Students in a class depict different types of academic performance which can be attributed to their attentiveness in class, their personal motivation to study and learn, the effort that they put into studying after school as well as they own intelligence level. However the problem that is focused in observational study is the relation between student attitudes and their academic performance where their behavior in class and their eye contact with the teacher affects their academic performance.
Formal research has been conducted how the presence of disruptive behavior can affect the student’s performance in class by Ayllon and Roberts. The study involved a teacher who “conducted 15-min performance sessions in her reading class during which written academic performance and disruptive behavior were recorded” (Ayllon and Roberts, 1974). The results depicted that with a level of disruption at 34 percent, the academic performance of the students was below 50 percent.
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