Effects of Classroom Intervention on Problematic Behavior of Grade 2 Pupils in Lian Central School

This study investigated the effects of classroom interventions on the problematic behavior of Grade 2 pupils at Lian Central School. It specifically examined the pupils’ profile in terms of age, gender, socioeconomic background, family structure, and academic performance; identified common problematic behaviors such as inattentiveness, disruptive classroom conduct, aggression or oppositional behavior, lack of participation, and peer-related conflicts; and determined the classroom interventions implemented to address these concerns. The study employed a descriptive-quantitative research design and involved Grade 2 pupils and their teachers. Data were gathered through a researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and correlation analysis. The findings showed that teachers employed a variety of classroom interventions, particularly positive reinforcement and socio-emotional strategies. Giving praise or verbal recognition was the most frequently reported positive reinforcement strategy, with 85.0% of responses, followed by the use of stars, stickers, or points at 77.5%. Among socio-emotional interventions, morning meetings or sharing circles were most frequently implemented at 62.5%, followed by role-playing activities for empathy and respect at 60.0%. These findings indicate that behavioral management at Lian Central School involves multiple approaches that emphasize positive reinforcement, emotional development, participation, and constructive peer relationships rather than relying solely on punitive discipline. The study further revealed that pupil characteristics were associated with selected dimensions of problematic behavior. Academic performance and socioeconomic background emerged as important factors, while age, gender, and parents’ occupation showed significant relationships, particularly with aggression. Family structure was significantly associated with disruptive conduct and showed a borderline relationship with participation. The findings also identified implementation challenges, particularly insufficient parental support, pupils’ tendency to forget behavioral rules, large class sizes, difficulty maintaining consistent discipline, and peer influence. Overall, the study highlights the importance of sustained, developmentally appropriate, and context-sensitive classroom interventions supported by strong teacher–pupil relationships and home–school collaboration.