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THE INFLUENCE OF POSITIVE TEACHER-STUDENT RELATIONSHIP ON
STUDENTS LEARNING'S AS PERCIEVED BY SELECTED STUDENT OF ANGELES
LUISTRO INTEGRATED SENIOR HIGH SCHOOL SY: 2024-
A Thesis Presented To Angeles Luistro Integrated Senior High School Bulsa, San Juan, Batangas In Partial Fulfillment of the Requirements In INQUIRIES, INVESTIGATION, AND IMMERSION HUMANITIES AND SOCIAL SCIENCE By; BELGICA, MA. CRYSTAL L. BICO, ELVIN C. BICO, JOHN AERON U. GUNIO, MARY GRACE L. GUNIO, RALPH EVAN A. LUISTRO, JERIC J.
APPROVAL SHEET
The research entitled '’ THE INFLUENCE OF POSITIVE TEACHER-STUDENT RELATIONSHIP ON STUDENTS LEARNING'S AS PERCIEVED BY SELECTED STUDENT OF ANGELES LUISTRO INTEGRATED SENIOR HIGH SCHOOL SY: 2024-
2025. ’’ prepared and submitted by Ma. Crystal L. Belgica, Elvin C. Bico, John Aeron U. Bico, Mary Grace L. Gunio, Ralph Evan A. Gunio, Jeric J. Luistro in Partial Fulfillment of the Requirements for the Inquiries, Investigation and Immersion of Grade-12 Humanities and Social Science (HUMSS) has been examined and recommended for acceptance and approval for oral examination. MS. JENNIFER A. DE GUZMAN Adviser
Summary This study dealt mainly on identifying The Influence of Positive Teacher-Student Relationship on Students Learning’s as perceived by selected student of Angeles Luistro Integrated Senior High School during the Academic year 2024-2025. The researchers chose selected Senior High School Student as the focus of the study. This study identified the students-respondents profile in terms of age, gender and year level. This study discussed The Influence of Positive Teacher-Student Relationship on Students Learning’s as Perceived by Selected Student of Angeles Luistro Integrated Senior High School. This covered The Influence of Positive Teacher-Student Relationship on Students Learning. The researchers used survey questionnaire and statistical treatment of data gathering instrument in order to obtain the needed data. The statistical tools employed to interpret the data were frequency, percentage and mean. A questionnaire was used as major instrument for data gathering. A questionnaire is a research instrument consisting of series of question and other prompts for the purpose of gathering information from the respondents. The researcher consulted their statistician regarding the way on preparing such tool. After seeing that there were enough items to cover all aspects of the problem and to and to answer the entire specific question under the statement of the problem, the researcher started to construct a draft of the questionnaire. After the data were statistically treated and checked by the statistician, findings were revealed. In terms of gender, it can be observed that male and female has equal respondents and in terms of age majority of the respondents were 16year s old.
ACKNOWLEDGEMENT
The researchers would like to express their sincerest appreciation and heartfelt gratitude to the following person: To Mr. Jay G. Cudiamat, the school head of Angeles Luistro Integrated Senior High School for allowing us to conduct this study. To Ms. Jennifer A. De Guzman, our 31`s Teacher, to give us the opportunity to conduct this research, and also for guiding us through to every step of the process with knowledge and support, for her advice, guidance, support and assistance. To Mrs. Arlene E. Samarita, our class adviser from her unending support and guidance to accomplished study. To Mrs. Jennifer A. De Guzman & Mrs. Arlene E. Samarita, Grade 11 & 12 advisers for allowing as to conduct a survey to her students. To all Senior High School Students of Angeles Luistro Integrated Senior High School for their cooperation and participation in this study. Then, to all friends and classmates who shared their ideas in this study and shared fun and laughter in the middle of hardships during the preparation of this research. And above all, to Almighty God, for His guidance, patience, enlightenment, for the love and skills given to the researcher, strength and wisdom that gave them the power to fully accomplish study. THANK YOU! DEDICATION This piece of work is wholeheartedly dedicated to Almighty God, the Greatest God, the Greatest Creator for giving us the strength and guidance to pursue this study. To our parents, to pay their greatest gratitude and respect. To our adviser, who become our guide, support and a friend. To our friends and classmates, who were always in happiness and sadness while making this study. To our instructors, who were always ready to help and give their sincerest advise regarding this study. And to all people who gave their underlying support and encouragement and inspiration.
APPROVAL SHEET…………………………………………………………………………..... ii THESIS ABSTRACT………………………………………………………………………..….. iii SUMMARY………………………………………………………………………………….….. iv ACKNOWLEDGEMENT…………………………………………………………………...….. vi DEDICATION…………………………………………………………………………….……. vii TABLE OF CONTENTS…………………………………………………………………..…… vii CHAPTER I THE PROBLEM Introduction……………………………………………………………………………….. 1 Statement of the problem………………………………………………………………….. 2 Hypothesis………………………………………………………………………………… 3 Conceptual Framework…………………………………………………………………… 4 Research Paradigm………………………………………………………………………... 5 Scope and Delimitation of the study…………………………………………………...….. 6 Significance of the study………………………………………………………………….. 8 Definition of terms……………………………………………………………………........ 9 CHAPTER II REVIEW OF RELATED LITERATURE Conceptual Literature……………………………………………………………………. 10 Research Literature………………………………………………………………………. 11 Synthesis………………………………………………………………………………… 12 CHAPTER III Research Design…………………………………………………………………………. 13 Subject of the Study……………………………………………………………………… 14 Data Gathering Instrument Used………………………………………………………… 15 Data Gathering Procedure………………………………………………………...……… 16 Construction of Questionnaire…………………………………………………….……… 17
Validation of Questionnaire………………………………………………………………. 18 Administration of Questionnaire……………………...………………………………….. 19 Retrieval of Questionnaire……………………………………………………………….. 20 Scoring Response………………………………………………………………………… 21 Recommendation…………………………………………………………………………. 22 LIST OF TABLES Profile of the Respondents………………………………..……………………………… 23 Influence CHAPTER I
to manage the challenges associated with learning, which can directly impact their academic success. Furthermore, strong teacher-student relationships can act as a protective factor for students who may be facing personal or academic challenges. In situations where students are experiencing difficulties, such as academic setbacks, social issues, or emotional stress, a supportive teacher-student relationship can provide a source of encouragement and guidance. Teachers who understand their students' individual needs and circumstances can offer personalized assistance and foster resilience, ultimately helping students overcome obstacles and continue to progress academically. Gregory & Weinstein (2019) Showed that students who have positive relationships with their teachers are more likely to seek help when needed, leading to improved learning outcomes. Teacher-student relationships also play a critical role in enhancing students' academic learning by promoting a positive attitude towards learning and school. When students feel connected to their teachers and perceive them as approachable and caring, they are more likely to develop a positive attitude towards their studies and school in general. This positive outlook can lead to increased academic confidence and a greater willingness to engage with challenging material, ultimately resulting in improved academic performance. Moreover, when teachers demonstrate genuine interest in their students' progress and well-being, it sends a powerful message that education is valued and that students' efforts are supported. Another crucial aspect of the impact of teacher-student relationships on academic achievement is the provision of individualized support and guidance. Teachers who take the time to build strong relationships with their students are better able to identify their unique strengths, weaknesses, and learning styles. This understanding allows teachers to make informed instructional decisions, tailor their teaching methods, and provide targeted support that meets each student's specific needs. As a result, students are more likely to receive the individualized attention and feedback necessary to excel in their academic pursuits, leading to enhanced learning outcomes and improved academic achievement. Research has consistently shown that positive teacher-student relationships are associated with various beneficial outcomes for students. One of the most significant impacts is the enhancement of student motivation. When students feel valued, respected, and supported by their
teachers, they are more likely to develop a sense of intrinsic motivation, leading to increased engagement with learning activities and a desire to excel academically. STATEMENT OF THE PROBLEM This research is conducted to determine "The influence of Relationship of Teacher - Student on Students' Learning's of ANGELES LUISTRO INTEGRATED SENIOR HIGH SCHOOL. Statement of the Problem:
- What are the profile of the respondents in terms of? 1.1 Age 1.2 Sex 1.3 Year level
- What are the influence of positive teacher-student relationship of students' learning in terms of? 2.1 Engagement in Classroom 2.2 Cultivation of Learning Ability 2.3 Academic Goals and Plan
- Which among the factors in the Teacher-Student Relationship has a greatest impact the Student's learning?
- Based on the findings, what proposed plan can be implemented to maintain positive student- teacher relationship? SCOPE & LIMITATIONS The study will focus on the influence of Positive Teacher-Student Relationship on Students' Learning's in a specific educational setting, such as a high school or college. It will explore the various aspects of teacher-student relationships, including communication, trust, support, and respect, and how these factors impact students' academic performance. The study will also consider the perspectives of both teachers and students in understanding the influence of these relationships on academic achievement. The study's focus on a particular school environment means that not all teacher-student interactions and academic achievement outcomes will be represented by it. They will rely on
To the Teachers this study will help teachers by having a good communication with their students because they can easily interact with, and they convey what they want to understand to their students. To the Students this study will help by having a good experience in relationship with their teacher, and it will also make it easier to understand each lesson because the two have a good relationship so they can also achieve high grades. To the Future Researchers this study will help the future researcher for advance knowledge in their respective fields, and it can give an idea or reliable information for their research. To The School Administrator this study will to communicate and check their teachers and students on how they interact with each other in classroom whenever they had a lesson. DEFINITION OF TERMS PARADIGM - A typical example or pattern of something; a model. "there is a new paradigm for public art in this country" Paradigm is a concept most commonly used to describe a model or a pattern of something that can serve as an example. FEASIBILE -A feasible study is a detailed analysis that considers all of the critical aspects of a proposed project in order to determine the likelihood of it succeeding. Feasible used when discussing options that are reasonable to implement or achieve. It emphasizes practicality and the presence of a sensible route to success. DATA - facts and statistics collected together for reference or analysis. RELATIONSHIP - The way in which two or more concepts, objects, of people are connected, or the state of being connected.
ACADEMIC – a used to describe things relate to the work done in school, colleges, in universities, especially work which involves studying and reasoning rather than practical or technical skills.
Additionally, a meta-analysis by (Roorda et., al.2018) concluded that positive teacher-student relationships had a significant and positive effect on students' academic achievement across various grade levels and subjects. These relationships foster a conducive learning environment where students feel comfortable taking risks, asking questions, and seeking help when needed, ultimately leading to improved learning outcomes. (Roorda et., al. 2011) Examining the relationship between teacher-student relationships and academic motivation, this study found that positive relationships are associated with higher levels of motivation, engagement, and achievement in students. Aldridge & Fraser (2016) explored the teacher-student relationships and academic achievement among middle and high school students. It highlighted the role of trust, support, and communication in fostering positive relationships, which in turn, positively influenced academic outcomes. Murray & Malmgren (2015) Demonstrated that positive teacher-student relationships are linked to increased student engagement, which is positively correlated with academic achievement. Gregory & Weinstein (2019) Showed that students who have positive relationships with their teachers are more likely to seek help when needed, leading to improved learning outcomes. Furrer & Skinner (2013) They found that positive teacher-student relationships contribute to a supportive classroom climate, which in turn enhances students' academic motivation and achievement. Was Hamre & Pianta (2012) Their study found that positive teacher-student relationships are associated with higher levels of academic engagement, motivation, and achievement. Furthermore, Furrer and Skinner (2003) explored the role of a sense of relatedness, including positive teacher-student relationships, in shaping children's academic engagement and performance. Their research underscored the importance of fostering a supportive and caring
classroom environment, wherein students feel valued, respected, and connected to their teachers, thus enhancing their motivation to learn and succeed academically. In conclusion, the literature overwhelmingly supports the notion that positive teacher-student relationships significantly contribute to academic achievement. By fostering supportive, respectful, and caring interactions in the classroom, educators can create an environment conducive to learning, wherein students feel motivated, engaged, and empowered to reach their full potential academically. RELATED STUDY This study conducted by Johnson and Smith (2019) examines the impact of positive teacher- student relationships on academic achievement among middle school students. Using a sample of 300 students from diverse backgrounds, the research employs both quantitative and qualitative methods to assess the quality of teacher-student relationships and its association with academic outcomes. Quantitative measures include surveys assessing students' perceptions of teacher support, while qualitative data are gathered through interviews with students and teachers to provide deeper insights into the nature and dynamics of these relationships. The findings of the study suggest a strong positive correlation between positive teacher-student relationships and academic achievement, highlighting the importance of fostering supportive and caring interactions in the classroom to promote student success. This study, conducted by Lee and Jones (2018), aimed to investigate the impact of positive teacher-student relationships on academic achievement among high school students. Through surveys administered to both students and teachers, as well as analysis of academic performance data, the study found a significant positive correlation between the quality of teacher-student relationships and students' academic achievement. Students who reported higher levels of trust, communication, and support from their teachers tended to perform better academically across various subjects. Additionally, qualitative interviews revealed that positive relationships with teachers contributed to increased motivation, engagement, and confidence among students, leading to improved learning outcomes. These findings highlight the crucial role of fostering positive teacher-student relationships in promoting academic success and student well-being.
This study, conducted by Kim and Lee (2021), examined the impact of positive teacher-student relationships on academic achievement among high school students. Through a mixed-methods approach, including surveys, academic performance analysis, and qualitative interviews, the research investigated the relationship between teacher-student relationship quality and students' academic outcomes. The findings revealed a significant positive correlation between positive teacher-student relationships and academic achievement, with students reporting higher levels of motivation, engagement, and achievement in classes where they felt supported and respected by their teachers. Moreover, qualitative data highlighted the role of effective communication, empathy, and encouragement in fostering positive relationships and promoting student success. These results underscore the importance of nurturing supportive teacher-student relationships to enhance academic achievement and student well-being. "This study resulted in significant findings regarding the impact of positive teacher-student relationships on academic achievement among elementary school students. Through a longitudinal analysis of survey data and academic performance metrics, the research revealed a strong positive correlation between the quality of teacher-student relationships and students' academic outcomes. Specifically, students who reported higher levels of trust, communication, and support from their teachers consistently demonstrated higher levels of academic engagement, motivation, and achievement across various subjects. These results underscore the critical role of fostering positive teacher-student relationships in promoting academic success and student well-being". SYNTHESIS The literature on the impact of positive teacher-student relationships on academic achievement consistently highlights their significant influence on various aspects of student learning and success. Studies by Hamre & Pianta (2001), Rooda et al. (2011), and others have demonstrated a strong positive correlation between positive teacher-student relationships and academic engagement, motivation, and achievement across different grade levels and subjects. These relationships contribute to creating a supportive classroom environment where students feel valued, respected, and connected to their teachers, leading to improved academic outcomes over time.
Furthermore, research by Furrer & Skinner (2003) and Gregory & Weinstein (2004) emphasizes the role of teacher-student relationships in promoting students' sense of relatedness, autonomy, and self-efficacy, which are essential for academic success. Students who perceive their teachers as supportive and caring are more likely to be actively engaged in learning, seek help when needed, and persist in the face of challenges, ultimately leading to higher levels of achievement. Moreover, interventions aimed at enhancing teacher-student relationship quality, such as those evaluated by Murray & Malmgren (2005), have shown promising results in improving students' social, emotional, and academic adjustment, particularly in high-poverty urban school settings. These interventions emphasize the importance of fostering positive interpersonal connections, communication skills, and mutual respect between teachers and students to create a conducive learning environment that supports academic growth and development. In summary, the synthesis of the literature underscores the critical role of positive teacher-student relationships in fostering academic achievement. By prioritizing the cultivation of supportive, respectful, and caring interactions in the classroom, educators can create an environment that nurtures students' academic success, enhances their motivation and engagement, and promotes their overall well-being.
