Thesis It Final Revised April 9

University of Perpetual Help System Laguna - JONELTA
Basic Education Department – Senior High School
Chapter 1
PROBLEM AND ITS SETTING
Introduction
Many students encounter different problems especially during their school years like
school requirements, research works/papers, reports, assignments, being late and of course
examinations or it could be a severe as getting dropped in a certain subject or worse failed the
subject. Several of these problems occurs which results for a student to have an irregular status
on his/her school. In short, there are unexpected difficulties and problems (Trimmer, 1992) and
they may lead to academic failures.
Irregular students are those who have enrolled subjects that are different from regular
students and they have different class schedules compared from the regular students. And it
means that they have to cope with the time and especially with the classmates they would
encounter in different classes they will attend. It is not easy for irregular students to have a
complicated class schedules just to enroll the subjects they need to take and to be with different
faces and types of people in every class they have to attend with. Some regular students are
friendly enough to introduce themselves to you and introduce you to the rest of the class, but
sometimes, they just do not care (Hapal, 2016). For some students, it would be difficult to
approach new faces of people in every class and it would be stressing to have a busy class
schedule that makes them to have a less vacant time for themselves.
Many irregular students have a reason on how they become irregular students. First of all
being shiftee or transferee is the main reason of being an irregular student because when a
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student transferred to a different school his/her will encounter different environments and
especially different people. Next is being a working student can also be a reason to make the
student irregular on his/her school because when a student is a working student he/she will adjust
his/her own schedule according to his/her working time or vice versa, Dombeck and Wells-
Moran (2006) claim that time management skills boil down to awareness, organization and
commitment. One needs to become aware of and record everything he is doing so that important
things will be done on time. One also needs to commit to keep a schedule, and not wandering off
when something more momentarily interesting occurs. Unavailability of the subjects from the
school can also be a reason for a student to be an irregular student and lastly being lack of
money, when a student is facing a financial problems and it can result for a student to skip or
stop his/her schooling.
In this research the researchers created a whole new perspective of irregular students. As
much as possible, this research analyzed the various circumstances that bring students to certain
situations, Kowalski (2003). This study dealt with the problems encountered by irregular
students on their academic subjects. This study was conducted based on the belief that there is
need for school administrators, faculty members, parents and especially for irregular students to
be aware of the problems and consequences encountered in their academic performances.
Theoretical Framework
The study considered Self Perception Theory which was developed by Daryl Bem
(1972). Self-Perception Theory is counterintuitive, common knowledge would have us assume
that a person’s personality and attitudes drive their actions Sutin (2009); however, self-
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perception theory shows that this is not always the case. This theory illustrates that people
interpret his/her own actions the way he/she interpret others’ actions, and our actions are often
socially influenced and not produced out of our own free will (Gumperz, 1992). Self-Perception
theory posits that people determine their attitudes and preferences by interpreting the meaning of
their own behavior. Similarly, Goldstein and Cialdini published work related to self-perception
theory in 2007. In an extension of self-perception theory, the authors hypothesized that people
sometimes infer their own attributes or attitudes by "observing the freely chosen actions of others
with whom they feel a sense of merged identity almost as if they had observed themselves
performing the acts." Participants were made to feel a sense of merged identity with an actor
through a perspective-taking task or feedback indicating overlapping brainwave patterns.
Participants incorporated attributes relevant to the actor's behavior into their own self-concepts,
leading participants to then change their own behaviors Chaiken and Baldwin (1981). The study
addresses the self-expansion model: close relationships can lead to an inclusion of another
person in an individual's sense of self.
BEHAVIOR ATTITUDE
Behavior determines Attitude
Figure 1: Model of Theoretical Framework
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Operational Framework
The study was on anchored Self Perception Theory which summarizes how an individual
determine their attitude and preferences by interpreting the meaning of their own behavior and
how an individual interpret their own actions by interpreting others’ actions.
The Grade 12 Science, Technology, Engineering, and Mathematics (STEM) irregular
student’s learning behavior affects by their academic perception, the way on how they can adjust
on their irregular schedules on school. The study wished to find out if there is a significant
relationship between on how learning behavior affects by academic perception of an irregular
student particularly Grade 12 Science, Technology, Engineering, and Mathematics (STEM)
irregular students of University of Perpetual Help System Laguna-JONELTA. The operational
model likewise illustrates the relationship of academic perception to learning behavior of a grade
12 Science, Technology, Engineering, and Mathematics (STEM) irregular students.
Independent Variables Dependent Variables
Academic Perception Learning Behavior

 Grades  Motivation
 Teachers  Time Management
 Classmates  Discipline
Figure 2: The operational model showing the relationship among variables
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Statement of the Problem
This study aimed to determine the academic perception and learning attitude of Grade 12
irregular students of Science, Technology, Engineering, and Mathematics (STEM)
Moreover, this study answered the following questions:
1. What are the academic perceptions of the respondents in terms of:
1.1 grades ;
1.2 teachers ; and,
1.3 relationship with classmates?
2. What are the learning behavior of the respondents in terms of
2.1 motivation ;
2.2 time management ; and,
2.3 discipline?
3. How significant is the relationship between academic perception and learning behavior of
the respondents?
Scope and Delimitation
This research focused on the academic perception and learning behavior of a Grade 12
Science, Technology, Engineering, and Mathematics (STEM) irregular student. The researchers
gathered information particularly from the 12th Grader Science, Technology, Engineering and
Mathematics irregular students of the University of Perpetual Help System Laguna – JONELTA
wherein the researchers are currently enrolled.
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This research only covered the relevance of academic perception and learning behavior of
the respondents. The study used surveys as its main instrument in collecting data which will take
place inside the campus.
Significance of the Study
The study of the relationship of Academic Perception relevant to irregular Grade 12-
Science, Technology, Engineering, and Mathematics (STEM) student’s Learning Behavior can
be a learning paradigm for the irregular students in the University of Perpetual Help System
Laguna-JONELTA particularly Biñan Campus. This study wanted to identify the relationship of
Academic Perception of the respondents’ Learning Behavior that can result to different academic
performance.
The findings could help 12th Grader Science, Technology, Engineering, and
Mathematics (STEM) Irregular Students of University of Perpetual Help System Laguna-
JONELTA, for they may read the study for them to be mindful of the advantages and
disadvantages of being irregular student relevant to their academic perception and learning
behavior. Moreover, this research or study may provide them enough information so that they
can adjust their way of encountering different and difficult situations especially having irregular
schedules.
This could help the teachers of University of Perpetual Help System Laguna-
JONELTA, to be aware of the changes of their irregular students especially the effects of being
irregular, so that they can educate and treat their students well despite of being irregular in
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school. This may help them in planning their own tactics on how they can manage and help their
irregular students.
This could make the parents of Irregular Students realize on how to help their
sons/daughters manage their time as irregular students. This may help the parents to understand
the different daily schedules of their sons/daughters and the challenges they encounter.
For the School Administrators of University of Perpetual Help System Laguna-
JONELTA, they can easily understand the behaviors of the Irregular Students of STEM of
University of Perpetual Help System Laguna-JONELTA. This may help the school
administrators to handle different time arrival of the irregular students to the campus.
This may serve as reference for the Department of Education, for them to know that
they need to have a special programs for the irregular students, so that they can help not only the
irregular students but also the parents, teachers and also the school administrators.
For the Researchers themselves, which they will be knowledgeable in their actions
particularly on how they treat their classmate that has an irregular schedules and to understand
the existing problem to find out a better answer for it
This could help the Future Researchers, that they may use it as a reference for their
current study so that we can help them to widen their knowledge about the existing problem and
give them some opinions about academic perception and learning behavior of an irregular
student
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Definition of Terms
The following terms were defined conceptually and operationally:
Academic is relating to education and scholarship used to describe work, or a school, college, or
university that places emphasis on studying and reasoning rather than on practical or technical
skills. This study focused on academic perception of an irregular
Perception is the ability to see, hear, or become aware of something through the senses.
the base of the study and the subject were the researchers got the quantity of the respondents
in terms of academic and learning behavior of being irregular student.
Learning is the acquisition of knowledge or skills through experience, study, or being taught.
The base of the questionnaire in the study.
Behavior is the way in which one acts or conducts oneself, especially toward others.
The base of the questionnaire in the study.
Irregular is contrary to the rules or to that which is normal or established. The types of
respondents the researchers chosen to be their respondents.
Student is a learner or someone who attends an educational institution. The respondent of the
study.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the literature collected and analyzed by the researchers. Concepts,
findings, theories, and notions, from scholarly researches and articles related to academic
perception are presented to provide an extensive background of the study and to justify the
researcher’s objective in undertaking it,
The Concept of Perception
In a matter of fact that the word "perceptions" is frequently used in daily life and in
literature, it may be assumed that everyone knows what it is and unnecessary to define it.
However, perception is complex and its meaning depends on context. For example, some authors
appeared to consider attitudes and perceptions to be different concepts by using the conjunction
"and" between them (Greenfield, 1997). Peterson and Yaakobi (1979) defined "perceptions of
behaviour" as "how a person sees himself/herself, the behaviour of others, or a fictitious ideal"
There seems to be some agreement that perception is synonymous with a view (Yager &
Yager, 1985; Bruno, 2002). In spite of the distinction that can be made between the term
perception and attitude, this study used perception as a more general term to be inclusive of
attitude, views, beliefs, and opinions. Therefore, with regard to this study, perception is
considered as the attitude or point of view or opinion of a person about the world and the things
around us.
The process of perception consists of three stages: selection, organization and
interpretation (Bruno, 2002; Parameswaran & Beena, 2006). We select information, to which we
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attend through our sense organs (Sight, sound, smells, taste, and touch). We mentally arrange the
information so we can understand or make sense out of the information. Our interpretation is
subjective and based on our values, needs, beliefs, experiences, expectations, involvement, self-
concept, and other personal factors. Interpretation of information is based on past experience,
new situation and other’s opinions (Bruno, 2002; Parameswaran & Beena, 2006). This indicates
that our perception is not constant. Perceptions are usually changing, biased, coloured, or
distorted by our unique set of experiences. Thus, perceptions are our personal interpretations of
the real world.
Cause of Irregularity
Academic performance really means three things: this means the ability to study and
remember facts, it also means being able to think in relation to facts, and thirdly, further means
being able to communicate one’s knowledge verbally or practically. Every students aim to pass
every class, and some may even aim to pass with high marks, but not every student in the block
can achieve this goal. Failure in a subject or more requires repeating the course either in the
summer or the following year. Some students became irregular because they are shifters from
another school or strand and their units are credited by the school they transferred from. Some
students became irregular by dropping subjects which they will have to take again sometime, and
many other reasons (Porter, 2011).
According to Salhberg (2008), Educational excellence in a school or a nation is not only
about statistical averages of student achievement. It also entails the idea that all or most of the
students regardless of their abilities, family backgrounds, mother tongue or other characteristics,
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should enjoy learning and succeed in school. School systems find meeting this ideal difficult.
Students who need more time to learn or have special needs related to learning are often moved
to special class or asked to repeat a grade instead of being helped to progress with their peers.
Repeating a grade as a consequence of inadequate academic or behavioral progress was a
common treat of ‘failing’ students.
Sense of Belongingness
Being an irregular student has advantages and disadvantages. One disadvantage is having
to deal with different classmates from one subject to another. Thus it is difficult for them to
develop new ties and make friends. Oftentimes, they do things by themselves. Most of the
irregular students are older so it is easy for them to be respected by their classmates. However,
with age also comes the expectation that as an irregular student, you are better than them. Being
an irregular student is seen negatively by others (GhostWritingEssays, 2017)
Goodenow (1993) found that when children felt they belong, they were more motivated,
have higher expectations of success and believed in the value of their academic work. Osterman
(2000), found that satisfaction of the need for belonging in educational environment is
significantly associated with students’ academic engagement and involvement in school and
classroom activities, academic and social behaviours, motives and attitudes expectancies, values
and goals, emotional functioning, and the development of fundamental psychological processes
(eq. ntrinsic motivation, self-regulation, internalization and autonomy) and psychological
outcomes like self-concept, self-esteem, and self-efficacy.
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Students who feel that they belong to a learning environment report higher enjoyment,
enthusiasm, happiness, interest, and more confidence in engaging in learning activities, whereas
those who feel isolated report greater anxiety, boredom, frustration, and sadness during the
academic engagement that directly affects academic performance (Furrer & Skinner, 2003).
Regular students are more academically motivated and are most likely to feel a sense of
belongingness compared to irregular students.
Synthesis of the Reviewed Literature
The aforementioned related literature and studies which have been conscientiously
organized and presented directed the researcher in conceptualizing the study. Initially the
concept of academic perception was explained with reference to the studies of Greenfield (1997),
Peterson and Yaakobi (1979), and Yager (1985). The stages of process of perception given by
Bruno (2002) and Parameswaran and Beena (2006) were enumerated. Then interpretation is
subjective and based on our values, needs, beliefs, experiences, expectations, involvement, self-
concept, and other personal factors by Bruno (2002) and Parameswaran and Beena (2006).
The causes of irregularity were also enumerated based on the study of Porter (2017) and
Salhberg (2008).
Studies linking sense of belongingness were also mentioned in the study of Goodenow
(1993), Osterman (2000), Furrer and Skinner (2003) and GhostWritingEssays (2017)
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Gaps Bridged by the Present Study
This study aimed to determine the academic perception and learning behavior of an
irregular students.
There were no general studies conducted about academic perception and learning
behavior of an irregular student but many studies have been done in relation of academic
perception and learning behavior of an irregular student such as causes of irregularity and sense
of belongingness of an irregular student. Studies conducted only concentrated on the problems
that irregular student encountered. There is a lack in literature on studies conducted in the local
setting having senior high school student as respondents. To address the existing gap, fill in blind
spots, and provide an in-depth comprehension of the phenomenon, the researchers used
quantitative method in measuring the academic perception and learning behavior to provide an
in-depth understanding of irregular senior high school students’ lived experiences in their school.
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Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the research design, sources of data, selection of respondents,
instrumentation and validation, data gathering procedures, treatment and analysis of data and
ethical considerations.
Research Design
For the purpose of describing the relevance of academic perception on learning behavior
in a concept or phenomena, the researchers utilized a quantitative non-experimental co relational
research design wherein events are being recorded, described, interpreted, analyzed and
compared. The primary purpose of this research design is to measure the relationship of the two
variables. This method includes giving of surveys, questionnaires and conducting interviews.
The variables of the said study are not controlled or manipulated. It provides non-obstructive
approach (Creswell, 2009) to the inquiry that resulted in identification of significant relationship
between studied variables.
Source of the Study
Majority of the data were gathered from 30 Grade 12 Science, Technology, Engineering,
and Mathematics (STEM) irregular students of University of Perpetual Help System Laguna. In
checking the related literature and studies, it is needed to provide a top to bottom foundation and
important responses to the research problem. In this study, two sources of information were used
namely primary and secondary sources. The primary source of data come from the
questionnaires made by the researchers which is vital in conducting a quantitative type of
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research and the secondary source of data which supported this research where the reference
books, online articles, internet and thesis.
Respondents of the Study
The target respondents for this research defined to include 30 Grade 12 irregular students
of Science, Technology, Engineering, and Mathematics (STEM) of University of Perpetual Help
System of Laguna, Biñan Campus, who are enrolled during the Academic Year 2017-2018. The
researchers used the stratified random sampling method in choosing the respondents from the
said school in which the target population is first separated into mutually exclusive,
homogeneous segments (strata), and then a simple random sample is selected from the segment
(stratum).
In selecting the respondents using the stratified random sampling, the total population
which is the Grade 12 Science, Technology, Engineering, and Mathematics (STEM) irregular
students was divided into section and further more divided into a stratum which is their gender.
In this, the accessible population comprised all the Grade 12 Science, Technology, Engineering,
and Mathematics (STEM) irregular students of University of Perpetual Help System of Laguna,
Biñan Campus.
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Instrumentation and Validation
This study used a researcher-made survey questionnaire to determine how academic
perception affects the learning behavior of a grade 12 Science, Technology, Engineering, and
Mathematics (STEM) irregular student in University of Perpetual Help System Laguna –
JONELTA. The survey questionnaire contains the research questions be used by the researchers
as the primary data source needed in the study. The questions were given in a close form and the
respondents simply placed a check to signify his preference from a given set of answers provided
for each questions.
The survey questionnaire was composed of two parts. The first part answers the question
of what are the academic perception of the respondents in terms of grades, relationship with
teachers, and relationship with classmates. The second part answers the question of what are the
learning behavior of the respondents in terms of motivation, time management and discipline.
Since the questionnaire is self-made by the researchers, it was presented to the faculty
members of Senior High School Department from Basic Education and some experts in the field
of quantitative research who provided suggestions for validation. The researchers incorporated
the suggestions of the experts before the questionnaires are distributed.
Data Gathering Procedures
In preparation for data gathering, the researchers presented a letter addressed to the
Office of the Senior High School Director of University of Perpetual Help System Laguna to
obtain permission to conduct the study. After receiving the confirmation from the Office of the
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Senior High School Director of the said school, the researchers reproduced the survey
questionnaire depending on the number of the respondents. Consent from the parents also be
secured. Before personally conducting the survey to the stratified picked respondents, the
researchers mentioned the instructions and explain the importance of the study to the
respondents. The researchers did a room-to-room survey after which, the answered
questionnaires were retrieved, tallied, tabulated, and subjected to statistical treatment for analysis
and interpretation.
Treatment and Analysis of Data
Data gathered from the survey are treated and analyzed using the Pearson Correlational
Coefficient procedure developed by Karl Pearson (1895) as re-described (Benesty et. al, 2009).
Before applying the procedure, the data gathered from the study will first be subjected to a
variety of statistical treatments in order to describe them quantitatively. In order to answer the
first statement of the problem, the frequency, percentage values, rank, and the weighted mean of
the respondents’ response that will be used to describe academic perception . Meanwhile, the
second statement of the problem that will be used to describe the respondent’s learning behavior
that will be quantified by calculating their weighted mean, standard deviation and rank values. In
order to calculate the PCC, the two variables were assigned as either the x-value or y-value.
Their quantitative data are laid out in separate column on a table. The product of the two values
of a particular respondent are calculated, as are the squares of the x-values and y-values. After
getting the following data and arranging them into different columns in the table, the summation
of all the values in the columns are calculated. After which, the tabulated data will be subjected
to the formula for calculating the PCC in order to find out the degree of relationship between the
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two variables. The data gathered will also be graphically presented in order to find and present if
there is a relationship between the two variables and, if proven true, can this relationship be
presented linearly.
Ethical Consideration
The researchers completed the study keeping in mind ethical considerations mostly in
terms of informing and seeking permission from the school administrators and respondents.,
permission will be request from the Office of the Senior High School Director where the
researchers’ studies, to study possible harmful impact and risk of the study to the respondents.
The respondents were secured of complete confidentiality and asked to sign a consent form
advising him or her right to pull out from the study at any time. Since some of the respondents
are minors consent form from their parents are also be assured.
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Chapter 4
RESULTS
This chapter presents the data gathered in tabular forms. Each table is given
corresponding interpretation and analysis.
1) What are the academic perception of the respondents in terms of:
1.1) grades
Table 1
Academic Perception: Grades
INDICATORS Frequency (f) Descriptive Rank
Total Weighted Verbal
1 2 3 4
Mean Interpretation
1. I aim to get high grades in both of Very 1.5
0 0 15 15 30 3.5
my regular and irregular subjects. Positive
2. I am doing my best to cope with Very 1.5
0 0 16 14 30 3.5
the lessons in my irregular class. Positive
3. I am actively participating in all 0 2 23 5 30 3.1 Positive 3
my classes.
Summative Mean 3.37 Positive
Numerical Categorical Verbal Verbal Description
Rating Response Interpretation
4[3.50-4.00] Strongly Agree (SA) Very Positive I experience the indicator 76-100% of the time.
3[2.50-3.49] Agree (A) Positive I experience the indicator 51-75% of the time.
2[1.50-2.49] Disagree (D) Negative I experience the indicator 26-50% of the time.
1[1.00-1.49] Strongly Disagree (SD) Very Negative I experience the indicator 1-25% of the time.
Table 1 shows the respondents’ academic perception according to their grades. It shows
that indicator number 1 stating that “I aim to get high grades in both of my regular and irregular
subjects.” ranked first together with the indicator number 2 “I am doing my best to cope with the
lessons in my irregular class” with the weighted mean of 3.5, indicator number 3 “I am actively
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participating in all my classes” ranked last with the total weighted mean of 3.1. The respondents’
academic perception in terms of grades has an average weighted mean of 3.37 and is verbally
interpreted as Positive. This means that the respondents have positive academic perception in
terms of grades.
The findings are parallel with the notion of Adams (2005) stating that having a positive
academic perception of a student can result for a more positive grades, which in turn helps to
have a good academic performance in school.
1.2) relationship with teachers
Table 2
Academic Perception: Relationship with Teachers
INDICATORS Frequency (f) Descriptive
Total Weighted Verbal Rank
1 2 3 4
Mean Interpretation
1. I approach my teachers whenever I 0 1 16 13 30 3.3 Positive 1
need to ask questions.
2. I know all my teachers by name. 2 6 15 7 30 2.9 Positive 3
3. I have established good 0 4 18 8 30 3.1 Positive 2
relationship with my teachers.
Table 2 shows the respondents’ academic perception according to their relationship with
teachers. It shows that indicator number 1 stating that “I approach my teachers whenever I need
to ask questions” rank first with the weighted mean of 3.3, indicator number 3 states “I have
established good relationship with my teachers” rank second with the weighted mean of 3.1, and
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indicator number 2 states “I know all my teachers by name” rank last with the weighted mean of
2.9. The respondents’ academic perception according to their relationship with teachers has an
average weighted mean of 3.1 and is verbally interpreted as Positive. This means that the
respondents have positive academic perception in terms of relationship with teachers.
As explained by Tippin (2012) having a good relationship with teachers help the students to have
a positive academic performance in school. Meanwhile, Lipnevich (2008) also stated that having a
positive relationship between the students and teachers can result a better academic learning for the
students.
1.3) relationship with classmates
Table 3
Academic Perception: Relationship with Classmates

1 2 3 4
Mean Interpretation
1. I am able to make friends with my 0 4 17 9 30 3.2 Positive 1.33
classmates.
2. I can work well with my 0 1 22 7 30 3.2 Positive 1.33
classmates during group work.
3. I have established good 1.33
relationship with my
0 2 20 8 30 3.2 Positive
classmates

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Table 3 shows the respondents’ academic perception according to their relationship with
classmates where indicators 1, 2, and 3 have the same result with the weighted mean of 3.2 and
all ranked first. The respondents’ academic perception according to their relationship with
classmate has an average weighted mean of 3.2 and is verbally interpreted as Positive. This
means that the respondents have positive academic perception in terms of relationship with
classmates.
According to Dmitriy (2005) Relationship with classmates become more important when
students are teenagers. Classmates are people with whom teenagers spend a lot of their time at
school. Experience of communicating with peers is vital for future life, because after school
teenagers will live in adult world and behave with others how they learnt to do at school.
Table 4
Summary of Academic Perception
Summative
Summary of Verbal Interpretation
Mean
Grades 3.37 Positive
Teachers 3.1 Positive
Relationship with Classmates 3.2 Positive
Overall Summative Mean 3.2 Positive
Table 4 shows the summary of respondents’ academic perception according with their
grades, teachers, and relationship with classmates with the overall average weighted mean of 3.2.
The respondents’ grades has a weighted mean of 3.37 which is verbally interpreted as positive,
the respondents’ relationship with teachers has a weighted mean of 3.1 which is verbally
interpreted as positive, the respondents’ relationship with classmates has a weighted mean of 3.2
which is verbally interpreted as positive.

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According to Bakhshialiabad (2015), learning environment has a significant role in
determining students’ academic achievement and learning. Samdal (2010) also stated that the
students' perception of their work environment at school influences their academic achievement
2) What are the learning behavior of the respondents in terms of
2.1) motivation
Table 5
Learning Behavior: Motivation
INDICATORS Frequency (f) Descriptive Rank
Total Weighted Verbal
1 2 3 4
Mean Interpretation
1. I am motivated to study. 0 1 19 10 30 3.3 Positive 2
2. I have set my goal to graduate this 0 Very 1
0 12 18 30 3.6
academic year. Positive
3. I am inspired to attend classes 0 3 19 8 30 3.2 Positive 3
regularly.
Table 5 shows the respondents' learning behavior according to their motivation. It shows
that indicator number 2 states “I have set my goal to graduate this academic year” ranked first
with the weighted mean of 3.6, indicator number 1 states “I am motivated to study” ranked
second with the weighted mean of 3.3, and indicator number 3 states “I am inspired to attend
classes regularly” ranked last with the weighted mean of 3.2. The respondents’ learning behavior
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according to motivation has an average weighted mean of 3.4 and is verbally interpreted as
Positive. This means that the respondents have positive learning behavior in terms of motivation
As explained by Bandura (1986) a self-regulated learners direct their learning processes
and attainments by setting challenging goals for themselves. According to Jere Brophy (1987),
motivation to learn is a competence acquired "through general experience but stimulated most
directly through modeling, communication of expectations, and direct instruction or socialization
by significant others (especially parents and teachers)."
2.2) Time Managament
Table 6
Learning Behavior: Time Management
1 2 3 4
Mean Interpretation
1. I attend my both my regular and 0 1 16 13 30 3.4 Positive 1
irregular classes.
2. I make sure I balance my time for 2
schools works in both my regular 0 4 15 11 30 3.2 Positive
and irregular subjects.
3. I come to all my subjects in time. 1 6 15 8 30 3.0 Positive 3
Summative Mean 3.2
Table 6 shows the respondents’ learning behavior according to their time management. It
shows that indicator number 1 states “I attend my both regular and irregular classes” ranked first
with the weighted mean of 3.4, indicator number 2 states “I make sure I balance my time for
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school works in both my regular and irregular subjects” ranked second with the weighted mean
of 3.2, and indicator number 3 states “I come to all my subjects in time” ranked last with the
weighted mean of 3.0. The respondents’ learning behavior according to their time management
has an average weighted mean of 3.2 and is verbally interpreted as Positive. This means that the
respondents have positive learning behavior in terms of time management.
According to Gortner (2000) all other things being held constant, better time
management skills can improve your grades, help you keep stress in check, and help you be
competitive in the career you undertake following your university education.
2.3) Discipline
Table 7
Learning Behavior: Discipline
1 2 3 4
Mean Interpretation
1. I follow classroom rules and Very 1.5
regulations. 0 0 15 15 30 3.5
Positive
2. I behave well in class. Very 1.5

0 0 16 14 30 3.5
Positive
3. I submit requirements on or before the 0 2 23 5 30 3.1 Positive 3
deadline.
Table 7 shows the respondents’ learning behavior according to their discipline. It shows
that indicator number 1 states “I follow classroom rules and regulations” and indicator number 2
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states “I behave well in class” both ranked first with the weighted mean of 3.5, and indicator
number 3 states “I submit requirements on or before the deadline” ranked last with the weighted
mean of 3.1. The respondents’ learning behavior according to their discipline has an average
weighted mean of 3.4 and is verbally interpreted as Positive. This means that the respondents
have positive learning behavior in terms of discipline.
As explained by Laitsch (2006) Students who are highly self-disciplined may be able to
better focus on long-term goals and make better choices related to academic engagement. In
addition, the concept of self-discipline focuses on students' own ability to engage in (or refrain
from engaging in) particular behaviors, rather than reliance on external motivations, rewards, or
punishments.
Table 8
Summary of Learning Behavior
Summative
Summary of
Verbal Interpretation
Mean
Motivation 3.4 Positive
Time Management 3.2 Positive
Discipline 3.4 Positive
Overall Summative Mean 3.3 Positive
Table 8 shows the summary of respondents’ learning behavior according with their
motivation, time management, and discipline with the overall average weighted mean of 3.3. The
respondents’ motivation has an average weighted mean of 3.4 which is verbally interpreted as
positive, the respondents’ time management has an average weighted mean of 3.2 which is
verbally interpreted as positive, and the respondents’ discipline has an average weighted mean
of 3.4 which is verbally interpreted as positive.
The findings are aligned with the perspective of Houser (2009) that having a positive
26
learning behavior reduced the problems and stress that every students encountered as well as the
teachers’
3) How significant is the relationship between academic perception and learning attitude of the
respondents?
Table 9
Variables Pearson r Interpretation

Moderate
Academic Peception and Learning r = 0.617*
positive correlation indicating a
Behavior p = 0.000
moderate relationship
Relationship Between the Academic Perception and Learning Attitude
*Correlation is significant at the 0.01 level (2-tailed)
Table 9 shows the relationship between the academic perception and learning behavior of
the respondent an r value of 0.617 and p value of 0.000 indicates a moderate positive correlation
or moderate relationship thus the null hypothesis is rejected which means the more positive the
academic perception of the respondents are the more positive their learning behavior is. Thus the
findings agree with, the stronger the correlation, the closer the correlation coefficient comes to
±1. If the coefficient is a positive number, the variables are directly related (i.e., as the value of
one variable goes up, the value of the other also tends to do so) Mukaka (2012)
27
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND FUTURE DIRECTIONS
This chapter contains the summary of the findings, conclusions and future directions
formulated based on the interpretation of the gathered data.
This study aimed to determine the relationship between academic perception and learning
behavior of Grade 12 irregular students of Science, Technology, Engineering, and Mathematics
(STEM). The researchers utilized the quantitative correlational design research.
Moreover, this study answered the following questions:
1. What are the academic perceptions of the respondents in terms of:
1.1 grades;
1.2 teachers; and ,
1.3 relationship with classmates?
2. What are the learning attitude of the respondents in terms of
2.1 motivation;
2.2 time management; and,
2.3 discipline?
3. How significant is the relationship between academic perception and learning behavior of the
respondents?
28
Summary of Findings
Based on the gathered data, the researchers were able to arrive at the following findings:
1.) As to respondents’ Academic Perception
In terms of grades a summative mean of 3.37 was obtained it means the respondents have
positive academic perception. In terms of relationship with teachers a summative mean of 3.1
was obtained indicating positive academic perception. In terms of relationship with classmates a
summative mean of 3.2 indicating positive academic perception was obtained.
2.) As to respondents’ Learning Behavior
In terms of motivation a summative mean of 3.4 indicating positive learning behavior
was obtained. In terms of time management a summative mean of 3.2 was obtained it means the
respondents have positive learning behavior. In terms of discipline a summative mean of 3.4 was
obtained indicating positive learning
Behavior.
3.) Relationship between the Academic Perception and Learning Behavior
An r value of 0.617 and a p value of 0.000 the null hypothesis was rejected.
Conclusions
After analyzing the significant findings, the following conclusions were drawn:
1.) The respondents have positive academic perception in terms of grades, relationship with
teachers and relationship with classmates.
29
2.) The respondents have positive learning behavior in terms of motivation, time
management, and discipline.
3.) The more positive the academic perception of the respondents the more positive their
learning behavior is.
Future Directions
Based on the findings laid out and the conclusions drawn, the following future
directions are hereby offered by the researchers.
1.) For Irregular Students it is highly recommended that building a good relationship
with classmates and teachers could highly boost up their academic performances. It is also
recommended to make a justified management in time when it comes to classes. Students must
set motivation and be discipline with their responsibilities at school.
2.) For Teachers it is highly recommended that they must be aware of the changes of their
Irregular students especially the effects of being irregular. It is also recommended that they
must motivate their irregular students in terms of having time management and discipline.
3.) For Parents it is most recommended that they must motivate their children since they
are the first teachers of them. It is also recommended that they must advice their children in
terms of time management.
4.) For School Administrators it is recommended that they must understand the behaviors
of irregular students for them to handle different time arrival of irregular students on the
campus.
30
5.) For Department of Education it is recommended that they must have a special
programs for the irregular students for them to help not only the irregular students but also the
parents, teachers and school administrators.
6.) For Researchers themselves it is highly recommended that they must more
knowledgeable in their actions particularly on how they treat their classmate that has an
irregular schedules.
7.) For Future Researchers it is highly recommended that they must do a further and
more
understanding research about academic perception and learning behavior of irregular students.
and the researchers advice the future researchers to set goals in advancing the study about this
topic.
31
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University of Perpetual Help System Laguna - JONELTA

Basic Education Department – Senior High School

they may lead to academic failures.

stop his/her schooling.

be aware of the problems and consequences encountered in their academic performances.

(1972). Self-Perception Theory is counterintuitive, common knowledge would have us assume

through a perspective-taking task or feedback indicating overlapping brainwave patterns.

person in an individual's sense of self.

Behavior determines Attitude

Figure 1: Model of Theoretical Framework

how an individual interpret their own actions by interpreting others’ actions.

The Grade 12 Science, Technology, Engineering, and Mathematics (STEM) irregular

relationship between on how learning behavior affects by academic perception of an irregular

student particularly Grade 12 Science, Technology, Engineering, and Mathematics (STEM)

irregular students of University of Perpetual Help System Laguna-JONELTA. The operational

12 Science, Technology, Engineering, and Mathematics (STEM) irregular students.

Independent Variables Dependent Variables

Academic Perception Learning Behavior

Figure 2: The operational model showing the relationship among variables

Statement of the Problem

irregular students of Science, Technology, Engineering, and Mathematics (STEM)

Moreover, this study answered the following questions:

1. What are the academic perceptions of the respondents in terms of:

1.2 teachers ; and,

1.3 relationship with classmates?

2. What are the learning behavior of the respondents in terms of

2.2 time management ; and,

Scope and Delimitation

wherein the researchers are currently enrolled.

place inside the campus.

Significance of the Study

Mathematics (STEM) Irregular Students of University of Perpetual Help System Laguna-

For the School Administrators of University of Perpetual Help System Laguna-

the existing problem to find out a better answer for it

The following terms were defined conceptually and operationally:

skills. This study focused on academic perception of an irregular

in terms of academic and learning behavior of being irregular student.

The base of the questionnaire in the study.

The base of the questionnaire in the study.

respondents the researchers chosen to be their respondents.

researcher’s objective in undertaking it,

The Concept of Perception

The process of perception consists of three stages: selection, organization and

the real world.

many other reasons (Porter, 2011).

According to Salhberg (2008), Educational excellence in a school or a nation is not only

Repeating a grade as a consequence of inadequate academic or behavioral progress was a

common treat of ‘failing’ students.

an irregular student is seen negatively by others (GhostWritingEssays, 2017)

(eq. ntrinsic motivation, self-regulation, internalization and autonomy) and psychological

outcomes like self-concept, self-esteem, and self-efficacy.

belongingness compared to irregular students.

Synthesis of the Reviewed Literature

Gaps Bridged by the Present Study

of belongingness of an irregular student. Studies conducted only concentrated on the problems

in a concept or phenomena, the researchers utilized a quantitative non-experimental co relational

between studied variables.

Source of the Study

questionnaires made by the researchers which is vital in conducting a quantitative type of

books, online articles, internet and thesis.

Respondents of the Study

of Science, Technology, Engineering, and Mathematics (STEM) of University of Perpetual Help

Instrumentation and Validation

This study used a researcher-made survey questionnaire to determine how academic