Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 8 (2024)

Implementing Project PSIS (Proximity Control, Signal Interference, Ignoring, and Student Arrangement) To Minimize Disruptive Behaviors of Grade 7 Students: An Action Research

Jonelson C. Escandallo | Novie May Manliguez | Kheyzza Panizales | Venus Pupa | Deveyvon L Espinosa | Conie Cerna | Kristy Jane R Muegna | Regine Generalao

Discipline: Education

 

Abstract:

This study aimed to investigate the disruptive behaviors exhibited by Grade 7 students at Baltazar Nicor Valenzuela National High School, exploring the reasons behind these behaviors, the experiences they faced, how they coped with them, and their perspectives on their situations. Employing a descriptive quantitative approach using pretest and posttest methods, the study involved Grade 7 students at the school. Through in-depth interviews, observations, and survey questionnaires, it was found that the participants had significant experiences and challenges, including struggling with various disruptive behaviors among their classmates. The findings also revealed that Grade 7 students managed these challenges by ignoring their classmates and utilizing the PROJECT PSIS (Proximity control, Signal interference, Ignoring, and Student arrangement) strategy, as well as maintaining dedication and self-discipline. Ultimately, the study emphasized the need for support from parents, teachers, and the entire school community to mitigate these behaviors.



References:

  1. Boyce, C and Palena, N. (2006). Conducting In-Depth Interviews: A Guide for Designing and Conducting In-Depth Interviews for  Evaluation Input. 
  2. Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.
  3. Caldarella et al., (2021). “Stop doing that!”: Effects of teacher reprimands on student disruptive behavior and engagement. Journal of  Positive Behavior Interventions, 23(3), 163-173. https://journals.sagepub.com/doi/abs/10.1177/1098300720935101
  4. Carlson, G. A., Singh, M. K., Amaya-Jackson, L., Benton, T. D., Althoff, R. R., Bellonci, C., ... & McClellan, J. M. (2023). Narrative  review: impairing emotional outbursts: what they are and what we should do about them. Journal of the American Academy of Child  & Adolescent Psychiatry, 62(2), 135-150.
  5. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage
  6. Denzin, N and Lincoln, Y. (2003). Turning Points in Qualitative Research. 
  7. Didaskalou, E., Briesch, A. M., Volpe, R. J., & Roussi-Vergou, C. (2020). Psychometric properties of the classroom observation of  engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children. International Journal of School & Educational  Psychology, 10(3), 303-315
  8. Escandallo, J.C., & Baradillo, D. (2024). A sequential explanatory approach on the relationship between social literacy and student  engagement as mediated by English speaking skills. EPRA International of Multidisciplinary Research (IJMR).
  9. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher  and student roles in today’s classrooms. Journal of Education and Training Studies.
  10. Ganaban, J. (2023). Behavior Management Approaches Employed by Teachers for Diverse Learners in Junior and Senior High School.  Psychology and Education: A Multidisciplinary Journal, 7(4), 299-304. https://10.5281/zenodo.7683011
  11. Granero-Gallegos, A., Gómez-López, M., Baena-Extremera, A., & Martínez-Molina, M. (2020). Interaction effects of disruptive  behaviour and motivation profiles with teacher competence and school satisfaction in secondary school physical education.  International Journal of Environmental Research and Public Health, 17(1), 114.
  12. Herman, K. C., Reinke, W. M., Dong, N., & Bradshaw, C. P. (2022). Can effective classroom behavior management increase student  achievement in middle school? Findings from a group randomized trial. Journal of Educational Psychology, 114(1), 144.
  13. Holmes, C., Brieant, A., Kahn, R., Deater-Deckard, K., & Kim-Spoon, J. (2019). Structural home environment effects on  developmental trajectories of self-control and adolescent risk taking. Journal of Youth and Adolescence, 48, 43-55.
  14. Jangmo, A., Stålhandske, A., Chang, Z., Chen, Q., Almqvist, C., Feldman, I., ... & Larsson, H. (2019). Attention-deficit/hyperactivity  disorder, school performance, and effect of medication. Journal of the American Academy of Child & Adolescent Psychiatry, 58(4),  423-432.
  15. Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional  learning program on teacher attitudes and burnout: A mixed-methods study. School mental health, 13(1), 55-68.
  16. Leonard, S., Haruna, M. S., Inikpi, O. H., & Ojochenemi, U. B. (2023). Strategies for Managing Disruptive Behaviours Among Public  Secondary School Students in Classrooms in Kogi East Education Zone Nigeria. Strategies, 1(2).
  17. Mack, N., Woodsong, C., MacQueen, K. M., & Guest, G. (2005). Qualitative research research methods. Family Health International.  6(1), 455-461. doi: 10.11591/ijere. v9i3.20614
  18. McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom  management skills: implications for reflective practice. Journal of Education for Teaching, 47(2), 274-286.
  19. McGrath, K. F., & Van Bergen, P. (2019). Attributions and emotional competence: why some teachers experience close relationships  with disruptive students (and others don’t). Teachers and Teaching, 25(3), 334-357.
  20. Moreira, V., & Del Consuelo, N. (2019). Programa de intervención para disminuir conductas disruptivas de un grupo de estudiantes  de la escuela Río Coca de Guayaquil, 2019.
  21. Müller, C. M., Hofmann, V., Begert, T., & Cillessen, A. H. (2018). Peer influence on disruptive classroom behavior depends on teachers’ instructional practice. Journal of applied developmental psychology, 56, 99-108.
  22. Nanyele, S., Kuranchie, A., & Owusu-Addo, A. (2018). Classroom management practices and student disruptive behavior. Integrity  Journal of Education and Training, 2(2), 6-14.
  23. Olivier, E., Galand, B., Hospel, V., & Dellisse, S. (2020). Understanding behavioural engagement and achievement: The roles of  teaching practices and student sense of competence and task value. British Journal of Educational Psychology, 90(4), 887-909.
  24. Post, P. B., Grybush, A. L., Flowers, C., & Elmadani, A. (2020). Impact of child–teacher relationship training on teacher attitudes and  classroom behaviors. International Journal of Play Therapy, 29(3), 119.
  25. Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A methodological reflection on  the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR JRME), 12(1), 22-29.
  26. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system  of support (MTSS). Teacher Education and Special Education, 44(1), 24-41.
  27. Scholtz, S. E. (2021). Sacrifice is a step beyond convenience: A review of convenience sampling in psychological research in Africa.  SA Journal of Industrial Psychology, 47(1), 1-12.
  28. Skinner, C. (2020). Quantitative research. In Handbook for research students in the social sciences (pp. 215-224). Routledge.
  29. Smith, T. E., Sheridan, S. M., Kim, E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions  on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32,  511-544.
  30. Umar, U., & Khair, R. (2022). Teacher’S Strategies In Reducing Students’ Disruptive Behavior In Indonesian Efl Classroom. English  Review: Journal of English Education, 10(2), 543-554.
  31. Walker, S., & Graham, L. (2021). At risk students and teacher-student relationships: student characteristics, attitudes to school and  classroom climate. International Journal of Inclusive Education, 25(8), 896-913.
  32. Wangdi, T., & Namgyel, S. (2022). Classroom to reduce student disruptive behavior: action research. Mextesol Journal, 46(1), 1-11.  https://www.mextesol.net/journal/index.php?page=journal&id_article=46323
  33. Xiong, Y., Qin, X., Wang, Q., & Ren, P. (2021). Parental involvement in adolescents’ learning and academic achievement: Cross lagged effect and mediation of academic engagement. Journal of Youth and Adolescence, 50(9), 1811-1823 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic