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 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 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 that complex 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 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 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 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 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. 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 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 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. 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 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. 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 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 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, 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 Arizona foreign language according to them they will live up to their motto by seeking to become a covered school for the 21 st century 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. 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 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 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 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 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 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' intuition of a difference in the participation style of the different genders. Whereas girls are more likely to 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 boringindicating that for these students, teachers may be equally responsible for the participation level and learning. Most studies have found that boys speak out in class about three times as frequently as girls do; however, both genders typically perceive girls as better class participants. Although responses vary when students are asked what participation consists of, the most common response, and one frequently examined by researchers, is that participation is defined as answering questions when specifically asked. Both boys and girls seem to indicate a need for relational aspects to be present in order for this type of participation to occur; however, whereas girls more frequently participate by responding to teachers' questions, boys are more likely to participate as a means of obtaining attention or being noticed by the teacher. Teachers who want to encourage development of relational aspects for both genders may need to utilize different acknowledgement techniques for male 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 rather than mastery 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. Students in classrooms where performance is emphasized are more likely to engage in cheating, avoid help-seeking, and exhibit lower levels of academic engagement. In contrast, students who are in a classroom where the focus is on learning and improvement demonstrate higher levels of self-efficacy and engagement as well as more positive affect. At the personal goal level researchers have found that whereas students who are more focused on grades tend to have higher grades, those students who are more focused on mastering objectives tend to engage in more academically challenging tasks and retain information learned for a longer period of time. The Role of the Teacher in the Classroom Environment The third focus of many examinations of classroom environment has been on teacher behaviors, specifically teacher development and school culture and how these components affect classroom environment. Some research suggests that due to the complexity of cultivating an effective classroom environment, it may be beyond the developmental scope of the newly graduated teacher. Some 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. 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 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. 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 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 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.
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. Age b. Sex c. Grade Level Socio-cultural Environment Psychological Environment Teachers Profile a. Age b. Sex c. Educational Qualification d. Length of Service 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 described in 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? 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 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.
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 ().
RESPONDENTS Name of School Teacher Respondents (N) Pupil Respondents (n) Total Gabaldon Central School 9 110 119 Gabaldon 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 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 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)
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