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Islamic Stidies all And Guidance School

s/y 2017-2018

Senior High Department

Research Proposal

Junior High School Students of ISCAG School, classroom behavior based on

teachers perception.

Research Design:

The goal of qualitative phenomenological research is to describe a "lived

experience" of a phenomenon. As this is a qualitative analysis of narrative data,
methods to analyze its data must be quite different from more traditional or
quantitative methods of research. Essentially, you are focused on meaning, the
meaning of the experience, behavior this is my reason so I will do this research.

Research Question:

1. What kind of behavior is there for Junior high school student?

2. What are the effect of poor behavior among student in ISCAG?

3.How does teacher deals with the behavior of the students?

Prepared by: Darwin G. Vergara Grade 11

Prepared to: Sir. Bryan Jay Ortazo

Backgroung of the study

If your child is having wellbeing or behavioural issues government schools

provide a range of supports, from Welfare Officers and Coordinators to school
nurses and Student Support Services including speech pathologists and
psychologists. To discuss any specific issues relating to your child's learning
and behaviour you should contact your child’s school.

This study investigated individual differences in teacher planning and the

relationship of teacher planning to teacher behavior and student achievement.
Each of 12 experienced teachers taught a social studies lesson to three groups
of junior high students (N=8 per group) randomly formed from 288 paid
volunteers. Before teaching each group, teachers had 90 minutes to “think
aloud” and plan the lesson. Teachers’ planning and teaching were recorded and
coded. Students completed achievement and attitude measures after the
lesson. Results indicated that generally, the greatest proportion of planning
statements concerned the subject matter, but substantial differences occurred.
Planning differences were related to teachers’ cognitive styles and abilities.
Relationships between teacher planning, teacher behavior, and student
outcomes also appeared.

This article reviews research on teaching and considers its potential

implications for compensatory education of low-achieving students from low
socioeconomic status (SES) backgrounds (e.g., target students for the Chapter
1 program). The emphasis is on process-outcome research linking teacher
behavior to student-achievement gain, but research on cooperative learning
methods, conceptual change teaching, the teaching of cognitive strategies,
individualized and computerized instruction, adaptive education, and mastery
learning is also considered. It is concluded that regardless of the setting
(regular or special classroom), the key to achievement gain by low-achieving
students is maximizing the time that they spend being actively instructed or
supervised by their teachers. The educational programs likely to be most
effective with these students are programs developed on the basis of general
principles of good instruction rather than programs designed from the
beginning as responses to special needs or learning deficits diagnosed in
compensatory education students.

This study aimes to examine the behavior of Junior High School student in
ISCAG school in their classroom and to identify the problems faced by teachers
regarding the behavior of their student, to know the effect of behavior in ISCAG
School in Junior High School.
Significance of the Study

This study is important because it will help student to know if they are well-
behavior or not.

After that , it can make up solution to help student in ISCAG to have a good
character or to improve their self- behavior.

State of the problem

The common problem in my research are that students drop their grades due
to their behavior within their classroom and those student who are n the
guidance office list many times can solve this problem only when I know why
they are.

When a teacher is confronted with a misbehaving or non-compliant student,

the challenging behavior present a puzzle to be solved.

Scope and Delimitation

This research covers the behavior of student and we will be discussed the
grade of Junior High School students in ISCAG and I will discuss again the
high school student who have list in the guidance office. this my research
study is just for Junior High School students in ISCAG where I can interview
some of them from 7 (seven)-10 (ten) students interview and while 5 (five)
teachers and to find out the result of my research study.
Islamic Studies Call And Guidance School

s/y 2018-2019

Junior High School Students of ISCAG School, classroom behavior based on

teachers perception.
Name: ________________________________ Age:______

Year Level:___________________________________ Gender:___

1.Do you think your behavior changes in every quarter?





2.How can improve your behavior?


3.Why do student misbehave?

4.Who is influence your behavior?


T Teachers



5. Rate your behavior in classroom (1-10).




6.Have you experience being bullied?



If Yes, How?


7. For You what the Behavior means?

8. What kind of friends do you have?


9.What will you do if saw a student being bullied ?

Chapter 2

Review of Literature

This chapter present the review of related literature and studies ,which gave
the researcher enough background data and information whish both comi9ng
from foreign and local researchers on the Behavior of student base on teachers
perception this study provide to be a great in the conceptualization of the

Related Literature

Isaac A. Friedman(2010) This article reports on two studies that examined how
typical student behavior patterns contribute to predicting burnout among
teachers in general (Study 1) and among male and female teachers possessing
different pupil control ideologies (Study 2). The sample for Study 1 involved 348
teachers from both religious and secular schools in Israel and 356 of their
students. The sample for Study 2 involved 391 elementary and secondary
schoolteachers (122 were classified “humanistic” and 119 “custodial”). The
teachers sampled completed a questionnaire composed of an adapted version
of the Maslach Burnout Inventory, the Pupil Behavior Patterns Scale (Studies 1
and 2), and an adapted version of the Pupil Control Ideology scale (Study 2).
The students in Study 1 filled out an open-ended questionnaire. The typical
student behaviors—disrespect, inattentiveness and sociability—accounted for
22% of teacher burnout variance for the whole sample and for 33% of burnout
variance in teachers in religious schools. Humanistic teachers were affected
mainly by disrespect, whereas custodial teachers were affected mainly by
inattentiveness. Burnout among male teachers was mainly affected by
students' inattentiveness whereas burnout among female teachers was mainly
affected by students' disrespect.
JereBrophy(2010)This article reviews research on teaching and considers its
potential implications for compensatory education of low-achieving students
from low socioeconomic status (SES) backgrounds (e.g., target students for the
Chapter 1 program). The emphasis is on process-outcome research linking
teacher behavior to student-achievement gain, but research on cooperative
learning methods, conceptual change teaching, the teaching of cognitive
strategies, individualized and computerized instruction, adaptive education,
and mastery learning is also considered. It is concluded that regardless of the
setting (regular or special classroom), the key to achievement gain by low-
achieving students is maximizing the time that they spend being actively
instructed or supervised by their teachers. The educational programs likely to
be most effective with these students are programs developed on the basis of
general principles of good instruction rather than programs designed from the
beginning as responses to special needs or learning deficits diagnosed in
compensatory education students.

Wendy M. Reink (2010)Despite the growing evidence base for the efficacy of
preventive interventions, the level of implementation of these interventions in
schools is often less than optimal. One promising approach to supporting
teachers in implementation of interventions is the use of coaching. In this
study, teachers were trained in a universal classroom management
intervention and provided ongoing coaching. The association between the type
and amount of coaching activities and teacher implementation of proactive
classroom management over time were investigated. Results indicated that
teachers who received more performance feedback had higher levels of
implementation over time in comparison with teachers who received less
feedback. In addition, a significant interaction between the amount of
coaching a teacher received and his or her implementation of proactive
classroom management was found. Increased implementation over time was
observed for teachers with lower initial levels of implementation who received
more coaching, whereas implementation decreased over time for teachers who
received less coaching. The importance of coaching as a support system for
enhancing implementation quality of classroom-based preventive
interventions is discussed.

Deborah J. Smith(2009)The effectiveness of self-management procedures in

reducing the disruptive and off-task behaviors of students in a special
education resource classroom was assessed. Four junior high-aged students,
three of whom were classified as behaviorally disordered and one as learning
disabled, participated in the study. Results indicated that self-evaluation
procedures implemented in the resource room reduced students' off-task and
disruptive behaviors. Data collected concurrently in students' regular
education classes showed little or no generalization of treatment gains from the
resource room. Recommendations are offered for facilitating the generalization
of the self-management skills.

Wentzel, K. R. (2007).This study examined adolescents' perceptions of

pedagogical caring in relation to their motivation to achieve positive social and
academic outcomes in middle school. A longitudinal sample of 248 students
was followed from 6th to 8th grade. Perceived caring from teachers predicted
motivational outcomes, even when students' current levels of psychological
distress and beliefs about personal control, as well as previous (6th grade)
motivation and performance, were taken into account. Eighth-grade students
characterize supportive and caring teachers along dimensions suggested by N.

Noddings (2002) and models of effective parenting (D. Baumrind,2000).

Teachers who care were described as demonstrating democratic interaction
styles, developing expectations for student behavior in light of individual
differences, modeling a "caring" attitude toward their own work, and providing
constructive feedback. The implications for understanding links between
teacher behavior and student achievement are discussed. (PsycINFO Database
Record (c) 2016 APA, all rights reserved).
Skinner, E. A., & Belmont, M. J. (2003)On the basis of a new model of
motivation, the authors examined the effects of 3 dimensions of teacher  
behavior (involvement, structure, and autonomy support) on 144 children's
(Grades 7–10) behavioral and emotional engagement across a school year.
Correlational and path analyses revealed that teacher involvement was central
to children's experiences in the classroom and that teacher provision of both
autonomy support and optimal structure predicted children's motivation
across the school year. Reciprocal effects of student motivation on teacher
behavior were also found. Students who showed higher initial behavioral
engagement received subsequently more of all 3 teacher behaviors. These
findings suggest that students who are behaviorally disengaged receive teacher
responses that should further undermine their motivation. The importance of
the student–teacher relationship, especially interpersonal involvement, in
optimizing student motivation is highlighted. (PsycINFO Database Record (c)
2016 APA, all rights reserved).

Jessor R; Jessor SL(2007)This study is the 2nd phase of a long-term program

of research on problem behavior. The approach to theory testing involves a
longitudinal design. The study plots trajectories of change over time in
personality, social environment, and behavior, and uses the theory to forecast
important transitions--beginning to drink, starting to use marijuana, and
becoming a nonvirgin. The book has 4 main sections: 1) an introductory
chapter and a chapter describing problem-behavior theory and research design
and method, 2) the cross-sectional findings and their bearing on the theory, 3)
the longitudinal findings, and 4) studies of socialization and conclusions. Using
adolescents and youths in American society in the late 1960s and early 1970s,
this research represents a logical continuation of a long term interest in
problem behavior and a recognition that what was going on among youth and
in the student movement can be viewed from a problem-behavior perspective.
This high school study began in the spring of 1969 with grades 7, 8, and 9; by
the end of the study in 1972, these participants had all made the transition
from junior to senior high school of grades 10, 11, and 12. Each year, each
participant completed a 50 page questionnaire inquiring about their drug use,
sexual behavior, alcohol drinking, and the problem behavior associated with
excessive use of alcohol. Some of the major findings suggest that: 1) the
prevalence of problem behaviors is substantial at the college level, and while
much lower, sizable at the high school level; 2) personal controls appear to be
most influential in relation to the set of problem behaviors, motivational-
instigations are next, and personal beliefs are least; 3) the adolescent who is
less likely to engage in problem behavior is one who values academic
achievement and expects to do well academically; 4) within the distal structure,
the variables that indicate whether a youth is parent-oriented or peer-oriented
are the most significant; and 5) the developmental changes most often
measured in connection with growth trends are growth of independence,
decline in traditional ideology related to achievement value and society as a
whole, assumption of a more relativistic and tolerant morality, attenuation of
conventional norms and religious beliefs, increase in peer influence, and
increase in problem behavior itself. Overall, it would be an important step
forward for prevention and control if problem behavior in youth came to be
seen as part of the dialectic of growth.

Jacquelynne S. Eccles,(2005)We discuss the decline in early adolescents'

academic motivation after the transition to middle grade schools and review
work on how school and classroom environments in traditional middle grade
schools could be responsible for these declines. We suggest that there is often a
mismatch between characteristics of the classroom environment in traditional
middle grade schools and early adolescents' developmental level. We present
results of a comprehensive longitudinal study examining the influence of
school and classroom environmental factors such as teacher discipline and
control practices, teacher-student relations, opportunities for student decision
making, teachers' sense of efficacy, and between-classroom ability grouping on
student motivation. In general, results indicated that middle grade school math
teachers, in comparison to sixth-grade elementary school teachers, control
students more, provide them fewer decision-making opportunities, and feel less
efficacious. Between-classroom ability grouping also increased in middle grade
schools. Many of these changes related to declines observed in students'
motivation in middle school.

Thomas R Simon(2009)In this study, bullying was examined as a continuum of

mild-to-extreme behaviors, and the potential correlates of bullying others were
delineated. To improve identification and targeting of those youth at risk for
bullying, demographic, behavioral, and psychosocial correlates were tested on
a continuous measure of bullying behavior rated according to the number and
frequency of behaviors. Among 558 middle school students surveyed in 2005,
only 20% reported no bullying behavior. In multiple regression analysis,
misconduct, anger, beliefs supportive of violence, confidence in using
nonviolent strategies, and intentions to use nonviolent strategies were
associated with levels of bullying behavior. Although boys reported more
bullying behavior than did girls, gender was not a significant predictor in the
multiple regression analysis. These study results were inconsistent with the
perspective that early adolescents were either bullies or nonbullies and
indicated the need for a comprehensive approach to preventing bullying
Terry L. Conway(2003)There is little research on students' engagement in
physical activity in middle school physical education (PE). We observed student
activity, lesson context, and teacher behavior in 430 PE lessons taught by 126
teachers in 24 schools. Variables were analyzed by mixed-model nested
analyses of covariance. Boys were more active than girls overall and during
skill drills, game play, and free play. Student activity varied by lesson context,
with fitness activities producing the most activity. Class size was negatively
associated with student activity. Daily PE contributed a weekly total of 25 min
of vigorous activity and 83 min of moderate-to-vigorous activity—much less
than national objectives. Results suggest that numerous opportunities exist for
increasing student physical activity during middle school PE.

Jared S. Warren(2006)The school-wide application of positive behavior support

(PBS) is a prevention-oriented approach to student discipline that is
characterized by its focus on defining and teaching behavioral expectations,
rewarding appropriate behaviors, continual evaluation of its effectiveness, and
the integration of supports for individuals, groups, the school as a whole, and
school/family/community partnerships. Although school-wide PBS has been
implemented in hundreds of schools thus far, many professionals in education
and psychology remain, for the most part, unfamiliar with this proactive
alternative for increasing positive student behavior. This article reviews the
foundations and core components of school-wide PBS, provides a case example
of the implementation and preliminary evaluation of school-wide PBS in an
urban middle school, and summarizes critical issues and future research
directions in this area of considerable importance to professionals in
educational psychology and related fields.

Carol Midley(2001)Student and teacher perceptions of the classroom

environment were assessed during mathematics instruction in 117 sixth grade
elementary school classrooms and the following year in 138 seventh grade
junior high school classrooms. Observer perceptions were collected in a subset
of these classrooms. As hypothesized, after the transition students were given
fewer opportunities for input, interaction and cooperation; whole class task
organization and the use of social comparison increased; and student/teacher
relationships deteriorated. Contrary to predictions, competition was more
prevalent before than after the transition and the frequency of grading did not
change. It is suggested that a "developmental mismatch" may exist between
maturing children and the classroom environments they experience before and
after the transition to junior high school.
Midley C.Feldlaufer(2000)In a longitudinal study of 1,329 students and the
teachers they had for mathematics before and after the transition to junior
high school, the relation between students' beliefs in mathematics and their
teachers' sense of efficacy is examined. Using repeated measures multivariate
analysis of variance (MANOVA), we found that the rate of change within the
school year in students' expectancies, perceived performance, and perceived
task difficulty in math differed at Year 1 and 2, depending on teacher efficacy
before and after the transition. Students who moved from high- to low-efficacy
math teachers during the transition ended the junior high year with the lowest
expectancies and perceived performance (even lower than students who had
low efficacy teachers both years) and the highest perceptions of task difficulty.
The differences in pre- and posttransition teachers' views of their efficacy had a
stronger relationship to low-achieving than to high-achieving students' beliefs
in mathematics. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Daniel T.L. Shek(2006)Student misbehaviors such as disruptive talking,

chronic avoidance of work, clowning, interfering with teaching activities,
harassing classmates, verbal insults, rudeness to teacher, defiance, and
hostility [1], ranging from infrequent to frequent, mild to severe, is a thorny
issue in everyday classroom. Teachers usually reported that these disturbing
behaviors in the classroom are intolerable [2] and stress-provoking [3], and
they had to spend a great deal of time and energy to manage the classroom [4,
5]. Obviously, student misbehaviors retard the smoothness and effectiveness of
teaching and also impede the learning of the student and his/her classmates.
Moreover, research findings have shown that school misbehavior not only
escalated with time but also lowered academic achievement and increased
delinquent behavior [6, 7]. To lessen these immediate and gradual adverse
effects of student misbehaviors, it is of primary importance to identify what
exactly are these behaviors inside classroom.

In the literature, different terms have been used to describe problematic

behaviors of students. For instance, Stewart ect. referred student misconduct
to disciplinary violations in school for instance, tardiness, vandalism, fighting,
stealing, and drinking on campus. When there are explicit rules and
regulations in school and classroom, violation of these is apparently a
“misbehavior or misconduct or discipline problem.” Nevertheless, a particular
behavior is viewed as problematic may not necessarily be rule breaking, but
inappropriate or disturbing in the classroom setting. For instance,
daydreaming in class, not completing homework, talking in class, lesson
disruption, bullying, and rudeness to the teacher are named as “problem
behaviors” “behavior problems,” or “disruptive behaviors” . These behaviors
referred to “an activity that causes distress for teachers, interrupts the learning
process and that leads teachers to make continual comments to the student”,
or “the myriad activities which disrupt and impede the teaching-learning
process” . Noting that school misconduct is one of the manifests of the problem
behavior syndrome , the term “problem behavior” was used to refer to all
externalizing behaviors that violate explicit rules or implicit norms, disturb the
classroom order, and irritate the process of teaching and learning in this study.

Maria De Perzel20010)Two analyses investigated the effects of choice making

on the responding of elementary school students with emotional and behavioral
challenges. In the first analysis, 2 participants were given choices from menus
of academic tasks, all of which were pertinent to their educational objectives in
English and spelling, respectively. Reversal designs showed that the choice-
making conditions increased task engagement and reduced disruptive behavior
for both students. An additional analysis was performed with a 3rd student in
an effort to further distinguish the effects of choice making from preference. In
this study, one of the no-choice phases was yoked to a previous choice-making
condition. This analysis demonstrated that the choice-making condition was
superior to baseline and yoked control phases as determined by levels of task
engagement and disruptive behavior. The findings of the two analyses
contribute information relevant to students with emotional and behavioral
disorders, and to a growing literature on the desirable effects of choice making
for students with disabilities and challenging behaviors.

Cornelia Yarbrough(2000)The purpose of this experiment was to investigate the

effect of magnitude of conductor behavior on performance, attentiveness, and
attitude of students in mixed choruses. Four mixed choruses (one university
and three high schools) were rehearsed under three conditions: (1) with regular
conductor, (2) with high magnitude conductor, and (3) with low magnitude

Although results indicated no significant differences in musical performance,

attentiveness, or attitude ratings among baseline and the two experimental
conditions, high and low magnitude, three of the groups received their lowest
ratings under the low magnitude condition, off-task percentage was lower
during the high magnitude condition, and data demonstrated student
preference for the high magnitude conductor.
Conceptual Framework

Behaviorof Student Junior High School Department

Based on Teacher’s Perception

Chapter 3


Research Approach
This study is completed through surveying Junior High School Student in
ISCAG School. The total number of respondense of 10 was meet after a day’s
visit to the students in their respective classrooms. Phenomonology(Qualitative
Research) is to describe a lived experience of a phenomenon. As it’s a
qualitative analysis of narrative data, methods to analyze its data must be
quite different from more traditional or qualitative methods of research.

Sample participant
The respondents of this study are the Junior High School Students of ISCAG
School, classroom behavior based on teachers perception.The Quistionaire
shall be given to at least 20 respondence. This research shall be conducted
within Junior High School Department of ISCAG School in Dasmarinas Cavite.

 Junior High School Student(Boys)

 (5) teachers
 Survey Question
 Questioner

Instrument /Tool
This research shall be conducted survey question and observation for data

Data Analysis Procedure

The respondents of this research were (20) students that comprised the total
population of Junior High School Students in ISCAG School.

The main data technique to be used in this research study is a survey

questioner which is to be followed up by a few question through personak
interview to acquire additional data beyond the scope and delimitation