Republic of the Philippines

QUIRINO STATE UNIVERSITY-MAIN CAMPUS

Diffun, Quirino

COLLEGE OF TEACHER EDUCATION

A Case Study Report on

STUDENT’S BEHAVIORAL PROBLEM

Presented to the Chairperson and Faculty Members of the College of

Teacher Education

In Partial Fulfillment of the Requirements in

Presented by:

Meriales, Charlie

Jose, Alpha D.

Sardan, Cherilyn O.

December 2018
TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET

CHAPTER I. STATEMENT OF THE PROBLEM

CHAPTER II OBJECTIVE OF THE CASE STUDY

A. General Objective
B. Specific Objectives

CHAPTER III SOCIO DEMOGRAPHIC PROFILE

A. Child’s Personal Information

B. Family Socio-Economic Background

CHAPTER IV TREATMENT PLAN

CHAPTER V EVALUATION AND RECOMMENDATION

A. EVALUATION
B. RECOMMENDATION
 Chapter I

STATEMENT OF THE PROBLEM

Based from our experience during our teaching at Saint Mark’s School,
we had observed different students behavioural problems. One of the
children caught our attention during our first week of teaching.
Investigating further revealed the following problems:

1. He is always late in coming to school.

2. He cannot construct his own sentences.
3. He is good in arts and dancing but not in reading and spelling
words.
 Chapter II

OBJECTIVE OF THE CASE STUDY

A. General Objective:
This case study generally aims to improve the child’s learning
skills and address its behavioural problem.

B. Specific Objectives:
Specifically, this study aims to:
1. Encourage the child in coming to school early.
2. Improve the child’s ability to construct sentences.
3. Assist the child to develop and improve his reading and spelling
skills.
 Chapter III

Socio-Demographic Profile

A. Child’ Personal Information

a.1 Name : Mark Terrence T. Ordinario

a.2 Age :9

a.3 Birth Date : September 6, 2009

a. 4 Birth Place : Barangay San Marcos,

Cabarroguis Quirino

a.5 Sex : Male

a.6 Address : Barangay, Gundaway, Cabarroguis

Quirino

a.7. Parents’ Ethnic Affiliation

Mother : Ilocano, Visaya

Father : Ilocano

a.8 Religion : Roman Catholic

a.9 Height : 4”

a.10 Weight : 30 kg

a.11 Nutritional Status : The child’s height and weight is

normal for

his age based from the Child

Growth

Standards Table (2008) by National

 Nutrition Council and Department
of Health.

B. Family Composition

Relationship Educational
NAME Age to Attainment Occupation
the Child

Betty M. 58 Grandmother College Midwife

Tamondong y/o Graduate
Wilfredo G. 58 Grandfather College Security
Tamondong y/o Graduate Guard
Rychelle Ann T. 14 Older sister Student
Ordinario
 Chapter IV

Background Information

A. Child

a.2 Current Function

Mark Terrence is a 9 year old boy and currently in 4th grade school
who loves Mathematics subject. He is good in arts such as drawings and
blending colors. He is also good in dancing. Terrence has a good sense of
humour and likes to mingle with his classmates in school. He can write
letters and group of words but he doesn’t know how to recognize such
words. Most of his writings is simple sentences and with a great deal of
grammatical errors and a little detail. He also struggles in spelling even
in simple words. He only knows and understands Filipino words, phrases
and sentences. Terrence is highly verbal and speaks in sentence. He
experiences difficulties in reading. He even doesn’t know how to read
basic sight words. As verbalize by Ma’am Rizalina Pablo, his English
teacher “ Mabait na bata si Terrence, masunurin siyang bata kung ano
ipagawa mo sa kanya kahit utusan mo yan na maglinis gagawin niya.
Wala namang problema sa ugali nya. Ang tanging problema lang sa
kanya yoong hindi siya nakakabasa mapa- Filipino man lalo na ang
English words”. Ma’am Rizalina also added that he doesn’t want to
answer his quizzes especially if it is in the form of dictation and in
examination when there is an essay type of test, he always leave his
answer blank. He can express his answer in verbal but he can hardly
express his thoughts or insights through writing it.

“Wala na kasi ung mama nya mula nung bata pa sya at kami nalang
ng lolo nya ang nag aalaga sa kanilang magkapatid. Hindi ko naman siya
natututukan at natuturuan pag gabi at night ship ako sa trabaho ko at
kinaumagahan nalang ako nakakauwi ng bahay, saka nalang din siya
nakakapagprepare ng school niya pag nakakauwi ako, minsan late din
ako dumadating kaya kapag ganun late din siyang pumapasok ng
school.” – Betty Tamondong (Grandmother)

“Binibilin ko din lagi ang ate nya na siya ang mag asikaso sa kanya at
tulungan sa mga assignments nya kaso dahil pareho silang nag aaral
busy din kasi ung isa kaya di nya natutulungan minsan. Medyo late din
silang bumangon sa umaga kaya pag dating ko sa bahay ako lahat nag
aasikaso sa kanila” - Mark Terrence Grandmother.

“ Mark Terrence is very eager to learn and actively participated in

activities when it comes to verbal and oral recitation. He is obedient in
writing when I require the class to copy their lesson on the board. He has
good values inside the classroom but the only problem to him is that he
refuse to answer such question especially in written works and
dictation, though he know the answer by himself but he can hardly write
his answer it is because he doesn’t know how to write his answer in
words. He also cannot read Filipino words.” – Ms Genevieve Salagma,
Filipino Teacher

“He is passive pupil. He cannot read and express his thought in

written works that’s why the only way I do to assess him is through
recitation. Every time I give written quiz in class, he always complains
that the activity is hard and he will not answer the activity anymore. He
is kind child and obedient when it comes on cleaning.” – Ms. Maria Farah
Pagaduan, EPP Teacher

“He cannot follow and cope up with the lesson because he doesn’t
know how to read basic English words and cannot comprehend most of
the words. He can write through copying but he can hardly write in his
own words. He only expresses his thought through verbal.” – Rizalina
Pablo, English Teacher

These are the reason why his reading ability is very low and always
late coming in school. In addition, he has a weak foundation when it
comes in reading words.

a.2 Present Environment

The client is located along the concrete road way to Zamora

Cabarroguis Quirino approximately 450 meters away from Saint Mark’s
School. This house is his grandfather’s house. They called is one as an
ancestral house. The house can be easily accessed by walking or riding a
tricycle. There were four of them living in their house. His family is
composed of him, his older sister, grandmother and grandfather.

Their house is semi concrete because there is a part of their house

that is composed of wood and plywood. Their house has two bedrooms, a
living room, and a kitchen that is located outside their house, a dining
area, a toilet and bathing area. Their cabinets are well organized as well
as their clothes. Kitchen wares are stored properly. All non-food products
such as pesticide are stored in locker. They cook their food using gas
stove. They fetch water from deep well 5 meters away from their house.
The water they get on the deep well is used only for bathing, washing
dishes, clothes and other cleaning need from the water tap. They refill
water from refilling station for their drinking water. They have enough
space for playground. Their ground is surrounded by flowering plants
and cacao.

B. FAMILY SOCIO-ECONOMIC BACKGROUND

The grandmother and grandfather named Betty and Wilfredo

were the one who upkeep the child. The mother of the child was
died in a car accident during her stay in abroad. Betty, the
grandmother, work as widwife at Quirino Provincial Medical
Center, Mangandingay Quirino with a salary monthly.
Wilfredo, the grandmother, work as security guard at
According to Mrs. Betty, their income is enough to support
and supplement their family needs especially to the needs of the
child in school and other household expenses.

Chapter V

TREATMENT PLAN

Objective Activity Responsib Time/Fra Expected

le Person me Output
1.Encourage the -Instruct the Guardian Daily -The child
child in coming to guardian to will be
school early. motivate him eager to
in waking up wake up
early in the early and
morning and independe
teach him ntly ready
himself in
going to
school
2.Improve the -Initiate Teacher Daily -The
child’s ability to activities that and student
construct are connected Guardian will be able
sentences. in grammar. to
-Have a one on construct
one lesson in his own
constructing sentences.
sentences.
3.Assist the child -Have an at Teacher Daily -The child
to develop his least 30 and will read
reading and minutes Guardian independe
spelling skills. remedial class ntly and
every develop his
afternoon to spelling
develop his skills.
reading and
spelling skills.
-Initiate
activities that
are connected
in reading and
spelling.
-A follow-up
must be done
every day in
their house.
 Chapter VI

EVALUATION AND RECOMMENDATION

A. Evaluation
.
Our experience as a teacher is very challenging yet
memorable and great experience to remember. Dealing with
different students every day is very challenging especially in
addressing the individual differences of the students. Different
activities and approaches are needed to cope with this kind of
students.
During our stay at Saint Mark’s School, we encountered
different types of students with different behavioural problems.
Our chosen student is Mark Terrence T. Ordinario a Grade-4 pupil.
He always comes to school late for a reason that he needs to wait
for his grandmother to come home from her duty as a midwife to
help him in preparing himself in going to school. He is already nine
years old but at that age he did not yet know how to read, spell
words and construct his own sentence compared to his
classmates. He always needs the guide of the teacher in doing his
activity and exams. The teacher needs to read the direction and
questions to him and explain it before he will answer.
Besides from having that behaviour he is good in arts and
dancing.
 B. Recommendation
Teaching is not an easy task. We were considered
super hero as we play a very big role in molding/ shaping
the young minds of our students and pupils. Teacher and
parent cooperation is needed in preparing them in the
future. In connection with that, we recommend the following
base on the study that we conducted.

For the Parents/Guardian:

 Motivate the child to come in school early.

 They must teach the pupil in preparing himself in going to school.
 They must exert effort in teaching him how to read.
 Provide him activities where he can develop his spelling ability.
 Spend more time in teaching the child or spend time for a follow-
up of their past lesson.

For the Teacher:

 Give reward when the child comes to school early.

 Assist the child in performing the activities.
 Providing the child a separate activity that is suit to his
understanding while conditioning his mind.
 Spend more time in teaching him how to read and spell words. A
remedial class can do.
 Assist the child in constructing sentence.