Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Classroom management and student discipline are among the most important

concerns for teachers in primary and secondary schools. Without discipline, classes are

overtaken by noisy and misbehaving students such that the teacher cannot focus on the

task of teaching (Ulla, 2016). Often, there is a continuum between how teachers or

parents practice discipline: On the one hand, punitive discipline happens when

authorities use physical violence, shaming, or threats to correct a child’s behavior

(Kelley et al., 1990). On the other hand, positive discipline is an approach that is “non-

violent and respectful of the child as a learner, […] solution-focused, and based on child

development principles” (Durrant, 2011, pp. 2–3). The Philippines provides an

interesting case because it ranks high in the use of punitive discipline with as much as

76 percent of children receiving some form of physical punishment (Runyan et al., 2010;

Sarmiento & Rudolf, 2017). Although efforts were made to improve this situation in

schools, these efforts have received strong pushback from teachers

Secondary students do not enter high school with a blank slate; rather, they bring

with them a background of educational experiences that have shaped their views of

what constitutes successful learning. Many of them might identify with a specific

inclination or conviction about how to digest information most effectively (Willingham,

Huges, & Dobolyi, 2015).

learning environments are related to their approaches to learning and how they interact

with their environment, even though they do not reflect their actual capabilities or dictate

which approaches are best for learning performance (Alghasham, 2012; Cuevas, 2015;

Bandura, 1989; Ramsden, 1992). The learning strategies that students choose to use

are crucial; deeper learning strategies, including analyzing the material critically and

drawing connections to prior information, are linked to higher learning outcomes than

more superficial strategies, like memorization (Felder & Brent, 2005). Different kinds of

learning settings are frequently linked to both surface and deep learning methodologies

(Entwistle & Tait, 1990). In spite of evidence suggesting that deeper learning strategies

work best in constructivist learning environments (Freeman et al., 2014; Von

Glasersfeld, 1996), instructivist learning strategies—which favor surface learning

strategies—remain the most common in higher education courses (Eagen et al., 2014).

Three courses in two domains are examined in this study using a mixed-methods

approach to examine students' opinions of effective learning activities and course

designs. These impressions align with constructivist and instructivist learning theories,

and they are connected to a possible underlying factor: students' beliefs about the

nature of knowledge and learning.

Duckworth and Seligman (2006) defined self-discipline as ‘‘the ability to control

prepotent responses in the service of a higher goal and further specifying that such a

choice is not automatic but rather requires conscious effort’’. Self-discipline is similar to

the notion of effortful control, which Rothbart and Bates (1998) defined ‘‘as the ability to

inhibit a dominant response to perform a subdominant response’’. That is, self-discipline

satisfaction. Discipline and self-control is prioritizing and doing important tasks first,

following what is right even if it is difficult, getting work done even if one is exhausted,

and not easily get distracted when doing something important. These are important

manifestations of discipline and self-control in family and school. Moreover, discipline

and self-control in the community is avoiding indulging vices and persevering on tasks

even when results are not fast in coming.

It is through the concepts mentioned above and the desire to improve the state of

education in her school, the District of San Sebastian, and the Division of Samar, the

researcher decided to conduct a study on the students’ discipline-specific perceptions of

learning practices in Inobongan Integrated School.

Statement of the Problem

This research aims to study the students’ discipline-specific perceptions of

learning practices in Inobongan Integrated School. Specifically, this study will aim to

answer the following research questions:

1. What is the demographic profile of the student-respondents of Inobongan

Integrated School in terms of:

1.1 age and sex;

1.2 grade level;

1.3 nutritional status;

1.4 parents’ highest educational attainment;

1.5 parents’ occupation; and

1.7 Attitude toward self-discipline

2. What is the discipline-specific learning practices of the student-

respondents, in terms of:

2.1 Visual

2.2 Auditory

2.3 Reading and Writing

2.4 Kinesthetic

3. Is there a significant relationship between discipline-specific learning

practices of the student-respondents and their profile variates?

4. Is there a significant difference between discipline-specific learning

practices of the student-respondents and their profile variates?

5. What is the academic performance of the student-respondents based on

the mean grade during the first and second quarters?

6. Is there a significant relationship between the academic performance of

the student-respondents and the following:

5.1 student-related variates; and

5.2 discipline-specific learning practices?

7. What intervention program may be evolved from the findings of this study?

Hypotheses

From the aforementioned questions, the following hypotheses are formulated and

will be tested:
 1. There is no significant relationship between the discipline-specific learning

practices of the student-respondents and their profile variates.

2. There is no significant relationship between the academic performance of

the student-respondents and the following:

2.1 student-related variates; and

2.2 discipline-specific learning practices.

Theoretical Framework

There is growing evidence that theories and epistemologies are represented in a

learning environment through course materials and structure and have an influence on

students’ own beliefs (Bendixen & Rule, 2004; Feucht, 2008; Haerle & Bendixen, 2008;

Muis & Duffy, 2013). Hence, this study is anchored on the following theories: the

Self-Determination Theory introduced by Deci and Ryan (1985) which distinguishes

between intrinsic and extrinsic motivation and Constructivist Learning Theory by Jean

Piaget.

Self-determination theory fits the investigation of students’ self-discipline and its

impact on academic performance as portrayed in GPA and standardized exams such as

ITBS. Past studies show that students’ self-discipline requires self-determination and

intrinsic motivation to focus on school related activities until academic goals are

achieved (Duckworth & Seligman, 2005). Duckworth and Seligman continue to say that

students’ level of self-discipline predicts their final grades (GPA) better than does their

measured Intelligence Quotient (IQ). Students need to involve themselves with activities

which improve their cognitive powers such as going for extra coaching and watching

educative programs, which assist in academic success (Nachiappan, Marimuthu, Andi,

external motivation. Hence, SDT is appropriate for this study because if the theory that

intrinsic motivation enhances students’ academic performance is true, then students’

self-discipline should impact students’ GPAs and their performance on the standardized

exam, ITBS, positively.

Further, the principles of SDT state that students’ motivation for learning can only

be inferred by observing or by self-reporting (Guimarães & Bzunec, 2008, as cited

Edvalda et al., 2013). In this study, teachers will evaluate (measure) students’ self-

discipline based on their observation of the students, which they will report through

questionnaires.

Constructivist Learning Theory by Piaget (1978) reflects SDT and the idea that

people construct their own meaning of knowledge from their interactions with the world,

including collaborative interactions (Hartle, Baviskar, & Smith, 2012; Vygotsky, 1978). In

contrast to those in instructivist classes, students in constructivist classes play an active

role in the construction of their learning (Garrett, 2008). Common activities that reflect

this view of learning include hands-on authentic practice, creation, argumentation, and

perspective-taking (Choi & Lee, 2009; Papert, 1993). More authentic learning

environments, such as those found in constructivist classrooms, focus on depth of

knowledge over memorization and regurgitation, and emphasize the construction of

knowledge based on prior experiences (CoxPetersen & Olson, 2000). A meta-analysis

conducted by Freeman et al. (2014) revealed undergraduate STEM courses that

implement active learning approaches outperform traditional courses and are more

likely to retain students. In addition to supporting academic performance, constructivist

collaborative and student-driven nature of those environments (Ertmer & Newby, 1993;

Tom, 2015). The literature supports the notion that constructivist models of learning can

benefit STEM and non-STEM learners’ academic motivation and achievement, but the

persistence of instructivist approaches across higher education STEM courses remains.

Conceptual Framework

The conceptual framework of the study shows a representation of the

relationship between the variables of the study, its characteristics, properties, and

outcomes.

Figure 1 shows the conceptual framework of the study illustrating the working

process to be undertaken. The figure shows that data gathered from the teachers of

Inobongan Integrated School are then processed and analyzed through the use of

research tools such as survey questionnaires, interviews, and keen observation. The

results of which are perceived to conceive effective and timely innovations or

interventions for the improvement of the learners’ academic performance.

INTERVENTION PROGRAM

FINDINGS AND IMPLICATIONS OF THE STUDY

ACADEMIC
PROFILE OF STUDENT- PERFORMANCE
RESPONDENTS
 age and sex
 grade level FEEDBACK
 nutritional status
 parents’ highest DISCIPLINE-
educational attainment SPECIFIC
 parents’ occupation PERCEPTIONS OF
 gross monthly family STUDENTS OF
income LEARNING
PRACTICES

LEARNERS AND TEACHERS

Figure 1

The Conceptual Framework of the Study

The results of this study will be beneficial to the following stakeholders:

teachers, school guidance counselors, curriculum planners, learners, parents, school

administrators, Division Legal Officers, DepEd Key officials and future researchers.

To the Learners. This study will be of great benefit to the learners for any result

of this can serve as a guide to further enhance their learning specifically in terms of

discipline-specific learning practices.

To the Parents. This study will help assure the parents of the learners that their

children are provided with the best quality of education, and that every possible

strategy, intervention, or program is being explored to ensure for their utmost learning

and well-being and further equip them with ideas on how to assist their children learn

better and perform their best.

To the Teachers. This study will help augment teachers’ instruction

particularly on students’ discipline-specific learning practices and in developing

strategies to enhance teaching performance and develop professional growth.

To School Guidance Counselors. This study will help aid guidance

counselors in their perspectives in imposing and teaching discipline to learners, as well

as in understanding better and in a more insightful way the situations of learners in

terms of discipline-specific learning practices.

To the Curriculum Planners. It will serve as a wide-range guide and improve

their insights on how to design new trends in implementing physical activities in the
classroom while bearing in mind pupil perceptions on discipline-oriented learning

practices.

To the School Administrators. This study will cater challenges and illuminate

knowledge and insights of school administrators on providing assistance to teachers on

interventions to employ effective strategies for their students.

To Division Legal Officers. This study will help legal officers of the Division in

their perspectives and insights into the learners’ perceptions of discipline and learning

practices. Since discipline in the schools is a sensitive legal matter, this study will be of

great reference to legal officers thereof.

To DepEd Key Officials. This study will help DepEd key officials in developing

policies regarding school discipline and classroom management. It will give them much

needed information on the situation of discipline-specific learning practices in school in

the division and will thus aid them in developing relevant programs and projects.

To the Future Researchers. The result and findings of this study may serve and

provide other researchers for further investigations and additional reference or guide for

their future studies related to students’ discipline-specific perceptions of learning

practices.
Scope and Delimitations

This study will focus on the students of Inobongan Integrated School, both

elementary and secondary; where designed questionnaire and interview will be

utilized by the researcher.

The variables of this study will be their performances in discipline-specific

practices and their perceptions on these practices and how these variables are related

to their demographic profile as gathered by the researcher.

This study will be conducted during the School Year 2022-2023.

Definition of Terms

To help clarify points in this research, the following are important terms or key in

the study which are conceptually and operationally defined as follows:

Auditory Learning. Auditory learning means that a student learns most

effectively by listening. They would prefer listening to a lecture over reading a textbook,

or hearing the instructions for a project instead of figuring it out hands-on.

Discipline. Discipline means teaching acceptable behaviors and unlearning

maladaptive behaviors with support, guidance and direction in managing behavior. It is

about setting limits, clarifying roles, responsibilities, and mutual expectations and

creating a predictable, orderly and stable life.

Intervention Program. An intervention program is an intervention curriculum

that is designed to achieve an end result. What makes up the program are the
intervention strategies that are used to achieve the goals of the program, and the

interventionist executes the strategies to fulfill the program's agenda.

Kinesthetic Learning. Kinesthetic learning is a style of obtaining information.

Kinesthetic learning's primary premise is that a student learns best when shown

simulations, presentations and videos or when moving around in a hands-on

environment.

Learning Practice. A learning practice is the way that different students learn.

A practice of learning refers to an individual’s preferred way to absorb, process,

comprehend and retain information.

Reading and Writing Learning. In reading and writing learning, learners find

writing, reading articles, and taking notes to be most helpful when learning. If you find

that you understand and retain information better once you've written it down, you are

likely to be a reading/writing learner.

Self-Discipline. Self-discipline is the ability to control yourself and to make

yourself work hard or behave in a particular way without needing anyone else to tell you

what to do.

Visual Learning. Visual learning is a type of learning style in which students

prefer to use images, graphics, colors and maps to communicate ideas and thoughts.

Visual learners must see information in order to learn it.