A Predictive Analysis of Teacher-Student Interactions and Learners’ Perceptions of Biology in the Philippine Context
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Published
Jun 30, 2026
Abstract
This study examined the predictive power of Teacher Expectation-Student Achievement (TESA) interaction and its dimensions of Response Opportunities, Feedback, and Personal Regard on learners’ perceptions of Biology in terms of Concept of Teacher, Interest in Class, and Perceived Ease. A validated survey was administered to 279 randomly selected high school learners from three schools in Iloilo, Philippines. Multiple regression analysis was used to determine predictive relationships. Descriptive results indicated moderately favorable levels of overall TESA interaction and Biology perceptions, with lower mean scores in Personal Regard and Perceived Ease. Overall TESA significantly predicted learners’ perceptions of Biology. At the dimension level, Personal Regard emerged as the strongest predictor of both Interest in Class and Concept of Teacher, emphasizing the role of affective teacher–student interactions. Feedback significantly correlates with Perceived Ease, while Response Opportunities did not predict Perceived Ease but significantly predicted both Interest in Class and Concept of Teacher. The findings support affective and interactionist views of learning and suggest that teacher professional development should focus on strengthening personal regard and feedback practices to improve students’ perceptions and engagement in Biology.
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Keywords
Teacher-Student Interaction, Teacher Expectation-Student Achievement (TESA), Personal Regard, Affective Interactions, Biology Education, Predictive Modeling
Supporting Agencies
No funding sources declared.
References
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Chen, L. (2023). Research on the importance of teacher-student interaction in university art courses. Region - Educational Research and Reviews, 5(4), 70. DOI: https://doi.org/10.32629/rerr.v5i4.1400
Cohen, R. L., & Zusho, A. (2023). Prior achievement in math impacts adolescents’ help‐seeking behavior in interactive learning environments. New Directions for Teaching and Learning, 2023(174), 65–71. DOI: https://doi.org/10.1002/tl.20550
De Neve, D., Bronstein, M. V., Leroy, A., Truyts, A., & Everaert, J. (2022). Emotion regulation in the classroom: A network approach to model relations among emotion regulation difficulties, engagement to learn, and relationships with peers and teachers. Journal of Youth and Adolescence, 52(2), 273–286. DOI: https://doi.org/10.1007/s10964-022-01678-2
Denessen, E., Keller, A., Van Den Bergh, L., & Van Den Broek, P. (2020). Do teachers treat their students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Education Research International, 2020, 1–8. DOI: https://doi.org/10.1155/2020/2471956
Fauzi, A., Rosyida, A. M., Rohma, M., & Khoiroh, D. (2021). The difficulty index of biology topics in Indonesian senior high school: Biology undergraduate students’ perspectives. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2), 149–158. DOI: https://doi.org/10.22219/jpbi.v7i2.16538
Ghafar, Z. N., & Hazaymeh, O. (2024). Effective questioning in the classroom: An overview of the techniques used by instructors. International Journal of Childhood Education, 5(2), 1–14. DOI: https://doi.org/10.33422/ijce.v5i2.676
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Holzer, J., Sessig, E., & Lüftenegger, M. (2022). When educator-learner perceptions of instruction diverge: Teachers’ perspectives. Educational Research, 65(1), 99–120. DOI: https://doi.org/10.1080/00131881.2022.2116348
Ilori, O. O., & Tanimowo, F. O. (2022). Heteroscedasticity Detection in Cross-Sectional Diabetes Pedigree Function: A comparison of Breusch-Pagan-Godfrey, Harvey and Glejser tests. International Journal of Scientific and Management Research, 05(12), 150–163. DOI: https://doi.org/10.37502/ijsmr.2022.51211
Jia, R., Yan, X., Liu, X., & Wang, J. (2023). Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience. Frontiers of Nursing, 10(4), 465–469. DOI: https://doi.org/10.2478/fon-2023-0049
Johnston, O., Wildy, H., & Shand, J. (2021). ‘Believe in me, and I will too’: A study of how teachers’ expectations instilled confidence in Grade 10 students. Social Psychology of Education, 24(6), 1535–1556. DOI: https://doi.org/10.1007/s11218-021-09668-1
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research. DOI: https://doi.org/10.33902/jpr.202319128
Kara, M. (2020). Transactional distance and learner outcomes in an online EFL context. Open Learning the Journal of Open Distance and e-Learning, 36(1), 45–60. DOI: https://doi.org/10.1080/02680513.2020.1717454
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How to Cite
Lacorte, J. H. S. (2026). A Predictive Analysis of Teacher-Student Interactions and Learners’ Perceptions of Biology in the Philippine Context. Science Insights Education Frontiers, 34(2), 5477–5501. https://doi.org/10.15354/sief.26.or284
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