THEORITICAL-CONCEPTUAL FRAMEWORK
INPUT
Strategies currently use by
teachers to motivate
disruptive students,
including:
 Positive
reinforcement
 Active engagement
and participation in
class.
Factors that contribute to
the students’ disruption such
as:
 Lack of interest in
the subject matter
 Negative attitude
towards the teacher
or classmates
 Personal issues
outside of the
classroom
Figure 1. Input Output (IPO MODEL)
PROCESS
Questionnaires: The
researchers administer
questionnaires to junior high
school teachers at SCC-CI to
gather data on motivational
factors of disruptive students
OUTPUT
Data analysis: The collected
data is analyzed using
appropriate statistical
techniques, such as
descriptive statistics,
correlations, or regression
analysis, to identify the
relationships between
motivational factors and
disruptive behavior.
Findings: The research
findings provide insights into
the specific motivational
factors that drive disruptive
behavior in SCC-CI students
and evaluate the
effectiveness of current
strategies used by teachers.
Recommendations: Based
on the findings, the study
offers recommendations for
interventions and strategies
that can help reduce
disruptive behavior and
improve the classroom
environment.