REVIEW RELATED LITERATURE This chapter presents ideas related to the present investigation.

Studies and materials are hereby presented: Academic Performance Felizatre (1998 p. 36) studied the academic performance in Elementary Mathematics and its relationship to selected variables. She used 552 Grade VI pupils and eight teachers. She considered the final rating in the first to the fourth grading period. She found out that sex is not related to academic performance. Felizarte posited that academic performance can be achieved in many ways. They can be pupils final rating per subject area and general averages. This study is different from Felizartes because it employed Grade 1 pupils, covered the first two grading periods, used economic status, birth order, institutional assistance enjoyed and willingness to go to school. Felizarte on the other hand covered the four grading periods. Further in the study sex is not related to academic performance except in Good Manners and Right Conduct. Social Performance Kelly (1990 p.99) posited that when the child enters school their adjustment in dealing with his peers starts. He further states that when the childs training at home is done well he can easily adjust to his environment. He talked about the children as a whole while this study discussed the six and seven years old children only. Jones on the contrary established that a child who is older than his peer is more socially matured

compared to the younger ones. In this study Jones concept was contradicted because age was not related to social performance. Social performance deals with how a pupil reacts in terms of behavior in the class toward his classmates, teacher and schoolmates outside the classroom and towards their lessons (Cabarteja, 1994 p.312). The concept above sustained this study because the four variables cited were also looked into. Behavior in the Classroom Roxas (1995 p.81) described learning as the mental activity by which knowledge and skill, habits, attitudes and skills are required, retained and utilized, resulting in the progressive adaptation and modification of conduct and behavior in the class a whole. Conducted and behavior affect learning. The concept cited sustained one of the findings of this investigation that social behavior in the class affects academic performance. Anderson (1981 p. 212), cited that the child will adjust to the new environment for the first time and although it will be difficult on the part of the child, it is the period during which the foundations are laid for the complex behavioral structures that are built in a childs lifetime. Whatever the child will learn and experience will reflect his/her perceptions of the situations throughout life. Learning and experiences acquired will influence the childs attitude and behavior which in turn will affect his performance in the academics.

According to Arellano (1992 p. 94) the performance of a child in the classroom depends upon the teachers way of teaching. Consideration and respect for the feelings of her pupils is necessary. The emotions can never be apart from cognitive domain. Conductive atmosphere for pupils growth is established when pupils feel they are not neglected inside the classroom. It may be a child could not solve mathematical problems but the teacher is there to support the childs feeling of inferiority as he behaves well. This will make him understand what the lessons is all about thus helping him at least get a passing mark. The though posited by Arellano upholds that social performance should be promoted by the teacher so learning can take place i.e. getting a passing mark which if interpreted means social performance influence academic ratings which was proven in this investigation. Behavior towards the Teacher Bautista (1996 p.5) said that Grade 6 pupils can demonstrate behavior towards their teachers. They may be positive or negative. The teacher must have real understanding of the various characteristics that indicate child growth. He must be able to recognize an individuals needs and be ready to do something constructive toward satisfying those needs. Pupils like teachers who are cooperative, democratic attitude, patience, kindness and considerate for the individual, personal appearance and pleasing manner, fairness and impartiality, stimulate students to think, wide interest, good disposition, sense of humor, proficiency in teaching a subject, flexible standards, use of praise, serious in

accomplishing his aims, approachable, interest in pupils problems, share planning and decision making with the group encourages group participation. Pupils dislike teachers who are bad tempered and intolerant, always scolding, unfair and inclined to have favoritism, show little interest in the pupil and to take time to help him, unreasonable demands, gloomy and unfriendly, sarcastic and use ridicule, unattractive appearance, impatient and inflexible, talk excessively, inclined to talk to the pupil, self-conceited and overbearing, no sense of humor, most of the time unprepared and seldom give test (Gregorio, 1980 p. 528). To the former the pupils are very close and confident, to the later they are aloft and seem to always have fear in their hearts. All the criteria concerning behavior of pupils towards the teacher were evident. This show that the characteristics cited by Bautista and Gregorio sustained the findings of the study. Behavior towards Their Peer/Classmate Elementary pupils in Grade 6 need to be understood, loved, respected and accepted because this will remove barriers to learning. Pupils learn to interact with other pupils. They have chance to mingle with others and win a sound friendly relationship. Socialization gives a great importance for the pupils to develop their skills and report with others as cited by Mediatriz (1984 p. 378) Peer group acceptance is vital part of childs social development. From his peer a child learns how to relate with others, and his sense of adequacy depend on his ability to master such skills as cooperation, competition and the art of compromise. Consequently, a child who lacks these basic skills may be rejected or cruelly tormented.

All children will seek acceptance by contemporaries. Eventually most children find a place among their peers. Further, peer groups play an increasingly important role in the development of a sense of self. Kelly (1990 p. 99) pointed out that the primary concern of children is the need for belongingness in terms of friendship with peers. Further he established that children love to have peers. Gregorio (1990 p. 41) agreed with him when he explained that peers can help a child behave positively and its opposite. Dealing with others is a must for children. The perception of Mediatriz (1984), Kelly (1991), an Gregorio (1990) collaborated with one of the results of the study. Attitude toward Their Lessons According to Fontanilla (1981 p. 30) attitude towards the subject is a contributory factor to academic achievement. Attitude is a set of beliefs feelings and response. They are always within the individual, ready whenever the individual is confronted by the proper object. In view of this Eronic (1990 p. 233) said that the first five or six years of a child are considered the crucial years. The child experts also call these years the most critical stage in human growth and development. What happens in early childhood greatly affect the childs personality and intellectual capacity. The crucial nature of pre-school education for an all-around development of the child was recognized as the father of German kindergarten education, advocated the use of self-activity as the best agency

for the proper development of the child. This therefore calls for activities that can hold their attention to enable them to comprehend their lesson thus resulting to good ratings. The concepts established by Fontanilla and Ernico were with the findings of this work which showed that the academic performance in all the subject areas were affected by the attitude of pupils towards their lesson. Birth Order in the Family Gurlock (1998 p. 296) stated that interection of parents with their children are attributed to the position of siblings in the family. Achievement of the child in school is much dependent on the relationship he has with the parent. The way parents treat children and their treatment of the children, in turn influences their childrens attitudes toward them and the way they behave. Brazelton (1995 p. 448) added that parental treatment of the child based on relative position in the family are different. The oldest child is treated like an only child who until the second child comes along, does not have share her parents love and attention. The amazing love affair that all new parents have with their first child leads to a kind of intensity that they probably can never duplicate with any subsequent children. The first child feels special but together with the specialness comes pressures. Parents tend to expect a lot of their first born. They become symbols of either great success or failures which the parents feel reflects on their ability. Middle children on theother hand, often feel neglected in favor of the first and last born children. They learned to be valued for their sense of responsibility, doing what they can to be useful. The youngest are

babied being the youngest in the brood. They grow up feeling the most treasured and nurtured by all. Findings of this study were influenced by the positions of Gurlock (1998) and Brazelton (1995) because birth order in the family had a very slight or almost negligible relationship to both academic and social performance.