Restoration of Old Disciplinary Actions and It’s Effect

on Every High School Student in Tipolo National High School.

A Participative Research
presented to
TIPOLO NATIONAL HIGH SCHOOL
C.D. Seno St., Tipolo, Mandaue City

In Partial Fulfillment
of the Requirement for Junior High School

JAY LOUIE F. TAYACTAC

RITCHEL MAE MARABILES
SANDER KENT PANANGANAN
MARY ANN CRAZO
FREDDIE LYN R. MORENO
JERLYN D. PACHECO
EJ KHENT NERY
OLAP POLOYAPOY

MARCH 2020

ABSTRACT

Research Title: Restoration of Old Disciplinary Actions and It’s effect on Every
High School Student in Tipolo National High School.

Researcher/s: JAY LOUIE F. TAYACTAC

RITCHEL MAE MARABILES
 SANDER KENT PANANGANAN
MARY ANN CRAZO
FREDDIE LYN R. MORENO
JERLYN D. PACHECO
EJ KHENT NERY
OLAP POLOYAPOY

Grade Section: Grade 10 St. Augustine

School Year: 2019 - 2020

Adviser: Mrs.Jean R. Sabequel

Institution: Tipolo National Highschool

C.D. Seno St., Maharlika Tipolo Mandaue City

Date Completed: 03/17/2020 – Tuesday

No. of Pages:

This study entitled “Restoration of Old Disciplinary Actions and It’s Effect on Every
High School Student in Tipolo National High School ” of the Grade 10 students in Tipolo
National assessed the student’s self descipline of Tipolo National High School. The study used
the descriptive method and quantitative method of research using modified survey questionnaire
to gather data. There were 5 learner respondents from the different Grade Level of students in
Tipolo National High School, 5 Parents from Barangay LTHAI, and 5 Teachers, 2 from different
schools and from within the campus. The study used a simple statistical treatment especially the
simple percentage and the average weighted mean in determining the ones who is infavor for
this kind of Platform or Restoration.

TABLE OF CONTENTS

Title Page
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENTS
Chapter 1 THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Theoretical Background
 THE PROBLEM
Statement of the Problem
Significance of the Study
Chapter 2 RESEARCH METHODOLOGY
Research Method
Research Environment
Research Respondents
Research Instruments
Procedure of Data Gathering
Statistical Treatment of Data
PRESENTATION, DATA ANALYSIS AND INTERPRETATION
Chapter 3 SUMMARIES, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
REFERENCES
APPENDICES
A. Survey Questionnaire for Parents, Students, and Teachers
CURRICULUM VITAE

ACKNOWLEDGMENTS

We are truly grateful to many special individuals for their concern,

support, and love given to me during this educational endeavor. The respondents are
thankful to have the following persons whose invaluable support, assistance,
encouragement, prayers and inspiration that lead us to the production of the humble
work. The researchers sincerely thank all of whom they feel greatly included.

Special thanks to :

Mrs. Jean R. Sabebuel, English Teacher for sharing her insights about the
study and for her valuable places of advice;

To the Grade 7,8,9 and 10 learner respondents of this study who cooperate
and spend their precious time in answering their survey questions;
 To my brother Fhil Fritz Ferrolino, who contributed much help, gave their full
support and individual inspiration to accomplish this study;

I would also like to show my gratitude to Steve H. Alberto for sharing his
pearls of wisdom with me during the course of this research.

And most of all, the researchers are grateful to the Almighty God, who has
continuously guided and extended more strength and knowledge to make this study
successful despite of difficulties.

Chapter I
Introduction

This chapter presents the background to the study, statement of the

research problem, objectives of the study, research questions, and
significance of the study.

Rationale of the study

It is the position of the school district that a fair and equitable school discipline
policy will contribute to the quality of a student’s educational experience. Without
discipline in the schools, learning cannot occur.

Discipline is intended to foster student growth while ensuring each student an

acceptable environment with which to learn. The most effective teaching is done in a
positive manner; disciplinary efforts are to be as positive as possible. Positive means of
working with students include individual discussion; involvement of students in defining
acceptable behavior standards, application of appropriate motivational strategies, and
involvement of the parent(s) in cases where a student is exhibiting lack of responsibility
or self-discipline. School discipline is the system of rules, punishments and behavior
strategies appropriate to the regulation of children or adolescents and the maintenance
of order in schools. Its aim is to control the student’s action and behavior. An obedient
student is in compliance with the school rules and code of conducts.
 Effective discipline helps in the achievement of goals, expectation and
expectation and responsibility in students .Good discipline creates a good image of the
school and prepares learners for the future. Disruptive behavior amongst learners
eliminated if there is good discipline at school. The implementation of effective discipline
at school is a key for the learner in his journey to adulthood. By definition discipline
refers to the ability to carry out reasonable instructions or orders to reach appropriate
standards of behaviors.

Theoretical Background

This study is very significant because a lot of times school authorities and
parents get into serious conflict due to these subjects. Parents go as far as removing
their wards from certain schools because they feel the teachers are too hard on them.
They desire a place where the performance of their children will improve and with less
trouble.

The Teachers must be responsible for their learners self discipline in school
and the Parents must also be responsible for their children’s manners in which they can
adopt in school. This kind of Platform should be Restored. So that, Students can adopt
good manners in the near future.

The students need to develop a plan for improvements so they learn from
the situation and it does not repeat itself. They must self-evaluate that behavior. So that,
they can acknowledge that a behavior is inappropriate. Cooperation is a must to take
Ownership for their actions.

Discipline should be perceived as a good thing by both the parents,

students and the teachers. An effective School Discipline practices involves all
stakeholders in its design. The principal and the teachers are responsible for carrying
out the school descipline practices to foster appropriate behavior from the students.
However, parents, students, and community members should be equally represented in
the design of discipline procedures. Administrators and teachers need to have quality
professional development opportunities to acquire strategies for classroom and school
discipline practices. Rewarding students for good behavior and positive contributions to
the school community is important. Effective discipline practices are built through
consistency and teamwork. Evaluation of school discipline practices should be ongoing,
and strategies for reducing school disruptions should be continuously assessed for
improvements.

THE PROBLEM

Statement of the Problem

This study assessed the percentage of the random students, parents and
teachers who agreed/not for the Restoration of Old Disciplinary Actions. The study is
titled “Restoration of Old Disciplinary Actions and its Effect on Every High School
Student in Tipolo National High School”. Specifically, it sought to answer the following
questions. Administrators, tenured teachers, and parents were interviewed and asked
open-ended questions using a qualitative design guided by the following inquiries:

1. What are the views of administrators, tenured teachers, and parents regarding
current discipline practices?
2. What factors, as perceived by the participants, play a role in well-organized school
discipline practices?
3. What aspects are perceived as barriers to effective discipline practices?
4. What ideas can administrators, tenured teachers, and parents contribute that might
enhance effective discipline practices?

I also attempted to determine if the views of administrators, tenured teachers, and

parents were consistent with published research on school discipline practices.

Specifically, the study answered the following question:

1.) What is the demographic profile of the respondents in terms of”

1.1 Names
1.2 Age
1.3 School
1.4 Sex
 SIGNIFICANCE OF THE STUDY

This study would be beneficial to the following people:

School Head. The result of this study is to inform the condition of the students and the
individual characteristics.

Teachers. Is to give basis on how to handle those students.

Students. The result of this study will provide the students to develop their individual
characteristics through discipline.

Parents. The result of this study would serve as their basis for the measures to be done
with regards to their children’s responsibility or self-discipline.

Community. The result of this study would call the attention of the community of the
possible contributions to improve the learners’ language pattern.

Future Researchers. The result of this study would serve as reference for other
researchers who want to conduct for their research on the similar problem where a
student is exhibiting lack of responsibility or self-discipline.

OVERVIEW OF THE STUDY

This study is organized and presented in 3 chapters. Chapter 1 introduced the problem
and provided background information on the concept of school discipline practices. The
problem was stated, the purpose and significance were explained, The Statement of the
Problem were addressed, and terms specific to the study were clarified. Chapter 2
contains a Research method, Research Environment, Research Respondents and the
Procedure of Data Gathering. Chapter 3 includes the Summary, Conclusions and and
the Recommendation, it also includes the References, Appendices and lastly our
Curriculum Vitae.

CHAPTER II
 RESEARCH METHODOLOGY

Research Method

This study used the descriptive method and quantitative method research
which requires factual information to gather and interpret data. This method aimed at
shedding light on current situations through a process of data collection that enable to
describe the situation completely by using survey questions. It is also aimed for the
students in which they can relay in the near future.

Research Environment

The study was conducted Outside the campus and inside Tipolo National High
School which is located at C.D. Seno Street, Sitio Maharlika, Tipolo, Mandaue City,
Cebu, Philippines, during the year of 2019-2020.

Tipolo National High School is a DepEd managed urban secondary public

school. It offers a complete high school program from Grade 7 to Grade 10.

Research Respondents

The respondents of the study were the Grade 7, 8, 9,10 and enrolled in Tipolo
National High School.

Procedure of Data Gathering

After the finalizing of the survey questionnaires, the researchers secured an
approval from the School Head of Tipolo National High School to allow them to conduct
their study. After the approval of the School Head, the letter was presented to Mrs.
Jean R. Sabequel class adviser of the respondents for her assistance in conducting the
study more reliable and valid. There was a brief explanation made as to purpose the
study and essential instructions were given in answering the survey questionnaire. The
retrieval of the survey questionnaire was made after being answered by respondents.
Statistical Treatment Data
The gathered data were tallied, tabulated and statistically treated using the
statistical tools; the simple percentage and the average weighted mean.

a. The simple percentage was used with the formula of

P=

where:

X 100

n
t
P = Percentage

f = frequency

N= total number of respondents

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

(QUANTITATIVE DATA)

This chapter presents, analysis and interprets the data which ultimately answered
the main problem of the study.
CHAPTER III
Summaries, Recommendations and Conclusions

Summary

The purpose of this qualitative and quantitaive study was to investigate common
threads of effective school discipline practices as perceived by administrators, tenured
teachers, and parents inTipolo National High School. I also attempted to determine if the
views of administrators, tenured teachers, and parents are consistent with published
research on school discipline practices. Data were collected from administrators,
tenured teachers, and parents through an open-ended interview form that I designed.

The researchers gathered completely the personal profile of the respondent’s

interms of sex and age.

The researchers used the research survey questionnaire as their descriptive

method research tool.

There were 5 students who responded the survey. They are from the different
Grade Levels in Tipolo National High School , There were 5 Parents who reponded the
survey from LTHAI Compound located near at Sitio Maharlika, Tipolo, Mandaue City,
Cebu. There were 5 teachers who responded the survey, 2 from different school and 3
from inside the Campus : Tipolo National High School.

Among the 15 respondents, 5 of them were males and 10 of them were females.

In gathering the data, the researchers tallied and tabulated with the use of simple
percentage.

Conclusions

As this study has indicated, and research has made clear, appropriate behavior by
students is essential to their ability to attain successful educations. Without a disciplined
atmosphere, teachers cannot teach effectively and learners cannot learn effectively.
Appropriate school discipline practices involve all stakeholders in their designs. The
principals and the teachers are responsible for carrying out an individual school's
discipline practices; but to bolster success, the practices must be custom designed by
all participants including parents and students. The discipline practices chosen should
reflect a shared expectancy--indeed, an obligation--to address real school problems in
real ways. Effective practices address the root cause of students' misconduct. They
answer important questions, such as:
1. What code of behavior is expected?
2. What set of values should students exemplify?

Effective practices respond with specific measures, such as:

1. All students will learn to resolve conflicts in socially acceptable ways and without
violence.
2. Bullying other students will not be tolerated.
3. No student will be permitted to intimidate or disrupt the work of others.

Whatever the design, effective discipline practices should inspire a

climate in which students take responsibility for their own behavior, treat each other with
kindness and respect, and learn the value of productive work and good citizenship.

Parents are the first link in preventing problems in effective school

discipline practices. Parents who are involved in their children’s daily school lives have
a better understanding of what is acceptable, and expected, in the school's
environment. Many parents are distressed to find that the classrooms they remember--
with orderly rows and students paying quiet attention-- now look disorderly and chaotic.
Acts of student violence, chronic disruptions, bullying, and intimidation are all too
frequent. Turning this picture around requires a partnership between families and
schools. Investment in prevention works. The first step is to involve parents in
cooperative preschool education programs where they learn good discipline practices
firsthand from early childhood educators. Then parents must continue to be engaged as
essential partners throughout their children’s school years.

Administrators and teachers stated they feel more confident about

effective school discipline practices evolving when they have access to quality
professional development opportunities. These opportunities should emphasize
practices in prevention, including attention to equity issues and how to access existing
support services. Time for dialogue and administrative support are key components.
Teachers should be given time to engage in conversations about strategies that work,
with ample opportunities for peer coaching and refresher courses. All staff members
should be assured that habitually disruptive or violent students will be suspended or
recommended to attend an alternative educational program. The climate should be free
of intimidation and disruptions for students and staff members alike.

Rewarding students for their good behavior and positive

contributions to the school community is important. Activities, programs and
opportunities should be planned to focus on positive behaviors and appropriate actions
of the students. Every attempt should be made to put students’ names, pictures and
groups in newsletters, school hallways, the local newspaper, and school assemblies to
let everyone know that the school is pleased with positive behaviors and good reports.

Effective discipline practices thrive on consistency and teamwork.

The staff and administrative team should be expected to reinforce the same behavior for
all students and to follow common discipline practices. A staff should work together for
the common good of the students and the school. Students and staff want to be certain
they are safe and every precaution and intervention should be considered to be sure
this goal is accomplished.

Evaluation should be ongoing and strategies for reducing school

disruptions should be assessed continuously for their impact on the overall success of
the school discipline practices. Several suggestions from teacher participants were to
establish focus groups that work with atrisk students, and counseling and positive peer
mentoring for students that receive repeated discipline referrals. Data should be
collected and used to continuously improve current discipline practices and implement
any new procedures that could improve the process. An annual evaluation should be
conducted with the strengths and needs of the discipline practices.
Recommendation

Well-disciplined, effective schools are not the product of chance. Effective discipline
requires the enforcement of simple classroom and school rules that facilitate learning
and minimize disruptions. Administrators, teachers, parents, and students must work
together to reach a common goal of peace and harmony in well-disciplined schools.
From the findings of this study the following recommendations are suggested:

1.) Further research should evaluate classroom strategies and how they relate to the
reduction of classroom disruptions and their impact on students' behavior.

2.) Further research should include students as participants and record their
perceptions and comments concerning school discipline practices.

3.) This particular study looked at administrators, tenured teachers, and parents from 20
schools in Tipolo National High School.

4.) This study concentrated on grades 7 through 10.

5.) Future research should examine the effects of different levels of consequences for
students with several referrals.

6.) Future research should examine established agencies and practices that have been
found to offer support and guidance for families of students who have experienced
severe discipline problems. These findings should be made readily available to
educators and parents.

References

http://brainerdlowell.ss12.sharpschool.com/UserFiles/Servers/Server_149095/File/Disci
pline%20Policy.pdf?fbclid=IwAR0fvCtDDfAuTMggXrro5SQihbtJtXPxDIQA--
ST1l6c8EhH7dA7UcbGnbE

https://dc.etsu.edu/cgi/viewcontent.cgi?
article=187
5

&

context=et
d
&fbclid=IwAR1xLOfrOqU_9lADD4BzSR3IvmDajGhbwJrsL_H_zW6nPoRaDG8lPtKdV2Y

APPENDICES

APPENDIX A
Interview Guide for Administrators
1. To what extent do you think student misbehavior creates a problem for you, as well
as teachers, parents and students? If so, how? Would you please give an example?
2. To what extent, if any, do you think that time for teaching curriculum is hindered
because of discipline problems? How?
3. What are current discipline practices in your school?
4. What are the most effective discipline practices you have used in the past?
5. What are the least effective discipline practices you have used in the past?
6. To what extent do you, as an administrator, have a say in determining discipline
practices?
7. What part do an involved community and parents play in school discipline practices?
8. To what extent, if any, do you think that students and parents need input in school
discipline practices? If so, how should this be implemented?
9. What types of communication concerning rules and discipline practices do you think
would be beneficial?
10. To what extent, if any, do you think that the climate of the school affects discipline
practices? How? 11. How do you think inappropriate behaviors should be handled?
12. To what extent, if any, do you think that class size makes a difference concerning
discipline practices? If so, how?
13. What do you believe about bullying in schools and the impact that it has on
students?
a. How can bullying be avoided?
b. What can teachers, students, and parents do to change bullying behaviors?

APPENDIX B
Interview Guide for Teachers

1. What is your opinion about discipline practices in school and how do they affect
teacher’s attitudes about school?
2. Are you familiar with practices that have or could affect student behavior?
3. Do you feel that schools need more or less practices that address behavior
problems?
4. To what extent do you, as a teacher, have a say in determining discipline practices?
5. To what extent, if any, do you think that time for teaching curriculum is hindered
because of discipline problems? How?
6. What role do parents play in school discipline practices? What role do you think they
should ideally play?
7. To what extent, if any, do you think that students and parents need input in school
discipline practices? If so, how should this be implemented?
8. What types of communication concerning rules and discipline practices do you think
would be beneficial?
9. To what extent, if any, do you think that the climate of the school affects discipline
practices? If so, how?
10. How do you think inappropriate behaviors should be handled?
11. To what extent, if any, do you think that class size makes a difference concerning
discipline practices? If so, how?
12. What is your opinion about bullying in schools and the impact that it has on
students?
a. How can bullying be avoided?
b. What can teachers, students, and parents do to change bullying behaviors?
13. What do you feel is the principal’s role in discipline practices of the school?
14. Do you feel that there are any additional barriers to effective discipline practices that
we have not discussed yet? If so, what are they?

APPENDIX C
Interview Guide for Parents

1. To what extend do you think student misbehavior creates a problem for schools,
teachers, and administrators? How?
2. What do you believe about discipline practices in school and how do they affect your
child's attitude about school?
3. What are current discipline practices in your child's school?
4. What are the most effective discipline practices that your child's school used in the
past?
5. What are the least effective discipline practices that your child's school used in the
past?
6. Do you feel that schools need more or fewer practices that address behavior
problems? Why?
7. To what extent, if any, should you as a parent have a say in determining discipline
practices?
8. What input, if any, do you think teachers should have in determining discipline
practices?
9. To what extent, if any, do you think that students need input in rules and procedures
in the classroom? If so, how should this be implemented?
10. What types of communication between school and parents concerning rules do you
think would be beneficial?
11. Do you think that the school's surroundings, atmosphere, and environment affect
discipline problems? If so, how?
12. How do you think inappropriate behaviors should be handled?
13. What do you believe about bullying in schools and what impact do you think it has
on students?
a. How can bullying be avoided?
b. What can teachers do to change bullying behaviors?
c. What can students do to change bullying behaviors?
d. What can parents do to change bullying behaviors?
14. What do you feel is the principal’s role in the discipline practices of the school?

CURRICULUM VITAE

Name : Jay Louie F. Tayactac

Address : Cansaga,Consolacion, Cebu City
Age : 16
Birth date : September 16,2003
Birthplace : Maharlika, Tipolo, Mandaue City
Father : Roderick G. Tayactac
Mother : Felita F. Tayactac
Civil Status : Single
Educational Background Year
Secondary : Tipolo National HighSchool 2016- present
C.D. Seno, Mandaue City

Primary : Mayor A.S. Fortuna Memorial 2008- 2016

Elementary School
Guizo, Mandaue City

CURRICULUM VITAE

Name : Ritchel Mae Marabiles

Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :
Primary :

CURRICULUM VITAE

Name : Sander Kent Pananganan

Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :
 CURRICULUM VITAE

Name : Mary Ann Crazo

Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :

CURRICULUM VITAE
Name : Freddie Lyn R. Moreno
Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :

CURRICULUM VITAE
Name : Jerlyn D. Pacheco
Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :

CURRICULUM VITAE
Name : EJ Khent Nery
Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :

CURRICULUM VITAE

Name : Olap Poloyapoy

Address :
Age :
Birth date :
Birthplace :
Father :
Mother :
Civil Status :
Educational Background Year
Secondary :

Primary :