Behavior Problems and Academic Performance of Grade 10 Students in Tipas National High School

Abstract

INTRODUCTION

Student behavior plays a major role in academic achievement. If there are students who are active, responsible and has won in different contests at different levels, there are also learners who show strange and aggressive feelings, committing chronic absenteeism and cutting classes. These emotional disturbances and maladjustments are caused by several factors which teachers and school need to analyze. Specifically, this study sought to determine the demographic profile of the respondents in terms of age, gender, and economic status; the extent of the effect of behavioral problems of the students to their academic performance; and the proposed intervention program to boost the academic performance of these Grade 10 students.

METHODS

The study employed a quantitative methodology. The respondents are the two hundred thirty-eight or 100% of Grade 10 students of Tipas National High School. The statistical analyses used were: percentage, weighted mean, and Pearson's Product Moment Correlation Coefficient.

RESULTS

Majority of the respondents are female aged 16 years old and with parents who are mostly employed. In terms of the extent of the behavior problems, absenteeism and cutting classes and their effect on the academic performance of the students is verbally interpreted as to a great extent. When students are always absent or cutting classes, they tend to miss a lot of things, leading to their poor academic performance. This implies that good attendance is an important and direct sign of the student's perception of the effectiveness and usefulness of the lectures delivered.

DISCUSSIONS

The findings reveal the need for parents, teachers, guidance counselor, and administrator to find ways to alter the misbehavior of the students. The teachers may continue attending a seminar or enroll units in the graduate schools to be guided in improving intervention materials that may enhance the academic performance of the students in relation to absenteeism and cutting classes. The principal or administrator may also formulate suitable and clearly defined policies and classroom rules.