Good Conduct and Academic Performance of Senior High School Students: Basis for Student Training

Abstract

This study examined the relationship between good conduct and academic performance among Senior High School students at San Roque National High School, Marikina City, during School Year 2025-2026. Using a mixed-method design with a correlational approach, the study involved 144 student-respondents selected through stratified and systematic random sampling from a population of 224 students, together with eight teacher-facilitators who provided evaluative insights. A researcher-made questionnaire, Good Conduct and Academic Performance: SHS Survey Questionnaire, measured students' discipline, responsibility, punctuality, and respect for school rules through a four-point Likert scale, while academic performance was determined from students' general averages validated by school records. Descriptive statistics, Welch's t-test, Pearson correlation, and thematic analysis were used to analyze the data. Findings showed that most respondents were within the normal Senior High School age range of 15-18 years old, were predominantly male, lived with both parents, and relied mainly on cellphones as learning devices. Students rated their good conduct at a very high level, while teachers rated it at a high level, with significant differences across all conduct dimensions. Academic performance was generally strong, with most students achieving Very Satisfactory or Outstanding ratings and no recorded failures. A strong positive and statistically significant correlation was found between good conduct and academic performance (r = 0.79; computed t = 15.12 > tabular t = 1.98), leading to the rejection of the null hypothesis. The study concludes that discipline, responsibility, punctuality, and respect for school rules are strongly associated with scholastic achievement. It recommends a student training program focused on punctuality, discipline, time management, self-regulation, and collaborative home-school support.