BUILDING INTERCONNECTEDNESS: A STUDY OF SENIOR HIGH SCHOOL STUDENTS

BEHAVIOR IN TUP AND TO THEIR HOME

A Thesis presented to the

Senior High School Department

Technological University of the Philippines

In Partial Fulfillment of the Requirement on

Practical Research I Qualitative Research

Submitted to:

John Louelle F. Mazo

SHS Faculty

Submitted by:

Ariza, Andrei Joaquin

Llamas, Danica Mei
Mendoza, Jen Kylee
Moneda, Praise
Morales, Justine Mae
Toledo, Jessamine

Submission date

March 2017
 Acknowledgement

Compiling, conducting, and continuously failing. Furnishing

a research paper is not an easy thing. Hard work, perseverance,

intelligence and patience make this paper credible. Thats why

we would like to take this opportunity to appreciate and give

the deepest gratitude to all those people who are behind this

paper. To our best research adviser, Professor John Louelle

Mazo, who has been light throughout the works and guiding us on

our study. To our adviser Professor Reggie Campomanes, for

cheerfully supporting and giving us time to accomplished our

research papers. To our parents who allowed, supported us with

their wisdom and having deeply understanding. And most of all

life formsour Almighty God who bestowed us wisdom, prudence and

strength for this project to be successful.

i
 ABSTRACT

This research study focused on determining and comparing

the behavioural shifts of the students at school and at their

home. This study is sought to find out if behavioral changes

occur on Senior High School Students of the Technological

University of the Philippines.

Students lack expressing themselves at home thus they tend

to show off themselves at school. Parenting styles is the one

that cause behavioral shift in students, young adult such as

Senior High School Students tend to express themselves more

without any rules and regulations from their parent.

On this study, results clearly indicate that students are

more likely themselves at school than home because students have

more freedom to express themselves. This study will be used to

enlighten the readers that the behavioral shifts occurring are a

natural phenomenon that is always happening Furthermore,

categorization in a classroom gives as an advantage that will

give us confidence throughout the high school, by doing this the

school is not a hindrance to be successful.

ii
 Table of Contents

Acknowledgementi
Abstractii

Table of Contentsiii
Chapter I: Background of the Study1
Statement of the Problem3

Hypothesis3
Significance of the Study4

Scope and Limitation of the Study4

Definition of Terms5

Chapter II: Review of Related Literature7

Related Literature7

Related Studies12
Chapter III: Methodology19

Kind of Research19
Research Design19
Materials and Methods of the Study21

Chapter IV: Results and Discussion of the Study24

Chapter V: Summary, Results and Recommendations36

Summary of Findings36
Conclusions of Study37

Recommendations38
Bibliography39

Appendix A: Materials and Methods42

Appendix B: Data and Results48

Appendix C: Curriculum Vitae49

iii
 CHAPTER I

INTRODUCTION

This chapter will introduce the objective of our study

which is to know the behavioral shifts of TUP Senior High School

Students from their home to their school. This chapter includes

what the researchers want to know about their study.

Parent involvement has identified a generally positive

association between parents to their childrens education.

Parents also can predict child outcomes and the role of

classrooms in the predictive relation, especially among school

serving high need families (Duch, 2005). Ecological perspectives

maintain that the interaction between home and school is

critical for supporting positive child outcomes. The ecological

framework suggests that there is an independent influence of

each setting on the child, and an interactive influence of the

home and school settings that operate in a unique way to further

affect the childs development (Bachman, 2010)

As cited by Sheldon (2005), policymakers and practitioners

agree that parent involvement in secondary education defined

broadly as parents activities and behaviors related to

childrens schooling, enhances the academic, socio-emotional,

and behavioral outcomes of low-income students who are at risk

for poor achievement. Similarly, schools intervention studies

1
show that efforts to improve student outcomes can be more

effective when the family is involved (Benkovitz, 2011) The

positive effects of parent involvement on changes in academic

and behavioral outcomes of the secondary education students. It

is possible that parent involvement particularly home-school

communication may be positively related to childrens

problematic behaviors, such involvement is a reaction to

problematic behaviors at school (McNeal, 2012).

It is a harsh truth that growing numbers of children in the

Philippines exhibit disruptive , or externalizing behavior (also

referred to as antisocial, challenging, defiant, noncompliant,

aggressive, and acting-out behavior), beyond occasional minor

incidents typical of most children during the normal course of

their development. Such behavior has become one of the most

pressing issues in school.

Technological University of the Philippines is one of the

top state universities in our country. This university is one of

the schools with many enrollees. Based on what the researchers

see, students have difficulties in coping at home and school.

The researchers would like to know the reasons that affect

the relationship between the parents and their children. And

also find out that this would be a probable causeof behind

suicide attempts, rebellion, anxiety and depression.

2
 The purpose of this research is to understand the methods

by which building-level of discipline in schools, and the

parental approach or styles to understand the way

teenagersbehave in different scenarios.

Statement of the problem

The overall objective of this case study is to know the

behavioral shifts of TUP Senior High School Students from their

home to their school.

This study will seek to answer these questions:

1. Are there significant behavioral shifts among Senior

High School Students of the Technological University of

the Philippines-Manila?

2. Is there a significant difference between the behavioral

changes among the Senior High School Students of the

Technological University of the Philippines-Manila?

3. What problems do Senior High School Students of the

Technological University of the Philippines-Manila

encounter that may leads to such behavioral changes?

3
Hypothesis

The following hypotheses were assumed in this study:

There is no significant difference between the behavioral

changes of Senior High School students at school from their

homes.

Significance of the Study

The main purpose of this study is to know the reason behind

the behavioral shift of students occurrence among Senior High

School students of the Technological University of the

Philippines, Manila. This study will be beneficial to the

students to have information that will help prevent such cases

that can cause emotional instability, which will be the main

objective of this research.

Conceptual Framework

Input Process Output

Profile of Analysis of data
Improved
through:
Students parenting
Questionnaires
a. Age Informal and teaching
b. Sex interviews style
Performance Improved
behaviour of
the students

4
Scope and delimitation

This study was focused on the behavioral shift s of Senior

High School Students in Technological University of the

Philippines, Manila. This research aims to know the different

behaviors according to the students different characteristics.

And also as a researcher of different behaviors, researchers

would also like to know more information that will help decipher

the minds of the students.

The 443 respondents will be part of the process of knowing

and evaluating the captured data. The results of this study will

be used to enlighten the readers. This study will recommend that

further investigation into data collection process that may lead

to improvement of behavioral outcomes of the students.

Definition of Terms

Introvert-a quiet person who does not find it easy to talk to

other people.

Extrovert-a friendly person who likes being with and talking to

other people.

Jock/Athlete-an enthusiast or participant in a specified

activity.

5
Geek-a person who is very interested in and knows a lot about a

particular field or activity.

Nerd-a person who behaves awkwardly around other people and

usually has unstylish, hair, etc.

Detainer-a person who fails to follow and abide the laws.

It Girl-a young woman who spends most of her time in

socializing.

Late lateef-a person who is always late.

All Rounder-a person or thing that is generally good at a wide

range of things either in one field or many.

Scholar-a person who has profound knowledge of a particular

subject.

Artist-a person who produces painting or drawings as a

profession or habit.

Gamer-a person who plays interactive games, usually videogames.

Alcoholic-a person who drinks alcohol, most of the time or

occasionally.

Smoker-a person who smokes either cigarette or vape.

6
 CHAPTER II

This chapter includes the review of related literature and

review of related studies. In this chapter, the researchers

provide the description and summary of their study. The

researchers provide also studies that have a bearing on their

present study.

REVIEW OF RELATED LITERATURE

This chapter talks about the information and details that

will be needed to support the gathered data.This will include

discussions and description about the behavior of teenagers, the

approaches experienced by teenagers from peers and older age

groups. This aims to help the readers to have a background about

the causes and reasons that may affect the behavior of

teenagers.

RELATED LITERATURE

Behavioral Shifts of a Teenager

Emotional intelligence is a type of social intelligence

that we developed throughout our lifetime; it is the emotions

that we assess to ourselves in order to comprehend the emotions

those others distinguish us. People are capable to expressing

their feelings through adaptable feelings that we adjusted

through our emotional experiences. According to the book of

7
Emotional Intelligence of Goleman originally published on

1995 defined it as the capacity to recognize our own feelings

and those of others for motivating ourselves and for managing

emotions well in us and in our relationships. The four major

clusters as identified by Goleman on 2002 are self- awareness,

self-management, social awareness and relationship management.

Emotional Intelligence refers to an array of non-cognitive

capabilities, competencies and skills that influence one s

ability to succeed in coping with environmental demands and

pressures.

Optimistic Attitude and Pessimistic Attitude

Optimistic attitude is generally expressed through good

emotional experiences. An optimistic person has a positive

outlook towards life and accepts changes without lack of

enthusiasm. According to the book Distinguishing Optimism from

Neuroticism by Scheier, Carver and Bridges, 2001 says that a

person who has an optimistic attitude towards life can possess

well rounded attitudes that will be contributed to the

betterment of our future. Once a behavior occur, people start to

consider the effect positive outcome that causes a better

control over life, higher level of satisfaction and achievement

in any task goals.

8
 Much of our social thinking involves the attitude we hold,

if we feel, think and act negatively our attitude will shift

into the mood we express. An attitude is a negative evaluative

reaction toward a stimulus, such as a person, action, object, or

concept that influences how we judge and how we interact with

the people around us. This negative attitude can cause stress

and distrustful outlook in life.

Unruly Behavior of Teenagers

One of the main problems of teachers and parents is the

disruptive behavior that a teenager perceives throughout their

so called adolescence stage. Unruly is what to describe a person

that resist management and control; a persistently disorderly

behavior or character that will grow worse by time. According to

an article Within- Family Differences in Parent-Child Relations

across the Life Course, cases such as rebellion, suicide

attempts, and aggressiveness will disrupt the relationship with

parent-child and the performance in school.

Parental Management to their Children

According to the Theory of Parenting Styles of Diana

Baumrind (1991) in her book named Early Socialization and

Discipline Controversy, she reported that parents who are

authoritative were more successful than authoritarian parents,

9
especially in helping their adolescents to avoid problems

associated with drugs. Also, consistent utilization of external

reinforcements and too much focus on conformity to authority

decrease adolescents awareness of competence, self -sufficiency,

and inner enthusiasm to achieve. Furthermore, according to the

book written by Harper (2010)Handbook of Family Theories:

Content-based approach reported that increased authoritative

fathering is associated with increased internalizing problems.

High authoritative parenting was associated with fewer

tendencies in internalizing symptoms of children. On the other

hand, according to the book Relationship between Parenting

Styles and Childrens Behavior Problems written by Wu (2009)

demonstrated that mothers permissive parenting style is

associated with anti-social behavior among their children.

Moreover, reported that permissive parenting style is

positively associated with a childs externalizing behavioral

problems. Also, authoritarian parenting style has a significant

correlation with externalizing behavioral problems. Furthermore,

authoritarian parenting style is highly correlated with

delinquency behavior, adding that the authoritative parenting

style has been associated with positive outcomes. In contrast

permissive and authoritarian parenting style has been associated

with delinquency. Also according to the book Styles of Parent-

child interaction and Moral reasoning in Adolescence written by

10
Palmer (2009) found that authoritative parenting was positively

correlated with childrens adjustment, and authoritarian

parenting was negatively correlated with childrens adjustment.

In addition, it was reported that parental self-control skills

were positively correlated with authoritative parenting. A

significant relationship was found between parenting s tyles and

depression. This study indicated that children of authoritarian

parents have more depression compared to children of the

uninvolved ones. In a study applied Baumrinds authoritative,

authoritarian, and permissive parenting to high schools as

socializing negotiators. The findings of this study showed that

school styles produced the same results as parenting styles.

Consequently, the authoritative schools demonstrated the

best outcomes and indifferent schools showed the worst results

for disentanglement, whereas authoritarian schools have the

worst outcomes for dropout.

Teachers Management to their Students

There is a great deal of literature that provides

substantial evidence that strong relationships between teachers

and students are essential components to the healthy academic

development of all students in schools. There is credible

evidence that the nature and quality of teachers interactions

with children has a significant effect on their learning. Strong

11
student- teacher relationships provide a unique entry point for

educators working to improve the social and learning

environments of schools and classrooms (Hamre&Pianta, 2000) a

statement in the book Cognitive and behavioral interventions in

schools: integrating theory and research into pra ctices. There

is an important role that the quality of teacher and student

interactions plays regarding student learning. According to

Hamre et al. Cognitive and behavioral interventions in schools:

integrating theory and research into practices hypothesized

that it was not sufficient for teachers to be able to gain

knowledge about effective teacher-child interactions; they

needed actual skills involving identification of effective

interactions with a high degree of specificity in order to be

most likely to transfer the coursework into changes in their

practice. A large contribution to what brought about that

difference was the affective component to teaching that the

teachers used. Students who held a sense of futility toward

school had the worst achievement record (Good et al., 2003).

These students needed teachers who believed in them and were

willing to work with them. Several studies by Aspy (1973)

demonstrate the importance of teachers affective behavior.

12
REVIEW OF RELATED STUDIES

Hierarchical linear models revealed a moderated negative

effect between parents home-school communication and teacher

emotional support on student behavior problems in kindergarten,

as well as negative associations between school-based

involvement and behavior problems. For children in classrooms

with less teacher emotional support, greater communication

between home and school was related to higher levels of behavior

problems. Among children in classrooms with more teacher

emotional support, this negative relationship was attenuated.

Results illuminate the need to consider parent involvement

within the context of classroom practices.

Policymakers and practitioners agree that parent

involvement in elementary education, defined broadly as parents

activities and behaviors related to childrens schooling,

enhances the academic, socio-emotional, and behavioral outcomes

of low-income students who are at risk for poor achievement

(Sheldon & Epstein, 2005).Although encouraging parent

involvement is politically neutral and rhetorically popular,

much of the research informing policy formation is occurring in

the absence of clarity around the dimensions of parent

involvement that predict child outcomes, and the role of

13
classrooms in that predictive relation, especially among schools

serving high need families (Duch, Sheldon, et al., 2005).

A key limitation of this literature has been the

operationalization of parent involvement as a count of contacts

between parents and school personnel within a given time frame

(Epstein, Hill, et al., 2009). More recent scholarship has begun

to identify conceptually and empirically distinct dimensions of

parent involvement in elementary school, including home-based

learning activities, school-based involvement and home-school

communication (Manz, Fantuzzo, et al., 2004). Studies that

examine distinct dimensions of parent involvement frequently

demonstrate positive relations with childrens behaviors (El

Nokali et al., 2010).

As reviewed by McNeal (2012), one dimension of parent

involvement direct interactions between teachers and parents

has been related to poor behavioral outcomes. Such evidence has

given rise to the reactivity hypothesis (Catsambis, Epstein,

1988), or the theory that frequency of parent involvement

increases when students act out in school.A separate set of

studies has found links between effective classroom practices

specifically, teachers level of emotional support to students

and students positive in-school behaviors and socio-emotional

adjustment (Carson & Templin, 2007). In one widely used

14
classroom observational measure (Classroom Assessment Scoring

System: CLASS; Pianta, La Paro, et al. 2008), classroom

emotional support is operationalized as an aggregate factor that

involves teachers responsiveness to student needs, regard for

student perspectives, absence of negativity, and presence of

safety and enjoyment (Hamre et al., 2013).

The Emotional Behavioral Disorders (EBD) in teenagers had

been widely studied. A broad range of research about what

scholars commonly refer to as Students with challenging or

anti-social behaviors (Sugai, Horner, & Gresham, 2002), these

students lack of success in school remains a problem for

administrators, teachers, parents, and the students themselves.

To shorten, students with EBD display emotional and behavioral

problems that affect their educational performance (Hodge,

Riccomini, Buford, &Herbst, 2006). This literature review

examines the current knowledge about children with EBD and their

struggles with academic achievement, as well as tested

strategies and interventions that have shown good results in the

K-12 school setting. There had been few success stories that

merit adaptation in the area of how schools generally review

specific building level data to strategize and to improve both

the overall functioning of the school system and individual

students.

15
 However, these negative impacts are not only for schools

themselves. They are also a concern for the long-term progress

of the students. Education scholars considered these challenging

behaviors as a serious impediment to social-emotional

development, and a precursor of severe maladjustment in school

and adult life (Dunlap et al., 2006). In fact, students with

emotional or behavior disorders behave so disruptively that they

weaken their strong relationships with parents, peers, and

teachers (Farrell, Smith, & Brownell, 1998).Indeed, Walker et

al. (1996), found that preventive strategies that included early

identification allowed for great probability for students to

turn antisocial school behavior around and improve being

successful in school. These alternations in emphasis toward

prevention and remediation of behavior problems, and the

investment in school-wide practices and interventions, proved to

be among the more important changes that have occurred over the

past 15 years (Horner et al., 2004).

There are implications when schools fail to prepare for

Emotional Behavioral Disorders (EBD) in K-12 public schools.

Students who struggle with EBD sometimes display symptoms and

have patterns consistent with one or more of the following

behaviors: aggressiveness toward peers, parents, and staff;

truancy; academic difficulty; poor relationships with peers;

16
high rates of suspensions and/or expulsions; and general overall

disruptive school behaviors that educators commonly categorize

as antisocial in the school setting. Students with EBD

typically have social difficulty in relating to both peers and

adults (Walker, 1995). Additionally, students with EBD tend to

experience academic difficulties at multiple levels, which are

linked, possibly causally, to their behavioral excess and

deficits (Dishion, Patterson, et al. 1991).

Students in U.S. school systems have diverse emotional and

behavioral disorders. These disorders, coupled with the various

developmental levels and ranges of abilities present in students

in pre-kindergarten through twelfth grade, make this a complex

problem to solve, especially when thinking about appropriate

behavioral programming that must be implemented for students to

succeed in public education. In the school setting, teachers and

administrators must have empathy for, and knowledge of, the

types of structures and supports that have the greatest

likelihood to deal with EBD effectively.

Specifically, this study focuses on administrators

collection and usage of current behavioral incident and conduct

data, and how they manage and respond to students with EBD in

their respective schools. As a result of state and federal

guidelines that govern support systems for special needs

17
students, the number of special needs students receiving

instruction in general education classrooms has increased

rapidly over the past two decades (Helfin& Bullock, 1999).

General education teachers increasingly find themselves

responsible for serving students with special needs, but many of

them have neither the training nor the support necessary to

ensure success for all students (Helfin, Bullock, et al.,2004).

Understanding school-level data serves as an appropriate

starting point for determining the complexities in improving

supportive and responsive environments that ensure all students

find academic and behavioral success.

ANALYSIS OF THE STUDY

The ability to recognize and manage ones emotion is a

skill that will be developed and used throughout ones lifetime.

Emotional intelligence is a type of social intelligence, which

involves the capacity for recognizing ones own feelings and

those of others for motivating and managing emotions well in

oneself and in ones relationships. It is the ability to

identify, assess and control the emotions of oneself, of others,

and of groups. Optimistic attitude means positivity in the

thinking of an individual. There are various personal and social

outcomes of optimistic approach, which may include more

achievement in any task and goal, higher level of Life

18
Satisfaction, better health, more friends, and feeling of

control over life, easier to make decisions. On the other hand

pessimistic attitude denotes a belief that the experienced world

is the worst possible. Negative attitude or pessimism is the

tendency to emphasize the most unfavorable view of situation or

actions. Pessimistic is a state of mind in which one anticipates

undesirable outcomes or believes that the evil or hardships in

life outweigh the goods or luxuries.There had been few success

stories that merit adaptation in the area of how schools

generally review specific building level data to strategize and

to improve both the overall functioning of the school system and

individual students.High authoritative parenting was associated

with fewer tendencies in internalizing symptoms of children. On

the other hand, according mothers permissive parenting style is

associated with anti-social behavior among their children

19
 CHAPTER III

METHODOLOGY

This chapter will introduce the research methods, analysis

of the responses of the subjects to be studied, data collection

and data analysis.Such methods will be used in determining the

behavioral shifts of Senior High School Students in the

Technological University of the Philippines, Manila.

Kind of Research

This study is a qualitative research that will determine

the different behavioral shifts of Senior High School students

of the Technological University of the Philippines - Manila. The

study focuses on gaining insights and understanding about the

individuals perception and interpretation of events in school

and in their homes.

Research Design

A qualitative phenomenological design of research will be

used as a tool to further understand and analyze the data. This

research design aims to describe and examine human experiences

through the description provided by the subjects.

20
Flowchart of the Study

Criterion Sampling/

Identifying sample size

Qualitative Interviewing/

Questionnaire

Classifying Respondents

Interview/ Questionnaire

Data Analysis

Formulating Conclusion

21
Materials and Methods of the Study

Questionnaire

Researchers used Open-ended questionnaires as it gives the

respondents the freedom to express their views and their ideas.

The researchers will be using this type of questionnaire for

their interview. It does not provide any structure for the

respondents reply. It allows the researchers to find more

answers than what they anticipate. This type of questionnaire is

helpful on conducting design research such as on which problems

to solve, what kind of solution to provide or who to design for.

Automatic Classification Graph

The questionnaires that will be made are according to the

result in the Automatic Classification Graph. It is a table to

be used if you want to know how a person reacts about their

self- reflects attitude and status. The title we used in the

Automatic classification graph is Classroom Classification

Graph, which has four major functions such as Family

Classification, Class classification, Personal problems, and

Personal vices. Using this method we will know how the student

reacts by this classification. What we did is to let their Cl ass

President fill up the paper in order to have a better picture of

how a person sees the different attitude of the people they are

leading. Also we believe that The Class President have a better

22
relationship to his/her classmate than the adviser who they only

met 2 or 3 times a week.

This classification gives as an insight that having a good

relationship with their family affects these behavioral shifts.

Having parents who supports you all the way means a lot to the

development of the childrens improvement. Parent - child

relationship is the first base of having a social awareness and

our first footstep in facing problems ahead of us. Thus, giving

us the first character we propagate in our life.

Structured Interview

Structured interviews emphasize the reliability and how

accurately different respondents answers can be compared. The

questions are asked in a set or standardized order. This kind of

interview is fairly quick to conduct which means that many

interviews can take place within a short amount of time.

Sampling Method

Stratified random sampling

Sampling procedure wherein the members of the population

are grouped based on their homogeneity. This technique is used

when there are a number of distinct subgroups in the population,

within each of which is required that there is full

representation. The sample is constructed by classifying the

population into subpopulation or strata, based on some

23
characteristics of the population such as age, gender, or socio-

economic status.

Qualitative Interviewing

It is appropriately used when studying peoples

understanding of the meaning in their own perspective, the

purpose of interviewing is to find out what is in and on someone

elses mind. The reason why we use this method is to know the

deeper meaning of thoughts that only a person who can experience

these problems.

Data Collection

Although interviews were the primary method of data

collection, we would also collect and review documents.

Document review was used to clarify or substantiate

participants statements (Glaser & Strauss, 1967), and to

provide thick description of our topic.

Criterion Sampling

It involves reviewing and studying all cases that meet

some predetermined criterion of importance (Patton, 2002). It

is important to identify participants who are likely to be

information rich because they may reveal major system weaknesses

that become targets of opportunity for program or system

improvement. We would use these methods to know what causes

their problems that push their limits into behavioral shift.

24
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter will present the results of the conducted

study on behavioral shifts of Senior High School students of the

Technological University of the Philippines- Manila.

Problem 1: What is the purpose of the classroom classification

to the occurrence of behavioral shift in the school and at home?

Problem 2: Are there any changes occurring in classroom

classification?

There are different classifications in a classroom, various

types of namesake that will distinguish each characteristic of

the students. This will help the researchers to further

understand the collected data that will differentiate

classification according on how they deal with experiences

inside a classroom.

This data will verify if the classroom classification has a

significant effect to the behavioral phenomena happening in

Senior High School students of Technological University of the

Philippines- Manila.

25
Table 4.1 Different Types of Teenagers

NUMBER OF
CLASSIFICATIONS PERCENTAGE
RESPONDENTS

INTROVERT 38 10.44%

EXTROVERT 43 11.81%

JOCK/ATHLETE 36 9.89%

GEEK 11 3.02%

NERD 9 2.47%

THE DETAINER 20 5.49%

IT GIRL 17 4.67%

THE LATE LATEEF 25 6.87%

THE ALL ROUNDER 8 2.20%

SCHOLAR 27 7.42%

THE ARTIST 52 14.29%

GAMER 39 10.71%

THE ALCOHOLIC 26 7.14%

SMOKER 13 3.57%

TOTAL: 364 TOTAL: 100%

Table 4.1 shows that there is various classroom

classification of the Senior High students of Technological

University of the Philippines-Manila. According to Eyesberg in

his book the Childrens Behavior Inventory that there are

26
fourteen classification in a classroom. This table shows the

data by the use of an Automatic classification graph that

researchers lend to the president of the class in order to fill

up each classification.

Researchers got the percentage by dividing the number of

respondents per classification over the total number of

respondents which is 364. Then multiply it by 100%.

Figure 4.1 Classification Graph

Classification Graph
16.00%
14.29%
14.00%
11.81%
12.00% 10.44% 10.71%
9.89%
10.00%
8.00% 7.42% 7.14%
6.87%
5.49%
6.00% 4.67%
3.57%
4.00% 3.02%
2.47% 2.20%
2.00%
0.00%

In Figure 4.1, the graph shows the different

classifications of students. The results show that most of the

students classified themselves as The Artist with 14.29% and

least of them categorized themselves as The All Rounder

tallying 2.20%.

27
Problem 1: What are the ages that behavioral shifts usually

take place?

a. Variation with the different gender

b. Different age gaps

Table 4.2 Total number of respondents and interviewees based on

their Gender

NUMBER OF NUMBER OF
GENDER AGE PERCENTAGE PERCENTAGE
RESPONDENTS INTERVIEWEES

BOYS 16-17 284 97.59% 45 90%

18-19 5 1.72% 4 8%

20 and
2 0.69% 1 2%
above

TOTAL:
TOTAL: 291 TOTAL:100% TOTAL: 50
100%

GIRLS 16-17 187 96.39% 50 100%

18-19 7 3.61% 0 0

20 and
0 0% 0 0
above

TOTAL: TOTAL:
TOTAL: 194 TOTAL: 50
100% 100%

28
 In table 4.2 the data shows that there are wide variations

when it comes to age of researchers respondents. Researchers

divide the data according to their gender. Based on the table,

the researchers respondents with ages 16-17 have greater number

than the ages 18-19 and 20 and above. It is because a normal

Senior High School in Technological University of the

Philippines-Manila, ages between 16-17 years old.

Researchers would like to know when do behavioral changes

occur. Also, they would like to know if the age gap has a

significant effect to the result and how it affects an

individual. The researchers would like to know if an individual

ages, their behavior changes also. Researchers would like to

know if the behavior depends on their age.

29
 Percentage # of Interviewees-Boys
2% 0%

8%
AGE
16-17
18-19
20 and above
90%

Percentage # of Respondents-Boys
0% 2% 1%

AGE
16-17
18-19
20 and above

97%

Figure 4.2.1 Number of Interviewees and Respondents of Boys

30
 Figure 4.2.1 displays two pie graphs that represent the

number of respondents that fall in the classification of the

male gender. The researchers have a total number of 291 male

respondents who classify themselves according to the

characteristics they fall into (Classroom Classification Graph).

Having said that total number of 291 male respondents, the

researchers chose 50 male interviewees to be questioned about

his experiences.

This graph shows that majority of the boys population ages

from 16 to 17. Researchers would like to know if the majority of

the population is experiencing behavioral changes. Also, if at

the same age they are experiencing same changes in their

behavior.

31
 Percentage # of Interviewees-Girls
0%

AGE
16-17
18-19
20 and above

100%

Percentage # of Respondents of Girls

0%

4%

AGE
16-17
18-19
20 and above

96%

Figure 4.2.2 Number of Interviewees and Respondents of Girls

32
 In figure 4.2.2, it displays two pie graphs that represent

the number of respondents that fall in the classification of the

female gender. The researchers have a total number of 194 female

respondents who classify themselves according to the

characteristics they fall into (This graph shows that majority

of the girls population ages from 16 to 17. Researchers would

like to know if the majority of the population is experiencing

behavioral changes. Also, if at the same age they are

experiencing same changes in their behavior.

Classroom Classification Graph). Having said that total

number of 194 female respondents, the researchers chose 50

female interviewees to be questioned about her experiences.

33
 NUMBER OF
CLASSIFICATIONS PERCENTAGE
RESPONDENTS

BROKEN FAMILY 12 15.19%

SINGLE PARENT 7 8.86%

COMPLETE FAMILY BUT

35 44.30%
STRICT

IDEAL PARENTS 25 31.65%

TOTAL: 79 TOTAL: 100%

Table 4.3 Classification of Family Status

Telling your family status to other people is not easy;

some requires a lot of trust and a wide experience to that

person. It is showed in the table 4.3 that 485 respondents th at

we only captured family status data with the number total of 79.

It is significant that we know the family status of an

interviewee so that researchers will know if there is

significant effect to the behavioral shift that is occurring in

each family classification.

For the influences on behavioral changes, the students were

asked who had the most influence on the changes in their

behavior. Seventeen of the students indicated that teachers had

influenced them most. Thirty-three students mentioned that the

teacher has influenced them but also stated that others had

34
influenced them as well (family members, peers, etc.). Forty-

eight students stated that family members (cousins, siblings,

and/or parents) had the most influence on them. Finally, two

students could not identify anyone as having influenced his

behavioral changes. Interestingly, it was the parents who gave

much of the credit to the teachers for influenc ing the changes

in their childrens behavior. To know the reasons behind the

behavioral changes of the students, the teachers and the parents

were asked why there was a perceived change in the childs

behavior. The students and parents credited the teacher and

their relationship with the student as a major factor. Although

stated in a variety of ways, the teachers who observed positive

changes in student behavior credited the character education

program, or some aspect of it, as contributing to the changes in

student behavior. Some stated it was the daily reinforcements

or reminders of the pillars of character and what was expected

of the students; others stated it was the incentives or

rewards or privileges provided by the program; and still

others credited the responsibilities given to the students or

the mutual respect the program involves. The reason why

behavioral change happen because of the parenting styles,

teenagers have a significant rebel stage that tend them to

express themselves to other people rather than their

authoritarian parents. Senior high School students have always

35
been confused to the life they want to be in and having a strict

parent who have a power over them does not help the childs

development.

In Figure 4.3, it shows the classification of students

family. Most of the students have their complete family but

strict parents with 44.30%. Least of the students have one

standing parent with the percentage of 8.86%.

50.00%
44.30%
45.00%

40.00%

35.00% 31.65%
30.00%

25.00%

20.00%
15.19%
15.00%
8.86%
10.00%

5.00%

0.00%
Broken Family Single Parent Complete Family but Ideal Parents
Strict

Figure 4.3 Family Classification Graph

36
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary findings of the study and

conclusions made by the researchers to answer specific problems

on the behavior of the Senior High School Students in

Technological University of the Philippines- Manila. Also in

this chapter it includes recommendations for the improvement and

betterment of this study.

Summary of Findings

Technological University of the Philippines is one of the

top state universities in our country. This university is one of

the schools with many enrollees. Based on what the researchers

see, students have difficulties in coping at home and school.

The parent involvement in secondary education defined broadly as

parents activities and behaviors related to childrens

schooling, enhances the academic, socio-emotional, and

behavioral outcomes of low-income students who are at risk for

poor achievement (Sheldon and Epstein, 2005). Similarly,

schools intervention studies show that efforts to improve

student outcomes can be more effective when the family is

involved.

37
 The overall objective of this case study is to know the

behavioral shift of TUP Senior High Students from their home to

their school. The results on this study will be used to

enlighten the readers that the behavioral shifts occurring are a

natural phenomenon that is always happening. The collected data

also states that students are more likely themselves at school

than home because students have more freedom to express

themselves.

Conclusion

The researchers have formulated the following conclusio ns:

1. There are a behavioral shift happening in the

Technological University of the Philippines, and they differ

with different classification.

2. Behavioral changes occur in most of Senior High School

Students in Technological University of the Philippines

because of the lack of expressing themselves at home so they

tend to direct it all at school.

3. Parenting styles is the one that cause behavioral shift in

students, young adult such as Senior High School Students tend

to express themselves more without any rules and regulations

from their parent.

38
Recommendations

For more conclusive and convincing claim on the effect of

behavioural shift of the students. It's recommended that:

1. School should promote having seminars that will help the

students know what are the kinds of behaviors that a

teenager possess, people tend to assume that students are

from that categorization which promote things such as

mental and instability.

2. Categorization in a classroom gives as an advantage that

will give us confidence throughout the high school, by

doing this the school should make a way that will show

that being (for an example only) introvert is not a

hindrance to be successful

3. School is the second home to young adults, to prevent

attempts that will violate the lives of the students,

parents and teachers should help each other to make a new

education program and also parenting styles that will

help students to develop their own potential.

39
 BIBLIOGRAPHY

BOOK

Hamerlynck and L.C., Handy(eds). Behavior Modification and

Families, Brunner/Mazel, New York.

Doleys, D.M.(1979). Assessment and treatment of childhood

enuresis, in A.J. Finch Jr. and P.C. Kendall (eds), Clinical

Treatment and Research in Child Psychotherapy, Spectrum, New

York.

Ellis, A. (1979). A note on the treatment of agoraphobics with

cognitive modification versus prolonged exposure in vivo,

Behaviour Research and Therapy, 17, pp.162-4.

Eyeberg, S. (1980)Child behavior inventory, Journal of

Clinical Child Psychology, Spring.

Fahlberg, V. (1981) The Child in Placement: Common Behavioral

Problems, Michigan Department of Social Services, Michigan.

Feldman, P. (1983). Juvenile offending: behavior approaches to

prevention and intervention, Child and Family Behavior Therapy

5.(1), pp. 37-50.

Foa, E.B. and Emmelkamp, P.M.G.(1983) Failures in Behavior

Therapy, John Wiley & Sons, New York.

40
Freedman, B.J., Rosenthal, L., Donahoe, C.P. Jnr., Schlundt,

D.G. and McFall, R.M.(1987) A social-behavior analysis of skill

deficits in delinquent and non-delinquent adolescent

boys,Journal of Consulting and Clinical

Psychology,46,(6),pp.1448-62.

Alden,L. and Cappi, R.(1981)Nonassertiveness: Skill-deficit or

Selective Self-evaluation?, Behavior Therapy,12,pp.107-14.

Alexander, J.F. and Parsons, B.(1973) Short-term behavioral

intervention with delinquent families:impact on family process

and recidivsm,Journal of Abnormal Psychology, 81, pp.219-25.

Volume 3, Family Livelihood Behavioral Social Work Barbara L.

Hudson Geraidine M. Macdonald

ARTICLE

Article 29,Within-family Differences in Parent-Child Relations

across the Life Course, p.9.

An article: Studying Behavior Scientifically, Volume 4, p.27.

Article 28. Impact of Family Recovery on Pre-Teens and

Adolescents.

Hudson Barbara L. and Macdonald, Geraldine M. Behavioral Social

Work: An Introduction.

41
E-RESOURCES

Alizaden,Shanla(December 2011). Relationship between parenting

style and Childrens Behavior Problems. Retrieved from

www.ccsenet.org/ass

Mansor,M. (November 2010). Relationshp between parenting style

and childrens Behavior Problems. Retrieved from

www.researchgate.net

Rathee, Indu.(October 2014). Study of Optimistic-Perimistic

Attitude of Senior Secondary School Student in Emotional

Intelligence. Retrieved from www.ror.isrj.org.

42
 APPENDIX A

Plate 1. Creating questionnaires for interview.

43
Plate 2. Revising of the paper.

44
Plate 3. Creating the draftfor Chapter IV

45
Plate 4. Creating the sample for related studies.

46
Plate 5. Tallying of the gathered data and computing the

percentage of the different classifications of students

47
Plate 6. Sequencing and editing the bibliography.

48
Appendix B

49
 Appendix C

Curriculum Vitae

JUSTINE MAE S. MORALES

1368 Cristobal St. Paco, Manila

justinemaemorales09@gmail.com

09081740476

Personal Information

Height: 5

Weight: 40 kg

Place of Birth: Manila

Date of Birth: September 17, 1999

Religion: Roman Catholic

Civil Status: Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

50
 2016-Present

Manuel Araullo High School

2012-2016

Elementary Education

Justo Lukban Elementary School

2006-2012

SKILLS

Accuracy and attention to details

Organization and prioritization skills.

Problem analysis and ability to solve problems efficiently.

Multi-tasking

Adept with Microsoft Office(Word, Powerpoint, Excel) and

Photoshop.

CHARACTER REFERENCES

Mr. Crisanto E. Tomas

Master Teacher, MAPEH Department

Manuel Araullo High School

09178395915

51
Ms. Cecilia Santiago

Master Teacher, Science Department

Manuel Araullo High School

09278305984

Mr. Reggie Campomanes

Teacher, Math Department

Technological University of the Philippines

09176345974

52
 Curriculum Vitae

JESSAMINE C. TOLEDO

828 Mindoro St. Sampaloc, Manila

toledojessamine09@gmail.com

09353702575

Personal Information

Height: 58

Weight: 50 kg.

Place of Birth: Manila

Date of Birth: October 9, 1999

Religion:Roman Catholic

Civil Status: Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

2016-Present

53
 University of Santo Tomas-Educational High School

2012-2016

Elementary Education

Center of Excellence-Manila

2006-2012

SKILLS

Multi-tasker

Flexible

Can finish jobs easily

CHARACTER REFERENCES

Engr. Rose Ann Olap

Electronics Engineer

Smart Communication

7802075

Mrs. Jennifer David

Teacher III, Science Department

Manuel L. Quezon University

(63) 9358356245

54
 Curriculum Vitae

JEN KYLEE D. MENDOZA

2032-D LM Bldg. Taft Avenue Pasay, City

mendozajenkylee@gmail.com

09353868319

Personal Information

Height: 56

Weight: 60 kg

Place of Birth: Lemery, Batangas

Date of Birth: June 14, 2000

Religion: Roman Catholic

Civil Status: Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

55
 2016-Present

St. Marys Educational Institute

2012-2016

Elementary Education

St. Marys Educational Institute

2006-2012

SKILLS

Multi-tasking

Persistent at doing task

Able to work under pressure

Good at time management

Flexible

Can finish jobs easily

CHARACTER REFERENCES

Ms. Katherine D. Alteza

Subject Coordinator

St. Marys Educational Institute

+63 926 984 7599

Ms. Joyce Ann Serwelas

Subject Coordiantor

56
 St. Marys Educational Institute

+63 916 967 2978

Ms. Riva Sofia E. Dimailig

Chapter Servant Vic. II

CFC-YFL Btg

+63 926 811 3437

57
 Curriculum Vitae

PRAISE MA. CHASTITY JMELYN A. MONEDA

1150 Natividad Lopez St. Ermita, Manila

praise.moneda@yahoo.com

09975276881

Personal Information

Height: 52

Weight: 44 kg

Place of Birth: San Pablo City, Laguna

Date of Birth: October 14, 1999

Religion: Born Again Christian

Civil Status: Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

2016-Present

58
 St. Marys Academy of Nagcarlan

2012-2016

Elementary Education

Sanctuario de San Antonio Childrens Learning Center

2006-2012

SKILLS

Multi tasking

Risk-taker

CHARACTER REFERENCES

Ptr. Rodriguez Juntayas

Sr. Pastor

CCFGC-Liliw

09275787614

Techa Borlaza

Bank Teller

China Bank Bacoor,Cavite

(63) 9167085908

59
 Curriculum Vitae

DANICA MEI P. LLAMAS

7703 NT. Garcia St., San Dionisio, Paranaque City

meimarc1019@gmail.com

09353702575

Personal Information

Height: 52

Weight: 60 kg.

Place of Birth: Manila

Date of Birth: May 10, 1999

Religion: Roman Catholic

Civil Status:Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

2016-Present

60
 Olivarez College

2015-2016

Ann Arbor Montessori

2013-2015

Escuela de San Dionisio

2012-2013

Elementary Education

Escuela de San Dionisio

2006-2012

SKILLS

Multi-tasker

Good time management

Flexible

CHARACTER REFERENCES

Alliah Salaveria

Civil Engineer

(63) 9063986689

Brian dela Pena

61
IT Specialist

(63) 9975835830

62
 Curriculum Vitae

ANDREI JOAQUIN ARIZA

1140 P. Zapanta St. Singalong, Manila

arizaandrei@gmail.com

09566805080

Personal Information

Height: 53

Weight: 55 kg

Place of Birth: Quezon City

Date of Birth: October 15, 2000

Religion: Roman Catholic

Civil Status: Single

Educational Background

Secondary Education

Technological University of the Philippines

SHS-Science, Technology, Engineering and Mathematics

2016-Present

63
 St. Anthony School

2012-2016

Elementary Education

Epifanio Delos Santos Elementary School

2006-2012

SKILLS

Multi-tasker

Can manage time

Flexible

CHARACTER REFERENCES

Ms. Ken Bormate

Teacher, Math Department

09264742810

Mr. Reggie Campomanes

Teacher, Math Department

09176345974

64