Translate

Saturday, June 25, 2016

2016 Statisctics of Teenage Pregnancy In The Philippines

Click below to the thesis of your choice:
Thesis of Teenage Pregancy
Thesis of Disruptive Behavior of Kids at School



The government is just like a composer  who always composed  songs about teenage pregnancy due to the  the increasing rate in statistics. Proper parenting to teenager girls is the advocacy of every Filipino family but due to several factors such as social, educational, economic and environmental factors, proper parenting alone did not work. 

Mothers have big role to make their young girls wise enough to counter the creeping cancer of teenage pregnancy. Sexual education must start at home and mothers must aware of this.  Who will be the one to advocate this initiatives that sex education must start at home? Filipino culture prohibit this act because they consider this as a sensitive topic and not helpful to teenagers to be opened by members of the family.  Most of the time mothers rely this knowledge to be provided by the time as the teenagers learned by their own initiatives which is very disastrous to their part. 

The None Government Organizations, Private and Religious Sectors are making efforts to resolve the increasing cases of teenage pregnancy in the Philippines. The Young Adult Fertility and Sexuality (YAFTS) has a study that 14% of the girls having an age of  15 to 19 years old  in the country are pregnant. 

On this decade  sex  has been abusively used considering that out of 3 marriages, one has already experienced sexual intercourse. 

It’s sad to note that the Municipal Health Officer in our municipality announced that having 10 children delivered, one of them is teenager. I was thinking that certain report would not that so worst but when I knew that through United Nation Organization findings that 24 teenagers delivering in an hour is already so alarming in the Philippines.

Thesis Making? Wanted Someone to Help or to Coach? Text to 09268212800

What are the causes and effects of teenage pregnancy?



Thursday, June 23, 2016

Disruptive Behavior of Kids - Operational Definition of Terms



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 ICHAPTER IICHAPTER IIIChapter IVChapter V
Click below to the thesis of your choice:
Operational Definition of Terms
  1.      Disrupted Behavior - are behaviors that hamper the ability of instructors to teach and students to learn. (Antonya M. Gonzalez, Washington University St. Louis)
       2.    Explosive Temper Tantrums - is an emotional outbreak, usually associated with children or those in emotional distress, that is typically characterized by stubbornness, crying,  screaming,   defiance, angry  ranting, a resistance to attempts at pacification and, at some cases, hitting.  Physical control may be lost, the person may be unable to remain still, and even if the "goal" of the person is met he or she may not be calmed. A tantrum may be expressed in a tirade: a protracted, angry, or disrupted speech.
3.      Stress – Problem, a form of DISTRESS (The New WEBSTER’S DICTIONARY of the English Language International Edition).
4.     Overt Inattentiveness – is a common attitude that exhibited by children during classroom instruction such as sleeping, throwing anything to their classmate or classmates, reading the paper in class and keep doing things such as scrabbling their bags and etc. and not listening while the instructors are explaining. (Elias, M.J., “Guidelines for Educators” 2004)
5.     Misbehavior – is misconduct exhibited by pupils in the school such as naughtiness, interrupting someone while talking, not respecting the rights of other pupils (borrowing anything belong to anyone or to their classmates without proper permission) and or inappropriate demands for time and attention from their classmates or teachers. (Cindy Chung, 2002)
6.     Persistent tardiness and laziness – pupils who usually come to class late or arrived in the class not done as scheduled and did not make their assignments and if ever they did, they submitted it late and did not participate classroom activities.  (Salmon, Peter C., 2000)
7.     Aggressiveness - Aggressive behavior is behavior that causes physical or emotional harm to others, or threatens to. It can range from verbal abuse to the destruction of a victim’s personal property. Children with aggressive behavior tend to be irritable, impulsive, and restless.
Characterized  or tending toward unprovoked offensive, attacks, invasions or the like, militantly forward or menacing.dictionary.reference.com/browse/aggressiveness.
To continue click the following parts of Chapter 1:
Chapter 1 (Disruptive Behavior) -Introduction;
Chapter 1 (Disruptive Behavior) - Conceptual Framework;
Chapter 1 (Disruptive Behavior) - Schematic Diagram;
Chapter 1 (Disruptive Behavior) - Statement of the Problem;
Chapter 1 (Disruptive Behavior) - Null Hypothesis
Chapter 1 (Disruptive Behavior) - Significance of the Study
Chapter 1 (Disruptive Behavior) - Scope and Delimitation
Chapter 1 (Disruptive Behavior) - Operational Definitions of Terms

Disruptive Behavior of Children in School - Statement of the Problem

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 I; CHAPTER IICHAPTER IIIChapter IVChapter V
Click below to the thesis of your choice:

Statement of the Problem

Disruptive children in school and or have behavior disorders may involve consistent patterns of behaviors that “break the rules”.   All young people break some rules, especially less important ones.  More serious op-positional behavior is a normal part of childhood for children two or three years old and for young teenagers (here includes the Grade IV and V pupils in Cabanglasan District).   At other times, when young people are routinely, very, very oppositional and defiant of authority, factors associating on it must be identified for the welfare of the child. (Mental Health Association of America – http://www.nmha.org./infoctr/ factsheets/7.cfm.
The main problem of this proposed study is to know the factors associated with disruptive behavior affecting the school performance of Grade IV & V pupils in Cabanglasan District.
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) family economic background e) number of children in the classroom
2.         What is the extent of factors associated with Disruptive behavior affecting the school performance among the Grade IV and V pupils?
3.         Which among the factors associated with disruptive behavior affecting most the school performance of the pupils.
To continue click the following parts of Chapter 1:
Chapter 1 (Disruptive Behavior) -Introduction;
Chapter 1 (Disruptive Behavior) - Conceptual Framework;
Chapter 1 (Disruptive Behavior) - Schematic Diagram;
Chapter 1 (Disruptive Behavior) - Statement of the Problem;
Chapter 1 (Disruptive Behavior) - Null Hypothesis
Chapter 1 (Disruptive Behavior) - Significance of the Study
Chapter 1 (Disruptive Behavior) - Scope and Delimitation
Chapter 1 (Disruptive Behavior) - Operational Definitions of Terms

Disruptive Behavior of Children - Conceptual Framework

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 I; CHAPTER IICHAPTER IIIChapter IVChapter V
Click below to the thesis of your choice:
Conceptual Framework
( Allyn& Bacon; 2003 ), Ways of describing disruptive behaviors are varied.  Disruptive behaviors may intensify from mild to severe; the behaviors may occur in only one setting or in many settings; or behaviors may be described as “normal” or “abnormal”, depending on the child’s developmental stage. For example, the drive for mastery and independence expressed as oppositionality is a normal hallmark of the two-to-three year old and of the early adolescent.   Disruptive behaviors are associated with a broad range of considerations in three major areas: Factors within the child (e.g. temperament, disorders), factors within the parent (e.g. temperament and parenting style), and environmental factors (e.g. family systems, life stressors).
Numerous research studies have concluded that a complex interaction or combination of factors that triggers disrupted behavior leads to an increased risk of disrupted behavior in children just like the story below;   It’s 8.45 am on a school day.   Everyone is ready to leave except Jason (8 years old).   He has spent the morning in his pajamas watching TV, playing with the dog, and fighting with his sister. Repeated request from his mother to get ready have not produced any progress. Finally, she yells at him, and threatens him with no TV for a week. He flies into a rage and kicks her.    At interview, his mother said, “I find Jason difficult to like” and “This is not the kind of child I hoped for” and “I love Jason, but I don’t like him at all”. This is an example of commonly occurring disruptive behavior and the negative emotional reactions associated with it. Disruptive behavior includes any behavior that interferes with the smooth flow of daily life and the achievement of goals.
Disruptive behaviors include oppositional behavior, noncompliance, defiant responses, verbally and   physically aggressive acts, interrupting others, hyperactivity, refusing to wait, and difficulty with initiating or finishing tasks. Disruptive behaviors can develop into conduct problems, which are characterized by their violation on the rights of others. (William H. Blahd, Jr., MD, . . .)Pupils must know how to deal with their environment well without exhibiting disrupted behavior. Expressing their anger and fear by disruption will affect their performance at school.
The schematic diagram, Figure 1 shows the variables reflected in the first box. These are independent variables, they are factors associated with disrupted behavior at school and they are overt inattentiveness, aggressiveness, misbehavior, tardiness &laziness. These independent variables exhibited by pupil in school will eventually affect the pupils’ school performance.
Probably, parents, teachers, school administrators, community and government thrusts will help them live normally, by seeing to it that these factors associated with disrupted behavior will be reduced to finally let them act the way as the normal pupil do. Pupil that has such exhibiting inattention, lack of interest, low grades & poor academic performance at school.
(Tubigon, 2002) A child who have disruptive behavior usually is not attentive while the teachers are explaining about their subject matters, reluctant to participate classroom activities, and lack of interest.   On the above performance of the child, usually teachers will be alarmed and have no other   recourse but to help by informing the parents, telling them about his school performance and the necessary moves to do for his welfare.
Figure 1 – SCHEMATIC DIAGRAM showing the independent and dependent Variables of the study.
INDEPENDENT VARIABLES                                          DEPENDENT VARIABLES
-Misbehavior
-Overt InattentivenessEffects on School Performance
-Aggressiveness
-Persistent Tardiness and Laziness
To continue click the following parts of Chapter 1:
Chapter 1 (Disruptive Behavior) -Introduction;
Chapter 1 (Disruptive Behavior) - Conceptual Framework;
Chapter 1 (Disruptive Behavior) - Schematic Diagram;
Chapter 1 (Disruptive Behavior) - Statement of the Problem;
Chapter 1 (Disruptive Behavior) - Null Hypothesis
Chapter 1 (Disruptive Behavior) - Significance of the Study
Chapter 1 (Disruptive Behavior) - Scope and Delimitation
Chapter 1 (Disruptive Behavior) - Operational Definitions of Terms