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Phinma-Cagayan de Oro College

· Volume V Issue III


Behavioral and organizational techniques of pupils relate to academic performance. This study investigated the behavioral and organizational techniques and academic performance of Grade VI Learners in East City Central School, East I District, Division of Cagayan de Oro City. Specifically, it determined the learners’: 1) behavioral and organizational techniques; 2) academic performance in English, Mathematics, and Science and Health; 3) relationship between their behavioral and organizational techniques and their academic performance; and 4) difference in their academic performance when grouped according to their behavioral and organizational techniques.

The descriptive-correlational research design was used through a survey questionnaire. Purposive sampling was used because the target respondents were 216 Grade VI learners only but only 204 were able to respond in the survey.

The data revealed that time management was rated the highest, and motivational skill was the lowest. English obtained the highest rating for the first and second quarters, while Science and Health, with a satisfactory rating, got the lowest. No significant relationship exists between the respondents’ Study, Motivation, and Time Management Skills and their academic performance in all subjects. However, there is a significant difference in the respondents’ average grades in English, Mathematics, Science, and Health when grouped according to their mean scores in their Study, Motivation, and Time Management Skills.

Keywords: behavioral, organizational techniques, and academic performance



This study aims to determine the behavioral and organizational techniques and academic performance of Grade VI learners of East City Central School, Division of Cagayan de Oro City. Also, this study aims to ascertain the learners' academic performance for the first and second quarters. Student behavior in the classroom is one of the current issue’s teachers are dealing with worldwide. The student's actions frequently produce a classroom atmosphere unsuitable for learning. Not only in the Philippines but also abroad, teachers need help to control their students' conduct while delivering the required curriculum.

Nowadays, student behavior in the classroom takes many forms depending on the social and cultural environment in which the schools are located. Along the same line, millennial learners' learning styles in the 21st century are as follows: they have a shorter attention span; they favor interactive, experiential, and collaborative learning; are adept at multitasking, seek rapid gratification, and enjoy social and exciting surroundings; Millennials want less formal learning environments where they can communicate informally with the instructor or professor and one another.

This research is based on eminent psychologists' and authorities' theories, conclusions, and concepts. It is based on “behaviorism theory,” also known as behavioral psychology, which is a theory of learning based on the idea that all behaviors are acquired through conditioning. In an educational context, academic performance is the educational goal to be achieved by a student, teacher, or institution over a certain period. Examinations or continuous assessments measure it, and the plan may differ from one individual or institution to another.


Research Design and Setting

This research used a descriptive-comparative research design to assess learners’ behavioral and organizational techniques when grouped according to their academic performance variables. A descriptive composition will be used in the study. It is concerned with conditions and relationships that exist, opinions-held processes, and evident effects. It dealt with the relationship of the variables that had universal validity.

This study was conducted in East City Central School, a school in Cagayan de Oro City located on Claro M. Recto Avenue, Lapasan, Cagayan de Oro City. East City Central School (ECCS), formerly Lapasan Elementary School, was established in 1949. The actual enrolment of 3258 would mean that a ratio of 1:42 pupils in the class opening was achieved. We also have seven non-teaching personnel and 102 teachers. East City Central School has consistently committed to educating lifelong learners and removing the barriers that hinder educational equity and excellence for all our students. We assure you that every Lapasanon learner will enjoy educational equity during this time.

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