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Punctuality, defined as the ability to arrive or complete tasks at the designated time, it is a fundamental aspect of academic success and personal development. Punctuality remains a challenge for many students, with tardiness and absenteeism posing significant barriers to their academic progress. To assess the effectiveness of integrating time management, increased engagement, and technology-based solutions as a strategy to improve students' punctuality, quantitative research design was adopted by the researchers for the study. The researchers used a quantitative research design. It is a descriptive analysis research method since the objectives of the study is to determine the differences of the previous data gathered before the implementation of the proposed intervention and innovation and the present data after the implementation. The research participants comprised the Grade 10 students from sections Gold and Radium. The interventions, which included structured schedules, technology integration, and interactive learning activities, significantly improved the punctuality rates of students in the Grade 10 sections examined. Before the implementation of these interventions, the average tardiness rates were notably high, indicating a prevalent issue with punctuality. However, after the interventions were applied, there was a marked improvement in punctuality, highlighting the effectiveness of these strategies in addressing the problem. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level self-esteem of grade 10 students of Asuncion National High School. It aimed to find out the effectiveness of the intervention through the adaptation of the instrument of Crocker et al. (2003), contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the Soar to Self-Esteem Sufficiency (SSS) Program. This inquiry utilized descriptive-quantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 45 students of grade 10 section Del Pilar in Asuncion National High School. After the implementation, an interview was made to determine the insights of the four (4) teachers and ten (10) students of the effectiveness of the intervention. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The mean of the pre-test was 2.37 with 0.235 standard deviation while the post-test was 4.34 with 0.167 standard deviation. The pre-test determine that the students have low self-esteem while the post-test generates a very high self-esteem result. The insights of the teachers and students generates three (3) themes namely; active class participation, enthusiasm in learning and develop collaboration with other peers. [ABSTRACT FROM AUTHOR]