Handling Disruptive Behaviors of Students in San Jose National High School

Abstract

The study south to answer the following sub- questions: 1. Psychological Profile of the students along; a. Age b. Gender, c. Employment Status of Parents, d. Income of the Family, e. Number of Adult in the Household, f. Relationship with the Parents, g. Number of Siblings, and h. Recreational Activity; 2. Common extreme disruptive behaviors observed by the Teachers, 3. Techniques used to deal and correct disruptive behavior of the students, 4. Intervention program to proposed as enhancement in the techniques used for dealing and correcting the disruptive behavior of the students. The study is anchored on the Educationalist Theory of John Locke, Zone of Proximal Development of Lev Vygotsky, B.F. skinners’ Operant Conditioning Theory, Behaviorist Theory, and the Theory of Contingency Management. The respondents of the study were the identified students with disruptive behaviors of San Jose National High School, regardless of the year level, who belongs to the twenty percent (20%) of the total population of the school who were identified and assessed by the Curriculum Chairman. Anecdotal records of the advisers and subject teachers served as bases in the gathering of the pertinent data relevant to the study. The descriptive method of research utilizing document analyses was used in this study. The data gathered from the respondents were analyzed using frequency count, percentage, and weighted mean. Findings of the study revealed that 1. The psychological profile of the respondents disclosed that most of the student respondents belong to the 14-15 age bracket. There were more male student respondents with disruptive behavior than female students. Most of the respondents’ families were undeployed (46.46%). Two hundred forty-two (242) or 84.61 % of the student respondent’s family earned below 15,999 a month which is below the poverty threshold stated by NEDA. The number of adults in the family was more than five. Eighty-six or 30.07 % of the respondents were not so close to their parents and watching television was the common recreational activity of the family among the respondents; 2. The common disruptive behaviors that were always manifested by the students were unnecessary talking with a mean score of 4.51 and use of cell phones with a total mean score of 4.43 transferring seats (4.03) and entering class late and going out without permission (3.79). However, the common disruptive behaviors of the students with the least mean scores which they seldom manifested were writing and reading love letters (2.28) and running along the corridor (2.20). the extreme disruptive behaviors on the other hand, that were always manifested by the high school students gambling of all sorts with a total mean score of 4.52 and often times manifested by smoking inside the school premises (4.10) on the other hand the extreme disruptive behavior that were never manifested by the students were: sexual harassment, unwelcomely with advances, requests for sexual favors, and other verbal and non-verbal sexual signs (1.71) and playing with firecracker (1.24); 4. A proposed intervention program is necessary to enhance the technique used for dealing and correcting disruptive behavior of students.