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 Disruptive Behavior of Children – CHAPTER II – Foreign Studies

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 IChapter 11Chapter IIIChapter IVChapter V

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

Common Demographic Profile of Children

Gender and disruptive behavior

Parenting Preschoolers with Disruptive Behavior Disorders Does Child Gender Matter? 8-19-2013 Antonya M. Gonzalez, Washington University in St Louis. –  This study is related to the present study because it deals with parental responses to child behavior (to girl or boy) that can have an important impact on later behavioral outcomes. Children with Disruptive Behavior Disorders often engage in externalizing and disruptive behaviors  which usually elicit negative responses from parents. Boys are more frequently diagnosed with these disorders, resulting in a dearth of literature on parental responses to girls with Disruptive Behavior Disorders. Studies have found that parents react more negatively when girls engage in disruptive behavior, plausibly because it is contrary to societal gender expectations.

Parents Intervention

HYPERLINK”/Reports/ Order %20in%20the%20Classroom-Violence,%20Discipline.pdf” \t “_parent” 1995, has published that a certain study stressed that environmental factors  causes disruptive behaviors and can be managed with common-sense approaches including concentrating on the child’s positive behaviors and ignoring the  undesirable behaviors. There should also be clear, simple, consistent consequences for disruptive behavior. Parents can promote positive behaviors by noticing and praising children’s good behaviors as often as possible. A useful way of remembering this is the phrase “Catch them when they’re good”  consequently that appropriate expectations of children’s behavior and the basic principles of behavior change go a long way to understanding and managing disruptive behaviors and that when behaviors are given attention, they tend to be repeated.

Barton, P.E.2009, added that any attention given to a behavior (telling off and yelling count as attention) increases the chances that it will happen again.

Obviously, severe physical punishment may be some kind of deterrent, but carries many detrimental consequences in terms of unhappy relationships, emotional problems, poor self-esteem, and anger.

Review of Related Literature and Studies of 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

Helping, Guiding and Coaching You On Your Thesis Or Dissertation Making . Call or text to 09268212800

CHAPTER V of thesis entitled Disruptive Behavior of Kids / Children

CHAPTER V

Summary, Findings, Conclusions and Recommendations

CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

This chapter presents the summary and findings, discuss relevant conclusions, suggest recommendations, in the light of the conclusions drawn from the study.

Summary

This study attempted to determine the extent of factors associated with disruptive behavior affecting the school performance of Grade IV and V pupils in Cabanglasan District, school year 2013-2014.

This study employed the descriptive method.  The respondent were 43 pupils of Cabanglasan District, Cabanglasan, Bukidnon.  The extent of disruptive behavior of the pupils was taken based on the answers in the questionnaire of their teachers. Teachers observation to the respondents during class hours or during classroom instruction were been reflected by answering the said questionnaires. Statistical tools were  _____________________.

The instrument was administered personally by the researcher to the teachers that have pupils who were identified by them as having disruptive behavior of grade 4 and grade 5 pupils in Cabanglasan District, school year 2013-2014.  Purposive sampling was used on selecting the respondents, picking all the cases that meet the criterion. The teachers answered their questionnaire during vacant time and or anytime that were convenient to them.  Other teachers answered their questionnaire at home.

Findings

 

Based on the data gathered the major findings of the study are the following:

  1. Majority of the respondents are male (39), aged 11 years old and up (27), parents who are elementary graduate of (27) mother with (34) father, having 4-6 in the family (29) and belong to a poor family or families that were beneficiaries of “Pantawid Program” (31).
  2. All of the respondents identified by their teachers as having a disruptive behavior were subjected to “parents’ intervention” (43) or 100%. Some of them have been subjected once only (16) while the majority has subjected to 2 times and more (27).
  3. Generally, the extent of factors associated with disruptive behavior in terms of overt inattentiveness, misbehavior and aggressiveness were rated disruptive behavior while persistent tardiness and laziness has rated highly disruptive behavior. The rating of the respondents that are disruptive reconciled to the result that all of the respondents were subjected to “parents’ intervention” not only once but some were twice and even more.
  4. It was found out that there has no significant difference on the extent of factors associated with disruptive behavior affecting the school performance of pupils in terms of misbehavior, overt inattentiveness, aggressiveness and persistent tardiness & laziness which has a significant difference in terms of gender as demographic profile.
  5. It was found out that children having disruptive behavior and highly disruptive behavior affects their school performance to the extent of poor rating in overall their grades.

 

Conclusions:

In the light of the findings, the following conclusions emerged:

  1. There are more male pupils in Cabanglasan District who were on their age of 11 years old and up who are not on their proper age against the grade 4 and grade 5 level whose parents were elementary graduate with enough number of children in the family and majority are poor families. Therefore these children are product of very occupied and busy parents who cannot give enough support financially, emotionally to their children especially towards school programs and activities.
  2. The greater the grade 4 and grade 5 pupils are exposed to disruptive behavior in terms of overt inattentiveness, misbehavior, aggressiveness and highly disruptive behavior on persistent tardiness and laziness during classroom instructions, the greater the chances for them to be affected in their school performance.
  3. “Parents intervention” is the right move for the teachers to do but not just end that way. Teachers / school administrators and parents must set down to talk about existing behavior of the pupils especially to persistent tardiness and laziness which rated highly disruptive.
  4. Grade IV and V pupils were affected when there are disruptive behavior that occurred such as overt inattentiveness, misbehavior, aggressiveness, and persistent tardiness and laziness. Such interruptions, not along the respondent or the one who made disruptions were affected but all the individual found in the class.
  5. Parents’ intervention among pupils cannot guarantee that disruptive behavior will be minimized in the class unless there has something to introduce to educate the parents of what is “parenthood”.

Recommendations:

Based on the findings and conclusions, the following recommendations are presented:

  1. Dep-Ed authorities like school administrator, teachers, and staff should maximize their capacity and initiative to tap stakeholders support like parents to work hand in hand in the improvements and giving/formulating interventions for the pupils having disruptive behavior to learn more virtues, skills and uplift the pupils’ attitude and interests.
  2. Dep-Ed officials and stakeholders such as Parents Teachers Associations, must design a program/project as a sort of alternatives/ options for the pupils such that parents are an essential part of treatment for their child’s disruptive behavior disorder. The most effective interventions seen are “parent-based.”  Stakeholders such as Barangay Officials and PTA will work for this by promoting seminars that can educate the parents who are majority elementary graduate.  This will be realized as early as possible when Dep-Ed will tap its activites during “Pantawid Program’ meetings or gathering which usually done not less than one in a month in their respective barangays.Through educating them that would let them enlightened their responsibilities as parents and able to understand about the behavior of their children and to make alternatives to improve it.
  3. Dep-Ed communities of stakeholders must work collectively to plan in service trainings for teachers as well as school administrators on matters pertaining to minimizing or even control the disruptive behavior of children by improving their school facilities and some other priorities for the childrens’ welfare and be good citizen in the future. A sort of a program or organizations that parents and children will interact with the cooperation/guidance of Dep-Ed personnel.
  1. Diane L. Smallwood and Evangeline Kern “Defusing Violent Behavior in Schools” Philadelphia College of Osteopathic Medicine
    2.   Chris D. Erickson, Ph.D. and Monica M. Megivern, Ed.D. A study “COMPARING TREATMENTS FOR AGGRESSION AMONG CHILDREN EXPOSED TO VIOLENCE”  at George Washington University,
    3. Department of Counseling/Human and Organizational Studies,Washington, DC.
    4. Chris D. Erickson, Ph.D. and Monica M. Megivern, Ed.D. at George Washington University, Department of Counseling/Human and Organizational Studies,Washington, DC.
    5.  William H. Blahd, Jr., MD, FACEP – Emergency Medicine & H. Michael O’Connor, MD – Emergency Medicine
  2. Barton, P.E.,Coley, R.J., & Wenglinsky,H. (1998). Order in the Classroom: Violence, Discipline and Student Achievement. Policy Information Center: Research Division. University of the philippines
  3. http://www.keystosaferschools.com/Reports/Order%20in%20the%20Classroom-Violence,%20Discipline.pdf
  4. Brannon, D. (2008). Character Education: It’s a Joint Responsibility. Kappa Delta Pi Record, 44(2), 62-65. Retrieved from ERIC: 2816294
  5. Brimi, H. (2009). Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s Dilemma. Clearing House, 82(3), 125-130. Retrieved from Academic Search Complete: 35608363
  6. Bryan, L. (2005). Once Upon a Time: A Grimm Approach to Character Education. Journal of Social Studies Research, 29(1), 3-6. Retrieved from ERIC 161376614
  7. Butler-Banks, C. (2010, February 4,). PRIDE in school and self: Waterloo Middle School uses character education to improve academics. New York Teacher, LI(9), 18-
  8. Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior. Clearing House, 76(2), 79. Retrieved from ERIC:9270870
  9. Tubigon, E. (2013) Looking at Filipino pre-service teacher’s value for education and Childrens’ Character.  The Asia- Pacific Education Researcher.
  10. Fernandez, R. (2003) Why Kids Disrupt? “Health and Home Philippines”
  11. Kim-Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton

R (2006): What are the “warning signs” for violent behavior in children?

Thesis / dissertation of DISRUPTIVE BEHAVIOR OF CHILDREN – Introduction

CHAPTER 1

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 ICHAPTER IICHAPTER IIIChapter IVChapter V

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

Introduction

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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