Behavior and Academic Performance

ACADEMIC BEHAVIOR AND PERFORMANCE OF THIRD YEAR STUDENTS OF GENERAL EMILIO AGUINALDO NATIONAL HIGH SCHOOL,
DIVISION OF CAVITE

A Thesis Presented to the
Course Specialists of the School of the
Distance Education Open University System
Polytechnic University of the Philippines

In Partial Fulfillment of the Requirements for the Degree
Master in Educational Management

By
Richelle I. Rogel
October 2012

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
A substantial body of research has documented associations between academic behavior and academic performance. A topic like this has relevance from an educational perspective that views behavior as a significant factor to obtaining optimal education.
The fact that some students with apparently high scholastic aptitude do very poorly in high school while others with only mediocre ability do very well has presented a challenge to many educators. It has been observed that hard working students with high IQs sometimes do not perform as well as their classmates with lower IQs (Harvey, 2001). Learning is defined as a knowledge or skill acquired through study or by being taught. 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). Study habit is the tendency of a student to learn in a systematic and efficient way, when opportunity is given. It is also defined as the devotion of time and attention to acquire information or knowledge especially from books or in other words it’s the pursuit of academic knowledge by a detailed investigation of a subject or situation (Oxford Dictionary and Thesaurus of English Language, 2003). Thus, in order to improve academic performance of students, it seems essential to improve their study habits or academic behavior without which desired outcomes cannot be achieved. 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, Whiteman, Starr, Whalley, and Fox, 2004). Educational psychologists and researchers have argued that there are many determinants of academic performance, one of them being academic behavior (Chamorro-Permuzic and Furnham, 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 and every student has a purposeful connection with at least one adult in the environment. Positive behaviors can be 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 wouldn’t be possible for students to accomplish on their own.

Background of the Study
In the history of General Emilio Aguinaldo as a municipality, the cross, signifying the church, preceded the sword, signifying the state. Bailen, the town’s former name, was a Catholic parish before it became a municipality. A petition from 45 prominent citizens of Bailen made it a municipality in 1858; in 1903, however, Bailen was annexed as a barrio of Alfonso for the reason that it’s limited finance did not permit it to continue as a municipality. Only in 1915 was it reverted to an independent municipality. On June 1965, Republic Act 4346 was passed by Congress changing the name of the town Bailen to General Emilio Aguinaldo.
Established in June 1973, General Emilio Aguinaldo National High School (GEANHS) has a current total student population of 1,041. There are 27 male and female teachers providing education for the students while 5 more non-teaching staff of GEANHS also provides assistance and guidance. The school campus is quite spacious and about one half of which is devoted to 21 classrooms and 4 offices. However, with its current population, the classrooms and school premises can be considered as congested at any one time. Fifty (50) or more students make up one class.
Children are the clients of the school system. They make up the students in the educational system. How the students perform academically depend largely on how they behave academically. A negative academic behavior, more often than not, results to academic failures. Inversely, positive academic behavior result to better academic achievements.
The past few years, the school administrator, teaching and non-teaching staff at GEANHS in Gen. Emilio Aguinaldo, Cavite, have witnessed and observed their share of dire consequences resulting from aggressive and mild violent behaviors perpetuated by students both in and out of the school premises. It cannot be denied that more and more students from this high school became involved in fraternities, thus, engaged in fraternity wars and other in-and-out of campus violent acts. Some of the students belonging to higher year levels even had drink and drug-related problems that affected their grades and the way they dealt with their classmates and teachers in school. Additionally, a few of the older students who were in relationships with the opposite gender exhibited unnecessary affectionate behaviors inside and outside of classrooms that disrupted class activities and set undesirable examples to younger high school students. These behaviors have been considered as one of the factors that may have influenced the academic performance of 3rd year students at GENHS in a negative manner. This study has important implications for fostering behavioral maturity among students that would ultimately benefit the students in terms of academic achievement. Regardless of perspective, a clear understanding of the relationship between behavior and academic performance would help generate appropriate assessment, prevention, and intervention strategies for at-risk or troubled youth.

Theoretical Framework
One of the biggest impacts that behavior analysis of child development has had is on the field of education. In education, there are many different kinds of learning that 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 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. Erikson’s theory of Identity vs. Role Confusion, covering the ages of 13 to 19 years states that as children make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion—mixed ideas and feelings about the specific ways in which they will fit into society—and may experiment with a variety of behaviors and activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or religious groups). Erikson is credited with coining the term "Identity Crisis." Each stage that came before and that follows has its own 'crisis ', but even more so now, for this marks the transition from childhood to adulthood. This turning point in human development seems to be the reconciliation between 'the person one has come to be ' and 'the person society expects one to become '. This emerging sense of self will be established by 'forging ' past experiences with anticipations of the future. Given the right conditions, what may emerge is a firm sense of identity, an emotional and deep awareness of who he or she is. Oftentimes, this leads to conflict with adults over religious and political orientations. Another area where teenagers are deciding for themselves is their studies and career choice, and oftentimes parents want to have a decisive say in that role. If society is too insistent, the teenager will acquiesce to external wishes, effectively forcing him or her to ‘foreclose’ on experimentation and, therefore, true self-discovery (Wilder, 2003). Kail and Cavanaugh (2004), exploring Erikson’s theory, further stated that as children make the transition from childhood to adulthood, teens may begin to feel confused or insecure about themselves and how they fit in to society. As they seek to establish a sense of self, teens may experiment with different roles, activities and behaviors. Accordingly, this is important to the process of forming a strong identity and developing a sense of direction in life. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future. Bosch and Hixson (2004), on the other hand, exploring behavioral activation theory outlined by Charles Ferster, and later continued by Peter Lewisohn and Hyman Hops, explained the role of negative reinforcement in children, some of these variables could set the pattern for lifelong problems. For example, a child whose behavior functions for negative reinforcement by stopping fighting between parents could develop a lifelong pattern of depressive behavior in the case of conflicts. Two paths that are particularly important are first, the lack or loss of reinforcement because of missing necessary skills at a developmental cusp point or second, the failure to develop adequate rule-governed behavior. For the latter, the child could develop a pattern of always choosing the short-term small immediate reward (i.e., escaping studying for a test) at the expense of the long-term larger reward (passing courses in school). In addition, use of positive reinforcement has been shown to improve the self-concept in children with depression co morbid with learning difficulties.
Dunst and Kassow (2004), using B. F. Skinner’s theory on behaviorism, stated that any behavior that is positively reinforced, or rewarded, will repeat itself, especially over time. Second, this repetition, over time, will lead to the desired behavior becoming a habit. What this means in real terms is that an object 's behavior over time can be predicted on the basis of its previous experiences. Things that have provided it pleasure will be pursued; things that provide it pain will be avoided. For students in a classroom, for example, positive behavior is encouraged through the promise of rewards. Bad behavior is responded to with negative consequences. The social vision of Skinner was based on the idea that the interests, motivations and drives of specific individuals or even groups could be understood if a full history of that person 's experiences could be ascertained. In other words, if a person had a history of parental neglect, this would explain the patient 's interest in community or a cynicism toward the family, the school, and the community where he belongs. The mental makeup of a person, according to Skinner 's theory, could be understood and behaviors predicted through the history of what has been provided or deprived from that person 's life with sufficient frequency to create a habitual attitude.

Conceptual Framework The major concept of this study focused on the relationship of demographic characteristics and academic behavior on the academic performance of the 3rd year students of General Emilio Aguinaldo National High School in General Aguinaldo, Cavite in the School Year 2011-2012. Figure 1 shows the paradigm of the study. It consists of three (3) boxes, namely: First, the independent variable box which contains the academic behavior of the students based on the ratings given by the teacher-respondents; second, the dependent variable box which contain the students’ academic performance based on the their grade point average for SY 2011-2012; and lastly, the intervening variable box, which contains the demographic profile of the students such as age, gender, monthly family income and academic performance.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

INTERVENING VARIABLES

Figure 1
Research Paradigm

Statement of the Problem This study aimed to identify the relationship between the academic behavior and academic performance of the third year students of General Emilio Aguinaldo National High School, SY 2011 – 2012, Division of Cavite.
Specifically, it answered the following questions:
1. What is the demographic profile of the third year student-respondents in terms of the following:
1.1. Age;
1.2. Gender;
1.3. Monthly family income;
1.4. Parental presence?
2. What is the academic behavior of the student-respondents as perceived by the teacher-respondents?
3. What is the academic performance of the student-respondents?
4. Is the demographic profile of the student-respondents significantly related to the following:
4.1. Academic behavior;
4.2. Academic performance?
5. Is the perceived academic behavior of the student-respondents significantly related to their academic performance?

Hypotheses of the Study To answer the objectives of the study, the following hypotheses were tested:
1. There is no significant relationship between the demographic profile and the perceived academic behavior and academic performance of the student-respondents.
2. There is no significant relationship between the perceived academic behavior and the academic performance of the student-respondents.

Scope and Limitations of the Study
The study covered the third year students of Gen. Emilio Aguinaldo National High School, SY 2011 – 2012 who are now in their senior year. Also, included in the study are the teachers and section advisers concerned of the respondents. This research was conducted during School Year 2012 – 2013 at Gen. Emilio Aguinaldo National High School (GEANHS), Division of Cavite.
The limitations of this study include the behavior exhibited by the students outside of the classroom.
Significance of the Study
The result of the study was deemed useful to the following:
To the School Administrators. The administrators may gain from this study a clearer insight on what kind of academic behaviors achieve better academic performance. This can be done by orienting the students on the consequences of their behavior, both good and bad, on their grades. This can be made as one of the agenda to be discussed during the conduct of students’ orientation or during a special forum for the students where people that specializes on such subjects may be invited as resource speakers. Such interventions would help the students better understand themselves. Likewise, the students would see such programs as a positive commitment on the part of the school.
To the Guidance Counselor. The study would also provide assistance to the school’s guidance counselor in dealing with the students, particularly those with behavioral problems. Findings can be used as basis and guide in the counseling process.
To the Teachers. If there are people inside the school that can best give an accurate evaluation of the students’ academic behavior and academic performance, these are the teachers because they have direct supervision over them. This study aimed to open the minds of the teachers that both the agreeable and disagreeable students must be given an equal chance to success. This can be done by making an analysis as to why the students perform academically in differing manner. As a teacher and an adviser, knowledge regarding the students’ behavior will provide them with better and appropriate solutions to problems encountered by and with the students in school. To the Students. The results of the study would provide the students with valuable information that could be used as basis for improving their own learning skills and attitudes. Findings of the study may be able to give the students a clearer understanding on why they conduct themselves in a particular manner when dealing with teachers, school administrators, peers and school tasks, thus, enabling them to understand and better resolve the behavioral problems he/she may have. Such understanding may foster positive results in terms of academic performance.
To the Parents. It is hoped that parents and soon to be parents would be able to use the findings of the study in obtaining a deeper understanding of how children’s’ academic behavior affect their academic performance. Optimistically, it is hoped that such understanding would enable them to recognize their role in the development of their children’s academic behavior that would ultimately lead to an improvement in their children’s academic performance.
To the Future Researchers. Finally, the 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 refers to the manner, deportment or moral conduct that an individual encompasses (Webster, 2006). In this study, this refers to the directly observable attitudes manifested by the student-respondents during the conduct of academic activities. For this study, adjectival rating was used interspersed with percentile rating to described academic behavior, namely: extremely acceptable (4.50-5.00), highly acceptable (3.50-4.49), acceptable (2.50-3.49), slightly unacceptable (1.50-2.49), and not acceptable (1.00-1.49). Academic performance refers to the accomplishments or production of the pupils/students in the schoolwork (Webster, 2006). In this study, academic performance was measured using the average grade of the students for the SY 2011-2012 which was obtained from the students’ permanent record or Form 137. Five classifications were used as bases for interpretation, namely: outstanding (95 and above), very satisfactory (89-94), satisfactory (83-88), moderately satisfactory (77-82), and needs improvement (71 to 76). Age refers to the age of the student-respondents while they were still in 3rd year. Demographic profile refers to the distinguishing characteristics of an individual. In this study, refers to age, gender and monthly family income. Gender refers to the sexual category of the student-respondents whether male or female. Grade Point Average (GPA) refers to the students’ average grade for SY 2001-2012 which was computed by after adding the grades they get for each subject during the four grading periods and then dividing the sum by the number of subjects. The students’ GPA was secured from the school’s registrar office. Monthly family income refers to the monthly family income of the student-respondents’ family that includes primary income and receipts from other sources received by all family members as participants in any economic activity or as recipients of transfers, pensions, grants, salaries, commissions, tips, bonuses, transportation and representation allowances, honoraria, and other forms of compensation and net receipts derived from the operation of family-operated enterprises/activities and the practice of a profession or trade. Also included as part of family income are landowners share of agricultural products, share of harvested crops, fruits, vegetables, proceeds of the sale of pig, cow, chicken, etc., which is owned or raised by others. Parental presence refers to the presence or absence of one or both parents in a student’s life. In this study, this was classified as: living with both parents, living with mother alone, living with father alone, and living without both parents.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents foreign literature and studies as well as local literature and studies to gain a clearer perspective of the topic under investigation.

Foreign Literature
Humans evaluate the acceptability of behavior using social norms and regulate behavior by means of social control. In sociology, behavior is considered as having no meaning, being not directed at other people and thus is the most basic human action, although it can play a part in diagnosis of disorders such as the autism spectrum disorders. According to moral values, human behavior may also depend upon the common, usual, unusual, acceptable or unacceptable behavior of others (Hergenhahn, 2005).
Behavior differs based from the external environment they were brought up with. One of the most dramatic cases was that of Jack Yufe and Oscar Stohr, twins separated by the divorce of their parents while they were still infants. Yufe was raised in Trinidad as a Jew, studied Hebrew and lived in Israel for five years. Stohr was raised as a Roman Catholic in Czechoslovakia, underwent a Nazi-dominated education during the German Occupation and was strongly anti-Semitic. Not surprisingly, many aspects of their personalities and behavior differ sharply. Yufe is a relatively flexible individual, generally in his political and social attitudes while Stohr is fairly rigid and authoritarian (Collier’s Yearbook, 2002). Achievement is a fundamental aspect of everyday life, affecting people’s work, interpersonal relationships, sense of being, and leisure. Academic achievement is strongly influenced by demographic and psychological factors. Research on academic achievement of young students, provides no reliable and consistent indication concerning the extent of creativity, age and gender on academic achievement (Komarraju, Karau, and Schmeck, 2008). 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. Kovalic (2008), on the other hand, convey that there is another critically important aspect of classroom instruction that impacts engagement and it involves understanding the hard wiring of gender. This work emphasized that girls and boys are different; they learn differently, they play differently, they fight differently, they see the world differently, they hear differently, and they express their emotions differently. The author posits that this is because girls and boys’ brains are wired differently. For instance, in the classroom, girls are more likely to do their homework even if the assignment does not interest them because they want the teacher to like them. Boys, on the other hand, need to find the homework assignment meaningful to them; having the teacher like them is not a necessity. Girls are also observed to be responsive to voice, tone, and intention when asking for help, while boys tend to be more responsive when focusing on the problem only – with little or no eye contact. Small group learning tends to work for girls because they are more comfortable asking the teacher for help if they need it. If a boy gets stuck, chances are he won’t ask for help and may even become rowdy to get attention. Also, competition and time-constrained tasks draw boys’ attention. When they have to work as a team to answer a question, they collaborate and work hard not to let the rest of the team down. Girls tend to regard shouting out answers as silly and complain that the”right answer” focuses on small details instead of the big picture. Furthermore, moderate stress improves boys’ performance on tests and degrades girls’ performance. Gender differences as part of age-old social beliefs posit that a student who observes the ambiguous 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. Latino 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). According to Pytel (2006), struggling in school resulting to failing in classes is one of the reasons why students tend to drop out, and that this behavior pattern show up early in the life of the student.

Foreign Studies
Although assessment of problem behaviors in other settings should be explored, the school setting may be the most important context for investigating problem behavior–academic achievement relationships. Teachers with special education training and experience who spend large portions of the school day with their students may be particularly well suited to rate problem behaviors that are believed to interfere with academic performance. Teachers are also a common source of information about students who are being assessed for academic and behavioral problems (Barriga, Doran, Newell, Morrison and Robbins, 2002). Negative or disruptive behaviors is defined as behaviors exhibited by a student that interrupt normal classroom procedure. Hulya (2004) found that students who exhibited inattentive, withdrawn or aggressive behaviors had low academic performance in the elementary grades. Researches suggest that students who exhibit maladaptive behaviors throughout the early years of school are more likely to gravitate to other students engaging in negative behaviors, face academic failure, and have trouble interacting with their peers. Without intervention, these negative behaviors can persist and appear to be fairly stable over time (Akey, 2006; Barriga et al., 2002). In the last few decades, research studies have focused on identifying the factors that influence academic achievement (Akey, 2006; Hamre and Pianta, 2001; Kane, 2004). Traditionally, positive behaviors such as compliance with classroom rules and expectations, interest and engagement in class activities, and mastery of subject matter have been associated with positive academic outcomes , while negative behaviors such as inattention, distractibility, and withdrawn behaviors have been associated with negative academic outcomes (Akey, 2006; Kane, 2004). Negative behaviors, especially when exhibited within the classroom, can have a direct impact on the quality and amount of instruction delivered by the teacher. Teachers who spend an inordinate amount of time addressing negative student behaviors invariably spend less time focused on classroom instruction. While negative behaviors have been associated with negative academic outcomes, research has shown that positive and socially appropriate student behaviors such as independence, appropriate classroom conduct, compliance with classroom rules, and socially appropriate interactions with peers, contribute to positive academic outcomes. These positive interactions can create a more pleasurable environment conducive to positive student and teacher communications. As a result, teachers become more involved in the students learning process, which may in turn increase student motivation to learn and engagement in school activities (Akey, 2006). Positive behaviors have been associated with an increased ability and willingness to complete classroom projects through motivation from both students and teachers. 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 an 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. This is true in particular for learning that occurs within groups, such as cooperative learning groups, or when a student must adhere to specific sets of rules or regulations necessary to classroom assignments or projects. Amicable behavior encourages classroom learning indirectly by facilitating achievement-oriented behavior. Teacher perceptions have been shown to be good predictors of academic achievement (Friedel, Marachi, and Midgley, 2002; Hamre and Pianta, 2001). The findings from the study conducted by Hulya (2004) also suggest that classroom behaviors are strongly related to academic achievement across grade levels. Students who exhibited positive behaviors generally had higher reading and math achievement scores than students who were perceived as exhibiting negative behaviors such as hostility or dependence. A study by Habibollah et al (2004) have suggested that students’ computer attitudes are related to their success in learning computer technology, and investigated how positive attitudes might transfer to increased achievement. The authors reported that four computer attitude variables (enjoyment, motivation, importance, and freedom of anxiety) have linear relationships with computer achievement. They summarized by saying that “at least from one perspective, positive attitudes are transferred into higher achievement”. These support the notion that students’ positive attitudes, thoughts, and perceptions can translate into academic success in the classroom or at the very minimum can help to predict success and achievement in students. A further search on academic achievement studies revealed that various variables had been identified as correlates of academic achievement (Abar, Carter, and Winsler, 2008; Curcio, Ferrara, and De Gennaro, 2006; Schlee, Mullis, and Shriner, 2008). These include age, gender, socio-economic status, parenting styles, culture, and self-efficacy among others. 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. It also affects every area of human performance (Ukueze, 2007). Numerous studies mentioned that boys and girls are different in academic achievement. According to (MehrAfza, 2004)’s study there was a significant difference between boys and girls. The study shows the average of academic achievement in girls was more than in boys. (Nori, 2002) also found the significant different in academic achievement of boys and girls. Academic achievement was more in girls than in boys.
A cross-sequential cohort study by Walker and Berthelsen (2009), where the data were drawn from The Longitudinal Study of Australian Children (LSAC) using 4464 children in the Kindergarten Cohort revealed that girls were found to have more positive relationships with their teachers and to display more positive classroom behaviors and positive approach to learning than boys. It was also found that female students tend to exhibit the following speech patterns more often than male students: make shorter and quieter statements, present their statements in a more hesitant, indirect, or "polite" manner o use "I" statements ("I guess . . .," "I was wondering if . . ."), qualify their statements ("sort of," "maybe," "perhaps"), add "tag" questions (". . . isn 't it?,". . . don 't you think?"), ask questions rather than give statements, even if they know an answer, use intonations that turn a statement into a question, or accompany their statements with smiles or averted eyes rather than more assertive gestures, such as pointing, apologize for their statements ("I may be wrong, but . . .").
Additionally, Ismail and Awang (2008) indicated that girls in Malaysia and Singapore achieved significantly higher scores than boys in Mathematics and Science subjects and that gender differences in academic achievements are became more apparent at secondary level. The damaging effects of poverty on childhood have been well documented. Poverty affects the level of education children attain and their math and reading capabilities. Poverty 's effect on childhood academic achievement varies in relationship to age and length of time in poverty, parents ' occupation and source of income, parents ' educational attainment, cognitive stimulation, physical environment, neighbors ' influence, physical well-being, and parenting style (Guo and Harris, 2000). One study even found that the IQ scores of children from disadvantaged socio-economic backgrounds were 25 points lower than their counterparts from privileged families. Additionally, lower socio-economic status seems to be associated with a lower rate of attendance and fewer years of school completed (Bradley and Corwyn, 2002). To determine, among Filipino adolescents in Hawai 'i, whether measures of economic hardship and lower socioeconomic status (SES) correlate positively with poor school performance, aggressive behavior, substance use, anxiety, and depression; and whether family support and cultural identification correlate negatively with these difficulties, Guerrero et al, (2006) undertook a study using 216 Filipino adolescents from four public high schools in Hawai 'i who were given surveys that assessed basic demographic information, measures of family support and other social variables, and measures of school performance, depression, anxiety, aggression and substance use. In the total sample, low SES seemed to correlate with poor school performance and behavioral and emotional difficulties. In both the total sample and the sub-sample of adolescents with lower SES, family support was a universally strong protective factor. Learning genealogy was positively correlated with school performance, and speaking a language other than English was inversely correlated with substance use (in the whole sample) and depression (in the lower SES sub-sample). For Filipino adolescents (in both the whole and lower-SES samples), family support was an important protective factor against academic, behavioral and emotional difficulties. For Filipino adolescents, family support was found to be an important protective factor against academic, behavioral and emotional difficulties. Hassan (2008), in her investigation of the relationship between parents’ socioeconomic status and their children’s performance at school involving children 13 to 15 years of age (2006), found the following: girls on average get better grades than boys; the association between parental education level and children’s academic performance is moderate and positive; there is a positive association between the children’s school grades and their parents’ labor market status; and that children with a non-western immigrant background on average get the lowest grades, followed by immigrants with western backgrounds and native Norwegian children. The small group of children who have one native Norwegian parent and one immigrant parent on average get the highest grades. However, when parents’ education and employment are controlled for, these differences vanish. Parent involvement in a child 's early education is consistently found to be positively associated with a child 's academic performance. (Hill and Craft, 2003; Marcon, 1999). Specifically, children whose parents are more involved in their education have higher levels of academic performance than children whose parents are involved to a lesser degree. The influence of parent involvement on academic success has not only been noted among researchers, but also among policy makers who have integrated efforts aimed at increasing parent involvement into broader educational policy initiatives.
Parent involvement has been defined and measured in multiple ways, including activities that parents engage in at home and at school and positive attitudes parents have towards their child 's education, school, and teacher. The distinction between the activities parents partake in and the attitude parents have towards education was highlighted by several recent studies. Several studies found that increased frequency of activities was associated with higher levels of child misbehavior in the classroom (Schlee, Mullis and Schriner, 2008; Abar, Carter and Winsler, 2008; MehrAfza, 2004). Based on previous research, it was hypothesized that parents who have a positive attitude towards their child 's education, school, and teacher are able to positively influence their child 's academic performance by two mechanisms, first, by being engaged with the child to increase the child 's self-perception of cognitive competence and second, by being engaged with the teacher and school to promote a stronger and more positive student-teacher relationship (Topor et al, 2011).
Topor et al (2011) using a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child 's academic performance, over and above the impact of the child 's intelligence. A multiple mediation model indicated that the child 's perception of cognitive competence fully mediated the relation between parent involvement and the child 's performance on a standardized achievement test. Findings of this study demonstrated that increased parent involvement is significantly related to a child 's increased perception of cognitive competence.
Researchers have reported that parent-child interactions, specifically stimulating and responsive parenting practices, are important influences on a child 's academic development. By examining specific parenting practices that are amenable to change, such as parent involvement, and the mechanisms by which these practices influence academic performance, programs may be developed to increase a child 's academic performance. While parent involvement has been found to be related to increased academic performance, the specific mechanisms through which parent involvement exerts its influence on a child 's academic performance are not yet fully understood (Hill and Craft, 2003). The study, "Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children, 2006" (Miles and Stipek, 2006) found out that children 's social behavior can promote or undermine their learning, and their academic performance may have implications for their social behavior. The study demonstrates the importance of attending to children 's social skills in preschool and the early grades of elementary school, even when academic success is the primary goal. According to the study 's findings, children who were rated as relatively aggressive in the early grades were also rated as relatively aggressive in the later grades. Poor reading in the early grades also predicted poor reading in higher grades. Literacy scores each year significantly predicted literacy scores in the next year in which they were tested. Furthermore, results of the study also showed that relatively low literacy achievement in 1st grade predicted relatively high aggressive behavior in 3rd grade … and low literacy achievement in 3rd grade similarly predicted high aggressive behavior in 5th grade. Apparently, children who were having difficulty learning to read became somewhat more aggressive in subsequent grades. At the same time, the findings showed that good social skills were associated with good reading scores. Children rated relatively high on social skills in kindergarten and first grade had better literacy skills. This trend continued into third grade, but the connection between social skills and literacy skills dropped off by the fifth grade. The authors, however, could not explain why this correlation decreased over time. Findings of a study by Cortes et al (2012) revealed that for students enrolled in regular English classes, an additional non-disruptive student in attendance increases the probability of passing English by 7.26 percentage points and raises a student’s own reading test score by 0.0222 student-level standard deviations.
Zubrick, Silburn, Lawrence, Mitrou, Dalby, Blair, Griffin, Milroy, De Maio and Cox (2005) found out, on the other hand, that the academic performance of aboriginal students under study is substantially lower in the presence of an emotional or behavioral difficulty. Students at high risk of clinically significant emotional or behavioral difficulties were over two and half times more likely to be rated at low academic performance relative to students rated at low risk of such difficulties.

Local Literature The nature of human personality and self has been a focal issue among thinkers in all cultures from ancient times. Indigenous concepts of personality and self exist in many cultures. Generally, the Western conception of self is of an individual who is separate, autonomous and atomized, made up of a set of discrete traits, abilities, values and motives, seeking separateness and independence from others. In contrast, it is believed that in Eastern cultures, the emphasis is on relatedness, connectedness, and interdependence (Bernardo, Dayan and Tan,1998).
Garcia (2004) avers that individuals behave according to certain patterns of behavior which are in conformity with their culture and that ordinarily, behavior shows regularity and recurrence. However, at some other time, there are members of groups or societies that exhibit un-patterned behavior, acts that are unplanned, spontaneous and non-routinary; behavior that is moving away from what is expected, the more habitual, repetitive modes that characterizes people’s daily lives. Moreover, the author stated that different cultures have different behavior patterns, as such; man is born “tabula rasa”, a blank tablet. What he is and what he knows is not genetically transmitted, but rather socially acquired. Everything, the author averred, is learned.
According to Marquez (2009), pupils 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.

Local Studies Behavior according to Cortez (2001) 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.

Tumangday (2000) described adolescent as a youth who love luxury. They have bad manners, have contempt for authority, no respect for older people and talk nonsense when they should work. Young people do not stand up any longer when adults enter the room. They contradict their parents, talk too much in company, guzzle their food, lay their eggs on the table and tyrannize their elders. She also described the world that teenagers find for themselves. Today, many children have to live with working parents or with single or divorced parents. There is so much mobility due to work or educational demands that children are in thrust with new social milieus bringing loneliness and relational loss. Second, technology has brought blessing and curse. They see violence, drugs, hard-core, pornography, secret lives of celebrity and corrupt public officials, deviant lifestyle and message everywhere. This generation is bombarded with choices. Teenagers are trying to make their own decisions and can feel overwhelmed by all the options available to them. Lastly, through the proliferation of information media, the youth have grown-up distrusting their government, parents, leaders, teachers, heroes and institutions. With the lost of the figures to look up to, teenagers live in a different world indeed. Leano (2004) believed that the school should be the implementer of change and the pupils are the agents and end-users of change. A classroom teacher should be alert to catch the distinguishable behaviors after displayed by the pupils such as acts of aggression namely: noisiness, teasing, unnecessary talking, quarrelling, disorderliness, outbursts, being domineering, critical of others, resentful of criticism; acts of delinquency such as being untruthful, destructiveness, cutting classes, taking articles that belong to others, and disobedience; withdrawing behavior consisting of shyness, neglect of school work, unsociable behaviors; non-compliant behaviors such as untidiness and ignoring simple school rules. Furthermore, the author also revealed that the behavioral problems which were prevalently committed by pupils in the classroom and school premises were related to violence against decency such as talking with classmates, inattentiveness, answering without being asked, intentional absenteeism, reciting without being asked by a teacher while classmates were reciting, cutting classes, intentional tardiness, noisy or disorderly entrance to class, verbal quarrelling, annoying others, rudeness and discourtesy. Findings of this study also showed that between the two sexes, the male pupils exhibited more behavioral problems than the female pupils. Synthesis of the Related Literature and Studies The aforementioned 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. The present study was slightly parallel in objectives with the studies conducted by Habibollah et al (2009), Hulya, (2004), Barriga et al (2002), Cortes et al (2012), Guerrero et al (2009), Cortez (2001), Leano (2004), and Miles and Stipek (2006). These studies identified the behaviors usually manifested by school-age children, and the relationship between these behaviors to the academic performance of students. Specifically, academic behavior and it’s relationship was investigated by Hulya (2004), Akey (2006), Kane (2004), Cortes et al (2012), Hamre and Pianta (2001), and Habibollah (2004). Parallel studies conducted by Abar, Carter, and Winsler, (2008), Curcio, Ferrara, and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008) identified age, gender, family status and parenting styles as correlates of academic achievement. Academic achievement according to age was one of the focus of Ukueze (2007) while gender was one of the correlates tested by the research conducted by MehrAfza (2004), Hassan (2008), Ismail and Awang (2008), Nori (2002) and, Walker and Berthlsen (2009). On the other hand, the relationship of economic status or family income was among the variables influencing academic achievement that was examined by studies of Bradley and Corwin (2002), Guerrero et al (2006), Guo and Harris (2000) and Hassan (2008). Hill and Craft (2003), Marcon (1999), MehrAfza (2004) and Topor et al (2011) meanwhile delved on the influence of parental presence, involvement and parenting style on academic achievement. The retrieved literature and studies have, in one way or the other, influenced and enriched the thoughts and views of the researcher concerning the relationship between academic behavior and academic achievement.

Chapter 3
RESEARCH METHODOLOGY

This chapter discussed the research design, data gathering procedures, respondents of the study, instrumentation and the statistical treatment of data that were used in this study.

Research Method Used This study utilized a descriptive correlational research. According to Calderon and Gonzales, 1993), this research design is used to obtain information concerning the current status of the phenomena to describe “what exists” with respect to variables or conditions in a situation. It is non-experimental in that it deals with relationship. Since the events or conditions have already occurred or existed, relevant variables are merely selected for an analysis of their relationship. It involves hypothesis formulation, testing, and uses logical methods in inductive and deductive reasoning in order to arrive at generalizations.
This study used the mentioned research design. Descriptive in the sense that it described the student-respondents’ demographic profile, academic behavior and academic performance and, correlational in the sense that it determined the relationship between the students’ demographic profile, academic behavior and academic performance.

Population and Sample Size The sample was drawn from 272 3rd year students School Year 2011-2012. The Slovin’s Formula was used to compute for the sample and stratified random sampling was employed in selecting the student-respondents who became the subject of the study. Table 1 shows the distribution of student-respondents per section.
Slovin’s Formula where: n = sample size N = population size e = marginal error 1 = constant n = 272 1 + 272 (0.05)2

n = 272 1 + 272 (.0025)

n = 272 1 + .68

n = 161.904 (162)

Computation for sample per class:

% = n N

% = 162 272

% = 0.596

Table 1
Population and Sample Size

SECTION

Female

Male

Total

%

Female

Male

Sample

Star
21
33
54

0.595
13
19
32

Jade
26
28
54

0.595
15
17
32

Ruby
27
28
55

0.595
16
17
33

Diamond
27
28
55

0.595
16
17
33

Pearl
25
29
54

0.595
15
17
32

TOTAL

126

146

272

75

87

162

Table 1 shows that the selected year level have a total population of 272, 126 of whom were female and 146 were male students. Of the total population, 162 students were chosen as sample for the study using stratified sampling. Of these, 75 were female and 87 were male students.

Sampling Technique Stratified random sampling technique using fishbowl method was adopted so that each individual had an equal and independent chance of being selected. Each students’ name was written on a piece of paper and placed inside a container. The container was then thoroughly shaken and slips of paper were selected until the desired number of respondents was reached.

Description of Respondents There were two sets of respondents for this study. First, the 162 student-respondents who provided the demographic profile as to age, gender, monthly family income and parental presence. These are the 3rd year students of General Emilio Aguinaldo National High School, SY 2011—2012 who are now in their senior year; and, second, the seven teacher-respondents who determined the student-respondents’ academic behavior.

Instrumentation The instruments used in this study include the survey questionnaire to determine the age, gender, monthly family income and parental presence of the student-respondents (Appendix C), Form 137 also known as the Student’s Permanent Record which provided the grade point average of the student-respondents for SY 2011-2012 and, a Behavior Rating Scale (Appendix D) which is composed of 30-items. The researcher constructed the rating scale to determine the behavior of the student-respondents inside the classroom. To ensure its validity, it was presented to three (3) experts for face validation. Afterwards, it was tested to 53 second year students of GEANHS. To ensure its reliability, Cronbach’s Alpha Reliability Analysis was used. With the 30 items in the scale and an average inter item covariance of 0.372806, a scale reliability coefficient of 0.9805 was obtained. Thus, the reliability of the questionnaire used is deemed excellent.
Positively and negatively stated behaviors were included in this rating scale. The positively stated items are 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 21, 26, 29 and 30 while the negative statements are items 1, 7, 10, 16, 17, 18, 19, 20, 22, 23, 24, 25 27, and 28.

Data Gathering Procedure As an initial move, the writer sought the permission of the Schools Division Superintendent of Cavite (Appendix A) and the Principal of General Emilio Aguinaldo National High School (Appendix B) to conduct the study at the school and allow the researcher to seek the cooperation of the teachers and section advisers of the 3rd year students SY 2011-2012 in filling up the behavior rating scale for the student-respondents. The researcher also asked the permission of the Principal to allow the students to provide their demographic profile through the completion of a Survey Questionnaire and for the researcher to secure the permanent records or Form 137-A of the student-respondents in order to obtain their grade point average for SY 2011-2012. The researcher personally administered the research instrument. Both sets of respondents were properly oriented before they were set to the tasks. Each item was explained for further understanding. Then all data were gathered, classified and tabulated.

Statistical Treatment of Data In analyzing the data gathered, frequency counts, percentage, range, mean, Likert Scale, Pearson 's Chi square test and Pearson 's correlation coefficient were used. Percentage was used to determine the percent of total observations falling under a given category.

p = f n where: p = sample proportion f = frequency of observation; or value of the sample n = sample size

Mean was used to determine the scores of the student-respondents.

Х= Σx n

where: X = sample arithmetic mean X = each individual in the sample n = sample size
For the response on the Behavior Rating Scale, a five-point Likert Scale was adopted for the purpose of interpretation.
Five-Point Rating Scale
Scale
Interpretation
1
Never
2
Rarely
3
Sometimes
4
Often
5
Always To interpret the values obtained for academic behavior, a five-point Likert scale was also utilized:
Academic Behavior Scale
Rating
Interpretation
4.50 – 5.00
Extremely Acceptable
3.50 – 4.49
Highly Acceptable
2.50 – 3.49
Acceptable
1.50 – 2.49
Slightly Unacceptable
1.00 – 1.49
Not Acceptable

As for the academic performance which was based on the student-respondents’ grade point average (GPA) for SY 2011-2012, the following rating scale was used:

Academic Performance Scale
Percentile Rating
Adjectival Rating
95 and higher
Excellent
89 - 94
Very Good
83 – 88
Good
77– 82
Fair
71 - 76
Needs Improvement

Pearson correlation coefficient and Pearson chi-test were used to determine the relationship between the variables tested. The formula for the Pearson product moment correlation coefficient is:
Hide All

where: x and y are the sample means AVERAGE(array1) and AVERAGE(array2). Array1 is a set of independent values. Array2 is a set of dependent values.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analyses and interpretation of results of the data gathered from the study to identify the demographic profile of the student-respondents, the academic behavior and academic performance of 3rd year students of General Emilio Aguinaldo National High School, Division of Cavite, and the relationship between these variables.

I. Demographic Profile of the Student-Respondents The demographic characteristics of the student-respondents included in this study include age, gender, monthly family income, and parental presence.

Table 2
Frequency and Percent Distribution of the
Student-Respondents by Age Age

Frequency

Percent
14-16 years old
122
75.31%
17-19 years old
37
22.84%
20 years old and older
3
1.85%
TOTAL
162
100.00

Table 2 shows that of the total 162 student-respondents, 122 or 75.31% belonged to the youngest age bracket of 14 to 16 years old; 37 or 22.84% have ages ranging from 17 to 19 years old; and the remaining 3 or 1.85% are 20 years old and older. The minimum age of the student-respondents is 14 years while the maximum age is 27 years. Thus, the average age of the student-respondents is 16 years. The result implies that not all 3rd year students of SY 2011-2012 were of the right age for the year level they’re in at present. This may have been because some students were repeaters or have dropped out of school at an earlier time.
Table 3
Frequency and Percent Distribution of the
Student-Respondents by Gender

Gender

Frequency

Percent
Male
87
53.70%
Female
75
46.30%
TOTAL
162
100.00

As shown in Table 3, 87 or 53% of the student-respondents were male and 75 or 46.30% were female. Data on the Table shows that the male students slightly outnumbered the female students.

Table 4
Frequency and Percent Distribution of the Student-Respondents by Monthly Family Income

Monthly Family Income

Frequency

Percent
Php1000 - 7999
82
50.62%
Php8000 - 14999
44
27.16%
Php15000 - 21999
21
12.96%
Php22000 - 28999
7
4.32%
Php29000 and higher
8
4.94%
TOTAL
162
100.00

Table 4 shows that more than half of the respondents, 82 or 50.62%, have monthly family incomes ranging from Php1,000 to Php7,999; 44 or 27.16% have incomes ranging from Php8,000 to Php14,999 monthly; 21 or 12.96% have incomes ranging from Php15,000 to Php21,999 per month; while 7 or 4.32% of the student-respondents reported monthly family incomes ranging from Php22,000 to Php28,999. Of the total number of student-respondents, 8 or 4.94% claimed to have monthly family incomes ranging from Php29,000 and higher. The table also shows that the minimum monthly family income reported by the student-respondents is Php1,000 while the highest monthly family income reported is Php70,000. Thus the average income of the student-respondents’ family is about Php10,0234 per month. Results would show that a great number of the student-respondents have family income that can be deemed as belonging to the low to middle income bracket.

Table 5
Frequency and Percent Distribution of the Student-Respondents by Parental Presence

Parental Presence

Frequency

Percent
Living w/ both parents
124
76.54%
Living w/ mother alone
18
11.11%
Living w/ father alone
9
5.56%
Living w/o both parents
11
6.79%
TOTAL
162
100.00

As shown in Table 5, more than three-fourths, 124 or 76.54%, of the student-respondents reportedly live with both parents. Eighteen or 11.11% lived with their mothers only while 9 or 5.56% have only their father to raise them. The remaining 11 or 6.79% of the student-respondents reportedly are without both parents. Findings would show that a great majority of the student-respondents have the benefit of living in a two-parent household. Only a few were orphan.
II. Academic Behavior The academic behaviors of the student-respondents are the ratings obtained after statistical analyses were employed on the Behavior Rating Scale administered to the teacher-respondents.

Table 6
Academic Behavior of the Student-Respondents

Rating

Adjectival Rating

Frequency

Percent
2.50 – 3.49
Acceptable
1
0.62%
1.50 – 2.49
Slightly Unacceptable
115
70.99%
1.00 – 1.49
Not Acceptable
46
28.40%
TOTAL

162
100.00

Data on Table 6 would show that the student-respondents’ academic behavior fell under three ratings only, “Acceptable”, “Slightly Unacceptable” and “Unacceptable”. No student-respondent attained the ratings “Highly Acceptable” and “Extremely Acceptable” in terms of academic behavior as perceived by the teacher-respondents. Of the total number of student-respondents, a mean rating ranging from 1.40 to 1.49, which is interpreted as “Not Acceptable”, was obtained by 46 or 28.40% of the student-respondents; 115 or 70.99% of the student-respondents, on the other hand, obtained a mean rating of 1.50 to 2.49“ which corresponds to “Slightly Unacceptable” academic behaviors. Only one respondent attained a mean rating of 3.388 corresponding to an “Acceptable” academic behavior, the highest rating among the 162 student-respondents included in the study.
The average mean rating in terms of academic behavior of the student-respondents was 2.223. Thus, it can be assumed that, according to the perception of the teacher-respondents, in general, the academic behavior of the student-respondents from General Emilio Aguinaldo National High School was “Slightly Unacceptable”.
The results imply that the 3rd year students of SY 2011-2012 were perceived to manifest behaviors in the classroom that are somewhat undesirable to their teachers and/or advisers. Some factors that may be attributed to this results may be that national high schools in the country are overcrowded, and generally lack facilities for a more conducive social interaction. The high number of students per teacher ratios may have likewise hindered attempts and efforts on monitoring and guidance.
Findings of previous researches agree with the results of this study. Akey, (2006) and Barriga et al (2002) suggested that students who exhibit maladaptive behaviors throughout the early years of school are more likely to gravitate to other students also engaging in negative behaviors, and have trouble interacting with their peers. Without intervention, these negative behaviors can persist and appear to be fairly stable over time.
Also, with male students outnumbering female students, the possibility of arriving with a “Slightly Unacceptable” behavior rating is somewhat higher. A study by Walker and Berthelsen (2009) affirmed that girls tend to display more positive classroom behaviors and positive approach to learning than boys. Additionally, Ennis (2012), in exploring gender differences, also averred that because of the stereotypes placed on boys, they are associated with physical and relational aggression while girls are stereotyped as more likely to exhibit some form of pro social behavior.

III. Academic Performance The student-respondents academic performance was determined through their GPA for School Year 2011-2012 obtained from their Form 137.

Table 7
Academic Performance of the Student-Respondents

Percentile Rating

Adjectival Rating

Frequency

Percent

95 – and

Excellent

0

0

89 - 94

Very Good

14

8.64%

83 - 88

Good

67

41.36%

77 - 82

Fair

75

46.3%

71 - 76

Needs Improvement

6

3.70%

TOTAL

162

100.00

Table 7 shows that no student was able to obtain a rating of “Excellent” with corresponding average grade of 95 and higher. However, 14 or 8.64% of the student-respondents were able to attain an average grade ranging from 89 – 94 interpreted as “Very Good” in terms of academic performance; 67 or 41.36% obtained average grades ranging from 83 – 88 corresponding to “Good” rating; while 75 or 46.3% of the student-respondents obtained grade averages of 77 – 82 or “Fair” ratings for their academic performance for SY 2011-2012.
The lowest average grade obtained by the student-respondents was 75 while the highest average grade was 92. With a mean rating of 82.76, it can be deduced that the academic performance of the 3rd year students of General Emilio Aguinaldo National High School for SY 2011-2012 was generally “Good”. Researches focusing on academic achievement revealed that various variables had been identified as correlates of academic achievement (Habibollah, 2004; Hulya, 2004, Abar, Carter, & Winsler, 2008; Curcio, Ferrara, & De Gennaro, 2006; Schlee, Mullis, & Shriner, 2008); these are behavior, age, gender, socio-economic status, and parenting styles, the independent and intervening variables included in this study. As such, these variables may have influenced the student-respondents academic achievements. IV. Demographic Profile and Academic Behavior

Table 8
Test of Significance Between Demographic Profile and
Academic Behavior
Variable
Correlation Coefficient p-value Decision
Remarks
Age
.2201
.0049

Reject Ho
Significant

Variable
Pearson chi-test p-value Cramer’s v
Decision
Remarks
Gender
40.8766

0.000
0.5023
Reject Ho
Significant
Variable
Correlation Coefficient p-value Decision
Remarks
Monthly Family Income

-.01791
.0226

Reject Ho
Significant

Variable
Pearson chi-test p-value Cramer’s v
Decision
Remarks
Parental Presence

9.4597
0.024
0.2416
Reject Ho
Significant

Table 8 shows that with a correlation coefficient of .2201 and a p-value of .0049, at 0.05 level of significance, there is a significant relationship between age and academic behavior. Thus, the null hypothesis is rejected. It can be asserted that there is a positive weak relationship between age and academic behavior. That is, as the age of the student-respondent increases, his/her academic behavior is affected positively. This can be interpreted that as the student becomes older, more likely, he or she will manifest better academic behaviors (Ukueze, 2007). As shown in the Table, the computed p-value of 0.000 is significantly lower than the assumed level of significance at 0.05. Hence, there is a very significant relationship between gender and academic behavior. The null hypothesis is therefore rejected. Interpreting the Cramer 's v, a very strong relationship between the gender and academic behavior of the student-respondents is likewise observed. This finding agreed with the results of a study by Walker and Berthelsen (2009) which revealed that girls were found to display more positive classroom behaviors and positive approach to learning than boys. Ennis (2012) likewise stated that girls are more likely to exhibit some form of pro social behavior to feel more accepted among their peers while boys are stereotyped as more likely to be physically and relationally aggressive. In terms of monthly family income, Table 8 shows a computed correlation coefficient of -0.01791 and a p-value of .0226. With a p-value less than the assumed level of significance, there is a significant relationship between monthly family income and academic behavior. Thus, the null hypothesis is again rejected. Results showed a negative weak relationship between the monthly family income and academic behavior. That is, as the family’s monthly income increases, the academic behavior of the student-respondent is affected negatively. Findings would imply that students coming from families that are well-off financially are more likely to exhibit undesirable academic behaviors. Results, however, contradict the findings of Bradley and Corwyn (2002) wherein it was found out that lower socio-economic status seems to be associated with a lower rate of attendance (absenteeism) and fewer years of school completed. Lastly, with a p-value of 0.024 at an assumed level significance of 0.05, a significant relationship exists between parental presence and academic behavior of the student-respondents. Hence, the null hypothesis stating that no relationship exists between the two variables is rejected. Likewise, interpreting the Cramer 's v, there is a strong relationship between parental presence and the academic behavior of the student-respondents. Results imply that parental presence is a significant factor that may or may not enhance a student’s academic behavior. Previous research by Topor at al (2011) hypothesized that parents who have a positive attitude towards their child 's education, school, and teacher are able to positively influence their child promoting a stronger and more positive student-teacher relationship.

V. Demographic Profile and Academic Performance Table 9
Test of Significance Between Demographic Profile and
Academic Performance

Variable

Correlation Coefficient

p-value

Decision

Remarks

Age

-0.2834

.0003

Reject Ho

Significant

Variable

Pearson chi-test

p-value

Cramer’s v

Decision

Remarks

Gender

22.9815

.0000

0.3766

Reject Ho

Significant

Variable

Correlation Coefficient

p-value

Decision

Remarks

Monthly Family Income

.2898

.0002

Reject Ho

Significant

Variable

Pearson chi-test

p-value

Decision

Remarks

Parental Presence

1.4418

0.696

Accept Ho

Not Significant

Table 9 shows that with a correlation coefficient of -.2834 and a p-value of .0003, at 0.05 level of significance, there is a significant relationship between age and academic performance. Thus, the null hypothesis is rejected. There is a negative weak relationship between age and academic performance. That is, as the age of the student-respondent increases, his/her academic performance is affected negatively. This can be interpreted that as the student becomes older, he or she is more likely to obtain poor academic performance. This result coincides with the findings of a study by Ukueze (2007) stating that age is one of the independent variables that affect the academic performance, although no mention was made if the effect was positive or negative. He further stated that the age of the individual, as it increases, usually affects the various developmental changes, It also affects every area of human performance. The table also revealed that with a p-value of 0.000 which is significantly lower than the assumed level of significance at 0.05, there is a significant relationship between gender and academic performance. The null hypothesis is therefore rejected. Interpreting the Cramer 's v, a very strong relationship exists between gender and the academic performance of the student-respondents. This implies that the academic performance of the student-respondents is greatly influenced by their gender. A study by Ismail and Awang (2008) indicated that girls in Malaysia and Singapore achieved significantly higher scores than boys in Mathematics and Science subjects and that gender differences in academic achievements are became more apparent at secondary level. Results of a study by MehrAfza (2004) affirmed the findings of this study that significant difference exist between gender and academic performance. Nori (2002) likewise found a significant difference in academic achievement of boys and girls. Consequently, Abar, Carter, and Winsler (2008), Curcio, Ferrara, and De Gennaro (2006), and Schlee, Mullis, and Shriner (2008) likewise identified gender as one of the correlates of academic achievement. Data on Table 9 also shows a computed correlation coefficient of .2898 and a p-value of .0002. With a p-value much lesser than the assumed level of significance, there is a significant relationship between monthly family income and academic performance. Thus, the null hypothesis is again rejected. Results showed a positive weak relationship between the family’s monthly income and the academic performance of the student-respondents. That is, as the family’s monthly income increases, the academic performance of the student-respondent is affected positively. Findings would imply that students coming from families that are well-off financially are more likely to perform better academically. This can be because affluent family may have the ability to provide for the children’s academic needs and also address their academic needs immediately. A strong financial support system might have lead to higher grades because the students are able to submit projects on time; they have the confidence to come to school because they have allowances for transportation and food; they have access to means of improving their knowledge which may not be possible for poorer classmates. Coinciding with this result, Bradley and Corwyn (2002) found that that the IQ scores of children from disadvantaged socio-economic backgrounds were 25 points lower than their counterparts from privileged families. Additionally, lower socio-economic status seems to be associated with a lower rate of attendance and fewer years of school completed. Guerrero et al (2006), in investigating the correlations among socio economic, family factors and academic behavioral and emotional difficulties in Filipino adolescents in Hawai’i, also found that low socio-economic status seemed to correlate with poor school performance. Moreover, Hassan (2008) found positive association between the children’s school grades and their parents’ labor market status, hence, further strengthening this study’s outcome. Table 9 further revealed a p-value of 0.0696 revealing that at an assumed level significance of 0.05, no relationship exists between parental presence and the academic performance of the student-respondents. Hence, the null hypothesis stating that no relationship exists between the two variables is accepted. This result implies that the presence or absence of parental involvement or guidance does not influence how a student will perform academically. Therefore, it can be assumed that parental presence is not a significant factor on a student’s academic performance. This outcome contradicts the findings of Hill and Craft (2003) and Marcon (1999) which revealed that parent involvement in a child 's early education is consistently found to be positively associated with a child 's academic performance. Topor et al (2011) further disagree with the result of this study by asserting that increased parent involvement is significantly related to a child 's increased perception of cognitive competence. However, results of the studies conducted by Abar, Carter, and Winsler, (2008), Curcio, Ferrara, and De Gennaro (2006); and Schlee, Mullis, and Shriner, (2008) identified parenting styles as correlates of academic achievement, thus, affirming the findings of this study.

VI. Academic Behavior and Academic Performance

Table 10
Test of Significance Between Academic Behavior and Academic Performance

Variable

Correlation Coefficient

p-value

Decision

Remarks

Academic Behavior Rating vs. Academic Performance

-0.7175

.0000

Reject Ho

Significant

The test of significant relationship shown in Table 19 reveals a coefficient correlation of -0.7175 and a p-value of .0000. Thus, there is enough evidence to reject the null hypothesis. A significant relationship exists between the academic behavior of the student-respondents and their academic performance. Findings may imply that how a student behaves in class have a great influence on how he or she performs academically. Therefore, an acceptable academic behavior may lead to better academic achievement, in the same manner that an unacceptable academic behavior may result to lower academic grades. In exploring the relationship between student-teacher relationships, Friedel, Marachi, and Midgley (2002) and Hamre and Pianta (2001) found that positive behavior contribute to positive academic outcomes because they promote academically oriented behavior, such as intellectual curiosity, active listening and an interest in schoolwork coinciding with the results of this study. In a related research, Habibollah et al (2004), affirmed the finding stating that students’ attitudes are related to their success in learning and that positive attitudes have tend to translate to increased achievement. Moreover, Hulya (2004) revealed that classroom behaviors are strongly related to academic achievement across grade levels. Students who exhibited positive behaviors generally had higher reading and math achievement scores than students who were perceived as exhibiting negative behaviors such as hostility or dependence. Further, Hulya (2004) who was also able to establish that students who exhibited inattentive, withdrawn or aggressive behaviors had low academic performance; as well as Akey (2006) and Kane (2004), who likewise found that negative behaviors such as inattention, distractibility, and withdrawn behaviors are associated with negative academic outcomes, reinforced the findings of significant relationship between academic behavior and academic performance. Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, the conclusions derived from the findings and the recommendations suggested by the researcher. Summary This study was conducted to determine the relationship between academic behavior and academic performance of 3rd year students from General Emilio Aguinaldo National High School, SY 2011-2012. Specifically, the study aimed to identified the demographic profile of the student-respondents as to age, gender, monthly family income and parental presence; their academic behavior; their academic performance; and the relationship between the demographic profile, academic behavior and academic performance. Descriptive correlational research method was used in the study wherein 162 student-respondents and seven teacher-respondents participated. The tools used in gathering the data included the survey questionnaire containing questions about demographic profile and the 30-item Behavior Rating Scale. The statistical treatments of the gathered data included frequency, percentage, mean, range, Likert Scale, Pearson correlation coefficient and chi-square test.
Findings
Based on the research study, the following findings were arrived at:
1. Demographic Profile of the Respondents
1.1 Age - Out of 162 student-respondents, 122 or 75.31% were14 to 16 years old; 37 or 22.84% were 17 to 19 years old; and 3 or 1.85% were 20 years old and older.
1.2 Gender - Of the total number of student-respondents, 87 or 53% were male and 75 or 46.30% were female.
1.3 Monthly Family Income - Eighty-two or 50.62% have monthly family incomes of Php1,000 to Php7,999; 44 or 27.16% have incomes of Php8,000 to Php14,999 monthly; 21 or 12.96% have incomes of Php15,000 to Php21,999 per month; while 7 or 4.32% reported monthly family incomes of Php22,000 to Php28,999.
1.4 Parental Presence – Of the total number of student-respondents, 124 or 76.54% live with both parents; 18 or 11.11% lived with their mothers only; 9 or 5.56% live with their fathers alone; while 11 or 6.79% live without both parents.
2. Academic Behavior Out of 162 student-respondents, 46 or 28.40% obtained a mean rating ranging from 1.40 to 1.49, interpreted as “Not Acceptable”; 115 or 70.99% obtained a mean rating of 1.50 to 2.49“, interpreted as “Slightly Unacceptable”; and one respondent attained a mean rating of 3.388, interpreted as “Acceptable” academic behavior.
3. Academic Performance
Fourteen or 8.64% of the student-respondents attained an average grade of 89 – 94 interpreted as “Very Good”; 67 or 41.36% obtained average grades of 83 – 88 interpreted as “Good”; while 75 or 46.3% have grade averages of 77 – 82, interpreted as “Fair” academic performance.
4. Demographic Profile, Academic Behavior and Academic Performance
4.1 Demographic Profile and Academic Behavior - Test of significance between the student-respondents’ demographic profile and academic behavior revealed that significant relationship exist between age and academic behavior (p-value of .0049); monthly family income and academic behavior (p-value of .0226); gender and academic behavior (p-value of 0.000); and parental presence and academic behavior (p-value = 0.024).
4.2 Demographic Profile and Academic Performance - Test of significance between the student-respondents’ demographic profile and academic performance was found to be significant when it comes to age (p-value of .0003); monthly family income a (p-value of .0002); and gender (p-value = 0.000). On the other hand, no relationship exists between parental presence and academic performance (p-value = 0.696).
5. Academic Behavior and Academic Performance With a p-value of .0000, a significant relationship exists between the academic behavior and the academic performance of the student-respondents.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. Majority of the respondents were 16 years of age. Male students outnumber female students. The average monthly family income was P10,024. Majority of the student-respondents lived with both parents.
2. With a mean of 2.223, the academic behavior of the student-respondents was “Slightly Unacceptable”.
3. With an average grade of 82.77, the academic performance of the student-respondents was “Good”.
4. Age, gender, monthly family income and parental presence have significant relationship on the academic behavior of student-respondents. On the other hand, age, monthly family income and gender have significant relationship to the academic performance of the student-respondents while no relationship was found between parental presence and academic performance.
5. Significant relationship exists between the academic behavior and the academic performance of the student-respondents.
Recommendations
Based on the conclusions, the following recommendations are formulated:
1. Teachers should maximize the students’ potentials to enhance academic behavior and improve academic performance regardless of the students’ age, gender, monthly family income and parental presence. To lessen failed and dropout students, careful monitoring should be adopted and students’ concerned should be referred for immediate guidance and counseling.
2. School administrators should conduct values formation that will encourage teachers, parents and students to participate in engagement activities that will foster camaraderie such as sports fest or theatrical performances where students may have the opportunity to gain friends and reconcile with foes/opponents while enhancing social skills at the same time.
3. The teachers should identify least-learned skills for re-teaching purposes. Likewise, slow learners may be given concern through student buddy-system, wherein an above average student mentors poor performers. Further, teachers should increase students’ interest towards their studies by devising creative and innovative methods of teaching that are more adapted to the fast-paced world we now live in to better enhance the intellectual capacities of the students.
4. School officials and parents should work in collaboration with leaders of the community such as town officials, clergy and the police to meet up with community/school programs to minimize the incidence of delinquency, deviant behaviors and non-compliance among high school students regardless of age, gender and economic status. Developing better academic behavior through school-based interventions and parental involvement may help the students achieve higher academic grades.
5. The school administrators and the guidance counselors should monitor more closely the behavior exhibited by students at school so that proper interventions can be made before things get out of hand. Students should be encouraged to develop good study habits even at an early age so that a strong intellectual foundation would be in place Likewise, agreeable behavior should be praised to serve as incentive and encouragement.
6. A more concentrated research should be made by future researchers to determine a more focused relationship between academic behavior and academic performance using other variables than those used in this study.

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Bibliography: Calderon, J. F. and Gonzales, E. C. 1993. Methods of Research and Thesis Writing. National Bookstore, Inc., Manila Collier’s Yearbook Collins Concise Dictionary and Thesaurus of English Language. (2002). London: Harper Collins Publishers Garcia, M Grolier Encyclopedia of Knowledge, 2002. Grolier Incorporated, USA Hergenhahn, B Oxford Dictionary and Thesaurus of English Language. 2003. Oxford: Oxford University Press Sanchez, C Sevilla, C. G. 1992. Research methods. Revised Edition. Rex Printing Company Inc. Quezon City, p. 14-28 Webster New Explorer Encyclopedic Dictionary Abar, B., Carter, K. L., & Winsler, A. 2008. The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence Akey, T Bradley, R. H. and Corwyn, R. F. 2002. Socioeconomic status & child development’, Annual Review of Psychology, 53: 371-399 Chamorro-Premuzic, T., and Furnham, A Cortes, K. Moussa, W. and Weinstein, J. 2012. Making the Grade: The Impact of Classroom Behavior on Academic Achievement. Consortium on Chicago School. University of Chicago Curcio, G., Ferrara, M., & De Gennaro, L Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley., L. J., and Fox, H. C. 2004. The impact of childhood intelligence on later life. Journal of Personality and Social Psychology, 86(1), 130-147 Dunst, C.J.; Kassow, D.Z Harvey, V. S. 2001. Newsletter of the National Association of School Psychologists. Boston Communique, University of Massachusetts Hassan, J Miles, B. Sarah and Stipek, Deborah. 2006. Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development,77, 103-117. Noble, K. G., Norman, M. F., and M. J. Farah, 2005. Neurocognitive Correlates of Socio economic Status in Kindergarten Children. Developmental Science, 8, pp. 74–87 Robinson, H Ukueze, A. 2007. Learner variable of academic performance: Adjustment of Junior Secondary Student. The Counselor, 23(2): 172-183 Villa, W Walker, S. and Berthelsen, D. 2009. Gender differences in children’s classroom behavior and teacher child relationships in early childhood: An Australian Study Wilder, E