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A Qualitative Study about the Effective School Discipline Practices

A Research Presented to the

Faculty of San Luis Senior High School,

San Luis, Batangas

In Partial Fulfillment for

the Requirements of the Subject

Practical Research I

Grade 11 Senior High School

By

Magsombol, Ericka Mae D.

Pacunla, Francesca Mae

Sangalang, Melody M.

March 2020

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ACKNOWLEDGEMENT

The researchers would like to extend their deepest gratitude to the following:

First of all, to the Almighty God, for giving them strength, wisdom,

determination and courage in their undertakings in life.

To Mrs. Honey Grace A. Bonsol, their research adviser, for supporting,

helping, and guiding them that led to the accomplishment of this study.

To Mrs. Marites C. Bonifacio, their principal, for letting them conduct the

research study in school.

To Mrs. Jenny Lou A. Guansing for validating their research question which

contributed a lot to the study.

To Mrs. Vivian A. Novales for validating their interview schedule that helps

the researchers to finish the study.

To the respondents, for showing cooperation during the interviews.

To their family and friends, for the unconditional love and support and for

being there for them throughout the whole process. Without their help, they

wouldn’t have made it this far.

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Dedication

The researchers dedicate this work with all respect and gratitude to the

following:

To their beloved families

To their subject teacher and faculty members

To their classmate and friends

To the students of San Luis Senior High School

And to those people who sent their undying support and inspiration

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TABLE OF CONTENT

TITLE PAGE ............................................................................................… i

APPROVAL SHEET ...............................................................................…. ii

PANEL OF EXAMINERS ......................................................................….. iii

ACKNOWLEDGEMENT .........................................................................…. iv

DEDICATION ..........................................................................................…. v

TABLE OF CONTENTS ...........................................................................… vi

LIST OF TABLES .................................................................................…… viii

LIST OF FIGURES ...................................................................................... ix

RESEARCH ABSTRACT ..........................................................................… x

Chapter

I. THE PROBLEM AND ITS BACKGROUND

Introduction .................................................................................................. 1

Theoretical Framework ................................................................................ 2

Statement of the Problem ............................................................................ 3

Significance of the Study .........................................................................…. 4

Scope and Delimitation of the Study .........................................................… 4

Definition of Terms ...................................................................................…. 5

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ......................................................................................... 7

Related Studies ............................................................................................ 9

Synthesis ..............................................................................................…… 12

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III. RESEARCH METHODOLOGY AND PROCEDURES

Research Design ........................................................................................ 13

Research Sampling .................................................................................… 13

Respondents of the Study .......................................................................… 14

Profile of the Respondents ......................................................................… 14

Research Instrument ...............................................................................… 16

Preparation of the Research Instrument .................................................…. 16

Data Gathering Procedure ........................................................................… 17

IV. RESULTS AND DISCUSSION ..........................................................… 18

V. SUMMARY, COMCLUSION AND RECOMMENDATION

Summary ............................................................................................…….. 21

Findings ..............................................................................................…….. 21

Conclusion ............................................................................................…… 22

Recommendation .....................................................................................… 22

BIBLIOGRAPHY .....................................................................................…. 24

APPENDICES

A. Curriculum Vitae ..................................................................................… 26

B. Letters ..............................................................................................…… 29

C. Interview Schedule ..............................................................................… 32

D. Documentation ……………………………………………………………….. 33

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LIST OF TABLES

Table Description Page

1 Distribution of 14

Respondents by Age

2 Distribution of 15

Respondents by Gender

3 Distribution of 15

Respondents by Grade Level

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LIST OF FIGURES

Table Description Page

1 Theoretical Framework 2

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RESEARCH ABSTRACT

Summary

This study is focused on identifying the effective school discipline practices in

every students of SLSHS.

Specifically, it sought answer to the following questions:

 What are the factors of a well-organized school discipline?

 What aspects are perceived as barriers to effective discipline practices?

 What are the effective school discipline practices implemented in the school?

 What activities may be suggested in order to improve school discipline

practices?

Findings

The following findings were revealed from the information gathered by the

researchers.

1. It was revealed that a well-organized discipline of the school depends on its

students.

2. The students of San Luis Senior High School are the real barrier of the

effective discipline practices for some of them are hard-headed and some are

facing to different life problems.

3. Lots of discipline practices are already implemented in the school such as

proper waste disposal, waste segregation, and confiscations of cellphones and

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4. earrings that helps the students in building their self-discipline and to avoid

misunderstanding between students.

Conclusions

Based on the findings revealed, the following conclusions were drawn.

1. It is concluded that a discipline of the school depends on its students and they

show how organized the implemented discipline is.

2. The students who violates the rules and regulations of the school are the true

barrier of the discipline practices.

3. Effective discipline practices are already implemented to prevent

misunderstanding between students. This will also help building learner’s self-

discipline.

Recommendations

Based on the data gathered throughout the study, the following

recommendations had come up.

1. Students should be knowledgeable enough about the concept of discipline

and how it affects the entire school.

2. Learners should be careful in adapting new characteristics for they are the

true barriers to an effective discipline.

3. Discipline practices that were implemented in the school be strictly followed by

the students.

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4.It is recommended that discipline practices in the school should be helpful and

relevant to the students for them to be able to achieve their goal in life.

5. Further study should be conducted to know if the proposed recommendation

could really help student to change their approach regarding school discipline.

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Introduction

When it comes to education discipline is a major concern because many

students are incessantly being expelled for their behavior issues that are caused

by their disabilities. Lack of students discipline most especially when they are at

school is a big factor that can affect them because they can be punished.

Managing problems in terms of discipline is one of the most challenging task a

teacher may encounter. Behavior problems can range from disruption of lessons

to acts of violence against fellow students and teachers. Children emotional set

backs and life challenges can also contribute to behavior issues at school.

Students discipline varied greatly between schools and houses. School discipline

policy techniques will be a great help to those students who are longing for a real

discipline. All human behavior can be learned from different people most

especially from the teachers who will guide them.

Different behavior of students can be corrected using positive ways.

Students who need proper discipline can be disciplined using a positive

discipline skills. But, positive discipline is a concept that can be extremely

misinterpreted and when it is misused it can cause more harm than good. The

common form of discipline for students is “punishments” and it is widely used

because it is believed to be very effective. Punishment in itself is not a positive

method nor is it a positive form of leadership to follow or exert. Effective

discipline practices can be acquire by giving children punishments and it will

teach them lesson. Effective school discipline should be learn in positive ways.

The purpose of this research study was to investigate common threads of

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effective school discipline practices and to know the factors of a well-organized

school discipline. This study focuses on different school activities and practices

to be implemented in order to give and provide students with proper discipline

skills. The researchers conduct this study to determine the barriers towards

effective discipline practices.

THEORITICAL FRAMEWORK

Ecological Model

A Qualitative study about

The Behaviorist Theory

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Ecological Model

According to Haygon, Stormont and Harmon, (2009); Gresalfi' Barnes and

Cross (2007) A particular teacher establishes specific scene coordinates with

specific physical settings, therefore shaping idiosyncratic student-teacher

interactions. However certain less proximal variables such as school culture and

certain distal variable such as societal values or curriculum reforms have a

powerful but not easily perceived influence over teachers and students

classroom behaviors and interactions.

The Behaviorist Theory

According to B.F Skinner, behavior is one of the major classroom

management theories, behaviorism is based on the concept “practice”. This

theory supports operant conditioning using which a teacher can achieve

expected behavioral outcomes. The behaviorist theory of B.F Skinner advocates

these practices, referring to them as “Behavioral Intervention Plans”. It promotes

the idea of rewarding students in exchange for expected behavioral outcomes.

However, this theory can be used both for positive and negative reinforcement.

While academic awards represent a type of positive reinforcement, teachers

using rules and guidelines with consequences are ultimately involved in the

practice of negative reinforcement.

Statement of the Problem

This study is focused on identifying the effective school discipline practices in

every students of SLSHS

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Specifically, it sought answer to the following questions:

 What are the factors of a well-organized school discipline?

 What aspects are perceived as barriers to effective discipline practices?

 What are the effective school discipline practices implemented in the school?

 What activities may be suggested in order to improve school discipline

practices?

Significance of the study

The results of the study is significant to the following:

Students. This study would help the students to know the importance of

effective school discipline practices in school and it could help them realize how

discipline affects students academic performance.

Teachers. The given data and information in this study could help the teachers

to recognize the effective school discipline practices in school.

Future Researchers. This study would serve as guide to them about their

research. This will help them to have background about the study they are going

to do.

Scope and Delimitation of the Study

The study is limited on the Effective School Discipline Practices during the

second semester of school year 2019-2020. The study was based upon answers

given to open ended interview questions through oral responses and it was

assumed that in general, the participants were thoughtful, forthright and honest

in providing accurate data.

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The study is limited only to 30 respondents. The researchers used

descriptive qualitative research method.

Definition of Terms

Discipline. The practice of making people obey the rules or standards of

behavior and punishing them when they do not . Discipline is the quality of being

able to behave and work in a controlled way which involves obeying particular

rules or standard. In this study, discipline refers to a characteristics of a student

and a practice of building someone’s trait that could help them to achieve their

goals in life.

Behaviour. The actions and mannerisms made by individuals in conjunction with

themselves or their environment. In this study, behaviour is the attitude of an

individual and how they act in a particular situation.

Idiosyncratic. An unusual feature of a person. It can also mean an odd habit.

The term is often used to express eccentricity or peculiarity. In the study, this

term was used as a feature of student and teacher that was used to build great

connections between the two of them.

Disproportionalities. The over representation of minority students identified

with a learning disability. In the study, this term refers to an unequal treatment

given to the students in school.

Punishment. The imposition of an undesirable or unpleasant outcome upon a

group or individual , meted out by an authority. As used in this study, the term is

the action done by the administrator as response to the misbehavior of students.

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Violence. Act of physical force that causes or intended to cause harm. In this

study, it is the act of punishing someone that involves harmful actions.

Assertive Discipline. An obedience-based discipline approach to classroom

management developed. As used in this study, it is the approach in which the

teacher takes control to what is happening inside the classroom.

Zero-tolerance Policy. A strict enforcement of regulations and bans against

behaviors of the possession of items deemed undesirable by said schools. As

used in this study, is a predetermined procedure used by schools

and school systems that addresses severe misbehavior by students.

Corporal Punishment. A punishment intended to cause physical pain to a

person. As the term was used in this study, it refers to an approach that involves

weapon that could harm an individual.

Chapter 2

Review of Related Literatures and Studies

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Review of Related Literature

In this chapter, the review of literature and study were found. The

researchers used passed documents in order to come up to appropriate studies

and literature.

RELATED LITERATURES

School discipline is not a new problem. Many articles, documents,

researches have already documented but not everything became successful to

influence students regarding school discipline practices. To maintain and

achieve goals in life, it is very important to stay disciplined. Discipline can help

students to stay motivated in order to have a positive mind that can help them to

accomplish tasks.

According to Welsh, R.O and Little, S. (2008), in recent decades, K-12

school discipline policies and practices have increasing attention among other

researchers and educators. Disproportionalities in school raise serious questions

about education equity. It provides a review of literature on the contributors to

gender and income disciplinary results and the effectiveness of alternatives

disciplinary approaches.

Discipline is needed by everyone when it comes to learning and because

teachers also teach the discipline they must obey, their parents are also the one

who taught them the word --- discipline. It is the schools duty to teach discipline

to their students because discipline is the key point of all success. Students

should practice a discipline approach. They must obey the school's rules and

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regulations. They follow the directions given by their teachers. In addition, they

should also practice a regular routine in their daily activities as regularly is also a

condition for discipline.

(https://www.researchgate.net/publication/

241748218_Disciplinary_Practices_and_Perceptions_Of_School_Safety&sa=U&

ved=2ahUkEwjuypOksennAhUBaOkHRygBAAQFjABegQICBAB&usg=AOV \

Vaw37zkqAVjGUkuppUwg1e-eg&iorg_domain_internal =google.com.ph

%3BAfqouYGIFnvtIrez)

In addition, Johnson (2011) states that discipline is the process by which

educators foster work with learners in an effort to cause them to become

responsible for their own actions. School discipline thus represents the rules that

inform learners what is right and what is wrong in order to avoid negative

consequences.

However, Rise (2011) and Wyk, V. (2013) said that it is clear that the term

discipline has different meanings depending on a person's particular view. Some

see it as closely linked to punishment. Similarly, Koshewa (2014) claims that

discipline is one of the most abused and misunderstood concepts in education.

On the other hand, Wong and Wong (2011) believe and state that discipline

plan and academic behavior does not appear on the list of rules, as the plan is

just focused on behaviors and not academic work. Academic issues such as

doing homework and turning in assignments fall into the realm of procedures and

academic performance. They said that whenever possible, rules should be

stated properly.

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Discipline can cause big impact to someone most especially to the students.

Positive disciplinary actions help them realize their misbehavior and they will be

more responsible for their actions. It is important to be well-disciplined in order to

achieve goals in life.

Review of Related Studies

This chapter presents the related studies gathered through reading and in-

depth search done by the researchers.

Related Studies

Canter (2014) relates the assertive discipline to the performance of the

students in school. Being appreciated by their parents made the students good.

It is helpful if the teachers has his own plan to explain exactly what will happen if

students choose to show misbehavior. An effective discipline plan must be fair to

all students. The teachers give specific direction for each situation. Five

maximum consequences for the misbehavior of the student is enough for them to

do wrong doings. Teachers must provide positive reinforcement for appropriate

behavior and disciplinary consequences for continuous misbehavior.

The previous study is similar to the present study because they both believe

that discipline plan will be more effective if there is no bias or it is fair to all

students. They both use descriptive qualitative research method. They differ in a

way that Canter's study showed that the appreciation students have from their

parents can help to lessen misbehavior while the present study believes that not

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only parents can help them, but also those people who surround them, anyone

can be an influencer to influence students to change their behavior.

According to Camilleri (2016) on her study entitled “Effective School

Discipline Policy and Practices: Supporting Student Learning Through

Restrorative Practices and Social Emotional Learning Skills”, the increasing

number of children are being denied educational chance under zero-tolerance

discipline policies. Zero-tolerance policies are implemented in order to give

strong message that certain misbehavior must not be tolerated. School with

comprehensive approach to safety could help the school and the students to

prevent the disorders and school violence effectively.

The past research has similarities to the present study. They are similar in

terms of the focus of the study and what the issue they want to address in order

to give solution. Both studies focused on the misbehavior and how it could be

effectively prevented. On the other hand, Camilleri's study wants to implement

the zero-tolerance policy while this study does not.

Additionally, zero-tolerance policy can lead to negative results for youth and

adolescents. However, some researchers do not endorse abolishing the policy.

Zero-tolerance is needed, especially to its main purpose which is to respond to

the violations that involved weapons. Prior to the use of zero-tolerance policy,

corporal punishments in school was the practice of disciplining the students.

Corporal punishments was invented for the students to learn from their mistakes

and misbehavior.

The previous study is similar to the present study because both research

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studies aimed to investigate and provide effective plan in order to help student to

change their behavior and for them to learn enough discipline. They are different

from each other because the previous study wanted to implement corporal

punishment where in physical punishments are involved, while the present study

just believe in punishments that could not harm students.

However, in the study regarding classroom discipline conducted by Lopes, J.

and Oliveira, C. (2005) revealed that classroom discipline and behavior of the

students raise a serious problem and complex issue. It is a key concern for

teachers and parents. They found that school behavior and violence were the

main causes of teachers headache and it is the start of the problem in the school

campus.

This study is similar to the present study because both of them define how

misbehavior of students gives problem to the teachers. On the other hand, they

are different from each other because the present study focuses on how lack of

discipline and misbehavior affect the students academic performance while

Lopes, J. and Oliveira, C. just show and introduces its effect on teachers.

On the other hand, Nelson, M. (2002) show on her research study entitled “A

Qualitative Study Of Effective School Discipline Practices: Perceptions of tenure

Teachers, Administrators, and Parents in Twenty School In East Tennessee” that

effective school discipline practices must be headed by the teachers and

administrators. They must continue implementing projects such as programs that

may help them to accomplish plan regarding the discipline of their students. But,

above all discipline strategies, the safety of the students must be the first thing to

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be considered.

Both research studies use descriptive qualitative research method. The

purpose of the study conducted by Nelson, M. is similar to the purpose of the

present study, they both examine common threads of effective discipline

practices and the present study gathered its data by the means of interview as

how Nelson, M. gathered hers. Nelson, M. used 20 schools in her study while

this study used only one.

Synthesis

The related literature and studies that have been reviewed had a great

contribution and significance to the current study. Those related literature and

studies became the basis of the researchers in order to finish this research

endeavor. Those are all closely related to it.

Chapter 3

Research Methodology and Procedures

This chapter presents the research methodologies and procedures used by

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researchers to gather data and information. This includes the research design as

well as the respondents of the study.

Research Design

This qualitative study focuses on the discipline of every student in San Luis

Senior High School. This aims to observe about the different effective discipline

practices the school should implement. The researchers used case study as

research design because its objective is to determine how effective the current

school discipline practices are to influence the students to change their

misbehavior. The data were gathered through interview and observation.

The study used descriptive qualitative research design to described a

phenomenon or information to develop and refine questionnaire or interventions.

(Neergaard,et.al 2009). The researchers used the descriptive qualitative

research in order to collect and gather information about the benefits of having a

discipline in school.

Research Sampling

The research sampling used by the researchers is quota sampling because

the researchers want to choose who will be their samples or respondents in

order to get exact, accurate, and appropriate answer to finish this research

endeavor. This type of non-probability sampling will be a great help because it

refers to any sampling method wherein the researchers have the capability to

choose who will be their respondents. The respondents of this study will be

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based on their characteristics and traits. It is the appropriate method because by

this, the researchers could provide enough and true information that will assure

the quality of data and answer to be interpreted to the readers

Respondents of the Study

The respondents of this study are the thirty (30) chosen students of San Luis

Senior High School during the second semester of school year 2019-2020.

Profile of the Respondents

Age. Table 1 shows the demographic table of the thirty (30) respondents in

terms of age.

Table 1

Distribution of Respondents by Age

Age f P

15-17 years old 21 70%

18-20 years old 9 30%

Total 30 100%

The data showed that 21 or 70 percent of the respondents are 15-17 years

old and 9 or 30 percent are 18-20 years old. This tells that majority of the

respondents of this study are 15-17 years old.

Gender. Table 2 shows the distribution of the thirty (30) respondents in

terms of gender.

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Table 2

Distribution of Respondents by Gender

Gender f P

Female 22 73%

Male 8 27%

Total 30 100%

The data showed that 22 or 73 percent of the respondents are female and 8

or 27 percent are male. This shows that majority of the respondents are female.

Grade Level. Table 3 shows the demographic table of the thirty (30)

respondents in terms of grade level.

Table 3

Distribution of Respondents by Grade Level

Grade Level f P

11 19 63%

12 11 37%

Total 30 100%

The data showed that 19 or 63 percent of the respondents are Grade 11

learners and 11 or 37 percent are Grade 12 students. This tells that majority of

the respondents are Grade 11 learners.

Research Instrument

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An interview schedule was used by the researchers as the main data-

gathering instrument for this study. The profile contain socio-demographic

characteristics of respondents such as age, gender, and grade level of the

student. The tool or instrument used is the interview schedule to collect data

from the respondents while the interview is conducted. The schedule contains

question statements on which opinions are elicited. The questions are asked and

the answers are noted down by the interviewers.

Preparation of the Research Instrument

The researchers gathered information from books, articles, journals, finished

thesis related to the topic under study. Through their in-depth readings, the

researchers made their first draft of the interview schedule. The researchers

presented it to the research teacher for suggestions. Afterwards, the researchers

prepared the second draft incorporating the corrections by the teacher. After

that, they presented it to the subject matter expert for validation. After it was

validated, the researcher had the final copy of their sets of question to be used

on their interview.

Data Gathering Procedure

The researchers prepared a letter for the principal asking for permission to

conduct an interview in the school. The interview was then conducted for a week

with thirty (30) respondents from Grade 11 and Grade 12 students. The chosen

students were interviewed about their perceptions regarding the school discipline

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practices.

After collecting all the data, the researchers with the guidance of the teacher

interpreted the results. The result of the interview would hopefully the serves as

guide for students toward discipline practice

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Chapter 4

Results and Discussion

This chapter discuss the results and presents the information gathered by

the researchers through interview.

1.Factors of a well-organized school discipline

The majority of students seemed eager to share their perception on how

someone could say that a particular school has a well-organized school

discipline. Most of the respondents say that the discipline of a school comes from

within which refers to the students. It depends on the students, when the

students are well-disciplined and respectful in every way, then a school has an

effective and well-organized discipline. The students represents the school, as

their attitude represents the discipline of the school. Their behaviour reflects the

school discipline.

According to Wairagu, R. (2017) schools have seen the largest number of

students not being able to complete their education because of disciplinary

actions. There are diverse kinds of stress that students that students are

administered to such as anxiety of academics with commitment to succeed.

Agolla and Ongori (2009) indicated that schools had their reputation flawed by

the behaviour of students’ indiscipline caused by administrative insensitive to

students need.

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2.Barriers to Effective Discipline Practices

Different practices were used to encourage good student behaviour and

discourage inappropriate one. Most of the students agreed that a definite barrier

to an effective discipline practices are the students itself. The students are being

hard-headed and sometimes they are influenced by their friends so that they

perform violating the rules and regulations of the school. But some are having

and facing personal problem that’s why their behavior and discipline are

affected. Students didn’t widely understand the concept of proper discipline as

they are not willing to learn appropriate behaviors.

According to Jinot, B. (2018) the barrier to effective discipline are related to

attitude and willingness of the stakeholders in the education system most

especially students. Her study revealed that the political decision is causing

much havoc to the disciplinary problem and the head administrator find

themselves in a difficult position to act effectively in managing learner discipline.

3.Effective School Discipline Practices that was implemented

All of the respondents interviewed shared a common voice that lots of school

discipline practices are already implemented. Some indicated that proper waste

disposal and waste segregation helps the students in building their self-

discipline. Some say that the rules regarding late comers, cellphone and earrings

confiscation and respecting each others culture and diversity are practices that

are most relevant in maintaining not only school discipline but also self-discipline.

This discipline could help each and everyone of them to achieve their goals in

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life.

According to Ahmad (2015) through much had been done by the school to

sensitize educated and engage students in issues, concerns, and initiatives

relative to solid waste management, the garbage production and disposal is still

a perennial problem that the academic institution yet needs to appropriately

address and resolve. Literally, the term “late coming” implies a situation where

an individual arrives after the proper schedule or usual time.

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Chapter V

Summary, Conclusion, and Recommendations

This chapter presents the summary of the findings revealed, the conclusions

drawn based on the findings and recommendations offered by the researchers.

Summary

This study is focused on identifying the effective school discipline practices in

every students of SLSHS.

Specifically, it sought answer to the following questions:

 What are the factors of a well-organized school discipline?

 What aspects are perceived as barriers to effective discipline practices?

 What are the effective school discipline practices implemented in the school?

 What activities may be suggested in order to improve school discipline

practices?

Findings

The following findings were revealed from thr information gathered by the

researchers.

5. It was revealed that a well-organized discipline of the school depends on its

students.

6. The students of San Luis Senior High School are the real barrier of the

effective discipline practices for some of them are hard-headed and some are

facing to different life problems.

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7. Lots of discipline practices are already implemented in the school such as

proper waste disposal, waste segregation, and confiscations of cellphones and

earrings that helps the students in building their self-discipline and to avoid

misunderstanding between students.

Conclusions

Based on the findings revealed, the following conclusions were drawn.

4. It is concluded that a discipline of the school depends on its students and they

show how organized the implemented discipline is.

5. The students who violates the rules and regulations of the school are the true

barrier of the discipline practices.

6. Effective discipline practices are already implemented to prevent

misunderstanding between students. This will also help building learner’s self-

discipline.

Recommendations

Based on the data gathered throughout the study, the following

recommendations had come up.

1.Students should be knowledgeable enough about the concept of discipline and

how it affects the entire school.

2. Learners should be careful in adapting new characteristics for they are the

true barriers to an effective discipline.

3. Discipline practices that were implemented in the school be strictly followed by

22
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the students.

4. It is recommended that discipline practices in the school should be helpful and

relevant to the students for them to be able to achieve their goal in life.

5.Further research should be done to re-interview some of the participants in this

study as time passes, to see if their perceptions have changed since their

participation in the study.

6. Further study should be conducted to know if the proposed recommendation

could really help student to change their approach regarding school discipline.

BIBLIOGRAPHY

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Online References

Ahmad (2003)., Lauby (2009)., & Breeze (2010). Waste Management in school,

https://www.researchgate.net/publication/51676309_Solid_Waste_Management

_Problems.

Camilleri (2016). Effective School Discipline Policy: Supporting Student Learning.

https://digitalcommons.nl.edu.

Canter (2014). Assertive Discipline to the Performance of the Students In

School.

https://www.researchgate.net/publication/276929127_Assertive_Classroom_Man

agement_Strategies_and_Students_Performance_The_Case_of_EFL_Classroo

m.

Jinot, B. (2018). Barriers to the Effective Implementation of Behavioral.

https://www.researchgate.net/publication/326549558_Barriers_to_the_Effective_

Implementation_of_Behavioral_Strategies_by_Principals_of_State_Secondary_

Schools_In_Mauritos.

Koshewa (2014). Orientation, Problem Statement, Literature Review and

Research Approach. https://repository.up.ac.za.

Lopes, J., Oliveira, C. (2005). Classroom Discipline.

https://www.researchgate.net/publication/319178957_Classroom_Discipline_The

ory_and_Practices.

Neergaard, et.al (2009). Characteristics of Qualitative Descriptive Studies. A

systematic. NCBI. https://www.ncbi.nlm,nih.gov

Nelson, M. (2002). A Qualitative Study of Effective School Discipline Practices:

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Perceptions of Tenured Teachers, Administrators, and Parents in Twenty

Schools in East Tennessee.

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Rise (2011)., Wyk, V. (2013). The Influence of Educator’s Life Experiences on

Classroom. https://pdfs.semanticscholar.org>.

Wairagu, R. (2017)., Agola & Ongari (2019). Equity and Quality In Education..

www.oecd.org/edu/equity.

Welsh, R.O & Little, S. (2018). The School Discipline Dilemma: A

Comprehensive Review of Disparities and Alternative Approaches.

https://journals.sagepub.com/doi/abs/10.3102/0034654318791582.

Wong and Wong (2011). The Well-Managed Classroom.

https://www.wtc.ie/images/pdf/Classroom_Management/cm6.PDF

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Appendix A

Curriculum Vitae

Personal Data

Name: Ericka Mae D. Magsombol

Address: Calumpang West, San uis, Batangas

Date of Birth: April 11, 2003

Place of Birth: Calumpang West, San Luis, Batangas

Status: Single

Father: Eric R. Magsombol

Mother: Normanphielitailen D. Magsombol

Educational Background

Junior High School: San Luis Academy

Calumpang West, San Luis, Batangas

2018-2019

Elementary: Calumpang Elementary School

Calumpang West, San Luis, Batangas

2014-2015

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Curriculum Vitae

Personal Data

Name: Francesca Mae Pacunla

Address: Abiacao, San Luis, Batangas

Date of Birth: July 22, 2002

Place of Birth: Conception, Tarlac

Status: Single

Father: Francis D. Grau

Mother: Rhoda B. Pacunla

Educational Background

Junior High School: Sta. Monica National High School

Sta. Monica, San Luis, Batangas

2018-2019

Elementary: Juan Navarro Elementary School

Cut-Cut 1st, Capas, Tarlac

2014-2015

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Curriculum Vitae

Personal Data

Name: Melody M. Sangalang

Address: Calumpang West, San uis, Batangas

Date of Birth: April 14, 2003

Place of Birth: Calumpang West, San Luis, Batangas

Status: Single

Father: Anzalde Sangalang

Mother: Melinda Sangalang

Educational Background

Junior High School: San Luis Academy

Calumpang West, San Luis, Batangas

2018-2019

Elementary: Calumpang Elementary School

Calumpang West, San Luis, Batangas

2014-2015

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Appendix B

March 02, 2020

Dear Respondents,

Good Day!

The researchers are currently conducting a research study entitled “A Qualitative

Study about the Effective School Discipline Practices” in partial fulfillment of the

requirements in Practical Research I. They are humbly asking for your

permission to be their respondent. The proponent believes that you can help

them by answering the interview schedule truthfully.

They are hoping for your kind consideration regarding this matter. Thank you!

Respectfully yours,

Ericka Mae D. Magsombol

Francesca Mae Pacunla

Melody M. Sangalang

Researchers

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March 02, 2020

Mrs. Vivian A. Novales

Teacher III

San Luis Senior High School

Calumpang West, San Luis, Batangas

Madam,

Good Day!

The researchers are Grade 11 Accountancy, Business and Management

students and currently conducting a research about “Effective School Discipline

Practices” in partial fulfillment of the requirements in Practical Research I. They

are humbly asking for your permission to validate their interview schedule. The

self-made interview schedule is attached in this letter as well as the statement of

the problem.

The researchers are looking forward that the request would merit your positive

response. Thank you!

Respectfully yours

Ericka Mae D. Magsombol

Francesca Pacunla

Melody M. Sangalang

Researchers

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March 02, 2020

Mrs. Marites C. Bonifacio

Principal II

San Luis Senior High School

Calumpang West, San Luis, Batangas

Madam Bonifacio,

Greetings!

The researchers are Grade 11 Accountancy, Business and Management

students and currently conducting a qualitative research study about “Effective

School Discipline Practices”. They are humbly asking for your permission to

allow them to gather information related to their study by the means of interview.

They are assuring that the data ad information will be used only in their research

study. The researchers are looking for exact, accurate, and enough information

in order to give solution to the problem they are focusing and they believe that

the students of your beloved school are the appropriate respondents. The

schedule of the interview is tomorrow here at San Luis Senior High School.

They are hoping for your kind consideration regarding this matter. Thank you!

Respectfully yours,

Ericka Mae D. Magsombol

Francesca Pacunla

Melody M. Sangalang

Researchers

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Appendix C

Interview Schedule

1. How can you say that a particular school has a well-organized school

discipline practices?

2. What are the aspects that served as barriers to effective discipline practices?

3. What do you think is the most relevant discipline that is implemented in the

school?

4. What are the effective school discipline practices to maintain a good discipline

in school?

5. What school discipline practices is the most helpful in building student’s

discipline?

6. Is punishment an effective activity to improve school discipline practices?

Why? Why not?

7. Is motivation considered as factor in improving someone’s school discipline

practices? Why? Why not

8. What improvement can you suggest in order to teach student proper

discipline?

9. As a student, how will you prove that the discipline that is implemented in the

school is effective?

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Appendix D

Interviewees answering the researchers’ question regarding their study about

Effective School Discipline Practices.

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