International Journal of Management Studies and Social Science Research
BEHAVIORAL PROBLEMS OF STUDENTS OBSERVED BY THE SECONDARY
TEACHERS IN THE CLASSROOM AS A BASIS FOR A PROPOSED INTERVENTION
SCHEME
MA. LINDA O. VILLANUEVA, MA.ED
BENEDICT DAVID, KCR, PH.D, DHC, D.HUM
Penafrancia, St., Paco, Manila Philippines
IJMSSSR 2020
VOLUME 2
ISSUE 5 SEPTEMBER – OCTOBER ISSN: 2582 - 0265
Abstract: Every teacher experiences difficulty at one time or another in trying to remedy an individual student’s
behavior problem. The teacher plays an important role in the process of education.
Thus, it is important that teachers are effectively trained so that they can facilitate students in the best possible
manner. This study attempted to assess the behavioral problems observed by the Public High School Teachers
inside the classroom in the Division of City Schools of Quezon City and to determine the possible intervention
scheme.
Keywords: Behavior, Teaching Performance, Classroom Environment
RESEARCH RATIONALE
The school is an institution where individuals develop intellectual, emotional and social aspects of their existence.
That is why it plays a very critical role in teaching general problem-solving techniques, which in turn help the
children to tackle unfamiliar impending challenges and problems.
As observed, the educational system has an utmost challenge of developing human well-being. It is because of the
deterioration in values and behaviors of the modern generation. Numerous factors affect the formation of the
values and one of them is the media. Some television shows for instance, highlighted negative traits in family,
solidarity, manner of dressing, mode of speaking, choice of words and even respect for parents and old.
The end result is the children tend to imitate them or are affected by what they see or watch. They can easily instill
in their mind the effect of what they see and hear which is either good or bad.
RESEARCH PREDICAMENTS
This study aimed to determine the behavioral problems observed by the Public Secondary Teachers inside the
classroom in selected schools of District IV, Quezon City, Philippines as basis for a proposed intervention
scheme.
Specifically, the study sought to answer the following:
1. What are the common behavioral problems encountered by secondary teachers inside the classroom?
2. What is the academic performance of student’s with behavioral problems
3. Based on the result of the findings, what intervention scheme maybe proposed?
SIGNIFICANT CONCEPTS AND BACKGROUND THEORIES
According to Mayer (2010), teachers need to build a classroom environment where positive interactions are the
norm and punitive consequences are minimized. Effective feedback should be immediate and follow the
demonstration of an appropriate behavior, the use of a routine, or the successful completion of teacher
instructions. Research has shown that positive reinforcement can lead to improved behavior. A good general rule
is that positive feedback should occur three times as frequently as negative feedback. The positive feedback does
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International Journal of Management Studies and Social Science Research
not always have to be verbal – it can also include praise, hugs, smiles, handshakes, nods, and eye contact. The
study above will serve as baseline data on the part of the researcher most especially in knowing the causes of
behavior problems of students inside the classroom.
Bartz (2009), cited for reasons of misbehaviors such as: Children misbehave to get attention. They are trying toget
attention of other students and their teachers to themselves. Students misbehave to achieve power.
An excerpt from a Guidebook entitled: “What Schools Can Do to Welcome and Meet the Needs of All Students”
by Adelman and Taylor (2011), beyond discipline is a need to address the roots of misbehavior, especially the
underlying motivational bases for such behavior. Consider students who spend most of the day trying to avoid all
or part of the instructional program. An intrinsic motivational interpretation of the avoidance behavior of many of
these youngsters is that it reflects their perception that school is not a place where they experience a sense of
competence, autonomy, and relatedness to others. Over time, these perceptions develop into strong motivational
dispositions and related patterns of misbehavior.
Ergo, taking a cue from these references, the concept of this study is as follows:
RESEARCH METHODS
This study used the descriptive method of research using survey-checklist. The descriptive method was used
because the study looked into the behavioral problems of public high school students in relation to academic
performance in the General Average. According to Travers,(1978) the principal aims in employing descriptive
research are to describe the nature of a situation as it exists at the time of the study and to explore the causes of
particular phenomena. The study determined the common behavioral problems of students as well as to proposed
intervention.
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International Journal of Management Studies and Social Science Research
A total of fifty (50) Public High School Teachers composed of principals, head teachers, and master teachers
served as respondents in this study in selected schools of District IV Quezon City, Philippines
The researcher used the descriptive method using self-made survey questionnaires that were validated byexperts in
the field of education and management. The survey questionnaire has two (2) parts: Part I contains the teachers’
perceptions of student problem behavior inside the classroom; and Part II comprises intervention scheme on how
suitable, acceptable and feasible as assessed by the administrators and teachers. Video documentation and
informal interview, as well as Focus Group Discussion (FGD) were also used in order to triangulate the study in
getting and collecting information about the identified problem.
A letter was made to seek permission to the Schools Division Superintendent in the Division of City Schools
uezon City to identify school respondents of the study. The Division office allowed the researcher to float
questionnaires provided that no classes will be disrupted.
For data gathering, the Superintendent endorsed the request to the schools provided that: 1.) Its activities should
not in any way disrupt or interfere the school program or duties of teachers and school administrators; 2.) Proper
coordination should be made with respective school principal; and 3.) The information gathered should be used
for research purposes only and will be treated with utmost confidentiality. Out of 10 schools in District IV, five
schools were randomly selected. Subsequently, the self-made instrument was administered in the five public high
schools in Quezon City namely: Don Alejandro Roces Sr. Science Technology High School, Krusna Ligas High
School, Quezon City High School,Roxas High School and Doña Josefa Jara Martinez High School.
The intervention scheme program was prepared based on the results of the behavior problems identified in the
instruments supported by the FGD. Consequently, the intervention scheme program implemented dwelt on the
development of identified problems. The problems identified from the questionnaire checklist deals with the
focus of students and attention, because based on the results there are a lot of students who are always talking
with their classmates. This means that the target of the intervention scheme will focus on the problems of
students who are inattentive because of talking with classmates.
SIGNIFICANT RESULTS AND DISCUSSION
General Findings
The following are the significant findings of the study:
It was determined that common behavioral problems of students as assessed are the following:
First off, the lack of motivation to learn. The following as the most prevalent negative attributes:
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International Journal of Management Studies and Social Science Research
These are also highly evidenced by the fact that the teachers themselves were not enthusiastic enough to perform
their task, thus contributing to the further fiasco.
This is followed by these manifestations:
These are effects of the student’s lack of definitive motivation to learn.
Recommendations / Interventions
Taking a cue from the findings, the following interventions are suggested to address this untoward scenario:
The intervention program, which focused on Teen Empowerment, was created to lessen the problems
experienced by public high school students in relation to talking out of turn which has the highest mean that
needs to be addressed. The researcher addressed the problems encountered by teenagers targeting talking out of
turn such as calling, making remarks, having conversation with classmates, excessive noisy talking, and irrelevant
talk inside the classroom while the teacher is giving her lecture. Through a workshop entitled “Teen
Empowerment” parents and students of public high school students will be given a change to communicate and
address the problems mentioned above. To address student’s problems on talking out of turn will focus on the
items mentioned.
Behavioral problems are frequently experienced by public high school students at present. The roots according to
the result of the self-made instrument suggested that public high school students do much of the talking inside the
classroom the hinders learning process through this teen empowerment students may realize the importance of
communicating with their teachers instead of their classmates. The workshop for teenager’s is aligned with the
problems experienced by our student’s in the 21st century specifically problems they experienced at home.
An Intervention Scheme Program for managing behavioral problems is one of the services a school can provide
for the students. Therefore, majority of the topic should focus on what and the how of teenagers. Active and
dedicated school personnel should be trained enough for alternative strategies and intervention for assessing,
managing and resolving simple behavior problem.
This can be achieved via consistent monitoring and guidance by providing sufficient training and supervision even
to the teachers to be reminded and develop the following virtues:
1. Discipline – The ability to be more patient and professional in handling the classroom concerns
2. Dedication – Being able to teach and instill the aforementioned virtues with utmost fervor, style and
passion
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International Journal of Management Studies and Social Science Research
3. Commitment – To remind every teacher of what they signed for as government employees of service and
moral fortitude.
CONCLUSION
In the light of the forgoing findings of the study, the following conclusions are drawn:
1. It was concluded that common behavioral problems of students are also attributed to the faults of the
teachers’ lack of motivation.
2. It was concluded that the academic performance of students was very poor.
3. The proposed intervention program in managing behavioral problems can be used to develop the
students ‘behavioral problems.
REFERENCES
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International Journal of Management Studies and Social Science Research
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Regarding Student-Discipline. (Unpublished Master’s Thesis) College of Engineering, Lyceum International
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3. Nada, Evelyn R. (2009). Behavior Management Strategies to Improve Performance in English of Grade IV Pupils
withBehavior Problems. (Unpublished Master’s Thesis)Philippine Normal University, Center for Teaching
and Learning, Agusan Campus.
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Problems.(Unpublished Master’s Thesis). Toro Hills, Quezon City.\
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