s/y 2017-2018
Research Proposal
Title:
Research Design:
Research Question:
This study aimes to examine the behavior of Junior High School student in
ISCAG school in their classroom and to identify the problems faced by teachers
regarding the behavior of their student, to know the effect of behavior in ISCAG
School in Junior High School.
Significance of the Study
This study is important because it will help student to know if they are well-
behavior or not.
After that , it can make up solution to help student in ISCAG to have a good
character or to improve their self- behavior.
The common problem in my research are that students drop their grades due
to their behavior within their classroom and those student who are n the
guidance office list many times can solve this problem only when I know why
they are.
This research covers the behavior of student and we will be discussed the
grade of Junior High School students in ISCAG and I will discuss again the
high school student who have list in the guidance office. this my research
study is just for Junior High School students in ISCAG where I can interview
some of them from 7 (seven)-10 (ten) students interview and while 5 (five)
teachers and to find out the result of my research study.
Islamic Studies Call And Guidance School
s/y 2018-2019
Yes
No
Why?
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4.Who is influence your behavior?
Friends
T Teachers
Family
Other_________________________________________________________________
Rate:________-
Why?
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Yes
No
If Yes, How?
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8. What kind of friends do you have?
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Chapter 2
Review of Literature
This chapter present the review of related literature and studies ,which gave
the researcher enough background data and information whish both comi9ng
from foreign and local researchers on the Behavior of student base on teachers
perception this study provide to be a great in the conceptualization of the
study.
Related Literature
Isaac A. Friedman(2010) This article reports on two studies that examined how
typical student behavior patterns contribute to predicting burnout among
teachers in general (Study 1) and among male and female teachers possessing
different pupil control ideologies (Study 2). The sample for Study 1 involved 348
teachers from both religious and secular schools in Israel and 356 of their
students. The sample for Study 2 involved 391 elementary and secondary
schoolteachers (122 were classified “humanistic” and 119 “custodial”). The
teachers sampled completed a questionnaire composed of an adapted version
of the Maslach Burnout Inventory, the Pupil Behavior Patterns Scale (Studies 1
and 2), and an adapted version of the Pupil Control Ideology scale (Study 2).
The students in Study 1 filled out an open-ended questionnaire. The typical
student behaviors—disrespect, inattentiveness and sociability—accounted for
22% of teacher burnout variance for the whole sample and for 33% of burnout
variance in teachers in religious schools. Humanistic teachers were affected
mainly by disrespect, whereas custodial teachers were affected mainly by
inattentiveness. Burnout among male teachers was mainly affected by
students' inattentiveness whereas burnout among female teachers was mainly
affected by students' disrespect.
JereBrophy(2010)This article reviews research on teaching and considers its
potential implications for compensatory education of low-achieving students
from low socioeconomic status (SES) backgrounds (e.g., target students for the
Chapter 1 program). The emphasis is on process-outcome research linking
teacher behavior to student-achievement gain, but research on cooperative
learning methods, conceptual change teaching, the teaching of cognitive
strategies, individualized and computerized instruction, adaptive education,
and mastery learning is also considered. It is concluded that regardless of the
setting (regular or special classroom), the key to achievement gain by low-
achieving students is maximizing the time that they spend being actively
instructed or supervised by their teachers. The educational programs likely to
be most effective with these students are programs developed on the basis of
general principles of good instruction rather than programs designed from the
beginning as responses to special needs or learning deficits diagnosed in
compensatory education students.
Wendy M. Reink (2010)Despite the growing evidence base for the efficacy of
preventive interventions, the level of implementation of these interventions in
schools is often less than optimal. One promising approach to supporting
teachers in implementation of interventions is the use of coaching. In this
study, teachers were trained in a universal classroom management
intervention and provided ongoing coaching. The association between the type
and amount of coaching activities and teacher implementation of proactive
classroom management over time were investigated. Results indicated that
teachers who received more performance feedback had higher levels of
implementation over time in comparison with teachers who received less
feedback. In addition, a significant interaction between the amount of
coaching a teacher received and his or her implementation of proactive
classroom management was found. Increased implementation over time was
observed for teachers with lower initial levels of implementation who received
more coaching, whereas implementation decreased over time for teachers who
received less coaching. The importance of coaching as a support system for
enhancing implementation quality of classroom-based preventive
interventions is discussed.
Methodology
Research Approach
This study is completed through surveying Junior High School Student in
ISCAG School. The total number of respondense of 10 was meet after a day’s
visit to the students in their respective classrooms. Phenomonology(Qualitative
Research) is to describe a lived experience of a phenomenon. As it’s a
qualitative analysis of narrative data, methods to analyze its data must be
quite different from more traditional or qualitative methods of research.
Sample participant
The respondents of this study are the Junior High School Students of ISCAG
School, classroom behavior based on teachers perception.The Quistionaire
shall be given to at least 20 respondence. This research shall be conducted
within Junior High School Department of ISCAG School in Dasmarinas Cavite.
Instrument /Tool
This research shall be conducted survey question and observation for data
gathering.