Problems and Progress in the Behavior of Selected Junior High School

Students Reported in San Francisco de Malabon Parochial School

Guidance Office:

A Case Study in the Academic Year 2017-2018

A Case Study in partial fulfillment of the subject MEM 647 Professional Ethics
and Values Education

Submitted to

Dr. Josefina U. Parentela

Submitted by
Mrs. Darlene S. Jocson
MEM, Student
Section D

September 2018
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Human development is one of the most stunning processes in life. The

hallmark of such process is change. These changes in the life of a person is in
contemporaneous with the behavior of that person.

People live in a behavioral world. Man, as a multifaceted being is essentially

a whole person at first breath of life. While stepping in the stone of a new life,
people begin to view life in a complex way. Life is like a pizza. People slice it to
have division so as life is divided into a slices that determines a time for a task.
Subsequently, this division of task may lead a person into a divided self where he
or she treat each task separately. If a person is sick, treat it with medicine. If a
person is sad or emotional, cry and scream to bring out the bad feelings. If
hopeless, then pray. The bodily experience of a person reflects other sides of
oneself. How people think affects how people feel. What people feel affects
functions of the body. It may also turn around. If a person is not physically well,
then the emotional state may also change. This change can bring depression and
it changes one’s behavior in conclusion.

What is behavior? Is it classroom incivilities which is irritating, immature and

thoughtless one? Or it can be pacifying, ripe and thoughtful side? Is it an ice bucket
list of a good manners? Or it can be a basin of right conduct?

According to Merriam-Webster Dictionary, behavior is the way in which one

conducts oneself or behaves. When people think of a bad behavior, it can be
irritating, immature and thoughtless because a person shows bad traits to others.
He or she may have a bad impact to other people. Even a boy who are always
present in a guidance office shows bad behavior. With either one or more
mistakes, whenever he/she underestimate the rules and regulations in school it
can be considered as a thoughtless behavior of the students. On the other hand,
it can be an ice bucket list of good manners which melts anytime and turn to a
water of shoddy demeanor. Behavior can be a basin of right conduct which also
spills anytime that is why it may outwear and turns to bad one. Thus, behavior may
change anytime which can be either good or bad.

Worried about a student? Noticing changes in their behavior? Is it hard to

approach them? When you become worried about a student, deciding when to
intervene and when to refer can be confusing. Nowadays, there are so many
youths who have inadequate performance in school that resulted them to be in the
guidance office. There can be problems and progress in the behavior of a person
together with its solutions as well. Every student in the guidance office is the
consequence of their wrong doings and maybe there are some problems in their
life. Whenever they have been in a guidance office, some students may gain some
progress. At the same time, there are working solutions that can helps a lot to solve
this dilemma.

The behavior of a person is relevant to everyday living. It is in every aspects

of life: his or her personal life, in the workplace, in engaging with other people, in
eating foods, in playing games, in using gadgets, and in further study. Despite
explaining more about behavior and the proof that good behavior is really
important, there are still some students who still went in guidance office. Brain is
better than beauty but behavior is superior than brain and beauty.

Background of the Study

Students are better off in class than they are in the principal’s office. No one
would disagree with that statement, and yet office disciplinary referrals are still a
common solution for resolving conflicts or correcting student behavior.

In the history of San Francisco de Malabon Parochial School, there was a

heart signifying a love, a dove signifying a peace, where there is written phrase
“caritas et pax” signifying charity and peace. Established in 1994, San Francisco
de Malabon Parochial School has a current population of 319 students from
elementary to junior and senior high school. Students are one of the stakeholders
of the school system. How the students perform academically depend largely on
how they behave academically. A problem in behavior, more often than not, results
to academic failures. Inversely, progressive behavior result to better academic
achievements.

Junior High School is a part of life where youth become involve in bad
doings due to temptations surrounding the youth. It is a part of life where students
enjoy the life of being adolescent. High school students release much of their
energy for their happiness although it is not right, what important is that they enjoy
high school life. It is an exciting part of life where there are so much self-
discoveries. Before they enter stresses in college, students embrace stress less
yet full of follies in high school. It cannot be denied that more and more students
especially in high school became involve in the guidance office.

Proper behavior in San Francisco de Malabon Parochial School has been

taught to the students from elementary to high school. From mission and vision,
daily prayers, school activities and among others, behavior of the students can be
notice. The domains of proper behavior gets more difficult and complex as
students encounter more people. Many study have been conducted regarding the
problems and progress in the behavior of the students reported in the school
guidance office.
 According to Article of the Scientific World Journal (2012), student
misbehaviors such as disruptive talking, chronic avoidance of work, clowning,
interfering with teaching activities, harassing classmates, verbal insults, rudeness
to teacher, defiance, and hostility, ranging from infrequent to frequent, mild to
severe, is a thorny issue in everyday school. Teachers usually reported that these
disturbing behaviors in the school are intolerable and stress-provoking, and they
had to spend a great deal of time and energy to manage the school. Obviously,
student misbehaviors retard the smoothness and effectiveness of teaching and
also impede the learning of the student and his or her classmates. Moreover,
research findings have shown that school misbehavior not only escalated with time
but also lowered academic achievement and increased delinquent behavior. In the
literature, different terms have been used to describe problematic behaviors of
students as well as the progress.
This particular study has important implications for fostering behavioral
maturity among students that would ultimately benefit the students in terms of
academic performance. It attempts to determine the problems and progress in the
behavior of the selected junior high school students reported in San Francisco de
Malabon Parochial School Guidance Office in the Academic Year 2017-2018.
Regardless of perspective, a clear understanding of the problems as well as
progress in the behavior of students as involve in guidance office would help
generate appropriate solutions, assessment, prevention, and intervention
strategies for at-risk or troubled youth.

Theoretical Framework

One of the biggest role that behavior of child play is on the field of education.
In education, there are different kinds of learning that are required for later
interaction in the world. Each behavior of a child come in opposite, it may be
optimistic or pessimistic, independent or dependent, emotional or unemotional.
Many of these are in born temperament traits, but other characteristics appear to
be learned based on the challenges and support that a person received growing
up.

Sigmund Freud (1856) proposed the theory of human development and

behavior that sparked great interest, as well as controversy which focuses on the
psychosexual development of an individual. There are five distinct stages and two
of it may leads to fixation if it is not met. Oral stage, on the first year of life, can
lead to smoking, drinking, gossiping, and cursing which is not a good behavior.
Anal stage, on the second to fourth year of life, can lead to being messy or
disorganized. These behaviors may have a great impact to the schooling of a child.
Jean Piaget (1896), in his theory of cognitive development considers factors
such as maturation, experience, and transfer of attitudes and behavior for the
developmental process of an individuals. It means that the behavior of a person
especially in his or her school can be adapted.
Erik Erikson (1902) proposed the theory of Identity vs. Role Confusion
covering the ages of 13 to 19 years stated that as children make the transition from
childhood to adulthood, adolescents ponder the roles they will play in the adult
world. Initially, they are apt to experience some role confusion – mixed ideas and
feelings about specific ways in which they will fit into society – and may experience
with a variety of behaviors. Somehow students may have negative behavior
resulting them to be in guidance office as other adult nowadays badly influence
them.
Lawrence Kohlberg (1927), in his theory of moral development, he studied
how children understand what is right and wrong. Together with the three stages
of moral reasoning, it can sum up that the behavior of a person is good if there is
a progress while growing up. Otherwise, a person does not understand what is
right whenever there is a problem in his or her behavior.
The different theories presented so far show human development through
stages. With regards to human behavior, theorists who took the behavioral
approach in understanding development placed environment as most influential
process and learning is a very important factor. Salkind (2004) listed basic
assumptions that are commonly shared by behaviorists:
1. Through learning, short-term changes occur in the behavior of an individual.
2. Simple behaviors develop into complex behaviors through learning.
3. People have different backgrounds which result into different behaviors.
4. Biological behaviors set limits on what behaviors can be developed, but the
environment shapes the behaviors.
5. Biological processes do not necessarily ensure development of behaviors
as it will require experiences for the developmental process to occur.
According to the philosophical theory of behaviorist theorist, the behavior is
shaped deliberately by forces in the environment and that the type of person and
actions desired can be the product of design. It is determined by other rather than
by own free will.
Dunst and Kassow (2004), using theory of Skinner (1904) on behaviorism,
stated that any behavior that is positively reinforced will repeat itself especially
overtime. The students in a classroom, for example, positive behavior is
encouraged through the promise of rewards. Problems in behavior is responded
to with negative consequences. Several study have been established regarding
the problems in the behavior of students reported in guidance office. In accordance
to it, there may be progress when the solution is conveyed and practiced.
The major theory presented in this research is the theory of Lawrence
Kohlberg pertaining to the theory of moral development wherein he studied the
difference between right and wrong as well as how children understand the
concept. Moral development theory mirrors behavior because behavior has only
two sides: the bad or wrong behavior and the good or right behavior. In Freud’s
theory of human development, it shows right or wrong behavior when fixation was
met. In Piaget’s theory of cognitive development also shows right or wrong
behavior being adapted from his or her surroundings. In Erikson’s theory of role
confusion, child may experience variety of either good or bad behavior. Thus,
Kohlberg’s theory summed up all of the mentioned theory as moral development
can be seen in all of the given theory. Theory of moral developments such as
righteousness may include progress in behavior while wrongfulness may include
problem in behavior.

Conceptual Framework

The major concept of this study is focused on the problems and progress in
the behavior of selected junior high school students reported in San Francisco de
Malabon Parochial School Guidance Office. It is a case study in the academic year
2017-2018.

INPUT PROCESS OUTPUT

Selected junior high Data Gathering: An analysis in problems

school students reported o Documents and progress in the
in SFDMPS Guidance o Observation behavior of selected
Office: o Interview junior high school
o Behaviors Data Analysis students reported in
o Problems Data Interpretation San Francisco de
o Progress Malabon Parochial
School Guidance Office.
Table 1. A Conceptual Framework or Paradigm

Table 1 shows the conceptual framework or paradigm of the study. The

researchers used the Input-Process-Output (IPO) system. It shows the relationship
of input variable which contain the behaviors, problems and progress in the
behavior of selected junior high school students reported in San Francisco de
Malabon Parochial School Guidance Office. For its fulfillment, the procedure
includes data gathering through documents, observation and interview, data
analysis and data interpretation. It will lead to an output variable that contains the
analyzed problems and progress in behavior of selected junior high school
students reported in San Francisco de Malabon Parochial School Guidance Office
in the Academic Year 2017-2018 using a qualitative case study.
 Statement of the Problem

Specifically, it sought to answer the following questions:

1. What are the behaviors of selected junior high school students reported in
San Francisco de Malabon Parochial School Guidance Office in the
Academic Year 2017-2018?
2. What are the problems in the behavior of selected junior high school
students reported in San Francisco de Malabon Parochial School Guidance
Office in the Academic Year 2017-2018?
3. What are the progress in the behavior of selected junior high students
reported in San Francisco de Malabon Parochial School Guidance Office in
the Academic Year 2017-2018?

Hypothesis

The following are the null hypothesis of this research:

1. There are no specific behaviors of selected junior high school students

reported in San Francisco de Malabon Parochial School Guidance Office in
the Academic Year 2017-2018.
2. There are no problems in the behavior of selected junior high school
students reported in San Francisco de Malabon Parochial School Guidance
Office in the Academic Year 2017-2018.
3. There are no progress in the behavior of selected junior high school
students reported in San Francisco de Malabon Parochial School Guidance
Office in the Academic Year 2017-2018.
 Significance of the Study

This research regarding the problems and progress in the behavior of

selected junior high school students reported in San Francisco de Malabon
Parochial School Guidance Office in the Academic Year 2017-2018 will merit the
following:

1. Students. In this study, the students will be aware regarding the solutions
to omit the problems and maintain progress in their behavior whenever they
are reported in SFDMPS Guidance Office. They will be able to avoid being
the customer of guidance office and to perform good behavior inside and
outside the school premises. It lessens incident report, being under
observation, improper exceptions, suspensions, or kick out while improve
academic behavior and performance.
2. Teachers/Facilitators. If there are people inside the school that can
provide evaluation to the students’ behavior, they are the teachers because
they have a direct supervision for them. It may serve as an eye opener to
understand those students having problematic behavior when engage with
the guidance office. They can innovate proper guidance for their students
as well as lessen problems created between students and teachers. The
lesser customer of guidance office, the lesser short-tempered and
problematic teachers will be.
3. Parents. Parents who are directly concerned with the education of their
children may gain ideas as a solution to guide and provide proper discipline
to their child so that students may avoid being reported in the guidance
office.
4. Guidance Counselor/Prefect of Discipline. This study will help develop
the guidance program in line with individual needs as guidance or advice
for students. It will serve as assistance to students with behavioral problems
and as guide for counseling process. They may vary lesser inadequate
records of students in guidance office.
5. School Administrator. The result of this study could serve as a baseline
data to improve programs for school advancement and intensify the
students to have a progressive behavior through orientation of the students
for the consequences of their behaviors.
6. Curriculum Planner. Knowledge of this study may help them to appraise
existing programs and make changes as required in terms of the needs of
students for the avoidance of being present in guidance office due to
uncertainty.
7. School. When all of the mentioned grantee have lived out the given
significance, the school itself will gain a good image especially to the
outsiders therefore many people may try to study in this school since the
 guidance record is neat and can provide proper guidance for the behavior
of the students.
8. Future Researcher. The result of this study can serve as a basis for further
study on problems and progress in the behavior of students reported in
guidance office. They can use this as a reference for a more comprehensive
study.

Scope and Limitation

This research will focus on the problems and progress in the behavior of
selected junior high school students reported in San Francisco de Malabon
Parochial School Guidance Office as well as its solutions. It is a case study in the
Academic Year 2017-2018.

It is limited only to the two selected junior high school students from San
Francisco de Malabon Parochial School. Respondents including students,
teachers, parents, and guidance counselor/prefect of discipline are also limited.
Documents, observation and interview are also used. All information and
conclusion drawn from this study were obtained only to this particular group of
selected respondents and sources. On the other hand, elementary, senior high
school, and other students outside the school premises are not included in the
scope of the study.

Definition of Terms

For better clarification and understanding of terms related to this study, the
following terms are defined conceptually and operationally:

1. Progress. It is a movement forward or toward a place. It is the process of

improving or developing something over a period of time (Merriam-Webster
Dictionary).
2. Problems. It is a difficulty in understanding something or something that is
difficult to deal with. It can be a source of trouble (Merriam-Webster
Dictionary).
3. Behavior. It is the way a person or animal acts or behaves. It is the range
of actions and mannerisms made by individuals, organisms, systems, or
artificial entities in conjunction with themselves or their environment
(Merriam-Webster Dictionary).
4. Guidance Office. It is the office in school which pursues its commitment by
promoting every welfare of the students. It provides relevant services that
respond to the various academic and nonacademic need of the students
(Asia Pacific College).
5. Guidance Counselor. It refers to a person who is employed, usually in a
school, to offer advice on problems, help troubled students and assist
students in making career or college plans (www.yourdictionary.com)
6. Academic Behavior. It refers to manner, deportment, or moral conduct that
an individual encompasses (Webster, 2006).
7. Academic Performance. It refers to accomplishment or production of the
students in the school (Webster, 2006).
8. Junior High School. It is also called middle school which includes grade
seven to grade ten (Wikipedia).
9. Case Study. It represents a type of research that allows the search and
deep exploration of complex issues. According to Zainal (2007, 1), case
study can be considered as “a robust research method particularly when a
holistic, in-depth investigation is required.”
10. Education. Education is the action wealth knowledge acquired by an
individual after studying particular subject matters or experiencing life
lessons that provide an understanding of something. It is the knowledge,
skill and development gained from study or practice. The field of the study
that deals mainly with methods and problems of teaching (English for
Cultural Literacy 7).
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature and studies consists of data and information
to gain clearer perspective of the topic under investigation. It is to identify data,
concepts and theories relevant to this area, as well as other research, study or
thesis that is in connection with the study. The detailed account of review of related
literature and studies pertaining to variables under study, entitled Problems and
Progress in the Behavior of Selected Junior High School Students Reported in San
Francisco de Malabon Parochial School Guidance Office: A Case Study in the
Academic Year 2017-2018.

Behavior
Behavior is a range of actions and mannerisms made by individuals,
organisms, or systems in conjunction with themselves or their environment. It is
the response of the system or organism to various stimuli or inputs, whether
internal or external, conscious or subconscious, overt or covert, and voluntary or
involuntary. To sum it up, behavior is the way in which one acts or conducts oneself
towards others (Merriam-Webster Dictionary).
Humans evaluate the acceptability of behavior using social norms and
regulate behavior by means of social control. In sociology, behavior is considered
as having no meaning, being not directed at other people and thus is the most
basic human action, although it can play a part in diagnosis of disorders such as
the autism spectrum disorders. According to moral values, human behavior may
also depend upon the common, usual, unusual, acceptable or unacceptable
behavior of others (Hergenhahn, 2005).

Behavior differs based from external environment they were brought up

with. One of the most dramatic cases was that Jack Yufe and Oscar Stohr, twins
separated by the divorce of their parents while they were still infants. Yufe was
raised in Trinidad as a Jew, studied Hebrew and lived in Israel for five years. Stohr
was raised as a Roman Catholic in Czechoslovakia, underwent a Nazi-dominated
education during the German Occupation and was strongly anti-Semitic. Not
surprisingly, many aspects of their personalities and behavior differ sharply. Yufe
is a relatively flexible individual, generally in his political and social attitudes while
Stohr is fairly rigid and authoritarian (Collier’s Yearbook, 2002).

Human Behavior
In scientific research, human behavior is a complex interplay of three
components: actions, cognitions and emotions. An actions are behavior as it
denotes that can be observed, either with bare eyes or measured by physiological
sensors. Cognitions are behavior as it describes thoughts and mental images that
can be verbal and nonverbal. Emotions are behavior characterized by mental
activity and a feeling resulted from reasoning or knowledge.
 According to iMotions’ Biometric Research Platform of human behavior
(2017), it addresses how and why people behave the way they do. It is quite
complex as it is influenced, modulated and shaped by multiple factors which are
often unrecognized by the individual: overt or covert, logical or illogical, voluntary
or involuntary.
Conscious vs. Unconscious Behavior. Consciousness is a state of
awareness for internal thoughts and feelings as well for proper perception for and
uptake of information from surroundings. A huge amount of behaviors is guided by
unconscious processes. Like an iceberg, there is a great amount of hidden
information about the progress or problems in behavior of a person and only some
of it is visible with the naked eye.
Overt vs. Covert Behavior. Overt behavior describes any aspects of
behavior that can be observed, for example body movements or actions. Covert
processes are cognitions, feelings, or responses which are not easily seen.
Through observation, a progressive or problematic behavior is distinguished from
a person.
Rational vs. Irrational Behavior. Rational behavior is influence by reason
while irrational behavior is not logical. Students suffering from phobias often report
an awareness for their thoughts being irrational where they still cannot resist the
urge to behave in a certain way.
Voluntary vs. Involuntary Behavior. Voluntary actions are self-determined
and driven by desires and decisions. By contrast, involuntary actions describe any
action made without intent or carried out despite an attempt to prevent it. Thus,
progressive or problematic behavior can be voluntary or involuntary.
Many behaviors appear to be voluntary, rational, overt, and conscious – yet
they only represent the tip of iceberg for normal human behavior. The majority of
actions are involuntary, potentially irrational, and guided by being subconscious.
The way to access this other side of behavior is to examine the covert behaviors
that occur as a result.

Student Behavior
According to State Government of Victoria Australia (2017), positive
behaviors are most effectively developed and supported through relationship-
based, whole-school, and classroom practices and clearly communicated
behavioral expectations. Some students exhibit challenging behavior and require
additional support and interventions to address this behavior and to develop
positive behaviors. As schools have the ability to define their own set of behavioral
expectations, there is no common set of behaviors that can be universally regarded
as challenging. Challenging behaviors includes:
o Withdrawn Behavior. This is the behavior that includes shyness, rocking,
staring, anxiety, school phobia, truancy, social isolation or hand flapping.
 o Disruptive Behavior. This is the behavior that pertains to being out-of-seat,
calling out in class, tantrums, swearing, screaming or refusing to follow
instructions.
o Violent Behavior. This is the behavior such as head banging, kicking, biting,
punching, fighting, running away, smashing equipment or furniture/fixtures.
o Inappropriate Social Behavior. This is the behavior that showcase
inappropriate conversations, stealing, being over-affectionate,
inappropriate touching or masturbation.
According to Student Management Policy of State Government of Victoria
Australia (2017), there are many potential influences in the behavior of students
and many factors that can lead to behavior that is challenging for schools to deal
with. These includes:
o Biophysical Factors. It includes medical conditions or disabilities.
o Psychological Factors. It includes emotional trauma or lack of social skills.
o Behavioral/Social Factors. It includes where student behavioral problem
has been learned through reinforcement, consequences, or adaptation to
social practices.
o Historical Community Factors. It includes students whose family member/s
had difficult, sometimes traumatic, experiences of school and government
agencies.
o Student Group Dynamics. It includes bullying and teasing, cliques, apathy
or hostility.
o Environmental Factors. It includes the level of classroom noise or seating
arrangements.
o Classroom Organization Issues. It includes inconsistent routines,
inadequate materials or obliviousness to cultural differences.
o Teacher Behavior. It includes boring or disorganized lessons, over-reaction
to misbehavior or over-reliance on punishment.
State Government of Victoria Australia (2017) also states that when
seeking to understand challenging behavior, it is important to understand the role
of behavioral triggers. Triggers are actions or events that play a role in prompting
particular behaviors. It can be used deliberately by teachers elicit student behavior.
For example, if a teacher wants students to listen, he or she will generally call for
their attention (sometimes using a signal) and wait for them to be quiet, thereby
triggering the desired attentive behavior. When triggers are identified, teachers
and other school staff are then able to more easily avoid these and also can start
to develop and use other triggers to elicit positive behavior.

Related Literature about Progress, Problems and Solutions in Behavior

Brookes Publishing (2016). Ethan’s Story: A Literature about Student Behavior.
Ethan, a student in Mr. Daniels’ math class, became extremely frustrated
when a peer, Andrew, would not agree to play the game he chose during free time.
Shortly after free time began, Ethan take and hide pieces of the game Andrew was
playing. As free time continued, Ethan started to destroy equipment, eventually
leaving the room and slamming the door behind him. Then he was directed to meet
with the school counselor, Mrs. Simmons, and engage in problem solving.

Mrs. Simmons began by asking Ethan to explain the problem. He had some
difficulty at first, stating, “Andrew wasn’t being fair.” Mrs. Simmons guided him to
think about how the problem started, and he was able to describe that he and
Andrew wanted to play different games. She also led him to describe specifically
why this made him angry. He claimed that there weren’t many games he enjoyed
and, even though he liked playing with Andrew, Ethan didn’t like the games Andrew
chose because he wasn’t good at them.

In the next phase, prevention, Mrs. Simmons and Ethan discussed what
he could do in the future, rather than becoming destructive and leaving the room,
when a similar situation arose. Ethan suggested that he could ask for the teacher’s
help to resolve the problem.

The next step was to develop an action plan. Ethan’s plan needed to
describe the specific actions he could perform when frustrated to help minimize
the occurrence of the problem behavior in future similar situations. In Ethan’s
situation, his action plan referred to the specific peer and interaction that was
problematic, because he rarely had problems with other peers and needed specific
guidance on interacting with Andrew. In addition, Mrs. Simmons and Ethan
discussed the exact nature of “negotiation or deciding to play with someone else.”
For example, they talked about deciding when it would be better to play alone.

Finally, during the last step, commitment, Ethan agreed that he could
follow the steps in the action plan when he and Andrew could not agree on a game
to play together. He repeated the plan to Mrs. Simmons and described situations
when he might need to use the plan. Mrs. Simmons then escorted him back to
class.

Mrs. Simmons communicated Ethan’s action plan to Mr. Daniels. In this

situation, it was important for Mr. Daniels to know that Ethan now had a plan that
encouraged him to raise his hand for teacher assistance when negotiating difficult
social situations, and also to know the courses of action (watch, choose another
classmate, or play alone) available to Ethan to resolve the problem. This also
allowed Mr. Daniels to look for patterns of social errors, note when Ethan perceived
(whether accurately or not) a social situation was not going his way, and prompt
Ethan to use his action plan rather than becoming frustrated and attempting to gain
control and escape the situation by leaving the room.

Related Studies about Progress and Problems in Behavior

 Stewart et al. (1998) referred student misbehavior to disciplinary violations
in school, for instance, tardiness, vandalism, fighting, stealing, and drinking on
campus. When there are explicit rules and regulations in school, violation of these
is apparently a behavior problems.

An article from The Scientific World Journal (2012) states that student
misbehaviors such as disruptive talking, chronic avoidance of work, clowning,
interfering with teaching activities, harassing classmates, verbal insults, rudeness
to teacher, defiance, and hostility ranging from infrequent to frequent, mild to
severe, is a thorny issue in everyday classroom. Teachers usually reported that
these disturbing behaviors in the classroom are intolerable and stress-provoking,
and they had to spend a great deal of time and energy to manage students.

Sun and Shek (2012) stated that it was a rising phenomenon that students
liked to use electronic devices, such as mobile phone for texting people inside or
outside classroom, playing electronic games, surfing webpage, or listening to
music. In response to this phenomenon, there were regulations in some schools
prohibiting students to switch on their mobile phones inside school. However, there
are progress in behavior as students learned what consequences will be.

Teachers as Factor
O’leary and O’leary (1977) stated that the way teachers attend to their
students determines in large measure, what the children will do. A teacher’s smile,
words of encouragement, praise, evaluations, and silence are powerful allies in
affecting how the students behave and change socially or academically. Because
of this, teacher’s encouraging behavior is, perhaps, the most basic of all influences
on the behavior of the students. Otherwise, students misbehave when the behavior
of teachers are inadequate as they imitate what teachers do.

Parents as Factor
Past research on parent involvement has identified a generally positive
association between parents’ engagement in their children’s behavior. Similarly,
school intervention studies show that efforts to improve student outcomes can be
more effective when the family is involved. (El Nokali et al., 2010).

School as Factor
Johns Hopkins University researchers Gottfredson et al. (2011) analyzed
data from over six hundred of the national secondary schools where they found
that the school characteristics were associated with student’s behavior. Rules and
consequences should be clearly specified and communicated to staff, students,
and parent by such means as newsletter, student assemblies, and handbooks.
Once it has been communicated, fair and consistent enforcement helps maintain
respectful students. Providing a hearing process for students to present their side
of the incidence and establishing appeal process will also increase positive
behavior of the students.

Peers/Classmates as Factor
According to Shin (2017), social cognitive theory suggests two levels of
analysis at which interpersonal interactions can affect behavior among students:
indirect peer influence (IP) and direct peer influence (DP). IP, which occurs at a
level more distant than the immediate social environment, involves learning by
observing the behavior of others via media, such as newspapers or television,
which is also referred to as “symbolic modeling.” DP refers to the live modeling
that occurs in one’s proximate and immediate social context, including via direct
contact with another person, which is also referred to as “live modeling”.
Related Studies about Possible Solution in Behavior
Students are better off in class than they are in the principal’s office. No one
would disagree with that statement and yet office disciplinary referrals are still a
common solution for resolving the conflict or correcting student behavior.
According to Brookes Publishing (2016), there are four-step problem-solving
process that will help resolve issues:
o Problem Identification. In this step, student should identify the issue that
resulted in the problem behavior by gently probing for details: “What caused
you to become so upset?”.
o Prevention. Next, students should identify a replacement behavior that
should be use instead by means of asking: “What can you do to avoid the
problem?”
o Development of an Action Plan. Develop a specific, simple, and concise
plan to follow next time a similar situation pops up.
o Commitment. When the student is calm, review the action plan with him and
ask: “Are you able to do these steps?”.
 CHAPTER III

RESEARCH METHODOLOGY

This study will be conducted in order to determine the problems and

progress in the behavior of selected junior high school students reported in San
Francisco de Malabon Parochial School Guidance Office which is a case study in
the Academic Year 2017-2018. This chapter presents the research design, the
subject of the study, the research instruments and the research procedure.

Research Design

The study entitled “Problems and Progress in the Behavior of Selected

Junior High School Students Reported in San Francisco de Malabon Parochial
School Guidance Office: A Case Study in the Academic Year 2017-2018” is a
qualitative research that attempts to determine different aspects in the student
behavior reported in guidance office. Qualitative research is a method of inquiry
that are interested in understanding the meaning people have constructed, that is,
how people make sense of the world and the experiences they have in the world
(Merriam, 2009, 13). The descriptive and exploratory – correlation method was
used in this study.

In descriptive method, Mendoza and Melegrito (2017), wrote the study

focuses on the present condition. It is directed at making careful observations and
detailed documentation of phenomenon of interest about different problems and
progress to the behavior of students reported in guidance office. The researchers
will interpret the results in descriptive way.

In exploratory method, according to Mendoza and Melegrito (2017), it is

conducted in new areas of inquiry where the goals of the research are to scope
out the magnitude or extent of a particular behavior, to generate some initial ideas
about that phenomenon or to test feasibility of undertaking a more extensive study
regarding behavior. As the researchers gather data about behavior, the
researchers are exploring at the same time.

This research is a case study qualitative research as it explores the

behavior of individuals. The role of case study method as an assumption suits
issues on education, sociology, and community-based. It makes use of multiple
methods of data collection.

Subject of the Study

The respondents of this study were the two selected junior high school
students of San Francisco de Malabon Parochial School reported in guidance
office in the Academic Year 2017-2018 who will undergo observation and
interview. The two selected parents of those reported students who will undergo
an interview, guidance counselor/prefect of discipline and two teachers who will
also undergo interview as well as provision of documents, were also included as
the subject of the study.

Research Instruments

The proponents used major instruments in the conduct of this study –

documents, observation and interview about problems and progress in the
behavior of selected junior high school students reported in San Francisco de
Malabon Parochial School guidance office.

Data collection using private documents – incident report and guidance

record from the guidance counselor and anecdotal from teachers will be collected,
analyzed, and interpreted by the researchers. An observation of the student
behavior will be conducted in the school settings particularly inside and outside the
classroom. This is an observational note of the researchers using naked eye
wherein the four students must not know that they are under observation. An
interview for the two selected students, teachers, parents and for the guidance
counselor/prefect of discipline is consisted of five main questions regardless of
follow-up questions for each respondent to be conducted by the researchers.

The research instruments were presented to the adviser for comments,

corrections, and suggestions on the content. The researchers also informed the
respondents that the gathered information and result will be treated confidential.

Data-Gathering Procedure

The original title proposed by the researchers was checked, revised and
rechecked by the research adviser to maintain conformity on the subject of
research. Documents, observation and interview that aims to draw out proper
responses and information on the objectives of this study was constructed and
checked to ensure validity of responses it would elicit. Permit to conduct data-
gathering instruments was secured of letter requesting permission to the principal
and Practical Research I teacher of San Francisco de Malabon Parochial School.
For the proof of data-gathering, researchers will also provide a letter for every
respondent where they will sign to show that they give permission to undergo
provision of documents, observation and interview. Provision of image and
audiotape during the data-gathering procedure is also a proof in the conduct of the
study to ensure that the researchers really conduct the study.

In order to gather data, the researchers will first conduct private documents
such as incident report, guidance record and anecdotal which is to be collected,
analyzed and interpreted from the guidance counselor and teachers in the school
setting for a further exploration of data needed to fulfill the statement of the problem
of this study. The researchers will take down notes all of the information that will
be gather. This can help the researchers to have initial idea or background
information about students reported in guidance office and the selection of the two
specific respondents.

On the next data-gathering, the researchers will conduct an observation in

the school settings inside and outside the classroom. Inside the classroom, the
researchers will observe them in every subjects. Outside the classroom, the
researchers will observe them in flag ceremony, recess, lunch, during mass and
other outdoor activities. The researchers will surprisingly enter the classroom to
find out the true behavior of students with or without teachers. They must not know
that they are under observation. Using the naked eyes and observational notes,
the proponents will observe the behavior of the two selected junior high school
students – problems and progress in their behavior to find out the reason why they
are being reported in the guidance office. This is a case study that is why the
researchers will observe the two students for six days, 2 hours per day inside the
classroom, and outside depends upon their schedule. This is for the validity of data
that will be gathered throughout the process.

After an observation, the researchers will interview the two selected junior
high school students, two parents and two teachers, as well as the guidance
counselor/prefect of discipline in the natural settings regarding the problems and
progress in the behavior of students reported in the guidance office. The
researchers will also ask about the possible solutions in coping with these
problems and to strive for progress with their behavior. Five questions will be given
to each respondents regardless of follow-up questions and the researchers will
take note of their answers. This is to be conducted for additional information after
documents and observation.

There will be final observation for the two selected junior high school
students in order to gather more information about the problems and progress in
their behavior. The researchers will use the same procedure but only 1 hour for a
day is allotted for a surprise observation inside the classroom, and outside the
classroom.

Gathered data from the respondents will be treated confidential. The

researchers clarified that this is for the study purposes only.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter indicates the presentation, analysis and interpretation of

results of the data gathered from the study to identify the problems and progress
in the behavior of selected junior high school students reported in San Francisco
de Malabon Parochial School guidance office in the Academic Year 2017-2018.

STUDENT A

In the past records of Academic Year 2016-2017, Student A is a transferee

who was always being reported in the guidance office. He became involved in
fighting inside and outside the classroom. He seriously bullied his classmates.
There were cases that he sold jewelries he does not own. He used to get involved
in fraternity. The point came where the guidance counselor reminded him that
another major offense will force them to kick him out of the school. He is a customer
of guidance office which means he was always reported due to behavioral cases.

1. Documents

Documents were used for information and selection of respondents. As the

researchers gather data from documents such as incident report, guidance record
and anecdotal, the researchers find out that Student A can be one of the
respondent as he has behavioral case, problems in behavior, as well as progress
in behavior at the same time. The researchers also ask a help from the guidance
counselor and advisers for the selection of respondent wherein they suggested
Student A. Before being selected, the researchers concerted and ensure that
Student A can actively participate in this study wherein the researchers scrutinized
the gathered documents.

1.1 Behavioral Case

Based on the incident report, January 24, 2018 9:45 in the morning, there
is an incident between two students outside their classroom. Student A was looking
for a fight with his classmate due to a reason that he did nothing that seems like
he is boring. One time, one of the classmate of Student A told him in messenger
that his classmate with whom he looks for a fight intended to beat him with his
peers. When Student A went to school, his classmate chased him to revenge
because Student A wanted to have a fight. As a respond of their subject teacher
and the guidance counselor, they invited Student A and his classmate in the
guidance office to write an incident report. This will serve as a complete and exact
narration of events as well as their promise of what to do when the same situation
pops up. Both teachers involved gave some advices to both students regarding
their behavior.
 Another case happened last January wherein he brought cellular phone in
school and was confiscated four times. It is Minor Offense #25 – bringing and using
cellular phone and other electronic gadgets during class hours, school programs
and activities. The guidance counselor called his parents and said that Student A
will be given a punishment the next time he brings a cellular phone.

1.2 Problems in Behavior

Based on information gathered from document which is anecdotal, Student A was

noisy during Filipino time. Sometimes, he does not make learning activity in Health.
He used to annoy or bully some of his classmates. He rattles the chair, shout inside
the classroom like “Ibigay mo yung shabu”, touched one of his boy classmate’s
private part, and makes noise. Sometimes he does not wear proper uniform and
sometimes he disrobes his uniform. The problem in this behaviors of Student A is
that the record showed that some of his classmates are involve in the situation
which can be a pressure or influential that forced him to do certain behavior. It can
also be observed that he just wanted to do certain behaviors.

1.3 Progress in Behavior

Based on the incident report, another case of fighting happened on

September 17, 2017 at 8:15 in the morning. One student teased his classmate that
resulted them to become ticked and pissed off. He punched the face of his
classmate that led to bleeding. But Student A was not involved in the fight. There
is a progress in his behavior wherein he was not the one who started it but he was
the one who helped his classmate who has been punched in the eyes. Student A
became responsible of helping his punched classmate to go to the clinic for some
first aid.

It is also progressive that in this academic year, Student A has a lesser

anecdotal records compared to his records last school year. He has a lesser record
in guidance office, lesser incident report and lesser guidance record.

2. Observations

After a days of documentary process for the selection of respondents, the

researchers started the inside and outside observation for Student A within six
days. The researchers had observed the behaviors, problems and progress in the
behavior of Student A without being informed that he was under observation.

2.1 Day 1

During Mathematics, their subject teacher gave a performance task by

group. Student A asked his teacher about their task but in a high tone voice. After
that, it seems that he gets bored. Instead of participating, he meddles his
classmate who has a thinking disorder. He facetiously punches one of his
classmate who also has a disorder. He is unsettled that is why he always stands,
out of seat, shout, make a noise, and meddle with his classmates. It is just like his
day is incomplete without meddling and without doing anything. Inside their
classroom there is a lot of fatuous students that seems to influence each other in
doing bad behaviors. There are some students with thinking disorder that resulted
him to bully his classmate with insufficient strength.

During Araling Panlipunan, it was their long examination on that day. At first,
he obeyed his subject teacher in fixing the books. He is responsible and neat with
his things. The he answered the test paper quickly but seriously and quietly. He
does not cheat, rather he answered the examination on his own. After answering
the test paper, he bows his head for a while and then mend the pictures inside his
wallet. The teacher gets curious what he was doing that is why their subject teacher
come near to Student A and the teacher rebuked him. He also tapped his pen that
becomes distraction during exam but the teacher does not notice it. The teacher
gets out of the classroom to get the key to correction. His classmates became
noisy and Student A rebuke them to keep quiet as the teacher assigned him to
maintain a peaceful room. They checked the test papers but Student A used to put
a very big check and carelessly checked the paper of his classmate. While the
teacher is announcing something, his seatmate talked to him that is why Student
A became talkative too. Their teacher noticed and commanded them to stand to
repeat what he have announced. Surprisingly, Student A answered correctly which
means that he still managed to listen even he was chatting with seatmate. He is
also generous to his classmates as he shared his food to them.

During outside observation, on day 1 he was unable to come in school early.

But during the exercise of those late students, he was the only one who actively
participate. During recess, he does not fall in line properly and he used to tease
some of his classmate. He also made a fight between his two classmates but in a
kidding way. During lunch time, he obeyed the favor of his classmate in getting the
ketchup.

2.2 Day 2

During Science, it was a day for recitation. Out of 40 plus in a class, Student A is
the only one who answered the question about mitosis. Then the teacher marked
him very good. He was so active during recitation. When the teacher started to
discuss, he used to take down notes. But he still tapped his pen, talk to his
seatmates that are not related to the topic, bring out his tongue and mend his
wallet. He was active in recitation but inactive in discussion.

During ICT, he came in the class a little bit late because he went to comfort room.
It was also a day for recitation. Without looking at the book, he answered and
actively participate in the class. He was the only one who answered a question
about processor. He used to raise his hand but he shouted the answer while raising
it. Their subject teacher noticed that Student A was starting to prove his promise
that he is going to change. The teacher let him stand twice and said, “Palakpakan
naman natin si Student A, talaga namang nagbabago na”. Student A was so proud
of himself while saying “Classmates, ako yon!” that made everyone laughed. He
also did his part in rebuking his classmates as what AP teacher assigned him to
do. Student A is active in recitation yet naughty of chatting with classmates.

During outside observation, he used to play basketball although it was not a PE

day. He also walks in a boastful way but he used to smile to everyone. During
recess, he does not fall in line properly. He respects the principal by means of
blessing on his hands. Still, he was late in school but active in exercise.

2.3 Day 3

During Filipino, it was their practice time for their intermission number. Student A
showed being responsible as he was the one who leads his classmate. He actively
and happily yet a little bit naughty participates in the practice and dance with his
partner gently. He makes a jokes to his teacher but he uses “po” and “opo” in
talking to his teacher. When it was a break, he keeps quiet for a while. It was not
so long and he switches to different seats just to talk with classmates, he shouted
even there is a teacher. After a practice, he obeyed his teacher to arrange the
armchairs. He may be active during practice but excessively or too much active as
he became overacting in dancing and leading his classmates. He unintentionally
elbowed his classmate but he apologized too.

During English, Student A together with his classmates came late from canteen.
He commanded one of his classmate with mental disorder to shout and knock on
the door so that their teacher will open it for them. Then the subject teacher scolded
them before entering the classroom. It was their discussion where Student A just
quietly seating on his chair but looking everywhere. He also wrote a lecture but
looks like sleepy. When the time of recitation came, he actively participated by
raising his hands while saying the answer. The teacher gave them an activity. She
commanded Student A to disseminate the books and he gave it disorderly. He
used to ask whose book it is even the name was already written. While answering
on the book, he sang a song “Titibo-tibo” but the teacher does not notice him. He
showed concern to his classmate by saying to his teacher that his classmate has
headache.

During outside observation, two of his classmates with thinking disorder fight with
each other. Student A showed concern to his girl classmate where he companions
her to go in the office to complain what has happened. Again, he was late but he
was so active during exercise. He danced happily without showing laziness. In the
corridor, he saw his classmate who are going out of the classroom then he
suddenly closed the door. His classmate beaten his butt as a revenge but Student
A no longer makes revenge as he knew it was his fault even though it is just a joke
for them.
2.4 Day 4

2.5 Day 5

2.6 Day 6

3. Interview

3.1 Teacher

Student A, as described by his adviser, is naughty and misbehaves in class

but the teacher understands why he shows misbehavior because the teacher
himself was also like him when he was in high school. The teacher stated that
being in Grade 8 is a stage of being naughty and maybe when they enter the world
of being a grade 10, they will be mature enough. Student A misbehaves but if you
show that you have an authority in the classroom, he can manage to follow
everything. Unlike on the first two months of school, he was no longer gets outside
of the room as commanded by the teachers. With regards to their relationship, the
teacher is not too much strict and not too much kind because Student A will be
more naughty. When it is discussion, he allowed them to laugh but they should be
more serious so they can learn. To discipline the student, when they disobeyed
the rules, there will be a consequence. For example, tardiness, Student A is always
tardy that is why he is always a cleaner. During class, whenever Student A chat
with others, the teacher commanded him to stand up in the whole period or repeat
what he had said.

Student A was being reported in the guidance office due to many cases as
his adviser was always called to guidance office too. There was a case wherein
after flag ceremony, someone hit Student A’s back of his head. He thought that it
was his classmate who innocently on his back. Student A seeks for revenge to the
point that he invited him to a fight. The adviser saw them and told to stop it. Ass
Student A’s response, he seeks to apologize. They were not sent in the office yet
the adviser does his role in making peace. There are times that he stripped his
uniform inside the classroom which is Minor Offense #2. There was a case that
jokes turns to temper resulting them to have a fight. Student A only makes minor
offense but in worst case, there are too much minor offense disobeyed by him.
Several factors can be a problem to his behavior. His peers affect him a lot
because they are in the stage of being naughty. He exerts too much energy just to
enjoy being a youth. His family can be a factor since whenever a child is attention
seeker inside the classroom, he also loses attention from parents. In terms of
teachers, Student A and his classmate lose respect to teachers especially girls.
They thought girls are not strong enough to punish them. They seek too much
attention of woman teacher maybe because boys are dominant than girls.
 3.2 Parent

3.3 Student A

4. Final Observation

(summary)

STUDENT B

In the past records of Academic Year 2016-2017, Student B is an old student who
was always being reported in the guidance office. He has major and minor offenses
including using vape inside the school, being too much naughty to his teachers,
too much talkative, and too much playful. He is a customer of guidance office which
means he was always reported due to behavioral cases.

1. Documents

Documents were used for information and selection of respondents. As the

researchers gather data from documents such as incident report, guidance record
and anecdotal, the researchers find out that Student B can be one of the
respondent as he has behavioral case, problems in behavior, but a very little
progress only. The researchers also ask a help from the guidance counselor and
advisers for the selection of respondent wherein they suggested Student B. Before
being selected, the researchers concerted and ensure that Student A can actively
participate in this study wherein the researchers scrutinized the gathered
documents.

1.1 Behavioral Case

Based on the incident report, Student B brought alcoholic beverages or

intoxicating beverages to school and/or during school related activities and other
acts analogous to abovementioned offenses (Student Handbook: Major Offense
#23 and #40). It happened on January 15, 2018 in the morning inside their
classroom. It was stated in the narration of event that one of his classmate ask
their subject teacher to gather examination. Their teacher went downstairs but she
was unable to be back immediately because she cannot find the test paper. Then
Student B brings out the bottle of alcoholic beverages (1.5 L bottle) and his
classmates started to drink. Their teacher was not able to return in just fifteen
minutes. As their subject teacher went back to classroom, she noticed that Student
B was playing the empty bottle of alcohol. The teacher heard someone told Student
B to throw away the bottle so no one could smell it. When Student B went outside
to throw it, their subject teacher followed him, she got the bottled and smelled that
the bottle was filled with alcohol. The story behind this drinking spree was that their
classmate was having a problematic love life who let Student B to bring alcoholic
beverages. Student B literally do not want to brought alcohol as he was aware of
the consequences. It was just his debt of gratitude for all the help that his
problematic classmate gave to him. Student B did not drink. He only brought it for
his classmates. He received major offenses’ sanctions including conference with
the parents and discipline board, signing of strict probationary form, three-day
class suspension, failing grade in conduct for the grading period, and
disqualifications of being nominated in any of the Vision Awards.

It was also stated in the incident report about another behavioral case of
Student B. In the narration of event, it was during lunch time on November 22,
2017 in the school ground that Student B and his classmate play a basketball
game. In the point of view of Students B, they were clashing for a ball then he failed
to jump resulting him to lodge on the nape of his classmate that caused him to get
hurt. His classmate thought that Student B intentionally hurt him that is why he got
pissed off so he punched the Student B. They were sent to guidance office and
wrote an incident report. The guidance counselor states that it is a verbal
reprimand and both of them performed 2 hours of community service.

Another incident happened on July 3, 2017 at 12pm outside the school.

Student B saw his schoolmate badly staring at his classmate. Then he told his
classmate about what he saw. His classmate let him to fight with their schoolmate
but Student B refused to fight. Instead he let his classmate to practice rather than
to fight. But his classmate continued to fight with their schoolmate. The least
consequences may be a failing grades on the conduct for the first quarter after
they were sent to guidance office.

1.2 Problems in Behavior

Based on information gathered from document which is anecdotal, Student

B showed distractive behavior during classes in Values Education. He used to
laugh while praying, saying bad words, became noisy during discussion in which
he talked about Mayweather’s fight, and drawing disturbing things on the learning
activity sheet of his classmate. It can be observed in the documents that he was
only influenced from doing those behavior and there are also times that he just
wanted to do it.