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CHAPTER I

INTRODUCTION

Student misbehavior is one of the most troubling realities in today’s public

education. Student misbehavior at school has become a prominent national issue

and continues to be the major cause for concern among educators, teachers,

administrators, parents, and communities, despite the numerous and varying

efforts to reduce it. They noted that in many schools misbehavior interferes with

teaching, stifles learning, produces great stress, leads to poor class morale and

causes more teachers to fail achieve their target than does any other factor

(Kulinna, et al, 2010; Charles, 2008). Obviously, student misbehaviors retard the

smoothness and effectiveness of teaching and impede the learning of the student

and his/her classmates. Moreover, research findings have shown that school

misbehavior not only escalated with time but also lowered academic

achievement and increased delinquent behavior. To lessen these immediate and

gradual adverse effects of student misbehaviors, it is of primary importance to

identify what exactly are these behaviors inside classroom. Students tended to

perceive misbehaviors as those actions inappropriate in the classroom settings

and even disrupting teachers' teaching and other students' learning. Among

various misbehaviors, talking out of turn and disrespecting teacher were seen as

the most disruptive and unacceptable. These misbehaviors were unacceptable

because they disturbed teaching and learning, and violated the values of respect,
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conformity, and obedience in the teacher-student relationship within the

classroom. The frequency and intensity of misbehaviors would escalate if

students found it fun, no punishment for such misbehaviors, or teachers were not

authoritative enough in controlling the situation (Sun & Shek, 2012). However,

one of the primary responsibilities of the teachers is to help the students to learn.

But, it is difficult for learning to take place in chaotic environments. Subsequently,

they are challenged daily to create and maintain a positive, productive classroom

atmosphere conducive to teach (Barbetta et al., 2005).

Similarly, in Oman, Italian students’ main concern was that other students

were talking in class and that lecturers did not seem to manage the behavior

effectively. It would appear that disruptive behavior by students is a problem that

should be challenged and managed effectively from the beginning of a student’s

study (Douglas et al, 2016). In most school across Kenya there is increase in

misbehaviors due to main challenges that faces student. Some of the factors that

affect children are poverty, adolescent stage or development stages,

environmental factors and school administration structure. Some of the ways

students express misbehavior include conduct (e.g. distracting, attention-

seeking, calling out, out-of-seat); immaturity and verbal and physical aggression

(bullying), attention deficit hyperactive disorder. These behaviors may greatly

affect or disrupt class section or cause other students to fail in their

examinations. The classrooms where disruptive behavior occurs frequently gets

less academic engaged time, and the students in disruptive classrooms stand in

low category in achievement tests. Furthermore, attempts to control disruptive

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behaviors cost considerable teachers’ time at the expense of academic

instructions in the class (Kenyaplex, 2015). Thus, according to Bayhan & Dalgic

(2014) results highlight in misbehavior of Turkey students are task avoidance,

constant talking with classmates, verbal hostility towards peers and teacher,

indifference to study subject during classes, damaging school stuff, and coming

late are the most frequent student misbehavior types reported by teachers.

Results showed a small relation between perceived student misbehavior and

teachers’ teaching field, teacher seniority, educational background of teachers,

and number of students in classroom.

In the Philippines, Benjamin B. Esguerra Memorial National High School,

found out that the common classroom misbehavior such as not submitting

project/homework, cutting classes, absenteeism, and violating school rules were

garnered from the respondents. Interactive games are found to be the most

effective among the enabling activities. Thus, the Edukasyon Ng Pagpapakatao

(ESP) subject maintains the intervention program with the goal to change,

reinvent, and elevate attitude towards excellence students that are risk in

essential to lessen if not eradicate misbehavior in the classroom (Bernardino et

al., 2017).

Moreover, students of Holy Cross of Magsaysay Inc. misbehave because

they are bored or not interested to the certain topic and influence by their

classmates. Furthermore, in our observation the common misbehavior are

chitchatting, disturbing the class, being irresponsible or careless, disobeying

rules, whining, and being disrespectful students. Some behavior, such as

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bullying, fighting, defiance and lying, can start out small but escalate into more

serious problems if not dealt with properly. This behavior problems are distraction

to the learning environment, and distractions caused by misbehavior take away

time that could otherwise be spent on classroom instruction.

We conducted this research because it’s suitable and useful for all

students to be guided and, have good interaction with other. It helps to lessen

their misbehaviors in classroom. This study is timely and vital in addressing the

need for a program that will reinforce positive discipline in the classroom. This

study teaches young students and pupils to become responsible, respectful and

resourceful members in the communities.

Statement of the Problem

This study aimed to examine the conceptions of student misbehavior in

classroom, and to identify the common disruptive and unacceptable student’s

problematic behavior from teachers’ perspective, as well as its possible forms of

intervention to address this situation.

Specifically, it sought to answer the following question:

1. What are the common misbehaviors of students inside the classroom?

2. How do these misbehaviors affect teaching and learning?

3. What forms of intervention can be done to address student

misbehaviors?
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Scope and Delimitations

This study was limited only to randomly selected teachers and students of

Holy Cross of Magsaysay, Inc. The respondents looked into were the class

president and adviser of each classroom due to their relation and expertise of the

behavior of their classmates/students.

Theoretical Lens

The study is anchored with the proposition of Dunst & Kassow (2004),

using B. F. Skinner’s (2011) theory on behaviorism which states that any

behavior that is positively reinforced, or rewarded, will repeat itself, especially

over time. Second, this repetition, over time, will lead to the desired behavior

becoming a habit. What this means in real terms is that an object’s behavior over

time can be predicted on the basis of its previous experiences. Things that have

provided it pleasure will be pursued; things that provide it pain will be avoided.

For students in a classroom, for example, positive behavior is encouraged

through the promise of rewards. Bad behavior is responded to with negative

consequences. The social vision of Skinner was based on the idea that the

interest, motivations and drives of specific individuals or even a group could be

understood if a fully history of that person’s experiences could be ascertained. In

other words, if a person had a history of parental neglect, this would explain the

patient’s interest in community or a cynicism toward the family, the school, and
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the community where he belongs. The mental makeup of a person, according to

Skinner’s theory, could be understood and behaviors predicted through the

history of what has been provided or deprived from the person’ experiences

could be ascertained.

Moreover, classroom with misbehaving students are likely to be

characterized by distractions that inhibit adaptive Approaches to Learning (ATL)

by challenging children’s capacity to regulate their attention and to persist

through difficult tasks. When elevated levels of misbehavior also compromise

perceptions of safety and support, children can become less engaged in school,

less eager to learn, and less able to focus attention on learning. Indeed, trusting

and positive classroom climates have been linked to improvement in dimension

of ATL such as participation, academic engagement, and task persistence.

Misbehavior may also compromise ATL by exposing children to higher levels of

daily stress, which is associated with greater hypothalamic-pituitary-

adrenocortical (HPA) axis activation and elevated cortisol levels. In turn, these

problem have been linked with behavioral inhibition and reticence and may

reduce class participation or eagerness to learn. However, no studies to date

have directly tested whether ATL are an important pathway through which

classroom misbehavior affecting learning.

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Significance of the Study

The result of the study was deemed useful to the following:

To the School Administrators. The administrators may gain from this

study a clearer insight on what kind of interventions can be done to address

students’ misbehavior. This can be done by orienting the students on the

consequences on their behavior. This can be made as one of the agenda to be

discussed during the conduct of students’ orientation or during a special forum

for the students where people that specializes on such subjects may be invited

as resource speakers. Such interventions would help the students better

understand themselves. Likewise, the students would see such programs as a

positive commitment on the part of the school.

To Guidance Counselor. The study would also provide assistance to the

school’s guidance counselor in dealing with the students, particularly those with

behavioral problems. Findings can be used as basis and guide in the counseling

process.

To the Teachers. If there are people inside the school that can best give

an accurate evaluation of the students’ misbehavior, these are the teacher

because they have direct supervision over them. This study aimed to open the

minds of the teachers that both the agreeable and disagreeable students must be

given an equal chance to success. As a teacher and an adviser, knowledge

regarding the students’ misbehavior will provide them with better and appropriate

solutions encountered by and with the students in school.

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To the Students. The results would provide the students with valuable

information that could be used as basis for improving their own learning skills and

attitudes. Findings of the study may be able to give the student a clearer

understanding on why they conduct themselves in a particular manner when

dealing with teachers, school administrators, peers and school task, thus,

enabling them to understand and better resolve the behavioral problems he/she

may have.

To the Parents. It is hoped that parents and soon to be parents would be

able to use the findings of the study in obtaining a deeper understanding on how

children’s misbehavior affect their learnings. Optimistically, it is hoped that such

understanding would enable them to recognize their role in the development of

their children’s misbehavior.

To the Future Researchers. Finally, the future researchers can also gain

insights from the result of this study. They could use this as reference material for

a more comprehensive study.

Definition of Terms

For better clarification and understanding of the terms related to this study,

the following are defined conceptually:

Student Misbehavior. As used in this study, refers to the behavior that

hamper the ability of instructors to teach or students to learn.

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Classroom. As used in this study, refers to a room, typically in a school,

in which a class of students is taught.

Intervention. As used in this study, refers to the action taken to

intentionally become involved in a difficult situation in order to improve it or

prevent it from getting worse.

Manifestation. As used in this study, refers to the event, action, or fact of

shows or embodies something, especially a theory or an abstract idea.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this section are readings from the related literature, different

books, journals, articles, and internet of different authors relevant to the present

research work. The researchers focus on the behavior of students inside the

classroom.

Student Misbehavior

Student misbehavior is one of the most troubling phenomena in education

today. Discipline problems, morality issues and ‘gangsters’ cases are increase.

Predictably, the misbehavior accelerates to retaliation measures such as

vandalism, hostility, apathy, and rebellion creating even greater problems.

Student Misbehavior is an issue which both parents and educators identify as

having the most problematic and negative effect of on society. It is also an issue

that both parents and educators cannot fully understand. According to their

study, there are ten misbehavior problems that often occur in the school; school

cheating, threaten other students, stealing, roughly with other students, rude,

come late to school/class, make noisy, vandalism, cheating the co-curricular

activities, and class cheating (Envy machine, 2009). Students’ misbehavior

usually has a disruptive impact on learning and teaching activities in the

classroom. It can take various forms, for example, talking to others without

permission or even bullying. Yet, in each case, educators must find ways of
 11

resolving these problems (Ivy panda, 2018). There are a variety of ways a

student might behave in a disruptive manner. Some are minor and often easily

ignored, but a few types of disruptive behaviors go beyond rudeness. A student

who monopolizes discussions or speaks on subjects with no relevance to the

current lesson is exhibiting a disruptive behavior called grandstanding or showing

off. Excessive talking with other students during class or passing notes is another

type of disruptive behavior which can affect the entire class by making the

teacher difficult to hear or forcing the teacher to interrupt the lesson in order to

stop the chatter. Another type of disruptive behavior occurs when a student

challenges the teacher's authority or knowledge on a subject because of anger

over a grade or a general dislike of that teacher. This type of behavior can evolve

into verbal or physical threats to the teacher or other students. Less obvious

disruptive behaviors include lateness, sleeping in class, and bringing in and using

phones or other electronic devices (Guyana, 2015).

Causes of Students’ Misbehavior

Many researchers have identified various contributing factors towards

different behavior pattern of children. According to Dreikurs (2004) there are four

reasons why children misbehave: (a) to get attention, (b) power, (c) revenge, or

(d) to make their parents feel inadequate. Attention seeking children are verbose

and expose more. They are confident to ask questions and often show off to gain

others attention. Power seeking children feel that they are liberal to do anything
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they want to do and no one can dictate them for anything which they don’t want

to. They prefer lying, and are short-tempered. Revenge seeking children

continually feel a deep sense of despair and worthlessness while inadequate

children are those who receive constant criticism from parents and peers. They

think that they are worthless. However, 7 reasons identified for the causes of

misbehavior among students which include lack of attention; imitating others;

curious to know; want independent life; feeling threatened or afraid; feeling bad

about themselves and when they are tired, hungry or sick.

Some of the causes of misbehavior include:

Poor Parenting. Before a child joins school he/she usually has a well-

developed behavior acquired from home and its environment. Most children are

lucky enough to be brought up feeling valued and loved by our parents, but sadly

this is not always the case. If a child feels starved of attention and care from its

parents, this can lead to some very negative consequences. For example, the

child may not have been able to learn the usual rules about which behaviors are

socially acceptable and which are not, leading to disruptive behaviors. Such

students cause a lot of problems to the teacher and entire class leading to

prolonged arguments and fighting in class. Another possibility is that the child

may also begin to seek the attention that they desire in other areas, such as in

the classroom. In order to attract attention, they may display disruptive behaviors.

Another cause of misbehavior may come from overprotective parents who do not

anything incase their children’s do something wrong (Kenyaplex, 2015).

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Peer Pressure (Bad influences on a student’s local community).

Another cause of children's misbehavior comes from local community or where

the child is brought up from. Children who are brought up in environment where

there is a lot of violence and drug use tend to acquire the same behavior. Most of

this students get involve with drug peddlers and who supply the same drugs to

other students. Their behavior may be influenced by what they see in their

community and environment (Kenyaplex, 2015).

Poor Teaching. Another cause of bad behavior by students in class may

be due to poor teaching methods by the teachers. One of the first things that a

teacher has to think if a student is disrupting the class is "is it me?" Even the

most disruptive students will sit for hours on computer games or other hobbies

that they enjoy, so maybe it's just that the lessons aren't interesting enough

(Kenyaplex, 2015).

Poverty. Poverty has been cited as a source of disruptive behavior in

students. Children coming from poverty stricken family tend to exhibit disruptive

behavior and they rarely concentrate in class. They are mostly challenged since

they spend most of their time to think where they can get the next meal to keep

them going. Furthermore, children from poor family tend to steal things from

other students such as book and food for them to sell. This causes disturbance in

the class making them learning difficulty for other children (Kenyaplex, 2015).

Teachers’ Negative Attitude towards Students. The attitude of the

teachers towards the students matters a lot for effective teaching to take place.

Most students notice when the teachers do not show acceptance and
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understanding towards their needs and challenges. This may cause friction

between the teachers and students in class. Most students may rebel against the

teacher through making noise and avoiding their class. Students may also not

share their challenges with the administration with in time may cause strikes and

school unrest (Kenyaplex, 2015).

Repeating Change in Subject Teacher. Constant change of subject

teacher in the same class and term may cause unrest in the class. Schools that

change class teachers for specific subject every time may make students loose

confident in the subject. Different teachers come with different mode of teaching

and understanding their students. The students also have their way of

understanding specific teacher. This balance gets easily disturbed when the

administration keeps on changing subject teacher for the students. The students

may find it hard understanding new teachers which may cause distress and

interference of the class (Kenyaplex, 2015).

Classroom Poor Conditions (Lack of Lighting, Ventilation, Sounds

etc.). The condition for most schools lack basic facilities such as lack of lighting,

ventilation and desks. Students are made to share desks and books, which in

most cases causes fighting between the students. Lack of ventilation and proper

lighting may make students uncomfortable and uneasy which may result into bad

behaviors in class (Kenyaplex, 2015).

Some Psychological Problems of a Student. Psychological well-being

of the students is affected by many factors in the school. Children who are

abused by their parents tend to have psychological problem and withdraw from
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the rest of the students. This may cause the students to be violent and cause

problems for the other students in the class (Kenyaplex, 2015).

Effects of Students’ Misbehavior

Many beginning teachers are not adequately prepared to deal with disruptive

student behavior. Though they are prepared to use instructional strategies and to

make sure that all students excel academically. In fact, some first-time teachers

have naïve expectations about their students and how they will behave in class.

Although many disruptive behaviors are minor (e.g., talking, being out of seat

without permission), they are often persistent. In addition to these minor

infractions also referred to as surface behaviors. Teachers sometimes encounter

more serious behavior problems such as defiance or aggression. Whether minor

or more serious, these kind of problem behaviors are disruptive. Disruptive

behavior is any that interferes with a teacher’s ability to effectively provide

instruction and with other students’ ability to learn. Regardless of the nature of

the disruptive behavior, it often results in lost instructional time, lowered

academic achievement for the disruptive student and his or her classmates,

decreased student engagement and motivation, teacher stress and frustration,

teacher attrition (Rosenberg, 2007).

According to Ford (2013) another way that disruptive students might hurt

the learning ability of their classmates is through peer pressure. Students

exposed to poor behavior by their peers may be more likely to engage in such

behavior themselves. In other words, a student who might otherwise be entirely

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interested in schoolwork is actively engaged in disrupting a class simply because

a peer is doing the same. A less extreme factor is the effect of a distracting

presence in a classroom. Even if a teacher is able to continue to teach and even

if a student does not join the disruptive behavior, one or both may be distracted

from the lesson because of the misbehaving student.

Some of the effect of misbehavior include:

Negative Effects on Teaching. Disruptive students interfere with the

teacher's ability to teach effectively. The behaviors require large amounts of the

teacher's time and attention. The teacher must stop the lesson or discussion to

address the behavior, and this takes away from the valuable time needed to

instruct the rest of the class. If the disruptive behavior is threatening, it may

challenge the teacher's authority and can create tension in the classroom, which

pushes learning to the background. Disruptive behavior by one student also

encourages other students to do the same, which compromises the teacher's

authority and ability to control the group (Guyana, 2015).

Issues for Students. The learning process for other students is affected

when one or more students behave in a disruptive manner. Constant

interruptions can interfere with focus. Students are forced to wait while the

behavior is addressed, or they are sidetracked by the disruptive student's

attempts to be noticed. This can result in lower grades and behavioral issues with

other students as well as with the student who is causing the interruption. Peers

tend to have a significant influence over each other, and if one student is
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disruptive, it may encourage similar behavior in other classmates who might not

have had trouble otherwise (Guyana, 2015).

Negative Impact on the School. Often schools must focus time and

resources that could be used elsewhere on trying to stop disruptive behavior in

students. This takes away from the educational mandate of most schools, which

is usually to provide a safe, effective learning environment for all students.

Teachers are often not equipped to deal with some types of extreme disruptive

behaviors, and as a result, the student is either sent out of class or the school

must enlist the aid of outside professionals to try to intervene. This takes

resources and funding, which could be better used to improve the educational

environment for all students instead of just one (Guyana, 2015).

Students’ misbehavior issues that interfere with teaching and learning

problem affects the whole classroom. Behavior problems can distract other

students from learning and require teachers to spend previous instruction time on

discipline and behavior management. However, primary cause of violent

behavior of students can be attributed to their social background. An individual

constantly exposed to violence at home will tend to act the same manner at

school. Secondly, there are 7 reasons identified for the causes of misbehavior

among students which include lack of attention; imitating others; curious to know;

want independent life; feeling threatened or afraid; feeling bad about themselves

and when they are tired, hungry or sick. Lastly, school environment plays a vital

role in shaping a student’s character. Modern education is based on competition

and comparison. Although the issue of student behavior is a serious one,

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appropriate measures should be taken to eliminate this kind of problem.

Disruptive behavior is any that interferes with a teacher’s ability to effectively

provide instruction and with other students’ ability to learn. Regardless of the

nature of the disruptive behavior, it often results in lost instructional time, lowered

academic achievement for the disruptive student and his or her classmates,

decreased student engagement and motivation, teacher stress and frustration,

teacher attrition.
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CHAPTER III

METHODOLOGY

Presented in this chapter are the discussions on the research design,

research locale, the research participants, the research instruments, the data

collection, the data analysis, the trustworthiness and authenticity, the role of the

researcher, and the ethical considerations.

Research Design

The major methodological framework that was utilized in this research was

qualitative-phenomenological study. Phenomenological study is to explicate the

meaning, structure, and essence of the lived experiences of a person, or a group

of people, around a specific phenomenon (Christensen et al., 2010)

In particular, it aimed to examine the conceptions of student misbehavior

in classroom, and to identify the most common, disruptive, and unacceptable

student’s problem behavior from teachers’ perspective, as well as its possible

forms of intervention to address this situation. Thus, this utilized qualitative tool in

gathering data particularly the in-depth interview and focus group discussion.

Research Participants

This study involved 9 classroom presidents and 9 advisers in Holy Cross

of Magsaysay Inc. During the in-depth interview who were determined using
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purposive sampling technique. The criteria for the identification of the participants

were the following: (1) able to know the common misbehavior of student, (2) able

to know the cause and effects of student in the classroom setting, (3) prefer to

have interaction with other students. Upon identification of the research

participants for IDI, an Informed Consent was secured from them.

Likewise, the participants included the Principal, Guidance Counselor,

SCO President, and nine advisers in Holy Cross of Magsaysay Inc. during the

Focus Group Discussion (FGD). The participants were the Principal, Guidance

Counselor, SCO President, and 9 advisers. Also, upon identification, an Informed

Consent (FPIC) was secured from them.

Research Instruments

This study made use of two types of research instrument, namely; In-

depth Interview (IDI) Questionnaire and Focus Group Discussion (FGD) Guide

Questionnaire. First is the In-depth Interview (IDI) Questionnaire. The researcher

prepared a semi-structured interview questions as a tool to determine the

misbehavior of students in classroom setting. Second, to attain confirmation of

data and triangulation, a Focus Group Discussion (FGD) Guide Questionnaire

was used in order to further determine the possible forms of intervention to

address students’ misbehavior. The FGD Guide Questions were presented using

PowerPoint presentation.

Moreover, all research instruments were subjected to the validation of

experts. The first draft of the research instruments was submitted to the research
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adviser for comments, suggestions and recommendations to improve its

presentation with the corrections to be included and integrated. The final copies

were submitted to panel of experts for refinement. The final revision was made

by incorporating the corrections, comments and suggestions given by the expert

validators before the gathering of data.

Data Collection

Before gathering the data, a letter of approval to conduct the study was

sent to the School Director of Holy Cross of Magsaysay Inc., Sr. Marife F.

Sayman OP., to seek permission to conduct research.

Upon approval, the researchers secured an Informed Consent from the

identified research participants. After the consent, the researcher started to

gather data from the participants.

To provide a rich source of data, the researchers had undergone phases

of gathering data.

In the First Phase, an In-depth Interview (IDI) using a semi-structured

interview questionnaire was conducted by the researchers in order to determine

the students’ misbehavior in classroom setting. There were possible questions

had undergone this process.

In the Second Phase, the researchers conducted a Focus Group

Discussion (FGD) using the Guide Questions to determine the possible forms of
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intervention to address students’ misbehavior. There were possible forms of

intervention had undergone this process.

Also, before the conduct of the In-depth Interview (IDI) and Focus Group

Discussion (FGD), the researchers conducted a brief orientation to the

participants as to with the purpose of the data collection, and that, each one of

them shall had undergone this process. Because the nature of the study was

potentially and highly confidential for the participants involved, their names were

hidden, instead pseudonyms with their participant ID were used, to conceal their

true identity.

Furthermore, during the data collection, the researchers made use of a

smartphone for voice and video recording. This was to make certain that

everything which was transpired during the data collection was obtained. The

voice or video recording of the IDI and FGD were done after consent and

cooperation was sought from the participants. Right after the IDI and FGD, the

researchers immediately transcribed and analyzed data.

Likewise, in the process of data gathering procedure of the study, the

researchers had unforgettable and meaningful experiences especially when

going to the setting of the study and meeting the research participants. These

experiences are personally narrated by the researchers below:

Data Analysis

In analyzing data of the study, the researchers made use of thematic

analysis utilizing Miles and Huberman Framework. This type of data analysis was
 23

considered appropriate for the present study. There are three main components

of the said framework: data reduction, data display, and drawing and verifying

conclusions (Punch, 2005). These components involved coding (or categorizing

data, and describing details and implications leading to themes), memoing (or

writing and gathering written notes of thoughts and ideas and links about

concepts and drawing a sketch or graphs), and developing propositions.

Before qualitative data analysis took place, the researcher transferred first

all of the recorded data to the computer. After the transfer, the researchers made

the transcripts. The researchers ensured that all transcribed data from the IDI

and FGD were recorded in its original form. All Bisayan, Tagalog and English

statements, words and utterances were recorded verbatim. This was to ensure

that all recorded data for analysis were kept original and authentic.

The transcripts were printed with wide margins on both sides and with

enough spaces in-between sentences for coding and memoing purposes. The

researchers needed to double check the printed transcripts by going over them

while listening to the voice recorder. This was to ensure that everything that was

transpired in the data gathering had been recorded. After this, the data analysis

began.

First, in the data reduction, the mass of qualitative data that the

researchers obtained from the IDI and FGD was reduced and organized, for

example coding and discarding irrelevant data. At this stage, the researchers

tried and discarded all irrelevant information, but did ensure that he have access
 24

to it later if required, as unexpected findings may need him to re-examine some

data previously considered unnecessary.

Second, in the data display, in order for the researchers to draw

conclusions from the mass of data, it was displayed in the form of graphical

formats. This comes in the process of memoing.

Lastly, in the conclusion drawing/verification, the analysis was done by the

researchers to begin to develop conclusions regarding the study. These initial

conclusions were then verified, that is their validity was examined through

reference to the existing transcripts/records.

Moreover, all throughout the analysis, the researchers went back to the

research questions of the study as a guide. The researchers’ assigned first

descriptive codes to all participants with corresponding participant ID. IDI-KI

stands for In-depth Interview - Key Informant and FGD for Focus Group

Discussion – Participant. Each participant was assigned to the type number for

organization and coding purposes.

Furthermore, particularly in the coding process, identification of root code

or major theme and branch code or sub-theme was done by the researcher.

Coding was done while doing memoing, drawing and verifying conclusions all at

the same time.

As being stipulated by Punch (2005), memoing begins at the start of the

analysis along with coding and drawing and verifying conclusions is likely to

happen concurrently with them. During the whole duration of the analysis of
 25

information, the researcher made use of multi-colored sticky notes for easy

identification of codes.

Trustworthiness and Authenticity

In order to achieve validity and reliability, the researchers made use of

credibility, transferability, dependability and confirmability, techniques of Lincoln

and Guba (1985), in conducting this qualitative-phenomenological study. The

following paragraphs explain the processes of achieving each technique.

With the intention of making the research more credible, the researchers

made use of two methods of gathering the data: In-depth Interview (IDI) and

Focus Group Discussion (FGD). The researchers employed investigator

triangulation since the analysis of data was conducted by all the researchers

together with their adviser/data analyst. Hence, through those methods,

triangulation was attained.

Triangulation technique is the combination of two or more data sources,

investigators, methodologic approaches, theoretical perspectives within the same

study. Additionally, the goal in research is to use two or more methods of

research to strengthen the design and to increase the ability to interpret the

findings (Denzin, 1970). This method ensured the validity of the results of the

study particularly the major and sub-themes extracted from the conducted in-

depth interview and focus group discussion. Hence, making this research

employing qualitative form of data analysis more credible. Moreover, the

 26

researcher made sure that the whole duration of the discussion was recorded

and all important responses of the participants were taken into account using

recording gadgets and notes.

Moreover, in achieving transferability, the researchers ensured that

sufficient contextual information was provided to readers to relate the findings to

their own positions. The information covered the procedures in gathering,

transcribing and presenting the language data as well as describing each of the

participants. Detailed account of each was evident in the entire study. With these

reasons, future researchers could use the research to unravel new discoveries

related to this study.

Furthermore, to address the issue of dependability, all participants

received a complete copy of the transcripts of the IDI and FGD to be conducted.

The participants were assured by the researchers that they could review the

transcripts and make necessary changes if there is a need to. Through this, the

three core principles accepted in research ethics was attained, namely the

respect for persons, beneficence and justice (Mack, Woodsong, Macqueen,

Guest & Namey, 2005). It was assumed then that the participants did not have

any misgivings with regard to the data gathered and transcribed, given that there

was no transcription that was being returned back to the researcher.

Nonetheless, each participant was assured that confidentiality was established

all throughout the analysis and presentation of the findings of the data; hence

pseudonyms with their participant IDs were employed prior to the study.
 27

Lastly, auditing of the obtained data was established through the use of

audit trail to attain confirmability. Each of the transcriptions of the participants

was coded in order to be easily accessed for reviewing purposes. These codes

were indicated in every word-for-word response of each of the participant. In the

Results and Discussion Chapter, the researcher presented prototypes of these

coded responses. The entire transcriptions were kept as part of the researchers’

personal files which could be easily accessed in case of audit.

In summary, in gathering the data for this research, the researchers made

use of the IDI and FGD. The researchers attained triangulation. Comprehensive

description of data gathering, data analysis and data presentation and discussion

were presented. Moreover, the transcriptions were presented back to the

participants for review and comments. Lastly, an audit trail was established. All

of these were done in order to achieve the validity and reliability of the study.

Role of the Researchers

Background qualifications and experiences of the investigator are

especially important in qualitative research as it is the person who is the major

instrument of data collection and analysis (Lincoln and Guba, 1998).

Classroom incivilities are distracting to everyone involved in the learning

process. The purpose of this study is to find out student misbehaviors in the

classroom setting; study the strategies of the teachers to cope with them and

suggest some ideas. The result of the data analysis indicates what sort of
 28

misbehaviors occurs in the class and what teachers do to them. Besides,

teachers encounter different misbehaving patterns related to their gender and

teaching experience.

Further, in the conduct of this research, the researchers served as the

interviewers during the in-depth interview, and facilitators during the focus group

discussion. Lastly, in the analysis of data, the researchers acted as the

transcriber, encoder, coder and interpreter. All those roles were performed by the

researchers all throughout the conduct of this research.

Ethical Considerations

In the conduct of this study especially before the data were gathered,

ethical issues and considerations were dealt. The researchers ensured the

appropriateness of identified recruiting parties and conducted a review of level of

risks and measures to mitigate these risks (including physical, psychological and

social economic. Likewise, with the result of this study, the researchers were able

to yield generalizable knowledge about the misbehavior of a student in classroom

setting.

In terms of the avoidance of plagiarism, the researchers had undergone

the turn-it-in software to ensure that no trace/evidence of misrepresentation of

someone else’s work as her own. In the same manner, fabrication was also

considered by the researchers wherein no trace/evidence of intentional

misrepresentation of what has been done. No making up of data and/or results,

or purposefully putting forward conclusions that were not accurate. No

inconsistency with the existing literature among the information included in

 29

manuscript. In the same, falsification was also taken into consideration in which

no trace of purposefully misrepresenting the work to fit a model or theoretical

expectation. No evidence of over claiming or exaggerations. Next was the conflict

of interest (COI) wherein no trace of COI, wherein there was no set of conditions

in which a professional judgment concerning primary interest such as the

participants’ welfare or the validity of the research tends to be influenced by a

secondary interest such as financial or academic gains or recognitions.

Moreover, deceit was also avoided in which evidence that the benefit of

misleading the respondents outweigh any potential harm to them.

Lastly, the permission from organization/location was ensured by the

researchers. The researchers expressed getting a written permission/consent

from the organization/respondents in which the research was undertaken or the

location in which the data were collected. When getting written permission, the

researchers talked to the School Directress Principal of Holy Cross of Magsaysay

Inc. to give the permission to be sought and that the activities were organized

well in advance.

Also, to address ethical issues, the researchers assigned pseudonyms

with a participant ID to each participant of the study in order to ensure anonymity

of confidentiality. This was following the most significant standard in conducting

researches as posited by Berg (2009) who stated that researchers must do no

harm to their respondents.

 30

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter discusses about the results attained from our interview.

These were clustered into three namely; Common Misbehavior of the Students

inside the Classroom, Effect of Misbehavior in Teaching and Learning and Forms

of Intervention to be done to Address Students’ Misbehavior. The following are

the themes that emerged from our in-depth interview (IDI) and Focus Group

Discussion (FGD) obtaining a deeper understanding about the common

misbehavior of students inside the classroom and how it affect the teaching and

learning process. Moreover, what forms of intervention to be done to address this

problem.

Common Misbehaviors of Students inside the Classroom

Having been able to listen to the participants, we found out the common

misbehavior inside the classroom. Using the in-depth interview, these are the

following major theme emerged; Chitchatting, Cheating, Bullying, Sleeping at

class, Tardiness, and Disrespectful.

Chitchatting. Some students just love to talk. They seem to have

opinions about everything and or we’re not ashamed to express it. They may

stop talking in responds to the teacher’s request but after a few minutes, they will

talk again. Talking to classmates may become contagious. If students see that
 31

their classmates are allowed to talk to, they may start to talk. As a result, it

disrupts your classroom activities and impede your ability to teach a lesson.

According to KI004, KI005, and KI007 most of students are talking during

or often discussion most especially if the topic is not interesting and entertaining.

“Kanang dili mi ganahan sa teacher unya kaning

murag boring ang klase”. (KI004)
(We don’t like the teacher because his/her class is
boring.)

“Naga istorya mi during class kay naga depende sa

teacher kung ma-entertain ba mi sa klase or dili”.
(KI005)
(We kept on talking during classes because it
depends on the teacher if they can entertain us or
not.)

“Gusto nila makipagtabi sa classmates nila pag dili

sila ganahan sa subject”. (KI007)
(They prefer to talk with their classmates if they don’t
like the teacher.)

However, according to KI0014 and KI0016 they stated that students’ talk

during discussion due to their environment and they used to talk with their

classmates/seatmates.

“Most of the time environment man jud ang ga affect

nganong magtabi ang usa ka estudyante”. (KI0014)
(Most of the time the environment really affects why
the student is always talking.)

“Siguro nakagawian na sa mga bata ang sigeg tabi,as

you can see nga kitang tanan naga tabi ug sa akong
na noticed siguro naay mga needs ang mga bata nga
sa school lang nila mapakita”. (KI0016)
(Maybe it is their habit to talk, as you can see we are
fond of talking and I have noticed that they have needs
that they can only express in the school.)
 32

Students who are talking too much is like an infectious disease and even

the generally timid children get emboldened over a period of time turn talkative

making the whole class noisy. Students who interrupt class and talk out of turn

create distraction that impedes the flow and effectiveness of even the best-

prepared lessons (Gable, 2013).

Cheating. Some students cheat on their tests or quizzes because they

did not study their lesson, fear of failing and always using gadgets and they didn’t

listen during class discussion. It just a waste of time, or they did not understand

the discussion.

According to KI001, KI002, KI007, and KI008 the reason why students
cheat it is because of laziness in studying.
“Kay gusto gud na sila nga ma highest score og
makaapas sa among rank ug sa ilahang pagkatapulan
maong ga cheat sila. (KI001)
(They want to get highest score and belong to the
honor students and due to their laziness, they cheat.)

“Kay wala nagstudy kay nag instagram, nag

facebook,nag tan aw ug youtube”. (KI002)
(They did not study because they focus on social
media.)

“Kay ang uban dili magstudy then magsalig lang most

especially kanang mas naka angat sa ilaha”. (KI007)
(They did not study because they just depend on the
person who is better than them.)

“Naga cheat ko pero kanang ano labi na kong nay pre-

test na recorded, ma ano na sa time”. (KI008)
(I cheat especially during recorded pretest.)

However, according to the KI0010, KI0011, KI0012, and KI0016 they

stated that students cheat because of not studying and want to achieve high

grades.
 33

“Una jud sa hinungdan anang mag cheat is wala

kabalo sa answer,wala ka study,ug wala naminaw sa
teacher”. (KI0010)
(One of the reasons why they need to cheat is lack of
study and focused.)

“Di maminaw sa discussion ug dili mag study.

Nganong dili magstudy? Kay walay copy during sa
lesson sa teacher”. (KI0011)
(They did not listen during class discussion and were
not able to study because they don’t have copies
about the lessons.)

“Behavior na na nila nga dili mag study inig mag quiz

kay nag salig sila nga mag cheat lang sila”. (KI0012)
(It’s their behavior of not studying during quizzes
because they just rely on cheating.)

“Naga cheat jud sila kay wala nag study or tungod sa

epekto sa online games or social media”. (KI0016)
(They cheat because they were not able to study or
due to the effect of online games and social media.)

For most students, the truth is that they cheat because they did not do the

work required to obtain the grade they wish to have. As many explained in their

answers, laziness, lack of preparation, poor time management, poor study habits,

bad teaching, all contribute to the perceived need to cheat (Littlefield, 2016).

Bullying. Every day thousands of teens woke up afraid to go to school.

Bullying is a problem that affects millions of students. Yet because parents,

teachers, and other adults don’t always see it, they may not understand how

extreme bullying can get.

According to KI001, KI002, K1003, and KI007 they stated that bullying is

just for fun and it is normal for showing love to their classmate/schoolmate.
 34

“Nakakita pud nga murag kami tanan naga bully”.

(KI001)
(I’ve seen that all of us are bullying each other.)

“Para sa akoa yaga yaga lang jud na”. (KI002)

(For me, it is just a joke.)

“I think normal lang pud jud na siya kay classmate

raman mi and we consider ourselves as family”.
(KI003)
(I think it is normal because we are classmates and
we consider ourselves as family.)

“Para sa amoa, dili mi ma offend kung e bully mi

because normal lang siya sa amo”. (KI007)
(For us, we will not get offended if we get bullied
because it is normal for us.)

But, According to KI0010, KI0011, KI0014, and KI0016 student bully their

co-student because they think they are not matured enough and they are also

victim of bullying. Maybe they have personal problem at home and they can only

express it by hurting others feelings to make them relieve, laugh and smile.

“Nganong naga bully ang estudyante, una naka

experience pud na silag bully before, therefore, kung
unsa ilang na-experienced himuon sad nila sa uban”.
(KI0010)
(The reason why students bullied others, first they
experienced being bullied before and in return they
also did it to others.)

“The way na mabully ka sa usa ka estudyante nakita

nimo imong sarili ana and need siya ug attention sa
teacher”. (KI0011)
(The way you bullied a student is a sign that you see
yourself in her/him and she/he needs attention of a
teacher.)

“Maybe katong ga bully naay problema sa ilahang

balay ug sa eskwelahan lang nila mapagawas ang
ilang behavior”. (KI0014)
(Maybe those who are bullies have problems in their
home and can only express their behavior in school.)
 35

“Siguro insecurity sa ilang kaugalingon ug immature

pa kaayo”. (KI0016)
(They are probably insecure of themselves and not
mature enough.)

Verbal abuse is the most prevalent form of violence experienced by

children at all school levels. This include being shouted at and being cursed,

ridiculed, teased or humiliated. Bullies are often people who have been bullied or

abused themselves. Sometimes they are experienced life situations they cannot

cope with, that leave them feeling helpless and out of control (Corpuz, 2011).

Sleeping at Class. No matter how much sleep you get at night, it’s natural

to get a little sleepy during a long lecture at school.

According to KI003, and KI004, they sleep during discussion because they

did their project and assignment but other said they just have fun playing online

games during the night.

“Maka tulog jud ko sa klase kay I usually do my

project,assignments at late nights especially kung
daghan kayo”. (KI003)
(I slept during class because I’m doing my project,
assignments late at night especially if there are too
many.)

“Usahay naga tulog ko sa klase kay sige man kog

dula og online games magabie ug magbasa ug
wattpad”. (KI004)
(Sometimes I slept during the class because I always
play online games and reading wattpad.)

Lack of sleep places a heavy burden on student’s time management

between classes and homework, and whatever is left is usually allocated to

extracurricular activities or procrastinating on the homework (Ondracek, 2012).

 36

Tardiness. Several studies have shown that school tardiness has a

negative impact on learning outcomes. But not only does a student who

consistently arriving late to school establish bad punctuality habits, their tardiness

also disrupts the learning of other students in their class.

According to KI003, KI004, and KI009 most of the participants stated that

they are late at school because of excessive use of cellphone which may cause

to woke up late while others are far from school.

“Daghan kog na observe nga late students sa atong

school siguro tungod sa over use sa cellphone ug
dugay makamata”. (KI003)
(I’ve observed a lot of late students in our school
maybe because of excessive use of cellphone and
waking up late.)

“Naa man guy uban sa amoa nga ang sakyanan kay

ma - flatan". (KI004)
(There are some of us experienced vehicle problems.)

“Ma – late sila kay layo man ilang balay tapos dugay
mo mata kay dugay matulog inig kagabie”. (KI009)
(They arrive late because their house is far from
school and they wake up late because they sleep late
at night.)

But, according to KI0010 and KI0012, that they are late because they help

first their parent before going to school, while others are not afraid to be late

because there house is near from school.

“Ma late siya kay before pa man siya mo anhi sa

eskwelahan mag display pa siya sa baligyasa iyang
lolo, mao na perminte siya ma late”. (KI0010)
(He helps his grandfather displaying their goods
before going to school that’s why he arrives school
late.)
 37

“Ang kasagaran na malate kay ang taga poblacion

kay feel nila na dali ra sila ma abot sa eskwelahan
kay lagi duol ra man ilang balay”. (KI0012)
(Most of the late students are from Poblacion because
they felt that they could easily reach the school.)

A study by Christensen et al., (2011) found that students who are

frequently late to school often miss out on important opening announcements

and academic activities. Teachers are frustrated when late students disrupt

instruction, often requiring re-teaching of what they have missed. Tardy behavior

can also negatively affect the overall classroom environment. Nakpodia and

Dafiaghor (2007) attributed lateness or tardiness to a lot of factors or causes.

Going late to bed and waking up late next morning are the most common.

Disrespect the Teacher. When a child is disrespectful to the teachers

first source to consider is the behavior of the adults in this child’s life. Children

who aren’t treated with respect have no model for respectful behavior.

According to KI0012, KI0014, and KI0017 they stated that disrespecting

teachers are rampant for many students. There are some students still showing

respect to the teacher but most students nowadays are so disrespectful. They did

stupid thing and backbite the teacher that can hurt teacher’s feelings.

“Sometimes, ang estudyante kay man libak sa

teacher ug maghimantay kung mamali nagpakita lang
jud sila sa ilahang pagka walay batasan”. (KI0012)
(Sometimes, the students backbite the teacher and
observing only his/her mistakes, they just really show
how disrespectful they are).

“The way sila mo disrespect sa teacher kay murag

wala na silay pakialam sa ilahang grado mao nang
pwede na nilang yaga yagaan ang teacher”. (KI0014)
 38

(The way they disrespect the teacher is like the way

they do not care about their grades that is why they
can do stupid things.)

“As we all know student nowadays kanang

disrespectful na jud kaayo sila lahi ra judt kaayo sa
una”. (KI0017)
(As we all know students nowadays are disrespectful,
unlike the students before.)

According to Lo (2015), as students, we were always taught to respect

your elders and people in authority. In the school setting, that includes all

teachers and administrations. Teachers have a simple job: to teach students

material and make sure they understand it. They don’t deserve to deal with rude

students that try to make their lives difficult. As students, we don’t learn in a

negative environment. Students are at school to learn, not to hear their fellow

classmate(s) talk smack to the teacher.

Effects of Misbehavior in Teaching and Learning

Having been able to listen to the participants, we found out the common

misbehavior inside the classroom. Using an in-depth interview, these are the

following major themes emerged; Low academic performance, Lack of

confidence and social skill, Out of focus and Attention, and Not gaining

Knowledge.

Low Academic Performance. Poor academic performance at school is a

serious issue that should be addressed in order to find the right solutions. If this

is not looked into, such child will have to face the effect of poor academic

performance which includes gloomy future, youth that are unemployable, etc.
 39

According to KI001 and KI004 the main reason why student got poor

academic performance due of laziness in studying.

“Mao gurong mo gamay ilang grado kay siguro ma

bored sila sa klase ug before sa exam kay di mag
study kay na tapul”. (KI001)
(They get low grades because they felt bored during
class and they did not study before the exam.)

“Maong mo gamay ilang grado kay during discussion

kay matulog, then pag exam kay walay ma
studyhan”. (KI004)
(The reason why their grades are low because they
just sleep during discussion, and they don’t have
notes to study for the exam.)

However, according to KI0011, KI0012, and KI0015, they stated that

student got low grades due of their behavior and excessive use of social media.

“Naay time na laayon sila sa discussion unya

matulog na lang mao nang gamay ilang grado”.
(KI0011)
(There’s a time that they get bored during discussion
and they just sleep that is why they have low
grades.)

“Sa first grading is mag tarung pa kay bag o pa man

unya inig dugay dugay na is di na nimo sila ma
control kay gasalig na dili mo bagsak ang maistra”.
(KI0012)
(For the first grading they are doing well but as time
passed by, you cannot control them because they
think the teacher will not fail them.)

“Maong mang gamay ilang grado kay sa sobra

paggamit sa social media ug online game dili
ginahatagan ug oras ang pagstudy”.(KI0015)
(The reason why they get low grades because they
have more time in using the social media and playing
online games than their studies.)

According to Al-Zoubi (2015), the problem of low academic

achievement of students in the examinations is one of the most challenging

 40

problems that faces by students as well as teachers. This problem has many

causes and it has educational, and social dimensions. However, the students'

low academic achievement on the exam can be defined as: Low or

weakness of the student's mark under the normal average in a study

subject level as a result of a variety of reasons, including those related to

the student himself, or those related to family, social and academic

environment.

Lack of Confidence and Social Skill. Social participation has been

defined as person’s not having involvement in activities that provide opportunities

for interactions with others in the community or society.

According to KI006 and KI008 bullying is the reason why student loss

his/her confidence.

“Ang bullying man jud ang reason nganong mawala

ang confidence sa isa ka estudyante”. (KI006)
(Bullying is the reason why some students lose their
confidence.)

“Kanang pilion na lang nako ug mag inusara kaysa

ibully ko nila”. (KI008)
(I prefer to be alone rather than being bullied.)

But according to KI0010 and KI0012, most of them stated that bullying

may result to the victims of losing their self-confidence and social interaction with

others.

“Tungod sa bully, maulaw na sila mo istorya ug

maulaw na mo express sa ilang kaugalingon, ug
hinay hinay kawala ang ilang confidence sa sarili”.
(KI0010)
 41

(Because of bullies, they are ashamed to interact

and express themselves and then slowly lose their
self-confidence.)

“Kanang bully, naa jud na siyay epekto sa victim like

maulaw na mo participate ug maulaw na pod mag
halobilo sa uban”. (KI0012)
(Bullying has an effect to the victim like they did not
participate during discussion and afraid to mingle
with others.)

Lack of social integration may lead to loneliness of social isolation

(Drageset, 2004), which is a distressing feeling that arises when one’s social

relationships are insufficient and inadequate (Hawkley & Cacioppo, 2010).

Instead, their psychological problems were usually revealed through physical

complaints such as loss of interest in ordinary activities, as well as their

expression of anxiety, loneliness, and feelings of emptiness and hopelessness

(Kolb, 2010; Goriatr, 2018).

Out of Focus and Attention. Lack of concentration is one of the main

symptoms in this disorder and it causes problems with the child's performance in

school.

According to KI004, KI006, and KI008 they stated that students cannot

focus during class lecture because they are doing their project, performance task

and assignment in the school. Others said that they are just influenced by their

classmates to talk with them and also they get bored during discussion, that’s

why they sleep instead of listening to the teacher.

“Mawala jud akong atensyon sa klase kay gina

samok samok ko na makigtabi sa akong classmate”.
(KI004)
 42

(I lose my attention during class because my

classmates kept on talking to me.)

“Usahay, labaw nag boring kaau ang klase matulog

jud ang akong classmate ug ako pod”. (KI006)
(Sometimes, we will just sleep during the class most
especially when the discussion is boring.)

“Mawala akong atensyon sa klase kasagaran pag

hapit na ang exam kay daghan kaayo ang mga
performance task na ipasa unya imbis na maminaw
sa klase magbuhat na lang”. (KI008)
(I lose my attention sometimes when the exam is
approaching because there’s a lot of performance
task that I need to submit on time so instead of
listening to the discussion I just continue doing my
performance task.)

But according to KI0013 and KI0017 environment is the reason why

student is out of focus in class lectures and also lack of interest during the

discussion.

“Environment man jud ang reason nganong ma wala

ang atensyon sa estudyante kay mag tabi na man di
na maminaw”. (KI0013)
(The environment is the reason why students lose
their attention and just talk to each other instead of
listening.)

“Maminaw man sila pero ang uban kay feeling

naminaw nya pag pangutan on nimo ,nga nga!
Physically present but mentally absent mag huna
huna ug maskin unsa”. (KI0017)
(They are listening but others were seemed like
they’ve doing the same, but when you ask questions
they can’t give you the answer. They are physically
present but mentally absent. They think something
not related to the discussion.)

According to Weimer (2014) most teachers daily confront the reality that

student attention wanders in class. They can be seen nodding off, sleeping,
 43

gazing distractedly at some point other than the front of the room, or working on

something for another class. It’s a problem, and one that teachers often find hard

not to take personally. Many students have trouble paying attention in class as

some point in their academic career. Whether it is struggling to pay attention in

class or having a tough time completing homework assignment, focus issues can

have a big impact on student’s performance (Oxford, 2018).

Not Gaining Knowledge. Not gaining knowledge is the reason why

students have low grades lead to the student to fail. This might also lead to poor

learning and achievements in the school.

According to KI004 and KI008, they stated that student is not gaining

knowledge because they kept on talking to their classmates and sleep during

class hour.

“Kanang inig exam kay maglisod kog answer kay di

ko kabalo kay during discussion kay nagtabi ra man
ko ug natulog”. (KI004)
(During exam I’m struggling to answer because
during discussion I’m just talking and sleeping.)

“Di ko makatuon kay madala ko sa akoang barkada

ug tabi kay kung di siya paminawon masuko man”.
(KI008)
(I did not gain any learnings because of the
influence of my friends to talk with them during
discussion because if I didn’t listen to them they will
get mad at me.)

But according to KI0010 and KI0013 they stated that late students are the

one who are not gaining knowledge because they miss lot of lessons instead of
 44

listening to the discussion they will prefer to talk to their classmates that cause

class disruption.

“Maka dismaya sad as a teacher usahay kay ikaw

prepared na kaayo kag study unya pag tudlo nimo
saba kaayo ang klase di ba dika katarung ug
tudlo”.(KI0010`)
(As a teacher, sometimes you will feel disappointed
because despite of your effort to give your class an
outstanding level of learning, still have this attitude
of not responding well to the discussions and they
used to make noise all the time that will lead to
classroom disruption.)

“Kani man gong late kay pag abot nila kay sila ang
magdala ug saba, samok ug sig pangutana sa
discussion ug magdala ug chika sa naminaw ug
tarung”. (KI0013)
(When those late students arrived they tend to
create noise, they always ask questions about the
previous discussion and they also disturb those
students who are listening well in the discussion.)

However, according to KI003 and KI005, they stated that whether they

misbehave sometimes they don’t neglect their grades as well as their learnings.

They strive hard to get high grades. Also, KI0011 and KI0013 stated that during

discussion they prefer to focus to those students who have passion to learn not

those students who give disappointment and anger.

Due to insufficient focus on the topics discussed. Student losses gaining

knowledge of their studies that could make both the student and the teacher

become out of their individual’s functions (Eleberly Center, 2016).

 45

Forms of Intervention to be done to Address Students’ Misbehavior

After analyzing the data or information gathered from our participants, we

found out the different forms of intervention that can be done to address

student’s misbehavior.

Effective Classroom Management. There are variety of skills and

technique that are used to keep students organized, orderly, focused, and

attentive on the task and academically productive during class.

According to FGD003 and FGD004 they stated that providing some

strategies/guidelines in the classroom are the solution to catch the attention of

students to make the lessons run smoothly without disruptive behavior.

“Before I started my class magbutang jud ko og

rules because I always set that para naay guidelines
sa klase. Para nay consistency ug para organize ug
para sad malessen ang problema sa classroom”.
(FGD003)
(Before I started my class I will set my rules in order
for my class to be organized and to lessen the
problem in the classroom.)

“Sa ako, simple, by using or providing some

strategies which can catch the attention sa mga
estudyante”. (FGD004)
(For me, simply by providing some strategies which
can catch the attention of the students.)

Classroom management is a significant part of an effective classroom

management, students flourish in a positive class climate and a compassionate

environment. From a student’s perspective, effective classroom management

 46

provides them the opportunities to socialize themselves while learning (Ahmad,

2010).

Reverse Psychology. An effective method you can use to effectively

catch the attention of a person and a key to control the behaviors of the student.

Also, it may serves to the teachers as an opportunity to teach their student well

and achieve the target topic to discuss.

According to FGD001, FGD002 and FGD006 having reverse dealing with

students can motivate them to do what is right.

“Ang ginabuhat nako is muhilom ko, unya hatagan

nako sila ug time para mag tabi for 1 hour, then after
nila magtabi ipadiscuss sa ila kung unsa ilang
gitabian isa isa sa front”. (FGD001)
(I’ll just keep on silent and give them time to talk and
afterwards, I will let them present in front of the
class what they’ve discussed.)

“Magpadayon ra kog discuss or mo hilom ko para

mo hilom silang tanan”. (FGD002)
(I will continue my discussion or be silent to make
them all quiet.)

“Mabantayan nakong saba na kaayo labwan nako

ilang ka saba usahay pod kung kusog na jud kaayo
ilang kasaba mo hilom na lang ko para marealize
nila na mali sila.”. (FGD006)
(If I’ve noticed that they are so noisy, I will make my
voice louder but if their noise is too loud I’II just keep
silent to make them realize that they are wrong.)

Reverse psychology is often used on students due to their high tendency

to respond with reactance and misconduct. However, this technique’s use has

been criticized as reverse psychology implies to lessen the misbehaving act of

students (Freud et al., 2011).

 47

Reinforcement. It can increase the probability of not only desirable

behavior but also undesirable behavior.

According to FGD001, FGD004, and FGD005 they stated that giving

points to the students make them motivated to participate and be active.

“Ginagamitan nako na sila ug positive reinforcement

and negative reinforcement. Positive reinforcement
is kanang hatagan nako sila points para ganahan
sila mo participate ug negative reinforcement
hatagan nako silag mga na maka lessen sa ilang
works”. (FGD001)
(I used positive and negative reinforcement. For the
positive reinforcement, I will give them points in
order for them to participate during the discussion
and for negative reinforcement, I will give them
activities that may reduce their misbehaviors.)

“Naga hatag kog points sa mga bata labi na sa

notebook kay taga human man nakog discuss e
pakolekta man nako na para mo sulat jud na sila
tanan ug kanapod sayo mag pasa ug project
hatagan pod nako na siya ug points”. (FGD004)
(I give them points especially the notebook because
after my discussion I will collect all the notebooks so
that all of them will copy or write and to those
students who will submit their projects ahead of
time.)

“Kanang akog ginabuhat is gina appreciate nako sila

ug gina hatagan nakog additional points para mo
motivate sila og kanang gahi na jud kaayo ug ulo
hadlokon nako sila para mo lihok”. (FGDI005)
(What I did is, I will appreciate and give them
additional points in order for them to be motivated
and if they will not follow my commands, I will scare
them.)
 48

According to Mercer (2003), the most controversial issues in behavior

management have been the use of rewards to motivate and teach students to

follow classroom rules and routines to complete academics (Diedrich, 2010).

Counseling. To facilitate and give advices that will improve and develop

the behavior of the students. Counseling will help to boost the student emotional

and physical skills. It serves as an educational role in and around schools.

According to FGD002, FGD003, FGD005, and FGD007, having dialogue

to the students will boost the confidence of the students.

“Naa man goy mga bata na mo share sa akoa, ako

lang buhaton is paminawon ilang story and I will
throw some advises nga maybe can help them.
Kailangan man gud na silag naay maminaw sa
ilaha”. (FGD002)
(There are some students that shared their stories
with me and what I did is to listen and give some
advises that could help them because in that
situation they need a person who will listen and
comfort them.)

“Para sa akoa, istoryahan lang jud ug tarong unya

hatagan ug mga advises kung di man nila sundon
okay lang basta dapat well guided sila kay kita man
ang second parent nila”. (FGD003)
(For me, we talk and give advises properly and if
they will not follow, it is okay as long as they are well
guided because we are considered as their second
parent.)

“Kanang naa man goy ESP na more on

sharing,didto jud ka maka deal sa ilahang mga
problema unya maka advice pod ka. Ang imo lang
buhaton is maminaw ug dapat open ka ug di ka mag
judge sa ilaha para naa silay kasaligan na maka
ingon jud sila sa ilang problema.” (FGD005)
(We have our ESP subject that is more on sharing.
In that subject you will deal with their problems and
 49

you will give also advices. The only thing you need
to do is to listen in order for them to trust you.)

“The Prefect of Discipline and also the Guidance

counselor will be the one who will deal the
misbehaving students, tan awon niya unsay
hinungdan or background sa bata then aron mahibal
an nganong gi buhat to niyang butanga og aron ma
guidan dra ibalik niya sa ako and then ako nang
maistoryahan aron I avoid to niya ug di na usbon”.
(FGD007)
(The Prefect of Discipline and also the Guidance
Counselor will be the one who will deal misbehaving
students. We should look for the reasons and
background of the students to know why they
misbehave. After that, I will give some advices to
help the student not to do it again.)

School counselors have specialized training and skills in promoting

appropriate student behavior and preventing disruptive student behavior. School

counselors are not disciplinarians but should be a resource for school personnel

in developing individual and school wide discipline procedures. School

counselors collaborate with school personnel and other stakeholders to establish

policies encouraging appropriate behavior and maintaining safe schools where

effective teaching and learning can take place (ASCA, 2019).

Meaningful activities. It offers opportunities and meaningful experience

of students and create situation and offers opportunities that call for good

leadership and develop the students’ social awareness and responsibility.

According to FGD007, FGD008, and FGD009 it is important to have

socialization to help student to have good interaction with others. These

meaningful activities will handle the misconduct of students and it contribute

 50

knowledge to student. Through proper conversation, it will help to address this

situation.

“Ang akong ma suggest as the SCO President is

Team Building Activities, Makita jud nimo ang
collaboration nila ug ang pagtinabangay sa usag
usa nakita man nato no unsa ta kalingaw atong
DOMNET though ang uban is naa sa classroom
nagtago di man sad nato sila ma force na
magparticipate”. (FGD008)
(As the SCO President, I could suggest to create a
Team Building activities for the students to foster
unity. As you can see during our DOMNET all of us
were happy and participated during the activity.)

The term “school activities “applies to a wide range of skill based games,

strategies and interactive activities that support students’ educational

development. The goal of all activities is to enhance students’ understanding,

skill or effectiveness in a specific area by engaging multiple styles of learning.

The school activity also serves to infuse fun into learning as well as the ability to

think critically (George, 2008).

 51

CHAPTER V

SUMMARY, CONCLUSION, AND IMPLICATIONS OF THE STUDY

This chapter contains the summary of finding, conclusion and implications

of the study. Conclusion are grounded from the results of the data gathered.

Implications are given to improve the service offered by the institution as well as

to give benefits for the concerned individuals with regard to this study.

Summary

Misbehavior is a common problem inside the classroom making it difficult

for teachers to manage classroom environment. To ensure the best educational

experience possible, teachers must master the art of classroom management.

Although this is a challenge for certain teachers, with enough practice, you will

find there are solutions to misbehavior in even the most difficult students. The

purpose of this study is to examine the most common disruptive behavior inside

the classroom, as well as its possible forms of intervention to address this

situation.

Based on the study, the most common student’s misbehaviors are

chitchatting, cheating, bullying, sleeping at class, tardiness, and disrespecting the

teacher. These common themes emerged during our in-depth interview that
 52

disrupts students’ attention and negatively impacts the learning environment and

a problematic issue in everyday classroom.

This misbehavior affect teaching and learning as a result of this following

themes: low academic of the students, lack of social skill, out of focus, and not

gaining knowledge. It was also found out that those misbehaviors contribute

negative response to students and they affect the student’s achievement and

performance inside the classroom.

To minimize this misbehavior, the possible forms of intervention are

effective classroom management, reverse psychology, reinforcement,

counselling and meaningful activities. These are the responsibilities as a teacher

to help our students learn because it is difficult for learning to take place in

chaotic environments. All teachers have the same set strategies to follow that will

help students perform better without having them to deal many obstacles where

teachers try and reinforce the rules to discipline students.

Conclusion

Classroom management is a very difficult task for all teachers because of

different kind of misbehavior that students have; and to look for solution to those

misbehavior problems is a matter of the instructor. The attention is that those

students who misbehave are affecting the learning process of themselves and

their classmate; and that is why having an action plan to know what to do, to
 53

prevent or to solve this kind of problems are very important thing for the teachers

in order to have a good classroom environment.

There is need for more reflection by the teachers and students to

acknowledge their mutual contributions to student misbehavior. Only when both

teachers and student start to take of their contribution to the problem of

misbehavior can be solved.

Implications of the Study

In the light of the findings and conclusion of the study, the following

implications were formulated:

School Administrators have a responsibility, should need to educate

students and teach them how to lessen and control their behaviors. They should

promote meaningful activities for all students because this is the usual process of

helping the student that displays misbehavior against other students.

Guidance Counselor also have a responsibility, they should implement

counselling for them to be able to give guidance and advice for these are very

useful to students that have disruptive behavior.

Parents should always look their children and give guidance and love.

They develop reaction patterns that reduce misbehavior. Parents should be

consistent and use punishment to control the behavior of their children, strict but

positive. They must give importance of proper conduct and also they must have a
 54

childlike sense of humor whenever it is needed because parents should

understand that the young today is more in need of proper direction because

present teenager’s environment is larger and broader that might contribute

negative effect that will destroy their understanding and perception in life.

Teachers should set a positive example by showing high levels of

patience, organization, and courtesy. When a student misbehaves, it might seem

natural to react negatively or show your frustration. Instead of giving in to your

agitation, take a deep breath and try to handle the situation as calmly as

possible. It is recommended that the teacher constantly circulate throughout the

classroom to check on students’ progress and give quiet suggestions in the event

anyone is struggling with their works.

Students, should need to help each other, and understand one’s situation

for this will surely contribute a big factor of preventing disruptive behavior and to

improve our learning skills. We must always seek guidance to our parents and

should control our behaviors because it will contribute negative effect to us.

Future researchers, should continue to study and have more research to

contribute more knowledge and information in dealing with disruptive behavior

and find ways to prevent it to make students realized how their behavior in school

affect their learning progress.

 55

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