The research sought to determine the influence of teachers’ communication behavior on students’ attitude and performance in Chemistry at the Bulacan State University, Bustos Campus, Bustos, Bulacan. Specifically, the study sought answers to the following questions: (1) What level do Chemistry teachers exhibit in the following communication behavior: challenging; encouraging and praising; non-verbal supporting; understanding; controlling? (2) What is the level of the attitude of students toward Chemistry? (3) What is the level of performance of students in Chemistry subject both in lecture and laboratory? (4) Is there a significant relationship between teachers’ communication behavior and students’ attitude toward Chemistry? And, (5) Is there a significant relationship between teachers’ communication behavior and students’ performance in Chemistry?
The expressive quantitative and qualitative methods of research were developed. The population of the study consists of 185 students who were arbitrarily selected from different courses in Bulacan State University, Bustos Campus.
The following conclusions were developed: (1) Chemistry teachers garnered very satisfactory ratings in the aspects of challenging communication behavior, encouraging and praising category of communication behavior, non-verbal supporting category of communication behavior, understanding communication behavior, and controlling communication behavior as perceived by their students. (2) The majority of the students have very satisfactory attitudes toward Chemistry. (3) Majority of the students obtained an average rating in their Chemistry grades in lecture and laboratory, and (4) There was no significant relationship between challenging communication behavior of teachers and attitude of the students, encouraging and praising communication behavior of educators and attitude of students, controlling communication behavior of instructors and attitude of students, challenging communication behavior of teachers and Chemistry performance of students, understanding communication behavior of schoolteachers and Chemistry performance of students, and controlling communication behavior of teachers and Chemistry performance. However, there was the significant relationship between non-verbal supporting communication of lecturers and attitudes of students, and understanding communication behavior of teachers and attitudes of students.