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Sunday, March 26, 2017

1 Chapter 4 - Presentation, Analysis and Interpretation of Data

 THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters - Chapter 1; CHAPTER IICHAPTER IIIChapter -4Chapter V

CHAPTER IV
Presentation, Analysis and Interpretation of Data
This study aims to answer the following sub problems:
1.            What is the demographic profile of the Grade IV and V in Cabanglasan
District in terms of the following a) gender, b) age, c) educational attainment of the parents, d) no. Members in the family, e)family economic background f) number of children in the classroom
Table 1- Distribution of Respondents by Age

Frequency
Percent
9 -10   
16
37.20
11-up
27
62.80
Total
43
100

            The distribution of respondents by age is summarized in Table 1.  The
respondents of this study were the Grade IV and Grade V pupils in Cabanglasan District and were chosen using purposive sampling.  Pupils who had met the criteria of having disruptive behaviour were qualified  and chosen as among of the respondents of this study.
            Most of the respondents has an age of 11 years and above (27 out of 43 or 62.8%) This may be due to the fact that Cabanglasan District was such a rural place and people sending their children in school were financially unstable and they usually did not follow the age required by the Department of Education,  DEPED One of the main reason may be was that rural residents usually were log behind of one (1) or two (2) year/s sending their children in preschool due to the fact that their children were too young to travel by foot or by transportation from their  home to school due to distance.

Table 2 Distribution of Respondents by Grade IV and Grade V

Frequency
Percent
Grade Four
23
53.50
Grade Five
20
46.50
Total
43
100

Most of the respondents were coming from Grade IV pupils (23 out of 43 or 53.5%). This may be due to the fact that some of the pupils who were having  disruptive behaviour usually have poor school performance that lead them lost interest and decided to stop schooling, and it was also presumed that some pupils in Grade IV were repeaters or returnees that made the Grade V pupils out numbered.


Table 3 Distribution of Respondents by Gender

Frequency
Percent
Male
39
90.70
Female
4
9.30
Total
43
100




            Table 3 shows that majority of the respondents were male pupils (39 out of 43 or 90.7% of the total respondents.   While there were only 4 female pupils or 9.3% of the total respondents.  This may be because in Filipino culture, disruptive behaviour is not acceptable to the society.  The “aura” of being a ”Maria Clara” is still the model that Filipinos want  to see to women.  Filipino women were been trained by their mothers at home to be good housekeeper.   They were trained to move gracefully, to speak softly and or set properly.


Click here to proceed to other tables of Chapter 4;

Regression Analysis Chapter 4 2016




THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters - Chapter 1; CHAPTER IICHAPTER IIIChapter -4Chapter V

CHAPTER IV - Table 16
Presentation, Analysis and Interpretation of Data
Table 16
Regression Analysis Showing Factors Associated With Disruptive Behaviour Affecting Most The School Performance Of The Pupils.


Unstandardized Coefficients
Standardized Coefficients
t
Sig.

B
Std. Error
Beta



(Constant)
3.358
1.240

2.708
0.010
Overt Inattentiveness
-0.221
0.286
-0.128
-0.773
0.444
Aggressiveness
0.136
0.231
0.102
0.588
0.560
Persistent Tardiness & Laziness
-0.595
0.235
-0.434
-2.527
0.016
Misbehavior
0.410
0.290
0.280
1.412
0.166

R = 0.424            R Square = 0.180             F = 2.081           Sig. = 0.102

As presented in table 16,the only predictor variable on school performance isPersistent Tardiness & Laziness with the beta weight of -0.434, p = 0.016. This means that school performance is most affected by Persistent Tardiness & Laziness. The null hypothesis of there is no variable that affects school performance is rejected.
            The R squared value of the variable was 0.180. This indicates that 1.8% of the school performance is affected by the Persistent Tardiness &Laziness while 98.2% can be explained by other variables not included in the regression model.
            The result of the relationships of the variables is given through the following equation:
            Y = 3.358 + (-0.595) X1, where Y = School Performance and  X1 = Persistent Tardiness & Laziness.
Null Hypothesis:
The following null-hypotheses were formulated to guide the study:
H01:   The disruptive behavior  has no significant effect on the school performance of Grade IV & V pupils in District of Cabanglasan.
H02:  There is no significant difference on profile of the Grade IV and V in Cabanglasan District in terms of the following a) gender, b) age, c) educational attainment of the parents and d) family economic background e) number of children in the classroom.


Click here to proceed to other tables of Chapter 4;

Disruptive Behavior - 10 Chapter 4 Economic Background



THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters - Chapter 1; CHAPTER IICHAPTER IIIChapter -4Chapter V

CHAPTER IV - Table 10
Presentation, Analysis and Interpretation of Data
Table 10 Economic Background

Frequency
Percent
Poor or the Family is among the member of “PantawidPamilyang Pilipino Program”
31
72.10
Average
12
27.90
Total
43
100

            The table shows that majority of the respondents were poor and their families were recipients of “Pantawid Pamilyang Pilipino Program” (4Ps).
1.            What is the extent of factors associated with Disruptive behavior among the Grade IV and V pupils?


Disruptive Behavior - 8 & 9 Chapter 4 Parent Intervention



THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT
Click here to guide you by Chapters - Chapter 1; CHAPTER IICHAPTER IIIChapter -4Chapter V

CHAPTER IV - Table 8 & 9
Presentation, Analysis and Interpretation of Data 
Table 8 - Case that parent intervention is called

Frequency
Percent
Yes
43
100

            Table 9 shows that all of the respondents’ teachers has called for “parent intervention” of having a frequency of 43 out of 43 respondents or a 100% case. The teachers found that disruptive behaviour of their pupils were already beyond their control and “parents intervention “  was the only  recourse to help those children.  It can be deduced that “parents intervention”  is very necessary for their child’s school performance. They must also intervene because the quality of the classroom instruction is also affected and all the pupils in the classroom will be deprived of the kind of education that they must have.

Table 9 - Number of Times that Parent intervention is called

Frequency
Percent
One
16
37.20
Two or more
27
62.80
Total
43
100


            It was shown in Table 10 that parents intervention was called only once among the 16 out of 43 or 37.20% respondents. Majority of the respondents has  two (2) or more cases as (27 out of 43 or 62.80%).