“Perception of BCU Grade 11 of

Student- Teacher Relations”

A Research Prayer presented to the

faculty of SHS department of BCU

Baguio city

______________________________

In Partial fulfillment of the

requirements for the subject

PRACTICAL RESEARCH 1

Arriaga, Christine Jane

Bakidan, Esrael

Cadavona, Reynalyn

Calonge, Ara Lalaine

Estrada, Shelovie

Madiguid, Johnrey

Nguddo, Itoquerine

Viray, Maricar

May 2018

Panel of examiners

Approved by the committee and oral examination with a grade of _____ on MAY __

2018

______________ __________

Chairman

Member Member

Accepted and approved in partial of the requirements for the completion of PRACTICAL

RESEARCH 1

Comprehensive Examination was taken with a grade of ________ on _____________

Jeff Feliciano

Adviser

Approval Sheet

This study entitled, “Perception of BCU Grade 11 of Student- Teacher Relations”,

prepared and submitted by Arriaga, Christine Jane, Bakidan, Esrael, Cadavona, Reynalyn,

Calonge, Ara Lalaine, Estrada, Shelovie, Madiguid, Johnrey, Nguddo, Itoquerine and Viray,

Maricar in partial fulfillment of the requirements for the subject PRACTICAL RESEARCH 1 has

been approved and is hereby endorsed for acceptance pre-oral defense.

Jeff Feliciano

Research Adviser

PRE- ORAL EXAMINATION COMMITTEE

Chairman

Member Member

ABSTRACT

Name of Institution Baguio Central University

Address #18 Bonifacio St. Baguio City

Title “Perception of BCU Grade 11 of Student- Teacher Relations”

Researchers Arriaga, Christine Jane

Bakidan, Esrael

Cadavona, Reynalyn

Calonge, Ara Lalaine

Estrada, Shelovie

Madiguid, Johnrey

Nguddo, Itoquerine

Viray, Maricar

Adviser Jeff Feliciano

The cause of this study is that; there are no closure between student and teachers that

resulted as a problem - a relations created even just in the school that suited their behaviors/

characteristic. The purpose of this statement is to emphasizes the certain aspect, and clearly

define the relationship problem between the student and the teacher that provides a procedure

to be followed by the students and the teachers to create a bond between them.

TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………………………………. i

APPROVAL SHEET……………………………………………………………………………… ii

ABSTRACT………………………………………………………………………………………... iii

PANEL OF EXAMINERS………………………………………………………………………… iv

TABLE OF CONTENTS…………………………………………………………………………. v

LIST OF TABLES………………………………………………………………………………… vi

LIST OF FIGURES………………………………………………………………………………. vii

CHAPTER 1. INTRODUCTION……………………………………………………………….... 1

CHAPER 2. REVIEW OF RELATED LITERARURE…………………………………………. 4

CHAPTER 3. RESEARCH DESIGN AND RELATED LITERATURE………………………. 7

CHAPTER 4. RESULTS AND DISCUSSION…………………………………………………. 10

CHAPTER 5. CONCLUSION AND RECOMMENDATION…………………………………... 14

REFERENCES…………………………………………………………………………………… 15

APPENDICES

A) Permission to conduct and collect research data

B) Sample Questionnaire

LIST OF TABLES

Table 1. Random Sampling The respondents of the study where the grade 11 learners of Baguio Central University,

Table 1. Student- teacher relations allotment Found in page 14

Table 2: An approachable teacher allotment Found in page 15

Table 3: A Teacher with good relation with student allotment

Found in page 16

Table 4: Teachers should do to have good relations with students allotment

Found in page 17

Table 5. Students should do in order to have a good relation with their teachers

Found in page 18, 19 & 20

LIST OF FIGURES

Figure 1: pie graph of an approachable

teacher

Found in page 14

Figure 2: pie graph of an approachable

teacher

Found in page 15

Figure 3: Pie graph data gathered on a

teacher with good relation with student

Found in page 16

Figure 4: Pie graph of the data gathered on

what teachers should do to have good

relations with student

Found in page 17

Chapter 1

The Introduction

Background of the study:

One of the biggest problem that the students and teachers of BCU SHS

encounter is that: there are no closure between them- a relations created even just in the school

that suited their behaviors/ characteristics. As observed inside the classroom, the teacher and

the students are talking plainly without any closure between them. As a student, it is hard for us

to get into teachers if we don’t like them. We all know that school can be incredibly over

whelming, unfair and difficult. Majority of all, teachers are to educate every student, but students

create their own problems by not respecting them that is why there are no respect between

students and teachers. The most common problem was the characteristics or behavior of a

student that does not correspond with their teachers disciplined standard.

Theoretical framework

Analysis that instrument with which the students and teachers could be

identified univocally and describe in a systematic way of behaviors. This study concentrated on

the problem of every teachers and students that discuss the variation in all the reasoning and

differences of intellectual behaviors of every student towards their teachers.

Input

Gender of student

Age of student

Grade level of students

Social class of students

Personality of students

and teachers

Physical habits of student

and teachers

Process

An observation will be

conducted by the

researchers.

The researchers will

conduct a survey by

floating questioners to the

grade 11 students of BCU

SHS

Output

The good behavior/

characteristics of a student

exist in BCU SHS

The students talk back to

their teachers, they don’t

obey what their teachers

say.

Students will learn how to

interact with their teachers

in a good manner.

The grades of the student

will fail because of their

bad behaviors in school.

Statement of the problem

The use of functional behavior assessments is to know the perception of BCU

Grade 11 of Student- Teacher relations. Result revealed a range of not getting into teachers that

varied according to the students and teachers’ behaviors/characteristics in every situations.

Purpose Statement:

The purpose of this statement is to emphasize certain aspect, and clearly define

the relationship problem between the student and the teacher. It also provides a procedure to

be followed by the students and the teachers to create a bond between them.

Research Questions:

1) What kind of student- teachers relationship exist in BCU grade 11?

2) How does students perceive a good teacher- student relations?

3) What are the expectations of students for a good teacher- student relations?

Significance of the study

The significance of the study is to study the difficulties why there is no good

relationship between teachers and students at BCU. To improv the attitudes of the students

towards their teachers, vice versa.

With the help of this research, we can make things better by knowing why there

is no good relationship created between a student and a teacher. This study can give help to

find solution to the problem.

This study will also serve as a basis to know what the problems are relating to

student and teacher relationship.

Scope and Delimitation

The focus of the study was to know why there are no relationship created

between the teachers and the students of Baguio Central University Senior High School (BCU

SHS). It was delimited to the respondents of the grade 11 students of BCU SHS. There was a

total of 54 respondents who will serve as respondents of this study for the year 2018.

Definition of terms

Bond - something (such as an idea, interest, experience, or feeling) that is shared between

people or groups and forms a connection between them.

Closure - a situation or occurrence in which something closes forever; A feeling that something

has been completed or that a problem has been solved.

Incredibly- in an incredible manner:; extremely

Intellectual- of or relating to the ability to think in a logical way; involving serious study and

thought.

Relations- the way in which two or more people, groups, countries etc. Talk to, behave toward,

and deal with each other.

Systematic- using a careful system or method; Done according to a system

Univocally- having one meaning only.

Variations- a change in the form, position, condition of amount of something; Something that is

similar to something else but different in some way

Chapter 2

Review of Related Literature

Intergenerational Bonding in School: the behavioral and contextual correlates of student-teacher relationship

To explore the significance of social integration in the educational system, this study

examines whether student-teacher relationship predicted two important student behavioral

outcomes (academic achievement and disciplinary problems); whether within this school

intragenerational relationships were predicted by the structural, compositional and climate-

related characteristics of school; and how the behavioral and contextual correlates of students-

teacher relationships varied by race ethnicity. Our finding, based on nationally representative

panel data, was indicate the stronger intergenerational bonding in school was associated with

higher academic achievement, especially for white girls. Moreover, this intergenerational bond

were stronger in school with several characteristics (private sector, greater racial-ethnic

matching between students and the student body, greater perceived safety, and lower socio-

economic status), although these associations also differed by race-ethnicity.

His research represents two increasingly prominent themes in educational research.

First, it recognizes the importance of the interpersonal aspects of education. Working with and

against the core mission of schools, the interpersonal side of schooling has implications for

institutional functioning of the general socialization of young people. (Johnson, Crosnoe, and

Elder 2001). Second, this research recognizes the value of approaching social issues at the

intersection of interpersonal and institutional contexts. Individual behavior is closely related to

personal relationships, but such relationships are dependent, in part, or the institutions in which

they take place. Together, these related themes present an ecologically oriented perspective on

education processes.

Affective Domain of Teacher-Student relationship

This single case study produces a synthesis of information that guides a classroom

teacher in the development and maintenance of her relationships with her students. The

resulting analysis and interpretation provided a description of major themes that developed

regarding strong teacher-student relationships, as well as, specific components to the

interactions considered essential for the students learning environment. Based on findings, four

primary categories emerged with supporting elements that were critical components of each

category. The qualitative method in this study is derived from a constructivist viewpoint with a

focus on deeply understanding this specific case of teacher-student relationship.

Initiatives have strongly focused on measuring teacher effectiveness primarily using

standardized test scores. However, there is a large body of research that examines the value of

teacher’s affective acumen when it comes to a teacher’s effectiveness as an educator. The

relationship that teachers developed with their students have an important role in a student

academic growth. The unbalance reliance on a test scores to determine success does not

provide an accurate accounting of all that goes into creating an effective learning environment.

Many in the field of education recognize the importance of the relationships that teachers

developed with their students that result in positive academic outcome. A good ideal literature

provides evidence that strong relationships between students and their teachers are essential to

the development of all students in school. This chapter will provide a review of the related

literature on the topic of building strong interpersonal relationship with students and the effect

that has on learning environment. The perspective of a variety of discipline will be discussed

from an historical viewpoint to current thinking in this topic.

Teacher- Student Relationship

Research on teacher student relationships during the past two decades has focused on

documenting the effect of these relationships on children’s behavioral and academic

adjustment. This research provided strong empirical support for the conclusion that the

provision of a supportive teacher-student relationship promotes student’s behavioral adjustment

and academic achievement. The first generation of research has also documented that

supportive teacher-student relationship are an educational asset from pre-school to secondary

school and buffer students at risk for school adjustment. The second generation of research on

teacher- student relationships is well under way. Second generation research aims to increase

our understanding of the development of these relationships and the process responsible for

their effects, as well as to evaluate theoretically informed interventions designed to enhance

teacher-student interaction.

The article in this special issue to remind us of the progress

The progress made in understanding to development teacher - student relationship and

the pathway by which these relationships affects student social, behavioral and academic

adjustment. The articles also point forward the need for additional research, in order to ensure

that all students are provided the social and emotional support at school that are critical to their

full and positive participation in school. Both the encouragement and the direction are much

appreciated.

Students – Teacher Relationship on Student’s Learning

Adapting different teaching strategies, obtaining high level of knowledge as well as the

years of experience that teachers have do not necessary result in quality teaching and learning.

There should be an excellent relationship between a student and teacher in order to facilitate

the learning process of the students.

Facilitation of learning requires different skills, educators must be equipped with

necessary characteristics to ensure that learning will take place. Davies H (2001) the quality and

impact of relationships between elementary, high school student and teachers. Contemporary

Educational Psychology 26:431-453.

The available studies showed that literature regarding teachers-student relationship

confirms that positive students-teachers relationship influence students learning

In teaching of a student there should be caring, learning process, support for the student

to motivate them to study well for their future. Haidet P and Stein H (2004). The role of the

student teacher relationship in the formation of physician. Regardless of not finding specific

literature relating to student-teacher relationship, information from other studies used to

structure the main body of the review by analyzing the literature for emerging themes.

In teaching of student there should be understanding, support and communication

created, teachers should motivate them to study well. The essence emerged a connected

relationship curing, support trust and respect to support student self-confidence, fosters

students self-trust and increases students motivation to learn, influencing there professional

development towards future career.

Impact of Student Teacher Relationship on Academic Performance of Student

In this section, the literature pertaining to the student-teacher relationship and variables

that appear to contribute to the development of deterioration of the student-teacher relationship

will be reviewed, including student behavior, teacher behavior, and the interaction between

students and teachers. The review begins with framework for understanding student-teacher

relationship, and how it can be applied to develop better student teacher relationships. Finally,

evidence concerning the stability of student-teacher relationship over time will be presented and

discussed.

One study examines the ways in which teacher qualification and other school inputs are

related to student achievement across states. the finding of both the qualitative and quantitative

analyses suggest that the investment in the quality of teachers may be related to improvements

in student performance. Quantitative analysis indicates that measures of teacher preparation

and certification are by far the strongest correlates of student achievement in reading and

learning, both before and after controlling for student poverty and language status. State policy

surveys and case study data are used to evaluate policies that influence the overall level of

teacher qualifications within (the) and across states. This analysis suggest that policies adopted

by states regarding teacher education, licensing, hiring, and professional development may

make an important difference in the qualifications and capacities that teachers bring to their

work.

The quality of student-teacher relationship plays an important role in a student’s

educational experiences. Empirically, student who possess positive relationship with their

teachers have an increased likelihood of positive attitudes as well as positive academic

"outcomes" such as higher grades. Student with conflicted Student- teacher relationships are at

increased risk for academic problems such as poor grades and repeating a grade. It is therefore

important to consider not only what the student brings into the classroom, but also what kind of

relationship involves to minimize factors contributing to lower student teacher quality. This study

uses an attachment theory perspective to look at student teacher quality.

Chapter 3

Research design and methodology

This chapter includes discussion of the research design, locale population,

data gathering procedure, data gathering tool, validity and credibility of the research instrument

and the statistical treatment to be used in the study.

Research designs

In the study, descriptive method was utilize descriptive method answers

who, what, when, where and now questions related to a particular research problem. The

methods id used to obtain information about the present situation to gain an understanding of a

certain phenomena (Cristobal and De La Cruz, 2017).

Locale and population of the study

The respondents of the study where the grade 11 learners of Baguio

Central University, Purposeful random sampling was used where there are 11 sections. Three

sections for ABM, Four sections for HUMMS, three sections for STEM, and one section for TVL.

The researchers randomly selected respondents per section as shown in Table 1.

Table 1. Random Sampling

Strand and section Total population Sample (10%)

ABMA 41 4B 40 4C 45 4

HUMMSA 43 4B 42 4C 41 4D 39 3

STEMA 44 4B 37 3C 40 3

TVL 52 6Total 43

1 per section interview 6 11Total 54

In addition, we added 1 respondent per section making it a grand total of 54 respondents.

Data gathering tool

In gathering the data needed in the study, a questionnaire was the main

tool used. A questionnaire is a form prepared and distributed to secure responses to a certain

topic.

The first part of the questionnaire was a letter to the respondents followed

by queries on the following topics: (1) What kind of students- teachers relationship exist in BCU

Grade 11? (2) How does students perceive a good teacher- student relations? (3) What are the

expectations of students for a good teacher- student relations?

Data gathering procedure

The researchers made a letter of request to administer questionnaire was

obtained from the Program Director of the Senior High School. The researchers personally

distribute the questionnaire. Also, for the respondents to clarify things which they do not

understand in the given questionnaire.

Chapter 4

RESULTS AND DISCUSSION

This chapter contains the result of data gathered by the researchers which are placed in

graphs and tables with corresponding interpretations of these information.

Students relations with their teacher.

Do you have good relations with all of

them?

Yes 24

No 29

unknown 3

Table 1: student- teacher relations allotment

As shown in table 1 students of BCU SHS GRADE 11, most students do not have good

relations with their teachers. As seen on the table above, 29 students answered no to the

question “Do you have good relations with all your teachers?” While 24 students answered Yes,

do have a good relation with their teacher. The gap between the total answer of students: Yes

or No is only 5 points.

Yes43%No

52%

unknown5%

Do you have good relations with all of them ?

Yes No unknown

Figure 1: Pie graph of student- teacher relation

Students think of an approachable teacher

As shown in the figure 1, most student answered

that an approachable teacher is friendly. Next on the list is kind, strict comes third in line while

other traits of the teacher falls last on student perception of an approachable teacher.

A teacher that has good relation with student

36%

16%

45%

4%

Describe an approachable teacher.

kindstrictfriendlyothers

Figure 2: pie graph of an approachable teacher

Describe an approachable

teacher.

kind 27

strict 12

friendly 34

others 3

Table 2: An approachable teacher

allotment

Describe a teacher that has good

relation with student.

Manipulative 3

cheerful 26

approachable 43

skillful 19

open-minded 31

strict 13

kind 26

communicative 34

others 3

Table 3: A Teacher with good relation with

student allotment

As presented above, a teacher is seen

to have good relations with students when the

teacher is approachable, and communicative and has an open mind to listen to student’s ideas

and concerns. Next qualities of a teacher with good relationship with students is cheerfulness,

kindness. Skills also help develop good relations with the students. It can also be said that a

teacher who is strict, and manipulative does not have good relationships with their students and

are most likely to be avoided by their students.

What teachers should do

2%13%

22%

10%16%7%

13%

17% 2%

A teacher that has good relation with student

manipulative

cheerfulapproachableskillful

open-mindedstrict

kindcommunicativeothers

Figure 4: Pie graph of the data gathered on what teachers should do to have good relations with student

What should teachers do to have a good

relation with students?

Create sense of belonging in the

classroom

28

Teachers must respect their students 26

Always set high expectation on the

students

8

They must be approachable 41

Table 4: Teachers should do to have good relations with

students allotment

As presented above, Teachers should be approachable in order for them to have a good

relation with their students. Also, Teachers must create a sense of belongingness inside the

classroom so that their students will be motivated to enter their class. Then, respect, teachers

must respect their students vice versa. Lastly, Teachers must set high expectation on their

students.

Students should to have a good relation with their teacher

Students should respect their teachers so that teachers will also respect their students. A good

relation will build.

Respect your teacher.

Respect them and treat them as our second parents, coach, mentor and trainers.

27%

25%8%

40%

What should teachers do to have a good relation with students?

Create sense of be-longing in the class-roomTeachers must re-spect their studentsAlways set high ex-pectation on the students

Always be on time.

Follow their rules and pass on time for the requirements needed by them.

Submit all the requirements on time. Respect the teacher.

You should do all the task that they assigned.

Learn your role as a student. Respect and obey them.

Do every task/ activity that they give.

Respect them too.

I Should be good and be friendly to teachers.

Respect them no matter what happen.

Be respectful

Respect them

Respect them and value ethical.

Be a good student.

Respect and listen to their thoughts or ideas or advice

We should respect them and they will respect us too.

I just need to be approachable so they can notice me.

Give and show respect. Give and treat them the way they should.

Respect

You need to be respectful, responsible, and more efficient to do all the activities.

Be a responsible student.

Respect them.

Be kind to them.

Be active and respect your teachers.

Always respect your teacher and approach them.

Do your responsibilities, do your activities, assignments and projects.

As a student, we should also need to do our responsibilities.

You should know how to approach your teacher and do your duty and responsibilities as a student.

By communicate them with respect.

Approach your teachers properly.

Be a responsible student.

Love them.

Respect them

Respect them if they need your input, tell it believe in them you should put your line. A line you

should never cross between students and teachers.

Obey them.

Respect

Respect them as they respect us. Show them that they are our second- parents.

Don’t be noisy in his or her subject and always listen to her or him

Be friends on them.

Be kind.

Be friendly, be kind.

Respect them as a second family or parent.

I will always attend my class so that they don’t get mad.

Follow the rules they set as long as it is very possible. Respect

Be kind to them.

Keep in touch with the teacher.

Table 5. Students should do in order to have a good relation with their teachers

As shown in the table above, as suggested or written by the students, these are the

things a student should do in order for them to have a good relation with their teachers.

CHAPTER 5

CONCLUSION AND RECOMMENDATION

Conclusion

1) Students mostly do not have good relations with their teacher, but the gap between students

who have good relations with their teachers and those whose doesn’t have good relations with

their teachers is just 9%.

2) A teacher must be friendly enough so that the students would approach them.

3) Students expect that there should be a respect between students and teachers so that there

would no conflict happen.

Recommendation

To have a good student- teacher relation, students must respect their teachers,

they must do the activities given by their teachers and pass them on time, they must obey their

teacher and they must talk to their teachers politely. Also, teachers must be approachable

enough so that their students won’t get scared approaching them. Students should not be afraid

of approaching their teacher if they have a problem in their grades or whenever they need their

teachers help.

REFERENCES

Alexander.k.L, Entwistle, D.R. &Horsey. C.J (1997) from sociology of education 87-107

Anhert Z. Harwardt - Heinekcke E, Kappler G, Ekstan T, Milatz A. student-teacher relationships and classroom climate in first grade; How do they relate to students stress regulation? Attachment and human development 2012: 14

Bronfrenbrenner, U, & Morris, P.A.(1988) The Ecology of development process Dika, J.L. & sigh, A (2002) Application of social and educational literature A critical synthesis review of educational research F2 (1)

Crosnoe R, Johnson M.K., Elder; G.H. Jr.(2004) Intergenerational Bonding in school :The behavioral and contextual correlates of student-teachers relationships sociology of education 2004,vol. 11(January): 60-81

Davies H, (2001) the quality and impact of relationships between elementary and high school students teachers. Contemporary educational psychology 26; 431-453

Devore E, Oliver C, Wilmoth K, vozzo L. Impact of student teacher relationship on academic performance of student: The Australian American full bright symposium Review 2004 : 34: 2116-2120.

BAGUIO CENTRAL UNIVERSITY

Senior High School Department

PERMISSION TO CONDUCT AND COLLECT RESEARCH DATA

March 26, 2018

Dear Sir/Ma’am:

The purpose of this letter is to request your good office that we are conducting the research

entitled: “Perception of BCU Grade 11 of Student- Teacher Relations” , at ____________. For

this, we are requesting that your office allow us to conduct research and secure population data,

given that it shall be used only for research purposes. This also serves as assurance that we

comply with requirements of the Republic Act 10173 also known as the Data Privacy Act of

2012and will ensure that these requirements are followed in the conduct of this research. Thank

you very much and more power.

Sincerely,

Name of Members Signature

Arriaga, Christine Jane __________________________

Bakidan, Esrael __________________________

Cadavona, Reynalyn __________________________

Calonge, Ara Lalaine __________________________

Estrada, Shelovie __________________________

Madiguid, Johnrey __________________________

Nguddo, Itoquerine __________________________

Viray, Maricar __________________________

Research Teacher Approved

Jeff C. Feliciano ______________________

Approving Office

Sample Questionnaire

1.1 How many teachers do you have? __________

1.2 Do you have good relations with all of them? ____yes _____no

If yes, how many teachers are you in a good relation with? ______

If no, how many are you not in a good relation with? _______

1.3 Describe what kind of teacher that is approachable?

____Kind ______Strict ____ Friendly

2.1 Describe a teacher that has a good relation with student?

_____Manipulative _____Cheerful _____Strict

_____ Approachable _____Skillful _____Very Kind

_____Communicative _____Open-minded

_____Others(Specify): ___________________________________________________

3.1 What should teachers do to have good relation with students?

_____Create a sense of community and belonging in the classroom

_____Teachers must respect their students

_____ Always set a high expectation on them

_____They must be Approachable

_____Others(specify):__________________________________________________

3.2 What should you do to have a good relation with your teacher? Indicate in the space

provided below.