Disruptive Behavior and Academic Performance of Grade 4 Learners: Basis for Action Plan

This study examined the relationship between classroom behavior and academic performance among Grade 4 learners at Magurol-Gurol Elementary School, Bamban West District, Division of Tarlac Province, during the 2024–2025 school year using a quantitative-descriptive correlational research design. Teachers assessed learners' classroom behaviors in terms of disengaged behavior, low-level disruptive behavior, and aggressive/anti-social behavior, while learners' academic performance was determined from their grades. Frequency, percentage, and weighted mean were used to describe the data, and correlation analysis determined the relationship between classroom behavior and academic performance. Results showed that disengaged and low-level disruptive behaviors were often exhibited, whereas aggressive/anti-social behaviors were sometimes observed. Most learners demonstrated satisfactory academic performance. A significant relationship was found between classroom behavior and academic performance, indicating that increased disruptive behavior was associated with lower academic performance. Based on the findings, an action plan was proposed to address classroom behavioral problems and improve learners' academic performance.