CHAPTER 1

THE PROBLEM AND ITS SETTING

Rationale

Globalisation in education is the blurring of geographical

boundaries to welcome the diversity in educational resources,

practices and culture to utilise the international educational

treasure.

International boarding schools in India promote global

education, allowing students to access a wide-scale unlimited

library of educational resources and providing the best faculty

members. Schools welcome foreign exchange students to integrate

global cultures, races, religions, and traditions and eradicate

geographical boundaries regarding education.

Students learn from their peers and are prepared to

transform them into global citizens by instructing them on global

concerns, issues, and current affairs. Let us learn more about

the impact of globalisation on education.

Morong National High School has many reported cases of

violations of school rules and regulations among Grade 10

students, also known as junior high school completers. There are

many more classroom misbehaviors goes unreported because it can

be immediately addressed and resolved by the classroom advisers

without further need to be reported.

This study aims to find out the most common misbehavior in

the classroom, the impact of students' misbehavior on their

academic performance, and the intervention programs implemented

by Grade 10 advisers to address these behaviors. A descriptive

qualitative and quantitative research methodology was used in the

study. Each adviser from all the Grade 10 sections mentioned at

least three (3) students showing misbehavior.

Targeted sampling was used to obtain the best information

to achieve the study’s objectives. Findings revealed that among

Grade 10 students, various misbehaviors were observed, with

absenteeism and tardiness being the most prevalent, followed by

cell phone use and classroom noisiness. Students with poor

behavior often obtained average grades in between 80 and 84 and

below 75, although some achieved higher grades despite their

misbehavior.

The highest general average for students with absenteeism

fell between 75 and 79,q while the lowest overall average was

below 75.
 The findings of the study also revealed that teachers

commonly addressed misbehaviors by calling the attention of

parents. From the findings, the study recommends implementing

appropriate sanctions for different types of misbehavior,

reinforcing attendance policies, and managing cell phone use

during school hours. Orientation programs should be conducted to

help Grade 10 students understand the significance of misbehavior

and its impact on academic performance. Providing teachers with a

handbook to effectively address misbehaviors is important.

Students are advised to avoid misbehavior and practice self-

discipline for improved academic performance.

The current study aimed to explore the domains of

personality traits that significantly predicts the behavior of

students in English class. In this study, the researcher selected

the 200 junior high school teachers in cluster 13 schools in

Davao City as the respondents of the study. Stratified random

sampling technique was utilized in the selection of the

respondents.

Non-experimental quantitative research design using

descriptive-correlational method was employed. The data collected

were subjected to the following statistical tools: Mean, Pearson

Moment Product Correlation, and Linear Regression Analysis.

Descriptive analysis showed that personality traits and behavior

of students in English class were described as extensive.

Further, correlation analysis demonstrated that there is a

significant relationship between personality traits and behavior

of students in English class. Evidently, linear regression

analysis reflected that personality traits in terms of

extraversion, conscientiousness, neuroticism, and openness was

found to be a significant predictor of behavior of students in

English class in Cluster 13, Davao City.

In other words, personality traits significantly influence

the behavior of students in English class in Cluster 13 schools

in Davao City.

This is a lot of students who have a violation. Not just

junior high school, including senior high school; The rules here

are so simple but many still violate or do not comply; especially

wearing thick make-up and getting the right haircut based on

school rules. Because of this, there are many students who

backstab the prefects of discipline. there are also many who are

always cutting and answering the teachers.

 Although there are many bad sides of students, there are

also many who follow it; even against their will, they still

follow the rules enforced by the school they attend. because of

the students' studies, they have a great chance to find many

friends. their confidence will also increase and they will have a

lot of experience; here they will learn .

Objectives

The main objective of this study is to find out the

different behaviors of students in school, including the impact

on their performances; it also shows the rules that students

break and the rules that students follow. Here you can see the

good effects and bad effects of students behaviors.

Scope and limitations

This research is about the behaviors of high school

students. from grade 7 to grade 12; here it is shown how they

make their decisions or work. It will examine how students

develop throughout adolescence, taking into account factors such

as academic achievement, social influences, and individual

maturity levels.

It will observe the abilities and limitations of the

students, however, the study is limited to the perspectives and

experiences of the participating students. The findings may be

affected by the willingness of the students to participate

honestly and openly in the research process. The conclusions

drawn are specific to the population of participating students

and may not apply to all high school students.

Significance of the study

Definition of Terms

Academic Performance- is the measurement of student achievement

across various academic subjects. Teachers and education

officials typically measure achievement using classroom

performance, graduation rates and results from standardized

tests.

School Equipment- the school equipments provides an educational

resources to well equip for every students and teachers to

prevent disruption on every class discussion as well as the

learnings of every student. Some educational equipments are

digital projectors, visual presenters, electronic whiteboards,

netbook computers/laptops, interactive learning aids, educational

software and more.

Impact- a change which is a result of an action or other cause

and effect of lack of school facilities and equipments to the

students academic performance.

TVL Track/Strand-under the Enhanced Basic Education act of 2013,

most Senior Highschool (SHS) picked Technical-Vocational-

Livelihood track which deals primarily with technical-vocational

skills or tech-voc. These skills are requirements for Certificate

of Compentency (COC) and National Certifactions (NC) that you

will need especially if you are looking for a career in

electronics, agriculture or trading

Students Profile encompasses a student's personal and academic

information for the current school year and includes several

areas for each student. These are students overview, enrollment

academic record, benchmark tests, classroom tests, standard

tests, growth reports, disciplinary incidents report and

interventions.

Role Discipline is very much important for student's life as it

is the learning stage so as to live a better and dignity in the

rest of their life. Students should start practicing discipline

while attending the class by copying good discipline maintained

and taught by the teachers.

Review of related Literature

This study aims to investigate the most prevalent and

unacceptable classroom behavioral issues among public secondary

school students in the Islamabad Capital Territory (ICT).

Moreover, the study identified the reasons for these problem

behaviors and ways to address these behaviors. The sample of the

study was twenty-three (23) teachers (Female:14 & Male: 09)

having minimum sixteen years of education along with professional

qualification. Teachers have wide experience of teaching ranging

from 10-32 years and teach students aged between thirteen to

fifteen years. In this qualitative research data was collected

through semi-structured individualized interviews after getting

consent from the Federal Directorate of Education and from study

participants. Through thematic analysis, the main themes emerged

were lack of attention, creating a disturbance in the class,

disobedience, and display of aggressive behaviors. The key causes

of classroom problem behaviors were parenting style, teachers'

attitude/teaching strategies, society, home environment, and

social media. Moreover, teachers also think that lack of

counseling and character building along with outdated teaching

strategies and a boring classroom environment were causes

behavioral problems in the class. Teachers should incorporate

student-centered teaching with engaging techniques, parents

should pay attention in developing good relationship with

children at home. Moreover, counseling facilities about

psychological issues of teenage students’ needs to be provided at

school level. The limited yet empirical data can form a logical

foundation for management to create a policy document addressing

these issues in schools, offering guidance for parents and

teachers to tackle student challenges effectively.

The education system in Pakistan is experiencing rapid changes

with an emphasis on improving student academic performance. To

achieve this objective, curriculum revisions, instructional

strategies, and student interventions are vital. However,

students still face barriers despite addressing these concerns

and showing varying results which differ from time to time (Hayat

et al., 2018). For teaching and learning to be effective, the

school and classroom environment needs to be improved. This

includes reducing distracting and disruptive behaviors (Joshi et

al., 2012). Students frequently engage in classroom behavioral

problems like disruptive talking, avoiding assignments, harassing

classmates, interrupting lessons, verbally abusing teachers,

being rude to teachers, and displaying hostility (Jacob & Aloka,

2023; Ngwokabuenui, 2015; WO & Akinola, 2020). The challenge of

disruptive behavior in the classroom persists across generations,

posing a significant burden on teachers (Abeygunawardena &

Vithanapathirana, 2019). Teachers frequently express their

distress over these disruptive behaviors, citing increased stress

levels (Cascales & Prieto, 2019). Difficulty in managing

classroom misbehavior not only leads to stress and burnout among

teachers but also drives many to leave the profession (Aloe et

al., 2014; Kollerova et al., 2023), discouraging potential

educators from entering the field (Jacobson, 2016). Addressing

classroom discipline demands a considerable investment of time

and energy from teachers (Yuan & Che, 2012). Additionally, the

disruptive behavior of students can directly impact the mental,

physical, and emotional well-being of teachers, thereby impeding

their ability to effectively educate students (Shakespeare et

al., 2018). It is obvious that students’ misbehaviors hinder the

smoothness and effectiveness of teaching and obstruct the

learning of students and their classmates. Such an environment

affects the overall performance and efficiency of teachers as

well as the academic performance of the students (Joshi et al.,

2012). It is vital to address such problem behaviors in the

classroom and lessen gradual adverse effects on students being in

the classroom. The causes of this disruptive behavior have

therefore been investigated in numerous studies to develop

intervention strategies (Jacob & Aloka, 2023; Kollerova et al.,

2023; Rafi et al., 2020).

Behavior is not an easy concept to define and there are many ways

of doing so. Behavior, in general, refers to any action or

function a person performs in each situation. In its broadest

sense, behavior can be anything that school children do, for

example how they make choices about relationships with peers,

what they eat & play, or how active they are (Moore et al.,

2019). Problem behavior is considered a problematic way of

behaving for students who are unacceptable in society or against

the social norms and values (Sun, 2014). From a broader

perspective, problem behavior is a set of all unacceptable

behaviors or actions of students that disturb or decrease the

learning in the classroom (Gomez Marmol et al., 2018; Narhi et

al., 2017; Ozturk, 2017). A mismatch