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Classroom Behavior as a Predictor of Competency-Based Learning: A Regression Analysis of Senior High School Students

Year: 2025

Type: article

Abstract: This study examined the influence of classroom behavior on the competency-based learning (CBL) among Senior High School (SHS) students. Anchored on Zimmerman’s Self-Regulated Learning Theory and Sweller’s Cognitive Load Theory, a quantitative descriptive-correlational design was employed. A total of 70 SHS students participated in the study, selected through stratified random sampling. Two validated instruments assessed the levels of classroom behavior and CBL. Findings revealed a moderate level of classroom behavior and a high level of competency-based learning. Pearson r indicated a significant positive relationship between classroom behavior and CBL. Regression analysis showed that 13.4% of the variance in CBL can be explained by classroom behavior. A single regression model was generated, confirming that classroom behavior substantially influenced competency-based learning outcomes. The findings underscore the importance of promoting behavior-centered strategies to improve CBL.

Source: International Journal of Multidisciplinary Studies in Higher Education

DOI: 10.70847/632199

Authors: Louie Jay Caloc, Darryl Imperial, Amie Matalam, Roberto Diamante

Institution: St. John Paul II College of Davao

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4414101054

FWCI: 5.037

Cites: 17

Cited by: 6

Related to: 10