Development of Behavior Modification Teacher's Guide for Intermediate Pupils

Abstract

INTRODUCTION

This study aimed to identify the common behavior problems of intermediate pupils in a public school and determine the common intervention strategies and practices that their teachers used in dealing and handling classroom misbehavior which served as the basis in the development of a teacher's guide in modifying misbehavior of the participants.

METHODS

The researcher made use of the descriptive-survey method of research to determine the participant's behavior problems and the respondent's behavior management strategies that eventually directed the researcher in developing a teacher's guide on behavior modification. The study employed the survey questionnaires, and made use of a checklist and used it as a tool in gathering and collecting the needed data and information. It utilized percentage distribution, frequency, weighted mean an average of the weighted mean as statistical tools to analyze the results. There were 250 intermediate pupils as participants and nine intermediate teachers in a public school as respondents.

RESULTS

Based on the analysis and interpretation of the results, findings were revealed: (1) there were five most common behavioral problems manifested by these pupils which include cheating, disrespectful, fighting, troublemaking, and the disengaged or the lack of interest.;(2) for dealing with the behavior problems intervention such as created a lesson out of the behavior; recognize appropriate behavior by thanking the students or recognize them for behaving; moving the misbehave pupils to sit another seat; review the rules and regulations, and give rewards to behave pupils were practice always by the teacher-respondents. The findings of the study for the first objective revealed that 27% were cheaters; 21% were disrespectful; 19% fights with classmates, 18% creates troubles,15% were disengaged and unfriendly.

DISCUSSIONS

The researcher offers the following recommendations: the conduct of misbehavior assessment; effective classroom management techniques must be determined; the developed teacher's guide must be used to help the pupils in managing their own behavior problems; the establishment of a student handbook; the behavior modification teacher's guide should be tried out to pupils in other grade levels to ascertain its effectiveness in modifying behavior problems; and further studies using experimental and case study methods may be conducted to evaluate intensively the effectiveness of the developed teacher's guide,