Republic of the Philippine

Department of Education

Region IV – A CALABARZON

Division of Quezon

RECTO MEMORIAL NATIONAL HIGH SCHOOL

Tiaong, Quezon

Behavioral Diversity and Students Learning Process a Phenomenological Study

Among grade-11 Regarding It's Relationship.

A Research Paper presented to

The Faculty of Senior High School Department

Recto Memorial National High School

Tiaong, Quezon

In Partial Fulfillment of the Requirements for the Subject Practical Research 1

Practical Research 1

Prepared by:

Gamboa, Genaliza M.

Uri, Princess Lyn

Gallano, Raiza

Mendoza, Axlade

June 2023
 Approval Sheet

The research paper attached here entitled “Behavioral Diversity and Students -

Learning Process a Phenomenological Study Among grade-11 Regarding It's

Relationship" Prepared and submitted by GENALIZA M. GAMBOA, PRINCESS LYN

URI, RAIZA GALLANO, MENDOZA AXLADE COOLINE in partial fulfillment of the

requirement for the subjects, Practical Research 1 is hereby recommended for acceptance

and approval.

RINA SANCHEZ

Research Adviser

Panel of Examiners

Approved by the committee on oral examination with the grade of ______

__________________ ____________________

___________________

Panel of Examiner Panel of Examiner Panel of Examiner

Accepted in partial fulfillment of the requirement for the subject Practical

Research 1 of Senior High School Department of Recto Memorial National High School.

Approved by:

2
 ___________________

__

ACKNOWLEDGEMENT

First of all, we would like to express our gratitude to God for giving us the strength,

courage, and guidance to pursue this research. We are thankful for his blessings and

grace that have helped us navigate challenging situations and complete this work.

We also would like to thanks our dear family for their love, encouragement, motivation,

and inspiration have been vital in keeping us focused and positive throughout the

research process. Their presence and belief in us have motivated us to persevere and

strive for excellence in our work.

Lastly, we would like to express our sincere appreciation to the participants who

generously gave up their time and shared their experiences and insights with us. Their

valuable feedback has enabled us to gain new perspectives and enrich the findings of this

study.

G.M.G

P.U.

R.G.

M.A.

3
 DEDICATION

This study is sincerely dedicated to our beloved parents, who have been our source of

inspiration and motivation, who gave us unwavering guidance, support, and

encouragement throughout our academic and personal journey. Your sacrifices have laid

the foundation for my success, and who continuously provide their moral and financial

support.

To our family, friends, classmates, and ofcourse to ourselves and students who

participated, shared and gave their words of advice, encouragement and experiences to

finish this study. And lastly, we would like to dedicate this study to the Almighty God,

thank you for your presence that given us the courage, strength, and purpose to forge

ahead, and we are eternally grateful for your abundant love, kindness, and for giving us

healthy life. All of these, we offer to you.

G.M.G

P.U.

R.G.

M.A.

4
 Table of Contents

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

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

Approval

Sheet…………………………………………………………………………….2

Acknowledgement……………...…………………………………………………………

Dedication………………………………………………………………………………….

.4

Table of

Contents…………………………………………………………………………..5-6

Abstract……………………………………………………………………………………

…7

Introduction………………………………………………………………………………..

8-9

Background of the Study…………………………………………………………………

10-13

5
Research

Paradigm………………………………………………………………………..13-14

Statement of the

Problem…………………………………………………………………..14

Significance of the

Study…………………………………………………………………..15

Scope and

Delimitation…………………………………………………………………….16

Definition of Terms………………………………………………………………………

17-18

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and

Studies………………………………………………………….19-25

CHAPTER 3: RERSEARCH METHODOLOGY

Research

Design……………………………………………………………………………26-27

Respondents of the Study…………………………………………………………………

27

6
Research

Instrument……………………………………………………………………….27-28

Sampling

Method………………………………………………………………………….28

Research Procedure……………………………………………………………………….

16

CHAPTER 4: PRESENTATION, INTERPRETATION AND ANALYSIS OF

DATA

Interpretation of Data……………………………………………………………………

30-51

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Findings………………………………………………………………52

Conclusion……………………………………………………………………………….5

Recommendations………………………………………………………………………54

APPENDICES

7
Curriculum Vitae………………………………………………………………………55-

56

Questionnaire…………………………………………………………………………..57

8
 ABSTRACT

Behavioral Diversity and Students Learning Process: Phenomonological Study Among

Grade 11 Students Regarding It's Relationship

Purpose: The purpose of this study is to know the effect of behavioral diversity on

student learning process. To understand the students perception regarding behavioral

Diversity. To recommend strategies that can help students to handle the behavior of their

classmate and to create a inclusive classroom environment.

Design Methodology Approach- Phenomonological Approach.

Findings- solutions to the problem that every students claim that behavioral diversity has

negative effect on the learning process.

Original/ Value - Contribute to students knowledge to their different experiences and

perception, and to promote academic success for all students.

Keywords - phenomonology, behavioral diversity, learning process, students, perception,

challenges.

9
 CHAPTER 1

THE PROBLEM AND ITS BACKROUND

INTRODUCTION

Behavioral Diversity refers to the differences between people, a specific work unit can be

identified by any trait that differs among its members, such as gender, race, age, level of

education, tenure, or functional background, which is referred to as behavioral diversity.

It encompasses the diverse patterns of behavior that humans exhibit within and across

populations, as well as examine distinctions that individuals exhibit within and between

groups. This study will determine whether behavioral diversity among students will have

an positive or negative affect on their learning process and ability to communicate with

others. Examining the various factors that influence students' behavior in the classroom,

such as their relationships with their peers, family, classmates, and community.

Specifically, this research will explore on how these factors impact student engagement,

participation, and overall behavior.

The most significant difficulty that a diverse classroom may face is students from similar

cultural origins tend to keep together rather than mix with those who are different from

them. As a result, new groups arise, complicating the process of collaborative learning.

As separate social groupings establish, tensions will inevitably occur, making students

less tolerant of one another.

According to WALSTAD (2020) diversity in the classroom have a negative effects on the

students. Beliefs, values, and common interests unite people into social groups. Although

students may become friends, it is normal for groups to be created based on similarities.

10
This can be especially problematic for minority groups in the classroom, as they may feel

isolated from other students who form social groups based on similarities. In the

classroom, social groups can create tensions that discourage empathy and tolerance for

others. To get attention, students who don't feel like they belong in their class or with

their teacher may withdraw or bully other students. Students who feel labeled because of

their gender, race, or ethnicity may act out or withdraw.

According to Hoffmann, et al. (2021) disruptive behaviors hamper the students'

possibilities to concentrate on learning, Situations related to teaching and learning may

endanger the students' physical or mental well-being or disturb the classroom's physical

environment. Students can focus on studying, feel psychologically and physically

protected, take good care of the physical surroundings, and behave appropriately in a

positive behavioral climate, the physical environment of the classroom. A good

behavioral climate is one in which students can concentrate on learning, feel

psychologically and physically safe, take appropriate care of the physical environment,

and do not disrupt learning situations with their own behavior.

The goal of this study is to provide information to students, teachers, and policy makers

on how behavioral diversity affects student learning. Studying the effects of behavioral

diversity can help create a system of education that is more supportive and effective and

encourages student achievement. Teachers and policy maker can create interventions and

policies that better support students and foster respect for others differences by

understanding the difficulties connected with student diversity. Students may be able to

achieve better academic outcomes by identifying and addressing individual differences in

learning behaviors. Teachers may be able to assist students in overcoming learning

11
barriers and improving their performance by using strategies tailored to their specific

needs and increasing multicultural awareness to be able to achieve respect for each other.

Background of the study

The impacts of behavioral diversity on students' learning processes are the focus of this

study. The growing understanding of the value of diversity in education is the reason this

topic was chosen. Students have various learning methods, socioeconomic backgrounds,

and cultural backgrounds. Investigating how behavioral variety affects kids' academic

performance is crucial since it can have an impact on how well they learn. In order to

help educators establish a more inclusive learning environment, this study intends to add

to the ongoing conversation on diversity in education.

According to Jurado and Tejada (2019) disruptive behaviors are ones that interfere with

learning and alter an individual's environment.connections and the dynamics of the class

have an impact on more students than just the one who provokes. Not only do they have

to suffer the repercussions, but also the other kids and the professors do as well. These

behaviors impede actions and make it difficult to complete educational assignments

appropriately.performed in the context of learning. The disruptive behavior can therefore

be detected by the disagreement or troublesome behavior that deviates from the express

or implied norms of the threat to the preservation of an ideal learning environment in

schools, anda successful classroom.Such unruly behavior might be seen as disruptive

because it alters the environment of school coexistence. One of the catalysts for

circumstances that raise the chance of academic failure, social maladjustment, and

12
rejection, which we specifically in secondary schools right now. Typically, disruptive

behavior results in poor academic performance, which affects the student's future. The

potential for academic failure in one manner or another. Spanish kids' poor academic

performance is the cause of there has been rising interest, as demonstrated in some

worldwide surveys. In recent years to investigate the influences on students' personal and

academic success growth.

The growing diversity of students in educational settings, which can be challenging for

instructors, is what spurred this study. Globally speaking, the issue of diversity has an

impact on every aspect of society, including education. In order to develop social

cohesiveness and global citizenship, the United Nations Educational, Scientific, and

Cultural Organization (UNESCO) emphasizes the significance of encouraging diversity

in education. The European Union (EU) places a strong emphasis on the need to support

diversity in education at the local level in order to aid in the integration of immigrants

and refugees. Aiming to foster diversity in education, nations have passed laws and

regulations on a national level. The Individuals with Disabilities Education Act (IDEA),

for instance, requires that students in the United States have access to a free and adequate

public education in the setting with the fewest restrictions. Meeting the various

requirements of their kids presents a challenge for schools and educators at the local

level.

This study has a legal bases as well. Every child has the right to receive an education that

respects their cultural identity, language, and values, according to the United Nations

Convention on the Rights of the Child (UNCRC). The right of people with disabilities to

get an education on an equal basis with others is recognized by the Convention on the

13
Rights of People with Disabilities (CRPD). Also, the Every Student Succeeds Act

(ESSA) in the US mandates that schools offer a comprehensive education that caters to

all of the children' different needs.

Statistics show a rise in the proportion of pupils from various racial and ethnic

backgrounds. The National Center for Education Statistics (NCES) in the US says that

from 8.7% in 2000 to 9.6% in 2019, the proportion of public school students who are

English language learners (ELLs) grew. At public schools, the proportion of students

with disabilities rose from 10.6% in 2000 to 14.6% in 2019. The necessity to address

behavioral variety in students' learning processes is highlighted by these phenomena.

In conclusion, the impact of behavioral diversity on students' learning is a significant

issue that merits consideration. Teachers have issues as a result of the growing diversity

of pupils in educational settings, hence it is crucial to look into how behavioral diversity

affects students' academic performance. The legal foundation for fostering diversity in

education as well as statistical evidence of the diversifying student body support this

study further. In the end, our research intends to add to the current conversation about

diversity in education and offer knowledge that can assist teachers in fostering a more

inclusive learning environment.

Reasearch paradigm

14
 INPUT

1. The challenges faced by students with behavioral diversity in the classroom

2. Way does behavioral diversity affect the social development of students

3. Strategies can be implemented to have respect on each other differences.

PROCESS

Research data gathering procedures is survey questionaire and interview.

OUTPUT

Behavioral Diversity and Students Learning - process: Phenomenological Study Among

G-11 Students Regarding it's Relationship.

15
Figure 1.

This research uses the input-process-output method. In input will define the challenges

faced by students with behavioral diversity in the classroom, way does behavioral

diversity affect the social development of students and strategies can be implemented to

have respect on each other differences, In process this study will use survey questionaire

and interview to collect information from students, In output will determine the

Behavioral Diversity and Students Learning - Process a Phenomenological Study Among

grade- 11 Students Regarding it's Relationship.

Statement of the problem

This study shows the experience and stuggles of grade-11 students of RMNHS with

Behavior Diversity, Specifically, it brought answers to the following questions

1. What are the challenges faced by students with behavioral diversity in the classroom?

2. In what way does behavioral diversity affect the social development of students?

3. What are the strategies can be implemented to have respect on each other differences?

Significance of the Study

This study will benefit the following:

16
Students: By gaining insights into the effects of behavioral diversity on their learning

process, which will enable them to adjust their behavior and learning strategies

accordingly to maximize their learning outcomes.

Teachers: By gaining insights into effective teaching methods that take into account the

behavioral diversity of students, which will help them better cater to the needs of

different types of students and create a more inclusive and effective learning

environment.

Policymakers: In receiving evidence-based information on the importance of promoting

behavioral diversity in the classroom, which can guide the development of policies that

promote diversity and inclusion in educational institutions.

Future researchers: By building upon the findings and contributing to the existing body

of knowledge on the effects of behavioral diversity on the learning process of students.

This study may serve as a basis for future research exploring the effects of behavioral

diversity in other contexts or with different age groups of students.

Scope and Limitation

The study is focusing on how the behavioral diversity affect the learning process of every

student and this may include examining the various factors that influence students'

behavior in the classroom. The respondents of this research is 10 grade-11 students of

Recto Memorial National High School year 2023-2024.

Definition of terms

Behavioral Diversity

17
Community- a group of people with a common characteristic or interest living together

within a larger society.

Disabilities- aphysical, mental, cognitive, or developmental condition that impairs,

interferes with, or limits a person's ability to engage in certain tasks or actions or

participate in typical daily activities and interactions.

Disruptive- some process, activity, condition, etc. : causing or tending to cause

disruption.

Family- the basic unit in society traditionally consisting of two parents rearing their

children also any of various social units differing from but regarded asquivalent to the

traditional family.

Peers- one that is of equal standing with another.

Students- specially one who attends a school.

Teachers- one that teaches especially one whose occupation is to instruct.

Learning Process-

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 CHAPTER II

REVIEW RELATED LITERATURE

This chapter deals with the review of related literature and studies which are relevant to

this research. The researchers conducted the review to provide the necessary background

in order to make the foundation of this study stronger.

According to Peterson, et al. (2019), environmental classroom variables affect academic

performance and student behavior, and appropriate behavior is often related to the

presence of effective teaching practices and classroom management. For behavior

analysts consulting in elementary education, some referrals for assessment and treatment

of individual student behavior can be resolved by helping teachers establish effective

class-wide practices. For this reason, some researchers suggest that behavior analysts

should assess baseline classroom conditions as part of a functional behavior assessment.

Through a literature review on effective classroom practices, we identified four specific

classroom variables that have large effects on both learning outcomes and student

19
behavior; we suggest consultants consider these four variables in baseline classroom

assessments: rates of active student responding (ASR), appropriateness of the

curriculum, feedback and reinforcement, and effective instructions and transitions.

According to Kirkpatrick (2019) stressed that there are different reasons that a student

may be acting out or misbehaving. Their home life and the different things that they

witness or experience when they are outside of school can be a huge indication and

reason for their behavior. There are many students and children who are experiencing

depression and anxiety that stem from many different reasons. “Depression is a common

and persistent mental illness in children and adolescents and a meta-analysis of 26

epidemiologic studies found prevalence of 2.8 % for children under the age of 13 and

5.6% for age of 13 or older. Childhood depression can affect the overall mental and

physical development of a child and is often associated with the outcomes in adulthood.

“Depression in childhood can be masked by behaviors such as oppositional behavior,

aggressiveness, and bed-wetting. Teachers see these signs and behaviors daily, but

measuring, predicting, preventing, or ultimately treating childhood depression is of

enormous public health significance. “Different methods such as clinical interviews,

structured interviews, and self-report questionnaires have been developed to measure

depression symptoms. Teachers and administrators are limited to resources to help

students overcome these battles and the training is few. School nurses and counselors are

a great resource to start with. A child’s depression can stem from many different

unthinkable things that they deal with at home. The depression in a child follows through

in their school work and will have a huge impact on their motivational level. These few

20
reasons can impact a child’s learning and especially how they perform on an assessment

of screener. Their academic status is usually lower than other performing peers. A child’s

happiness can play a huge role in how they perform and participate in a classroom

setting.

As stated by Bakana (2022), behavioral problems such as bullying, violence in school

and other major and minor misconduct issues lead to a poor environment and a sense of

fear and frustration within the school community. With aforementioned thought, it is

important to manage the students’ behavior to attain the DepEd’s mission statement that

states “students learn in a child-friendly, gender sensitive, safe, and motivating

environment (retrieved in DepEd website, 2018). This kind of learning environment is the

main concern of school heads in order to attain the said mission for the holistic

development of the students. In connection with DepEd Order No. 1, s. 2003 also known

Promulgating the Implementing Rules and Regulations (IRR) of Republic Act No. 9155

otherwise known as the Governance of Basic Education Act of 2001, the environment is

a vital part of the teaching and learning process and that the school head shall have

authority, accountability, and responsibility for creating this kind of environment in the

school. It is further supported by DepEd Order No. 44, s. 2005 also known as Declaration

of Schools as Zones of Peace which emphasizes that the school is a zone of peace that

should provide a special environment for the formal, physical, mental, emotional, and

moral growth of the young. The laws for the school environment make up a better school

climate for the learners. However, in order to motivate them to learn and stay in school

the teachers should take charge to ensure the quality of school management specifically

in managing students’ behavior which is implicitly stated in DepEd Order No. 92, s. 1992

21
also known as the Revised Manual of Regulations of Private Schools (8th Edition). It is

also mentioned that every school shall maintain discipline inside the school campus as

well as outside the school premises. In the light of this DepEd order, the teachers should

be careful in dealing with the misbehavior of the students. Also, this DepEd order

advocates positive discipline in developing the sense of responsibility and self-discipline

among students as well as to every educational institution which endeavors to create an

atmosphere conducive to learning. Thus, students should observe the rules and

regulations prescribed by the school.

Based on Mimniou. (2018), self-regulation and self-efficacy are key performance factors

and are linked to successful outcomes. Self-efficacy tends to become less helpful at

explaining variations in grades as a course progresses-a finding that is particularly

pronounced in lower-performing students. On the other hand, high-achieving students

tend to increase their levels of self-efficacy, further improving performance by

reinforcing helpful study strategies. It is suggested that the divergence in both self-

efficacy and self- regulation could be due to lower-achieving students overestimating

their abilities. Furthermore, when combined with a lack of metacognitive abilities, it

suggests these students are less likely to learn from previous experiences and to use this

to regulate their behavior. Successjful self-regulation, self- efficacy and metacognitive

ability are typically mediated through students' learning behaviors. It has been suggested

that test anxiety mediates the relationship between self-efficacy/self-regulation and study

behaviors.

According to Wynne. (2019), more diversity in the classroom is a given. Developing a

culture of inclusiveness and acceptance is where teachers make the difference. Without

22
inclusion, students in the minority can feel left out. In the worst-case scenarios, they may

become the victims of bullying. This has an impact not only on academic performance

but the student’s feelings of self-worth. Inclusive pedagogy involves creating a classroom

environment that is inclusive and effective for all students, according to an interview in

Forbes with Colleen Lewis, who teaches about gender and diversity issues in computer

science at Harvey Mudd College. “While diversity is about what students are in the room,

inclusivity is about who feels like they belong, and everyone deserves that opportunity,

Teachers can support creating an inclusive culture in a diverse classroom by encouraging

all students to offer their perspectives on daily classroom topics. This includes teaching

students to listen to others with respect and empathy and creating situations where

students of diverse backgrounds collaborate.

As stated by Holcomb (2019), a number of factors can lead to poor student behavior.

Students who have problems at home or whose parents are going through a divorce, for

example, may be experiencing depression or stress. Childhood stress can lead to mood

swings, declines in attentiveness, and impulsive behavior, all of which can be disruptive

to the classroom. Students who lack self-esteem may misbehave in an effort to resist

participating in an activity that could lead to failure. For instance, if students think they’ll

perform poorly on a test, they may go out of their way to avoid the test altogether.

Physiological factors, including being hungry, tired, or sick, may also lead to disruptive

classroom behavior. In this case, children may be inattentive, cranky, or otherwise

difficult, which may cause problems with their teachers or classmates. Students with

mental health challenges, such as anxiety disorder, may also act out in the classroom.

They may throw tantrums, avoid certain activities, or melt down in response to the

23
slightest criticism. Educators need to be mindful of this because students’ behavior in

school may not be consistent with their behavior at home. This is especially important in

the event a teacher finds it necessary to schedule a call with a student’s parent or

guardian. Disruptive student behavior isn’t limited to the physical classroom setting.

Those who teach in an online environment may find that students I'llwho consider the

subject matter too difficult become unmotivated, which can lead them to turn in

assignments late or incomplete. Furthermore, students who aren’t emotionally invested in

the course because they’re uninterested in the subject matter may fail to complete their

coursework altogether.

According to Shala (2021), various behavior problems in the classroom can be enlisted as

follows-bullying, fighting, teasing, stealing, truancy, disobedience and insubordination,

lying, cheating, lateness, rudeness, destructiveness, drug or alcohol addiction. There are

various factors that cause behavior problems in the classroom such as mass media, school

or family. Classroom behavior problems affect the teaching learning process as it

influences teacher’s ability and competence in handling the classroom environment.

As mentioned by Parmly (2021), diversity focuses on the following forms of

marginalization: race, class, gender, and sexual orientation and rightfully so, given the

importance of these forms of difference. In fact, students come to the university

classroom with different backgrounds, sets of experiences, cultural contexts, and world

views. Additionally, issues of diversity play a role in how students and teachers view the

importance of the classroom and what should happen there. For example, assumptions

about what a typical student should know, the resources they have and their prior

24
knowledge are extremely important. Students may perceive that they do not “belong” in

the classroom setting a feeling that can lead to decreased participation, feelings of

inadequacy, and other distractions. Teachers may make flawed assumptions of students’

capabilities or assume a uniform standard of student performance.

As stated by Bergerud (2018), found that introverts spend a lot of time enhancing their

internal stimulation. Because of this, introverts have trouble concentrating and feel tired

around large groups of people. A modest child is chosen and convinced that he or she is

flawed.

Based on Jacobson (2023), human interaction is difficult for some people. For others, it's

simply a case of shyness and a failure to connect with others. If you operate on a different

frequency than the "norms", you may not understand people, but they may not understand

you.

According to Nadeau (2022), negativity can be caused by a variety of circumstances.

Seeking attention from others, surrounding oneself with unfavorable role models,

thinking rigidly, and needing to exert control over the surroundings or make oneself felt

through intimidation or violent actions are some factors that contribute to having a

gloomy view.

As mentioned by Joseph (2021), the ability to create and sustain social and interpersonal

relationships as well as self-confidence and self-esteem may all be impacted by

communication problems in the classroom, in addition to the academic challenges they

present.

25
As stated by De Silva (2020), says that cultivating your cultural awareness will enable

you to relate with people in your environment more meaningfully. It can be very simple

to remain with what you know rather than make an effort to get to know people who are

different from you while you're trying to develop your respect and empathy for other

people.

According to Sword (2020), ineffective communication can hinder academic

development by reducing student comprehension. Additionally, it can make students

demotivated, detest school, and think they are incapable of accomplishing anything.

Based on Sudhakar (2018), we learn so much more about the world and about ourselves

when we respect others and our similarities and differences. This encourages spiritual

growth rather than spiritual stagnation. Additionally, it opens the door to a variety of

other possibilities, including new friendships, job chances, travel options, and a deeper

awareness of the world in which we live.

As mentioned by Michael (2019), respecting others' similarities and differences opens up

a world of opportunities. You can expand your knowledge and improve your decision-

making. This will advance your career and give you more self-assurance. People take

notice of our openness, which may result in new friendships, intriguing travel chances, or

just an increase in our attractiveness due to our broadened perspectives.

Based on Wood (2018), vulnerability is one of te reason we might not express our

emotions to others is that we don't want to give others information that could affect how

they per- ceive or act toward us. If we express our anger at someone, we worry that they

will dislike us less. We fear that if our nonverbal cues indicate that we are fearful or

26
weak, our coworkers will no longer respect us. We worry that if we tell someone how

much we care about them, they'll reject us.

According to Bandura (2019), when children observe an adult acting, say, aggressively,

they often copy that behavior if the results of that action are perceived as being favorable.

According to social cognitive determining then, personality develops through repeated

observation of the behavior of others. Bandura places particular emphasis on the role

played by self-efficacy, belief in one's personal capabilities. Self-efficacy, or confidence

in one's own talents, is a factor that Bandura emphasizes in particular. Self-efficacy is

what drives people's confidence in their capacity to engage in a certain action or achieve

a desired result. People with high self-efficacy have more ambitious objectives, work

more to accomplish them, and are ultimately more successful than those with low self-

efficacy.

As stated by Royzman et. al (2019), as kids become older and start school, their social

interactions start to have fixed patterns and increase in frequency. They could participate

in complex games with set rules and teams. This play serves purposes other than mere

enjoyment. It enables kids to grow more adept at interacting with others in social

situations. They get the ability to assume other people's viewpoints and to deduce others'

ideas and feelings—even when those thoughts and feelings aren't expressed—through

play. In other words, social contact gives kids the chance to understand the significance

of other people's actions and learn how to react correctly.

Based on McKinley et al. (2018), drive is motivational tension, or arousal, that energizes

behavior to fulfill a need. Many basic drives, such as hunger, thirst, sleep, and sex, are

related to biological needs of the body or of the species as a whole. These are called

27
primary drives. Primary drives contrast with secondary drives, in which behavior fulfills

no obvious biological need. In secondary drives, prior experience and learning bring

about needs. For instance, some people have strong needs toachieve academically and

professionally. We can say that their achievement need is reflected in a secondary drive

that motivates their behavior. Understanding what motivates people can have a huge

impact on how we interact. How would knowing what motivates this man help this

physical therapist aid him in his recovery.

CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the design and how the research is conducted. Then research

methods in general are discussed and the types of research methods suitable for

information systems research are explained. This chapter includes research design used,

sampling method, method of data collection and the statistical treatment to be used in

order to answer the problems of the study.

The Research Design

28
 According to Limpaecher (2022) Phenomenological research design requires the

researcher to bracket whatever a priori assumption they have about the experience or

phenomenon. In simpler terms, researchers use phenomenological research designs to

understand a phenomenon’s universal nature by exploring the views of those who have

experienced it.

The researchers choose the Phenomenological research design since it was the most

appropriate to use for the study. The researchers believed that with this kind of design,

we could get information valid enough for the data needed. It was also rendered

compatible to the study since phenomenological research design involved gathering data

by exploring the views of those people who have experienced it.

Respondents of the Study

The total respondents of this research were the selected grade-11 students of Recto

Memorial National High School in Tiaong Quezon, these individuals were chosen in

purpose and able to understand the effects of behavioral diversity in students learning

process.

Research Instrument

The research instrument that was used in the study was survey questionaire and

interview to gather information. The researcher made a set of questions that contains the

strategies and the effects of behavioral diversity in students learning process. It will be

asked to the respondents which will help in the conducted research.

Sampling Method

29
The respondents were chosen by using a purposive sampling. The respondents were

asked to take an interview, the respondents who agreed to take the interview was given a

question that they will answer. A total of 4 questions we’re given to the 10 respondents

and answered it completely.

Data Gathering Procedure

The research will undergo series of procedure in order to gather data and

information needed.

The first step is to select participants who will be interviewed for the study. In this case,

the target population is grade 11 students of Recto Memorial National High School.

Second, is to obtain consent the participants will be informed about the purpose of the

study and provided with a consent form. The consent form will explain the details of the

study, such as the type of questions that will be asked, how their responses will be

recorded, and the confidentiality of their responses.

Third, is to conduct interviews once the participants have given their consent, they will be

interviewed. The interviews will be conducted in a quiet and comfortable location, free

from distractions. The participants will be encouraged to share their experiences and

thoughts regarding the topic. The interviews will be audio-recorded for transcription

purposes.

Fourth, is to transcribe the interviews the audio recordings will be transcribed verbatim,

ensuring that all responses are accurately captured. The transcripts will then be analyzed

for common themes and patterns related to the research question.

30
Fifth, is to analyze data the transcribed data will be analyzed using a phenomenological

approach. This involves identifying patterns and themes that emerge from the data and

interpreting them to gain a deeper understanding of the participants' experiences.

Last, is to draw conclusions basesed on the analysis and interpretation of the data,

conclusions will be drawn about the relationship between behavioral diversity and the

learning process of grade 11 students.

Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter deals with the presentation, analysis and interpretation of data

gathered by the researcher from the grade-11 students of Recto Memorial National High

School by determining the effects of behavioral diversity in the students learning process.

SOP 1. What are the challenges faced by students with behavioral diversity?

Question 1. What are the challenges faced by students with behavioral diversity in

the classroom?

Table 1

Verbatim Translation Code

Respondent 1: Respondent 1: Introvert is struggling to

Kase iba-iba tayo ng We have different keep up with others.

behavior,nahihirapan ako behaviors, and find it hard

31
kasi kagaya ko introvert because I'm an introvert,

ako,kalimitan kase sa mga and most of my classmates

kaklase ko mga extrovert are extroverts, so I struggle

kaya nahihirapan ako to keep up with them

makisabay sa kanila,kasi because I’m shy while

mahiyain ako tapos sila ay they're confident.

mga confident

Respondent 2: Respondent 2: Introvert students are

Personally, I think that it is Personally, I think that it is difficult in expressing their

hard for other students to hard for other students to opinions.

be active inside the be active inside the

classroom and that is classroom and that is

because there is a barrier in because there is a barrier in

their personality. One thing their personality. One thing

i have noticed is that I have noticed is that

personality in terms of personality in terms of

introvert type of person introvert type of person

they meant to be shy they meant to be shy

raising their hands and raising their hands and

expressing their opinion i expressing their opinion I

think that is the challenge. think that is the challenge.

Respondent 3: Respondent 3: Misunderstanding

32
Ang mga hamon na Challenges faced with

kinakaharap na may mga behavioral differences in

pagkakaiba iba ng the classroom are having

paguugali sa silid aralan problems or

ay ang pagkakaroon ng misunderstandings with

problema o hindi each other in the

pagkakaintindihan ng classroom.

bawat isa sa loob ng

classroom

Respondent 4: Respondent 4: Having different opinions

Ang mga hamon na The challenges that every and misunderstanding.

kinakaharap ng bawat mag student face is having

aaral ay ang pagkakaroon different opinions and

ng iba't ibang opinyon at misunderstandings based

hindi pagkakaintindihan on the same subject.

batay sa iisang paksa.

Respondent 5: Respondent 5: Misunderstanding

Ang minsang hindi Sometimes, students face

pagkakaintindihan ang nga challenges that they do not

hamong kinakaharap ng understand.

estudyante.

33
Respondent 6: Respondent 6: Communication problem

Sa tingin ko na hamon na In my opinion, the

kinahaharap ng estudyante challenge that students face

pagdating sa behavioral when it comes to

diversity is how they behavioral diversity is how

communicate and interact they communicate.

with their classmates. and interact with them

classmates.

Respondent 7: Respondent 7: Immature and attention

Ito ay ang hamon sa This is the challenge of problems.

pakikibaka, pag-aaral, at struggle, learning, and

pakikipag unawaan. understanding. The reason

Maaring ang rason nito ay for this may be because

dahil sa may ibang another student is

estudyante ang immature, immature, does not

hindi nagpupursigi sa pag- persevere in learning, and

aaral, at may problema sa has attention problems.

atensyon.

Respondent 8: Respondent 8: Communication problem

Yung wala kaming mutual When there is no mutual

understanding,ang hirap understanding. It is

34
makipag communicate like difficult to communicate

iba kase yung idea nila sa with others because their

idea ko so nagkakaroon ideas are different, and

minsan ng conflict don sometimes conflicts occur.

Respondent 9: Respondent 9: Bullying.

Siguro nga bullying dahil Maybe it's bullying

nga iba't iba yung because everyone's

ugali,perception at behavior, perception and

interpretation ng isa't isa. interpretation are different.

Respondent 10: Respondent 10: Difficult in communicating

Students with behavioral Student with behavioral and bullying.

diversity may face several diversity may face several

challenges in the classroom challenges in the classroom

including difficulty with including difficulty with

following rules, following rules,

communicating their needs communicating their needs

effectively and regulating effectively and regulating

their emotions they may their emotions they may

also struggle with social also struggle with social

interactions which can lead interactions which can lead

to isolation, bullying or pre to isolation, bullying or pre

35
 rejection rejection.

Most of the respondents (3, 4, 5, 6 and 8) stated that misunderstanding or

communication problems is the challenges faced by students, while respondents 1 and 2

stated that it is difficult for students who are introvert. And respondent 7 stated that it is

immature and attention problems. Two of the (respondents 9 and 10) stated that it is

bullying. Bergerud (2018) found that introverts spend a lot of time enhancing their

internal stimulation. Because of this, introverts have trouble concentrating and feel tired

around large groups of people. A modest child is chosen and convinced that he or she is

flawed.

SOP 2. In what way does Behavioral Diversity affect the social development of

students?

Question 1. What are the effects of a diverse classroom on the social development of

students?

Table 2

Verbatim Translation Code

Respondent 1: Respondent 1: Can't match with the

Yung epekto saken ng The effect of a diverse ability of others .

diverse classroom ay classroom is harder for me

nagiging mas mahirap because I feel like they're

saken kase,parang tingin ko better than me, which

36
kase mas magaling sila makes me feel inferior

saken kaya nabababaan ako because I can't match their

ng tingin sa sarili ko kase abilities. For example, I'm

hindi ko mahigitan yung not as confident as them

kakayahan nila,for example when it comes to reporting,

yung reporting hindi ako and I get nervous when I

kaseng confident nila tapos have to do it.

parang nanginginig ako pag

ako ay nagrereport.

Respondent 2: Respondent 2: Few of students is to be on

Having a diverse classroom Having a diverse their own and not do

well in terms of our section classroom well in terms of socialized.

well there is circumstances our section well there is

that having a diversity or circumstances that having

having this different type a diversity or having this

of behaviors in each one of different type of behaviors

is some of them has aiming in each one of is some of

low grade like that and they them has aiming low grade

tend to be on their on most like that and they tend to

of time and they don’t, be on their on most of time

their academic performance and they don’t, their

of course reflect on their academic performance of

37
grades and in terms of course reflect on their

social development well grades and in terms of

most often few of my social development well

classmate to be on their most often few of my

own and not do socialized classmate to be on their

or not socialized most of own and not do socialized

them. or not socialized most of

them.

Respondent 3: Respondent 3: Conflict in socializing

Ang epekto ng The effect of different because of different

magkakaibang silid aralan classrooms on the abilities and knowledge.

sa akademikong tagumpay academic success and

at pagganap ng performance of the social

panlipunang pagunlad ng development of the

mga mag aaral ay students will have him and

magkakaroon ng kaniya his ability, like me ABM

kaniyang kakayahan student, I am more

katulad kong ABM student important about handling

mas mahalaga ako about sa business well in our

paghahandle ng business neighbor classroom who is

well sa kalapit naman more knowledgeable but

38
naming classroom na more they are important in

humss mas batid koma mas public speaking. That's

mahalaga sila sa public why there's a conflict in

speaking. Kaya meron mga socializing because of

conflict sa pag socialize different abilities and

dahil sa pagkakaiba ng knowledge.

ability at kaalaman

Respondent 4: Respondent 4: Having misunderstanding

Sa akademikong pagganap, In academic performance, that can have a negative

nakakaapekto ito sa it affects through results in social

pamamagitan ng hindi disagreement on the same development.

pagkakasundo sa iisang answer or the same subject,

sagot o iisang paksa, at and becomes the reason for

nagiging rason ng having a misunderstanding

pagkakaroon ng maling pag and bad results, in social

unawa at di magandang development it is the

resulta, sa panlipunang pag misunderstandings that

unlad naman ay ang mga cause a fight.

hindi pagkakaintindihan na

kung saan nagdudulot ng

isang away.

39
Respondent 5: Respondent 5: Resentment towards others'

Ang epekto ay yung hindi The result opinions.

pagkakaintindihan,may misunderstanding and

pagkakatampuhan kase sometimes, resentment

minsan hindi towards others' opinions.

pinapakinggan ang opinyon

ng iba.

Respondent 6: Respondent 6: Difficult to socialize awith

It can be negative and It can have both negative others.

positive,sa negative side and positive effects. On the

parang nahihirapan silang negative side, they may

makisalamuha sa kaklase have different personalities

nila at sa positive side difficulty socializing with

naman,makakapag explore their classmates. On the

sila ng iba't ibang ugali na positive side, they can

kailangan nilang explore and behaviors that

pakisamahan they need to interact with.

Respondent 7: Respondent 7: Students are disorganized

Dahil sa ang silid aralan ng Because the classroom of and cannot study well.

panlipunang pag-unlad ng social development

mga mag-aaral ay students is usually

40
karaniwang walang disorganized compared to

kaayusan kumpara sa pang the academic one, most of

akademiko, karamihan sa the students from social

mag aaral mula sa development cannot study

panlipunang pag-unlad ay properly and peacefully.

hindi makapag-aral ng But on the one hand it also

wasto at matiwasay. Pero helps us because our

sa isang banda ay classroom is designed next

nakakatulong rin ito sa to our corresponding

amin dahil idinisenyo ang laboratories.

aming silid-aralan na katabi

ng aming corresponding

laboratories.

Respondent 8: Respondent 8: Difficult in expressing

Sa effects ng diverse In diverse classrooms, their ideas to others.

classroom,ay mostly ng there are often group

nagkakaroon nga ng mga circles, which means that

group circles sa classroom students tend to stick with

kaya halos yun na lang din their friends during group

yung magkakasama kaya activities. This can lead to

kapag may group activities a situation where only a

mostly ang nag uusap-usap few people are talking and

41
lang talaga ay yung mga sharing ideas, while the

magkakabarkada kaya others are left out. For

imbes na lahat nag uusap or example, if someone wants

nagbibigay ng ideas,yung to express an idea, but they

isa lang yung nagsasalita are not close to their

like for example may groupmates, they may tell

sasabihin sya sa kaibigan their friend instead of

nya,imbes na sya yung mag sharing it with the group.

express sa kagrupo nya ay As a result, their idea is not

ipinapasabe nya pa sa fully heard.

kaibigan kase hindi nga sila

close,kaya yung idea niya

hindi napapakinggan ng

husto.

Respondent 9: Respondent 9: Not working together.

I think imbis na I think instead of them

nagtulungan sila working together

academically,nangyayare academically, it sometimes

kase minsan is happens that they pull

naghihilahan sila pababa so themselves down, so

imbis na mag iprove sila ng instead of them improving

sabay-sabay ang at the same time, what

42
nangyayare ay merong happens is that someone

ibang naiiwan,bumabagsak else is left behind, falls and

at hindi talaga sila tulungan is not really helped, which

ibig sabihin is meron silang means they have a

mentality na nangyayari. mentality going on.

Respondent 10: Respondent 10: Difficult in communicating

A diverse classroom can A diverse classroom can with others.

have both positive and have both positive and

negative effects on negative effects on

students’ academic students’ academic

performance and social performance and social

development. On the other development. On the other

hand, it's a positive hand, it's a positive

exposure to diverse exposure to diverse

perspectives and perspectives and

experiences can promote experiences can promote

critical thinking, creativity critical thinking, creativity

and empathy, on the other and empathy, on the other

hand students may face hand students may face

challenges in adjusting to challenges in adjusting to

cultural differences, cultural differences,

communication with peers communication with peers

43
 from different background from different background

or feeling excluded or or feeling excluded or

marginalized. marginalized.

The respondents (4, 5, 6 and 10) stated that the effects of a diverse classroom are

misunderstanding and difficult to communicate, while respondents 8 stated that difficult

in expressing their ideas to others and respondent 9 is not working together. The

respondent 1 and 3 stated of having different abilities and respondent 2 is not do socialize

and respondent 7 some of students is having low grade. Jacobson (2023) Human

interaction is difficult for some people. For others, it's simply a case of shyness and a

failure to connect with others. If you operate on a different frequency than the "norms",

you may not understand people, but they may not understand you.

SOP 3. What strategies can be implemented to have a respect and effective classroom

environment?

Question 1. How do you handle the behavioral diversity of everyone inside the

classroom?

Table 7

Verbatim Translation Code

Respondent 1: Respondent 1: Go with the flow.

Nag go with flow lang ako I just go with the flow with

sa kanila.

44
 them.

Respondent 2: Respondent 2: Giving some sort of

Since I am the person who Since I am the person who motivation.

does not know a lot of does not know a lot of

things but, I tend or try to things but, I tend or try to

help those who in meet in help those who in meet in

terms of their behavior. I terms of their behavior. I

have this friend whose have this friend whose

introvert she doesn’t want introvert she doesn’t want

to mingle or she just sit to mingle or she just sit

there for almost entire day, there for almost entire day,

so entire day I always sat so entire day I always sat

beside her and tell or cheer beside her and tell or cheer

her to go girl raise your her to go girl raise your

hand and answer the hand and answer the

question it’s so simple like question it’s so simple like

that I give her some sort of that I give her some sort of

motivation like that. motivation like that.

Respondent 3: Respondent 3: Become patient,

Pinangangasiwaan ko ang I manage the difference in understanding and respect

pagkakaiba iba ng the behavior of everyone in

45
paguugali ng bawat isa sa the classroom in a way that

loob ng classroon in a way more my patience and

na mas hinahabaan ko ang understanding as well as I

aking pasensya at pag respect every opinion of

unawa pati nirerespeto ko my fellows in our

ang bawat opinion ng mga classroom.

kapwa ko sa loob ng aming

classroom.

Respondent 4: Respondent 4: Respect, good

Sa pamamagitan ng By having respect, good communication and

pagkakaroon ng respeto, communication, accepting acceptance

magandang komunikasyon, different opinions and also

pagtanggap ng iba't ibang giving different ideas that

opinyon at gayon na din achieve good success.

ang pagbibigay ng iba't

ibang ideya na siyang

nagkakamit ng magandang

tagumpay.

Respondent 5: Respondent 5: Get used to their

Pag sanay na tayo sa ugali Once we get used to their personality.

46
nila nahahandle ko na sila. personalities, I can handle

them better.

Respondent 6: Respondent 6: To understand.

Hinahandle ko sila in terms I handle them by trying to

of understanding din kasi understand their behavior,

lahat naman ng ugali ay because every behavior has

may root din or may a root or a history that

pinamulan na history kaya shaped their personality in

yun yung nagiging ugali the classroom.

nila sa classroom.

Respondent 7: Respondent 7: Get along with them.

Nakikisama ako sa kanila I get along with them and

at nagiging maingat saking be careful with my attitude,

iaaktong ugali, sa paraan in a way that I don't violate

na wala akong malalabag the will of others and get

na kalooban ng iba at hurt.

masasaktan.

Respondent 8: Respondent 8: Just letting them to do what

Hinahayaan ko lang,hindi I just letting them to do they want.

ko sya ganon iniisip what they want, and I don't

dwell on it.

47
Respondent 9: Respondent 9: Ignore.

Ini-ignore ko lang din kase I just ignore their habits

yung mga ugali nila because sometimes they

minsan nakukuha nila yun get it from their parents or

sa parents nila or minsan sometimes, they really

meron talaga silang have a problem they are

problema na kinakaharap facing so that's their

kaya ganon yung ugali nila behavior so, I just

so,iniintindi ko na lang understand them.

sila.

Respondent 10: Respondent 10:

Handling the behavioral Handling the behavioral Building a more supportive

diversity of everyone diversity of everyone and inclusive classroom

inside the classroom inside the classroom environment.

requires a multi tested as requires a multi tested as

approach includes building approach includes building

a more supportive and a more supportive and

inclusive classroom inclusive classroom

environment. Proving a environment. Proving a

individual support for individual support for

students and promoting students and promoting

48
 social emotional learning. social emotional learning.

The respondents (3, 4 and 6) they handle the behavior of others by respect and

understanding them, (respondent 1) she go with the flow, (respondent 2) by giving some

sort of motivation, (respondent 5) Get used to their personality, (respondent 7) get along

with them, (respondent 8) by just letting them to do what they want, (respondent 9) just

ignore and (respondent 10) by building a more supportive and inclusive classroom

environment. Sudhakar (2018) We learn so much more about the world and about

ourselves when we respect others and our similarities and differences. This encourages

spiritual growth rather than spiritual stagnation. Additionally, it opens the door to a

variety of other possibilities, including new friendships, job chances, travel options, and a

deeper awareness of the world in which we live.

Question 2. In what way can student’s acceptance of each other's differences help in

improving their learning process?

Table 5

Verbatim Translation Code

Respondent 1: Respondent 1: Help each other to

improve.
Yung tutulungan nilang They help each other

mag improve yung isa't isa improve, and I wish they

would do the same for me.

49
Respondent 2: Respondent 2: Accept his/her strength and

weakness.
Well for me i think that In my opinion, students

students should accept that should acknowledge their

he has her own strength own strengths and

and weaknesses by doing limitations because by

so, she is not also just doing so, they will also be

accepting his or her accepting the disparities

differences but also the among their peers because

differences of his or her they will be able to

classmates because again compare their own

he/she relate the situation circumstances to those of

of those their classmates.

Respondent 3: Respondent 3: Achieve academic success.

Isa sa mga paraan para One of the ways to help

makatutulong ang students accept each other's

pagtanggap ng mag aaral differences is to have more

sa pagkakaiba ng bawat isa unity in each activity or

ay mas nagkakaroon ng task in the classroom as

unity sa bawat gagawing well as students learn more

50
na activity o task sa loob that it is better when

ng classroom pati narin everyone achieves the

mas natututunan ng mga successor in academics.

estudyante na mas mabuti

kapag lahat ay maaachived

ang successor sa academic.

Respondent 4: Respondent 4: Achieve academic success

Sa pagtanggap ng iba't In accepting different

ibang opinyon at opinions and mistakes, so

pagkakamali, gayon na din is giving different ideas.

ang pagbibigay ng iba't And above all, having

ibang idea. At higit sa lahat respect and good

ay ang pagkakaroon ng relationships to achieve

respeto at magandang academic success.

ugnayan para makamit ang

akademikong tagumpay.

Respondent 5: Respondent 5: Academic success.

Nakakaapekto ito sa This can affect academic

tagumpay sa acads dahil sa success due to the different

iba't ibang ugali ng personalities of students.

51
estudyante.

Respondent 6: Respondent 6: Academic success.

Ang acceptance Acceptance of others'

nila sa ugali ng iba ay behavior can help with

makakatulong academical academic success since it

sucess kasi malaki yung has a big impact on group

impact nito sa groupings,sa work. In group work, you

groupings kailangan nyo need to work together, and

talaga magtulungan,para to do that, you need to

makapagtulungan kayo understand and socialize

kailangan nyo muna with your groupmates.

maunawaan at

makipagsalamuha.

Respondent 7: Respondent 7: Academic success.

Naniniwala ako na kung I believe that if students

ang mga mag-aaral can accept each other's

matatanggap ang differences, learning will

pagkakaiba ng bawat isa ay be facilitated by working

mapapadali ang pag-aaral together to achieve equal

sa pamamagitan ng

52
pagtutulungan upang academic success.

pareparehong makamtan

ang akademikong

tagumpay.

Respondent 8: Respondent 8: Help identify each other's

strength and weakness.

Kasi kapag tanggap nyo na Accepting differences

yung differences nyo mas

can help identify each
alam nyo kung ano yung
other's strengths and
strength at weaknesses
weaknesses. Knowing each
nila,kapag alam mo yung
other's strengths can help
strength nya malalaman mo
determine what each
kung ano yung part na
person can contribute to
pwedeng nyang maibigay
the group.
sayo at kung ano din yung

part na pwede mong gawin

Respondent 9: Respondent 9: Achieve academic success

Students accepting each Students accepting each

other's differences creates a other's differences creates a

positive academic climate positive academic climate

that nurtures collaboration, that nurtures collaboration,

creativity, empathy, and creativity, empathy, and

53
 personal growth. By personal growth. By

embracing diversity, embracing diversity,

students are better students are better

equipped to navigate the equipped to navigate the

challenges of education, challenges of education,

develop essential skills, develop essential skills,

and achieve academic and achieve academic

success collectively. success collectively.

Respondent 10: Respondent 10: Feel motivated.

When students feel When students feel

accepted and valued for accepted and valued for

who they are, they are who they are, they are

more likely to feel more likely to feel

motivated, engaged and motivated, engaged and

supportive in their supportive in their

learning. learning.

Most of the respondents (3, 4, 5, 6, 7 and 9) stated that accepting each other

differences can help to achieve academic success, (respondents 2 and 8) stated that it

Help identify each other's strength and weakness. Respondent 1 stated that it helps each

other to improve, and respondent 10 is to feel motivated. De Silva (2020) says that

54
cultivating your cultural awareness will enable you to relate with people in your

environment more meaningfully. It can be very simple to remain with what you know

rather than make an effort to get to know people who are different from you while you're

trying to develop your respect and empathy for other people.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains the summary, conclusion, and recommendation of the whole

study. The findings of the study is written in the summary. Generalizations and other

interferences would be seen in the conclusion while the recommendation of the

researchers to the beneficiaries of this study can also be seen on this chapter. Generally,

this chapter aims to cover up the result of the study.

Summary

This study aims to know the effects of behavioral diversity in the students

learning process. To determine what is the solution or strategies to the problem that every

student faced with behavioral diversity. This study answered research questions such as,

what are the challenges faced by students with behavioral diversity, its effects on social

development, and way students’ acceptance of each other’s differences help in achieving

academic success. The research employed the purposive sampling method for the

selection of the participants. Face-to-face interviews are conducted by the researcher, and

they are the one who went to the interviews. The researcher identified participants, they

created a list of questions, and they gathered responses using audios. As result, the

55
respondents gave different experience in having behavioral diversity in the classroom just

like, disagreements due to different attitudes and perceptions especially in group

activities, the loss of proper communication, students with attention problems, the

presence of bullying and students who feel left out all the time.

CONCLUSION

1. The researchers revealed that the most of students with behavioral diversity may face

challenges in the classroom including difficult in communicating, having different

opinions, misunderstanding, students who are introvert, Immature, attention problems

and bullying.

2. Most of the respondents claim that behavioral diversity has negative effects on the

social development of students. There are students who feel left out because they think

that those around them are better than themselves, they also have disagreements,

misunderstandings, and there are students who do not perform well in academic so that

they aim low grades.

3. The respondents have different methods on how they can handle each other's

differences, like they just keep up with others, have respect, provide some sort of

motivation, and build a more supportive and inclusive classroom environment also

accepting each other differences will help students to achieve academic success through

unity and understanding to achieve academic excellence.

Recommendation

1. Future researchers may investigate the impact of fostering behavioral diversity in the

classroom on student learning outcomes. Specifically, future researchers could examine

56
how teachers can effectively promote cognitive and behavioral variety among their

students, ultimately leading to enhanced academic achievement.

2. Studies may also explore how school-level policy can be used to create an environment

where differences among students are celebrated and respected, leading to improved

academic success. Investigating the effects of implementing such policies in schools on

student achievement could be a valuable area of research.

3. Conduct more empirical studies on the potential effects of behavioral diversity on

student academic performance. While several studies have been conducted on this topic,

there is still limited evidence on the specific interactions between behavioral diversity

and academic performance.

57
GAMBOA GENALIZA M.

Sitio Labat, Brgy. Aquino Tiaong Quezon

genalizagamboa74@gmail.com

________________________________________________________________________
_____

Personal data

Date of birth: February 07, 2006

Place of birth: San Pablo City

Age: 17

Civil status: Filipino

Mother’s Name: Monaliza Gamboa

Father’s name: Fred Gamboa

________________________________________________________________________
_____

Educational background

Senior High School Recto Memorial National High School

58
 Tiaong, Quezon

S.Y. 2022-2023

Junior High School Recto Memorial National High School

GALLANO, RAIZA A.

Ayusan 1 Islanoah Tiaong, Quezon

raizaabrilgallano@gmail.com

________________________________________________________________________
_____

Personal data

Date of birth: October 14, 2006

Place of birth: Ayusan 1 Tiaong

Age: 17

Civil status: Filipino

Mother’s Name: Liezl Abril

Father’s name: Frederick Gallano

________________________________________________________________________
_____

Educational background

59
Senior High School Recto Memorial National High School

Tiaong, Quezon

S.Y. 2022-2023

Junior High School Recto Memorial National High School

GAMBOA GENALIZA M.

Sitio Labat, Brgy. Aquino Tiaong Quezon

genalizagamboa74@gmail.com

________________________________________________________________________
_____

Personal data

Date of birth: February 07, 2006

Place of birth: San Pablo City

Age: 17

Civil status: Filipino

Mother’s Name: Monaliza Gamboa

Father’s name: Fred Gamboa

________________________________________________________________________
_____

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Educational background

Senior High School

Recto Memorial National High School

Tiaong, Quezon

S.Y. 2022-2023

Junior High School Recto Memorial National High School

URI, PRINCESS LYN D.

Brgy. Ayusan 1 Tiaong Quezon

princesslynuri@gmail.com

________________________________________________________________________
_____

Personal Data

Date of Birth: August 19, 2006

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Place of Birth: Maugat West Padre Garcia

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Father’s Name: Ruyel M. Uri

Mother’s Name: Marilyn De Los Reyes

________________________________________________________________________
_____

Educational Background

Senior High: Recto Memorial National High School

Quipot,Tiaong,Quezon

(2021-2023)

Junior High: Recto Memorial National High School

Quipot,Tiaong,Quezon

(2021-2022)

Elementary: Claro M. Recto Memorial Central School

Poblacion 1 Tiaong Quezon

(2017-2018)

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QUESTIONAIRE

Question 1: What are the challenges faced by students with behavioral diversity in the
classroom?

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________________________________________________________________________
_____

Question 2: What are the effects of a diverse classroom on the social development of
students?

________________________________________________________________________
_____

Question 3: How do you handle the behavioral diversity of everyone inside the
classroom?

________________________________________________________________________
_____

Question 4: In what way can student’s acceptance of each other's differences help in
improving their learning process?

________________________________________________________________________
_____

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