TEACHERS CLASSROOM MANAGEMENT PRACTICES AND STUDENTS BEHAVIOR

A Technology Research Presented to the Faculty

Of college of Teacher Education of

West Prime Horizon Institute, Inc.

Pagadian City

In Partial Fulfillment

Of the Requirements for The Degree Of

Bachelor of Technical-Vocational Teacher

Education Major in Computer Hardware Servicing

Academic Year 2022-2023

By:

Canete, Cherry Mae B.

 Del Socorro, Jymmza B.

Ebcay, Jenny Rose B.

Saplot, Lyzamae A.

Sotomayor, Maria Nicole A.

 CHAPTER 1

The Problem

Introduction

Classroom management is the process by which teacher and schools create and maintain

appropriate behavior of students in classroom settings. The purpose of implementing classroom

management strategies is to enhance pro social behavior and increase student academic

engagement (Emmer et.al 2006). The aim of classroom management is twofold. The first is to

establish a quiet and calm environment in the classroom so that the students can take a part of

meaningful learning in a subject. The second aim is that classroom management contributes to

the student’s social and moral development. During an early phase, classroom management

focused on student’s behavior and discipline, and was rooted in a behaviorist understanding

(May Britt Posthain, 2013). Effective classroom management is obviously linked to teacher’s

ability to set appropriate tone and gain learner respect and cooperation in class (William et.al

1997).

Teacher’s classroom management is the process of teacher use to ensuring that classroom

lessons run smoothly without disruptive behavior from students comprising the delivery

instruction. Classroom management refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive on task, and academically

productive during class. Behavior problems in a classroom increase the stress levels for both the

teacher and students, disrupt the flow of lessons and conflict with both learning objective and the

processes of learning. They also change the classroom dynamic as the focus of attention shift

from the academic task at hand to the distraction provided by disruptive behaviors. Teacher’s
classroom management practices are the connection, personality traits, teaching skills,

instructional materials of the teachers towards the students.

On the other hand, student's behavior reflects the interaction of their temperament and

inherited personality, the history of their experiences, and the particular nature of each situation.

(Deepa Joshi et.al). Many times classroom conditions or activities if changed or modifies can

influence the frequency or insety of problem behaviors. If the teachers understands the

behavioral hot spots in the classroom in terms of timing, setting, and instructional activities, they

can proactively develop class wide and individual student strategies. There is no one cause of

classroom disruptions, so the resources here are intentionally broad in scope. Students may be

acting out of frustration, boredom, mental health issues, or a variety of other impulses, and their

personal lives as much as they do in the classroom environment. It is important to keep this

potential variety in mind, as much as is possible, when addressing issues of disruptive behavior.

CCBC Code of Conduct disruptive behavior involves engaging in disorderly or disruptive

conduct on college premises or at college-sponsored activities which interferes with the activities

of others, including studying, teaching, research and college administration.

Examples of disruptive behaviour are: making physical or verbal threats, making loud and

distracting noises, answering cell phones or allowing electronic devices to beep, exhibiting

erratic, irrational behaviour, persisting in speaking without being recognized, repeatedly entering

and leaving a room without authorization and acting in a manner which disrupts a class or

administrative process.
 Hence, it is for this reason that this researcher are encouraged to explore teacher’s

classroom management practices as perceived by students and correlate this to the students’

behavior as perceived by teachers.

Theoretical Framework

John Dewey (1916) believed that classroom management should be guided by democratic

practices with consequences and offered the theory of experience through trial learning. Dewey

believed that children were capable of learning, behaving, cooperatively, sharing with others and

caring for one another with the teacher as a facilitator. He believed that instructional

management included a natural approach involving direction and guidance and that behavior

management included the sequential behavior development of students. Many teachers practice

this technique today as a central component of classroom management.

The next one is Edward Ford (1994) Responsible Thinking Process (RTP) if properly

used, is designed to teach educator how to teach students to develop a sense of responsibility for

their own lives and to respect the lives of everyone around them. This unique classroom

discipline process is both non-manipulative and non-punitive. It creates mutual respect by

teaching students how to think through what they are doing in relation to the rules of wherever

they are. This gives students personal accountability for their actions. The key components of

this classroom discipline process is its focus on how students can achieve their goals without

getting in the way of others who are trying to do the same thing. In short, it teaches students how

to respect others.
 A teacher who is positive and upbeat is less likely to have students who share out their

misbehaviors than those teachers who stick the script and don’t go above and beyond. “Within

the walls of our schools, administrators and teachers alike to deal with instructional pressure,

behavioral issues, and evolving the world of learning”. Many schools are implementing school-

wide behavior model to reduce problem. If the students are able to manage and control their

behaviors, then they will be able to perform better in the classroom. (Reno et.al 2017, p. 423)

Conceptual Framework

This study will look into the case of Senior High of West Prime Horizon Institute Inc.

about the classroom management and simultaneously correlate it with the students’ behavior.

Furthermore, it will test the relationship between two variables.

Figure 1 below indicates the research diagram of the study. As Shown, there are two

variables involved, the independent and dependent variables. The independent variable refers to

the classroom management. Data from this variable came from the perspectives of both teacher

and students. On the other hand, the dependent variable is the students’ behavior. Data for this

variable will be from the students’ behavior which include the following indicators. Data from

the two important variables will be tested for correlational relationship. The result of the analysis

will guide the researcher to formulate pedagogical implications related to teachers’ classroom

management and students’ behavior. Teacher’s classroom management indicators are

connection, personality traits, teaching skills, and instructional materials. The student’s

classroom behavior indicators are interest, self-discipline, and participation.

Teacher’s Classroom Management

 Connection
 Personality Traits Student’s Classroom Behavior
 Teaching Skills
 Instructional Materials  Interest
 Self-discipline
 Participation

Pedagogical Implications
 Figure 1. Schematic Diagram of the study

Statement of the Problem

From the perspectives of teachers and students in senior high of West Prime Horizon

Institute Inc. this study will examine the different classroom management and will try to

correlate these to their students’ achievement. Specifically, this will seek to answer the following

questions:

1. What is the extent of the teachers classroom management factors in terms of:

1.1 Connection

1.2 Personality Traits

1.3 Teaching Skills

1.4 Instructional Materials

2. What is the extent of student’s behavior as evaluated by the teachers in terms of:

2.1 Interest

2.2 Self-discipline

2.3 Participation

3. Is there a significant relationship between Teachers’ Classroom Management and Students

Behavior?

4. Based on the findings of the study, what implication could be drawn?

Hypothesis
 The following hypothesis will be tested at 0.05 level of significance:

Ha. There is a significant relationship between the teachers classroom management practices and

students behavior

Scope and Limitations of the Study

This study is focused on Teachers’ Classroom Management and Students Behavior. The

conduct of this study is limited to Senior High of West Prime Horizon Institute Inc.in San

Francisco Pagadian City. It was done during the SY 2022-2023. The teacher- participants were

limited to the teachers from Senior High. The students-participants were limited only for the

senior high.

The source of the student’s behavior will be taken from the teachers evaluation.

Determining the factors of teachers classroom management and students behavior of senior high

students in West Prime was the focus of this research. The information needed will be gathered

using a questionnaire. All the information and conclusions drawn from this study were obtained

only to this particular group of students.

Significance of the Study

The result of the study will give significance to the following individuals:

Students. This study will help the students to be aware on how their teachers manage their

classroom and discipline their behavior.

Teachers. The result of the study may provide the teachers on how they manage their classroom

and students behavior and how the student adapt.

Parents. The findings of this study will help them to become more aware of their children. This

may also facilitate them to understand that educating their children will be better, if they work

hand in hand with teachers.

Future Researcher. This study may also serve as a guide and reference for the other researchers

who would be interested in studying baseline information in the conduct of future similar study.

School Administrator. This study could give them insights help the teacher in managing the

behavior of the students in the classroom.

DEPED Officials. This study could provide them with baseline data relative to private school

teachers classroom management and their student’s behavior.

Definition of Terms

The following term are operationally defined as they are used in this study;

Classroom Management. According to Posthain, classroom management focused on student's

behavior and discipline, and was rooted in a behaviorist understanding.

Students Behavior. In this study this refers to the senior high students of West Prime Horizon

Institute Inc. during the 1st sem SY 2022-2023.

Connection. This refers to the relationship between senior high teachers and students of West

Prime .
Discipline. This refers on how the students act in the classroom/school.

apartment_management_system

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related readings and findings which could rely, support the data to

be generated in this study.

Teachers Classroom Management

It is the process by which teacher and schools create and maintain appropriate behavior of

students in classroom settings. The purpose of implementing classroom management strategies is

to enhance pro social behavior and increase student academic engagement (Emmer and Sabornie,

2015; Everstone and Weinstein, 2006). Effective classroom management is obviously linked to

teacher's ability to set appropriate tone and gain learner respect and cooperation in class (William

and Burden, 1997).

According to Oliver et al. (2011) Teacher's classroom management practices have a

significant, positive effect on decreasing problem behavior in the classroom. Classroom

management has typically focused on the identification of individual practices that have some

level of evidence to support their adoption within classrooms. These practices are then combined
under the assumption that, if individual practices are effective, combining these practices into a

package will be equally, if not more, effective.

Teachers who employ practices associated with positive behavior intervention and support

(e.g., provide opportunities to respond, behavior specific praise, and pre-corrections) create

superior learning environments. In a randomized-controlled trial, we investigated the effects of a

multimedia-based intervention called Content Acquisition Podcasts for Teachers with Embedded

Modeling Video (CAP-TV) on high school teachers' implementation of these practices. Direct

observations showed that teachers who participated in the CAP-TV condition used significantly

more of the practices than those in the control condition and their students were significantly

more engaged during class sessions. These findings indicate that multimedia strategies can be

used to provide professional development that will help teachers adopt effective teaching

practices(Kennedy et al., 2017).

Sebastian James and Reinke Windy (2019) mentioned, that there is growing evidence base

about effective classroom management practices, teacher implementation of these practices

varies due to a number of factors. A school's organizational health is one aspect of the broader

social environment that has been hypothesized to influence implementation of interventions. Yet,

empirical evidence is limited on whether organizational contexts can influence teacher

implementation of effective interventions and subsequently, classroom environments and student

outcomes.

Effective classroom management practices have been associated with students' behavioral

and academic outcomes, but some questions have been raised regarding the degree to which
current classroom management strategies are responsive to the backgrounds of students of color

in US public schools. Additionally, frameworks for culturally responsive classroom management

have emerged, but little attention has been given to systematically measuring and examining

these practices, particularly in conjunction with more traditional domains of classroom

management. The current study used a person-centered approach with data from 103 middle-

school teachers to explore how classroom management practices, including cultural

responsiveness, co-occur in teacher practice, and how profiles of practices are associated with

teacher and classroom characteristics and student behaviors. The latent profile analysis revealed

three ordered profiles of classroom management practices (i.e., high, medium, low), suggesting

that cultural responsiveness may operate as an extension of other classroom management

strategies. Results also demonstrated that White students were more likely to be in classrooms

with high levels of classroom management, and that students in classrooms with low levels of

classroom management were more likely to demonstrate elevated levels of negative behaviors.

The results suggest that a subset of teachers is in need of comprehensive professional

development on a range of classroom management techniques, while all teachers could improve

their practices reflecting meaningful participation and cultural responsiveness (Gaia's et al.,

2019)

Teacher self-efficacy for classroom management is an important component of teachers'

identity with implications for their teaching quality. Theoretically, it has been described that

contextual variables play an important role for self-efficacy development and its consequences

(Lazarides et al., 2020). Classroom management self-efficacy has been defined as teachers'

judgments of their capability to successfully perform classroom management tasks in the face of

difficulties, for example, by interacting with individuals and groups, setting classroom
guidelines, expectations and rules, and controlling disruptive behavior (Pfitzner-Eden, Thiel, &

Horsley, 2015; Tschannen-Moran & Woolfolk Hoy, 2001). Empirical studies show that teachers

who feel confident in their abilities to manage classrooms report fewer classroom disturbances

(Brouwers & Tomic, 1999; Dicke et al., 2014).

Student's Behavior

Student's behavior reflects the interaction of their temperament and inherited personality,

the history of their experiences, and the particular nature of each situation (Deepa et.al, 2012). If

the teachers understands the behavioral hot spots in the classroom in terms of timing, setting and

instructional activities, they can proactively develop class wide and individual student strategies.

According to Porter (2020), Behaviour management in the classroom and schoolyard is one

of the most challenging aspects of teaching. Student Behaviour offers a comprehensive overview

of the major theories of behaviour management in primary and secondary schools, illustrated

with detailed case studies. Porter outlines how teachers can develop a personal approach to

classroom management based on a sound understanding of theory. The emphasis is on proactive

approaches to discipline to assist students in achieving educational and social goals. Porter also

shows how to enhance students' motivation and help students become confident and independent

learners.

Student misbehavior is a source of worry for all school stakeholders (Gutuza &Mapolisa,

2015; Marals and Meier, 2010; Ramjanally, 2015). It is a mutifaceted and complex school

problem that is manifested in various forms (Ali, Dada, Isiaka & Salmon 2014). The various

common forms of student misbehavior are late coming, bunking classes, drug and alcoholic
abuse, bullyin, love affairs, vandalism, assault on the school prefects, insult on educators,

wearing the wrong school uniform, use of the mobile phone, smoking, writing or using foul

language in class, work not done, class disruption and immoral acts (Gutuza & Mapolisa, 2015;

Ghazi, Gulap, Muhammad & Khan, 2013; Ngwokabuenui, 2015; Jeeroburkhan, however, is

linked to academic performance and vice versa.

Both faculty and students at many colleges and universities report numerous incidents of

disruptive and uncivil behaviour. However, studies show that faculty are often reluctant to

confront these situations, or they feel ill-equipped to intervene. If the behaviour escalates, a

disproportionate amount of time and effort can be spent trying to manage a volatile classroom

environment, generating a negative experience for both faculty and students. This article presents

strategies for preventing and managing disruptive behaviour in the college classroom. Drawing

from theory and research in communication and group dynamics, specific methods for

intervening are outlined (Deering, 2011).

 CHAPTER 3

METHODOLOGY

This chapter presents the research methodology to be utilized in this study. They are

composed of the research design, the research environment, the sampling design, the research

participants/respondents, the research instruments, the data-gathering procedure and the data

analysis sections.

Research Design
 This study is a descriptive quantitative study that employs survey to gather the data and

used correlational analysis to investigate the possible relationship between teachers classroom

management practices and students' behavior for the perspective of students and teachers

Descriptive research is designed to provide a snapshot of the current state of affairs while

correlational research is designed to discover relationships among variables. A correlational

research design investigates relationship between the two variables without the researcher

controlling or manipulating any of them. A correlation reflects the strength and/or direction of

the relationship between the two variables.

Moreover, this research also employed structured interview to triangulate with result from

the numerical data and to be more plausible and reliable in the presentation of the analysis.

Research Environment

This study will conducted in HUMSS 12, Senior High School in West Prime Horizon

Institute Inc.

The school of West Prime Horizon Institute Inc. is located at San Francisco, Pagadian City.

The number of HUMSS student enrolled in the SY 2022-2023 is around 158. The student-

participants where chosen from HUMSS 12 in Senior High School of West Prime Horizon

Institute Inc. because the researcher wants to know what are the behavior of these students and

how the teachers handle their students.

Sampling Design
 Both teacher and student participants sampling followed a simple random sampling via fish-

bowl method. After determining the teacher-participlants' total population of thirteen the

researcher used random sampling design to select the actual participants. This sampling design

determines the number of respondents who would participate in the research instead of the

population's total number. The researcher calculated sample size using

http://www.raosoft.com/samplesize.html with 90% level of significance/confidence and 5%

margin of error. The computation yielded # participants based on the proposed effect size in

regards to magnitude and variance. The thirteen teacher participants were distributively taken

from the HUMSS. The sampling for student-participants also followed the same method. Forty

student-participants were taken as samples.

Research Participants

The researcher sampled thirteen (13) teachers who handle HUMSS 12 and forty (40)

students from HUMSS block in West Prime Horizon Institute, Inc.

No. of Subject Teachers in HUMSS 12 No. of students in HUMSS 12

Thirteen (13) 158

The study also utilized thirteen (13) teachers and 40 students in HUMSS 12 block .

Cooperation of the respondents was highly recommended in conducting this study so that data be
completely and documented. The following were the teacher and student participants of the

study.

A detailed description of the distribution of both participants is presented in the next

chapter.

Research Instruments

A Teachers Classroom Management Practices Questionnaire (TCMPQ) developed and

validated by Diaz,C., Gonzales, G., Jara. Ramirez, L.y Munoz-Parra, J. (2018) was adopted and

modified as instrument for data collection. The TCMPQ comprises 25 items with 5 factors. The

items of the factors were check as Rarely (R), Sometimes (S), Often (O), and Usually (U).

The content validity of the TCMPQ were ensured through the help of expert and

practitioner consultation. The researcher adviser and the Thesis 1 instructor helped in the item

analysis of the proposed instrument.

The five scales were combined to demonstrate higher level of reliability (a=.88) with factor-

wise reliabilities ranged between .70 and .76. Exploratory factor analysis determined the

goodness of fit as Bartlett's test of sphericity, X=10264.54, df=325, p=.000, and a Kaiser-Meyer-

Olkin measure of sampling adequacy, KMO= 0.94.

Confirmatory factor analysis revealed that the measurement model fitted the data well: Chi-

square index fit with X=899.65, p=0.0, Root Mean Square Residual (SRMR)=.02, Goodness of

Fit Index (GFI) =.98, Comparative Fit Index (CFI) =.98, and Root Mean-Square Error of

Approximation (RMSEA) =.0.

 The modified instruments were pilot tested to another group of respondents who have close

similarity with the target participants.

Data Gathering Procedures

The researcher commenced the gathering of data after the Thesis Panel gave the approval of

the Thesis Proposal. The researcher asked for permission from the Adviser of HUMSS 12 A for

the target students. Upon approval, the researcher scheduled appointments to arrange for the

actual survey to give enough time for the target participants to reflect and to ensure a more

accurate and quality information. Prior to the distribution of instruments, participants were

briefed of their rights and privileges. They were asked to sign an informed consent for teachers

and assent for students. For documentation purposes, video camera and questionnaires were used

with the permission of the participants. Different schedules were followed for each group of

participants. Unfortunately, the questionnaires retrieved and collected by the researcher in a very

delayed schedule. The reason being that the teachers have to attend to their primary functions

first before they could give time the survey.

The gathered data were consolidated, tabulated, analyzed, and interpreted using statistical

tools such as frequency count, percentage, rank order and mean.

Data Analysis

In order to answer the research question, the data from the questionnaires and demographic

information were analyzed with the aid of statistical analysis software (SPSS).
 The data for teachers classroom management practices were calculated by examining the

frequency with which each strategy was used. A Chi-square test was employed to see if any

strategies were used significantly more than others. The relationship between teachers classroom

management practices and student's behavior was anlayzed by using Crosstabs with a Chi-Square

test to assess the frequency of strategies teachers used. The teachers' dominant classroom

management practices, as perceived by students, was examined by using a Chi-Square test on the

perceived teachers classroom management practices data. The test was used to see if students

perceive their teacher's classroom management practices similarly or differently and to reveal

the most frequently perceived teachers classroom management practices. And also the students

behavior, as perceived by the teachers.

For the research question whether a relationship exists between senior high school students

of HUMSS 12 A perceived teachers classroom management practices and student's behavior,

Crosstabs with a Chi-Square test was used to determine whether there is a significant relationship

between these variables.

Appendix A

REFERENCES
 https://academicjournals.org/journal/ERR/article-full-text-

pdf/276F3D354773academicjournals.org/ERR

 Adham Alyami.et Al.(2021) “Impact of Time-Management on the Student’s Academic

Performance: A Cross-Sectional Study”

 Karima Sayari, et Al. (2017) “Assessing the Relationship of Time Management and

Academic Performance of the Business Students in Al-Zahra College for Women”

 Adedokun (2019) “The Impact of Time Management on Academic Achievement of

Sandwich Students in Nigerian Universities”

 Shazia Nasrullah, et Al. (2015) “The Impact of Time Management on the Students’

Academic Achievements”

 Rusiman, et Al.(2017) “The Impact of Time Management on Students' Academic

Achievement”

 Saghir Ahmad, et Al.(2019) “Path Relationship of Time Management and Academic

Achievement of Students in Distance Learning Institutions

  Alpturk Akcoltekin,( 2015) “High school students' time management skills in relation to

research anxiety”

Appendix B

Request Letter

January 6, 2023

MR. ARIEL S. BINAG

Acting School President

West Prime Horizon Institute. Inc

Pagadian City
Ma'am:

Greetings of peace!

With our Technology Research study entitled Teachers Classroom Management Practices and

Students Behavior of Senior High School students in West Prime Horizon Institute, Inc. We, the

researchers, would like to ask permission to your good classroom to gather our data,

respectively, for the respondents’ the Humss block B students and also the adviser.

Rest assured that there shall be utmost observance as to the confidentiality of said data, and that

that they shall be used solely for the purpose of conducting the research.

Thank you!

Respectfully yours,

Mrs. Nenita M. Bincal

Technology Research Adviser

The Researchers:

Cañete, Cherry Mae B.

Del Socorro, Jmmyza Mae B.

Ebcay, Jenny Rose B.

Saplot, Lyzamae A.
Sotomayor, Maria Nicole A.

Noted by:

Crizah Mae G. Caliguid

Humss B Adviser

Appendix C

Questionnaires

Questionnaire for Teachers Classroom Management sources from Diaz,C., Gonzales, G.,

Jara. Ramirez, L.y Munoz-Parra, J. (2018).

Instructions:

We would like to know how often you use the following techniques for managing your

classroom. Check the option that best applies to you, taking into account that:

R= Rarely S= Sometimes O= Often U= Usually

Rarely: The technique is displayed almost never

Sometimes: The technique is displayed occasionally

Often: The technique is displayed regularly

Usually: The technique is displayed almost always

Discipline Dimension
Item Inside the R S O U

Classroom
1 2 3 4

I involve

students in

establishing

rules and

procedures

I make students

aware of

consequences

for misbehavior

(e.g. loss of

break time,

extra classroom

time).

I redirect

inappropriate

behavior on the

spot, using loud

voice.
 I ignore

misbehavior

that is non-

disruptive to

class.

I use self-

assessment

forms for

students to

evaluate their

own behavior

(e.g.

checklists).

Teaching and Learning Dimension

Item Organization R S O U

of the Lesson
1 2 3 4

I take into

account
different

learning styles

when preparing

the lesson.

I make sure that

the learning

goals are

clearly stated

for students to

understand

them (e.g.

displaying them

on the board,

saying them out

loud).

I create extra

activities for

students to

work when they

have completed

their main task.

 I assigned

advanced

students as

assistants to

help weaker

learners in the

competition of

their tasks.

I establish

routines for

group work

when needed..

Item Interaction R S O U

during the
1 2 3 4
lesson

I use body

language to make

instructions

understandable.

I respond to

students' answers
using verbal

praising (e.g.

"Brilliant!",

"Great!", "Nice

job!").

I keep English

simple and clear

(e.g. trying to

pronounce every

word well, using

appropriate

pacing according

to student's

English level).

I give students

instructions on

how to report

their completed

work.
 I monitor

student's work

spending equal

amount of time

in all quadrants

of the classroom.

Personal Dimension

Item Teacher-student R S O U

personal
1 2 3 4
communication

I interest with

students as

individuals.

I use eye contact to

make students feel.

I care about what

they say and do.

I encourage

creativity and self-

expression in

students.

I attempt to be

"Me" rather than

"The Teacher" to

make students feel

I am approachable.

I praise individual

accomplishments

and important

events in student's

lives.
Item Psychological R S O U

and social
1 2 3 4
classroom

environment
I encourage

students to be

respectful one

another.

I promote

positive social

values (e.g.

helping,

sharing, being

patient).

I help students

to develop their

ability to make

decisions by

themselves.
I encourage

students to

reach an

agreement

through

conversations

to resolve any

issue.

I promote

students'

responsibility

in my

classroom

practice..
 Questionnaire for Students Behavior sources from Chino when it was founded in 1860.

https://www.chino.k12.ca.us/cms/lib/CA01902308/Centricity/Domain/730/Teacher Student

Behavior QuestionnaireExtended.pdf.

Instructions: Check the best option that best applies to you.

1. Student demonstrates aggressive/disruptive behaviors in the classroom.

Strongly Disagree Neutral Agree Strongly

Disagree Agree
2 3 4

1 5

Aggressive

toward others

Deficient /Argues

Disturbs others

Fidgets/difficulty

sitting still in class

Impulsive

Shouts/Screams

Talks out of turn

2. Student demonstrates anxious or depressed behaviors in the classroom.

Strongly Disagree Neutral Agree Strongly

Disagree Agree
2 3 4

1 5
 Daydreams

Gets lost in

thoughts

Feels worthless

Fearful, worried

Lethargic/Fall

asleep

Unmotivated

Unhappy, sad

Withdrawn

Thoughts of

harming self

3. Student demonstrates difficulties with peer relations and social skills.

Strongly Disagree Neutral Agree Strongly

Disagree Agree
2 3 4

1 5
 Acts young for

age

Complains of

loneliness

Gets teased or

bullied

Doesn't get

along with peers

Difficulty

making friends

Shy or timid

4. Student demonstrates severe problems in conduct.

Strongly Disagree Neutral Agree Strongly

Disagree Agree
2 3 4

1 5

Cruelty,

bullying
Mean to others

Gets into fights

Sexualized

behaviors

Steal things.
 Appendix E

Curriculum Vitae

Personal Information

Name: Maria Nicole A. Sotomayor

Age: 21

Gender: Female

Date of Birth: March 21, 2001

Status: Single

Citizenship: Filipino

Religion: Mga Anak Sa Dios

Address: Purok 4, Canipay Norte, Midsalip Zambo. Sur

Mother’s Name: Annalyn P. Andales

Occupation: Housewife

Educational Attainment School Name Year Graduated

Elementary Canipay Norte Elementary 2014

School

Junior high School Midsalip National High School 2018

Senior High School Midsalip National High School 2020

College West Prime Horizon Institute, Present

Inc.

Course: Bachelor of Technical and Vocational Teacher Education major in Computer Hardware

Servicing
Personal Information

Name: Jenny Rose B. Ebcay

Age: 22

Gender: Female

Date of Birth: March 3, 2000

Status: Single

Citizenship: Filipino

Religion: Catholic

Address: Pob. Pitogo

Father’s Name: Serafin B. Ebcay

Occupation: Fisherman

Mother’s Name: Thelma B. Ebcay

Occupation; Housewife

Education School Name Year

Attainment Graduated

Elementary Pitogo Central Elementary School 2014

Junior High School Immaculate Conception High School 2018

Senior High School Immaculate Conception High School 2020

College West Prime Horizon Institute, Inc. Present

Course: Bachelor of Technical and Vocational Teacher Education major in Computer Hardware

Servicing
Personal Information

Name: Lyzamae A. Saplot

Age: 20

Gender: Female

Date of Birth: May 6, 2002

Status: Single

Citizenship: Filipino

Religion: Catholic

Address: Paglaum 1, Pagadian City

Father’s Name: Domingo Q. Saplot

Occupation: Deceased

Mother’s Name: Rosalina A. Saplot

Occupation: Housewife

Education School Name Year

Attainment Graduated

Elementary San Jose Pagadian City 2014

 Junior High School Zamboanga del Sur National High 2018

School

Senior High School West Prime Horizon Institute, Inc. 2020

College West Prime Horizon Institute, Inc. Present

Course: Bachelor of Technical and Vocational Teacher Education major in Computer Hardware

Servicing

Personal Information

Name: Jmmyza Mae B. Del Socorro

Age: 22

Gender: Female

Date of Birth: October 21, 2000

Status: Single

Citizenship: Filipino
Religion: Catholic

Address: Bomba, Pagadian City

Father’s Name: Jimmy A. Del Socorro

Occupation: Farmer

Mother’s Name: Elizabeth B. Del Socorro

Occupation: Housekeeping

Education School Name Year

Attainment Graduated

Elementary Bomba Pagadian City 2014

Junior High School Napolan National High School 2018

Senior High School West Prime Horizon Institute, Inc. 2020

College West Prime Horizon Institute, Inc. Present

Course: Bachelor of Technical and Vocational Teacher Education major in Computer Hardware

Servicing
Personal Information

Name: Cherry Mae B. Canete

Age: 25

Gender: Female

Date of Birth: September 23, 1997

Status: Single

Citizenship: Filipino

Religion: Catholic

Address: Kanao-kanao, Bonifacio, Misamis Occidental

Father’s Name: Jonalie P. Canete

Occupation: Farmer

Mother’s Name: Yolanda B. Canete

Occupation: Housewife
 Education School Name Year

Attainment Graduated

Elementary Kanao-kanao Elementary School 2010

High School Diwat National High School 2014

College West Prime Horizon Institute, Inc. Present

Course: Bachelor of Technical and Vocational Teacher Education major in Computer Hardware

Servicing