Abstract
The study sought to determine the influence of students' common misbehavior on their academic performance. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency, and percentages to determine the characteristics of student-respondents regarding physical and psychological misbehavior and students' academic performance, respectively. Pearson's r was used to assess the relationship between students' common misbehavior and their academic performance. Findings revealed that students' physical misbehavior was sometimes observed, whereas their psychological misbehavior was most often observed. It was also found that the majority of the student-respondents had very satisfactory academic performance. Further, it was found that students' physical and psychological misbehavior shows negligible correlation with their academic performance. In summary, it was recommended that school principals or school heads stimulate teachers to address, manage, and appropriately handle students' misbehavior. Parents are also encouraged to provide positive discipline at home so that their children will come to school with appropriate behavior.
