1

Chapter 1

Introduction

Background of the study

The success of the SHS students depends on the type of

educational curriculum (Brew, E.A., Nketiah, B., & Korantenteng, R.,

2021). According to Rono (2013), a crucial aspect of education is

students' academic success. It is thought to be the focal point of the

entire educational system. Narad and Abdullah (2016) suggested that

the academic performance of students determines the success or

failure of any school. Additionally, academic performance is the basis

for improving the teaching-learning process and is the result of the

learning activities achieved by a learner.

Disruptive behavior by students is defined as inappropriate

behavior. Disruptive behavior occurred at every level of education,

precisely in senior high school. The main reason for disruptive

behavior in the senior high school students was because they were

facing the puberty phase, which impacts their emotional instability. In

a small town in Indonesia, a study showed that internal and external

factors caused students' disruptive behavior in the classroom.

Education systems that exist in various nations are no longer

indicative of Australian culture and are not reflective of the accepted

norms of educational practice. In many respects, Australia is one of

the hardest locations to teach because of the premium placed on

 2

involvement as well as performance. For example, China and

Singapore have high amounts of direct instruction, but Australian

education emphasizes getting the student involved and ensuring the

teacher knows the students as individuals.

In Dasmarinas City, a study examined the pre- and post-

intervention assessment of senior high school students with disruptive

behavior using the Personal Meaning Mapping approach. Three types

of intervention were used: heart-to-heart talk, focused group

discussion, and watching a documentary film. A program was

designed to consider the environment of the pupils, such as home,

school, and community, and the respondents were senior high school

students.

In another study, it was observed that students' misbehavior in

class disrupts the smooth flow of the lesson, which was observed at

San Guinto Elementary School in Pangantucan District in Bukidnon.

When students misbehave during class time, teachers can no longer

proceed with the lesson because they must settle the problem. A

fundamental principle of educational research is that the learning

environment has a significant impact on students' cognitive,

motivational, and behavioral results. Disorder, loudness, and

distraction impair learning. The aim of this study was to determine

the existence of disruptive behavior and its relationship to academic

performance.
 3

Statement of the problem

The objective of this research is to determine the effects on

Academic Performance caused by the Disruptive Behavior of SHS

students from Doña Carmen Denia National High School.

The researchers intend to answer the following:

1. What is the level of disruptive behavior of SHS students?

2. What is the level of academic performance of SHS students?

3. Is there a significant relationship between disruptive behavior and

academic performance of SHS students?

Significance of the study

Teachers. This study will provide information that will guide

teachers on how to handle the disruptive behavior of every student in

the school grounds.

Prefects of Discipline. This study will provide information that

will guide Prefects of Discipline on how to take disciplinary actions to

the students.

The SHS Students. This study will provide information that

will guide SHS students on how to manage and cope with their

disruptive behavior.

Future Researchers. The findings of the study may provide

information to future researchers concerning the importance of effects

of disruptive behavior to students’ academic performance.

 4

Scope and Delimitations of the Study

The researchers used surveys to gather information and data

about the disruptive behavior and academic performance of SHS

students. This survey will be used to examine the data and analyze

the research problem. When the survey is successfully conducted, it

will help determine the various concepts of the research.

This study is limited to research objectives due to the lack of

previous research studies on the topic "Disruptive Behavior and

Academic Performance of SHS Students" as well as a lack of resources

and time.
 5

Chapter 2

Review of literature and conceptual framework

Review of Related Literature

This chapter present the related literature and studies after the

thorough and in-depth search done by the researchers. This will also

present the conceptual framework, the null hypothesis and definition

of terms for better comprehension of the study.

Disruptive Behavior

A range of behavioral issues are referred to as disruptive

behavior disorders. Affected children literally interrupt people and

activities around them. This is the reason why they are referred to as

disruptive (including at home, at school, and with peers).

Learning, academic success, school failure, and students'

personal growth can all be impacted by classroom disruption, teacher

competency, student motivation, subjective well-being, and school

satisfaction.

Disruptive behaviors (DBs) are actions that go against what is

socially acceptable (Gaete and Gaete, 2021). A recent Google search

on this topic produced over 450,000 results in the top 10 hits alone,

all of which contained negative words. These behaviors can include

things like swearing, interrupting, bullying, stealing, lying, or other

similar actions.
 6

The occurrence of disruptive behavior is on the rise, and this

has become a concern for clinical psychologists and educators,

particularly when it comes to younger individuals (e.g., Rivenbark

2018; Education Advisory Board, 2019). Teachers in the United States

report a significant increase in disruptive behavior, affecting around

25% of their students (Education Advisory Board, 2019, p. 4).

However, not all bad or troublesome behaviors are considered

disruptive, and some disruptive actions are even admired and desired

by people. Famous people like Marie Curie, Martin Luther King, and

Frida Kahlo did disruptive things that were celebrated by many. It has

been said that not all disruptive behavior is a problem, and when it is

a problem, it may be caused by unfair treatment or difficulties in

connecting with others (Gaete and Gaete, 2021). Others may say it's

due to mental illness.

If you act out in certain ways, your school may plan to help you

behave better or give you special classes to help you with your

emotions. Or, if you get in trouble, you might have to miss a class

(Veelman, Anna M., 2017).

The terms emotional behavioral disturbance (EBD) and

oppositional defiant disorder are often used to describe disruptive

behavior in the classroom. EBD is a term that encompasses a wide

range of disorders, including reactive attachment disorder, manic-

depressive disorder, oppositional defiant disorder, post-traumatic

stress disorder, and many others. These disorders cause students to

 7

develop a variety of behaviors, including tantrums, violence, self-

injury, and running away.

Children with oppositional defiant disorder have a repetitive

pattern of tantrums, disagreements, and defiance. Another behavioral

disorder that is similar is conduct disorder (CD). The occurrence of CD

symptoms that interfere with peers and at school affect the

general population, affecting between six and 18% of males and

between two and 9% of females (Mental Health America, 2012).

Students experiencing conduct disorder may frustrate teachers

because they have difficulty with commands and words. In addition,

they often refuse instructions, do not complete tasks, engage in fights

with other students, and have a bad school attendance record.

Meanwhile, children living in troubled and poor societies can be

influenced to act more, which further complicates the situation

(MACMH, 2012). A comprehensive psychiatric evaluation of a child is

therefore necessary if CD is suspected of causing antisocial behavior

through cultural or protective tactics.

Students from urban schools experience more violence in their

communities. Because of this, students experience symptoms of

trauma that cause disruption in class. It was further discovered that

this level of disruption associated with trauma, EBD, or oppositional

defiant behaviors contributes to the achievement gap as zero tolerance

regulations are widely adopted in schools.

The performance of different student groups, particularly those

defined by socioeconomic status (SES), race or ethnicity, and gender,

 8

was found to differ significantly on educational measures. This

phenomenon is known as the achievement gap (Wilson, 2014). When

children engage in disruptive behavior in the classroom, they typically

miss out on academic instruction and fall behind academically,

contributing to the achievement gap.

Poor implementation of the zero-tolerance approach to EBD is to

blame for the disappointing results of student disruptions in class. It

is very difficult to keep students with EBD or those who behave

disruptively in the classroom with other students. The general

education classroom can use the following evidence-based

interventions for children with EBD: (a) building trusting connections;

(b) reinforcing social and emotional curriculum; (c) yoga and

meditation; (d) graphic behavior organizers; (e) art; and (f) dance.

Building a trusting relationship between the adult and the

student is one of the best things teachers can do for these students,

according to Fecser (2015). Fescer suggests other classroom tactics in

addition to building connection, including keeping a predictable

schedule and using rational consequences for behavior. Many of these

elements support effective teaching strategies while also helping to

maintain consistency for an easily irritated student.

It is very important to establish yourself as a reliable source of

safety and trust in the child's eyes because traumatized and

oppositional students often struggle to form attachments. A narrative

inquiry-based study by Schlein, Taft, and Tucker-Blackwell (2013)

looked at teachers' experiences of managing classrooms with students

 9

with EBD. The value of building relationships was shown using check-

in and check-out mechanisms and lunch.

Both selection—the extent to which comparable qualities lead to

the development of friendships—and influence—the extent to which

friends become increasingly similar in attitude and behavioral

tendencies due to their frequent interaction—contribute to homophily

(Veenstra & Steglich, 2012). Students make friends that they find

compatible, and as a result, the context that connections establish

has an impact on how students develop. The developmental context of

friends can either be a helpful or detrimental factor for teenage

adjustment, depending on the student, and rarely have studies

explicitly explored the processes; instead, they have used social

network analysis and the temporal similarity of person and network

features to infer these friendship dynamics (e.g., de la Haye, Green,

Kennedy, Pollard, & Tucker, 2013).

Students are more likely to be aware of and receptive to the

values advocated by their instructor and the norms upheld in the

broader classroom context when they are part of a classroom that is

very emotionally supportive. Emotionally supportive classrooms tend

to foster a variety of desirable academic and social activities, which

makes it more difficult for disruptive behavior to proliferate and

spread among classmates.

The strong emotional connection they have with their teacher

and classmates is probably going to stifle the ability of a few buddies

to socialize in a larger classroom setting. The norms encouraging

 10

pleasant social connections amongst classmates are weaker, and kids

feel less connected to their instructor and peers in low-emotional-

support classrooms, which promotes the socialization of disruptive

behavior. Therefore, we predict that, compared to classrooms with

lower emotional support, disruptive behavior will be at lower levels

and will be less influenced by peers in classrooms with higher

emotional support. Research supports our theory, which states that

classroom peer norms may increase or weaken students' interaction

with peers (Dijkstra & Gest, 2015). Although problematic behavior is a

topic that receives a lot of attention in educational literature, there is

disagreement on what really constitutes challenging behavior. The

behaviors that are deemed disruptive and undesirable might be used

to objectively identify challenging conduct.

On the other hand, confrontational behavior may be interpreted

as relative or contextual. We make the case that these methods of

dealing with problematic behavior are not mutually exclusive based on

data from surveys and interviews with students and teachers in an

Irish primary school, and we find support for an interactive approach.

This "behavior in context" approach looks at conduct from the

standpoint of a response to personal and environmental requirements

while acknowledging the objective undesirableness of some acts. In

our study, the creation of a behavioral construct that both parties can

agree on has been identified as a crucial initial step in intervention.

The South Devon Psychological Service team has created a

functional model for assisting secondary schools in combating

 11

disruptive behavior by students and creating their own effective and

caring discipline policies, starting with a service delivery strategy that

is fundamentally systems oriented.

Academic Performance

In college, how well you do academically depend on how

motivated and confident you are. If students are failing and dropping

out, it can be expensive for the school and hurt their reputation.

Teachers and researchers want to know what helps students succeed.

Studies have shown that things like family background and education

level can affect how well students do. At Cambridge University, they

measure academic success by looking at a student's grades over time.

This includes how they did on tests and assignments.

This article says that babies who have trouble bonding with

their parents may be more likely to develop behavior problems. But

there are other factors besides attachment that can also affect

behavior, like biology, family environment, and parenting. There are

three ways attachment can lead to behavior problems: how babies

think and feel, how they act, and how secure they feel. The way a

mother feels about attachment can also affect her child's behavior.

Sometimes, different factors can come together to cause behavior

problems. Researchers and therapists who work with kids should

think about attachment when they try to help them with behavior

problems.
 12

Academic performance is how well someone has learned and is

measured by grades on tests and assignments. It's a goal that

students, teachers, and schools work toward over time. Different

people and institutions have different goals, and academic

performance is assessed through exams and ongoing assessments.

Teachers' cognitive abilities are important because they can predict

how well students will do on tests. Perseverance is one attitude that

can help students do well (Littman-Ovadia and Lavy, 2015). Good time

management is another important factor (Renzulli, 2015). Effort is

important too, but it's not always enough to predict academic success

(Li, 2012).

Examining the academic performance of students has attracted

a lot of interest. This is a difficult area of academic literature, and

students are affected by a wide range of circumstances. These factors

greatly affect student performance, but they may differ between

individuals and countries. The idea of quality education varies from

culture to culture.

It is common practice in Western education systems to research

factors that affect student performance in a postsecondary setting. It

goes without saying that a strong academic foundation and skill set

are essential for success in college.

The idea that attitudes can be used to predict a person's

intentions and, consequently, their behavior other scholars have

suggested that student happiness promotes students' decisions to

 13

continue their studies, which promotes student retention

(Martirosyan, Saxon, and Wanjohi, 2014).

Academic success among students is essential to providing the

highest caliber of graduates who will serve as the nation's future

leaders and workforce, contributing to its economic and social

development. Without students, schools, colleges, and universities are

worthless. The most important resource for every educational

institution is its students. The academic success of students has a

direct impact on the social and economic development of the country.

As stated by Mushtaq and Nawaz Khan (2012), these variables

can differ from person to person and country to country, but they

have a big impact on students' academic success. The academic

achievement of students in higher education is influenced by a variety

of economic, psychological, and environmental factors (Hizaji & Naqvi).

Measuring pupils' academic performance is always in the interests of

educators. This enables teachers to evaluate the success of their own

teaching strategies, the knowledge levels of the students, and perhaps

even the level of student pleasure (Martirosyan, Saxon, & Wanjohi,

2014).

Recent studies have focused on how well the majority of

university students perform academically [1]. This has turned into a

major concern for educators who have promised to improve lives

locally, regionally, nationally, and internationally. These courses,

teachers, and researchers have been around for a while, and the latter

group also considers concerns with teachers, schools, and homes. The
 14

importance of study habits in predicting students' academic success

was previously mentioned by Mashayehki and companions [3, 4].

Students that excel in their chosen careers have good study habits,

which is something that is further supported by [3] in this regard.

Specific studies in the kingdom of Saudi Arabia are not carried

out, even if some of the scholars and other researchers conducted

thorough investigations concerning the factors affecting the

performance of students at all levels. The previous statement led the

authors, who are in the middle of studying about this, to conduct an

inquiry into the variables affecting the student nurses' academic

performance at the University of Hawaii College of Nursing to achieve

changes aimed at enhancing the students' academic performance. The

value of this research resides in the fervent desire to implement

corrective actions to raise pupils' academic performance.

The duty of producing competent and well-educated graduate

nurses falls on nursing schools all around the world. Ensuring

satisfactory academic performance and academic success is a way to

accomplish the expected outcome. Nursing student attrition is a

global issue, with attrition rates over 30% based on studying and

collecting information around the world (Abele 2013, Dante 2011,

Fowler, and Norrie, 0'Donnell). Rodgers, Stenhouse, McCreaddie, and

Small (2013) mentioned that the United States had a high attrition

rate of 42% among undergraduate nursing students in 2010,

compared to a rate of 25–30% in the United Kingdom.

 15

Without further support from teachers and nursing schools,

Jeffreys (2012) mentioned that students run the danger of delivering

subpar academic results, which could ultimately lead to a higher

attrition rate in the nursing program. Buerhaus, Auerbach, and

Staiger mentioned that there is a 1-2% annual growth in the demand

for qualified nurses. Staiger, Auerbach, and Buerhaus (2012)

mentioned that the annual intake of nursing students should rise by

40% to reduce this demand. According to the research (Beauvais et

al., 2014; Jeffreys, 2012; Mthimunye et al., 2018), academics are very

interested in understanding the factors that support nursing students'

performance and academic progress. The literature hasn't been clear

on educational advice, or the interventions needed to guarantee the

academic achievement and fulfillment of undergraduate nursing

students, nevertheless. There is an obvious need for greater research

on intervention strategies; thus, researchers must develop evidence-

based interventions focused on improving nursing students' academic

success.

Academic achievement among students is a great benefit of a

high-quality education. To effectively determine the elements that

encourage students' success in the nursing program, it is essential to

evaluate students' academic performance and related criteria. This is

especially great in nursing education because the field is quite

demanding. Nursing students have stated a desire for academic

guidance (Oducado et al., 2017). Since it affects students' terminal

competence and clinical performance in nursing school, research on

 16

academic success is a great benefit (Belo-Delariarte et al., 2018;

Oducado et al., 2019). A strong connection between academic success

and the nursing licensing exam has been found lately in previous

studies (Kiblasan & Ligligen, 2020; Oducado et al., 2019a; Soriano,

2016).

Students who perform well academically in nursing school have

a higher chance of passing the board test, which is a necessary

condition for practicing the profession in the nation (Kiblasan &

Ligligen, 2020). (Oducado & Penuela, 2014). Nowadays, there has

been a growing interest in nursing students’ academic failure because

of its negative effect on the availability of future nurses (Dube &

Mlotshwa, 2018). Finding the elements that affect academic success

serves as encouragement for student retention in the program, which

is very helpful to address the nursing staff shortages that exist both

locally and globally (Mthimunye & Daniels, 2019).

Research has revealed that both academic and non-academic

elements influence students' academic achievement (Oducado &

Penuela, 2014). An investigation of these factors should serve as the

basis for the nursing curriculum (Oducado, 2020). Mthimunye &

Daniels' (2019) comprehensive study identified several important

determining factors for nursing students' academic achievement. This

include demographic characteristics, preadmission requirements,

emotional intelligence, self-control, and resilience, but is not limited.

Dube & Mlotshwa's (2018) stated that nursing students in

South Africa, the elements that contribute to greater academic

 17

achievement include parental involvement in education, positive

teacher-student interactions, technological devices, internet access,

and suitable learning facilities.

Conceptual Framework

In our conceptual framework it shows the relationship of the

two variables: the independent variable is disruptive behavior, it is

considered inappropriate and can include actions such as interrupting

others and the dependent variable is academic performance of SHS

students it refers to their level of achievement in various academic

areas.
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Independent Variable Dependent Variable

Academic Performance
Disruptive Behavior of Senior High School
Students

Figure 1. The schematic diagram showing the variables of the study

 19

The Null Hypothesis

Ho: There is no significant relationship between the disruptive

behavior and academic performance of SHS students

Definition of Terms

The following terms are operationally defined for the reader to

have better understanding on the present study:

Disruptive Behavior. Behavior that chronically threatens and

intimidates others or violates social norms. The term is typically

applied to the behavior of children, but it can also be used to describe

adult behavior.

Academic Performance. Academic performance is the extent to

which a student, teacher, or institution has attained their short or

long-term educational goals and is measured either by continuous

assessment or cumulative grade point average.

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Chapter 3

METHODOLOGY

Research Design

This section presents the research design and the procedures

that are undertaken in the conduct of the study. Moreover, the

chapter includes the research locale, population and sample, research

instrument, data collection, statistical tools, and ethical

considerations. The study utilizes a descriptive-correlational design,

a quantitative method of research in which two or more quantitative

variables from the same group of subjects are under study. (Waters,

2009).

Craig (2007) stated that this measure is concerned with

conditions, relationships that exist, practices that prevail, beliefs,

processes that are going on, effects that are being felt, or trends that

are developing, and how variables vary with each other, that is, to

have similar relative positions. In this view, the descriptive-correlation

method is an appropriate research design employed in the study to

find out the relationship between disruptive behavior and academic

performance of SHS students at Dona Carmen Denia National High

School.
 21

The Sample

Table 1. Distribution of Respondents in the Study

Population Sample
SHS Section Male Female Total Male Female Total
Amethyst 24 18 42 9 7 16
Ampere 54 7 61 15 5 19
Aquamarine 32 32 64 12 12 24
Bell 26 43 69 10 12 22
Bloodstone 16 27 43 6 10 16
Comte 29 28 57 9 9 18
Diamond 28 34 62 9 14 23
Durkheim 28 31 59 8 10 18
Edison 52 10 62 14 5 19
Einstein 12 43 56 5 12 18
Emerald 26 27 53 9 11 20
Galileo 34 40 74 11 12 23
Garnet 14 43 57 7 15 22
Hamilton 22 46 68 9 12 21
Jade 27 33 60 9 14 23
Jobs 36 25 61 10 9 19
Marx 31 32 63 10 10 20
Moonstone 40 20 60 16 7 23
Newton 28 48 76 10 14 24
Onyx 19 25 46 6 10 16
Pacioli 24 38 62 8 11 19
Ruby 9 42 51 3 16 19
Sapphire 48 10 58 18 4 22
Tesla 50 5 55 14 3 17
Topax 44 12 56 18 3 21
Weber 31 26 57 9 9 18

Total 784 745 1,532 264 256 520

The respondents of this study were the 1,532 senior high school

students of Dona Carmen Denia National High School while the

sample size of 520 were obtained by using the Slovin's formula.

However, there aren’t any strict guidelines for the number of

respondents that should be included in research. Creswell (2018)

believes that, depending on the style of research and research topic,

between 10 and 50 individuals are enough. Table 1 above represents

 22

the possible total number of students in Dona Carmen Denia National

High School while table 2 represents the number of respondents out

of the total number of students in Dona Carmen Denia National High

School.

Research Instrument

The researchers used survey questionnaires in the study. 5 Point

Likert’s scale used to describe the level of disruptive behavior and

academic performance use as perceived by the SHS students. It tends

to measure each indicator in each factor. 5 Point Likert’s scale has an

interval value from (1) to (4) with corresponding descriptive

interpretations.

Table 2. The 5 Point Likert’s Scale corresponding descriptive

interpretations.

Scale Range Descriptive Interpretations

5 4.20 – 5.00 Always
4 3.40 – 4.19 Often
3 2.60 – 3.39 Sometimes
2 1.80 – 2.59 Rarely
1 1.00 – 1.79 Never
 23

Table 3: The Academic Performance Scale

Scale Descriptive Interpretations

98-100 Excellent

96-97 Outstanding

90-95 Very Satisfactory

85-89 Satisfactory

84 below Fairly Satisfactory

Data Collection Procedure

In the conduct of the study the researchers will:

1. Seek permission from the school principal, Mr. William D.

Enriquez. Before conducting any research in a school, it is

important to seek permission from the school principal or other

relevant authority. This ensures that the research is conducted

with the school's knowledge and consent. In this case, it is

recommended to seek permission from Mr. William D. Enriquez,

who is the school principal.

2. Ask permission from the teacher to conduct a survey. In addition

to seeking permission from the school principal, it is important to

ask for permission from the teacher or teachers who will be

involved in the research. This will ensure that the research does

not interfere with the teacher's schedule or lesson plans. It is also

important to communicate the purpose of the survey and any

potential benefits for the teacher and students.

 24

3. The questionnaires will be distributed by the researchers. Once

permission has been granted, the next step is to distribute the

survey questionnaires to the targeted participants. It is important

to make sure that the distribution is done in a fair and consistent

manner and that all participants have an equal opportunity to

participate.

4. The researchers expect that during and after administration, the

respondents will answer the survey questionnaires honestly. It is

important for the researchers to make it clear to the participants

that they expect honest answers to the survey questions. This will

help to ensure that the data collected is accurate and reliable.

Participants should also be assured that their responses will be

kept confidential and that their privacy will be respected.

5. The questionnaire will be retrieved after in complete condition.

After the survey has been completed, it is important to retrieve the

questionnaires from the participants. The researchers should make

sure that the questionnaires are returned in complete condition,

with all questions answered. This will help to ensure that the data

collected is complete and can be analyzed effectively.

Data Analysis Procedure

Mean and Standard Deviation. These formulas are used to

determine the level of disruptive behavior and academic performance

by the senior high school students.

 25

Pearson r. This formula was used to determine the significant

relationship between disruptive behavior and academic performance

of senior high school students.

 26

Chapter 4

RESULTS

Presented in this chapter are the findings the Disruptive

Behavior and Academic Performance of SHS Students. The

Presentations are arranged as follows: The level of Disruptive Behavior

of SHS Students, the level of Academic Performance of SHS Students,

and the significant relationship between Disruptive Behavior and

Academic Performance of SHS Students.

The level of Disruptive Behavior of Senior High School Students

Presented in Table 1, the level of Disruptive Behavior of SHS

Students resulted in an overall mean of 2.80, which is described as

moderate with a standard deviation of 3.57. The result revealed that

the SHS Students in Doña Carmen Denia National Highschool

moderately manifest Disruptive Behavior, such as sleeping and

shifting chair to another while the teacher is teaching in front,

depending on their situation.

 27

Table 1. The level of Disruptive Behavior of SHS students

Mea Descriptive
Disruptive Behavior SD
n Equivalent

Ask permission continuously for

4.32 2.12 Very High
the toilet.

Shift from one chair to another

while the teacher is discussing. 2.82 3.99 Moderate

Sleep while the teacher is

teaching in front. 2.34 4.54 Low

Initiate a quarrel among the other

2.74 3.92 Moderate
students.

Come to school under the

1.80 3.29 Very Low
influence of alcohol.

Overall Mean 2.80 3.57 Moderate

The Level of Academic Performance of Senior High School

Students

Presented in Table 2, the level of Academic Performance of SHS

Students resulted in an overall mean of 85.18, which is described as

satisfactory with a standard deviation of 3.25. The result revealed that

the Academic Performance of SHS Students signifies an acceptable

achievement. This means that, even if they don't perform

outstandingly, students still manage to fulfill their requirements

adequately.
 28

Table 2. The level of Academic Performance of SHS Students

Descriptive
SD Mean
Equivalent
Academic
3.25 85.18 Satisfactory
Performance

The Significant Relationship between Disruptive Behavior and

Academic Performance of Senior High School Students

Presented in Table 3, the significant relationship between

Disruptive Behavior and Academic Performance of SHS Students

resulted that in a r-value (r=0.04) computed value(t-value=0.006),

critical value of (0.231) at (.05) significance level, therefore the

decision is to accept the H⁰, which is the Null hypothesis. Thus, the

Disruptive Behavior is not significant to the academic performance of

SHS Students.

Table 3. The Significant Relationship Between Disruptive Behavior

and Academic Performance of SHS Students

Academic r- t- Critical
Decisions Remarks
Performance value value value
Disruptive 0.04 0.006 0.231 Accept Not
Behavior Ho significanc
e
 29

Chapter 5

DISCUSSION

In this chapter, the discussion of the results from the previous

chapter will be elaborated and focused on the Disruptive Behavior of

SHS Students, as well as Academic Performance of SHS Students and

the significance relationship between Disruptive Behavior and

Academic Performance of SHS students.

The level of Disruptive Behavior of Senior High School Students

The overall moderate level of disruptive behavior of Senior High

School Students is due to the moderate ratings given by the

respondents, it shows how the SHS Students engage their actions and

behaviors in the classroom.

The impact of disruptive student behavior on other groups

within the school community is not well studied or understood.

Results showed that school administrators must create formal

procedures to support themselves and their employees in dealing with

persistently disruptive student behavior. Suggestions for policy and

professional development were made to reduce stress caused by

disruptive student events and continue research into this

phenomenon. (Christine Noeth-Abele, 2020).

 30

The level of Academic Performance of Senior High School

Students

The overall level of academic performance of SHS students at

Doña Carmen Denia National High School is observed.

The overall mean of 85.18 is equivalent to satisfactory, which

signifies that an acceptable achievement means that the student is

doing everything required at the school. The best description is to say

that satisfactory means that the student's academic development is

exactly where it needs to be. A satisfactory level means the

performance of all students meets the high expectations expected and

contributes to the continuous improvement of one's academic tasks.

(Nalah 2014) Social indicators such as parents, teachers,

governments, and society are factors that can improve students'

performance.

The Significant Relationship Between Disruptive Behavior and

Academic Performance of Senior High School Students

The data gathered revealed that the respondents' overall

perception is that there is no Significant Relationship between

Disruptive Behavior and Academic Performance of Senior High School

Students.

The data gathered from the Senior High School Students of

Doña Carmen Denia National Highschool indicates that the results or

the outcome of their Academic Performance is not significant on how

they manifest Disruptive Behavior, with the result of moderate level,

 31

we researchers conducted that most of the SHS Students of Doña

Carmen Denia National Highschool manifest Disruptive Behavior with

a reasonable reason and doesn't affect their Academic tasks.

The teacher encourages learning commitment, ignores any

disruptions in the classroom, and concentrates on the flow of

discussion. Disruptions and barriers in the classroom are

unavoidable, but students' capacity for self-control and their actions

are very important to their achievement in learning. (Pardos &

Horodyskyj, 2019).

Conclusion

Based on the foreign findings, the researchers have drawn the

following conclusions:

All the domains of disruptive behavior of senior high school

students have resulted in a moderate level, which indicates that the

two variables are observed and is used in a reasonable limit.

The students manage disruptive behavior in a moderate way,

which indicates that they are able to control excessive and

inappropriate behaviors in the classroom environment.

The results of the academic performance of senior high school

students are acceptable, and the requirements of the school are

completely complied with by the students. The students met the

expectations and standards of the academic tasks.

The researchers have concluded the Disruptive Behavior and

Academic Performance of Senior High School Students are not

 32

significantly related to each other. These results indicated that the

hypothesis we accepted as there is no significant relationship between

Disruptive Behavior and Academic Performance of SHS Students.

Recommendation

Based on the conclusions mentioned above, the following are highly

recommended:

It is recommended for future researchers to gather much better

data when doing surveys to get a better result. it is good to have a

teacher around so that the concentration of the respondents who are

being surveyed will be maintained because of the presence of a

teacher. Being reasonable strict in order to get respondents to reply to

the survey and to get accurate information. Gather information that is

true about the respondents. In gathering valid data information,

future researchers will have a better result and better

recommendations for another set of researchers.

For teachers, it is recommended that they have limitations on

accepting the students who always engage in such disruptive

behaviors. In order to keep students' focus and increase the possibility

of a positive outcome, the teacher should also sustain interactions

with each individual student. Teachers and parents should take care

of their children's needs and feelings to reduce behavioral problems.

They should also let their children participate in school activities to

develop their confidence and skills in decision-making, courage, and

interpersonal relationships. The proposed program to address the

 33

behavioral problems of students should be implemented and

evaluated.

For students, it is recommended to avoid disruptive behavior so

that they will have a successful academic performance. Students must

be capable of self-control if they are to refrain from engaging in

disruptive behaviors that might divert the attention of their teachers.

Teachers must provide the students with an opportunity to apply their

learning to help shape their own behavior since they cannot wait for it

to become understandable.

It is recommended to have enough knowledge to gather a

campaign that will help future researchers, teachers, and especially

students to prevent and avoid possessing inappropriate disruptive

behaviors that are not good for themselves. A campaign that will help

the beneficiaries to be mature and prepared when facing individuals

that expresses disruptive behaviors.

 34

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Lenvik, A.K (2013). Disruptive Behavior in School: The Skill Model and
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university in the Western Cape, South Africa, International
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2018-02-04
 36

Appendix A

A SURVEY QUESTIONNAIRE ON DISRUPTIVE BEHAVIOR AND

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS

Name: _________________________Grade & Section: __________________

Gen. Average: _______

You are chosen as one of the respondents of this research. This

questionnaire is designed to gather information on "DISRUPTIVE
BEHAVIOR AND ACADEMIC PERFORMANCE OF SENIOR HIGH
SCHOOL STUDENTS".

Kindly answer honestly every item of this survey. Please check

the appropriate box that corresponds to your answer. There are no
"right" and "wrong" answers. For the description of your responds, use
the following scale below:

5 - If you ALWAYS on the statement

4 - If you OFTEN on the statement
3 - If you SOMETIMES on the statement
2 - If you RARELY on the statement
1 - If you NEVER on the statement

DISRUPTIVE BEHAVIOR 5 4 3 2 1

1. I ask permission continuously for the toilet.

2. I shift from one chair to another while the
teacher is discussing.
3. I sleep while the teacher is teaching in front.
4. I initiate a quarrel among the other students.
5. I come to school under the influence of
alcohol.

Thank you for your cooperation.

The Researchers
 37

Appendix B

LETTER TO THE VALIDATOR

January 10, 2023

Anne Leslie A. Lopez

Dona Carmen Denia National High School

Sir/Madam,

Greetings!

We would like to inform that you are chosen to be one of the expert
validators of our questionnaire on the study entitled”Disruptive
Behavior and Academic Performance ”. It will be appreciated very
much if you can help us in the improvement of the attached
instrument.

We will be very much grateful if you extend your comments,

suggestions, and recommendations that are vital to the enhancement
of the said questionnaire.

Thank you for your relentless support. May God bless you with more
blessings and accomplishments.

Respectfully Yours,

The Researchers
DIVINE MAE J. ESCOBELLO
EARL GERALD P. CABILAN
CHRYSA MARIE A. UNTAL
JOHN AARON C. PANGAN
SANDAE JAY M. MIJOS
ANDRIANO T. MADRID
CHARISH A. RESNERA
VINCE CLEO S. AJOC
 38

Appendix C

LETTER TO THE ASSISTANT PRINCIPAL OF DONA CARMEN

DENIA NATIONAL HIGH SCHOOL

February 28, 2023

DANILO P. MONDOYO
Asst. School Principal II
Doña Carmen Denia National High School

Greetings of peace!

We, the students of Grade 12 General Academic Strand of Doña

Carmen Denia National High School are conducting a research study
entitled “Pidginized Language in Social Media Used and Competence of
Grade 12 Students in Filipino Subject”.

Regarding this matter we would like to ask permission to allow us to

conduct a survey on Grade 12 students of Doña Carmen Denia
National High School. Starting this February 28,2023 onwards on the
vacant time available for both researchers and respondents.

Thank you for your relentless support. May God bless you with more
blessings and accomplishments.

Respectfully yours,

The Researchers
DIVINE MAE J. ESCOBELLO
EARL GERALD P. CABILAN
CHRYSA MARIE A. UNTAL
JOHN AARON C. PANGAN
SANDAE JAY M. MIJOS
ANDRIANO T. MADRID
CHARISH A. RESNERA
VINCE CLEO S. AJOC
 39

Appendix D
 40

Appendix E

SUMMARY OF RATING FOR VALIDATION

Education Remark
Validators Rating
/Specialization s
Anne Leslie A. Lopez MS EdMEV 4.00 Passed
Jelie Mae A. Henares BSEd- English 3.95 Passed
Guidance
Alma B. Poncardas 4.28 Passed
Counselor 1
Mean 4.08 Passed

Checked and Validated:

ALFIE D. TUBOG
Research Adviser