STUDENTS’ DISCIPLINE – SPECIFIC PERCEPTIONS OF LEARNING PRACTICES IN INOBONGAN INTEGRATED SCHOOL

ABSTRACT : This study investigated the discipline-specific perceptions of learning practices among Grade 1 to Grade 10 students at Inobongan Integrated School, District of San Sebastian, Division of Samar, during the School Year 2022-2023. The research determined the demographic profiles of student-respondents—including age, sex, grade level, nutritional status, parental education and occupation, family income, and attitudes toward self-discipline—and examined their discipline-specific learning practices in terms of mastery of core concepts, use of discipline-specific strategies, engagement in authentic disciplinary tasks, and assessment and reflection aligned with disciplinary standards. The study also analyzed the academic performance of the students and explored the relationships between discipline-specific learning practices, student profiles, and academic performance. Data were collected through surveys and documentary analysis of school records. The findings revealed significant relationships between certain student-related variables, discipline-specific learning practices, and academic performance. Based on these results, an intervention program was proposed to enhance students’ discipline-specific learning practices and academic achievement. The study provided valuable insights for learners, teachers, parents, school administrators, and policymakers to develop targeted interventions and improve educational strategies.

KEYWORDS : Discipline-Specific Learning Practices, Self-Discipline, Academic Performance, Student Perceptions, Educational Intervention