CHAPTER I

The Problem and Its Scope

Introduction

Student misbehaviors such as disruptive talking, chronic avoidance of work, clowning,

interfering with teaching activities, harassing classmates, verbal insults, rudeness to teacher,

defiance, and hostility, ranging from infrequent to frequent, mild to severe, is a thorny issue in

everyday classroom. Teachers usually reported that these disturbing behaviors in the classroom

are intolerable and stress-provoking, and they had to spend a great deal of time and energy to

manage the classroom. Obviously, student misbehaviors retard the smoothness and effectiveness

of teaching and also impede the learning of the student and his/her classmates. Moreover,

research findings have shown that school misbehavior not only escalated with time but also

lowered academic achievement and increased delinquent behavior. (Merriam Webster,2010)

To lessen these immediate and gradual adverse effects of student misbehaviors, it is of

primary importance to identify what exactly are these behaviors inside classroom. In the

literature, different terms have been used to describe problematic behaviors of students. For

instance, Stewart et al. referred student misconduct to disciplinary violations in school, for

instance, tardiness, vandalism, fighting, stealing, and drinking on campus. When there are

explicit rules and regulations in school and classroom, violation of these is apparently a

“misbehavior or misconduct or discipline problem.” Nevertheless, a particular behavior is

viewed as problematic may not necessarily be rule breaking, but inappropriate or disturbing in

the classroom setting. For instance, daydreaming in class, not completing homework, talking in
class, lesson disruption, bullying, and rudeness to the teacher are named as “problem behaviors”,

or “disruptive behaviors” .

bullying, and rudeness to the teacher are named as “problem behaviors”, or “disruptive

behaviors”. These behaviors referred to “an activity that causes distress for teachers, interrupts

the learning process and that leads teachers to make continual comments to the student” or “the

myriad activities which disrupt and impede the teaching-learning process”. Noting that school

misconduct is one of the manifests of the problem behavior syndrome the term “problem

behavior” was used to refer to all externalizing behaviors that violate explicit rules or implicit

norms, disturb the classroom order, and irritate the process of teaching and learning in this study.

For instance, in the United Kingdom, (Wheldall and Merrett) used ten items, including

eating, nonverbal noise, disobedience, talking out of turn, idleness/slowness, unpunctuality,

hindering others, physical aggression, untidiness, and out of seat, to measure behavior problems

among primary school students.( Houghton et al.) also used these behaviors to measure

secondary school students’ behavior problems, with a replacement of eating with verbal abuse

because they found that teachers did not perceive eating as a problem behavior among secondary

school students whereas verbal abuse was a more relevant behavior problem. These included

verbal abuse, forgetfulness, non-attentiveness, gambling, reading other materials, and doing

other things. Some student behaviors that have not been mentioned in the previous studies, such

as daydreaming, sleeping, looking out of window, playing with personal stuff in private,

bullying, disrespecting, talking back, arguing, quarrelling or fighting with teachers, complaining,

and lack of independent initiative were found by a recent study in exploring Chinese teachers’

perceptions of students’ classroom misbehavior.

Theoretical Background of the Study

The mediating role of the teacher-student relationship

The model of teacher well-being by Spilt et al. (2011) strongly emphasizes the

importance of the teacher-student relationship for teacher well-being. Drawing upon the

theoretical arguments and empirical studies presented in the previous section, a direct association

between the teacher-student relationship and teacher well-being is suggested. Beyond that, the

model is particularly interesting because it suggests that the teacher-student relationship

functions as a mediator for the widely found link between classroom disturbances or disciplinary

problems and teacher well-being (e.g. Aloe et al., 2014). More precisely, Spilt et al.

(2011) proposed that student misbehavior compromises the teacher-student relationship because

it provokes negative interactions and might be interpreted as lack of appreciation of the teacher.

In confirmation of this, interview studies have revealed that teachers often feel rejected and hurt

by difficult student behaviors and struggle to feel affection towards misbehaving students

(Hargreaves, 2000; Newberry & Davis, 2008). Moreover, longitudinal studies have shown that

aggression and externalizing behavior problems in children—as severe types of student

misbehavior—are linked to more problematic teacher-student relationships (Birch & Ladd,

1998; Buyse, Verschueren, Doumen, van Damme, &Maes, 2008; Nurmi et al., 2017).

Heuristic working model in which student misbehavior—as rated by students and

teachers—is expected to reduce teachers' occupational well-being (path c; path c represents

the total effect in our mediation model, i.e., c = ab + c'). Teachers' perceptions of their

relationship with students are hypothesized to mediate this link because student misbehavior

might make teachers feel rejected (path a) which could, in turn, reduce their occupational

well-being (path b).

 Mediation model with the teacher-student relationship as the mediator between

student misbehavior—as rated by teachers (above) or students (below)—and teachers'

emotional exhaustion (left) or work enthusiasm (right). All analyses controlled for teacher

gender, job experience, school type, grade level, and proportion of students with a migration

background. The models are saturated, but the corresponding paths are not depicted to

increase clarity. Standardized coefficients are displayed with standard errors in parentheses.

Coefficients in bold are significant at p < .05.

Heuristic
Working Model

Students Teacher well-being

misbehavior teacher-
• teacher rating student • emotional
• student rating relationship exhaustion
• work
enthusiasm

Figure 1 shows the Theoretical Framework of the study based from HeuristicWorking Model
Review of Related Literature

Being always present in class and getting to school on time are two of the crucial

determining factors of a student’s success, not just as a student but as a person who will be

managing his/her own life in the future. Given the importance of being punctual, this study aims

to explore and find out the factors that affect the punctuality of UP students. In this chapter, we

will be discussing about the background of our study. It includes facts about tardiness, the

different factors that causes it and its effect to the students as students and as bearer of their own

lives in the future. From reliable research materials like online journals and research papers, we

will provide some facts and theories from authors, teachers and notable people in order to have a

concrete justification of our study.

Tardiness

As NHS students, we are expected to perform well with excellence in everything that we

do, most especially in the academic aspect. One factor that dictates the quality of performance of

a student is his/her punctuality that is, getting to school on time or being tardy. As cited by

Nakpodia and Dafiaghor (2011), “lateness” can be defined as the “situation where an individual

arrives after the proper, scheduled or usual time (Oxford Advance Learners’ Dictionary, 5th ed.,

1995), Lauby (2009) puts it as a term used to describe “people not showing up on time” and

Breeze et al. (2010) contributed by saying that, lateness is synonymous with “tardiness”, which

implies being slow to act or slow to respond, thus not meeting up with proper or usual timing.

Lastly, Weade (2004) defined tardiness as “being late for any measurable length of time past the

stated or scheduled start time for work or school.” In most schools, a student is considered tardy
when he/sheis not present when the school bell rings or when the first teacher starts to give

instructional materials for the first subject in the morning class.

One of the most recurring and the most “frustrating problem” that the schools are having

with their students nowadays is tardiness (Sprick and Daniels, 2007). It creates problems, not just

to the students but also to the teachers (Cowan Avenue Elementary School Community, 2007,

para 1). Cowan Crier, the official School Publication of CAESC, also states that while having

“occasional tardy” isn’t a big deal, unfailing tardiness is and it gives students problems including

being ill-prepared for the job market. According to the results of the study of the U.S.

Department of Education on “truancy”, which is related to tardiness, being present and on time

in going to school are big factors on the “success and behavior” of the students (Zeiger, 2010,

para 1). Thus, it is a lot important to value time and practice being on time while being a student.

Foreign Study

According to CAESC (2007) and Zeiger (2010), the most essential learning time of the

day for the students lies in the morning, specifically between 8:00 to 9:30 AM. It is because the

students are most mindful and observant at this time of the day. It is also the reason why the most

important lessons and subject matters are discussed during this time. So, when students are late

or are not present during this time of the day, they, in effect, miss out most of the important

lessons to be noted and learned.

Factors affecting Punctuality

Reasons for being late in class and other factors affecting the punctuality of a student

vary. There are theories that pointed out that tardiness is caused by the personality of a person.

Santillano (2010) stated that psychological theorists considered some “personality traits,

including low self-esteem and anxiety” as triggering factors of tardiness. She also mentioned that

while some theorists considered tardiness as an “inborn quality” since our being early or late is

“partially biologically determined”, which she also agreed, other experts also believed that some

people are “chronically tardy” for the reason that they consciously and unconsciously get good

things from it.

In the book cited by Santillano, “Never be late again: 7 cures for the punctually

challenged”, the author Diana DeLonzor suggested that some personality traits could most likely

lead to a person being often late. Some of the traits included were “struggling with self-control”,

“feeling nervous or uncomfortable with social situations” and “getting distracted easily”.

Santillano also discussed about the study conducted by DeLonzor at San Francisco State

University in 1997 in which she surveyed 225 respondents about their habits that makes them

late from their appointments. It was also a test on the personalities of the respondents that affect

their habits. According to the results of DeLonzor’s study, those respondents that were often

tardy apt to be anxious and gets distracted easily.

Nakpodia and Dafiaghor attribute lateness or tardiness to a lot of factors or causes. Going

late to bed and waking up late next morning are the most common. The authors added film-

watching late at night as a cause for tardiness. The student may forget that he/she needs to be in

school the next day. The distance between the student’s home and school or solely the school’s
location is also considered by Nakpodia and Dafiaghor as a possible cause for tardiness. Not just

because it takes more time to get to school, but according to the authors, the student is

susceptible to more distractions and hindrances along the way. Parent’s untimely tasks and

commands are also reason that students come late to school. Habitual tardiness can also be

learned from other members of the family, especially from the older ones. Lack of a firm and

consistent policy on punctuality also encourages students to come late at school since there are

no consequences attached to lateness or tardiness. These causes of tardiness will lead to serious

effects.

Another study was the one conducted by EnamiroroOghuvbu in Nigeria. The objective of

the study was to determine the causes of the absenteeism and lateness among the secondary

students in Nigeria and to seek for solutions to the growing problem. According to Oghuvbu

(2008), female students are more likely to be late than male students because of “their

involvement in domestic activities by their parents”. Also, as cited by Oghuvbu, “distance to

school, school discipline, family background and school location” (Emore, 2005) are some of the

common causes for the tardiness of the secondary students.

Oghuvbu collected the data from a sample size of 17, 417 Nigerian respondents from

2005-2006. The sample was made up of 20 principals and 50 each from a set of teachers, parents

and students. The means of collecting data was through a thirty-item questionnaire answerable

by either strongly agree (SA), agreed (A), disagree (D), and strongly disagreed (SD). The

questionnaire had four questions, one of which was about the causes of lateness among the

secondary students of Nigeria.

 The study revealed that the causes of tardiness among the secondary students in Nigeria

were “going late to bed because of watching films and home movies, resulting into wake up late

in the morning, distance to school and keeping friends who are not students” (Oghuvbu, 2008).

These results went consistent with the results of Oghuvbu’s reference studies which proves that

tardiness among students have been a growing problem and that it is caused, not just because of

the students but also because of the lack of imposing discipline from the parents.

Another research partly studied about tardiness but tackled a specific reason or factor. A

study by Pimentel and Quijada (2011) focused on the frequency of use by the UP Cebu freshmen

students of Facebook and a part of the study tackled about the effect of the famous social

networking site to UP Cebu students’ punctuality and academic performance.

For their study, Pimentel and Quijada collected 60 respondents and provided them with

questionnaires. The questionnaires contained questions that ask the respondents about their use

of Facebook and its effects. A certain question asked the respondents if late-night use of

Facebook has an effect on their punctuality. According to the results of the study, three out of 60

respondents are always late, eight said they are sometimes late, 12 said they are seldom late and

37 said that they never get late due to late-night use of Facebook. Generally, the results showed

that the respondents are seldom late in class because of late-night use of the social networking

site. Ledoux, as cited by Pimentel and Quijada, said that lack of sleep causes neural malfunctions

and further affects a person’s behavior. In the study’s case, it is a student’s punctuality that is

affected.

Sometimes, it is not solely the students’ fault why they keep on being late in coming to

class. Another factor that could affect the punctuality of a student is the response of the teachers
to tardy students. Sprick and Daniels (2007) stated that the range of the teachers’ response was

“from ignoring them to sending them to office” (p. 21). This variation could lead the students to

confusion as to how important it is to be on time in going to class. Another reason is the lack of

motivation. Students who come to school on time are not given incentives or rewards. Also,

responses to tardiness are lenient, that is nothing is done until the tenth strike or more. Another

reason is “giving the student the impression that they won’t be missing anything if they are late”

since in some classes, no important activities or instructions and no lessons are being done for

first few minutes. Lastly, crowded hallways could create traffic, thus blocking the way of other

students and making it hard for them to pass through.

Effects of Tardiness

Tardiness among students has its own negative repercussions. Nakpodia and Dafiaghor

(2011) emphasized that lateness or tardiness is not just the problem of the late student but it

affects the surrounding people. A student coming late in class distracts the rest of the students

and disrupts the flow of the teacher’s discussion. It is even a burden to the student/s whom the

late students ask for what to catch up with. The rest of the effects given by Nakpodia and

Dafiaghor are about the welfare of the whole school, its productivity and revenue. Knowing the

possible effects of lateness or tardiness, it is necessary for solutions to be executed.

Studies have revealed that those students with “perfect or near-perfect attendance” have

good grades compared to those students who misses classes often and late-comers (Cowan

Avenue Elementary School Community, 2007). Moreover, as mentioned by Zeiger (2010), the

results from the survey report conducted by teachers show that students with high tardiness rates

have “higher rates of suspension and other disciplinary measures” (National Center for
Education Statistics Indicators of School Crime and Safety [NCESISCS] (2007)). It also causes

the students to have behavioral problems and to drop out. Lastly, Zeiger (2010) stated that

“Students who are frequently tardy to school are also more apt to be fired from a job for showing

up late”.

A study conducted by Barbara Lee Weade on 2004 tried to "determine if school tardiness

is a predictor of work tardiness" (Weade, 2004). It provided a lot of literature that observes

correlations and factors affecting a student's tardiness. As cited by Weade, the 3rd most common

cause for the failure of a student is "excessive tardiness and unexcused absences" (Ligon and

Jackson, 1988). "Inconsistency of school rules" (Britt, 1988) and situations such as “crowded

halls, limited opportunities for social interaction, irrelevant course content, and teacher

indifference” (Damico et al., 1990) are also factors that affect a student's attendance and

punctuality. As mentioned by Weade, personal values, financial security and lack of parental

guidance (Payne, 2001) as well as family background (Featherstone et al., 1992) influence

tardiness and absences of students.

Weade gathered data from the schools of participating students. First and foremost, she

asked consent from the students and their parents in order to gain permission to collect their

school records. She collected and studied the attendance and punctuality records of these

students based on the number of unexcused absences and minutes of tardiness. Her study showed

that among high school students, the grade point average is correlated with absences and

tardiness. This means that students with better attendance and punctuality have higher grade

point averages and vis-à-vis. Her study was also able to show that attendance and punctuality of

students are not consistent throughout the year. There were more absences and tardiness at the
latter part of the year. Gender has also shown to be a non-factor in the attendance and punctuality

of high school students.

The study was very comprehensive in its subject matter. It tackles not just school

tardiness but its implications on work tardiness. It shows that "students who are on-time for

school classes are also likely to be on-time at work while students who are tardy frequently at

school will probably also be tardy at work" (Weade, 2004). The study requires a lot of data but

Weade was able to gather a sufficient amount. Though some possible correlations were not

established, it is outside the scope of this research.

Due to the fact that tardiness has been giving negative effects on the students nowadays,

the most important thing to do is to develop a firm, consistent and functional policy that

addresses late students. There must be defined sanctions and penalties for late

students. Nakpodia and Dafiaghor (2011) stated that school administrators must lead by

example. They should be punctual in their own meetings and classes to avoid students to think

that being late is just alright since even the authoritative persons are doing it. They should as well

teach it and integrate it in every lesson. The effort on the remedy on lateness or tardiness does

not start and end with the school. It must begin with the parents of the students and the

government must take part as well. Transportation must be improved in order to avoid students

getting stuck in traffic or encountering other obstacles down the streets.

Some schools have already started finding solutions that would effectively minimize

and/or eliminate tardiness among students. One of the solutions made by some schools is

implementing tardiness policies, wherein they take steps in approaching the students and parents

for them to solve the problem. CAESC has their policy worked this way. Other schools initiated
interdisciplinary curriculum that integrates discipline and conduct in academics. Cordogan (as

cited by Weade, 2004), said that a school in Chicago, Illinois adapted a similar curriculum and

yielded positive results. Students under the interdisciplinary program exhibited more positive

behaviors from students not from the curriculum. Interdisciplinary students showed less absences

and tardiness, as well as higher grades. Other schools made smaller academic changes such as

developing personality works and cooperative learning activities, such as creation of portfolios

and tutorial to younger students. These taught the students better goal-setting, decision making

skills and time management. In return, students under these behavior modification programs

yielded less tardiness and higher grades.

To summarize, many studies have shown the reasons and factors that may contribute to

the tardiness of a student. One of the mentioned reasons of tardy students was waking up late in

the morning, which can also be attributed to late-night activities, such as social networking,

watching movies and television shows, as well as untimely academic and domestic errands. As

proven by several studies, sometimes, it’s not also the act of the student that leads to his/her

tardiness. The heavy traffic, the teachers, the school surroundings and policies may also serve as

influences to the tardiness of students.

Many studies have also shown the effects of tardiness on the students, the teachers, the

school and the society. According to these studies, the tardiness of a student consumes his/her

learning time as well as disturbs other students and teachers. The tardy student also poses as a

threat to the school as an educational and professional institution and the student may be one of

the less productive members of the society.

 A lot of studies as well gave testimonies to effective remedies on tardiness. These studies

promoted integration of personality development and interdisciplinary programs into school

curriculum to aid students enhance positive behavior and personality leading to the decrease of

tardiness.

Local Study

Bullying

Bullying and harassment are not new issues that students and schools face. In fact, over

the years, it has been viewed as being so commonplace in schools that it has been overlooked as

a threat to students and reduced to a belief that bullying is a developmental stage that most youth

will experience then get over (Ross, 2002, p. 107). But not everyone gets over the personal

trauma that can come with bullying both for the victim and the bully. This is why it is seen

happening by adults in work places, in homes, and in the community. Therefore, this harassment

is not isolated to schools alone. But schools are the best place to actively intervene. Teachers,

administrators, counsellors, and even students have the greatest access to the most students

through a school system. It is here that school staff can intervene, support and educate students

about ending bullying behaviours directly and indirectly; breaking the bullying-cycle. This paper

will address bullying in general at all grade levels, but its intervention focus will be at the high

school level. Harris &Hathorn, (2006) state: “Because adolescence is a difficult time in a child’s

maturation, bullying exacerbates these difficult times by forming barriers to positive connections

with other students and school faculty members”.

Consequently, the presence of bullying at school often creates a barrier for young people

to develop into well-adjusted adults. High school is the last opportunity educators have to work
with students at building citizenship, building character, and building self-responsibility. For

some students this may be the last opportunity for an intervention to change behaviors and

attitudes associated with bullying or victimization before they become adults in the workplace,

with a family and in the community at large. Reacting to School Violence versus Bullying In the

1970s Dan Olweus began extensive research on the causes and effects of bullying in

Scandinavian schools and has since been a leading voice on this topic. But it is only in the last

Literature Review of School Bullying 3 ten to fifteen years that researchers in North America

have been actively studying the causes that lead to bullying, the long and short term effects it has

on students, and how schools and communities can effectively reduce incidents from occurring

as well as intervening and supporting students when it does. This research is a result of the

increase of school violence and the media coverage it has received. On one hand, the

sensationalism of school violence has very much been needed to wake up generations of

educators, parents, and students to say ‘the behaviors leading to this violence are not okay in my

school, they are a problem and we need to find a way to fix it’. However, on the other hand,

reacting out of fear for the worst is not the best approach either, because it gives a message of

fear to staff and students that school violence will be the end result if these behaviors are not

taken care of. While this violence is a real threat that schools have been facing and educators do

need to be aware of it, prepared for it, and actively working towards ending it; the fear of school

violence should not be the sole reason that schools need to watch more closely for bullying

behaviours. For years students have been experiencing power struggles, embarrassment, fear,

isolation, guilt, loss of self-esteem, loss of friends; issues that follow a person into their adult

years if they are not intervened. This alone should be enough of a concern to educators, parents
and students to want to work towards finding better solutions to bullying and harassment issues

in school, not the fear of it escalating to school violence.

A third category to either the bully group or the victim group is the bully-victim. Their

characteristics match both those of the bully and those of the victim, depending on the

circumstance they find themselves in (Holt, Finkelhor, & Kaufman Kantor, 2007). Different than

the victim-bully cycle that takes place over a period of time and is distinctly the victim, then the

bully, a bully-victim will often flip from one category to the other multiple times in a day. This is

an important group to watch for because they have the least amount of support. Similar to a

provocative victim, this group tends to be hyperactive and impulsive, and lacks social skills.

Often, they will have few friends, if any because of their lack of awareness of their behaviors.

They feel the negative effects of being both the bully and the victim at the same Literature

Review of School Bullying 13 time. This is the most isolated group and therefore requires an

intervention that is a combination of empathy training, assertiveness training, and building social

skills. What Can Schools Do Ross (2002), summarizing Olweus’ work, states “ bullying is

intentional, a purposeful act, and consequently, one that can be controlled provided that there is

strong commitment and willingness to work together on the part of all involved: school

personnel, other professionals, parents, and children”. However, as stated above, before schools

can effectively put a whole-school plan into place some groundwork must be securely laid down

first. In this groundwork, principals are vital in the success of the program they implement in

their schools (Ballard, Argus & Remley, 1999; Harris &Hathorn, 2002). They are the conductors

of each category needed in a successful program. Principals must hold students and staff

accountable for their roles in changing the climate of the school and they must allow for the time

and manpower implementing a new program will take.

 A recommendation before implementing a program into the school is to complete a

comprehensive survey with the entire school; all students, all staff, all parents, and even the

community around the school. This survey will provide vital information about percentages of

bullying incidents, effects of victimization, locations of incidents, types (physical/relational),

gender of bullies and victims, et cetera. It will also give vital information about the differences in

perception of bullying taking place between students, staff, and parents. Bradshaw, Sawyer

&O’Brennan (2007) state that their study shows evidence “that students and staff are perceiving

the school differently. Rather than relying on just one group’s perspective, the perceptions of

both students and staff should be addressed when evaluating the need for or impact of a

prevention program”. The survey will address how safe the school’s environment feels, what

practices are working well and what needs to be revisited.

Schools need to plan to have adequate coverage for the counselling department. Ideally,

both a female and male counsellor should be available for students to talk to. Counselling

services need to be provided for any student who is concerned with bullying at the school or in

the community, whether they are a victim, a bystander, or a bully. Similar to the

recommendation above, this service can happen on multiple levels. The school counsellors will

need to take a lead role in a prevention program so as to provide appropriate interventions for

students who are being bullied, students who are doing the bullying and students who are

witnessing the bullying and being affected by the atmosphere of bullying. Ma (2002) states, “The

cycle of bullying in school may be one of the major reasons why some counselling programs, in

which school counsellors treat victims as victims and bullies as bullies, have not worked well”.

R.Bullying and harassment are not new issues that students and schools face. In fact, over the

years, it has been viewed as being so commonplace in schools that it has been overlooked as a
threat to students and reduced to a belief that bullying is a developmental stage that most youth

will experience then get over (Ross, 2002). But not everyone gets over the personal trauma that

can come with bullying both for the victim and the bully. This is why it is seen happening by

adults in work places, in homes, and in the community. Therefore, this harassment is not isolated

to schools alone. But schools are the best place to actively intervene. Teachers, administrators,

counsellors, and even students have the greatest access to the most students through a school

system.

Using Cellphones

In July of 2018, the French government passed a law banning cell phones in schools.

According to CNN, the law passed 62 votes to one. The policy came into effect during the

beginning of the 2018-2019 school year and impacts students in kindergarten through the 9th

grade.

Some schools across the U.S. are enacting similar policies as a way to decrease

distractions for students.“It was a constant distraction for kids and what it became is a constant

discipline issue,” Robin Kvalo, Principal of Portage High School, tells Wisconsin Public Radio.

Kvalo says the school confiscated over 200 phones during the last school year, and that students

and teachers are seeing results.

“They are not distracted anymore,” she says. “The phones are not their preoccupation. They

know they can’t have the phones in the classroom. If that had been the case years ago, we

wouldn’t have needed the policy.”

 It doesn’t take a scientist to tell you that cell phones can be distracting, but if you want do

want confirmation from a scientist, it’s not hard to find. Study after study shows that the

powerful computers we keep in our pockets can be distracting for even the most disciplined of

adults — not to mention students.

One study published by the London School of Economics traced the impact of banning

mobile phones at schools on exam scores. Researchers found that students in school with phone

ban earned higher test scores and that low-performing students benefited the most. “Restricting

mobile phone use can be a low-cost policy to reduce educational inequalities,” concludes the

study published in the Journal of Communication Education found that students without mobile

phones performed better in several different areas. They wrote down 62 percent more

information in their notes, were able to recall more detailed information from class and scored a

full letter grade-and-a-half higher on a multiple-choice test than those who were actively using

their mobile phones.

Research published by the University of Chicago found that even if cell phones are

turned off, turned face down or put away, their mere presence reduces people’s cognitive

capacity.

MANILA -- The Department of Education (DepEd) on Sunday reminded parents and teachers to

teach students about the responsible use of their cellphones as classes open on Monday.

In a radio interview, DepEd Undersecretary Annalyn Sevilla explained that the prohibition of

cellphone use during class hours is mandated by the DepEd Order 83 series of 2003 or the order
"Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and

Pagers During Class Hours".

Sevilla said the government started with the prohibition of cellphone use in 1999.

Emphasizing that phones are easily used today to spread nude photos, Sevilla urged the parents

to consider their children's age in relation to using or owning phones.

She made the remark recognizing the recent issues concerning high school students sharing

online nude photos and videos of their classmates.

"We also respect the discretion of the parents. I myself is a parent. I know when he or she can be

responsible about owning a cellphone," she said.

Sevilla also urged the teachers to "strictly implement the department order but with proper

discussion with the students’ parents".

"There is a means or ways on how we can properly communicate this order depending on the

school as long as we have an agreement with their parent-teacher associations," she said, adding

that the DepEd will also focus on the implementation of its anti-bullying policy.

When asked about DepEd's readiness for the opening of classes, Sevilla assured the public that

all their 800,000 public school teachers are prepared to receive about 25 million public school

students on Monday.

She added that concerns and problems related to the first day of classes may be reported to

DepEd's action and command center. (PNA)\

 Conceptual Framework

This study aims to determine the student’s misbehavior of senior high school students in

relation to their academic performance. In this study, the independent variables are the following

student’s misbehavior such as a) bad words, b) not wearing complete uniform, c) smoking, d)

bullying, e) alcoholism, f) arrive late in school, and g) fighting.

The dependent variables include the students’ academic performance.

 Students Misbehavior  Students’ Academic

Performance
 Bullying

 Jumping over the fence

 Using Cellphones

Independent Variables Dependent Variable

Figure 2 shows the Conceptual Framework of the study

Statement of the Problem

The aims of the study is to determine the effect of students misbehavior specially

tardiness and to enable them to have a parental guidance. This study is guided by the following

questions;

1. What is the profile of students in terms:

a. grade level;

b. academic status; and

c. family background?

2. To what extent does student’s misbehavior affect student academic performance?

3. In what way the faculty teachers can help the students in their misbehavior?

4. Does the school responsible to implement rules in disciplining such behavior?

5. Is there significant relationship between student’s misbehavior and students’ academic

performance?

Significance of the Study

This study aims to determine the students’ misbehavior in relation to their academic

performance and these are the people who benefits the study.

Students. Students will receive a more attention, guidance, responsive, quality and relevant basic

education services through active interplay of school head as instructional leader and teachers.

Parents. Parentswill be their guide, give advices, impose discipline and supporttheir children.

Teachers. Teachers will gain insights on students’ misbehavior in relation to their academic

performance.
School Heads. The School Head help students for further assessment.

Division Superintendent. Through the help of Curriculum and Instruction Division (CID).

Division Superintendent will be able to provide technical assistance to school heads as

instructional leaders.

Scope and Limitation

Scope. This part of the study presents the effect of students’ misbehavior in relation to their

academic performances. The focus of this study talks about the student’s track preference for

Senior High School.

Limitation. This study was limited to 15 selected Senior High School students from Nagbalaye

High School which is located in Nagbalaye, Sta. Catalina, Negros Oriental during the school

year 2019-2020. Also, the staff and other administrators of the school were interviewed through

open minded questionnaire.

Research Methodology

This chapter discusses the research respondents, research instruments, research

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

Research Respondents

There are 52 female students and 34 male students in Senior High School. The selected

female students are 9 and 6 selected male students.

Senior High School Female Selected Students Male Selected Students

Students

Grade 11 30 5 19 3

Grade 12 22 4 15 3

Total: 52 9 34 6

Research Instruments

The researchers use instruments like questionnaire, to obtain data on a topic of interest

from research subjects.

Research Procedure

The research carried out is known as descriptive research. This study intended to collect

information regarding to the different student’s misbehavior in relation to their academic

performance. The following chapters will relate in detail how this information was collected.

First, the research strategy will be outlined. Second, the procedures for implementing the strategy

will be defined. Third, the variables of interest will be defined. Fourth, the procedure used to

select the participants of the study will be stated. Fifth, the instrumentation for the survey will be

discussed. Finally, the analysis procedure to be applied to the data will be presented.
Research Design

This study aimed to examine the conceptions of junior secondary school student misbehaviors in

classroom, and to identify the most common, disruptive, and unacceptable student problem

behaviors from teachers' perspective.

Research Environment

The setting is where the study focuses on a very important factor to consider. This

research was conducted in NHS particularly in senior high school. The senior high school

department is a two-story building with 6 rooms. The overall population of students in senior

high school are 110 students, 454 Junior students and 19 teachers.

Statistical Treatment Data:

After the validation of instruments, the researcher secured the gathered information. The

problems encountered by the respondent will identified through survey questionnaire that was

given to them. After the respondents have taken the tests.

Questionnaire is reliable to existing conditions especially in gathering data. Since 15

selected Senior High School students were the respondents of this study, they will fill out the

questionnaire

To interpret the data collected, the ff. statistical tool was used;

Formula: no. of population x 0.5

Operational Definition of Terms

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

study were conceptually and operationally defined for facility of understanding:

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

Behavior. This termrefers to the way a person behaves.

Discipline. This term refers to the adherence to rules and regulations governing the schools.

Division Superintendent. This term refers to the person who provide technical assistance to

school heads.

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

absenteeism, bad attitude, lateness to school.

Environment. This term refers to where was the study have been conducted.

Respondents. This term refers to the people involved in the study.

School Head. This term refers to who will be the one who implements rules in order to tolerate

such misbehavior.

Teacher. This term refers to help and encourage the students in the problems of misbehaviors

which affect their academic performances.

Violate. This term refers to the person who fails to follow rules in specific organization.
 CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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

stated in chapter 1.

The results are shown in tabular form and the presentation of the data follows the

sequence of the problems stated in the chapter 1.

This study aimed to determine the types, causes of the students’ misbehavior. In order to

accomplish the above, hypothesis was formulated and the results are presented in this chapter.

The chapter deals with the demographic characteristics of respondents, the descriptive statics of

the items relating to particular objectives and presents the study’s findings according to the

hypothesis cited in chapter 1.

Tabulating Sheets for Students:

No. of Question Always Sometimes Seldom Rarely Strongly Disagree

1 7 5 2
2 1 5 1 1 7
3 15
4 2 3 6 4
5 15
6 7 2 2 4
7 1 3 2 9
8 2 1 17
9 1 1 2 4 7
10 1 3 2 9
11 3 3 9
12 1 2 12
13 2 2 6 2 3
14 2 1 2 10
15 1 2 2 5 5
Total: 5 36 30 31 123
Profile of the Students:

Academic Status Family Background

Name of the Students Grade Level
Performin Separate
Average Broken
g d
1. Justine Lalamonan 12 √
2. MarvelynAlagadmo 12 √ √
3. Shela Mae Primor 12 √
4. JarryTanelon 12 √
5. Sunshine Hepolan 12 √
6. John Clinton Cuevas 12 √
7. Kathryn Kate
Lalamonan 12 √
8. Marilyn Miras 11 √ √
9. Janice Kilat 11 √
10. Anna RealynApao 11 √
11. Bemboy Lopez 11 √
12. Marc Ethan Nuique 11 √
13. MirrravilDumogho 11 √
14.Christian Dumogho 11 √
15.Kirt Jun Sarono 11

Table No. 1: Profile of the Students

Academic Status Family Background

Name of the Grade Level
Students Performing Average Broken Separated
Gr. 11 8 3 12 2
15 Gr. 12 7

The Table 1 shows the profile of the selected respondents. The first column stated the

name of the respondents, the second column stated the grade level, the third is the academic

status and the fourth is the family background of the respondents. The respondents are from the
Senior High School Department. There are 15 selected senior high school respondents. 7 of them

are grade 12 students namely: MarvelynAlagadmo, Shela Mae Primor, Sunshine Hepolan,

Kathryn Kate Lalamonan, Justine Lalamonan, jarryTanelon and John Clinton Cuevas. The 8

respondents are from the grade 11 students namely: Marilyn Miras, Janice Kilat, Ana

RealynApao, MirravilDumogho, Bemboy Lopez, Marc Ethan Nuique, Christian Bagacay and

Kirt Jun Sarono. So, the overall 15 students are having 8 girls and 7 boys who show their

cooperation during the survey.

Out of the seven respondents in Grade 12, three of them show their excellent

performance which belong to 90-100 percent on their academic status during their first semester.

Namely: MarvelynAlagadmo, Kathryn Kate Lalamonan and Sunshine Hepolan. These following

students are also show their first semester, namely: Shela Mae Primor, Justin Lalamonan, John

Clinton Cuevas and JarryTanelon.

The 8 respondents that are from Grade 11 are also showing their good performance that

are belong to 80-89 percent so these are the following students, namely: Marilyn Miras, Janice

Kilat, Ana RealynApao, MirravilDumogho, Bemboy Lopez, Marc Ethan Nuique, Christian

Bagacay and Kirt Jun Sarono.

MarvelynAlagadmo a grade 12 respondents and MarilyMiras a grade 11

respondents stated that they are separated with their parents. So gladly the 13 respondents say

that they have a good relationship with their parents a have a complete and blessed family. And

no one of these 15 selected students who were having a broken family.

Based on the profile of the students, their background has a big impact to have a good

and excellent performance in class.

 In social sciences research personnel characteristic of the respondents have very

significant role to play in expressing and giving the responses about the problem, keeping this in

mind, in this study a set of personal characteristics namely age, gender, family background and

academic performance.

Age of the respondents is one of the most important characteristics in understanding their

views about the particular problems, by and large age indicates level of maturity of individuals in

that sense age becomes more important to examine the response.

Gender is an important variable in a given Indian social situation which is variably

affected by any social or economic phenomenon and globalization is not an exception to it. In a

family background it is a major variable and the very important characteristics whether the

respondents are separated otherwise broken. It’s important to know whether the respondents had

a good relationship to their parents to enable to gather a clear and complete information. The

type of the family in which a person lives and get socialized has immense importance in deciding

his values, beliefs, and behaviors patterns which are likely to affects his or her attitudes towards

a particular problem, hence the family types play it own role in giving the response of an

individual and therefore it was thought important to understand the family type of the

respondents. Academic performance is also the most important variable in understanding their

views about the particular problems whether they are performing or average. Based on our

survey there are 3 students in performing and 12 students in average

Customer segmentation is the bedrock of contemporary marketing. Customer segments

need to be identified with the help of some important variables like geographic, demographic,

psychographic and behavioral variables.

Table No. 2: Extent of Students Misbehavior Affecting Students Academic Performance

 No. of student Strongly
Always Sometimes Seldom Rarely
respondents Disagree

15 5 36 30 31 123

The table no. 2 shows the extent of students’ misbehavior affecting students’ academic

performance. There are 15 respondents and each of them answer 15 questions. As we tabulate

the result, there 4 common students’ misbehavior that can effect on their academic performance

and this behavior are. Question no.2, they don’t wear complete uniform every time they go to

school. Question no.4, they spit anywhere, question no. 13, they do cheat and they sleep during

class hours in question no. 15. In question no. 2, one respondent answer always. In question no.

9, one respondent answer always. In question no. 13, two respondents answer always. In

question no. 15, one respondent answer always. Overall there are five respondents answers

always. That behaviors that stated above are the major factors that affects the performance of the

students.

Disciplines and academic performances are the core of our today’s education. Some

scholars have attributed poor performances of students on academic to high level of indiscipline

among students while other disagreed. Nevertheless, it becomes imperative in recent times that

many schools have traded away discipline and as a result led to poor academic performance of

students. This study was carried out to establish the relationship between schools’ discipline and

student’s academic performance. The study employed cross sectional research survey design in

which questionnaire was the main instrument of data collection in addition to interview guide

and documents review. Simple percentage and chi-square statistical method were used to

analyzed the data. However, the findings of the study clearly showed that effective school
discipline should be encouraged in controlling students’ behavior thus affects students’ general

academic performance. Scholars in recent times have written more on indiscipline among pupil

and its effects on learning outcomes and their progress in schools. However, aside from the fact

that effective discipline helps in the achievement of goals, expectation and responsibility in

students (Dunham 1984:66)

Discipline creates a good image of the school and prepares learners for the future.

Disruptive behavior among learners is eliminated if there is good discipline at school. The

implementation of effective discipline at school is a key for the student in the journey to

adulthood. Parents often have no choice but to enroll their children in a school with good

discipline, which often leads to better academic performance.

Table No. 3: The Faculty Teachers can help the students in their misbehavior

No. of Teacher Strongly

Always Sometimes Seldom Rarely
Respondents Disagree

6 29 11 4 7 9

The table no. 3 shows the faculty teachers can help the students in their misbehavior. The

most common misbehavior that the teacher observes in classes when there is a cellphone

suddenly rung, student’s came in school late and especially when the students bully his/her

classmates. All the teachers have mostly the same observations the way the students act in the

classroom. In this way they all say that they can advise their students when they do misbehavior.

In this way the teacher already know that would be the possible solution to this kind of

misbehavior.
 Teachers usually reported that these disturbing behaviors in the classroom are intolerable

and stress provoking and they had to spend a great deal of time and energy to manage the

classroom. Obviously, student’s misbehaviors retard the smoothness and effectiveness of

teaching and also impede the learning of students and his/her classmates. Moreover, research

findings here shown that school misbehavior not only escalated with but also lowered academic

achievements and increased delinquent behavior. To lessen immediate and gradual adverse

effects of student misbehavior, it is or primary importance to identify what exactly are these

behaviors inside the classroom.

When there are explicit rules and regulations in school and classroom, violation of these

apparently a misbehavior or misconduct or discipline problem. Nevertheless, a particular

behavior is viewed as a problematic may not necessarily be rule-breaking, but inappropriate or

disturbing in the classroom setting. It is inevitable that all teacher will encounter some sort of

misbehaviors. Basar(1990) claims all sort of behaviors that education is called as unwanted

behaviors. Misbehaviors in the class ruin the class atmosphere, the teaching process and present

both students and teachers from achieving their aims and lead to the problems in time

management. Misbehaviors in the class threatens both teachers and students.

Table No. 4: The school Responsibilities to implements rules

No. of Teacher Strongly

Always Sometimes Seldom Rarely
Respondents Disagree

6 29 11 4 7 9

The table no. 4 shows the school responsibilities to implement rules, through our survey

the teacher already knows the misbehavior mostly the students do. So, in this case it is their
responsibilities to implement rules to tolerate such misbehavior. This development to a great

extent is a function of the quality of the educational system which is partly measured on the basis

of student discipline. Discipline constitutes one of the fundamental, critical and challenging

functions of the teacher. Mostly when viewed from the fact that the students whom they manage

their affairs are drawn from different home background, accommodates the influence of peer

groups and thus were bound to exhibit different patterns of behavior that may not conform with

the in structural standard of the school.

Discipline is an aspect of school function which if not well maintained can render the

school system. School discipline as a matter of fact is seen as a vital element in the process by

which students are enabled to function in the society and it is hoped that the products of these

school will be absorb into the society, the students must therefore be made to develop rule-

following and law, adding habits so that they conform to the general social expectation of the

main culture absorbing its basic attitude and beliefs. Sieber and Wilder (1997) point out that the

society without rules bin conceivable and rules without attitude of disapproval towards them are

inconceivable.

School discipline is often seen as an important ingredient in the process by which

children are enable to function in the society because living in the society entails living

association with certain agreed rules, which governs one’s behavior. Thus, keeping order in the

school is a multi-faced problem associated with large of interacting factors, such as the child

himself, home and neighborhood influence, changing societies values and expectations, the

school and its natural environment and the individual teacher.

Table No. 5: Significant Relationship between student’s misbehavior and students’ academic
performance
 No. of Students Strongly
Always Sometimes Seldom Rarely
Respondents Disagree

15 5 36 30 31 123

The table no.5 shows the significant relationship between students’ misbehavior and

students’ academic performance. There are 15 questions and they have to put a check if its either

always, sometimes, random, rarely and strongly disagree. As we tabulate the result of the

questionnaire 5 are the total respondents who answer always. One of them answer always

question no. 2 which is stated I don’t wear complete uniform every time I go to school, one

respondent answer always in question no. 15 state that I sleep during class hours. And two

respondents check always in the question I do cheating. For the questions that the respondents

check the sometimes column. The most common misbehavior is 7 says that sometimes they said

bad words and the same question number 6 which is I arrive in school late in school.

The respondents say that seldom they say bad words and they do cheating. In the question

number 4 and 6, respondent says that they bullied their classmates and schoolmates, and 5

respondents respond that rarely they sleep during class hours. In strongly disagree 15 respondent

says that smoke inside the classroom, same in the question that they go to school drunk, and

lastly 12 respondents and also say that they vandalized the classroom.

All in all, the most common misbehavior based on our survey is they say bad words, they

spit anywhere, they do cheat, and sleeping during class hours. These behaviors are very rampant

that was done by the respondents and most of them made it as a habit. Bad words otherwise

swearing is related to verbal or obscene words which are categorized as taboo words. When

people interact with others in society at anytime and anywhere. They must use a language. The
role of language for the people in this life is very important. The study of linguistics reveals that

language and society cannot be separated it developed into sociolinguistics or the sociology of

language. The taboo words is firstly derived from the ancient Polynesian language which simply

means “to forbid”; forbidden and refers to any sort of prohibition (Radcliffe-Brown,1939. 0.5).

The prohibition might be of certain rules of etiquette, or command issued by a certain chief that

orders people to obey such as an injunction to woman not to meddle with the possession of men.

Most students speak bad words when they are abused when they are angry, when others

bully them, and when others mistreat them, when others betrayed them and also when they

encountered may problems. Swear words the way someone uses obscene words orally to insult

or curse, or even to offend something (someone or action), and also for emphasizing, when the

person has strong emotion. It is usually happened when someone has been insulted, the same

person will feel offended and easily become angry. Sometimes students are quarreling and

fighting in this situation. Before quarreling and fighting, the students usually wells out the

“swear words” to express his/her emotion to others. Some students are just spilling out where

they want to. Splitting has been considered a public inconvenience and a nuisance and this is the

inadequate behavior of the students. This can make the school dirty the students whom always

doing this must stop.

Cheating, is the most common and uncontrolled behavior of most students especially

when they didn’t study for the exam. This includes copying or trying to copy answers from their

classmates and obtain an unfair advantage (e.g hiding notes in pockets, writing answers in any

parts of the body and etc.) and attempting to bribe the examiner. In result to this test/exam paper

is confiscated. Students awarded 0 in test/exam mark. A review of previous studies on

undergraduate cheating reveals that 65-100 % of undergraduates admit to cheating on at least one
occasion anytime throughout their college education (McCABE 1992, McCabe& Bowers, 1994,

Stecuns 1997).

Several studies with undergraduate students reveal differences not only in

prevalence but also in the frequency of undergraduate cheating on dependent existence and

student awareness of an honor code (McCABE&Pavela,2002; Zimmerman1990). On the other

hand, graduate student cheating literature is less abundant than that of undergraduate student

cheating; yet graduate student academic dishonesty is still shown to occur.

Others said that it’s better to get zero in quiz if it’s your own answer than to a tent of high

score copied from your classmate. The reality is an avoidable to most students always doing it.

Even the generous students also do cheat and that is because temptation is always there. Sleeping

during class hours primarily on teens, adolescents, and undergraduate students. The most

common reason for this is that they sleep late at night accessing their social media accounts,

watching Korean movies. Few studies have explored sleep habits in population of students who

are pursuing healthcare degrees. Those studies that have found sleep complaints where common

in medical students and poor sleep habits were correlated with changes in academic performance.

CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

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

conclusions, and recommendations.

Restatement of the Problem

The researcher sought to identify the student’s misbehavior of senior high school in

relation to their academic performance.

Significantly, it aimed to answer the following questions:

1. What is the profile of the students in terms of the following?

a. grade level;

b. academic status; and

c. family background;

2. To what extent does student’s misbehavior affects student’s academic performance?

3. In what way the faculty teachers can help the students in their misbehavior?

4. Does the school responsible to implement rules in disciplining such behavior?

5. Is there significant relationship between student’s misbehavior and students’ academic

performance?

Findings

1.Profile of the Respondents

 The study discloses that in terms of age, 55% are already 16-17 years old and 35% are

within the 17-20 years old bracket. It also shows that 10% are within 21-22-year-old range. It is

also show that the 92% are average in their academic status and 8% are performing and the

family background 2% are separated the rest is with their complete family.

2.Extent of Students Misbehavior Affecting Students Academic Performance

The findings of extent of student’s misbehavior affecting students’ academic performance

clearly showed that effective school discipline should be encouraged in controlling student’s

misbehavior thus affects student’s general academic performance.

3.The faculty Teachers can help the students in their misbehavior

The findings show that the faculty teachers can help the student’s misbehavior not only

escalated with but also lowered academic achievements and increased delinquent behavior. To

lessen immediate and gradual adverse effects of student’s misbehavior, it is or primary

importance to identify what exactly are these behaviors inside the classroom.

4.The school responsibilities to implement rules

The findings of the study revealed that students were not adequately involved in the

formulation of school rules and regulations though they were highly involved in the

implementation of the same. The findings further revealed that students were positive about

school rules and regulations.

5. Significant relationship between student’s misbehavior and student’s academic

performance
 The findings of the study revealed that the significant relationship between student’s

misbehavior and students’ academic performance is that if the students misbehave in class affect

their academic performances. Themore they do misbehavior the lower the grade they get. The

lesser they do misbehavior the higher the grade they get.

Conclusions

1. Mostly half of the students are within 16 to17-year-old bracket and most ofthem are

female. And also shows they are 92% have an average of their academic status and the rest is

performing and they are living with a complete family.

2. The extent of student’s misbehavior affecting students’ academic performance that it

is clearly showed that discipline should be encourage in controlling the misbehaviors of the

student that can affect the general academic performance.

3.The teachers can help every student’s misbehavior to lessen immediate and gradual

adverse of the misbehavior, primary important to identify what are the exact behaviors inside the

classroom.

4. Students were not adequately involved in the formulation of school rules and

regulations though they were highly involved in the implementation of the same.

5. The frequent or the more the misbehavior the student do the lower the grades they

get. Doing misbehaviors can affect their general academic performance.

Recommendations

1.Reflect upon how the curriculum, teaching, and other classroom (and school) factors

might be adapted to improve the student’s behavior. Be sensitive to cultural and racial
differences. Respect the feelings, thoughts, and dignity of all students. Do not argue: speak

calmly, firmly, and respect.

2. Teachers should implement rules to regulate the attitudes of the students’

misbehaviors. Parent should also be told what are the behavior of their children in school so that

they will be aware and they will know how to tolerate and educate their children at home.

Students should also have to cooperate when there are rules that the school has been

implemented.

3.Teacher must correct student’s mistakes with love rather than label them negatively.

4. School administrators, teachers and parents must show good examples to students

since they imitated and copy their behavior.

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