The conceptual framework of this study is presented by the conceptual model as shown in figure 1.

The perceived relationship between the independent variable and the dependent variable which consists of the classroom structures (self-contained and departmentalized) (IV) affects pupils academic achievement (DV). Because of the difference in classroom setting where the pupils are taught, the researcher contemplated that there is a significant difference between the two classroom structures and with the performance of the pupils due primarily to the fact that one group of pupils are taught by one teacher alone and considered as a generalist for he teaches all subject areas, these teachers are also perceived to have an understanding or grasp of the subject matter they impart to the learners and one group of pupils which are taught by different teachers where they specializes in a particular area and increases the student content relationship because these teachers are also deemed to be equip and master the subject they instruct. The researcher also ascertained that the Independent variable on this study which is the classroom structure ((self-contained and departmentalized) has a significant relationship on pupils behavior (DV) in terms of honesty, courtesy, helpfulness and cooperation, resourcefulness and creativity, consideration for others, sportsmanship, obedience, self-reliance industry, cleanliness and orderliness, promptness and punctuality, sense of responsibility ,love of God and patriotism. There is also a significant difference in which the researcher perceives in the behavioral character traits that each group of pupils manifests. The researcher derived to this perception due to the particularity of each group on how their behaviors are monitored by each type of classroom structure. In the self-contained classroom structure the teacher has the luxury of time to guide each pupil to show behaviors the teacher deemed proper and is accepted by the

society in general. They are able to recognize the needs, strengths and weaknesses of each pupil and address those needs immediately. While, in the Departmentalized classroom structure the teachers time to monitor the pupils behavior is scarce for they spend only a minimum amount of time for every class they teach, thus, deterring them to know, understand and characterize each pupils behavior. And lastly this study also perceived that the Independent variable which is the classroom structure (departmentalized and self-contained) has a significant relationship and significant difference with the dependent variable which is the pupils attitude towards their teachers and peers. The researcher came up with this perception due to the distinct characteristics of the two classroom structure and how it affects pupils attitude towards their peers and teachers. In the self-contained classroom structure the interaction is highly individualized and the pupils are closely supervised during instructions thus, making the pupils and the teacher know each other better and recognize their individualities creating a close - nit relationship that makes the pupil less intimidated, forming a positive attitude towards each other. If pupils are comfortable and at ease with their classroom environment there is a grave possibility that how pupils act towards their teacher will likely be the way these pupils will act towards their peers. While in the

departmentalized classroom structure pupils will have an opportunity to interact to different teachers with varied personalities. There is a huge probability that each pupil will have a different relationship among the subject teachers he/she will have, each teacher have their own distinct style or approach of instruction thus, may affect how the pupil act toward each one of them..

The classroom structure is referred to are self-contained classroom structure and departmentalized classroom structure. The second, third and fourth frame reflects the dependent variables. The second frame

consists of the academic achievement in terms of the general average, the behavior of the pupils in terms of honesty, courtesy, helpfulness and cooperation, resourcefulness and creativity, consideration for others, sportsmanship, obedience, self-reliance industry, cleanliness and orderliness, promptness and punctuality, sense of responsibility ,love of God and patriotism thus, composing the third frame. Lastly for the fourth frame is the pupils attitude towards teachers and peers.

Independent Variables

Dependent Variables Pupils Academic Achievement in terms of Grade Performance

Classroom Structure

Pupils Behavior in terms of: 1. Self- contained Classroom Structure

1. Honesty

2. Departmentalized Classroom Structure

2. Courtesy 3. Helpfulness and Cooperation 4. Resourcefulness and Creativity 5. Consideration for others 6. Sportsmanship 7. Obedience 8. Self-reliance 9. Industry 10. Cleanliness and Orderliness 11. Promptness and Punctuality 12. Sense of responsibility 13. Love of God 14. Patriotism

Pupils Attitude Towards 1. Teachers 2. Peers

Figure 1 Conceptual Model of the Study Hypotheses of the Study Based on the research questions. This study will test the following hypotheses. 1. There is significant relationship that exists between self-contained classroom structure and departmentalized classroom structure on pupils academic achievement, behavior and attitude.
2. There is significant difference that exists between in pupils academic achievement,

behavior and attitude based on classroom structure (self-contained and departmentalized).