Analysis on the Behavioral Characteristics of Selected Grade 8 Students of ASHI: Basis for Values Formation Program S.Y. 2016 -2017

Abstract

INTRODUCTION

The main purpose of the study is to record and analyze the behavioral characteristics of students with behavioral problems and the intervention that will be used by the teacher to eliminate their undesirable behavior. The participants of the study were the Grade 8 students of Amaya School of Home Industries for the School Year 2016-2017. A stratified sampling technique was used to select the respondents of the study. This involved the division of a population into smaller groups known as strata. The researcher divided the entire target population into different subgroups or strata divided into the 15 sections of grade 8, and then randomly selected the final subjects proportionally for the different section or strata.

METHODS

The descriptive survey method was used in the study. Pre-survey questionnaires and preliminary interviews on structured observations were conducted among the teachers. The students' respondents were the subjects used for gathering empirical data and direct information which are sufficient to supplement the information related to the common misbehavior problems of students in the classroom.

RESULTS

The following findings and conclusions were obtained in this study.

The most common misbehaviors of grade 8 students of ASHI were the do-nothing, the disrupter, the disengaged, the alibier, and the cheater. Teachers used different strategies to reduce or eliminate misbehavior in class.

Creating a lesson out of the behavior is a good way of minimizing the misbehavior of the students and, at the same time, they will learn a lesson from it.

Recognizing appropriate behavior by thanking the students or recognizing them for behaving well will boost students' morale and motivate them to do good work daily.

All the teachers should make rules on the first meeting to promote communication and reduce misunderstandings.

DISCUSSIONS

Based on the findings and conclusions, the following suggestions were recommended:

Assessment of the student's behavior in class must be implemented to determine the common misbehavior of students. This will provide strategies that the teacher can use in solving the problem.

The teacher can create guidelines for the misbehavior which they can use in dealing with behavioral problems.

Teachers are encouraged to conduct values formation programs to develop students’ proper behavior towards teachers and fellow students. Rules should be reviewed orally as needed, and are never written in cement. They are working drafts that will be modified in the same way that the law, staff, and student body change.

Teachers are encouraged to attend training and seminar workshops related to handling students' misbehaviors to avoid conflicts between teachers and students.