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CHAPTER I

THE PROBLEM

Introduction

Discipline is one of the important functions of a classroom teacher. It helps in

determining the achievement of the desired educational goals. Classroom discipline is a very

important task of a teacher, hence, it should be maintained and given due importance in

almost all aspects of everyday endeavour.

According to the DepEd Child Protection Policy (2012) pursuant to the 1987

Constitution, the State shall defend the rights of children to assistance, including proper care

and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation

and other conditions prejudicial to their development (Article XV, Section 3). The

Constitution further provides that all educational institutions shall inculcate patriotism and

nationalism, foster love for humanity, respect for human rights, appreciation of the role of

national heroes in the historical development of the country, teach the rights and duties of

citizenship, strengthen ethical and spiritual values, develop moral character and personal

discipline, encourage critical and creative thinking, broaden scientific and technological

knowledge, and promote vocational efficiency (Article XIV, Section 3).

With this law, the school shall create student discipline practices that will surely help

young individuals to act in accordance to the moral standards of the society. Discipline then,
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is the process of teaching by which every child learns how to discern acceptable manner from

what is not. In other words, discipline teaches the child to follow rules. It may involve both

rewards and punishment. It sounds so straightforward, yet everyone becomes frustrated at

one time or another with issues surrounding children and discipline.

There are many reasons why discipline can be a problem in the classroom. One of

them could be the teachers’ teaching style. If they are not reaching every one of their

students, they can become bored, disinterested and restless. As mentioned by Bailey (2000)

in his book entitled Tips on Classroom Management and Discipline, every student has his/her

own learning style and an area where he/she excels. If teachers are reaching these students by

using a variety of methods, students are motivated and less likely to cause trouble.

Based on some classroom management problems mentioned by Bailey (2000),

teachers and classroom managers must understand that discipline is the most difficult yet

exciting job because they play vital roles in the classroom and that they are the second

parents of the students in the campus. In some situations, both parents of the students are

meant to work hand-in-hand because they are obliged to give the needs of the children. The

teachers are the ones acting like mothers/fathers just to accompany those students who need

someone whom they can trust while their own parents are not around.

As mentioned by Patron (2010), in his book entitled Effective Classroom

Management and Making the First Days of Classes Significant to the Learners, the second

concern of behaviour management is remediation. Prevention, as a behaviour management,

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aims to develop good interpersonal relationship to establish smooth classroom training and

interaction. Remediation, on the other hand, aims to enhance students’ positive behaviour and

eliminates and overcomes undesirable and inappropriate behaviour. It also identifies students

who have difficulty following established structures, rules and procedures.

The first thing that the teacher has to consider in terms of discipline is on how to

handle both the positive and negative behaviours of the students. Sometimes the different

behaviours of the students are being misjudged by others. There are some instances that

students show some negative behaviours in order to catch the attention of their teacher

because they want to have a parent or a friend to talk with and understand what or how they

feel.

To discipline the students, teachers have to understand these learners in terms of what

they are going through. Students are in their awkward growing stage and they are desperately

trying to fit in. They like to express themselves but it is a big thing for them to be heard. This

is due to the reality that a lot of experiences gave them a feeling of adults’ indifference to

their condition. So establishing an open and comfortable environment in the classroom

diminishes many behavioural problems because the students feel welcomed.

In this school year, the teachers of Lucena Dalahican National High School

experienced many challenges in disciplining their students. Most of the students are too

curious in exploring new things by which in some ways or another, caused them to be

involved in some negative acts such as cutting classes and the like. These mentioned
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incidents are most common caused by their peers because students find immediate consensus

on something. Almost all of them are curious enough to see the immediate effects of such

acts. With this, teachers play the role of a second parent of the students. They guide them in

facing their problems. They act as their immediate friends while they are able to talk their

respective issues. Considering all these things, the researcher conducted her study at Lucena

Dalahican National High School to help the entire community of teachers to employ different

student discipline strategies for a better classroom management and instruction.

Statement of the Problem

The main purpose of this study was to find out the effectiveness of the student-

discipline practices utilized by the teachers of Lucena Dalahican National High School in

terms of disciplining their students. Specifically, the researcher aimed to answer the

following questions:

1. What is the demographic profile of the student-respondents in terms of the

following:

1.a. age

1.b. gender?

2. What is the demographic profile of the teacher-respondents in terms of the

following:
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2.a. gender

2.b. civil status; and

2.c. length of service?

3. What are the students discipline practices utilized by the teachers in terms of:

3.a. management of physical environment

3.a.1. seating arrangement, and

3.a.2. cleanliness and orderliness of the classroom?
3.b. management of students’ behavior
3.b.1. classroom courtesies and respect to others,
3.b.2. attendance and punctuality, and
3.b.3. adherence to classroom rules and regulation?
4. Is there a significant difference in the student discipline practices utilized by the

teacher-respondents when they are classified according to their demographic profile?

5. What is the assessment of the students and teachers of Lucena Dalahican National

High School regarding the effectiveness of student discipline practices utilized by the

teachers?

6. Is there a significant degree of agreement between the students and teachers of the

Lucena Dalahican National High School on the assessment of the effectiveness of

student-discipline practices utilized by the teachers of Lucena Dalahican National

High School?

7. Based on the findings of this study, what student discipline guidelines on classroom

management can be prepared to improve the student discipline practices?

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Hypotheses

The following null hypotheses were tested in this study:

1. There is no significant difference in the student discipline practices observed

by the teacher-respondents when they are classified according to their

demographic profile.
2. There is no significant degree of agreement between the students and teachers

of Lucena Dalahican National High School regarding the effectiveness of

student discipline practices utilized by the teachers.

Theoretical Framework

In the traditional school, the teacher enforces strict discipline. He expects the class to

measure the established norms and standards. He injects fear in the classroom to maintain

silence that is conducive to learning and at times, maintains orderly communication among

pupils. Whatever noise is heard, be it coming from the passing of books, pencils, and other

materials, the teacher imposes disciplinary measures which threaten the students. Thus, an

attitude of passivity develops, and once in a while, rebellion erupts. However, it results to

good work habits (De Vries, 2004).

In the progressive school, the approach to discipline is preventive rather than

remedial, that is, by action rather than by precept. Self-discipline is developed among the

pupils, but different approaches are used to suit different patterns of development. The
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philosophy behind classroom control is that people live up to what is expected of them. So no

child is condemned or rejected. He is, instead, praised for little achievements, encouraged to

perform services for others, and guided to work at his own pace. The only noise in the

classroom is that which comes from the different activities during class hours (De Vries,

2004).

Management of physical environment refers to teachers’ ways of disciplining the

students along with the seating arrangement, cleanliness and orderliness of the classroom

while management of students’ behaviour refers to the teachers’ ways of disciplining the

students in terms of classroom courtesies, attendance, punctuality and adherence to

classroom rules and regulation.

Behaviourism was introduced by John Watson in 1913. Behaviourism suggested that

psychology should be studied in a scientific manner. It assumes that a learner is essentially

passive in the learning process. Behaviour is shaped through positive or negative

reinforcement, where thinking or emotions play little or no role. There is no major difference

between animal and human learning. B.F. Skinner’s study of behaviour in rats was conducted

under carefully controlled laboratory conditions. He said that the way rats learn to press a

lever is much the same as the way humans learn behaviour (McLeod, 2007).

Behaviourist Theory Advocates (Dunn, 2000) believe that by paying attention to

good behaviour, teachers reinforce that behaviour. A parent or disciplinarian should never

display inappropriate behaviour, anger, frustration, or disappointment especially when in

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front of the children. By displaying or paying attention to bad behaviour, teachers reinforce

that bad behaviour. In another way, a parent must use only positive reinforcement, create a

positive environment, smile, and turn the other cheek when hit in the face. By not reacting or

paying attention to negative or bad behaviour, teachers do not reinforce that behaviour.

Therefore, if teachers wish to extinguish a wrong behaviour, they do not acknowledge or

punish bad behaviour.

In connection with the kind of discipline that the researcher would like to focus on, in

the management of physical environment, the teachers should be the role model to the

students and see to it that if students see the good things that teacher have done, they learn to

follow and apply it.

The Behaviourist Theorists (Dunn, 2000) believe that students who misbehave are

seeking the reward of attention. Even as a child’s behaviour gets worse and more dangerous,

a parent must not reinforce that bad behaviour. Eventually, when the child realizes he cannot

get what he wants through bad behaviour, he extinguishes that bad behaviour. A student

changes his behaviour through positive reinforcement and rewarding good behaviour. Only

with positive reinforcement can a student develop a positive self-image and attitude. With a

positive reinforcement approach, students avoid the mental and emotional damage done after

inflicting negative reinforcement. Behaviourist Theorists believe that negative reinforcement

such as verbal confrontations, scolding, sarcasm, corporal punishment, and the like causes

students to develop poor self-esteem, accept hitting as a way to solve problems, creates
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mental and emotional depression, and scar their relationships with parents, friends, as well as

to society throughout their lives.

Aside from Behaviourist Theory, there are many different theories on how people

learn. What follows is a variety of them, and it is useful to consider their application as to

how the students learn as well as on how the teachers teach in educational programs. It is

interesting to think that the teachers own particular way of learning which recognizes that

everyone does not learn the way teachers do.

The theories that are connected with the researcher’s study are Sensory Stimulation

Theory, Reinforcement Theory, Cognitive-Gestalt Approaches, Holistic Learning Theory,

Facilitation Theory (the humanist approach) and Experiential Learning.

The Sensory Stimulation Theory discusses the concept that the students learn a

specific behaviour or an act by being an observant to those persons who are around them,

specifically the teachers. This is because the student are with them almost eight hours in a

day. With this reality, the teachers should posses firm and strict principles in disciplining the

students on the ground of leniency and in accordance to the moral standard of the society.

The specific student discipline like cleanliness and orderliness are being learned through

observation while they are in the classroom. In that way, the teachers are called role models

because teachers, even without saying a word, can teach discipline to the students by simply

making their own gestures.

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The Reinforcement Theory clearly introduces that punishment imposed by the

teachers, in connection with the current researcher’s study, should be in a positive ground

such as the reward system instead of the punitive one. Some of the vivid example in the

classroom is by providing simple merit reward system on those students who radically met

the set standards given by the teacher. In this manner, the students unconsciously follow

direction without any hesitation for they knew that every single positive deed they met will

result to a simple recognition. Such recognition will be done by their teacher in their

respective class and, in some instances, by the institution where they belong. In cases where

the student fails to follow the rules and regulation set by the institution and the teacher, it is

more effective to give a punishment by which the student sees it positively. An example of

this is making the student who fails to follow the set rules and regulations as the “Leader of

the Day” for them to be able to set an example to their subordinates. With this, the students

will radically learn how to follow rules without an extent of hesitations.

The Cognitive-Gestalt Approaches are primarily based from the two kinds of

discipline where the researcher dealt with. The reality that not two individuals are alike, the

teacher should note that her students have different needs and concerns. Looking closely, the

punishment for student A will not subsequently work for Student B. With this as the basis, the

teacher should have numerous strategies of imposing disciplinary measures so that she is able

cater to the different needs of her students. Having this as the starting step, the teacher should
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establish a student-centered environment that produces a holistic individual equipped with

advanced knowledge and an attitude that lays on the moral standard of the society.

The Holistic Learning Theory emphasizes that in reality, the school does not provide

a complete touch of honing the holistic persona of the student. With this, the schools’ rules

and regulations serve only as thin line guide for the students to discern rightful act from the

wrong ones. In this reality, the teacher should have the will to enforce the rules and

regulations as well as its appropriate punishments with firm and leniency on its side.

In connection with the student discipline practices as being discussed by the

researcher, the Facilitation Theory (the humanist approach) reveals that the teacher can

also impose her discipline by simply teaching them to become independent persons. For

instance, during an activity, the teacher may only give simple instruction by which the

students follow. With this, the significant attitudes that the students should be vigilant of in

performing the activity are the way they behave and answer the questions. Thus, the students’

discretion on how to act on the given activity is an important aspect in the success of the task.

The Experiential Learning Theory, as related to context of the current study of the

researcher, discusses the reality that teachers know and understand that in teaching, discipline

has something to do with the four stages of a learning process. In the said process, it was

found out that people learn in four ways with the likelihood of developing one mode of

learning more than another. As a teacher and a classroom facilitator, it must be understood

that it has a cycle in which the learning takes place first. It will start with the concrete
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experience wherein the students learn through experience. The second cycle is the

observation and reflection where the students learn by being observant. In this stage, the

teacher acts as the model who gives an activity wherein the students learn and have their own

refection about the lesson. The third cycle is an abstract conceptualization wherein the

students learn through the actual thing that they can see. Lastly, the fourth cycle is the active

experimentation wherein the students learn through active participation during their

experimental activity.

Considering the cited theories, the researcher believes that problems encountered by

the secondary school teachers in the above mentioned areas should be properly and urgently

acted upon to prevent more serious problems pertaining to student discipline. To do it, a

teachers’ guidelines on classroom management was prepared by the researcher.

INPUT PROCESS OUTPUT

Demographic Profile of the Analysis of the:
student and teacher
respondents Significant difference in
the student discipline
Student Discipline practices utilized by the
Practices of teachers in teacher-respondents
INiI
Lucena Dalahican National when they are classified Teachers’
High School in terms of: according to their Guidelines on
demographic profile
 Management of Classroom
physical Significant degree of Management
environment agreement between the
students and teachers of
 Management of Lucena Dalahican
student’ National High School
behaviour regarding the
effectiveness of the
Effectiveness of Student student discipline
Discipline Practices practices utilized by the
teachers
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Figure 1. A Theoretic

Figure 1. A Theoretical Paradigm showing the Student Discipline Practices of Teachers of

Lucena Dalahican National High School: Basis for the Development of Teachers’
Guidelines on Classroom Management

The conceptual paradigm of the study was illustrated in Figure 1. The input variables

were the profile of the respondents in terms of gender, age, civil status and length of service

as well as the student discipline practices of teachers in Lucena Dalahican National High

School in terms of management of physical environment, management of student behaviour

and effectiveness of student discipline practices.

The process was the analysis of the significant difference in the student discipline

practices utilized by the teacher-respondents when they were classified according to their

demographic profile as well as the significant degree of agreement between the students
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and teachers of Lucena Dalahican National High School regarding the effectiveness of the

student discipline practices observed by the teachers.

The output of this research was the guidelines on classroom management prepared

by the researcher based on the study’s findings.

Scope and Limitations

This study covered the student discipline practices of teachers of Lucena Dalahican

National High School as the basis for the Teachers’ Guidelines on Classroom Management.

The study focused only on the practices of secondary teachers in disciplining the high

school students. The fifty-five (55) teachers and three hundred twenty-seven (327) students

of Lucena Dalahican National High School served as the respondents of this study. This

study determined the profile of the teacher-respondents in terms of gender, age, civil status

and length of service as well as their student discipline practices along with the management

of physical environment and student behaviour. The study also tried to find out if there was a

significant difference in the student-discipline practices utilized by the teacher-respondents

when they were classified according to their demographic profile. The significant degree of

agreement between the students and teachers of Lucena Dalahican National High School

regarding the effectiveness of the student discipline practices utilized by the teachers was

also sought.
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The researcher used a self-made questionnaire in gathering the data. Data were

treated statistically using percentage, weighted arithmetic mean, F-test or ANOVA and

Kendall’s Coefficient of Concordance.

This study was conducted during the school year 2012 – 2013.

Significance of the Study

As this study delved on student discipline practices of teachers of Lucena Dalahican

National High School as the basis for the development of the Teachers’ Guidelines on

Classroom Management, it, maybe very useful to several groups of people.

The teachers, being the moulders of the youth, would benefit much from the findings

of this study since they would know the evaluation of the respondents regarding the student

discipline practices observed by them at Lucena Dalahican National High School. Thus,

student discipline practices which were rated poorly by the respondents might still be

improved and those student discipline practices that got higher ratings would be sustained.

One of the main responsibilities of teachers is to deliver quality instruction while managing a

classroom with students who are individuals with differing personalities and learning styles.

Thus, learning is adversely affected if the classroom environment is chaotic. Organization of

teachers guidelines on classroom management and clearly defined expectations are the
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simple key to handle discipline. With the teachers’ guidelines on classroom management

being the output of this study, effective training takes place.

The Guidance Counselors would also benefit from this study because they may do

the counselling to the students who do not follow the school’s rules and regulation. The

guidance counselors act as student disciplinarians to ensure orderliness in the campus, thus,

they may utilize the study’s output so that parallel impositions of discipline may be utilized.

The school administrators, being accountable to the total operation of the school,

would also benefit from this study since their teachers may have a greater opportunity to

enhance their skills in disciplining their students. With this reality, quality instruction would

take place in the school campus.

The students who are provided with the guidelines on student discipline may be

properly guided since the standards set by the school administrators and teachers are

contained in the student discipline guidebook.

The future researchers may also benefit from the current study since the findings of

the present study may be used as basis for conducting future researches on student discipline.

Definition of Terms

The following terms were operationally defined:

Effectiveness of Student Discipline Practices. It refers to the degree to which

objectives are achieved and the extent to which targeted problems are solved. In contrast to

efficiency, effectiveness is determined without reference to costs in doing the right thing.
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Student Discipline Practices. These are strategies used by teachers of Lucena

Dalahican National High School in order to improve students’ attitudes and behaviours. The

strategies include teachers’ activities relative to management of physical environment and

student’s behaviour.

Teachers Guidelines for Classroom Management. This material is an output of

this study which contains standards to be followed by the students regarding their proper

decorum, attitude and behaviour in the entire campus.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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The researcher gathered materials from the books, magazines and internet websites.

These include concepts such as student discipline, student discipline practices, management

of physical environment, management of students’ behaviour, and guidelines on student

discipline. Basically, the purpose of conducting reviews of related literature and studies is to

strengthen the development of the concepts being studied.

Related Literature

According to Marzano (2003), students will resist rules and procedures along with the

consequent disciplinary actions if the foundation of a good relationship is lacking. He goes

on to assert that relationships are perhaps more important at the elementary and junior high

school levels than at the high school level.

This research is a big help for the teachers’ future use because through this study, the

teachers can identify the meaning of student discipline. The ability to focus and complete the

tasks increases self-discipline. A student is usually the product of sound family background

where parents played a major role in helping the child learn to make good decisions and

develop strong work ethics. As this study shows the importance of this student discipline

based from the experiences of the teachers in LDNHS, teachers, then, usually manifest three

kinds of person to their student, namely, a teacher, a friend and a parent.

Learning takes place in a positive classroom climate. Thus, creation of a classroom

climate that fosters learning should be the primary concern of every teacher if he wants to
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effect change in his students’ attitudes, skills and knowledge (Merle, 2004). The physical

appearance of the room can stimulate pleasant feelings, attitudes, thoughts, ideas and

appreciation essential to learning. The atmosphere can do a lot to the morale and work of the

class. One author said that a pleasant climate of the classroom generates good thoughts and

ideas while unpleasant climate or surrounding evokes dirty and ugly thoughts. Pupils can

work better and longer if the teacher strives to create pleasant conditions in his classroom

(Acero, et. al., 2000).

In disciplining students, the teacher must consider management of physical

environment to facilitate better control of the different behaviours of the student. The first

thing that the teacher should consider in the management of physical environment is the

planning of seating arrangement because this must be strategically done during the first

month of the school year. The second thing that a teacher must consider is the cleanliness and

orderliness of the classroom. The students should also know how to follow the rules and

regulations of their own classroom. These are essentials to the teacher in preparing her

seating arrangement during the first days of school. During these days, the teacher should be

able to know the students along with their behavior and attitudes so that proper seat plan

design will emerge. In LDNHS, it is a common practice to arrange the students in a strategic

and systematic arrangement. It is only at the picture when the students will be able to realize

that their teacher intends to take care of them making them value the positive effects of

seating arrangement.
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According to Francis-Connolly (2003) who cited Bigner and Young (1996), teaching

and guiding children are perhaps the greatest concerns parents have in performing adequately

as caregivers to them. Cultural ideas have evolved about what children need and how best to

teach them the behaviours, values, and beliefs adults consider important for their effective

future functioning. Advice on how to raise children has proliferated in modern times.

Information on a variety of topics pertaining to parenting, child development, and guidance

techniques is available in magazines, books, and pamphlets. Such materials tend to be used

more frequently by today’s parents than they were in previous generations.

Being second parents to the students, it is not good that teachers only fulfill their

duties in the four sides of the classroom because it is not the end of their duty as parents. In

LDNHS, it is a duty of the advisers to conduct home visitation to their students to see the

kind of persons they are outside the school. It is also done to meet their family and relative,

and to tackle about the attitude of their son/daughter in the school. In this kind of activities,

teachers would know why some of the students are being tardy while others had three

consecutive absences only to find out that they are working students or their houses are very

far from the school. Being parents, the teachers should guide them by giving time and

understanding. They are also the persons who can lean on usually by those students whom

both parents are not around because they are working far while others are outside the country,

thus, their children are being taken care of their other relatives.
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In the introductory text on teaching of Kauchack and Eggen (2008), they explained

classroom management in terms of time management. According to them, the goal of

classroom management is not only to maintain orderliness, instead it optimizes student

learning. They divide class time into four overlapping categories, namely: allocated time,

instructional time, engaged time, and academic learning time.

In LDNHS, the classes are divided into two shifts, that is, one in the morning and

another one in the afternoon. Students comprising these classes have different behaviours that

should be understood by the teacher-in-charge or the adviser.

Mac (2005), professor of special education at Hunter College, New York, advises

teachers to set classroom procedures that are consistent. According to him, most classroom

discipline problems arise because teachers do not set concrete rules for classroom that are

being conducted early. Teachers can use strategies like a seating chart for managing

disruptive students. Other approaches include use of nonverbal communication and body

language such as direct eye contact to deal with student misbehaviour. The tone of voice that

a teacher uses can also influence student behaviour. Teachers should make an impression on

their students to dress appropriately so it demands respect and demonstrates professionalism.

In the end, teachers should refer misbehaving students for counselling or contact their parents

to discuss issues pertaining to them.

Along with the current study, the researcher is positive in saying that consistency in

imposing discipline is vital in the classroom management. With the developed teachers’
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guidelines, some tips are included for them to use in the classroom. Among these include eye

contact and others.

For the researcher, the very important thing that the teacher should consider in

maintaining student discipline in the classroom is by having concrete set of guidelines

pertaining to these concerns. The written Guidelines should conform with the opinions of the

faculty members, the parents and the supreme student council. If the school authorities

considered those persons in creating the teachers’ guidelines along with classroom

management, there are reasons for these rules concerning discipline issues to be successful.

Discipline without stress (or DWS) is a K-12 form of discipline and learning

approach was developed by Marshall (2001). This approach develops the idea that imposing

disciple is possible even in the absence of stress, punishment or rewards. The primary

intentions of this approach are to prompt and develop within youth a desire to become

responsible and self-disciplined and to put forth effort to learn. The most significant

characteristics of DWS are that it is totally not coercive (but not permissive) and takes the

opposite approach to Skinnerian behaviourism that relies on external sources for

reinforcement.

In connection with the current study, based from the implementation of the newest

curriculum in the Philippine Educational system, the K-12 curriculum requires an intense

form of discipline among students. This is due to the teaching styles innovation being used
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by LDNHS teachers. Thus, different disciplinary strategies are imposed based on the

different kinds of behaviour of the students.

Preventive approaches to classroom management involve creating a positive

classroom community with mutual respect between teachers and students. Teachers using the

preventive approach offer warmth, acceptance, and unconditioned support which is not based

on a student’s behaviour. Basically, fair rules and consequences are established in school and

students are given frequent and consistent feedback regarding their behaviour (Bear, G.G.,

2008). According to National Association of School Psychologist (2010), one way to

establish this kind of classroom environment is through the development and use of a

classroom contract. The contract should be created by both students and teacher. In the said

contract, students and teachers decide and agree on how to treat one another in the classroom.

The group also decides on and agrees to what the group will do should there be a violation of

the contract. Rather than a consequence, the group should decide on a way to fix the problem

through either class discussion, peer mediation, counselling, or by one-on-one conversations

leading to a solution to the situation.

In connection with this study, preventative techniques are considered in the final

output of this study. This technique involve the strategic use of praise and rewards to inform

students about their behavior rather than as means of controlling them. This contributes much

to the teachers’ guidelines. In order to use rewards to inform students about their behavior,

teachers must emphasize the value of the behavior that is rewarded and explain to them the
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specific skills they demonstrated to earn the reward. Thus, teachers should encourage student

collaboration in selecting rewards and defining appropriate behaviors that will earn rewards

(Bear, G.G., Cavalier, A., & Manning, M., 2005).

During the first days of classes, the students and teachers of LDNHS has an

agreement on how to handle the different situations regarding discipline. Usually, it is done

in a classroom forum where the teachers and students talk regarding different ways of

discipline that are to be imposed inside the classroom. One of the examples is the issue on the

cleanliness of the classroom. At this regard, students are grouped and different tasks are

assigned. As to policies, rewards will be given to those who are performing their tasks. Those

who are non-performing, disciplinary action are imposed.

In an effort to maintain orderliness in the classroom, teachers, in some cases, actually

make the problems worse. It is then important to consider some of the basic mistakes

commonly made when implementing classroom behavior management strategies. Thus, a

common mistake made by teachers is to squarely define the problem behavior by how it

looks without considering its function (Barbetta, P., Norona, K. & Bicard, D., 2005).

In connection with this, Sonia (2009), cited the strategies in dealing with problematic

pupils based on the experiences of the teachers. Although generally developed for high

school students, the strategies apply to most school setting and year levels, as follow: (1)

accentuate their positive qualities; (2) be confident, take charge of the situation, and never

give up in front of the pupils; (3) be yourself since these pupils can recognize and take
 25

offense at such decent; (4) provide structure since many of these pupils lack inner control and

are restless and impulsive; (5) explain teachers’ rules and routines so pupils understand them,

be sure that the explanations are brief; (6) communicate positive expectations that the pupils

expect to learn in required academic work; (7) rely on motivation and not in powers to

maintain order, that is, an interesting lesson can keep pupils on task; (8) keep calm and keep

pupils calm especially when conditions become tensed or upsetting, where in some cases, it

may be necessary to delay action until after classes when emotion has been reduced; (9) seize

up the situation and be aware of undercurrent behaviors, since these students are seizing up

and are now manipulator of their environment; and (10) expect accepting the misbehavior.

The teacher must consider these strategies on how to deal with the problems inside

the classroom. In LDNHS, there are so many things that have been experienced by the

teachers regarding the different problems that have been encountered everyday. One of the

examples is on how the teacher or the adviser would control those students in destructing the

class or bullying their classmate inside the classroom.

According to Barbetta, P., et al. (2005), teachers must be consistent in their

expectations and consequences to help ensure that students understand the rules to be

enforced. To avoid this, teachers should communicate expectations clearly to students and be

sufficiently committed to the classroom management procedures to enforce them

consistently.
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The teacher must know how to handle the different behaviours of the students within

the different situations. A teacher is considered a model to everyone. As teacher, he is the one

who will understand the needs of his students. Sometimes, the teacher is considered one of

the inspirations of the students because they are able to encourage the students to join in

different contests that they can show and nurture their talents.

Related Studies

Ramig (2002) conducted a study entitled “Spanking interrupts the learning process

of a child.” Spanking is a short-term which means ‘fix’. It usually stops what is going on, but

it teaches the child to hit and causes him to become sneaky or want to retaliate. It does not

show the child on how to solve a problem or provide him with the skills and training to

accomplish the desired behaviour. At the end of the study, the bottom line is never do to the

child what you would not want someone do to you.

The cited study draws relevance to the current undertaking since both dealt with

discipline issues. True enough that spanking should not be tolerated when one committed

this. Thus, the present study takes into account the process with which spanking is fairly

treated. At this juncture, the LDNHS teachers and students will surely benefit in the final

output of this study in terms of proper imposition of classroom discipline between and among

students.
 27

Moore (2010) conducted a study entitled “Student and faculty perceptions of trust

and their relationships to school success measures in an urban school district.” This

study focused on schools that successfully serve students who are able to effectively blend

leadership skills, technical skills, and social skills to create a school environment that

supports student achievement. Successful schools are often associated with high standardized

test scores, high attendance rates, and low rates of student discipline referrals. In many

schools that demonstrate superlative ratings in the above areas, both teachers and students

contribute significantly to the positive interpersonal relationships that shape the working

environment of the school. Effective schools harness the power of positive and trusting

relationships between the school's stakeholders and focus those attributes on creating school

success.

The cited research is relevant to the present study simply because the researcher’s

view to LDNHS is a potential as a high performing school. The cited author identified the

interval efficiency of the successful school which include high achievement to standardized

tests, high attendance rates, and low discipline problems. Looking closely to this research

output, a teachers’ guidelines on classroom discipline intend to come up with parallel internal

efficiency ratings. Such guidelines will crop-up drop-out reductions, high academic

achievement, and very minimal guidance- related problems.

Baldeo (2006), conducted a study entitled “Role of elementary school teachers in

classroom management: A basis for intervention program”. It was revealed that control in
 28

classroom in every aspect of its condition is necessary to guide the effective learning of

pupils. Teachers who exerted nearly complete control over his environment have brought

about stating improvements in pupils’ behavior.

Based from Baldeo’s study, findings were of great help to the teacher on how to win

the trust of the students. Likewise, it noted the proper structure of disciplining the students in

a right way. The connotation that not all human beings can easily give their trust to someone

holds true to this study. There are times that it takes time before the students seem to give

their trust to their teachers. In terms of disciplining them, teachers must try to explain to the

students why they impose that kind of discipline. It should be done to avoid negative effects

of some disciplinary practices.

Foxworthy (2006), utilized the qualitative research techniques to investigate teachers’

beliefs about classroom management and the importance of this aspects of teaching. The

important result of this study is that the teachers’ beliefs and strategies pertaining to

classroom management had changed since they began teaching. This is related to the current

study since the length of service was considered as a variable. Thus, Foxworthy’s study is

instrumental in the development of a teachers’ guidelines on classroom management that

would be of help to the teachers of Lucena Dalahican National High School.

Edrad (2012), conducted a study on “Classroom management difficulties and

coping strategies employed by public elementary school teachers of Pagbilao District”.

According to this study, the teachers served as the managers inside the classroom. As
 29

classroom managers, they served as classroom leader. As classroom leaders, they have the

responsibility to influence the behaviour of their pupils towards the desired direction. Their

functions include the management of all activities of the pupils, the success of which depends

on how well they guide their pupils. In the end, teachers have to create a culture of

excellence in terms of pupils’ formation which not only includes intellectual development of

the learners but more importantly, the pupils’ discipline.

The cited study is connected with the present study because both studies address the

extent of difficulties that teachers experience in disciplining their students. Looking closely at

the present study, LDNHS teachers would benefit to the development of the teachers’

guidelines on classroom management since it will serve as a guide to address the different

discipline styles of the learners.

CHAPTER III

RESEARCH METHODOLOGY
 30

This chapter contains the methodology that the researcher used to complete this

research work. It exposes the research design, research locale, research population and

sample, research instrument, data-gathering procedures, and statistical treatment of data.

Research Design

The researcher used the descriptive-comparative method of research to complete this

research work.

With the use of descriptive-comparative method of research, the researcher described

the profile of the teacher-respondents in terms of gender, age and civil status and length of

service and the student-discipline practices of teachers in Lucena Dalahican National High

School in terms of the management of physical environment and students behaviours.

Descriptive-comparative method of research was used since it was the intention of the

researcher to discover if there were significant differences in the student discipline practices

as observed by the teacher-respondents when they were classified according to their

demographic profile. It also looked into the significant degree of agreement between the

students and teachers of Lucena Dalahican National High School concerning the

effectiveness of the student discipline practices utilized by the teachers.

 31

As an output, the researcher also prepared a teachers’ guidelines on classroom

management whose intention was to achieve uniformity of disciplinary measures among

teachers of Lucena Dalahican National High School.

Research Locale

The locale of this study was Lucena Dalahican National High School (LDNHS)

which started as an extension school of Lucena City National High School (formerly Ibabang

Dupay National High School). The school has its own rules and regulation that will serve as

the teachers’ guide in disciplining the student through the help of the guidance counselor.

This study was conducted at LDNHS to give more information to the teachers regarding on

how to manage student discipline. The locale was situated at Brgy. Dalahican, Lucena City,

Quezon Province.

Research Population and Sample

The research population of this study was students of Lucena Dalahican National

High School, Lucena City. There were one thousand seven hundred eighty four (1784)

students enrolled at LDNHS for the school year 2012-2013.

On the other hand, there were fifty-five (55) teachers occupying national items who

cater to the needs of the student-populace and served as the study’s respondents.
 32

Table 1. Total Populations of Students per Grade level

Level Male Female Total

Grade 7 277 278 555
Second year 230 253 483
Third year 196 194 390
Fourth year 167 189 356
Total 870 914 1784

During the school year 2012-2013, the total population of the students of Lucena

Dalahican National High School was composed of one thousand seven hundred eighty-four

(1784) which was classified into four year levels. For Grade VII, the male students were

composed of two hundred seventy-seven (277) while two hundred seventy-eight (278)

students were female with a total of five hundred fifty-five (555) students. In the second year

level, it had two hundred thirty (230) male students and two hundred fifty-three (253) female

students with a total of four hundred eighty-three (483) students. The third year level had one

hundred ninety-six (196) male students and one hundred ninety-four (194) female students

with a total of three hundred ninety (390) students. In the Fourth year level, one hundred

sixty-seven (167) were male students and one hundred eighty-nine (189) were female

students with a total number of three hundred fifty-six (356) students. In totality, LDNHS had

eight hundred seventy (870) male students and nine hundred fourteen (914) female students

with the total of one thousand seven hundred eighty-four (1,784).

 33

To have a manageable size of the student respondents, the researcher reduced the total

number of student-respondents by using the Slovin’s formula with 5% margin of error. The

complete solution is presented as follows:

N
n = --------------
1 + Ne2

1,784
n = --------------------
1 + 1,784 (0.05)2

1,784
n = ---------------------
1 + 1,784(0.0025)

1,784
n = ----------
1 + 4.46

1,784
n = ---------
5.46

n = 327

After finding the sample size of the student-respondents, the researcher randomly

distributed the 327 student-respondents among the four year levels. Hence, the study

involved 101 Grade VII students, 88 second year students, 72 third year students and 66

fourth year students. In obtaining the number of the student-respondents, the researcher got

the exact number in the Grade VII students by involving top two sections; in the second year
 34

level the researcher got top two sections as respondents; in the third year level, the researcher

involved the top two sections; and in the fourth year level, it involved top two sections.

Fifty-five teachers of Lucena Dalahican National High School were involved in this

study.

Research Instrument

The researcher used a questionnaire in gathering the data. There were two sets of

questionnaires where one questionnaire was intended for the teachers and the other one was

for the students.

Each questionnaire was composed of three parts. The first part elicited responses

regarding the demographic profile of the teacher-respondents. The second part contained the

student-discipline practices as observed by the teachers of Lucena Dalahican National High

School. This part contained twenty items covering management of physical environment and

students’ behavior.

The third part of the questionnaire contained the student-discipline practices observed

by LDNHS teachers which were meant for evaluation by both teacher and student-

respondents.

The questionnaires passed the meticulous process of validation. The questionnaire

was validated by three experts with the following qualifications: a professor at Sacred Heart
 35

College and School Directress of Niño Divino Children School; a former coordinator of

Social Studies at Maryhill College and currently the Coordinator of Social Studies at Lucena

Dalahican National High School and Supreme Student Government adviser; and a former

coordinator of Values Education at Maryhill College, moderator of Marian Choir and

currently a teacher at Lucena Dalahican National High School.

With the approved questionnaire, pilot testing was conducted at Lucena City National

High School involving ten students. After the analysis of the pre-test results, the adviser and

the Committee on Oral Examination’ approvals were sought.

Data Gathering Procedures

Prior to the final distribution of the questionnaires, the researcher sought the

permission of the School Division Superintendent of Lucena City. Upon obtaining the go-

signal of the Division Superintendent, she met the School Principal of Lucena Dalahican

National High School and sought his approval for the administration of the questionnaires.

The researcher personally administered the questionnaire to her respondents. Upon

the completion of the questionnaire, she retrieved the instruments for data organization.

Statistical Treatment of Data

 36

After organizing the responses of the gathered instruments, the researcher, with the

help of her statistician, treated the data statistically by using standard statistical tools.

The demographic profile of the respondents in terms of gender and civil status were

treated statistically by using the frequency count and simple percentage. Simple percentage

was defined by the following formula:

P = f/n X 100

where f is the frequency of responses and

n is the total number of respondents

Each item in the second and third parts of the questionnaire was answered by the

respondents by using a four-point Likert Scale with the following verbal indices:

Continuous Scale Descriptions

3.26-4.00 very often/very effective

2.51-3.25 often/effective

1.76-2.50 seldom / less effective

1.00-1.75 never / ineffective

To determine the student discipline practices observed by the teachers in terms

of management of physical environment and management of students’ behaviour, the

researcher used the weighted arithmetic mean. It was defined by the formula presented

below:
 37

Weighted Arithmetic Mean

Wam = ∑fw/n

where wam is weighted arithmetic mean

f refers to frequency

w refers to weight of response

n refers to number of responses

The scale below was utilized in the interpretation of responses.

Continuous Scale Descriptions

3.26-4.00 very often

2.51-3.25 often

1.76-2.50 seldom

1.00-1.75 never

To measure if there was a significant difference in the student discipline practices

observed by the teacher-respondents when they were classified according to their

demographic profile, t-test for independent samples and F-test or ANOVA was used.

The Simplified Statistics for Beginners (SSB) was utilized in the calculation of the F-

value (ANOVA). The F-Value was tested at 0.05 level of significance.

The evaluation of the students and teachers of Lucena Dalahican National High

School regarding the student discipline practices utilized by the teachers was treated
 38

statistically by using the weighted arithmetic mean. The formula mentioned previously was

used.

The scale below was utilized in the interpretation of responses.

Continuous Scale Description

3.26-4.00 very effective

2.51-3.25 effective

1.76-2.50 less effective

1.00-1.75 ineffective

To measure the significant degree of agreement between the students and teachers of

Lucena Dalahican National High School regarding the effectiveness of the student discipline

practices observed by the teachers, Kendall’s Coefficient of Concordance was used. The

SSB was utilized in the calculation of the coefficient of concordance. The coefficient of

concordance was tested at 0.05 level of significance.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 39

This chapter includes the presentation of data and the corresponding analysis and

interpretation. The data were gathered from three hundred twenty-seven (327) respondents

drawn from one thousand seven hundred eighty-four students from Grade VII to fourth year

of Lucena Dalahican National High School. The results were presented through pie graphs

showing frequency-percentage distributions and tables showing the weighted arithmetic

mean scores and their corresponding verbal descriptions.

The data were organized using pie graphs and tables which were then analyzed and

interpreted. Based on the sub-problems on chapter I, these data were arranged into the

following parts: (1) Demographic profile of the student-respondents in terms of age, and

gender; (2) Demographic profile of the teacher-respondents in terms of gender, civil status

and length of service; (3) the students’ discipline practices utilized by the teachers in terms of

management of physical environment and management of students’ behaviour; (4) significant

difference in the student discipline practices observed by the teacher-respondents when they

were classified according to their demographic profile; (5) the assessment of the students and

teachers of Lucena Dalahican National High School regarding the effectiveness of student

discipline practices which were utilized by the teachers; and the (6) significant degree of

agreement between the teachers and students on the assessment of the effectiveness of

student discipline practices utilized by the teachers of Lucena Dalahican National High

School.
 40

Part I: Demographic Profile of the Respondents

A. Student-Respondents

Figure 2. Frequency- Percentage Distribution of the Student-Respondent according to Age

Figure 2 shows that 150 or 46% of the respondents were aged 14-15 years old, 95 or

29% of the respondents belonged to age group 12-13 years old, 73 or 22% of the respondents

were aged 16-17 years old, 7or 2% of the respondents belonged to age group 18-19 years old,

and 2 or 1% of the respondents were aged 22 years old and above.

 41

The statistical data revealed that the biggest percentage of respondents belonged to

the age group 14-15 years old. It meant that LDNHS had students with different ages and

most of them were young. Being young at age, these students need proper guidance since,

according to Jean Piaget as cited in the book Psychological, Anthropological and

Sociological Foundations of Education (Bustos & Espiritu, 1999, p. 18), the individuals

whose age ranges from 14-15 belong to formal operation stage. During this stage, young

person develops full patterns of thinking. They are able to use logic and symbolic processes.

At this stage, thought is distanced from direct experience. Nonetheless, it must be

remembered that the process of achieving equilibration persists throughout life. With this

condition, the respondents should be given proper guidance in terms of molding their proper

attitude and behavior.

Figure 3. Frequency-Percentage Distribution of the Student-Respondents according to Gender

 42

Figure 3 shows that 213 or 65% of the respondents were female and 114 or 35% of

the respondents were male. The researcher involved 327 LDNHS student-respondents.

From the statistical data on Figure 3, the researcher concluded that majority of the

respondents were female. According to Bustos & Espiritu, (1999 p. 24), sex differences are

certain biological factors like anatomical, physical, and physiological differences between

boys and girls which may lead to psychological differences.

The culture creates roles which are appropriate for each gender. As the individuals

develop self concepts in accordance with their roles, certain differences in their patterns of

behavior become apparent. The female learns that affection, neatness, primness, and a sense

of humor are rewarded by adults and by other members of her peer group. While male, on the

other hand, found out that rewarding traits are greater aggressiveness, display of fearlessness,

and vigorous activity. These differences are not due to any innate factor that comes about

because the individuals find rewards, approval, and status in adopting the role which is

defined for them. Once they enter the school, they have already developed certain personality

traits and value systems different from those of the opposite sex. In relation with this, the

role of the school is to provide a standard of attitudes and behaviors which may be attained

through the observance of teachers’ student discipline practices.

B. Teacher- Respondents
 43

Figure 4. Frequency-Percentage Distribution of the Teacher-Respondents according to Gender

Figure 4 shows that 43 or 78% of the teacher- respondents were female and 12 or

22% of the teacher-respondents were male. The researcher utilized fifty-five (55) teacher-

respondents from LDNHS.

Statistical data in the previous figure revealed that most of the respondents belong to

the female group. Based on the graphical presentation, teachers are dominated by females.

Martin, et al. (2006), conducted a study on the different classroom management styles

of teachers regarding their classroom management training, teaching experience, and gender.

Results revealed that female teachers’ classroom is conducive for teaching and learning. This

is related to student discipline practices utilized by the female teachers since it has something

to do with the physical environment of the classroom.

 44

As discussed in Bandura’s theory of learning wherein it tells that the teacher as model

has shown that gender is a crucial factor in imitation process. This is, therefore, a reminder to

teachers that it is important for them, as representatives of the adult society, to embody

desirable patterns of behavior and values. Teachers, at this juncture, serve as models in their

attitudes toward the subject they teach and toward learning itself.

Figure 5. Frequency-Percentage Distribution of the Teacher-Respondents according to Civil Status

Figure 5 shows that 34 or 62% of the respondents were married and 21 or 38% were

single. The researchers involved 55 LDNHS teacher-respondents.

Statistical data in the previous figure disclosed that majority of the respondents were

married. Hence, they know how to manage their children which can also be applied in

disciplining their students.

 45

The numerical data on Figure 4 imply that many teachers in Lucena Dalahican

National High School are married. This finding is congruent to the National Statistics Office

record (2010) and the Professional Regulatory Commission (2010) claiming that the majority

of today’s workforce is married. As married individuals, they are expected to deal with

students as if they are dealing with their children.

According to Lindgren as cited by Bustos and Espiritu (1999, p. 50), the teacher plays

an important role in determining the kind of psycho-social climate that prevails in the

classroom. This is oftentimes determined by the kind of relationship between the teacher and

the students. Since most of the teachers are married, it is expected that they provide proper

guidance to their students since in school, they serve as second parents to the learners.

Figure 6. Frequency-Percentage Distribution of the Teacher-Respondents according to Length of

Service
 46

Figure 6 shows that 32 or 64% of the respondents had been in the teaching service

from 1-5 years, 9 or 18% had been teaching for 6-10 years, 5 or 10% of the respondents had

a length of service of 11-15 years, 2 or 4% of the respondents had been serving the school

for 16-20 years, 1 or 2% of the respondents had been teaching for 21-25 years, and another

1 or 2% had been in the teaching service for 26-30 years.

The statistical data in Figure 6 revealed that most of the teachers belonged to the

group of teachers with 1-5 years of teaching service.

The researcher believes that the classroom management activities are performed

differently by teachers depending on their gender, age, civil status, designation, degree

completed, status of appointment, length of service and location of school.

The above mentioned idea is supported by Tapec (2004), who found out that the

profile of the teachers such as age, gender, civil status, degree completed, years in service

significantly affect the pupils’ attitudes inside the classroom. The researcher would like to

verify the veracity of this discovery in Lucena Dalahican National High School through the

development of the teachers’ guidelines on classroom management.

 47

Part II: Student Discipline Practices Utilized by the LDNHS Teachers

Table 2. Student Discipline Practices Utilized by the Teachers of LDNHS In terms of Management of
Physical Environment

Student Discipline Practices Students Teachers Combined Responses

Responses Responses
A. Management of Physical Environment
WAM VD WAM VD WAM VD
1. Seating arrangement
My teacher reminds me to arrange the chairs Very Very Very
properly. 3.56 Often 3.64 Often 3.60 Often
My teacher reminds me to always sit according
to our proper seating arrangement in each subject Very Very Very
area. 3.36 Often 3.38 Often 3.37 Often
My teacher recognizes our attendance by simply Very
looking at our proper seating arrangement. 3.08 Often 3.31 Often 3.20 Often
My teacher reminds us that we should monitor
the chairs for the school year. 3.01 Often 3.20 Often 3.11 Often
My teacher easily recognizes my name because Very Very
of our seating arrangement. 3.18 Often 3.42 Often 3.30 Often
Very Very
OWAM 3.24 Often 3.39 Often 3.32 Often
2. Cleanliness and Orderliness of the
classroom
My teacher always tells us that we should clean Very Very Very
our classroom. 3.72 Often 3.73 Often 3.73 Often
My teacher reminds assigns a leader together
with a member to check if the classroom is Very Very Very
properly cleaned. 3.51 Often 3.58 Often 3.55 Often
My teacher reminds us that the classroom should Very Very Very
be clean and orderly in every class period. 3.56 Often 3.49 Often 3.53 Often
My teacher assigns classroom manager each day Very Very
to maintain orderliness inside the classroom. 3.18 Often 3.44 Often 3.31 Often
My teacher tells us that we are the ones to decide
about what to do to those students who did not Very
clean the room. 3.03 Often 3.35 Often 3.19 Often
Very Very Very
OWAM 3.40 Often 3.52 Often 3.46 Often

Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very often
3 2.51 – 3.25 Often
2 1.76 – 2.50 Seldom
1 1.00 – 1.75 Never
 48

Table 2 presents the student discipline practices utilized by the teachers of LDNHS in

terms of management of physical environment which are categorized into two dimensions:

seating arrangement and cleanliness and orderliness of the classroom. With OWAM ratings

of 3.32 and 3.46, the researcher inferred that the management of physical environment

practices covering seating arrangement as well as cleanliness and orderliness of the

classroom were both very often practiced by the teachers of the LDNHS teachers.

Statistical data on Table 2 revealed that the teacher- respondents practiced the

following item very often: (1) telling the students to clean the classroom (WAM=3.73); (2)

reminding the students to arrange their chairs properly (WAM=3.60); (3) assigning a leader

together with a member to check if the classroom is properly cleaned (WAM=3.55); and (4)

reminding the students that the classroom should be clean and orderly in every class period

(WAM=3.53).

Telling the students to clean the classroom is a responsibility of the class adviser.

Reminding the cleaners for the day should be done by the class adviser periodically so that

the students will not forget their tasks.

Reminding the students to arrange their chairs properly, is the task of all subject

teachers which should be done every class period. As reveled in the study, they assigned a

student-monitor to maintain the correct arrangement of chairs from the first period in the

morning to the last period in the afternoon.

 49

Assigning a leader together with a member to check if the classroom is properly

cleaned was done systematically by the class adviser during the orientation week. The class

adviser allowed the students to create their small groups and to choose their respective

leaders.

On the other hand, the teacher reminded the students that the classroom should

always be clean and orderly in every class period. Reminder is given by the class adviser as

need arises.

The findings follow the writings of Corpuz and Salandanan (2003) when they stressed

that an effective classroom management must apply at all times the established rules and

policies to all students regardless of their economic and social status, academic standing,

creed, and other considerations. In other words, the established rules and policies exempt no

one and that it should be fair to all.

As to the findings concerning the students’ seating arrangements, Corpuz and

Salandanan (2003) mentioned in one of their principles of classroom management that

teachers should work out a physical arrangement of chairs that facilitates proper monitoring

of students to be a vehicle for an interactive teaching-learning process. They advised

teachers to work for a very flexible seating arrangement where they can rearrange seats to

suit the learning needs and conditions of the students.

 50

Table 3. Student-Discipline Practices Utilized by the Teachers of LDNHS in terms of Management of

Student Behavior

Student Discipline Practices Students Teachers

Responses Responses Combined Responses
B. Management of Students’ Behaviour
WAM VD WAM VD WAM VD
1. Classroom Courtesies and Respect to others
I respect my classmate’s privacy by not Very Very Very
disturbing or bullying them. 3.46 Often 3.55 Often 3.51 Often
I use “po” and “opo” when talking to other Very Very Very
persons older than me. 3.42 Often 3.55 Often 3.49 Often
I greet all the teachers, school principal, school Very Very Very
visitors and other school personnel. 3.42 Often 3.53 Often 3.48 Often
I come to school with complete uniform and Very Very Very
wear my school I.D. at all times. 3.28 Often 3.62 Often 3.45 Often
I respect my peers as adults individuals by Very Very Very
treating him/her fairly. 3.46 Often 3.38 Often 3.42 Often
I respect the things of my classmate by asking Very Very Very
permission when I need to borrow it. 3.43 Often 3.31 Often 3.37 Often
2. Attendance and Punctuality
My teacher requires me to give an excuse letter
signed by my parents so that my teacher knows Very Very Very
that my parents know of my absences. 3.52 Often 3.54 Often 3.53 Often
My teacher always reminds me about the
allowed absences and tardiness for the entire Very Very
school year. 3.23 Often 3.31 Often 3.27 Often
My teacher requires me to present a medical
certificate signed by the attending physician
when I am sick so that I am excused from my Very
classes. 3.00 Often 3.44 Often 3.22 Often
My teacher tells me that I am allowed of three
unexcused tardiness in the classroom and one Very
unexcused absences is allowed. 3.11 Often 3.27 Often 3.19 Often
Very Very Very
OWAM 3.33 Often 3.45 Often 3.39 Often

Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very often
3 2.51 – 3.25 Often
2 1.76 – 2.50 Seldom
1 1.00 – 1.75 Never

Table 3 presents the student-discipline practices utilized by the teachers of LDNHS in

terms of Management of Student Behavior. With OWAM rating of 3.39, the researcher
 51

inferred that the management of student behavior covering classroom courtesies, attendance

and punctuality were very often practiced by the teachers of LDNHS.

Statistical data in Table 3 revealed that the teacher-respondents practiced the

following item very often: (1) requiring the students to give excuse letter signed by their

parents so that these parents are aware of the students’ absences (WAM=3.53); (2)reminding

the students to respect their classmates’ privacy by not disturbing or bullying them

(WAM=3.51); (3) reminding the students to use “po” and “opo” when talking to other

persons older than them (WAM=3.49); (4) reminding the students to greet all the teachers,

principal, school visitors and other personnel (WAM=3.48); (5) reminding the students to

come to school with complete uniform wear their school I.D. at all times (WAM=3.45); and

(6) reminding the students to respect their peers as adult individuals by treating them fairly

(WAM=3.42).

During the regular academic encounter, teachers reminded the students to respect

their classmates’ privacy by not disturbing or bullying them. All subject teachers of Lucena

Dalahican National High School constantly did it particularly when the condition requires

this kind of reminder.

It is a practice at Lucena Dalahican National High School to greet all teachers, school

principal, visitors and other school personnel. In cases that students forget to do this good

practice, their teachers reminded them to practice this courteous greeting habitually.
 52

During the orientation program, the class advisers emphasized the use of “po” and

“opo” when the students talk to persons older than them. The use of “po” and “opo” in

communicating with older people had been a habit of LDNHS learners.

The teachers reminded the students to come to school with complete uniform and

wear their school I.D. at all times. The class advisers discussed it well during the orientation

so that every student knows this school policy. Hence, observance of this policy is very

evident among the students of LDNHS.

The teachers reminded the students to respect their peers as adult individuals. The

students, in response to the teachers’ reminder, respected their fellow students in many ways

such as asking permission when they want to borrow their classmates’ things, not disrupting

their classmates’ activities, and others.

According to National Association of School Psychologist (2010), one way to

establish this kind of classroom environment is through the development and use of a

classroom contract. The said contract should be created by both the students and teacher. In

the contract, students and teachers decide and agree on how to treat one another in the

classroom. The group also decides on and agrees to what the group will do should there be a

violation of the contract. Rather than a consequence, the group should decide on a way to fix

the problem through either class discussion, peer mediation, counseling, or by one-on-one

conversations leading to a solution to the situation.

 53

In relation to the findings cited, Aquino (2003), mentioned that classroom courtesies

are very important in classroom management. Teachers are responsible for developing good

habits and desirable attitudes among students. The students should know when it is

appropriate to speak in the class in a very friendly and relaxed tone. It is really important to

all teachers to monitor their students very closely. Thus, communicating to students directly

and letting them know when they are behaving responsibly and appropriately is very

important in the classroom setting. Talking with students concerning their readiness to accept

responsibilities is one way of maintaining an open communication between the teacher and

students. Through this process, the students conduct, behavior, and attitude will be unveiled

to the teacher. In the absence of this open communication process, teachers will definitely

encounter classroom courtesy problems.

The findings of the current study are strengthened when Gacelo (2012) positively

commented that good teachers can handle discipline issues appropriately. The teacher has

the authority to implement rules and regulations concerning the proper management of

students’ behaviours inside the classroom. With this, there is a need for a teacher to respond

immediately to the student’s misbehaviour. Whenever possible, verbal confrontations should

be done in a very cordial manner. Thus, a set of ground rules should be established and

properly implemented.
 54

Table 4. Student Discipline Practices Utilized by the Teacher of LDNHS in terms of Adherence to
Classroom Rules and Regulation

Student Discipline Practices Students Teachers Combined Responses

Responses Response
3. Adherence to classroom rules and WAM VD WAM VD WAM VD
regulation
My teacher reminds me that the first time
that I do not follow the school rules and Very Very Very
regulation is considered a warning. 3.34 Often 3.36 Often 3.35 Often
My teacher talks to me and conducts a
conference with my parents to discuss the Very
case that I have done in the school. 3.14 Often 3.36 Often 3.25 Often
My teacher reminds me that if the case is
committed for the third time, it will be given Very Very Very
a disciplinary action. 3.29 Often 3.49 Often 3.39 Often
My teacher reminds me that following the
school rules and regulation is my first Very Very Very
obligation in entering the school campus. 3.44 Often 3.45 Often 3.45 Often
My teacher easily reminds me to follow the Very Very Very
school rules and regulation at all times. 3.52 Often 3.45 Often 3.49 Often
Very Very Very
OWAM 3.35 Often 3.42 Often 3.39 Often

Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very often
3 2.51 – 3.25 Often
2 1.76 – 2.50 Seldom
1 1.00 – 1.75 Never

Table 4 presents the student-discipline practices utilized by the teachers of LDNHS in

terms of Adherence to Classroom Rules and Regulation. With OWAM rating of 3.39, the

researcher inferred that adherence to classroom rules and regulation were very often

practiced by the teachers of LDNHS.

Statistical data on Table 4 revealed that the teacher-respondents practiced the

following item very often: (1) reminding the students to follow the school rules and
 55

regulation at all times (WAM=3.49); and (2) reminding that following the school rules and

regulation is the students’ first obligation in entering the school campus (WAM=3.45).

The teachers reminded the students to follow the school rules and regulation at all

time. The reminder was first given by the class advisers during the orientation week.

Constant monitoring of the implementation of the rules and regulations of the school was

done by all teachers in order to develop self-discipline among the students of LDNHS. Daily

evaluation of students’ attitude and behavior in the different subjects was also conducted to

properly guide the high school learners.

Obedience to rules and regulations, according to Edrad (2012), should be emphasized

to students and parents. Problems on students’ poor discipline will be minimized because of

the proper implementation of classroom rules and regulations. Classroom rules do not have to

be identical for all teachers. Effective rules should be built around the types of activities that

will take place in the class and around the teacher's unique style of instruction. Teachers are

ultimately responsible for classroom rules and regulations. Too many rules can be perceived

as overkill by students and can become a source of conflict, rather than guidelines for good

behavior. To be effective, rules for students should be simple, specific, clearly written and

stated in positive terms whenever possible. Avoid too many "don'ts" (Edrad, 2012). These are

important things considered by the researcher in the preparations of Guidelines on Classroom

Management.
 56

Part III: Significant difference in the student-discipline practices observed by the teacher-
respondents when they are classified according to their demographic profile.

Table 5. F-test and T-test Results on Finding the Significant Difference on the Student-Discipline
Practices observed by the Teacher-Respondents when they are Classified according to their
Demographic Profile

Variables Compared df Means Computed Critical Decision Impression @

f-value f-value 0.05 level
Assessment of student- X1=3.43
discipline practices made dfb= 5 X2=3.51
by LDNHS teachers dfw=144 X3=3.39 f = 0.837 2.21 Accept Ho Not significant
grouped according to dft=149 X4=3.37
length of service X5=3.24
X6=3.32
Assessment of student-
discipline practices made
by LDNHS teachers when 48 X1=3.49 t = 0.770 2.011 Accept Ho Not significant
grouped according to X2=3.42
gender
Assessment of student-
discipline practices made
by LDNHS teachers when 48 X1=3.55 t = 3.060 2.011 Reject Ho Significant
grouped according to civil X2=3.34
status

Table 5 presents the F-test and t-test results on finding the significant difference in the

student-discipline practices observed by the teacher-respondents when they are classified

according to their demographic profile.

The statistical data on Table 5 revealed that there was no significant difference in the

student-discipline practices utilized by the teacher-respondents when they were classified

according to their length of service. This finding was not significant at 0.05 level as justified

by the computed F-value of 0.837 and a critical F-value of 2.21. This meant that the teacher-
 57

respondents, regardless of their length of service, observed the same student-discipline

practices.

The same table disclosed that there was no significant difference in the student-

discipline practices observed by the teacher-respondents when they were classified according

to their gender. This finding was not significant at 0.05 level as justified by the computed t-

value of 0.770 and a critical F-value of 2.011.This meant that the teacher-respondents,

regardless of their gender, observed the same student-discipline practices.

Table 5 also showed that there was a significant difference in the student-discipline

practices observed by the teacher-respondents when they were classified according to their

civil status. This finding which was significant at 0.05 level was justified by the computed t-

value of 3.060 and a critical F-value of 2.011.This meant that the teacher-respondents, when

grouped according to civil status, followed different student-discipline practices. Based on

the WAM ratings, the teachers with single as their civil status had higher WAM ratings. It

meant that they were more observant to student-discipline practices of Lucena Dalahican

National High School.

The researcher believes that the classroom management activities are performed

differently by teachers depending on their gender, age, and civil status. Aside from identified

variables, designation, degree completed, status of appointment, length of service and

location of school maybe positively provide difference on classroom management activities.

 58

The above mentioned idea is supported by Tapec (2004), who found out that the

profile of the teachers such as age, gender, civil status, degree completed, years in service

significantly affect the pupils’ attitudes inside the classroom.

Part IV: Assessment of the Student and Teachers of Lucena Dalahican National High School
regarding the Effectiveness of Student-discipline Practices Utilized by the Teachers.

Table 6. Assessment of the Students and Teachers of LDNHS Regarding the Effectiveness of Student
Discipline Practices Utilized by the Teachers

Student Discipline Practices Student Teacher Combined

Respondents Respondents Responses
A. Management of Physical Environment WAM VD WAM VD WAM VD
1. Seating arrangement Very Very Very
My teacher reminds me to arrange the chairs properly. 3.54 Effective 3.42 Effective 3.48 Effective
My teacher reminds me to always sit according to our Very Very Very
proper seating arrangement in each subject area. 3.47 Effective 3.33 Effective 3.40 Effective
My teacher easily recognizes my name because of our Very Very Very
seating arrangement. 3.36 Effective 3.35 Effective 3.36 Effective
My teacher reminds us that we should monitor the Very Very Very
chairs for the school year. 3.37 Effective 3.27 Effective 3.32 Effective
My teacher easily recognizes my attendance by simply Very Very Very
looking at my proper seating arrangement. 3.31 Effective 3.33 Effective 3.32 Effective
Very Very Very
OWAM 3.41 Effective 3.34 Effective 3.38 Effective
2. Cleanliness and Orderliness of the classroom
My teacher reminds us that the classroom should be Very Very Very
clean and orderly in every class period. 3.46 Effective 3.38 Effective 3.42 Effective
My teacher assigns a leader together with a member to Very Very Very
check if the classroom is properly cleaned. 3.48 Effective 3.33 Effective 3.41 Effective
My teacher always tells us that we should clean our Very Very
classroom. 3.43 Effective 3.25 Effective 3.34 Effective
My teacher assigns classroom manager each day to Very Very Very
maintain orderliness inside the classroom. 3.37 Effective 3.29 Effective 3.33 Effective
My teacher tells us that we are the ones to decide about
what to do to those students who did not clean the
room. 3.24 Effective 3.11 Effective 3.18 Effective
Very Very Very
OWAM 3.40 Effective 3.27 Effective 3.34 Effective
Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very effective
3 2.51 – 3.25 Effective
2 1.76 – 2.50 Less effective
 59

1 1.00 – 1.75 Ineffective

Table 6 presents the student-discipline practices utilized by the teachers of LDNHS in

terms of management of physical environment. With OWAM rating of 3.38 and 3.34, the

researcher inferred that the management of physical environment practices covering seating

arrangement and cleanliness and orderliness of the classroom were very effective.

Statistical data on Table 6 revealed that the teacher-respondents were very effective

in the practice of the following: (1) reminding the students to arrange the chairs properly

(WAM=3.48); (2) reminding the students that the classroom should be kept clean and orderly

in every class period (WAM=3.42); (3) assigning a leader together with a member to check if

the classroom is properly cleaned (WAM=3.41); and (4) reminding the students to always sit

according to their proper seating arrangement in each subject area (WAM=3.40).

The study reveals that different practices of teachers are perceived to be very effective

in the classroom setting. Looking closely, the teachers kept reminding the students

concerning their obligations inside the classroom. Arrangement of seats, cleanliness and

orderliness, and maintenance of seating arrangements are religiously done inside the

classroom. Thus, with the proper coordination of the class adviser, subject teachers and

responsible students, these tasks were successfully achieved.

According to Edrad (2012), one important thing in organizing physical arrangement

in classroom is organizing seating arrangement of students. Structure of the classroom space

 60

should be well thought of so that the teacher can move around and get close to every student.

Teacher must make the classroom truly a learning place.

Table 7. Assessment of the Students and Teachers of LDNHS Regarding the Effectiveness of Student
Discipline Practiced Utilized by the Teachers regarding Management of Students’ Behavior

Student Discipline Practices Student Teacher Respondents Combined

Respondents Responses
B. Management of Students’ Behaviour
WAM VD WAM VD WAM VD
1. Classroom Courtesies and Respect to
others
I use “po” and “opo” when talking to other Very Very Very
persons older than me. 3.68 Effective 3.33 Effective 3.51 Effective
I greet all the teachers, school principal, Very Very Very
school visitors and other school personnel. 3.50 Effective 3.36 Effective 3.43 Effective
I respect the things of my classmate by Very Very Very
asking permission when I need to borrow it. 3.40 Effective 3.44 Effective 3.42 Effective
I respect my peers as adult individuals by Very Very
treating him/her fairly. 3.48 Effective 3.25 Effective 3.37 Effective
I come to school with complete uniform and Very Very
wear my school I.D. at all times. 3.37 Effective 3.24 Effective 3.31 Effective
I respect my classmate’s privacy by not Very
disturbing or bullying them. 3.45 Effective 3.02 Effective 3.24 Effective
Very Very Very
OWAM 3.48 Effective 3.27 Effective 3.38 Effective
2. Attendance and Punctuality
My teacher requires me to present a medical
certificate signed by the attending physician
when I am sick so that I am excused from Very Very Very
those my classes. 3.39 Effective 3.47 Effective 3.43 Effective
My teacher always reminds me about the
allowed absences and tardiness for the Very Very
entire school year. 3.51 Effective 3.25 Effective 3.38 Effective
My teacher tells me that I am allowed of
three unexcused tardiness in the classroom Very Very
and one unexcused absences is allowed. 3.35 Effective 3.38 Effective 3.37 Effective
My teacher requires me to give an excuse
letter signed by my parents so that my
teacher knows that my parents know of my Very Very Very
absences. 3.37 Effective 3.18 Effective 3.28 Effective
Very Very Very
OWAM 3.41 Effective 3.32 Effective 3.37 Effective

Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very effective
3 2.51 – 3.25 Effective
 61

2 1.76 – 2.50 Less effective

1 1.00 – 1.75 Ineffective

Table 7 presents the student-discipline practices utilized by the teachers of LDNHS in

terms of management of student behavior. With OWAM rating of 3.37, the researcher

inferred that the management of student behavior covering classroom attendance and

punctuality were very effective as evaluated by both teachers and students of the LDNHS.

Statistical data on Table 7 revealed that the following students-discipline practices

were found to be very effective by both teachers and students: (1) reminding the students to

use “po” and “opo” when talking to other person older than them (WAM=3.51); (2)

reminding the students to greet all the teachers, school principal, school visitors and other

school personnel (WAM=3.43); (3) reminding the students to present a medical certificate

signed by the attending physician when they are sick so that they can be excused from those

absences (WAM=3.43); (4) reminding the students to respect the things of their classmate by

asking permission when they need to borrow it (WAM=3.42).

Reminding the students to respect their classmates’ privacy by not disturbing or

bullying them is definitely included in the teachers’ long list of tasks. Thus, the subject

teachers in Lucena Dalahican National High School did it quite well as these practices were

evaluated by the teachers and students effective.

 62

Emphasizing the use of “po” and “opo” when talking to person older than them was a

finding in this study. Anyway, this was a constant practice of LDNHS learners that is why

this student-discipline practice was rated by the teachers and students as very effective.

Another important finding is the common practice of reminding the students to greet

all the teachers, school principal, visitors and other school personnel. This practice was

courteously done by the students and in case the students forget this, their teachers were

responsible of reminding them. This student-discipline practice was rated by both teacher and

students as very effective.

Reminding the students to present a medical certificate signed by their attending

physician when they are sick so that they can be excused from those absences is another

practice which holds very effective. This practice was done by the class adviser during the

orientation week for the students. The students and teachers of LDNHS rated this practice as

very effective.

During the orientation week, the class adviser reminded the students to respect the

things of their classmate by asking permission when they need to borrow it. Both groups of

respondents rated this practice as very effective.

Larivee (2009) stressed that teachers are placed in the role of managing student

behavior in order to maintain an environment conducive to teaching and learning. They can

choose to manage student behavior by using their authority and exercising direct control by

dispensing rewards and punishment, or they can choose not to use their power in favor of
 63

strategies that empower students to make their own choices. It is at this juncture that this

research study opted to exercise empowerment among students by allowing students to do

what is good for every member of the class. Respect, then, is the key word to successfully

implement effective classroom management.

Table 8 Assessment of the Students and Teachers of LDNHS Regarding the Effectiveness of Student
Discipline Practices Utilized by the Teachers in terms of Adherence to Classroom Rules and
Regulation

Student Discipline Practices Students Teachers Combined Responses

Adherence to classroom rules and
regulations WAM VD WAM VD WAM VD
My teacher reminds me that the first time
that we I do not follow the school rules and Very Very Very
regulation is considered a warning. 3.45 Effective 3.53 Effective 3.49 Effective
My teacher easily reminds me to follow the Very Very Very
school rules and regulation at all times. 3.52 Effective 3.45 Effective 3.49 Effective
My teacher talks to me and conducts a
conference with my parents to discuss the Very Very Very
case that I have done in the school. 3.45 Effective 3.38 Effective 3.42 Effective
My teacher reminds me that following the
school rules and regulation is my first Very Very Very
obligation in entering the school campus. 3.40 Effective 3.33 Effective 3.37 Effective
My teacher reminds that if the case is
committed for the third time, it will be Very
given a disciplinary action. 3.30 Effective 3.20 Effective 3.25 Effective
Very Very Very
OWAM 3.42 Effective 3.38 Effective 3.40 Effective

Legend:
Point Scale Range Interval Verbal Description
4 3.26 – 4.00 Very effective
3 2.51 – 3.25 Effective
2 1.76 – 2.50 Less effective
1 1.00 – 1.75 Ineffective

Table 8 presents the assessment of the students and teachers of LDNHS regarding the

effectiveness of student-discipline practices utilized by the teachers regarding the adherence

 64

to classroom rules and regulation. The OWAM rating of 3.40 implies that both teachers and

students evaluated it as very effective.

Specifically, the two groups of respondents found the following student-discipline

practices very effective: (1) reminding the students that the first time they did not follow the

school rules and regulation is considered a warning (WAM = 3.49); (2) reminding the

students to follow the school rules and regulations, at all times (WAM = 3.49); and (3)

reminding the students that if the case is done for the third time, it will have a conference

with their parents to discuss the case that they have done in school (WAM = 3.42).

According to Bear, et al. (2005), to prevent undesirable behavior among the learners,

teachers can actually use rewards and punishment. In order to use rewards to inform students

about their behavior, teachers must emphasize the value of the behavior that is rewarded and

explain to students the specific skills they demonstrated to earn the reward. Teachers should

also encourage student collaboration in selecting rewards and defining appropriate behaviors

that will earn rewards.

Part V: Significant Degree of Agreement between the Teachers and Students on the
Assessment of the Effectiveness of Student Discipline Practices Utilized by the Teachers of
Lucena Dalahican National High School

Table 9. W-Test Result on Finding the Significant Degree of Agreement between the Teachers and
Students on the Assessment of the Effectiveness of Student Discipline Practices Utilized by
the Teachers of LDNHS
 65

Variables Df Computed W- Computed Critical x2- Decision Impression @

Correlated Value X2-Value value 0.05
Evaluation by 24 0.425 20.423 36.420 Accept the null Not significant
the teachers and hypothesis
student
Table 9 presents the w-test result in finding the significant degree of agreement

between the teachers and students on the assessment of the effectiveness of student discipline

practices utilized by the teachers of Lucena Dalahican National High School.

With the computed w-value of 0.425 which was automatically converted into chi-

square value of 20.423 and with a critical chi-square value of 36.420, the researcher accepted

the hull hypothesis which was not significant at 0.05 level. It meant that there was no

significant degree of agreement between the teachers and students on the assessment of the

effectiveness of student discipline practices utilized by the teachers of Lucena Dalahican

National High School.

 66

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter synthesizes the results of the study. It starts with a brief summary of the

findings deduced from the data gathered, conclusions derived from the findings and

recommendations based on the findings and conclusions.

Summary of Findings

1. Demographic Profile of the Student Respondents

1.a. One hundred fifty (150) or 46% of the student respondents were aged 14-15

years old, 95 or 29% of the student respondents belonged to age group 12-13

years old, 73 or 22% of the student respondents were aged 16-17 years old,

7or 2% of the student respondents belonged to age group 18-19 years old, 2 or

1% of the student respondents were aged 22 years old and above and 0 or 0%

belonged to group 20-21 years old. The statistical data revealed that the

biggest percentage of student respondents belonged to the age group 14-15

years old.
 67

1.b. Two hundred thirteen (213) or 65% of the student respondents were female,

and 114 or 35% of the student respondents were male. The researcher

involved 327 student respondents of LDHNS.

2. Demographic Profile of the Student Respondents

2.a. Of the fifty-five (55) respondents, forty-three (43) or 78% of the teacher-

respondents were female and 12 or 22% of the teacher-respondents were male.

2.b. Thirty-four (34) or 62% of the teacher-respondents were married and 21 or

38% were single.

2.c. Thirty-two (32) or 64% of the teacher-respondents had been in the teaching

service from 1-5 years, 9 or 18% had been teaching for 6-10 years, 5 or 10%

of the respondents had a length of service of 11-15 years, 2 or 4% of the

respondents had been serving the school for 16-20 years, 1 or 2% of the

teacher respondents had been teaching for 21-25 years, and another 1 or 2%

had been in the teaching service for 26-30 years.

3. Student Discipline Practices Utilized by the Teachers of the LDNHS

3.a. Management of Physical Environment

3.a.1 The management of physical environment practices covering seating

arrangement and cleanliness and orderliness of the classroom were

very often practiced by the teachers of the LDNHS (OWAM = 3.32

and 3.46, respectively).

 68

3.a.2. The teacher-respondents practiced the following items very often: (1)

telling the students to clean the classroom (WAM=3.73); (2) reminding

the students to arrange their chairs properly (WAM=3.60); (3)

assigning a leader together with a member to check if the classroom is

properly cleaned (WAM=3.55); and (4) reminding the students that the

classroom should be clean and orderly in every class period

(WAM=3.53).

3.b. Management of Student Behavior

3.b.1. The management of student behavior covering classroom courtesies

and attendance and punctuality were very often practiced by the

teachers of the LDNHS (OWAM = 3.39).

3.b.2. Teacher- respondents practiced the following item very often: (1)

requiring the students to give excuse letter signed by their parents so

that these parents are aware of the students’ absences (WAM=3.53);

(2) reminding the students to respect their classmates’ privacy by not

disturbing or bullying them (WAM=3.51); (3) reminding the students

to use “po” and “opo” when talking to other person older than them

(WAM=3.49); (4) reminding the students to greet all teachers, school

principal, school visitors and other school personnel (WAM=3.47); (5)

reminding the students to come to school with complete uniform and

 69

wear their school I.D. at all times (WAM=3.45); and (6) reminding the

students to respect their peers as an adult individuals by treating them

fairly (WAM=3.42).

3.b.3. The student discipline practices utilized by the teacher of the LDNHS

in terms of adherence to classroom rules and regulation were very

often practiced by the teachers of LDNHS (OWAM = 3.39). The

teacher-respondents practiced the following items very often: (1)

reminding the students to follow the school rules and regulation, at all

times (WAM=3.49); and (2) reminding the students that following the

school rules and regulation is the students’ first obligation in entering

the school campus (WAM=3.45).

4. Significant Difference in the Student Discipline Practices Observed by the Teacher-

Respondents when They are Classified according to Their Demographic Profile

There was no significant difference noted in the student-discipline practices

observed by the teacher-respondents when they were classified according to their

length of service where this finding was not significant at 0.05 level as justified by the

computed F-value of 0.837 and a critical F-value of 2.21; there was no significant

difference noted in the student-discipline practices observed by the teacher-

respondents when they were classified according to their gender where this finding

was not significant at 0.05 level as justified by the computed t-value of 0.770 and a
 70

critical F-value of 2.011; and there was a significant difference in the student-

discipline practices observed by the teacher-respondents when they were classified

according to their civil status where this finding was significant at 0.05 level as

justified by the computed t-value of 3.060 and a critical F-value of 2.011.

5. Assessment of the Student and Teachers of Dalahican National High School regarding

the Effectiveness of Student Discipline Practices Utilized by the Teachers

The management of physical environment practices covering seating

arrangement and cleanliness and orderliness of the classroom were evaluated by both

teachers and students as very effective (OWAM =3.38 and 3.34 respectively).

Specifically, the teacher- respondents revealed that the following were very effective

practices: (1) reminding the students to arrange the chairs properly (WAM=3.48); (2)

reminding the students that the classroom should be clean and orderly in every class

period (WAM=3.42); (3) assigning a leader together with a member to check if the

classroom is properly cleaned (WAM=3.41); and (4) reminding the students to always

sit according to their proper seating arrangement in each subject area (WAM=3.40).

The management of student behavior which covered classroom courtesies and

attendance and punctuality was very effective as evaluated by both LDNHS teachers

and students (OWAM = 3.36). Specifically, the following students-discipline

practices were found very effective by both teachers and students: (1) reminding the

students to use “po” and “opo” when talking to other persons older than them
 71

(WAM=3.51); (2) reminding the students to greet all the teachers, school principal,

school visitors and other school personnel (WAM=3.43); (3) reminding the students

to present a medical certificate signed by the attending physician when they are sick

so that they can be excused from their classes (WAM=3.43); (4) reminding the

students to respect the things of their classmate by asking permission when they need

to borrow it (WAM=3.45).

The student-discipline practices relating to adherence to classroom rules and

regulation were evaluated as very effective by both teachers and students (OWAM =

3.40). Specifically, the two groups of respondents found the following student-

discipline practices very effective: (1) reminding the students that the first time that

they did not follow the school rules and regulation is considered a warning. (WAM =

3.49); (2) reminding the students to follow the school rules and regulation, at all times

(WAM=3.49); and (3) reminding the students that if the case is done for the third

time, a conference with their parents to discuss about the case that they have done in

the school will be held (WAM = 3.42).

6. Significant Degree of Agreement between the Teachers and Students on the

Assessment of the Effectiveness of Student Discipline Practices Utilized by the

Teachers of Lucena Dalahican National High School

There was no significant degree of agreement between the teachers and

students on the assessment of the effectiveness of student-discipline practices utilized

 72

by the teachers of Lucena Dalahican National High School. This finding was

supported by the absolute computed w-value of 0.425 which was automatically

converted into chi-square value of 20.423 and with a critical chi-square value of

36.420. Teacher-respondents rated themselves higher than their students.

Conclusions
Based on the gathered data and findings of the study, the following conclusions were

derived:

1. Most of the students were too young as age ranged from 12-15 years old and majority

were female.

2. Majority of the teachers were female, mostly married, and too young in the teaching

career.

3. The student-discipline practices utilized by the teachers in terms of the management

of physical environment as well as classroom courtesies ad attendance and

punctuality were very often practiced.

4. There was no significant difference in the student-discipline practices observed by the

teachers when they were classified according to the length of service, gender and civil

status.

5. The student-discipline practices utilized by the teachers in Lucena Dalahican National

High School were very effective.

 73

6. There was no degree of agreement between the teachers and students on the

effectiveness of student-discipline practices utilized by the LDNHS teachers.

Recommendations

Based on the foregoing findings and conclusions, the following recommendations

were suggested to the different groups of people in the academe:

To the School Administrators

1. That the teacher-guidelines on classroom management prepared by the

researcher (Appendix A, page 81 ) be used in different schools in the Division

of City Schools, most especially in Lucena Dalahican National High School

and other secondary schools as teachers’ guide in doing their school tasks.

2. That the instruments designed by the researcher in the research paper be used

as guide in determining the extent of effectiveness and practices of the

secondary school teachers in their respective schools.

3. That the contents of the guidelines on classroom management prepared by the

researcher be included in the annual orientation/re-orientation program for

parents and students.

4. That the administrative and guidance programs be parallel with the guidelines

provided in this study in the effective maintenance of the student-discipline

practices in school.
 74

5. That the recommendations contained in this study be given enough attention

in the implementation of the school’s disciplinary program as well as

sanctions in treating problems along with this dimension.

To the Teachers

6. That the teachers of LDNHS as well as in other public secondary schools

continue to implement the student-discipline practices in their school to

sustain the effective management of students’ discipline.

7. That the student-discipline practices contained in this study be strictly

implemented in their respective classroom.

To the Students

8. That the students of LDNHS be provided with the guidelines on classroom

management prepared by the researcher for the enhancement of their self

discipline.

To Future Researchers

9. That this study serves as their guide in undertaking a research paper

concerning student-discipline areas.

10. That the variables used in this study be replicated in other academic levels.
 75

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 81

APPENDIX A
The Research Output

LUCENA DALAHICAN NATIONAL HIGH

SCHOOL TEACHERS GUIDELINES ON
CLASSROOM MANAGEMENT
 82

by

CIELA BELLE J. LAGOS

Introduction

These Guidelines on Classroom Management is basically designed for the students of

Lucena Dalahican National High School. It contains provisions concerning the different
issues that must be addressed inside the classroom. This is in line with the findings of the
study on the “Effectiveness of Student Discipline Practices Utilized by Teachers of Lucena
Dalahican National High School: Basis for the Development of the Proposed Teachers’
Guidelines on Classroom Management”. The study revealed that student-discipline utilized in
terms of physical environment were very often practiced; that there was no significant
difference in the student discipline practices utilized by the teacher-respondents when they
were classified according to length of service and gender; that there was a significant
difference in the student-discipline practices utilized by the teacher-respondents when they
were classified according to their civil status; that the student-discipline practices utilized by
LDNHS teachers were very effective as agreed by the respondents.

The set of guidelines contained herein will not only guide teachers and students
towards discipline matters but also to achieve cordial relationship among people of the entire
academic community.

Rationale

Lucena Dalahican National High School has to fulfill the realization of the underlying
concepts of Education for all (EFA). In line with this, the institution organized different
programs and projects that would truly enhance the abilities and skills of its entire studentry
and faculty. School improvement is a big factor in the realization of the EFA Goals especially
 83

the physical facilities. Another one is the improvement of Basic Education and strengthening
support to Basic Education.

Guided by the core values of the institution that is to develop students to cope and
make the best of them through quality education. They must assume the responsibility of
seeking, devising, carrying out and maintaining what is best in the way of good and well
rounded education for the people. With the help of different stakeholders, good management
of the administration and with the effective mentoring of the teaching force surely the
mission and vision of LDNHS in line with the Department’s goals will be realized.

In line with the move of the Department of Education towards the full realization of
the concept of shared governance as mandated by the Governance of Basic Education Act of
2001, the Department, through the Basic Education Sector Reform Agenda, is
institutionalizing School Improvement Plan.

The Department of Education has faced a load change and challenges, which received
both positive and negative responses. The educational community has made several
adjustments to cope up with these challenges. Still, the Division of Lucena City never ceased
to fulfill and realize the vision and mission of the department. In its determined efforts to
provide quality education to its clientele, the Lucena City National High School- Dalahican
builds effective and relevant programs that would meet the departments’ expectations. The
School Improvement Plan was made as an answer to the literacy problem in our country,
brought about by economic instability. It is an effective vehicle for school improvement, with
the learner as the centerpiece of this process. It believes that the total development of every
learner depends on the concerted efforts of the educational community. The teachers,
students, parents and the people in the community work harmoniously towards the
fulfillment of the schools goals and objectives.

It is with this concern that our school developed new strategies and approaches that
would satisfy the needs of our clientele and serve purpose of the School Improvement Plan.

A Close Look at the Past of Lucena Dalahican National High School

A parcel of land located in Brgy. Dalahican, Lucena City has become the instrument
of realizing the dreams of the City Government and the Division of Lucena to provide quality
basic education among youth in Dalahican and nearby barangays.
 84

Through the efforts and initiative of Sangguniang Panglungsod of Lucena City

headed by Mayor Ramon Y. Talaga Jr. and the committee on Education, they envisioned to
have an extension of the first city high school, Lucena City National High School. Due to the
growing demands in education, the Lucena City National High School-Dalahican Extension
was established on July 5, 1999.

One hundred first year high school students were then housed temporarily in the
compound and facilities of Dalahican Elementary School. With its growing enrollment in the
following years, the school held classes also in a vacant place under the St. Raphael Church,
which was several meters away from Dalahican Elementary School. The teachers placed
wood dividers to accommodate enrollees. The use of the place was through the request of the
PTA headed by its president Felipe Cabigonda. The students stayed there for one year and
then moved again to Dalahican ES since its principal then, Ms. Gloria Banog, lent two more
classrooms for the use of the high school students.

It was supervised by Mrs. Epifania F. Carandang being the principal of Lucena City
National High School-Main together with the three teachers who handled classes namely Mr.
Rolito M. Inojosa (designed TIC), Mrs. Josephine Gutierrez-Pabellano (Mathematics
Teacher) and Mrs. Olivia Mauzar-Abrehan (Social Studies Teacher). Because of the
mounting population of the students, the school was built in Brgy. Dalahican, several meters
away from the Dalahican Fishing Fort. With a land area of 8,800 sq.m, the officials were
confident enough that it could accommodate the emergent needs of the place. In 2004, one
two-story Punzalan Building was built with 4 classrooms. The following year, 2005, another
building was constructed, the RYT Building (Ramon Y. Talaga Building), a two-storey
building with 12 classrooms. It was funded by the Local Government Unit. Since the school
needed ample attention and supervision, Mrs. Myla Rosanna Banagan-Berry was designated
as the Teacher-in-Charge.

Through the Resolution No. 13-460 (A Resolution Approving The Resolution of The
Sangguniang Barangay of Dalahican Entitled: Resolution No. 217, Series of 2006 Requesting
DepEd For The Separation of Lucena City National High School Dalahican Extension From
The Main Campus Renaming It As Lucena Dalahican National High School), Lucena City
National High School-Dalahican Extension was renamed as Lucena Dalahican National High
School on July 17, 2007. It was finally declared by the Department of Education as a
separate, independent school in January 2010.

From 1999 to present, the population of the students increased by an average of 33%.
With the very large population of Brgy. Dalahican and the rising number of incoming high
school students from the different elementary schools, the need for teachers, additional
 85

classrooms and bigger facilities also increased. With the aid of the city government, national
government and other sectors, these problems were met.

Yearly, the school had improvements. In 2010, the Department of Public Works and
Highways (DPWH) constructed two rooms. In the same year, the City Government of
Lucena-granted another building, a two-story RYT Type Building with 8 classrooms.

Despite the problems encountered, still the enthusiasm of the students, faculty and
administration prevailed. LDNHS started making a mark in the division in the different
contest whether in academic, cultural or sports. The school has also produced quality
graduates who continuously perform well in college and in the field of work. It does not
facilitate learning in the school but also provides opportunities for parents, out-of-school
youths and senior citizens to be educated. Some services are extended through Alternative
Learning System, remedial classes, free tutorial service, free medical assistance for the
students, full meal feeding program to selected undernourished students and scholarship
assistance.

Through effective leadership and management strategies, cooperation of teachers,

students, and enhanced linkages with stakeholders, the school acquired its permanent school
site and school buildings with twenty-three (23) classrooms. Because of this, many incoming
high school students from the different elementary schools (Dalahican ES, Talao-talao ES,
Mayao Crossing ES, Lucena East 1 ES and Barra ES) are accomodated every school year.
Since it is the only high school in the area, 90% of the graduates from the elementary schools
are expected to enroll. Given the present school population growth rate it is expected that
Lucena Dalahican National High School will be one of the biggest secondary schools in the
division.

In 2011, Lucena Dalahican National High School experienced many new things due
to the reshuffle of teachers. Some new faces added to the sweltering enthusiasm of the former
teachers under the supervision of the newly-designated principal Mr. Rolito M. Inojosa. At
present, LDNHS is now under the care of loving hands of fifty-four (54) teachers, one (1)
guidance counselor, three (3) utility aides’ six (6) security guards and 1,869 students headed
by its competent principal, Mr. Inojosa.

In thirteen (13) years of existence, the school has been consistent in giving the best of
services. Launching various programs, enhancing curriculum and providing quality
instruction are the ways that LDNHS ensured to help make a difference in the lives of
students who would nearly shape the future.
 86

Since a student handbook is not yet available in the campus, this Guidelines on
Classroom Management is currently in demand.

Objectives

Being an output of this study, these Guidelines on Classroom Management is

established to impose proper treatment on different issues pertaining to classroom
management specifically, seating arrangement, courtesies and behavior, attendance and
punctuality.

More so, this is intended to help the teachers minimize their problems and guide them
as well to have an effective classroom management.

Target Users

The teachers and students of Lucena Dalahican National High School are the target
users of this Guidelines on Classroom Management. They are expected to conform with the
provisions so as to achieve orderly and peaceful atmosphere in the classroom and the campus
in general.

Guidelines on Classroom Management

In order to provide an atmosphere conducive to study and self-discipline, the

following guidelines are applied to all students. These manifestations of good behaviour
show that the student has grown as a person, and as a worthy member of society.

A. Management of Physical Environment

The school believes that learning is not confined in the classroom. Hence, in
order to enhance the different aspects of the student’s growth and development, the
school provides and maintain facilities and services for the students. These facilities
 87

and services have their own set of rules and guidelines for operations and use.
Students are expected to observe them.

1. Seating Arrangement

The student spends most of his/her time during a school day inside the
classroom. He plays a very important role in making the classroom conducive
to learning. Thus, the students are obliged to maintain orderly arrangement of
chairs throughout the day.

a. Let the students arrange chairs properly.

b. Let the students sit according to their proper seating arrangement.
c. Let the student periodically inspect the chairs throughout the school
year.
d. Attendance is easily recognized by simply looking at the students’
proper seating arrangement.
e. The seating arrangement identifies the member of the class. Let the
students always occupy their assigned seat.
f. Avoid sitting on arms of chairs and teacher’s table or chair; refrain
from standing on any furniture or putting one’s foot on another chair.
g. Damage to properties due to carelessness/ negligence must be paid/
replaced by the student concerned.

2. Cleanliness and Orderliness of the classroom

Each student is expected to help in the upkeep of the school. He/she

avoids littering in the classroom and along corridors, staircases, hall, school
grounds, on any part of the school premises.

a. There is an assigned leader to check if the classroom is properly

cleaned.
b. The classroom should be maintained clean and orderly in every class
period.
c. Let the students always clean their classroom.
 88

d. There is a classroom manager each day to maintain orderliness inside

the classroom.
e. The class decides on what to do to those students who did not clean the
room.
f. No eating or drinking or chewing gum inside the classroom.
g. Respect school property by refraining from damaging, or putting any
marks on them.
h. Students should cooperate with the helpers in cleaning the classroom
by picking up the litter and erasing the writing on the chalkboard.
They should also practice waste segregation by putting trashes in
proper container.
B. Management of Students’ Behaviour

The student who belongs to LDNHS should consider themselves as family.

He/she feels responsible in helping create an atmosphere where everyone enjoys the
“at home” experience.

1. Classroom Courtesies and Respect to others

The LDNHS student has a sense of sensitivity for other’s needs and
feelings. He/she should extend proper greetings to teachers and persons in
authority and visitors. He/she is ready to help others when needed. The
following are expected for each student:

a. They should use “po” and “opo” when talking to other person older
than them.
b. They should greet all the teachers, the school principal, school visitors
and other school personnel.
c. They should respect their peers as an adult individual by treating them
fairly.
d. They should come to school with complete uniform and wear school
I.D. at all times.
e. They should respect the things of their classmates by asking
permission when they need them.
 89

f. They should respect their classmates’ privacy by not disturbing or

bullying them.
g. Buying of school supplies from the bookstore/ canteen must be done
during recess, lunch breaks, before and after class hours.
h. Going out of the classroom without the teacher’s permit is strictly
discouraged.
i. All students are expected to stay inside the classroom if a teacher is
absent.

2. Attendance and Punctuality

The regularity and punctuality of attendance in classes and other
school functions are very vital in a student’s life in school. Thus, the following
should be strictly observed:

a. The students are allowed to incur at most 20% of the total number of
days for the entire school year.
b. The students are allowed to have three unexcused tardiness in the
classroom and one unexcused absence.
c. The students are required to present a medical certificate signed by the
attending physician when they got sick so that they will be excused
from those absences.
d. The students are required to give a letter signed by their parents so that
the teacher will know that the parents know of the students’ absences.

3. Adherence to classroom rules and regulations

The discipline in LDNHS is a part of personality formation. It is the

combination of all constructive influences and guidelines which the school
imposes on the students in its effort to guide them towards appropriate and
acceptable behaviour. Discipline aims to promote genuine character
development to increase respect for duly constituted authority, to promote
order, regularity, unity and harmony which is conducive to good teaching and
learning.
 90

a. The students are reminded that the first time they did not follow the
school rules and regulation is considered a warning.
b. In cases that students experience more serious or repeatedly commit
minor problems, teachers’ conference with parents with the presence
of subject students will be held.
c. The students are warned if the case is committed for the third time;
they will be given a disciplinary action.
d. To follow the school rules and regulation is the students’ first
obligation in entering the school campus. Be conscious of their
obligation.
e. The students must always follow the school rules and regulation, at all
times.

Timetable on the Utilization and Dissemination of the Research Findings and Output
Activities
1. Proposal of the research
output to the Principals of the
District, District Supervisors,
Schools Division
Superintendent.
2. Presentation of the research
study to the Principals, District
Supervisor and Division
Superintendent.
3. Submit a copy of the research
output to Library for copyright.
4. Dissemination of the research
output to the teachers of Lucena
Dalahican National High School
through the help of Education
Program Supervisor in Values
Education.
5. Utilization of the research
output by LDNHS Faculty and
the Teachers of District of
Lucena City.
6. Review of the Research Work
by the institutions that have
used the research outputs.
7. Evaluation of the Research
Output.
91
Appendix B
Person Involved Target Date
Principals of the District, June-July 2013
District Supervisor and Division
Superintendent.
Principals of the District, August 2013
District Supervisor and Division
Superintendent.
Author of the study September 2013
Author of the Study, LDNHS October 2013
Faculty and Education Program
Supervisor.
Author of the Study, LDNHS November 2013-January 2014
Faculty and The Teachers of
District of Lucena City.
Education Program Supervisor February 2014
for Values Education, LDNHS
Faculty.
LDNHS Faculty, LDNHS March-April 2014
Students, LDNHS Parents,
Education Program Supervisor
in Values Education.
 92

Appendix C

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

JOSEFINA M. PARENTELA, Ed. D., RGC

Dean of the Graduate School/Chairperson, Oral Examination Committee

Dear Dr. Parentela:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE PRACTICES

UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL HIGH SCHOOL” as a
requirement for my Master’s Degree program in the Graduate School.

I had my questionnaire validated by three experts.

With validated questionnaire, may I now request your kind permission for me to administer my
questionnaire?

Thank you very much.

Respectfully yours,
CIELA BELLE J. LAGOS
Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

Thesis Adviser
 93

Approved by:

JOSEFINA M. PARENTELA, Ed. D., RGC

Dean of the Graduate School/Chairperson, Board of Examiners

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

MARIA LUCILA M. BARORO, MST

Sacred Heart College, Lucena City
Dear Ms. Baroro:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE

PRACTICES UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL
HIGH SCHOOL” as a requirement for my Master’s Degree program in the Graduate School.

I had my questionnaire validated by three experts.

With validated questionnaire, may I now request your kind permission for me to administer
my questionnaire?

Thank you very much.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

Thesis Adviser

Approved by:
 94

MARIA LUCILA M. BARORO, MST

Sacred Heart College, Lucena City

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

EMMANUEL R. MANGA, MAEd

Sacred Heart College, Lucena City
Dear Mr. Manga:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE

PRACTICES UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL
HIGH SCHOOL” as a requirement for my Master’s Degree program in the Graduate School.

I had my questionnaire validated by three experts.

With validated questionnaire, may I now request your kind permission for me to administer
my questionnaire?

Thank you very much.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

Thesis Adviser
 95

Approved by:
EMMANUEL R. MANGA, MAED
Sacred Heart College, Lucena City

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

MARITES R. REGALIA, Ed. D.

LDNHS Teacher
Brgy. Dalahican, Lucena City

Dear Dr. Regalia:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE

PRACTICES UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL
HIGH SCHOOL” as a requirement for my Master’s Degree program in the Graduate School.

In this regard, may I request your assistance for the validation of my research instrument?
The copies of the Research Problem and Instrument are hereto enclosed.

I shall be grateful to receive your feedbacks/recommendations at your most convenient time.

Thank you very much for your time and generosity.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

 96

Thesis Adviser

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

LORELIE A. JASUL, MAEd

LDNHS Teacher
Brgy. Dalahican Lucena City

Dear Mrs. Jasul:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE

PRACTICES UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL
HIGH SCHOOL” as a requirement for my Master’s Degree program in the Graduate School.

In this regard, may I request your assistance for the validation of my research instrument?
The copies of the Research Problem and Instrument are hereto enclosed.

I shall be grateful to receive your feedbacks/recommendations at your most convenient time.

Thank you very much for your time and generosity.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

 97

Thesis Adviser

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

Mr. RONALDO R. ENDENCIA

LDNHS Teacher
Brgy. Dalahican Lucena City

Dear Mr. Endencia:

Greetings of Peace!

I am conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE

PRACTICES UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL
HIGH SCHOOL” as a requirement for my Master’s Degree program in the Graduate School.

In this regard, may I request your assistance for the validation of my research instrument?
The copies of the Research Problem and Instrument are hereto enclosed.

I shall be grateful to receive your feedbacks/recommendations at your most convenient time.

Thank you very much for your time and generosity.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:

JUANITO A. MERLE, Ed. D.

 98

Thesis Adviser

Sacred Heart College

Graduate School
Lucena City

February 11, 2013

Dr. ANIANO M. OGAYON, CESO VI

Schools Division Superintendent
Divsion of City Schools
Lucena City

Dear Dr. Ogayon:

I am Ciela Belle J. Lagos, a masterate student of Sacred Heart College who is currently
conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE PRACTICES
UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL HIGH
SCHOOL: BASIS FOR THE DEVELOPMENT OF THE PROPOSED STUDENT
DISCIPLINE MANUAL” as a requirement for my Masterate Degree Program.

In this connection, please allow me to administer the questionnaire among the teachers and
high school students of Lucena Dalahican National High School.

Rest assured that all information to be shared by the respondents will be held in strictest
confidence and will be used solely for the purposes of the study.

Please accept my gratitude for your kind approval of my request.

Respectfully yours,

Ciela Belle J. Lagos

Researcher
 99

Noted by:

JUANITO A. MERLE, Ed. D.

Thesis Adviser

Sacred Heart College

Graduate School
Lucena City
February 11, 2013

ROLITO M. INOJOSA, MAEd

Principal I
Lucena Dalahican National High School
Lucena City

Sir:

I am Ciela Belle J. Lagos, a masterate student of Sacred Heart College who is currently
conducting a study entitled “EFFECTIVENESS OF STUDENT DISCIPLINE PRACTICES
UTILIZED BY THE TEACHERS OF LUCENA DALAHICAN NATIONAL HIGH
SCHOOL: BASIS FOR THE DEVELOPMENT OF THE PROPOSED STUDENT
DISCIPLINE MANUAL” as a requirement for my Masterate Degree Program.

In this connection, please allow me to administer the questionnaire among the teachers and
high school students of Lucena Dalahican National High School.

Rest assured that all information to be shared by the respondents will be held in strictest
confidence and will be used solely for the purposes of the study.

Please accept my gratitude for your kind approval of my request.

Respectfully yours,

CIELA BELLE J. LAGOS

Researcher

Noted by:
 100

JUANITO A. MERLE, Ed. D.

Thesis Adviser

Appendix D
Research Instrument

EFFECTIVENESS OF STUDENT DISCIPLINE PRACTICES UTILIZED BY THE TEACHERS OF LUCENA

DALAHICAN NATIONAL HIGH SCHOOL: BASIS FOR THE DEVELOPMENT OF PROPOSED TEACHERS
GUIDELINES ON CLASSROOM MANAGEMENT

Dear Respondent,

This study is being conducted to identify the EFFECTIVENESS OF STUDENT DISCIPLINE UTILIZED BY
THE TEACHERS OF DALAHICAN NATIONAL HIGH SCHOOL: BASIS FOR THE DEVELOPMENT OF THE
PROPOSED STUDENT DISCIPLINE MANUAL. Please accomplish the questionnaire fully and accurately. Rest assured
that any information you will share will be held strictly confidential.

Thank you very much!

CIELA BELLE J. LAGOS

Researcher

Instruction: Please put a check mark (/) on the space provided for your answer.

PART I: Demographic Profile of the Student-respondents

Gender:
Male Female
Civil Status:
Single Married
Age:

12-13 years old 14-15 years old 16-17 years old

18-19 years old 20-21 years old 22 years old & above

PART II: The Student Discipline Practices

Instruction: Listed below are student discipline practices observed by the teachers. Identify which practices are
employed by your teachers. Use the following scale: 4 – Very often, 3 – Often, 2- Seldom and 1- Never. Please
put a check mark on the appropriate space.
 101

A. Management of Physical Environment

1. Seating Arrangement
4 3 2 1
a. My teacher reminds me to arrange the chairs properly.
b. My teacher reminds me to always sit according to our proper seating
arrangement in each subject area.
c. My teacher reminds us that we should monitor the chairs for the school
year.
d. My teacher recognizes our attendance by simply looking at our proper
seating arrangement.
e. My teacher easily recognizes my name because of our seating
arrangement.

2. Cleanliness and Orderliness of the classroom

4 3 2 1
a. My teacher assigns a leader together with a member to check if the
classroom is properly cleaned.
b. My teacher reminds us that the classroom should be clean and orderly in
every class period.
c. My teacher always tells us that we should clean our classroom.
d. My teacher assigns classroom manager each day to maintain orderliness
inside the classroom.
e. My teacher tells us that we are the ones to decide about what to do to
those students who did not clean the room.

B. Management of Students’ Behaviour

1. Classroom Courtesies and Respect to others

4 3 2 1
I am reminded by my teacher to:
a. use “po” and “opo” when talking to other person older than us.
b. greet all the teachers, our school principal, school visitors and other school
personnel.
c. respect our peers as an adult individual by treating him/her fair.
d. come to school with complete uniform and wear my school I.D. at all
times.
e. respect the things of my classmate by asking for permission when I need to
borrow it.
f. respect my classmate privacy by not disturbing or bullying them.

2. Attendance and Punctuality

4 3 2 1
 102

a. My teacher always reminds us about the allowed absences and tardiness for
the entire school year.
b. My teacher tells us that we are allowed of three unexcused tardiness in the
classroom and one unexcused absences are allowed.
c. My teacher requires us to present a medical certificate signed by the
attending physician when we are sick so that we are excused from those
absences.
d. My teacher requires me to give a letter signed by my parents so that my
teacher knows that my parents know of my absences.

3. Adherence to classroom rules and regulation

4 3 2 1
a. My teacher reminds me that the first time that we did not follow
the school rules and regulation is considered a warning.
b. My teacher talks to me and conducts a conference with my parents
to discuss about the case that I have done in the school.
c. My teacher tells us that if the case is committed for the third time it
will be given a disciplinary action.
d. My teacher reminds that following the school rules and regulation
is my first obligation in entering the school campus.
e. My teacher reminds us to follow the school rules and regulation, at
all times.

PART III: The Student Discipline Practices

Instruction: Listed below are student discipline practices observed by the teachers. Evaluate this student discipline practices
employed by your teachers by using the following scale: 4 – Very effective, 3 – Effective, 2- Less effective and 1-
Ineffective. Please put a check mark on the appropriate space.

A. Management of Physical Environment

1. Seating Arrangement
4 3 2 1
a. My teacher reminds me to arrange the chairs properly.
b. My teacher reminds me to always sit according to our proper
seating arrangement in each subject area.
c. My teacher reminds us that we should monitor the chairs for the
school year.
d. My teacher recognizes our attendance by simply looking at our
proper seating arrangement.
e. My teacher easily recognizes my name because of our seating
arrangement.

2. Cleanliness and Orderliness of the classroom

4 3 2 1
a. My teacher assigns a leader together with a member to check if the
classroom is properly cleaned.
b. My teacher reminds us that the classroom should be clean and orderly in
every class period.
c. My teacher always tells us that we should clean our classroom.
 103

d. My teacher assigns classroom manager each day to maintain orderliness

inside the classroom.
e. My teacher tells us that we are the ones to decide about what to do to
those students who did not clean the room.

B. Management of Students’ Behaviour

1. Classroom Courtesies and Respect to others

I am reminded by my teacher to: 4 3 2 1

a. use “po” and “opo” when talking to other person older than us.
b. greet all the teachers, our school principal, school visitors and other
school personnel.
c. respect our peers as an adult individual by treating him/her fair.
d. come to school with complete uniform and wear my school I.D. at all
times.
e. respect the things of my classmate by asking for permission when I need
to borrow it.
f. respect my classmate privacy by not disturbing or bullying them.

2. Attendance and Punctuality

4 3 2 1
a. My teacher always reminds us about the allowed absences and tardiness
for the entire school year.
b. My teacher tells us that we are allowed of three unexcused tardiness in
the classroom and one unexcused absences are allowed.
c. My teacher requires us to present a medical certificate signed by the
attending physician when we are sick so that we are excused from those
absences.
d. My teacher requires me to give a letter signed by my parents so that my
teacher knows that my parents know of my absences.

3. Adherence to classroom rules and regulation

4 3 2 1
a. My teacher reminds me that the first time that we did not follow
the school rules and regulation is considered a warning.
b. My teacher talks to me and conducts a conference with my parents
to discuss about the case that I have done in the school.
c. My teacher tells us that if the case is committed for the third time it
will be given a disciplinary action.
d. My teacher reminds that following the school rules and regulation
is my first obligation in entering the school campus.
e. My teacher reminds us to follow the school rules and regulation, at
all times.
 104

EFFECTIVENESS OF STUDENT DISCIPLINE PRACTICES UTILIZED BY THE TEACHERS OF DALAHICAN

NATIONAL HIGH SCHOOL: BASIS FOR THE DEVELOPMENT OF PROPOSED TEACHERS GUIDELINES
ON CLASSROOM MANAGEMENT
Dear Respondent,

This study is being conducted to identify the EFFECTIVENESS OF STUDENT DISCIPLINE UTILIZED BY
THE TEACHERS OF DALAHICAN NATIONAL HIGH SCHOOL: BASIS FOR THE DEVELOPMENT OF THE
PROPOSED STUDENT DISCIPLINE MANUAL. Please accomplish the questionnaire fully and accurately. Rest assured
that any information you will share will be held strictly confidential.

Thank you very much!

MS. CIELA BELLE J. LAGOS

The Researcher
Instruction: Please put a check mark (/) on the space provided for your answer.

PART I: Demographic Profile of the Teacher- respondent

Gender:

Male Female

Civil Status:

Single Married

Length of Service:
1-5 years 6-10 years 11-15 years
16-20 years 21-25 years 26-30 years

PART II: Evaluation of Student Discipline Practices

Instruction: Listed below are student discipline practices observed by the teachers. Assess the student discipline practices
employed by your teachers. Use the following scale: 4 – Very effective, 3 – Effective, 2- Less effective and 1- Ineffective.
Please put a check mark on the appropriate space.

A. Management of Physical Environment

1. Seating Arrangement
4 3 2 1
 105

a. I remind my students to arrange the chairs properly.

b. I remind my students to always sit according to their proper
seating arrangement in each subject area.
c. I remind my students that they should monitor the chairs for
the school year.
d. I recognize the attendance of my students by simply looking
at our proper seating arrangement.
e. I recognize the name of my student because of their seating
arrangement.

2. Cleanliness and Orderliness of the classroom

4 3 2 1
a. I assign a leader together with a member to check if the
classroom is properly cleaned.
b. I remind my students that the classroom should be clean and
orderly in every class period.
c. I always tell my students to clean the classroom.
d. I assign a classroom manager each day to maintain orderliness
inside the classroom.
e. I tell my student that as a classroom manager they have also
the right to decide on what will be done to those students who
did not clean the room.

B. Management of Student’s Behaviour

1. Classroom Courtesies and Respect to others
4 3 2 1
I always remind my students to:
a. use “po” and “opo” when they talk to other person older than
them.
b. greet their teachers, the school principal, the school visitors
and other school personnel.
c. respect their peers as a person by treating him/her fair.
d. come to school with complete uniform and wear their school
I.D. at all times.
e. respect the things of their classmate by asking permission
when they need to borrow it.
f. respect their classmate’s privacy by not disturbing or bullying
their peers.

2. Attendance and Punctuality

4 3 2 1
a. I always remind my students about the allowed absences and
tardiness for the entire school year.
b. I tell my students that three unexcused tardiness in the classroom
and one unexcused absences are allowed.
 106

c. I require my students to present a medical certificate signed by

the attending physician when they got sick so that they can be
excused from those absences.

d. I require my students to give a letter signed by their parents so

that I will know that their parents know about their absences.

3. Adherence to classroom rules and regulation

4 3 2 1
a. I remind my students that the first time that they did not
follow the school rules and regulation the first offense is
warning.
b. I talk to my students and conduct a conference with their
parents to talk about the case that their son/daughter has done in
the school.
c. I tell my students that if the case that they have committed is
on the third offense they are going into disciplinary action.
d. I remind my students that following the school rules and
regulation is their first obligation in entering the school campus.
e. I remind my students that they should follow the school rules
and regulation, at all times.

PART III: Evaluation of Student Discipline Practices

Instruction: Listed below are student discipline practices observed by the teachers. Identify the student discipline practices
you employed. Use the following scale: 4 – Very often, 3 – Seldom, 2- Seldom and 1- Never. Please put a check mark on
the appropriate space.

A. Management of Physical Environment

1. Seating Arrangement
4 3 2 1
a. I remind my students to arrange the chairs properly.
b. I remind my students to always sit according to their proper
seating arrangement in each subject area.
c. I remind my students that they should monitor the chairs for
the school year.
d. I recognize the attendance of my students by simply looking
at our proper seating arrangement.
e. I recognize the name of my student because of their seating
arrangement.
2. Cleanliness and Orderliness of the classroom
4 3 2 1
a. I assign a leader together with a member to check if the
classroom is properly cleaned.
b. I remind my students that the classroom should be clean and
orderly in every class period.
c. I always tell my students to clean the classroom.
 107

d. I assign a classroom manager each day to maintain orderliness

inside the classroom.
e. I tell my student that as a classroom manager they have also
the right to decide on what will be done to those students who
did not clean the room.

B. Management of Student’s Behaviour

1. Classroom Courtesies and Respect to others
4 3 2 1
I always remind my students to:
a. use “po” and “opo” when they talk to other person older than
them.
b. greet their teachers, the school principal, the school visitors
and other school personnel.
c. respect their peers as a person by treating him/her fair.
d. come to school with complete uniform and wear their school
I.D. at all times.
e. respect the things of their classmate by asking permission
when they need to borrow it.
f. respect their classmate’s privacy by not disturbing or bullying
their peers.

2. Attendance and Punctuality

4 3 2 1
a. I always remind my students about the allowed absences and
tardiness for the entire school year.
b. I tell my students that three unexcused tardiness in the classroom
and one unexcused absences are allowed.
c. I require my students to present a medical certificate signed by
the attending physician when they got sick so that they can be
excused from those absences.

d. I require my students to give a letter signed by their parents so

that I will know that their parents know about their absences.

3. Adherence to classroom rules and regulation

4 3 2 1
a. I remind my students that the first time that they did not
follow the school rules and regulation the first offense is
warning.
b. I talk to my students and conduct a conference with their
parents to talk about the case that their son/daughter has done in
the school.
c. I tell my students that if the case that they have committed is
on the third offense they are going into disciplinary action.
d. I remind my students that following the school rules and
regulation is their first obligation in entering the school campus.
e. I remind my students that they should follow the school rules
 108

and regulation, at all times.

Appendix E

Part II: Student Discipline Practices Utilized by the teachers.

Student-Respondent

Table 1.1
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Seating arrangement 4 3 2 1 WAM

a. My teacher reminds me to arrange the chairs properly. 209 95 20 3 3.56

b. My teacher reminds me to always sit according to our proper
seating arrangement in each subject area. 160 131 31 5 3.36
c. My teacher reminds us that we should monitor the chairs for
the school year. 88 165 63 11 3.01
d. My teacher recognizes our attendance by simply looking at
our proper seating arrangement. 108 151 54 14 3.08
e. My teacher easily recognizes my name because our seating
arrangement. 115 134 60 18 3.18
AWM=3.24

Table 1.2
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Cleanliness and Orderliness of the classroom 4 3 2 1 WAM
a. My teacher assigns a leader together with a member to check
if the classroom is properly cleaned. 193 107 27 0 3.51
b. My teacher us that the classroom should be clean and orderly
in every class period. 214 88 20 5 3.56
c. My teacher always tells us that we should clean our
classroom. 251 62 14 0 3.72
d. My teacher assigns classroom manager each day to maintain
orderliness inside the classroom. 127 144 45 11 3.18
e. My teacher tells us that we are the ones to decide about what
to do to those students who did not clean the room. 80 147 71 29 3.03
AWM=3.41
 109

Table 1.3
B. Management of Students’ Behaviour
FREQUENCY
Classroom Courtesies and Respect to others DISTRIBUTION

I am reminded by my teacher to: 4 3 2 1 WAM

a. use “po” and “opo” when talking to other person older than us. 184 105 30 8 3.42
b. greet all the teachers, our school principal, school visitors and
other school personnel. 188 99 30 10 3.42
c. respect our peers as an adult individual by treating him/her
fair. 190 108 20 9 3.46
d. come to school with complete uniform and wear my school
I.D. at all times . 157 117 41 12 3.28
e. My teacher tells us that we are the ones to decide about what
to do to those students who did not clean the room. 179 115 26 7 3.43
f. respect my classmate privacy by not disturbing or bullying
them. 193 96 32 6 3.46
AWM=3.41
Table 1.4
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION
Attendance and Punctuality 4 3 2 1 WAM
a. My teacher always reminds us about the allowed absences and
tardiness for the entire school year. 135 145 33 14 3.23
b. My teacher tells us that we are allowed of three unexcused tardiness
in the classroom and one unexcused absences are allowed. 116 150 43 18 3.11
c. My teacher requires us to present a medical certificate signed by the
attending physician when we are sick so that we rae excused from those
absences. 115 126 56 30 3
d. come to school with complete uniform and wear my school I.D. at all
times . 196 97 28 6 3.52
AWM=3.21

Table 1.5
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION

Adherence to classroom rules and regulation 4 3 2 1 WAM

a. My teacher reminds me that the first time that we did not
follow the school rules and regulation is considered a warning. 151 143 26 7 3.34
b. My teacher talks to me and conducts a conference with my
parents to discuss about the case that I have done in the school. 123 145 40 19 3.14
c. My teacher tells us that if the case is committed for the third
time it will be given a disciplinary action. 142 144 36 5 3.29
d. My teacher reminds that following the school rules and
regulation is my first obligation in entering the school campus. 175 125 24 3 3.44
e. My teacher reminds us to follow the school rules and
regulation, at all times. 195 102 26 4 3.52
AWM=3.35
 110

Teacher-respondent
Table 1.6
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Seating arrangement 4 3 2 1 WAM
a. I remind my students to arrange the chairs properly. 35 20 0 0 3.64
b. . I remind my students to always sit according to their
proper seating arrangement in each subject area. 24 28 3 0 3.38
c. I remind my students that they should monitor the chairs for
the school year. 15 38 0 2 3.2
d. I recognize the attendance of my students by simply looking
at our proper seating arrangement. 22 29 3 1 3.31
e. I recognize the name of my student because of their seating
arrangement. 27 25 2 1 3.42

AWM=3.39

Table 1.7
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Cleanliness and Orderliness of the classroom 4 3 2 1 WAM
a. I assign a leader together with a member to check if the
classroom is properly cleaned. 32 23 0 0 3.58
b. I remind my students that the classroom should be clean and
orderly in every class period. 29 24 2 5 3.49
c. I always tell my students to clean the classroom. 40 15 0 0 3.73
d. I assign a classroom manager each day to maintain
orderliness inside the classroom. 26 27 2 0 3.44
e. I tell my student that as a classroom manager they have also
the right to decide on what will be done to those students who
did not clean the room. 25 23 6 1 3.35

AWM=3.52

Table 1.8
B. Management of Students’ Behaviour
FREQUENCY
Classroom Courtesies and Respect to others DISTRIBUTION

I am reminded by my teacher to: 4 3 2 1 WAM

a. use “po” and “opo” when they talk to other person older
than them. 30 25 0 0 3.55
b. greet their teachers, the school principal, the school visitors
and other school personnel. 29 26 0 0 3.53
c. respect their peers as a person by treating him/her fair. 24 28 3 0 3.38
 111

d. come to school with complete uniform and wear their school

I.D. at all times. 38 15 0 2 3.62
e. respect the things of their classmate by asking permission
when they need to borrow it. 22 29 3 1 3.31
f. respect their classmate’s privacy by not disturbing or
bullying their peers. 35 15 5 0 3.55

AWM=3.49

Table 1.9
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION
Attendance and Punctuality 4 3 2 1 WAM
a. I always remind my students about the allowed absences
and tardiness for the entire school year. 25 23 6 1 3.31
b. I tell my students that three unexcused tardiness in the
classroom and one unexcused absences are allowed. 15 40 0 0 3.27
c. I require my students to present a medical certificate signed
by the attending physician when they got sick so that they can
be excused from those absences. 25 32 0 0 3.44
d. I require my students to give a letter signed by their parents
so that I will know that their parents know about their
absences. 29 22 1 3 3.54

AWM=3.59

Table 1.10
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION

Adherence to classroom rules and regulation 4 3 2 1 WAM

a. I remind my students that the first time that they did not
follow the school rules and regulation the first offense is
warning. 25 25 5 0 3.36
b. I talk to my students and conduct a conference with their
parents to talk about the case that their son/daughter has done
in the school. 25 25 5 0 3.36
c. I tell my students that if the case that they have committed is
on the third offense they are going into disciplinary action. 30 22 3 0 3.49
d. I remind my students that following the school rules and
regulation is their first obligation in entering the school
campus. 30 20 5 0 3.4
e. I remind my students that they should follow the school
rules and regulation, at all times. 30 20 5 0 3.45

AWM=3.43
 112

Part III: Assessment of the Student and teachers of Lucena Dalahican National School
regarding the effectiveness of student discipline practices utilized by the teachers.
Student-Respondent

Table 2.1
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Seating arrangement 4 3 2 1 WAM
a. My teacher reminds me to arrange the chairs properly. 203 102 14 8 3.54
b. My teacher reminds me to always sit according to our proper seating
arrangement in each subject area. 184 118 21 4 3.47
c. My teacher reminds us that we should monitor the chairs for the school
year. 156 144 18 9 3.37
d. My teacher recognizes our attendance by simply looking at our proper
seating arrangement. 150 140 26 11 3.31
e. My teacher easily recognizes my name because our seating
arrangement. 157 142 18 10 3.36

AWM=3.41

Table 2.2
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Cleanliness and Orderliness of the classroom 4 3 2 1 WAM
a. My teacher assigns a leader together with a member to check if
the classroom is properly cleaned. 181 123 21 2 3.48
b. My teacher us that the classroom should be clean and orderly in
every class period. 181 121 20 5 3.46
c. My teacher always tells us that we should clean our classroom. 180 117 22 8 3.43
d. My teacher assigns classroom manager each day to maintain
orderliness inside the classroom. 156 145 17 9 3.37
e. My teacher tells us that we are the ones to decide about what to
do to those students who did not clean the room. 142 140 26 19 3.24

AWM=3.40

Table 2.3
B. Management of Students’ Behaviour
FREQUENCY
Classroom Courtesies and Respect to others DISTRIBUTION
 113

I am reminded by my teacher to: 4 3 2 1 WAM

a. use “po” and “opo” when talking to other person older than us. 242 71 9 5 3.68
b. greet all the teachers, our school principal, school visitors and other
school personnel. 201 97 19 10 3.5
c. respect our peers as an adult individual by treating him/her fair. 192 103 30 2 3.48
d. come to school with complete uniform and wear my school I.D. at all
times . 163 127 31 6 3.37
e. My teacher tells us that we are the ones to decide about what to do to
those students who did not clean the room. 173 121 25 8 3.4
f. respect my classmate privacy by not disturbing or bullying them. 174 113 30 10 3.45

AWM=3.48

Table 2.4
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION

Attendance and Punctuality 4 3 2 1 WAM

a. My teacher always reminds us about the allowed absences and
tardiness for the entire school year.
198 107 13 9 3.51
b. My teacher tells us that we are allowed of three unexcused
tardiness in the classroom and one unexcused absences are
allowed. 151 141 32 3 3.35
c. My teacher requires us to present a medical certificate signed
by the attending physician when we are sick so that we are
excused from those absences.
165 126 35 1 3.39
d. come to school with complete uniform and wear my school
I.D. at all times . 166 124 29 8 3.37

AWM=3.40

Table 2.5
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION

Adherence to classroom rules and regulation 4 3 2 1 WAM

a. My teacher reminds me that the first time that we did not follow
the school rules and regulation is considered a warning. 172 134 16 5 3.45
b. My teacher talks to me and conducts a conference with my
parents to discuss about the case that I have done in the school. 168 141 15 3 3.45
c. My teacher tells us that if the case is committed for the third
time it will be given a disciplinary action. 152 131 33 11 3.3
d. My teacher reminds that following the school rules and
regulation is my first obligation in entering the school campus. 182 108 23 14 3.4
e. My teacher reminds us to follow the school rules and regulation, 187 113 20 7
 114

at all times. 3.52

AWM=3.42

Teacher-respondent
Table 2.6
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Seating arrangement 4 3 2 1 WAM
a. I remind my students to arrange the chairs properly.
31 16 8 0 3.64
b. . I remind my students to always sit according to their proper
seating arrangement in each subject area. 27 20 7 1 3.33
c. I remind my students that they should monitor the chairs for
the school year. 25 20 10 0 3.27
d. I recognize the attendance of my students by simply looking
at our proper seating arrangement. 30 19 0 6 3.33
e. I recognize the name of my student because of their seating
arrangement. 27 19 8 1 3.35

AWM=3.34

Table 2.7
A. Management of Physical Environment
FREQUENCY
DISTRIBUTION
Cleanliness and Orderliness of the classroom 4 3 2 1 WAM
a. I assign a leader together with a member to check if the classroom is
properly cleaned. 25 25 3 2 3.33
b. I remind my students that the classroom should be clean and orderly in
every class period. 24 29 1 1 3.38
c. I always tell my students to clean the classroom. 27 18 7 3 3.25
d. I assign a classroom manager each day to maintain orderliness inside
the classroom. 27 20 5 3 3.29
e. I tell my student that as a classroom manager they have also the right to
decide on what will be done to those students who did not clean the room.
26 15 8 6 3.11

AWM=3.27

Table 2.8
B. Management of Students’ Behaviour
FREQUENCY
Classroom Courtesies and Respect to others DISTRIBUTION

I am reminded by my teacher to: 4 3 2 1 WAM

a. use “po” and “opo” when they talk to other person older
than them. 28 17 10 0 3.33
 115

b. greet their teachers, the school principal, the school visitors

and other school personnel. 26 23 6 0 3.36
c. respect their peers as a person by treating him/her fair. 23 25 5 2 3.25
d. come to school with complete uniform and wear their
school I.D. at all times. 29 10 16 0 3.24
e. respect the things of their classmate by asking permission
when they need to borrow it. 28 24 2 1 3.44
f. respect their classmate’s privacy by not disturbing or
bullying their peers. 18 20 17 0 3.02

AWM=3.27

Table 2.9
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION
Attendance and Punctuality 4 3 2 1 WAM
a. I always remind my students about the allowed absences and
tardiness for the entire school year. 25 21 7 2 3.25
b. I tell my students that three unexcused tardiness in the
classroom and one unexcused absences are allowed. 27 22 6 0 3.38
c. I require my students to present a medical certificate signed by
the attending physician when they got sick so that they can be
excused from those absences. 29 24 1 1 3.47
d. I require my students to give a letter signed by their parents so
that I will know that their parents know about their absences. 20 25 10 0 3.18

AWM=3.32

Table 2.10
B. Management of Students’ Behaviour
FREQUENCY
DISTRIBUTION

Adherence to classroom rules and regulation 4 3 2 1 WAM

a. I remind my students that the first time that they did not
follow the school rules and regulation the first offense is
warning. 32 20 3 0 3.53
b. I talk to my students and conduct a conference with their
parents to talk about the case that their son/daughter has done
in the school. 27 23 4 1 3.38
c. I tell my students that if the case that they have committed
is on the third offense they are going into disciplinary action. 23 20 12 0 3.2
d. I remind my students that following the school rules and
regulation is their first obligation in entering the school
campus. 27 22 3 3 3.33
e. I remind my students that they should follow the school 29 22 4 0
 116

rules and regulation, at all times. 3.45

AWM=3.38

Appendix F

A 1. SEATING ARRANGEMENT

2. CLEANLINESS AND ORDERLINESS OF THE CLASSROOM

B. CLASSROOM COURTESIS AND RESPECT TO OTHERS

 117

2. ATTENDANCE AND PUNCTUALITY

3. ADHERENCE TO CLASSROOM RULES AND REGULATION

TEACHERS
 118

1. SEATING ARRANGEMEN

2. CLEANLINESS AND ORDERLINESS OF THE CLASSROOM

B 1. CLASSROOM COURTESIS AND RESPECT TO OTHERS

2. ATTENDANCE AND PUNCTUALITY

 119

3. ADHERENCE TO CLASSROOM RULES AND REGULATION

KENDALLS

Annova computation
 120

F-TEST COMPUTATION CRITICAL VALUE OF 2.011

T test independent
Gender

Civil status
 121

LENGTH OF SERVICE
1 TO 5 YEARS
A.1 Seating Arrangement

A.2 Cleanliness and Orderliness of the classroom

B.1 Classroom Courtesies and Respect to others

 122

B.2 Attendance and Punctuality

B.3 Adherence to classroom rules and regulation

6 TO 10 YEARS
A.1 Seating Arrangement
 123

A.2 Cleanliness and Orderliness of the classroom

B.1 Classroom Courtesies and Respect to others

 124

B.2 Attendance and Punctuality

B.3 Adherence to classroom rules and regulation

11 TO15 YEARS
A.1 Seating Arrangement

A.2 Cleanliness and Orderliness of the classroom

 125

B.1 Classroom Courtesies and Respect to others

B.2 Attendance and Punctuality

 126

B.3 Adherence to classroom rules and regulation

16 TO 20 YEARS
A.1 Seating Arrangement

A.2 Cleanliness and Orderliness of the classroom

 127

B.1 Classroom Courtesies and Respect to others

B.2 Attendance and Punctuality

B.3 Adherence to classroom rules and regulation

 128

21 to 25 years
a.1 Seating Arrangement

a.2 Cleanliness and Orderliness of the classroom

b.1 Classroom Courtesies and Respect to others

 129

b.2 Attendance and punctuality

b.3 Adherence to classroom rules and regulation

 130

26 to 30 years
a.1 Seating Arrangement

a.2 Cleanliness and orderliness of the classroom

B.1 Classroom Courtesies and Respect to others

 131

b.2 Attendance and Punctuality

b.3 Adherence to classroom rules and regulation

CIVIL STATUS
SINGLE
 132

a.1 Seating Arrangement

a.2 Cleanliness and Orderliness of the classroom

b.1 Classroom Courtesies and respect to others

b.2 Attendance and Punctuality

 133

b.3 Adherence to classroom rules and regulation

MARRIED
A.1 Seating Arrangement

A.2 Cleanliness and Orderliness of the classroom

 134

B.1 classroom Courtesies and Respect to others

B.2 Attendance and Punctuality

B.3 Adherence to classroom rules and regulation

 135

Teacher
Gender
Male = 6
a.1 Seating Arrangement

a.2 Cleanliness and Orderliness of the classroom

b.1 Classroom courtesies and Respect to others

 136

b.2 Attendance and Punctuality

b.3 Adherence to classroom rules and regulation

Female = 49
 137

a.1 Seating Arrangement

a.2 Cleanliness and Orderliness of the classroom

b.1 Classroom Courtesies and Respect to others

 138

b.2 Attendance and Punctuality

b.3 Adherence to classroom rules and regulation

Assessment of the students and teachers of LDNHS regarding the effectiveness of students discipline
practices utilized by the researchers
Teacher
A. Management of Physical Environment
1. Seating arrangement

2. Cleanliness and Orderliness of the classroom.

 139

b. Management of Students behavior

1. Classroom courtesies and respect to others

2. Attendance and punctuality

 140

3. Adherence to classroom rules and regulation

STUDENT
A. Management of Physical Environment
1. Seating arrangement

2. CLEANLINESS AND ORDERLINESS OF THE CLASSROOM

B. MANAGEMENT OF STUDENTS BEHAVIOR

 141

1. CLASSROOM CCOURTESIES AND RESPECT TO OTHERS

2. ATTENDANCE AND PUNCTUALITY

3. ADHERENCE TO CLASSROOM RULES AND REGULATION

 142

CURRICULUM VITAE
 143

CIELA BELLE J. LAGOS

SITIO LOGPOND
BRGY. BINAHAAN
PAGBILAO QUEZON
Ciela_belle@yahoo.com
PERSONAL PROFILE
Date of Birth April 12, 1985
Place of Birth Pagbilao, Quezon
Religion Roman Catholic
Status Single
Height 5’1
Weight 44 kg
Father Celso Relocano Lagos
Mother Delia Jaynar Lagos
________________________________________________________________________
EDUCATIONAL BACKGROUND
LEVEL/YEAR NAME OF SCHOOL DEGREE COURSE
Graduate Studies
2010-2013 Sacred Heart College MAEd
Lucena City

College
2001-2005 Sacred Heart College College
Lucena City

Secondary
1997-2001 Pagbilao Academy Secondary
Pagbilao, Quezon

Elementary Binahaan Elementary School Elementary

1991-1997 Brgy. Binahaan Pagbilao, Quezon
________________________________________________________________________
LICENSURE AND CERTIFICATION
LET BOARD PASSER LICENSE NO. 1066204 MAY 20, 2010
________________________________________________________________________
 144

EMPLOYMENT RECORD

Secondary School Teacher 1 June 2011- up to Present

Lucena Dalahican National High School
Lucena City

Probationary Teacher June 2010 - March 2011

Maryhill College
Lucena City

Probationary Teacher June 2007- March 2008

Children’s House of Montessori
Brgy. Marketview Lucena City

Probationary Teacher January 2006 – March 2007

Imus Institute
Imus Cavite
________________________________________________________________________
SEMINARS AND WORKSHOP ATTENDED

SEMINARS VENUE DATE

Public Secondary Schools LCNHS Gymnasium October 22-26, 2012

In Service Training for Teachers Lucena City

Public Secondary Schools LCNHS Gymnasium October 26-28, 2011

Semestral Break Lucena City
In Service Training for Teachers

Religion the core of the Maryhill College March 14, 2011

Curriculum Whole Brain Lucena City
Learning System

Girl Scouts of the Philippines Kanlurang Mayao August 27-29, 2010

Training in Basic Course Lucena City

SAFE (Subtle Attacks Vs. Edificio De San Fernando July 3-4, 2010
The Family Explained Lucena City
 145

Club Moderatorship Maryhill College May 27, 2010

Lucena City

Lucena City Association Queen Margarette Hotel October 4, 2007

of Private Schools (LCAP) Lucena City
Teachers Day Celebration

The Role of Culture in Imus Institute July 5, 2006

Nation Building Imus Cavite
________________________________________________________________________
CLUB OR ORGANIZATION

LDNHS FACULTY CLUB MEMBER

Samahan ng mga guro sa Filipino MEMBER
(SAMFIL)__________________________________________________________________
DISTINCTIONS/RECOGNITIONS
TITLE VENUE DATE

“World’s Best Teacher” LDNHS October 5, 2012

as given by the Students Lucena City

Trainer, Division GGNHS July 25, 2012

Asean Quiz Lucena City

“Outstanding Teacher” Ouans Resort March 17, 2012

during the celebration of Brgy. Kanlurang Mayao
Seniors Day 2012 Lucena City
as given by the Students

“World’s Best Teacher” LDNHS October 5, 2011

as given by the Students Lucena City

Chairman Technical Committee LDNHS August 26, 2011

Buwan ng Wika Lucena City

Guest of Honor and Speaker Binahaan Elementary School March 20, 2010
in the 9th Pre-School Moving-Up Brgy. Binahaan
Ceremony Pagbilao, Quezon
 146

Guest of Honor and Speaker Brgy. Binahaan March 21, 2007

during the annual recognition Pagbilao, Quezon
of children under the program of
Day Care Service