Thesis / Dissertation of Disruptive Behavior of Children – Local Studies – Agressiveness

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

Local Studies

Aggressiveness

Republic Act No. 9344, (2006)- An act establishing a comprehensive juvenile justice and welfare system, creating the juvenile justice and welfare council under the Department of Justice, appropriating funds thereof and for other purposes.This Act shall be known as the “Juvenile Justice and Welfare Act of 2006.”It shall cover the different stages involving children at risk and children in conflict with the law from prevention to rehabilitation and reintegration.Conflict with the law exhibited disrupted behavior being impatience and aggressive.  Due to their impatience and aggressiveness, they able to harm oneself or others physically, that’s why this R.A no. 9344 was created for the children having this extreme disruptive behavior.

This act is related to the present study because it shows here that the governments of the Philippines are showing concern to the welfare of the children even to the children who are in conflict with the law.  The act relates to the children who are confused and need attention, care and understanding. It relates that education is a must to every Filipino children.   And if even a child shows some misbehavior, it could be mild or to the extent of violent, this republic act made clear that children has the rights to enjoy the privileges of prevention to rehabilitation   and reintegration.

The publications contains the full text of the Republic Act No. 9262 also known as the “Anti-Violence Against Women and their children (VAWC) Act of 2004.” – The  Republic Act No. 9262 is related to the present study for it pointed out on Anti-Violence Against Women and their children.  This relates to the children who are formidable (having disruptive behavior) and need enough attention, care love and understanding from parents,  teachers and people that surround them and the government as well.

Presidential Decree No. 603, December 10, 1974. The Child Youth Welfare Code. – Every child is endowed with the dignity and worth of a human being from the moment of his conception, as generally accepted in medical parlance, and has therefore, the right to be born well.Every child has the right to a wholesome family life that will provide him with love care and understanding, guidance and counseling, and moral and material security.

This decree is related to the present study for  the concern are children’s  rights and welfare.  In here, a child must have a family of his own who will nurture and give him a nice haven for his development.A family who have to lean on in times of confusion and trouble within and out of home. This present study will include to deal with the cause and effect of disrupted behavior at school that later to impart by the researcher to the teachers and parents of District of Cabanglasan.

Ramos, R. Ellen, Free Press, Resilient Classrooms (2005), stressed that Children with disruptive behavior disorders tend to struggle with interpersonal relations and might have excessive conflicts with family, friends and school staff.

A child having disrupted behavior usually have impaired socialization among his her co-pupil.  The child is often struggling to understand and to be understood by peers.  Peers too are struggling over this pupil because of her/his misbehavior.   Children having disrupted behavior are impatience that usually can’t wait and there has always the chances to interrupt someone near them.  They interrupt someone by not respecting the rights of other pupils to express their view points and inordinate or inappropriate demands for time and attention.

Tubigon, Ed. 2009, revealed that similarly, a child with a behavior disorder such as a learning disability, developmental delay or attention- problems may find it difficult to follow instructions, execute complex routines like getting dressed or wait for what they want.  Children who have a delay development can’t move and think as the way the normal children can do.  They were usually slow, acted late that makes the behind to the specific time required.

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification

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Thesis / Dissertation of Disruptive Behavior of Children – Local Studies – Economic Background & Justification

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

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Economic Background and Disruptive Behavior

Philippines Millennium Development Goals Progress Report  (2010) – This 2010 Philippines Millennium Development Goals Progress, is related to the present study for it pointed out on the education of children coupled with gender equality and lessen poverty.    Poverty effected too much the development of children with regards to their psychosocial and mental health.   When children are affected with hunger at home and or during school days, it affects to their behavior, it could make them irritable and might lead them to have a disruptive behavior at school.   During school hours, children are surely uncomfortable, listening all the stuff of lessons filed in a day with an empty stomach and can’t absorbed right away their subject matters specially when the nutrients requires to be maintained in their body were deficit.

Bucayong, E. 1997, said that his study showed that parents sometimes fall into the trap of trying to resolve problem behaviors by arguing with the child about them. Unfortunately, trying to reason with a small child about their behavior can result in parent and child becoming worked up, and may result in anger and resentment.

Justification

The literature of legal bases helped the researcher understand that the present study is a long thrust of the Philippine government. Ten years ago, the government thrust about children rights and protection were relied more through parents look out.   But today, government intensifies their  thrust for the children’s welfare and treatments with the cooperation of parents, teachers and an agency assigned by the government.

The related literature both foreign and local had also given the researcher ideas and insights useful in carrying out her research process concerning the factors associated with disruptive behavior.    Furthermore, these foreign and local studies provided the researcher an opportunity to compare her work with the existing work related to her study in order to strengthen or back-up her recent findings and make solid framework of her new discovery related to “disruptive behavior”.

Review of Related Literature and Studies in Chapter 2, click below:

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification

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Thesis / dissertation of TEENAGE PREGNANCY – Chapter 3

Chapter IChapter IIIChapter IVChapter V

CHAPTER III

Research Methodology

This chapter presents the research design, research locale, the respondents, sampling procedure, data gathering tools, the scoring procedure and the treatment data in the foregoing study.

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Research Design

Basically, this study employed a descriptive- qualitative research design. Certain questions were designed  to draw out responses on specific information regarding the future plans of the respondents despite the conditions that they are in.

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Research Locale

This study was be conducted at Maramag, Bukidnon. This municipality was be purposively chosen because of its accessibility to the researcher in gathering data for the reason that this municipality is developing and the researcher is concerned of the teenagers who get pregnant in the locality and are often the  topics of  the bystanders and acquaintances of the respondent who are affected with the sudden twist of their life situation.

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Respondents of the study

The respondents of this study were  be selected teenage students and out of school youth who got pregnant from the year 2009-2013 in Maramag, Bukidnon. They were chosen to provide vital information about the effects of teenage pregnancy to their educational development.  These respondents wereselected to generate information of the effects of teenage pregnancy and to

thefamily, community, peers and the church denomination where they are affiliated.

The respondents of the study are those whose ages range from  12 to 19 years old who got pregnant while still in school. Data about the respondents can be obtained from health centers, hospital, inquiries from friends and neighbors, co teachers and Municipal Social Welfare Development or (MSWD) office.

The local government has programs for the moral and economic development of the youth but still lacks implementation thus creating problems among teenagers.

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Sampling  Procedure

The method that was used in choosing the respondents was purposive sampling picking all the cases that meet the criterion.   The researcher will chose  purposive sampling, considering that the population of respondents is small and there are lots to consider on securing the respondents’ participation.   Furthermore, the victims might be ashamed to disclose their  experiences, some don’t want to refresh their  sad past chapter of their  lives, others have transferred to other place and there are still others that were  not be reached for comments.

All teenage students and out of school youth who got pregnant from the year 2009-2013 were involved and prioritized. The researcher  hoped to gather not less than 60  respondents all throughout the Municipality of Maramag, Bukidnon.

The Research Instrument

The researcher employed a self- made questionnaire to gather data of the present study Part I is the demographic profile of the respondents. This was included  their name, age, age when pregnant, name of school attended, educational attainment and the economic background of the respondents. The second part of the questionnaire deals with the causes of teenage pregnancy. Part III includes questions on educational development after pregnancy. And Part  IV is the questions on the future plans of the respondents.

Data Gathering Procedure

The researcher sought permission from the health centers in Maramag, Bukidnon to be given pertinent data of teenage  pregnancy cases for year 2009 to 2013. Further the office of the Municipal Social Welfare Development (MSWD) was requested to give information regarding cases of teenage pregnancy in the municipality.

Inquiries from barangay officials, friends, co-teachers, neighbors and relatives were also be considered in the possible search for respondents.

Once the researcher has identified a qualified respondent, she will personally approached  the target respondent and explain to her the study that the researcher is presently doing. The researcher also explained to her that her cooperation mean a lot for the success of the said study.

A researcher- made questionnaire was administered personally by the researcher.

Statistical Treatment

In the analysis of the data of the study, the researcher employed the following statistical tools.

Frequency and Percentage. This was  used to determine the demographic profile of the respondents in terms of age when pregnant, status, type of school attended and their economic background.

Average Weighted Mean. This was used to find out the extent  of Teenage pregnancy among the students and out of school youth in Maramag, Bukidnon.

The t-test was likewise  used to test the significant difference of the extent on the educational development of teenage pregnancy when grouped according to age, educational attainment, status, type of school attended and economic background of the respondents.

Step- Wise Regression Analysis. Was employed to analyze which among the major causes of teenage  pregnancy greatly affect the respondents educational development.

Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

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

IntroductionConceptual FrameworkSchematic DiagramStatement of the Problem; Null HypothesisSignificance of the StudyScope & Delimitation;

CHAPTER II – Review of Related Literature and Studies

This chapter presents the review of related literature which guided the researcher in the conduct of this study. The literature will be taken from the relevant materials to give the necessary background; insight and to supplement the ideas in the present investigation.

Foreign Studies

Range of Violent Behavior; Scott S; Knapp M; Henderson J;  Maughan B: Financial cost of social exclusion: follow up study of antisocial children into  adulthood.  BMJ   2010; Disruptive behavior were in the form of overt inattentiveness, misbehavior, tardiness and laziness at school.  There are also children and adolescents that had a wide range of behaviors: explosive temper tantrums, physical aggression, sleeping, reading of papers or any magazines or books not related to the subject matters that was taken on that specific time.

The above mentioned outward expressions of children having disruptive behavior are related to the present study because children who have this kind of character shown at school will disrupt not only the teachers but also the doer themselves and all the individual present in the room.

Mental Health Association America, 2005 NMHA is a national organization dedicated promoting mental health through education and advocacy. What can be done if a child shows disruptive behavior?

The goals of treatment typically focus on helping the child to: learn how to control his/her anger; express anger and frustrations in appropriate ways; be responsible for his/her actions; and accept consequences. In addition, family conflicts, school problems, and community issues must be addressed.

Barton, P.E.2009, reported from his study that each child arrives in the world with a particular profile of temperamental traits, for example, getting excited quickly compared with being really laid back , being very active and restless compared with being placid and relaxed, and seeking out stimulation compared with shrinking from stimulation. Different temperamental traits drive different kinds of behavior. For example a child who is easily excitable may have more temper outbursts than a child who is very placid.

Kim-Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton R: What are the “warning signs” for violent behavior in children?Kim Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton  R:  Prior juvenile diagnoses in adults with mental disorder: developmental follow-back of a prospective-longitudinal cohort.  Arch Gen Psychiatry   2005;

Children who have several risk factors  showed  the following behaviors should be carefully evaluated: intense anger, frequent loss of temper or blow-ups, extreme irritability, extreme impulsiveness, becoming easily frustrated.   Parents, teachers and institutions dealing with children such as school administrators will go hand in hand to understand and find ways to minimize such behavior.

Evidenced-based parent programs for reducing disruptive behavior in Children; Author: Ph.D. Candidate Gavita Oanalex, 2010 – The study is related to the study because it relates the cause and effect of disruptive behavior and it stressed that poor parenting practices are related to disruptive behaviors, while positive parenting practices are protective factors. Indeed, parents who engaged in more negative parenting practices, such as the use of harsh and inconsistent discipline, often report higher externalizing and internalizing problems in both children and adolescents.

(Burke et al., 2006; and Frick, 1994) has a study that children’s disruptive behavior has been linked with different aspects of parenting practices, such as monitoring, harassing and inconsistent discipline, etc. Wasserman et al., 2002, found out that punitive discipline of parents has been found to be a common risk factor for children with oppositional, aggressive, hyperactive, and internalizing behaviors.

           (Burke et al., 2002),has a study that physically aggressive punishment seems to be linked to child aggression, while low parental warmth/involvement was associated to oppositional child behavior.

Review of Related Literature and Studies in Chapter 2, click below:

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification