Naic Integrated National High School

Halang, Naic, Cavite

Understanding the Indifferent Behavior of

HUMSS Students at Naic Integrated National
High School

MEMBERS:
JUSTINE ORIO
JAYRIZ PUNZALAN
SAMUEL DE HITTA
RUSSEL TIBAYAN
DAVID TABIOS
JHOY DONGOGAN
SHAINA LIBARDO
DIANA GADIANO
MARIANNE CUESTA
 Chapter 1

Introduction

In the quickly changing educational environment of today, it is critical to comprehend

students' behavioral patterns. The purpose of this study is to investigate the apathy displayed by
Naic Integrated National High School Humanities and Social Sciences (HUMSS) students. In
order to investigate the underlying causes of this occurrence and to obtain an understanding of
the experiences and viewpoints of these individuals, the study will employ a qualitative research
methodology.

The goal of the HUMSS curriculum is to develop future leaders in the humanities and
social sciences as well as critical thinkers and problem solvers. Nonetheless, it has been noted
that a small number of participants in this program exhibit apathy, which could impede their
general and academic development. By looking into this matter, we intend to add to the corpus of
information already available on student conduct and find viable approaches to improve HUMSS
students' educational experiences at Naic Integrated National High School.

This study will use qualitative research methodologies to collect comprehensive, rich data
from the participants. To gather the experiences, ideas, and feelings of the students, focus
groups, interviews, and non-participant observations will be held. The results will offer a
thorough grasp of the elements—such as institutional conditions, social dynamics, academic
pressure, and personal interests—that could lead to indifferent behavior among HUMSS
students.

Ultimately, this study seeks to clarify the nuances of student behavior and provide insightful
suggestions for teachers, administrators, and legislators in order to cultivate a more stimulating
and encouraging learning environment for HUMSS students at Naic Integrated National High
School. By being aware of the underlying reasons for indifferent conduct, we can all work
together to solve these issues and make education enjoyable and inclusive for everyone.

i
Conceptual Framework

Conceptual Framework: IPO Model

INPUT PROCESS OUTPUT

A. Selected
HUMSS students of
Naic Integrated
National High
School First, we will talk to So that we can know
the students who why their behavior
B. 16 years old
have behavior is the way is and
male and female
problems how we can help
C. Amount of them
allowance per day
 Why are they
like that and
 Indifferent ask them if
behavior there
something in
their house or

This is what we used because those who want to read our research
will know faster, they will be able to read it immediately and we will
explain it better.

ii
Statement of the Problem

The researchers want to know the impact of indifferent behavior of HUMSS students in NINHS
of academic performance
1. What are the primary factors contributing to the indifferent behavior observed among
HUMSS students at Naic Integrated National High School?
2. How does the indifferent behavior of HUMSS students at Naic Integrated National High
School impact their academic performance and overall learning experience?
3. What strategies or interventions can be implemented to address the indifferent behavior of
HUMSS students at Naic Integrated National High School and improve their academic
engagement?
4. How does the indifferent behavior of humss students affect their relationships with teachers
and peers at Naic Integrated National High School?

Scope and Delimitation

This study focuses on the impact of indifferent behavior among HUMSS students at Naic
Integrated National High School on academic performance. The study was conducted during
second semester of the school year 2023-2024.The study will look at several areas of indifferent
behaviour, such as attendance, engagement in class activities, assignment completion, and
interactions with classmates and teachers.

The study will focus primarily on NINHS and may not be applicable to other schools or
educational environments. To ensure that findings are coherent and relevant, the study will focus
on a specific grade level within the HUMSS program, such as Grade 11. External factors such as
family dynamics, socioeconomic position, and mental health difficulties, which may also
influence academic achievement, will not be investigated in this study.

iii
Significance of the study

This study on Understanding the indifferent behaviour of NINHS HUMSS students with
Average Academic Performance will benefited the following:

1. Educators and School Administrators:

By learning more about the elements affecting indifferent conduct among HUMSS students
with average academic performance, educators and school officials stand to obtain valuable
insights. With this knowledge, they can better address the unique requirements of this student
group by customizing interventions, support services, and teaching strategies, resulting in a more
productive and inclusive learning environment.

2. Students and Parents:

By addressing the issues related to indifferent behavior, the study directly helps the targeted
students and their parents. It provides access to individualized support services, which may boost
these students' academic performance, well-being, and academic engagement. Additionally,
parents can learn more about the elements influencing their kids' academic success.

3.Educational Researchers/Future Researchers:

The dynamics of indifferent behavior among HUMSS students with average academic
achievement are well understood by the scientific community. This advances our understanding
of student behavior and engagement by adding to the corpus of educational research. These
discoveries can be built upon in subsequent research projects, there by increasing the body of
knowledge in the area.

iv
Definition of terms

This study refers to a through investigation and examination of the different dynamics,
motivations, and causes that lead to NINHS HUMSS students' average academic performance
when they show a lack of interest or passion. The goal of this study is to shed light on the
underlying factors that contribute to this particular group's disinterest, disengagement, or apathy
by dissecting the complexity surrounding these behaviors.

The relationship between indifferent behavior and our study may be that it gets in the way
of our capacity to learn efficiently and succeed academically. Procrastination, not paying
attention in class, and not taking assignments seriously are examples of indifferent conduct
toward our studies that makes it less likely that we will understand the content well and perform
well on tests or evaluations.

v
 Chapter 2

INTRODUCTION

Parent visitation is crucial for maintaining parent-child relationships in foster care.

However, some parents and children find it problematic. Attachment theory and research
highlight universal, developmental, variable, and problematic aspects of these relationships.
Understanding and intervening in these relationships is essential for successful foster care visits.

BODY

Student problem behavior remains a leading concern for school staff, as disruptive and
aggressive behavior interferes with student achievement and the school climate. However, the
multisystemic nature of schools makes it difficult for researchers and practitioners to identify
factors influencing to students’ behavior. (Lindsey M O’Brennan et.al. 2015)
https://www.sciencedirect.com/science/article/pii/S0145213415003257

The purpose of this study was to identify the “most common” problem behaviors in
classrooms in the United States as reported by teachers on a broadband rating scale with a
demographically representative sample of 3,600 children and adolescents. Results indicate 17
common problem behaviors of children and adolescents, each in four behavioral domains.
Interesting findings include behaviors associated with anxiety, learning problems, and
distractibility as the most commonly addressed by teachers in the classroom as opposed to the
most frequently addressed by administrators, such as aggression. (Judith R Harrison et.al. 2012)
https://journals.sagepub.com/doi/abs/10.1177/1063426611421157

vi
 According to Joe E. Heimlich et. al (2008), environmental education aims to develop a
world population with knowledge, skills, attitudes, motivations, and commitment to solve current
problems and prevent new ones. It involves teaching skills and motivating people to implement
them. However, it's challenging to articulate the skills taught in conservation education and
behavior change. This literature review aims to provide a foundation for behavior-related
discussions in environmental and conservation education, exploring various theories, concepts,
and models. Understanding behavior to understand behavior change: A literature review

The article examines college student cheating, combining economic theories and social
network analysis. It suggests that cheating is driven by a trade-off between benefits and costs,
and that promoting academic integrity can mitigate unobservable behavior. It recommends ten
recommendations for educators. Understanding student cheating and what educators can do
about it (Patricia A. Hutton 2006)

Based to Wendy L Haight, et. al (2003) parent visitation is crucial for maintaining parent-
child relationships in foster care. However, some parents and children find it problematic.
Attachment theory and research highlight universal, developmental, variable, and problematic
aspects of these relationships. Understanding and intervening in these relationships is essential
for successful foster care visits..Understanding and supporting parent-child relationships during
foster care visits: Attachment theory and research.

CONCLUSION
The literature highlights the complex nature of student indifference in HUMSS students,
highlighting the importance of teacher-student relationships, curriculum relevance, and personal
interests in fostering engagement.

vii
Chapter 3