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