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Thesis / Dissertation of Disruptive Behavior of Children – Scope and Delimitation

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

Scope and Delimitation of the Study

The study focused on the extent of disruptive behavior which are – persistent tardiness and laziness, misbehavior, overt inattentiveness and aggressiveness affecting the school performance of Grade IV & V pupils in Cabanglasan district for the school year 2013-2014. The effects of school performance

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Operational Definition of Terms

1.       Disrupted Behavior – are behaviors that hamper the ability of instructors to teach and students to learn. (Antonya M. Gonzalez, Washington University St. Louis)

2.      Explosive Temper Tantrums – is an emotional outbreak, usually associated with children or those in emotional distress, that is typically characterized by stubbornness, crying,  screaming,   defiance, angry  ranting, a resistance to attempts at pacification and, at some cases, hitting.  Physical control may be lost, the person may be unable to remain still, and even if the “goal” of the person is met he or she may not be calmed. A tantrum may be expressed in a tirade: a protracted, angry, or disrupted speech.

3.      Stress – Problem, a form of DISTRESS (The New WEBSTER’S DICTIONARY of the English Language International Edition).

4.     Overt Inattentiveness – is a common attitude that exhibited by children during classroom instruction such as sleeping, throwing anything to their classmate or classmates, reading the paper in class and keep doing things such as scrabbling their bags and etc. and not listening while the instructors are explaining. (Elias, M.J., “Guidelines for Educators” 2004)

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5.     Misbehavior – is misconduct exhibited by pupils in the school such as naughtiness, interrupting someone while talking, not respecting the rights of other pupils (borrowing anything belong to anyone or to their classmates without proper permission) and or inappropriate demands for time and attention from their classmates or teachers. (Cindy Chung, 2002)

6.     Persistent tardiness and laziness – pupils who usually come to class late or arrived in the class not done as scheduled and did not make their assignments and if ever they did, they submitted it late and did not participate classroom activities.  (Salmon, Peter C., 2000)

7.     Aggressiveness – Aggressive behavior is behavior that causes physical or emotional harm to others, or threatens to. It can range from verbal abuse to the destruction of a victim’s personal property. Children with aggressive behavior tend to be irritable, impulsive, and restless.

Characterized  or tending toward unprovoked offensive, attacks, invasions or the like, militantly forward or menacing.dictionary.reference.com/browse/aggressiveness.

To continue click the following parts of Chapter 1:
Chapter 1 (Disruptive Behavior) –Introduction;
Chapter 1 (Disruptive Behavior) – Conceptual Framework;
Chapter 1 (Disruptive Behavior) – Schematic Diagram;
Chapter 1 (Disruptive Behavior) – Statement of the Problem;
Chapter 1 (Disruptive Behavior) – Null Hypothesis; 
Chapter 1 (Disruptive Behavior) – Significance of the Study
Chapter 1 (Disruptive Behavior) – Scope and Delimitation
Chapter 1 (Disruptive Behavior) – Operational Definitions of Terms

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Thesis / Dissertation of Disruptive Behavior of Children – Statement of the Problem

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

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Click here to guide you by Chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

Statement of the Problem

Disruptive Behavior disorders involve consistent patterns of behaviors that “break the rules”.   All young people break some rules, especially less important ones.  More serious op-positional behavior is a normal part of childhood for children two or three years old and for young teenagers (here includes the Grade IV and V pupils in Cabanglasan District).   At other times, when young people are routinely, very, very oppositional and defiant of authority, factors associating on it must be identified for the welfare of the child. (Mental Health Association of America – http://www.nmha.org./infoctr/ factsheets/7.cfm.

The main problem of this proposed study is to know the factors associated with disruptive behavior affecting the school performance of Grade IV & V pupils in Cabanglasan District.

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This study aims to answer the following sub problems:

1.         What is the demographic profile of the Grade IV and V in Cabanglasan District in terms of the following a) gender, b) age, c) educational attainment of the parents, d) family economic background e) number of children in the classroom

2.         What is the extent of factors associated with Disruptive behavior affecting the school performance among the Grade IV and V pupils?

3.         Which among the factors associated with disruptive behavior affecting most the school performance of the pupils.

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Null Hypothesis:

The following null-hypotheses were formulated to guide the study:

H01:   The disruptive behavior has no significant effect on the school performance of Grade IV & V pupils in District of Cabanglasan.

H02:  There is no significant difference on profile of the Grade IV and V in Cabanglasan District in terms of the following a) gender, b) age, c) educational attainment of the parents and d) family economic background e) number of children in the classroom.

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Significance of the Study

The findings of this study are expected to create awareness to the parents and to the teachers, school administrators and to the community that children having disruptive behavior at school will simultaneously creates effects on their school performance when taken for granted (Chris D. Erickson, Ph.D. and Monica M. Megivern, Ed.D )

The study will be conducted to find what are the factors associated with disruptive behavior exhibited by Grade IV & and V pupil in Cabanglasan District. To find it out, what are the factors associated with disruptive behavior that affects most the scholastic performance of Grade IV & V children in Cabanglasan District.

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The result of this study is beneficial to pupils, teachers, parents, administrator, researcher and other interested individuals because this can serve as empirical data where suggestion for improvements can be taken. The study would also benefit the pupils because it gives relevant information about the associated with disruptive behavior and considered as complex and troubling issue needs to be carefully understood by parents, teachers and other adults whom are responsible to address such problem.

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The study would also benefit the teachers for they could be informed about the factors associated with disruptive behavior, the effect to the school performance of their pupils, and the right moves to help them.

The study would also benefit the parents to enable them to realize their great role in molding their children’s’ performance and become useful citizen in the future.

The study would also benefit the administrators.    It could provide them information on the importance of knowing the factors associated with disruptive behavior and their responsibilities to improve the school facilities and the capabilities of the faculty to deal with pupils having this kind of behavior.

To continue click the following parts of Chapter 1:

Chapter 1 (Disruptive Behavior) –Introduction;

Chapter 1 (Disruptive Behavior) – Conceptual Framework;

Chapter 1 (Disruptive Behavior) – Schematic Diagram;

Chapter 1 (Disruptive Behavior) – Statement of the Problem;

Chapter 1 (Disruptive Behavior) – Null Hypothesis

Chapter 1 (Disruptive Behavior) – Significance of the Study;