Thesis Final

Marikina Catholic School
Diocesan Shrine and Parish of Our Lady of the Abandoned

JUNIOR HIGH SCHOOL
School Year 2017 - 2018
THE FACTORS AFFFECTING THE GRADE 8 STUDENTS OF MARIKINA

CATHOLIC SCHOOL’S BEHAVIOR INSIDE THE CAMPUS
SCHOOL YEAR 2017 – 2018
A Junior High School Undergraduate Thesis
Presented to the Faculty of the Marikina Catholic School
San Roque, Marikina City
In Partial Fulfilment of the Requirement for the Subjects,
English and Mathematics
Jose Luis Estrella
Jantzen David De Guzman Navarro
Paolo Alfonso Miguel Dayao Baldove
Nahdeen Torres Buenaventura
Andre Simon Dabao Bundoc
From Grade 10 – Justice
SY 2017-2018
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March 2018
CERTIFICATION OF ORIGINALITY
This is to certify that our research paper presented in this thesis entitled
“THE FACTORS AFFFECTING THE GRADE 8 STUDENTS OF MARIKINA
CATHOLIC SCHOOL’S BEHAVIOR INSIDE THE CAMPUS SCHOOL YEAR
2017 – 2018” does not contain any material previously published or written by
another person that have been accept as basis for the award of a degree from
any educational institution, except when proper referencing or
acknowledgement were made.
Jose Luis Estrella
Jantzen David D.G Navarro
Paolo Alfonso Miguel Dayao Baldove
Nahdeen Torres Buenaventura
Andre Simon Dabao Bundoc
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Acknowledgements
The researchers would like to express their deepest gratitude to the
following persons who have unselfishly extended their help to make this study
possible.
To the researchers’ parents,
For the unconditional support morally and financially, that motivates us
to finish this study.
To the researchers’ advisers,
Ms. Mary Grace Guevarra and Mr. Randolf Viray,for their time, effort,
and guidance. And also for their support and lessons that helped us in this
study.
To Our School Director,
Rev. Fr. Gerard V. Masangya, for signing our letter as proof that we are
allowed to conduct a survey.
To Ms. Dayanara Agdios,
For letting us to have the survey during her time at the grade 8 classes.
To All the Grade 8 Students,
For cooperating with us and giving us your time and effort for answering our 41
items survey,
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Table Of Contents
Page
Title Page ……………………………………………………………………. 1
Certification of Originality………………………………………………….. 2
Acknowledgement…………………………………………………………. 3
Table of Contents………………………………………………………….4 - 5
List of Tables………………………………………………………………. 6 - 7
CHAPTER II : THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………… 8-10
Background of the Study…………………………………………. 10-12
Statement of the Problem………………………………………….. 12-13
Significance of the Study………………………………………… 13
Scope and Delimitation………………………………………….. 14
Definition of Terms…………………………………………………14-15
CHAPTER II : REVIEW OF RELATED LITERATURE
Foreign Literature…………………………………………………… 16-17
Local Literature………………………………………………………. 18
Foreign Studies……………………………………………………..18-21
Local Studies………………………………………………………….21-22
CHAPTER III : METHODOLOGY
Population of the Study……………………………………………23
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Description of the Respondents…………………………………24
Materials………………………………………………………………25
Data Gathering Procedure…………………………………………25-26
Data Analysis Procedure……………………………………………26
CHAPTER IV : PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
Result and Findings……………………………………………… 28-38
Interpretation of Data………………………………………………. 39
CHAPTER V : SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATION
Summary of Findings………………………………………………………… 40-47
Conclusions……………………………………………………………………47
Recommendation………………………………………………………………47-49
BIBLIOGRAPHY…………………………………………………………… 50
APPENDICES
A. Letter of Intent to the School Principal/Director ………51
B. Letter of Intent to the Subject Teachers………………52
C. Research Instrument/Questionnaire…….. 53-55
D. Computation of Result…………..56
E. Researchers’ Profile……………..57-62
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LIST OF TABLES
Table 1 - Population Distribution per Section of Grade 8 Students of Marikina

Catholic School in School Year 2017-2018 - PAGE 22
Table 2 - Population of the Grade 8 Students Who Answered the Survey that
we Conducted. - PAGE 23-24
Table 3 - Survey Result for Family Factors - PAGE 27-29
Table 4 - Overall Result For Family Factors - PAGE 29 - 30
Table 5 - Overall Result for Friend’s Influence - PAGE 30- 31
Table 6 - Results for experiences - PAGE 31 - 32
Table 7 - Overall Result for Experiences - PAGE 32 - 33
Table 8 - Result for Health Issues - PAGE 33 - 34
Table 9 - Overall Result for Health Isssues - PAGE 34
Table 10 - Result for Environmental Issues - PAGE 35 - 36
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Table 11 - Overall Results for Environmental Issues - PAGE 36
Table 12 - Final Results On Which Factor Affects The Students Behavior -

PAGE 37
Table 13 - Determining the Dominant Factor that Affects the Behavior of

Students- PAGE 39
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Chapter 1
The Problem and its Background
This Chapter consists of the Introduction of the Study, Background of the
Study, Statement of the Problem, Hypothesis, Significance of the study, Scope
and Delimination, and the Definition of Terms used in the Study.
Introduction
In countless number, many students are entering school without the
basic values that have built this country. Forgetting about their cultures and
traditions. Depressing reports of students’ cheating, lack of self-discipline, and
a lackluster approach to schoolwork are common. Putting some in sanctions or
detentions that students hated the most.
` Some of the main problem is the public school students that is very
childish , impolite and rude. Perhaps out of fear of sanctions from the
government, public schools have failed in educating Filipino children in basic
moral principles. Behavior is the range of actions and mannerism made by
individuals. It is also the way in which one acts or conducts oneself, especially
toward others.
According to Kendra Cherry (2016). Behavior depends on the person.
Everyone are the same. We are all born as empty-headed. We all learn through
experience and challenges throughout our lives. And everyone is trained to act
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as they want to be or need to be. A good example of these are the specialist,
Any type of specialist, even a doctor, lawyer, artist, merchant-chief and even
beggar-man and thief. Regardless of his/her state, talents, penchants,
tendencies, abilities, vocations and his/her experiences. He/She can change
his/her behavior, Depends on the situation. Because as a educated person.
You will know what you need to do when it comes with person who is with you.
Behavior depends on the person whether you’re from the high-class or low-
class. We, the researchers, believe that behaviors are the result of experience.
Any person, regardless of his or her background, can be trained to act in a
particular manner given the right conditioning.
These behaviour of just one or two individuals in a group can affect the
whole classroom atmosphere in a most positive/negative way. It will affect
many people especially the one who is around these people. There are factors
that affects the behavior of students and it will be discussed further in the study.
It shows that there are some reasons behind the students behavior whether its
bad or good.
According to Vanessa Diffenbaugh (2016) Behavior is a choice. It
doesn’t define who you really are. Some students tend to change their behavior
towards other people. We, The researchers can say that also us change our
behavior and treatment to the person we don’t like. Example is when you are
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talking to your enemy, its not like talking to your friends or relatives. You can be
rude and sometimes impolite.
In terms of health, health behavior refers to a person's beliefs and
actions regarding their health and well-being. Health behaviors are direct
factors in maintaining a healthy lifestyle. Health behaviors are influenced by the
social, cultural and physical environments in which we live and work. They are
shaped by individual choices and external constraints. Positive behaviors help
promote health and prevent disease, while the opposite is true for risk
behaviors.
These studies have identified seven features of lifestyle which were
associated with lower morbidity and higher subsequent long-term survival
(Belloc and Breslow 1972): avoiding snacks, eating breakfast regularly,
exercising regularly, maintaining a desirable body weight, moderate alcohol
intake, not smoking, and sleeping 7–8h per night.
This can affect the students behavior in school, how they treat everyone
especially the teachers and their classmates and also their study habits and
academic excellence.
Background of the Study
Behavior (American English) or Behaviour (Commonwealth English) is
the range of actions and mannerisms made by individuals, organisms, systems,
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or artificial entities in conjunction with themselves or their environment, which
includes the other systems or organisms around as well as the (inanimate)
physical environment.
Throughout history, education has had two primary goals: to educate
people intellectually and to teach them to be morally good. Historically, the
Bible was the source in public schools for moral instruction. When differences
arose over which Bible to use, the McGuffey Reader was introduced as a way
to teach the virtues of honesty, hard work, thriftiness, kindness, patriotism, and
courage (Lickona, 1993). The Word Behavior is alteration of middle English
behavour , from behaven “To Behave”. First use in the 15th Century.
The people around him/her even the one who witnessed the behavior. Behavior
is linked to many negative and positive outcomes like cheating , bullying and
many more. It is important to know the effects of behaviour because it affects
everyone around. And this can lead to depression that can lead to suicidal
thoughts.
Behavior of the Junior High School Students of Marikina Catholic School
can be affected by different factors:
First, the experiences of the students, it can be classified as traumatic
experiences, historial experiences and all the types of bullying;
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Second, the family status, and the examples are parental attitudes
toward education, child abuse, changes in family relationship, and economic
stability;
Third, health issues, it involves all the students having biophysical
factors psychological factors and mental health;
Fourth, the environmental factors it may be the classroom organization
issues, teacher’s behavior, student group dynamics and social factors.
Lastly, the Friend’s Influence in the student it if is Good influence or Bad
Influence.
Statement of the Problem
This study is aimed to figure out the main reason of the Good and Bad
behaviors of the Grade 8 Students in Marikina Catholic School.
Specifically, it sought to answer the following questions:
1.What can affect the behavior of students?
2.The possible factors affecting the students’ behavior in school in terms of:
a. Family Factors
b. Experiences
c. Health Issues
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d. Environmental Factors
e. Friend’s Influence
3. The dominant factor that affects the students’ behavior inside the school.
Significance of the Study
Behavior is crucial especially among the teacher-student relationship.
This study is considered significant because it will benefit the following group of
persons :
Students.they will be aware of the effects of behaviour and the reasons
of it.
Teachers. they can help the students on their characters and morals.
Parents. help their kids to have right character and good moral.
Guidance Office. they can manage to help the students on their
behaviour and help them to be better.
Student Discipline Office. Can treat the student right with the
knowledge on how to talk to him/her knowing his/her background so he/she
cant be that sensitive.
Future Researchers. it will serve as a reference for researchers and it
can help them in further studying the research made.
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Scope and Delimination
This study was focused on determening the different factors affecting the
students behavior in school in Marikina Catholic School during the school year
2017-2018.
The respondents were Grade 8 students of Marikina Catholic School. A
census survey was undertaken since it involved the Grade 8 students of
Marikina Catholic School.
There were five factors that affects the students behaviour in school. It
can be through the family factors, experiences, health issues, environmental,
and influence of friends. That were assumed to have an effect to the student
respondents behavior.
The factors affecting the behaviour used in the study were based on
reviewed literature, studies, and blogs undertaken by the researchers.
Definition of Terms
To facilitate the understanding of this study, the following terms are
defined operationally:
Behavior. What students shows inside the school.
Factors. The reason of the behaviour of the students
Family Factors. Family Reasons of that affects the behaviour.
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Friend’s Influence. The Influence of friends to the behaviour of the
student.
Experiences. the effects of experiences in the behaviour of the student.
Health Issues. This is one of the reason that somebody’s behaviour
changes.
Environmental Issue. One of the reason on the behaviour of students.
Health Behaviour. refers to a person's beliefs and actions regarding
their health and well-being.
Behavior. American English, Have the same meaning with “Behaviour:”
but different in spelling.
Behaviour. Commonwealth English, Have the same meaning with
“Behavior:” but different in spelling.
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Chapter 2
Review Related Literature and Studies
This chapter consists of review of related literature and the review of
related studies.
Related Literature
A number of literature related to the present study were read by the
researcher and they were presented hereunder. Us, The Researchers, will
present 2 Foreign Literature and 2 Local Literature.
Foreign Literature
Based on School-Wide Positive Behavior Supports (SWPBS).There are
proven methods of dealing with challenging behaviors from school age children.
The proposed three-tiered model by Walker et al. (1996), “Positive Behavior
Support” (PBS), is a systems approach to establishing needed social, cultural,
and behavioral supports for all children in a school, so that they achieve both
social and academic success. PBS is sometimes referred to in the literature as
SWPBS (School-Wide Positive Behavior Supports) when educators use PBS in
a school-wide approach. PBS and SWPBS are not packaged curricula, but
rather approaches that define core elements that can be achieved through a
variety of strategies. Each of the three tiers in the prevention model contains
primary, secondary, and tertiary core elements.
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In accordance with the study of Soo Il Shin, Hyundo Joo, Chetan S.
Sankar, Howard Clayton (2010). The Learning environments are rapidly
changing from the traditional setting to include the use of multimedia
technology in the classroom. In the past, researchers studied how the use of
technology as a learning tool affects students’ learning and performance. There
are, however, few studies that report students’ learning behavior in technology
based learning environments. The purpose of this study is to find out whether
or not there are any unique behaviors exhibited by students that are related to a
different learning environment. In this study, two researchers observed two
undergraduate elementary statistics classes (traditional class versus
Technology-Mediated Learning (TML) class), and documented student
behavioral differences between them. The data included quantitative and
qualitative observations based on specific behavior categories. The results of
the analysis lead to identification of six influential factors that affect students’
learning behaviors in different learning environments. Implications of rests for
both educators and administrators are discussed.
Local Literature
SR. MANALO W. (2016) Discipline is a big challenge to the educational
system. The school as a moral laboratory shares with the parents the
responsibility of unveiling the underneath causes of the disciplinary problems
that impede the smooth character formation of the students. In the school the
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student’s moral upbringing is gradually polished of the rough edges that were
left unattended during the growth period. The school serves as a copartner of
the parents in the moral, mental, social, emotional and physical development of
the students. This study dealt with disciplinary problems and the causes of high
school students in St. Nicholas Catholic School of Anda, Bohol, Philippines.
There were reported cases from the school authority of truancy, absenteeism,
and other related misconduct committed by some high school students. It is
with great moral concern of the study in a assisting the teachers and parents in
handling cases of undisciplined students. It is hope that this study would be an
effective instrument that guide the school in the formation of the learners.
In accordance to Sun.star (2017) To be able to manage problems of
students requires insight into where these difficulties may come from and why
and when they arise. A teacher has to care for many different students,
including those from poor, disadvantaged families, students who may have to
work before or after school, children from different ethnic, religious or language
minority groups and those with a variety of learning difficulties or disabilities.
Children may come to school hungry or tired, they may not have been able to
do home-work because of lack of electricity or parents who are illiterate and not
able to help them with their school assignments. It is important for a teacher to
know a child’s socio-economic and family background to be able to understand
these nonacademic or social factors that influence learning and behavior.
These factors cannot directly be altered, but understanding them will enable a
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teacher to place a student’s “learning failure” or “misbehavior” in perspective
and create learning environments that reduce rather than increase the effects
of such. Children may be at risk of negative and meaningless school
experiences if a teacher does not understand the whole child and his/her
background, and is not ready with responsive, effective instruction and
classroom strategies
Related Studies
` A number of studies related to the present study were read by the
researchers and they were presented hereunder.Us, The Researchers, will
present 2 Foreign Studies and 2 Local Studies.
Foreign Studies
According to Hill C. (2017) she found out that learning is the process of
absorbing new information in a meaningful way and putting it to use. Children
and young adults learn a large portion of their knowledge at school. At school,
previously unknown information is deliberately presented to students so they
can use it both to pass tests and move on to other studies. This information is
also used in myriad of practical life applications. A child's home environment
has significant effects on learning and school performance.
Leigh Bennett (2017) stated that when a child misbehaves or fails to
meet expectations at school, the child’s home and family life should be
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considered. Several family factors can affect a child’s behavior and ability to
perform in the classroom. These include economic stability, changes in family
relationships, parental attitudes toward education and incidents of child abuse.
According to Barnwell P. (2013) that the culture of our schools is in dire
straits because they believe there is not enough discipline. Not enough respect.
Too few consequences for students who don’t toe the line. The kids are out of
control. In reality, we dole out far more punitive disciplinary measures like
suspension.
Yet, as a teacher at various public schools in Kentucky over the past
nine years, I've rarely seen these types of control measures have the effect of
deterring or preventing repeat behavioral problems.
According to Sterling S. (2012) talented kids are just as capable at
problem behavior as traditional students. They just tend to misbehave in more
creative ways. The real reason for my lack of paperwork was that he could
usually relate to why a particular student was acting out and tried to address
the problem at the source. The researcher credited that approach for a lot of
the success I experienced in the classroom. The cause was usually a lack of
self-discipline.Us, The Researchers, simply did not see how getting a student
suspended from school would solve a student’s lack of self-control.
According to Ide M. Behavioral problems in philippine schools,This is a
study of the frequency of occurrence of behavioral problems in schools and the

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severity of those problems as perceived by school principals. The Philippine
sample consisted of principals of the 150 schools which participated in the
Third International Mathematics and Science Study-Repeat (TIMSS-R) in 1999.
Their perceptions of the problems were compared with those of an International
sample for which data was provided by the Committee in Boston,
Massachusetts.
The three most frequently occurring problems in the Philippine sample
were tardiness; unjustified absences and violation of the dress code. In the
International sample the most frequent problems were tardiness, absenteeism,
and classroom disturbances. Profanity, cigarette or tobacco use or possession,
were also high frequency problems in the International sample. The degrees of
severity of the problems in the two samples differed mainly in culturally related
variables.
Local Studies
Manalo Sr. W. High school students disciplinary behavior in a catholic
private school , Discipline is a big challenge to the educational system. The
school as a moral laboratory shares with the parents the responsibility of
unveiling the underneath causes of the disciplinary problems that impede the
smooth character formation of the students. In the school the student’s moral
upbringing is gradually polished of the rough edges that were left unattended
during the growth period. The school serves as a copartner of the parents in the
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moral, mental, social, emotional and physical development of the students. This
study dealt with disciplinary problems and the causes of high school students in
St. Nicholas Catholic School of Anda, Bohol, Philippines. There were reported
cases from the school authority of truancy, absenteeism, and other related
misconduct committed by some high school students. It is with great moral
concern of the study in a assisting the teachers and parents in handling cases
of undisciplined students. It is hope that this study would be an effective
instrument that guide the school in the formation of the learners.
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CHAPTER 3
Reasearch Methodology
This chapter deals with the research respondents of the study, the
research instrument, the procedure, and the statistical tools used.
Population of the Study
This table below shows the population distribution of the Grade 8
Students of Marikina Catholic School in School Year 2017-2018.
Table 1
Population Distribution per Section of Grade 8 Students of Marikina
Catholic School in School Year 2017-2018
Number of Number of
Sections Total
Boys Girls
HUMILITY 18 24 42
CHASTITY 20 21 41
DILIGENCE 25 19 44
Total Population 63 64 127
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Description of the Respondents
This study involved all the grade 8 students who were enrolled in
Marikina Catholic School in Academic School Year 2017-2018.
Among the total population listed above, the section Grade 8 - Humility
has 42 respondents comprising 18 boys and 24 girls. Next is the section Grade
8- Chastity has 41 respondents comprising 20 boys and 21 girls. Lastly , the
section Grade 8 – Diligence has 44 respondents comprising 25 boys and 19
girls. With the total respondents of 127 that consist of 63 boys and 64 girls.
During the survey day, 8 of them were absent, 1 from Humility, 3 from
Chastity, and 4 from Diligence. So the respondent’s is only 120. And 2 of the
student that is present failed to pass their questionnaire to the researchers who
conducted the survey. So the total respondents were 117 to be exact.
Table 2
Population of the Grade 8 Students Who Answered the Survey that we
Conducted.
Number of Number of
Sections Total
Boys Girls
HUMILITY 18 23 41
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CHASTITY 17 19 36
DILIGENCE 22 18 40
Total Population 57 60 117
Materials Used
The researchers used the data-gathering instrument which is used in a
study for the data gathered will be interpreted and analyzed. It is a data
gathering instrument that contains set of questions.
The data would help the study to have more complete results with the
overall result of the data. The questionnaire made was validated by their
Mathematics and English teachers with a background making research papers
and studies for improved questionnaire making the results more accurate to
cope with. The produced 127 survey questionnaires as the exact number of the
grade 8 students. But 8 of them were absent on the day that the researchers
conducted the survey. And 2 of them were not able to pass the questionnaire to
the researchers who conducted the survey of an unknown reason.
Data Gathering Procedure
In gathering the data relevant in to this study, the researchers followed
the subsequent steps.

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The researchers wrote formal letter signed by all the researchers, to ask
permission from the school dirctor of the Marikina Catholic School. After the
letter was given back and approved, the researchers was able to conduct the
survey to the grade eight students per section to make the data gathering more
organized in terms of dividing the tasks to count the number of respondents per
section according to a certain category in terms of distributing the
questionnaires in an orderly manner, making it easier to know who are not able
to answer the questionnaire.
The formal letter approved by the school director means that the
researchers are allowed to excuse theirselves during their classes, for the, to
be able to conduct the survey. The survey was done by asking the current
subject teacher per class to stop their activity or class for a while for the
students to have enough time in answering the questionnaires given to them.
The questionnaires collected were 117.
Data Analysis Procedure
The statistical tools are used in the study are as follows:
Frequency and Percentage. These were used to determine the profile
and the result of the questionnaire that the students answered.
Percentage P = Part/Whole x 100 = %
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Weighted Mean. This waa used to determine the struggles and
hindrances that the Grade Eight students experience in the high school
department.
𝒇𝒙
Weighted Mean = ∑
𝒏
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CHAPTER 4
Presentation, Analysis, and Interpretation of Data
This chapter presents the result, findings, analysis, and
interpretation of data.
Table 3
Survey Result for Family Factors
Weighted Descriptive
Indicator Ranking
Mean Rating (DR)
Family Factors
A. Parental Attitude towards
Education
1) My parents choose what course I
will get in college or what I will do in 2.75 Undecided 3
school.
2) My parents pressure me to have

3.08 Undecided 1
high grades and be in the honor roll.
3) They want me to focus on what

2.93 Undecided 2
they want more than what I want.
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Overall 2.93 Undecided 3
B. Child Abuse
1) My parents say vulgar words
on you when I did something 2.77 Undecided 1
wrong.
2) I get harassed by my relatives. 1.74 Disagree 2
3) I got abused by my family.
(Always commanded to do 1.53 Disagree 3
something not right.)
Overall 2.01 Disagree 4
C. Family Relation
1) I am not comfortable with my

2.5 Undecided 3
relatives around me.
2) I am really happy with my
family’s relationship with each 4.12 Agree 1
other,
3) I am close to my whole family
even my grandparents, 4.09 Agree 2
aunties, and uncles.
Overall 3.57 Agree 2
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D. Economic Stability
1) I got complete books,
notebooks and all the materials 4.22 Agree 2
I need for my education.
2) My parents always pay my

4.21 Agree 3
tuition fee on time.
3) I always have the requirements
that I need. (School materials, 4.38 Agree 1
contribution for projects, etc.)
Overall 4.27 Agree 1
Table 4 determines the result of our survey on Family Factors and
its weighted mean.
Table 4
Overall Result For Family Factors
Indicator Ranking
Mean Rating (DR)
Family Factors
A. Parental Attitude Towards 2.93 Undecided 3
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Education
B. Child Abuse 2.01 Disagree 4
C. Family Relation 3.57 Agree 2
D. Economic Stability 4.27 Agree 1
3.20 Undecided
This table determines the ranking of the factors under the Family
Factors. Economic Stability ranked 1with a weighted mean of 4.27, Family
Relation ranked 2 with a weighted mean of 3.57 , Parental attitude towards
education ranked 3rd with a weighted mean of 2.93, lastly child abused that is
rank 4 with a weighted mean of 2.01 and it also determine the final weighgted
mean.
Table 5
Overall Result for Friend’s Influence
Indicator Ranking
Mean Rating (DR)
Friend’s Influence
1) I have more time for my friends

3.38 Undecided 2
than my family or education.
2) My friends are bad influence. 2.67 Undecided 3
3) My friends are good influence. 3.74 Agree 1
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Overall 3.26 Undecided
Based on Table 5, The 3rd statement affects their behavior more than the
1st or even the 3rd. This table determine the overall result and weighted mean of
the students Friend’s Influence.
Table 6
Result for Experiences
Indicator Ranking
Mean Rating (DR)
Experiences
A. Traumatic Experiences
1) I have been in an accident. 2.72 Undecided 3
2) I’ve been into depression. 3.33 Undecided 2
3) I’ve been frustrated and
stressed from school works
lead to psychological
3.82 Agree 1
adjustments and can explicate
the level of anxiety and
depression.
B. Historical Experiences
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1) I’ve undergo an operation. 1.99 Disagree 1
2) I’ve been molested by

1.85 Disagree 2
someone.
3) I got raped or harassed by a

1.5 Disagree 3
stranger.
Overall 1.78 Disagree 3
C. Bullying
1) I get bullied. 3.04 Undecided 1
2) I bully someone. 3.01 Undecided 2
3) I’ve been into bullying

2.7 Undecided 3
accidents.
Table 6 determines that traumatic experiences affects their behavior and
this determine the weighted mean of the the 3 factors of Experiences that
affects the behavior of students.
Table 7
Overall Result for Experiences
Indicator Ranking
Mean Rating (DR)
Experiences
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A. Traumatic Experiences 2.29 Disagree 2
B. Historical Experiences 1.78 Disagree 3
C. Bullying 2.92 Disagree 1
2.33 Disagree
Table 8 determines the ranking of the factors under experiences. Bullying
ranked 1st with a weighted mean of 2.92. ranked 2nd is the Traumatic
experiences with a weighted mean of 2.29. last is the Historical Experiences
with a weighted mean of 1.78. it also determines the whole weighted mean of
the factors of students experiences.
Table 8
Result for Health Issues
Indicator Ranking
Mean Rating (DR)
Health Issues
A. Biological Factors
1) You got it from your family.

3.32 Undecided 1
(Hereditary)
2) I got depressed because of

2.97 undecided 2
family problems.
3) I got trauma because of a 2.2 Disagree 3
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family member.
B. Mental Health
1) I have mental illness. 2.15 Disagree 3
2) I have anxiety. 2.56 Undecided 2
3) My emotions are stronger than

2.86 Undecided 1
my way of thinking.
Table 8 determines that the statements on biological factors such as
depression affect the behavior of students.
Table 9
Overall Result for Health Issues
Indicator Ranking
Mean Rating (DR)
Health Issues
A. Biological Factors 2.83 Undecided 1
B. Mental Health 2.52 Undecided 2
Overall 2.68 Undecided
This table determines the ranking of the factors under the Health issues.
Biological factor ranked 1 with a weighted mean of 2.83 and the mental health
35
JUNIOR HIGH SCHOOL
ranked 2 with a weighted mean of 2.52 and it also determine the final
weighgted mean.
Table 10
Result for Environmental Issues
Indicator Ranking
Mean Rating (DR)
Environmental Factors
A. Classroom Organization
Issues
1) I seldom get along with my

2.83 Undecided 3
classmates.
2) I prefer to be in a quiet place

3.24 Undecided 2
when my teacher is discussing.
3) I best learn when I am by

3.95 Agree 1
myself..
B. Teacher’s Factor
1) My teachers have favoritism. 3.5 Agree 1
2) She or he don’t give the

2.97 Undecided 2
appropriate grades for me.
36
JUNIOR HIGH SCHOOL
3) They don’t teach the lesson

2.32 Disagree 3
and me study by my own.
C. Student Factors
1) I am studying hard.. 3.97 Agree 1
2) I have failing grades. 2.6 Undecided 3
3) I got lazy to read my notes and

3.31 Undecided 2
do homeworks and/or projects.
Table 10 determines the result of our survey on Environmental Factors
and its weighted mean.
Table 11
Overall Result for Environmental Issues
Indicator Ranking
Mean Rating (DR)
Environmental Factors
A. Classroom Organization Issues 3.95 Agree 1
B. Teacher’s Factor 2.93 Undecided 3
C. Students Factor 3.29 Undecided 2
3.39 Undecided
37
JUNIOR HIGH SCHOOL
This table determines the ranking of the factors under the environmental
factors,Classroom organization Issues ranked 1st with a weighted mean of
3.95, Students Factor is ranked 2nd with a weighted mean of 3.29 and lastly the
and its final weighted mean.
Table 12
Final Result On Which Factor Affects The Students Behavior
Indicator Ranking
Mean Rating (DR)
OVERALL RESULT
Family Factors 3.20 Undecided 3
Friends Influence 3.26 Undecided 2
Experiences 2.33 Disagree 5
Health Issues 2.68 Undecided 4
Environmental Factors 3.39 Undecided 1
2.97 Undecided
This table determines the overall result of the survey and Environmental
factors is ranked 1 with a weighted mean of 3.39 and the 2 nd is their friend’s
influence with a weighted mean of 3.26, 3 rd is the family factors with a weighted
mean of 3.20, 4th is their health issues with a weighted mean of 2.68 and lastly
the experiences that is ranked 5th with a weighted mean of 2.33.
38
JUNIOR HIGH SCHOOL
Interpretation of Data
In Chapter 1, the statement of the problem states that we will find the
dominant factor that affects the students behavior inside the campus. After
conducting the result, Us, the researchers can say that we got it already. (See
Table 13)
Table 13
Determining the Dominant Factor that Affects the Behavior of Students
Indicator Weighted Mean Ranking
Family Factors 3.20 3
Friends Influence 3.26 2
Experiences 2.33 5
Health Issues 2.68 4
Environmental Factors 3.39 1
As the table shows, Environmental factor is the dominant factor that
affects the students behavior.
39
JUNIOR HIGH SCHOOL
Chapter 5
Summary Of Findings, Conclusions, And Recommendations
This chapter presents the summary or the research work undertaken,
the conclusions drawn, and the recommendations made as an outgrowth of the
study.
Summary of Findings:
The salient findings of the study are as follows:
FAMILY FACTORS
A. Parental attitude towards education in terms of:
1.) Their parents decide on what course they will get in college or what
they will do in school.
Majority of the grade 8 students, 2.75 out of 5 to be exact, are
undecided with this statement
2.) Their parents pressure them to have high grades and to be a
honor student.
3.) Their parents what them to focus on what their parents want.
Majority of the grade 8 student, 2.97 out of 5 to be exact, are
40
JUNIOR HIGH SCHOOL
B. Child abuse in terms of:
1.) Their parents say vulgar words on them when they are do
something wrong
2.) Their relatives harass them
Majority of the grade 8 students, 1.74 out of 5 to be exact,
disagrees with this statement
3.) They are abused by their family
C. Family relation in terms of:
1.) They are not comfortable with their relatives around them.
2.) They are happy with their family’s relationship with each other
Majority of the grade 8 students, 4.12 out of 5 to be exact, agrees
with this statement
3.) They are close to the whole family, including their relatives
Majority of the grade 8 students, 4.09 out of 5 to be exact agrees
with this statement
D. Economic Stability
41
JUNIOR HIGH SCHOOL
1.) They have complete books, notebooks, including all the school
materials
with this statement
2.) Their parents always pay their tuition fee on time
with this statement
3.) They always have the requirements
with this statement
FRIEND’S INFLUENCE
In terms of:
1.) They have more time with their friends than their family or
education
2.) Their friends are bad influence
3.) Their friends are good influence
42
JUNIOR HIGH SCHOOL
agrees with this statement
EXPERIENCES
A. Traumatic Experiences in terms of:
1.) They have been in an accident
2.) They have been into depression
3.) They have been frustrated and stressed form school works which
led them to psychological adjustments
with this statement
B. Historical Experiences in terms of:
1.) They’ve undergo operation
2.) They’ve been molested by someone
43
JUNIOR HIGH SCHOOL
3.) They got raped or harassed by a stranger
Majority of the grade 8 students, 1.5 out of 5 to be exact, disagrees
with this statement
C. Bullying in terms of:
1.) They have been bullied by someone
2.) They bullied someone
3.) They have been into bullying accidents
HEALTH ISSUES
A. Biological factors in terms of:
1.) They got it from their family (Hereditary)
2.) They got depressed because of family problems
44
JUNIOR HIGH SCHOOL
3.) They got trauma because of a family member
Majority of the grade 8 students, 2.2 out of 5 to be exact, disagree
with this statement
B. Mental Illness in terms of:
1.) They have mental illness
with this statement
2.) They have anxiety
3.) Their emotions are stronger than their way of thinking
ENVIRONMENTAL FACTORS
A. Classroom Organization Issues in terms of:
1.) They seldom get along with their classmates
2.) They prefer to be in a quiet place when their teacher is discussing
45
JUNIOR HIGH SCHOOL
3.) They best learn when they are by themselves
Majority of the grade 8 students, 2.95 out of 5 to be exact are
B. Teacher’s Factor in terms of:
1.) Their teacher have favoritism
Majority of the grade 8 students, 3.5 out of 5 to be exact, agrees with
this statement
2.) The teacher doesn’t give the right grades for the students
3.) The teacher doesn’t teach the lesson, so the students study by
themselves
with this statement
C. Student factors in terms of
1.) The students are studying hard
with this statement
2.) The students have failing grades
with this statement
46
JUNIOR HIGH SCHOOL
3.) The students are lazy to read their notes and do their Homeworks
and/or projects
Majority of the grade 8 students, 3.31/5 to be exact, are undecided
with this statement
Conclusion
1. Based on the survey that the researchers conducted, The dominant
factor that affects the students behavior is the Environmental Factors
such as Classroom Organizations, Teachers Factor and Students
Factor.
2. Based on what majority of Grade 8 students answered, They have a
happy family based on the Family Relation.
3. The Researcher can say that we achieved whatv the Statement of
the problem said. And these factors can really affect the students
behavior inside the campus.
Recommendations
On the basis of findings and conclusion of the study, the following
recommendations are made for consideration:
1. Students should have more time for their family because it is one
of the factors that affects the students behavior. And their parents
47
JUNIOR HIGH SCHOOL
must understand what their children really want and be the first
one to support them.
2. Parents should not say vulgar words on their children. And they
should give their children their needs because this also affects the
students behavior inside the campus.
3. The school must always monitor the students behavior with the
cooperation of the Student Discipline Officer and the Guidance
Councilor.
4. The teachers of these students must not have favoritism and give
the right grades on the students because it is what they deserve.
5. Time is also an indicator in which the parents can identify the
needs of their children. By spending time with them, the parents
are able to ask their children what they need or the children are
able to tell their parent things that bother them. In some special
cases, spending time with children allows parents to discover
things or attributes that are inherent to their children which are not
known to them. Though sometimes, time is no longer enough for
contemporary families, the greatest challenge is to see to it that
even in the most difficult circumstance, the parents are able to
find significant amount of time to spend for their children.
6. The school must give the students seminars about the effects of
their behavior in school and also in their home. Especially the
48
JUNIOR HIGH SCHOOL
effects on the other people around them even their parents and
relatives.
49
JUNIOR HIGH SCHOOL
BIBLIOGRAPHY
Dodge, P.R. (2011). Managing school behavior: a qualitative case study.
Retrieved from
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https%3A%2F%2Fwww.go
ogle.com.ph%2F&httpsredir=1&article=3016&context=etd
Yasseen, B.M. (2018). The Effect of Teachers' Behavior on Students' Behavior
in the Classroom. Retrieved from https://www.questia.com/library/journal/1P3-
2005869541/the-effect-of-teachers-behavior-on-students-behavior
Clayton, H. et al. (2010). Identification of Influential Factors that Affect Students'
Behaviors in Traditional Classes Versus Technology-Mediated Learning (TML)
Classes. AIS Electronic Library. Retrieved from
http://aisel.aisnet.org/sais2010/9/
50
JUNIOR HIGH SCHOOL
Appendices
51
JUNIOR HIGH SCHOOL
52
JUNIOR HIGH SCHOOL
AGE: _______ NAME (Optional) : __________________________________

SECTION:_______________
ADDRESS:-
____________________________________________________________________
The Demographical Profile Put a check (✔) on the box of your

Shade the circle of your answer. answer below.If you think it affects your
1. What is you Family Status? behavior as a grade 8 student.
o Complete Family
o Single Parent Legend:
o Broken Family 5- Strongly Agree
4- Agree
2. Current Living Status? 3- Undecided
o Homeowners 2- Disagree
o Renting 1- Strongly Disagree
`1 QUESTIONS 5 4 3 2 1
FAMILY FACTORS
A. PARENTAL ATTITUDE TOWARDS EDUCATION
My parents choose what course I will get
1.
in college or what I will do in school.
My parents pressure me to have high
2.
grades and be in the honor roll.
They want me to focus on what they want
3.
more than what I want.
B. CHILD ABUSE
My parents say vulgar words on you
4.
when I did something wrong.
5, I get harassed by my relatives.
I got abused by my family. (Always
6.
commanded to do something not right.)
C. FAMILY RELATION
I am not comfortable with my relatives
7.
around me.
I am really happy with my family’s
8.
relationship with each other,
I am close to my whole family even my
9.
grandparents, aunties, and uncles.
D. ECONOMIC STABILITY
53
JUNIOR HIGH SCHOOL
I got complete books, notebooks and all

10.
the materials I need for my education.
My parents always pay my tuition fee on
11.
time.
I always have the requirements that I
12. need. (School materials, contribution for
projects, etc.)
FRIEND’S INFLUENCE
I have more time for my friends than my
9.
family or education.
10. My friends are bad influence.
11. My friends are good influence.
EXPERIENCES
A. TRAUMATIC EXPERIENCES
12. I have been in an accident.
13. I’ve been into depression.
14. I’ve been frustrated and stressed from
school works lead to psychological
adjustments and can explicate the level of
anxiety and depression.
B. HISTORICAL EXPERIENCES
15. I’ve undergo an operation.
16. I’ve been molested by someone.
17. I got raped or harassed by a stranger.
C. BULLYING
18. I get bullied.
19. I bully someone.
20. I’ve been into bullying accidents.
HEALTH ISSUES
A. BIOLOGICAL FACTORS
21. You got it from your family. (Hereditary)
I got depressed because of family
22.
problems.
23. I got trauma because of a family member.
B. MENTAL HEALTH
54
JUNIOR HIGH SCHOOL
24.. I have mental illness.

25. I have anxiety.
My emotions are stronger than my way of
26.
thinking.
ENVIRONMENTAL FACTORS
A. CLASSROOM ORGANIZATION ISSUES
27. I seldom get along with my classmates.
I prefer to be in a quiet place when my
28.
teacher is discussing.
29. I best learn when I am by myself..
B. TEACHER’S FACTOR
30. My teachers have favoritism.
She or he don’t give the appropriate
31.
grades for me.
They don’t teach the lesson and me study
32.
by my own.
C. STUDENT FACTORS
33. I am studying hard..
34. I have failing grades.
I got lazy to read my notes and do
35.
homeworks and/or projects.
55
JUNIOR HIGH SCHOOL
56
JUNIOR HIGH SCHOOL
JOSE LUIS ESTRELLA
Address: Lot 3 Blk 4 Signal Corps. Subd. San
Isidro, Cainta, Rizal.
Contact Number: 09360284314
Email Address: jose.estrella.0901@gmail.com
PERSONAL INFORMATION:
Birth Date: September 1, 2001 Sex: Male
Civil Status: Single Citizenship: Filipino
Religion: Roman Catholic Language Spoken: Filipino, English
Mother’s Name: Maria Leilani A. Estrella
Father’s Name: Ryan M. Shivers
LEVEL NAME OF SCHOOL ADDRESS INCLUSIVE
YEARS
Elementary Marikina Catholic J.P Rizal Street 2005-2013
School Sta. Elena,
Marikina City
High School Marikina Catholic 2 Gil Fernando 2013-2018
School Ave. corner
Mt.Everest, San
Roque, Marikina
City
57
JUNIOR HIGH SCHOOL
JANTZEN DAVID DE GUZMAN NAVARRO
Address: 73 E. Dela Paz St., San Roque,
Marikina City
E-mail Adress: jntznavarro18@gmail.com
Birth Date: March 14, 2001 Sex: Male
Mother’s Name: Jocelle D.G Navarro
Father’s Name: Dwight B. Navarro
YEARS
School Sta. Elena,
Marikina City
School Ave. corner
Mt.Everest, San
Roque, Marikina
City
58
JUNIOR HIGH SCHOOL
NAHDEEN TORRES BUENAVENTURA

Address: #9 E. Aguinaldo St. Sto. Nino, Vista
Valley, Marikina City
Email Address:
Buenaventuranahdeen@gmail.com
Birth Date: January 27, 2000 Sex: Female
Mother’s Name: Janice Torres Buenaventura
Father’s Name : Harold Sang-ulan Honoras
YEARS
School Sta. Elena,
Marikina City
School Ave. corner
Mt.Everest, San
Roque, Marikina
City
59
JUNIOR HIGH SCHOOL
PAOLO ALFONSO MIGUEL DAYAO BALDOVE
Address: 578 E. Mendoza Street Brgy. Sto Niño

Marikina City
Email Address: paolobaldove21@gmail.com
Birthdate: July 13, 2017 Sex: Male
Religion: Roman Catholic Language Spoken: Filipino,English
Mother's Name: Lulu Baldove
Father’s Name: Marcial B. Baldove
YEARS
School Sta. Elena,
Marikina City
School Ave. corner
Mt.Everest, San
Roque, Marikina
City
60
JUNIOR HIGH SCHOOL
ANDRÉ SIMON BUNDOC
Address: 59 J.P. Laurel St. New Marikina
Subd.,Sta. Elena, Marikina City.
Email Address: simonwastaken811@gmail.com
Birth Date: August 11, 2001 Sex: Male
Mother’s Name: Maria Salud D. Bundoc
YEARS
School Sta. Elena,
Marikina City
School Ave. corner
Mt.Everest, San
Roque, Marikina
City
61
JUNIOR HIGH SCHOOL
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Marikina Catholic School

Diocesan Shrine and Parish of Our Lady of the Abandoned

THE FACTORS AFFFECTING THE GRADE 8 STUDENTS OF MARIKINA

SCHOOL YEAR 2017 – 2018

A Junior High School Undergraduate Thesis

Presented to the Faculty of the Marikina Catholic School

San Roque, Marikina City

In Partial Fulfilment of the Requirement for the Subjects,

English and Mathematics

Jose Luis Estrella

Jantzen David De Guzman Navarro

Paolo Alfonso Miguel Dayao Baldove

Nahdeen Torres Buenaventura

Andre Simon Dabao Bundoc

From Grade 10 – Justice

“THE FACTORS AFFFECTING THE GRADE 8 STUDENTS OF MARIKINA

CATHOLIC SCHOOL’S BEHAVIOR INSIDE THE CAMPUS SCHOOL YEAR

any educational institution, except when proper referencing or

acknowledgement were made.

Jose Luis Estrella

Jantzen David D.G Navarro

Paolo Alfonso Miguel Dayao Baldove

Nahdeen Torres Buenaventura

Andre Simon Dabao Bundoc

The researchers would like to express their deepest gratitude to the

To the researchers’ parents,

For the unconditional support morally and financially, that motivates us

to finish this study.

To the researchers’ advisers,

To Our School Director,

allowed to conduct a survey.

To Ms. Dayanara Agdios,

To All the Grade 8 Students,

Title Page ……………………………………………………………………. 1

CHAPTER II : THE PROBLEM AND ITS BACKGROUND

Background of the Study…………………………………………. 10-12

Statement of the Problem………………………………………….. 12-13

Significance of the Study………………………………………… 13

Scope and Delimitation………………………………………….. 14

CHAPTER II : REVIEW OF RELATED LITERATURE

Foreign Literature…………………………………………………… 16-17

CHAPTER III : METHODOLOGY

Population of the Study……………………………………………23

Description of the Respondents…………………………………24

Data Gathering Procedure…………………………………………25-26

Data Analysis Procedure……………………………………………26

CHAPTER IV : PRESENTATION, ANALYSIS AND INTERPRETATION OF

Result and Findings……………………………………………… 28-38

CHAPTER V : SUMMARY OF FINDINGS, CONCLUSIONS, AND

Summary of Findings………………………………………………………… 40-47

A. Letter of Intent to the School Principal/Director ………51

B. Letter of Intent to the Subject Teachers………………52

C. Research Instrument/Questionnaire…….. 53-55

Table 1 - Population Distribution per Section of Grade 8 Students of Marikina

Table 3 - Survey Result for Family Factors - PAGE 27-29

Table 4 - Overall Result For Family Factors - PAGE 29 - 30

Table 5 - Overall Result for Friend’s Influence - PAGE 30- 31