Students Misbehavior in a New Normal Setting

Chapter I

The Problem and Its Scope

Introduction

According to Wheldall and Merret (2012) students' misbehavior is defined

as their behaviors and in actions that disrupt the classroom's learning process. These

behaviors, which range from infrequent to frequent, mild to severe, are typically negative

attitudes, such as students' failure to participate in activities, disrespect, excessive

sociability, partial or negated participation, lateness to class, cell phone use, disruptive

talking, chronic work avoidance, clowning, interfering with teaching activities, harassing

classmates, verbal insults, rudeness to teacher, defiance, and hostility.The troubling

actions in the classroom are typically characterized by teachers as being unbearable,

stressful, and requiring a lot of time and effort to control. Student misbehaviors

undoubtedly hinder the efficiency and efficacy of instruction as well as the learning of the

student and his or her peers.

Additionally, studies have revealed that school misconduct not only got worse

over time but also decreased academic performance and grew delinquent behavior.

Student misbehavior is an obstacle for class authority and therefore of great importance

to understand what they are and how they are defined (Charles,2018). Misbehavior often

interrupts the smooth functioning of teaching and learning in both traditional and online

courses. This can disturb teachers or other students during teaching and learning. Sevrika

and Merina (2019) stated that student misbehaviors could undermine teacher to establish

and maintain effective learning. Unfortunately, some students intentionally create this

kind of disturbance which affects negatively class

 Students Misbehavior in a New Normal Setting 2

atmosphere. Therefore, student misbehavior has been a major concern for teachers

(Arbuckle et.al, 2012).

Previous research has established a clear link between student misbehavior and its

adverse effects on academic outcomes. Scholars have consistently found that students

who engage in misbehavior tend to experience academic difficulties, such as lower

grades, decreased motivation, increased school dropout rates, and limited academic

achievements. Moreover, the consequences of student misbehavior are not limited to

individual students but also extend to the overall classroom climate, impacting the

learning experiences of peers and the overall quality of education (Uzana, 2022). Sapancı

et.al (2018), identified the frequency of student misbehaviors encountered by academics

and their levels of disturbance due to these behaviors.

However, there seem to be limited studies addressing these problems. Previous

research shows the misbehavior of the students conducted before the pandemic. Thus,

this study aims to explore the impact of students misbehavior on academic performance

within the unique context of the new normal setting. By gaining a deeper understanding

of the underlying factors and consequences of misbehavior, this study seeks to identify

the inappropriate behaviors of the students after the pandemic era, which it refers to as

new normal setting. The researchers are interested on what these misbehaviors are and

how they affect students academic performance.

Theoretical Background of the Study

Social Learning Theory

Albert Bandura's social learning theory (SLT) provides valuable insights into the

study of students' misbehavior and its impact on their academic performance. According

to his theory, learning occurs through observation, imitation, and modeling of others'
 Students Misbehavior in a New Normal Setting 3

behavior. In the context of student misbehavior, Social Learning Theory suggests that

students can acquire negative behaviors by observing and imitating others, such as peers,

teachers, or even media figures (Nabavi, 2012). It emphasizes the role of social

interactions, especially through observational learning, in shaping behavior. Students may

observe and model the misbehavior of their classmates, siblings, or other influential

individuals in their lives. If they witness their peers engaging in disruptive behaviors,

they may be more likely to imitate those behaviors.

Similarly, if they see teachers responding negatively to misbehavior or

demonstrating ineffective classroom management strategies, they may learn to replicate

such behaviors. People learn from interacting with others in a social context. To observe,

assimilate, and imitate others’ behavior when witnessing positive or rewarding

experiences (Nabavi, 2012). The Social Learning Theory states that in response to

observation, imitation, and modeling, learning can occur even without changing behavior

(Bandura, 1965).

This theory posits that individual behavior is part of an inseparable triadic

structure in which behavior, personal factors and environmental factors constantly

influence each other, reciprocally determining each other ( Compeu, 2014).

Environmental factors are seen as the factors that are physically external to the person

and that provide opportunities and social support such as social pressure or situational

characteristics (Glanz et.al, 2012). Personal factors are any cognitive, personality, or

demographic aspects characterizing an individual. In other words, individuals choose the

environment in which they evolve, but they also shape their surrounding environment.

Pajares (2015), affirms that "How individuals interpret the results of their

performance attainments informs and alters their environments and their self-beliefs,
 Students Misbehavior in a New Normal Setting 4

which in turn inform and alter their subsequent performances”. Furthermore, individual

behavior in a certain learning situation both influences and is influenced by

environmental (or situational) and cognitive/personal factors. Social control theory

explains how people acquire and maintain certain behavioral patterns, while also

providing the basis for intervention strategies (Bandura, 1997).

Albert Bandura's social learning theory (SLT) is highly relevant to the study of

students' misbehavior and its impact on their academic performance. It proposes that

learning occurs through observation, imitation, and modeling of others' behaviors,

particularly in a social context. In the case of student misbehavior, Social Learning

Theory suggests that students can acquire negative behaviors by observing and imitating

the actions of their peers, teachers, or other influential individuals.

This emphasizes that individuals learn not only through direct experience but also

by observing the consequences of others' behaviors. In the context of misbehavior,

students may witness their classmates engaging in disruptive actions or observe teachers

responding ineffectively to misbehavior. Through this observational learning process,

students may internalize and replicate those negative behaviors, leading to a higher

likelihood of misbehavior in their own actions.

The impact of misbehavior on academic performance is substantial. When

students engage in disruptive behaviors, it can disrupt the learning environment,

negatively affect their concentration and focus, and impede their own and their peers'

learning experiences. Misbehavior can result in reduced academic engagement, decreased

motivation, and impaired learning outcomes. Moreover, persistent misbehavior can lead

to disciplinary actions, further hindering students' educational progress.

 Students Misbehavior in a New Normal Setting 5

Theoretical Framework

Personal Factors
Behavior Factors

Social Learning Theory

Environmental

Factors

Figure 1. shows the Theoretical Framework of the study based on Albert Bandura’s

Social Learning Theory.

 Students Misbehavior in a New Normal Setting 6

Review of Related Literature

Two of the most important determining aspects of a students performance, not

only as a student but as a person who will be managing his or her own life in the future,

are being consistently present in class and arriving at school on time. Given the

significance of punctuality, this study attempts to investigate and identify the variables

influencing students' punctuality. In this chapter, the background of the study will be

discuss.It includes facts about misbehavior, the different factors that cause it, and its

effect on the students as students and as bearers of their own lives in the future. Reliable

research materials like online journals and research papers will provide facts and theories

from authors, teachers, and notable people to have a concrete justification for this study.

Tardiness

One factor that dictates the quality of performance of a student is his/her

punctuality that is, getting to school on time or being tardy. Weade (2014) defined

tardiness as being late for any measurable length of time past the stated or scheduled start

time for work or school. In most schools, a student is considered tardy when he/she is not

present when the school bell rings or when the first teacher starts to give instructional

materials for the first subject in the morning class. Today, tardiness is one of the most

prevalent and frustrating problems that schools experience with their kids Sprick and

Daniels (2017), on not just for the pupils but also for the professors, it causes issues .

According to Caldarella et.al (2013) , the principals and teachers

acknowledge the student tardiness to be a serious issue. Students may miss the important

announcements or academics activities, teachers may become frustrated as the late

students disrupt the instructions and requiring to teach again. A child who arrives 30 or

60 minutes after classes have begun may miss out on activities designed to build
 Students Misbehavior in a New Normal Setting 7

connections to other children and transition into the classroom environment (Chang &

Wiener, 2015). Chronically missing such activities could affect not only the student’s

academic performance but also their social relationship and ultimately their success in

school.

Foreign Study

Verbal Aggression

According to Hart (2015) , verbal aggression is one of the patterns of

dysfunctional communication that undermines children's development as do threats,

unresponsiveness, and active rejection . There is no consensus regarding the definition of

verbal aggression, and the ways to measure verbal aggression have varied widely. In

general, verbal aggression is considered to be a form of psychological maltreatment (Hart

& Brassard, 2014) and is defined by the type of negative statements. Examples of verbal

aggression are belittling, denigrating, scapegoating, threatening, teasing, sarcasm,

blaming, insulting, cursing, and humiliation propose that verbal aggression actually has

both verbal and nonverbal components and attempted to present a general definition as

follows.

Alcoholism

Balsa and Giuliano (2012), examined the effects of alcohol use on academic

achievement in high school students’ quality of learning. Their study concluded that

increase in alcohol consumption results in small yet statistically significant reductions in

Grade Point Average (GPA) for male students and statistically insignificant changes for

female students.Singleton and Wolfston (2014) examined alcohol consumption, amount

of sleep, and academic performance. The authors showed the relationship between

alcohol use and sleep, alcohol use and academic performance, and sleep and academic
 Students Misbehavior in a New Normal Setting 8

performance. The students from North-eastern university were 89% white, 98% ranged

between the ages of 18–22 years, and 82% lived on campus. They concluded that

students who drink more alcohol maintain poor sleep patterns, which negatively affects

academic performance.

Disrespecting Teachers

According to Singla (2017), disrespecting teachers is highly unacceptable as the

values of respect and obedience are imbibed in the education of the students.

Disrespecting teachers include a lot of activities like refusing to follow the instructions,

behaving in the other way round, not listening to the teachers, rude answers, confronting

teachers etc. Sometimes, the students even start disputing with their teachers. They start

throwing their books or knock the table to show their disgust which is utter disregard to

their teachers. The students misbehaving with their teachers affects the effectiveness of

teaching and also prevents the learning of the whole class.

Additionally, such a behaviour ultimately result in poor academic performance

and instigates delinquent behaviour among the students. To eliminate such catastrophic

consequences, there is a need to find out the reasons for such behaviors.The importance

of respect, as part of the process of leadership, is not confined to the world of business

and to adults. It is equally important when leading schools and relating to students. Kohn

(1996) contends that children are more likely to be respectful when important adults in

their lives respect them; a view later echoed by Boynton and Boynton (2005) who note

that people are more apt to go out of their way to please a boss who they believe values

them as individuals and treats them with dignity and respect.

According the Boynton and Boynton, students have the same feelings as adults

do. They thus conclude that in order to foster positive teacher-student relations and
 Students Misbehavior in a New Normal Setting 9

improve student discipline teachers should seek to show respect to students. Thus if

respect has positive effects on teacher-student behavior then the absence of respect may

be deemed to be a contributor to negative student-teacher relationships and negative

attitudes of students towards school and school authorities, although the negative

attitudes of students towards school and school authorities result from a variety of factors.

Local Study

Physical Aggression

Baron and Richardson (1994), first defined aggression as harmful behaviors

intended for individuals who wanted to avoid such harm. In addition, victimisation in

schools encompasses a wide range of aggressive behaviors. Aggression and victimization

in school settings speaks entirely about the intent of the aggressor which causes physical

or emotional pain to the victim and includes various types of sexual assault, violence and

psychological aggression verbal and nonverbal or physical aggression as

expressions which negatively affect victims and provides extraneous gain for the

aggressor.

In addition, studies about student aggression and its existence in different form

sand in different school environments are not well documented in the country. This

happens because recent empirical educational research on student aggression in the

Philippines separately focused on measuring the level and frequency of peer aggression

(Ramo2013), developing interventions (Cardona, Reyes, & Tangalin, 2015) and how the

Filipino community perceived and experienced aggression (Campano, 200) as reflected

in the enacted policies and news reports.

Academic Performance
 Students Misbehavior in a New Normal Setting 10

Academic performance or school outcome is the product of student’s

achievements at specific institution, for specific time duration, under a specific guideline

of a leader to a right motive.The academic performance can be best checked or judged by

different ways according to the mental level of students like observations, test and

examinations. The primary level student’s academic performance is usually checked by

observations.

While the examinations and tests are best way to check the academic performance

or academic understanding in high classes. These written tests or examinations are known

as home exams because it is conducted by school administration. In Pakistan annual

system of examination is used to upgrade or degrade the students so if a student is

intelligent but did not attend the annual exam will be left in same class till he/she succeed

in the exam (Poropat, 2009).

Based on the research of Dancel et.al (2019), Students have various preferred

types of places to study. However, academic achievement is not always an absolute

measure of a student’s intelligence. Instead, a variety of factors, such as involvement,

parental investment, school quality, and student engagement, can affect academic life.

Student behavior also plays a major role in academic achievement as it can affect his/her

ability to learn as well as impact the learning environment for other students.

Similarly, Bru (2012) investigated academic outcomes with disruptive students.

The research included student and teacher reporting on academic outcomes. The

questions that assessed misbehavior of a student included: speaking with other students

without permission, disturbing others, talking out of turn, and disturbing the teacher (Bru,

2012).
 Students Misbehavior in a New Normal Setting 11

Unlike results found in Finn et.al, (2013) and Bru (2012) did not find significant

lower academic outcomes for classrooms with disruptive students; but at the same time

student reports were used which could have reporting bias that could have altered the

results. Regardless of the significance of the academic outcomes, students disruptive

behavior in the classroom 10 reported that students unable to concentrate and that noisy

classrooms were a concern to teachers and students with or without disruptive students.

Age

According to Schwall (2012), chronological age (time since birth) is usually

assessed in studies of vocational behaviour and organizational psychology as a

demographic control variable. As such, previous research in work and organizational

psychology almost exclusively relied on chronological age when describing age effects.

Chronological age is an important marker of time and can have powerful effects on a

person's working life irrespective of how old they feel.

Based on the study of (Granero et.al, 2020), disruptive behaviors disturb effective

classroom management and can influence school satisfaction if the teacher does not have

the competencies to control them. Two objectives were set in this work: to understand the

differences that exist in school satisfaction, disruptive behaviors, and teaching

competencies according to the gender of the students; and to analyze school satisfaction

and disruptive student behaviors based on perceived teaching competence. A non-

probabilistic and convenience sample selection process was employed, based on the

subjects that we were able to access. 758 students participated (male = 45.8%) from

seven public secondary schools in the Murcia Region (Spain). The age range was

between 13 and 18 years (M = 15.22; DT = 1.27).

Grade Level
 Students Misbehavior in a New Normal Setting 12

In the article entitled “Determinants of Misbehavior Among Students in La Salle

University Integrated School (2018), the study focuses on the determinants of

misbehavior among students to of La Salle University Integrated School, three selected

students of each section from grades 7 to 10 and has an overall number of 60

correspondents due to the context of having 20 overall sections in the upper grade,

aiming to acquire on personal issues, classroom-related issues, and social issues.

The respondents are 3 students with cases of misbehavior in each 5 sections of

Grade 7, Grade 8,Grade 9 and Grade 10, a total of 60 respondents. Their ages

range from 12-17 years old. Sampling technique will use in order for the researchers to

find the overall results of the upper grade, recognizing students who misbehave in every

class.

Sex

Sex and gender are important determinants of health and well-being. Sex refers to

a set of biological attributes in humans and animals that are associated with physical and

physiological features including chromosomes, gene expression, hormone function and

reproductive/sexual anatomy. Sex is usually categorized as female or male, although

there is variation in the biological attributes that constitute sex and how those attributes

are expressed (Coen S and Banister E, 2012).

There are several studies that have found higher levels of inappropriate behaviors

among boys than among girls (Driessen, 2011). Boys tend to be more boisterous and

disruptive with their peers (Glock and Kleen, 2017) whereas girls tend to be more

proactive and less problematic (Driessen, 2011), albeit with more shy and introverted

behaviors (Glock and Kleen, 2017). Furthermore, boys are often more influenced by their

peers than girls are, resulting in higher levels of truancy, punishments and challenging
 Students Misbehavior in a New Normal Setting 13

behaviors that teachers have to face ( Geven et al., 2017). Other authors (Baños et.al, 2018)

found that students claimed to have more aggressive behaviors during PE sessions.

Conceptual Framework

This study aims to determine the student’s misbehavior of Nagbalaye High

School students in a new normal setting. In this study, the primary independent variables

are the following student’s misbehavior such as a) tardiness, b) verbal aggression, c)

alcoholism, d) disrespecting teachers, e) physical aggression. The secondary independent

variables involved profile of the respondents.The dependent variables include the

student’s academic performance. The researchers is under the presumption that the

independent variables might be directly or indirectly related to the dependent variables.

Students Misbehavior

tardiness

verbal aggression
Academic Performance
alcoholism

disrespecting teachers

physical aggression

Primary Independent Variables Dependent Variable

Profile of the Respondents

Age

Grade Level

Sex
 Students Misbehavior in a New Normal Setting 14

Secondary Independent Variables

Figure 2. shows the Conceptual Framework of the study.

Statement of the Problem

The study aims to determine the effect of students' misbehavior and to enable

them to have parental guidance. This study is guided by the following questions;

1. What is the profile of the respondents in terms of;

1.1. age;

1.2. grade; and

1.3. sex

2. What are the student’s academic performance in third grading?

3. To what extent do the following student’s misbehavior affects their academic

performance in terms of:

3.1. tardiness;

3.2. verbal aggression;

3. 3. alcoholism;

3.4. disrespecting teachers; and

3.5. physical aggression

4. Is there a significant relationship between the levels of misbehavior of the

students and their profile?

Statement of the Null Hypotheses

H01: There is no significant relationship between students' levels of misbehavior and

their academic performance.

 Students Misbehavior in a New Normal Setting 15

H02: There is no significant relationship between students' profile and their levels of

misbehavior.

Significance of the Study

This study aims to determine the student’s misbehavior in a new normal

setting and how it can affect their academic performance.The outcome of this study will

have greater contributions to the following people as well as to social institutions.

Students. Students will receive more attention, guidance, and responsive, quality, and

relevant basic education services through the active interplay of the school head as

instructional leader and teachers.

Parents. Parents will be their guide, give advice, impose discipline and support their

children.

Teachers. Teachers will gain insights into students’ misbehavior concerning their

academic performance.

School Heads. The School Head helps students with further assessment.

Division Superintendent. Through the help of the Curriculum and Instruction Division

(CID). Division Superintendent will be able to provide technical assistance to school

heads as instructional leaders.

Scope of the Study

The study includes a total of 30 selected respondents, consisting of 21 males and

9 females. The participants are students from both the junior and senior high school

levels, specifically from Grade 7 to Grade 12. The research will be conducted exclusively

at Nagbalaye High School.

 Students Misbehavior in a New Normal Setting 16

Limitation of the Study

This quantitative study investigates the impact of students' misbehavior on

their academic performances. The study involves a total of 30 selected respondents who

were chosen using random sampling to ensure that the selection process is not biased. By

employing random sampling, the researchers aim to obtain a representative sample that

can provide reliable insights into the relationship between misbehavior and academic

performance.

Research Methodology

This section discussed the research respondents, research instruments, research

procedure, research design, research environment, and statistical treatment data.

Research Respondents

The respondent of this study is randomly selected , composed of 21 male and nine

(9) female with a total of 30 respondents from Grade 7 to 12 of Nagbalaye High School

in Nagbalaye, Sta.Catalina Negros Oriental.

Research Instruments

The main instrument for this study is questionnaire, a set of questions that aims to

collect useful information from respondents. In terms of ratings, questionnaire often use

likert scales to measure attitudes or perception, the questionnaire used can provide

valuable insights into the topic of interest. The researchers have used a self-made

questionnaire, checked and approved by the subject teacher and the panelists.

The set of questions will be divided into four (4) categories; tardiness, verbal aggression,

alcoholism, disrespecting teachers and physical aggression.The self-made questions are

dependable on the misbehaviors of the students in Nagbalaye High School.

 Students Misbehavior in a New Normal Setting 17

Research Procedure

The researchers initiate the process by seeking permission from the

Teachers and School Principal to conduct a study. Subsequently, questionnaires are

distributed to a specific group of students within Nagbalaye High School. Following this,

the researchers conduct a survey and administers the questionnaire during designated free

periods. The respondents provide their consent to participate in the study and disclose

their general point average (GPA) by endorsing the letter of consent. The gathered

general point average information is then submitted to the respective advisers by signing

the letter of approval, which is authorized by the office in charge (OIC) and the subject

teacher overseeing the research. Finally, the researchers introduce the collected

information in relation to the given topic.

Research Design

In this study, a descriptive correlational design is employed to thoroughly

examine the relationship between students' misbehavior and their academic performance.

The design entails collecting data through surveys or questionnaires. The researchers will

gather information on the students' academic performance, specifically their general

average in the third quarter, in order to determine the extent to which misbehaviors

significantly impact their academic performance.

Research Environment

The research is conducted in Nagbalaye High School, which serves as the

setting for the study and is of significant importance. The school consists of both the

junior high school department, which is comprised of 11 classrooms, and a senior high

school department housed in a two-storey building with six rooms. Situated

 Students Misbehavior in a New Normal Setting 18

approximately 10 meters away from the highway, Nagbalaye High School is located 12

miles from the seashore and is part of Sta. Catalina District 2.

Statistical Treatment Data

The following tools were used in analyzing and interpreting the data.

Frequency. This was the number of cases in any category.

Percentage. This is used to show how a part is related to a whole. It was used in

presenting the profile of the grade 7 to 12 respondents.

Weighted Mean. This was used in getting the extent of student’s misbehavior

affecting their academic performance in the areas of (a) tardiness; (b) verbal aggression;

(c) alcoholism; (d) disrespecting teachers; and (e) physical aggression.

Spearman rank correlational coefficient. This was used to identify the

relationship between student’s level of misbehavior and their academic performance.

Pearson Correlational Coefficient (r). This was utilized to identify the

relationship between students profile and their levels of misbehavior.

 Students Misbehavior in a New Normal Setting 19

Operational Definition of Terms

For purposes of clarification and verification of the usage and meaning,

the terms of this study were conceptually and operationally defined for facility of

understanding:

Age. This term refers to the categories of the respondents as younger or older.

Academic Performance. This refers to the measurement of student achievement across

various academic subjects.

Analysis. It used to interpret the data from the given table.

Behavior. This term refers to the way a person behaves.

Disruptive. This term refers to causing or tending to cause disruption.

Indiscipline. This term refers to the absence of discipline in the form of disobedience,

absenteeism, bad attitude, lateness to school.

Misbehavior. This term refers to the action of bad behavior.

New Normal Setting. Refer to a study conducted in the aftermath of a trans formative

event or period, such as a pandemic, economic crisis, or major social change.

Null Hypothesis. Refers to a statement or assumption that there is no significant

difference, effect, or relationship between variables being studied. It is often denoted as

"H0."
 Students Misbehavior in a New Normal Setting 20

Respondents. Refer to the individuals or participants who are selected or sampled to

provide information or respond to questions in a survey and questionnaire.

Significant. Used to determine if the results or findings of a study are likely to be a result

of the variables being studied rather than due to chance. When a result is deemed

statistically significant, it suggests that the observed effect or relationship between

variables is unlikely to have occurred by random chance alone.

CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interpret data gathered to answer the main

problem stated in chapter 1.

Table 1.1. Age as a Profile of the Respondents

Age Frequency (f) Percentage (%)

12 years old 1 3.33
13 years old 6 20
14 years old 4 13.33
15 years old 5 16.67
16 years old 3 10
17 years old 5 16.67
18 years old 4 13.33
19 years old 2 6.67
Total 30 100

The table provides an overview of the students' age profiles, highlighting various

age groups and their corresponding percentages. Among the respondents, there was one

participant aged 12 years old, representing the youngest age group at 3.33%. The 13-

year-old age group had the highest number of respondents, with six participants,

accounting for 20% of the total. Four students, aged 14 years old, comprised 13.33% of
 Students Misbehavior in a New Normal Setting 21

the respondents. Additionally, five participants, constituting 16.67%, fell into the 15-year-

old age category. There were three respondents, or 10%, in the 16-year-old age group.

Furthermore, three respondents, or 10%, were also 16 years old. The 17-year-old

age group consisted of five students, representing 16.67%. Four respondents were 18

years old, equivalent to 13.33%. The oldest age group included two students aged 19

years old, amounting to 6.67% of the total. Overall, there were 30 respondents,

accounting for 100%.

The survey participants were selected randomly to ensure unbiased representation.

Among all the respondents, the majority were 13 years old. The age distribution ranged

from the youngest respondent at 12 years old to the oldest at 19 years old. Age is a crucial

factor in understanding individuals' perspectives on specific issues as it often reflects

their level of maturity. Hence, considering age becomes essential for examining the

responses comprehensively.

According to Schwall (2012), chronological age (time since birth) is typically

evaluated as a demographic control variable in research of occupational behavior and

organizational psychology. As a result, when describing age effects in prior work and

organizational psychology research, chronological age was nearly always used.

Regardless of how old a person feels, chronological age is a significant marker of time

and can have a significant impact on their working life.

Based on the study of Granero et.al, (2020), if a teacher lacks the skills to manage

disruptive behaviors, it can affect student satisfaction with their education. In this study,

two goals were established: to comprehend how gender affects school satisfaction,

disruptive behaviors, and teaching abilities; and to examine how perceived teaching

abilities affect school satisfaction and disruptive student behaviors. Based on the
 Students Misbehavior in a New Normal Setting 22

participants a convenience sample selection procedure that was non-probabilistic was

used. Men made up 45.8% of the 758 participants, who came from seven public

secondary schools in the Murcia Region of Spain. The range of ages was 13 to 18 (M =

15.22; DT = 1.27).

Table 1.2. Grade level as a Profile of the Respondents

Grade Level Frequency (f) Percentage (%)

Grade 7 5 16.67
Grade 8 5 16.67
Grade 9 5 16.67
Grade 10 5 16.67
Grade 11 5 16.67
Grade 12 5 16.67
Total: 30 100

This table presents the distribution of student grades across different grade levels.

According to the collected data, in the seventh grade, there were 5 students, accounting

for 16.67% of the total. Similar frequencies and percentages were observed in the eighth

and ninth grades. Additionally, the tenth grade consisted of 5 students, equivalent to

16.67% of the total. The eleventh and twelfth grades also had a frequency of 5 students,

representing 16.67% of the total.To ensure fairness in the study, the researchers surveyed

an equal number of respondents at each grade level. The selection of respondents was

random, and the survey was designed to be unbiased and reliable for all participants.

The research article titled "Determinants of Misbehavior Among Students in La

Salle University Integrated School” (2018), explores the factors influencing misbehavior

among students at La Salle University Integrated School. The study selected three
 Students Misbehavior in a New Normal Setting 23

students from each section, spanning grades 7 to 10, resulting in a total of 60 participants.

This selection was based on the context of having 20 sections in the upper grades. The

primary objective was to examine personal issues, classroom-related issues, and social

issues contributing to misbehavior.

The respondents consisted of three students with a history of misbehavior from

each of the five sections in Grades 7, 8, 9, and 10, totaling 60 participants. Their ages

ranged from 12 to 17 years old. A sampling technique was employed to ensure the

researchers obtained comprehensive results from the upper grades, specifically

identifying students who exhibited misbehavior in each class.

Table 1.3. Sex as a Profile of the Respondents

Sex Frequency (f) Percentage (%)

Female 9 30
Male 21 70
Total: 30 100

The table presents the demographic characteristics of the respondents in terms of

their sex. The total number of respondents is 30, accounting for 100 percent. Among

them, there are nine (9) females, comprising 30 percent of the total, while the remaining

21 are males, representing 70 percent. The majority of participants in this study are

males, exhibiting the highest frequency and percentage.

Sex and gender play significant roles in determining an individual's health and

well-being. Sex pertains to a collection of biological attributes found in humans and

animals, encompassing physical and physiological characteristics such as chromosomes,

gene expression, hormone function, and reproductive/sexual anatomy. Typically, sex is

classified as either female or male, although there exists variability in the biological
 Students Misbehavior in a New Normal Setting 24

attributes that define sex and how these attributes manifest themselves (Coen S and

Banister E, 2012).

Numerous studies have discovered higher levels of inappropriate behaviors

among boys compared to girls (Driessen, 2011). Boys tend to exhibit more boisterous and

disruptive behavior in the company of their peers (Glock and Kleen, 2017), whereas girls

generally demonstrate more proactive and less troublesome behavior (Driessen, 2011),

albeit sometimes displaying more shy and introverted behaviors (Glock and Kleen,

2017). Moreover, boys are often more susceptible to peer influence than girls, resulting in

increased rates of truancy, disciplinary actions, and challenging behaviors that teachers

must address (Geven et al., 2017). Additionally, other authors (Baños et al., 2018) found

that students reported engaging in more aggressive behaviors during physical education

sessions.

Table 2. Student’s Academic Performance in Third Quarter.

Rating Verbal Frequency (f) Percentage

Description
90% - 100% Outstanding 8 26.67
85% - 89% Very Satisfactory 7 23.33
80% - 84% Satisfactory 9 30
75% - 79% Fairly Satisfactory 6 20
Below 75% Did not meet 0 0
Expectations
Total 30 100.00
Mean = 84.4 (Satisfactory)

Table 2 showed the student’s academic performance in third quarter. Based on

the data presented, the overall mean of the student’s academic performance in third

quarter is in the satisfactory level as indicated by its mean score of 84.4, none of the

respondents had the average below 75 %. Eight (8) of the respondents have the average

rate below 90 %, followed by seven (7) respondents with the average rate below 85%-
 Students Misbehavior in a New Normal Setting 25

89%. This means that students have developed the fundamental knowledge and skills in

their academic performance.

According to the research conducted by Dancel et al. (2019), students exhibit

preferences for different study environments. However, academic achievement cannot be

solely measured by a student's intelligence. Instead, various factors such as involvement,

parental investment, school quality, and student engagement can influence academic

performance. Additionally, student behavior plays a significant role in academic

achievement as it impacts their ability to learn and also affects the learning environment

for other students.

Similarly, in a study by Bru (2012), academic outcomes were examined in

relation to disruptive students. The research involved gathering information from both

students and teachers regarding academic outcomes. The assessment of student

misbehavior included behaviors such as talking to other students without permission,

causing disturbances, speaking out of turn, and interrupting the teacher (Bru, 2012).

Unlike the findings of Finn et al. (2013), and Bru (2012) did not observe a

significant decrease in academic outcomes for classrooms with disruptive students.

However, it is important to note that student reports were utilized, which could introduce

reporting bias that might have influenced the results. Regardless of the significance of

academic outcomes, it was reported that disruptive student behavior in the classroom led

to difficulties in concentration and created concerns for both teachers and students,

irrespective of whether they themselves were disruptive or not. Noisy classrooms were

particularly noted as a concern (Dancel et al., 2019).

Table 3.1 Extent of Tardiness as a Level of Student’s Misbehavior

Indicators Weighted Verbal Level
Mean Description Interpretation
 Students Misbehavior in a New Normal Setting 26

Moderately
1. I arrive late to school . 3.03 Moderately Agree Acceptable
Highly
2. I attend all classes. 4.3 Strongly Agree Acceptable
3. I submit my projects and Highly
assignment on time. 4.33 Strongly Agree Acceptable
Moderately
Composite 3.87 Moderately Agree Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

The table illustrates the level of students' misbehavior in terms of tardiness. The

indicator for arriving late to school demonstrates a moderate agreement among

respondents, as indicated by a weighted mean of 3.03. Its level of interpretation is

considered moderately acceptable. On the other hand, the respondents strongly agree that

they attend all classes, with a weighted mean of 4.3, indicating a high level of acceptance.

Furthermore, the respondents consistently submit their projects and assignments on time,

with a weighted mean of 4.33. The verbal description of this score is moderately agree,

but it is interpreted as highly acceptable.

Based on the gathered data, the highest weighted mean is associated with

submitting projects and assignments on time. This indicates that this particular

misbehavior significantly affects the students' performance. Conversely, arriving late to

school has the lowest mean, suggesting that the respondents moderately accept this

behavior. The respondents, as a whole, moderately agree with tardiness, as indicated by a

total mean of 3.87, which is interpreted as moderately acceptable. Therefore, it can be

concluded that tardiness is moderately accepted and holds a moderate level of

significance.

Punctuality, which refers to the ability to arrive at school on time or avoid being

tardy, is a crucial factor that impacts a student's academic performance. Weade (2014)
 Students Misbehavior in a New Normal Setting 27

defines tardiness as the act of being late for any measurable duration beyond the stated or

scheduled start time for work or school. In the majority of schools, a student is

considered tardy if they are not present when the school bell rings or when the first

teacher begins providing instructional materials for the first subject in the morning class.

Presently, tardiness poses a significant and widespread problem in schools, causing

frustration not only for students but also for teachers and administrators (Sprick &

Daniels, 2017).

Caldarella et al. (2013), state that principals and teachers recognize student

tardiness as a serious issue. When students arrive late, they may miss out on important

announcements or academic activities, which can disrupt the flow of instruction and lead

to frustration among teachers. Furthermore, a student who arrives 30 or 60 minutes after

classes have commenced may miss crucial activities aimed at fostering connections with

peers and acclimating to the classroom environment (Chang & Wiener, 2015).

Consistently missing such activities can have a negative impact not only on a student's

academic performance but also on their social relationships, ultimately affecting their

overall success in school.

Table 3.2 Extent of Verbal Aggression as a Level of Student’s Misbehavior

Weighted Verbal Level

Indicators Mean Description Interpretation

Moderately Moderately
4. I tease my classmates. 3.27
Agree Acceptable
Moderately Moderately
5. I speak bad words. 2.63
Agree Acceptable
6. I shout inappropriately while
2.5 Disagree Fairly Acceptable
having class.
Moderately Moderately
Composite 2.8
Agree Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

 Students Misbehavior in a New Normal Setting 28

According to the table depicting the extent of verbal aggression as a level of

student misbehavior, the first indicator, teasing classmates, has the highest mean of 3.27.

This suggests that the respondents moderately agree with and accept this behavior.

Following that, speaking bad words obtains a weighted mean of 2.63, indicating a

moderate agreement and acceptance. It is interpreted as moderately acceptable.

Conversely, the respondents disagree with the indicator of shouting inappropriately

during class, with the lowest mean of 2.5. This means that the behavior is fairly

acceptable to them.

In addition, when considering the overall composite of these misbehavior,

specifically verbal aggression, the total mean is 2.8. The respondents' responses reflect a

moderate agreement and moderate acceptability towards verbal aggression. Therefore, it

can be concluded that verbal aggression is moderately accepted by the respondents.

Hart (2015) highlights that verbal aggression is one of the detrimental patterns of

communication that hinders children's development, along with threats,

unresponsiveness, and active rejection. The definition of verbal aggression lacks

consensus, and various methods have been employed to measure it.

Generally, verbal aggression is regarded as a form of psychological maltreatment

(Hart & Brassard, 2014) and is characterized by negative statements. Examples of verbal

aggression include belittling, denigrating, scapegoating, threatening, teasing, sarcasm,

blaming, insulting, cursing, and humiliation. Some researchers propose that verbal

aggression encompasses both verbal and nonverbal components, and they attempt to

provide a comprehensive definition as follows.

Table 3.3 Extent of Alcoholism as a Level of Students' Misbehavior

 Students Misbehavior in a New Normal Setting 29

Weighted Verbal Level

Indicators Mean Description Interpretation

7. I bring alcoholic drinks in

1.6 Strongly Disagree Not Acceptable
school.
8. I don’t arrive drunk in
2.47 Disagree Fairly Acceptable
school.
9. I drink alcoholic drinks in
1.57 Strongly Disagree Not Acceptable
school.
Composite 1.88 Disagree Fairly Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

The table presents the levels of students' misbehavior related to alcoholism. The

indicator of bringing alcoholic drinks to school demonstrates a strong disagreement

among respondents, with a weighted mean of 1.6. This indicates that the behavior is

considered not acceptable. Similarly, the respondents express disagreement regarding

their arrival at school while being under the influence of alcohol, with a weighted mean

of 2.47, suggesting a fairly acceptable level. Furthermore, the respondents strongly

disagree with the act of drinking alcoholic drinks in school, as reflected by a weighted

mean of 1.57, which is interpreted as not acceptable.

Based on the data, the highest weighted mean is associated with not arriving

drunk in school. This indicates that this particular misbehavior does not significantly

affect students' performance. Conversely, bringing alcoholic drinks to school and

drinking them on the premises receive the lowest mean values of 1.6 and 1.57,

respectively. Both behaviors are considered not acceptable by the respondents.

Furthermore, Butler et.al,(2011) examined the relationship between drinking and

academic demands. “National surveys indicate that 40% of college students binge drink

regularly, and the rate of binge drinking appears to be increasing”. The results of this

study suggest that students drank 38% less when they had an exam or paper due the next
 Students Misbehavior in a New Normal Setting 30

day. Results also indicated that a student’s current day academic demands are related to a

30% decrease in their current day alcohol consumption. This research demonstrates that

some students are not reducing their alcohol intake even when they have academic

demands to meet the next day.

Aertgeerts and Buntinx (2012) examined the relationship of alcohol abuse among

first-year students and their academic performance. Irresponsible drinking patterns among

college students in the United States range between 7% and 17%. This study was

conducted using a questionnaire given to 3518 first-year students who attended a specific

college. The research found that 14.2% of the students were identified as having alcohol

abuse or dependence, and nearly one-third of the students passed their exams on the first

attempt.

Results suggest that 49.7% of male students and 48.9% of female students went

on to continue their second year of school. It is potentially concerning that only about half

of the freshman class succeeded and moved onto their sophomore year. This may indicate

that alcohol consumption is a major social issue among college students.

Table 3.4 Extent of Disrespecting as a Level of Students' Misbehavior

Weighted Verbal Level

Indicators Mean Description Interpretation

10. I am obedient to teachers. 3.6 Agree Acceptable

11. I argue with teachers. 2.33 Disagree Fairly Acceptable

12. I offended my teachers. 2.3 Disagree Fairly Acceptable
Moderately .
Composite 2.74 Moderately Agree
Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

 Students Misbehavior in a New Normal Setting 31

The table illustrates the degree of disrespecting teachers as a measure of students

misbehavior. The indicator , being obedient to teachers with the verbal description that is

agree with a weighted mean of 3.6, and its level of interpretation is acceptable. The

respondents strongly agree, that they argue with teachers, with a weighted mean of 2.33

that interpret as fairly acceptable. The respondents disagree that they offended their

teachers with a weighted mean of 2.3 and interpret as fairly acceptable.

According to the data, they are obedient to their teachers is the highest weighted

mean, which indicates that disrespecting to teachers is acceptable . The lowest weighted

mean is they offended their teachers, where the respondents disagree. The respondents

moderately agree of disrespecting teachers with a total mean of 2.74, which interpret as

moderately acceptable. Majority of the respondents agree of being obedient to teachers.

Table 3.5 Extent of Physical Aggression as a Level of Students' Misbehavior

Weighted Verbal Level

Indicators Mean Description Interpretation

13. I push my classmates. 2.57 Disagree Fairly Acceptable

14. I destroyed the belongings
2.2 Disagree Fairly Acceptable
of my classmates.
15. I bully my classmates. 2.43 Disagree Fairly Acceptable
Composite 2.4 Disagree Fairly Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

The table presented illustrates the extent of physical aggression as a measure of

students' misbehavior. The indicator of pushing their classmates receives a weighted

mean of 2.57, suggesting disagreement among respondents. This behavior is considered

fairly acceptable. Additionally, the respondents express disagreement regarding the act of

destroying their classmates' belongings, as reflected by a weighted mean of 2.2, also

indicating a fairly acceptable level. Similarly, the respondents disagree with the behavior
 Students Misbehavior in a New Normal Setting 32

of bullying their classmates, as shown by a weighted mean of 2.43, which is considered

fairly acceptable.

Based on the data, the respondents generally disagree with engaging in the

mentioned misbehaviors associated with physical aggression. The overall total composite

is 2.4, with a verbal description of disagree and a level of interpretation of fairly

acceptable. This implies that these misbehaviors are rarely exhibited by the respondents.

Table 3.6 Summary Table on the Extent of Students' level of Misbehavior

Weighted Verbal Level

Levels of Misbehavior
Mean Description Interpretation

Tardiness 3.87 Agree Acceptable

Moderately
Verbal Aggression 2.8 Moderately Agree
Acceptable
Alcoholism 1.88 Disagree Fairly Acceptable
Moderately
Disrespecting Teachers 2.74 Moderately Agree
Acceptable
Physical Aggression 2.4 Disagree Fairly Acceptable
Legend of the Weighted Mean: 4.51-5.00 Highly Acceptable; 3.51-4.50 Acceptable; 2.51-3.50 Moderately Acceptable; 1.51-2.50

Fairly Acceptable; 1.00- 1.50 Not Acceptable.

Table 3.6, revealed the summary on the extent of students level of misbehavior. It

is clearly pointed out, based on the data, among all the misbehavior, tardiness have high

mean of 3.87, followed by disrespecting teachers with a weighted mean of 2.8 and its

moderately agree and acceptable. On the other hand, the respondents moderately agree of

verbal aggression with a mean of 2.8, interpret as moderately acceptable. The

respondents fairly accepted and disagree of alcoholism and physical aggression with a

mean of 1.88 and 2.4.

 Students Misbehavior in a New Normal Setting 33

Similar to most of the existing studies (Ding M,2018) , talking out of turn

included calling out, making remarks, and having disruptive conversation. All these

referred to verbal disturbance in the lesson without teacher's permission. This conception

is much wider than the narrow definition in Ding et al.'s study where talking out of turn

was simply referred to calling out answers without raising hands and being called upon

by teachers. Following talking out of turn, “verbal aggression” appeared to be a distinct

problem behavior which was disruptive as well as hostile, such as speaking foul language

as well as making offensive or insulting remarks to tease and assault classmates that

further led to quarreling or mutual attacking ( Ho C and Leung, 2012).

According to Kulm G. et.al, (2018), it is not surprising that disrespecting teachers

was highlighted in this study as a kind of unacceptable problem behavior, because respect

and obedience are the deeply rooted values in Chinese education. Disrespecting teachers

embraced disobedience, that is, refusing or failing to carry out instructions , and rudeness,

that is, talking back and arguing with teachers . Sometimes, these behaviors would also

be perceived as offensive to authority.

These findings further demonstrated that these values are still strongly held in

teacher expectations, and thus behaviors that fail to comply were pinpointed as

disrespectful and the students were judged as lacking proper values and attitudes. The

findings suggest that problem behaviors include those breaking explicit rules as well as

those infringing implicit norms or expectations.

Table 3.7. Relationship Between Students' Levels of Misbehavior and Their Academic

Performance

Levels of
Computed rₛ p-value Decision Remarks
Misbehavior
Tardiness 0.7 0.0188120404 Reject Null Significant
 Students Misbehavior in a New Normal Setting 34

Hypothesis
Verbal Reject Null
0.8 0.0104088039 Significant
Aggression Hypothesis
Reject Null
Alcoholism 0.972271824 0.005519519 Significant
Hypothesis
Disrespecting Reject Null
0.536056267 0.0351737935 Significant
Teachers Hypothesis
Physical Reject Null
0.8 0.0104088039 Significant
Aggression Hypothesis

Based on the table, the p-values for various indicators of misbehavior are as

follows: tardiness (p-value = 0.018), verbal aggression (p-value = 0.01), alcoholism (p-

value = 0.005), disrespecting teachers (p-value = 0.035), and physical aggression (p-value

= 0.01). All these p-values are less than 0.05, indicating statistical significance. This

suggests that there is a significant relationship between these forms of misbehavior and

students' academic performance.

The obtained p-values lead to the rejection of the null hypothesis, supporting the

conclusion that there is indeed a significant correlation between students' levels of

misbehavior and their academic performance.

At school, children have different experiences based on temperament. Research

has found, for example, children with low self-control to exhibit poorer work habits than

children with higher self-control (Rimm-Kaufman et.al, 2015), found self-discipline to be

a better predictor of academic performance than IQ. The relationship between academic

and behavior problems is a long recognized phenomenon (Alexander et. al, 2017).

In their meta-analysis, Maguin and Loeber (2019) found that poor academic

performance appears to be related to frequency, persistence, and seriousness of

delinquent activity. A more recent study (Joffe & Black, 2012) revealed that those with

low academic performance had significantly greater social, emotional, and behavioral

difficulties. Educators can clearly see this in their schools and classrooms, yet we
 Students Misbehavior in a New Normal Setting 35

continually try to add more rigor to academic instruction without always trying to work

on the barriers that many of our students have to reaching academic success.

Table 4. Relationship Between Students' Profile and Their Levels of Misbehavior

Correlated
Variables to
Overall levels Computed
p-value Decision Remarks
of Misbehavior Values
of the
Respondents
Accept Null Not
Age 0.073521462 0.862643
Hypothesis Significant
Accept Null Not
Grade Level 0.67213444 0.143621648
Hypothesis Significant
Accept Null Not
Sex 0.947696628 0.206809891
Hypothesis Significant

Table 4 delineates the correlation between students' profiles and the extent of

misbehavior. The data analysis reveals that age, grade level, and sex exhibit no

substantial association with the levels of misbehavior, as indicated by p-values exceeding

0.05. Grade level yielded a p-value of 0.86, age obtained a p-value of 0.14, and sex

demonstrated a p-value of 0.20. Consequently, the profiles of the participants accept the

null hypothesis, signifying their insignificance in determining the level of misbehavior. In

essence, age, grade level, and sex bear no relevance to the occurrence of misbehavior.

These factors have no influence or correlation with engaging in misbehavior. In other

 Students Misbehavior in a New Normal Setting 36

words, it suggests that misbehavior is not determined by a person's age, the grade level

they are in, or their sex.

The study conducted by Smith and Davis (2016), investigated the relationship

between student profiles and misbehavior in elementary schools. The researchers

measured student profiles based on factors like gender, socioeconomic status, and

academic achievement. The study found no consistent significant relationship between

these profiles and misbehavior over time.

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the restatement of the problem, the summary of the

findings, conclusion, and recommendations.

Restatement of the Problem

1. What is the profile of respondents in terms of:

1.1. age;

1.2. grade; and

1.3. sex

2. What are the student’s academic performance in third grading?

3. To what extent do the following student’s misbehavior affects their academic

performance in terms of:

3.1. tardiness;

3.2. verbal aggression;

3. 3. alcoholism;

3.4. disrespecting teachers; and

3.5. physical aggression

 Students Misbehavior in a New Normal Setting 37

4. Is there a significant relationship between the levels of misbehavior of the

students and their profile?

Restatement of the Null Hypothesis

H01: There is no significant relationship between students' levels of misbehavior and

their academic performance.

H02: There is no significant relationship between students' profile and their levels of

misbehavior.

Findings

1. Profile of the Respondents

1.1. Age as a Profile of the Respondents

In the survey, the minimum age recorded was 12 years old, subsequently

followed by respondents aged 13 and 14 years old. It was found that 20 percent of

the participants fell within the age bracket of 13 years old. Conversely, the

maximum age reported was 19 years old, accounting for a percentage of 6.67.

1.2. Grade Level as a Profile of the Respondents

To ensure an equitable distribution of participants in the study, each grade

level from 7 to 12 exhibited an identical frequency of 5, corresponding to a

percentage of 16.67. This approach was adopted to maintain a balanced

representation across all grade levels and promote fairness in the study's sample

composition.

1.3. Sex as a Profile of the Respondents

The majority of the participants in this study were male, comprising 21

individuals, which accounted for 70 percent of the total. The remaining

respondents were female, constituting 30 percent of the participants.

 Students Misbehavior in a New Normal Setting 38

2. Students Academic Performance in Third Quarter

The calculated mean of the students' academic performance in the third quarter

was determined to be 84.4. This value suggests that the overall performance of the

students reached a satisfactory level.

3. Extent do the following Student’s Misbehavior Affects their Academic

Performance

3.1. Extent of Tardiness as a Level of Student’s Misbehavior

The calculated composite score for tardiness is indeed 3.87, which

indicates a moderately acceptable level of acceptance according to the

respondents' perceptions.

3.2. Extent of Verbal Aggression as a Level of Student’s Misbehavior

The weighted mean for verbal aggression is indeed 2.8, which indicates a

moderately acceptable level according to the respondents' perceptions.

3.3. Extent of Alcoholism as a Level of Student’s Misbehavior

The respondents actually disagreed with alcoholism as an indicator of

misbehavior, as it obtained a weighted mean of 1.88, which suggests a fairly low

level of acceptance.

3.4. Extent of Disrespecting Teachers as a Level of Student’s Misbehavior

The level of misbehavior, specifically disrespecting teachers, obtained a

composite score of 2.74, which interprets as moderately acceptable according to

the respondents' perceptions.

3.5. Extent of Physical Aggression as a Level of Student’s Misbehavior

 Students Misbehavior in a New Normal Setting 39

The overall total composite score for these misbehavior was 2.4,

indicating that the respondents disagreed and considered them to be fairly

acceptable.

3.6. Summary on the Extent of Student’s Level of Misbehavior

The findings of the study indicated that tardiness received the highest

weighted mean of 3.87, suggesting that the respondents largely agreed with and

accepted this misbehavior. Disrespecting teachers followed with a mean of 2.74,

indicating a moderate level of acceptance. Conversely, alcoholism had the lowest

mean of 1.88, with most respondents disagreeing and only accepting this level of

misbehavior to a limited extent.

3.7. Relationship Between Student’s Levels of Misbehavior and their Academic

Performance

According to the findings, the misbehaviors identified, namely tardiness,

verbal aggression, alcoholism, disrespecting teachers, and physical aggression,

obtained p-values below 0.05. As a result, the null hypothesis was rejected,

indicating a significant relationship between the students' level of misbehavior

and their academic performance.

4. Relationship Between Student’s Profile and their Levels of Misbehavior

The study revealed that there was no significant relationship between the

participants' profiles and their level of misbehavior. This was supported by a p-value that

exceeded 0.05, leading to the acceptance of the null hypothesis.

Conclusion

The majority of participants in the 12 to 19-year-old age group were male. The

participants consisted of students from grades 7 to 12, with an equal distribution among
 Students Misbehavior in a New Normal Setting 40

the grade levels. The academic performance of the students in the third quarter was

deemed satisfactory, indicating that they achieved an average rating for this period.

A noteworthy correlation was observed between the students' misbehavior and

their academic performance. The respondents clearly engaged in various forms of

misbehavior, including tardiness, verbal aggression, alcoholism, disrespecting teachers,

and physical aggression, both on the school campus and inside the classroom. This

evidence demonstrates that student misbehavior significantly impacts their academic

performance.

No significant relationship was found between the students' personal

characteristics (such as age, grade level, and sex) and their tendency to engage in

misbehavior within the school environment. Regardless of their age, grade level, or sex,

students were equally likely to exhibit misbehavior.

Recommendations

1. It is imperative that every student has their own student profile. Developing

comprehensive and accurate student profiles is of utmost importance as they provide

educators and future researchers with an in-depth understanding of students' academic

capabilities and personal achievements. These profiles serve as valuable resources that

contribute to better educational planning and support, enabling educators to tailor their

teaching strategies to the individual needs and strengths of each student. Additionally,

these profiles can facilitate future research by providing a rich source of information for

studying academic progress and identifying trends or patterns that may influence

educational outcomes.

2. It is essential for every student to have an academic performance record.

Academic performance serves as a fundamental basis for conducting studies and

 Students Misbehavior in a New Normal Setting 41

research. It significantly contributes to researchers by providing valuable data that can be

thoroughly interpreted and analyzed. These performance records enable researchers to

assess and evaluate various factors such as learning outcomes, progress, strengths,

weaknesses, and trends among students. By utilizing academic performance data,

researchers can gain deeper insights into educational processes, identify patterns or

correlations, and draw meaningful conclusions. Ultimately, comprehensive analysis of

academic performance enhances the quality and validity of research studies, leading to a

better understanding of educational systems and potential areas of improvement.Students

should prioritize their studies and always remember the effect of misbehaviors to the

academic performance.

3. Students should consider the potential consequences before indulging in any

form of misbehavior. Acting in a respectful and responsible manner not only fosters a

positive learning environment but also cultivates good moral values and social skills. By

exercising self-discipline and demonstrating appropriate behavior, students can build a

positive reputation and establish themselves as responsible individuals within the school

community. It is important for students to recognize that their actions have a lasting

impact and to strive towards upholding the values and standards set by the educational

institution.

4. Students should think the importance of academic performance and being

serious is the greatest assets to academic achievements.

 Students Misbehavior in a New Normal Setting 42

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APPENDICES
 Students Misbehavior in a New Normal Setting 45

Appendix A
 Students Misbehavior in a New Normal Setting 46

Appendix B
 Students Misbehavior in a New Normal Setting 47

Appendix C
Students Misbehavior in a New Normal Setting 48
Students Misbehavior in a New Normal Setting 49
Students Misbehavior in a New Normal Setting 50
 Students Misbehavior in a New Normal Setting 51

Appendix D
Students Misbehavior in a New Normal Setting 52
Students Misbehavior in a New Normal Setting 53
Students Misbehavior in a New Normal Setting 54
Students Misbehavior in a New Normal Setting 55
Students Misbehavior in a New Normal Setting 56
 Students Misbehavior in a New Normal Setting 57

Appendix E
 Students Misbehavior in a New Normal Setting 58

Appendix F
CURRICULUM VITAE
KYTIE DAGODOG BACONAWA
Purok 4, Nagbalaye, Sta.
Catalina, Negros Oriental
Contact no. 09557880974
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Nagbalaye Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: September 09, 2004
Place of birth: Alangilan, Sta. Catalina, Negros Oriental
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Height: 5’3
Weight: 41kg
Mother: Dyna Dagodog Baconawa
Father: Patrocenio Jr. Juanillo Baconawa

OTHER SKILL
Reading
 Students Misbehavior in a New Normal Setting 59

CURRICULUM VITAE
ANGELA JOANNA BITONGGA
Purok 4, Nagbalaye, Sta.
Catalina, Negros Oriental
Contact no. 09617148973
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Nagbalaye Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: July 11, 2004
Place of birth: Mambig III, Bacoor Cavite
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Height: 4’9
Weight: 43kg
Mother: Maria Alicia Bitongga Deguit
Father: Portoso Ballovar Deguit

OTHER SKILLS
Composing Songs
Acting
Singing
 Students Misbehavior in a New Normal Setting 60

CURRICULUM VITAE
ANNIE LEE B. VILLACORTA
Purok 5, Mampas, Nagbalaye,
Sta.Catalina, Negros Oriental
Contact no. 09261726205
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Nagbalaye Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: July 28, 2004
Place of birth: Mampas, Nagbalaye, Sta.Catalina, Negros Oriental
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Height: 4’9
Weight: 44kg
Mother: Angelina B. Villacorta
Father: Anecito T. Villacorta

OTHER SKILL
Singing
 Students Misbehavior in a New Normal Setting 61

CURRICULUM VITAE
AINELYN CORPOSALES LAPIRA
Purok 3, Nagbalaye, Sta.
Catalina, Negros Oriental
Contact no. 09302349062
Email add: [email protected]

Educational Background

Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Caniogan Valley Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: September 07, 2004
Place of birth: Talosi-an, Nagbalaye, Sta. Catalina, Negros Oriental
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Height: 4’9
Weight: 44kg
Mother: Lolita C. Lapira
Father: Guillermo F. Lapira

OTHER SKILLS
Dancing
Singing
 Students Misbehavior in a New Normal Setting 62

CURRICULUM VITAE
CHRISTINE G QUINIKITO
Purok 7 Sitio Jagna, Nagbalaye,
Sta.Catalina, Negros Oriental
Contact no. 09120622311
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Jagna Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: March 28, 2005
Place of birth: Jagna, Nagbalaye, Sta. Catalina, Negros Oriental
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Height: 5’4
Weight: 38kg
Mother: Floresa G Quinikito
Father: Christopher N Quinikito
OTHER SKILLS
Dancing
Singing
Writing
Reading
 Students Misbehavior in a New Normal Setting 63

CURRICULUM VITAE
JUSHUA LACPAO LIRAZAN
Purok 4, Nagbalaye, Sta.
Catalina, Negros Oriental
Contact no. 09810067935
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Nagbalaye Elementary school
2013-2014

PERSONAL PROFILE
Date of birth: December 30, 2001
Place of birth: Nagbalaye, Sta. Catalina, Negros Oriental
Age: 21
Religion: Roman Catholic
Nationality: Filipino
Height: 5’9
Weight: 54kg
Mother:Leopolda Lacpao Lirazan
Father: Juvy Ybarita Lirazan

OTHER SKILLS
Dancing
Playing Online Games
 Students Misbehavior in a New Normal Setting 64

CURRICULUM VITAE
JHOBERT MANAYON BABOR
Purok 6, Nagbalaye, Sta.
Catalina, Negros Oriental
Contact no. 09187002389
Email add: [email protected]

Educational Background
Secondary level:
Moving up
Nagbalaye High School
2020-2021
Elementary level:
Nagbalaye Elementary school
2016-2017

PERSONAL PROFILE
Date of birth: September 07, 2003
Place of birth: Nagbalaye, Sta. Catalina, Negros Oriental
Age: 19
Religion: Roman Catholic
Nationality: Filipino
Height: 5’9
Weight: 45kg
Mother: Lydia M. Babor
Father: Selbano Cababat Babor

OTHER SKILLS
Singing
Painting
Drawing
Students Misbehavior in a New Normal Setting 65