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CHAPTER 1

INTRODUCTION

Rationale

Nowadays, it is critical to understand the significance of student engagement.

According to Mitra (2018), student voice practices involve teachers or principals seeking

student feedback, partnerships between students and adults, and student-led

campaigns for school change. It emphasizes the importance of students' perspectives,

ideas, and feedback in improving educational experiences.

From a global perspective, students tend not to participate in classroom activities

due to a lack of engaging tactics that should be done and implemented by the teachers

(Simon et al., 2019). The majority of dropouts in the Netherlands (75%) quit secondary

vocational education, according to studies (Dutch Ministry of Education, Culture, and

Science, 2011). Similarly, a study from the Department of Education in Western

Australia (2023) emphasizes that it’s a collective responsibility to create a safe, orderly,

inclusive, supportive, and culturally responsive environment that helps students reach

their full learning potential. A study by The New South Wales Government (2023)

underscores that student behavior, learning, and well-being are influenced by family,

peers, school, and the broader community. It’s a reminder that many factors play a role

in a student’s education and well-being.

In the Philippines, public school teachers pointed out that a significant issue in

schools is how students act toward their teachers, mainly when they are apathetic or

disrespectful (Chen, 2015). The teachers also face the severity and frequency of

behavioral issues, which slow instruction and hinder students' and their classmates'
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learning (Amado & Guerrera, 2018). School-age students frequently display disruptive

behavior in the classroom, low task persistence, high activity levels, and negative

reactivity. These traits make them more likely to engage negatively with their teachers

(McClowry et al., 2013).

Moreover, it is known that there is an association between disruptive behavior

and student engagement. A study of Washor and Mojkowski (2014) found that there is a

relationship between disruptive behavior and student engagement. They contend that

many students are not interested in the content that they are required to learn because

they cannot construct meaning or apply the content to their daily lives. To reduce or

possibly prevent disruptive behaviors, educators must be willing to tailor lessons to the

unique needs of the students they serve. Disruptive play a significant role in the student

engagement (Manzano, 2003). This lack of interested persisted the behaviors of some

students that disrupt the teachers’ teaching and students’ learning.

In Davao Region, misbehaviors include talking in class, making fun of other

students, and asking for papers or school supplies despite being told by teachers to

bring those things and arrive late for class (Limbo et al., 2013). The Grade 6 teachers of

Cateel Central Elementary School (2019) study stated that disruptive behaviors in their

classes are pupils being aggressive toward each other, playing games during

discussions, being noisy, distracting others during activities, roaming around,

transferring seats, and always eating during class discussions. Creating a classroom

environment includes proactive methods of handling the problems to help address these

disruptive behaviors. The most crucial aspect of the teaching and learning process is

classroom management improves learning outcomes for students (Slater & Main, 2020).
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Although there are some studies related to disruptive behavior Duesund and

Odegard (2018) and student engagement Moreira (2018), the researcher found that

there are scarce studies on student behavior and some studies are in the qualitative

phase. Furthermore, there is limited information on the relationship between disruptive

behavior and student engagement. Hence, there is an urgency to conduct the study,

especially in the local context since this is relevant in the community and society as it

will in still awareness among the students who have this kind of behavior. This will also

make student to be more aware of their actions in school and at home.

In terms of dissemination, the researcher will disseminate the information through

publishing in online academic journals, like on the academic page of Carmen National

High School. The researchers will also present the findings of the study during the

Parents-Teachers Association (PTA) Meeting, Homeroom Meeting, Releasing of

Grading cards, and the Local school administration office in division. Furthermore, this

study may impact the student's disruptive behavior since it will also give them an

engagement to reduce such distracting behavior, which may lead to improved focus,

social interaction, and decision-making and improve their skills through time

management and goal-setting skills and facilitate good communication and interaction

with people.

Research Objectives

This research aimed to determine which domain of the Disruptive Behavior and

Student Engagement in one of the Senior High School of Carmen, Davao del Norte.

Specifically, this research aims to:

1.) To describe the level of disruptive behavior in terms of:

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1.1 distraction-transgression;

1.2 student aggression;

1.3 aggression to school authorities;

2.) To assess the level of the student engagement in terms of:

2.1 behavioral engagement;

2.2 cognitive engagement;

2.3 emotional engagement;

3.) To determine the significant relationship between the disruptive behavior and

student engagement in terms of.

4.) To determine which domain in the disruptive behavior that significantly

influence the student engagement.

Hypotheses

The following hypotheses were tested at 0.05 level of significance:

1. There is no significant relationship between the disruptive behavior and

student engagement.

2. There is no domain of disruptive behavior that significantly influences student

engagement.

Review of Related Literature

Researcher present relevant literature in this chapter to better understand the

question the investigation attempts to answer. The relevant and categorized literature

presented in the following order: disruptive behavior and student engagement.

Disruptive Behavior
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Disruptive behavior in the classroom is one of the most widely expressed

concerns among teachers and school administrators, with significant negative impacts

on student achievement, school belonging, and motivation as well as teacher stress and

job satisfaction (Hurd et al., 2018). Disruptive behavior hinders students' ability to study

and makes classroom environments less conducive to meeting social and emotional

needs (Duesund & Odegard, 2018).

In addition, disruptive behavior by students is seen to directly impact instructors'

mental, physical, and emotional health. To some extent, it may impair teachers' capacity

to instruct students (Shakespeare, 2018). Numerous researchers, including Gomez

Marmol et al. (2018), have also brought attention to the issue of misconduct in students

and lower students' academic performance (Granero-Gallegos et al., 2020).

According to Tejada (2019), these misbehaviors make it challenging to carry out

classroom tasks properly and hinder actions performed in the learning context.

Consequently, disruptive behavior can be identified by the manifestation of conflict and

troubling behavior contrary to the educational context's implicit (or implicit) norms.

Because such disruptive behavior jeopardizes the effect of school coexistence, it is also

considered one of the triggers that can affect students' grades, social maladaptation,

and rejection, which we currently witness, above all, in our academic year (Jati et

al.,2019).

Distraction-Transgression. According to Granero-Gallegos et al., (2019), In the

evolutionary growth of minors during childhood and adolescence, breaking the rules is

typical behavior. This process builds personality and social placement. In addition to the

study supported by (Duesund & Odegard, 2018), disorder in secondary classrooms is a

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significant concern for teachers and students, with significant negative impacts on

student achievement, school belonging, and motivation.

Apart from this, the exploratory investigation of a sample of adolescents from

Australia shows significant correlations between classroom chaos, instructional clarity,

and math student achievement. These findings confirm worries about how classroom

chaos affects student achievement (Hurd et al., 2018).

In the study of transgression as creative freedom and creative control in media

production, Rene Hobbs (2018) emphasized that transgression happens when students

can produce, communicate, and distribute messages through digital media. In this

essay, The pedagogical theories of participatory culture, art education, and digital and

media literacy are the context in which researcher locate in-school youth production.

Student Aggression. Aggression in psychology refers to various actions that

might hurt other people, or inanimate things in the environment physically or

psychologically. A person's bodily or emotional harm to another is at the heart of

aggression (Cherry, 2022),the teaching and learning process during adolescence needs

to be improved by unruly classroom behavior, according to Medina and Reverte (2019).

These behaviors may also harm students' perceptions of their school's quality, their

relationships with teachers, and their likelihood of succeeding academically (Baos et al.,

2018).

According to recent studies, there is a link between students' assessments of

teachers' competence and disruptive behaviors. The study discovered a link between

high levels of teaching expertise and low levels of disruptive behavior in PE courses,
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while not addressing the impact of the teaching staff's abilities (Baos et al., 2019 ;

Granero-Gallegos et al., 2019; Granero-Gallegos et al., 2020)

In addition, one of the most essential teaching skills and a top concern for

educators is effective classroom management. Ineffective classroom management is

hampered by disruptive behaviors, which, if a teacher cannot manage them, can affect

students' happiness with their education (Granero-Gallegos et al., 2020).

Aggression to School Authorities. A researchers conducted by Waschbusch

et al. (2019) found that schools, teachers, and students are all affected negatively by

kids' aggressive and disrespectful attitudes.They describe the results of studies that

examined school-based therapies for teenagers who displayed aggressive and defiant

conduct, including meta-analyses, systematic reviews, and meta-reviews. The review's

findings indicate that school-based interventions have a minor but significant positive

impact on aggression and disobedience, with more enormous impacts shown with

higher-quality interventions—cognitive and behavioral psychology techniques (Wangdi,

2022).

In the research of Salimi and Karimi (2019), aggression is the most significant

psychopathological risk factor. It is a multifaceted construct affecting students' social,

mental, and physical health. This research includes the study's relevance among these

researchers (Cetinkaya & Kocyigit, 2020). Examining the disciplinary committee records

from secondary educational institutions is the goal of this study. High school pupils are

disciplined, as well as to explain why they are penalized and what punishments they

receive are offered. The report also examines how these sanctions are distributed

among children based on their grade, kind of school, and gender.

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Student Engagement

Student engagement can be described as the degree to which students pay

attention, exhibit curiosity, interest, optimism, and passion while learning or being

taught, which also includes the degree to which they are motivated to learn and

advance in their education (Moreira, 2018). Furthermore, Fisher et al. (2020) found out

that this behavioral, emotional , and cognitive involvement domains as three separate

categories. The simplest term to define is behavioral engagement. The easiest way to

identify behavioral engagement is by looking for hand raising, work completion,

cameras on, and microphones that are not muted.

Moreover, the International Journal of Education Research (2019), found that

there is a need to incorporate better and refine students' self-regulatory abilities to

regulate their routines, actions, and cognition. Continuous use of such self-regulatory

abilities would promote the development and maintenance of supportive learning

environments that, as evidenced by the study of Moreira et al. (2018), influence

students' perceptions of homework and teacher support. Their research also suggests

that in order to promote student involvement, pedagogical interventions should be

created with self-regulatory mechanisms that help students get over their fears of being

incorrect and take on a more active role.

Behavioral Engagement. Department of Education in Western Australia (2023)

emphasized that creating safe, orderly, inclusive, supportive, and culturally responsive

environments that enable students to fulfill their learning potential is a responsibility

shared by all members of the public schooling system and each school community.
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DepEd (2023) also mentioned that positive student behavior is essential to promote

engagement in learning and maximize the impact of classroom teaching.

Along with this, students' performance and an institute's graduation rate have

always been important areas of investigation for higher educational learning centers (Al-

Hamad et al., 2021). Moreover, a study of Alsharari and Alshurideh (2021) claimed that

a student’s performance can be affected by social, psychological, economic,

environmental, and personal factors.

The New South Wales Government (2023) stressed that family, peers, school,

and the wider community all impact student behavior on learning and well-being. How

we behave is also influenced by personal characteristics such as age, sex, personality,

temperament, and mental and physical health.

Cognitive Engagement. The research on cognitive engagement by Heddy et al.

(2018) explores the measurement and understanding of cognitive engagement in

students during conceptual change. This study also delves into the development of an

instrument aimed at quantifying and assessing the level of cognitive engagement as

students navigate shifts in their understanding of various concepts.

According to research by Barlow et al. (2020), students who actively engage with

their course materials make better learning gains than passively engaged pupils. It is

frequently stated that a crucial aspect of an educational experience is cognitive

engagement. Notably, there is a need to measure and assess engagement in ways that

give teachers the knowledge they need to implement specific, doable actions to

encourage students' cognitive involvement.

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In recent years, student’s voice has become a viable tactic for involving students

in their education. As defined by Mitra (2018), student voice refers to the methods in

which students participate in or impact educational decision-making. This study

investigates student engagement across 67 urban high schools in the School District of

Philadelphia using data gathered from students' self-report surveys. The findings

demonstrate that in terms of students' average reports of teacher care and student

voice, schools with more excellent rates of affective, behavioral, and cognitive

engagement differ considerably from schools with other engagement characteristics

(Conner, 2022).

Emotional Engagement. The positive impact of emotional engagement on

education has also received widespread attention from practitioners worldwide

(Pishghandam et al., 2022). Emotional engagement is the capacity of people to

recognize, comprehend, and evaluate their own and others' feelings, as well as to

control, regulate, and use them (Mancini et al., 2022).

Moreover, regulation of emotions and others involves preventing, reducing,

enhancing, or modifying an emotional response in oneself and others. The self-

regulation of emotions stems from the motivation of individuals not only to maintain and

prolong positive affective states but also to attenuate and terminate the experience of

negative states (Dimitrijevic et al., 2018).

Learning motivation is critical for students as a key predictor of learning success

(Pelikan et al., 2021). For this reason, it is interesting to figure out the protective factor

of students' learning motivation. Students with good emotional intelligence are likelier to
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have excellent academic experiences that positively influence their academic motivation

(Tam et al., 2021).

In summary, disruptive behavior can seriously reduce student participation in a

classroom situation. The learning environment is disrupted for everyone present when

students act disruptively, such as talking out of turn or acting disrespectfully. This

interruption can make it difficult for pupils to participate fully in class, weaken their

concentration, and generally make them less motivated to study. To maintain a good

and productive environment that promotes student engagement in the learning process,

managing and resolving disruptive conduct is crucial. Furthermore, this study can have

a detrimental effect on students' involvement in class by creating distractions, raising

anxiety, instilling a fear of ridicule, cutting into instructional time, having a bad influence

on peers, lowering motivation, and irritating teachers. Improving student involvement

requires swiftly addressing disruptive behavior and fostering a positive learning

environment.

Theoretical and Conceptual Framework

This study is anchored on the proposition of Rhodes et al. (1969), who claimed

that children who exhibit troublesome behavior, throughout history and in diverse

literature, have been referred to by a variety of labels, such as behavior disordered,

emotionally disturbed, disruptive, maladjusted, deviant, misbehaving, or children with

social and emotional problems, or emotional and behavioral disorders. Moreover, the

terminology used to label children who display problematic behavior can serve as a
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reminder that this is a multidisciplinary field and that different perspectives are existing

in this field of study.

Likewise, this study also supports the fundamental idea underlying student

engagement theory founded by Shneiderman et al. (1995) that students must be

meaningfully engaged in learning activities through interaction with others and

worthwhile tasks. While, in principle, such engagement could occur without the use of

technology, we believe that technology can facilitate engagement in ways that are

difficult to achieve otherwise.

The correlation between disruptive behavior and student engagement is evident

in the following propositions: significant research on the relationship between disruptive

behavior and student engagement based on the proposition of Washor and Mojkowski

(2014), which states that disruptive behavior is linked to a lack of student engagement.

Many students are not interested in the content that they are required to learn because

they cannot construct meaning or apply the content to their daily lives. In the context of

this study, to reduce or possibly prevent disruptive behaviors, educators must be willing

to tailor lessons to the unique needs of the student.

Veiga (1991) claimed that distraction-transgression, schoolmate’s aggression

and aggression to school authorities are the four indicators that measured disruptive

behavior. Moreover, Spring (2016) emphasize that behavioral engagement, cognitive

engagement, emotional engagement where the domain of student engagement.

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Conceptual Framework

The framework of the study is depicted in Figure 1 and highlights the

independent variable of disruptive behavior and the dependent variable of student

engagement. Disruptive behavior operationally refers to distraction-transgression,

school aggression, aggression to school to school authorities. Distraction-transgression

(DT), refers to distraction, forgetfulness, and truancy. Schoolmate aggression (SA)

refers to any behavior or act that causes harm to a person, animal, or physical property,

such as shouting, swearing, gossiping, or spreading rumors. Aggression to School

Authorities (AA), refers to violence that occurs within a school setting, including on

school property or during school events, and may involve students, teachers, or other

staff members. Nonetheless, violence by fellow students is the most common.

For the dependent variable, student engagement operationally refers to

behavioral engagement, cognitive engagement, and emotional engagement. Behavioral

engagement (BE) refers to the observable act of students involved in learning, students'

participation in academic activities, and efforts to perform academic tasks. Cognitive

engagement (CE) refers to individuals giving sustained, engaged attention to a task

requiring mental effort that is within the zone of proximal development of the

learners. Emotional engagement (EA) refers to the student's involvement in and

enthusiasm for school. When students are emotionally engaged, they want to

participate in school, and they enjoy that participation more.

Furthermore, the researcher attempted to explore the relationship between

disruptive behavior and student engagement in one of the secondary schools in

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Carmen, Davao del Norte. Based on Figure 1, disruptive behavior is correlated with

student engagement.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

DISRUPTIVE BEHAVIOR STUDENT ENGAGEMENT

 Behavioral Engagement
 Distractive-Transgression
 Cognitive Engagement
 School Aggression

 Aggression to School  Emotional Engagement

Authorities

(Veiga,1991) (Spring, 2016)

FIGURE 1: THE CONCEPTUAL FRAMEWORK OF THE STUDY

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Significance of the Study

From a global perspective, in the field of education, attention has been drawn

increasingly to student engagement. When student disruption is defined as troubling

behavior that prevents other students from learning from the class instruction or the

faculty member from conducting class in a productive academic or administrative

manner. The welfare, safety, and physical or psychological health of others may be

threatened or endangered by disruptive behavior. Hence, increasing student

engagement will give a productive outcome to students. Furthermore, this study will

help students to motivate, increase attention, and move them to more critical thinking.

For the DepEd officials, the findings of this study will benefit the division and

regional DepEd officials as this study may be considered as a basis for enhancing

formulated policies, guidelines and programs that will improve the disruptive behavior

and student engagement. This also allows DepEd officials to collaborate with

researchers, educators, and Carmen National High School that involved in the study.

This collaboration provides awareness and opportunity for knowledge exchange and

professional development, enabling officials to stay abreast of current research, best

practices, and innovative approaches in student engagement.

For school administration, the result of this study is expected to provide

information and insights on disruptive behavior and student engagement. The findings

of this study can help school administrators identify areas of strength and areas for

improvement within the student behaviors. By using this evidence-based information,

school administrators can develop targeted interventions, allocate resources effectively,

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and implement policies that align with the needs and improvement of students

characteristic.

For teachers, this study is significant because it can offer strategies to effectively

manage disruptive behavior in the classroom, which can enhance the teaching and

learning process. It also highlights the importance of student engagement, which is

essential for the success of the educational program.

Moreover, Parents play a crucial role in a student's education. This study's

significance to parents lies in its potential to provide information about their child's

behavior in school and how it impacts their education. It can enable parents to support

and guide their children to be more engaged and responsible learners.

On the micro-scale, the findings of the study could help in educating smaw

students on how to behave and achieve motivation in their field of learning. This will

serve in addition as a consideration tool to evaluate their behavior and skills. Students

can benefit from this study since it can help them better understand the impact of

disruptive behavior on their own learning experiences and provide insights on how to

improve their engagement in the welding program, which can lead to improved

academic performance and future career prospects.

Finally, this study may be of big help to be used as reference for the future

researchers, in conducting their related studies. The weakness and other unidentified

limitations may challenge them to either replicate the study using other research

methodologies and a substantial sampling population to validate the results. The

findings of this study also provide future researchers with an opportunity to contribute to

the existing body of knowledge in the field of coaching behavior and sports motivation.
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Definition of the Study

To establish a common frame of reference, the following terms are defined

conceptually and operationally:

Disruptive behavior can have a variety of adverse impacts on educators as well

as students in a school setting. The academic success of children who engage in

problematic activities is put at risk (Frick et al., 1991; Wagner et al., 2005). A lack of

engagement may be associated with disrupting one behavior. Disruptive behavior is

behavior that disrupts a particular student, and when the behavior is performed, the

student experience does not participate in the learning project. For the teachers and

other students, the behavior could be distracting.

Student Engagement is an "educational practice that engages students

throughout disciplinary boundaries in educational opportunities that address real

problems, enable the use of the content to those problems, and result in sustained

intellectual growth and an enhanced sense of personal responsibility" (Groccia &

Hunter, 2012, p. 3). Increased engagement in students boosts their concentration, and

focus and encourages more critical thought