Republic of the Philippines

Department of Education
Regon IV-A CALABARZON
Division of San Pablo City
Del Remedio District
STA. MARIA MAGDALENA ELEMENTARY SCHOOL
San Pablo City

Name of School: Sta. Maria Magdalena Elementary School District: Del Remedio
School Head: Annaliza G. Cartabio Position: Head Teacher III

Title of the Statement of the Problem Significance of Scope of the Status

Study the Study Study
Management This research attempted To maintain if This study was
of Grade V to characterize the behaved not promote limited only to
pupils with pupils from the misbehaved more desirable twenty three
(23) Grade V
disruptive ones during classroom behavior among
pupils in
behaviors instruction. Moreover, it the behaved Sta.Maria
tried to compare both pupils pupils, and to Magdalena
under investigation. The eliminate Elementary
research end goal is to disruptive School during
prepare an action plan to behaviors among school year
manage pupils’ disruptive misbehaved 2018-2019, who
need to solve the
behaviors of Grade V pupils pupils:
disruptive
at Sta. Maria Magdalena behaviors of
Elementary School in pupils inside the
School Year 2018-2019. school and
classroom.

Prepared by:

Great Committee

_______________
Guidance

MARIA CRISTINA B. REYES

Researcher

_______________
Evaluation
 AN ACTION RESEARCH ON THE MANAGEMENT
OF GRADE FIVE PUPILS WITH DISRUPTIVE BEHAVIORS
IN STA. MARIA MAGDALENA ELEMENTARY SCHOOL
SCHOOL YEAR 2018-2019

I. Proponent

The proponent of this action research is a Teacher II of Sta. Maria Magdalena Elementary
School. She serves as Grade V-Mahogany adviser.18 out of 23 improved the disrupted behaviors
of Grade V pupils after action plan was done.

II. Background of the study

The impelling prevalence of behavior problems among school children is one of the major
problems that pose a threat to all the people concerned – the educators, administrators, and
classroom teachers.

Uriarte (2008) stressed that children misbehave because they do not believe they can
belong in useful ways.They have been discourage a result of faulty or unhealthy language or
transaction used by significant used by adults particularly the parents and teachers. Hence, they
show off through misbehavior.

However, there are always possible solutions for such misbehavior. To be successful,
policies and practices for improving pupil’s discipline must attack the problem at the school,
classroom, and individual levels. School goals, missions and normative climates can be focused
on academics and pro-social behavior by redefining common forms of misconduct as unattractive
behavior for pupils.

The researcher believes that man is a marvel of creation, she can shows the wealth of her
potentials if given the opportunity for expression and could be good if she can be in confirmity to
social expectances. It is along this premise that the researcher was motivated to undertake a study
of the behaved and misbehaved pupils in a social environment called the school. It is her desire
not only to characterize pupils according to their behavior but also solve the disruptive behaviors
and determine the specific acceptable behavioral patterns required of pupils. With such
objectives, teaching learning environment is well facilitated.

III. Statement of the Problem

This research attempted to characterize the behaved pupils from the misbehaved ones
during classroom instruction. Moreover, it tried to compare both pupils under investigation. The
research end goal is to prepare an action plan to manage pupils’ disruptive behaviors of Grade V
pupils at Sta. Maria Magdalena Elementary School in School Year 2018-2019.

Specifically, it sought answers to the following questions.

 1. How the intermediate pupils with or without disruptive behaviors described along the
following characteristics?

1.1 Personal Characteristics

1.1.1 self – concept
1.1.2 outlook in life
1.1.3 aspirations
1.2 Social Characteristics
1.2.1 independent
1.2.2 relationship with peers
1.2.3 relationship with classmates
1.3 Academic Characteristics
1.3.1. scholastic ability
1.3.2. co-curricular activities
1.4 Family Orientation
1.4.1 values at home
2. What are the disrupted behaviors manifested by the misbehaved pupils during classroom
instructions?
3. How do the characteristics of behave and misbehaved pupils compare?
4. What action program could be proposed to manage pupils misbehave behaviors?

IV. Significant of the Study

Teachers.The result of this study is beneficial to the teachers who encounter pupils with
disruptive behaviors in the class. Through this study, teachers can acquire knowledge of what they
can effectively do in their teaching and in dealing with the misbehaved pupils. They will be able
to provide the pupils with proper motivation, employ appropriate teaching strategies or techniques
and elicit proper attitude to arouse pupils’ interest to improve their behaviors in class.

Parents. This study will give them up-to-date information regarding the behavior of their
children in school. With concrete data they could plan out how to give support to their children
and encourage them to do better. They could establish a good teamwork with the teachers to apply
certain measures to improve the good behavior of their children in school and at home.

School principal. This study may give her first hand information on the behavior of Grade
V pupils. The result will serve as basis for her to be able to properly assist in the improvement of
pupils behavior during classroom instructions.

V. Scope of the Study

This study was limited only to twenty three (23) Grade V pupils in Sta.Maria Magdalena
Elementary School during school year 2018-2019, who need to solve the disruptive behaviors of
pupils inside the school and classroom.

VI. Methodology

A. Research Design

The study compared the characteristics of the behaved pupils from the misbehaved ones
during classroom instruction. The study used the causal-comparative research design to
characterize the existing conditions relative to the behavior of the intermediate pupils. Personal,
social, and academic characteristics of pupils used as factors including their family orientation.

B. Sampling Design

This study will not use sampling design since the number of respondent is less than 100.

C. Descriptive Instrument

Questionnaire-checklist and interview were used in gathering data at Sta. Maria Magdalena
Elementary School, Del Remedio District.

The respondents in this study were the Grade V pupils of Sta. Maria Magdalena Elementary
School during the School Year 2018-2019. The sixty-four (23) pupils respond were classified as 5
behaved and 18 misbehaved pupils.

The respective teachers of the pupils respondents served as the teacher-respondents in the
study.

Findings
A. Personal Characteristics
Self-Concept
One hundred percent of the total behaved pupil-respondents had very high level of self-
concept, while only 18 misbehaved pupil-respondents or 41.40 percent had very high level of self-
concept. 10 or 23 percent misbehaved respondents had moderate level of self-concept and another
2 or 3 percent of them had very low self-concept level.

Outlook in life
21 out of 23behaved pupils or 96.88 percent had positive outlook in life. On the contrary,
only 23 misbehave respondents or 41.40 percent preceived life positively. Only 2.94 percent
behaved respondents had neutral level of outlook in life while 26.47 percent misbehaved
respondents had neutral level on their outlook in life.

Aspirations
Almost all 1.15 percent of the behaved respondents had very high level of aspirations. One
or 2.86 percent of the berhaved respondents had moderate level while 14 or 40 percent of the
misbehaved were in this level.

B. Social Characteristics
Independent
It was found out in the study that the pupils with or without disruptive orders were
dependent upon their family and friends for doing things or accomplishing their task.

Relationship with peers

One hundred percent of the total behaved respondents had a very good relationship with
their peers. On the contrary, eigtheen or 41.40 percent misbehaved respondents had good
relationship with their peers and 4 or 11.11.76 percent of them were not easy to befriend with.

Relationship with classmates

 Both groups of behaved and misbehave respondents declared that they were good in
working with groups. One hundred percent of both groups or respondents had a very good relations
with others.

C. Academic Characteristics
Scholastic Activity
14 0r 41.18 percent behave respondents obtained a very satisfactory grade. 19 or 55.88
percent of them got satisfactory grade and only one needs improvement. In the misbehaved group,
no one obtained a very satisfactory rate however, 22 or 37.14 percent of them got satisfactory rate
and 22 or 62.86 percent need improvement.

Co- curricular Activities

Behaved pupils were more active in co-curricular activities than the misbehaved pupils.
There were only minimal numbers of misbehaved pupils who were involved in co-curricular
activities.

D. Family Orientation
11.50 percent behaved respondents had very good orientation at home, one or 2.94 percent
of them had good level, while 18 or 14.40 percent misbehaved respondents had very good values
orientation at home and 11 or 25,30 percent misbehaved respondents had good orientation at
home.

II. Disrutptive behaviors manifested by the Grade V pupils during classroom instructions
There were no observable disruptive behaviors among behaved pupils during instructions.
With respect to the misbehaved pupils, it was found that the leading disruptive behaviors were
quarrelsome and talkative. Next rank were cheating, disobedience and making of fun of
classmates. It was followed by moodiness, sensitivity, crying, giggling and figthing. Distrust,
jealousy and timidity were also negative traits.

Conclusions:

Based on the findings of the study, the following conclusions were drawn:

1. The level of self-concept of the behaved pupils was very high, while their counter part
had lower level of self-concept. Behaved pupils perceived themselves as intelligent
pupils, who can think well and always have the abilities to do things. This was only
seldom possessed by the misbehaved pupils. Being happy in the family was felt by the
behaved pupils.

2. Behave pupils had better outlook in life and they perceived to be successful someday.
Misbehaved pupils had no definite perception for their future: whether they would be
successful or not when they would grow.

3. The level of aspirations of the behaved pupils was very high. They were focused
towards achieving their goals of realizing their ambitions and dreams. They perceived
themselves to be successful professionals someday.
The misbehaved pupils had lower level of aspirations. They did not perceived
themselves to be successful professional someday, thus they did not aspire to get high
grades and finish studies.

4. Behave pupils percieved themselves as sociable individuals contrary to their

counterparts.
 5. Behave pupils had very good relations with their peers.

6. The level of schoolastic ability of the behaved pupils during the first and second
grading was very satisfactory, while their counterpart was satisfactory and there was a
greater number who needed improvement among them.
7. The level of activeness of the behaved pupils in co-curricular activities was greater than
the misbehaved pupils.

8. Most of the behaved and misbehaved pupils were eldest and belonged to a family of
five to six members.

9. Both behaved and misbehaved came from families dominant by a father.

10. Behaved pupils has very good level of values at home, compared to the misbehaved
pupils.

11. Being quarrelsome and talkative werer the most predominant traits the misbehaved
pupils had. There were no observable disruptive behaviors among behaved pupils
during classroom instructions.

12. Pupils who behaved in class differ in self-concept as compared to their counterpart.
They were generally more confident about what they can do and what they can achieve.

13. In terms of outlook in life, behaved pupils have more positive view of life.

14. In terms of aspirations, behaved pupils had ambitions and definite focus in mind. At
home, behaved pupils were proud of their families and loved them that they behaved
in class to maintain the god family relationship.

15. The behaved pupils also showed better scholastic ability and more active membership
in school organizations.

Recommendations

The following recommendations are offered in order to maintain if not promote more
desirable behavior among the behaved pupils, and to eliminate disruptive behaviors among
misbehaved pupils:

1. The classroom teacher should promote positive motivation to misbehaved pupils to

help them improve their self-concept, outlook in life and aspirations.

2. The classrom teacher should know the sociometric status of his pupils especially the
misbehaved ones. This could be his basis in making the seating arrangement and in
grouping the class . Misbehaved pupils who disliked by classmates should be grouped
with more sociable behaved pupils in class. The teacher should courage participation
in group activities were behaved and misbehaved would be given the chance to mingle
with classmates during classroom activities. The value of friendship should be
inculcated among pupils.
 3. Since misbehaved pupils have poor schoolastic ability and participation in co-curricular
activities, peer teaching and remedial classess could help. These are ways of achievig
learning that also develop friendlyand sociable atmosphere among pupils.

4. Disruptive behaviors at home and in the classroom should be dealt with strictness.
Parents and teachers are accountable on their disciplinary actions that must be imposed
to the misbehaved pupils.

5. The school guidance and counselling services should be strengthend in order to curb
down if not eliminate pupils’ disruptive behaviors. An action plan for the management
of pupils with disruptive behavior should be organized in every public elementary
school.

6. Teachers should establish a meaningful relationship with pupils showing respect for
them and their feelings when dealing with chronic rule breakers, it help to consider that
pupils who have disruptive behaviors generaly have bigger problems at home. Often,
they dislike themselves, feel that they are not liked by adults and have a little self-
control. Pupil tend to imitate the behavior of their role models.

7. Teachers must assume a leadership role in the classroom by initiating a code of

discipline and establishing classroom routines that would provide pupils with the points
of reference required to adjust their behavior to the social norms of school life. The
school and the classroom must have a cooperatively developed discipline code with
outlined procedures and consequences.

8. The goal of all teachers should be prevent disruptive behaviors before they occur, but
when they do, they must intervene as discreetly and unobtrussively as possible.
Prevention means considering all aspects of the classroom environment, lesson content,
interpersonal relationship building, clarity of instructions, transition activities,
temperature of the room and seating arrangement.

9. Every elementary school should create its own creed to be recited by the pupils. If the
values embodied in the creed will be internalized by the pupils, it is pressumed to
eliminate disruptive behaviors.

D. Work and Financial Plan

The researcher shouldered all the financial expenses that involved the multiplication of
questionnaire and others.

Prepared by;

MARIA CRISTINA B. REYES

Researcher

Noted by:

ANNALIZA G. CARTABIO
Head Teacher III
 Republic of the Philippines
Department of Education
Regon IV-A CALABARZON
Division of San Pablo City
Del Remedio District
STA. MARIA MAGDALENA ELEMENTARY SCHOOL
San Pablo City

AN ACTION RESEARCH
Regarding

THE MANAGEMENT OF GRADE FIVE PUPILS

WITH DISRUPTIVE BEHAVIORS
IN STA. MARIA MAGDALENA ELEMENTARY
SCHOOL
SCHOOL YEAR 2018-2019

Prepared by:

MARIA CRISTINA B. REYES

Teacher II