Title

Perceived discipline problems by the teachers and strategies employed for classroom discipline

Added Title

Towards the development of the mathematics achievement test (MAT) of the Notre Dame of Marbel University High School Department.
Towards the development of the mathematics anxiety scale (MAS) of the Notre Dame of Marbel University High School Department.

Date of Publication

2001

Document Type

Master's Thesis

Degree Name

Master of Science in Educational Measurement and Evaluation

Subject Categories

Educational Methods

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Abstract/Summary

This study investigates teachers' perceived discipline problems (e.g., disruption, defiance, inattention and aggression) among the Notre Dame of Marbel University High School Department (NDMUHSD) students and to examine the strategies they employed in dealing with the problems. The study will employ the descriptive type of research that seeks to investigate the teachers' perceived discipline problems based from the classroom behavior shown by the students and the strategies they employed in dealing with the problems upon knowing the causes. The participants will be the 26 full time employed faculty (22 full time with advisory classes and 4 full time with no advisory classes) of the NDMUHSD for the school year 2001-02. A questionnaire containing two questions will be given to the participants. In this study, the researcher will use the critical technique originally proposed by Flannagan (1954) and adapted to classroom research by Ryans (1960). Using this technique, the researcher will ask the teachers to identify and describe specific classroom incidents considered as a example of discipline problems , and to identify and describe the specific action and strategry employed when attempting to manage the incident. These shall be submitted as the detailed written narrative responses to the two questions. Discipline problem will not be defined to the participants. The data (detailed written narrative responses to the questions) will be collected after the first half of the school year 2001-02.

The incidents described by the participants in the narrative report will be subjected to a content analysis typical to those used with qualitative data (Guba & Lincoln, 1981 Miles & Huberman, 1984). Specifically, the participants' narrative responses to the two questions on problems and strategies will be examined for naturally occurring or grounded categories. This process of categorizing the data is based on the Natural Grounded Theory where theory is developed from the data that evolve during the actual research. This data should be gathered and analyzed (Glaser & Strauss, 1967 Cuba, 1978). Each response will be coded and placed into a category and then will be reviewed to ensure that each category will be internally distinct and internally consistent. Responses in each category will be subjected to descriptive statistical analysis. All the incidents described in the participants' narrative responses will be independently coded, categorized and tabulated by the researcher. To estimate the consistency of each of the analyis, the percentage of agreement will be computed by (a) tabulating the number of instances of agreement and disagreement, (b) dividing the number of instances of agreement by the total number of instances (sum of instances of agreement and disagreement), and (c) multiplying that quotient by 100.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03367C

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

3 v. in 1 ; 28 cm.

Keywords

Classroom management; Discipline

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