Extent of Disruptive Behaviors of Grade 5 Pupils of Talisay Elementary School: Basis for Localized Intervention Program

Abstract

INTRODUCTION

This study aims to determine the extent of disruptive behaviors among Grade 5 pupils in Talisay Elementary School with a purpose of proposing a localized intervention program to be used by teachers. The respondents have displayed disruptive behaviors in the classroom as shown in their responses in terms of attention, family, growth and development, and trauma. The findings then helped the researcher come up with proposed intervention strategies to help the pupils improve behavior in the classroom.

METHODS

This study was conducted determine the extent of disruptive behaviors among Grade 5 pupils. Hence, it used the descriptive quantitative design. Descriptive design is helpful in collecting the needed data showing the results thoroughly within the study (Estolas, et al, 2006).

RESULTS

The majority of the respondents are aged 10 years old, female, living with both parents, and have 7 members in the family. The respondents agreed that they were disruptive in their behavior in the classroom as revealed in attention, family, growth and development, and trauma variables. The localized intervention strategies are proposed to help pupils with disruptive behavior to be attended to.

DISCUSSIONS

This study set out to determine the extent of disruptive behaviors among Grade 5 pupils in Talisay Elementary School with the objective of proposing a localized intervention program to be used by teachers. Specifically, the following issues were determined: (1) profile of the respondents in terms of age, gender, family structure, and family composition, (2) the extent of disruptive behaviors in the classroom in terms of attention, family, growth and development, and traumatic experiences, (3) determine an appropriate localized intervention program to be proposed for the improvement of the behavior of the Grade 5 pupils.