Author

Gerald P. Econas*
University of the Immaculate Conception, Davao City, Philippines

Abstract

This study employed quantitative research, particularly descriptive correlational design, to determine the significance of the influence of school teacher effectiveness and study behavior on the academic performance in science among Grade 10 public junior high school students at Koronadal City Division, South Cotabato. The data were collected through adapted and validated survey questionnaires. The statistical tools used were mean, standard deviation, and Pearson product moment correlation coefficient. The result showed that the level of school teacher effectiveness was rated high, while the level of study behavior was rated moderate. Also, the level of academic performance of students in science was very satisfactory. Further, there was no significant relationship between school teacher effectiveness, study behavior, and academic performance in science. An enhanced intervention plan was crafted for improved academic performance in science among Grade 10 public secondary schools in Koronadal City.

Keywords: Physics Education, school teacher effectiveness, study behavior, academic performance, descriptive correlational, Philippines

*Corresponding author/ Email: geconas_240000002331@uic.edu.ph
DOI: http://doi.org/10.69651/PIJHSS05021022

Recommended citation:
Econas, G. P. (2026). School teacher effectiveness, study behavior, and academic performance in Science among Grade 10 public junior high school students: Basis for an intervention plan. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1915-1952. http://doi.org/10.69651/PIJHSS05021022

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