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RESEARCH TOPIC/TITLE: Behavioral Problems and Academic Performance of

Senior Highschool Students

A. Description of the Project

1. Ratio When understudies enter the school setting, their practices,
nale relational relations, and enthusiastic alterations add to their fruitful
scholastic improvement. Constructive school practices and
relational relations speak to great alterations in the school setting,
while adverse school practices and relational relations speak to
poor school modifications. Harrison, Vannest, Davis, and
Reynolds (2012) found that the most well-known issue practices
for kids and youths, as detailed by their instructors all in all
training classrooms.

In the United States, was ordered as externalizing, disguising,

and heedless practices. Externalizing, disguising, and oblivious
social issues have been connected to scholastic challenges
(Masten, Roisman, Long, Burt, Obradovic, and Riley 2005). In
this manner, it is essential to additionally think about these
practices and how they influence the understudies' scholastic
execution more likely give the understudies increasingly proper
and viable mediations.

Ching (2012) found that in the Philippines when punishments

were utilized for bothersome conduct despite the fact that school
approach related prizes and punishment framework with positive
control. The utilization of approvals and prizes demonstrated
powerful whenever dependent on school principals. Reward that
was deliberately offered urged understudies to contrast their own
execution with their companions. Study uncovered that the
generally utilized reward types were testaments, trophy, awards,
extra focuses, credits and endowments.

In Davao City the student’s improper behavior is that they did

not follow the instruction of the teacher, chatting in class, bullying,
and coming to class late this may greatly reflect the skills of the
teachers. If not properly addressed, it can affect the learning and
quality of teaching (Limbo, Martinez, and Mendez, 2013).
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2. Objectives of the study

2.1 General The study aims to determine behavioral problems and academic
performance of senior high school students here in University of
Mindanao.

2.2 Specific Specifically, study aims to seek answers to the following

questions:
1. What is the level behavioral problems in terms of:
1.1 tardiness;
1.2 anxiety; and
1.3 attention problems?
2. What is the level of academic performance of senior high school
students?
3. Is there a significant relationship between behavioral problems
and academic performance of senior high school students?
4. What is the effect of behavioral problems to the students’
academic performance?

3. Conceptual framework Behavioral Problems and

Academic Performance of
Senior Highschool Students

Behavioral
Academic
Problems
Performance
*Tardiness
*General
*Anxiety
Weighted
*Attention
Average
Problems
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4. Methodology The researcher will use sequential explanatory mix method,

wherein both open-ended and close-ended survey questionnaire
will be utilize.

B. Research Project Duration

6 months.

Prepared by: Glennyfer D. Gervacio

Judy Ann S. Madalo
Jessica Menoza
Date:

College Research Coordinator College Dean

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For Qualitative Survey Questionnaire

Q1. What is your general weighted average (GWA) in first semester?

Q2. Are you satisfied with your GWA?

YES NO Skip to Q3

Q2a. What do you feel about it?

Q2b. How do you describe it?

Q3. Is there need to improve your GWA?

YES NO Skip to Q4

Q3a. How would you improve it?

Q4. Do you feel bad about yourself on procastinating?

YES NO Skip to Q5

Q4a. What do you do about it?

Q5. In your own words, how do you define behavioral problems?

Q6. Are there any aspect/s of behavioral problems that contribute to your academic performance?

YES NO END

Q6a. What are some of those aspect/s?

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Q6b. How these aspect/s contribute to your academic performance?

Student Behavioral Rating Scales

Scale Item
Externalizing Behavioral Problems
1) Defies teachers or other school personnel
2) Argues or quarrels with others
3) Teases or taunts others
4) Takes others property without permission
5) Is physically aggressive or fights with others
6) Gossips or spreads rumors
7) Is disruptive
8) Breaks rules
Internalizing Behavioral Problems
1) Interacts with teachers (reverse score)
2) Seems sad
3) Makes friends easily (reverse score)
4) Withdrawn doesn't get involved with others
5) Seems anxious or worried
6) Shy or timid around classmates or adults
7) Socializes or interacts with classmates (reverse score)
8) Is a lone
Inattentive Behavioral Problems
1) Easily distracted
2) Accomplishes assignments independently (reverse score)
3) Eager to learn (reverse score)
4) Works to overcome obstacles in schoolwork (reverse score)
5) Says things like "I can't do it" when work is difficult
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6) Stays on task (reverse score)

7) Pays attention (reverse score)
8) Learns up to ability (reverse score)
Response Categories 0 = Never/Almost Never, 1= Sometimes, 2 =
Often, 3= Very Often

Adopted from the study of Vu entitled longitudinal effects of behavioral problems on

academic performance , not modified yet