School and Behavior Problems of Grade Vi Pupils in Julian A. Pastor Memorial Elementary School

Abstract

INTRODUCTION

Family and school problems contribute to a child's behavior. Many children cut their classes or sometimes they bully others. The current study aims to know the types of behavior problems of the respondents. The researcher aimed to determine if there was a significant difference in the respondents' school problems when grouped according to their profile variable; and if there is a significant association in the type of behavior problems of the respondents when grouped according to their profile variable; and be able to come up with an activity that may be developed as an input to help the office of Guidance and Counseling.

METHODS

The research method used was descriptive wherein the researcher utilized a questionnaire which was composed of three types. The researcher's data gathering instrument included: a self-constructed questionnaire for the respondents' profile in terms of sex, residential status, and daily allowance; determined the description of children's problem; and the standardized questionnaire, Behavior Problem Index, where items measured the frequency, range, and type of behavior problem encountered by the respondents. The gathered data were analyzed through percentage, weighted mean, independent t-test, and chi-square, respectively

RESULTS

The result revealed that the respondents' most common problem in terms of school was their relationship with classmates. Generally, the respondents claimed that they rarely experience school problems. For the types of their behavior problems, based on the data gathered, antisocial and peer issues were two of the most common manifestations of their behavior problem. On the other hand, two of the 11 least types of behavior problems were antisocial joined with dependent behavior problem and also dependent, headstrong plus hyperactive in one. The study revealed that there is a significant difference was revealed when family and school problems were grouped according to respondents' profile variable in terms of sex. The types of behavior problem were not dependent school problem.

DISCUSSIONS

The results of the study suggested that the Guidance and Counseling Office should develop more associations and support groups that would accompany the students in dealing with their problems. Also, these groups can uphold the students' mental well-being as well as their behavior by having many activities that are beneficial to them. For the family of the students, more concern with regards to the family especially to the child should be enforced.