Possible Questions To Be Answered During Defend On Effects of Disruptive Behavior of Kids

Before the schedule of the defend of the thesis entitledFACTORS ASSOCIATED WITH DISRUPTIVE BEHAVIOR AFFECTING THE SCHOOL PERFORMANCE  OF GRADE IV & V PUPILS OF CABANGLASAN DISTRICT” the following questions were already answered for the presentation.

Why the Topic is Chosen for Study?

The researcher chosen this topic as her study because she is concern about the alarming disrupted behavior of Grade lV & V pupils in Cabanglasan District. The researcher wanted to know what are the disruptive behavior commonly exhibited by pupils and to know the effects of it  to the school performance of the concern pupils.

It was observed by the researcher  that not only theIt was observed by the researcher  that disruptive behavior will not only affects the pupils who did it but also all the individual found in the class. She also observed that her co-teachers were usually  complaining about the disruptive behavior that hampered their classroom instruction.   She did hoped that through her study, she able to know more about disruptive behavior and at the same time will guide her how to address the disruptive behavior of pupils in school.

Research Concept/Theory
Disruptive behavior of children is part of their growing up and describing disruptive behavior are varied.  Disruptive behavior may intensify from mild to severe; the behaviors may occur in only one setting or in many settings; or behaviors may be described as “normal” or “abnormal”, depending on the child’s developmental stage. (William H. Blahd, Jr., MD, . . .)

Grade IV and V pupils in Cabanglasan were observed exhibiting disruptive behavior by persistent tardiness, misbehavior, aggressiveness and  overt inattentiveness. These pupils who have these  kind of behavior must know or orient them how to deal with their environment well without displaying disrupted behavior. Expressing their anger and fear by disruption will affect not only their performance at school but all the individual found in the class.

Schematic Diagram:

Independent Variables                          Dependent Variables







The schematic diagram in Figure 1 shows the variables reflected in the first box. These are  independent variables that the Grade !V and Grade V pupils was exhibiting or displaying when having their disrupted behavior in the school and or during classroom instructions.  Particularly, pupils showed disruptive behavior by persistent tardiness and laziness, misbehavior, aggressiveness and overt inattentiveness.  In the 2nd box is the consequence of disruptive behavior and that is effect on school performance. This is the dependent variable. They usually have some failing grades on some subjects.
On the above performance of the child at school, usually teachers will be alarmed and they have no other recourse but the best they must do is to help the child is by informing the parents, telling them about the school performance of the child and the necessary moves to do for the welfare of the child.

Statement of the Research 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 oppositional 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.

This  study aims to answer  the following sub problems:
– How serious the factors was perceived  by the Grade IV & V pupils in Cabanglasan District to:  a)   large family size  b)  exposure to violence in media, TV, movies and etc.  c)   living in poverty   d)   combinations of stressful family socio economic   e)   not given good foster care  f)   raised in homes with mother who were abused  g) Physically, emotionally or sexually abused.

– What is the extent of  Disruptive behavior among the Grade IV & V pupils in the District of ‘Cabanglasan.

– What is the level of scholastic performance of the DisruptiveBehavior  of Grade IV & V pupils in the District of Cabanglasan.

– Is there a significant difference between the demographic profile with the economic background of Grade IV & V pupils in Cabanglasan District.
Research Design

Basically, this study will employ a descriptive- qualitative research design.   Certain questions will be designed to draw out responses from the respondents.  The descriptive study using survey was the main tool for gathering data. This was qualitative study where its main purpose is to determine the factors associated with disruptive behavior affecting the school performance  and that are, living in poverty, exposure to violence in media (TV, movies, etc.), use of drugs and/or alcohol, combination of stressful family socio-economic factors, not given good foster care, “physically, emotionally or sexually abused,” and raised in homes with mothers who were abused.

Data collection was taken from the respondents chosen by the use of purposive sampling, picking all the cases that meet the criterion Descriptive research describes and interprets what it was.   It was concerned with the conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.    It primarily draws attention to the present although it often considers past events and influences as they relate to current conditions.


CHAPTER IV on thesis entitled Disruptive Behavior of Kids / Children


CHAPTER IV – Presentation, Analysis and Interpretation of Data

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) no. Members in the family, e)family economic background f) number of children in the classroom

Table 1- Distribution of Respondents by Age

Frequency Percent
9 -10 16 37.20
11-up 27 62.80
Total 43 100

The distribution of respondents by age is summarized in Table 1.  The

respondents of this study were the Grade IV and Grade V pupils in Cabanglasan District and were chosen using purposive sampling.  Pupils who had met the criteria of having disruptive behaviour were qualified  and chosen as among of the respondents of this study.

Most of the respondents has an age of 11 years and above (27 out of 43 or 62.8%) This may be due to the fact that Cabanglasan District was such a rural place and people sending their children in school were financially unstable and they usually did not follow the age required by the Department of Education,  DEPED One of the main reason may be was that rural residents usually were log behind of one (1) or two (2) year/s sending their children in preschool due to the fact that their children were too young to travel by foot or by transportation from their  home to school due to distance.

Table 2Distribution of Respondents by Grade IV and Grade V

Frequency Percent
Grade Four 23 53.50
Grade Five 20 46.50
Total 43 100

Most of the respondents were coming from Grade IV pupils (23 out of 43 or 53.5%). This may be due to the fact that some of the pupils who were having  disruptive behavior usually have poor school performance that lead them lost interest and decided to stop schooling, and it was also presumed that some pupils in Grade IV were repeaters or returnees that made the Grade V pupils out numbered.

Table 3 Distribution of Respondents by Gender

Frequency Percent
Male 39 90.70
Female 4 9.30
Total 43 100

Table 3 shows that majority of the respondents were male pupils ( 39 out of 43 or 90.7% of the total respondents.   While there were only 4 female pupils or 9.3% of the total respondents.  This may be because in Filipino culture, disruptive behavior is not acceptable to the society.  The “aura” of being a ”Maria Clara” is still the model that Filipinos want  to see to women.  Filipino women were been trained by their mothers at home to be good housekeeper.   They were trained to move gracefully, to speak softly and or set properly.

Table 4 – Educational attainment of the father

Frequency Percent
Elementary 34 79.10
High School 7 16.30
College 2 4.70
Total 43 100

Table 4 presents the distribution of the respondents by educational attainment of the father.  It shows that most of the respondents’ fathers were elementary graduates/level (34 out of 43 or 79.1%).  Some were high school graduates (7 out of 43 or 16.3%) and the rest were college graduate (2 out of 43 or 4.7%).  It may be deduced that most of the parents are elementary graduates due to the fact that secondary education and the presence of different tertiary learning institution were situated only in Cabanglasan proper and some nearby towns and cities far from the town of Cabanglasan.  Considering that majority of the constituents in Cabanglasan District   were poor and to send them to school far from their home was far to reality for if parents were almost unable to support their children sending in the town of Cabanglasan, how much more to a place away from their town.

Table 5 -Educational attainment of the Mother

Frequency Percent
Elementary 27 62.80
High School 14 32.60
College 2 4.70
Total 43 100

The educational attainment of the respondents’ mothers, shows that

majority of them were elementary graduates which was ( 27 out of 43 or 62.8%).

It may be deduced that the respondents’ mothers have the same fate with their

father in relation to educational attainment.  It has been a culture among rural

populace that daughters were not necessary to attend high school with the

reason that women were destined only as “housekeeper” and they were not the

breadwinner of the family. Aside from that, daughters usually after graduation of elementary were left behind in the house to look for the younger siblings while the mothers were there together with the father doing farming on the field.

Table 6 Number of children in the family

Frequency Percent
1 1 2.30
2 -3 4 9.30
4-6 29 67.40
7- over 9 20.90
Total 43 100

Distribution of the respondents by number of children in the Family is summarized in the above table thus;

It can be gleaned that majority of the respondents came from 4 -6 number of children in the family (29 out of 43 or 67.40%). It can be deduced that children who belong to the large family, mothers couldn’t gave much attention to her children because of rearing the younger siblings. It can be considered too that attitudes of children usually affected and became disrupted when their basic needs were not met, when their mother can’t give well their love and affection among their children and some other reasons.

Table 7- Number of children in the class

Frequency Percent
20 – 40 27 62.80
41-50 13 30.20
51- up 3 7.00

Table 7 shows that most of the respondents has only 20-40 pupils in the class or  27 out of 43 or  62.80% of the total respondents. While there were only 3 or 7% which has 51-up pupils in the classroom. This implies that the number of pupils in the classroom does not affect the disruptive behaviour of the pupils.

Table 8Overall grades

Mean QD
Overall grades 78 Poor

Table 8 shows that majority of the respondents have an overall grades  of 78 as it was shown on its mean with a rating of poor. These may be deduced that respondents being identified by their teachers as children having disruptive behavior had their school performance affected with their behavior and made them having poor performance at school.

Table 9- Case that parent intervention is called

Frequency Percent
Yes 43 100

Table 9 shows that all of the respondents’ teachers has called for “parent intervention” of having a frequency of 43 out of 43 respondents or a 100% case.The teachers found that disruptive behavior of their pupils were already beyond their control and “parents intervention “  was the only  recourse to help those children.  It can be deduced that “parents intervention”  is very necessary for their child’s school performance. They must also intervene because the quality of the classroom instruction is also affected and all the pupils in the classroom will be deprived of the kind of education that they must have.

Table10Number of Times that Parent intervention is called

Frequency Percent
One 16 37.20
Two or more 27 62.80
Total 43 100

It was shown in Table 10 that parents intervention was called only once among the 16 out of 43 or 37.20% respondents. Majority of the respondents has  two (2) or more cases as (27 out of 43 or 62.80%).

Table 11 Economic Background

Frequency Percent
Poor or the Family is among the member of “Pantawid Pamilyang Pilipino Program” 31 72.10
Average 12 27.90
Total 43 100

The table shows that majority of the respondents were poor and their families were recipients of “Pantawid Pamilyang Pilipino Program” (4Ps).

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

Table 12Overt Inattentiveness

Statement Mean QD
1.    The pupil is usually observed glancing elsewhere while I am explaining.( 4.26 HDB
2.    The pupil can’t wait the recess time for him/ her to eat the snack. 4.02 DB
3.    The pupil is caught chewing bubble gums or sweets during class hours. 3.72 DB
4.    The pupil was   yawning or sleeping, which her/his classmates make jokes to wake her/him up 4.02 DB
5.    When this pupil is ask to read notebooks or books, he was not doing it, instead reading not relevant to the topic. 4.07 DB
6.    The pupil was caught operating electronic devices such as cellphones, Sports, PDA’S, MP3 player, Gameboys, laptops and etc. while the class is going on.( explain as lowest result) 2.26 LDB
7.   The pupil needs to call his/her attention now and then to listen my explanation..(explain the highest result) 4.26 HDB
8. The pupil always can’t answer instant questions after my explanations related to subject matters. 4.00 DB
Mean of Overt Inattentiveness 3.83 DB


Scale Range Interval Qualitative Description
5 4:21-5:00 Highly Disruptive Behavior (HDB)
4 3:41-4:20 Disruptive Behavior (DB)
3 2:61-3:40 Moderately Disruptive Behavior (MDB)
2 1:81-2:60 Less Disruptive Behavior (LDB)
1 1:00-1:80 Never Occurred (NO)

The overt inattentiveness of grade four and five pupils was summarized in Table 12. www.christchurchpsychology.co.nz 5/6/2003 Page 2 of 3 stressed that middle childhood such as primary pupils exhibited a disruptive behavior within normal range of inattentiveness such as may not persist very long with a task to do, such as reading an assigned book or homework, or a task that requires concentration, such as cleaning something. Children and adolescents may be easily distracted from tasks that they do not want to perform.

Behavior signaling an inattention problem: At times the child misses some instructions and explanations in school, begins a number of activities without completing them, has some difficulties completing games with other children or grownups, becomes distracted, and tends to give up easily. The child may not complete or succeed at new activities, has some social deficiency, and does not pick up subtle social cues from others.

Behavior signaling the possible presence of ADHD, predominantly inattentive type: The child has significant school and social problems, often shifts activities, does not complete tasks, is messy, and is careless about school work. The child may start tasks prematurely and without appropriate review as if he were not listening, has difficulty organizing tasks, dislikes activities that require close concentration, is easily distracted, and is often forgetful.

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 them behind to the specific time required.

Elias, M.J., “Guidelines for Educators” 2004, said that a certain study showed  that all parents had experienced parenting their own children. In addition, knowledge about what can be expected from children at different developmental stages and knowledge about the principles of behavior change contribute strongly to parenting styles.  Two parents may have similar ideas about parenting or may be diametrically opposed in their beliefs and practices. Parenting styles may decrease, maintain or inadvertently increase disruptive behavior in children.  And he stressed in his article that many children with disruptive behavior meet criteria for attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and/or havoc morbid mood and anxiety disorders; they might also have language and/or learning disorders.  The common overt inattentiveness in school classroom exhibited by children is sleeping, reading the paper in class and keep doing things such as scrabbling their bags and etc. and not listening while the instructors are explaining.

Table 12 shows that the grade four and five pupils were having a highly disruptive behavior when their teachers were explaining, they keep glancing elsewhere ( X=4.26).  So it needs for their teachers to call their attention now and then to listen to their teachers’  explanation (X=4.26).  This can be deduced due to the fact that pupil was not interested to listen the lesson, instead the mind was preoccupied with lots of things.   While it shows also that the grade IV and V pupils were not fond  on operating electronic devices such as cellphones, Sports, PDA’S, MP3 player, Gameboys, laptops and etc. while the class is going on (X= 2.26),  that made less disruptive during classroom instruction.  This may be because in rural areas, operating devices similar to those cellphones and laptops were not common to pupils considering that majority of them came from poor families and can’t afford to provide such kind of devices.  The teacher observed that there was only a disruptive behavior when pupil was asked to read notebooks or books, the pupil not doing it, instead read irrelevant to the subject matters X=4.07.This is because the pupil has a predominantly inattentive type, the child has significant school and social problems, often shifts activities, does not complete tasks, is messy, and is careless about schoolwork. Disruptive behavior  was exhibited in the class every time the teacher stopped the pupil eating snacks while the class was going on and reminded to eat it during recess time (X=4.02). Another disruptive behavior was the teacher gave enough more effort to catch the attention of the pupil to be interested of the subject matters not to be sleepy/sleeping or be yawning during class instruction (X=4.02).  When the pupil was glancing anywhere, sleepy, eating, chewing gums and some other acts and not absorbing the lesson while the teacher   was explaining, usually the pupil could not answer instant questions after the teachers’ explanations(X=4.00) and that shows again a disruptive behavior.


Table 13 Aggressiveness

Statement Mean QD
1.   The pupil is often silent but when got irritated, he/she talks loud accusing his opponent. 4.19 DB
2.   The pupil is often talkative and when got irritated, talks loud and aggressive..(explain the highest result) 4.42 HDB
3.    The pupil was often threats to harm oneself or others when got angry  .(explain the highest result) 4.30 HDB
4.    The pupil assaults someone by grabbing the t-shirt or belongings of his opponent. 3.58 DB
5.    The pupil will throw stones or threat to throw stones to relive his emotions. 3.51 DB
6.    The pupil often used derogatory language or blaspheme words to his opponent. 4.02 DB
7.    Even the child is playing or just talking to her/his classmates, he/she uttered bad words. 4.09 DB
8.    The pupil is inconsiderate to his/her friends or to his classmates. 4.12 DB
9. The pupil can’t be pacified in spite of the effort exerted to calm her/him. 3.93 DB
4.02 DB


Scale Range Interval Qualitative Description
5 4:21-5:00 Highly Disruptive Behavior (HDB)
4 3:41-4:20 Disruptive Behavior (DB)
3 2:61-3:40 Moderately Disruptive Behavior (MDB)
2 1:81-2:60 Less Disruptive Behavior (LDB)
1 1:00-1:80 Never Occurred (NO)

The overt inattentiveness of grade four and five pupils was summarized in Table 13. Aggressive children worry their parents and teachers. They disrupt lessons in school and hurt, intimidate and frighten other children. They may be argumentative and verbally aggressive. Aggressive behavior children may also have difficulty controlling their temper and are easily upset and annoyed by others. They are often defiant and may appear angry and resentful.

Unless we intervene to help these children, they are at risk of developing serious behavior disorders like Oppositional Defiant Disorder or Conduct Disorder. As their problems increase, their aggressive behaviors threaten the safety of other children. When the problems of aggressive behavior children escalate to this level, some are expelled or suspended from school. The protection of the other children and their teachers is the prime concern when this occurs. Other children exhibit aggressive behavior that are less extreme or problematic, but worrisome nonetheless. They may slap or poke other children or pinch them.

Some children throw small objects or bang and break things when they are angry and upset. Others have temper tantrums and kick or scream.

Some children are verbally aggressive. They call other children names, they threaten and tease them or they use emotional control to victimize and push other children around. They might ostracize them and spread rumors about them.

Regardless of the level of aggression, it is important to intervene early to help aggressive behavior children. Aggressive children need to learn how to controltheir behaviors and manage anger and conflict without resorting to aggression.

We need to teach them alternative ways to solve problems. Table 14 shows that  there was a high disruptive behavior among grade 4 and 5  pupils by often talking loud and acted very emotional especially when got irritated (X=4.42). They often threats to harm oneself or others especially when got angry (X=4.30).May be because there were underlying stresses and anxieties especially that these children were majority came from poor and large family as indicated in table 12 and table 6 respectively.May be because of poverty, the  child has limited experience with role models (e.g. peers, family members, TV. & computer games) who value and provide examples of non-aggressive behaviors. Instead it was common in Barangays of Districts of Cabanglasan to be observed that adults were drinking too much liquors and got drunk, talked loud, walking staggering  and if happened to meet someone or anyone along their way usually they threatened to do harm,even made moves to do harm and or made themselves harm each other. Children sometimes were running away from the drunk person who threat them, and there at the distant they were laughing and made jokes to the drunk man which was not a good example to children.

Table 14  Persistent Tardiness & Laziness

Statement Mean QD
1.    The pupil came to class late where everyone in the class will turn their heads for his/her entrance. 4.26 HDB
2.    The pupil usually did not make assignments at home. 4.51 HDB
3.    The pupil passed her/his assignments/projects late. 4.53 HDB
4.    The pupil will submit only her/his assignments when kept reminded or else never submit anymore. 4.42 HDB
5.    When I asked the pupil why not able to pass his/her assignments or projects, he/she just keep silent or answering me that he forgot or some other reasons. 4.60 HDB
6.   The pupil sometimes caught sleeping. 3.95 DB
7.   The pupil will ask permission to go home early or just leave early without asking permission. 3.95 DB
Mean of Persistent Tardiness & Laziness 4.32 HDB


Scale Range Interval Qualitative Description
5 4:21-5:00 Highly Disruptive Behavior (HDB)
4 3:41-4:20 Disruptive Behavior (DB)
3 2:61-3:40 Moderately Disruptive Behavior (MDB)
2 1:81-2:60 Less Disruptive Behavior (LDB)
1 1:00-1:80 Never Occurred (NO)

The persistent Tardiness and Laziness of grade four and five pupils were summarized in Table 14.  The social experience has a powerful impact on a child’s feelings about school and his ability to be academically successful. When a child continuously shows up late to class, other students are distracted.

Attention is drawn away from the teacher or assignment and toward the child who has just arrived. Over time, classmates may begin to criticize this child, affecting how he feels about himself in school. During adolescence, children are especially conscious of fitting in and being accepted by peers. If child is repeatedly tardy, may become a target or outcast over time, and negative peer interactions can hurt his ability to concentrate on learning. According to the Encyclopedia of Children’s Health, children with steady friendships throughoutthe school year enjoy school more, and children who can make new friends tend to perform better academically.

Low Achievement – “Perform Well”, a non profit policy research and educational organization, reports that frequent tardiness is associated with lower grades and lower scores on standardized tests. It is also linked to low graduation rates. In addition, students who are routinely late at the elementary and middle school levels are more likely to fail in high school — or even drop out. In many classrooms, particularly at the elementary level, morning routines are critical todaily lessons. Warm-up activities may introduce topics that will be learned later in the day, or review work offers students an opportunity to review previously learned skills.

Responsibility – Part of child’s education is learning to be responsible. The school

experience teaches children how to meet expectations. They learn to follow schedules, obey rules, complete assignments and keep track of their materials.

Learning responsibility in school is a precursor to functioning in the working world, as noted by William Kirby in his 2010 Dayton Daily News article “School Attendance Tied to Academic Success.” Attendance is one of the ways children show they can meet their obligations. In many cases, a child’s attendance depends on parents’ ability to help the child be on time. Parents can teach their kids organizational techniques that will help them get out of the house faster,such as packing their bags and laying out their clothes the night before school. But parents who drive their children must also remember to be punctual and responsible. After all, the primary model werethe parents to their children.

Self-Confidence – The child may feel that a failure in everything and that being lazy eliminates the risk of further failure. Primary Needs Being Revealed that causes the child of being Lazy were Hunger and escape of pain; such that in hunger, the physical needs of this child may be contributing to the problem. Hunger and thirst will probably worsen this child’s behavior. While escape in pain made the child lazy is a way to escape pain of family or school problems. Secondary Needs Being Revealed were gregariousness, status and power; in gregariousness made the child’s exclusion from social groups could be a reason for laziness, power – this child may feel that being lazy is a form of power over adults. The power need should be met through achievement and status by making the child feel that he or she is a worthwhile person in the eyes of peers and adults.

Table 14 shows that there has a highly disruptive behavior when thepupil was asked  why not able to pass his/her assignments or projects, the pupil usually keep silent or answering the teachers that he forgot or some other reasons (X=4.60). Here again,  there has a highly disruptive behaviour when the pupil has also passed the assignments or his projects it was then late (X=4.53). May be because the pupil was late of submitting for the fact that he did his assignmentsupon arriving at  school and lazy enough to make assignments at home (X=4.51) which made him again having a highly disrupted behaviour on submitting his assignments only when reminded and or never submit anymore (X=4.42). The overall mean of Persistent Tardiness and Laziness on pupils of grade 4 and 5 pupils were highly disrupted behavior (X=4.32) for the fact that all the grounds that a child would be become lazy and usually prone to tardiness were there present to child’s environment and existence.   This can be deduced for the fact that the educational attainments of parents were majority elementary graduates as shown in table 4 and 5.  Children couldn’t make their assignments at home for parents were unable to assist them because of limited knowledge especially to the new curriculum that being introduced by the Dep-Ed.  Aside from limited knowledge of parents, majority of the children were came from large family where their parents would be busy on earning a living to feed and to make both ends meet and the mothers too were busy rearing the younger siblings and no enough time for elder children.  They had no other time anymore for the assignments and extracurricular activities of children at school. The children that have highly disruptive behavior on Tardiness and Laziness has poor performance at school as it shows in table 8 which has an overall mean of 78 and having a “poor” rating.

Tabel 15 Misbehavior

Statement Mean QD
1.   The pupils talks while I am talking or instructing other pupil. 4.37 HDB
2.   The pupil raises questions or calls my attention which interfere my presentation. 3.81 DB
3.   The pupil often creates excessive noise with papers, books, bags, that often catches the attention of everybody. 4.16 DB
4.    During group activities, the pupil is participating but usually encountered arguments of his her group mates. 4.21 HDB
5.    The pupil borrowed things of her his classmates without asking proper permission. 4.00 DB
6.    The pupil is using is her/his classmates and misplaced or loss it. 3.88 DB
7.    The pupil ignores my direct and indirect instruction such as “Don’t drag your chairs please”, or “Please go out the room after the other”. 4.12 DB
8.    The pupil often his/her classmates are complaining about him. 4.33 HDB
9. When I requested the class to do something, he moves so quickly or abruptly that makes some in the class uncomfortable of his/her abrupt moves. 4.40 HDB
10.    When I asked the pupil with regards to his subject matters I have just explained he/ she just remain silent or answered me out of topic that made the class amused and or sometimes wonder. 4.33 HDB
11.    The pupil made jokes out of the silence just like during examinations when everyone was concentrating. 4.09 DB
12.   The pupil was doing the ringing of cellphones during class hours. 2.98 MDB
13.   The pupil put his bags or books on her chairs coupled with pressure to create sounds or uncontrollable noise. 3.98 DB
14.     The entrance of this pupil in the room usually the sites of his classmates due to the noise of his/her shoes and others. 3.84 DB
15.    When I leave the class for a while, I returned that she/he is there running around and or other acts that disturbed his/her classmates. 4.47 HDB
16.   When I give instruction, just like saying “Class, please keep quiet” the pupil answered back that made all his/her classmates laughed or wonder. 4.12 DB
17.  The pupil usually talks louder to be heard by everybody. 4.47 HDB
Mean of Misbehavior 4.09 DB


Scale Range Interval Qualitative Description
5 4:21-5:00 Highly Disruptive Behavior (HDB)
4 3:41-4:20 Disruptive Behavior (DB)
3 2:61-3:40 Moderately Disruptive Behavior (MDB)
2 1:81-2:60 Less Disruptive Behavior (LDB)
1 1:00-1:80 Never Occurred (NO)

Misbehaviorof children in Cabanglasan District causes disturbances in the classroom and makes it difficult for children to enjoy the educational process. Dr. Rudolf Dreikurs, an educator and psychiatrist, came up with a theory that claimed all students who misbehaved did so for self-serving purposes. There types of misbehaviour at school:

–       Seeking Attention

According to Dreikurs, 90 percent of all misbehavior is done to get attention. Being the center of attention is a common desire for students, some more than others. Acting out by making fun of others, swearing, talking out of turn or simply being uncooperative are a few ways students looking for more of the spotlight may misbehave.

–       Desire for Power

Some students who misbehave are expressing a desire for more control in the classroom, and acting inappropriately makes them feel powerful. These students are not content to go along with the general plan and make it known they want things their way. Signs of a power-seeking student include constant arguing and a refusal to follow basic rules intended for everyone.

–     Looking for Revenge

Some children lash out in the classroom as a response to hurt feelings they experience. By misbehaving, they feel they are getting back at those responsible, whether it involves the students, the teacher or both. Students who misbehave as a motive for revenge may enjoy acting cruelly or even violently towards others. Revenge seekers are likely to perform bullying acts, such as shoving and excessive teasing.

–     Lack of Self-Confidence

A general fear of failure occurs when a children feels he cannot possibly live up to any expectations. These students misbehave as a way to avoid participating in anything that may lead to failure. Although the child may seem completely confident with school-related activities outside of the classroom, he acts incapable of functioning in a learning environment.

–       Physiological Factors

Children who were misbehaving may have some kind of temporary malady contributing to their attitude. For instance, a child who is overly tired, sick, hungry or simply the victim of a sudden change in routine may demonstrate troubling classroom behavior.

–       Classroom Environment

A classroom not designed for optimal learning may contribute to a student who refuses to behave. Poor seating arrangements, extreme temperatures or a high noise level are all distracting elements in a classroom that ultimately hinder the learning experience. The atmosphere in classrooms like these will result in behavior issues.

–     Problems with Curriculum

Some children may not feel challenged enough to behave properly. If the information taught is not appropriate for the learning abilities of an individual, they may mentally withdraw out of boredom or frustration, resulting in behavior problems. Additionally, a particular teacher’s instruction style may cause conflicts with a student, disrupting the learning process.

Table 15 shows that pupils were talking very loud to be heard by everybody (X=4.47) that made them highly disrupted behavior as well as when the teacher leave  the class and returned to class that the child was running around and or other acts that disturbed his/her classmates .  These may be deduced for the majority of the respondents were came from large and poor family  where parents were busy looking for earning a living and no enough or quality time for the children which usually leaves the younger siblings to the elder brothers or sisters and no time for the children to be taught a good behavior.

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

Table 16

Regression Analysis Showing Factors Associated With Disruptive Behaviour Affecting Most The School Performance Of The Pupils.

Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
(Constant) 3.358 1.240 2.708 0.010
Overt Inattentiveness -0.221 0.286 -0.128 -0.773 0.444
Aggressiveness 0.136 0.231 0.102 0.588 0.560
Persistent Tardiness & Laziness -0.595 0.235 -0.434 -2.527 0.016
Misbehavior 0.410 0.290 0.280 1.412 0.166
R = 0.424            R Square = 0.180             F = 2.081           Sig. = 0.102

As presented in table 16,the only predictor variable on school performance isPersistent Tardiness & Laziness with the beta weight of -0.434, p = 0.016. This means that school performance is most affected by Persistent Tardiness & Laziness. The null hypothesis of there is no variable that affects school performance is rejected.

The R squared value of the variable was 0.180. This indicates that 1.8% of the school performance is affected by the Persistent Tardiness &Laziness while 98.2% can be explained by other variables not included in the regression model.

The result of the relationships of the variables is given through the following equation:

Y = 3.358 + (-0.595) X1, where Y = School Performance and  X1 = Persistent Tardiness & Laziness.

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


Click here to direct you by chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

CHAPTER III – Research Methodology

This chapter presents the research design, the description of the subjects/respondents, the sampling procedure that was used, the data gathering procedure, the administration of the instrument and the treatment of data.

Research Design

The researcher chose the descriptive research design, using survey as the main tool in gathering the data. These were qualitative data where its mean purpose was to determine the extent of factors associated with disruptive behavior of grade IV and V pupils. Data collection were taken from the respondents chosen by the use of random sampling. The conditions or relationships that existed, opinions that are held, processes that are going on, effects that are evident, or trends that are developing were described using the instrument. It primarily draws attention to the present although it often considers past events and influences as they relate it to current conditions.

Research Locale

            This study was conducted at the Municipality of Cabanglasan Bukidnon District of Cabanglasan school year 2013-2014. This was chosen because of  the convenience of the researcher in gathering data for the reason that the researcher is presently employed in the same municipality .

The Municipalty of Cabanglasan is geographically located at the eastern part of Bukidnon with a total land area of 26,230 kilometer ,composes of 15 barangays. It has 35 kilometers away from Malaybalay City Bukidnon. The Local Government Unit of Cabanglasan Bukidnon also helped in implementing some

projects through donations as partnership in the smooth delivery of  educational services to the community. The Parent Teacher Association (PTA) is working with the school as partners in achieving its vision and mission. Some of the school projects were funded by the PTA as one of the stronghold  of the institution in achieving its goals of quality basic education. Thus The Cabanglasan District has 26 schools with a total number of 194 teachers as indicated in form 3. 43 of which are the grade IV and V Teacher respondents having pupils with disruptive behavior. Attached in the next page is the table  showing the distribution of teachers by school.

Respondents of the Study

            The respondents of this study were the grade four and five teachers of Cabanglasan District, during the school year 2013-2014 .They were chosen to provide important information about the Factors Associated with Disruptive Behavior of grade four and five pupils in Cabanglasan District. These respondents were validated and generated with their classroom data on pupils gender, age, educational attainment of parents, and number of children in the family. The population of the respondents is small, so the researcher used the entire population and  targeted of not less than 2 teachers in every school found in Cabanglasan District  to cooperate with her study.

Number of Respondents by School of Cabanglasan District
Name of School No. of Teachers in Grade IV No. of Teachers in Grade V Total
 ANLUGAN E/S 1 1 2
.  CANANGA-AN E/S  1 1 2
.  COPINONAN E/S  1 1 2
 FREEDOM E/S  1 1 2
 IMBATUG E/S  1 1 2
 JASAAN E/S  1 1 2
 LAMBAGAN E/S  1 1 2
 MANDAING E/S  1 1 2
 OMALAO E/S  1 1
 PARADISE E/S  1 1 2
 TAGBACAN E/S  1 1 2
 TAGIPTIP E/S  1 1 2
 VALSONS E/S  1 1 2
Grand Total  22 21  43
  Scoring Procedure Used in the Study
Scale Limits Qualitative Description Qualifying Statement Interpretation
5 4.21 – 5.00 Always Occurred in all Situation Highly Disruptive Behavior
4 3.41 – 4.20 Often Occurred in many Situations Disruptive Behavior
3 2.61 – 3.40 Occasionally Occurred in few situations Moderately Disruptive Behavior
2 1.81 – 2.60 Seldom Occurred once in a while Less Disruptive Behavior
1 1.00 – 1.80 Never Not occurred at all Never occurred

To continue, click parts of the Chapter 3 of this thesis/ dissertation below :

Chapter 3 (Disruptive Behavior) – Research Methodology;

Chapter 3 (Disruptive Behavior) – Research Design;

Chapter 3 (Disruptive Behavior) – Research Locale;

Chapter 3 (Disruptive Behavior) – Respondents of the Study;

Chapter 3 (Disruptive Behavior) – Scoring Procedure of the Study

Chapter 3 (Disruptive Behavior) –  Sampling Procedure;

Chapter 3 (Disruptive Behavior) – The Research Instrument;

Chapter 3 (Disruptive Behavior) –Data Gathering Procedure;

Chapter 3 (Disruptive Behavior) – Scoring Procedure;

Chapter 3 (Disruptive Behavior) –Statistical Treatment

Thesis / dissertation of DISRUPTIVE BEHAVIOR OF CHILDREN – Introduction



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

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


Disruptive behavior of children is the common problem encountered by the teachers inside the classroom. Most of the time this will hamper the smooth flow of the teaching and learning process. This complex and troubling issue needs to be carefully understood by the  parents, teachers, and other adults.  Children as young as in the elementary schools can show disruptive behavior.  Parents and other adults who have children with such behavior were alarmed; however, they often hope that the young child will “grow out of it.” Disrupted behavior in a child at any age always needs to be addressed seriously. It should not be quickly dismissed as “just a phase they’re going through!” (Rynders, 2006,p 216).

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Numerous research studies have concluded that a complex interaction or combination of factors associated with disruptive behavior leads the child and young adolescents to exhibit extreme disruptive behavior in the future if not given much attention earlier.  Research studies have shown that these disruptive behaviors can be reduced or even prevented in school, depending on the efforts exerted by the pupil, teachers, and school administrators in improving their school facilities and policies.     Most importantly, efforts should be directed by the parents by decreasing or eliminating exposure of children to violence at home and in the community. This is the usual reason why a certain pupil exhibits some sort of disruptive behavior.  (Fernandez, 2003, p 108).

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Various researchers have introduced different character curricula in an effort to improve the negative behavior. A NBCT interviewees was quoted stating “if we want children to practice good character traits in school, we must teach children what is acceptable versus unacceptable behavior” (Brannon, 2008).

Instructional strategies that were implemented throughout the schools being surveyed were taught through modeling, discussion, role-playing activities and cooperative learning. There was also a focus on the notion that these strategies should be practiced at home in addition to the classroom, mainly because adults in a child’s life, whether he may be a teacher or a family member served as role models for children.

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Rynders (2006) and Barton, Richard and Wenglinsky (1998) addressed an instructional method called “Character Counts!”, developed by the Josephson Institute of Ethics stated that. “If children internalize the right values, and their actions are informed by those values, they will become responsible citizens in the school hall and school room, as they will in the community as a whole”.

(Barton et al., 1998, p. 35). The program known as the six pillars of character are presented: trustworthiness, respect, responsibility, fairness, caring, and citizenship. According to the “Character Counts!” website, a school in Montcalm County, Michigan has seen a decline in discipline referrals over two years (Rynders, 2006, p.216). Once children learn about character and how to develop it within, they want to become better individuals.

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The Cabanglasan District Teachers are aware of the disrupted behaviors shown by some of the Grade IV & V pupils wherein they showed a wide range of behaviors such as: explosive temper tantrums, physical aggression, fighting, threats or attempts to hurt others (including homicidal thoughts), cruelty toward animals, taunting and teasing to physical assaults and destruction of property. Whenever disruptive behavior occurs at school, whether in the form of physical assault or emotional abuse, the learning process is disrupted, not only for the children directly involved but for teachers and children bystanders (Daniel L.4 Smallwood . . .)

Many of the factors causing disruptive behavior disorders happen very early in a Childs’ life. It is important to recognize and act on  the problems as early as possible. The Treatment that has shown the best results is a combination of: specialized skills training, behavior therapies to teach young people how to control and express feeling in a healthy ways and coordination of services with the young person’s school and other involved agencies.  Kazdin AE. Research design in clinical psychology 4th ed. Boston: Allyn& Bacon; 2003.

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The government introduced and formulates acts to protect child rights and Department of Social Worker and Development (DSWD) is the lead agency to look into this.  The“PantawidPamilyangPilino Program (4Ps)”, is one of these where in the government will not just share the financial support to the children but it educates the parents as well on how to care, understand and protect their children. In spite of all these, some children are still exposed to some factors either at home and in the community that triggers them to have disrupted behavior which affected their school performance.

This study, did not only focused on the performance of the pupils’ having disruptive behavior  to measure how far the factors associated with disruptive behavior affects the school performance of the Grade IV & V pupils in Cabanglasan District.

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 & Delimitation & Operational Definitions of Terms

Click the following to locate the questionnaire for the respondents of this thesis:

Questionnaire  1

Questionnaire 2

Questionnaire 3

Questionnaire 4

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Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies


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