copy (3) of biblio and front page 02-21-11

8/6/2019 Copy (3) of Biblio and Front Page 02-21-11

1/25

Bibliography

A. Books

Angeles, M. D., et. al. (2006). Simplified Approach to Statistics.Philippines:

Mega-Gesta Prints Inc.Arthur, J., et. al. (2006). Learning To Teach in the Primary School.

London:Taylorand Francis Group.

Bos, C. S., & Vaugh, S. (2002). Strategies for Teaching Students withLearning and Behavior Problems. United States of America: Allynand Bacon.

Charles, C.M. (2002). Essential Elements of Effective Discipline. ArlingtonStreet, Boston: Allyn and Bacon.

Cummings, C.(2000). Winning Strategies for Classroom Management.United States of America: Teaching, Inc.

De Ocampo, V., et.al. (2006). Methods of Research.Philippines: RexBookstore, Inc.

Evertson, C., et. al. (2000). Classroom Management for ElementaryTeachers. United States of America: ALLYN AND BACON.

Gregorio, H. C. (1990). Classroom Management. United States ofAmerica: America Group Company.

Johnson, D., et. al. (2001). Essentials for Character Discipline (ElementaryClassroom Management). United States of America: Corwin Press,Inc.

Kauffman , J. M. (2002). Managing Classroom Behavior. Boston: Allynand Bacon.

Kellough, R., & Robetrs, P. L. (2002).A Resource Guide for ElementarySchool Teaching: Planning for Competence. New Jersey: PrenticeHall Inc.

Lupdag, A. D. (2000). General Psychology. Philippines: GrandwaterPublication and Research Corporation.

Pearsons, R. D. (2003). Counseling Strategies That Work! (EvidenceBased Inteventions for School Counselors). United States of

America: Pearson Education Inc.


2/25

Reider, B. (2005). Teach More and Discipline Less. California: CorwinPress, Thousand Oaks.

Rivera, D. P., & Smith, D. D. (1997). Teaching Students with Learning andBehavior Problems. United States of America: Allyn and Bacon.

Seeman, H. Ph.D. (2000). Classroom Discipline Problems. Boston Way,Lanham, Maryland: The ScarecrowPress, Inc.

Shore,K. (2003). Elementary Teachers Discipline Problem Solver. SanFrancisco: Jessey-Brass.

Wardle, F. (2003). Early Childhood Education: A Multi-dimensional Approach to Child-Centered Care and Learning. United States ofAmerica: Pearson Education, Inc.

Weinstein, C. S. & Mignano, A. J. Jr. (1997). Elementary ClassroomManagement. Singapore: The McGraw-Hill Companies, Inc.

Zionts, P., et. al. (2002). Emotional and Behavioral Problems. California:Cowin Express, Inc.

B. Journals

Catherall, Don R. Ph.D. (2004). Family Stressors.Routledge, 11(4), 239-248.

Jones, V. F., & Jones, L. S. (2001). Comprehensive ClassroomManagement: Creating Communities of Support and SolvingProblems (6th ed.). 35, 195-210.

Madsen, C. H., Becker, W. C., & Thomas, D. R. (2001). Rules, praise, andIgnoring: Elements of Elementary Classroom Control. Journal ofDirect Instruction.1(1), 11-25.

Martin, P. (2008).Teacherqualification guidelines, ecological literacy andoutdooreducation .Australian Journal of Outdoor Education. 48(1),18-26.

Ryan, S., Franzetta, K., Schelar, E., & Manlove, J. (2009). FamilyStructure History: Links to Relationship Formation Behaviors inYoung Adulthood. Journal of Marriage and Family,8(3), 77-186.


3/25

C. Unpublished Materials

Alon, Racquel M. Et. al., Study of the Problems on Classroom Disciplinemet by Elementary Teachers in Rosario East Elementary School,March 1991.

Atienza, Mercelle et. al., The MisbehaviorEncounterby Teachers AmongLevel 4-6 Students of De La Salle Lipa During Year 2001-2002:Basis forClassroom Management Plan, March 2002.

Babao, Leticia D., A Study of Disciplinary Problems in Selected Public andPrivate Elementary School in Batangas City, October1990.

Capati, Lorenz Ann et. al., Handling Disciplinary Problems AmongIntermediate Pupils in Public Elementary Schools in Batangas City,March 2008.

Garcia, Adela S., Study on Disciplinary Problems in Public and PrivateSchools, March 1991.

Malibiran, Erma S., Problem Encountered be Values Education Teacher,May 1995.

Mangurali, Leni., Problems of Elementary Classroom Teachers in IbaanCentral School in Performing theirGuidance Function, March 1990.

D. Other References

Dictionary ofPsychology (2nd ed.). (1997). Canada: John Wiley &Sons,Inc.

Mirriam Websters Medical Dictionary (9th ed.). (1997). Springfield, MA:Merriam-Webster.

New Lexicon Websters Dictionary (11th ed.). (2001). United States ofAmerica: Lexicon Publications, Inc.

The New International Websters Comprehensive Dictionary of the EnglishLanguage (Deluxe ed.). (1997). Danbury: Lexicon Publications, Inc.

The American History Thesaurus (5th ed.). (1994). New York: HoughtonPublishing Company.

Websters Universal Dictionary and Thesaurus (5th ed.). (1995). Chicago:J. G. Ferguson Publishing Company.


4/25

E. Electronics Library

De Mers, I. B. (1998). Classroom Management. July 1998,http://www.stmary.k12.la.us/specialservices/classroom.html

Jonhson, K. (2002). Common Strategies for Managing Misbehavior in theClassroom. August 22, 2000, http://www.helium.com/items/597667-common-strategies-for-managing-misbehavior-in-the-classroom

Rebecca .(2007). Causes of Misbehavior. May 5, 2001, http://wwwedu.ifas.ufl.edu

Rodriguez, L. Ph.D. (2000). Classroom Management. http://www.4faculty.org/includes/108r2.jsp

Sturt, G. (1990). Classroom Management.http://www.

behavior4learning.ac.uk/viewArticle2.aspx?aontentld=1036


5/25

WESTMEAD INTERNATIONAL SCHOOLGulod West Library Batangas City

The Librarian Date ____

DearSir/Madam:

Kindly allow Ms. Aiza D. Ebreo, Ms. Marie Grace C. Hernandez, and Ms.

Donna B. Villamayor, our students, to make use of your library collections onresearch on thesis on psychology and education subject to your rules andregulations.

Your favorable consideration regarding this matteris highly appreciated.

Thank you very much.

Respectfully yours,

(SGD.) Ms. Amelia P. LiraSchool Librarian


6/25

WESTMEAD INTERNATIONAL SCHOOLGulod West, Batangas City

February 15, 2010

MRS. TERESITA I. REYNOSOCity School District SuperintendentBatangas City East Elementary School

DearMadam:

Greetings!

We, Fourth Year students of Westmead International School, taking upBachelor of Elementary Education, currently conducting a research studyentitled BehaviorProblems ofPrimary Pupils in Selected Public Schools inBatangas City.

In connection with this study, we are seeking for your assistance andapproval to gather data relevant to this study. Please rest assured that allinformation will only be used for the sole purpose of this study.

Thank you.

Respectfully yours,

Ebreo, AizaHernandez, Marie GraceVillamayor, Donna

Noted by:

(SGD.) Dr. Marites D. ManlongatCollege Dean


7/25

WESTMEAD INTERNATIONAL SCHOOLGulod West, Batangas City

February 15, 2010

MRS. LOURDES ZARASPEPlanning OfficerBatangas City East Elementary SchoolBatangas City

DearMadam:

Greetings!

We, Fourth Year students of Westmead International School, taking upBachelor of Elementary Education, currently conducting a research studyentitled BehaviorProblems ofPrimary Pupils in Selected Public Schools inBatangas City.

In connection with this study, we are seeking for your assistance andapproval to gather data relevant to this study. Please rest assured that allinformation will only be used for the sole purpose of this study.

Thank you.

Respectfully yours,

Ebreo, AizaHernandez, Marie GraceVillamayor, Donna

Noted by:

(SGD.) Dr. Marites D. ManlongatCollege Dean


8/25

WESTMEAD INTERNATIONAL SCHOOLAlangilan, Batangas City

November___, 2010The Principal

__________________________________________

DearMadam:

Greetings!

We are Fourth YearBEED students of Westmead International School. We areat present in the process ofwriting a thesis entitled BehaviorProblems ofPrimary Pupils in Selected Public Schools in Batangas City.

With this, may we ask permission to distribute the questionnaire to the teachersin yourschool. We hope foryoursupport and cooperation regarding the saidstudy.

Thank you very much.

Respectfully yours,

Ebreo, Aiza D. _________________Hernandez, Marie Garce C. _________________VillamayorDonna B. _________________

Noted:

(SGD.) DR. PORFIRIO LIGAYA

Thesis AdviserApproved:

(SGD.) ARLENE D. CASTOR, Ph. D. (SGD.)Dean, College of Education Principal


9/25

Questionnaire on Behavior Problems of Primary Pupils in Selected PublicSchools in Batangas City

I. Respondents Profile:

Directions: Kindly put necessary information needed. Please put a checkmark on ( ) the blank before the information which corresponds with yourprofile.

1.1Name: (Optional)

1.2 Age

25 years old and below ____36-40 years old

___26-30 years old ____41-45 years old___31-35 years old ____46 and above

1.3 Civil Status:

___Single ___ Separated

___Married ___Widowed

1.4 Highest Educational Attainment

Bachelors degree holder

W/ units masters program

Masters degree holder

W/ doctoral units

Doctoral degree holder

1.5 Length of Teaching Experience

Less than 1 year 11-15 years

1-5 years 16-20 years

6-10 years 21 and above


10/25

II. Behavior Problems Commonly Encountered by the Teachers.

Directions: Below are some behaviorproblems commonly encountered by theteachers. If the pupils always exhibit the following behaviorproblem, kindlyplace a check mark in the column provided.

5 Alwaysperform to a very great extent4 Often perform to a great extent3 Sometimesperform to a moderate extent2 Seldomperform to a least extent1 Neverperform

Behavior ProblemsAlways

(5)

Often

(4)

Sometimes(3)

Seldom

(2)

Never

(1)

1. Talking excessively while having class2. Roaming around the classroom while theclass is on-going

3.Blurting out answers when the teacherisasking questions

4. Doing homework from anotherclass5. Cheating orcopying during quizzes andexaminations

6. Writing on/destroying intentionally theschool property and belongings of others

7. Ignoring ornot listening to the teacherduring class discussion

8.Annoying others (teasing/name calling)

9. Leaning back in chairs (two legs off thefloor)10. Stealing or taking materials that belongto someone else

11. Throwing objects at a pupil while cryingorscreaming

12. Fighting with others during class13. Leaving the class during in-sessionwithout permission

14. Sleeping in class15. Asking inappropriate and insincerequestions

Otherbehaviorproblems encountered: (Please specify)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


11/25

III. Factors that Influence the Behavior Problems of the Pupils

Directions: Listed below are some factorsthat influence the behaviorofthe pupils. Put a check mark () on the column which corresponds to youranswer.

5 Strongly Agree (SA)4 Agree (A)3 Moderately Agree (MA)2 Disagree (DA)1 Strongly Disagree (SD)

Factors that Influence the Behavior Problems of the PupilsSA(5)

A(4)

MA(3)

DA(2)

SD(1)

1.Family structure (e.g. broken, separated)

2. Position in the family (e.g. only child, youngest, only boy/girl inthe family)

3. Lack ofparentsinvolvement in theirstudies

4. Exposure to violence in the home orcommunity

5.Unhygienic room condition

6. Boredom and frustration overacademic materials

7. Difficulty of the tasks given by the teacher

8. Lack of activities that stimulates pupilsinterests

9. Grooming and attitude of the teacher towards the pupils

10. Lack ofinterest in orappreciation forpupilsperformance11. Pupils desire to seek attention/approval

12. Pupils yearning to seek power/ authority overothers

13. Pupils desire foradventure

14. Pupils deficiency in distinguishing the appropriate and notappropriate behaviors to act

15. Lack ofinterest in their lesson

Other factors that influenced misbehavior: (Please specify)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


12/25

IV. Common Practices Utilized by the Teachers in Managing BehaviorProblems of the Pupils

Directions: Below are some strategies utilized by the teacherin managingbehaviorproblems of the pupils. Put a check mark () on the column which

corresponds to youranswer.5 Highly Effective (HE)4 Effective (E)3 Slightly Effective (SE)2 Least Effective (LE)1 Not Effective (NE)

StrategiesHE(5)

E(4)

SE(3)

LE(2)

NE(1)

1. Setting school rules and regulations clearly and strictly

2. Praising students work3. Ignoring misbehavior4. Making use ofhand signal5. Calling on the child to participate in classroom activities

6. Reminding rules and regulations7. Intervening of gentle humorin class discussion8. Applying facial expressions in delivering the lesson9. Boosting interest through motivation10. Keeping the pupils busy throughout the whole period

11.Portraying ormodeling good behavior12. Setting conferences withparents regarding theirchildrens concern

13. Making classroom neat and clean14. Calling the name of the offender15. Utilizing time out orthinking time

Otherpractices used in managing misbehavior: (Please specify)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Thank You So Much!


13/25

Interview Guide

Questions:

Question No. 1

Why do you think Grades I-III teachers are usually ages 46 and above andrarely 25 years old below? How do they differin terms of theircharacteristics andpersonalities?

Question No. 2

Why do you think most of Grades I-III teachers are married? Give somebasis foryouranswer.

Question No. 3

Based on your opinion, why do you think there is only rare case or nocase at all of separated teachers in the service?

Question No. 4

Why it is important forGrades I-III teachers to have at least unit in mastersprogram? What are its advantages to the teachers?

Question No. 5

What do you think are the reasons why most of Grades I-III teachers arenot taking units ordegree in doctoral?

Question No. 6

Based on your opinion, what do you think are the essential factorsconsidered by the teachers in having long term of teaching experiences?

Question No. 7

Do you think teachers having less than 1 year of teaching experiencescapable enoughin handling Grades I-III pupils? Why orwhy not?

Question No. 8

How do the ages of Grades I-III teachers affect the behaviorproblems ofthe pupils such as:


14/25


15/25

BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLIC

SCHOOLS IN BATANGASCITY

A ThesisPresented to the Faculty of the

College of EducationWestmead International School

In Partial FulfillmentOf the Requirements for the Degree of

Bachelorof Elementary Education

by:Ebreo, Aiza D.

Hernandez, Marie Garce C.Villamayor, Donna B.

February 2011


16/25

ADVISERS RECOMMENDATION SHEET

This study entitled

BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLICSCHOOLS IN BATANGASCITY

by:Ebreo, Aiza D.

Hernandez, Marie Garce C.

Villamayor, Donna B.

And submitted in fulfillment of the requirements for the degreeBachelorof Elementary Education has been examined and is recommended for

acceptance and approval fororal examination

_________________________Dr. Porfirio Ligaya

Thesis Adviser

_________________________Date of Submission


17/25

APPROVAL SHEET

This study entitled

BEHAVIOR PROBLEMS OF PRIMARY PUPILS IN SELECTED PUBLICSCHOOLS IN BATANGASCITY

by:Ebreo, Aiza D.

Hernandez, Marie Garce C.

Villamayor, Donna B.

Afterhaving been presented is hereby approved by thefollowing members of the panel

Dr. Sharon D. Aledo Dr. Marites D. ManlongatPanelist Panelist

Dr. Rolando LontocLead Panelist

Accepted in partial fulfillment of the requirement for the degreeBachelor ofScience in Elementary Education

_________ ____Date Dr. Arlene D. Castor

Dean, College ofEducation


18/25

ABSTRACT

Title: BehaviorProblems ofPrimary Pupils inSelected Public Schools in Batangas City

Total Number of pages:

Authors: Ebreo, Aiza D.Hernandez, Marie Garce C.Villamayor, Donna B.

Type of Document: Thesis

Name and Addressof Institution: Westmead International School

Alangilan, Batangas City

Summary

This study was undertaken in order to find out the behavior problems

encountered by the teachers in selected public schools in Batangas City.

Specifically, this study sought answers to the following questions:

1. What are the profiles ofrespondents in terms of :

1.1. Age

1.2. Civil Status

1.3. Highest Educational Attainment

1.4. Length of Teaching Experiences

2. What are the behavioral problems commonly encountered by the

teachers?

3. What are the perceived factors that influence the misbehavior of the

pupils?


19/25

4. How effective are the strategies utilized by the teachers in managing

behaviorproblems?

5. Is there a significant relationship between the profiles ofrespondents and

the encountered behaviorproblems?

6. What behavioral activities can be proposed to effectively manage pupils

behaviorproblems?

The descriptive method of research was used in the study utilizing

questionnaires as the main data gathering instruments.The researchers also gathered the needed information from books,

journals, unpublished materials and the internet. Aside from that, the responses

of 107 respondents from selected public elementary schools in Batangas City

were utilized. The data collected were tallied, tabulated, interpreted, analyzed

and presented in terms ofweighted mean, percentage, ranking, and Pearson chi-

square correlation.

Findings

Based on the data, the following findings were obtained.

1. Profile of respondents

Twenty-seven or25% of the respondents fell under the age bracket of

46 and above whichranked as first. Ranked sixthwere from the age bracket

of 25 years old and below with eight or 7%. Eighty-six or 80% of the

respondents were married which ranked first ; and ranked fourth, was

separated wherein it was revealed that no teacher was separated. The


20/25

highest educational attainment obtained by most of the respondents was with

units in Masters Program with sixty-six or62%. It was also deduced from the

result that there was no teacherwho obtained units in Doctoral and degrees

in Doctoral.

In terms of length of teaching experience, twenty-five or 23% of the

respondents have 6-10 years of teaching experience which ranked as first.

The respondents with 21 and above years of teaching experience ranked

sixthwith 3 or3%.

2. Behavior problems commonly encountered by the teachers

The respondents often encountered students talking excessively while

having class. It obtained a weighted mean of 3.83 which ranked first among

15 identified behavior problems. The least rated behavior problem

encountered by the respondents was writing or destroying intentionally the

school property and belongings of others with a weighted mean of 2.04. The

composite mean was 2.61, interpreted as sometimes.

3. Perceived factors that influence the behavior problems of the pupils

The respondents agreed that lack of parents involvement in their

studies was the factor that mostly that influences the behaviorproblems of the

pupils with the highest weighted mean of 4.47. Then, the respondents

moderately agreed that the factor that least influences the behaviorproblems

of the pupils was difficulty of the tasks given by the teacherwith a weighted

mean of 2.87.


21/25

The composite mean of 3.53 indicated that most of the respondents

agreed with the factors that influence the behaviorproblems of the pupils.

4. Effective strategies utilized by the teachers in managing behavior

problems

On the items presented, it was revealed that setting school rules and

regulations clearly and strictly obtained the highest weighted mean of 4.50.

The least effective strategy was ignoring misbehaviorwith a weighted mean

of 2.87.

From the findings, it was revealed by the composite mean of 3.97 thatmost of the respondents regarded the strategies presented as effective.

5. Relationship to the profiles of respondents and the encountered

behavior problems

From the results presented, it was shown that in terms of the

relationship between the age of the respondents and the behaviorproblems

encountered, the age of the respondents was not significantly related to

eleven (11) of the fifteen (15) items and was significantly related to the rest of

the items. It was also revealed that threris no significant relationship between

the civil status and educational attainment of teachers and the behavior

problems encountered.

It was also inferred that the length of teaching experience of the

respondents are not significantly related to eleven (11) of the fifteen behavior

problems encountered and four(4) of the items are found to be significant.


22/25

Based on the results presented by the researchers, it was revealed that

majority of the profiles of the respondents have no significant relationshipwith

the behaviorproblems encountered. Thus, the null hypothesis of the study

was accepted.

6. Proposed behavioral activities to effectively manage pupils behavior

problems

Behavioral activities were proposed to effectively manage pupils

behaviorproblems. The plan includes the behaviorproblems which obtained

significantly related with the profiles of the respondents and the least effectivestrategies

Conclusion

From the findings of the study, the following conclusions were drawn.

1. The majority of the respondents from selected public schools in Batangas City

are fell uder the age bracket of 46 and above, and are married. Most of them

have taken units in Masters Program and yielded 6-10 years in terms of

lengthin teaching experiences.

2. The most common behaviorproblem that primary teachers often encountered

was talking excessively while having class.

3. The resp0ondents all agreed that the perceived factors that influence the

behavior problems of the pupils are lack of parents involvement in their

studies, family structure, exposure to violence in the home or community,


23/25

pupils desire to seek approval, lack of interest in the lesson and the

unhygienic room condition.

4. Setting school rules and regulations is the highly effective strategy utilized by

the teachers in managing behaviorproblems of the pupils.

5. There is no significant relationship between the profile of the respondents and

the encountered behaviorproblems.

6. Behavioral activities were proposed to strengthen the strategies in managing

behaviorproblems of the pupils.

Recommendation

From the findings and conclusions of the study, the following

recommendations are offered.

1. School administrators should set rules and regulations strictly and

consistently. They should also attend seminars/workshops in managing

behaviorproblem of the pupils.

2. The proposed action plan may be presented to some expert for their

suggestions and comments.

3. A similarstudy should be conducted to substantiate the present findings.


24/25

ACKNOWLEDGEMENT

This thesis would not have been realized without the supportive and

constructive contributions and influence of the following persons to whom the

researchers extend theirutmost gratitude and profound acknowledgement.

To Westmead International School Administration headed by CEO

Ernesto de Chavez, for giving importance to quality education through

scholarship grants and othereducational opportunities and privileges;

To Dr. Marites D. Manlongat, Dean of Academic Planning and

International Affairs, forall the enlightenment and encouragement to furtherworkwith this study;

To Dr. Arlene D. Castor, Dean of College of Teacher Education, for the

bright ideas and assistance;

To Dr. Porfirio Ligaya, the researchers adviser, forhis kindness, patience

and understanding in contributing to the success of this study, for his sound

pieces of advice and constant guidance to work efficiently;

To Dr. Rolando Lontok, the lead panelist, forhis valuable comments and

suggestions in the revision of this study;

To Dr. Sharon Aledo, for her patience in checking the grammar and

formalities of this study;

To Mrs. Agnes Arellano and Mrs. Realiza Mame for their valuable

cooperation in treating the data gathered by the researchers;


25/25

To Ms. Rosette Javier, Ms. Retchie Macalalad and Ms. Mhara Natividad

Robles for their comments and suggestions in the revisions of the instrument

used;

To the principals and teachers of the selected public schools in Batangas

City, for theirwarm accommodation and forallowing the researchers to distribute

theirquestionnaires;

To all the teacher-respondents for their honest responses and

administration of the questionnaires;

To the parents of the researchers who at all times show their love andcare, for all the financial, emotional, spiritual and moral support and guidance

which strengthened them to pursue this study;

To their friends and classmates for their endless support and

encouragement to make the researchwork possible;

And above all, the researchers give their largest debt of gratitude to

Almighty God who showered them bountiful blessing, and who gave them

strength, courage and determination to withstand all the challege and difficulties

in undertaking this study.

copy (3) of biblio and front page 02-21-11

Documents