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"Student Behavior in the Learning
Process of Grade 7 Masigasig: A Self-
Directed Action to Change Negative
Attitudes”
Manalili, Mark Joshua G.
Bachelor of Secondary Education
(Filipino)
Introduction
This study centers on the impact of students behavior on Grade 7- Masigasig of Munoz National
High school- main in the middle setting education, since behavioral problems such as regular
interruptions, unresponsiveness, and negative attitude were sometimes observed. These behavior
patterns impact academic performance and the overall classroom climate and show why
structured interventions are needed to provide a more accommodating, positive learning
environment while also working on their discipline towards the learning process.
The foundational principles of operant conditioning by Edward Lee Thorndike and B.F. Skinner
play a pivotal role in shaping educational behavior strategies. Thorndike’s “Law of Effect” states
that behaviors followed by satisfying consequences are more likely to be repeated, whereas those
followed by unfavorable outcomes are less likely to recur. B.F. Skinner expanded on this by
demonstrating that positive reinforcement, such as rewarding desirable behaviors, increases their
occurrence, while negative reinforcement or punishment tends to decrease unwanted behaviors.
The application of these principles at the high school level provides a framework for fostering
self-regulation among students and reducing disruptive behaviors through strategic
reinforcement.
Utilizing operant conditioning effectively allows educators to modify student behavior, enhance
classroom participation, and create an environment characterized by positive behavior and self-
reflection. Rumfola (2017) highlights that positive reinforcement significantly influences
students, particularly in building academic motivation and social skills. Recognizing and praising
students for desired behaviors not only encourages participation but also fosters essential life
skills, such as cooperation, self-improvement, and a positive attitude toward learning. This
continuous reinforcement helps students develop social abilities, set personal success standards,
and maintain a growth-oriented mindset.
Also the social and emotional learning (SEL), as defined by Hillside (2020), encompasses
developing the skills necessary for managing emotions, achieving positive goals, demonstrating
empathy, nurturing relationships, and making responsible decisions. The five SEL core
competencies — self-awareness, self-management, social awareness, responsible decision-
making, and relationship skills are integral to fostering positive behavior and resilience.
Implementing SEL-focused strategies in the classroom helps address the underlying causes of
negative behavior, fostering an environment that emphasizes self-betterment and constructive
social interactions.
According to Adelman and Taylor (2011) argue that understanding the root causes of student
misbehavior is more effective than punishment. Students often act out due to challenges such as
lack of engagement, fear of failure, or difficulty with academic tasks. Addressing these
underlying issues by creating a supportive and engaging learning environment encourages
students to participate actively and reduces negative behavior.
Simón and Alonso-Tapia (2016) also emphasize that disruptive behaviors significantly impact
the classroom learning environment and teacher stress levels. Their research suggests that
applying effective behavior management strategies can enhance student engagement and
maintain a consistent teaching flow. These strategies, when adapted for middle school settings,
aim to minimize disruptions, support student development, and promote continuous learning.
This action research aims to apply these established strategies a hybrid of operant conditioning
principles, positive reinforcement, and SEL competencies to promote self-improvement and
mitigate negative attitudes among Grade 7 Masigasig students. By addressing behavioral
motivations and employing comprehensive interventions, the research seeks to cultivate a
learning environment that supports both academic and personal growth.
Rationale
This study is essential because it conveys persisting behavioral difficulties that conflict not
merely individual students alone, but the classroom environment as a whole. This creates
opportunities to build strategies to improve student behavior that help bring closer the more
general purpose of education from the view of the construction of the depended student with
respect, participation and self-motivation; a desirable citizen.
Purpose of the Study
The intervention design was to improve Grade 7 student behavior in terms of reducing relaxation
behavior and self-improvement behavior and proportionate students using positive reinforcement
and punishment as classroom rules and regulations. Furthermore, the research sought to promote
a better positive attitude of the students towards the teaching-learning process by enabling them
to be active learners in the class and encouraging them to become life-long learners.
Statement of the Problem
The main problem is determining how targeted interventions can effectively promote self-
improvement and reduce negative attitudes in Grade 7 Masigasig to enhance overall classroom
behavior and students performances.
Research Questions:
1. What are the main factors contributing to the negative behavior of Grade 7 students?
2. What interventions have been effective in promoting self-improvement and reducing their
negative attitudes toward learning process?
3. How does improved student behavior affect the general classroom learning?
