MAGANDANG
BUHAY
RESEARCH BY: JESSA MAE T. MAMARIL
PAUL JOHN M. DE VERA
MARVIN O. BACANI
JERIC D. TALINIO
MICHAEL JOHN R. CAYABYAB
The Problem
“MISBEHAVIORS FREQUENTLY
OBSERVED IN TEACHING
ELEMENTARY PUPILS”
Chapter 1
THE PROBLEM
Background of the Study
Elementary school children are a unique group. They are creative, fun and independent,
but they can be challenging, especially in the classroom. Behavior problems in school with this age
group are common as they learn to test their limits and assert their independence. Understanding
the causes of misbehavior and how to deal with them can make a classroom flow more smoothly.
The common misbehavior of the pupils is day dreaming in class, not completing
homework, talking in class, lesson disruption, vandalism, fighting, inattentiveness, reading other
materials. The high pupil misbehaviors include stealing, unpunctuality, and bullying, physical
aggression.
Misbehavior is also known as behaving badly. Misbehavior includes behavior that’s not
appropriate for the classroom. For example, talking in class while the teacher is talking or while you
are supposed to be doing work is considered a misbehavior.
Therefore, the researcher’s study aimed to examine the conceptions of Elementary grade 1 to grade
6 pupil misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable
pupil problem behaviors from teachers' perspective. Twenty individual interviews with teachers
were conducted.
Behaviors start on the first stage of life from the new born baby to the development of
human.
STATEMENT OF THE PROBLEM
The study aims to describe the
common misbehavior of grade 1 to grade
6 pupils frequently observed in teaching
in elementary level at Mabulitec
Integrated School, Apaya Elementary
School, Don Pedro Elementary School of
the same district.
1. What are most common misbehavior
frequently observed in teaching elementary
grade level (1 to 6) by elementary teachers in
Mabulitec Integrated School, Apaya
Elementary School and Don Pedro Elementary
School?
2. How can you rate this misbehavior
that affects other pupils in learning
and the teaching style?
HYPOTHESIS OF THE STUDY
The hypothesis will be tested 0.05 level of
acceptance:
H (o) There is no significant difference between
the pupil’s common misbehaviors and problem
encountered in classroom.
H (1) There is no significant difference between
the pupils common misbehaviors and classroom
management.
H (2) There is no significant difference between
problems encountered in classroom and
classroom management.
Chapter 2
REVIEW OF RELATED LITERATURE AND
STUDIES
This chapter presents the related literature
and studies which provided the researcher
directions, guides and references in the
conduct of his present study.
Related Literature
According to Carl Jung’s view of personality
(2010) is prospective in the sense that it looks ahead
to the person’s future line of development and
retrospective in the sense that it takes account of
the to paraphrase Jung the persons live by aims as
well as cause. This insistence upon the role of
destiny or purpose in human development sets Jung
clearly apart from Freud. For Freud there is only the
endless repetition of instinctual themes until death
intervene. For Jung there constant and often
creative development, the search for wholeness and
completion, and yearning for rebirth.
Learning Theories
The theory of behaviorism focuses on the study of
observable and measurable behavior. It emphasizes that
behavior is mostly learned through conditioning and
reinforcement (rewards and punishment). The
psychoanalytic theories of personality formulated by
Sigmund Freud and Carl Jung were nurtured by the same
positivistic climate that shaped the course of 19th
century physics and biology. An individual was regarded
primarily as a complex energy system that maintains
itself by means of transactions with the external world.
Local Studies
Written with Dr. Michael Aguirre Cores of
the Department of Mathematics and natural
Sciences, College of Arts and Sciences, Ateneo
de Naga University, presents case studies in the
interaction between students ‘understanding
and belief in learning the theory of behaviorism.
Constructivist theory argues that belief and
understanding are separate but interrelated
aspects in the learning process.
Theoretical Framework
This study is built on the ideas of a
number of educational theorists. The concept
of Erikson feels that asserts child has its own
timetable, and therefore it would be
misleading to specify an exact duration for
each stage. Moreover, each stage contributes
to the formation of the total personality.
According to Gordon Allport’s (2010)
eclecticism is nowhere better reflected than
in the rich variety of concepts he was willing
to accept as playing some useful role in the
description of human behavior.
Chapter 3
RESEARCH METHODOLOGY
We as a researcher this chapter presents
in detail the method used in the research
conducting of our study and the population and
sample.
Statistical Analysis of Data
The data from the accomplished
questionnaires were tallied, tabulated, and
categorized. The researchers used the
Frequency and Percentage in computing the
data.
1. Frequency Distribution. is any listing of set of
classes (scores) and the frequency of
observation in that class (number of students
who made that score)? It is used to measure the
number of repetitions of a complete sequence
of values of a periodic function per unit
variation of an independent variable.
2. Percentage (%). is used to express how large
one quantity is relative to another quantity.
3. Weighted Mean. This will be used to identify
the most common response of the students to
the question regarding on their experiences
about the problems that they will encounter
related to romantic relationship.
4. Analysis of Variance (ANOVA). Is a statistical
method used to test the differences between two or
more means.
For the data gathered in the study, frequency
and percentage were used. This was done by
dividing the frequencies for a certain category/item
by the total respondents multiplied by 100 to get the
percentage.
Result and Interpretation
Capitalizing on the Analysis of Variance
feature of MS Excel we yielded the following
results. F computed value is equivalent to
0.6381. F - critical value is equals to 4.4139 and
P – value is 0.4348.
These values are useful in determining
whether three of our null hypothesis are valid or
not.
Chapter 5
CONCLUSION AND RECOMMENDATION
A. Conclusions
Based on our computation, we failed to reject the null
hypothesis. There is no significant difference between the
pupil’s common misbehaviors and problems encountered in
classroom. However, we reject the two other hypothesis
“There is no significant difference between the pupils common
misbehaviors and classroom management” and “There is no
significant difference between problems encountered in
classroom and classroom management.
A. Conclusions
Based on our computation, we failed to reject
the null hypothesis. There is no significant difference
between the pupil’s common misbehaviors and
problems encountered in classroom. However, we
reject the two other hypothesis “There is no
significant difference between the pupils common
misbehaviors and classroom management” and
“There is no significant difference between
problems encountered in classroom and classroom
management.
B. Recommendations
Based on the study and conclusion. The following
recommendations are hereby presented:
To ensure the best educational experience possible,
teachers must master the art of classroom management.
Although this is a challenge for certain teachers, with
enough practice, you will find there are solutions to
misbehavior in even the most difficult students.
1.) Set rules early in the year so pupils know what is
expected of them. Think about at least three rules
before the school year starts.
2.) Offer support and encouragement to boost your
pupil’s self-esteem. Believing in your students and
showing you care helps redirect misbehavior into
positive actions. It will also help boost their self-
esteem, and they will start believing in their own
abilities more.
3.) Help your pupils be more
responsible. Gradually increase your students'
responsibilities by assigning small tasks, such as
erasing the board or collecting homework.
4.) Stay Calm. When a student misbehaves, it
might seem natural to react negatively or show
your frustration.
Chapter 6
BIBLIOGRAPHY
BOOKS
Allport, G.W (2010). Pattern and growth in personality. New
York: Holt, Rinehart and Winston.
Erikson, E. H (2010) Childhood and society: New York: Norton
2ND ed. revised and enlarge.
Jung, C.G. (2010). The theory of psychoanalysis. In collected
works, (Vol. 4)
Princeton: Princeton University Press. (First German edition,
1913).
B. Electronic Sources
http://psychology.about.com/od/branchesofpsy
chology1/tp/branches-of- psychology.htm
http://psychology.about.com/theoriesofpersona
lity/a/psychosocial_3.htm
THANNK YOU FOR LISTENING
<3
GODBLESS!!!
