Abstract
The study sought to determine the influence of physical and psychological misbehavior on learners’ learning quality, as reflected in their academic performance. The descriptive-correlational research method was utilized, and the study used means, standard deviations, frequency counts, and percentages to determine the characteristics of learner-respondents regarding physical and psychological misbehavior, and the frequency and percentages for learners’ quality of learning. The Pearson product-moment correlation was used to assess the relationships among physical and psychological misbehavior, learners’ learning quality, and academic performance. Findings revealed that there were no manifest physical and psychological misbehaviors among the learner-respondents. Learner-respondent performed reasonably well in their academic activities. Physical and psychological misbehavior significantly influenced learners’ learning quality. Thus, the null hypothesis was rejected. In summary, it was recommended that teachers continue to implement self-regulation approaches and strategies to maintain learners’ appropriate behavior in class and to intensify collaborative learning activities, thereby helping learners unburden themselves of physical and psychological misbehavior. School principals are equipped to inspire teachers to be innovative in unleashing learners’ physical and psychological competence and maturity, thereby sustaining learners’ manifested or displayed appropriate behavior in school. Parents are enthusiastic about strengthening collaboration with teachers to instill self-regulation at home and in school, sustain good behavior, and stimulate better academic performance.
