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This document is a thesis presented to Cagayan State University's Graduate School by Clarence V. Agpuldo to partially fulfill requirements for a Master of Arts in Educational Management degree. The thesis examines teachers' strategies for dealing with disruptive student behavior. It provides background on classroom management and issues teachers face with disruptive students. It also outlines the research methodology that will be used, including research design, respondents, and statistical analysis methods. The conceptual framework suggests that a teacher's ability to effectively teach depends on their classroom management skills and ability to deal with undisciplined students.
This document is a thesis presented to Cagayan State University's Graduate School by Clarence V. Agpuldo to partially fulfill requirements for a Master of Arts in Educational Management degree. The thesis examines teachers' strategies for dealing with disruptive student behavior. It provides background on classroom management and issues teachers face with disruptive students. It also outlines the research methodology that will be used, including research design, respondents, and statistical analysis methods. The conceptual framework suggests that a teacher's ability to effectively teach depends on their classroom management skills and ability to deal with undisciplined students.
This document is a thesis presented to Cagayan State University's Graduate School by Clarence V. Agpuldo to partially fulfill requirements for a Master of Arts in Educational Management degree. The thesis examines teachers' strategies for dealing with disruptive student behavior. It provides background on classroom management and issues teachers face with disruptive students. It also outlines the research methodology that will be used, including research design, respondents, and statistical analysis methods. The conceptual framework suggests that a teacher's ability to effectively teach depends on their classroom management skills and ability to deal with undisciplined students.
STUDENTS DISRUPTIVE BEHAVIOR A Thesis Presented to The Faculty of the Graduate School Cagayan State University Sanchez Mira, Cagayan In Partial Fulfillment Of the Requirement for the Degree Master of Arts In Educational Management by CLARENCE V. AGPULDO MARCH 2010 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL APPROVAL SHEET This thesis is title, TEACHERS STRATEGY IN DEALING WITH STUDENTS DISRUPTIVE BEHAVIOR, prepared and submitted by CLARENCE V. AGPULDO, in partial fulfillment of the requirement for the degree Master of Arts In Educational Management, is hereby recommended for oral examination. SHELLA B. CACATIAN Ph.D. Adviser Approved by the Panel on Oral Examination with a grade of ________________ ROGER P. PEREZ, Ph.D. Chairman ELEUTERIO C. DE LEON, Ph.D LINA M. GARAN, DPA Member Member TOMASA C. IRINGAN, Ph.D EDITHA PAGULAYAN Ph.D. Member Member Accepted in partial fulfillment of the requirement for the degree of Master of Arts in Educational Management. NARCITAS B. OUANO, Ph.D CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Dean, Graduate School DEDICATION A dream is a wish your heart makes; Have faith in your dreams that someday, A rainbow will come shining through, A dream that you wish will come true To my parents, Nestor J. Agpuldo and Precensia V. Agpuldo My Sister Cherry Pie V. Apuldo My brother Wendy V. Agpuldo, and The woman, whom will be my wife. I sincerely offer you this humble piece of work. Cerlance CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL ACKNOWLEDGMENT With grateful heart, the writer deeply acknowledges his indebtedness to the following who shared their time and effort in making this study a success; Dr. Roger P. Perez, the CSU president and the chairman of the panel, for granting his permission to conduct this study in the campus. Dr. Shella B. Cacatian, Adviser, for her substantial comments and suggestions; Mrs. Anita L. Aguidan, for the statistical treatment of the data; Dr. Susan R. Matipo, for her deep concern and valuable suggestions; The teachers of the first year college students of CSU-SM who willingly served as his respondents; Mr Freddie P. Masuli, Dean of the College of Information and Technology and the faculty members for all the words and wisdom and encouragement; His loving mother, Precensia V. Agpuldo, his ever supporting father Nestor J. Agpuldo, his sister Cherry Pie V. Agpuldo, for their love and sacrifices; Above all, the Almighty, for His blessings and guidance through all the days in the realization of this piece of work. C.V.A. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL TALE OF CONTENTS Page TITLE PAGE........................................................................ ....... i APPROVAL SHEET. ii DEDICATION...................................................................... ................... iii ACKNOWLEGDEMENT................................................................. ..... iv TABLE OF CONTENTS............................................................... ......... v LIST OF TABLES.................................................................. ................ vii LIST OF FIGURES................................................................. ............... viii CHAPTER 1 INTRODUCTION.. 1 Background of the Study..................................................... 1 Conceptual Framework...................................................... 4 Research Paradigm............................................................. 5
Statement of the Problem................................................... 6 Research Hypothesis........................................................... 6
Significance of the Study.................................................... 7 Scope and Delimitation....................................................... 8 Definition of Terms............................................................. 9 2 REVIEW OF RELATED LITERATURE AND STUDIES 10 Classroom Management 10 Disruptive Behavior of the Students... 14 Causes of Disruptive Behaviors of the Students.... 16 Teachers Strategies...... 17 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 3 RESEARCH METHOLOGY. 30 Research Design.. 30 Locale of the Study..... 31 Respondents and Sampling Procedure..... 31 Research Instrument.. 32 Data Gathering Procedure. 33 Statistical Treatment.. 33 . 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.. 35 Profile of Teachers.. 35 Extent of Disruptive behaviors of the students.... 38 Teachers Strategies.... 39 Relationship between the profile of the teaches And the extent of disruptive behavior o the Students.. 49 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS... 50 Summary... 50 Conclusions... 53 Recommendations.... 54 Literature Cited.. 55 APENDICES... 58 Questionnaire for the Teachers. 58 Letter- Request to the CSU President 65 Letter- Request to the Campus Executive Office. 66 Letter - Request to the Campus Deans.. 67 Curriculum Vitae CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL LIST OF TABLES Table Page 1. Distributions of respondents. 32 2. Profile of the teachers.... 37 3. Teachers strategies in dealing with students disruptive behavior. 46 4. Extent of disruptive behavior of the students. 39 5. Significant relationship of teachers profile and extend of disruptive behaviors of the students 49 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL LIST OF APPENDICES Appendix Page A. Questionnaire for Teachers.... 58 B. Letter Request to the CSU President..... 65 C. Letter- Request to the Campus Executive Officer... 66 D. Letter - Request to the Campus Deans.. 67 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL LIST OF FIGURES Figure Page 1. Paradigm showing the relationship between the independent and dependent variables 5 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction One really cannot teach effectively if the students do not behave is a common expression of teachers. Teachers cannot begin to teach the content of a curricul um if the students are roaming around the room, shouting their answers during class discus sions, pestering neighbors during seatwork or engaging in a short disruptive behavior. Disruptive behaviors of students in school are not a new problem. The difficulti es, which arise from anti-social behavior by students, are widely known. What maybe less appreciated is the extent to which teachers are trying to deal with the various forms of disciplinary behavior. Disruptive behaviors of the students are the most serious problems confronting educators today. Students misbehavior is one of the major obstacles in creating a n CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL effective classroom learning environment. With it, smooth flow of the learning process is affected, and if this is not corrected, this may lead to juvenile del inquency. There are certain kinds of misbehavior among students that make teachers task more challenging. At times teachers cannot maintain order in the classroom effec tively because of the disturbance created by misbehaving students. Teachers must be abl e to manage the students under them. No matter how intelligent they are, if they are unable to control the students, little learning will take place. They should not only t ake care of routine factors; but also maintain good discipline in their classes. Effective classroom management doesnt just happen. It is planned and purposeful. It begins at the start of the school year with a focus on prevention and organiz ation. It continues with implementation of a plan for choosing rules and procedures in the
classroom and strategies to teach and to maintain appropriate behavior and to ma nage inappropriate behavior. Teachers should not only be knowledgeable to their subject they teach but also i n handling students of different types. Effective teachers when confronting studen ts with disruptive behaviors apply varied practices and techniques to cope with the nume rous discipline dilemmas. Some observers argue that teachers should be more effective
disciplinarians. Others agree that preventive discipline should be employed. Whi ch is preferred is imperative that all teachers should possess a working knowledge of how to handle disruptive behavior inside the classroom. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL In the Cagayan State University, Sanchez Mira Campus, several disruptive behaviors are noted from the students like yawning, giggling, cheating, shouting
answers, pestering other students, clicking their ballpen, tapping the floor, us ing cell phones, day dreaming, murmuring and others. These behaviors are said to be the problems of teachers. Brophy (2005) pointed out that the causes of those problem s could not be determined by mere intuition alone. The researcher too, has confirmed that teachers encounter such behavior because students came from different family backgrounds with different culture and tradi tions. It is within this premise that the researcher wants to undertake this study to f ind out the strategies of CSU-SM teachers in dealing with the disruptive behaviors of th e first year college students and to come up with recommendations which could lessen, if not, totally eliminate these negative attitudes. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Conceptual Framework The success of a teacher in implementing his lesson depends upon the management he or she uses in the classroom. An organized and well managed student will achi eve success in learning. On the other hand a teacher can not teach well if the stude nts are undisciplined. The study views that the extents to which teachers encounter disruptive behavior s of the students vary among types of teachers. This theory confirms the study Pacheco(1999) that those teachers who are older and are married produce students who are more disciplined. Moreover teachers who are longer in the service and who experienced less stress in their family relations are more competent and more ef fective in disciplining students. Nacated (2006) also found out that the profile of the teachers such as; age, sex , civil status, educational attainment, years in service significantly affect the studen ts attitudes inside the classroom. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL To encapsulate the framework of the study, the variables are shown in figure 1. The independent variables are the profile of the respondents in terms of age, sex, c ivil status, status of appointment educational attainment, number of years in service , and academic rank. The dependent variables are the incidence of disruptive behavior of the students and the strategies employed by the respondents in dealing with the disr uptive behavior of the students RESEARCH PARADIGM Independent Variables Dependent Variable The profile of the respondents in terms of; a. Age b. Sex c. Civil status d. Educational attainment e. Number of years in service f. Academic rank g. Status of appointment Extent of incidence of disruptive behaviors of the first year college students. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Figure 1. A paradigm showing the relationship between the independent and depend ent variables. Statement of the Problem This study aimed to find out the teachers strategies in dealing with students disruptive behaviors of the first year college students of CSU-SM. Specifically, the researcher sought answers to the following questions; 1. What is the profile of the respondents in terms of; a. Age b. Sex c.Civil status d. Educational attainment e.Number of years in service f. Academic rank g. Status of appointment 2. What is the extent of incidence of the disruptive behaviors of the first year co llege students? 3. What are the strategies of CSU-SM teachers in dealing with the disruptive behavi or of the first college students? 4. Is there a significant relationship between the teachers profile and the extent o f incidence of disruptive behavior of the first year college students? Research Hypothesis CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1. There no significant relationship between the teachers profile and the extent of incidence of disruptive behaviors of the first year college students. Significance of the Study The researcher believes that the result of this study is indispensable to the following: Teacher training institutions can integrate in one of its professional subjects, Tips for the beginning teachers based on the analysis of the findings of this stu dy. In so doing, the pre-service education of prospective secondary teachers is enhance d. Teachers can also provide practice teacher with the classroom management tips on how to cope with the problem situations in the classroom. The School Administrators can use the results of this research in planning orientation programs for newly employed teachers as well as planning in-service programs for those who may still encounter problems in the classroom which they have difficulty in coping with. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL The prospective teachers, on the other hand, will be prepared for his teaching career. It can provide them with the in formations as to what strategies and met hods to employ in case confronted with problems in the classroom. . The researchers will be endowed with necessary information in case they will venture similar studies in the future. Scope and Delimitation of the Study The study was delimited to the strategies of CSU-SM teachers in dealing with the
disruptive behaviors of the college freshmen. The profile of the respondents in terms of age, sex, civil status, educational attainment, number of years in service, academic rank and status of appointment was determined. The extent of incidence of disruptive behaviors of the students and the strategies of teachers in dealing with disruptive behaviors of the students was determined. Further, the relationship between the teachers profile and the extent of incidence of the disruptive behaviors of the first year college was explained. The respondents of the study were the teachers who are teaching college freshmen
at the Cagayan State University at Sanchez Mira. This study was conducted from December 2009 to February 2010. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Definition of Terms Behavior refers to the attitude response by the students towards teaching and learning procedures. Disruptive behavior refers to the problem that negatively affects the continuous
flow of the lesson; it is a negative problem that disturbs the teaching-learning process. Educational Attainment refers to the highest degree attained by the teachers whi ch could be doctoral, masteral or bachelors degree. Sex refers to the gender of the respondents whether male or female. Strategies refer to the process and techniques employed by the teachers in deali ng with the disruptive behaviors of the students. Years in Service refers to the length of time the teacher has served as a teache r. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter discusses the related literature and studies relevant to the resear ch work. Review of related Literature The review of related literature includes (1.) Classroom management (2.) Disrupt ive behavior of the students (3.) Causes of disruptive behaviors of the Classroom Management Classroom management and discipline are the two important factors that have an influence upon the efficiency of the teaching and learning situations. Classroom
management refers to the control of classroom activities. It is relatively confi ned to the more mechanical aspects of teaching activity. Classroom management assumes that its role is to save time and energy. Some of the things that a teacher should consid er in planning classroom management are regulations on seating and attendance, the handling of instructional materials and equipment, and the control of activities during the class period. Further, the success of failure of teaching is determined ofte n by the way the class is organized and managed. Unless the details of the classroom proc edure are successfully worked out, much time will be wasted and little will be accompl ished. Therefore, the teacher should thoroughly routinize the details of daily practice in CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL conducting class work. A well managed classroom will give the students rich opportunities for mental growth and development. Good (2003) claimed that classroom management doesnt just happen. Classes where students are highly involved in learning activities and which are free fro m disruptive and chronic misbehavior are not accidental. These exist because effec tive teachers have a very clear idea of the types of classroom condition and students behavior that are needed for a good learning environment, and because those teac hers work very hard to produce such behaviors and conditions. Good(2003), defined classroom management as administration or direction of activities with special refines to such problems as discipline, democratize tech nique, use and care of supplies and reference materials, and physical feature of studen ts. Classroom management includes operation and control activities. Unless classroom
procedures are spelled out carefully, much time and energy will be wasted. A wel l manage class is reliably conducive to mental growth development. Learning become s interesting and enjoyable under favorable working conditions. Unhygienic conditi ons on the other hand, affect the health as well as the learning of students. The te acher is likewise affected. She can teach effectively only when conditions around him are
favorable. Further, pleasant surroundings induce good thought and inspire both t eacher and students to do their best. Good classroom establishes an atmosphere, which p ermits activities to be carried on efficiently on time, with less efforts, and energies . CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL According to Brophy and Evertson (2005) there are five major factors on which effective classroom management is faced upon: (1)developing a solid understandin g of students personal and psychological and learning needs;(2)establishing positive teacher-students and peer relationships that help meet students basic psychologic al needs;(3) using organizational and group management methods that maximize studen ts behavior; (4) implementing instructional methods that facilitate optimal learnin g by responding to the academic needs of individual studies; (5) employing a wide ran ge of counseling and behavioral methods that involve students on examining and correct ing their inappropriate behavior. Callahan (1999) pointed out that classroom management is the process of organizing and conducting a class so that it is efficient and it results in maxi mum students learning. To manage a class successfully, one needs to be careful in cla ss, provide students with pleasant and supportive climate for learning, create inter est and a desire to learn and achieve, establish control, avoid disciplinary disturbance, and in general, promote effective students learning. Evert (2003) recommended the following characteristics for the teacher to posses s in order to manage his class well. (1) Self-analysis the teacher must judge his own conduct. (2) Self-control he must be able to restrain his emotions and impulses.
(3)Self-criticism his good motto is grow or go (4) Self-confidence-he must believe
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL in himself and his work. (5)Self-control-he must grow intellectually, morally, s ocially, and professionally. (6) Self-rating- he must constantly evaluate himself and his work. Sophier et al (2007), on the other hand, came up with six models of discipline namely; (1) behavior modifies systematically; (2) clips (cuts off) reward on the
unproductive behavior; (3) identifies substitute and more productive behavior; ( 4) target this new behavior that starts out consistent and high in frequent, and gr adually becomes variables and lower in frequency; (5) self-awareness Training: teachers read their own signal so that they know why they are getting angry, afraid, frustrate d, or whatever else led to outburst or other unproductive behavior. Student can learn a lot of coping strategies they can plug in when these things are starting to happen. At the beginning, the teacher plays a very active, verbal and supportive role to the st udent that gradually diminishes as the students is helped toward greater autonomy with the system; (6) personal influences are based on strong mutual relations between the
teacher and the students. The teacher works hard to build this relationship in c ertain specific ways. Teachers bring in enough of their outside-school life and accomplishments so as to earn some respect as a figure in the world, persons of some interest and significance beyond the immediate classroom environment. Teachers a re firm with students when disruption occurs. Wilson (2007) asserted that the effective classroom manager uses three types of control.(1) Preventive control is aimed at minimizing the onset of discipline pr oblems, CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL which the teacher tries to anticipate through planning. Making predictions about what is likely to happen, given certain classroom activities, is an important element in the design and selection of preventive, measures.(2)Supportive control is aimed at h elping the students before their behavior becomes a full Pledged problem. Teachers ofte n stand in the vicinity of students who need to be aware of the students presence t o behave properly. Similarly, a teacher might use verbal or nonverbal cue to remin d students to raise their hands before speaking or to remain in their seats. The c ue is delivered just before such students behave contrary to the rules.(3)Corrective c ontrol seeks to discipline students who have not been faithful to the standard of good conduct. Teachers use corrective controls after the students have chosen to resist their influences or defy the rules. Because the students behavior is inappropriate and objectiona ble, the teachers apply punitive measure or, at a minimum, a warning to redirect the beha vior. In this instance the teachers have to help the students regain control by making life momentarily unpleasant. When the students behavior falls within the acceptable ra nge, the teachers may revert to support supportive control measures. Disruptive behavior of the students Generally, disruptive behavior interferes with the instructors ability to conduct the class, or the ability of other students to profit from the instruction. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Disruptive behavior is a problem that negatively affects faculty, students, and university/college administration. Disruptive behavior plays a critical role in the success or failure of faculty teaching careers (Robert, 1998). Faculty well-being, comfo rt, and satisfaction can be directly affected by the disruptive behavior of students. Fa culty may become disillusioned and even dread teaching (Meyers, 2003). Classroom disruptio n contributes to additional faculty stress, discontent, and eventual burnout (Maru ssette, 2001). Instructor concentration is negatively affected, so time and energy may b e devoted to planning coping (survival) strategies rather than focusing on lecture materia l. As a result, a hostile learning environment is created (Gim, 2006). The most recent report on violence statistics in the workplace from 1993-1999 is sued by the Bureau of Justice Statistics of the U.S. Department of Justice, records 4 1,600 reported incidents of violence directed against college/university instructors ( Sopier, 2007). However, the statistics did not allow one to distinguish the number of as saults against faculty perpetrated by students from those perpetrated by co-workers or others. Furthermore, it is estimated that approximately 20 percent of students display a ctive resistance to learning (Meyers, 2003). Gibson (2004) suggested some typical behavior problems that a teacher should be able to recognize and deal with. These are: (1) The unsociable, withdrawal child . The child tends to be shy, secretive, unhappy and suffering of feeling of insecurity and CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL adequacy. He may daydream excessively and refuse to mix with other children. Although he may cause no trouble or inconvenience, he may need as much assistanc e as the aggressive, anti-social students. This type of child can become schizophr enic if nothing is done to check his behavior, although not all shy children of course b ecome psychotic. But they usually develop socially ineffective and unhappy adults. (2) The aggressive. The child who is aggressive is generally hostile, disobedient, volat ile, and disruptive. Because of his violent temper, he may threaten to attack others incl uding his teachers, verbally or physically. He may engage or participate in anti-social an d criminal behavior like stealing, fighting, using deadly weapons, sometimes vanda lism, and arson. Such behaviors may occur in the content of group activity, especially among adolescents. These children usually have parents who are unaffectionate and reje cting, often socially deviant themselves. The parents frequently have low expectations of their children, lack supervision of their children, threaten them and are inconsistent in their discipline. The resulting conflict and dissatisfaction with parents may lead to an aggressive behavior. (3) The lazy child. The child tends to lie if he has no int erest in the school activities, which are directed towards the environment of certain goals. Causes of Disruptive Behavior Robertson et. Al (2003), in his study, identified five main causes of disruptive
behavior. These are: (1) Immediate pat off. Here the motive is simple and uncomplicated. If a student talks, it is because he or she has something to say that will CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL wait. If he or she runs in the corridor, it is because there is hurry. The act i tself is quite acceptable, but it is done at the wrong time, in the wrong context, so far as th e teacher is concerned. (2)Attention seeking device. The purpose of the disruptive behavio r can put the students in the limelight and keep them as the center of attraction-by t he teachers and the students.(3)Excitement in an effort to alleviate the frustratio n and boredom of life in the classroom, the students can search for excitement by inte rfering with the progress of the lesson, causing episodes that break the tedium of class routine. (4)Malicious teasing. By purposely provoking a confrontation with the teacher or by subjecting the teacher to subtle forms of ridicule, students can gain excitement in the eyes of their peers. This can elevate the status of the students by challenging the authority of the teacher.(5)Avoiding work. Students can avoid the hardship of do ing work by passive resistance, but they can also engage in disruptive behavior that creates incidents and subsequently affects the ends needs of the class. Teachers strategies in dealing with disruptive behavior of students The following are strategies for dealing with problem students, sometimes called difficult students based on the experiences of the teachers. Although generally developed for high school students, the strategies apply to most school setting and year levels: (1) accentuate their positive qualities; (2) be confident; take charge o f the situation, and dont give up in front of the students; (3) be yourself since these students CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL can recognize and take offense at such decent; (4) provide structure since many of these students lack inner control and are restless and impulsive; (5) explain your rul es and routines so students understand them. Be sure your explanations are brief; other wise, you lose your effectiveness and you appear to be defensive and preaching; (6) communicate positive expectations that you expect the students to learn in your required academic work; (7) rely on motivation, and not on your powers to mainta in order; an interesting lesson can keep students on task; (8) keep calm and keep s tudents calm, especially when conditions become tense or upsetting. It may be necessary to delay action until after classes, when emotion has been reduces; (9) seize up th e situation, and be aware of undercurrent of behaviors, since these students are s eizing you up and are now manipulator of their environment; (10) anticipate behavior; b eing able to judge what will happen if you or a student decides on a course of action that may allow you to curtail many problems; (11) expect, but dont accept misbehavior.
Learn to cope with misbehavior, but dont get upset or feel inadequate about it. According to Mueller (2004), discipline means preparing boys and girls for life in democratic society. He further state that the purpose of discipline is to help t he individual to acquire knowledge, habits, interest, and ideal, which are designed for the well being of himself and his fellows, and that discipline is a matter of educat ion. Classroom discipline seeks to bring about desirable behavior on the part of all students. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Gim and Michalis (2006) said that good discipline implies obedience on the part of every student to classroom rules and regulations with the aim of achieving succe ss in learning. Ability to secure good discipline is one of the qualities of a good te acher. In fact, psychological studies have revealed that a poor discipline is one of the c auses of failure in teaching. The teacher should not only take care of the routine factor s; he has also to maintain good discipline in his class to achieve good classroom manageme nt. To reiterate this, Good (2003) defined discipline as the process of redirecting immediate wishes., impulses, desires or interest for the sake of an ideal, or fo r the purpose of gaining more effective, dependable action. Discipline becomes an impo rtant factor in the development of education. It implies systematic training of the ph ysical, moral and social capabilities of the students. In common parlance, discipline is
understood in terms of punishment, control through obedience, and orderly behavi or and self-direction. Gregorio (2000) offered some suggestions that can minimize if not totally elimin ate cheating in schools. These are as follows. (1)Publicize as widely as possible sc hool policies on cheating, including penalties ranging from suspension to dismissal.( 2)Give essay question in an examination or contrast of two variables, or comment or rea ction to an event.(3)Proctors must be present during the entire period of an examinati on. They should position themselves in strategic places to see everybody in the room and to be seen by every examinee.(4)During an examination, all books, and other materia ls xxviii CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL which might contain coded information should be kept away from the examinee.(5)I f an examiner leave for any reason he should be accompanied and prevented from tal king to anyone about the examination.(6)Suppliers of blue books or other pamphlets on
which answers are written should be requested to print on the covers of their pr oduct, an abstract of the policy cheating. Melvin Keens (2000) gave some pointers to teachers when they locate a troublemaker who is deliberately provoking a situation :(1)At the end of the per iod talk to him privately. Let him know by the tone of your voice and your manner that yo u have no intention of tolerating his nonsense.(2)Change his seat to anyone direct ly in front of you. If he shows the slightest indication of getting out of line, speak to him in a low voice, as if you were his confidential friend warning of the trouble ahead. This technique often works magic, especially with younger teenagers. (3)Make out a sp ecial disciplinary card that you keep in your files for future references. Let the cla ss as well as the trouble maker know that you are keeping a record. A formal, careful writt en complaints is frequently a strong deterrent to future outburst.(4)Immediately se nd the troublemaker to your department office. Take the precaution to write a special p ass in ink. Put the line when the pass is issued and request that the time be noted whe n the students arrive in the office. The youngster is to wait there until the end of t he period when you can go thresh the matter out with him. The procedure has an advantage o f getting out the troublemaker of your classroom so that you may proceed with your
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL lesson.(5)If school regulations do not permit you to send him to the department office, keep him in your room, but let him stand rear away from supporting walls or desk s. Give gesture that he is not considered a part of your class until disciplinary m easures have been taken. A variation of this technique is to let him stand in the hall o utside your room. Often however, supervisors who feel that a students especially if misbehav ing, should be under a teachers observation.(6) Inform the guidance counselor. Be care ful to give him an exact account. If possible arrange a meeting with him, the troubl emaker, and yourself. (7)Go to your subject supervisor. Usually he has the experience to be of definite help. Of course be explicit in your charges. (8)Telephone to parent; if there is no phone, and your supervisor doesnt object, write a letter with a full account a sking the parents to see you in school to discuss the matter stating the time when you have a free period. Cooperation of the home is important in disciplinary matters. (10)C ontact the supervisor who is in charge of discipline. Be specific; give the exact detai ls of your complaint. The completeness of your report is important because when the parents
come to school, the discipline supervisor will have your version at hand. You ca nnot expect him to support if your file has inaccurate reports. Robert (1999) also gave some ideas for motivating students such as : (1) Explain . Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it . Teacher should spend more time explaining why we teach what we do, and why the CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL topic or approach or activity is important and interesting and worthwhile. In th e process, some of the teachers enthusiasm will be transmitted to the students, who will have more time explaining exactly what is expected on assignment or activities. Students who are uncertain about what to do will seldom perform well. (2) Reward . Extrinsic motivators in the form of rewards can help students who do not yet hav e powerful intrinsic motivation learn. Rather than criticizing unwanted behavior o r answers, reward correct behavior and answers. Remember that adults and children alike continue or repeat behavior that is rewarded. The rewards can be small and confi gured to the level of the students. Small children can be given a balloon, a piece of gum, or a set of crayons/ even at the college level. Many professors at various colleges g ive books, lunches, certificates, exemptions from final exams, verbal praises and so on for good performance. Even something as apparently childish as a good job stamp or sticker can encourage students to perform at a higher level. And the important p oint is that extrinsic motivators can, over a brief period of time, produce intrinsic mo tivation. Everyone likes the feeling of accomplishment and recognition; rewards for good w ork produce those good feelings. (3) Care. Students respond with interest and motiva tion to teachers who appear to be human and caring. Teachers can help produce these feel ings by sharing parts of themselves with students, especially little stories of probl em and mistakes they made. Such personalizing of the student and teacher relationship h elps students see teachers as approachable human beings and not a as aloof authority CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL figures. Young people are also quite insecure, and they secretly welcome the adm ission by adults that insecurity and error are common to everyone. Students will attend to an adult who appears to be a real person who had problems as a youth and survive them . (4) Have students participate. One of the major keys to motivate is the active involvement of students in their own learning. Standing in front of them and lec turing to them is thus a relatively poor method of teaching. it is better to get studen ts involved in activities, group problem solving exercises, helping to decide what to do and the best way to do it, helping the teacher, working with each other, or in some other way getting physically involved in the lesson. A lesson about nature, for example, would be more effective walking outdoors than looking at pictures.(5) Teach inductively. It ha s been said that presenting conclusions first and then providing examples robs students of the joy of discovery by beginning with examples, evidence, stories, and so forth and
arriving at conclusions later. You can maintain interest and increase motivation , as well as teach the skills of analysis and synthesis. Remember that the parable method of making a point has some significant historical precedent.(6)Satisfy students need s. Attending to need satisfaction is a primarily method of keeping students interes t and happiness. Students basic needs have been identified as survival, love, power, fu n, and freedom. Attempting to the need for power could be as simple as following studen ts to choose from among two or three things to do two or three paper topics, two or th ree activities, choosing between writing an extra paper and taking final exam etc. M any CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL students have a need to have fun in active ways in other words; they need to be noisy and excited. Rather than always avoiding or suppressing these needs, design an education activity that fulfills them. Students will be much more committed to a
learning activity that has value for them. They will, in fact, put up with subst antial immediate unpleasantness and do amazing amounts of hard work if they are convinc ed with that what they are learning ultimately meets their needs.(7)Make learning v isual. Even before young people were reared in a video environment, it was recognized t hat memory is often connected with visual images. In the middle ages people who memorized the bible or Homer sometime walk around inside a cathedral and mentall y attach certain passage to objects inside, so that remembering the image of a col umn or statue would provide the needed stimulus to remember the next hundred lines of t ext. Similarly, we can provide better learning by attaching images to the ideas we wa nt to convey. Use drawing, diagram, pictures, charts, graphs, bulleted list. Even thre e dimensional objects can brought to class to help students anchor the idea to an image. It is very helpful to begin a class session or a series of classes with a conceptua l diagram of the relationship of all the components in the class so that at a glance stude nts can apprehend contexts for all the learning they will be doing. These will enable th em to develop a mental framework or feeling system that will help them to learn better and remember more. (8)Use positive emotions to enhance learning and motivation. Stro ng and lasting memory is connected with the emotional state and experience of the l earner. xxxiii CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL That is, people remember better when the learning is accompanied by strong emoti on. If you can make something fun, exciting, happy, loving, or perhaps a bit frighte ning, students will learn more readily and the learning will last much longer. Emotion s can be created by classroom attitude, by doing something an unexpected or outrageous, b y praise, and by many other means. (9)Remember that energy sells. Think about this
problem for a minute: why would many students rather see Rambo, Robocop, Friday the 13th, or another movie like that done one on the life of Christ? Why is rock music more popular than classical music or music elevator music? Why is evil often see n as more interesting than good? The answer is connected with the way good and evil a re portrayed. Unfortunately, evil usually has high energy on each side while good i s seen as passive and boring. Weve been trap by the idea that bad people do; good people dont; good is passive, resistant, and reactionary, while evil is proactive, energ etic, and creative. Evert et. Al. (1999) suggested 12 ways that could help the teacher prevent occurrence of problem situations. These are (1) be organized. (2)be Definite. (3 )be natural. (4)act your age. (5)be consistent and fair. (6)avoid argument. . (7)avo id temper fits. (8) develop set values. (9)do not threaten. (10)avoid humiliating pupils i f possible. (11)give students responsibility if they can handle it. (12)do not rush to give absolution. xxxiv CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Review of Related Studies Causes of Disruptive Behavior of the Students Bugay (2001) concluded, as results of examining hundreds of juvenile delinquents
for the juvenile Court of Cook Country, Illinois, that the major cause of teenag ers aggression and violence is family disorganization, especially, broken homes and absent fathers. Those teenagers, who had engaged in burglaries and mugging were not poo r, nor were they merely looking for thrills. They were primarily interested in mone y to support their expensive consumers habit like their appetite for junk foods, movie s, attractive clothes, among others. The school can help these young people but pee r- group resistance often thwarts attempt. In the Philippines, according to Dunuan (2000), et.al, students with problem behavior normally experience much feeling of anxiety, insecurity, inferiority, h ostility, guilt, and alienation. Among the more common causes of problem behavior and are sources of such feeling are: (1) conflicts moral standards as values are in the home and CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL community; (2) over protection from failure and frustration; (3) unstable home conditions or broken homes; (4) rejection by parents; (5) unfair treatment and e xcessive punishment; (6) autocratic controls and inconsistent discipline; (7) very high a nd unrealistic expectation; (8) unfavorable comparison with others; (9) lack of sym pathy and understanding in times of trial, stress or crisis; (10) poverty, unemploymen t of parents and socio-economic status. Pacheco (1999) found out the causes of the behavioral problems. These are: (1) social and environmental factors; (2) stemming from the home; (3) psychological and physical factors; (4) the school teacher factors Her findings also showed that majority of the teachers used desirable positive o r relevant disciplinary measures. According to Dunuan (2000) disruptive behaviors are (1) Students related, i.e., Students do not think of the future, and contented only with passing mark. (2) S chool and teacher-related i.e.,, bad influences of classmates, and school authorities and not understanding for the welfare of students. (3) Home related i.e., Parents are bu sy earning for a living that they cannot attend to their children and their school activities (4) Community related i.e., Many liquor stores near the school and there are cha nces of earning pocket money. Similarly, behavioral problem of students of Tadian Schools of Arts and Trades were studied by Nacated (2006). The top behavioral problems as noted by him were : xxxvi CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL inattentiveness, absenteeism, and truancy while the top three behavioral problem s as perceived by the students were: disobedience, gambling, and inattentiveness. Fur ther in the same study the causes of misbehavior as perceived by the teachers were: infl uence of peers, environmental factor and inadequate school facilities, heavy home choi rs and poverty. Disruptive Behavior of the Students Bgugay (2001),identified that the common characteristics of Filipino children wi th behavioral problems are the following: (1) dishonesty as shown in lying and chea ting in examination; (2) timidity or shyness even among peers and family; (3) sensitiven ess followed by crying; (4) quarrelsomeness shown in teaser and bullying classmates; (5) restlessness or inattentiveness; (6) disobedience and disrespect for authority; (7.) tardiness and absenteeism with no valid reason; (8) unnecessary giggling, talkin g, swearing, and using vulgar word often. (10) Low voice in the classroom but loud in the halls and corridors; (11) isolating him from the rest of the class. Similarly, Pachecos study on the behavior of high school students in Baguio Central University presented the following behavioral problems: (1) feeling of inferiority; (2) aggressive behavior; (3) withdrawing behavior; (4) non-complian ce behavior; (5) delinquent related behavior xxxvii CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Dunuan (2000) said that there are behaviors of students, which teachers would li ke to change and modify. Some of these are food-dragging, tardiness, absenteeism, fighting with the other students, teasing others, leaving the room without permi ssion, daydreaming, bullying, and ruddiness. The problems mentioned were the same problems, which were included in the study. Specific examples of disciplinary problems reflected in Lepanto National High School are absenteeism, cutting classes, and use of abusive language, gambling, drinking liquor, and abuse of prohibited drugs that make them prone to violence.
From the above mentioned researches and reviews, the researcher witness vibrant attention on national issues on the state of education in our country. If colleg es and universities are to fulfill their roles as preparers of scientifically oriented citizens, some major changes will be necessary and the roles played by professors, instructors, and university administrators will have to be re-defined. The people involved in thi s undertaking should face own limitations and take up initiatives with respect to professional development. Similarly existing programs will have to be revived precedent vigor, university level pedagogical practices will have to be critique d and updated, and their roles and practices to be re-examined and re-defined. Thus, the literature cited will help the researcher a lot to gain more depth and
insight into this study, furthermore, this study can later on help validate the findings can serve as a guide in coming out with the theoretical framework and the questionna ires to xxxvii i CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL be used in this study. Moreover, the researcher will be helped in the formulatio n of the specific research problems, in the selection of the research methodology and in the construction of the data gathering tool. CHAPTER III METHODS AND PROCEDURES This chapter presents the methods of investigations used by the researcher. It includes the research design, locale of the study, the respondents and sampling procedures, the research instrument, data gathering procedure and analysis of da ta. Research Design The research study made used of the descriptive comparative correlated method since it simply described the profile of the respondents in terms of age, sex, c ivil status, academic rank, status of appointment, and years of service. The extent of incide nce of disruptive behaviors of the students and the strategies of teachers in dealing w ith disruptive behaviors of the students was determined. Further, the relationship b etween the teachers profile and the extent of incidence of the disruptive behaviors of t he college freshmen was explained. xxxix CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Locale of the Study This study was conducted at the Cagayan State University at Sanchez Mira. The school is situated in a 6.9 hectare lot along Maharlika Highway, Centro 02, Sanc hez Mira Cagayan. It offers courses that include Doctor of Philosophy in Educational
Management, Master of Arts in Educational management, Master in Public Administration, Bachelor in Secondary Education majors in Biological Science, English, and Mathematics, Bachelor of Elementary Education, Bs in Information Technology, Bachelor of Science in Agriculture majors in Animal Science and Crop
Science, BS in Hospitality Industry Management, BS in Criminology, BS in Police Administration, BS in Business Administration major in Management Accounting and
a Science High School. Respondents and Sampling Procedure The respondents of this study were the CSU-SM teachers who are teaching the first year college students this school year 2009-2010. Total or complete enumer ation was used in this study considering their small number. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL The distribution of respondents is shown in table 1.0 Table 1. Distribution of respondents by department. College/Department Number of Teachers in the first year College of Education 6 College of Agriculture 8 College of Information Technology 9 College of Arts and Sciences 17 Department of Technology 3 Total 43 Research Instrument The main instrument which was used in the study is the questionnaire. The questionnaire is composed of three parts. The first part concerns the profile of the respondents in terms of age, sex, civil status, academic rank, status of appoint ment, number years in service and educational attainment. The second part describes th e extent of incidence of the disruptive behavior that is being experienced by the CSU-SM teachers in the classroom. The third part is the strategies employed by the CSU- SM teachers in dealing with the disruptive behavior of the students. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Data Gathering Procedure The researcher sought the approval of the University President to conduct the study at the Cagayan State University at Sanchez Mira. Then a similar letter req uest was sought from the Campus Executive Officer, the campus deans, and the respondents. Upon approval the researcher personally distributed and retrieved t he questionnaire. This gave the researcher a chance to guide the respondents in accomplishing the test. Statistical Treatment The formula used by the researcher varies according to the different problems in
the study. Frequency counts and percentage distribution were used to describe the profile o f the respondents. Ranking was used to describe the strategies employed by the tea chers in dealing with the disruptive behaviors of the first year college students. Wei ghted mean was used to explain the extent of the incidence of disruptive behavior of t he first year college students. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL The chi-square was used to determine the significant relationship between the teachers profile and the extent of incidence of disruptive behavior of the first year college students. The five points scale was used in describing the result of this study and it is interpreted as follows; Scale Range of Mean Descriptive Value 5 4.21-5.0 Always 4 3.41-4.20 Often 3 2.61-3.40 Sometimes 2 1.81-2.60 Seldom 1 1.0-1.80 Never CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Chapter IV PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA This chapter covers the presentation, interpretation and analysis of data gathered. Profile of Teachers Table 2 presents the profile of the teaches of the Cagayan State University, Sanchez Mira, who are teaching the college freshmen in terms of age, sex, civil status, status of appointment, academic rank, highest educational attainment, an d number of years in the service. Of the 43 respondents, 22 or 51.2 percent belong to the age bracket of 29 and below, 9 or 20.9 percent are aged 40-49, 8 or 18.6 percent are 50 years old and above, and 4 or 9.3 percent belong to 30-39 age bracket. This means that the respondent s are relatively young. As regards sex, 23 or 53.5 percent are females and 20 or 46.5 percent are males. This shows that most of the respondents are females. It implies that teac hing is more attractive to females than males. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL In terms of civil status, 22 or 51.2 percent are married and 21 or 48.8 are single. This shows that instructors teaching in the first year are dominated by married ones. As to status of appointment, there are 19 or 44.2 percent of the respondents who are permanent in their work and 24 or 55.8 percent are part timers or lectur ers. Consideration is due to the fact that there were new courses offered in the camp us which resulted to tremendous increase in enrollment; hence, the school hired mor e part time instructors to teach the students. As regards to the academic rank, 24 or 55.8 percent are part timers / lecturers,
7 or 16.3 percent of the teachers are in the instructor level, 8 or 18.6 percent are assistant professors, 3 0r 7.0 percent are associate professors and 1 or 2.3 is a professor. The data shows that there are more part timers/ lecturers who are tea ching the first year college students than the permanent teachers. The data on educational attainment shows that majority or 21 or 48.8 percent of the respondents are BS graduates. Twelve or 27.9 are MA graduates. And 10 or 23.3 are PhD graduates. The number of BS graduates which outnumbered the MA and PhD is due to the fact that most of the instructors are new in the service a nd have not finished their post graduate studies. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL The length of service reveals that 26 or 60.5 percent have been in the service for less than 9 years, 9 or 20.9 percent have served for 20-29 years, 5 or 11 pe rcent have stayed in the service from 10-19 years, and 3 or 7. O percent have spent 30 years and above in the service. This manifested that the respondents do not have enoug h experiences yet to the context of classroom activities. Table 2. Profile of the teachers : Frequency ( N= 43 ) : Percentage Age 29 below 22 51.2 30 39 4 9. 3 40 49 9 20.9 50 above 8 18.6 ------------------------------------------------------------------------------- ------------------Sex Male 23 53.5 Female 20 46.5 ------------------------------------------------------------------------------- ----------------------------Civil Status Single 21 48.8 Married 22 51.2 ------------------------------------------------------------------------------- ---------------------------Status of Appointment Permanent 19 44.2 Part Timer or Lecturer 24 55.8 ------------------------------------------------------------------------------- ----------------------------Academic Rank Part Time/ Lecturer 24 55.8 Instructor 7 16.3 Assistant Professor 8 18.6 Associate Professor 3 7.0 Professor 1 2.3 ------------------------------------------------------------------------------- ----------------------------Highest Educational Attainment CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL BS Graduate 21 48.8 MA Graduate 12 27.9 PhD Graduate 10 23.3 ------------------------------------------------------------------------------- ----------------------------Number of Years in the Service Less than 10 26 60.5 10-19 5 11.6 20-29 9 20.9 30-above 3 7.0 Extent of Incidence of Disruptive Behaviors Table 3 reveals the extent of incidence of the disruptive behaviors of the while
having classes The behaviors which are rated as Sometimes are the following; tardiness, cheating, talking during class discussion, giggling, inattentiveness, refusing t o recite, frequent absences with mean ranging from 2.78 to 3.35. The behaviors which are rated as Seldom; are cheating during class discussions , drawing caricature during
classes, leaving without permission, rudeness, drowsiness, and daydreaming with these corresponding means 2.05, 1.88, 2.14, 2.23, 2.19, and 2.0. The behaviors t hat are rated as Never are the following; reading comics, passing letter to another, stealing, destroying school properties with means of 1.25, 1.79, 1.35, and 1.72,
respectively. The overall weighted mean of the incidence of the disruptive behav ior of the students of 2.35 means that the listed disruptive behaviors of the studen ts are seldom done in the school during class discussions. This is because the students are CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL given orientation about the school policies and students conduct before the class
starts. Whereby, sanctions and punishments are emphasized to them which make them afraid to do such in the classroom . Table 3. Extend of incidence of disruptive behavior. Disruptive Behavior : Weighted Mean : Descriptive Value Tardiness 3.35 Cheating 2.93 Eating during discussions 2.05 Talking during class discussion 3.28 Giggling 2.78 Drawing caricature during classes 1.88 Reading comics 1.35 Passing letter to another 1.79 Leaving the room without permission 2.14 Stealing 1.35 Rudeness or impoliteness 2.23 Drowsiness 2.19 Destroying school properties 1.72 Inattentiveness 2.88 Refusing to Recite 3.27 Frequent absences 2.79 Day Dreaming 2.00 Sometimes Sometimes Seldom Sometimes Sometimes Seldom Never Never Seldom Never Seldom Seldom Never Sometimes Sometimes Sometimes Seldom Weighted Mean 2.35 Seldom Teachers Strategies in Dealing with Students Disruptive Behaviors xlviii CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Table 4 presents the strategies used by the teachers in dealing with the disruptive behaviors of the students. In addressing students who are coming in late in the classroom, the teachers mostly punished late comers with a weighted mean of 2.09. Ranked second is to ask for an explanation then give warning with a weighted mean of 2.72 and ranked third is to send the student to the deans office with a weighed mean of 3.07. This findings implies that the teachers are following the right protocol in solving p roblems inside the classroom whereby, teachers must have to solve whatever problems they
may encounter in their classroom first, before bringing it to the deans office an d to the guidance office if the problem cannot be solved inside the classroom. As regards students who are cheating during examinations, the most commonly used strategy by the teachers is to confiscate the paper with a weighted mean of 1.58 because confiscating immediately upon finding out the student is cheating, the action is immediately controlled. Ranked second is to mark name in the record with cheating with a weighted mean of 2.53. Ranked third is to mark the
paper with cheating with a weighted mean of 2.72, and ranked fourth is to give failure grades with a weighted mean of 3.16. This is to cut the negative behavior
done by the student and for the students not to imitate it. According to Evert ( 2003) pointed out that if you cheat in school now, youll find it easier to cheat in oth er situations later in life even perhaps in your closest personal relationship. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL As to students who are eating during class discussion, the number one ranked strategy is to remind the students of the no eating rule with a weighted mean of 1.58. This is because in every classroom there are rules and regulations that ar e well emphasized before the school year started. As pointed out by Ebreo (1992) in a w ell defined, safe and structured classroom, many conflicts and inappropriate behavio rs are prevented because the students know what the boundaries are. The strategy is
followed by tell the student to keep the food, with a mean of 2.53, then scold the
student with a mean of 2.72. For the students who are talking while the discussion is going on, the strategy used by the teachers which is ranked number one is to call the attention of the students to recite with a weighted mean of 1.72. This is stop what they are talki ng about and directed them to listen in the discussion. Ranked number two is to rearrange the seating arrangement with a mean of 1.98. And ranked number three is to stop the lecture and scold with a mean of 2.65. In dealing with students who are giggling during class discussion, the best strategy used by the teachers is to stop the lesson with a weighted mean of 2.09. This is followed by the strategy, ask for an explanation of the lesson with a mean of 2.19. Next is to scold the student and last is to ask the student to stand in front.
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL This is proven by Wilson (2007) that a long dramatic pause in your lecture when students are chatting to each other is effective. For the students who are drawing caricature during class discussion, the most effective strategy used is to confiscate the caricature with a weighted mean of 1. 91. Ranked second is to ask the student to draw on the board with a weighted mean of 2.44. Ranked third is to scold the student with a weighted mean of 2.58. And ranked fourth is to punish the student with a weighted mean of 3.19. This is to st op what they are doing and get back their attention because according to Marusette (2001 )it is better to stop the negative attitude right away for it is hard to u ndo when it is already a habit. To prevent students who are reading comics and other reading materials during class discussions, the best strategy used by the teachers is to confiscat e what they are reading with a weighted mean of 2.16 . Ranked second is scold with a mean of 2.26. Ranked third is tear the material in front with a weighted mean of 3.28. Ranked fourth is make student to seat in front of the class with a mean of 2.37. This will stop him from what he is doing and in that way the other student s will not be disturbed. Though being strict is not much liked by the students but the result is overwhelming for the reason that it will not interrupt the flow of the discus sion and for the student to be directed to listen. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Likewise in passing letter to another during class discussion, the teachers best strategy to stop the negative behavior of the students is to confiscate the lette r with a weighted mean of 2.16. Ranked second is teacher reads the notes aloud with a weighted mean of 2.3. Ranked third is to scold the student with a weighted mean of
2.44. Ranked fourth is to make the student to read the notes in front with a weighted mean of 3.14. This will stop him from what he is doing and in that way the other students will not be disturbed. As regards student who leaves the room without permission, the strategy that is ranked number one is to threaten the student not to permit him to go out again with a weighted mean of 1.84. Ranked second is to send the students to the office with a weighted mean of 2.33. And ranked third is to write the parents with a weighted mean of 2.4. This is to reprimand students not to do the action again. With regards to students who are stealing, send the students to the deans office with a weighted mean of 2.05 is ranked number one because if the student students are not sent to the office, they might do it again and it may become a habit. Moreover, the students are afraid to the Deans and higher persons like the guida nce counselor because they are one of the authorities of the school. In terms of avoiding rudeness and impoliteness of the students in the classroom, the best strategy used by teachers is to give lecture on courtesy with a
weighted mean of 1.35. This is followed by shouting at students with a mean of 2.7 . CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Then tell the student to ask for apology. This is because as an educator, one shou ld be patient, and understanding in using procedures and strategies in eliminating or reducing negative behaviors and that is to teach an alternative behaviors that communicates the same message, but it is in a positive form of communication. In handling students who are sleepy, the best strategy used by the teachers is to give jokes, with a weighted mean of 1.88. Ranked second is raise voice with a weighted mean of 2.42; ranked third is to give a set of exercises with a weighted mean of 2.79 and ranked fourth is to ignore the matter, with a mean of 2.95. Boredom is one of the major causes of disciplinary problems in the classroom and so teachers must have to do something in order to curtail the unlikely behavior of the students .They must employ motivation techniques for the students to be directed and to get their attention. In dealing with students who destroys school properties, ranked first is to ask the student to repair the damaged one with a weighted mean of 1.86. Ranked second
ignore the matter having a mean of 2.86. Next is give lecture on respect to others property with a weighted mean of 2.79 and ranked fourth is to scold the student with a weighted mean of 2.86. This is because it is stated in the student manual that there is a corresponding punishment or sanctions for every students misbehavior. And that case students are afraid to do so. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL To deal with students who are in attentive in the classroom, ranked first is to call the students attention with a weighted mean of 1.93. Ranked second is to let the student repeat the lesson with a weighted mean of 2.07. Ranked third is ignore
the matter with a mean of 2.93 and ranked fourth is get irritated with a mean of 3.12. Since the college students are already old enough, they are ashamed of the ir peers when their attention is called for misbehavior.. Doing such is the best st rategy because as per observation if a teacher will humiliate student in front of the c lass, the action is becomes worse. As to handle students who refuse to recite during class discussion, ranked one is to give them a quiz with a weighted mean of 2.26. Ranked two is to scold the class with a weighted mean of 2.28. Ranked third is to lecture the students on the
importance of cooperation with a mean of 2.63. Ranked fourth is to give a study period with a mean of 2.88. This is attributed to individual differences. General ly, there are students who are hesitant to talk in front of their classmates. Giving a quiz is very effective strategy to let the students participate in class discussion beca use quizzes have more percentage in grading system than in recitation and that case,
students are required to comply with because they are afraid to fail in their cl asses. In dealing with students with frequent absences, first ranked is to talk to the students after class with a weighted mean of 1.53. Ranked second is warn on the possibility of failure with a mean of 1.95. Ranked third is require an admission CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL slip with a mean of 2.51. Talking to a student in a nice way can change the negat ive behavior into a positive attitude. This confirms the finding of Robertson (2003) that misbehavior should be handled with appropriate consequences that is by having a one-on-one talk. This way the students find it more acceptable than scolding him in public. And to handle students who are day dreaming during discussion, ranked first is to call the student to repeat the last word of the teacher with a weighted mean of 1.37. This is to get the attention of the student and to let the student not to do the same again. Ranked second is to ignore the matter with a mean of 2.28. Ranked third is scold the student with a mean of 2.35. Table 4 presents the strategies used by the teachers in dealing with disruptive behaviors of the students. Table 4.0 Strategies of teacher in dealing with students disruptive behavior. Strategies Weighted Mean Rank 1. Tardiness Send the student to the principals 3 office 3.07 Ask for an explanation then give 2 warning. 2.72 Punished latecomers. 2.09 1 2. Cheating lvi CA AYAN STATE UNIVERSITY GRADUATE SCHOOLG GGive failing grades. 3.16 4 Mark paper with cheating. 2.72 3 Confiscate the paper. 1.58 1 Mark name in the record. 2.53 2 3. Eating during class discussion Send student out. 3.16 4 Scold. 2.72 3 Remind the student of the no eating 1 rule 1.58 Tell the student to keep the food. 2.53 2 4. Talking during class discussion Stop the lecture and scold. 2.65 3 Rearrange seating arrangement 1.98 2 Call to recite 1.72 1 5. Giggling Ask the student to stand in front 3.37 4 Scold. 2.35 3 Stop the lesson. 2.09 1 Ask for an explanation of the lesson. 2.19 2 6. Drawing caricature during classes Ask the student to draw on the board. 2.44 2 Confiscate caricature 1.91 1 Punish 3.19 4 Scold. 2.58 3 7. Reading: comics and other materials Tear the material in front of the class 3.28 3 Confiscate 2.16 1 Make the student to seat in front. 2.37 4 Scold. 2.26 2 8. Passing letter to another Make student to read the notes in 4 front. 3.14 Scold 2.44 3 Confiscate 2.16 1 Teacher read the notes aloud. 2.3 2 9. Leaving the room without permission Threaten not to permit student to go 1 out again. 1.84 Send the student to the office. 2.33 2 Write the parents. 2.4 3 10.Stealing Reprimand. 2.95 4 CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Sign Significant relationship between the teachers profile and the extent of incidence
of the disruptive behavior of the first year college students Table 6 reveals that the extent of the incidence of the disruptive behavior of the first year college students is not affected by the profile of the respondent s. Hence, the hypothesis, there is no significant relationship between the teachers profile and the extent of incidence of disruptive behavior of the first year college student s is accepted. This is proven by the r-values which are less than the probability val ues of each of the profile variables. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Profile ::r-value : Probability : Remarks Age -.153 .326 NS Sex -.113 .470 NS Civil Status -.106 .497 NS Status of Appointment -.033 .832 NS Academic Rank -.097 .534 NS Educational Attainment -.087 .579 NS Years in the Service -.185 .234 NS Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The study generally assessed the teachers strategies in dealing with students disruptive behaviors of the first year college of CSU-SM. It looked into the pro file of the teachers in terms of age, sex, civil status, status of appointment, academic rank, CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL educational attainment, and number of years in the service. Also the disruptive behaviors of the first year college students of CSU-SM, Likewise, the extent of their disruptive behavior and the relationship between the teachers profile and the ex tent of the incidence of disruptive behavior of the college freshmen were determined. The data were elicited from 43 teachers through the use of questionnaires. Analysis of the data included frequency counts, means, percentages, and ranking.
The study came out of the following findings. Most likely equal in numbers of female and male are the respondents of the study. Most of the teachers are age of 21-29, also nearly equal in the numbers o f married and single who are teaching the first year college students, but majorit y of the teachers are part timer or lecturer in the status of their appointment and acade mic rank having a less than ten years teaching in the service . On the other hand, most o f the teachers are MA or PhD graduates. The following behaviors of the students have been considered by the teachers to be disruptive in their classes; these problems are arranged according to the extent of incidence in the classroom. Tardiness, cheating, talking during class discuss ion, giggling, inattentiveness, refusing to recite and frequent absences are sometimes encountered. Eating during classes, drawing caricatures, leaving the room withou t permission, rudeness, drowsiness, and day dreaming are considered Seldom done by the students inside the classroom. Reading comics, passing letter to another,
CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL stealing, destroying school properties are Never done by the students in the schoo l. Nevertheless, the listed disruptive behaviors of the students of CSU-SM, is Seldo m done. For the strategies used by the teachers in dealing with disruptive behaviors of the students. The following strategies were ranked as one, send the student to th e office. For tardiness and stealing, confiscate the paper. For cheating, remind the students of no eating rule for eating during class discussion, Call to recite for students who talks during class discussion. stop the lesson for student who are giggling while discussion, confiscate caricature for students who are drawing caricature during class discussion, like reading other materials, also to those who are passing letter to another, threaten the student not to permit to go out for those who leaves the room without permission, give a lecture on courtesy for students who ar e impolite, give jokes if the students get drowsy, ask the student to repair the damage done, if someone destroys school properties, call student attention if the students are not listening, give a quiz if the students refuse to recite, talk to the student after class if one is getting frequent absences, and call the student to r epeat his last word, if someone is day dreaming while discussion. The extent of the incidence of disruptive behaviors of the first college student s has no significant relationship to the teachers profile in terms of age, sex, civ il status, status of appointment, academic rank, and numbers of years in the service. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL CONCLUSION Based on the above findings the following conclusions are drawn. The respondents profile in terms of age, sex, civil status, status of appointment, academic rank, and numbers of years in the service is not significa ntly related to the extent of the incidence of disruptive behaviors of the first coll ege students. Disciplinary actions are instituted for conduct by the students in the class. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL The teachers of the first year college students are using diverse strategies in handling disruptive behaviors of the students inside the classroom. Recommendations Based on the findings and conclusions of the study, the researcher offers recommendations addressed to the school administrators and to the new entrants tertiary educators. 1. A seminar or a workshop on how to handle problem situation in the classroom, and
who among the personnel maybe consulted for some problem situations should be conducted as part of the orientation of the newly employed teachers. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 2. Guidance counselors should be invited to give a talk to beginning teachers on manifestations of behavioral problem among adolescent; and discuss possible strategies to employ in order not to aggravate the behavioral problem and what t ype of behavioral problems need to be referred to the guidance office. The guidance counselor should be consulted in the event that they cannot understand why their
students are behaving unsociably acceptable manner in the classroom. 3. Parents-teachers meeting should be regulatory conducted to discuss problem situations encountered by the teachers in their classes so that preventive strat egies are discussed together both by the parents and teachers. As such, even parents are involved in reinforcing the schools preventive strategies at home. 4. Teachers should discuss with their students their expectations on themselves and also to their teacher in their classes, hence, encouraging open lines of communicatio ns. LITERATURE CITED Books Brophy and Evertson. 2005. Classroom teaching skills. Boston. D.C. Heat and Company. Callahan, Joseph F. 1999. Teaching in the Middle and Secondary school. New York. McMillan Publishing Comapany. Evert, Joseph E. 2003. The excellent teacher. Tennessee. Joseph Evert Publishing
Company. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Gregorio, Herman C. 2000. Principles and Methods of teaching. Quezon City. R.P. Garcia Publishing Company. Gim and Michalis 2006. Teachers guide to classroom management. New York. The Concentrary Company. Good, Carter V. 2003. Dictionbary of education. . New York: McGraw-Hill Book Company Gibson, Janice. 2004. Psychology for classroom. New Jersey: Prentice hall Bustos, Alicia. 2009. Educational pschology. Quezon City: JMC Press Inc Glasser, William W. 2004. A new approach to psychology. N.Y. Harper and Row Publishing Inc Hallahan, Daniel P et. al. 2000. Managing classroom behaviour. Massachusetts: Allyn and Bacon. Keens, Melvin. 2000. Beginning Secondary School Teachers guide. N.Y. Harper and Row Publishing Inc. Marusette, Walter et al. 2001. Teachers guide to classroom management. New York: Random house. Meyers, Anthony. 2003. Discipline concepts in education. Boston: Daughters of Saint Paul Press. Mueller D. A. 2004. Teaching in secondary School. New York. The Concentrary Company. Robert, Louis D. 1999. Classroom discipline Management. Massachusetts: Allyn and Bacon. Robertson, et al. 2003. Classroom management for Elementary teacher. New Jersey: Prentice hall Sophier, John et al.2007. The skilful teacher. Massachusettes. Search for Better
Teaching, Inc. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Wilson, John C. 2007x. Strategies for effective teaching students. Boston: Harpe r Collins Publishers, Inc. Journals Brown .Jim et.at. 1999. School Dscipline. The Educational Digest, December 2001 Bustos, Norman. 2006. Maintaining discipline through conduct management. Phoenix Education, January 1999 Cagnaan, Emilla M. Discpline as end and as means. The Modern Teacher, January 1991. Ebreo, Ben M. Four students face Arson Raps. Philippine Daily Inquirer, December 1998 Mc Kenney. Daisy E. Behavior in the classroom. The Modern Teacher, July 1992 Tumlak, Ricardo C. Minimizing Cheating in school. Phoenix Educators Journal, March 2008 Unpublished thesis Bugay, Efrosenia. 2001. Study of juvenile delinquency in Bario Obrero, Tondo Manila. Unpublished Masters Thesis. University of Manila, Manila. Dunuan, Nelin W.2000. Behavioral problem of students in Bugias-Loo-Industrial School. Unpublished Masters Thesis. Baguio Central University, Baguio City. Nacated, Gregorio. 2006. Behavioral Problem of Student of Tadian School Arts CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL and Trade. Unpublished Masters Thesis. Baguio Central University, Baguio City. Pacheco, Florence. 1999. The behaviour problems of High School students in Baguio Central University. Unpublished Masters Thesis. Baguio Central University, Baguio City. Internet http://www/pacificnet.net/`mandel/classroom management.html http://www.bsu.edu /web/mboram/portfolio/classroomplan.html http:/www.calstatela.edu./faculty/jshindl/cm/caroldunnCMP.html http:/www.virtual.sal.com Appendix Questionnaires Part I: Personal Profile Direction: Please answer all the items below by simply checking the appropriate box that corresponds to your honest answer or supply the needed information called f or. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1. Age as of last birthday: _______________ 2. Sex ( ) Male ( ) Female 3. Civil Status ( ) single ( ) married 4. Status of Appointment ( ) Regular ( ) Lecturer/Part Time 5. Academic Rank ( ) Lecturer/ part time ( ) Instructor ( ) Assistant Professor ( ) Associate Professor ( ) Professor 6. Educational Attainment ( ) Doctoral Degree ( ) Masteral Degree ( ) Bachelors Degree 7. Years in Service:__________________ ( ) 1-9 years ( ) 10 19 years ( ) 20-29 years ( ) 30 - above Part III: The extent of the disruptive behavior Below are some of the disruptive behaviors of the students. Please answer the following as sincerely as you can. Your answer shall not be in any way taken aga inst you. Please indicate the extent of the problem by putting a check mark on the appropriate column. 5- Always CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 4- Often 3- Sometimes 2- Seldom 1- Never 5 4 3 2 1 Tardiness Cheating Eating during class discussions Talking during class discussion Giggling Drawing caricature during classes Reading comics Passing letter to another Leaving the room without permission Stealing Rudeness or impoliteness Drowsiness Destroying school properties Inattentiveness Refusing to recite Frequent absences Day dreaming Part IV: Strategies used by the Teachers Below are the strategies which you may have employed when you encountered problem on the disruptive behaviors of the first year college students in your c lasses. Please rank them from the best strategy to the least strategy that is being expe rienced by you inside the classroom. Make sure that the strategy you numbered as one will b e the best strategy. Please answer the following as sincere as you are. Problems Rank Strategies Tardiness . Send the student to the deans office. . Ask for an explanation then give warning. lxviii CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL . Punished latecomers. . Others, please specify Cheating . Give failing grades. . Mark paper with cheating. . Confiscate the paper. . Mark name in the record. . Others, please specify Eating during class discussion . Send student out. . Scold. . Remind the student of the no eating rule . Tell the student to keep the food. . Others, please specify Talking during class discussion . Stop the lecture and scold. . Rearrange seating arrangement . Call to recite . Others, please specify Giggling . Ask the student to stand in front. . Scold. . Stop the lesson. . Ask for an explanation of the lesson. . Others, please specify Drawing caricature during classes . Ask the student to draw on the board. . Confiscate caricature. . Punish. . Scold. . Others, please specify Reading: comics and other materials . Tear the material in front of the class. . Confiscate. . Make the student to seat in front. . Scold. . Others please specify. Passing letter to another . Make student to read the notes in front. . Scold. . Confiscate. . Teacher reads the notes aloud. . Others, please specify. Leaving the room without . Threaten not to permit student to go out CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL permission again. . Send the student to the office. . Write the parents. . Ignore the matter. . Others, please specify. Stealing . Reprimand. . Send the student to the office. . Advise the student to return. . Ignore the matter. . Others, please specify Rudeness/ impoliteness . Shout at student. . Give a lecture on courtesy. . Tell student to ask for apology. . Ignore the matter. . Others, please specify Drowsiness . Give a set of exercise. . Give jokes. . Raise voice. . Ignore the matter. . Others, please specify Destroying school properties . Give a lecture on respect to others property. . Ask the student to repair the damage done. . Scold. . Ignore the matter. . Others, please specify Inattentiveness . Call students attention. . Make the student to repeat the lesson. . Get irritated. . Ignore the matter. . Others, please specify Refusing to recite . Give a quiz. . Scold. . Give a study period. . Lecture the student on the importance of CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL cooperation. . Others, please specify Frequent absences . Require an admission slip. . Talk to the student after class . Warn on the possibility of failure. . Others, please specify Day dreaming . Scold the student. . Call the student to repeat his last word. . Ignore the matter. Letter Request to the Campus Executive Officer Republic of the Philippines Cagayan State University Sanchez Mira, Cagayan December 8, 2010 Dr. Lina M. Garan Campus Executive Officer Sanchez Mira, Cagayan Madam: I, Clarence V. Agpuldo, am conducting a research study titled, Teachers Strategies in Dealing with Students Disruptive Behaviors. in partial fulfillment of the requirements for the degree Master of Arts in Educational Management. In this regard, may I be granted permission from your good office to administer the prepared questionnaire and gather data from the teachers who are teaching the first year level? I know that you share with me the enthusiasm and interest in helping promote the cause of my research and knowledge. Any assistance given to me shall be highly appreciated. Very truly yours, CLARENCE V. AGPULDO Researcher Noted: SHELLA B. CACATIAN, Ph.D. CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Adviser NARCITA B. OUANO, Ph.D Dean, College of Teacher Education Approved: LINA M. GARAN, DPA Campus execurive Officer Letter-Request to the College Deans Republic of the Philippines Cagayan State University Sanchez Mira, Cagayan December 8, 2010 Dr. NARCITAS B. OUANO Campus Dean, College of Education Cagayan State University Sanchez Mira, Cagayan Madam: I, Clarence V. Agpuldo, am conducting a research study entitled, Teachers Strategies in Dealing with Students Disruptive Behaviors. in partial fulfillment of the requirements for the degree Master of Arts in Educational Management. In this regard, may I be granted permission from your good office to administer the prepared set of questionnaire and gather data from the teachers w ho are teaching the first year level? I know that you share with me the enthusiasm and interest in helping promote the cause of my research and knowledge. Any assistance given to me shall be highly appreciated. Very truly yours, CLARENCE V. AGPULDO CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Researcher Noted: SHELLA B. CACATIAN, Ph.D. Adviser Approved: NARCITA B. OUANO, Ph.D Dean, College of Teacher Education Letter- Request to the Respondents Republic of the Philippines Cagayan State University Sanchez Mira, Cagayan December 8, 2010 Dear respondents: I, Clarence V. Agpuldo, am conducting a research study entitled, Teachers Strategies in Dealing with Students Disruptive Behaviors. in partial fulfillment of the requirements for the degree Master of Arts in Educational Management. I am earnestly soliciting your cooperation in filling up the questionnaires. Rest assured that all your answers will be treated confidentially. Thank you very much. CALRENCE V. AGPULDO lxxiii lxxiv CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Researcher CURRICULUM VITAE Name: CLARENCE V. AGPULDO Civil Status: Single Sex: Male Birth Date: July 5, 1985 Birth Place: Dona Loreta, Pudtol, Apayao Schools Attended: Elementary: Capannikian Elementary School Pudtol, Apayo Secondary: Santo Rosario High School Pudtol, Apayo Tertiary: Saint Luis University Baguio City CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL Graduate: Cagayan State University Sanchez, Mira Teaching Experiences: Santo Rosario High School, Pudtol, Apayao June 2007- May 2008 Cagayan State University, Sanchez mira June 2008-present