PEDRO A.

PATERNO NATIONAL HIGH SCHOOL

Puting Bato East, Calaca, Batangas

AN ANALYSIS OF THE MISBEHAVIORS COMMITTED BY GRADE 9

STUDENTS IN PEDRO A. PATERNO NATIONAL HIGH SCHOOL

By

Mariclaire B. Fajutagana Maribel A. Dechoso

Catherine H. Laco Ana Marie P. Magpile

Lilibeth D. Baque Maria Edwhena M. Araja

Juanita M. Castor Mary Ann V. Albina

 ABSTRACT

This study is intended to analyze the observable behaviors of Grade 9

high school students. The researchers applied descriptive method of research in

this study. Specifically, this study made use of questionnaire as the main

gathering instruments among the (7) high school teachers of Pedro A. Paterno

National High School for the SY 2017-2018.

The result of the study showed that chatting with his/her seatmates is the

most common behavior. In addition, students committed misbehavior due to the

influence of their friends. The best effect of misbehavior is low performance of

the students.

It has also been found that the best way to manage misbehavior is the

integration of good manners and right conduct. Supporting the school programs

and activities is the best way to help solve the student’s misbehavior.
I. CONTEXT/RATIONALE

Misbehavior is a deliberate action, contrary to adult rules when a child fully

understands those rules, and has the capacity to obey them mentally,

emotionally and physically.

Misbehavior causes disturbances in the classroom and makes it difficult

for students to enjoy the educational process. Below is a list of four possible

motives for misbehavior. In addition to these causes, there are other factors to

consider that may result in a student who refuses to act appropriately.

Seeking Attention

Being the center of attention is a common desire for students, some more

than others. Acting out by making fun of others, swearing, talking out of turn or

simply being uncooperative are a few ways students looking for more of the

spotlight may misbehave.

Desire for Power

Some students who misbehave are expressing a desire for more control in

the classroom, and acting inappropriately makes them feel powerful. These

students are not content to go along with the general plan and make it known

they want things their way. Signs of a power-seeking student include constant

arguing and a refusal to follow basic rules intended for everyone.

 Signs of a power-seeking student include constant arguing and a refusal

to follow basic rules intended for everyone.

Looking for Revenge

Some children lash out in the classroom as a response to hurt feelings

they experience. By misbehaving, they feel they are getting back at those

responsible, whether it involves the students, the teacher or both. Students who

misbehave as a motive for revenge may enjoy acting cruelly or even violently

towards others. Revenge seekers are likely to perform bullying acts, such as

shoving and excessive teasing.

Lack of Self-Confidence

A general fear of failure occurs when a student feels he cannot possibly

live up to any expectations. These students misbehave as a way to avoid

participating in anything that may lead to failure. Although the child may seem

completely confident with school-related activities outside of the classroom, he

acts incapable of functioning in a learning environment.

Physiological Factors

Students who are misbehaving may have some kind of temporary malady

contributing to their attitude. For instance, a child who is overly tired, sick, hungry

or simply the victim of a sudden change in routine may demonstrate troubling

classroom behavior.
 Students who are misbehaving may have some kind of temporary malady

contributing to their attitude.

Classroom Environment

A classroom not designed for optimal learning may contribute to a student

who refuses to behave. Poor seating arrangements, extreme temperatures or a

high noise level are all distracting elements in a classroom that ultimately hinder

the learning experience. The atmosphere in classrooms like these will result in

behavior issues.

Poor seating arrangements may result in behavior issues.

Problems with Curriculum

Some students may not feel challenged enough to behave properly. If the

information taught is not appropriate for the learning abilities of an individual, she

may mentally withdraw out of boredom or frustration, resulting in behavior

problems. Additionally, a particular teacher's instruction style may cause conflicts

with a student, disrupting the learning process.

II. Literature/ Studies Review

Related Literature

Foreign

Charles(1999) defines misbehavior as "behavior that is considered

inappropriate for the setting or situation in which it occurs" (p.2). Increasingly,

disruptive and aggressive behaviour has become a significant concern within

schools, and the need for more effective management programs and techniques

continues to be an issue facing teachers. Misbehaviour or disruptive behaviour

can be as simple as talking in class, yawning

loudly, or texting on a cell phone.

Upadhyaya (2012) mentioned that adults that play a pivotal role in

determining a child’s social behavior. And so, proactive steps as indicated above

can prove to be a great means for promoting an idealistic model of social

behaviorism among school children.

Local

Muega ( 2010) metioned that a secretarian institution, on the other hand ,

may require that values that are central to its faith must likewise be inculcated in

the students.
Related Studies

Foreign

De Kemp (2009) in his study mentioned that frequencies of delinquent

and aggressive behaviours were taken together as a measure of students’

antisocial behaviour. Results of the study showed that ratings of higher levels of

self-efficacy were associated with less frequent antisocial behaviour. In relation

to the current study, lower student behavioural self-efficacy, which reflects

decreased selfcontrol, is hypothesized to cause higher incidences of

misbehaviour in classrooms.

Sun ( 2012) in her study stated that in particular , it would be exciting to

see how curricular-based programs can help to reduce classroom misbehavior.

Hwung (2016) in his study mentioned that the peer effect of this “troubled”

group of students with respect to academic achievement is found by regressing

the reading and math composite score of students on the proportion of peers

with family violence.

Local

Ocampo ( 2015) in his study stated that it is worthy to note that

misbehavior is a complaint not only limited to teachers or other school

personnel. Sometimes, even parents themselves agree that their children are

exhibiting misbehaviors.
III. Action Research Questions

This study is an attempt to analyze the causes of misbehaviors among

students in Pedro A. Paterno National High School.

Specifically, this study seeks to answer the following questions:

1. What are the common misbehaviors committed by the students in

school?

2. What are the factors that led the students to commit misbehavior?

3. What are the effects of this misbehavior in the teaching-learning

process?

4. What are the strategies / ways that a teacher should do to manage

student’s misbehavior?

5. How can the family, community, and other organizations help to solve

the student’s misbehavior?

IV. PROPOSAL INNOVATION AND STRATEGIES

In this study, which is done in the seminar- workshop, teachers and not

students were used as respondents. They were asked to answer the

questionnaires. Their responses were computed and percentage were placed in

Tables.

V. ACTION RESEARCH METHODS

This portion of the Action Research presents the research methodology

employed in the study. This includes the research design, research procedure,

and data gathering instruments.

RESEARCH METHOD

This study utilized the descriptive method of research using questionnaire

in gathering necessary data. Descriptive method is noted as reasonable way of

presenting the study of Misbehaviors Committed by the students in Pedro A.

Paterno National High School.

RESPONDENTS

The respondents of the study were seven (7) teachers from Grade 7 to

Grade 10 of Pedro A. Paterno National High School.

RESEARCH INSTRUMENTS

The main instrument used in this study was the questionnaire. The part I is

about the common misbehaviors committed by the students in Pedro A. Paterno

National High School. Part II includes the factors that led the students to commit

misbehavior. Part III is about to manage student’s misbehavior. And lastly, Part

V includes the ways on how the family, community and other organizations help

to solve the student’s misbehavior.

CONSTRUCTION AND VALIDATION OF THE INSTRUMENTS

The researchers prepared a survey questionnaire from the statement of

the problem. The questionnaire was checked and validated with the supervision

of the Resource Speaker.

DATA GATHERING PROCEDURE

The researchers secured permission from the Principal of Pedro A.

Paterno National High School to conduct a thorough study of their researches.

Upon given the permission by the School Principal, the questionnaires were

answered by the teachers as the respondents.

VI. RESULTS AND DISCUSSION

This portion deals with the data analysis using Tables together with the

proper interpretation. (Each Table represents the research question ).

TABLE 1

Common Misbehaviors Committed by the Grade 9 Students in School

Misbehaviors Frequency Percentage

a. Chatting with his/her 5 71.43

seatmate

b. Roaming around the 1 14.29

classroom

c. Not listening to 1 14.29

teacher

TOTAL 7 100.00%

Table 1 shows that 5 or 71.43% of the respondents stated that chatting

with his/her seatmates are the most common behavior while 1 or 14.29 % of

the respondents stated that roaming around the classroom and equally do not
listen to the teacher as form of misbehavior.

TABLE 2

Factors that Led Students to Commit Misbehavior

Factors Frequency Percentage

a. family problems such

as financial, and family 2 28.57
status

b. influence of friends,
like “ pakikisama” 4 57.14

c. Classroom is not
conducive for learning 1 14.29

TOTAL 7 100.00%

Table 2 shows that 4 or 57.14% of the respondents who committed

misbehavior is due to the influence of their friends while 2 or 28.57% of the

respondents is due to family problems such as financial and family status. The

Table also shows that 1 or 14.29% of misbehavior is because the classroom is

not conducive to learning.

 TABLE 3

The Effects of Misbehavior in the Teaching-Learning Process

Effects of Frequency Percentage

Misbehavior

a. interruption of the 2 28.57

class

b. low performance of 4 57.14

the students

c. unable to finish the 1 14.29

lesson due for the day
on time

TOTAL 7 100.00%

Table 3 shows that 4 or 57.14% of the respondents stated that low

performance of the students is the most common effect of misbehavior while 2

or 28.57% are interruption of the class and the least effect is 1 or 14.29%

which is the inability to finish the lesson due for the day on time.
 TABLE 4

Strategies that a Teacher Should do to Manage Student’s Misbehavior

Strategies Frequency Percentage

a. Set classroom rules

and expectation 2 28.57

b. Integration of good 42.86

manners and right 3
conduct

c. Communicate with
the parents regularly 2 28.57

TOTAL 7 100.00%

Table 4 shows that 3 or 42.86% of the respondents stated that

integration of good manners and right conduct is the best strategy that a

teacher should do to manage student’s behavior, while 2 or 28.57% are set

classroom rules and expectation and equally communicate with the parents

regularly, which are the least of the strategies that a teacher should do.
 TABLE 5

Ways on How the Family, Community, and other Organizations Can Help
in Solving the Student’s Misbehavior.

Ways Frequency Percentage

a. Attend school
activities and programs 2 28.57
wherein student and
parents are involved.

b. Organize different
activities for the benefit 1 14.29
of the youth

c. Support the school 4 57.14

programs and activities

TOTAL 7 100.00%

Table 5 shows that 4 or 57.14% of the respondents stated that

supporting school’s programs and activities is the best way to help solve the

student’s misbehavior, while 2 or 28.57% chose that attending school activities

and programs wherein the students and parents are involved can help in solving

student’s misbehavior. The least way is organizing different activities for the

benefit of the youth proven by 1 or 14.28% of the respondents.

VII. ACTION RESEARCH WORK PLAN AND TIMELINE

ACTIVITIES DATE

DAY 1

AM SESSION

Definition of Action Research October 30, 2017

Objectives of Action Research October 30, 2017

Evaluating the Problems of the School October 30, 2017

Formulating the Title of the Problem October 30, 2017

Preparation of Research Questions to be Used October 30, 2017

Guidelines for an Interview Guide October 30, 2017

PM SESSION

Interpretation of Data October 30, 2017

Sources of Related Literature/Studies October 30, 2017

DAY 2

AM SESSION

Opening Program November 02, 2017

Formulating Chapter I – XI November 02, 2017

PM SESSION

Documentation November 02, 2017

DAY 3

AM SESSION

Presentation of Outputs November 03, 2017

by group

VIII. COST ESTIMATE

Ink ₱ 400.00

Folder ₱ 15.00

Bondpaper ₱ 135.00
IX. PLANS, DESSIMINATION AND UTILIZATION

Statement of the Findings Conclusion Recommendation

Problem
1.What are the This problem This may result to The teacher
common showed that 5 or low performing should make
misbehaviors 71.43% of the students as well his/her subject
committed by the respondents as teaching more interesting
students in the stated that process which is by using more
school? chatting with greatly affected. strategies and
his/her seatmates techniques which
is the most may lead the
common students more
misbehavior while attentive and
1 or 14.29% of cooperative.
the respondents
stated roaming
around the
classroom and
equally do not
listen to the
teacher is another
form of
misbehavior.
2. What are the It shows that 4 or The misbehavior Teachers should
factors that led 57.14% of the of the have open
the students to respondents who respondents due communication
commit committed to the financial with the students
misbehavior? misbehavior is problems and about their
due to the family status is problem and for
influence of their the most common them to select the
friends while 2 or factor that led to right friends and
28.57% is caused the misbehavior companions.
by financial of the students.
problems and
family status. The
remaining 1 or
14.29% of
misbehavior is
because the
classroom is not
conducive for
 learning.
3.What are the Four(4) or( Teaching-learning Teacher should
effects of this 57.14%) of process is apply and use
misbehavior in seven(7) affected by the techniques
the teaching respondents low performance suitable to the
learning process? favored that low of the students as knowledge of the
performance of well as class students. Make a
the students interruption and timeline for the
affects the unfinished lesson lesson for the
teaching-learning due to lack of day.
process while time..
two(2) or
(28.57%) agreed
that class
interruption also
affects and one(1)
or (14.29%) is
due to unable to
finish the lesson
due for the day in
time.
4.What are the Based on the Injecting good Talk regularly with
strategies that a findings, 3 or manners and right the parents and
teacher should do 42.86% of the conduct to the remind the
to manage respondents students is a students the
students’ agreed that great help to significance of
misbehavior? integration of manage students’ values and ethics.
good manners misbehavior. Also
and right conduct parents
is needed while cooperation is
setting classroom needed.
rules and
expectations as
well as
communicating
with the parents
regularly are the
strategies that the
teacher should do
to manage
students’
misbehavior.
5.How can the Four (4) or Parents and Giving information
family, community (57.14%) of students by sending letters
and other seven(7) participation are to the parents and
organization help respondents needed and the announcing the
to solve student’s showed that support of the activities and
misbehavior? supporting the community is the programs to be
school programs ways in solving done in the
and activities is students’ school so the
the best way to misbehavior. community can
help solve the give their support.
students’
misbehavior while
two(2) or
(28,57%) chose
that attending
school activities
wherein parents
and students are
involve may also
a help to solve
misbehavior and
only one(1) or
(14.28%) agreed
that organizing
different activities
for the youth is
also a way to
solve
misbehavior.
X. References

Upadhyaya, Abhishek ( 2012). Essay on Student Misbehavior.

View at Google

Hwung, Alex (2016) Peer Misbehavior Effects in the Classroom.

Claremont McKenna College. View at Google

Sun , Rachel C. F. ( 2012) Students Classroom Misbehavior: An

Exploratory Study Based on Teachers’ Perceptions. The Scientific World

Journal Volume 2012 . View at Google

Muega, Michael Arthus G. ( 2010) Values/ Moral Education:

Current Conceptions and Practices in Philippines Schools. View at Google

Ocampo, Jr., Jose M. ( 2015) Children’s Reading Difficulty and

Their Perceived Misbehavior . View at Google

Internet

https://www.hindawi.com/journals/tswj/2012/208907/
 Appendix A
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Calaca

PEDRO A. PATERNO NATIONAL HIGH SCHOOL

Puting Bato East, Calaca, Batangas

October 20, 2017

MRS. CRISTINA A. PEREZ
School Principal
Pedro A. Paterno National High School
Puting Bato East, Calaca, Batangas

Dear Madam;

Greetings of peace and love!

The undersigned are the teachers of Pedro A. Paterno National High School
undertaking a study “ AN ANALYSIS OF MISBEHAVIORS COMMITED BY THE
STUDENTS IN PEDRO A. PATERNO NATIONAL HIGH SCHOOL. Target
respondents for this study are the secondary teachers for SY 2017-2018.

In connection with this, we are humbly requesting your permission to allow us

conduct above mentioned study to the teachers as respondents on October 30,
2017.

I hope for your kind consideration regarding this matter. Thank you very much!

Respectfully yours,

MARICLAIRE B. FAJUTAGANA MARIBEL A. DECHOSO

CATHERINE H. LACO ANA MARIE P. MAGPILE
LILIBETH D. BAQUE MARIA EDWHENA M. ARAJA
JUANITA M. CASTOR MARY ANN V. ALBINA
 Sample Questionnaire

1. What are the common misbehaviors committed by the students in school?

a. Chatting with his/her seatmate

b. Roaming around the classroom

c. Do not listen to teacher

2. What are the factors that led the students to commit misbehavior?

a. family problems such as financial, and family status

b. influence of friends, like “ pakikisama”

c. Classroom is not conducive for learning

3. What are the effects of misbehavior in the teaching-learning process?

a. interruption of the class

b. low performance of the students

c. unable to finish the lesson due for the day on time

4. What are the strategies that a teacher should do to manage student’s

misbehavior?

a. Set classroom rules and expectation

b. Integration of good manners and right conduct

c. Communicate with the parents regularly

5. How can the family, community, and other organizations help to solve the

student’s misbehavior?

a. Attend school activities and programs wherein student and parents are

involved.

b. Organize different activities for the benefit of the youth

c. Support the school programs and activities

 SAMPLE INTERVIEW GUIDE

DIRECTIONS: Answer orally the questions:

1. What are the common misbehaviors committed by the students in school?

2. What are the factors that led the students to commit misbehavior?

3. What are the effects of misbehavior in the teaching-learning process?

4. What are the strategies that a teacher should do to manage student’s

misbehavior?

5. How can the family, community, and other organizations help to solve the

student’s misbehavior?
 Group 5

Significance of the Study

The findings of this study will be very beneficial to the following sectors:

1. Teachers. They will be able to know the strategies in managing the

misbehavior of the students.
2. Students.
3. Administrators
4. Parents
5. Community
Group 5

Scope of the Study

This study covers the entire Pedro A. Paterno National High School with
teacher respondents who are presently teaching in S.Y. 2017-2018.