Pupils’ Learning Barriers and Classroom Behavior: Basis for a Proposed Pupils’ Intervention Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 24, Issue 10
Abstract
This study aimed to determine the learning barriers and classroom behavior of Grade Six pupils in H. Bautista Elementary School, Division of Marikina City during the school year 2023-2024. When computed, the summary of the extent to which the pupil respondents experience learning barriers showed that the weighted means for the Emotional, Motivational and Personal Dimensions are 2.38, 2.76 and 2.51, respectively. With an overall weighted mean of 2.55 with verbal interpretation of Moderate. On the other hand, the level of classroom behavior of the pupil respondents as perceived by pupils has an Overall Weighted Mean of 2.96 with a Verbal Interpretation of Moderate. While the teachers’ perception has 2.77 which is likewise Moderate. The result after the computation of the Grand Mean is 2.85 with a verbal interpretation of Moderate. Relatively, there is no significant difference between the assessment of the pupils and teacher respondents on the level of pupils’ classroom behavior in terms of class participation. More so, 4. The null hypothesis is confirmed, indicating no significant relationship between the learning barriers and classroom behavior. However, there exists a moderate relationship in terms of the motivational factors for classroom behavior. Based on the study’s results, an intervention program was deemed necessary and was subsequently proposed.
Authors and Affiliations
Angeles Sultan
Keywords
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- EP ID EP762345
- DOI 10.5281/zenodo.13730202
- Views 26
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