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Apr 12, 2021
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Abstract
This quantitative study aimed to determine the correlation between senior high school Grade 12 students’ perception of school climate and compliance with school classroom norms in a private university in Manila, Philippines. A sample of 249 Grade 12 respondents who were randomly selected answered the online self-administered questionnaire composed of modified scales to explore the two variables, with Cronbach tests exhibiting an acceptable level of internal consistency (perceptions school climate = 0.88, compliance of classroom norms = 0.86). The study found a positive perception of school climate (M = 4.19, SD = 0.40) and a very high level of classroom norm compliance (M = 3.40, SD = 0.32) among the respondents. The Pearson R test revealed a significant moderate positive correlation between their perception of school climate and their level of school classroom norm compliance and (r = 0.554, p < 0.001). This implies that their compliance or adherence to school classroom norms increases as their perception of school climate positively increases.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Ahorro , A. M. T., David , M. R. T., Molina, J. M. V., Pangilinan, A. B. Y., & Arcinas, M. M. (2021). Correlations between the Senior High School Grade 12 Students’ Perception of School Classroom Climate and Compliance to School Classroom Norms in a Private University in Manila, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 274-284. https://doi.org/10.11594/ijmaber.02.04.01
References
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8. Gasser, L., Grütter, J., Torchetti, L., & Buholzer, A. (2017). Competitive classroom norms and exclusion of children with academic and behavior difficulties. Journal of Applied, 17, 72-84. doi.org/10.1016/j.jsp.2018.10.005
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12. Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences Physical Review Special Topics - Physics Education Research, 6(2). doi.org/10.1187/cbe.18-02-0025
13. Heckathorn, D. D. (1990). Collective sanctions and compliance norms: A formal theory of group-mediated social control. American Sociological Review, 55(3), 366. doi: 10.2307/2095762
14. McGuire, L., Rutland, A., & Nesdale, D. (2015). Peer group norms and accountability moderate the effect of school norms on children’s intergroup attitudes. Child Development, 86(4), 1290–1297. doi.org/10.1111/cdev.12388
15. Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T. H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), p. 483. doi.org/10.1037/a0018562
16. Lewis, R. (1999). Teachers coping with stress of classroom discipline. Social Psychology of Education, 3(3), pp. 155-171. doi.org/10.1023/A:1009627827937
17. Way, S. M. (2011). School discipline and disruptive classroom behavior: the moderating effects of student perceptions. The Sociological Quarterly, 52(3), 346–375. doi.org/10.1111/j.1533-8525.2011.01210.x
18. Gage, N. A., Larson, A., Sugai, G., Chafouleas, S. M. (2016). Student perceptions of school climate as predictors of office discipline referrals. American Educational Research Journal, 53(3), pp. 492-515. doi:10.3102/0002831216637349
19. Irby D., & Clough C. (2014). Consistency rules: a critical exploration of a universal principle of school discipline. Pedagogy, Culture & Society, 23(2), 153-173, doi: 10.1080/14681366.2014.932300
20. Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 3(2), 103–135. doi.org/10.1002/rev3.3043
21. Cabello, B., & Terrell, R. (1994). Making students feel like family: how teachers create warm and caring classroom climates. The Journal of Classroom Interaction, 29(1), 17-23. doi.org/10.4236/oalib.1104958
22. Dwyer, K. K., Bingham, S. G., Carlson, R. E., Prisbell, M., Cruz, A. M., & Fus, D. A. (2004). Communication and connectedness in the classroom: Development of the connected classroom climate inventory. Communication Research Reports, 21(3), 264–272. doi.org/10.1080/08824090409359988
23. Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational assessment, 28(2), 139-152. doi.org/10.1177/0734282909344205
24. Holley, L. C., & Steiner, S. (2005). Safe space: student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64. doi.org/10.5175/jswe.2005.200300343
25. Fan, X. (2001). Parental involvement and students' academic achievement: A growth modeling analysis. The Journal of Experimental Education, 70(1), 27-61. doi.org/10.1080/00220970109599497
26. Gonzalez-Pienda, J. A., Carlos Nunez, J., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement. Journal of Experimental Education, 70(3), 257–287. doi.org/10.1080/00220970209599509
27. Chohan, B. I., & Khan, R. M. (2010). Impact of parental support on the academic performance and self concept of the student. Journal of Research and Reflections in Education, 4(1), 14–26. http://www.ue.edu.pk/jrre
2. Hoy, W., & Hannum, J. (1997). Middle school climate: an empirical assessment of organizational health and student achievement. Education Administration Quarterly, 33(3), 290-311. doi.org/10.1177/0013161X97033003003
3. Shukla, K., Konold, T., & Cornell, D. (2016). Profiles of student perceptions of school climate: relations with risk behaviors and academic outcomes. Am J Community Psychol, 57, 291-307. doi.org/10.1002/ajcp.12044
4. Stewart, E. (2006). School social bonds, school climate, and school misbehavior: a multilevel analysis. Justice Quarterly, 20(3), 575-604. doi.org/10.1080/07418820300095621
5. White, N., La Salle, T., Ashby, J., & Meyers, J. (2014). A brief measure of adolescent perceptions of school climate. American Psychological Association, 29(3), 349-359. doi.org/10.1037/spq0000075
6. National Academies of Sciences, Engineering, and Medicine (2018). Addressing the social and cultural norms that underlie the acceptance of violence: proceedings of a workshop—in brief. Washington (DC): National Academies Press (US), 1-10. doi.org/10.17226/25075
7. Bicchieri, C., Muldoon, R., & Sontuoso, A. (2018). Social norms. The Stanford encyclopedia of philosophy (Winter 2018 Edition), Edward N. Zalta (ed.). Retrieved from https://plato.stanford.edu/archives/win2018/entries/social-norms
8. Gasser, L., Grütter, J., Torchetti, L., & Buholzer, A. (2017). Competitive classroom norms and exclusion of children with academic and behavior difficulties. Journal of Applied, 17, 72-84. doi.org/10.1016/j.jsp.2018.10.005
9. Suarez, C. (2010). School discipline in New Haven: Law, norms, and beating the game. JL & Educ., 39, 503-540. Retrieved from https://ssrn.com/abstract=1586406
10. Naumann, S. E. (2010). The effects of norms and self-monitoring on helping behavior. Journal of Behavioral Studies in Business, 2, 1-10. doi.org/10.1.1.366.2371
11. Nabavi, R. (2012). Bandura’s social learning theory & social cognitive learning theory. https://www.researchgate.net/publication/267750204_Bandura’s_Social_Learning_Theory_Social_Cognitive_Learning_Theory
12. Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences Physical Review Special Topics - Physics Education Research, 6(2). doi.org/10.1187/cbe.18-02-0025
13. Heckathorn, D. D. (1990). Collective sanctions and compliance norms: A formal theory of group-mediated social control. American Sociological Review, 55(3), 366. doi: 10.2307/2095762
14. McGuire, L., Rutland, A., & Nesdale, D. (2015). Peer group norms and accountability moderate the effect of school norms on children’s intergroup attitudes. Child Development, 86(4), 1290–1297. doi.org/10.1111/cdev.12388
15. Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T. H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), p. 483. doi.org/10.1037/a0018562
16. Lewis, R. (1999). Teachers coping with stress of classroom discipline. Social Psychology of Education, 3(3), pp. 155-171. doi.org/10.1023/A:1009627827937
17. Way, S. M. (2011). School discipline and disruptive classroom behavior: the moderating effects of student perceptions. The Sociological Quarterly, 52(3), 346–375. doi.org/10.1111/j.1533-8525.2011.01210.x
18. Gage, N. A., Larson, A., Sugai, G., Chafouleas, S. M. (2016). Student perceptions of school climate as predictors of office discipline referrals. American Educational Research Journal, 53(3), pp. 492-515. doi:10.3102/0002831216637349
19. Irby D., & Clough C. (2014). Consistency rules: a critical exploration of a universal principle of school discipline. Pedagogy, Culture & Society, 23(2), 153-173, doi: 10.1080/14681366.2014.932300
20. Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 3(2), 103–135. doi.org/10.1002/rev3.3043
21. Cabello, B., & Terrell, R. (1994). Making students feel like family: how teachers create warm and caring classroom climates. The Journal of Classroom Interaction, 29(1), 17-23. doi.org/10.4236/oalib.1104958
22. Dwyer, K. K., Bingham, S. G., Carlson, R. E., Prisbell, M., Cruz, A. M., & Fus, D. A. (2004). Communication and connectedness in the classroom: Development of the connected classroom climate inventory. Communication Research Reports, 21(3), 264–272. doi.org/10.1080/08824090409359988
23. Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational assessment, 28(2), 139-152. doi.org/10.1177/0734282909344205
24. Holley, L. C., & Steiner, S. (2005). Safe space: student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64. doi.org/10.5175/jswe.2005.200300343
25. Fan, X. (2001). Parental involvement and students' academic achievement: A growth modeling analysis. The Journal of Experimental Education, 70(1), 27-61. doi.org/10.1080/00220970109599497
26. Gonzalez-Pienda, J. A., Carlos Nunez, J., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A structural equation model of parental involvement, motivational and aptitudinal characteristics, and academic achievement. Journal of Experimental Education, 70(3), 257–287. doi.org/10.1080/00220970209599509
27. Chohan, B. I., & Khan, R. M. (2010). Impact of parental support on the academic performance and self concept of the student. Journal of Research and Reflections in Education, 4(1), 14–26. http://www.ue.edu.pk/jrre