DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

DETERMINANTS OF MISBEHAVIOR
AMONG KINDERGARTEN PUPILS
IN PINILI, ILOCOS NORTE

BATTULAYAN, SHELA GRACE

MAGAYANO, MARIA GERLIN A.
PERALTA, ALISON M.

Research Proposal

April 2020

Second Trimester, A.Y. 2019-2020

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His shower

of blessings throughout this research proposal to complete it successfully.

The researchers would like to express their deep and sincere gratitude to

their adviser Prof. Nimfa C. Catbagan, Director of Research Quality

Assurance for giving them the opportunity to do this study. Likewise for her

invaluable guidance, patience, guidance, effort and encouragement

throughout this proposal have deeply inspired the researchers;

They would also like to recognize the help of their parents for giving them

strength, love, pieces of advice, financial support, and prayers which helped

them throughout the preparation of this proposal;

And lastly, to their classmates and friends for their companion and for

answering their queries during the creation of this study and for the laughter

and moments they had that relieves their stress from all the days work.

The researchers offer the success of this humble piece of work to all of you.

For without your guidance, companionship, and love this will never come true.

s.g.b
m.g.a.m
a.m.p

ii
 TABLE OF CONTENTS

Title Page i

Acknowledgement ii

Table of Contents iii

CHAPTER

I. THE PROBLEM 1

Rationale 1

Theoretical Framework 5

Conceptual Framework 7

Statement of the Problem 10

Hypothesis 11

Scope and Delimitation 11

Importance of the Study 12

Definition of Terms 14

II. REVIEW OF LITERATURE AND STUDIES 16

III. RESEARCH METHODOLOGY 23

Research Design 23

Sources of Data 23

Locale of the Study 24

Population/Sampling 24

Instrumentation and Data Collection 25

 Tools for Data Analysis 26

BIBLIOGRAPHY 27

APPENDICES 32

Letter of Communication to the School Heads 32

Letter to the Respondents 33

Questionnaire 34

Sample Computation 38

CURRICULUM VITAE 39

iv
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

CHAPTER 1

THE PROBLEM

Rationale

Behavior problems increases the stress levels for both the teacher and

pupils inside the classroom, disrupt the flow of lessons and conflict with both

learning objectives and the processes of learning. The focus inside the

classroom will then shift from academic to the distractions provided by

disruptive behavior (Parsonson, 2012: p.16). Such behavior problems are

disruptive talking, avoidance of work, interfering with teaching activities and

verbal insults.

This is the very reason why behavior problems became progressively more

important to schools. Behavioral issues or problems is present across the

nation and the world. It happens to be the major problem of teachers which

requires teachers to spend a great deal of time and energy to manage the

classroom.

About 10 percent of the school population—9 to 13 million children—

struggle with mental health problems. In a typical classroom of 20, chances

are good that one or two students are dealing with serious psychosocial

stressors relating to poverty, domestic violence, abuse and neglect, trauma, or

a psychiatric disorder . If the student is displaying problematic, maladaptive

behavior, it is a symptom of an underdeveloped skill. When students blow

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

up or act out, it is a sign that they are stuck and can’t cope with the situation.

Some may be oversensitive to stress and have an overactive fight-or-flight

response. With practice, teachers can learn to stop and ―listen‖ to the

message the behavior is conveying and respond in more productive ways

(Rappaport & Minahan, n.d.).

In Los Angeles, California, behavioral disruptions like tantrums, bullying,

and defiance has increased in kindergarten through fifth-grade classrooms.

These negative behaviors cut into the instructional time for all students.

Teachers estimated they lose nearly two-and-a-half hours of instructional time

each week as a result of behavioral disruptions, which adds up to nearly three

weeks of lost instructional time each year (Spaces4Learning, n.d.).

According to Pete Talbot, EAB’s (Education Advisory Board) managing

director of strategic research, ―…more than 70 percent of elementary school

teachers in our survey told us they have seen a recent increase in disruptive

behavior in their classrooms.‖

Another report released by Scholastic and the Bill & Melinda Gates

Foundation recently, shows that the increased level of behavior problems has

been seen across grade levels: 68 percent of elementary teachers, 64 percent

of middle school teachers, and 53 percent of high school teachers say the

same that behavior problems distract other students from learning and require

2
teachers to spend precious instruction time on discipline and behavior

management and over half of teachers wish they could spend fewer school

day minutes on discipline. In this account, they said that in high-income areas,

56 percent of teachers reported more behavioral issues that interfere with

teaching and learning (Primary Sources: America’s Teachers on the Teaching

Profession, 2012).

With the continuing increase on the level of behavioral problems globally

the collaborative effort of teachers, parents, and pupils are needed to

decrease such problem within the classroom setting since it is not an isolated

factor but mainly affected by several factors. Psychologists said that,

―There are no stereotypes for solving the problem because children are

different from each other.‖

Pupils/students change their behavior on account of many other factors

that are external. Dupper (2010) maintain that students misbehave because

there are mismatches between their needs and the socio-environmental

factors that are within their immediate environment. Student misbehavior is

not only the naughty behavior of the student but also the behavior that

disturbs the effective teaching and learning process (Ghazi, Gulap,

Muhammad & Khan, 2013) and that interrupts the saner and safer school

environment (Schleicher, 2015). Student misbehaviour is a source of worry for

all school stakeholders (Gutuza & Mapolisa, 2015; Marais & Meier, 2010;

Ramjanally, 2015).

Understanding what prompts and reinforces problem behaviors can be a

powerful tool for preventing them or reducing their negative impacts when they

occur. It emphasizes teachers’ gathering information about important aspects

of problem behaviors in their classrooms. A specific behavior a student

exhibits, its effects on learning, and when, where, and how often it occurs.

This information can provide important clues to the underlying purpose of the

problem behavior and a foundation for developing effective approaches to

mitigate it.

The emotional changes of a child, genetics and lifestyle play an important

role when finding the root cause of behavioral issues (DeLucas, 2018). It is

during early childhood that the self-concept of a child is forming. That’s why

pupils in the early childhood education, the Kindergarten (ages 5-6) should be

given enough attention for them to acquire positive or good behaviors.

Challenging behaviors are learned over a long period of time; so acquiring

positive behaviors also takes time.

Every behavior also has bookends: the environmental variables that occur

prior to the unwanted behavior (the antecedents) and the response of the

teacher and peers after the behavior. These are what fuel the behavior and

allows it to persist (Rappaport & Minahan, n.d.). Hence, if the factors affecting
the behavior of the child will be identified then teachers will understand the

behavioral hot spots in their classroom in terms of timing, setting, and

instructional activities and they can proactively develop classwide and

individual student strategies (such as a change in instructional groupings, the

seating plan, or the order or pace of reading) to reduce the contribution of

these classroom factors to students’ problem behaviors. It may also be an

avenue for the parents to change their parenting style and to help the child

develop a healthy and productive lifestyle in school.

Theoretical Framework

This study is anchored on the social learning theory of Bandura (1977) that

human behavior is learned as individuals interact with their environment. As

stated by Hutchins and Charlesworth, ―all human problems can be defined in

terms of undesirable behaviors, all behaviors can be measured and changed

and behavior is also learned by imitation, beliefs, and expectations.‖

There are still countless theories associated with human behavior and

various types of conduct. The most prevalent one is the conditioning which

has two main types: (1) Classical conditioning by Ivan Pavlov (1902), occurs

when someone comes to associate specific stimuli with various outcomes.

This type of conditioning encourages people to behave in ways which will

bring them joy and pleasure; (2) Operant conditioning by B.F. Skinner (1938),
it controls human behavior by positive and negative reinforcements. People

tend to steer clear of what causes them pain and gravitate towards pleasure

and personal satisfaction (Benitez, 2019).

Another theory is the theory of cognition (Piaget, 1936) which maintains

that human behavior is determined by an individual’s thoughts, inner judgment

personal motivations, etc. This theory emphasizes on what the person is

feeling, thinking, or battling will eventually impact the behavior which the world

sees (Benitez, 2019).

In understanding the types of human behavior and the factors which drive

them requires to understand how a person reacts into certain situations. Here

are some factors: (1) Personality-based- how people behave is impacted by

personality. There are series of factors that can shape or alter someone’s

personality like culture, environment, and peers can influence an individual’s

personality;(2) Interest-based – a person’s level of interest affects his/her

behavior. It determines whether or not a very great way of predicting someone

to takes risks or pursues a goal. Evaluating a person’s interest in something

can be a very great way or predicting or theorizing forthcoming human

behavior;(3) Attitude-based – a positive attitude can make someone more

open and receptive to a certain situation/person and a negative attitude tend

to cause individuals to avoid or shut out what they view disfavorably; and (4)

Emotion-based - a positive emotional state can cause someone to be more

open-minded while a negative emotional state can lead to destruction,

isolation, or a person’s decision to withdraw (Benitez, 2019).

It can be drawn from the given theories that the behavior of an individual

(kindergarten pupil) is dependent on his/her social and personal profile.

Manifested behaviors are a result of the independent variables (social and

personal profile of the child) which gives the teacher an idea to reconstruct the

classroom, give modified learning activities according to their interests, and

even have a more effective classroom management that will result to a more

productive learning. In this manner, negative behaviors will then be reduced or

even eliminated considering the determinants of these.

Conceptual Framework

The misbehaviors that are manifested by the Kindergarten pupils are

affected by their personal and social profile.

The input will have two factors: (1) the personal profile of the pupil which

includes age, sex, community, socio-economic status of parents, employment

status of parents, education attainment of parents, life stage (parent-child

relationship) and (2) the social profile consisting the personality,

interests/lifestyle and school environment.

 Based on the misbehavior showed by the pupil influenced by their social

and personal profile, the teacher will then analyze on what strategies are

applicable for the pupil and try to modify learning activities and implement

different classroom management in class which will help lessen or eliminate

their negative behaviors in class.

 INPUT THROUGHPUT OUTPUT

Personal Profile of the Teacher’s Management

Learner: Strategy towards the
misbehaviors manifested
Age
by the Kindergarten
Sex
School pupils
Socio-economic Techniques in teaching
status of parents Methods of teaching
Employment Status of Strategy in Teaching
Parents
Educational Attainment Behavior
of parents Management
(Classroom Management,
Family Situation Operant conditioning- Less chance for
rewards and punishment, discipline
Social Profile of the considering varied Behavioral well-
Learner: learning styles, use of being
Personality differentiated instruction,
Interests/lifestyl e non- threatening
School environment environment)
-physical structure of
the classroom
-attitude of the teacher
towards the pupils

Figure 1. The conceptual framework showing the relationship of behavior as

affected by personal and social profile of a Kindergarten pupil.
Statement of the Problem

This study aims to identify the determinants of misbehavior among

kindergarten pupils.

Specifically, this study sought to answer the following questions:

1. What is the personal profile of the kindergarten pupil in terms of:

1.1. Demographics (age, sex, school);

1.2. Life stage;

a. both parents are living with the child

b. one parent is living with the child

c. no parent is living with the child

d. guardian is with the child

1.3. Employment status of parent

a. both parents are employed

b. only one parent is working

c. both parents are unemployed;

1.4. Socio-economic status/Monthly income of the family

a. 7,000 and below

b. 8,000-14,000

c. 15,000 and above;

1.5. Educational attainment of parents

1.6. Parents’ occupation

 2. What are the social factors that influence the pupil’s behavior?

2.1. Personality;

2.2. Lifestyle/Interests;

2.3. School Environment;

a. Physical Structure of the Classroom

b. Attitude of the Teacher Towards the Pupils

3. What are the misbehaviors observed among the kindergarten pupils?

4. Is there a significant relationship between the personal profile and the

negative behaviors of the kindergarten pupils?

5. Is there a significant relationship between the social profile and the

negative behaviors of the kindergarten pupils?

Hypothesis

There is no significant relationship between the social/personal profile and

the negative behaviors manifested by the kindergarten pupil.

Scope and Delimitation

This study sought to determine the personal and social profiles of the

kindergarten learners of the selected schools in Pinili, Ilocos Norte in

connection to their negative behaviors that they are exhibiting during

classroom hours.

This will be conducted at the schools from the central zone of Pinili

specifically: Puritac-Dalayap Elementary School, Gulpeng ES, Bulbulala ES,

Badio ES, and Don Mariano Marcos Memorial School, school year 2020-2021.

The respondents will be the parent/s and advisers of the Kindergarten

enrollees in said schools. The data gathering will start on June 2020 to August

2020. Data will be gathered through survey questionnaires coupled with

informal interview on the parents, adviser, and pupil to supplement data

gathering from the questionnaire in order to elicit the determinants of their

misbehaviors. This will be limited in determining whether there is a significant

relationship between the profiles of the learners and their behavior inside the

classroom to have a more effective classroom management.

Importance of the Study

Misbehavior continues to be one of the concerns of teachers in the

teaching-learning process. Behind these negative behaviors are the factors

that greatly affect the behavior of kindergarten pupils in the classroom.

As the problem remains, teachers should not be the only one who is

responsible in eliminating the problem. Parents, community, and schools are

also responsible for this matter.

With all of that we will be able to determine the real cause of the misbehaviors

of the kindergarten pupils. It is hoped that this study would benefit the

following:

Teachers. So that they will be able to provide the kindergarten pupils the

appropriate action to eliminate or correct their negative behaviors. They will

probably understand the nature of the pupil which will help them have a basis

on adapting more effective classroom practices.

Parents. This will give them more knowledge in nurturing their relationship

with their child and have a proper parenting style that will have a good effect

on the child. It will provide them the opportunity to make the child feel safe,

secured, and loved in their family.

Peers. For them to develop a good attitude towards their classmates because

they know his/her preference in life. They will know the factors that would

negatively affect the pupil’s behavior in class and in order to create a positive

and cheerful environment within their circle.

Future Researchers. This will serve as their source in studying other

variables and getting information in conducting related studies.

Definition of Terms

Age. The length of time that somebody or something has existed, usually

expressed in years.

Behavior. The way in which one acts or conducts oneself, especially toward

others.

Beliefs. The standard attitudes accepted by people in the community/society.

Classroom management. The skills and techniques that teachers use to

keep students organized, orderly, focused, attentive, on task, and

academically productive during a class.

Educational Attainment. The highest level of education that a person has

successfully completed.

Sex. Either of the two main categories (male or female).

Kindergarten. A child in school who is typically 5 or 6 years old.

Misbehaviors. The rude/annoying actions of a pupil inside the classroom

which interrupts the class.

Lifestyle. Remove what are the activities done by the pupil, his/her opinions

about oneself and the world.

Life stage. These are the significant life events and circumstances pupils are

experiencing at any given moment (example: moving out of parents to work

abroad, parents are separated, living with the mother only/father only/ with the

guardian)

Personality. A term that describes the traits a person shows consistently at

different times and in different situations. It may either be introvert, extrovert,

or ambivert.

Personal Profile. A short biography of yourself that recognizes you from

others.

School Environment. The condition of the school classroom describing the

set-up (air-conditioned, spacious, limited space, conducive) and enumerating

the facilities used in teaching.

Social Behavior. The situation on how a kindergarten pupil interacts with

his/her friends in public (aggressive, assertive, or passive).

Social Profile. A description of individuals’ social characteristics that identify

them.

Socioeconomic status. The position that an individual or family occupies

with reference to the prevailing average standards of cultural or material

possessions, income and participation in group activity of the community.

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

CHAPTER 2

REVIEW OF LITERATURE AND STUDIES

Teachers and school administrators often point out about misbehaviour as

obstruction to teaching and learning. It is also thought as one of the factors of

a teacher’s stress and is considered a very serious problem because

educators take up a lot of time dealing with the pupils who are misbehaving

inside the classroom. Searching for a strategy on how to approach the issue

could be one way to fix the problem. However, to develop a successful

strategy, it is important to identify and understand first of what exactly

integrated pupil’s misbehavior and why do they behave like that. Hence, this

research focused on behavior in the context of personal and social factors

among kindergarten pupils that are shaping their behavioral patterns.

According to Biglan et al., (2012) and Cavendish et al., (2014), the direct

causes of behavior problems are unknown. However, children are exposed to

factors: family, community, school, peer influences and media (Marais &

Meier, 2010) that need to be understood and this can link to their behavioral

problems which they carry to classrooms.

The family

Several family factors can affect a child’s behavior. These include

economic stability, changes in family relationships and parenting as a result of

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

each member of the family can have either a positive or a negative impact on

another family member (Cavendish et al., 2014, p. 52).

Children from low income families often experience less positive parenting

according to Society for Research in Child Development than from those with

high income families (Sonali, 2016). The more distant with their parents and

broader the economic instability, the more they misbehave added Arum and

Ford (2012).

Divorce or remarriage of either parent has long been linked to behavior

problems in children (Adigeb & Mbua, 2015; Magwa & Ngara, 2014;

Seegopaul, 2016). Adegboyega, Okesina & Jacob (2017). However,

according to Priscila Comino, a researcher at the University of the Basque

Country, it is not the divorce itself that affects children's behavior but the way

they handled the divorce. Parents should make decisions and provide the

child properly to lessen the negative effects of divorce.

The influence on parenting style has been a favourite topic. Parenting style

such as flexible, permissive and authoritarian has an impact on the behaviour

stated by Garcia and Santiago (2017). Flexible parents offer warmth;

permissive parents are too kind and authoritarian parents impose rules to

follow otherwise you’ll be punished. The family, therefore, acts as a

socialising agent. It is evident that students may develop certain alienation to

others at school depending on the restrictive-permissive parental behaviour

17
(Kumari & Kumar, 2017). Moreover, Lack of parental participation and support

from parents is likely to contribute to learner misbehaviour (Khumalo, 2012).

Although the family has a major impact on children behaviors, parents

should not address the problem by harsh talking to them and punish them

because this is not a solution to the problem and this is not a motivation for

correcting these behavior.

The Community

Peterson & Morgan, (2011): Gambo & Muktar, (2017) noted that if there is

poverty, low employment, and low educational attainment among neighbours

and community thus the community is dysfunctional. As a result of this, there

is a distinction between the values of family and community that carries over

to school. Obviously, children behavior in schools is reflection of the

community where they imitate of what they see and that explains social

learning theory.

The School

Aside from home, school is a natural setting for children to interact and

socialise. However, in this place also, there are spheres that may influence on

pupil’s behavior. Yawning, bullying, vandalism, daydreaming, talking to

seatmate, wearing the wrong school uniform, use of the mobile phone, work

not done are example of misbehavior. These behaviors cause disturbances in

the classroom and make it difficult for pupils and teachers to enjoy the
educational process. This issue of controlling during classes is depends on

the teacher’s knowledge on classroom management. Classroom management

plays a vital role in school it prevents or control the pupils that are

misbehaving. Nevertheless, to be effective manager of the classroom teacher

must understand the causes of misbehavior of its pupils.

Classroom setting should consider also one sphere in causing behavioral

problems, as Kohn (2016) and Lewis (2011) stated that teachers should

evaluate the classroom climate they have created. The classroom should be

non-threatening environment for a better opportunity to enhance learning and

behaviors will be minimal if not controlled.

Additionally, another common cause why pupils misbehave it is because of

the teacher. Pupil shows disruptive behaviour when the teacher makes use of

ineffective pedagogies, type of instruction where children receive,

communicate ineffectively, uses punitive or reactive measures, teaches an

irrelevant curriculum that they may find too boring or too difficult for their ages,

comes late to the class, uses the mobile phone during class, does not have

the authority to discipline, does not know the limitation between teacher-pupil

authority which can trigger behavioral issues (Gambo & Muktar 2017; Daly,

DerMartirosian, Ong-Dean & Wishard-Guerra, 2011; Wolhuter & Russo, 2013;

Rampa, 2014; Gitome, Katola & Nyabwari, 2013; Silva, Negreiros & Albano,

2017). A positive relationship between teacher and children must be built

upon the respect of the pupils.

Overall, nurturing environments both at home and at school, provide a critical

role for children in relation to their mental, social, emotional and behavioral

wellbeing.

The Peers

On the children side, problems associated with peer as stated by Carrell

and Hoekstra (2010), in every classroom there is always a troublemaker

wherein he/she is responsible for negative part of learning. Just like a rotten

fruit place inside a basket that full of beautiful fruits, it will change some other

time and this explained that pupils at their age tendency look up for a leader

and take as their role model. With peer, pupils may bully other students who

are not part of the group or who do not fit the group, and involved in fight

(Gitome, Katola & Nyabwari, 2013; Temitayo, Nayaya & Lukman, 2014). They

also often break rules of classroom wherein they talk to their friends and

signalling not to listen or even play during class hour to show disrespect to the

teacher. Therefore, peer influence is identified as obstacle to classroom

learning.

The Media

Some seem to think that social media is influenced by the cause to be

misbehave. To extent that they do not want their mobile phones to be left as it

is their life. Everything is technology-driven. The new media is dominating

everyone’s lives (Council on Communications and Media, 2013). They are

constantly involved in ―multi-tasking‖ process: they listen to teachers

while sending messages or even viewing on YouTube on their mobile phones

at the same time (Miller, Berg, Cox, Carwile, Gerber, McGuire, Votteler &

Williams (2011). Moreover, people over-consume to the social media, and

they may suffer from behaviour risks such as bullying, click-forming, Facebook

depression, anxiety, sever isolation, and self-destructive behaviours

(O’Keeffe, Clarke-Pearson & Council on Communications and Media, 2011).

Social media is dangerous, what they know, see and others do in social

media, children may think that this is the right thing to do because they are in

social media and posted what they do not know that these acts could put them

into danger. Besides, video games play is associated with increased

aggressive behaviour from children (Holferth, 2010) TV and gadgets causes

major problems to children nowadays, they disrespect adults, they develop

anti-social behavior and they are more prone to health issues. (Gentile, Coyne

& Walsh, 2011). Children are therefore negatively influenced by media in the

current era of rapid technological changes (Beebeejaun-Muslum, 2014).

Several recent studies have examined how social media and other online

platforms facilitate interactions and communications with different types of

people a phenomena called network heterogeneity.

 This research can be used as starting point for additional information on

how a kindergarten pupils behavior are affected by their personal and social

influences. It also presents evidence that troubled pupils remove their

misbehaviour inside the classroom through management strategy between

teacher and parent.

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents a discussion of the research design, sources of data, locale

of the study, and population/sampling. It explains in details the techniques and

procedures used for instrumentation and data collection, and the tools used for data

analysis.

Research Design

The study will employ correlational research design using survey interview

method of gathering data. This research will observe two variables such as personal

and social profile of a kindergarten pupil. And figure out the relationship between

variables that occur naturally among them.

The research proposal ―Determinants of misbehavior among kindergarten pupils

in Pinili, Ilocos Norte‖ is divided into two parts. Part 1 will describe the profile of the

parents and determine the way they nurture their children and part 2 on the other

hand, will describe the social profile that is being observed by the teacher on his/her

pupils’ behavior inside the classroom.

Sources of Data

Parent and teacher of misbehaving kindergarten pupils in Central Zone in Pinili

will be the respondents for the study.

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

Locale of the Study

The study will be conducted in Pinili, Ilocos Norte. Since one of the researchers is

residing to town, it will be easier to gather the initial data. The schools that are in

central zone are the following: Puritac-Dalayap Elementary School, Gulpeng ES,

Bulbulala ES, Badio ES, and Don Mariano Marcos Memorial School whereas the

highest number of enrolees in kindergarden can be found.

Population/Sampling

The researchers will use non-probability sampling method employing purposive

sampling technique. Teacher participation will be coordinated through the school

principal or head teacher of each school.. All advisers of the kindergarten pupils in

Central Zone will be approach and will be given the opportunity to participate for the

study. Pupils who are misbehaving will be chosen by the adviser. The selected

pupils will be given a letter of information stating that the child was given the

opportunity to participate as well as their participation to the study as parent, the

letter will indicate the reason for this study: to help the teacher and find an

appropriate strategy to prevent and control the negative behavior of ther children.

Once letter of information were signed, the researchers will start to conduct the

study.

Since there are two respondents, the parent and the teacher of the misbehaving

pupil, both should be represented in the sample.

24
Instrumentation and Data Collection

The survey instrument is in the form of a structured pen-and-paper questionnaire.

Researchers develop and based the questionnaire through thorough review of the

research and theoretical literature about misbehaviour. To measure the validity of the

questionnaire, they consulted a teacher, professor and parents about misbehavavior.

To facilitate the data collection, questionnaires will be given according to the list of

names from each adviser of the schools.

The parent of the child and the teacher may answer the survey questionnaire

during their free time. If they have queries, they are free to contact the researchers

through email, sms, or a call. And the teacher must update the researchers when will

they meet. Upon retrieval of the questionnaires, there will be a constant and

communication between the respondent and the researchers to assure reliability of

the data gathering process.

The survey questionnaire will have two parts: first, the demographic profile of the

pupil which includes age, sex, name of the school, educational attainment, income of

the parents, and parenting style. The second part will include the social profile of the

pupil. This part will be answered by yes or no and a checklist to describe fully the

behavior of the child. Furthermore, School environment – physical structure of the

classroom and attitude of the teacher towards the pupil included.

A systematic analyzation of the data gathered will be done through correlation

analysis that will allow the researchers to examine and identify the relationship

between the variables. The result will reveal if the social or personal profile of the

pupil can really affect his/her behavior in class.

Tools for Data Analysis

Data will be grouped before the tabulation and analyzation of information

gathered according to the research objectives. Responses will be tabulated using

the frequency count and percentage on all parts of the research.

Formula:

% = f / N x 100

Where:

f = the frequency of the response from the parent

N= the number of respondents

100= a constant number

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

BIBLIOGRAPHY

Adegboyega, L. O., Okesina, F. A., & Jacob, A. O. (2017). Family

relationships and bullying among students with disabilities in Ogbomogo,
Nigeria. International Journal of Instruction, 10(3), 242-256.

Adigeb, A. P., & Mbua, A. P. (2015). Child abuse and students’ academic
performance in Boki local government area of Cross River State. British
Journal of Education, 3(3), 3442.

Arum, R., & Ford, K. (2012). How other countries do discipline. Educational
Leadership, 5660.

Beebeejaun-Muslum, Z. N. (2014). Delinquant and antisocial behaviour

in Mauritian secondary schools. Research Journal of Social Science
and Management, 3(12), 124135

Belle L.J. (2017, December). Factors that Influence Student Behaviour in

Secondary School,Vol.5,No.5, p.27. Retrieved from
http://www.eajournals.org/wp-content/uploads/Factors-That-Influence-
Student-Behaviour-in-Secondary-Schools.pdf

Benitez G. (2019, September 27). What is Human Behavior? Theories,

Definition, and Types. Retrieved from
https://www.betterhelp.com/advice/behavior/what-is-human-behavior-
theories-definition-and-types/

Biglan, A., Flay, B., Embry, D., & Sandler, I. (2012). The critical role of
nurturing environments for promoting human wellbeing. American
Psychologist, 67(4), 257–271.

Bright Horizons Education Team. (2020, January 6). What Is My Parenting

Style? Four Types of Parenting. Retrieved from
https://www.brighthorizons.com/family-resources/parenting-style-four-types
of-parenting

Cavendish, W., Montague, M., Enders, C., & Dietz, S. (2014). Mothers’ and
adolescents perceptions of family environment and adolescent social
emotional functioning. Journal of Child Family Studies, 23, 52–66.
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

Chery and Gans. (2009, September 24). History and Key Concepts of
Behavioral Psychology. Retrieved from
https://www.verywellmind.com/behavioral- psychology-4157183

Carrell, S. E. and M. L. Hoekstra (2010). Externalities in the Classroom: How

Children Exposed to Domestic Violence Affect Everyone’s Kids. NBER
Working Paper No. 14246. 2(1), 1.

Council of Communications and Media. (2013). Children, adolescents and the

media. Pediatrics, 958-961. Available on
http://pediatrics.aapublications.org/content/132/5/958.

Daly, A. J., Der-Martirosian, C., Ong-Dean, C., Park, V., & Wishard-Guerra, A.
(2011). Leading under sanction: Principals’ perceptions of threat rigidity,
efficacy, and leadership in underperforming schools. Leadership and Policy
in Schools, 10, 171-206.

DeLucas, C. (2018, November 28). Bad Behavior in Children at School.

Retrieved from https://www.hellomotherhood.com/bad-behavior-in-
children-at-school-4693176.html

Gambo, M.A., & Muktar, A. L. (2017). Forms, causes and effects of

indiscipline on teaching and learning in secondary schools in Maiduguri
Metropolitan Council, Borno State. International Journal of Innovative
Research and Advanced Studies, 4(1), 151-155.

Garcia, Q. P., & Santiago, A. B. (2017). Parenting styles as correlates to self-

esteem of underprivileged adolescents: Basis for a proposed parenting
skills program. International Journal of Advanced Education and Research,

Gentile, D.A., Coyne, S., & Walsh, D. (2011). Media violence, physical
aggression and relational aggression in school-age children: A short-term
longitudinal study. Aggressive Behaviour, 37(2), 193-206.

Gitome, J. W., Katola, M.T., & Nyabwari, B. G. (2013). Correlation between

students’ discipline and performance in the Kenya certificate of secondary
education. International Journal of Education and Research, 1(8), 1-10

28
Gallegos N. (n.d.). Introverted Children 101. Retrieved from
https://centerforparentingeducation.org/library-of-articles/child
development/introverted children-101/

Heick T. (2018, March 21). The Characteristics of A Highly Effective

Learning Environment. Retrieved from
https://www.teachthought.com/learning/10- characteristics-of-a-highly-
effective-learning-environment

Holferth, S. L. (2010). Home, media and children’s achievement and

behaviour. Child Development, 81(5), 1598-1619.

Karlee O. (2019, December 15). The Causes of Students' Misbehavior

and Way of Managing It. Retrieved from
https://ivypanda.com/essays/the- causes-of- students-misbehavior-and-
ways-of-managing-it-essay/

Kohn, A (2006). Beyond discipline. In Alexandria, V.A : Association for

Supervision and Curriculum Development

Khumalo, T. (2012). Our Kids Are pawns in the power game. Daily Sun,
February 21: 8.

Kumari, S., & Kumar, P. (2017). Student alienation among college students in
relation to their (restrictive-permissive) parental behaviour. International
Journal of Advanced Education and Research, 2(3), 204-211.

Kumari, S., & Kumar, P. (2017). Student alienation among college students in
relation to their (restrictive-permissive) parental behaviour. International
Journal of Advanced Education and Research, 2(3), 204-211.

Magwa, S., & Ngara, R. (2014). Learner indiscipline in schools. Review of Arts
and Humanities, 3(2),79-88.

Marais, P., & Meier, C. (2010). Disruptive behaviour in the foundation phase of
schooling. South African Journal of Education, 30, 41-57.

Miller, M., Berg, H., Cox, D., Carwile, D., Gerber, H., McGuire, M., et al.
(2011). A Bird’s eye view of an I-phone world: Differing perceptions of cell
phone use in academic settings. Eastern Educational Journal, 40(1), 3-10.
Ministry of Education, Guyana. (2016, January 28). Common
Behavior Problems in the Classroom. Retrieved from
https://education.gov.gy/web/index.php/teachers/tips-for-
teaching/item/1879 common-behavior-problems-in-the-classroom

Morin K.C. (2019, August 19). 5 Personality Traits of Extroverts.

Retrieved from https://www.verywellmind.com/signs-you-are-an
extrovert-279542

Morin K.C. (2019, August 19). 5 Personality Traits of Extroverts.

Retrieved from https://www.verywellmind.com/signs-you-are-an
extrovert-279542

O’Keeffe, G. S., Clarke-Pearson, M. D., & Council on Communications and

Media. (2011). The impact of social media on children, adolescents and
families. Pediatrics, 800-804. Available on
http://pediatrics.aappublications.org/content/127/4/800.

Parsonson B. S. (2012). Evidence-based Classroom Behaviour Management

Strategies, Vol.13, Issue 1, p.1, Retrieved from
https://files.eric.ed.gov/fulltext/EJ976654.pdf

Peterson, D., & Morgan, K. A. (2011). Toward an understanding of youth gang

involvement. Handbook of School Violence and School Safety.
International Research Practice. London: Routledge. Portel

Pratama H. (2015 January). Self-Evaluated Negative Classroom Behavior and

Speaking Performance.Retrieved from
https://www.researchgate.net/publication/27349594

Rappaport, N. & Minahan J. (n.d.). How Teachers Can Read and

Respond More Effectively to Disruptive Students. Retrieved from
https://childmind.org/article/breaking-behavior-code/

Scholastic Inc. (2020). Classroom Behavior Problems Increasing, Teachers

Say. Retrieved from https://www.scholastic.com/teachers/articles/teaching-
content/classroom-behavior-problems-increasing-teachers-say/
School Specialty. (2017, January 12). 11 Ways to Instill Healthy Lifestyle
Habits in Your Children. Retrieved from
https://blog.schoolspecialty.com/11-ways-instill-healthy-lifestyle-habits-
children/

Sonali, S. (2017). Role of socio-economic status in academic stress of senior

secondary students. International Journal of Advanced Education and
Research, 1(12), 44-50.

Spaces4Learning. (2019, February 14). Educators Report Growing

Behavioral Issues Among Young Students. Retrieved from
https://spaces4learning.com/Articles/2019/02/14/Student-B ehavior.aspx

Sun and Shek. (2012, August 01). Student Classroom Behavior: An

Exploratory Study Based on Teachers' Perception. Retrieved from
https://www.hindawi.com/journals/tswj/2012/208907/
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

APPENDICES
Appendix A: Letter of Communication

LETTER TO THE SCHOOL HEADS

June , 2020

School Head
(Name of the School)
Pinili, Ilocos Norte

Warm greetings!

The undersigned students of Master of Arts in Education at Divine Word

College of Laoag are conducting a research study titled ―DETERMINANTS OF
MISBEHAVIORS AMONG KINDERGARTEN PUPILS IN PINILI, ILOCOS
NORTE‖ as a major requirement in the subject Methods of Research.

In view of this, may we request your permission to gather data from

your teachers and parents of the kindergarten class/es through a
questionnaire and interview to supply the needed information for our study.

Your approval will be highly appreciated.

Thank you so much and God Bless!

Respectfully yours,

SHELA GRACE BATTULAYAN

MARIA GERLIN A. MAGAYANO

ALISON M. PERALTA
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

LETTER TO THE RESPONDENTS

June , 2020

Dear respondents,

Greetings!

We are the students from Divine Word College Laoag taking up Master
of Arts in Education.
May we ask for your cooperation to please fill-out the attached
questionnaire for us to undertake a research study titled
―DETERMINANTS OF MISBEHAVIORS AMONG KINDERGARTEN PUPILS
IN PINILI, ILOCOS
NORTE‖ which is our major requirement in the subject Methods of Research.
Rest assured that your answers would be treated with utmost confidentiality.
Thank you so much!

Respectfully yours,

SHELA GRACE BATTULAYAN

MARIA GERLIN A. MAGAYANO

ALISON M. PERALTA

33
Appendix B: Sample Questionnaire
I. Personal Profile
Note: TO BE ANSWERED BY THE PARENT/PARENTS

I.a. Socio-demographic Profile

Please fill in the needed information on the blanks.

Name of the pupil (optional):

School:
Age:
Sex:
Number of siblings:

Life Stage/Family Situation

( ) Living with both parents
( ) Living with only one parent
If yes, please check the reason:
separated (break-up marriage)
one of them works abroad/ far from home
( ) Living with guardian/s
If yes, please check the reason:
both parents work abroad/far from home
unofficial adoption (no legal papers)
Specify the relationship with the guardian:

Employment Status of parents

( ) both are employed
( ) only one of them is working
( ) both are unemployed

Total Monthly Family Income

( ) 7,000 and below
( ) 8,000-14,000

( ) 15,000 and above

Parents’ Occupation
Mother:
Father:

Educational Attainment of parents

( ) elementary undergraduate
( ) elementary graduate
( ) high school undergraduate
( ) high school graduate
( ) college undergraduate
( ) college graduate
( ) vocational graduate

I.b. Parenting Style

Please put a check mark ( / ) on your parenting style. Choose only one.
PARENTING STYLES

Authoritarian
Punishment is common.
Communication is one way.
Expectations are high with limited Flexibility.
Rules are usually nor explained.

Permissive
No rules and let children figure problems out their own.
Communication is open.
Children decide for themselves.
Expectations are not set by parents.

Uninvolved
No particular discipline style.
Communication is limited.
No expectations of children.

Authoritative
Disciplinary rules are clear and reasons behind are
explained.
Communication is everyday.
Expectations and goals are clear.
 Note: TO BE ANSWERED BY THE ADVISER
Please put a check mark ( / ) to the appropriate responses on the space provided.
II.b. Personality of the Child
TRAITS YES NO

1. Communicate best one-on-one.

2. Need time to ponder questions before answering.

3. Often prefer not to share emotions.

4. Learn well through observation.

5. Are quiet in a large social settings.

6. Prefer to watch a game or activity before joining.

7. Select activities carefully.

8. Likes to communicate by talking.

9. Enjoys groupwork.

10. Likes to talk about his/her feelings and thoughts.

11. Tends to act first before thinking.

12. Enjoys being at the center of attention.

13. Have numerous/broad interests.

14. Looks to others for ideas and inspiration.

II.c. School Environment

Please put a check mark ( / ) to the appropriate responses on the space provided.

II.c.1. Attitude of the teacher towards the pupil

ATTITUDE OF THE TEACHER YES NO

1. I maintain good relationship with the child and his/her

peers.
2. I respond to learners by giving good comments on
their work.
3. I always give feedback on the learner’s progress to
ensure interactive learning environment.
4. I always give recognition to the achievement of the
learner.
 5. I communicate my expectations to my pupils inside the
classroom.
6. I make sure that there is strong interaction and
collaborative learning culture.
7. I apply differentiated learning to consider their level and
learning styles.
8. I always give my pupils the chance to explore all the
material available in the classroom.
Please put a check mark ( / ) to the appropriate responses on the space
provided.

II.c.2. Physical Structure of the School

CRITERIA YES NO

1. The room is well-ventilated.

2. The materials are well-organized.

3. LCD projectors, television, speakers are available for

the teaching-learning process.
4. School supplies needed for the art activities are
available.
5. The room is spacious for physical exercises and indoor
games.
6. Reading materials like big books, charts and graphs
are available in the classroom.
I. Behaviors of the Child
Please put a check mark on the behaviors that the child manifests in class.
( ) 1. Calling names.
( ) 2. Saying bad words.
( ) 3. Frightening classmates.
( ) 4. Criticizing classmates.
( ) 5. Plays during class discussion.
( ) 6. Sleeping in class.
( ) 7. Avoids do participate in the activities
( ) 8. Prefers to play rather than to do the activity.
( ) 9. Talks to classmates while the teacher is talking.

( ) 10. Bothers seatmates by telling stories/anything that catches

the attention of others.
( ) 11. Insists to answer the questions even if it’s not yet his/her turn.
Appendix C. Sample Computations
SAMPLE COMPUTATION
Formula: f/N x 100
N= 75 (total number of respondents)

For lifestyle number 1:

YES = 50 responses
Computation will be:
Percentage = f/N x 100
= (50 / 75) 100
= 66.67% or approximately 67

Lifestyle YES Percentage NO Percentage

Frequency Frequency
1. Eating meals with the family. 50 67% 25 33%

2. Playing games in the yard or outside. 45 60% 30 40%

3. Loves to watch TV and movies 37%

47 63% 28
including those with violent scenes.
4. Spends much time on gadgets 36%
48 64% 27
(computer, phones, video games).
5. Shares his/her preference in food,
clothes, and even in selecting school 52 69% 23 31%
supplies and toys with parents.
6. Asks permission when he/she wants
to have something/ do something that 54 72% 21 28%
requires parental supervision.
7. Prefers going to the neighborhood 20%
60 80% 15
than staying with the family.
8. Asks for a reward before doing things
45 60% 30 40%
or when he/she achieved a goal.

9. Enjoys doing physical activities like 33%

exercises, dancing, hiking, biking, 50 67% 25
playing basketball).
10. He/She does activities without getting
tired until he/she achieves a goal (like 9%
68 91% 7
trying to untie a ribbon, lacing
shoelace).
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

CURRICULUM VITAE

Name: Shela Grace Battulayan

Nickname: She/ La-La
Civil Status: Single
Date of Birth: December 08, 1997
Place of Birth: (MMMH & MC) Batac City, Ilocos Norte
Age: 22
Address: Bgry. 26, Parangopong City of Batac, Ilocos Norte
Parents
Father: N/A
Mother: Teresita S. Battulayan

Educational Background

Elementary: Catalino Acosta Memorial Elementary School

Brgy. 08 Acosta City of Batac, Ilocos Norte
2004-2010

Secondary: Batac Junior College

Brgy. 1-S Valdez City of Batac, Ilocos Norte
2010-2014

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Elementary
Education Major in General
Education Laoag City, Ilocos
Norte
2014-2018
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

Name: Maria Gerlin A. Magayano

Nickname: Gerlin
Civil Status: Single
Date of Birth: October 29, 1996
Place of Birth: Brgy. 5, San Ramon, Vintar, Ilocos
Norte Age: 23
Address: Brgy. 4 Sta. Maria, Vintar Ilocos Norte

Parents
Father: Roger Magayano
Mother: Esmelinda Magayano

Educational Background

Elementary: Florentino Camaquin Elementary School

Vintar, Ilocos Norte
2003-2009

Secondary: Ilocos Norte National High

School Laoag City, Ilocos Norte
2009-2013

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Elementary
Education Major in General
Education Laoag City, Ilocos
Norte
2013-2017

40
Name: Alison M. Peralta
Nickname: Alex/ Lex
Civil Status: Single
Date of Birth: July 23, 1997
Place of Birth: (MMMH & MC) Batac City, Ilocos Norte
Age: 22
Address: Brgy. 5, Dalayap Pinili, Ilocos Norte
Parents
Father: Ronald B. Peralta
Mother: Edna M. Peralta

Educational Background

Elementary: P. Q. Pimentel Elementary School

Brgy. 19, Pimentel, Batac City, Ilocos Norte
2004-2010

Secondary: Paoay National High School (SSC Curriculum)

Brgy. 14, Paratong, Paoay, Ilocos
Norte 2010-2014

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Elementary
Education Major in General
Education Laoag City, Ilocos
Norte
2014-2018
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

RESEARCH PROPOSAL EVALUATION

Proposed Title:
DETERMINANTS OF MISBEHAVIOR AMONG KINDERGARTEN PUPILS IN PINILI,
ILOCOS NORTE
Proponent/s: (Indicate Designation: Project leader, Assistant, Proof reader, etc)

ALISON M. PERALTA PROJECT LEADER

SHELA GRACE BATTULAYAN ASSISTANT LEADER

MARIA GERLIN A. MAGAYANO PROOF READER

To the Evaluators: The research proposal will be evaluated using the criteria below. Please
put a cross (x) mark in the column indicating the proponent’s rating in the different proposal
guidelines.
5 – excellent 4-very good 3-good 2-fair 1-poor

I. Title of the Study 5 4 3 2 1

a. The title of the study properly capsulizes [ ] [ ] [ ] [ ] [ ]

the main problem/objective of the proposed
research.
b. The title is clear, concise and specifies [ ] [ ] [ ] [ ] [ ]
the major variables of the study.

Comments:
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

II. The Research Problem

a. The problem is revelant to the vision-mission, [ ] [ ] [ ] [ ] [ ]

goals/objectives of the institution in particular
and the needs of society in general.

b. The problem is significant enough to add [ ] [ ] [ ] [ ] [ ]

to existing knowledge or to the advance
ment of the chosen field of specialization
or discipline.

c. The problem is testable, that is, it is possible [ ] [ ] [ ] [ ] [ ]

to collect data to provide answers to the
sub-problems or questions.

d. The sub-problems, taken together answer the [ ] [ ] [ ] [ ] [ ]

main problem.

e. The statement of the problem indicate the [ ] [ ] [ ] [ ] []

limits of the research topic.

Comments:

III. Theoretical/Conceptual Framework

a. The theory/concept is spelled out clearly and

adequately in simple terms. [ ] [ ] [ ] [ ] [ ]

b. The concepts/ are defined in functional

and operational terms. [ ] [ ] [ ] [ ] [ ]
c. The paradigm clearly shows the relationships
between/among the variables. [ ] [ ] [ ] [ ] [ ]

Comments:
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

IV. Review of Related Literature

a. There is evidence of adequate exploration of [ ] [ ] [ ] [ ] []

literature and studies related to the problem.
b. The review is presented systematically and [ ] [ ] [ ] [ ] []
logically.

c. The review point out similarities and differences [ ] [ ] [ ] [ ] []

with the proposed study.

Comments:

V. Hypotheses

a. The hypotheses are in forms that can be [ ] [ ] [ ] [ ] [ ]

quantifiable or measurable.
b. They are related to the main problem or the [ ] [ ] [ ] [ ] [ ]
sub-problems.

c. They are clearly stated. [ ] [ ] [ ] [ ] [ ]

d. They are deduced from the underlying theory [ ] [ ] [ ] [ ] [ ]
or concept.

Comments:

VI. Methodology
a. The method is identified and clearly defined. [ ] [ ] [ ] [ ] [ ]
b. The major variables are identified in the design. [ ] [ ] [ ] [ ] [ ]
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

c. The proposed strategy or design for the inves- [ ] [ ] [ ] [ ] []

tigation ensures that answers to the research
questions will be obtained.

Comments:

VII. Population/Sampling & Instrumentation

a. The research population is clearly defined. [] [ ] [ ] [ ] [ ]

b. The sampling technique is appropriate. [] [ ] [ ] [ ] [ ]
c. Adequate safeguards to remove sampling bias [] [ ] [ ] [ ] [ ]
are in place.

b. Data-gathering instrument/s is/are properly [] [ ] [ ] [ ] [ ]

identified and described.
d. Required validation process is indicated. [] [ ] [ ] [ ] [ ]

Comments:

VIII. Statistical Treatment

a. The data analysis procedure is well-explained.[ ] [ ] [ ] [ ] [ ]

b. The statistical tool/s is/are appropriate for the analysis of
data. [ ] [ ] [ ] [ ] [ ]
c. The statistical design is appropriate for the
hypotheses. [ ] [ ] [ ] [ ] [ ]

Comments:
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

General Remarks/Suggestions:

Overall Evaluation: Mean

Rating:

Approved [ ] without revisions

[ ] with MINOR revisions; no need to
re-submit
[ } with MAJOR revisions; needs to re-
submit

Disapproved [ ]

Evaluator:

Signature:
Date:

Conforme:

Proponent
Noted:

Director for Research

 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

RESEARCH TITLE EVALUATION

Proposed Research Title:

DETERMINANTS OF MISBEHAVIOR AMONG KINDERGARTEN PUPILS IN PINILI,
ILOCOS NORTE
Proponent/s: (Indicate Designation: Project leader, Assistant, Proof reader, etc)

ALISON M. PERALTA PROJECT LEADER

SHELA GRACE BATTULAYAN ASSISTANT LEADER

MARIA GERLIN A. MAGAYANO PROOF READER

1. Is it appropriate ? Does it fit with the school’s mission, goals and research program ?
Remarks:_

2. Can it be done ? Is it one that the proponents could do within a reasonable time, with
the resources available, and with a reasonable chance of success ?

Remarks:

3. Is it worthwhile ? Will the expected benefits to society from the successful completion
of the research and subsequent adoption of its results offset the cost of carrying out the
research ?

Remarks:

4. Is it important ? Would the results make a substantial contribution towards solving an

important problem in society or contribute to the advancement of knowledge or to the
attainment of the goals and objectives of the school ? or a particular discipline ?

Remarks:
 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL

Action Taken: Approved

Remarks: _

Disapproved

Remarks: _

Signature of the Research Committee Member Date