Liceo de Masbate College of Education Quezon St.

, Masbate City

Causes of Disruptive Behaviors among Third and Fourth Year High School Students at Liceo de Masbate High School

in partial fulfillment of the requirements in the subject Special Topics in Education for the Degree Bachelor of Science in Education

Margarito Denubo Jr. Maricel Danao El-Bien Fajel Precious Lyka Laurio Staphanie Masamoc Leonora Erika O. Rivera Yana Villaganas

March, 2014

Mrs. Anita B. Catillo, Ph.D. Professor

ACKNOWLEDGEMENTS

Several people have played an important role in accomplishing this thesis and the researchers would like to acknowledge them here: A sincere note of gratitude goes to Dr. Anita B. Castillo, our thesis adviser, for her support, guidance, and assistance in this thesis effort. We wish to express our overwhelming debt to our parents, guardians, and loved ones for their undying support, encouragement, understanding, wisdom, patience, and financial aid in every stage of this study. We wish to express our appreciation to our classmates, friends, and colleagues for their assistance and inspiration every time that we have experience difficulties and failures. To Mrs. Carmen Mendoza, we are grateful for your help especially as we conduct our survey. Without your strength and courage, we will never make it. We also wished to thank our respondents of this study (who remained anonymous for confidentiality purposes). Their enthusiastic and willing participation make this study a success. Last but not the least, we thank the almighty God for reasons too numerous to mention How numerous you have made your wondrous deeds, O Lord, our God! And in your plans for us there is none To equal you, should I wish to declare or tell them They would be too many to recount

Psalm 40:6

DEDICATION To our beloved Alma Mater You will always be in our hearts

TABLE OF CONTENTS Title Page . Acknowledgement .... Dedication . Table of Contents .. List of Tables List of Figures ... I. Introduction ... A. The Problem and its Background .. B. Statement of the Problem .. C. Research Hypothesis . D. Significance of the Study .. E. Scope and Delimitation F. Definition of Terms .. II. Review of Related Literature and Studies A. Disruptive Behavior of Students .. B. Causes of Disruptive Behaviors C. Review of Related Studies 1) Disruptive Behaviors of the Students ..................... 2) Causes of Disruptive Behavior ... 3) Socio-economic Status ... III. Research Methodology ... A. Research Design B. Locale of the Study ... C. Sampling Technique . D. Research Instrument .... E. Data Gathering Procedure . F. Statistical treatment of Data .. G. Conceptual Framework .

IV. Presentation, Analysis, and Interpretation of Data . A. Student Profile .. B. Incidence of Disruptive Behavior.. C. Learning Environment .. D. Analysis of Association among Variables E. Chi-Square Summary V. Summary, Findings, Conclusions, and Recommendations . A. Summary ... B. Findings C. Conclusions .. List of Tables

CHAPTER I The Problem and its Background Introduction Disruptive behavior has always been a great area of concern for educators, not only because society expects that schools, as one of its institutions, will play a major role in the

socialization of its youth, but also because, for the learning process to take place, it is necessary that the classroom environment be conducive to education. The educational purposes of the school are accomplished best in a climate where the duties and responsibilities of the students and the rules and regulations of the school respected. It is a challenging task for a teacher to manage a class compared of diverse students, each of whom possesses a unique personality and temperance with varied family backgrounds and experiences. These factors which greatly influence students behaviors in the classroom are deeprooted that requires the teachers skillful investigation within and outside the classroom setting. The causes of disruptive behavior can be much latent and delicate that any careless actions made by the teacher to correct such behavior might just aggravate the situation. The art of discipline in the classroom should be carefully studied and implemented to prevent traumatic effects to the students. Disruptive classroom behavior also becomes a burden on the classroom when both instruction and the normal functioning of the classroom are interrupted. According to the article, Educational Sequel of High School Misbehavior, disruptive classroom behavior creates stress and distraction for the teachers exposed thus detracting from academic time. As disruptive classroom behavior increases within schools, an unbalanced atmosphere is created, causing teachers and administrators to spend more time honing in on negative behavior instead of performing duties consistent with the creation of a positive learning environment. The diverse profiles of learners can be predictors of disruptive behaviors. One of them is socio economic status and family relationship. Studies revealed that students from a low SES were more likely to misbehave. Family structure and relationships also greatly affects a child emotional and personality development.

The learning environment influenced the learners behavior since it sets the atmosphere and setting that should be conducive to learning. If the classroom is disorganized, the teacher is unjust and unreasonably strict, and classmates are bullies, then it is likely to encourage and persuade the child to resort to misbehaviors. The teacher especially is a crucial factor in managing misbehaviors of the students. S/he will have to ensure that the classroom setting is conducive and emits a relaxed and secured atmosphere for the students. There is also a remarkable difference among students with high and low academic achievement in displaying disruptive behaviors In the Liceo de Masbate High School, several disruptive behaviors are noted from the students like cheating, shouting, bullying, roaming around the class, uncontrollable noise and others. These behaviors are said to be problems of teachers. Bropy (2005) pointed out that the causes of those problems could not be determined by mere intuition alone. It is within this premise that the researchers want to undertake this study to identify the predictors of disruptive behaviors among students which includes socioeconomic status, family relationship, and academic achievement as well as to determine the association between students profile and the extent of manifestation of disruptive behaviors. It attempts to identify the top disruptive behaviors manifested by students. Moreover, the study will focus on the profile of the class with the highest occurrence of disruptive behavior and assess its learning environment. Statement of the Problem This study aimed to find out the teachers strategies in dealing with students disruptive behaviors in the selected classes of Liceo de Masbate. Likewise, this study aimed to determine the causes of disruptive behaviors among selected students in high school in the said situation.

Specifically, the researcher sought answers to be following questions: 1. What are the common disruptive behaviors manifested by third and fourth year students at Liceo de Masbate High School? 2. What is the extent of incidence of disruptive behaviors among third and fourth year high school students? 3. What is the profile of the class with the highest incidence of disruptive behaviors in terms of: a. socio-economic status b. family relationship c. academic achievement 4. What is the general quality or condition of the learning of the learning environment of the class with the highest incidence of disruptive behaviors? 5. Is there a significant relationship between the profiles of the respondents and the extent to which they manifested disruptive behaviors? Research Hypothesis: Ho : There is no significant relationship between the profiles of the three classes and the extent to which they manifested disruptive behaviors. Ha: There is significant relationship between the profiles of the three classes and the extent to which they manifested disruptive behaviors.

Significance of the Study The researchers believe that the result of this study is indispensable to the following:

The training institution can integrate the result of this study in preparing student teachers by providing tips and guidelines to them in how to manage student behaviors and how to cope with the problem situations in the classroom based on the analysis of the findings of this study. In doing so, the pre-service education of prospective secondary teachers is enhanced. The school administrators can use the results of this research in planning orientation programs for newly employed teachers as well as planning in-service programs for those who may still encounter problems in the classroom which have difficulty in coping with. The prospective teachers, on the other hand, will be prepared for their teaching career. It can provide them with information as to what strategies and the methods to employ in case confronted with problems in the classroom. The researchers who will undertake similar studies in the future can use this study as a reference of information necessary to them. Professional teachers particularly those who have serious difficulties with disruptive behaviors of students will learn how to become a skilled classroom manager and how to effectively minimize misbehavior in the class in order to promote positive environment conducive to learning. Guidance counselors will improve their knowledge with strategies in resolving cases of disruptive behaviors in their school. Scope and Delimitation The study delimits itself to the socioeconomic status, family relationships, and learning achievement as predictors of disruptive behaviors among students. It also focuses on the assessment of the quality of the learning environment that the participants of this study who are manifesting disruptive behaviors are experiencing

The profile of selected high school students in terms of gender, socioeconomic status, family relationship, and learning achievement were determined. Likewise, the quality of the learning environment of the respondents was also assessed. Furthermore, the association of the profiles of the respondents and the extent to which they manifest disruptive behaviors was also identified. The respondents of the study were 45 third and fourth year high school students at Liceo de Masbate. Specifically, the class of St. Cecila, St. Therese, and St. Dominic were selected as participants. This study was conducted from January until March 19, 2014 respectively.

Definition of Terms Academic achievement includes the students class standing, honors and recognitions, and grades or marks acquired in class. Behavior refers to the attitude response by the students toward teaching and learning procedures. Disruptive behavior refers to the problem that negatively affects the continuous flow of the lesson; it is a negative problem that disturbs the teaching-learning process.

Family relationship is how family members interacts and relates with each other High School Students are learners taking secondary studies in the Philippines Learning environment deals with the classroom setting and atmospheres, and the personality and attitudes of classmates, and teachers. Predictors are factors that foretell or explain the cause of the behavior.

Socioeconomic status (SES) is evaluated as a combination of factors including income, level of education, and occupation.