Assessment of Pupils’ Disciplinary Problems at Tubahan Elementary School

Abstract

INTRODUCTION

Classroom discipline is one of the most common problems encountered by the teachers in their day-to-day teaching. Because discipline problems are so prevalent and difficult to solve, many educators and specialists in related fields have attempted to provide help for teachers. Their suggestions come from a variety of perspectives and are based on different assumptions about the purposes of schooling and the capabilities of pupils.

METHODS

The descriptive research design was utilized in this research, with the support of the researcher-made questionnaire. Frequency, percentage, ranking, and weighted mean were the statistical tools used in the study.

RESULTS

There were 8 teachers or 100% said that bullying, tardiness, and attention seeking are the most encountered disciplinary problems in their respective classroom, aside from that, 7 teachers or 99% said that attention seeking was a problem encountered by the teacher respondents.

DISCUSSIONS

In this case, the most encountered disciplinary problems identified by the respondents were bullying, tardiness, absenteeism, and attention seeking, so the researcher looked for some activities that will lessen those problems. The action plan was formulated to lessen disciplinary problems inside the classroom. The researcher employed the program to make the pupils behave well all throughout the class hour. After that, the researcher conducted an evaluation or assessment based on the interview, SF2 and anecdotal records. As gleaned from the result of the assessment after the implementation of the program, it showed that the occurrence of disciplinary problems lessened and, therefore, the pupils behave well after conducting the said program.