Department of Education

LIBERTAD NATIONAL HIGH SCHOOL

Senior High School
Humanities and Social Sciences

Discipline Problems: Discovering Behavioral Issues among senior high school students

A QUALITATIVE RESEARCH PAPER

Presented to
The Faculty of Libertad National High School
Senior High School
Surallah Municipality

____________________________

In Partial Fulfillment

of the Requirements for Practical Research I

____________________________

Judelle Heart Abarro1, AJ Bayoneta 2, Rica Jean Eres3, Venus Mondragon4,

John Lloyd Funa5, Amiel Alan Pradilla6

March 2023

APPROVAL SHEET
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This research study entitled “STRESS COPING MECHANISMS: ITS

IMPLICATION TO GRADE 11 SENIOR HIGH SCHOOL STUDENTS” has passed the

standards set by the LIBERTAD NATIONAL HIGH SCHOOL, SENIOR HIGH

DEPARTMENT.

HENRY O. ALPERITO JR.

Adviser

TINA O. BUISON, PhD CHESTER IAN S. PINEDA

Member Member

MAE ANN T. NACION CLAIRE T. SINFUEGO

Member Member

ACCEPTED in PARTIAL FULFILLMENT of the requirements in Practical Research I.

STEPHEN S. SALAZAR
Principal IV
ACKNOWLEDGEMENT
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DEDICATION
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Table of Contents
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Preliminaries

Title Page 1

Approval Sheet 2

Acknowledgement 3

Dedication

Table of Contents

List of Figures

List of Appendices

Abstract

Chapter I – Introduction

Background of the Study 1

Statement of the Problem 3

Conceptual Framework 4

Significance of the Study 5

Scope and Delimitation of the Study 5

Definition of Terms 6

Chapter II – Review of Related Literature

Stress 7

Stress Coping Mechanisms 11

Chapter III– Methodology

Research Design 17

Sampling Design and Inclusion Critera 17

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Research Instruments 18

Locale of the Study 18

Data Gathering Procedure 19

Data Analysis 20

Ethical Considerations 21

Chapter IV – Presentation, Analysis and Interpretation of Data

The Type of Stress that the Grade 11

Accountancy and Business Management

Students Encountered 21

Coping Mechanisms of Accountancy

and Business Management Students 21

Effects of Coping Mechanisms to Grade 11

Accountancy and Business Management Students 22

Chapter V – Summary of Findings, Conclusion, Recommendations

Summary of Findings 23

Conclusion 24

Recommendation 25

References

Online Sources

Appendices

List of Tables
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TABLE TITLE PAGE

1 Teacher-Evaluators’ assessment of Basic English 34

Speech Support

2 Level of pronunciation Skills of the control group 36

and experimental group in the pre-test

3 Level of pronunciation Skills of the control group 38

and experimental group in the post-test.

4 Analysis on pre-test scores of control group and 40

experimental Group

5 Analysis on post-test scores of control group and 41

experimental Group

6 Analysis of mean gain of control group and 46

experimental Group

List of Figures
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Figure Title Page

1 The Conceptual Paradigm 4

2 Map of the Locale of the Study 27

3 Data Gathering Procedure 31

List of Appendices
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Appendix Title Page

A Letter Request to the Schools Division 53

Superintendent

B Letter Request to the school Principal 54

C Letter Request to the Department Chairman 55

D Letter Request to the Basic English Speech 56

Support Evaluators

E Evaluation tool of the Basic English 59

Speech Support Evaluators

F Evaluator’s Rating Sheet for Senior High 61

School Students

G Pre-test and Post-Test Instrument 62

H Certification of the Critic Reader 64

I Certification of the Statistician 65

J Curriculum Vitae 66
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Abstract

Student behavior plays a major role in academic achievement as it can affect his

or her ability to learn as well as impact the learning environment for other students. This

study sought to determine the significant relationship of behavioral problems and

academic performance of Senior High School Students. Moreover, the research design

used in this study was sequential explanatory design, which is to collect qualitative

evidence as support to quantitative data. Accordingly, in the qualitative phase, there

are two themes, the personality trait of behavioral problems such as procrastinating,

competitiveness and unmotivated or loss of motivation while the satisfaction are

studying hard, active classes and praying. Therefore, we recommend that the students

must seek counselling if they have problem regarding their behavioral problems and

academic performance, they must be aware that there are authorities at school such as

the guidance counsellor that will help them deal with their problems. Students must

learn how to deal with their own problems.

Keywords: academic performance, behavioral problems, tardiness, anxiety,

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Chapter I

Introduction

Studying students’ behavioral problems is vital to educators as an educational

procedure is not limited to leading students’ learning and providing them with

information. Instead, as a process, it ensures the stability of students’ behavior and their

emotional, spiritual, cognitive, and social wellbeing. It is also concerned with finding

solutions to possible students’ behavioral problems, which may negatively impact their

education and relationships with others. Besides, our experience as parents and

educators led us to believe that exploring students’ behavioral issues is an

indispensable enterprise for educators as the longer they are left untreated, the worse

they become. In ensuring smooth learning processes for students with behavioral

problems, stakeholders, including parents, government, and schools, play significant

roles in setting and enforcing rules to instill conforming values in students. This is

essential as undesirable actions such as aggression, disobedience, and destruction of

properties cause disruptions at schools, homes and may even impact the local

community. Students' behavioral problems have also been reported to cause other

social and emotional issues, including suicide, depression [1], and impairments [2].

Furthermore, these problems negatively impact students’ psychological and social

development, which may be detrimental to their learning and academic progress and

their ability to engage in positive interaction with others [3]. Not surprisingly, a study

concluded that behavioral problems among children could have both immediate and

remote negative consequences [2]. In this sense, behavioral issues may affect school

children from learning effectively at their formative stages in schools within the
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immediate context [1], which may hinder them from developing skills for thriving as adult

learners and professionals in the future remote context.

Background of the Study

The article deals with the strategies implemented by teachers in facilitating the

students to comply with the rules. The study aims at identifying the discipline problems

faced by teachers and describing the strategies they employ to cope with the discipline

problems. The study employed qualitative approach in which the researchers used

questionnaire and interview to collect the data. The interview script became the primary

source for interpreting and analyzing data. The findings revealed that the most common

discipline problems faced by the teachers were noisy classroom, wrong/incomplete

attributes and unpunctuality. The strategies applied by the teachers to cope with the

students were corrective, assertive, and preventive disciplines. The teachers should

improve the quality in maintaining the classroom discipline by creating a conducive

classroom and involving the students in setting the classroom rules, such as

attendance, learning participation, students and teacher actions, and assessment.

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Theoretical Lens

The teacher must have consistency in discipline and, at the same time, show

fairness to the pupils. According to the report of Caballes and Palma (2022), tardiness

in submitting assignments and projects, verbal and physical aggressiveness, derogatory

language, lack of attention, and bullying of fellow pupils are the most frequently seen

behavior issues.

Research Questions

In order to find out how schools currently manage student behavior, and how

they collect, synthesize and use data, this study posits and answers the following

research questions:

1. What interventions and strategies can be implemented to prevent and manage

these behavioral issues effectively?

2. What are the most common behavioral issues displayed by senior high school

students?

3. How do these behavioral issues impact the learning environment and academic

performance of senior high school students?

Significance of the Study

Senior High School Students. This study is useful to the senior high school

students because throughout this study, they would further know what are the different
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behavioral problems and academic performance that they will encounter. It can also

serve as a guide to the students regarding with their academic performance.

Teachers. This will serve as understanding for the teachers on senior high

school

students regarding with the behavioral problems and academic performance of the

students.

Guidance Counselors. This will serve as an understanding for guidance

counsellors toward senior high school students for they will know what is the cause of

behavioral problems towards academic performance.

Parents. This study will also benefit the parent's especially senior high school

parents for they will guide their child on the behavioral problems and academic

performance that students encounter.

Scope and Limitation

For gathering the quantitative data, due to the lack of time and financial support

the researchers only surveyed 150 respondents who are both ABM and HUMSS

students, specifically University of Mindanao Bolton Campus. The researchers used

survey questionnaires for their medium.

As for gathering the qualitative, the researchers interviewed five (5) people who

are randomly selected with the questions related to the behavioral problems and

academic performance.

The results of both data gathering were rigidly analyzed by the researchers in

order to the test the degree of relationship between the behavioral problems and

academic performance.
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Chapter II

Review of Related Literature

In this chapter, relevant literature and studies related to the research topic are reviewed. It

examines existing research, theories, and concepts to establish the theoretical foundation for the

study.

Polio

Based on the study of Ochman and Roser (2017) polio, short for poliomyelitis, is an

infectious disease that is caused and transmitted by a virus called the poliovirus. One of the

severe symptoms of polio is paralysis and the disease is therefore also known as “infantile

paralysis”. The name poliomyelitis is derived from Greek and translates to gray (polios) marrow

(myelon), which refers to the tissue in the center of the spinal cord, which when affected causes

paralysis.

Paralyzed limbs such as arms or legs waste away over time which is the cause of

deformed child legs most commonly being associated with the disease polio. Permanent

paralysis fortunately occurs in only 0.5% of infections. The majority of infections (72%) do not

lead to any symptoms. About a quarter of cases (24%) result in “abortive” poliomyelitis which

leads to nonspecific symptoms for a few days, such as a fever or a cold, and 1-5% of cases lead

to “non-paralytic aseptic meningitis”, in which the patient suffers from stiff limbs for up to 10

days.

The poliovirus is found only among humans and is transmitted via the so-called fecal-oral

route. In other words, polio is mostly transmitted by drinking water that has been contaminated

by the feces of a person carrying the poliovirus. The virus therefore spreads especially well in

conditions of poor sanitation, for example when people defecate in the open or do not filter their
 17

water before drinking it. The fact that the virus can only survive in humans (and no other

animals) makes it possible to completely eradicate the disease from the world – if it was a virus

with an animal host such as influenza (birds) or tuberculosis (cows) that occasionally mutates to

attack humans, polio could only ever be controlled but not eradicated.

According to NIBSC scientists (2015) Live polio vaccine viruses can sometimes

genetically change back to a form that can cause disease. This case shows that vaccination

against polio needs to carry on for a long time to avoid the risk of reintroducing the disease.

Cases like this do pose a risk to polio eradication. But the virus neutralization assays (tests) with

human and animal eras, cited in the study, show that despite extensive changes in the vaccine-

derived virus strains from this patient, the current polio vaccines give adequate protection against

paralytic diseases caused by these viruses.

Researchers analyzed more than 150 stool samples collected between 1995 and 2015

from a white male. The individual received a full course of childhood immunizations, including

OPV at 5, 7, and 12 months, with a booster at about 7 years of age. The global polio eradication

initiative is the most ambitious and complex public health programme directed at a single disease

in history with a projected cost of $16.5 billion. NIBSC scientists are working on several

international collaborative projects to tackle outstanding issues relating to polio. These include:

maintaining high levels of surveillance and immunization until the last poliovirus, as opposed to

the last disease case, is wiped from the Earth developing efficient anti-viral treatments to manage

the possible risks of vaccine-derived strains spreading and causing disease in patients and the

general population developing new stable live-attenuated polio vaccines with no risk of re-

seeding the virus into the population to complete eradication and respond to any poliovirus

isolation in the post-eradication era

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According to Mayo Clinic (2017) Polio is a contagious viral illness that in its most severe

form causes nerve injury leading to paralysis, difficulty breathing and sometimes death. In the

U.S., the last case of naturally occurring polio was in 1979. Today, despite a worldwide effort to

wipe out polio, poliovirus continues to affect children and adults in parts of Asia and Africa. The

Centers for Disease Control and Prevention (CDC) advises taking precautions to protect yourself

from polio if you're traveling anywhere there's a risk of polio. Adults who have been vaccinated

who plan to travel to an area where polio is occurring should receive a booster dose of

inactivated poliovirus vaccine (IPV). Immunity after a booster lasts a lifetime.

History Of Poliomyelitis

In accordance with the research of Health Media (2020) and authored by Johnson and

Shannon (2016) poliomyelitis (polio virus) is a highly contagious virus that can result in spinal

cord and brainstem paralysis.

According to the World Health Organization (2020), even one confirmed case of polio

puts children in all countries at risk. Studies from Mayo Foundation for Media Education and

Research (2020) polio virus can be transmitted through direct contact with someone infected

with the virus or, less commonly, through contaminated food and water. People carrying the

polio virus can spread the virus for weeks in their feces. Moreover, polio mainly affects children

younger than 5. However, anyone who wasn’t been vaccinated is at risk of developing the

disease.

Based on the research conducted by Global Polio Eradication Initiative World Health

Organization it depicts that during the early 20 th Century, polio was one of the most feared

disease in industrialized countries, paralyzing hundreds of children every year. It took somewhat

longer for polio to be recognized as a major problem in developing countries. Lameness surveys
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during the 1970s revealed that the disease was also prevalent in developing countries. Polio

struck in the warm summer months, sweeping through towns in epidemics every few years,

confer to The College of Physicians of Philadelphia (2020).

On the other hand, as authored by MD, Vandenakker-Albanese (2012), most health

professionals have little knowledge of polio or post-polio and patients must be able to inform and

direct aspects of their care to prevent exacerbations of post-polio symptoms. AS published by

Ochmann S. and Roser M. (2017), large outbreaks continued around the world and in the 1980s

the estimated global number of paralytic cases was over 350,000 per year and the disease was

still prevalent in 125 countries.

Symptoms of Polio

Several years after the acute polio illness, patients may develop new post ‐polio

symptoms. The purpose of the present study was to evaluate patients with post ‐polio symptoms

with regard to perceived fatigue, functional ability, muscle strength, pain and with regard to

measured physical fitness and isometric muscle strength. In addition, the relationship between

the results of these subjective and objective measurements was investigated method. This was a

prospective cross‐sectional study in which 32 patients with post‐polio symptoms were included.

Main outcome measures were the Fatigue Severity Scale (FSS), the Disability Rating

Index (DRI), pain intensity, pain distribution, self‐reported and measured muscle strength and

oxygen uptake. A marked reduction in isometric muscle strength compared to normal data, high

scores in fatigue, widespread pain, low oxygen uptake and difficulties in performing some daily

activities were found.

Self‐reported general muscle strength, pain intensity and pain distribution correlated

significantly with patients' perceived fatigue and function at the activity level. There was no
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significant correlation between self‐reported and measured results except for that found between

isometric muscle strength in the legs and patients' perceived general muscle strength and oxygen

uptake. (Lygren & Jones, 2002)

Polio Outbreak in the Philippines

In 2001, highly evolved type 1 circulating vaccine-derived poliovirus (cVDPV) was

isolated from three acute flaccid paralysis patients and one contact from three separate

communities in the Philippines. Complete genomic sequencing of these four cVDPV isolates

revealed that the capsid region was derived from the Sabin 1 vaccine strain but most of the

noncapsid region was derived from an unidentified enterovirus unrelated to the oral poliovirus

vaccine (OPV) strains.

The sequences of the cVDPV isolates were closely related to each other, and the isolates

had a common recombination site. Most of the genetic and biological properties of the cVDPV

isolates were indistinguishable from those of wild polioviruses. However, the most recently

identified cVDPV isolate from a healthy contact retained the temperature sensitivity and partial

attenuation phenotypes.

The sequence relationships among the isolates and Sabin 1 suggested that cVDPV

originated from an OPV dose given in 1998 to 1999 and that cVDPV circulated along a narrow

chain of transmission. Type 1 cVDPV was last detected in the Philippines in September 2001,

and population immunity to polio was raised by extensive OPV campaigns in late 2001 and early

2002. (Shimizu & Thorley, 2004)

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The latest study of (World Health Organization, 2019), polio outbreak was declared on

the Philippines. Children in the Philippines are at risk of lifelong paralysis because of this

outbreak. The resolution specified that the polio eradication initiative should be pursued in ways

that would strengthen the Expanded Program on Immunization (EPI) (Geneva,2004). World

Health Organization (WHO) estimated that 1.4 million of deaths among children under 5 years

due to diseases that could have been presented by routine vaccination. This represent 14% of

global total mortality in children under 5 years of age.

Health Care Providers

Global eradication of poliomyelitis can be achieved by a programme strategy that

includes achievement and maintenance of high immunization levels, effective surveillance to

detect all new cases, and a rapid vigorous response to the occurrence of new cases. Regional

eradication targets have already been set in Europe and the Americas. Possible impediments to

eradication include the necessity to generate political and social will; managerial constraints;

issues of vaccine efficacy, stability and cost; adequacy of surveillance. We believe that the

impediments can overcome and that will intensified effort and increased international

collaboration, global eradication could be achieved. (Hinman & Brink, 2010) 216068

Another study on the topic of Bacote (2002) explains that several models of service care

delivery have emerged to meet the challenges of providing healthcare to our growing multiethnic

world. In addition, this ongoing process involves the integration of cultural awareness, cultural

knowledge, cultural skill cultural encounters, and desire.

Barangay Health Worker

One early work by Taburnal (2017) states that healthy living in the community is affected

by many factors. Vital among these factors, is the presence of Barangay Health Worker who
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inspires and motivates people to live a healthy lifestyle. With competence commitment and

having relevant tools as Barangay Health Workers can provide quality health care services to

their constituents. The personal, political and environmental factors affect the level of

competence of the Barangay Health Workers. Continuous attendance to seminars and trainings

and the use of the Barangay Health Workers intervention bundle is highly encouraged to enhance

their performance.

Vaccination

Within the past 4 years, poliomyelitis outbreaks associated with circulating vaccine-

derived polioviruses (cVDPVs) have occurred in Hispaniola (2000-01), the Philippines (2001),

and Madagascar (2001-02). The cVDPV outbreaks were stopped by mass immunization

campaigns using OPV. To increase sensitivity for detecting vaccine-derived polioviruses

(VDPVs), in 2001 the Global Polio Laboratory Network implemented additional testing

requirements for all poliovirus isolates under investigation.

This approach quickly led to the recognition of the Philippines and Madagascar cVDPV

outbreaks, but of no other current outbreaks. The potential risk of cVDPV emergence has

increased dramatically in recent years as wild poliovirus circulation has ceased in most of the

world. The risk appears highest for the type 2 OPV strain because of its greater tendency to

spread to contacts. The emergence of cVDPVs underscores the critical importance of eliminating

the last pockets of wild poliovirus circulation, maintaining universally high levels of polio

vaccine coverage, stopping OPV use as soon as it is safely possible to do so, and continuing

sensitive poliovirus surveillance into the foreseeable future.

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Particular attention must be given to areas where the risks for wild poliovirus circulation

have been highest, and where the highest rates of polio vaccine coverage must be maintained to

suppress cVDPV emergence. (Kew & Wright, 2004)

As the global eradication of wild poliovirus nears (Annu. Rev. Microbio. 2005), the

World Health Organization (WHO) is addressing challenges unprecedented in public health.

However, the live, attenuated Oral Poliovirus Vaccine (OPV), used for more than four decades to

interrupt poliovirus transmission, and the vaccine of choice for developing countries is

genetically unstable. Reversion of the small number of substitution conferring the attenuated

phenotype frequently occurs during OPV replication in humans and is underlying cause of the

rare cases of Vaccine-associated Paralytic Poliomyelitis (VAPP) in OPV recipient and their close

contacts.

Inactivated poliovirus vaccine (IPV) was licensed in 1955 and was used extensively from

that time until the early 1960s. In 1961, type 1 and 2 monovalent oral poliovirus vaccine

(MOPV) was licensed, and in 1962, type 3 MOPV was licensed. In 1963, trivalent OPV was

licensed and largely replaced IPV use. Trivalent OPV was the vaccine of choice in the United

States and most other countries of the world after its introduction in 1963. An enhanced-potency

inactivated poliovirus vaccine (IPV) was licensed in November 1987 and first became available

in 1988. Use of OPV was discontinued in the United States in 2000.

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Chapter III

Research Methodology

This chapter outlines the research design and methodology employed in the study. It

discusses the research approach, participants, data collection methods, and data analysis

procedures.

Research Design

The research study entitled “Polio (Poliomyelitis Virus): Barangay Health Workers

Awareness and prevention Measures in Municipality of Surallah” had undergone investigations

and inquiry regarding the objective of the study. The researchers chose a casual-comparative

design because it is best served to answer the questions and the purposes of the study. Causal-

comparative design is a research design that seeks to find relationships between independent and

dependent variables after an action or event has already occurred (Salkind, 2010). The design

investigates the prevention and effect of Poliovirus in the Philippines specifically the awareness

and prevention measures of Barangay Health Workers applied in the municipality of Surallah.

Research Locale
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The researchers conducted their study at the vicinity of Municipality of Surallah, South

Cotabato as the locale of their study for it is the scope and delimitation of their study.

Municipality of Surallah is composed of 17 Barangays, namely, Brgy. Libertad, Centrala,

Veterans, Lamsugod, Dajay, Canahay, Lambontong, Colongulo, Tubi-allah, Buenavista, Little

Baguio, Moloy, Talahik, Lamian, Naci, Duengas and Upper Sepaka.

Figure 2. Locale of the Study

Research Instruments

The researchers used interview guide as their research instrument to identify the

awareness of Barangay Health Workers in Municipality of Surallah towards the outbreak of

polio in the Philippines and the preventive measures they applied to this contagious disease.

Interview guide is simply a list of the high level topics that you plan on covering in the interview

with the high level questions that you want to answer under each topic (Bird, 2016). Moreover,

the researchers use interview guide for it provides an answer and certainty to a question.

Research Participants and Sampling Technique

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The respondents of the research study are the Barangay Health Workers in Municipality

of Surallah. The researchers had chosen Barangay Health Workers for they are playing a great

role in providing health care services in their respective barangay. The researchers use simple

random sampling in selecting their respondents. Simple random sampling is a subset of a

statistical population in which each member of the subset has an equal probability of being

chosen (Hayes, 2019). Municipality of Surallah composed of 17 Barangay. Among the

respondents, the researchers use slovin formula to choose the 8 Barangays to be their respondent.

Slovin formula is used to calculate the sample size (n) given the population size (N) and a

margin of error (e) (Stephanie, 2012). 17 Barangays of Municipality of Surallah has an equal

chance of being chosen as respondent of the study.

Data Gathering Procedure

Data Collection is the process of gathering and measuring information on variables of

interest, in an established systematic fashion that enables one to answer stated research

questions, test, and hypothesis and evaluate outcomes. Gathering data is also crucial in

conducting research gathering data procedure is the technique used to obtain the information

used in a dissertation to substantiate the claims made by a writer. And it is crucial to use the best

procedure.

In order to get the desired information form the respondents the researchers secured

permission to the Head of Municipal Health Office. To support the validity of the data, the

studies about Polio (Poliomyelitis) Virus: Barangay Health Workers awareness and preventive

measures was compiled and modified by the researchers. After compiling and modifying, the

researchers gave personally to the the panel the Polio (Poliomyelitis) Virus: Barangay Health

Workers awareness and preventive measures for it will be evaluated and validated.
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The researchers conducted a personal visit to the Municipal Health Center. The

researchers provide research instruments such as questionnaire to gather data from the

respondents. The results were gathered and analyzed a summary, conclusions and

recommendation for their study.

The tables below show the exact and sequential manner of data gathering and procedure.

Head most, the researchers inquire permission from the office of Municipal Health to
conduct the research study

Letter of Approval seeking permission to conduct the study in the vicinity of Libertad
National High School

Progression and yielding of Barangay Health Workers awareness and preventive

measures towards the return of polio

Assessment and validation of Barangay Health Workers awareness and preventive

measure by the panel of experts

Interviewing the Barangay Health Workers awareness and preventive measures

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Figure 3. Data Gathering Procedure. LINHS. 2023

Data Analysis

The researchers were able to analyze the data using qualitative content analysis.

Qualitative content analysis is a powerful method for analyzing large amounts of qualitative data

collected through interviews or focus groups. It is frequently employed by students, but

introductory textbooks on content analysis have largely focused on the qualitative version of the

method (Schreier, 2012). Therefore, the researchers were able to use the analysis through the

presence of interviews within the qualitative data.

Ethical Considerations

Ethical considerations in qualitative phenomenological research encompass several key

aspects, including the treatment of participants, confidentiality, and cultural sensitivity. Firstly,

researchers establish a respectful and collaborative relationship with participants. This involves

in-depth interviews and other forms of engagement with participants, and it is crucial to ensure
 29

that their rights, dignity, and well-being are upheld throughout the research process. This

includes obtaining informed consent, being transparent about the purpose and procedures, and

allowing participants to withdraw from the study at any time without consequences. Researchers

also strive to maintain a power balance by actively listening to participants, valuing their

perspectives.

Confidentiality and privacy are paramount in qualitative research. Researchers took

appropriate measures to protect the identity and personal information of participants. This

involves obtaining informed consent specifically for data collection, storage, and dissemination,

clearly explaining how confidentiality will be maintained. Researchers anonymize data by using

pseudonyms or other identifiers to ensure participants cannot be identified. Sharing findings and

results should be done in a manner that does not compromise participants' confidentiality or

privacy, such as aggregating data or using composite narratives that do not reveal specific

individual details. Respecting the confidentiality of participants is particularly crucial when

conducting research involving vulnerable populations or marginalized communities, as breaches

of confidentiality can have serious repercussions and perpetuate existing disparities or

discrimination.
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Chapter IV

Presentation, Interpretation and Analysis of Data

This chapter deals with the result and findings of the gathered data for this study.

Furthermore, the various results are presented through discussion. The data was gathered through

interview.

In this particular study, thematic analysis was utilized to uncover three major themes that

emerged from the data, shedding light on the motivations, self-care practices, and boundary-

setting strategies of special education teachers. The identified themes provide a deeper

understanding of the factors influencing their dedication to teaching, the importance of

maintaining personal well-being, and the significance of work-life balance in their profession.

Overall, the application of thematic analysis in this study helps to capture the rich and

diverse experiences of special education teachers, contributing to the existing knowledge in the

field and informing future research, policy, and practice in supporting children with difficulties.

Theme 1: Modification and simplification

This theme highlights the need to modify and simplify lessons to cater to learners with

difficulties. The statement below are the translated response of the participants.

“I modify my lesson and simplify it since my learners are slow learners, their

activities and worksheets must be simplified so that they could answer it easily.”(P1)

Learners with difficulties may require modifications and simplifications in the

curriculum, activities, and worksheets. By adapting the content to their pace and abilities,

teachers can ensure that learners can engage effectively and achieve success. This approach

acknowledges that slow learners may need additional support and provides them with a learning
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environment that caters to their needs. Simplifying the materials helps in reducing cognitive load

and facilitates better comprehension and participation.

Theme 2: Consideration of individual learning styles

This theme emphasizes the importance of tailoring lessons to match the learning styles of

learners, particularly those with autism. The statement below is the translated responses of the

participants.

"I think we need to consider the learning styles of the learner then connect it to

the modification of your lesson... especially those children with autism." (P3)

Recognizing and accommodating individual learning styles is crucial in special

education. By considering how learners best process information, teachers can make appropriate

modifications to their lessons. For example, some learners may excel through tactile activities,

while others may benefit from visual, auditory, or kinesthetic approaches. For learners with

autism, understanding their sensory preferences and incorporating appropriate strategies can

enhance their engagement and learning outcomes. This approach fosters a more personalized and

effective learning experience, as it aligns with the unique needs and strengths of each learner.

Theme 3: Importance of routines and behavioral management

This theme emphasizes the significance of establishing routines and managing

behavioral challenges. The statement below is the translated responses of the participants.

"It is important to have a routine... As they enter the classroom, specific activity

is assigned to a specific learner... A checklist will be provided if they had accomplished

any task given to them." (P4)

Creating a structured and predictable environment is essential for learners with

difficulties, especially those with behavioral challenges. Routines provide a sense of stability and
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help learners understand expectations. By assigning specific activities to each learner and

providing checklists for task completion, teachers can promote organization, focus, and

accountability. Furthermore, incorporating personal interests, such as playtime, as a reward can

incentivize learners to complete tasks and reinforce positive behavior. Additionally, preparing

alternative lesson plans allows for flexibility and ensures that teachers are prepared to address

behavioral difficulties effectively. This approach supports behavioral management and helps

create a conducive learning environment.

Theme 4: Individualized approach and adjustments

This theme highlights the need for tailoring teaching methods, materials, and

expectations to meet the unique needs of learners. The statement below is the translated

responses of the participants.

"I should not treat them like the other because they are a slow learner and they need

extra attention... Make adjustments and don’t push through your expectations for them."(P1, P3)

Learners with difficulties require an individualized approach that considers their specific

needs, strengths, and challenges. Teachers should recognize that each learner is unique and may

require adjustments in their teaching methods, materials, and expectations. By adapting to the

individual needs of learners, teachers can create a supportive and inclusive learning environment

that promotes their success.

 33

Chapter V

Summary, Conclusion and Recommendation

This chapter presents a summary of the key findings derived from the thematic analysis

of interviews conducted with special education teachers. The study aimed to explore the

experiences, challenges, and strategies employed by teachers in teaching children with

difficulties.

Inclusive education aims to provide equal opportunities for students with disabilities, and

special education teachers play a vital role in implementing inclusive practices. Understanding

the inclusion practices used by these teachers, as well as the challenges they face, is crucial for

improving the educational experiences of students with disabilities. The study addresses the

following research questions: What inclusion practices do special education teachers implement

for students with disabilities?; What are the challenges that special education teachers encounter

when implementing inclusion practices for students with disabilities?; What do special education

teachers think they need to help them improve implementing inclusionary practices?; and How

does special education impact the lives of teachers personally and professionally?

The research design adopted for this study is qualitative phenomenological research,

which aims to explore the essence and meaning of human experiences. By conducting in-depth

interviews with special education teachers, the researchers gained insights into their perspectives

and experiences. Thematic analysis was employed to identify recurring themes and patterns in

the interview data, providing a comprehensive understanding of the research questions.

The next section will present the key themes that emerged from the analysis of the

interview data, providing a summary of the findings related to the inclusion practices
 34

implemented by special education teachers, the challenges they face, their perceived needs for

improvement, and the personal and professional impact of their work.

Summary of Findings

Based on the data analysis, several major themes emerged, shedding light on important

aspects of special education teaching.

The first theme that emerged from the data is the need for modification and simplification

of lessons to cater to learners with difficulties. Participants emphasized the importance of

adapting the curriculum, activities, and worksheets to the pace and abilities of the students. By

simplifying materials and reducing cognitive load, teachers can enhance comprehension and

engagement among learners.

Another significant theme identified was the consideration of individual learning styles,

particularly for learners with autism. Teachers recognized the need to tailor their lessons to

match the specific learning styles of their students, thus ensuring a more effective and

personalized approach to teaching.

The third theme that emerged highlighted the importance of establishing routines and

effectively managing behavioral challenges. Participants emphasized the significance of creating

a structured and predictable environment for learners with difficulties. By assigning specific

activities to each student and providing checklists, teachers promote organization, focus, and

accountability. Incorporating personal interests and rewards also incentivizes positive behavior

and enhances the learning experience.

The fourth theme that surfaced from the data emphasized the need for an individualized

approach and adjustments. Special education teachers recognized the uniqueness of each learner
 35

and the necessity to tailor teaching methods, materials, and expectations accordingly. By

adapting to the specific needs, strengths, and challenges of learners, teachers create a supportive

and inclusive learning environment that promotes their success.

Managing a high student-teacher ratio emerged as another important theme. Participants

acknowledged the challenges associated with providing individual attention and support when

faced with a large number of learners. Strategies such as alternating activities for different

learners were suggested to address this challenge and provide a balanced learning experience for

all students.

Continuous professional development was identified as a critical theme in the study.

Participants stressed the importance of ongoing training, seminars, and workshops for special

education teachers. By acquiring new knowledge, skills, and specialized techniques, teachers are

better equipped to support learners with difficulties and meet their evolving needs.

The availability of training and resources for special education teachers also emerged as a

significant theme. Participants appreciated the opportunities to attend training and seminars, as

these activities provided additional knowledge and strategies for effective interventions.

The passion and motivation for teaching children with difficulties were strong underlying

themes in the data. Special education teachers demonstrated a genuine desire to make a positive

impact on the lives of their students. Their intrinsic motivation and commitment to their

profession sustained them in the face of challenges.

Self-care and work-life balance were emphasized as crucial aspects of the special

education teaching profession. Participants recognized the demanding nature of their work and

stressed the importance of prioritizing self-care activities to manage stress and avoid burnout.
 36

Setting boundaries and disconnecting from work during non-working hours were highlighted as

strategies to promote a healthier work-life integration.

Conclusions

The findings from the thematic analysis of the data provide valuable insights into the

experiences, challenges, and strategies employed by special education teachers in teaching

children with difficulties. The study highlighted the importance of modifying and simplifying

lessons, considering individual learning styles, establishing routines, managing behavioral

challenges, and adopting an individualized approach. It also emphasized the significance of

managing student-teacher ratios, continuous professional development, the availability of

training and resources, as well as the passion and motivation of special education teachers.

Additionally, the study emphasized the need for self-care and work-life balance to prevent

burnout and enhance overall well-being.

Recommendations

In light of the findings and conclusion of the research study, the following are

recommended:

1. Professional Development: Education authorities and institutions should prioritize

continuous professional development opportunities for special education teachers. This

includes providing training, seminars, and workshops that address specific needs and

challenges in teaching children with difficulties. These opportunities should focus on

enhancing knowledge, skills, and specialized techniques, such as occupational or speech

therapy, to support effective interventions.

2. Individualized Approach: Schools and educational institutions should encourage and

support an individualized approach to teaching children with difficulties. This involves

 37

recognizing and understanding the unique needs, strengths, and challenges of each

learner, and adapting teaching methods, materials, and expectations accordingly.

Teachers should be provided with the necessary resources, tools, and support to

implement this approach effectively.

3. Student-Teacher Ratio: Efforts should be made to manage student-teacher ratios

effectively in special education settings. Education policymakers should consider

allocating appropriate resources and personnel to ensure that teachers can provide

individual attention and support to each learner. Strategies such as alternating activities

for different learners can help address challenges associated with high student-teacher

ratios.

4. Access to Resources: Schools and educational institutions should ensure the availability

of necessary resources for special education teachers. This includes providing access to

specialized materials, assistive technologies, and learning aids that support the diverse

needs of learners with difficulties. Adequate funding and support should be allocated to

ensure the availability and maintenance of these resources.

5. Support for Work-Life Balance: Schools and institutions should promote a culture of

work-life balance and prioritize the well-being of special education teachers. Support

systems, such as mentorship programs and counseling services, should be in place to

address the emotional and psychological needs of teachers. Clear policies and guidelines

should also be established to help teachers set boundaries, disconnect from work during

non-working hours, and engage in self-care practices.

By implementing these recommendations, educational systems can better support special

education teachers and enhance their effectiveness in teaching children with difficulties. Creating
 38

inclusive and supportive learning environments will ultimately contribute to the academic,

social, and emotional development of learners with difficulties, empowering them to reach their

full potential.
 39

REFERENCES

Bacote, C. (2002). The Process of Cultural Competence in the Delivery of Health Care Services: a model

of care. Cincinnati Ohio, USA: PubMed.

Bird, C. (2016). Perspective on Data Science for Software Engineering, Interview. Brazil:

Science Direct.

Hayes, A. (2019 ). Simple Random Sample. California: Investopedia.

Hinman, A., & Brink, E. (2010). The Case for Global Eradication of poliomyelitis . Paris,

Europe: ELIXER.

Hiroyuki Shimizu, B. T. (2004). Circulation of Type 1 Vaccine derived Poliovirus in the

Philippine in 2001. Tokyo, Japan: Journal of Viology. Lygren H.& Jones K (2007).

Percieved disability, fatigue, pain and measured isometric muscle strength in patients with

post-polio symptoms. Norway: PutMed.

 40

Appendix A

Interview Questionnaire

1. Are you aware of the return of Poliovirus in the Philippines? What is your insight

about the issue?

2. What are the possible causes of the re-emerging poliovirus?

3. What are the most effective ways to stop the polio outbreak and to protect child

against this paralyzing disease?

4. Do you have any preparations for rapid response in case of outbreak?

5. What are the mode of transmission of poliovirus?

6. What are the characteristics of an environment/surrounding do you think people

would be safe from Poliovirus?

7. Does Surallah Municipal Health Center strongly encourages the participation of

parents, health worker and local government units and the whole community to stop

the polio outbreak in the near future? What are those initiatives made by municipal

health office to protect every child against the paralyzing disease?

 41

Appendix B

Letter of Permission

Letter of Permission

APPENDIX B
 42

APPENDIX C

Letter of Permission
 43

Appendix D

Letter of Validation

Validated by:
 44

Appendix E

Letter of Validation

Validated by:
 45

Appendix F

Letter of Validation

Validated by:
 46

Appendix G

Records of Vaccination
 47

Appendix H

Documentation
 48

CURRICULUM VITAE

Name: Brian Fresco Barba

Age: 17

Address: Sitio Sancho, Brgy. Liwanay, Banga, South Cotabato

Birthdate: December 18, 2002

Email: bbarbafresco9337.153@gmail.com

EDUCATIONAL BACKGROUND

He took his Elementary Education at Notre Dame of Surallah, Surallah, South

Cotabato.

He took his junior high school education at Libertad National High School, Surallah,

South Cotabato.

He is taking his senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFILIATION

None
 49

CURRICULUM VITAE

Name: Kiana Maureen Salarza Betonio

Age: 16

Address: Villanueva Plains, Lot 11 Block 17, Surallah, South

Cotabato

Birthdate: September 14, 2003

Email: kianagood06021@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Surallah East Elementary School, Surallah,

South Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School,

Surallah South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 50

CURRICULUM VITAE

Name: Beauty Dubria Calawigan

Age: 18

Address: Brgy. Colonggulo, Surallah South Cotabato

Birthdate: September 19, 2001

Email: beautycalawigan@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Cologgulo Elementary School, Brgy.

Colonggulo, Surallah, South Cotabato.

She took her junior high school education at Cologgulo Elementary School, Brgy.

Colonggulo, Surallah, South Cotabato.

She is taking her senior high school education at Libertad National High School,

Surallah South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 51

CURRICULUM VITAE

Name: Rianne Grace Pa-ala Escorido

Age: 17

Address: Prk. Fresco, Canahay, Surallah South Cotabato

Birthdate: May 06, 2002

Email: btfllybroken@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Godwino Elementary School, Brgy. Canahay,

Surallah, South Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School,

Surallah South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With High Honor

AFFLICATION

MAPEH Club Officer

Journalist
 52

CURRICULUM VITAE

Name: Glydel Kaye Pardilla Gatoc

Age: 17

Address: Assembly Hall, Surallah, South Cotabato

Birthdate: May 10, 2002

Email: Gkayegatoc@gmail.com

EDUCATIONAL BACKGROUND

She took her Elementary Education at Surallah Central Elementary School, Brgy.

Libertad, Surallah, South Cotabato.

She took her junior high school education at Libertad National High School, Surallah,

South Cotabato.

She is taking her senior high school education at Libertad National High School,

Surallah South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With Honor

AFFLICATION

None
 53

CURRICULUM VITAE

Name: Justine Dave Ancheta Magbanua

Age: 17

Address: Brgy. Liwanay, Banga, South Cotabato

Birthdate: June 06, 2002

Email: jasteind@gmail.com

EDUCATIONAL BACKGROUND

He took his Elementary Education at Banga Central Elementary School, Banga, South

Cotabato.

He took his junior high school education at Libertad National High School, Surallah,

South Cotabato.

He is taking his senior high school education at Libertad National High School, Surallah

South Cotabato under the Science, Technology, Engineering and Mathematics.

HONOR AND AWARDS

With High Honor

AFFLICATION

SSG Officer

Journalist