1

CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Measuring of academic performance of students is challenging since student

performance is product of socio-economic, psychological and environmental

factors. For the last 20 years, education in Pakistan is growing as a profitable

industry with prime objective of maximizing profit by delivering high quality

education that produces well-educated, skilled, mannered students according to

needs and requirements of the dynamically growing market. That’s why the

scope of research is always there to find out what are the factors that affect the

performance of the students. There are two groups of students as generally

perceived i.e. those who improve and those who don’t improve. This study can

contribute to find out the factors, which are responsible for student’s inelastic

behavior towards study along with identifying those factors, which help a student

to make progress in his studies. This study focuses on investigating the factors

affecting performance of grade six(6) pupils of Upper Lumabat Integrated School.

A survey was conducted to collect information and responses of students,

regarding factors affecting their performance.

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THEORITICAL FRAMEWORK

(Ali et. al, 2009). The academic performance of the students’ has gained

significant attention in past researches. Performance of students is affected by

psychological, economic, social, personal and environmental factors. Though

these factors strongly influence the performance of the students, but these

factors differ from country to country and person to person. Most of the previous

studies on academic performance of students focused on such issues like

teacher education, class environment, gender difference, teaching style, family

educational background and socioeconomic factor.

STATEMENT OF THE PROBLEM

This study would determine the Quotidian Cases Affects Learning that

Ubiquitously Occur.

This study will determine to answers the following questions:

1. What are the quotidian cases affects learning that ubiquitously occur?
2. What implication can be drawn based on the findings of the study?

SIGNIFICANCE OF THE STUDY

The results of the study will be beneficial to the following:

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Parents. The result of the study could give the parents an understanding

of the learners quotidian cases affects learning that ubiquitously occur. It could

also help them in assisting their children’s needs in day-to-day schooling. By

doing so, it could foster strong teacher-parent cooperation.

Students. This study could help students to be aware regarding to the

environment especially in dealing with day to day schooling. It could also help

them to have an idea of what are the alternatives should be considering when

encountering those dilemmas.

School Coordinators. The findings of the study could serve as a guide in

choosing the proper way of motivation that could help the students improve their

lives and knowing to handle a particular situation.

Teachers. The findings of the study could greatly help the teacher in

formulating their activities to suit with the students’ need in developing and

motivating their students dealing with day-to-day schooling.

Future Researchers. The findings of the research could guide the future

researchers on the problems that individual pupils encounter in day-to-day

schooling.

SCOPE AND DELIMINATION

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This study delimited only on determining the quotidian cases affects

learning that ubiquitously occur in Grade 6 students of Upper Lumabat Integrated

School.

DEFINITION OF TERMS

Quotidian Cases – This refers to those things that happen every day.

Affects Learning – This refers to “to influence” the acquisition of

knowledge or skills.

Ubiquitously – This refers to existing or being everywhere at the same

time: constantly encountered.

CHAPTER 2
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REVIEW OF RELATED LITERATURES

This chapter presents some relevant literatures that provide significant

bearing to the present study.

Galiher (2006) and Darling (2005), used GPA to measure student

performance because the main focus in the student performance for the

particular semester. Some other researchers used test results or previous year

result since they are studying performance for the specific subject or year (Hijazi

and Naqvi, 2006 and Hake, 1998). Many researchers have discussed the

different factors that affect the student academic performance in their research.

There are two types of factors that affect the students‘ academic performance.

These are internal and external classroom factors and these factors strongly

affect the students‘ performance. Internal classroom factors includes students

competence in English, class schedules, class size, English text books, class test

results, learning facilities, homework, environment of the class, complexity of the

course material, teachers role in the class, technology used in the class and

exams systems. External classroom factors include extracurricular activities,

family problems, work and financial, social and other problems. Research studies

shows that students‘ performance depends on many factors such as learning

facilities, gender and age differences, etc. that can affect student performance

(Hansen, Joe B., 2000). Harb and El-Shaarawi (2006) found that the most
 6

important factor with positive effect on students' performance is Parental

Involvement.

In his widely cited paper, Romer (1993) is one of the first few authors to

explore the relationship between student attendance and exam performance. A

number of factors have contributed to declining class attendances around the

world in the last 15 years. The major reasons given by students for non-

attendance include assessment pressures, poor delivery of lectures, timing of

lectures, and work commitments (Newman-Ford, Lloyd & Thomas, 2009). In

recent times, students have found a need to seek employment while studying on

a part-time basis due to financial constraints. The numbers of part-time and

mature students has also risen sharply. The use of information technology also

means that information that used to be obtained from sitting through lectures can

be obtained at the click of a mouse. Indeed, web-based learning approaches

have become the order of the day. Given all these developments that either

makes it impossible or unnecessary for students to attend classes, the question

that needs to be asked is whether absenteeism affects students‘ academic

performance. Research on this subject seems to provide a consensus that

students who miss classes perform poorly compared to those who attend classes

(Devadoss& Foltz, 1996; Durden& Ellis, 1995; Romer, 1993; Park & Kerr, 1990;

Schmidt, 1983). Based on these findings a number of stakeholders have called

for mandatory class attendance. Although the existing evidence points to a strong

correlation between attendance and academic performance, none of the studies

cited above demonstrate a causal effect. The inability of these cross-sectional

 7

studies to isolate attendance from a myriad of confounding student

characteristics (e.g. levels of motivation, intelligence, prior learning, and time-

management skills) is a major limiting factor to the utility of these findings

(Rodgers & Rodgers, 2003). Durden and Ellis, (1995) controlled for student

differences in background, ability and motivation, and reported a nonlinear effect

of attendance on learning, that is, a few absences do not lead to poor grades but

excessive absenteeism does.

Educational services are often not tangible and are difficult to measure

because they result in the form of transformation of knowledge, life skills and

behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So

there is no commonly agreed upon definition of quality that is applied to

education field. The definition of quality of education varies from culture to culture

(Michael, 1998). The environment and the personal characteristics of learners

play an important role in their academic success. The school personnel,

members of the families and communities provide help and support to students

for the quality of their academic performance. This social assistance has a crucial

role for the accomplishment of performance goals of students at school

(Goddard, 2003). Besides the social structure, parents‘ involvement in their

child‘s education increases the rate of academic success of their child

(Furstenberg & Hughes, 1995).

Education encounters, in modern times, challenges in all aspects of social,

economic & cultural life; the most important of which are over-population, over-

knowledge, education philosophy development & the change of teacher‘s role,

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the spread of illiteracy, lack of the staff & the technological development & mass

media (Aloraini, 2005, p. 30– 32). This drove the teaching staff to use the modern

teaching technologies to face some of the main problems, which education & its

productivity encounter, by increasing the learning level which may be achieved

through providing equivalent opportunities for all people whenever & wherever

they are, while taking into account the individual differences between learners

(Wilkinson, 1986, p. 13 & AbdEl-Halim Said, 1997, p. 19). To improve the

educational productivity, some of the teaching staff sought to mainstream

technology within education, developing traditional techniques & using new

educational methods (Al-A‘ny, 2000). Mainstreaming the technological media

within what is called ‘’Multimedia‘‘ is the pattern which led to infinite applications

of computer technologies. The concept of this technology came into being with

the appearance of sound cards, then compact disks, then came the use of digital

camera, then the video which made computer an essential educational tool.

Nowadays, multimedia expanded to become a field on its own. The concept of

multimedia technology is broad & it has infinite usage fields; it is a profound

element as an educational technology in addition to its use in medical &

statistical domains & in establishing databases. Moreover, the entertainment

sector is one of the sectors that had the lion‘s share in using this technology.

Interaction is the main element in multimedia technology as most of its

applications are characterized by interaction. Consequently, multimedia

programs may provide a more effective & more influential experiment than using

each technology separately.

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The researcher thinks that multimedia is one of the best educational

techniques because it addresses more than one sense simultaneously, as it

addresses the senses of sight & hearing. Multimedia programs provide different

stimuli in their presentations which include a number of elements some of which

are (Aloraini, 2005, p. 55–75): Texts, spoken words, sound & music, graphics,

animations and still pictures.

These elements were mainstreamed in a comprehensive presentation so

as to provide effective education, which in turn will support the participation of the

different senses of the learners in diverse syllabi. (Hadmin,2000).

Mahar (2006), Habitual physical activity is vital for enhancing overall

health. Lifestyle behaviors adopted in childhood tend to track into adulthood, and

more active children tend to be more active as adults than their sedentary peers,

thus aiding in the prevention of diseases such as obesity, hypertension,

cardiovascular disease, and other health problems. Unfortunately, physical

activity among children and adolescents has declined, and increasing numbers of

children are spending more time in sedentary activities. A review of the literature

reveals that few studies have been conducted to evaluate the physical activity

levels of elementary school children during a typical school day. Likewise, few

studies have been conducted to evaluate the effects of physical activity on the

classroom behavior of elementary school children.

Additional research is also needed to evaluate the effectiveness of

classroom-based physical activity programs on on-task behavior and academic

performance. Because on-task behavior can be directly linked to physical activity

 10

that is performed immediately preceding the observation period, it may be the

most appropriate variable to evaluate relative to academic performance. Test

performance is influenced by factors other than physical activity performed at

school and usually can be linked directly to physical activity behavior. Additional

information on the effectiveness of classroom-based physical activity programs

on academic performance (e.g., standardized tests and grades) can, however,

provide a stronger rationale for why school systems should make policy changes

to require more physical activity during the school day. Finally, it is recommended

that students be tracked for several years to evaluate the chronic effects of a

classroom-based physical activity program on physical activity levels, body

composition, and academic performance.

From Wikipedia (2009), the term psychosocial refers to one in

psychological development in and interaction with a social environment. The

individual is not necessarily fully aware of this relationship with his or her

environment.

In 2004, Barker and Garvin Doxas stress that a learning environment

includes physical surroundings, psychosocial or emotional components, social

and cultural influence that exist in a learning situation. Ozay, et.al (2004) also

pointed out that classroom environment factors have been found to be

particularly influential on student results.

Learning Theories.com (2012, April 12), exemplifies on Vygotsky‘s Social

Development Theory that social interaction plays a fundamental role in the

process of cognitive development. Such occurs first between the child and other
 11

people (interpsychological) and then inside the child (intra-psychological). Other

people can be conceptualized as the ―The More Knowledgeable Other (MKO)‖.

The MKO refers to anyone who has a better understanding or a higher ability

level than the learner, with respect to a particular task, process, or concept. The

MKO is normally thought of as being a teacher, and could also be peers.

The Developmental and Social Factors emphasize that learning is

influenced by social interactions, interpersonal relationships, and communication

with others. Learning is often enhanced when children have an opportunity to

interact with and collaborate with others on instructional tasks. In these

situations, children have opportunities for perspective taking and reflective

thinking that can enhance their self-esteem and development. Quality

interpersonal relationships can provide trust and caring that increase children‘s

sense of belonging, self-respect, self-acceptance, and produce a positive

learning climate. Parents, teachers, and peers are very important people in the

child‘s social world and their relationships with the child can either enhance or

undermine the child‘s learning.

When Aronson (2003) first published The Social Animal in 1972, he

confirmed scientifically what people knew experientially: Human beings are social

in their very nature. In fact, Dunbar (1998) hypothesized that the large human

brain evolved primarily to adapt to an increasingly complex social environment.

As Goleman (2006) puts it ‘’We are wired to connect’’. The domain of social

intelligence and development is a critical component of descriptions of human

ability and behavior (Albrecht, 2006; Gardner, 1983/1993, 2006). Social skills are
 12

important t for preparing young people to mature and succeed in their adult roles

within the family, workplace, and community (Ten Dam & Volman, 2007). Elias et

al. (1997) suggested those involved in guiding children and youth should pay

special attention to this domain: social skills allow people to succeed not only in

their social lives, but also in their academic, personal, and future professional

activities. For educators, it is increasingly obvious that learning is ultimately a

social process (Bandura, 1986; Dewey, 1916; Vygotsky, 1978). While people may

initially learn something independently, eventually that learning will be modified in

interaction with others.

Emotion may be seen as a complex of feelings, sensations and

tendencies to action accompany by stirred-up bodily conditions and directed

toward a specific object or situation. It covers a wide range of behavior that is

agitated and without definite orientation, as well as behavior that is highly

motivated and goal directed. It has been defined as “a strong feeling or agitation

involving internal and external bodily changes” or “a condition of upset that drives

the individual to move”. Emotional states from the mildest effective states of

pleasantness and unpleasantness to the more intense states.

Gilmer (1996) stresses that the affective factors involving emotions and

feelings can significantly influence the outcome. It will be helpful to think of

emotions as accompanying motivated behavior.

John Dewey began with an eloquent plea for the education of the whole

child. Study shows that our emotional system is a complex, widely distributed,

and error-prone system that defines our basic personality early in life, and is
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quite resistant to change. Far more neural fibers project from our brain‘s

emotional center into the logical/rational centers than the reverse, so emotion is

often a powerful determinant of our behavior than our brain‘s logical/rational

processes.

Bloom's Taxonomy of Learning Domains was created in 1956 under the

leadership of educational psychologist Dr. Benjamin Bloom in order to promote

higher forms of thinking in education, such as analyzing and evaluating, rather

than just remembering facts (rote learning). In the affective domain of the

learners (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal

with things emotionally, such as feelings, values, appreciation, enthusiasms,

motivations, and attitudes. The five major categories are listed from the simplest

behavior to the most complex.

Cited by Dean Taylor, students between the ages 5 and 18 years of age

are expected to learn in school. It is their primary job in this society, and it‘s

possibly the one thing that will prepare them to become productive members in

their adult years. What they learn will also determine the choices they make

when they enter the workforce or continue into higher education. In order for

students to learn there are several factors that must be considered. Most of these

factors are external; they deal with social or cultural values. Also, it may be

determined by the school‘s environment as well as the teachers and the

administrations that teach them. Still, another important factor falls upon the

student‘s ability and willingness to learn.

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Thorndike, like many of the early behavioral learning theorists, linked

behavior to physical reflexes. In his early work he also viewed most behavior as

a response to stimuli in the environment. This view that stimuli can prompt

responses was the forerunner of what became known as stimulus-response (S-

R) theory (Elliot et al, 1996). Thorndike developed his Law of Effect which states

that if an act is followed by a satisfying change in the environment, the likelihood

that the act will be repeated in similar situations increases. According to

Thorndike, pupils learn more effectively and easily, and retain that learning

longer, if it has pleasant consequences. Thus, rewards, successes, or positive

reinforcement further learning, while punishments, failures or negative

experiences hinder it.

B. F. Skinner proposed that reflexive behavior accounts for only a small

proportion of actions. He proposed another class of behavior, which he labeled

operant behaviors because they operate on the environment in the apparent

absence of any unconditioned stimuli, such as food. Like Thorndike‘s, Skinner‘s

work focused on the relation between behavior and its consequences. For

example, if an individual‘s behavior is immediately followed by pleasurable

consequences, the individual will engage in that behavior more frequently. The

use of pleasant and unpleasant consequences to change behavior is often

referred to as operant conditioning (Microsoft Encarta Reference Library, 2004).

Bandura‘s social learning theory is a major outgrowth of the behavioral

learning theory tradition. Developed by Albert Bandura, the social learning theory

accepts most of the principles of behavioral theories but focuses to a much

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greater degree on the effects of cues on behavior and on internal mental

processes, emphasizing the effects of thought on action and action on thought.

Bandura noted that Skinnerian emphasis on the effects of consequences

of behavior largely ignored the phenomena of modeling – the imitation of others‘

successes or failures. He felt that much of human learning is not shaped by its

consequences but more efficiently learned directly from a model. Bandura‘s

analysis of observational learning involves four phases: attention, retention,

motor reproduction, and motivational processes (Slavin et. al., 1995).

To produce a behavior that matches that of a model, a child goes through

four sets of processes. Her ability to attend to the modeled behavior is influenced

by factors in her own experience as well as in the situation; her skill in retaining

what she has observed reflects a collection of cognitive skills; her reproduction of

the behavior depends on other cognitive skills including the use of feedback from

others; and she will be motivated to produce the behavior by various incentives,

her own standards, and her tendency to compare herself with others

(Hetherington, p.25).

English philosophers Thomas Hobbes and John Locke disagreed. They

argued that all human experiences — including sensations, images, thoughts,

and feelings — are physical processes occurring within the brain and nervous

system. Therefore, these experiences are valid subjects of study. In this view,

which later became known as monism, the mind and body are one and the same.

Today, in light of years of research indicating that the physical and mental

aspects of the human experience are intertwined, most psychologists reject a

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rigid dualist position. (Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft

Corporation).

Parents‘ positive attitude towards child‘s education is important in

determining school attendance and academic achievement of the child.

Favorable attitude towards schooling and education enhances parental

involvement in children‘s present and future studies .

Often, the affluent parent will have access to educational resources for

his/her child directly or indirectly. It is more likely that these parents will have

higher regards for education, set educational goals for the child and/or be

models. Also, it is more likely a child with doctors as parents will end up pursuing

higher education- possibly medical school, than the child whose parent‘s

education stopped at a high school diploma. This is not to stay that the child‘s

education is predetermined by the parent‘s education; however it is merely one

factor that can affect the student‘s desire to learn.

Krashen (2005) concluded that students whose parents are educated

score higher on standardized tests than those whose parents were not educated.

Educated parents can better communicate with their children regarding the

school work, activities and the information being taught at school. They can

better assist their children in their work and participate at school (Fantuzzo &

Tighe, 2000; Trusty, 1999).

Theory of Educational Productivity by Walberg (1981) determined three

groups of nine factors based on affective, cognitive and behavioral skills for

optimization of learning that affect the quality of academic performance: Aptitude

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(ability, development and motivation); instruction (amount and quality);

environment (home, classroom, peers and television) (Roberts, 2007). The home

environment also affects the academic performance of students. Educated

parents can provide such an environment that suits best for academic success of

their children. The school authorities can provide counseling and guidance to

parents for creating positive home environment for improvement in students‘

quality of work (Marzano, 2003). The academic performance of students heavily

depends upon the parental involvement in their academic activities to attain the

higher level of quality in academic success (Barnard, 2004; Henderson, 1988;

Shumox & Lomax, 2001).

Parental involvement in a child‘s education along with environmental and

economic factors may affect child development in areas such as cognition,

language, and social skills. Numerous studies in this area have demonstrated

the importance of family interaction and involvement in the years prior to entering

school (Bergsten, 1998; Hill, 2001; Wynn, 2002). Research findings have also

shown that a continued effort of parental involvement throughout the child‘s

education can improve academic achievement (Driessen, Smit & Sleegers, 2005;

Fan, 2001; Hong & Ho, 2005). Academic failure has been linked with risk

behaviors and negative outcomes such as; substance abuse, delinquency, and

emotional and behavioral problems (Annunziata, Houge, Faw, & Liddle, 2006).

Weiss et al. (2006) also provide an integrative model of family involvement

that is evidence-based or clearly linked to positive child outcomes. Their model

encompasses three important categories: Parenting, Home-School

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Relationships, and Responsibility for Learning Outcomes. Parenting includes the

attitudes, values, and practices that parents use in raising young children. This

category would include nurturing parent-child relationships and child-centered

practices. Home-School Relationships pertain to both formal and informal

connections between families and young children‘s early childhood education

programs. It may include regular communication with teachers and efforts by the

early childhood education programs to discussion groups. Responsibility for

Learning Outcomes speaks to how parents can support the language and literacy

development of their children through direct parent-teaching activities such as

reading aloud and engaging in linguistically rich conversations with their children.

Mary Chamberlain (2002) said that that great teacher make a difference.

They have passion that seeps through the skin - a love of learning. Great

progress (‘a revolution‘) was made but a working hum and engagement is now

not enough. What are now needed are quality learning conversations between

teachers and learners. It is about extending rather than supervising, about linking

to the child‘s world, about creating lines of desires, about not seeing the

curriculum as a straightjacket. The curriculum it seems is more a direction.

“Appreciate that learning isn‘t always fun” – a good teacher knows when

to push‘ – some learning may be uncomfortable‘ – really good teachers do this in

skilled way.‘ The ‘x‘ factor is enthusiasms – an enthusiasm and zest for teaching

is critical”, John Langley (2002) emphasized.

“A danger is that teachers are bogged down with curricula‘. The best

teachers can assess the needs of their kids‘ - it is worrying in recent years that
 19

curricula have become the dominant things - a conduit for shoveling information‘

- this is not what teaching is all about‖. “A good teacher for 9-year old in this

international sense is usually a female teacher. She has many years of teaching

experiences. Outside of the school, the good teacher reads a lot, both

professionally about education and also literature. She has stayed in the class

ever since the children took their first step into school literacy, and has followed

their progress carefully by informal as well as more formal assessment methods.

The good teacher gives the students many opportunities to do independent,

silent reading in the library, which is richly stocked, and she also often holds

discussion with the students about books they have read. The children of the

good teacher are encouraged to read outside school and to use the library often.

During reading lessons, the children are guided to interact actively with the text

by relating their own experiences to what is read, by making predictions of

upcoming events during reading and by making generalizations and inferences.

The good reading teacher also takes the students‘ interest into account when

selecting reading material. The student oriented approach with a clear focus on

strategies for understanding does not prevent the good teacher from using

phonics elements now and then in her teaching to meet particular students‘

needs or when unknown long worlds, like names, are encountered.‖ (Lundberg

and Linnakyla, 1993).

Dowling (2003) believed that human teachers characteristically perform a

wide range of activities that we subsume under the general heading of ‘teaching‘.

Those include planning and designing, demonstrating, guiding, telling,

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questioning, testing, recording, motivating, and criticizing even learning. Many of

these aspects of a teacher‘s role require significant expertise and the making of

finely tuned and sensitive judgments based on both breadth and depth of

experience. This is important, for instance, in relation to the provision of

appropriate scaffolding to learners. It can also be argued that the human teacher

is in a strong position, in particular by virtue of overall life experience and

sophistication as a communicator, to both model and facilitate co-operative

learning behaviors.

Cite by the Ministerial Round Table Meeting (2003), the image of the

teacher as a specialist in a specific subject who stands alone in front of the class

is still a reality today in many contexts, particularly at the elementary level.

However, this perception of the role of teachers no longer matches the demands

of teaching and the expectations that are made with regard to the education of

young people. Even if the teaching profession has preserved an element have

changed and are continually changing knowledge and ways to access it, the

influence of the media, societal demands, the social environment, the students

themselves, etc. The teacher is moving away from being a “transmitter of

knowledge” and led more and more towards becoming a “mediator in the

construction of knowledge” a facilitator and even at times, a social worker. He or

She must also foster the development of social skills and create a learning

environment that will encourage young people to learn to live together and to

become responsible citizens. Faced with expanding access to secondary

education, the growing heterogeneity of students, the redefinition of objectives,

 21

learning content, working methods and Due to low performance of the pupils, it

has always been blamed on the low of efficiency of teachers. In response to this,

in the article written by Evasco (2007), he quote, “We have to look for other

factors to account for the deterioration of quality instruction. It is a firm belief that

the failure to address quality instruction has something to do with student‘s socio-

economic status and our culture towards education”.

A common hypothesis with respect to teacher ‘s attitude and student

achievement is that students taught using the right approach or attitude achieve

at a higher level because their teachers have displayed the right attitude and

acquired classroom management skills to deal with different types of classroom

problems (Slavin, 1987, Evan, 1992, Gibbons et al., 1997). Furthermore, more

experienced teachers are considered to be more able to concentrate on the most

appropriate way to teach particular topics to students who differ in their abilities,

prior knowledge and background (Rauden bush and Williams, 1991). Stringfield

and Teddlie 1991, Ejiogu, 1999 was of the view that in order to improve on any

aspect of education, it is therefore imperative to involve a well-articulated teacher

education programme that will prepare the teacher for the leadership role they

are expected to play. The importance of teacher in the meaningful education at

all level is reflected in the national policy on education (2004) as it declares that

no educational system may rise above the quality of its teachers. This declaration

in the policy document underscores the need for teacher effectiveness in our

schools. Conceptualize teacher‘s effectiveness as the managerial skills essential

for enhanced classroom control and discipline. It is the teacher‘s competence,

 22

ability, resourcefulness and ingenuity to efficiently utilize the appropriate

language, methodology and available instructional materials to bring out the best

from learners in terms of academic achievement.

Students‘ perceptions of teacher support have a direct effect on their

interest and motivation (Wentzel, 1998), and teachers‘ expectations of student

achievement(which has an affective component) influence the way they behave

toward their students and thus can affect students‘ motivation, self-perceptions,

and academic performance (Jussim & Harber, 2005). However, teacher support

in the form of care for students‘ well-being and comfort may be necessary but

insufficient to promote mastery goal orientation: Care and concern for students‘

learning may also be required (Patrick, Anderman, Ryan, Edelin, & Midgley,

2001). Teachers are role models who continuously induce and respond to the

emotional reactions of their students. Pianta et al. (2003) applied components of

attachment theory (Ainsworth, Belehar, Waters, & Wall, 1978; Bowlby, 1982) in

understanding teacher – student relationships and the teacher‘s function as an

important role model.

As cited to the attachment theory, relationships with supportive caregivers,

characterized by trust, responsiveness, and involvement, promote social and

emotional development through the development of healthy internalized working

models. Children with supportive internal working models feel a sense of security

that allows them to explore novel situations (Bretherton & Munholland, 1999).

Therefore, when teachers are warm and supportive, they provide students with a

sense of connectedness with the school environment and the sense of security to
 23

explore new ideas and take risks — both fundamental to learning (Mitchell-

Copeland, Denham, & DeMulder, 1997; Murray & Greenberg, 2000; Watson,

2003). However, it is not always easy to be warm and supportive, especially

when provocative student behaviors thwart the teacher‘s efficacy to perform his

or her primary instructional role and/or the school culture promotes punitive

control measures over more authoritative approaches (G. R. Mayer, 2001).

Although the quality of student – teacher relationship depends, in part, on how

teachers express and process negative emotions (George & Solomon, 1996), as

we reviewed above, for many teachers, regulating negative emotions in the

classroom can be challenging and is a commonly reported stressor (Carson &

Templin, 2007; Sutton, 2004). Although they regularly face situations that provoke

anger, contempt, disgust, sadness, and frustration, to develop and maintain

healthy relationships with their students teachers must find appropriate ways to

express (or inhibit) their feelings in a classroom setting (Hargreaves, 2000).

Although teachers recognize the importance of regulating their emotions and

think they are keeping their feelings hidden from students, often they are less

successful than they imagine (Carson & Templin, 2007; Sutton, 2004; Sutton &

Wheatley, 2003).

Teachers, who expect to be responsible for educating students, soon find

that their responsibilities go far beyond the curriculum. Children bring their

outside experiences with them to school each day. These experiences have

shaped who they are and foreshadow their futures (Ladson- Billings, 2009).

Teachers are expected to overcome all of these obstacles, yet have not been
 24

adequately educated to understand how these life circumstances affect the

families they serve. Working in low-income, urban schools proves to be more

challenging than many teachers expected and is often far different from their own

experiences with schooling. The teachers are a part of this system that they often

do not fully understand. As a result, educators are likely to engage in behaviors

that contribute to the achievement gap. This is particularly dangerous because

research shows that the teacher is one of the greatest factors in student success

(McNeal, 2005). When teachers are unprepared to cope with the realities of their

students‘ lives and unaware of how schooling contributes to this reality, success

can be difficult to achieve. According to Gallavan et al (2005) Teachers,

especially at the novice level, are not aware of the vastly different worlds their

students live in. Instead, they assume that their students are just like them. This

assumption allows for many teachers to utilize educational approaches that they

witnessed growing up. As a result, when their own students struggle to succeed,

they blame the child because the methodology had been effective in their own

schooling. A teacher‘s skill, expertise and willingness can help student to learn. In

the art of teaching, anything a teacher does is going to be scrutinized by the

students. If the teacher serves as an ideal role model, demonstrates

competence, as well as confidence, in the subject he or she is teaching, the

students will respond positively. This rule applies to administrators as well. In the

contrary, the favoritism of the teacher can also affect the learning process of the

students. The way their teachers deal with them is one thing. Though teachers

have different strategy on imparting knowledge, students do not understand it

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easily. They will be confused on things regarding on how and why the teacher

has their favorite students (Gaudencio V. Aquino 1975).

CHAPTER 3

METHODOLOGY

This chapter discusses the research design, research locale, research

respondents, sampling technique, research instrument and the statistical

treatment used in this study.

RESEARCH DESIGN

The researcher will use the descriptive survey method of research for

determining the Quotidian Cases Affects Learning that Ubiquitously Occur in

Grade 6 Pupils of Upper Lumabat Integrated School in Malungon, Sarangani

Province. According to Foronda (2012), this method involves determining

information about variables rather than about individuals. Survey studies

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employed to measure the existing phenomenon without inquiring into why it

exists. In such studies, you do not take into account the relationship between

variables. Your main intention is to use your data problem solving rather than

hypothesis.

RESEARCH LOCALE

Upper Lumabat Integrated School is a DepEd managed partially urban

public integrated: Pre-school, Elementary, and Secondary School located in

Malungon, Sarangani Province. The study on the quotidian cases affects learning

that ubiquitously occur conducted in Upper Lumabat Intergrated School

particularly in the Grade 6 pupils. The school strives to continue its mission and

vision to uphold and enhance student’s academic performance and be globally

competitive in terms of teaching-learning experience through continued offering

of quality education with the leadership of the school administrator, teacher and

stakeholders. The school established on September 1999. It is striving for

excellence in Sarangani Province dedicated by giving holistic education.

RESPONDENTS AND SAMPLING TECHNIQUE

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The respondents of the study the grade six(6) pupils of Upper Lumabat

Integrated School, enrolled this Academic Year 2017-2018.Slovin’s Formula will

used as shown below:

n = N / (1+Ne2)

n = Total sample

N = Population

e = Margin of error

RESEARCH INSTRUMENT

The data gathering tools used in this study is in a form of survey and test

questionnaire.

DATA GATHERING PROCEDURE

The researcher asked permission from the principal of Upper Lumabat

Integrated School to conduct a study. This will be by sending a letter of request to

the school principal. Part of the requisition is to administer a survey questionnaire

test to the Grade 6 pupils of the said school.

STATISTICAL TREATMENT
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Frequency count and percentage distribution used to determine the

quotidian cases affects learning that ubiquitously occur in Grade 6 students of

Upper Lumabat Integrated School.