STUDENTS’ MISBEHAVIOR AND COPING MANAGEMENT OF THE

SECONDARY TEACHERS OF DOROLUMAN

A Thesis Outline
To be Presented to the Thesis Committee
Cotabato Foundation College of Science and Technology
Doroluman, Arakan, Cotabato

In Partial Fulfillment of the Requirements for the Degree

of Bachelor of Science in Agriculture
Major in
Agricultural Education

KIM KHO POGI

2O18

CHAPTER 1

INTRODUCTION
 Student misbehavior is a problem affecting schools across the nation and around

the world. Student conduct problems in the classroom not only interfere with teaching

and learning but are also thought to be a leading contributor to teacher stress and a

precursor to later school dropout. It is inevitable that all teachers will encounter some sort

of misbehaviors.

Baúar (1999) claims all sorts of behaviors that thwart education are called as

unwanted behaviors. Their damaging effects are layers by layers ranging from most

destructive to the least destructive ones. Misbehaviors in the class ruin the class

atmosphere, the teaching process and prevent both students and teachers from achieving

their aims and lead to the problems in time management. Misbehaviors in the class

threatens both teachers and students.

When students are disruptive and off-task, learning ceases. When students ignore

rules and challenge their teacher’s authority, learning again takes a backseat. When

students fight with one another and create a hostile environment filled with fear and

uneasiness, learning is the last thing on anyone’s mind (Sternberg & Williams, 2002).

In order to analyze students’ misbehaviors and their reasons, teachers first need to

understand the reason behind problem behaviors (Turanlı, 1999). Since misbehavior

causes loss of attention and interest, and even disturb the peace in the classroom, which

may hinder learning, it can be said that student misbehavior is an important topic to be

studied. Although some behaviors were labelled as “misbehavior” by certain

teachers, they were not considered as “misbehavior” by others. Because of this, teachers

were also asked to specify the behaviors which they regarded as misbehaviors.

The purpose of this study is to describe the misbehavior in classroom of CFCST

Secondary Laboratory School student in Doroluman, Arakan, North Cotabato. Students

and teachers are faced with different misbehavior in classroom that hindered the learnings

of every students. Henceforth, this is used as the basic for understanding what teachers

and
schools must do in order to help achieve their academic and personal goals.

Statement of the Problem

This study will be conducted to examine the conception of the junior secondary

students’ misbehavior in classroom, disruptive and unacceptable student’ problem

behaviors form teachers’ perspective. Specifically, it sought to answer the following

questions:

1. What are the most prevailing students’ misbehavior identified by the secondary

teachers of Barangay Doroluman?

2. What is the extent of students’ misbehavior base on the teachers experience?

3. What are the causes of students’ misbehavior?

4. What are the teachers’ intervention strategy on students’ misbehavior?

5. Is there any significant relationship between students’ misbehavior and teachers

intervention?

Significance of the Study

The study will focus on students’ misbehavior in classroom; based on teachers’

perception.

This will provide insights on the relevance of students’ misbehavior for a

particular school where this respondents live.

Scope and Delimitation of the Study

This study will be conducted to determine the students’ isbehavior in classroom;

based on teachers’ perception at CFCST Secondary Laboratory School for school year

2018-2019.

Operational Definition of Terms

 The following terms are operationally defined and used in the study:

CFCST. Cotabato Foundation College of Science and Technology

Secondary Schools. The Secondary Schools in Doroluman, arakan, Cotabato

where the study will be conducted.

Misbehavior. Bad, improper, or rude behavior of the students which are

undesiring in learning.

Conceptual Framework

The conceptual paradigm is presented in Figure 1 that illustrates the dependent

and independent variable in students’ misbehavior.

The Independent variables are the teachers’ perception. Also, shown in Figure 1

is the conceptual framework of the study wherein the double-headed arrows signify the

relationship between students’ misbehavior and teachers’ perception of junior high school

students.

Research Paradigm:

Independent Variables Dependent Variables

Causes of Misbehavior
 Coping Management of
the Teachers

Types of Misbehavior

Figure 1. The conceptual framework of the study, entitled “STUDENT’S

MISBEHAVIOR AND COPING MANAGEMENT OF THE SECONDARY
TEACHERS OF DOROLUMAN”

Null Hypothesis

There is no significant relationship between teaching environment and learning

rigors of junior high school students.