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 are 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;

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2 thoughts on “Thesis / Dissertation of Disruptive Behavior of Children – Scope and Delimitation

  1. 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.

    MAM ANO PO IBIG SABIHIN NITO?

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    • Dear Zik,

      This meant that the profile of Grade 4 & 5, such as age, their family background, gender and etc. caused them to have a disruptive behavior can’t be concluded that those mentioned profile were the real causes unless they were statistically treated. So, while you are still on your way of studying or researching, it is still presume that the those profile mentioned didn’t have any relation to the disruptive behavior even we had already observed that it might be the caused. So, for the meantime while you are still your way of researching presumed by saying: “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.” Then this will might be concluded or can’t concluded unless after your survey by introducing statistical treatment by your statistician. Your statistician will answer this and you can now have some analysis in Chapter 4 and made some conclusion in your chapter 5.

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