The Socio-Cultural and psychological Environment of Intermediate Pupils of Gabaldon District"

8/12/2019 The Socio-Cultural and psychological Environment of Intermediate Pupils of Gabaldon District"

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CHAPTER I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

INTRODUCTION

The way students approach learning plays an important

role in determining the outcome of any educational

endeavor, characteristics of teaching, the environment and

the pupils are the three major components, which influences

student learning. Each of these has an effect on the

approach to learning adopted by the students, teaching and

variety of learning environments which cause the students

to vary their approach to learning (Bullough, 2001).

In spite of the fact that every learners differs with

each other in intelligence, aptitudes, and attitudes, they

still suffer from many unfavorable factors in social life,

customs, and environment interaction inside the school.

Classroom environment encompasses a broad range of

educational concept including the physical setting, the

psychological environment created through social context

and the teachers characteristics and behaviors.

Learning must meet certain conditions in order to take

place successfully. Formal education is not confined only

to activity inside the classroom wherein learning takes


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place, but also outside the classroom, it can be affected

by some factors and to some extent, it can influence the

students performance, if the students do not know how to

handle this factors, problems may rise inside the classroom

and might result to undesirable level of academic

performance.

The researcher is interested in relationship between

environment, the learners and the teachers. According to

Urie Bronfenbren-ner (1977) early researchers recognized

that behavior is a function of peoples characteristics and

their environment. The layered environment system takes

place and emphasizes the importance of family, teachers,

school and the larger socio-cultural environment on the

developmental process.

As the name implies, two words are central to the

socio-cultural approach on psychological and educational

issues: social and cultural . When something is social it

is automatically interconnected and referred to other

people. One of the most important in the first half of the

20th century defined social acting in a way, that the

sense of the action is related to others behavior. The

meaning of the second word culture is a classical

anthropological issue. A row of different definitions


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exist, which handle the term mostly as the kind of

individual quality, influenced by the social environment

(Cole, 2005).For instance, Taylor (1874) a cultural

anthropologist defined culture as thatcomplex whole which

includes knowledge, belief, arts, morals, law, custom and

any other capabilities and habits acquired by man as a

member of society.

Goodenough (1994) influenced by a more psychological

point of view, described culture as something, which one

needs to know to participate acceptly as a member in

societys affairs. Furthermore he adds material objects

people create are not in and themselves things they learn

What they learn are necessary percepts, concepts, recipes,

and skills- the things they need to know in order to make

things that will meet the standards of their fellows that

means: culture is the interconnection between the

individuals and the objects in the environment through

their usage in a specific and socially legitimate way.

Moreover, culture is necessary to participate in the social

environment. Because of that, culture is both a contextual

and a cognitive phenomenon: the context influences and

creates human cognitive structures and vice versa. Thus a

socio -cultural perspective workplace learning underlines


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the importance of the social working context and its

structure for the individual learning process. The basic

element of examination is neither the individual alone, as

typical for cognitive psychological perspectives nor just

the social complex by itself: the socio-cultural

perspective on psychological issues means a holistic

research that aims to understand the interconnections

between the intra psychological and interpsychological

mechanisms. Consequently, the social community and the

specific working culture at the workplace become essential

for individual development and learning processes at work.

Each community in a specific domain develops our ways of

tool handling to fit its environment. How someone

categorizes objects and how he or she behaves, is

influenced by the social environment at the workplace.

Beyond the physical arrangement of a classroom a

psychological environment is also created, based on the

interaction of key players in the classroom, namely

students and teachers. Many teachers equate student

engagement and on-task behavior with classroom

participation, typically a top concern for teachers

invitation of a difference in the participation style of

the different genders. Whereas girls are more likely to


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participate as part of the relational responsibility they

feel toward the teacher, boys tend to respond more often if

they feel the class is interesting and less often if the

class is perceived as boring-indicating that for these

students, teachers may be equally responsible for the

participation level and learning.

The notion of feeling supported as students has also

been extensively examined literature. Helen Patrick, and

colleagues found that there is a strong, positive

relationship between students level of motivation and

engagement and their perceptions of the classroom

environment as being socially supportive. The perception of

a climate of mutual respect is required in order for

students to increase their use of effective study

strategies and increase feeling of confidence about their

ability to successfully complete assignments. Furthermore,

when students perceive that they receive emotional support

and encouragement from their teachers academic support

from their peers they are more likely to be on-task in the

classroom and use self-regulated strategies.

Hence, the researcher is motivated to conduct this

study in order to find out the socio-cultural and

psychological environment of intermediate classrooms in


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Ligaya Elementary School in Gabaldon District. Some

students and classroom are more focused on obtaining grades

than on mastery of objectives; these student and classrooms

are said to be performance oriented. A multitude of studies

have examined this social-cognitive aspect of classrooms

and found that the classroom-level learning goal can be

linked to both behavioral and academic outcomes.

REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

According to Adelaida A. Ronquillo and Ana Ma. R.

Peralta (1989).We have seen that much of what children

learn is the result of their interaction with other socio

cultural environment. However, leaving their education to

change environment involves too much risk. A designed or

controlled environment is necessary to ensure the right

kind of education for the young. Such an environment is the

school. The school provides the special environment for the

formal, physical, mental, emotional and moral growth of the

young.

(Aquino, 1974) The teacher has many opportunities for

creating with and for children a classroom environment that


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promotes cooperative group experiences through which

children develop skills for living in a democratic society.

Different environmental factor can affect

students academic performances and efficiency of

learning. Ramos (2005) found that the students

observe their classroom as emphasizing mastery rather

than performance goals were more likely to encourage

the students to develop orientation to learning.

Its environment do not only affect students

performance because of its physical settings but its

qualitative trait of the environment as we, when

students are interacting each other and learning

together. Quote as important in the class as in

the school as a whole is the development of that

intangible something which may be characterized as a

class spirit.

LOCAL STUDIES

It was recommended that the teachers should use varied

teaching standards and should attend seminars for the

preparation of teaching devices for effective teaching.


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Cristobal (2000) believed that since the teachers,

professors, as well as the school guidance counselors and

school administrators are the substitute parents of the

students in school they cannot deny the fact that the

students under them are their responsibilities especially

in terms of education. This means that these teachers and

professors should teach their students to acquire good

study habits like spending at least 2 hours of studying

their lesson at home before going to bed at night.

In school and universities according to Cristobal

teachers and professors should encourage their students to

read their books, lectures and other learning materials and

study their lessons and assignments before starts of

classes instead of going around the campus and chatting

with peers.

It was pointed out by Cristobal that if possible the

administrators of the school as well as the teachers and

professors with the cooperative efforts of the official of

the community and local government should put up a well

ventilated and conducive, well lighted school libraries in

every school with complete set of necessary books and

magazines related to the course offered for the students to


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read and study, in this way, the author stressed that the

students will develop a good study habits.

FOREIGN LITERATURE

Socio-Cultural perspectives matter to teacher

educators, in-service practitioners, and pre-service

teachers. Those using these perspectives call attention to

easily overlooked issues that influence teaching and

learning. For example, through these lenses one might seek

to uncover the dynamics of the social contexts and multiple

identities in and through which students and teachers

negotiate schooling. One might point to questions about

educational equity and its effects on student achievement

and/or expose links between socio-economic status, public

schooling, and the distribution of power and privilege

throughout the larger society. Those using such

perspectives could investigate teachers responsibilities

to understand and connect to their students lived

realities beyond the classroom. In these senses, socio-

cultural foundational perspectives serve as the heart and

soul of teacher education, because they interrogate the

very purposes of education in a democratic society and

remind us of why we do what we do. Such a perspective gives


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voice to the concerns of classroom teachers and educational

researchers who care about optimizing the conditions for

learning and increasing educational opportunity for greater

numbers of students.

Socio-cultural foundations coursework brings together

faculty and students from across disciplines. Teaching and

learning are considered from varying perspectives, such as

anthropology, cultural studies, gender studies, history,

philosophy, policy studies, and sociology. Socio-cultural

perspectives enable students to think deeply about the

relationships between education and society. Students are

encouraged to use critical judgment to question

educational assumptions and arrangements and to identify

contradictions and inconsistencies among social and

educational values, policies, and practices (CSFE, 2004).

Collectively, coursework aims to foster a broad and deep

understanding of educational practice that (a) informs

instructional and curricular philosophy, planning and

enactment; (b) develops teachers professional identities

and integrities; and (c) grows capacities to understand,

analyze, and explain educational issues, policies, and

practices to improve education.


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According to WALBERG (1991) Classroom psychological or

social refers to the climate or atmosphere of the class as

a social group that potentially influence what students

learn. Since the classroom environment refers to the less

tangible aspects of the context of teaching and learning,

it is often inferred by asking students to perceive and

rate the psychosocial characteristics of their classroom

through sets of questions. These questions typically

concern the effective and social relations among the class

member, the efficient tasks, as well as the implicit and

explicit system of rules and organization of the class.

The socio-cultural context of classroom meaning

In order to consider meaning-making in mathematics

classrooms for participants, both individually and

collectively, we have to recognize its dependence on

individual experience and socio-cultural practices. This is

the subject of an area of study known as Activity Theory,

originated by Russian psychologists in the Vygotskian

tradition, and developed with rather different emphases by

socio-cultural theorists in the United States and Europe.

Referring to Leont'ev (1981), Crawford (1991) suggests that

Activity Theory "describes the process through which

knowledge is constructed as a result of personal (and


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subjective) experience of an activity. Leont'ev stresses

the inseparability of human mental reflection from those

aspects of human activity that engender it."

The relationship between a constructivist approach to

mathematics teaching and social and cultural norms in

mathematics classrooms is explored by Cobb et al. (1991).

Their paper offers a critique of Activity-Theory, both in

its Russian and American manifestations, and in particular

the related socio-cultural movement currently exciting

educational interest in the United States. They address the

work of Ilyenkov, in the Russian school, who suggests that

'objects as cultural tools serve as carriers of meaning'

i.e. carrying meaning for their use in a practice. These

objects include formal mathematical symbols, and so 'these

symbols are for him (Ilyenkov) cultural tools that carry

meaning'. A consequence of this is the view that

'children's development of abstract mathematical thought is

supported by instruction designed to engage them in the

social practice of using formal symbols'.

This reminds me of the classroom work of David Hewitt

(Open University, 1991) involving his 'rulers' activity to

influence students' perceptions of algebra and their

familiarity with formal symbols. It is well known (e.g.


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Kuchemann, 1981) that pupils have difficulty with the

abstract use of symbols and their manipulation. Hewitt's

very stylized approach is designed specifically to overcome

such difficulty by creating a social practice in which

symbol manipulation is logical and meaningful and in which

attention is attracted away from the symbols and their use,

rather than towards them.

Socio-cultural theorists view learning as integration into

a community of practice (for example Lave and Wenger, 1991)

in which social actions are identified (for example the

mathematical manipulation of abstract symbols according to

given conventions) and classroom activities designed (for

example the rulers activity). Cobb et al suggest that "the

teacher's role in this activity is to forge the last link

in the chain by ensuring that children execute the

specified social actions that make it possible for them to

isolate ideal mathematical forms when they solve tasks".

Social actions are seen to be more broadly based than

social interactions. Thus the interactions of children in

classroom activities are a small part of their

enculturation into the required social actions. This is

reminiscent of Bruner's work on scaffolding, with the

teacher performing the role of 'consciousness for two' (to


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do for students what they cannot yet do for themselves) in

relation to Vygotsky's Zone of Proximal Development. (See

for example, Bruner, 1985)

FOREIGN STUDIES

Classroom environment encompasses a broad range of

educational concepts, including the physical setting, the

psychological environment created through social contexts,

and numerous instructional components related to teacher

characteristics and behaviors. The study classroom

environment has been widespread across nearly all sub

specializations of educational psychology. Researchers are

interested in relationships between environment constructs

and multiple outcomes, including learning, engagement,

motivation, social relationships, and group dynamics. Early

researchers recognized that behavior is a function of

people's personal characteristics and their environment.

In the educational setting, Urie Bronfenbrenner's work on

ecological contexts secured a place in educational research

for studies of classroom environment.

Bronfenbrenner's Ecological Systems Theory(Bronfenbren-

ner, 1977) encompasses the layered environmental system of

microcosms in which human development takes place and


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emphasizes the importance of family, teachers, schools, and

the larger socio cultural environment on the developmental

process. Over the years this research has evolved from

examining purely physical elements of the environment to

more complex models of psychosocial relationships between

students in the classrooms as well as between the teacher

and students.

Research beginning in the mid-1990s has focused on one

or more of these aspects and has associated classroom

environment variables with numerous positive and negative

student outcomes. In addition to the wide array of outcomes

investigated in relationship to classroom environment, this

area of study has also been of interest to methodologists

as the data structure poses a unit of analysis dilemma; in

terms of examining classroom variables in combination with

student outcomes, researchers have had to determine if the

data would be analyzed at the classroom level or at the

student level. With the arrival in the 1990s of statistical

methodologies capable of handling data collected from both

levels, studies have been better able to include variables

collected at both levels. Various methodologies, including

survey, observations, and interviews have been used to

capture aspects of the classroom environment from student,


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teacher, and observer perspectives. The Early Childhood

group based at the University of Virginia has an extensive

body of work that examines classroom environment as a

validated observation system of multiple dimensions of the

classroom.

Astin(2000) study that the common factors attributed

by failing in school include environmental, absenteeism,

intellectual incapacity, family problems and poor time

management. If the environment is not conducive for

intellectual growth, then the students suffers lack of

concentration and eventually failure in school. Family

problem hamper a persons academic pursuits as well as his

emotional stability. The most common factor is poor time

management or the lack of time. Rigid schedule should be

followed as what is the situation with achievers. Other

factors are being referred to the instructors attitudes,

from playing favorites to covering in much scope to insults

and sarcasm. Nevertheless the sum of all these reasons puts

the students intellectual weakness aggravates the situation

and the students suffer academic failures.

There was a study from other country where students

participate in both in the state and local chapters of the

Arizona Junior Classifiable League, and in the southern


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Arizona foreign language according to them they will live

up to their motto by seeking to become a covered school

for the 21stcentury will return the valued traditions for

the past in school district 25, and employ the best

practices and innovations of today and tomorrow, to provide

a quality educational experience for every students and

will communicate high academic expectations to all country

students. There will be an emphasis on real word

applications and in providing college credit for their

students. The advance placement program will be a second

none. The tech pre program and articulation agreements with

colleges will provide students with many. Programs and

articulation agreement with colleges will provide students

with many opportunities for college credits; students who

participated in extra-curricular activities will be heed to

a higher standard than most of the other school in the

state and maintain 2.0 point grade average to remain

eligible.

Co-curricular (extra-curricular activities) will

develop a sense of community to the students. In addition

to making students and community members feel welcome,

members to participate in decisions about the school.


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In addition to strong academic, century will be known

for its strong co curricular including all major sports,

speech arts, performing arts and clubs. Second is a century

goal to have students involvedness in at least one extra-

curricular program or club.

According to Bullough, (2001) Joining one to two co

curricular activities in the school is best but for more

may be worst to study habits and academic performances of a

students.

The Physical Environment

More frequently a focus in earlier studies of

classroom environment, the physical environment has

continued to appear in contemporary studies as an influence

on behavioral and academic outcomes. Current studies of the

physical environment have investigated aspects such as

class composition, class size, and classroom management.

Class composition studies examine classroom grouping

methods, including ability grouping of students, single-sex

classrooms and cooperative learning groups. Research has

found that classrooms with highly cooperative groups appear

to have students with more positive perceptions of fairness

in grading, stronger class cohesion, and higher degree of


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social support, as well as higher achievement scores.

Female students have been found to prefer collaborating

with other students when studying and resolving problems,

and they have a stronger preference for teacher support

than male students. The primary school environments tend to

use collaborative strategies more frequently and have

higher levels of teacher involvement and support than is

found in secondary schools. Research on single-sex

classrooms has been more divided in terms of academic

outcome research. Some studies found that girls do better

in math and science particularly when separated from male

students; other studies found no achievement differences

between genders when either in single-sex or mixed-sex

classrooms.

Studies about class size have examined how class size

influences student and teacher behaviors. In general,

smaller classes are associated with students who are less

stressed and are more frequently on-task with fewer

reported behavior problems than students in larger classes.

Although teachers tend to use similar instructional

strategies whether teaching large or small classes, there

is some evidence to suggest that more class time is spent

on administrative tasks for larger classes, leaving less


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time available for instruction. Some research has suggested

that differences in academic outcomes based on class size

are due to differences in student behaviors.

Overcrowded facilities, too many students in certain

classes, and lack of teachers' assistants are three major

issues cited as potentially creating problems due to

increased stress levels of students and increased teacher-

reported incidences of behavioral problems. These increased

stress levels and behavior problems found in larger

classrooms are frequently accompanied by lower levels of

academic achievement.

Teacher-to-child ratios are also of interest to many

researchers because the number of reported behavioral

problems seem to increase as class size increases. Many

researchers have observed that large classes, with 30 or

more students, tend to have a larger number of students off

task more often with fewer students engaged with the

teacher than children in small classes of 20 students or

less. Yet there may be a social cost for students in small

classes; other researchers found that smaller classes also

had high incidences of children engaging in asocial and

exclusionary behavior. Whether students are engaging in on-

task or disruptive behavior can also be influenced by


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effective classroom management instructions and consistency

of teacher enforcement.

The timing of classroom management and organization also

impacts students' perceptions of the teacher as an

Classroom Climate

Part of the larger focus on school improvement is

School Climate or Educational Climate, which defines how

teachers interact with each other and with administrators.

This is different from Classroom Climate, which identifies

relationships among students with each other, the teacher

and how this translates into learning.

There are a number of tools available to determine

Classroom Climate and then to use the results as part of

the comprehensive plan for school improvement. Even the

most sophisticated measurement tools rely heavily on

opinion and perception. Opinion is generated from

information, statistics on student and teacher performance,

while perception is based on observation of the behaviors

in the classroom and the school.

In determining Classroom Climate, it is important to

apply information gathered from both opinion and perception


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to form a comprehensive picture of student success and to

therefore create a meaningful school improvement plan.

Opinion is generated by reviewing student test scores,

grades earned, attendance, health and family. Perception is

formed by observation and by paper and pencil tools that

evaluate Classroom Climate based on organization of the

classroom, the attitude toward student achievement, the

attitudes toward school, the attitudes toward peers, the

degree of democracy experienced in the classroom, the

acceptance of diversity, the range of learning experiences,

the autonomy of the teacher, the competitiveness among

students, the consistency of interpretation of rule

infractions and their consequences.

Elizabeth Sobys Effective manager.

When students have been asked to describe effective

classroom managers, researchers report that these are

teachers who set clear expectations and consequences early

in the year. They also describe teachers who consistently

(and predictably) follow through with consequences, as

opposed to merely threatening consequences. These

characteristics appear essential in establishing good

classroom environment in terms of social support and mutual


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respect. Additionally, the amount of time a teacher spends

in teaching organizational behaviors impacts the classroom

environment. Researchers have found that students in

classrooms that spent more time early in the school year on

organizational instruction substantially increased the

amount of time students spent in student-managed activities

later in the academic year. Intentionally providing

organizational instruction at the start of the academic

year is a characteristic of an effective classroom

environment manager.

The Psychological Environment

Beyond the physical arrangement of a classroom a

psychological environment is also created, based on the

interaction of key players in the classroom, namely

students and teachers. Research in this area has varied

greatly and proliferated during the early twenty-first

century. Studies have been particularly concentrated on

student class participation rates, teacher support, and

communication of learning goals.

Many teachers equate student engagement and on-task

behavior with classroom participation, typically a top

concern for teachers. Researchers support teachers'


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students to enhance their perceptions of feeling supported

as a class participant.

The notion of feeling supported as students has also

been extensively examined in the classroom environment

literature. Helen Patrick and colleagues (Patrick, Ryan, &

Kaplan, 2007) found that there is a strong, positive

relationship between students' level of motivation and

engagement and their perceptions of the classroom

environment as being socially supportive. The perception of

a climate of mutual respect is required in order for

students to increase their use of effective study

strategies and increase feelings of confidence about their

ability to successfully complete assignments. Furthermore,

when students perceive that they receive emotional support

and encouragement from their teachers and academic support

from their peers they are more likely to be on-task in the

classroom and use self-regulated strategies.

Another large body of educational research has focused

on the communication of learning goals to students in

combination with the individual goals and expectations of

students. Some students and classrooms are more focused on

obtaining grades than on mastery of objectives; these

students and classrooms are said to be performance oriented


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researchers recommend that professional development for new

teachers should include intense mentoring and teaching

partnerships that reduce isolation and form productive and

meaningful relationships with other adults in the school

community.

Following the research studies on physical and

psychological environment many suggestions for teachers

have been presented in the literature, including classroom

management plans and recommendations for building better

relationships with students. Classroom rules and procedures

should be introduced early in the school year and

consequences should be enforced consistently across

students and throughout the school year. Research has shown

that routine and fairness have a positive impact on

behavior as well as academic quality. It has been found

that teachers who run respectful classrooms are in turn

more respected by their students, and students believe that

these teachers also hold higher learning expectations.

Teachers are encouraged to focus more on the learning task

than on the outcome or grade assigned at the end of the

task, although this becomes much more difficult if the

emphasis in education is placed on accountability and high-

stakes testing.


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Although most classroom environment studies are by

definition limited to classrooms, a few studies have

investigated the impact of the school culture on classroom

environment. Findings suggest that schools with an

authoritative culture (e.g., clear direction, delegation of

responsibilities, accountability to and from all) tend to

be judged by students and teachers as being successful.

Schools that lack leadership or have a culture of multiple

micro-conflicts tend to be perceived by students and

teachers as undermining educational gains.

Measuring Classroom Environment

In studies of classroom environment a plethora of

measurement tools have been employed, including direct,

objective observational measures as well as more subjective

perceptions of the classroom environment. The types of

items that have been used range from low inference (e.g.,

frequency counts of behavior) to high inference (e.g.,

classroom members' perceptions about meaning of behaviors).

There has been a heavy reliance on perceptual measures in

much of the literature, supported by the argument that

observational measures tend to be low-inference based and

are of a limited time period, whereas perception measures

better capture high-inference constructs, and therefore


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better represent day to day experience in the environment.

Moreover, advances in statistical analyses have allowed for

better incorporation of multiple student observations in

one classroom to be aggregated as a measure of classroom

environment. In contrast, an objective observation tool is

limited to a single opinion or an agreement statistics

between two or three independent observers.

Some of the most extensive work on measuring classroom

environment was completed in the 1970s by Rudolf Moos,

resulting in the widely used Classroom Environment Scale

(Moos, 1979). Moos's work, which has permeated the

literature on classroom environment, is based on three

essential areas of classroom environment: (1) Relationship

dimension, which focuses on the interpersonal relationships

between students and students and the teacher in a

classroom; (2) Personal Development dimension, which

centers on individual characteristics of the classroom

member; and (3) System Maintenance and Change dimension

which includes attributes such as classroom control and

order as well as responsiveness to change. As delineated

above, much of the research on classroom environment has

also been attuned to these three dimensions or combinations

thereof.


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The mid-1990s was marked by a shift to more high-

inference measures such as the What Is Happening In this

Class (WIHIC) Questionnaire developed by Barry Fraser and

colleagues (Fraser, 2002). This scale focuses entirely on

student perceptions of a wide range of dimensions of the

classroom, including student cohesiveness, teacher support,

involvement, investigation, task orientation, cooperation,

and equity. Each of the dimensions in the WIHIC can be

mapped to three major dimensions of Moos's schema.

While these two measures continue to appear in the

research literature, there are many other ways to measure

classroom environment. As theories of learning continue to

evolve the need to create and validate more measures of

classroom environment continues to grow. Just as it is

difficult to provide a concise definition of what classroom

environment is, it is also difficult to define a measure of

the construct, resulting in a multitude of varieties and

variations in the literature.

Implications and Considerations

Classroom environment is a broad term and the research

in this area is far reaching and defined in many different

ways according to theory as well as practice. Regardless of


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the definition, there are many important findings from the

research as a whole that can impact students' learning and

behavior. This is also an area of continued growth in

research as changes in technology and social culture alter

the dynamics of what is considered classroom environment.

One of these areas to consider is the environment

beyond the classroom. There has been debate on the impact

of school-wide environment on classroom environment. With

an increased importance placed on school-wide performance

in order to demonstrate school success in terms of annual

academic progress of students, there is undoubtedly

pressure on teachers to produce high scores on standardized

state exams. This school-wide demand filters to the

classroom and is communicated in various ways to students,

directly impacting their experiences in the classroom.

There is ongoing research to examine the implications of

the high-stakes testing for the psychosocial dimension of

the classroom as well as how this approach has influenced

instructional strategies used by teachers in classrooms.

Furthermore, the definition of classroom environment

continues to evolve with the development of online courses

and increased use of technology in learning situations.

Classrooms are now networked, expanding the environment


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beyond physical walls, enabling students to interact via

email, video conferencing, and blogs. The addition of

technology to the classroom has changed the environment,

and research is only beginning to consider these new

aspects and their impacts on classroom outcomes.

Information gained from ongoing studies of classroom

environment continues to impact teachers' knowledge.

Learning about factors that may shape students' perceptions

of their learning environment, how teachers' actions appear

to students, and how changes made to the learning

environment may stimulate and encourage learning continue

to be of the utmost importance to classroom teachers.

CONCEPTUAL FRAMEWORK OF THE STUDY

CONCEPTUAL FRAMEWORK

The conceptual paradigm of the study shows the

profiles of the respondents and how it affects the socio-

cultural and psychological environment of intermediate

pupils of the three big schools of Gabaldon District namely

Ligaya Elementary School, Gabaldon Central School and

Gabaldon South Elementary School.


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Figure 1.0 Research Paradigm of the Study

DEFINITION OF TERMS

The different terms used in this study are hereby

defined for better understanding of the research:

Socio-cultural environment- involving social and cultural

factors. (www.google.com)

Psychological environment- pertaining to, dealing with, or

affect the mind especially as a function of awareness,

feeling, or motivation. (Webster dictionary)

Big Elementary Public School- it has a large number of

population of pupils compared to small schools.

STATEMENT OF THE PROBLEM

This study entitled, The Socio-Cultural and

Psychological Environment of Intermediate Pupils of the

Pupils Profile

a. Ageb. Sexc. Grade

Level

Socio-cultural

Environment

Psychological

Environment

Teachers Profile

a.Ageb.Sexc.Educational

Qualification

d.Length ofService


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Three Big Schools of Gabaldon District, S.Y. 2013-2014,

aimed to answer the following questions.

1.How may the profile of the respondents be describedin terms of:

Pupil-Respondents

1.1 Age;

1.2 gender; and

1.3 grade level?

Teacher-Respondents

1.4 age;

1.5 gender;

1.6 educational qualification; and

1.7 length of service?

2. How may the socio-cultural environment of intermediate

classrooms be described as perceived by the pupils and

teachers respondents?

3. How may the psychological environment of intermediate

classrooms be described as perceived by teacher and pupil

respondents?


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4. Is there a significant relationship between the profiles

of the respondents and their socio-cultural and

psychological environment?

5. Is there a significant difference on the assessment made

by the pupils and teachers respondents on the socio-

cultural and psychological environment?

HYPOTHESIS

1. There is no significant relationship between the

profiles of the respondents and their socio-cultural and

psychological environment.

2. There is no significant difference on the assessment

made by the teachers and the pupils on their socio-cultural

and psychological environment.

SIGNIFICANCE OF THE STUDY

This study is chosen as the subject of the research

for the teachers to understand the uniqueness,

potentialities, and strength of the learners.

The researcher is interested in the relationship

between the construction of environment and multiple


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outcomes, including learning engagement, motivation, social

relationships and group dynamics.

The findings of the study will be a valuable

significance to the following end-users:

STUDENTS- they will discover and realize the sensitivity,

compassion and care in managing behavioral problems.

TEACHERS- the findings of the study could serve as a

valuable guide in designing teaching methods that could

match the different cultural diversities of the learners.

SCOPE AND LIMITATION OF THE STUDY

This study will be conducted among the teachers and

intermediate pupils of the three big schools of Gabaldon

District namely Gabaldon Central School, Gabaldon South

Elementary School and Ligaya Elementary School,S.Y. 2013-

2014 to determine the perception of pupils and teachers in

their socio-cultural and psychological environment.

The researcher used questionnaire-checklist and

conduct interviews in order to gather the needed data.


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CHAPTER II

METHOD

This chapter presents the methodology used in the

study. It includes the research design, participants,

research site, materials and instrument, data collection,

data analysis and statistical treatment of the data.

RESEARCH DESIGN

The researcher used the descriptive method of

research with questionnaire as the principal instrument in

gathering data. The questionnaire was prepared by the

researcher.

It is used to secure information from varied and

scattered sources and thought as the most comprehensive way

of gathering data. In order to answer the questionnaire

conveniently, it was prepared in such a way that it could

be answered by checkmarks ().


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RESPONDENTS

Name of School Teacher

Respondents

(N)

Pupil

Respondents

(n)

Total

Gabaldon Central School 9 110 119Gabaldon South

Elementary School

9 90 99

Ligaya Elementary School 11 120 131

Total 29 320 349

The respondents consisted of 29 teachers and 349

selected intermediate pupils from Gabaldon Central School,

Gabaldon South Elementary School and Ligaya Elementary

School, S.Y. 2013-2014 at Gabaldon District. The researcher

used teachers as respondents because they are the key

instruments in providing good and conducive classroom

atmosphere being the facilitator in the teaching and

learning process. The researcher used elementary pupils as

respondents because they need to develop their social

relations with the other learners and the teachers by

interacting with them.

RESEARCH SITE

This study will be conducted in three big school of

Gabaldon District namely Gabaldon Central School, Gabaldon


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South Elementary School and Ligaya Elementary School, S.Y.

2013-2014.

Materials and Instruments

The data in this study were collected through the use

of survey questionnaire and interviews. The numbers of the

respondents are identified through purposive sampling.

Specific questions regarding the Socio-cultural and

Psychological Environment of Intermediate Pupils of

Gabaldon Central School, Gabaldon South Elementary School

and Ligaya Elementary School of Gabaldon District,S.Y.

2013-2014 were prepared.

The materials used to support this study were

gathering answer through survey, observations, reading

books and surfing in the internet.

DATA COLLECTION

A survey questionnaire was utilized by the researcher

in gathering data related to the study.

Part I described the profile of the respondents


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Part II delved on the pupils and teachers perception

about the socio-cultural environment of their classroom

and the pupils and teachers perception of the

psychological environment.

Part III delved on the comparison of teachers and pupils

respondents on the socio-cultural and psychological

environment of selected intermediate classrooms.

The questions were formulated and arranged in such a way

that the logical sequence of each question is considered.

DATA ANALYSIS

The data gathered from the respondents were

interpreted and analyzed using descriptive statistics such

as frequency counts and weighted mean.

The following numerical rating and verbal

interpretation were utilized in the study.

Numerical rating Verbal Description

5 Excellent (E)

4 Very Good (VG)

3 Good (G)

2 Fair (F)

1 Poor (P)


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Verbal interpretation

Assessment of sociocultural and psychological environment

of intermediate pupils of three big schools of Gabaldon

District namely Gabaldon Central School, Gabaldon South

Elementary School and Ligaya Elementary School.

Numerical ratings Verbal description

4.20 5.00 Excellent

3.40 4.19 Very good

2.60 3.39 Good

1.80 2.59 Fair

1.00 1.79 Poor


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The Socio-Cultural and psychological Environment of Intermediate Pupils of Gabaldon District"

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