TEACHER-STUDENT RELATIONSHIP AND ACADEMIC EMOTIONS AS PREDICTORS OF LEARNING ATTITUDE OF STUDENTS IN SCIENCE

This study aimed to investigate the influence of teacher-student relationships and academic emotions on the learning attitudes of Grade 10 science students in four public secondary schools in Davao del Norte, Philippines. Using a descriptive-correlational design and validated questionnaires, data were collected from 301 students. The instruments used were the Teacher Student Relationship Inventory (S-TSRI), the Academic Emotions Scale (AES), and the Attitude Towards Science Learning (AtSL) questionnaire. The study revealed that the respondents’ teacher-student relationship is highly extensive, academic emotions are felt and learning attitudes in science are evident. Moreover, the results show that both teacher-student relationships and academic emotions significantly predicted learning attitudes towards science. The study concluded that strong teacher-student relationships and positive academic emotions are crucial factors in fostering positive learning attitudes towards science. Lastly, students, parents, teachers, school administrators, DepEd officials, and other researchers would all benefit from this study by learning more about the factors that affect student’s learning attitude. The study recommends that schools prioritize fostering positive teacher-student relationships, promoting positive academic emotions, and implementing strategies to enhance student engagement in science. KEYWORDS: science education, teacher-student relationship, academic emotions, learning attitude in science, grade 10 students, descriptive and correlational design, regression analysis, Sto. Tomas, Davao del Norte, Philippines