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Aug 26, 2024
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Abstract
This study determines the phenomenological behavioural problems manifested by high school students enrolled in Subic National High School and draws implications to address the behavioural issues. The study used qualitative research adhering to phenomenological methods, and data were thematically analyzed. Results of the study showed that most of the participants are between the ages of 28 and 32, most of the teacher's responders are female, the majority of the teacher's responses are teaching English, and the majority of participants are Teacher I. The common misbehaviour issues of the students inside the classroom are disruptive behaviours, truancy, and behavioural engagement. The factors that led to students' misbehaviour inside the school are biological, social factors, and internal factors. Participants encourage students to behave well inside the classroom by giving rewards and punishments, classroom activities, and creating a positive classroom environment. Suggested activities to make the students behave well inside the school are fostering a culture of reading, writing, listening, and speaking, interactive teaching and learning, and rewards and motivation. A program was proposed. The study recommends that teachers be trained to handle classroom management concerns and problems. Administrators, teachers, parents, and students must all collaborate to achieve a common aim of peace and harmony in well-managed schools. Students should be included as participants in future studies, and their impressions and comments about school punishment techniques should be recorded. Further study may be conducted to validate the findings of this research.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Lonzon, M. D. O., & Espiritu, R. D. (2024). Phenomenological Behavioural Problems Manifested by High School Students Enrolled in Subic National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 5(8), 3411-3421. https://doi.org/10.11594/ijmaber.05.08.34
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Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk Factors for School Absentee-ism and Dropout: A Meta-Analytic Re-view. Journal of Youth and Adolescence, 48(9), 1637–1667. https://doi.org/10.1007/s10964-019-01072-5
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Rafi, A., Ansar, A., & Sami, M. A. (2020). The Implication of Positive Reinforcement Strategy in dealing with Disruptive Be-haviour in the Classroom: A Scoping Re-view. Journal of Rawalpindi Medical Col-lege, 24(2), 173–179.
Saraswati, N. M. S. D., Ratminingsih, N. M., & Utami, IG. A. L. P. (2020). Students’ and Teachers’ Perception on Reward in Online English Teaching Context. Journal of Education Research and Evaluation, 4(3), 303. https://doi.org/10.23887/jere.v4i3.27923
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Syahrir L, Hermansyah, S., Nadirah Nadirah, Andi Sadapotto, Buhari Buhari, Rustam Efendy Rasyid, & Sartika Sartika. (2023). The Implementation Of Rewards And Punishments Towards Students Motiva-tion In English Learning. La Ogi English Language Journal, 9(1), 61–69. https://doi.org/10.55678/loj.v9i1.840
Winarti, A., Yuanita, L., & Nur, Moh. (2019). The effectiveness of multiple intelligenc-es based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School stu-dents.
Journal of Technology and Science Edu-cation, 9(2), 122. https://doi.org/10.3926/jotse.404
Zabala, Jr, B. A. Z. & Peñol, C. A. Z. (2018). So-cial Interactive Behavioral Problems of Social Studies Students of Cabiao National High School. Global Journal of Social Sci-ences Studies, 4(2), 102–114. https://doi.org/10.20448/807.4.2.102.11
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student mis-behavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58(58), 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Bekti Ningsih, Endang Fauziati, Yeny Prastiwi, & Laili Etika Rahmawati. (2023). Teach-er’s Strategy in Dealing with Disruptive Behavior from a Student’s Perspective. Al-Ishlah : Jurnal Pendidikan, 15(4), 4481–4491. https://doi.org/10.35445/alishlah.v15i4.3173
Camargo, C., Laiany Brancalião, Jose Sidnei Goncalves, Lima, C., María Marcos Ramos, Fernandes, L., Trovisco, M., & Conde, M. Á. (2020). Emídio Garcia School Pilot de-scription: A Robosteam Erasmus+ Project Activity based on a Challenge based Learning Approach. https://doi.org/10.1109/educon45650.2020.9125231
Chen, P.-H., & Wu, J.-R. (2010). Rewards for reading: their effects on reading motiva-tion. Journal of Instructional Pedagogies, 3, 1–8.
Dagamac, N. H., Arioder, L. J. Q., Arioder, V. Q., & Quintana, V. V. (2020). Application of Constructivist Teaching Approach in In-troducing New Environmental Concepts to Young Elementary Students in the Phil-ippines: A Small Class Sized Experience from Slime Moulds Modeling. Interdisci-plinary Journal of Environmental and Science Education, 16(2). https://doi.org/10.29333/ijese/7818
Jones, N. (2015). “Of all the knottes that I se / I prese the knot in Trinite”: Trinitarian Iconography in the Middle English Lyric, An aungell fro heuen gan lyth. Viator, 46(2), 193–217. https://doi.org/10.1484/j.viator.5.105367
Elias, H., Mahyuddin, R., & Noordin, N. (2009). Understanding the Misbehavior of At-Risk Students: Contributing Factors. The International Journal of the Humanities: Annual Review, 7(4), 133–144. https://doi.org/10.18848/1447-9508/cgp/v07i04/42664
Espiritu, Raymond. (2021). Awareness and Competency of Pre-service Teachers on the Philippine Professional Standards for Teachers (PPST): A Basis for Training Program. vol. 7 no. 11. 83-105. 10.17605/osf.io/fy8mc.
Esturgó-Deu, M. E., & Sala-Roca, J. (2010). Dis-ruptive behaviour of students in primary education and emotional intelligence. Teaching and Teacher Education, 26(4), 830–837. https://doi.org/10.1016/j.tate.2009.10.020
Forster, M., Sundell, K., Morris, R. J., Karlberg, M., & Melin, L. (2010). A Randomized Controlled Trial of a Standardized Behav-ior Management Intervention for Stu-dents With Externalizing Behavior. Jour-nal of Emotional and Behavioral Disor-ders, 20(3), 169–183. https://doi.org/10.1177/1063426610387431
George, I. N., Oladeni Sakirudeen, A., & Happi-ness Sunday, A. (2017). EFFECTIVE CLASSROOM MANAGEMENT AND STU-DENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE. Research in Pedagogy, 7(1), 43–56. https://doi.org/10.17810/2015.47
Gómez Mármol, A., Sánchez-Alcaraz Martínez, B. J., Valero Valenzuela, A., & Cruz Sánchez, E. de la. (2018). Perceived vio-lence, sociomoral attitudes and behav-iours in school contexts. Journal of Hu-man Sport and Exercise, 13(1). https://doi.org/10.14198/jhse.2018.131.14
Gottfried, M. A. (2017). Does Truancy Beget Truancy? Evidence from Elementary School. The Elementary School Journal, 118(1), 128–148. https://doi.org/10.1086/692938
Halimah, S., Fitriana, R., & Ariyanti, A. (2019). Teachers' Strategies in responding stu-dents' Minor Misbehavior (a Case Study in SMP Negeri 26 Samarinda). Borneo Educational Journal (Borju), 1(1), 29–36. https://doi.org/10.24903/bej.v1i1.257
Hue, M.-T & Li, W.-S. (2008). Classroom man-agement: Creating a positive learning en-vironment. Classroom Management: Cre-ating a Positive Learning Environment. 1-210.
Hughes, J. N., Wu, W., & West, S. G. (2011). Teacher performance goal practices and elementary students' behavioral engage-ment: a developmental perspective. Jour-nal of school psychology, 49(1), 1–23. https://doi.org/10.1016/j.jsp.2010.09.003
Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk Factors for School Absentee-ism and Dropout: A Meta-Analytic Re-view. Journal of Youth and Adolescence, 48(9), 1637–1667. https://doi.org/10.1007/s10964-019-01072-5
Jamba, N., & Norbu, L. (2023). Effective class-room management and students' academ-ic performance: A study in one of the middle secondary schools in Bumthang district. Polaris Global Journal of Scholar-ly Research and Trends, 2(1), 11–24. https://doi.org/10.58429/pgjsrt.v2n1a112
Marbouti, F., Shafaat, A., Ulas, J., & Diefes-Dux, H. A. (2018). Relationship Between Time of Class and Student Grades in an Active Learning Course. Journal of Engineering Education, 107(3), 468–490. https://doi.org/10.1002/jee.20221
et al., M. (2017). Teacher perceptions of man-aging indiscipline amongst at-risk teen-age students: A Malaysian study. Interna-tional Journal of ADVANCED and AP-PLIED SCIENCES, 4(5), 112–119. https://doi.org/10.21833/ijaas.2017.05.020
Maynard, B. R., Salas-Wright, C. P., Vaughn, M. G., & Peters, K. E. (2012). Who Are Truant Youth? Examining Distinctive Profiles of Truant Youth Using Latent Profile Analy-sis. Journal of Youth and Adolescence, 41(12), 1671–1684. https://doi.org/10.1007/s10964-012-9788-1
McIntyre‐Bhatty, K. (2008). Truancy and coer-cive consent: is there an alternative? Ed-ucational Review, 60(4), 375–390. https://doi.org/10.1080/00131910802393407
Metin, S. (2020). Activity-based unplugged coding during the preschool period. In-ternational Journal of Technology and Design Education. https://doi.org/10.1007/s10798-020-09616-8
Otero, T. L., & Haut, J. M. (2016). Differential effects of reinforcement on the self-monitoring of on-task behavior. School Psychology Quarterly, 31(1), 91–103. https://doi.org/10.1037/spq0000113
Rafi, A., Ansar, A., & Sami, M. A. (2020). The Implication of Positive Reinforcement Strategy in dealing with Disruptive Be-haviour in the Classroom: A Scoping Re-view. Journal of Rawalpindi Medical Col-lege, 24(2), 173–179.
Saraswati, N. M. S. D., Ratminingsih, N. M., & Utami, IG. A. L. P. (2020). Students’ and Teachers’ Perception on Reward in Online English Teaching Context. Journal of Education Research and Evaluation, 4(3), 303. https://doi.org/10.23887/jere.v4i3.27923
Sidin, S. A. (2021). The Application of Reward and Punishment in Teaching Adolescents. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), 539(2352-5398). https://doi.org/10.2991/assehr.k.210325.045
Syahrir L, Hermansyah, S., Nadirah Nadirah, Andi Sadapotto, Buhari Buhari, Rustam Efendy Rasyid, & Sartika Sartika. (2023). The Implementation Of Rewards And Punishments Towards Students Motiva-tion In English Learning. La Ogi English Language Journal, 9(1), 61–69. https://doi.org/10.55678/loj.v9i1.840
Winarti, A., Yuanita, L., & Nur, Moh. (2019). The effectiveness of multiple intelligenc-es based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School stu-dents.
Journal of Technology and Science Edu-cation, 9(2), 122. https://doi.org/10.3926/jotse.404
Zabala, Jr, B. A. Z. & Peñol, C. A. Z. (2018). So-cial Interactive Behavioral Problems of Social Studies Students of Cabiao National High School. Global Journal of Social Sci-ences Studies, 4(2), 102–114. https://doi.org/10.20448/807.4.2.102.11