DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 1

Chapter 1

THE PROBLEM

This chapter presents the background of the study, the statement of the

problem, the theoretical and conceptual framework, the significance of the study,

the scope and delimitation, and the definition of terms.

Background of the study

The youth is the hope of the future. The future of the nation lies on the

hands of the students. It is just proper for them to be molded properly in all

aspects of life intellectually, spiritually, socially, and emotionally especially to

their behavior or values. The modern world where so many high-technology that

interferes on the life of students. Thereby affecting their behavior as a person.

Social media using the internet were the youth, the students express their passion,

feelings, likes, and other lifestyle is just one of the factors affecting the behaviors

of the students. The biological factors also affect the behavior of the students.

Another factor is the society itself where they are in, starting from their family

where values count a lot on the behavior.

Students misbehaviors such as disruptive talking, chronic avoidance of

work, clowning, interfering with teaching activities, harassing classmates, verbal

insults, rudeness to teachers, defiance, and hostility, 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 and
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 2

stress-provoking that they have to spend a great deal of time and energy to

manage the classroom. Obviously, student misbehaviors retard the smoothness

and effectiveness of teaching and also impede the learning of the student involved

affecting his/her classmates. Moreover, research finding have shown that school

misbehavior not only escalated with time but also lowered academic achievement

and increased delinquent behaviors. To lessen these immediate and gradual

adverse effects of students’ misbehaviors, it is of primary importance to identify

what exactly are those behaviors inside the classroom where it is taking place.

It has been observed that there are many students have been dismissed in

the Divine Word College of Bangued so this study will examine the conceptions

of students in the classroom and to identify the most common, disruptive and

unacceptable student problem behaviors and the reasons behind these. It is a way

of knowing and understanding the behavior of the students to apply certain

measures to solve the problem.

What is Student Misbehaviour in the Classroom? Kyriacou defines student

misbehaviour as “any behaviour that undermines the teacher’s ability to establish

and maintain effective learning experience in the classroom” (1997:121).

Kyriacou (1997) ranges student misbehaviour from simple non-compliance (e.g.,

not paying attention) to overt disruptive behaviour (e.g., throwing a missile across

the room). He also points out that serious misbehaviour, including direct

disobedience, physical aggression or damage, is much less frequent.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 3

Hollin (1993) states several reasons why student misbehaviour is

problematic: 1. It provokes and offends members of the teaching profession; 2. It

is detrimental to the educational progress of the “bad child”; 3. It may have

untoward effects later in the child’s life; 4. It may hinder and disrupt the

educational and social progress of “good children” who share a classroom with

“bad children”. According to the Teacher teaching tips,there are causes of

misbehavior in the classroom which are a.) seeking attention (i.e. looking for

more of the spotlight) b.) desire for power (i.e. control in the classroom) c.)

looking for revenge (i.e. a response to hurt feelings) d.) lack of self-confidence

(i.e. afraid of failure) e.) physiological factors (i.e. a victim in a sudden change in

routine) f.) classroom environment (i.e. poor seating arrangements, extreme

temperatures or a high noise level) and g.) problems with the curriculum (i.e. no

enough challenge to behave). These causes must be understood to be able to

relate to the students’ needs. There are solutions to misbehavior in the classroom

for teachers to ensure the best educational experience possible. A.) monitor your

students closely B.) model appropriate behavior C.) have a regular class meetings

D.) stay calm E.) use nonverbal cues. They should be practiced in order to avoid

the negatives of disruptive behavior which are a.) negative effects on teaching b.)

issues for students and c.) negative impact on the school.

As McManus (1995) suggests, “enlightenment is a valuable aid to seeing

problems not as opaque and oppressive but interesting puzzle to be solved—even

if we conclude that on some levels no direct actions is possible.” Being the

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 4

teachers, the controller of the classroom, they must have the confidence to solve

the problem.In order to understand the behaviour of the children, the teachers

should imagine they are in the position of the students, thinking about themselves

what they will do? And then “pre-empting” the student misbehaviour to minimize

its occurrence in the first place (Kyriacou, 1997) to ensure the quality of the

educational progress.

Fontana (1993) states that as a child grows older and starts school, the

situation is made worse by the fact that he or she may have anti-social behaviour

patterns further reinforced rather than discouraged. This is because the teacher

may have little time to watch carefully and respond with attention and praise for

the child who produces correct behaviour. Instead of praising the “good

behaviour”, the teacher will spend most of time “catching the child behaving

badly”, and attempt to instruct him or her against unacceptable behaviour. The

reactions of the teacher will probably “encourage” a large amount of

misbehaviour in the classroom that is only because of students’ attention-seeking.

McManus (1993) suggests that the teacher must try to give the student attention

when he or she is engaged in acceptable behaviour; and, so far is possible,

unacceptable behaviour must be ignored or given minimal attention.

In a study conducted by Kyriaco (1997), students are sensitive to how

teachers behave to them, and it is easy to see how some students may see their
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 5

own misbehaviour simply as a fair and legitimate reaction to the teacher’s

teaching. Kyriacou (1997) suggests that “all teachers need to be aware of how

their behaviour can serve to hinder rather than facilitate good discipline in the

classroom”.

According to Joanne Nordling (1999), there are categories of misbehavior

which are not- minding, self-indulgent, routine not-minding, and aggressive.

Results from this study may provide insight into best practices for helping

students develop positive behavioural self-efficacy and teach them to act in

socially desirable ways. Better self-control will allow students to focus their

attention on learning and skill development and strive towards their academic

potential. (Journal of Educational and Development Psychology).

The aims of this study were to generate a list of categories of students’

problem behaviors perceived in ABM classroom, identify problem behaviors that

were perceived as the most common, the most disruptive to teaching and learning

in classroom, and the most unacceptable problem behavior and the reasons.

Statement of the problem

This study determines the factors affecting the behavior of ABM students

inside the classroom.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 6

Specifically, it aims to answer the following questions:

1. What is the profile of ABM students according totheir:

a. gender

b. average grade

c. social status?

2. What is the reason of ABM students to misbehave in:

a. class

b. canteen

c. corridors?

3. Is the students’ behavior affects their academic performances?

Null Hypothesis

1. There is no reason for student in ABM class to misbehave in the

classroom, canteen and corridors.

2. There is no effect of students’ misbehavior on their academic

performances.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 7

Theoretical and Conceptual Framework

INPUT PROCESS OUTPUT

Factors affecting
behavioral attitude Guides on how
Reasons and
of students to control and
effects of
towards; lessen the
misbehavior acts
misbehaviors of
a. Studying of students in
students.
b. Teachers ABM class
c. Classmates

INTERVENING VARIABLES

Profile of ABM students according to their:

a. Gender

b. Average grade

c. Social status

d.

Figure 1. The Paradigm of the Study

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 8

Significance of the study

The students are the future leaders, the walls of our nation. It is worthy to

give them the best quality education in all aspects that they need especially their

behavior and values. Therefore, this study is a great help to the following:

A. Faculty. This study serves as basis for them to design, plan, and prepare

curriculum contents and curricular activities suited for all students in terms

of their behavior and intellectual capabilities. Teachers and curriculum

makers are given prior information about the students so that they can

adopt the best methods and the best strategies in dealing with them

through the teaching-learning process.

B. Parents. They who always live closest to their children are given

knowledge on their behavior inside the school especially within the

classroom. Equipped with these information, the parents will know better

on how to deal with them seeking solution. Dealing with them can result

to harmonious relationship and a good behavior in school.

C. Students. Acquiring knowledge about the factors that affects students’

behavior will enlighten their curious minds on how to behave well in

school. They can become more responsible on their actions, emotions, and

behaviors especially in school. They can also be more mature in facing

challenges that will interfere their studies.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 9

D. Researchers. The result of this study is helpful for them in giving

recommendations and advices connecting to the topic. They can acquire

knowledge to know the facts and reasons behind a students’ misbehavior.

It can also improve their research skills in conducting this survey.

Scope and Delimitation of the Study

This study aims to determine the factors affecting the behavior of the

ABM studentsof the Our Lady of Fatima section in Divine Word College of

Bangued. Furthermore, the study covers forty students in total from the Senior

High School in the ABM class for the school year 2016-2017.

The school is located in Rizal St. Zone 6, Bangued, Abra. It is bounded in

the Northby the DZPA Radio Station, The Triple E Store in the East, Residential

house and Sinapangan Elementary School in the South and HRM Building in the

West.

Definition of Terms

These terms are defined according to their meanings on the sentences used

in the study.

Misbehavior - this refers to the unacceptable behavior or the action of

misbehaving; bad behavior.

Disruptive talking – it refers to the student who are making noise and talking out

of turn asking irrelevant questions regularly.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 10

Biological Factors - this refers to anything that affects the students’ behavior.

These factors can be physical, physiological, chemical, neurological, or generic.

Conceptions - this refers to the formation of notion or idea of the student tend to

originate and understand a given comprehension.

Academic achievement - this refers to a student's success in meeting short- or

long-term goals in education.

Impede - it refers to the student’s difficulty in activity or progress.

Detrimental - it refers to a student’s formal way of talking about things that tends

to cause harm.

Physiological factors - this refer to thoughts, feelings and other cognitive

characteristics that affect the attitude, function and the behavior of the student. It

influences how a student thinks and later affect his decisions and relations in his

daily life.

Legitimate reaction - it refers to the acceptable or recognized reaction of a

student.

Self-efficacy - this serves as a student’s belief in one's ability to succeed in

specific situations or accomplish a task.

Academic potential - This refers to the ability of a student to perform and learn

to develop their intelligence to achieved academically.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 11

Hinder - it refers to the limiting of a student’s ability to do something or to limit

their development.

Gradual adverse effect - it talks about the slow progress of preventing the

student’s success or development.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 12

Chapter II

METHODOLOGY

This study describes and explain the research design, population and

locale of the study, data gathering instrument used in the conduct of the study,

data gathering procedure employed, and the statistical treatment of the data

gathered using the quantitative approach.

Research Design

For this study, the descriptive research method and quantitative approach

were applied. The acquired information is based on the variables or conditions

concern on the study. It determines the factors affecting the behaviors of ABM

students concerning to their behavior in their class/classroom, canteen, and within

the corridors. The quantitative approach was used to analyze the data.

This study described the profile of ABM students along gender, average

grade, and social status, factors affecting behavioral attitude of students towards

studying, towards teachers and towards classmates, the reasons and effects of

misbehavior of the ABM class, and the guides on how to control and lessen the

misbehaviors of students in all levels.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 13

Population and Locale of the Study

The respondents of this study are the Grade 11 – ABM students of Divine

Word College of Bangued. Total enumeration was used, hence all forty students

in grade eleven Senior High School served as the respondents in the section

named Our Lady of Fatima.

Data gathering Instrument

The primary instrument that was used in gathering data was a

questionnaire. The questionnaire answers the students’ emotional responses,

feelings inside the classroom, self-esteem measurement, and feelings on

misbehavior towards his/her own self and others. It was developed based on the

possible reasons of students when they misbehave in the school campus.

The questionnaire has 2 parts. The first part asks the profile of the students

according to their gender, average grade, and social status while the part 2

consists of questions on behaviour.

This questionnaire helped the researcher to know the thoughts and

interpretation of students with regard to their feelings, attitudes, and problems.

A 4-scale point was used to interpret the levels of factors affecting the

behavior of students in Our Lady of Fatima.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 14

Numerical value Statistical limit Descriptive Equivalence

4 3.40 - 4.0 Very Serious

3 2.60 - 3.39 Serious
2 1.80 – 2.59 Moderately Serious
1 1.0 – 1.79 Not Serious

Data Gathering Procedure

The students were given an informed consent before giving the set of

questionnaire. The researcher asked permission from the Office of the Principal in

the High School Department of Divine Word College of Bangued to float the

questionnaires that were given to the students. Upon the approval of the Principal,

they started to float the questionnaires in October 11, 2016 that was retrieved in

October 12, 2016. The questionnaire provided was created using suitable

questions which is related to the research study.

Statistical Treatment of Data

The gathered data are grouped, tabled and carefully organized into five

tables.

1. Frequency count and percentage were used to categorize the

respondents according to the personal factors.

2. Weighted mean was used to determine the level of misbehavior the

respondents have.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 15

The researcher was guided by the following:

1. Formula

A. Formula computation

%=F/N x 100

where: %= percentage

F= Number of responses for every item

N= total number of cases or respondents

B. For weighted mean computation

WM= TWF

Where: WM= weighted mean

TWF= total product of the rank values or weighted of the

categories or values interpretation multiplied by their respective

frequency.

2. Table of Equivalent/Validation of the Instruments Verbal

Interpretation there are descriptive words which give the verbal

interpretation of the weighted mean.

DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 16

Table 1: Equivalent and Verbal Interpretation

WEIGHT RANGE OF AVERAGE CATEGORY

WEIGHTED

4 3.40 – 4.0 Very Serious

3 2.60 – 3.39 Serious

2 1.80 – 2.59 Moderately serious

1 1.0 – 1.79 Not Serious

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 17

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the findings relevant to the study are presented, analyzed

and interpreted based on the research questions.

Problem 1. What is the profile of ABM students of Divine Word College of

Bangued?

Table 2
Profile of the respondents

PROFILE f %
Gender
Male 11 27.5
Female 72.5
29
Average grade
80-83 9 22.5
84-86 17 42.5
87-89 12 30
90-91 2 5
Social Status
Below Average 11 27.5
Average 29 72.5
Above Average 0 0
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 18

Table 2 presents the personal profile of Our Lady of Fatima class in

Divine Word College of Bangued. As regards to gender, there are 29 female

students consisting of 72.5% of the class while the total number of males is only

11 which is 27.5%. As we can see from the table, the ABM class is dominated by

female students which is very common now to several schools.

In terms of the academic performance, 22.5% of the class have 80-83

average grade in the first grading, 42.5% have 84-86, 30% have 87-89%, and the

rest have 90-91. This shows that very few of them got 90 and above as evidenced

by 5% but almost all of them passed except for students who got 84 and below.

On the other hand, in terms of the social status of the students, more than

half of them is above average which is 72.5%, below average is more than a

quarter (27.5%), and 0% is above average. None answered 50,000 and above

combined monthly income of parents but almost all of them are financially stable.

Problem 2: What is the reason of ABM students to misbehave?

Table 3 presents the reason of ABM students’ misbehavior

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 19

Table 3

Reason of misbehavior of students in the classroom

Items/Situations M DE
Classroom
1. My classmates have a large effect
on how I behave in class. 2.75 S
2. My teacher has a large effect on S
how I behave in class. 2.875
3. My friends have a large effect on MS
how I behave in class. 2.45
4. I misbehave in class because I seek NS
attention. 1.625
5. I have a lot to be proud of. 2.2 MS
6. I don’t care about how others see S
me. 2.65
7. I like bullying my classmates. 1.975 MS
8. I misbehave in class because the NS
teacher is not strict. 1.725
9. I am always stressed. 2.075 MS
10. I feel that everything I do is MS
wrong. 2.15
Overall Weighted Mean 2.2475 MS

Norms:
Mean Rating Descriptive Equivalent
3.40 – 4.0 - Very Serious (VS)
2.60 – 3.39 - Serious (S)
1.80 – 2.59 - Moderately Serious (MS)
1.0 – 1.79 - Not Serious (NS)

As shown in Table 3, the respondents had a “Serious” level of behavior

caused by their classmates and teacher inside the classroom with the weighted

mean of 2.75, 2.875, 2.65 respectively. This implies that the teachers and their

classmates has a large effect on why ABM students misbehave inside their

classroom. The respondents had a “Moderately Serious” level of behavior caused

by their friends, personal intentions and personal feelings/experience

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 20

(for e.g., stress and depression) with the mean score of 2.45, 2.2, 1.975, 2.075,

2.15 respectively. The respondents had a “Not Serious” level of behavior caused

by seeking somebody’s attention and the low level of strictness of their teacher

with the mean score of 1.625 and 1.725.

It can be summed up from table 3 that the ABM students had an overall

“Moderately Serious” level of behavior with the weighted mean of 2.2475. This

implies that the ABM students possess unacceptable behavior caused by their

teacher, classmates and friends that’s why they feel uneasy, uncomfortable and

seek attention during their classes or within the classroom. However, there is also

a factor why they misbehave which is their personal intentions and feeling of

being criticized.

Table 4: Reasons of misbehavior of students in the corridor

Items/Situations M DE
CORRIDOR
1. Others make me feel
uncomfortable 2.35 MS
2. I feel like I’m being
watched and criticized. 2.2 MS
3. I feel good when I seek
attention to my NS
schoolmates. 1.5
4. I make fun to others with
my friends. 2.15 MS
5. I feel annoyed when
someone will look at me S
from head to toe. 2.975
Overall Weighted Mean 2.235 MS
Norms:
Mean Rating Descriptive Equivalent
3.40 – 4.0 - Very Serious (VS)
2.60 – 3.39 - Serious (S)
1.80 – 2.59 - Moderately Serious (MS)
1.0 – 1.79 - Not Serious (NS)
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 21

Data in Table 4 shows that the level of seriousness in terms of reasons has

an over-all weighted mean of 2.235 which is interpreted as “Moderately Serious”.

Among the reasons encountered by the students to misbehave, “I feel annoyed

when someone will look at me from head to toe.” appeared to be the highest as

evidenced by the weighted mean of 2.975 with the descriptive equivalent of

“serious”. This is followed by “Others make me feel uncomfortable,” “I feel like

I’m being watched and criticized” and “I make fun of others with my friends”

with a weighted mean of 2.35, 2.2 and 2.15 respectively which means

“moderately serious”. On the other hand, “I feel good when I seek attention to my

schoolmates.” weighted 1.5 with the lowest level of reason and interpreted as “not

serious”.

The ABM students always misbehave as a response if someone insults

them by belittling them. Seeking attention on the other hand is not a reason for

them to behave harshly and rudely. Lastly, they usually misbehave by making fun

to others with their friends because they feel uncomfortable, being watched and

being criticized.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 22

Table 5: Reasons of misbehavior of students in the canteen

Items/Situations M DE

CANTEEN
1. I don’t want to fall in line because I want to buy MS
as soon as possible. 2.225
2. I’m lazy to throw my trash in the proper place. 1.7 NS
3. I’m talking too loud with my friends. 1.875 MS
4. I disrespected the canteen staff because of their NS
slow service. 1.3
5. I push others in order to buy first. 1.15 NS

Total 1.65 NS

Norms:
Mean Rating Descriptive Equivalent
3.40 – 4.0 - Very Serious (VS)
2.60 – 3.39 - Serious (S)
1.80 – 2.59 - Moderately Serious (MS)
1.0 – 1.79 - Not Serious (NS)

Data in table 5 shows the situations encountered by the ABM students in

the Canteen has an over-all weighted mean 1.65 which is interpreted as “not

serious.” The situations stated in the table above, “I don’t want to fall in line

because I want to buy as soon as possible” and “I’m talking too loud with my

friends” have the weighted mean of 2.225 and 1.875 with the descriptive

equivalent of “moderately serious.” On the other hand, the following situations in

the canteen were interpreted as “not serious” like “I’m lazy to throw my trash on

the proper place,” I disrespect the canteen staff because of slow service,” and
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 23

lastly I push others in order to buy first” with the computed weighted mean of 1.7,

1.3 and 1.15.

The findings show that they only misbehave by talking too loud especially

when with friends who want to chat with them and by not falling in line to buy as

soon as possible but the students don’t practice pushing others in order to buy

first. They often wait for their turn to buy. The canteen is often crowded when

recess time so it is expected that students will create noise and they will not

follow rules to fall in line properly especially when there is no teacher or a student

to scold them. The factors affecting their behavior are friends and lack of

patience.

They are seldom lazy to throw garbage in the proper place but they respect

the canteen personnel even though they are sometimes slow in service which is

very acceptable since many students buy at the same time.

Table 6: Summary of the Mean ratings on the level of reasons of ABM

students to misbehave in Divine Word College of Bangued

M DE
Classroom 2.2475 MS
Corridor 2.235 MS
Canteen 1.65 NS
total
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 24

Table 6 shows the summary of the mean ratings in classroom, corridor,

and canteen where students misbehave in the school. The data show that ABM

students inside the classroom and in the corridor have the same level of reasons to

misbehave as shown by the overall mean score of 2.2475 and 2.235. both ratings

belong to the “moderately serious” category. Noticeably, students in the school

usually misbehave when inside the classroom and when roaming on the corridors.

When in the canteen, the total mean score is 1.65 which is interpreted as “not

serious” because they behave themselves when buying foods and they have no

reason to misbehave.

Problem 3. Is the students’ behavior affects their academic performances?

Table 7
Total mean rating to measure the effects of behavior
towards academic performance

Average grade Total Mean Score

80 2.3
80 2.1
Overall: 2.2 (Moderately Serious)
81 1.4
81 1.5
81 2.2
81 2.3
Overall: 1.85 (Moderately Serious)
82 1.2
Overall: 1.2 (Not Serious)
83 2.85
83 2.3
Overall: 2.57 (Moderately Serious)
84 1.45
84 1.95
84 1.15
84 2.2
Overall: 1.68 (Not Serious)
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 25

85 2.3
85 1.15
85 2.35
85 3.2
85 2.4
85 2.5
Overall: 2.31 (Moderately Serious)
86 2.95
86 2.4
86 2.4
86 2.1
86 1.95
86 2.15
86 2.6
Overall: 2.36 (Moderately Serious)
87 2.3
87 1.75
87 2.15
87 1.65
87 1.95
Overall: 1.96 (Moderately Serious)
88 2.25
88 2.35
88 2.35
88 2.35
88 2.35
Overall: 2.33 (Moderately Serious)
89 1.7
89 1.75
Overall: 1.72 (Not Serious)
90 2.25
Overall: 2.25 (Moderately Serious)
91 1.75
Overall: 1.75 (Not Serious)

Table 5 shows that majority of the class have certain reasons to misbehave

in the class, corridor and canteen. The result accepts the null hypothesis that there

is no effect of students’ behavior on their academic performances because it does

not affect their grades. It can be proven from the table that even though some of

the students have no reason to misbehave, they got different average grade which
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 26

are 91, 89,84 and lastly, 82 as the lowest. On the other hand, the second highest

average grade has a “moderately serious” reason to misbehave but still, the grade

is still high. Therefore, the academic performances don’t depend on how students

behave but on their performance in class especially on recitation, quizzes, exams,

written performance, and projects.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 27

Chapter 4

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the summary of the study, the conclusions that were drawn

from the findings, and the recommendations being forwarded by the researcher

will be discussed.

Summary

This study was undertaken to determine the Factors Affecting the

Behavior of ABM students in the Divine Word College of Bangued who were

enrolled during the school year 2016-2017 in Senior High School Department.

The respondents level of behavior was identified by the 3 indicators: Classroom,

Corridor and Canteen.

This study tested if there is a reason for students to misbehave in school

and if their behavior will affect their academic performances.

There were forty (40) respondents of the research study namely

thestudents of ABM Our Lady of Fatima class. Descriptive and quantitative

methods of research were applied in this study to determine the results.

Questionnaire was the instrument used to measure the level of the respondents’

behavior. The researcher requested the profile of the ABM students and their 1st

General academic average.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 28

The researcher asked permission from the Office of the Principal and to

their subject teacher to float the questionnaires. The data were personally gathered

by the researcher and analyzed using the weighted mean.

Findings

1. The personal profile of the respondents

a. Gender

A greater number of female students were studying as ABM

students in the Senior High School Department of Divine Word

College of Bangued. They are 29 in total which is equivalent to

72.5% compared to only 11 males which is 27.5% of the class.

b. Average grade

The highest average computed grade in the first grading is 91

while the lowest is 80. 5% got 90 and above, 30% got 87-89,

42.5% got 84-86, and only 22.5% got 83-80.

c. Social Status

Most of the students are financially stable. Almost all of them

(72.5%) are Average and only 27.5% is below average.

2. What is the reason of students to misbehave in school?

The students misbehave in class because of the teacher in charge of

the lesson. They are the most influential person inside the classroom.

The students’ behavior depends on them.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 29

In canteen, the only reason of misbehavior is the urge to buy as

soon as possible because the canteen is hot and crowded.

On the other hand, being insulted in the corridor make the students

angry causing them to behave negatively to other students.

3. Is the students’ behavior affects their academic performance?

It was found out that their behavior does not affect their average

grade because their grade depends on how well they perform in school

based on how active they participate in class.

Conclusions

In the light of the findings of this research, the following conclusions were stated

as follows:

1. The ABM students of the Divine Word College of Bangued had a

“Moderately Serious” level of behavior within the classroom premises.

Based on the study, the teacher and classmates has a big contribution why

ABM students misbehave inside the classroom.

2. The ABM students also conduct a “Moderately Serious” level of behavior

within the corridor. This implies that their schoolmate has a large effect

why ABM students possess unacceptable behavior because they feel

uncomfortable with them.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 30

3. The respondents “Not Serious” level of behavior were drawn within the

canteen. This implies that the canteen personnel don’t really affect the

behavior of ABM students. It also means that the canteen staves have a

moderately impact to the misbehavior of ABM students.

4. There is no significant relationship between the respondents’ misbehavior

on their academic performances. This implies that they can perform well

in their classes even though they possess an unacceptable behavior.

Recommendations

Based on the results of the research study, we the ABM students who

conducted the research recommended the following to improve the behavior of

the ABM students in the Divine Word College of Bangued:

1. Enhance the student’s knowledge on values education through

integrating it to their subjects as core subject

2. Improve the teaching-learning relationship with students for better

learning outcomes.

3. Intensive Implementation of disciplinary measures for the misbehaved

students

4. Acknowledge students who always behave well.

5. Conducting leadership training for students with potentials.

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 31

The researchers found that the ABM students misbehave in the corridor and

canteen, so it is recommended to:

1. Put signage for students’ guidance along the corridors for self-

discipline.

2. The students are not allowed to roam around along the corridors.

3. The food must be arranged according to its classification.

4. The designated place for lining up of students must be barred for

systematic buying to avoid crowding.

5. The trash bin must be place to every corner of the canteen and it

should be separated from biodegradable and non-biodegradable.

6. Putting a silence signage in the canteen for self-discipline and

someone in authority must be there to implement the rule.

7. Increase of the number of canteen personnel to serve students during

recess time.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 32

Bibliography

Fontana, D. (1994). Managing Classroom Behaviour. (2nd ed.). London:

Routledge.

Hollin, C. (1993). Social reasons for bad behaviour. In Varma. (ed.) (1993)

Management of Behaviour in Schools

(pp 66-88). London: Longman.

Knowlton, Katie A., "Student Perspectives of Misbehaviour" (2014). Electronic

Thesis and Dissertation Repository. Paper 2383.

Kyriacou, C. (1997). Effective Teaching in Schoos. (2nd ed.). Cheltenham: Nelson

Thornes.

Kyriacou, C. (1998). Essential Teaching Skills. (2nd ed.). Cheltenham: Nelson

Thornes.

McManus, M. (1993). Discipline in students exclude from school. In Varma, V.

(ed.) (1993) Management of Behaviour in Schools (pp218-232). London:

Longman.

Mcmanus, M. (1995). Troublesome Behaviour in the Classroom. (2nd ed.).

London: Routledge.

Nordling, J. (1999). Categories of Misbehavior. SYBYL Publication

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 33

Electronic Resources

www.ccsenet.org/jedp Journal of Educational and Developmental Psychology

Vol. 2, No. 1; May 2012

(http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/1675-what-

are-the-causes-of-misbehavior-in-the-classroom),

http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/1674-

negatives-of-disruptive-behavior-in-the-classroom

http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/1682-

solutions-to-misbehavior-in-the-classroom

http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/2158-how-

to-communicate-effectively-with-children

http://www.passionatelegacy.org/2012/01/four-types-of-misbehavior.html?m=1
DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 34

APPENDICES
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 35

Appendix A

Divine Word College of Bangued

High School Department
Bangued, Abra

October 11, 2016

Mrs. Teresa V. Dacanay, MEDSL

Principal, Divine Word College of Bangued

Ma’am:

The undersigned are the students of Grade 11 ABM class of the Divine Word
College of Bangued. We are conducting a research entitled “Factors Affecting the
Behavior of ABM Students” as a requirement of the research subject S.Y. 2016-
2017.

In this connection may we ask your permission to float our questionnaires to the
44 students of ABM.Rest assured that all information is held confidential.

We hope for your favorable action. Thank you very much.

Respectfully yours,

CheslyMarraAmoyo Jessa Marie Dahilig

Germalyn Borreta Christian Jae Cotchay

Noted: Approved:

Mrs. Caroline Barril Mrs. Teresa V. Dacanay

Research Teacher Principal

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 36

Appendix B

The Questionnaire

Name: _____________________________________________ (Optional)

Gender: Male Female

Average( 1st Grading): 80-83 84-86 87-89 90-91

Social Status: Below Average AverageAbove Average

Part 2 (Behavior)

Direction: Mark a check on the corresponding number. (4- Always true 3-

Mostly true 2- Sometimes true 1- Never true)

Situations 4 3 2 1
CLASSROOM
1. My classmates have a large effect on how I behave in class.
2. My teacher has a large effect on how I behave in class.
3. My friends have a large effect on how I behave in class.
4. I misbehave in class because I seek attention.
5. I have a lot to be proud of.
6. I don’t care about how others see me.
7. I like bullying my classmates.
8. I misbehave in class because the teacher is not strict.
(classroom)
9. I am always stressed.
10. I feel that everything I do is wrong.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 37

CORRIDOR
1. Others make me feel uncomfortable
2. I feel like I’m being watched and criticized.
3. I feel good when I seek attention to my schoolmates.
4. I make fun to others with my friends.
5. I feel annoyed when someone will look at me from head to
toe.
CANTEEN
1. I don’t want to fall in line because I want to buy as soon as
possible.
2. I’m lazy to throw my trash in the proper place.
3. I’m talking too loud with my friends.
4. I disrespected the canteen staff because of their slow
service.
5. I push others in order to buy first.
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 38

Appendix C

Letter to the Respondents

We, the researchers will be doing some research in our school, Divine

Word College of Bangued about the factors affecting the behavior of ABM

students in their classroom, corridor and canteen. We are inviting everyone in the

class of Our Lady of Fatima class to participate.

If you agree to participate in our research, you will be asked to fill out a

questionnaire. It is optional if you want to put your name on the questionnaires.

All the information you give me will be used for research purposes only. Neither

your name nor any information, which could

identify you will be made public in any way. All information collected for the

study will be kept confidential.

There are no known risks to you if you participate in this research study.

Thank you,

CheslyMarraAmoyo

Germalyn Borreta

Jessa Marie Dahilig

Christian Jae Cotchay

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 39

Appendix D

Letter of Consent

I, ______________________________ agree to participate to the

research study entitled “Factors Affecting the Behavior of ABM student.” I am

confident to answer the questions that will be given to me with all honesty. I am

aware that all information will be held confidential by the researchers.

______________________________

Signature (Over Printed Name)

 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 40

Curriculum Vitae

Name: Christian Jae Cotchay

Date of Birth: March 8, 2000

Place of Birth: Quezon City

Address: San Quintin

Mother: Joanne Figuerres

Father: Ron Cotchay

Brother: Christian Jake F. Cotchay

Educational Attainment:

Elementary:

San Quintin Central School

S.Y. 2012

Junior High School:

San Quintin National High School

S.Y. 2016
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 41

Name: Chesly Marra J. Amoyo

Date of Birth: Sept. 7, 2000

Place of Birth: Bangued, Abra

Address: Nangaycayan Zone 7 Bangued Abra

Mother: Nancy J. Amoyo

Father: Mark B. Amoyo

Sister: Crisel Mariane Amoyo

Brother: Cristan Mark Amoyo

Educational Attainment:

Elementary:

Don Marcos Rosales Elementary School

S.Y. 2012

Junior High School:

Divine Word College of Bangued

S.Y. 2016
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 42

Name: Germalyn A. Borreta

Date of Birth: August 19, 1998

Place of Birth: Bangued, Abra

Address: San Marcial San Isidro, Abra

Mother: Elsa A. Borreta

Father: Carlo V. Borreta

Brother: Karel John Borreta

Sister: Maria Roxanne Borreta

Educational Attainment:

Elementary:

San Marcial Elementary School

S.Y. 2012

Junior High School:

Holy Spirit Academy of Bangued

S.Y. 2016
 DIVINE WORD COLLEGE OF BANGUED - SENIOR HIGH SCHOOL 43

Name: Jessa Marie R. Dahilig

Date of Birth: January 13, 2000

Place of Birth: Sta. Ana, Taytay, Rizal

Address: Zone 7, Bangued Abra

Mother: Marivic Dahilig

Father: Jessie Dahilig

Brothers: Jessmar Dahilig

Jessie Dahilig Jr.

Sisters: Jessrie Dahilig

Jessavic Dahilig

Educational Attainment:

Elementary:

Siete Central Elementary School School

S.Y. 2012

Junior High School:

Central National High School

S.Y. 2016