Chapter 2

METHOD

This chapter presents the research design, the research locale, the Population

and sample, the research instrument, the data collection, and the Statistical tools.

Research Design

In this research endeavor, we embarked on an investigation with the aim of

unraveling the intricate relationship that exists between disruptive behavior and student

engagement. To shed light on this relationship, we opted for a descriptive-correlational

study design, which allowed us to meticulously describe and analyze the connections

between these two crucial aspects of the educational environment.

The methodology we chose to employ was a survey research approach, and this

selection was not arbitrary but rooted in the compelling advantages it offers. Survey

research enables the collection of a substantial volume of data pertaining to our chosen

subject matter, which, in this case, is the interplay between disruptive behavior and

student engagement. This methodological choice was informed by the wisdom and

experience shared by scholars like Mills and Gay in their 2019 work.

Survey research, with its structured questionnaire-based approach, provides us

with a unique opportunity to gather a wealth of information directly from the individuals

involved, in this case, both students and possibly teachers or other stakeholders. It

permits us to capture diverse perspectives, experiences, and insights related to

disruptive behavior and its impact on student engagement. This approach humanizes
the research process by allowing the voices and experiences of those directly affected

by these phenomena to be heard and incorporated into our study.

By adopting this methodology, we hope to gain a comprehensive understanding

of the factors contributing to disruptive behavior and its repercussions on student

engagement. We aim to delve deeply into the human dimension of this issue, exploring

the emotions, experiences, and perceptions of the individuals involved. This approach

not only enhances the richness of our findings but also aligns with the ethical imperative

of acknowledging the lived experiences of those within the educational system.

In conclusion, our research design, which couples a descriptive-correlational

study with a survey research approach, promises to provide a holistic and humanized

perspective on the relationship between disruptive behavior and student engagement.

Through this comprehensive examination, we aspire to contribute valuable insights that

can inform educational practices and policies, ultimately fostering a more supportive

and engaged learning environment for all stakeholders.

Research Locale

The study will be conducting in one of the secondary school in the Municipality of

Carmen, Davao Del Norte (Figure 2). Carmen is chosen as the locale of this study since

the researchers are a senior high school student in one of the schools in Carmen,

Davao del Norte, and observed the problem, where some of the student in Grade 11

SMAW have the factors that lead to disruptive behavior in the classroom and

investigates methods for increasing student engagement to improve the learning

environment.
 The secondary school in Carmen is a trade school that offers two (2) tracks which

are the TVL Track and ACADEMIC Track in the Municipality of Carmen, Within the

province of Davao Del Norte, Philippines. According to CNHS report, the Marching Band

of Carmen National High school won a 1 st runner up in the Hudyaka sa Kadayawan

2023 in Davao city. It is about 10 kilometers (6 mi) from Panabo National High school,

Figure 2. Map of the Philippines shows the location of Carmen, Davao Del Norte

And about 17 kilometers (11 mi) from Tagum National Trade School. It is Bounded by

Tagum City in the East, Panabo City in the West, Municipality of Braulio E. Dujali in the

North, and the Davao Gulf in the South.

Research Respondent
 The research respondents of the study will be the 131 Grade 11 SMAW students

in one of the secondary schools in Carmen, Davao del Norte. The selection of the

respondents are due to the fact that the researchers is a Grade 12 students of the target

institution. Specifically, only those who are considered. In case one or more students

withdraw in the middle of the conduct of survey, getting an alternative of the same

gender within the same school shall be taken as replacement with voluntariness.

Convenience Sampling technique will use in choosing the respondents of this

study since the population is not too big to handle. The design is called Convenience

Sampling. Using convenience sampling technique is bound to the researchers choice

considering access to the research context, participants, and methodological

framework. Also, the researcher creates inclusion criteria and then approaches any

member of the target population being available at the moment and who met the

criteria. The researcher asks the participants to take part in the study and if they

demonstrate consent, they will be selected and added to the sample. For instance,

Golzar et al. (2022)

In this study, the 131 respondents came from the 2 sections in senior high school

of the target secondary school in Carmen, Davao del Norte. Each section will

considered as chunk wherein the Convenience Sampling is being investigated and

selected by the researcher. In this study, all Grade 11 SMAW student had the

opportunity to be selected. Hence, Grade 7 up to Grade 10 students will not given the

chance to be the respondents of this study since this study only focused on the senior

high school students.

 However, the student that declined or unavailable to answer the questionnaire

we’re not forced to be asked by this study. The researchers established respect to

unavailable respondents. Also, the respondents who are uncomfortable in answering

the survey questionnaire will not be coerced nor forced to be part of the study.

Furthermore, the respondents’ welfare is given utmost importance in the conduct of the

study.

Research Instrument

The researchers will be conducting two modified survey questionnaires to

collect Information namely: disruptive behavior and student engagement.

Disruptive Behavior. The survey’s first section the disruptive behavior

Questionnaire is modified from Veiga (2008). This is a 16-item test to evaluate the

Disruptive behaviors of the students with the following dimensions, namely: with

Indicates, namely: distraction-transgression (7 items), schoolmates aggression (5

Items), and aggression to school authorities (4 items). This instrument is found to

Contain very good reliability and validity of the test which showed an overall Cronbach’s

Alpha value of 0.92. The Cronbach’s alpha value is view as very good overall

Consistency given the excellent outcome.

The level of the following five-point Likert scale will be applied to assess

Disruptive behaviors. Each indicator does, however, have its setting. The typical Likert

Scale for disruptive behavior can be found below. The following matrix will be applied to

Interpret the mean scores:

Range of Mean Descriptive Level Interpretation

 The disruptive behaviors of

4.20 – 5.00 Very High the students are always

observed.

The disruptive behavior of

3.40 – 4.19 High students are oftentimes

observed.

The disruptive behavior of

2.60 – 3.39 Moderate students are sometimes

observed.

The disruptive behavior of

1.80 – 2.59 Low students are rarely

observed.

The disruptive behavior of

1.0 -1.79 Very Low student's engagement are

never observed at all.

Students Engagement. The students’ engagement section, which makes up

the second half of the questionnaire, is taken from Costello & Osborne (2005). This is a

19-item test designed to evaluate students’ engagement with the following dimensions:

applied engagement (3 items), goal-oriented engagement (5 items), self-disciplined

engagement (6 items), and interactive engagement (5 items). This instrument has been

found to contain very good reliability and validity of the test which showed an overall

Cronbach’s alpha value of 0.82. Since the outcome is favorable, Cronbach’s alpha is
interpreted as showing good overall consistency. The level of student engagement will

be assessed using a five-point Likert scale. The following matrix will be used to interpret

the mean scores:

Range of Mean Descriptive Level Interpretation

The student engagement

4.20 – 5.00 Very High of every student is always

evident.

The student engagement

3.40 – 4.19 High of every student is

oftentimes evident.

The student engagement

2.60 – 3.39 Moderate of every student is

sometimes evident.

The student engagement

1.80 – 2.59 Low of every student is rarely

evident.

The student’s engagement

1.0 -1.79 Very Low of every student is never

evident at all.

The questionnaires is adjust to match the local environment. The questionnaire

results are in an overall reliable score of 5.00 before the questionnaire’s contents are
review. The Cronbach’s Alpha reliability test are applied to evaluate the internal

consistency of the instrument’s items.

Data Collection

In gathering the data, the researchers follow a strict procedure and Protocol.

First, the researchers ask permission to the school principal of one of the secondary

schools in Carmen, Davao del Norte where the study is conduct. After the approval, a

request letter was submitted to the advisers of The respondents.

After which, a schedule is made for the distribution of the survey Questionnaires

using a paper and pen survey. For convenience and clarity, the explanation about the

study and instruction is include in survey. In the survey, the researcher include text

information about the rationale of the study and their rights as respondents. The

respondents will be given enough time to answer the survey questionnaire. After

retrieving all the questionnaires, the data is tallied, tabulated, analyzed, and interpreted

on the purpose of the study.

Furthermore, the data is analyze and interpret confidentially and accordingly.

First, the data was analyzed in terms of extracting the mean to analyze and interpret the

typical index of the levels of coaching disruptive behavior and student engagement.

Then, Pearson is employ to determine the significant relationship between the

disruptive behavior and student engagement. Next, multiple linear regression is use to

determine the significant influence of disruptive behavior on student engagement and to

the domain in the disruptive behavior that best influences the student engagement.

Statistical Treatment
 For more comprehensive interpretation and analysis of the data ,the following

statistical tools were utilized:

Mean is use to measure the levels of disruptive behavior and student

engagement.

Pearson Product Moment Correlation is utilize to determine the significance

relationship of disruptive behavior and student engagement.

Multiple Linear Regression is use to determine the significant influence of

disruptive behavior on student’s engagement and to the domain in the disruptive

behavior that best influence the engagement of the student.