Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Academic performance is important because it is strongly linked to

the positive outcomes we value. Academic performance is tantamount to

the working people will need higher levels of education to tackle the

technologically demanding occupations of the future.

Poor performance in science subjects is increasing from time to time

among secondary school’s students in Tanzania, East Africa as well as in

Africa and the globe at large in recent years (Jidamwa, 2012).

According to Science Education in Europe (2011) International

student assessment surveys carried out under agreed conceptual and

methodological frameworks with a view to providing policy-oriented

indicators, in Europe indicates that there is decrease of relative standings

in the performance of science subjects among European members.

In United Kingdom, it was found out that poor performance in

science subjects in secondary schools has been a serious concern to

educationists, business organizations and government at large. This

problem has been due to a lot of factors which include the absence of

incentives and motivation on teachers so as to increase their efficiency and

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effectiveness in order to bring about improved performance of students

(Ajaja, 2008).

Tracing the date back on 2003, the Math and Science scores/ranks in

the Trends in International Mathematics and Science Study (TIMSS) of

selected countries revealed that among the 45 countries that participated in

the TIMSS for eighth-grade students, the Philippines ranked 41st in Math

and 42nd in Science. Our score was more than 100 points lower than

Malaysia, and more than 200 points lower than Singapore, which ranked

first. Among 25 countries that joined the study among fourth-grade

students, we ranked 23rd in both Math and Science, again with scores

more than 200 points lower than the first ranked Singapore (Dios, 2014).

In the Division of Davao Oriental achievement in Science is also one

of the prevalent problems, NAT results still fell outside the 75% passing

rate particularly in science, both elementary and secondary (Division

Planning Unit, 2018). In relation to these situations low academic

performances should not be underestimated especially in science because

of their repercussions ranging from micro-level, i.e., individual, as closely

linked with dropout rates, to macro-level, since students’ performances as

well as rate of drop-out are indicators to evaluate institutions’ quality

(Spinath, 2012).
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There has been studies already conducted that discussed about the

relationship of academic achievement in Science among the students in

Europe and United States but there has been less which discussed the

effects of Classroom management, Teaching Methods, Parental

Involvement, Students’ Motivation to the Student performance in Science.

Anchored on the aforementioned contexts above, the researcher is

interested to explore the potential of Teacher Classroom Management,

Teaching Methods, Parental Involvement, Students’ Motivation to

influence science performance to in public secondary schools in

Banaybanay District, Davao Oriental Division using empirical data. Hence,

this study will delve to the understanding of the underlying processes on

the students’ academic achievement in science. The results of this study

may be used in policy making in the Department of Education,

particularly in science curriculum.

Statement of the Problem

This study will explore the effects of teacher classroom management,

teaching methods, parental involvement and motivation on students’

academic performance in science among Grade 10 students of public

secondary junior high school in Banaybanay District, Davao Oriental

Division for the SY: 2019-2020.

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Specifically, the following objectives are formulated:

1. What is the extent of parent involvement in the science education of

students?

2. What is the extent of teacher classroom management practiced by

science teachers?

3. What is the extent of teaching methods implemented by science

teachers?

4. What is the level of student motivation in learning science?

5. What is the level of students’ academic performance in science?

6. Is there a significant relationship between:

6.1. student motivation and students’ academic performance in

science;

6.2. teacher classroom management and student motivation;

6.3. teaching methods and student motivation;

6.4. parental involvement and student motivation;

6.5. teacher classroom management and students’ academic

performance in science;

6.6. parental involvement and students’ academic performance in

science; and
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6.7. teaching methods and students’ academic performance in

science?

7. Do teacher classroom management, teaching methods and parental

involvement significantly predict student motivation in learning

science?

8. Do teacher classroom management, parental involvement, teaching

methods and student motivation significantly predict students’

academic performance in science?

9. What model showing interrelationship of variables fits the data?

Hypothesis

The following hypotheses are formulated and will be tested at 0.05

level of significance.

1. There is no significant relationship between:

1.1 student motivation and students’ academic performance in

science;

1.2 teacher classroom management and student motivation;

1.3 teaching methods and student motivation;

1.4 parental involvement and student motivation;

1.5 teacher classroom management and students’ academic

performance in science;
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1.6 parental involvement and students’ academic performance

in science; and

1.7 teaching methods and students’ academic performance in

science.

2. Teacher classroom management, teaching methods and parental

involvement do not significantly predict student motivation in

learning science; and

3. Teacher classroom management, parental involvement, teaching

methods and student motivation do not significantly predict

students’ academic performance in science.

Review of Related Literature

Readings extracted from books, theses and online articles which

have bearing to the present study are presented in this section. The

discussions are focused on teacher classroom management, teaching

methods, parental involvement and motivation on students’ academic

performance in science.

Academic Performance

Students’ academic performance is a fundamental indicator to be

taken into account when defining and planning educational intervention

both at nationwide level (e.g., curriculum definition) and at classroom

level (e.g., teaching strategy). However, although it is well established that

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academic performance is a complex and multivariate issue with numerous

variables contributing simultaneously as predictors for its’ explanation

most researchers tend to analyze each variable separately, preventing them

from getting a full picture of the situation (Byrnes and Miller, 2007).

School and society, in general, tend to assign cognitive abilities the

preponderant role when defining school curricula or when explaining and

evaluating student’s success or failure, although the importance of the

affective domain in education is acknowledged for a long time. Academic

achievement represents performance outcomes that indicate the extent to

which a person has accomplished specific goals that were the focus of

activities in instructional environments, specifically in school, college, and

university. School systems mostly define cognitive goals that either apply

across multiple subject areas (e.g., critical thinking) or include the

acquisition of knowledge and understanding in a specific intellectual

domain (e.g., numeracy, literacy, science, history) (Ogbu, 2015).

There are studies that demonstrate parent involvement in children’s

learning is positively related to achievement. They further reiterated that

research has shown that the more intensively parents are involved in the

children’s learning, the higher the achievement effects and that this

position holds true for all types of parental involvement in children’s

learning and for all types and ages of students. The issue of family-school
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linkages has been widely, although not exhaustively researched (Jung &

Zhang, 2016).

An assumption that parental school involvement has an association

with student engagement and academic achievement. They found out that

when student engagement is included in the regression model, the

influence of parental school involvement on academic achievement

increased. This finding was supported with the results of the study

revealed that student engagement mediated relationship between parental

involvement and academic achievement, which found positive

relationship (Kwatubana & Makhalemele, 2015).

The above literature readings have helped in bringing into focus the

important variable of the study which is the academic achievement is

science. The findings, readings and studies included are very much related

to the study because they are organized and arranged according to the

components of the variables. To summarize, the cited written works were

in the great help to unveil possible ways in which how academic

achievement in science could have been contributory to other variables.

This also served as support to the conclusion, results, and findings of the

study.

Classroom Management
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Paine et al (1983) observed that structuring a classroom so that it

supports positive student behavior requires prior planning. The structure

of the classroom environment should decrease the likelihood of

inappropriate student behavior and increases desirable student

interactions and consequently improves academic performance. A

classroom environment would enable learners to study in a way that is

interesting, enjoyable and purposeful. Among models to restructure a

good classroom environment include: use of a variety of teaching methods

and involving students to numerous learning activities, physical class

arrangement that allows a teacher to access students, efficient use of class

time and ensuring that students interact positively during cooperative

learning activities (Emmer and Stough,2001).

Kerr and Nelson (2002) assert that the use of rules is a “powerful,

preventive component of classroom organization and management plans.”

Rules are aimed at establishing the expected behaviors, what to be

reinforced and the consequences for inappropriate behavior. Thus,

emphasis of effective class discipline helps to cut down on discipline

problems and leave the classroom with fewer interruptions and

disruptions. Wong (2007) believes that student performance is influenced

by how well the procedures are laid out and taught to them.
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To instill class discipline, teachers should introduce class rules early

enough when the year is beginning and make sure they are understood by

all. The teacher should be fair and impartial across all the students. In case

of disruption within a lesson, the teacher should deal with the interruption

with as little distraction as possible. Teachers should consider over

planning as a recipe to avoid giving students free-time within the lesson.

The teacher should be consistent in that they cannot afford to ignore

negative behavior. Collins (2007) advocates for “cooperative discipline”

where the teacher and students work together to make decisions. To him

teachers should come up with a code of conduct that shows how students

should behave and not how they should not behave. This instills discipline

in a child as they know what is expected of them.

Glenn et al (2003) emphasized the need for teachers to hold class

meetings severally. Class meetings encourage respect among teacher and

students. According to Barbara Coloroso theory of Inner self control,

students should be given an opportunity to develop their self-control and

that classrooms are the ideal places for this opportunities.

Thus class discipline can be identified through the use of lesson

plans, learning activities, a code of conduct (rules and routines),

communicating to parents and through group works (Collins 2007).

Consequently, there are strategies that promote good use of routines such
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as: praising, giving a token and signing behavior contracts with students

with behavior problems (Emmer and Stough 2001).

In South Africa, school Act of 1996 encouraged the need for positive

disciplinary strategies as opposed to corporal punishment. Mabeba and

Prinsobo (2000) asserts that positive discipline builds a learners’ self-

esteem and enables them to cooperate and participate in the classroom and

consequently assume responsibility for what happens.

A research carried out by Nelson (2007) in. South Africa shows that

teachers who assist students to set high expectations and encage them in

self-evaluation of their performance get better grades as compared to

student with poor self efficacy.

Kerr and Nelson (2002) encourage the use of humor as a way to

engage students and activate their learning. To them, vyhen teachers share

a laugh or a smile with students, they help students feel more comfortable

and open to learning. Moreover, humor brings enthusiasm, positive

feelings, and optimism to the classroom. Teachers are expected to conduct

a needs analysis to identify the needs of students so as to capture their

attention during learning process.

Students need to be taught respect for self and others so that they

can be able to function healthily in the society (Rogers, 2008). In Kenya as a

behavior adjustment strategy, guiding and counseling department has

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been introduced in educational institutions as opposed to corporal

punishment used in many African countries. Thus a good classroom

environment should promote independent learning (Kireria 2007).

Students should be exposed to numerous learning activities so that they

can take pride in their accomplishments and instill a desire for knowledge.

Teaching Methods

Anderson (1999) asserts that academic performance is enhanced by

the instruction that teachers provide and teacher effectiveness. According

to American Historical association (1995) teachers should select teaching

methods that can capture the attention of every learner. This is in respect

to the fact that Science subject attracts a large student population. The

student population is diverse in terms of gender, language, ethnicity and

class. At the same time also some students are likely to be talented and

gifted. In that case, the teachers should use a variety of instructional

methods that would attract the attention of every learner. In Europe,

emphasis is given on the use of computers for research and presentation

among the talented and gifted students.

Khurshid (2008) observes that effective teaching is necessary for

effective learning. Smith (2010) views characteristics of effective instruction

as: as display of attitudes that foster learning, knowledge of human

behavior and proficiency in the subject matter. Again, students should be

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involved in their own learning. That active students are the key to high

performance Steeves (2001). That though a teacher would prefer a lecture

method, students should be pulled into the process of the lecture so that

they learn from the teacher and with the teacher. Students should be

involved in handling the teaching artitacts so as to stimulate their learning

process. Thus learning activities in themselves are motivators for students

to continue learning and take interest in their progress.

However, though effective instructional methods do not fully

eliminate classroom behavior problems, it serves as a behavior reduction

strategy (Emmer and Stough, 2001). Instructional methods ensure that

proper content is given to learners and that students receive appropriate

experience.

In Kenya, Kiio (2010) noted that teachers of History and

Government use several instructional methods; however, they rely more

on expository methods rather than heuristic methods. Steeves (2001)

research also indicates that lecture is not the most effective daily method

for the diverse learners in today's schools. At the very least, the lecture

method must be combined with active discussion and with exercises that

involve the use of historical materials and historical analysis.

The National Report on the Development of Education in Kenya

(2001) noted that instructional methods have developed to allow for

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participation of learners. Among the methods that allow for this included:

storytelling, news telling, role play, discussion, demonstration, project

work and individual assignments. UNESCO -Nairobi 2000 in their quest

for Educational for All observed that Kenyans education is driven by the

performance in national examinations at the expense of the knowledge,

skills and attitudes that the students acquired.

Mwai (2007) stated that most teachers use wrong methodologies,

thus failing to deliver goods. To her, students learn in different ways at

different rates and for different purposes and therefore a teacher should

use. a variety of methods that will capture the attention of each learner.

Adikinyi (2007) added that teachers should use different methods of

instruction to facilitate learning. Instructional Methods that encourage

students to perform various tasks and activities and that the methods

should include involving students in observation as the teacher

demonstrates. Instructional methods are important in achievement of high

performance of students. Mwai (2007) pointed out that methods impact on

the students' ability to comprehend ideas presented to him/her in the

learning process.

However, Mwai, (2007) noted that there are various factors that

affect the selection of an instructional method such as: the number of

students in a class, time to be spent at a particular lesson, the cognitive

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level of a student, social climate in which learning takes place and

available learning aids. Thus any teacher is limited in their selection of

instructional method by the above factors. According to Adikinyi (2007)

time is of particular concern when it comes to the selection of an

instruction method. To her, adequate time needs to be provided that

would allow the use of learner centered instruction method. On the same,

Mwai (2007) observed that the more the hours allowed in instruction in a

subject the higher the achievement of the student. Teachers should

therefore provide opportunities for students to take part in a variety of

experiences that relate to the subject matter being taught.

Through the selection of the right instructional method a teacher is

able to respond to different needs of the various students during teaching

such as gender, special needs, physically handicapped,

hearing/visual/mental impaired (Adikinyi 2007). The selection will allow

the teacher to equally involve all students in classroom interaction despite

their differences. The teacher will ensure that all the learners equally access

learning resources like textbooks and equipment. She continues to add that

learners with learning difficulties will be adequately catered for through

remedial work while fast learners through being given supplementary

work.
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Quality of instructional methods according to Mwai (2007) is

facilitated by preparation and keeping of teaching records. Teaching

records include schemes of work, lesson plans, record of work and

teachers notes. Adequate preparation of teaching methods helps truck the

extent of syllabus coverage and at the same time note areas of

inadequacies. To enhance quality of instruction methods Kiio (2003)

recommends that teachers should begin lessons promptly, introduce

lessons by way of linking the previous content to the current one, involve

students in a learning activity and summarize every lesson.

Parental Involvement

Hoover-Dempsey and Sandler (1997) found that parents involved in

the education of their children because of their perceptions that (a) they

should be involved, (b) their involvement will have a positive impact in

the academic achievement of their children, and (c) their involvement is

wanted, needed, expected, invited, and valued by the school. Even with

the benefits known, research continues to report that when teachers invite

parents to participate in the education of their children, the parental school

involvement increase (Walker et al., 2004). Studies have also found that

when parents are more involved in their children’s lives and education,

children show more signs of becoming responsible for their own learning.

They are more likely to limit risktaking behavior, pursue challenges, and
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feel satisfied with the tasks they have accomplished (Gonzalez-Deltas,

2005).

It is very beneficial and positive when a child is exposed to a family

that is constantly encouraging them to get a good education, telling them

how important education is, praising them for their accomplishments, and

showing they have high expectations for their child (Marjoribanks, 2005).

Spera (2005) found parental involvement in homework results in how

much time adolescents spend on their homework. There have also been

findings that there is a positive relationship between parents monitoring

the completion of homework and the adolescents actually completing

homework (Spera, 2005; Fallon ,2010; Rogers et al., 2009; Stewart, 2008;

Jeynes, 2007).
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Theoretical/ Conceptual Framework

This study is anchored to the result of the study of Yilmaz, Sahin

and Turgut (2017), most important factors affecting student motivation are

on the field of the teacher: classroom management skills and the field of

teachers’ teaching methods. Parental communication (involvement) shows

influence but on lesser extent.

Moreover, it is supported by Amrai, Motlagh, Zalani & Parhon

(2011) where they stated that data analysis indicated positive and

significant correlation between Academic Motivation and Academic

Achievement. students’ academic achievement requires coordination and

interaction between different aspects of motivation.

Classroom management has an impact on student achievement. In

the study conducted, it was shown that there is an increase in student

achievement after systematic rules and procedures were implemented

(Marzano, Marzano & Pickering, 2003).

Parent involvement in a child's early education is consistently found

to be positively associated with a child's academic performance (Hara &

Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987).

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 (Topor, Keane, Shelton & Calkins, 2010).
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Whitehurst, G. (2006) noted that a teacher’s instructional practice in

the classroom is significant to students’ academic performance. Frequency

of use of specified instructional techniques such as: cooperative learning

groups, inquiry based activities, student- led discussions and open -ended

assessment techniques promote development of cognitive skills and

processes and consequently academic achievement (Cohen and Hill 2000).

Habiba (2004) recognized seven stages of good teaching. They include:

objectives, preparation, presentation, reception, assimilation, assessment

and feedback.

Figure 1 shows the hypothesized model of the study. It displays the

effects of teacher classroom management, teaching methods, parental

involvement and motivation on students’ academic performance in science

among Grade 10 students of public secondary junior high school in

Banaybanay District, Davao Oriental Division for the SY: 2019-2020.

The exogenous variables of the study are teacher classroom

management, teaching methods, parental involvement and motivation.

While the dependent variable of the study is students’ academic

performance in science.

Teacher Classroom
Management

Students’ Academic
Teaching Methods Motivation Performance in Science

Parental
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Figure 1. The Conceptual Model of Teacher Classroom Management,

Teaching Methods, Parental Involvement and Motivation on Students’
Academic Performance in Science
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Significance of the Study

This study will give them an idea about Teacher Classroom

Management, Teaching Methods, Parental Involvement and Motivation on

Students’ Academic Performance in Science and will give those measures

on how to address the problem. The findings of this study will be used as

valuable information among people in different areas of study especially

in the field of education. The result could be highly significant and

beneficial to the following:

Department of Education. The outcomes of the study will help the

Department of Education to have a deeper understanding on the effects of

teacher classroom management, teaching methods, parental involvement

and motivation on students’ academic performance in science. The

outcomes will also benefit them by using this study as their basis in

designing policies, programs, and activities that would enhance students’

learning in promoting positive, affective factors in the teaching-learning

process.

Teachers. In addition, the finding of this study will help teachers as

their basis to identify the strengths and weaknesses of their students when

it comes to their level of managing the students in dealing with academic

achievement. It will also help the teacher to design appropriate plan of

action that is relevant to what they want to achieve.

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Parents. The findings of the study may enhance active participation

of parents in students learning and it may help them understand on the

importance of parent’s involvement in students’ academic achievement so

that student engagement will improve towards academic success.

Lastly, this study will also benefit the future researchers to use this

as their valuable reference in developing other related researches about the

study. The weaknesses and other limitations will challenge to either

replicate or conduct the study using other methodologies.

Definition of Terms
In order for the readers to have a better grasp on the terminologies

used in this study, the following terms are defined conceptually and

operationally.

Parental Involvement. Refers to the amount of participation a

parent has when it comes to schooling and her child’s life Althoff (2010). In

this study, this refers to the extent of involvement of parents in the

education of their children.

Classroom Management. Refers to the wide variety of skills and

techniques that teachers use to keep students organized, orderly, focused,

attentive, on task, and academically productive during a class (Bear,

Cavalier, & Manning, 2005). In this study, this refers to the extent of

teacher classroom management practiced by science teachers.

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Teaching Methods. Refers the principles and methods used by

teachers to enable student learning. These strategies are determined partly

on subject matter to be taught and partly by the nature of the learner

(Westwood, 2008). In this study, this refers to the extent of teaching

methods implemented by science teachers.

Student Motivation. Refers to a process where the learners'

attention becomes focused on meeting their scholastic objectives and their

energies are directed towards realizing their academic potential

(Christophel, 1999; Lepper, Greene & Nisbett, 1973). In this study, this

refers to the level of student motivation in learning science.

Academic Performance. Refers to the what the student have learned

or what skills the students have learned is usually measured through

assessments like standardized tests, performance and portfolio (Santrock,

2006). In this study, this refers to outcome achieve by the students after

each grading period in terms of their grade in science.