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“DISCIPLINE AND BEHAVIORAL PROBLEMS OF BCU SENIOR HIGH

GRADE 11 HUMSS STUDENTS”

A Research Paper

Presented to the Faculty of the

Senior High School Department

Baguio Central University

In Partial Fulfilment

of the Requirement for the Subject

PRACTICAL RESEARCH 1

BENJIE RAY BOTENG

CHARLES BLAKE FABIAN

MARICEL AGUINDAO

AMY CAMTI

TRISHA COILAN

REINA MAE LENDO

MAY 2018

Approval Sheet

This study entitled, “DISCIPLINE AND BEHAVIORAL PROBLEMS OF BCU

SENIOR HIGH GRADE 11 HUMSS STUDENTS”, prepared and submitted by BENJIE S.

BOTENG, CHARLES BLAKE FABIAN, MARICEL AGUINDAO, AMY CAMTI, TRISHA

COILAN, and REINA LENDO in partial fulfilment of the requirements for the subject

PRACTICAL RESEARCH 1.

MR. JEFF FELICIANO

Research Adviser

Acknowledgement

The authors want to express their gratitude to those who contributed to the success of

this research work.

MR. JEFF FELICIANO for patiently teaching us and for his efforts in supervising us to

conduct our research.

We would also want to acknowledge our most loving parents who continuously support

and encourage us.

Above everything, We are very much thankful to our Almighty Father who give us the

wisdom that made this research work.

RESEARCHERS,

Boteng, Benjie Rhay

Fabian, Charles Blake

Aguindao, Maricel

Camti, Amy

Coilan, Trisha

Lendo, Reina Mae

ABSTRACT

Name of the Institution Baguio Central University

Address 18,Bonifacio Street, Baguio City

Tittle “ DISCIPLINE AND

BEHAVIOURAL

PROBLEMS OF BCU SENIOR

HIGH GRADE 11 HUMSS”

Researcher BENJIE RHAY BOTRNG S.

REINA MAE LENDO

AGUINDAO MARICEL

TRISHA COILAN

AMY CAMTI

Adviser MR.JEFF FELLICIANO

The main purpose of this study was to address the discipline and behavioural problems of Grade 11 HUMSS of Baguio Central University. The study was focused on the attitude problems of the Grade 11 HUMSS Students of Baguio Central University, and the causes of this problems. Hence, attain the purpose of this study. The researcher used Questionnaire and interview was the main tool in gathering the data. The study was conducted at the main building of Baguio Central University located at Bonifacio Street Baguio City .The study involved a total number of 40 respondents, composed of students of HUMSS 11 A, 8 students of HUMSS 11 B, 7 students of HUMSS 11 C, 6 students of HUMSS 11 D who were selected randomly and 9 Senior High HUMSS teachers.

DEDICATION

Our pleasure to dedicate this research work to our beloved parents, mentors, and friends.

To our Almighty God, who deserves our dedication of this work with all your expectations, we

made this perfect image and reflection of our effort and hard work in our studies.

We hope that we can make you all proud of us.

TABLE OF CONTENTS

TITTLE PAGE……………………………………………………………………I

APROVAL SHEET………………………………………………………………II

ABSTRACT……………………………………………………………………...III

ACKNOWLEDGEMENT………………………………………………………..IV

DEDICATION…………………………………………………………………….V

CHAPTER

1. THE PROBLEM………………………………………………………VI

2. RESEARCH DESIGN AND METHOLOGY……………………….VII

3. RESULTS AND DISCUSSIONS……………………………………VIII

4. CONCLUSIONS AND RECOMMENDATIONS…………………...IX

REFERENCES…………………………………………………………………XI

APPENDIXES

A. Letter to conduct the study………………………………………..XII

B. Letter to respondents………………………………………………XIII

C. Questionnaire…………………………………………………………XIV

CURRICULUM VITAE………………………………………………………..XV

“DISCIPLINE AND BEHAVIORAL PROBLEMS OF BCU SENIOR HIGH

GRADE 11 HUMSS STUDENTS”

A Research Paper

Presented to the Faculty of the

Senior High School Department

Baguio Central University

In Partial Fulfilment

of the Requirement for the Subject

PRACTICAL RESEARCH 1

BENJIE RAY BOTENG

CHARLES BLAKE FABIAN

MARICEL AGUINDAO

AMY CAMTI

TRISHA COILAN

REINA MAE LENDO

MAY 2018

CHAPTER 1

INTRODUCTION

Everyone worries about the things that happen at school from time to time .It’s a rare

student who sails through school without experiencing some sort of issue .There’s a bit pressure

to get good results, and the stresses and strains of school life can sometimes feel too

much .The important thing is to recognize there’s a problem to be solved and out for help as

soon as you can. Some school problems that affect the behaviours of students are: Bullying,

Boredom, tricky relationship with friends not getting on with teacher and finding school work

difficult.

Any of these things can make you feel very unhappy and out of control. You may feel

sick ,have headaches or stomach aches or find it hard to get up and get ready to for

school .Students may feel stressed and angry ,or withdraw and develop depression or low self-

esteem .Some people may become reluctant to go into school, or even refuse to go at all .In

extreme cases, they may truant without their parents knowing or exhibit behavioural problems

such as lying, stealing or being aggressive.

According to Crone Hawken, Home every students have poor disciplinary actions and

hard to improve their school .Also Tier II cited that every students should train school wide

positive behaviour support. This resource describes process that is highly practical and effective

in an array of school environments with the greater depth of needs.

In an ideal world, all students could enter their respective schools equals. Sadly, this

often not the case .What goes in a student’s world within school ,outside of school, indeed,

inside their internal world, has a direct influence on what happens at school. It is a simple fact

that if a teenager is tired, hungry, unhappy, anxious or ill their academic performance will

probably deteriorate .It is important to remember that help is available and within extreme

situations where a student is not benefiting from their current school, there are other educational

choices a parent can make such as different schools, independent study or university model

schools, and home school.

Education is more crucial than ever in today’s knowledge based economy, yet the public

schools languish in mediocrity or failure. We can fix them through competition and tougher

standards (Diane Ravitch).

THEORETICAL FRAMEWORK

This Theory surrounds the cognitive development of children like improper behaviours

and/or to grow and develop as individuals. To undergo stages of cognitive development to be

independent and to have a proper manner. Knowing the students bad behaviours and help them

cope up with the help of the school personnel/staff .Talk to teens about their bad behaviours

without getting hurt. discuss it without comparing to others and judging.

INPUT PROCESS OUTPUT

Gender of the Students Questionnaire and Interview 1.Do some interview in BCU Grade 11 about students behavior.

Personality of the Students 2.Students become aggressive and they don’t respect teachers and lose their morals

Behavior of the Students 3.Staffs respond to the students by counselling

Cognitive of the Students 4.Yes, family should guide their children and give some piece of advice

STATEMENT OF THE STUDY

A Case Study of Behaviour and Discipline Problems in BCU Grade 11

1. What is the status of Behaviour and Discipline of BCU Grade 11?

2. What are the Behaviour and Discipline Problems of BCU Grade 11?

3. What are the causes of the Behaviour and attribute problem?

CHARTER 2

DISCIPLINE AND BEHAVIORAL PROBLEMS OF BCU SENIOR HIGH SCHOOL GRADE 11 HUMSS

SCOPE AND DELIMITATION

This study was conducted in #18 Bonifacio Street, Baguio City Philippines 2600, Baguio

central University during the school year 2017-2018. The purpose of this study is too delimited

to 20 respondents. This study also looked through the different Good and bag behaviours of the

students and on how to address to said dilemma.

SIGNIFICANCE OF THE STUDY

In various ways, every study has its own importance and implication.

This study aims to identify the different problems or hardship of every students face in

school that sometimes leads for having a bad behaviour of students. Also to provide information

and guidance about the emotion learning connection ,explaining how to work effectively with

specific emotions ay home and at school. The result of this study will benefit the following:

PARENTS – this study will help the guardian/parent to give more attention or to tolerate

the bad behaviour of their children.

STUDENTS – students will improve their performance and their behaviour.

TEACHERS – teachers will be informed and so they can help the students to expand

good behaviour.

CHAPTER 3

RESEACH DESIGN AND METHODOLOGY

RESEARCH DESIGN

In this study, case study method was used in which it is an in depth study of a particular

situation. The method is used to obtain information about the present situation, to gain an

understanding about the certain behaviours of students. Thus, case study method was applied

for the aims to expand understanding about the good and bad behaviours of senior high grade

11 students in Baguio Central University.

LOCALE AND POPULATION OF THE STUDY

The respondents of the study were the grade 11 HUMSS learners of Baguio Central

University. Purposeful random sampling was used were there are 4 sections namely HUMSS 11

A, HUMSS11 B, HUMSS 11 C, and HUMSS 11 D. The researchers randomly select 20% of

students in each classroom. There are 31 learners of HUMSS, and in addition, 9 teachers of

HUMSS namely Ms. Jane Garcia, Ms. Evelita Arnaiz, Ms. Remma Celestino, Mr. Jet Suvila, Mr.

Marshal Awat, Mr. Jiban Oway, Mr. Jeff Feliciano, Mrs. Leonila Lingayo, and Ms. Linda Pocyas.

In total there are 40 respondents.

Table 1.

SECTION NO. OF RESPONDENTS

HUMSS 11-A 8

HUMSS 11-B 8

HUMSS 11-C 7

HUMSS 11-D 6

TEACHERS 9

TOTAL: 31

DATA GATHERING TOOL

In gathering the data the study questionnaire as well as in depth interview.

The first part of the questionnaire is a letter to the respondents followed by queries on

the following topics: (1) Interesting subjects. (2)The behaviour of students while class is on-

going.(3)Participation in class or school activity.(4)Response of teachers to students

behaviours.(5)Level of effectiveness of the strategies to eliminate the bad behaviours of grade

11 HUMSS 11 learners in Senior High School Baguio Central University.

The sample performance is shown in Figure 1.

A. What is the status of behaviour and discipline of BCU Grade 11 HUMSS?

Please check the underline for your answers:

1. Have you encountered students that are undisciplined and having bad behaviours in

your classroom?

__Yes __No

2. Have you done offensive actions during class?

__Yes __No

If yes please indicate:

3. Do school staff correct undisciplined students in their bad behaviours?

__Yes __No

B. What are the behaviours and disciplined problems of BCU Grade 11 HUMSS?

Check the following for your answers:

INSIDE THE CLASROOM

ATTENDANCE VICES

__Bullying __Cutting classes __Smoking cigarette/Vape

__Noisy __Tardiness __Drinking Alcohol__Not wearing uniform __Absenteeism __Gambling__Sleeping while class

is on doing__Chewing betel

nut(momma)

If others: Please specify:

C. What are the causes of the behaviours attitude problem?


__Seeking for attentions __Desire for power

__Classroom environment __Teacher

__Disabilities/ clinical conditions __Parenting

__Problems at home __Peers

If other: Please specify:

DATA GATHERING PROCEDURE

The researchers made a letter of request to administer questionnaire was obtained from

the principal of senior high school of Baguio Central University. The researchers personally

distribute the questionnaire to the students and personally interview the teachers. Also for the

respondents to clarify things which they don’t understand in the given questionnaire

CHAPTER 4

RESULTS AND INTERPRETATION

This chapter contained the tabular presentation of the data gathered as well as their

corresponding analysis and interpretation.

Discipline and Behavioural Problems of Grade 11 HUMSS in BCU

Figure 1 presents the percentage of students who have encountered students having

bad behaviours.

We use the formula below to get the percentage of each student who answered yes or no:

(number of studentswhoanswered yes∨no

total population ) 100

Figure 1 Table 1

97%

3%

yes no

Question 1 Frequency

Yes 30

No 1

As shown in the figure, 97% of students answered “yes” that they have encountered or

meet someone having bad behaviour. While 3% of the population answered “no” saying that

she/he doesn’t get to encountered someone who is having bad behaviour.

The table 1 indicates that 30 students have answered “yes” and only one person has

answered “no”. We observed that almost most of the student answered “yes” in question 1 in

the questionnaire which indicates that most students have encountered students having bad

behaviours or saying that most students shows bad behaviours in school.

This figure and table represents the result, analyse and interprets the data gathered

which were used to resolve and clarify the following issues that were raised in this study.

Figure 2 Table 2


Yes 11

No 20

Figure 2 presents the students of the senior high school students in Baguio Central

University of admitting and doing offensive actions during class. Students of senior high as

reflected on the graph say that they’ve done offensive actions during class. 35% of the

respondent admitted it and the other 65% says that they do not do/have done offensive

actions. As shown in the figure.

Table 2 presents the frequency of the students who answered yes or no in question

number 2. As the table shows 11students answered “yes” and 20 students have answered “no”.

So we can conclude that most of the students have never committed offensive actions.

35%

65%

yes no

Figure 3 represents the percentage of school staff who corrects the undisciplined students

and their bad behaviours.

Figure 3 Table 3

87%

13%

yes no

As shown in the figure, 87% answered “yes,” that the school staff correct undisciplined

students and their bad behaviours, while 13% answered “no” showing that some of the school

staff do not correct students who are showing bad behaviours. This shows that school staff is

aware of the bad behaviours of the students are able to correct their attitude.


Yes 27

No 4

Table 3 indicates that 27 of the students have answered “yes” and 4 students have

answered “no”. It shows that still some of the school staff are aware but do not correct this

attitude problems of the students.

Figure 4 and table 4 represents the behaviours and discipline problems of BCU Grade 11

HUMSS students.

Figure 4

Table 4

Question 4 FrequencyBullying 20Noisy 25

Not wearing uniform 28Sleeping 22

Chewing momma 21Cutting classes 22

Tardiness 24Absenteeism 24

Smoking 9Drinking alcohol 8

Gambling 6

BullingNoisy

Not wearing uniformSleeping

Chewing mommaCutting classes

TardinessAbsenteeism

SmokingDrinking

Gambling

0 5 10 15 20 25 30

Series1

As shown in the graph, not wearing uniform is in the highest rank that means, not

wearing uniform is in more highly observed in the behaviours and disciplines of BCU Grade 11

HUMSS students. Including noisy, tardiness, absenteeism, bullying, sleeping, chewing momma,

and cutting classes and the lowest rank in the graph is gambling, including smoking and

drinking alcohol.

In the table 28 students checked not wearing uniform which has the highest rank following

the noisy with 25 students who checked it. 24 students have also checked tardiness same as

the absenteeism. Next are the sleeping and cutting classes with 22 students who checked it. 7 th

in rank is the bullying with 20 students choosing it following smoking with 9 students and

drinking alcohol with 8 students. Lastly in rank is gambling with only 6 students choosing it.

Figure 5 represents the causes of behavioural problem and attitude problems of HUMSS 11

students of BCU.

Figure 5.

Seeking for attention

Classroom environment

Dissabilities

Problems at home

Desire for power

Teacher

Parenting

Peers

0 5 10 15 20 25 30

Chart Title

Series2Series1

Table 5

Question 5 FrequencySeeking for attention 24

Classroom environment 14Disabilities 4

Problems at home 15Desire for power 9

Teacher 6Parenting 8

Peers 15

As shown in the figure and table the first in rank is the seeking of attention with 24

students choosing it, that is mostly witnessed by students in BCU followed by the problems at

home that is happening inside their home and peers with 15 students having to choose it. The

fourth in rank is the classroom environment showing that there is a problem in the classroom

environment it was choose by 14 students the next in line was desire for power with 9 students

checking it. The 6th is the parenting which means that parents are unable to correct these

behavioural problems of students. Lastly are the teachers with 6 students.

CHAPTER 4

CONCLUSIONS AND RECOMMENDATION

CONCLUSION

This chapter presents the conclusion and recommendations for the discipline and

behavioural problems of the Senior High HUMSS 11 of Baguio Central University.

The objective of this research was to investigate the underlying factors that determine

the reasons of why the students are doing this kind of behaviours. Primary data were collected

by randomly distributing questionnaires to 31 respondents of the four section of HUMSS 11 in

Baguio Central University. According to the study, the most offensive behaviour that the

students have done are not wearing their uniform inside the campus proven through the

questionnaires that has been distributed.

The majority of the respondents states that the main cause of the behavioural problems

that have been observed is that the students are seeking for attention.

RECOMMENDATION

The three most offensive actions that the HUMSS 11 students practice are not

wearing uniforms, tardiness, and absenteeism. The root causes of these actions are peers,

problems at home and seeking for attentions. Therefore the researchers suggest that there

should be more policies inside the school campus and more disciplinary actions of the faculty

staff .In addition the researchers would like to recommend that there should be a scheduled

counselling for the students to be able to overcome their problems that are the causes of these

behavioural problems.

Suggest that the teachers should be stricter when it comes to school policies.

Classroom advisers must often visit their advisory class to be updated and aware of what is

happening inside the room.

The researchers also suggest that that there should be an every month meeting of

parents or guardians of students in every classroom for them to be informed about the status of

their wards and be able to correct and give proper parenting for the following offensive actions

that are usually observed. In addition, the parents and guardians are having monthly meeting to

be updated on their child’s behavioural improvement in school and classroom.

REFERENCES

Bowen, J. Jenson, W. Clark, E.(2004).School-base Interventions for Students with Behaviour

Problems(1st Edition).Springer US.

Giallo,R.,Little,E.(2003). Classroom Behaviour Problems: The relationship between

preparedness, Classroom experiences(vol.3).Australia

Minahan,J.(2012). The Behaviour Code(1st edition).Harvard University

Young,W.(2001).Dealing with Students Behaviour(2nd Edition). Columbia

APPENDIX A

BAGUIO CENTRAL UNIVERSITY

#18 Bonifacio Street, Baguio City

Senior High School Program

This study entitled, “DISCIPLINE AND BEHAVIOURAL PROBLEMS OF BAGUIO CENTRAL

UNIVERSITY SENIOR HIGH GRADE 11 STUDENTS” prepared and submitted by BENJIE

RHAY BOTENG, CHARLES BLAKE FABIAN, MARICEL AGUINDAO, AMY CAMTI, TRISHA

COILAN, and REINA MAE LENDO in partial fulfilment of the requirements for the subject

PRACTICAL RESEARCH. The respondents for this study are the students of Grade 11

HUMSS in Baguio Central University. In line with this the study has been approved to be

conducted among the students and the teachers in Baguio Central University.

Very truly yours,

Benjie Rhay Boteng

Charles Blake Fabian

Maricel Aguindao

Amy Camti Noted by:

Trisha Coilan

Reina Mae Lendo MR. Jeff Feliciano

RESEARCHERS Research Adviser

APPENDIX B

BAGUIO CENTRAL UNIVERSITY

#18 Bonifacio Street, Baguio City

Senior High School Program

Dear Respondents,

The undersigned researchers are conducting a study entitled, “DISCIPLINE AND

BEHAVIOURAL PROBLEMS OF BAGUIO CENTRAL UNIVERSITY SENIOR HIGH GRADE

11 STUDENTS” in partial fulfilment of the subject Practical Research 1. In this regard, may we

ask your help by answering the attached questionnaire accurately and self-dependent based on

your own experiences and observations. Rest assured that all the data gathered will be treated

with streak confidentiality.

Very truly yours,

Benjie Rhay Boteng

Charles Blake Fabian

Maricel Aguindao

Amy Camti Noted by:

Trisha Coilan

Reina Mae Lendo MR. Jeff Feliciano

RESEARCHERS Research Adviser

APPENDIX C

QUESTIONNAIRE

NAME (OPTIONAL): ______________________

A. What is the status of behaviour and discipline of BCU Grade 11 HUMSS?

Please check the underline for your answers:

1. Have you encountered students that are undisciplined and having bad behaviours in

your classroom?

__Yes __No

2. Have you done offensive actions during class?

__Yes __No

If yes please indicate:

3. Do school staff correct undisciplined students in their bad behaviours?

__Yes __No

B. What are the behaviours and disciplined problems of BCU Grade 11 HUMSS?


INSIDE THE CLASROOM

ATTENDANCE VICES

__Bullying __Cutting classes __Smoking cigarette/Vape

__Noisy __Tardiness __Drinking Alcohol__Not wearing uniform __Absenteeism __Gambling__Sleeping while class

is on doing__Chewing betel

nut(momma)

If others: Please specify:

C. What are the causes of the behaviours attitude problem?


__Seeking for attentions __Desire for power

__Classroom environment __Teacher

__Disabilities/ clinical conditions __Parenting

__Problems at home __Peers

If other: Please specify:

CURRICULUM VITAE

Personal Data

Name: Benjie Rhay Boteng

Place of Birth: Bauko, Mt. Province

Date of Birth: November 4, 2000

Civil Status: Single

Provincial Address: Tadian Mt.Province

Parents

Father: Benjamine Boteng

Mother: Joan Boteng

Educational Background

Elementary: Sumadel Elementary School

Secondary: Subaba National High School

Senior High School: Baguio Central University

CURRICULUM VITAE

Personal Data

Name: CharlesBlake Fabian

Place of Birth: Benguet General Hospital

Date of Birth: September 07 2000


Provincial Address: Benguet

Parents

Father: Nover C. Fabian

Mother: MariaFe G. Fabian


Elementary: Immaculate Heart Of Mary School La Trinidad Benguet

Secondary: San Jose High School La Trinidad Benguet


CURRICULUM VITAE

Personal Data

Name: Maricel Aguindao

Place of Birth: Camp 3 Tuba Benguet

Date of Birth: February 12, 2001


Provincial Address: Cervantes

Parents

Father: Bernabe Aguindao

Mother: Marcela Aguindao


Elementary: Camp 3 Elementary School

Secondary: Twin Peaks National High School


CURRICULUM VITAE

Personal Data

Name: Amy Camti

Place of Birth: Baguio City

Date of Birth: November 5, 2000


Provincial Address: Itogon Benguet

Parents

Father: Mike Camti

Mother: Alice Camti


Elementary: Fort del Pilar Elementary School

Secondary: Baguio City High School- Fort del Pilar Annex


CURRICULUM VITAE

Personal Data

Name: Trisha Coilan

Place of Birth: Bokod, Benguet

Date of Birth: December 31, 2000


Provincial Address: Kapangan, Benguet

Parents

Father: Sonny Coilan

Mother: Luisa Coilan


Elementary: La Trinidad Central School

Secondary : San Jose High School Inc.


CURRICULUM VITAE

Personal Data

Name: Reina Mae Lendo

Place of Birth: Baguio City

Date of Birth: May 07 2001


Provincial Address: Benguet

Parents

Father: Artemio Lagazo

Mother: Restita Lendo


Elementary: Pacday Quinio Elementary School

Secondary: Joaquin Smith National High School

Senior High: School Baguio Central University

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