AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

TECHNOLOGY

MISBEHAVIOR AMONG PRIMARY GRADE PUPILS IN THE NEW

NORMAL

JHONA DAY G. PANERIO

CRISSELJEN C. ABUNDA

BACHELOR OF ELEMENTARY EDUCATION

MAY 2023
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY
BACHELOR OF ELEMENTARY EDUCATION

JHONA DAY G. PANERIO

CRISSELJEN C. ABUNDA
Misbehavior among Primary Grade Pupils in the New Normal

Thesis adviser:
Mark John M. Martinez, MAEE
College of Teachers Education

APRIL 2023

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 TRANSMITTAL SHEET

This undergraduate thesis entitled “MISBEHAVIOR AMONG

PRIMARY GRADE PUPILS IN THE NEW NORMAL” prepared and
submitted by JHONA DAY GONZAGA PANERIO and CRISSELJEN
CORPUS ABUNDA, in partial fulfillment of the requirements for the
degree of BACHELOR OF ELEMENTARY EDUCATION (BEEd) is hereby
accepted and endorsed:

MARK JOHN M. MARTINEZ, MAEE

Adviser

_____________
Date

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 APPROVAL SHEET

This undergraduate thesis entitled “MISBEHAVIOR AMONG

PRIMARY GRADE PUPILS IN THE NEW NORMAL” prepared and
submitted by JHONA DAY GONZAGA PANERIO and CRISSELJEN
CORPUS ABUNDA, in partial fulfillment of the requirements for the
degree of BACHELOR OF ELEMENTARY EDUCATION (BEEd) is hereby
accepted and approved.

ROBELYN G. SORIANO, MAEd

Chairperson Examining Committee

_________
Date

MELCHORA C. MARZO
Research Coordinator, CTE

_________
Date

Accepted as partial fulfillment of the requirements for the degree of

BACHELOR OF ELEMENTARY EDUCATION (BEEd).

EMELYN F. SAGRADO, MAELT

Chairperson, Bachelor of Elementary Education

_________
Date

SHIRYL T. YTOC, Ph.D.

College Dean

_________
Date

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INTRODUCTION

Background of the Study

The shutdown of schools, compounded by the associated public

health and economic crises, poses major challenges to our students and

their teachers. Our public education system was not built, nor prepared,

to cope with a situation like this we lack the structures to sustain

effective teaching and learning during the shutdown and to provide the

safety net supports that many children receive in school. While we do not

know the exact impacts, we do know that children’s academic

performance is deteriorating during the pandemic, along with their

progress on other developmental skills. We also know that, given the

various ways in which the crisis has widened existing socioeconomic

disparities and how these disparities affect learning and educational.

outcomes, educational inequities are growing (Garcia & Weiss, 2020).

Moreover, (Zakaria et al., 2013) stated that, “Classroom

management is an essential skill for teachers to acquire, for teachers’ own

well-being and for students’ academic progress and wellbeing. Similarly,

classroom behavior is one of the critical challenges that educators face

today, as schools are far more convoluted than they were in previous

years. More learners are coming to class with social problems than ever

before and teachers face the test of coping with their actions as key

movers (Kuhfeld et al., 2020). Disruptive actions are without a doubt one

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of the key difficulties for teachers and parents. Research consistently

demonstrates that misbehavior among students disrupts classroom order

and learning, adversely affecting academic achievement (Wang, 2015).

Moreover, students' ability to learn is as much affected by them

inter and intrapersonal behavior as it is by their academic skills. In a

classroom environment, teachers can employ practices to manage

students' day-to-day behavior. But many parents may find behavior

management challenging while adjusting to virtual or at-home education.

This can be especially difficult as many children deal with emotional

challenges like increased anxiety or stress as a result of the COVID-19

pandemic in the literature, different terms have been used to describe

problematic behaviors of students. For instance, student misconduct to

disciplinary violations in school, for instance, tardiness, vandalism,

fighting, stealing, and drinking on campus. When there are explicit rules

and regulations in school and classroom, violation of these is apparently a

“misbehavior or misconduct or discipline problem.” Nevertheless, a

particular behavior is viewed as problematic may not necessarily be rule

breaking, but inappropriate or disturbing in the classroom setting. For

instance, day dreaming in class, not completing homework, talking in

class, lesson disruption, bullying, and rudeness to the teacher are named

as “problem behaviors”, “behavior problems” or “disruptive behaviors”.

(Sun & Shek, 2020)

In the Philippines, few would argue that the state of our education

system has plenty of room for improvement. However, developing a plan

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to take schools in the right direction is easier said than done. The first

challenge lies in identifying underlying problems keeping students from

learning today especially our education is beyond classroom (Distance

Education /home education). Observations and actual experiences have

shown that common problems met within the school environment pertain

to behavior and thus, also affects the facilitation of the learning process of

the students. Hence, developing intervention sooner will help to mitigate

unwanted activity and teach learners the proper ways to communicate

with other learners. The researcher assumes that prevention is better

than cure, and thus it is on this basis that prevention will be pursued in

order to recognize and provide intervention to any student behavior,

invoking assistance from parents and teachers.

Objectives of the study

This study aims to determine the significant difference on the

Misbehavior of the primary grade pupils for the face to face classes when

grouped according to their profile.

Specifically, it aims to attain this following objectives:

1. determine the profile of the students as to;

1.1 age;

1.2 sex; and

1.3 grade level.

2. determine the level of misbehavior of the pupils for the face to face

classes in terms of:

1.1 Behavioral Self-Efficacy

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1.2 Disrespecting Teachers

1.3 Student Well-Being

1.4 Verbal Aggression

3. determine the significant difference on the misbehavior of the primary

pupils for the face to face classes when grouped according to their profile.

Significance of the Study

This study is significant because it provides valuable information and

benefits to the following people:

Pupils. As the one who recipient of classroom learning or interactions this

will give them substantial information on hour behave properly.

Teachers. As the one who facilitators, this study will give help them

knowledge that pupils have varied social behavioral pattern and

will be provided information on how to deal of the pupil’s

classroom misbehavior.

Parents. As the one who primary winding molder of children, they will

be informed about their children’s activities and execution while

in school.

Principal. As the one who leader and planner of school, the result of the

study serves as their baseline for the further plans to be done

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and determine specific action to achieve aim and aspiration for

the onward motion of schoolroom.

Future Researcher. As the one who instrument of new information, this

will also be beneficial to them for futures studies.

Scope and Delimitation

This study will cover the misbehavior of primary grade pupils on the

implementation of face-to-face classes at East Bunawan Centarl

Elementary School. The content of the study is delimited only to the

following profile of the respondents namely; age, sex, and grade level.

However, this followed by the three (4) indicators about pupils

misbehavior; Behavioral Self-Efficacy, Disrespecting Teachers, Student

Well-Being and Verbal Aggression.

Time and Place

The study will be conducted during the second quarter of academic

year 2023-2024 at East Bunawan Central Elementary School, San

teodoro, Bunawan Agusan del Sur.

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Moreover, East Bunawan Central Elementary School was

established on 1963. EBCES was chosen as the locale of the study

because the said institution recently implemented full face-to-face

learning in order to address the demands of the primary pupils.

Source: Google Map

Operational Definitions of Terms

The following terms has been operationally established to assist

readers in gaining a better understanding of the study’s concepts.

Behavioral Self-Efficacy refers to the pupil’s belief in their ability to learn

or perform specific behaviors.

Disrespecting Teachers refer to the pupil’s misbehavior with in the

school contexts is dominated in the literature by disrespecting of

teachers.

Student well-being refer to the misbehavior of the pupils which they feel

they are unsafe in the classroom.

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Verbal Aggression refers to the harmful behavior of the pupils typically

both provoked and repeated.

Conceptual Framework

Independent Variable Dependent Variable

Respondents’ Profile Pupils Misbehavior

 Self-Efficacy
 Age
 Disrespecting Teachers
 Sex
 Student Well-being
 Grade Level
 Verbal Aggression

Figure 1. The Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study. It seemingly

illustrated the independent variable which is the demographic profile of

the respondents namely: age, sex, and grade level.

Furthermore, the dependent variable is the pupil’s misbehavior to face

to face classes with its indicators namely, Self-Efficacy, Disrespecting
Teachers, Student Well-being and Verbal Aggression.

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REVIEW RELATED LITERATURE

This chapter presents the literatures related to the misbehavior of

pupils. Moreover, there are also literatures elaborating the indicators of

misbehavior of pupils.

Pupils Misbehavior

Controlling student behavior is considered to be the most important

component of classroom management. For this reason, it is seen that the

literature focuses on this subject (Cothran & Kulinna, 2007). The most

important factor that hinders and interrupts teaching and causes the

teaching time to be allocated to non-teaching activities is student

misbehaviors. For this reason, the main purpose of classroom

management is to prevent the emergence of student misbehaviors in the

classroom and to stop and change the emerging behaviors in a positive

way (Erden, 2001). Since students tend to defend themselves by

comparing their misbehaviors in physical education classes with other

more severe deviant behaviors, it may be necessary to inform them about

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this behaviors (Hsu & Pan, 2018). There are many different criteria for a

behavior to be called a problem behavior.

Criteria such as whether the behavior of the individual harms

others or causes discomfort to other friends, whether it prevents his/her

friends from learning, whether it harms the teacher can be listed as

priority. Different researchers have made different rankings on this

subject. The most important reason why these rankings are different is

the variety of student misbehaviors. There are so many problem behaviors

in or out of the classroom that it is sometimes not possible to list them

all. It will be easier to categorize and examine these behaviors and to

research them (Danaoğlu, 2009). In general, student misbehaviors are

described as behaviors that hinder the teaching process. These behaviors

include symptoms such as attention deficit, disobedience, and lack of

participation (Kohútová et al., 2021). Studies also show that student

misbehaviors hinder the teaching process (Yamat et al., 2021).

Misbehavior can change according to class, lesson, time and situation. So

it is quite difficult to list and define the misbehavior that everyone agrees

on. However, there are four basic criteria in order to call the behaviors of

students in the classroom as misbehavior (Kaya, 2002): (1) The behavior

prevents the student or classmates from learning. The behavior puts the

student at risk for himself/herself or his/her friends. The behavior

damages the school equipment or the belongings of friends. Behavior

prevents the student from socializing with other students. Some of the

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misbehaviors are not seen as disruptive behavior, but as directive

behavior.

The teacher should not consider these as unimportant and ignore

them. These prevent the achievement of goals in terms of the development

of the student, as well as facilitate other undesirable disruptive behaviors

after a step or two, and become the cause of them. This may be due to the

fact that a wide variety of movements are provided, the opportunity to

move freely in a different environment from the classroom environment,

with different tools, and the lessons are held in a more crowded classroom

environment compared to academic lessons (Harrison & Blakemore,

1992). There are some strategies for controlling misbehaviors. These are

stated as evoking the desired behavior, making people believe in the

desired behavior, strengthening the desired behavior, facilitating the

desired behavior (Başar,1999). The first condition of being able to show

the desired behavior continuously is to have the knowledge of that

behavior. This ownership starts in the family. Another condition for

observing the desired behavior is the appropriate environment. By making

the environment suitable, any desired behavior can be made with this

research, it is expected that the most common misbehaviors and the

solution strategies for these behaviors are determined and it is expected

to contribute to the educators about what precautions should be taken

against student misbehaviors. Because, with the use of the longest-lasting

and effective solution methods in the face of misbehaviors, teachers will

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be able to provide a higher quality education by eliminating misbehaviors

in education and minimizing time loss in education.

Thus, an environment with healthier relationships in the classroom

will be provided. Thus, it will be discussed by considering the solution

methods for the misbehavior used by the teachers and will enable new

researches. Misbehaviors negatively affect the effective use of time in the

lesson and the quality of the lesson.

K,

METHODOLOGY

Research Design

The descriptive research design was used in this study to gather

information about student’s readiness in the implementation of face to

face classes. Using this research design McCombes (2022) claims that this

research approach enables the finding of traits, frequencies, and the

research variables for the study are categorized and trended.

Hence, it is usually defined as a type of quantitative research. This

research design is suitable in the study because it sought to describe the

Misbehavior among primary grade pupils in the new normal.

Research Respondents

The respondents of this study were the students Primary grade

pupils who are enrolled in East Bunawan Central Elementary School

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(EBCES), pupils of grade 1, 2 and 3 in the 2nd quarter of academic year

2023-2024. The sample size was determined using Slovin’s formula.

Moreover, the researchers used a proportional stratified random sampling

technique in determining the number of sample from the different grade

level of primary pupils such Grade 1, Grade 2 and Grade 3. Stratified

random sampling is a method were the respondents are divided into a

smaller groups- called strata. The members of the group are arranged

based on shared qualities or attributes (Hayes, 2021).

Table 1: Frequency of Demographic characteristics of the respondents in

terms of Age, Gender, and Year Level.

Characteristics Specification Frequency Percentage

Age 6--7-years old 49 29.9

8-9-years old 51 41.8

10-11 years old 44 28.3

Total 144 100

Gender Male 63 42.6

Female 85 57.4

Total 144 100

Year level Grade 1 45 32.8

Grade 2 48 37.3

Grade 3 51 29.9

Total 144 100

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Research Instrument

The researchers used an adapted and modified questionnaire in the

study. The questionnaire for primary pupil’s misbehavior in the

implementation of face to face classes in new normal was adapted from

(Allen 2010). In the study, only one set of questionnaires was used. The

first section included a demographic profile of the student respondents,

including age, gender, and grade level. The second component is the four

(4) indicators; Behavioral Self-Efficacy, Disrespecting Teachers, Student

Well-Being and Verbal Aggression.

The researchers used a 5-point Likert scale to calculate the survey

score from the questionnaire. The following scoring scale was used to

summarize and evaluate the responses of primary respondents: 1-

Disagree/very low, 2-Disagree/low, 3-Moderate/Moderately Agree, 4-

Agree/high, 5-Strongly Agree/very high. The collected data was then

recorded and tabulated in preparation for statistical analysis

Check Scale on the Table of Interpretation of Misbehavior

Point Range of Verbal Descriptive Meaning

Score Means Description

5 4.20 – 5.00 Very High This means that the student

misbehavior always observed.

4 3.40 – 4.19 High This means that the student

misbehavior is often observed.

3 2.60 – 3.39 Moderate This means that the student

xvi misbehavior is sometimes observed.

This means that the student

misbehavior is seldom observed.

This means that the student

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2 1.80 – 2.59 Low

1 1.00 -1.79 Very Slow

Data Gathering Procedure

The researchers secured permission from the Dean of College of

Teacher Education to administer the survey questionnaire. Upon

approval, the questionnaires were administered to the respondents. The

data collection was made through the use of survey questionnaire.

Moreover, the respondents were given enough time to answer the

questions. After the collection of data, the researchers gathered, tallied,

scored and analyzed the results based on the problems of the study.

Statistical Treatment

The statistical measures that were used in the study are as follows:

In determining the profile of the respondents, percentage was

computed. Additionally, in determining the level pupil’s misbehavior in

the new normal.

Student Misbehavior

Item Behavioral Self-Efficacy Strongly Agree ModeratelyDisagree Strongly

Agree 4 Agree 2 Disagree
No
5 3 1

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1. I can believe well in school if

I trying hard enough.

2. It easy for me to behave well

in school.

3. I can control my behavior

even when I feel upset and

want to misbehave.

4. I feel misbehave in school on

purpose.

5. I would get more work done

if I behave better in the

school.

6. My classmates have a large

effect on how I behave in the

class.

Disrespecting Teachers

1. Disobedience/ refusing to

carry out instruction.

2. Rudeness / Talking back,

arguing with teachers.

Student Well-being

1. Misbehavior makes me feel

unsafe in the classroom.

2. Pupils are not like go to

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school if there less

misbehavior in the school.

3. Pupils are not focused their

work in the classroom if

there is misbehavior.

Verbal Aggression

1. Teasing classmates

2. Attacking Classmates

3. Quarreling with classmates

4. Speaking foul language

LITERATURE CITED

Sentillas et al. (2022). Behavioral Management of Parents and Teachers

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Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W.
(2014). A multivariate meta-analysis of student misbehavior and
teacher burnout. Educational Research Review, 12, 30-44

APA. (2020). COVID-19 virtual learning and education: Behavior

management.Retrieved from: https://www.apa.org/topics/covid-
19/education-behavior-management.

Briesch, A. M., Briesch, J. M., & Chafouleas, S. M. (2015). Investigating

the usability of classroom management strategies among elementary
schoolteachers. Journal of Positive Behavior Interventions, 17(1), 5-

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14. Cherry K.2018.How Negative Reinforcement Works. Retrieved

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Crosnoe, R. (2009). Family-school connections and the transitions of low-

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Danielsen, I.-J., Skaar, K., & Skaalvik, E. M. (2007). De viktige få-

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Garcia and Weiss. (2020). COVID-19 and student performance, equity, and
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states-what-can-we-learn-from-pre-pandemic-research-to-
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Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J.
(2020). Projecting the potential impact of COVID-19 school closures
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on academic achievement. Educational Researcher, 49(8), 549-565.

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Lopes et al. 2017. Teacher’s Classroom Management Behavior and

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Ministry of Education, Guyana. (2015). What Are the Causes of

Misbehavior in the Classroom? Retrieved
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