Thesis / dissertation of TEENAGE PREGNANCY – Scope and Delimitation

“TEENAGE PREGNANCY: ITS EFFECT ON EDUCATIONAL DEVELOPMENT OF STUDENTS AND OUT-OF-SCHOOL YOUTH IN MARAMAG, BUKIDNON “

Chapter IChapter IIChapter IIIChapter IVChapter V

Introduction; Statement of the Problem; Null HypothesisSignificance of the StudyConceptual FrameworkIndependent and Dependent VariablesScope and Delimitation

Chapter I/Scope and Delimitation

The study is delimited to students who have been pregnant at their teens (12-19) years old and living in, Maramag, Bukidnon.The subjects were drawn to the students who have been pregnant and or have been a student on their teenager days and living in Maramag, Bukidnon. The study focused on the extent of major causes of teenage pregnancy which are family, peers, community, and church involvement, with the educational development of students and out-of-school youth in Maramag, Bukidnon. The perception of the teenager to the effects of major causes of teenage pregnancy were limited to educational development only. This was the dependent variables of the study. The dependent variables of the respondents indicate the effects of educational development among students in school and out-of-school youth. These are teenagers who got pregnant and pursued their studies in spite of the hassle of having in the school and having a child to rear. There are also teenagers who got pregnant tried to go to school and earned a vocation plus degree. While others did not. There are also teenagers especially out-of-school youth who never have the chance to go to school after pregnancy.

Chapter I/Definition of Keywords

The following terms are defined for smooth progress of understanding and clarity of the major concepts used in the study. Cause of teenage pregnancy- is the producer of an effect, result or consequence.

Economic Status– means family income, parental educational level, parental occupation, and social status community.

Educational Development– is the possible trend, progress on their school performance of students or out-of-school youth/teenagers who have been pregnant.

Effect of teenage pregnancy– means a result brought about by premarital sex at the age of 13 to 19 years old in relation to her educational development. Out-of-school youth  – are youth aged 13 – 19 who are not in school and who are unemployed, underemployed, or lacking basic skills.

Peers of teenagers – means were teenagers having an age of 13 to 19 who is equal to another in abilities, qualification, age, background, and social status.  

Sex Education – means learning the external conditions such as psychological, sociological, economic and social factors that affect the personality, behavior and development of a boy to manhood and fatherhood and a girl to motherhood as well as with human reproduction.

Teenage Pregnancy -means conception by a girl between the ages of twelve  (12) and nineteen (19) year old which was not planned for.

Chapter I – Statement of the Problem

Chapter I – Null Hypothesis

Chapter I – Significance of the Study

Chapter I – Conceptual Framework;

Chapter – Independent and Dependent Variables

Chapter – Scope and Delimitation

Chapter – Definition of Terms

Helping, Guiding and Coaching You On Your Thesis Making;

Steps on making the “Background

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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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