The Management of Grade VI Pupils with Disruptive Behaviors in Relation to the Academic Performance in Science in Indang Central Elementary School Third Quarter Sy 2018-2019

Abstract

INTRODUCTION

Disruptive behavior in the elementary school setting has become an increasing concern for educators. Teachers are spending more time on discipline than on classroom instructions due to an increase in off-task and poor behaviors of the pupils that can affect the academic performance in Science. With the analysis of periodical results in Indang Central Elementary School during the first to fourth quarter last school year, (2017-2018). Science is one of the learning areas that got the lowest mean percentage score.

METHODS

The respondents in this study are the two sections of Grade VI pupils in Indang Central Elementary School. The proponent of this study used four foolproof strategies for Disruptive behavior (talking tokens, using rewards, assigning special jobs, and addressing sensory needs) through observational design approach and some educational video related to the competencies in Science VI. Descriptive type of research was used. The study illustrated the effect of using the four foolproof strategies in academic performance of the pupils. Summary statistics such as frequencies percentages, mean, and standard deviation were used to describe the significant implication of four foolproof strategies in the performance level of pupils in Science.

RESULTS

Based on the study, the two sections of Grade VI pupils have an average performance of 80% during the second quarter without the intervention. On the third quarter, the section which was exposed to the four foolproof strategies increased their performance by 4.0% while the other section increased by 0.75%. With these it was concluded that the use of four foolproof strategies for Disruptive behaviors is very effective. The pupils who were exposed to the intervention program had a higher percentage of increase in performance.

DISCUSSIONS

This study had a general purpose to gain a better understanding of disruptive behavior in the classroom, what the behavior looked like, the cause, and if trauma could have any impact on the behavior of the pupils who are disruptive. This study had great effects in pupils’ learning, and it produced some interesting and significant results which are expected to make contributions in the students’ learning.