AUTHOR/S: Rijane Mae A. Labad, Marlon S. Royo
DATE COMPLETED: April 26, 2016
KEYWORDS: teachers’ behavior, science-related attitudes, science achievement
This study, conducted to determine the relationship between teachers’ interaction behavior on students’ attitude toward science and academic achievement in science, participated in by 1177 students and 14 teachers, used descriptive correlational method. Data tools were QTI, TOSRA and researcher- made guide questions for the focus group discussion. The conclusions are: (1) Science teachers are understanding, friendly leaders who rarely restrict students’ actions; (2) Students are uncertain of their science-related attitudes, and (3) Teachers’ interaction behaviors promote development of students’ science-related attitude and improve students’ science achievement. Recommendations offered are: (1) That school administrators conduct seminar-workshop on how to enhance teachers’ positive interaction behaviors and lessen negative interaction behaviors; (2) That teachers motivate their students and improve science achievements by understanding, leading, helping and befriending students; and (3) That students especially those with potentials nurture their interests in science by drawing strength from positive interaction behavior of teachers.
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