, and other students. The conceptual model provides a detailed

understanding of the current state of the classroom social environment,

highlighting specific areas that contribute to positive or negative student

attitudes. The suggested output was based on the high school Principal.

Figure 1. Conceptual Model

 ⑪

Review of Related Literature

The classroom social environment plays a pivotal role in shaping the

overall educational experience of high school students. As adolescents navigate

the intricate landscape of their academic journey, the ambiance within the

classroom significantly influences their attitudes, behaviors, and academic

performance.

Understanding the high school student attitudes towards their classroom

social environments is imperative for high school Principal, other students, and

researchers alike. This concept explores the multifaceted nature of these

attitudes, delving into both foreign and local literature, as well as drawing

insights from related studies that shed light on the salient findings in this critical

domain.

Research indicates that students' attitudes towards school and learning

can significantly influence their academic engagement, motivation, and

performance. Studies have identified factors such as teacher-student

relationships, classroom environment, and perceived relevance of schoolwork

as influencing student attitudes (Eilks & Hinn, 2022; Martin et al., 2022).

Social interactions and peer relationships play a significant role in

adolescents' development and well-being. Studies have examined how factors

such as social status, bullying, and friendship patterns influence students'

attitudes towards their peers and social experiences (Caldwell et al., 2022;

Salmivalli et al., 2022). The studies have explored how factors such as

academic achievement, body image, and family relationships influence students'

 ⑫
self-esteem and attitudes towards themselves (Erol et al., 2022; Miller et al.,

2022).

Locally, the Philippine educational landscape has witnessed a growing

interest in understanding the intricate dynamics of high school students'

attitudes towards their classroom social environments. A study by Santos

(2018) explores the influence of cultural factors on Filipino students'

perceptions of their social environment, highlighting the role of collectivism in

shaping interpersonal relationships within the classroom.

Furthermore, Dela Cruz (2017) delves into the impact of teacher-student

communication on student engagement and classroom satisfaction, providing

insights into the unique nuances of the Filipino high school setting.

The research conducted by Johnson et al. (2019) in the United States

reveals that a positive classroom social environment is associated with higher

levels of student motivation and academic achievement. Similarly, a study by

Smith and Jones (2018).

In the United Kingdom identifies a strong correlation between teacher-

student relationships and students' self-esteem, emphasizing the role of positive

social interactions in fostering a conducive learning atmosphere.

In a Philippine context, Santos and Reyes (2016) find that students who

perceive their classroom social environment positively tend to exhibit higher

levels of academic engagement and cooperation. Moreover, a study by

Hernandez (2017) underscores the significance of peer relationships in shaping

Filipino high school students' attitudes, emphasizing the need for fostering

supportive social networks within the classroom.

 ⑬
Additionally the high school classroom social environment plays a

crucial role in students' academic and social development. Positive social

environments foster feelings of belonging, safety, and engagement, leading to

greater academic success and well-being (Marks, 2018). Conversely, negative

social environments can be detrimental to student learning and emotional well-

being, leading to feelings of isolation, anxiety, and disengagement (Benner &

Graham, 2018; Hoover-Dempsey et al., 2019).

Positive teacher-student relationships are greatly aided by teacher

responsiveness, as noted by Amato and Rivera (2018) in their evaluation of the

literature. Positive relationships between teachers and students are more likely

to develop when the latter are attentive to the requirements of the former and

offer prompt feedback and assistance (Amato & Rivera, 2018). Higher levels of

student motivation, engagement, and academic success follow from this (Amato

& Rivera, 2018).

Another factor that contributes to positive teacher-student relationships

is teacher warmth. Warmth refers to teachers' ability to create a supportive and

nurturing classroom environment. Teachers who are warm and caring are more

likely to build positive relationships with their students. This, in turn, leads to

higher levels of student engagement, motivation, and academic achievement

(Amato & Rivera, 2018).

Negative interactions between teachers and students, on the other hand,

might result in low motivation, disengagement, and subpar academic

performance (Freeman & Scott, 2018). Positive relationships are less likely to

develop between teachers and students when the latter are unresponsive or
 ⑭
unsupportive

A supportive social atmosphere is crucial for encouraging positive

student attitudes and outcomes, according to recent research. Students in

schools with high levels of social support reported higher levels of academic

engagement, motivation, and self-esteem, according to a study by Wang et al.

(2022). The survey also discovered that anxiety and depression were less

common among the pupils at these institutions.

Additionally, studies by Anderman et al. (2023) indicate that stress's

detrimental effects on students' academic performance may be mitigated by a

supportive social environment. According to the study, students were more

resilient to academic difficulties and sustained their motivation when they

believed that their professors and peers cared about them.

Studies consistently highlight the importance of positive relationships

between teachers and students in creating a supportive and engaging classroom

climate (Pianta et al., 2019; Wang & Eccles, 2018). When students feel

respected, valued, and supported by their teachers, they are more likely to feel

comfortable participating and actively learning.

The overall school climate, including policies, practices, and values, can

significantly influence students' perceptions of the social environment

(Yonezawa & Morita, 2019). Schools with a focus on inclusivity, respect, and

positive school-community partnerships are more likely to foster a positive

climate that benefits all students.

The Peer interaction of the students has a Positive peer relationships

contribute to a sense of belonging and support, fostering a positive classroom

 ⑮
environment (Marks, 2018). Conversely, bullying, cliques, and social isolation

can create a negative and hostile environment (Hoover-Dempsey et al., 2019).

Effective classroom management strategies can create a structured and

predictable learning environment that promotes positive student behavior and

engagement (Pianta et al., 2016).

Recent studies have highlighted several factors that contribute to

positive peer interactions in high school classrooms. One such factor is

cooperative learning (Freeman & Scott, 2018). Cooperative learning involves

grouping students together to work collaboratively on academic tasks (Freeman

& Scott, 2018). This can promote positive peer interactions by fostering a sense

of community and shared responsibility among students (Freeman & Scott,

2018).

Social skills training is an additional element that fosters positive peer

connections (Freeman & Scott, 2018). Students that receive social skills training

are taught how to resolve conflicts and communicate with others (Freeman &

Scott, 2018). This can foster constructive peer relationships by giving students

the tools they need to collaborate with one another (Freeman & Scott, 2018).

The synthesis of foreign and local literature, along with the insights

from related studies, underscores the universal importance of the classroom

social environment in influencing high school students' attitudes. The

sociocultural perspectives from Vygotsky and contemporary motivational

theories align with local studies emphasizing cultural nuances.

The findings collectively highlight the interconnections of positive

classroom social environments with student motivation, engagement, and

 ⑯
overall academic success. As educational stakeholders strive to enhance the

high school experience, a holistic understanding of these attitudes becomes

paramount for informed interventions and policies, transcending cultural

boundaries.
 ⑰
METHODS

This chapter presents the research design used, a description of the respondents,

the research instrument, the data gathering procedure, and the data-treatment utilized in

analyzing the data.

Research Design

This study employs a descriptive survey design to investigate high school

students' attitudes toward the classroom social environment. According to McCombes, S.

(2023, June 22), descriptive research aims to provide an accurate portrayal of a

phenomenon, making it suitable for examining the attitudes of a large sample of high

school students in a systematic manner.

A descriptive survey design provides a snapshot of the current attitudes of high

school students, offering a broad understanding of the classroom social environment.

Findings can inform high school Principal, Faculty and students about the prevalent

attitudes within the student body, aiding in the development of targeted interventions or

improvements in the social environment.

Respondents

The respondent of this study are the students have an age of 16 to 18

years old. The 166 students of Grade 11th and 191 students of Grade 12th with

the total of 357 high school students TVL and Pre-Bacc high school student of

VMA Global College and Training Centers Inc. during the Academic year
 ⑱
2023-2024. The demographic characteristics aim to capture a representative

sample of the high school student population, ensuring that the findings can be

generalized to the larger student body.

The stratified sampling technique minimizes bias and enhances the

external validity of the study, allowing for more robust and reliable results. This

respondent profile and distribution provide a systematic approach to selecting

participants, ensuring diversity across key demographic variables and

increasing the likelihood that the study's findings will accurately represent the

attitudes of high school students toward the classroom social environment.

Table 1. Distribution of Respondents

PROGRAM N n %
Pre-bac 11 129 67 36.13%
TVL 11 37 19 10.36%
Pre-bac 12 140 73 39.22%
TVL 12 51 27 14.29%
Total 357 186 100%

Instrument

The research instrument is standardize questionnaire from Everett, E. B.

(2012). Social interactions in the classroom. Additional items are included

based on a thorough review of relevant literature on classroom social

environments.

Structured Questionnaire the instrument is a standardize questionnaire

designed to collect quantitative data on high school students' attitudes toward

the classroom social environment.

 ⑲
Scale Verbal Description Verbal Interpretation

This indicates a very positive and

enthusiastic attitude towards the

classroom social environment. It

suggests that the student feels

4 Strongly Agree
comfortable, supported, and enjoys

interacting with their peers and teachers.

They likely feel a sense of belonging and

community in the classroom.

This indicates a generally positive

attitude towards the classroom social

environment. They may have some

3 Agree minor concerns or suggestions for

improvement, but overall they are

satisfied with the social aspects of their

learning environment.

2 Disagree This indicates a neutral or slightly

negative attitude towards the classroom

social environment. The student may not

feel particularly comfortable or safe in

the classroom, and they may have some

reservations about the way students

interact with each other. They might find

the environment disruptive or

 ⑳
unwelcoming.

This indicates a very negative attitude

towards the classroom social

environment. The student likely feels

uncomfortable, isolated, and unsupported

by their peers and teachers. They may

1 Strongly Disagree feel bullied or harassed, or they may

simply not enjoy the way people interact

in the classroom. This level of

disagreement suggests a need for

significant improvement in the classroom

social environment.

A higher overall score indicates a more positive attitude toward the

classroom social environment, while a lower score suggests a less positive

attitude.
 ㉑

Data Gathering Procedure

In order to the researcher to collect the data, from the respondents this

procedure follows;

First, the researcher need to ask permission to the Principal through a

formal letter to allow the researcher to conduct the survey to Grade 11 and

Grade 12 high school students.

Second, after getting the approval to the Principal, the researcher ask

permission to all high school adviser to conduct a survey to their advisory

section upon showing them the approved letter from the principal.

Third, the researcher give orientation to the high school students about

answering the questionnaire

Forth, the researcher will gather all the survey questionnaire, tally the

answer, analyze the answer, and interpret the answer.

Statistical Treatment

The data gathering on the level of attitude of high school students in

classroom social environment at certain processed statistics using the statistical tools

such as frequency, percentage, and mean. For question number one, the researcher

use frequency and percentage in analyzing the demographic profile of the

respondents. For question number two, the researcher use mean in evaluating the

level of attitude of high school students on classroom social environment.

Ethical Considerations

High school students will get a succinct and unambiguous description of the

research goal, procedures, potential risks, and benefits prior to their participation in the

study. Both the parents or guardians and the pupils will be asked for their informed
 ㉒
consent. Students will be made aware that participation is completely voluntary and that

they can end it whenever they'd like without incurring any penalties.

This promotes transparency and respects the participants' autonomy by

guaranteeing that students and their guardians are fully informed of the study's objectives

and voluntarily consent to participate. Every attempt will be taken to maintain participant

anonymity. No personal information will be included in the data that is gathered. Rather,

every participant will be given a special code or identification that isn't associated with

them by name.

Lack of identity protects the privacy of participants, encouraging honest and

uninhibited responses. It also reduces the risk of potential harm or stigmatization

associated with the disclosure of personal attitudes or experiences. Data collected,

including responses from surveys and any identifiable information, will be treated with

the utmost confidentiality. Access to collected data will be restricted to the research team,

and any identifiable information will be stored separately from survey responses.

Only aggregated, anonymize data will be reported. Maintaining confidentiality

safeguards the privacy of participants and helps build trust. It also minimizes the risk of

unauthorized access or use of sensitive information. Once the study is completed, steps

will be taken to securely dispose of the data in a manner that ensures no unintentional

disclosure. Data will be securely stored during the research period and then permanently

deleted or anonymized, following the guidelines set by the research institution or relevant

ethical review board.

Proper disposal of data is crucial to prevent any unintended consequences or

breaches of confidentiality. It aligns with ethical principles of data stewardship and

responsible research conduct. Adhering to these ethical considerations ensures that the

study on high school students' attitudes toward the classroom social environment is

conducted with the utmost respect for participants' rights. 2

 ㉓
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Research Questionnaire from Hamre, B. J., Pianta, R. C., & Stuhl, J.

(2003)

4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree

Classroom Social Environment and Peer Interactions

Question 4 3 2 1
1.I feel comfortable and respected
in my classroom.
2.I feel like I belong in my
classroom
3.I have a good group of friends in
my school.
4.I feel like I can be myself
around my classmates
5.I feel like my classmates are
supportive of me
Teacher-Student Relationships
Question 4 3 2 1
1.My teachers are approachable and
easy to talk to.
2.My teachers are respectful of my
opinions and ideas.
3.My teachers are helpful and
supportive of my learning.
4.I feel like I can approach my
teachers for help when I need it.
5.I feel like my teachers care
about my success.
Attitudes on Other Students
Question 4 3 2 1
1.I respect all of my classmates,
regardless of their background or
beliefs
2.I am tolerant of different
perspectives and opinions
3.I am open to learning about
different cultures and backgrounds
4.I believe that everyone deserves
to be treated with dignity and
respect
5.I am committed to creating a safe
and inclusive school environment
for all students..