Perspective of STEM students towards teachers in effective

teaching in Father Saturnino Urios University Bp. Pueblos

MEMBERS:

Nur Hashim J. Avila

Kobe Armand C. Cuenca

Christian D. Fajardo

Ralph Joshua G. Roa

Reuben Mikaelle B. Tejamo

Nathaniel B. Villa
 Chapter 1:

THE PROBLEM AND ITS BACKGROUND

A good teacher is like a candle, it consumes itself to

light the way for others (Atatürk, 2018). It means that the

teacher will be the one to sacrifice his/her self to guide

every each and one of us. A teacher is like a guiding light

in the lives of their students.

Successful teachers are those that have the ability to

maximize the learning potential of all students in their

class. Developing positive relationships between a teacher and

student is a fundamental aspect of quality teaching and 

student learning (Hattie, 2015). Students spend more than

1,000 hours with their teacher in a typical school year.

That’s enough time to build a relationship that could ignite

a student’s lifetime love of learning and it’s enough time

for the dynamic to go totally off the rails. The relationship

between student and teacher plays a large role in the

trajectory of a child's academic success and social

development (Sparks, 2019).

Student’s relationship towards their teacher really have

an impact when it comes to their academic performances. If a

teacher treats their students harshly the effect will be

that the students will lack interest towards the teacher and
his/her subject, the students will also have a negative

attitude that will lead to a disrespectful behavior towards

the teachers, and also some students might not attend school

only because of their teachers behavior toward them.

Father Saturnino Urios University Bp. Pubelos SHS is

one of the best Universities here in Butuan City with high

passing rate. By this achievements STEM students tend to aim

higher in order to reach their dreams. Teachers help the

students in chasing their dreams that leads the researchers

to conduct a study about the relationship between teachers

and students contribute.

 Statement of the Problem

This study sought information and idea if the

relationship between a teachers really contributes the

academic performance of STEM students here in

Father Saturnino Urios University BP. Pueblos Senior High.

The study further seek the answer of the following

questions:

1. How does your relationship with your teachers

affect your learning as a students?

2. As a student, what are your expectations towards

the teacher on effective learning?

3. What can you imply to keep you motivated in going

to school?

Significance of the Study

The results of this study will have a beneficial

understanding between the relationship of the teachers and the

students and the benefits they may be able to gain are the

following.

Students- this group will understand the importance of

the relationship between their teachers. This study will let

them know on what will be the effects of their learning if they

have a better relationship with the teacher. This will also

let them to know that cooperating with their teacher will

enhance their learning skill and to have a better

understanding om their lessons. They would also learn

that creating a positive relationship with their teachers

would be able to gain some respect with each other no matter

what the circumstances are. 

Teachers- The given results may be able to let them know

the benefits of the students having a good relationship with

them. This would also inspire them to teach on their potentials

of where their students are encouraging themselves to listen

or ready to be taught. The teachers will also understand

why students have a positive and negative feedbacks of their

teachings. 

Parents- This will also benefit them where their

sons/daughters will have a great outcome of their learnings on

the school and will attain higher grades. This would let them

understand that creating a bond with their sons/daughter will

have a positive effect on the relationship between them

and on their teachers. 

Future researchers- the ideas that are presented may be

used as reference data in conducting new researchers

or in testing of other related findings. This study will also

serve as their cross-reference that will give them a background

or an overview. 

Scope and Limitations

This research study is focused on presenting the

relationship inside between teachers and students in

effective teaching in Stem students.

Limiting this research study to teachers and to the

students under the Stem strand of FSUU BP. Pueblos Senior

High. This research study may also seek in the negative and

positive relationship between teachers and students.

Researchers may add or provide some ways that can help

strengthen the relationship between each other to lead in a

very effective and appropriate teaching.

Theoretical Framework

Teacher–student relationships are a critical component

in education, influencing development across emotional,

behavioral, academic and social domains. While there is

considerable research on teacher–student relationships in

the everyday classroom, little has been identified on the

impact of teacher–student relationships within the gifted and

talented population. This review draws together research on

teacher–student relationships and Gagné’s gifted and

talented developmental theory. The paper firstly discusses

teacher–student relationships in a broad sense and defines

the gifted and talented developmental process in line

with Gagné’s theory. The paper then combines the two bodies

of research to explore and discuss the potential impacts that

teacher–student relationships may have on the development of

talent. Additionally, the paper will explore how motivation

in regards to academic achievement can be fueled by negative

teacher–student relationships. A discussion will follow on

how relationships formed with peers can affect those who are

gifted and talented and how the teacher student relationship

can have a significant role in how peer relationships

develop.

This theory stipulates that there are several different

types or levels of learning. The significance of these

classifications is that each different type requires

different types of instruction. Gagne identifies five major

categories of learning: verbal information, intellectual

skills, cognitive strategies, motor skills and attitudes.

Different internal and external conditions are necessary

for each type of learning. For example, for cognitive

strategies to be learned, there must be a chance to practice

developing new solutions to problems; to learn attitudes, the

learner must be exposed to a credible role model or persuasive

arguments. Gagne suggests that learning tasks for

intellectual skills can be organized in a hierarchy according

to complexity: stimulus recognition, response generation,

procedure following, use of terminology, discriminations,

concept formation, rule application, and problem solving. The

primary significance of the hierarchy is to identify

prerequisites that should be completed to facilitate learning

at each level. Prerequisites are identified by doing a task

analysis of a learning/training task. Learning hierarchies

provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events

and corresponding cognitive processes:

· Gaining attention (reception)

· Informing learners of the objective (expectancy)

· Stimulating recall of prior learning (retrieval)

· Presenting the stimulus (selective perception)

· Providing learning guidance (semantic encoding)

· Eliciting performance (responding)

· Providing feedback (reinforcement)

· Assessing performance (retrieval)

· Enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary

conditions for learning and serve as the basis for designing

instruction and selecting appropriate media.

EFFECTIVE
TEACHERS STUDENTS
ATTITUDE TEACHING
BEHAVIOR

INTEREST
 Figure 1: Research Paradigm

Conceptual Framework

As this study deals with the relationship between

teachers and students in effective teaching, the researchers

have made an aim to seek further to the reasons or barriers

between the teachers and students. The researchers were able

to come up the paradigm which have variables of teacher’s

attitude, interest and, student’s behavior which all of that

variables are connected to effective learning.

The research theoretical framework represents the

approved theory that it is effective in improving or

developing the performances of the students having a positive

relationship with their teachers.

Definition of Terms

TEACHERS ATTITUDE- The attitude of a teacher which is

willingly to share emotions, feelings, etc… as well as a

sincere interest and care about their students. Teachers

should continually reinforce the importance of effort and

boost students’ sense of their ability.

STUDENTS BEHAVIOR- The behavior of a students on how they’re

going to act inside their classroom or on how they’re going

to response on their teachers. Student’s behavior also

plays as a major role in academic achievement. It can also

affect her/his ability to learn as well as students learning

environment.

INTEREST- The state of wanting to know or learn about

something or someone. As well as the interest of the teachers

to teach and the interest of the students to learn.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

As cited by current academic studies, factors in

education have a greater impact on a student’s educational

experience than a caring relationship with his or her teacher

(Cummins & Corbis 2017). One researcher described it this

way: Imagine two teachers teaching the same lesson on poetic

construction. One is very impatient with students and the

other supportive. Knowing only that, we can probably guess

which students learned the lesson better.

There has been a lot of research carried out on student

respect toward teachers; however, almost all studies

recommend a study on teacher respect toward students should

also be carried out. We are expecting to fill that gap with

our research the population of which will be students at the

Middle Georgia State College in America and Taylor's

University in Malaysia. This study will primarily be a

quantitative study to understand how students in culturally

diverse contexts respond to a 5 point Likert scale

questionnaire designed to measure their perceptions on

teacher respect toward students.

 Research investigating teacher effects on student

outcomes indicates that “effective teaching demands the

orchestration of a wide array of skills that must be adapted

to specific contexts” (Brophy, 1986, p. 1069). One of these

skills is teachers’ classroom management (CM) ability, which

not only influences teacher-student interactions (Brophy,

2006), but also the amount of academic learning time. This is

particularly so in well-organized classrooms, “where

activities run smoothly, transitions are brief and orderly,

and little time is spent getting organized or dealing with

misconduct” (Brophy, 1986, p. 1070).

Empirical research on the education production function

traditionally has examined how teachers and their

background characteristics contribute to students’

performance on standardized tests (Hanushek & Rivkin, 2010).

However, a substantial body of evidence indicates that

student learning is multidimensional, with many factors

beyond their core academic knowledge as important

contributors to both short- and long-term success.1 For

example, psychologists find that emotion and personality

influence the quality of one’s thinking and how much a child

learns in school (Duckworth, Quinn, & Tsukayama, 2012).

Longitudinal studies document the strong predictive power of

measures of childhood self-control, emotional stability,

persistence, and motivation on health and labor market

outcomes in adulthood (Chetty et al., 2011;  Moffitt et. al.,

2011). In fact, these sorts of attitudes and behaviors are

stronger predictors of some long-term outcomes than test

scores (Chetty et al., 2011).

In recent years, two research traditions have emerged to

test this theory using empirical evidence. The first tradition

has focused on observations of classrooms as a means of

identifying unique domains of teaching practice (Blazar,

Braslow, Charalambous, & Hill, 2015; Hamre et al., 2013).

Several of these domains, including teachers’ interactions

with students, classroom organization, and emphasis on

critical thinking within specific content areas, aim to

support students’ development in areas beyond their core

academic skill. The second research tradition has focused on

estimating teachers’ contribution to student outcomes, often

referred to as “teacher effects” (Chetty Friedman, & Rockoff,

2014;  Hanushek & Rivkin, 2010). These studies have found that,

as with test scores, teachers vary considerably in their

ability to impact students’ social and emotional development

and a variety of observed school behaviors (Backes & Hansen,

2015). Further, weak to moderate correlations between teacher

effects on different student outcomes suggest that test scores

alone cannot identify teachers’ overall skill in the

classroom.

Additional content-specific observation instruments

highlight several other teaching competencies with links to

students’ attitudes and behaviors. For example, in this study

we draw on the Mathematical Quality of Instruction (MQI) to

capture math-specific dimensions of teachers’ classroom

practice. Factor analyses of data captured both by this

instrument and the CLASS identified two teaching skills in

addition to those described above: the cognitive demand of

math activities that teachers provide to students and the

precision with which they deliver this content (Blazar et

al., 2015).

Review of Related Studies

Teacher play an important role in the classroom

(Macaro, 2010), particularly in the instructional context of

language learning such as the Indonesian EFL classroom.

Several studies have been able to identify teachers’

significant roles in learning second languages. Teacher and

school course of the target language (TL) are among the

factors that promoted second language

acquisition. Appropriate curriculum materials, competent

and dedicated teachers when discussing the importance of

motivating students to learn in relation to the working

conditions that are necessary for effective teaching and

learning to occur. This study introduced teacher competence

and orientation as new variables when investigating the

motivation of secondary and basic school students in Finnish

toward English. One of his findings shows that the teacher

was among other variables which proved a powerful factor in

increasing student motivation (Laine, 2012).

These studies show that the role of teachers in second/foreign

language classroom is important in relation to student

motivation. In addition, teachers of second/foreign language

could be a good example for students to improve their speaking

ability in the target language. Teachers’ personalities can

certainly affect the attitudes and motivation of

students (Garden and Lambert, 2015). Student motivation and

teachers’ behaviors were indeed related to each other.

Students and teachers were two important figures in the

teaching and learning process. In the situation such as

Indonesia, less student-centered but more teacher-centered

was the common approach applied in the classroom all across

subject areas. Despite the efforts of promoting student-

centered approach, the practice was clearly showing that

teacher still held more dominant role as far as teaching

English was concerned. That the teaching and learning

activities were still relying heavily on teachers was not

entirely the teachers’ fault because, in this case, cultural

background played its important role in shaping such

condition (Dardjowidjojo, 2010).

Therefore, when such question was put forward, we could not

deny that teacher’s behaviors were very much influential to

students’ motivation in studying, positively or negatively.

Several studies have investigated the relationships between

teacher immediacy and student learning. However, most of them

only involved university students. Students’ perceptions of

nonverbal teacher behaviors associated with cognitive

learning (Richmond et al, 2013). They did the study twice and

used a questionnaire as the instrument. In the first study,

361 undergraduate students took part and 358 in the second

one. Data were analyzed using multiple correlations,

discriminant analysis and analysis of variance computations.

The results suggested that immediacy behavior of

teachers were associated with students’ cognitive learning.

While dealt with nonverbal immediacy behaviors,

the relationship between teachers verbal immediacy behavior

and student learning by administering questionnaires to 387

undergraduate students (Gorham, 2015). The questionnaire

consisted of items on verbal and non-verbal immediacy. Scores

of the questionnaire were computed using Pearson product

moment correlations with the learning variables such as

attitude, behavioral intent, learning loss. Results of the

analysis of variance indicated that a significant

relationship existed between verbal and nonverbal teacher

immediacy behaviors and learning.

 Chapter 3

METHODOLOGY

In this chapter it contains Research Design, Research

Environment, Population and sample, Sampling technique,

Research Instrument, and Data Gathering Procedure that became

beneficial on the study that we conducted.

Research Design

This study utilizes the ways on how to improve the

relationship between teacher and students in effective

teaching. The researchers that conducted this study used the

qualitative research type and this study is same to case study

research. The researchers aim to have a complete descriptions

and analysis in this study which is all about the relationship

between students and teachers in effective teaching.

Research Environment/Populations/Sample

The school that they have chosen is the school where the

researchers have interest of conducting the study. This

school is Father Saturnino Urios University and it’s a private

school in Butuan City located in San Francisco St., Cor.J.C

Aquino Avenue, Butuan City. It has three (3) buildings and

approximately four hundred (400) are from the strand of STEM.

This study is conducted through interview, where the

researchers refer one on one conversation with the

participants. The researchers randomly selected ten (8)

participants. One student in every section from the strand of

STEM.

Section Population Samples

St. Andrew Kim 49 1

St. Francis of 50 1

Assisi

St. Ezekiel Moreno 1

St. Dominic 1

St. Maria Goretti 1

St. John Paul II 1

St. Thomas Aquinas 1

St. John of the 1

Evangelist

Sampling Technique

This present study used the Random Sampling technique.

The researchers randomly select the respondents but those

respondents are chosen based on a certain criteria.

 Respondents must be a Senior High-school student in

levels of 11 and 12. Student must be under the strand of STEM

(Science Technology Engineering Mathematics) and also he/she

must be a student of Father Saturnino Urios University.

Research Instrument

The instrument used by the researchers in this study is

consist of (2) parts. The first is the researchers talked

about a little background of the respondents. A background

about his/her profile, year level, strand, and if he/she is

willing or capable to be interview. The second is the

researchers interviewed and ask for his/her opinion or

feelings about questions related to the Relationship between

Teachers and Students in effective teaching.

Data Gathering Procedure

Before conducting an interview, the researchers prepared

some guide questions and asked for permission to the

instructor of this subject to proceed with the study. After

the instructor accepted our permission, the researchers made

a Full and Voluntary Consent to make sure that they are

willing and voluntarily to participate to this study. Lastly,

the researcher record/wrote down the data that they gathered

in the respondents.