Naic Integrated National High School

Halang, Naic, Cavite

Understanding the Indifferent Behavior of

HUMSS Students at Naic Integrated National
High School

MEMBERS:
JUSTINE ORIO
JAYRIZ PUNZALAN
SAMUEL DE HITTA
RUSSEL TIBAYAN
DAVID TABIOS
JHOY DONGOGAN
SHAINA LIBARDO
DIANA GADIANO
MARIANNE CUESTA
 Chapter 1

Introduction

In the quickly changing educational environment of today, it is critical to comprehend

students' behavioral patterns. The purpose of this study is to investigate the apathy displayed by
Naic Integrated National High School Humanities and Social Sciences (HUMSS) students. In
order to investigate the underlying causes of this occurrence and to obtain an understanding of
the experiences and viewpoints of these individuals, the study will employ a qualitative research
methodology.

The goal of the HUMSS curriculum is to develop future leaders in the humanities and
social sciences as well as critical thinkers and problem solvers. Nonetheless, it has been noted
that a small number of participants in this program exhibit apathy, which could impede their
general and academic development. By looking into this matter, we intend to add to the corpus of
information already available on student conduct and find viable approaches to improve HUMSS
students' educational experiences at Naic Integrated National High School.

This study will use qualitative research methodologies to collect comprehensive, rich data
from the participants. To gather the experiences, ideas, and feelings of the students, focus
groups, interviews, and non-participant observations will be held. The results will offer a
thorough grasp of the elements—such as institutional conditions, social dynamics, academic
pressure, and personal interests—that could lead to indifferent behavior among HUMSS
students.

Ultimately, this study seeks to clarify the nuances of student behavior and provide insightful
suggestions for teachers, administrators, and legislators in order to cultivate a more stimulating
and encouraging learning environment for HUMSS students at Naic Integrated National High
School. By being aware of the underlying reasons for indifferent conduct, we can all work
together to solve these issues and make education enjoyable and inclusive for everyone.

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Conceptual Framework

Conceptual Framework: IPO Model

INPUT PROCESS OUTPUT

A. Selected
HUMSS students of
Naic Integrated
National High
School First, we will talk to So that we can know
the students who why their behavior
B. 16 years old
have behavior is the way is and
male and female
problems how we can help
C. Amount of them
allowance per day
 Why are they
like that and
 Indifferent ask them if
behavior there
something in
their house or

This is what we used because those who want to read our research
will know faster, they will be able to read it immediately and we will
explain it better.

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Statement of the Problem

The researchers want to know the impact of indifferent behavior of HUMSS students in NINHS
of academic performance
1. What are the primary factors contributing to the indifferent behavior observed among
HUMSS students at Naic Integrated National High School?
2. How does the indifferent behavior of HUMSS students at Naic Integrated National High
School impact their academic performance and overall learning experience?
3. What strategies or interventions can be implemented to address the indifferent behavior of
HUMSS students at Naic Integrated National High School and improve their academic
engagement?
4. How does the indifferent behavior of humss students affect their relationships with teachers
and peers at Naic Integrated National High School?

Scope and Delimitation

This study focuses on the impact of indifferent behavior among HUMSS students at Naic
Integrated National High School on academic performance. The study was conducted during
second semester of the school year 2023-2024.The study will look at several areas of indifferent
behaviour, such as attendance, engagement in class activities, assignment completion, and
interactions with classmates and teachers.

The study will focus primarily on NINHS and may not be applicable to other schools or
educational environments. To ensure that findings are coherent and relevant, the study will focus
on a specific grade level within the HUMSS program, such as Grade 11. External factors such as
family dynamics, socioeconomic position, and mental health difficulties, which may also
influence academic achievement, will not be investigated in this study.

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Significance of the study

This study on Understanding the indifferent behaviour of NINHS HUMSS students with
Average Academic Performance will benefited the following:

1. Educators and School Administrators:

By learning more about the elements affecting indifferent conduct among HUMSS students
with average academic performance, educators and school officials stand to obtain valuable
insights. With this knowledge, they can better address the unique requirements of this student
group by customizing interventions, support services, and teaching strategies, resulting in a more
productive and inclusive learning environment.

2. Students and Parents:

By addressing the issues related to indifferent behavior, the study directly helps the targeted
students and their parents. It provides access to individualized support services, which may boost
these students' academic performance, well-being, and academic engagement. Additionally,
parents can learn more about the elements influencing their kids' academic success.

3.Educational Researchers/Future Researchers:

The dynamics of indifferent behavior among HUMSS students with average academic
achievement are well understood by the scientific community. This advances our understanding
of student behavior and engagement by adding to the corpus of educational research. These
discoveries can be built upon in subsequent research projects, there by increasing the body of
knowledge in the area.

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Definition of terms

This study refers to a through investigation and examination of the different dynamics,
motivations, and causes that lead to NINHS HUMSS students' average academic performance
when they show a lack of interest or passion. The goal of this study is to shed light on the
underlying factors that contribute to this particular group's disinterest, disengagement, or apathy
by dissecting the complexity surrounding these behaviors.

The relationship between indifferent behavior and our study may be that it gets in the way
of our capacity to learn efficiently and succeed academically. Procrastination, not paying
attention in class, and not taking assignments seriously are examples of indifferent conduct
toward our studies that makes it less likely that we will understand the content well and perform
well on tests or evaluations.

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 Chapter 2

INTRODUCTION
This section examines the findings of many studies on the behavior of indifferent students.
Particularly those eleventh-grade HUMSS students. We'll examine a number of research that
investigate the consequences of indifferent behavior on academic attainment in both teachers and
pupils. Indifferent behavior toward our studies includes failing to pay attention in class and
failing to take assignments seriously, which reduces our chances of understanding the content
and performing well on evaluations or examinations.

BODY

According to (Lolita, 2020) Teachers face challenges in managing students' behavior in

classrooms, both domestically and internationally. Classroom behavior varies based on social
and cultural contexts, with some students being active, meek, or silent, while others are quiet.
These behaviors can disrupt the teaching-learning process and affect the students' learning
competence. Teachers must navigate conflicting situations to effectively manage students'
behavior and maintain their academic performance.

By referring to (William, 2019) study identifies three scenarios in which children's

temperament can cause concern for teachers and parents: when it is challenging but not
dysfunctional in social relationships or school performance, when it is reinforced in coping
strategies, or when it contributes to a "poor fit" with the environment, resulting in behavioral or
functional problems.

As reported by (Nick & Mirja, 2023) Pupils' behavior in the classroom today takes various
forms depending on the social and cultural context.

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 Another study (Lolita, 2020) the findings revealed that the pupils have an ambivalent
classroom behavior towards: their classmates and schoolmates; class work and activities; and
their teachers and persons in authority. Their academic performance was fair. There is a
relationship between the academic performance of pupils and their behavior towards their
classmates and school mates, and towards class work and activities which mostly manifest
children behavior which likely to happen not only in school where the study is conducted in the
Philippine setting but internationally.

Some researcher (Earth an et al.., 2014) the first variable is student achievement as measured
by some form of standardized or normed test, or examination administered to all students in the
schools under study. The other variable is student behavior that can include specific level of
student activity or school climate. A survey of research summarizes open-education programs
and open-space schools, school building age, thermal factors, visual factors, color and interior
painting, hearing factors, open space, windowless facilities, underground facilities, site size,
building maintenance, and numerous other factors.

Based on (David & Matthew, 2016) students’ attitudes and behaviors are predicted by
teaching practices most proximal to these measures, including teachers’ emotional support and
classroom organization. However, teachers who are effective at improving test scores often are
not equally effective at improving students’ attitudes and behaviors.

CONCLUSION
This chapter demonstrates the impact of apathy on both teachers' and students' academic
performance, as well as the reasons behind such behavior in the classroom or at school, and how
it affects academic achievement. Indifferent behavior, such as failing to pay attention or not
taking assignments seriously, might impair comprehension and performance on assessments or
exams. Teachers confront difficulties monitoring students' behavior in the classroom since it
changes depending on the social and cultural background. Today, pupils' classroom behavior
varies based on the social and cultural background. We can assist students who are having
difficulties and problems by using the research findings.
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Chapter 3

Methodology

An overview of the research techniques used in the study is provided in this chapter. it gives
details about the study's participants, including the qualifications for enrollment, their identities,
and the methods used to sample them. the researcher explains the selection of the research design
and the rationale behind it for the goals of the investigation. the methods that will be followed in
conducting this study are presented. the techniques for analyzing the data that will be collected
are also covered by the researcher

Research Design
The researchers will use the qualitative research to explore the subjective experiences of
students who exhibit indifferent behavior in the classroom. we will use phenomenological
approach and semi-structured interviews will be conducted to gather in-depth data on students'
experiences, attitudes, and perceptions and who have been identified by their teachers as
displaying related indifferent behavior in the classroom

Data collection

The researchers goal is to understand the apathy of Naic Integrated National High (NINHS)
HUMSS students in the classroom, hence the researchers will employ a qualitative interviewing
technique. the respondents will ask if they want to answer our questions. we are find 5
respondents, who have indifferent behavior, to be interviewed. We will getting the respondents
attention to participate and giving assurance that the conducted interview is confidential amd
trustworthy, so that they can trust and to reassure the respondents to give their response.
To be more precise, a semi-structured interview will be held, allowing the researchers to ask
follow-up questions as needed in order to get clarifications and more explanations. the study's
primary data are anticipated to come from the respondents' subjective and objective impressions;
hence, a narrative and descriptive approach to the topic was required. the questions that will be
asked during the actual interview will be included in an interview guide that will be sent to the
respondents beforehand.
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Population/Sampling Procedure

The target population for the research define in Naic Integrated National High School
(NINHS) HUMSS students. purposive non probability and qouta sampling had been used for this
study. the respondents will be 5 ramdomly selected in HUMSS strand are included in answering
the interview questions for this study.

Ethical Consideration
Since the HUMSS students at Naic Integrated National High School (NINHS) are the study's
participants, the research was included. throughout the data collection procedure, the researcher
stays and maintains participant confidentiality, which includes the respondents' answers to the
provided questionnaire being kept exclusive. In the event that they felt uncomfortable answering
the questionnaire, the respondents were free to withdraw.

Data Analysis

Following the data collection procedure, a descriptive approach was used to use all of the data
in this study. through this technique, the researchers observed the HUMSS students at Naic
Integrated National High School (NINHS) and managed the results, treating just those aspects
related to the study. the flexibility of theme analysis enables rich, intricate, and complicated data
descriptions. all information obtained from the chosen respondents was handled with the highest
confidentially to make a significant and productive contribution to the ongoing study. In order to
prevent disputes with the respondent, the researchers also removed any biases associated with the
condition.
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