Abstract:
Discipline plays a vital role in the teaching learning process. Pupils tend to understand the lesson best when they are well disciplined as the teacher impart the lesson. This, likewise, helps the pupils to develop their totality as individuals and as the future leaders of our country. Based on the records of the guidance counselor of the school in Southville 8C Elementary School for the past seven years (2011-2019). It implied that most of the cases of the pupils are concerning behavioral problems that become a headache of the teachers and school managers every now and then. However the teachers and school managers never tried to make possible solution to teach and impart knowledge while modifying the attitudes of the pupils. This study aimed to identify behavioral problems of Grade two three hundred fifteen pupils with modification strategies employed by Grade II public school teachers and school managers in Southville 8C Elementary Schools of Rodriguez, Rizal.More specifically, it sought answers to the following questions:1. What is the perception of the teachers and school manager respondents on behavioral problems of pupils in terms of the following variables? A. Destructive Behavior B. Disruptive Behavior C. Aggressiveness D. Emotional and Dependency Behavior2. What are the behavior modification strategies employed by the teachers as perceived by the two groups of respondents relative to the following aspects? A. Time Out B. Ignoring C. Modeling D. Positive Reinforcement E. Negative Reinforcement and Punishment F. Prevention G. Discussion3. Are there significant differences in the perceptions of the two groups of respondents in terms of behavioral problems of pupils and behavior modification strategies employed by the teachers?4. Is there a significant relationship between the behavioral problems of pupils and the behavior modification strategies employed by the teachers?This study is of great importance to all the stakeholders of curriculum particularly the teachers, school administrators, parents and pupils. Identifying behavioral problems of the pupils will mean effective behavior modification strategies for both teachers and administrators. Pupils will also be trained to behave accordingly in school that will redound to proper behavior at home. This study focused on the behavioral problems of grade two pupils as perceived by the grade two teachers and school administrators in Southville 8C Elementary School during the first grading period of the school year 2019-2020. The respondents to be considered are those pupils with behavioral problems as observed by teachers and school administrators during the period.The researcher used the Behavior Rating Scale patterned after that of Capate (Cited Nanos, Boneo, and Morauda, 2009) and Behavioral Modification Strategies Questionnaires from Essa& Webb (Cited by Nanos, Boneo, and Morauda, 2009). Weighted means were utilized following Likert's scale also using the following scales and verbal interpretations.To determine if there are significant differences in the perception of the teachers and school managers in the terms of behavioral problems of pupils and behavior modification strategies employed by the teachers and school managers, t-Test was utilized.To determine if there is significant relationship in the behavioral problems of pupils and behavior modification strategies employed by the teachers and school managers, Pearson r was utilized.The hypotheses were tested at 0.05 level of significance.Results and findings of the study are as follows:1. Two (2) out of 4 items were rated similarly by the teachers and school managers in terms of behavioral problems with verbal interpretations of moderate extent. These items were destructive behavior and disruptive behavior with general weighted means of 3.42 and 3.36 for teachers and 3.33 and 3.10 for school managers, respectively. However, the remaining two items particularly the aggressiveness and emotional and dependency behavior were rated by the two groups of respondents as low extent with general weighted means of 2.63 and 2.89 for teachers while 2.53 and 2.72 for school managers. This implied that the behavioral problems of Grade II pupils in Southville 8C Elementary Schools of Rodriguez Rizal were at moderate extent only as shown in the grand weighted means of 3.1 and 2.92. It further implied that there were still items in each category that need to be resolved in order to reduce behavioral problems of pupils.2. Three (3) out of 7 items were perceived significantly the same at moderate extent by the two groups of respondents in terms of behavior modification strategies of Grade II pupils in Southville 8C Elementary Schools of Rodriguez Rizal. The items were time out, ignoring and negative reinforcement and punishment with general weighted means of 2.80, 2.70 and 2.54 for teachers while 2.72, 2.63, and 2.58 for school managers. Meantime, the other four (4) items such as modeling, positive reinforcement, prevention and discussion were rated at high extents with general weighted means of 4.40, 4.42, 4.38 and 4.28, respectively for teachers while 3.98, 4.39, 4.36 and 4.10 for school managers. It further showed that there was a minimal problem in administering behavior modification strategies which was supported by the grand weighted means of 3.65 and 3.54, respectively. Although the problem is just minimal still the administration of the tasks can be improved to high extent in order to lessen behavioral problems of pupils.3. There are no significant differences in the perceptions of teachers and school managers in the aspect of behavioral problems encountered by the pupils particularly destructive behavior, disruptive behavior, aggressiveness and emotional and dependency behavior. The claim was revealed when all the computed t values of 0.820, 2.000, 1.250 and 2.050 were found to be less than the tabular t value of 2.776. It led to the acceptance of null hypotheses. Hence, at 0.05 level of significance and 4 degrees of freedom, it can be concluded that there are no significant differences in the perceptions of the two groups of respondents in terms of behavioral problems of Grade II pupils in Southville 8C Elementary Schools of Rodriguez Rizal during the School Year 2019-2020.It means that whatever the perceptions of one group in a particular variable is the same perception of other group. It further shows that one group agrees with the other group.4. Six (6) out of 7 variables in the aspects of behavior modification strategies of teachers were found to have no significant differences in the perceptions of the two groups of respondents. The variables are time out, ignoring, modeling, negative reinforcement and punishment, prevention and discussion. The claim was supported by Table 4 wherein the computed t values of 0.480, 2.070, 1.460, 1.310, 0.540 and 0.100 were all greater than the tabular t value of 2.776 which led to the acceptances of null hypotheses. Hence, at 0.05 level of significance and 4 degrees of freedom, it can be concluded that there is no significant difference in the perception of the two groups of respondents. However, one (1) variable particularly the aspect of positive reinforcement was found to have significant difference in the perception of the two groups of respondents which was seen in the computed t value of 4.860 which is less than the tabular t value of 2.776. It implied that the behavior modification strategies of Grade II teachers in Southville 8C Elementary Schools of Rodriguez Rizal during the School Year 2019-2020 were the same. The conclusion was proven based on the majority of no significant differences on the results.5. There is significant relationship between the behavioral problems by the pupils and the behavior modification strategies of teachers. The claim was justified when the computed t value of 2.140 is found to be greater than the tabular t value of 1.995 which led to the rejection of null hypothesis. Therefore, at 0.05 level of significance and 76 degrees of freedom, it can be concluded that there is significant relationship between the behavioral problems of pupils and the behavior modification strategies of teachers when dealing with the problem-pupils. It implied that the extent of behavioral problems of the pupils affects the extent of behavior modification strategies of Grade II teachers in Southville 8C Elementary Schools of Rodriguez Rizal during the School Year 2019-2020 and vice-versa.ConclusionsBased on the findings of the study, the following conclusions are arrived at:1. Although the ratings given by the teachers and school managers were moderate extent in the aspect of behavioral problems encountered by pupil-respondents there were still items in each category that need to be resolved in order to reduce behavioral problems of Grade II pupils in Southville 8C Elementary Schools of Rodriguez Rizal during the School Year 2019-2020.2.The items such as time out, ignoring and negative reinforcement and punishment were rated only at moderate extent while items such as modeling, positive reinforcement, prevention and discussion were rated at high extents which further showed that there was a minimal problem in administering behavior modification strategies of pupils
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