Basic Research Proposal Template

NAME OF RESEARCHER/S

LEAD PROPONENT IRENE M. DULAY

MEMBER
MEMBER

RESEARCH TOPIC

DISRUPTIVE CLASSROOM BEHAVIORS

WORKING TITLE

THE AFTERMATH: POST PANDEMIC-CLASSROOM BEHAVIOR-RELATED ISSUES

AND THE NEW NORMAL RESPONSIVE APPROACH.

Introduction & Rationale

Coronavirus disease 2019 (COVID-19) emerged in December 2019 (Liu et al., 2020) and
was declared a global public health emergency on March 11, 2020, by the World Health
Organization (WHO) (Cucinotta & Vanelli, 2020). Since then, it has rapidly progressed
into a pandemic. Unconstrained by borders, the virus spread quickly, prompting
countries worldwide to adopt measures such as closing their borders, controlling entry
and exit points, and disease tracking to curtail the disease outbreak. These measures
not only have a high economic cost (Al-Awadhi et al., 2020; Laing, 2020) but also
impose stress on public education systems.
At this point in the pandemic, it's no secret that major disruptions to learning, like the
ones we've seen over the last two and a half years, frequently result in challenging
student behavior and setbacks in their social-emotional development. The Covid-19
pandemic impacts psychological conditions and changes in human behavior that cover
broader aspects over a more extended period. It also changed the education system in
all countries. As a result, teachers and students become familiar with distance learning
interactions. These changes have an effect on student’s emotional well-being and
performance. It has a real impact on everyday life and is one of the most influential
aspects of the learning process.

According to data released today by the National Center for Education Statistics, 87
percent of public schools reported that the COVID-19 pandemic had a negative impact
on student socio-emotional development during the 2021-22 school year (NCES). NCES
is the United States' statistical office. The Institute of Education Sciences is a division of
the Department of Education (IES). Similarly, 84% of public schools agreed or strongly
agreed that students' behavioral development has been harmed. Respondents
specifically attributed the COVID-19 pandemic and its lingering effects to an increase in
incidents of classroom disruptions caused by student misconduct (56 percent),
rowdiness outside of the classroom (49 percent), acts of disrespect towards teachers and
staff (48 percent), and prohibited use of electronic devices (42 percent).
Addressing students' social-emotional and behavioral needs at this stage of the
pandemic will be a major undertaking. According to recent articles in Educational
Leadership, disciplinary interventions like relational discipline or prevention
interviews can be effective ways to build relationships and resolve potential conflicts
in the classroom. But the new NCES data suggest that any strategies to promote
positive behavioral and social-emotional development may need to be implemented,
and maintained, with the support of additional training and staffing. Schools will also
need to prioritize well-being for students and adults alike.

On November 15, 2023, 97 public schools in the Philippines opened their doors once
again to classroom instruction after 20 months of closure and a shift to remote learning
for more than one full academic year. Schools had to apply to be a part of the pilot
limited face-to-face and meet all the requirements set in the school safety assessment
tool (SSAT), which includes alternative work arrangement, classroom layout and
structure, school traffic management, protective measures, hygiene practices and safety
procedures, communication strategy, including strategies for teaching and learning
such as arrangements of class size and sections, class program with specific schedules,
and teacher support. The guidelines also emphasize well-being and protection. As the
COVID-19 pandemic starts to subside, the Department of Education has started to
reopen its schools to students on August 22, 2022, following the guidelines stipulated
under DepEd Order No. 34, s 2022. For many, this is a return to normality.

In order to further strengthen the role of parents and teachers as the education
frontline, the Department of Education (DepEd) has conducted a series of Psychosocial
Support and Training for parents, teachers, and school heads and identified DepEd
region and division non-teaching personnel. “As we enter a new school year, our
learners in the secondary level are about to make another series of adjustments that
might become stressful for them. This public health emergency has disrupted their lives
as much as it severely impacted ours,” Director Ronilda Co of DepEd Disaster Risk
Reduction and Management Services (DRRMS). The objective of the program is to
prepare the teachers, identified DepEd non-teaching personnel, and parents in
monitoring themselves, look after their wellness, and enable them to fulfill their
respective duties and responsibilities in the education continuity. Teachers were
equipped with skills on what strategies to use in executing classroom management once
students are back in the classroom.
Most of the studies on the pandemic focused on issues like teachers' opinions on
distance education (Baran & Sadık, 2021; Han et al., 2021; Oducado, 2020), problems
experienced in distance education (Kavuk & Demirtaş, 2021; Kultaş & Çalışkan, 2021;
Saygı, 2021; Şahan & Parlar, 2021; Şenel Çoruhlu & Uzun, 2021), the effects of the
pandemic on the education system (Bozkurt, 2020; Can; 2020a; Sarı & Nayır, 2020;
Sezen-Gültekin & Algin, 2021), and virtual classroom management (Arslan & Şumuer,
2020; Can, 2020b; Hoang et al., 2021; Lathifah et al., 2020). However, with the
transition to face-to-face education, the effects of the process in which schools were
closed constitute the starting point of this research. The aim of this study is to reveal
the effects of the disruption to face-to-face education after the pandemic restrictions on
students’ behavior upon return to the classroom and the strategies being used by the
teachers.

Literature Review (need to add more and revise)

DISRUPTIVE CLASSROOM BEHAVIOR

Students young in school still have tender minds and cannot exactly identify what is
right and wrong; thus, they need guidance and supervision from their teachers,
guidance teachers, parents or guardians, and other stakeholders otherwise they can go
in the wrong direction in life. Learning in school commands obedience to school rules
and regulations as part of the student’s life, whereas discipline is also partly because it
is paramount to learning (Thornberg, 2018).
Teachers and the general public agree that a key issue in today's public schools is a
lack of student discipline in the classroom. In today's classrooms, student discipline is
still a major concern for most schools. More study is needed to eliminate disruptive
behaviors among kids in order to provide the desired quality education for a brighter
tomorrow and future productive citizens. Despite the numerous tactics that teachers
have implanted from various training, we can clearly see disruptive behavior among
pupils in this new generation.
Disruptive behavior disorders are defined as “student behavior that systematically
disrupts educational activities, undermines the habitual development of the tasks
carried out in the classroom and causes the teacher to invest a significant amount of
time in dealing with it, time that should otherwise be devoted to the processes of
teaching and learning”. DBD’s definition based on DSM-5 is a repetitive and persistent
pattern of behavior in which the basic rights of others or major age-appropriate societal
norms or rules are violated, as manifested by the presence of criteria such as aggression
to people or animals, and destruction of property. Disruptive behavior has different
forms. One example is the student who talks continually while the teacher is teaching,
interrupts the class by asking questions and making different sounds, uses different
forbidden gadgets like cell phones in class, and becomes angry when the teacher
opposes his/her inappropriate behavior.

Early-onset DBD can have lifetime consequences, including school absences, poor
school achievement, substance use, aggression, and anxiety; and DBD tends to
continue to adulthood. Adolescents with DBD have low self-control, conflictual
relationships, and low empathy. These students have difficulty with interpersonal
relationships, and managing behavior, putting them at high risk for violence and
substance abuse.

A 2016 survey in Amsterdam revealed that the most prevalent disorders among
adolescents were disruptive behaviors. Prevalence rates were 8.5% according to the
DSM-IV and 7.1% according to the ICD-10 in Brazilian youth in 2010. Most studies in
this field are from western countries. For example, a 2012 Dutch population study
indicated a mean prevalence rate of 12.8% for DBDs; with 9.3% for girls and 15.2% for
boys. Although a 2016 community-based study on Iranian children and adolescents
revealed the prevalence of psychiatric disorders was 10.55%, the study did not
specifically screen for disruptive behavior and did not attend to gender differences in
prevalence rates. In addition, this study did not include youth attending schools in non-
capital cities, nor did it include important psychosocial factors that might be targeted
for prevention, early detection, or treatment. Despite problems resulting from disruptive
behavior, it has received little attention in the literature. Furthermore, compared to
boys, the study of contributing factors of disruptive behavior in girls is underdeveloped.
As such, it is important to identify possible predictors of disruptive behavior in both
boys and girls in order to establish prevention and treatment programs.

INTERVENTION PROGRAM

It is expected that the findings would have profound importance to counseling and
guidance work in the school context. Also, to capacitate teachers being the frontliners
with different strategies in managing disruptive behaviors in the classroom.
Even with the use of effective universal classroom management practices, some
students will need additional behavioral support. However, to translate the
implementation of new strategies into the classroom, professional development
programs need to be adaptive to the complexities teachers face in providing instruction
and managing classroom behaviors among diverse learners. Teachers also need support
to successfully implement universal practices as well as to develop and enact plans for
supporting students with disruptive behavior. This article describes a universal
classroom management program that embeds coaching within the model. The coach
supported teachers both in implementing universal strategies and in developing and
implementing behavior support plans for students with disruptive behavior. The study
evaluates the effectiveness of the behavior support plans and the types of coaching
activities used to support these plans. Findings indicated that during meetings with
teachers, coaches spent time action planning and providing performance feedback to
teachers on their implementation of the behavior support plans. In addition, teachers
reduced their rate of reprimands with the targeted at-risk students. Students receiving
behavioral support demonstrated decreased rates of disruptive behavior, increased
prosocial behavior, and a trend toward improved on-task behavior. In comparison, a
matched sample of students with disruptive behaviors did not demonstrate improved
outcomes. Implications for practice are discussed.
Research findings revealed that appropriate behavior management techniques such as
general praise; behavior-specific praise; and stating clear rules met the criteria of good
strategies. These simple techniques can promote student classroom engagement and
may decrease disruptive classroom behaviors (Gable, Hester, Rock, & Hughes, 2009;
Henly, 2010; Kerr & Nelson, 2010; Wheeler & Richey, 2010; Pisacreta, Tincani, Connell,
& Axelrod, 2011; Wan Mazwati Wan Yusoff, 2012).
Besides these behavior management strategies, studies have shown that some evidence-
based intervention programs were effective in reducing classroom disruptive behaviors.
These intervention programs have been evaluated by researchers in a number of
studies. Some examples of effective intervention programs are Good Behavior Game
(Kellam et al., 2008; Kellam et al., 2011; Donaldson, Vollmer, Krous, Downs, & Berard,
2011); Fast Track Program (CPPRG, 1999; CPPRG, 2002); Raising Healthy Children
(Brown, Catalano, Fleming, Haggerty, & Abbott, 2005; Hawkins, Kosterman, Catalano,
Hill, & Abbott, 2005); and The Incredible Years program (Webster-Stratton & Hammond,
1997; Scott, Spender, Doolan, Jacobs, & Aspland, 2001; WebsterStratton et al., 2008).
Besides applying behavior management techniques and intervention programs, the
teacher can help reduce classroom disruptive behaviors by changing the physical and
emotional environment in the classroom. A positive classroom emotional climate
promotes healthy interactions, cooperation, and trust between teachers and students
and students and students which may lead to lesser classroom misbehaviors (Brackett,
Reyes, Rivers, Elbertson, & Salovey, 2011). Teachers who provide a structured,
cooperative, and supportive learning environment; encourage and reinforce good effort
by students; teach students social and emotional regulation skills; use effective
instructional practices; and clearly conveyed what is expected from their students were
proven to experience a reduction in student misbehaviors in their classroom (Walker,
Ramsey, & Gresham, 2004; Conroy, Sutherland, Vo, Carrs, & Ogston, 2013). Another
influential strategy to manage classroom misbehavior is to have a good personality and
high social intelligence. Teachers with high social intelligence would create a supportive
and positive classroom environment that enhances intrinsic motivation among students
through discussion, recognition, involvement, and hinting (Yahyazadeh Jeloudar & Aida
Suraya Md Yunus, 2011)

In the Philippines, based on DECS Service Manual, 2000, Pursuant to Section I,

Chapter III, Part IV of 2000 DECS Service Manual, every school shall maintain discipline
inside the school campus as well as the school premises when students are engaged in
activities authorized by the school. As stated in paragraph 2, Section 6.2, Rule VI from
Rules and Regulations of RA 9155 as mentioned in DepEd Order No. 1, s. 2003, the
school head shall have authority, accountability, and responsibility for creating an
environment within the school that is conducive to teaching and learning. Thus, school
officials and teachers shall have the right to impose appropriate and reasonable
disciplinary measures in case of minor offenses or infractions of good discipline.
Discipline may be one of the solutions in addressing prevalent disruptive behaviors.
There shall be a committee, which will handle grave/major offenses as stated in the
2000 DECS Service Manual. They shall be composed of a chair, co-chair, and member.
The school principal shall designate a school disciplinary officer per curriculum year
level. He/she shall also designate curriculum chairman and class adviser per
curriculum year level.

All cases beyond the control and expertise of the School Discipline Committee shall be
referred to the Office of the Principal and Guidance Counseling and furnish a copy of
the referral form attached with the anecdotal report and other supporting documents for
more extensive supervision and control. A standard intervention plan for managing
classroom disruptive behaviors may be proposed.
 Research Questions

1. What is the demographic profile of the students in terms of:

1.1 Age

1.2 Sex

1.3 Grade Level

2. What are the prevalent disruptive classroom behaviors?

3. Is there a significant relationship between the profile of the students and the
prevalent disruptive behaviors?

4. What are the intervention plan or strategies being used by the teachers?

5. Based on the findings, what standard intervention plan in managing classroom

disruptive behaviors may be proposed?

Scope and Limitation

This research will involve the Grade 7 students in Tropical Village National
High School enrolled for School Year 2022-2023. Guidance Teachers and Grade level
teachers will help the researcher in observing the students and answering the
disruptive behavior checklist and participate in the interview regarding current
intervention programs/action plan or classroom strategies in handling disruptive
behavior. Data gathering will last for 4 weeks.
Research Methodology

a. Sampling

PURPOSIVE SAMPLING
- Grade 7 Junior High School students in Tropical Village National High School.

b. Data Collection

- Profiling of students

- Adapted Disruptive Behaviors in Classroom Checklist

(It will undergo validation by experts.)

- FGD

c. Ethical Issues

The hazards associated with this study are extremely low. The IATF protocol will be
properly followed. The subjects will incur no costs other than their time, and there will
be no risk of bodily harm. The communication costs will be deducted from the requested
research budget. The researchers cannot anticipate any risk other than the subjects
considering issues they may never have considered before. Because participation in the
data collection will be anonymous, obtaining consent from respondents will not be a
difficulty. Only the researchers will have access to the information.

d. Plan for Data Analysis

Quantitative/Qualitative (Mixed Method)

 Statistical Treatment
SOP1 - Frequency count
SOP2 - Frequency Count ( Checklist)
SOP3 - Chi-Square
SOP 4- FGD

Timetable/Gantt Chart
*Month Mont Mont Month
ACTIVITIES Month 5 Month 6
1 h2 h3 4
1. Submit a copy of the
research to the Regional
and Division offices
2. Submit a copy of the
research to schools in
General Trias City,
Cavite.
3. Join different FGDs
4. Present the result
during
seminars/training/mee
tings.
5. Join different
research forums
*Shade the corresponding month per activity

Plans for Dissemination and Utilization

DISSEMINATION JUNE JULY AUGUST SEP OCTOB NOVEM
ACTIVITIES TEM ER BER
BER
1. Submit a copy of
the research to the
Regional and Division
offices
2. Submit a copy of
the research to
schools in General
Trias City, Cavite.
3. Join different FGDs
4. Present the result
during
seminars/training/
meetings.
5. Join different
research forums
*Shade the corresponding month per activity

References

Araban, M., Montazeri, A., Stein, L. A., Karimy, M., & Mehrizi, A. A. (2020).
Prevalence and factors associated with disruptive behavior among Iranian
students during 2015: A cross-sectional study. Italian Journal of Pediatrics,
46(1). doi:10.1186/s13052-020-00848-x

Yusoff, W. M. W., & Mansor, N. (2016). The effectiveness of strategies used by teachers to
manage disruptive classroom behaviors: A case study at a religious school in Rawang,
Selangor, Malaysia. IIUM Journal of Educational Studies, 4(1), 133-50.

SUBMITTED BY:

IRENE M. DULAY