FACTORS AFFECTING DISCIPLINE AND ACADEMIC PERFORMANCE OF GRADE I PUPILS IN BOBULON ELEMENTARY SCHOOL, SAN FELIPE, ZAMBALES
Bibliographic record
Abstract
The study aimed to determine the factors affecting discipline and academic performance of the 49 Grade I pupils in Bobulon Elementary School, San Felipe, Zambales geared towards developing discipline. The researcher made use of descriptive correlation method. Majority of the respondents were males belonging to age six (6) years old with one (1) to two (2) siblings and within the P4,999 and below bracket of monthly family income. Most of them perceived that school factor and teacher factor always affect discipline, home factor oftentimes affect discipline, environmental factor sometimes affect discipline, and technology factor seldom affect discipline. The academic performance of the respondents for first quarter was satisfactory and very satisfactory for second quarter. Hence, there are factors that affect discipline and academic performance of the pupils that have led them to instill discipline to improve their academic performance. The study recommends that parents must find jobs or income generating activities for additional budget of the family. Parents must be aware that the environment of the pupils, regardless of their gender will be contributory factors in the formation and establishment of their discipline. Parents must attend community assemblies to air their concerns to assure that their children will have a good environmental foundation. The proposed action plan in discipline must be implemented to improve the academic performance of the pupils
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".