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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction and Rationale

Classroom situations differ in many ways. It is very true that learning is highly effective

inside a conducive classroom. Teachers are trying their very best to provide the most conducive

environment of learning. And just like parents to their children, these teachers also impose

discipline to maintain good learning outcomes. Discipline is needed to reach the goal of

learning. This is necessary especially to those misbehaving students inside the classroom. The

behavior of the students largely contribute to the effectiveness of the teacher. If the teacher is

distracted due to misbehavior of the students, problems become inevitable. Dealing with these

kinds of students take some amount of time in teaching which in turn may affect the quality of

learning When students’ behavior goes off track, the teacher will then find some solutions to

deal with them.

Classroom misbehavior originated from the concept of Leslie A. Scott. He said that

“Misbehavior in school can be harmful to the individual student if it interferes with learning ,

decreases the chance or graduating, or reduces the likelihood of entering or completing post-high

school education. Misbehavior is also harmful to teachers and students if it interrupts instruction

and the normal functioning of classrooms. Last, misbehavior is harmful to school if it creates an

atmosphere of discomfort or fear or if administrators spend disproportionate amounts of time

dealing with discipline problems.” Psychologically, this posits that such situations are most

likely the reasons why students perform low academically. Furthermore, classroom misbehavior

can cause some troubles on both teachers and students. Finding the reasons of misbehaving
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students for doing such acts may help the guidance office, if not completely eliminates, but at

least reduce classroom misbehavior.

Pupils in the elementary level are easy to deal with compared to those who are already in

the secondary and tertiary levels. Elementary pupils are easy to discipline because they are still

in the age when they can feel the anger of their teachers. Whereas, older students have some

guts of doing naughty and unpleasant things inside the classroom. Indeed, recent evidence

suggests that externalizing behavior in classrooms may have an impact that extends beyond the

misbehaving student’s own achievement This is quite evident among high school students.

There are some cases that cause them not to graduate on time.

In the Philippines, there are some issues that remain unsolved. Tirol (2011) stated that

there was a report from the United Nations Educational, Scientific, and Cultural Organization

(UNESCO) regarding wastage in school. The report lamented the fact that throughout the world

the failure and repetition in grades was very high. It varied from 20 to 44% for every level in the

elementary grades. This report caused an extreme reaction in the Philippines that the procedure

of “Mass Promotion” was instituted. Everybody was promoted to the next grade level even if the

pupil did not know anything. Even today the policy of blaming the teacher for the failure of a

pupil still remains. The result was disaster. The mass promotion produced graduates in the

elementary wherein half of the graduates did not know how to read and write. But then our

education officials could claim that there was no wastage in Philippine schools.

At ACLC College Gapan Campus, students’ academic status are closely monitored by

their respective class advisers as part of bases of their enrollment retention program and at the

same time fulfilling their obligations being as parents to their students in their second home.
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Any classroom misbehavior is constantly reported at the guidance office. The most commonly

reported classroom misbehaviors are absenteeism, cutting classes and coming to classes late.

After they are being reported, they will be asked to see the guidance office for some informal

talks. They will receive some warnings and informed them that they will be followed up in their

respective instructors. There are few cases that they will improve but there are more who seem

to be unaffected. In such cases, their guardians will be contacted and report their cases. As

observed, upon learning their children’s performance in school, some of the parents would stop

their children continuing their education. Some of them would just receive warning from their

parents. Those who receive warnings will then be closely monitored. Their parents will be

informed if they do not attend their classes.

Another problem at ACLC College Gapan is students speaking out of turn that causes

destructions among their classmates and instructors. Most of them belong to the same section

and are friends. They seem to influence each other. To solve these misbehaviors, their

instructors will reprimand them initially and if they do not stop, they are referred to the guidance

office. At the guidance office, they will be asked to explain why they behave in such ways.

Some of them would deny. To further investigate, the guidance counselor would ask all their

instructors but usually, the same complains were cited. The counselor follows the code of

confidentiality and unconditional positive regard during the process. Students were asked to read

the student’s manual where violations and corresponding disciplines are written. Changes in the

behavior of these students may be seen initially, however the same behavior reccur.

Those problems are not yet solved completely and they are continuously repeated

despite the effort and programs set by the guidance office. It was observed that classroom

misbehavior gives distractions to teachers and affects the academic achievement of the
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misbehaving students. Thus, the researcher decided to conduct a study regarding the causes of

misbehavior of students in ACLC. Findings will become basis of developing a guidance plan

which will address the determined causes of misbehavior. The guidance plan will be an

instrument of the guidance counselor in helping misbehaving students improve their attitude in

class.

Review of Related Literature

The researcher read and reviewed literatures from books, articles and journals which led

to formulating new ideas that are relevant to the study. They are presented in sequence.

Gender Differences in Self-Perceptions and Academic Outcomes : A Study of African and

American High School Students. According to Saunders, Davis, Williams and Williams (2004) It is

well documented that African American males and females experience the school environment very

differently. Males are much more frequently behind in school for their age, typically have lower grades

in reading and conduct and are more likely to have failed. African American males are also much more

likely than any other group of students to receive corporal punishment, to be suspended and to be

identified as behaviorally disordered. Behavior-disordered students are usually separated from the

general school population which leads to their social isolation and stigmatization.

These negative experiences are believed to contribute to African American males viewing school

as hostile environment and feeling increasingly frustrated in their academic efforts which often leads to

academic alienation and disengagement. When academic disengagement begins in elementary school, it

is more difficult for these young men to be well prepared for a more challenging high school curriculums

putting them at risk for further failure or drop out. There is also an associated loss of academic on one’s

academic ability and skills and over all sense of self-worth.

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By comparison, African American females of all ages fare better in the classroom than their male

conterparts. They tend to have more positive experiences which increases their confidence in their

academic skill and abilities, enhances their feelings of self-worth and reinforces the potential for rewards

from the school system. It is suggested that these more positive experiences may be related to the fact

that most elementary teachers are female. As a group female teachers are more tolerant of and better able

to handle girls’ behavior (and misbehavior) in a more positive manner compared to that of boys.

Patterns of Home and School Behavior Problems in Rural and Urban Settings. Psychol

(2009) shows that recent studies have begun to explore contextual factors that may increase the likelihood

that children will display aggressive behaviors in home or school settings, such as family characteristics

and characteristics of the peer group. Still needed are studies looking at the larger context of the

community and how differences at the community level, such as rural versus urban setting, might have an

impact on patterns of disruptive behavior problems.

Consider first how differences in rural and urban settings might affect the family

characteristics linked with child oppositional and aggressive behaviors in home settings. In

general, aggressive behavior at home is associated with low socioeconomic status, marital

discord and instability insularity and single-parent status. Families in both rural and urban

settings may experience these types of adversity. Rates of unemployment, low educational

attainment, insularity, marital discord and economic stress occur at equivalent rates in rural and

urban settings. To the extent that these contextual factors increase risk for the development of

child behavior problems at home, one would expect few rural/urban differences in home-based

behavior problems.

In contrast, rural and urban communities may be quite different when the context of the

school is considered. That is, school-based behavior problems appear fostered by classrooms that
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contain many aggressive children, perhaps because aggressive behavior is more likely to be

viewed as acceptable by peers, teachers are more likely to find it difficult to manage aggression

effectively and suppress it consistently, and peers are more likely to react to aggression with

escalating negative chains of counter aggression. Although rural school districts face some

disadvantages when compared to urban districts, such as lower per-pupil school expenditures, a

narrower curriculum, and more poorly paid and less well-trained teachers, they are at an

advantage in terms of school characteristics associated with child aggression. Indeed, urban

schools report significantly more frequent and more severe violence than rural schools, even

when differences in socioeconomic and ethnic/racial status are controlled. The higher density of

children from disadvantaged backgrounds, the larger school size, and the use of ability tracking

may all contribute to urban classrooms containing high proportions of disruptive children, which

provide children with more peer exposure to deviant community models and negative peer

influence. Hence, children in urban settings may be at increased risk relative to rural children for

the development of child behavior problems at school. Correspondingly, the patterns of conduct

problem development may be different for children in rural and urban settings. Whereas children

in rural settings may be less likely to generalize home problem behaviors to the school setting,

urban children may be at increased risk for the initiation of deviant behaviors at school.

A study by Poorfallah, Tahere Hasani; Vahdany, Fereidoon; Arjmandi, Masoomeh (June,

2014) investigated the difference between the types and amount of student misbehaviors in adult

and young EFL learners' classes. Three EFL adult learners' classes and three young learners' ones

were observed during this study. Additionally, Forty Iranian EFL teachers, out of which twenty

were practicing teaching in adult learners' classes and the other twenty in young learners' classes,

responded to a questionnaire investigating the intensity of different types of discipline problems

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in their EFL classes. The results indicated that while distracting, activity-related misbehaviors,

and assessment related problems were more common in young EFL classes, distracting, activity-

related and assessment-related misbehaviors were more prevalent in adult classes. A significant

difference was also found between the amount of discipline problems in young and adult learners

in the misbehavior types of 'talking out of turn', 'distracting noise', 'cheeky or impertinent

remarks', and 'forgetting learning materials' in which young learners' classes outnumbered adult

learners' classes. Meanwhile, adult learners' classes significantly surpassed young learners'

classes regarding the misbehavior type of 'cheating in exams' according to both observations and

teachers' point of view.

In a research published by Hughes and Coplan (2008), stats indicate that shyness

correlates negatively with academic achievement, teacher achievement and the student.

However, it does not correlate with standardized test scores

In an academic setting, shyness can affect students negatively outside of test scores. This

most likely varies from school to school. If a student is not able to feel comfortable with

themselves at school, it may reflect in their academic achievement. This can also affect the

student's performance in the school setting. Shyness can cause students to withdraw themselves

from school.

In an article published on August 26,2014, grades and academic performance often

suffers when a victim is bullied. Learning doesn’t happen automatically for children, and

being bullied or walking around school in fear makes it even harder to pay attention in class.

As a result, children often put their own safety first, and school becomes a secondary priority.

Grades drop, and then the child suffers complaints from parents wondering why.
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An article published on (October 4, 2013) states that in school, learning is generally

written off as a responsibility specific to the individual student. Generally, people believe that

each student should be in charge of their own learning experience. This assumption does tend to

be valid, but there are also cases where the student is not at fault for a poor education.

It is simply not possible to learn anything, when no valid information is presented to the

student. Despite common belief, this happens much more frequently than it should at a high

school like McLean. A wide range of students are unable to gain an adequate education because

of their incompetent teachers.

What should be a teacher, guiding students in their path of education becomes a mere

figure at the head of the classroom. The end result is an accumulation of lousy grades. These

have a lasting, domino effect, and lead to further academic problems.

Pössel (November 2013)Abundant research supports the notion that teacher support has

clear implications for students’ emotional well-being (hereafter called well-being). Consistent

with previous research, we conceptualize wellbeing as comprising positive and negative affect

Positive affect is the extent to which a person typically feels positive emotions (e.g., is

enthusiastic, active, and alert). Negative affect encompasses frequent negative feelings (e.g., is

distressed, angry, nervous). Well-being is not only of subjective importance for students;

negative affect is associated with academic problems including reduced homework completion,

less concentration in class, fewer interactions with peers, poorer class attendance, and lower rates

of post-secondary degree attainment To the contrary, positive affect in students towards school

(e.g., school liking, a sense of belonging) tends to be associated with higher classroom

engagement and academic achievement.

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Nothandono (November, 2010) Most students are academically affected by unplanned

pregnancy only twenty percent (20%) who is not affected and the eighty percent (80%) of the

respondents are affected by unplanned pregnancy. Being pregnant when you are still studying

comes with many challenges and that includes University drop-out or poor performance at the

University.

Tiffany, Diego, Miguel; Pelaez, Martha; et. al(September 2012 )wrote that problems that

might be expected to affect perceived academic performance were studied in a sample of 283

university students. Results: Breakup Distress Scale scores, less time since the breakup and no

new relationship contributed to 16% of the variance on perceived academic performance.

Variables that were related to academic performance in previous studies including depression,

anxiety, intrusive thoughts, controlling intrusive thoughts and sleep disturbances did not enter the

regression equation. Conclusion: These results suggest that a breakup affects students' perceived

academic performance including their concentration, homework and test scores.

Attendance is an important factor in school success among children and youth. Studies

show that better attendance is related to higher academic achievement for students of all

backgrounds, but particularly for children with lower socio-economic status. Beginning in

kindergarten, students who attend school regularly score higher on tests than their peers who are

In a study by Ekpo and Ajake (2013), they found out that the financial position of

students’ parents influences their level of delinquency. The study also revealed that students

from low socio-economic parents are more delinquent than those from high socio-economic

status. The implication of this finding is that students’ delinquency is determined mostly by

financial position of student’s parents. In other words, students exhibit delinquent acts when
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parents cannot meet their financial needs. When students cannot meet their school needs, there is

no hope for such needs being met by parents, there is the tendency for students to look

“elsewhere” to have their needs met.

It became a fact that financial status can really affect the students’ academic standing in

different ways. They may have enough capacity of learning but due to their situation their

performances are adversely affected because they became busy meeting their needs. The time

for their education is reduced and spent to other things instead. And another reason of their poor

academic standing is the attendance. More often, they will not attend their classes because of

lack of money.

(August 8th, 2008) Here’s what I’ve observed: Students who choose a major because it

was expected or to please their parents are much more likely to burn out by their junior

year. Even if they have good study habits and a light activity load, the draining effect of extrinsic

motivation can build up a terrible resentment toward school work. Becoming an engineer

because your parents think the liberal arts are “soft” is a quick route to mild student depression

and falling grades.

Rashmi Rekha Borah (November 2, 2013) has described the following as characteristics

of slow learners : In general, slow learning students may exhibit some or all of these

characteristics, depending on their age and degree of problems acquiring knowledge at school.

1. First, slow learners are recurrently immature in their relations with others and do poorly

in school.

2. Secondly, they cannot do multifaceted or complex problems and work very slowly.
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3. They lose track of time and cannot convey what they have learned from one task to

another well.

4. They do not easily master skills that are academic in nature, such as the times tables or

spelling rules

5. Perhaps the most exasperating trait is their inability to have long-term goals. They live in

the present, and so have considerable problems with time management perhaps due to a

short attention span and poor concentration skills.

Paul (2012) stated that given all the roiling debates about how America’s children should

be taught, it may come as a surprise to learn that students spend less than 15% of their time in

school. While there’s no doubt that school is important, a clutch of recent studies reminds us that

parents are even more so. A study published earlier this month by researchers at North Carolina

State University, Brigham Young University and the University of California-Irvine, for

example, finds that parental involvement — checking homework, attending school meetings and

events, discussing school activities at home — has a more powerful influence on students’

academic performance than anything about the school the students attend.

So parents matter — a point made clear by decades of research showing that a major part

of the academic advantage held by children from affluent families comes from the “concerted

cultivation of children” as compared to the more laissez-faire style of parenting common in

working-class families. But this research also reveals something else: that parents, of all

backgrounds, don’t need to buy expensive educational toys or digital devices for their kids in

order to give them an edge. They don’t need to chauffeur their offspring to enrichment classes or

test-prep courses. What they need to do with their children is much simpler: talk.
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Olson (2015) discussed that parenting styles can influence what kind of person a child

grows up to be, but beyond actions, the way a parent simply thinks about their child can make an

impact. Researchers from Brigham Young University found a significant and often overlooked

flaw in the way parents express perceptions of their children. The results of their study,

published in the Journal of Family Psychology, encourage parents to stop comparing siblings to

one another before it causes a lifetime of harm.

“Parents' beliefs about their children, not just their actual parenting, may influence who

their children become,” the study’s lead author Alexander Jensen, a professor at Brigham

Young University, said in a press release. “It's hard for parents to not notice or think about

differences between their children. It's only natural. But to help all children succeed, parents

should focus on recognizing the strengths of each of their children and be careful about vocally

making comparisons in front of them.”

By the time siblings grow up, the ones who are thought of as smarter may begin to fulfill

their perceived roll. When parents believe in their child, it takes the pressure off of them and

places it on their closest competitor — their brother or sister.

Synthesis

When looking at the studies as a whole, there were really many factors influencing the

academic status of students. Most factors were causing problems to the performance of students

in schools and making them delinquent. In most cases, such problems were hard to deal with

and most school authorities paid attention to this matter. Though some studies were able to

identify the causes and reasons for misbehavior, they are not yet able to find solutions to the

problems. The causes of misbehavior of students in the classroom will become the basis of the

ACLC College Gapan Guidance Office to intensify its programs in counseling those misbehaved
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students. To help solve these problems, parents, teachers and the guidance office should work

hand in hand in monitoring the students.

This study would determine the causes of classroom misbehavior of students in ACLC. It

is similar to study of Ekpo and Ajake (2013) in correlating some of the profile of the participants

to the causes of misbehavior, which in the case of Ekpo and Ajake (2013), student delinquency.

It is also similar to Poorfallah, Tahere Hasani; Vahdany, Fereidoon; Arjmandi, Masoomeh (June,

2014) in correlating other causes of students misbehavior. However, it used different research

design since most of the studies including Ekpo and Ajake (2013), Olson (2015), Psycol (2009)

and Nothandono (2012), Poorfallah, Tahere Hasani; Vahdany, Fereidoon; Arjmandi, Masoomeh

(June, 2014), Pössel (November 2013) where quantitative while this study made use of the

quantitative research design. This study is also made distinct by its output which is the guidance

plan which was made based on the findings of the study. It was also different from others since it

was conducted from ACLC.

Theoretical Framework

This study was anchored from the environmentalist or social learning theory as cited by

Bandura. Environmentalist learning theory is the understanding that the child’s environment

shapes learning and behavior. It is also thought that behavior and learning are reactions to the

environment. This perspective encourages families, schools, and educators to understand that the

child develops and learns new skills in reaction to items she finds around her. Psychologists such

as Bandura and Rotter found through observational learning, that the young child will observe

and copy behaviors of others, leading to decision-making skills and development.

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Personality represents an interaction of the individual with his or her environment. Along

with taking into consideration the individual’s reaction to the environment, the individual’s

experience plays a role, too. The combination of the environment, the individual, and her

reaction encourages behavior and learning.

Lidoff (2011) said that when the child is in an environment not conducive to learning, he/

she will not learn to his/her best abilities. When the environment is altered to encourage greater

learning, his/her educational opportunities increase. Whether in the home or classroom, creating

an environment conducive and supportive of learning aides in the young mind’s evolution to

greater knowledge.

The researcher used the environmentalist or social learning theory because environment

covers everything about an individual that influence him/her in decision-making skills and

development. Although nurture also contributes, but once a child gets out of his home, there are

already other factors contributing to his personality including his behavior. It may me a reason

that some causes of negative behaviors are influenced by their environment.

Conceptual Framework

Jeremy, Reva and Leslie (2008) have reported that school misbehavior is related to low

academic achievement and dropping out of school. Students’ misbehavior at school is potentially

harmful to the individual student if it interferes with learning, interrupts lessons for all students,

wastes the teachers’ and students’ limited time in class and – which is most alarming -- reduces

the likelihood of students completing their high school education. Misbehavior also harms

teachers and their students because it interrupts classroom instruction. It increases the teachers’

stress levels, diverts the teachers’ attention and thus negatively influences the quality of teaching
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and learning and subsequently interferes with academic achievement and success. In addition,

misbehavior also creates an atmosphere of discomfort, insecurity and fear and school

administrators are forced to spend a disproportionately high amount of time dealing with

discipline problems.

Paradigm of the Study

INPUT PROCESS OUTPUT

 Profile of the Data Collection using Proposed Enhancement of

participants in terms - Survey the Guidance Program of
of age, gender, Questionnaire ACLC College
- Observations specifically on the
monthly family
following areas:
income, areas of - Interviews
residence and Analysis and - Counseling
academic Interpretation of - Information
performance Quantitative and - Follow-up
 Causes of classroom Qualitative Data and,
misbehavior among Theme Generation
college students

This study aims to find out the causes of classroom misbehavior among college students

and how these causes may help the guidance programs in improving the academic status of

students. Factors that are possible causes of classroom misbehavior can be induced by some

personal information such as age, gender, monthly family income, areas of residence which are

provided in the students profile filed in the guidance office, as well as academic performance.

Furthermore, other causes of classroom misbehavior can be determined using a survey

questionnaire, observations and interviews with the help of a tape recorder. The responses from

the participants will be analyzed and interpreted using qualitative and quantitative data. The

results will then be used to enhance the plans of the guidance of ACLC College Gapan in terms

of counseling, information and follow-up.

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To determine the causes of classroom misbehavior of the participants, the researcher will

make an observation guide and conduct the interview. To gather relevant information, tape

recorders and interview questionnaires will be used. In the analysis of data, both qualitative and

quantitative methods will be used to obtain meaning from the responses of the participants.

Summarized and analyzed findings will be used in the enhancement of the Guidance Plans of

ACLC College Gapan Branch.

Statement of the Problem

This study aims to determine the causes of classroom misbehavior of college students in

ACLC College, Gapan Campus. Specifically, it will seek to answer the following:

1. How may the socio-demographic profile of the student-participants be described in

terms of:

1.1 age,

1.2 gender,

1.3 monthly family income,

1.4 areas of residence, and

1.5 academic performance

2. Is academic performance of the student-participants correlated with such socio-

demographic factors as:

2.1 age,

2.2 gender,

2.3 monthly family income, and

2.4 areas of residence?

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3. What have triggered classroom misbehavior among some ACLC students? Do such

factors as classroom condition, teachers’ teaching styles and attitudes, peers, nature

of class activities, subject matter, school polices and the like trigger classroom

misbehavior according to students’ stories?

4. How may the guidance plans for college students be enhanced based on the findings

the study?

Hypothesis:

Null: Academic performance of the student-participants has no correlation with such

socio-demographic factors as

1. age,

2. gender,

3. monthly family income, and

4. areas of residence.

Alternative: Academic performance of the student-participants is correlated with such

socio-demographic factors as:

1. age,

2. gender,

3. monthly family income, and

4. areas of residence.
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Significance of the Study

This study will be beneficial to the following:

Students. The findings may help the students in understanding the nature of the programs set by

the guidance office. They may become fully aware that the guidance office is not something to

avoid and change the idea that when they are being asked to visit the guidance office, that does

not mean they are bad. Moreover, they will appreciate that when they are being closely

monitored is for their own benefits.

Parents. This study provides them information that will make them aware on how their students

perform in school. The results will help them support and discipline their children with their

schooling and can form partnership with the school in improving the academic status of their

children..

Instructors. They will have the opportunity to address the problems of student misbehavior.

Upon determining why the students behave that ways, it would assist them in preventing and

containing student misbehavior more effectively. Furthermore, more successful programs could

be implemented to improve their current practices.

School administrator. The results of this study may help the administrators in creating policies

to prevent student misbehavior. The results may give way in making recommendations to

prevent student misbehavior. This study may open their eyes on the reasons, situation and

experiences of the students in school. That way they can support the plans of the guidance office

in maintaining good academic status of these students. They can also provide other programs

and activities that will cause the students’ focus on their studies.
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Guidance officer. The results of this study may provide the guidance office the relevant

information and will give more insight and deeper understanding of what causes student

misbehavior. Such information can be used to enhance the plans of the guidance office that will

lead to beneficial changes of students.

Scope and Limitation

This study will be delimited to determining the causes of classroom misbehavior of

students in ACLC College Gapan Branch which will be used as basis to enhance the guidance

program of the school. The classroom behavior which will be studied are a.) cutting classes or

being late; c.) absenteeism; c) leaving their seats; d.) speaking out of turn or otherwise

disrupting instruction; and d.) cheating .

The participants of the study will be the college students identified to have incurred three

classroom misbehavior offenses as recorded in the school guidance office and are enrolled

during the school year 2015-2016. The participants will be limited to 50 for the quantitative

method and 15 students for the qualitative method. Their academic performance will be based

from the average of their grades in all subjects in their previous year level. Specifically, the last

two semesters of their stay at ACLC College Gapan. This study is conducted during the middle

part of the first semester and that is during the month of August and September.
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Definition of Terms

For the purpose of helping the readers in understanding, the following terms are defined:

Academic Performance. It is the result of education after series of hard work in studies which

can be determined by the results of examinations, quizzes, class standings and other school-

related activities during the previous two semesters of their enrollment.

In this study, it is defined as the average grades of each participant in all his/her subjects

in the last year of his stay in ACLC College. It will be computed by getting the summation of

the product of each subject grade and corresponding unit then dividing it by the total number of

units earned. The grade description of ACLC College will be used.

Classroom misbehavior. It is defined as a) cutting class or being late and absenteeism; b)

leaving their seats; c) speaking out of turn or otherwise disrupting instruction; and d)cheating . It

is also termed indiscipline. ( Finn, Fish & Scott, 2008)

Absenteeism - the habit of not attending classes in consecutive or non-consecutive

times.

Cheating- trying to achieve something good by means of dishonesty like peeping

answers from seatmates or glancing at the subject notes during test activities.

Cutting class - not completing the subject schedule within the day; a student may attend

one or two subjects but not in others.

Leaving their seats - transferring from one seat to another or leaving their seats and

going out of the classroom during class hours.

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Speaking out of turn - do much talking about irrelevant matters that can cause

classroom distraction during discussion of lessons,

Guidance Plan – refers to detailed proposal that will help solve the situations of students with

different cases.