Misbehavior Exhibited by College of Criminal Justice

MISBEHAVIOR EXHIBITED BY COLLEGE OF CRIMINAL JUSTICE

EDUCATION STUDENTS AS REVEALED BY THE HIGHER

EDUCATION FACULTY OF ST. ANNE COLLEGE:

BASIS FOR AN IMPROVE PROGRAM FOR

STUDENT SERVICES

An Undergraduate Thesis Proposal Presented to the

  College of Criminal Justice and Education

St. Anne College Lucena, Inc.

Lucena City

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SCIENCE IN CRIMINOLOGY

St. Anne College Lucena, Inc.

NOAMIE C. ARTIAGA

April, 2016

CHAPTER 1

The Problem and its Background

Introduction

Student’s misbehavior threatens the effectiveness of a class learning environment it occurs, faculty members have to deal with the situation. Classroom misbehavior is generally interpreted as disruptive and improper behavior that adversely affects the order, teaching, and learning in classroom, it is noteworthy that the range of student misbehavior varies in different situations. Particularly, as respect for authority, conformity, and obedience are highly valued in the country.

Among the challenges that faculty face today is a new breed of students who are in many cases, approach the college classroom as a simulation of their real-world experience. They are often portrayed as a member of Generation X, no longer exhibiting the work ethic and the motive to achieve that historically has been attributed to college students. Most of the faculty complain about students increasingly see themselves as customers, viewing their professors as employees rather than instructors. Some students show up for class whenever they feel like it, or send e-mail messages to their professors flatly stating that they missed class for the reason that they were hung-over and that they expect their professors to fill them in on what they missed.

Faculty has the responsibility for promoting conflict-free college classrooms and may suggest key points for alliance between faculty and student. Mutual respect is essential in establishing a conflict-free classroom. To gain respect is to show respect at

the same time. One way to have mutual respect is to have clear understanding of the roles of each party (student or faculty) since conflicts very often are minimized if both parties know their roles and stick to them. Also faculty is responsible for understanding and employing teaching philosophies and strategies that promotes effective learning of the course material. Students have the responsibility for paying attention to their instructor and synthesizing the material.

As criminology student of St. Anne College Lucena Inc., the researcher is aware of that misbehavior exhibited by the students on their classroom. This reason prompted her to study this particular problem. She would like to find out the misbehavior exhibited by criminology students as revealed by their instructors/professors for the basis of improve program of student’s services.

Theoretical Framework

The social learning theory proposed by Albert Bandura has become perhaps the most influential theory on the explanation on the misbehavior exhibited by college students. Bandura's social learning theory proposed that learning can also occur simply by observing the actions of others. There are three core concepts at the heart of social learning theory. First is the idea that people can learn through observation. Next is the notion that internal mental states are an essential part of this process. Finally, this theory recognizes that just because something has been learned, it does not mean that it will result in a change in behavior. (http://psychology.about.com/.htmretrieved October 15, 2015)

Vygotsky, on the other hand, emphasized the effect of the environment and social interaction on learning and established the zone of proximal development theory. This theory recommends teaching through stages of modeling, assisting, and then allowing independent practice and using scaffolding, or focusing on what is within the learner’s ability. Vygotsky’s socio-cultural theory maintains on how we think is a function of both social and cultural forces. People’s knowledge of the world and the development of higher mental functions are mediated by interaction with the material world and other more competent human beings. So as students with specific needs learn together with their non-disabled peers in the regular classroom they develop higher mental functions as they interact with their peer professors. This social interaction between the professor and all students in the inclusive classroom is important for the development of higher mental functions. He explains that students learn in a systematic in logical way as a result of dialogue and interaction with a skilled helper within a zone of proximal development (ZPD), (Omer Beyhan Accepted April 10, 2013).

During adolescence, in Kohlberg's theory on moral development,  children move beyond this level and become capable of post conventional morality, which requires the ability to formulate abstract moral principles, which are then obeyed to avoid self-condemnation rather than the censure of others. At Stage 5, adolescents are guided by a "social contract" orientation toward the welfare of the community, the rights of others, and existing laws. At Stage 6, their actions are guided by ethical standards that transcend the actual laws of their society and are based on such abstract concepts as freedom, dignity, and justice. However, Kohlberg's scheme does not imply that all adolescents negotiate the passage to post conventional morality. Progress through the different stages depends upon the type of thinking that a child or adolescent is capable of at a given point, and also on the negotiation of previous stages. (http://psychology.jrank.org/pages/362/Lawrence-Kohlberg.html)

Piaget conducted a theory of cognitive development, which emphasizes the learning stages based on how perception at different ages affects learning, ideas, and conclusions. He believed that learning is caused through “cognitive conflict,” or a contradiction to current beliefs, which leads to an attempt to reconcile what, was once understood with new, apparently contradictory information (http://www.journal.org).

Conceptual Framework

The concept of this study focuses on the misbehavior conducted by the students and in their classroom that is considered to be the serious problem to their instructor and to fellow students who commits such misbehavior that needs an implication and strategy in teaching.