Theoretical Background
This study is anchored on Walberg’s Walberg’s theory of educational productivity that was test tested ed as one one of the the few few theo theori ries es abou aboutt acad academ emic ic achi achiev evem ement ent.. This This theo theory ry suggests that the psychological characteristics of the students and their immediate psycho psycholog logica icall enviro environme nments nts inuenc inuence e their their educa educatio tional nal outcom outcomes es (cogn (cognit itive ive,, behavioral, and attitudinal) (Reynolds Walberg, !""#). This is considered as the educational process goals as well as achievement goals to increase educational prod produc ucti tivi vity ty.
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circumstances that can inuence student’s academic achievement. Walberg (!"$%) identi&ed identi&ed nine 'ey variables variables that can inuence educationa educationall outcomes student’s ability, motivation, age and stages of development, quantity of instruction, quality of instruction, classroom climate, home environment, peer group, and exposure to social media outside of school.
irst is student’s ability ability.. *s suggested by Walberg, Walberg, student’s ability ability can inuence educational outcomes for it shows the +uality and s'ill of a student for being able to perform physically and mentally in school. * students ability is in a ma-or factor for the success in achieving a good academic performance of a student. * student may have abilities such thin'ing, perceiving, problem solving, and remembering which has a great contribution to their achievement in school. These abilities are bene&cial in certain situations or particular tas's that could help a student attain greater performances at school.
urther, otivation has been shown to positively inuence study strategy, academic performance, ad-ustment and well/being in students in domains of education other than medical education (0ansteen'iste et al. #112). 3tudents need motivation to inuence them to do tas's willingly. 4n this case, students tend to have a reason to act and respond +uic'ly without being as'ed and to wor' hard thin'ing about the thing that motivates them. *s observe, students who are most motivated to learn and e5cel in classroom activities tend to be the highest achievers (*. 6. 7ottfried, !""18 3chiefele, 9rapp, Winteler, !""#8 Walberg :guroglu, !"$1). ;onversely, students who have little interest in academic achievement are at high ris' for dropping out before they graduate from high school (
8
Third, age and the stages of development inuence the educational outcomes.
ourth is the +uantity of instruction wherein it e5plains that the impact of the amount of instruction on a students achievement depends on the total hours spent in school which do not signi&cantly impact the students outcomes unless the hours are unusually low or high. @ut not all time is e+ual. The actual time students spend engaged in a speci&c sub-ect is critical. Aver a years, conventional wisdom increases in the length of the school day and school year to improve the students performance in school. :nfortunately, the evidence is not -ust there to support these eBorts. ;lassroom time must be divided between time spent on instruction and time/oB tas's (lunch, recess, moving from one class to another) and teachers
need to ensure that an ade+uate amount of academic instruction is e5ecuted using +uality instructional methods. ifth is the +uality of instructions which refers to the use of teaching approaches in the classroom to provide individual learning needs of all students. Cuality of instructions has a big impact to the student’s academic achievement because it shows the level of the teaching s'ills of a teacher in teaching his students. * +uality teacher is one who has a positive eBect on student learning and development through their content mastery and communications s'ills. They are life/long learners and teach students with commitment. They transfer 'nowledge by learning process through good communication, 'nowledge about child development, and the ability to meet student needs. They support students in achieving their goals in life. They establish an environment for an eBective learning, in school. @y these, +uality of instructions has a big impact to the student’s academic achievement because it shows the learning of the students based on teaching strategies of a teacher. 3i5th is the classroom climate which includes the mood, attitude, standard and tone that the students feel when they are inside a classroom. * negative classroom climate can feel out of control while a positive classroom climate feels safe and supportive. *mborse et.al. (#1!1) de&ne classroom climate as Dthe intellectual, social, emotional, and physical environments in which our students learn. ;limate is determined of interacting factors that include faculty/student interaction, the tone instructors set, instances of stereotyping, the course demographics, student/student interaction, and the range of perspectives represented in the course content and materials.E @y these factors, the educational outcomes of a students will be aBected. ;lassroom climate is aBected not only by blatant situations of ine+uality
directed to a person or group of people, but also by smaller, not obvious Emicro/ ini+uitiesE that can accumulate to have negative impacts on learning (
3eventh variable is the home environment.
Iastly is the mass media. ass media has evolved signi&cantly over time. 4t has also played a ma-or role in enhancing socialiJation and grades improvement of a student.
With these dis+uisitions, we can distinguish how these identi&ed 'ey variables could aBect speci&cally the academic performance of students. 4t also means to appear that the essential factors may substitute, compensate, or tradeoB for one another in diminishing rates of return for e5ample, immense +uantities of time may be re+uired for a moderate amount of learning to occur if &nance, motivation, ability, or +uality of instruction is minimal (, p.?%). This strongly e5plains the signi&cant diBerence between the academic achievement of a wor'ing student and a regular student.
Walberg’s Model of Educational Productivity
3tudent’s ability
otivation
*ge and stages of
Cuantity of instruction
Cuality of instruction
;lassroom climate
Feer group
Student Learning
ass media
Figure 11 Sche!atic "iagra! of the Theoretical#$once%tual Fra!e&ork 4n this view, there are three propositions that e5plain further the Walberg’s theory of educational productivity. The &rst proposition is the learner’s characteristics which reect the ability, motivation, and age.
