common misbehavior and academic performance
COMMON MISBEHAVIOR AND ACADEMIC PERFORMANCE OF GRADE III PUPILS IN SANTA CRUZ SOUTH DISTRICT
Eugel L. Par
Jerome Roselle R. Pura
Submitted in Partial Fulfillment of Requirements in Bachelor of Elementary Education in the
School of Elementary Teacher Education
Re-accredited Level II – AACUP
Marinduque State College
Santa Cruz, Marinduque
March 2014 Chapter 1
THE RESEARCH PROBLEM
Background of the Study
Misbehavior is described as an action of the child which interferes with his or her learning of either academic material or appropriate social behavior (Hummel & Deitz, 1978). According to Charles (1999), misbehavior is a behavior that is considered inappropriate for the setting or situation in which it occurs.
Misbehavior is such a complex problem – and it is such a general word because there are so many types and levels of misbehavior and each type and level needs to be handled differently. There are many different reasons as to why children misbehave. Because of lack of attention at home, boredom, confusion about their school work, lack of confidence, bad home life, low self-esteem, need for independence, lack of social skills of guidance and psychological problems or disorders. Children behave violently at one time or another. One common problem of children with misbehavior is the inability to participate in classroom activities. Teachers should be alert in the observance of children while at work. There is a great challenge in the part of the teachers to prevent these misbehaviors in order not to affect the pupils’ academic performance.
Academic performance is the outcome of education. It is measured by examinations and continuous assessment but there is no general agreement on how it is best tested or which aspects are most important – procedural knowledge such as skills or declarative knowledge such as facts. Individual differences in academic performance have been linked to differences in intelligence and
Eugel L. Par
Jerome Roselle R. Pura
Submitted in Partial Fulfillment of Requirements in Bachelor of Elementary Education in the
School of Elementary Teacher Education
Re-accredited Level II – AACUP
Marinduque State College
Santa Cruz, Marinduque
March 2014 Chapter 1
THE RESEARCH PROBLEM
Background of the Study
Misbehavior is described as an action of the child which interferes with his or her learning of either academic material or appropriate social behavior (Hummel & Deitz, 1978). According to Charles (1999), misbehavior is a behavior that is considered inappropriate for the setting or situation in which it occurs.
Misbehavior is such a complex problem – and it is such a general word because there are so many types and levels of misbehavior and each type and level needs to be handled differently. There are many different reasons as to why children misbehave. Because of lack of attention at home, boredom, confusion about their school work, lack of confidence, bad home life, low self-esteem, need for independence, lack of social skills of guidance and psychological problems or disorders. Children behave violently at one time or another. One common problem of children with misbehavior is the inability to participate in classroom activities. Teachers should be alert in the observance of children while at work. There is a great challenge in the part of the teachers to prevent these misbehaviors in order not to affect the pupils’ academic performance.
Academic performance is the outcome of education. It is measured by examinations and continuous assessment but there is no general agreement on how it is best tested or which aspects are most important – procedural knowledge such as skills or declarative knowledge such as facts. Individual differences in academic performance have been linked to differences in intelligence and