Effects of Disciplinary Practices on the Academic Performance of Senior High School Students

Discipline is a significant factor in influencing students’ academic achievement and guiding their overall conduct within the school environment. The study aimed to determine the extent of effects of disciplinary practices on the academic performance of senior high school students in Cainta Senior High School, Cainta District, Division of Rizal during the School Year 2025-2026. The total population of one-hundred seven (107) teachers and three-hundred fifty (350) students from the select schools served as the respondents of this study. A descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist to determine the extent of effects of disciplinary practices on the academic performance of senior high school students with respect to interest to learn, learning engagement, and task accomplishment. The findings showed that teachers view disciplinary practices as most effective in enhancing students’ engagement, motivation, and ability to complete tasks, reflecting their perspective as observers of classroom behavior and learning outcomes, while for the students, they recognize improvements in their engagement, interest, and performance, though their perception of impact is slightly lower, likely reflecting personal experiences and challenges in self-regulation. Moreover, all p-values were higher than the 0.05 level of significance, indicating no significant relationship between the extent of effects of disciplinary practices and the students’ level of academic performance. Based on the findings, it was concluded that the teachers perceive disciplinary practices as highly effective in promoting student engagement, motivation, and task completion, while students also acknowledge improvements in engagement, interest, and performance, albeit to a slightly lesser degree. Meanwhile, statistical analysis indicates that the extent of disciplinary practices does not have a significant relationship with students’ academic performance. It was recommended that teachers use positive discipline and constructive behavior management strategies to encourage responsibility and good conduct. Teachers may adapt disciplinary approaches to students’ individual needs, emotional states, and home backgrounds to ensure fairness and effectiveness.