Introduction
Adolescence is a unique stage of human development with specific characteristics, when
individuals do not only strive to adapt to the environment and seek balance, but also build
significant relation outside the family as well as their identity and autonomy, while profound
physical, cognitive, moral and socioemotional changes take place (Steinberg, 2016). It is rather
consensual that the concept of antisocial behaviors is a socially determined construct that includes
many different subtypes, levels of defectiveness, forms and pathways. For such reason, the
identification of antisocial behaviors, especially adolescence is defined by a high level of
uncertainty. Supporting social interaction is an important piece of student’s educational plan. Some
students are painfully aware of their social deficits and will avoid interactions even though they
desperately want to connect with others. Social development represents a range of skills, including
communication that can be built and layered. Social interaction as meaningful dialogue among
learners. The major reason to study antisocial behavior is that is harmful to people. Also, it raises
issues of whether people are inherently to be harmful. In our generation today this issue is known
especially to high school students who are not able to show the things they can really do.
Interacting with others can help them to share their thoughts, reflect on their understanding and
find gaps on their reasoning. But they cannot show their efforts and hard work because they face
struggles and suffer antisocial behavior. In this research we would like to promote social
interaction to reach out the students to release them in their comfort zone. Bulacan State University
is an institution that gives one of the best quality educations especially in the fields of engineering
and education. The school encases a lot of students from different ages and different courses but
interact for formal and informal purposes that affects their socialization to other people. This
research has set its boundaries to junior high school students of laboratory high school. Where
students experience various struggles in their environment such as socializing, confidence,
behavior problems, harassment and bullying. This research is to teach every student that has
antisocial behavior and to promote to them social interaction which may help them to socialize
more with other people in their environment.
This study was formulated by manipulating the weight of these variables: Social
Interaction and Antisocial Behavior. The connection between this two is discernible. However,
when it comes to social interaction itself, promoting it is crucial within the study. It highlights the
importance of interaction with social contexts from perspective that students would not be
potentially able to engage in productive learning experience while being limited from opportunities
to interact and negotiate (Fighetti, 2017). As good as idealistic as that sounds, the other side of the
story is the antisocial behavior that is characterized by a style of interpersonal relations seeking
group value (Jurado, et.al., 2017) which rises a set of factors from its own roots. The concerns
beyond the two variables are self-explanatory. First, is having to consider the importance of
promoting social interaction to people in general. And in this case, for students in particular,
highlighting the idea of ‘positive social interactions among students are key to cognitive, social,
and language development’ (Stephens, 2016) is a path to follow along with. Second, a concern for
Antisocial behavior itself is looking for the way this group actually tackles the struggles yet to be
disclosed. Students with behavioral disorders typically exhibit problems with their social behavior,
often manifested as less mature or inappropriate social skills (Stephens, 2016). With that said, this
group would have to be particular with the struggles and would really have to focus on these
students who are a victim of that behavior.
Students in our generation face a struggle. A struggle that is not easy to handle. They are
becoming exhausted and stressed due to different factors. Mountain of school works every day,
performance task that needs a lot of confidence, activities that are due the next day and many
more. Stress affects students in multiple ways. Stress affects physical health, the psychological
effects of stress on mental health and the cognitive effects of stress (e.g., attention, concentration)
on academic success. (Shanker and Park, 2016).
The research will be conducted in order to promote the idea of social interaction to
students; antisocial students for the most part. A program will be formulated in order to address the
issue and struggles of the students suffering with this social behavior as it will serve as the
assistance, they may need for them to reach out from their comfort zones. This promotion program
will also help them to enhance themselves toward becoming socially-inclined individuals. With
that said, despite the struggles, they are also ways to uplift the sociability in them. And as the
researchers of this study, the potential is within the group just to support those students to rise
along the benefits of social interaction.
Statement of the Problem
The cruciality of Social interaction creates a system of how people basically interact.
Andas this interconnecting network does its job in order to keep its process going, situations
countering this, gets in the way. That is when the phenomenon of antisocialism enters the scenario.
For instance, in Bulacan State University, students are honed to formally and informally interact
because of the various social activities being held in the campus. With that said, the idea of a
student struggling to interact, socially, is an issue and that it needs to be taken into account. And as
a researcher dives into this phenomenon, it is given that results of this research will serve a counter
for those struggles those students are experiencing. That as they do exhibit their problems, a
program will be held in order to assist the progress away from those struggles. The importance of
tackling these manifestations, is to promote Social interaction to the sufferers of anti-social
behavior, and enlighten them more about the good of leaving one’s comfort zone of being isolated,
socially. It is guaranteed that the agenda of this research, will provide and contribute to the
community.
The researchers will seek answers to the following questions:
1.How may the level of Social Interaction be described in terms of:
1.1 Academic Performance
1.2 Self-confidence
1.3 Friendship
1.4 Openness of emotions
1.5 Communication skills
2.How may the level of Antisocial behavior in students be described in terms of:
2.1 Academic Performance
2.2 Independence
2.3 Socialization struggles
2.4 Isolation
2.5 Popularity
3.What strategic program may be formulated to further promote social interaction to the students
with antisocial behavior?
RESEARCH METHODOLOGY
This chapter presents the research design, population and sample, research instrument, data
gathering procedure, dataanalysis and statistical treatment.
Research Design
The researcher will be using a non-experimental design type of research and the specific
methodology that they will use is the evaluative design because it allows to delineate, obtain and
provide information. In this type of design, the researchers are allowed to propose a program to all
the students who identified suffering antisocial behavior, placing increasing weight on research
performance indicators for promotion, tenure, compensation and performance evaluation purposes
(Arnold 2015). Using questionnaire will be the researcher’s instrument to gather all the data.
Questionnaires have many uses, most notably to discover what the masses are thinking. These
include: market research, political polling, customer service feedback, evaluations, opinion polls,
and social science research(O’Leary, 2016). They will list of questions with a particular topic
which is antisocial behavior and be answered by the Junior High School students ofBulacan State
University. This type of technique is less expensive, yields more honest response, it also
guarantees confidentiality and minimizes biases based in questions.
Population and Sample
The population regarding this research will be composed of Grade 7 Junior High School
students of Bulacan State University. The decision of the researchers for the age variable was
taken from a study conducted in 2017 by Rechea, which states that no one moment has been
agreed upon for either appearance of antisocial behavior or its prevalence during an individual’s
development. Some have placed their appearance at around 13 years of age. There will be 100
respondents from the particular year level, which is the 33% sample of the entire Grade 7
population. The approximate total value of 310 and a sample of 102 will be represented. As for the
concerns under the gathering of data and information, the respondents will be provided with a
checklist to identify and filter out their classifications beyond the act of having anti-social
behavior.
Research Instrument
I. Social Interaction:
Check which ever applies to you:
Check 1 if you are HARDLYNEVER good at using the skill.
Check 2 if you are NEVER good at using the skill.
Check 3 if you are SOMETIMES good at using the skill.
Check 4 if you are ALWAYS good at using the skill.
Check 5 if you are ALMOSTALWAYS good at using the skill.
1 2 3 4 5
Can you pay attention to someone who is talking?
Can you talk to others about simple and then more
complicated things?
Can you decide what question to ask someone and
then ask it?
Can you let people know you are thankful for things?
Can you go up to people on your own and meet them?
Can you help people meet each other?
Can you tell people you like something about them or
things they do?
Can you request assistance when you need it?
Can you say you are sorry when you have done
something wrong?
Are you aware of what emotions you are feeling?
Can you let others know what emotions you are
feeling?
Can you understand other people’s anger?
Can you let others know you care about them?
Can you know when and why you are afraid, and do
something to reduce your fear?
Can you say or do nice things for yourself when you
deserve it?
Can you know when you need permission to do
something, and what you need to do to get permission?
Can you share things with others who might need or
want them?
Can you help others when they need or want it?
Can you come up with a plan that satisfies both you
and someone with a different opinion?
Can you stay out of situations that might get you into
trouble?
Can you decide when you have been left out and then
do something to feel better?
Can you compare another person’s opinion, compare it
to your own, and then decide for yourself what to do?
Can you prepare for a job before you have to do it?
II. Antisocial Behavior
Please respond to the following questions by placing a check mark (√) in the answer box that
corresponds to your response
Symptoms Checklist NO SOMETIMES OFTEN
Feels heavy feeling without a physical illness?
Spends more time alone?
Gets tired easily?
Feels restlessness?
Often feels trouble with teachers?
Feeling less interested in school?
Acts as if you are obliged to do something?
Daydreams too much
Distracted easily?
10. Afraid to face challenges?
11. Always feeling discourage?
12. Always feeling irritable?
13. Feeling of hopelessness?
14. Has trouble concentrating?
15. Less interest in friends?
16. Fights with others
17. Always absent from school?
18. School grades dropping?
19. Low self-esteem?
20. Sickly?
21. Has trouble sleeping?
22. Worries a lot?
23. Lack of attention?
24. Low self-worth?
25. Takes unnecessary risks?
26. Gets hurt frequently?
27. Seems to be having less fun?
28. Acts younger than children his or her age
29. Does not listen to rules?
30. Inexpressive of one’s feelings
31. Does not understand other people’s feelings?
32. Teases others?
33. Blames others for his or her troubles?
34. Takes things that do not belong to him or her?
35. Refuses to share ideas/thoughts?
The questionnaire will be used by the researchers in a way that the questionnaire will
determine who are those students experience anti-social behavior. The questionnaires are
adopted to others that similar to their study because it will help them to get data that they need in
their research. They chose this instrument because it helps a lot and they know that when they
used it will be easier to determine who are those students experience anti-social behavior. This
questionnaire was validated and modified.
Data Analysis and Statistical Treatment
A non-experimental design was to delineate, obtain and provide information. In thistype
of design, the researchers are allowed to propose a program to all thestudents who identified
suffering antisocial behavior, placing increasingweight on research performance indicators for
promotion, tenure,compensation and performance evaluation purposes (Arnold 2015).
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Items Mean Interpretation
1. Can you pay attention to someone who is talking? 4.01 ALWAYS T
2. Can you talk to others about simple and then more 3.57 ALWAYS
complicated things?
h 3. Can you decide what question to ask someone and then 3.6 ALWAYS is
ask it?
4. Can you let people know you are thankful for things? 4 ALWAYS
5. Can you go up to people on your own and meet them? 3.37 SOMETIMES
6. Can you help people meet each other? 3.54 ALWAYS
7. Can you tell people you like something about them or 3.51 ALWAYS
things they do?
8. Can you request assistance when you need it? 3.48 SOMETIMES
9. Can you say you are sorry when you have done 4.26 ALWAYS
something wrong?
10. Are you aware of what emotions you are feeling? 3.76 ALWAYS
11. Can you let others know what emotions you are feeling? 2.81 SOMETIMES
12. Can you understand other people's anger? 3.64 ALWAYS
13. Can you let others know you care about them? 3.68 ALWAYS
14. Can you know when and why you are afraid, and do 3.28 SOMETIMES
something to reduce your fear?
15. Can you say or do nice things for yourself when you 3.33 SOMETIMES
deserve it?
16. Can you know when you need permission to do 3.64 ALWAYS
something, and what you need to do to get permission?
17. Can you share things with others who might need or 3.61 ALWAYS
want them?
18. Can you help others when they need or want it? 3.7 ALWAYS
19. Can you come up with a plan that satisfies both you and 3.5 ALWAYS
someone with a different opinion?
20. Can you stay out of situations that might get you into 3.46 SOMETIMES
trouble?
21. Can you decide when you have been left out and then do 3.49 SOMETIMES
something to feel better?
22. Can you compare another person's opinion, compare it to 3.29 SOMETIMES
your own, and then decide for yourself what to do?
23. Can you prepare for a job before you have to do it? 3.41 SOMETIMES
Grand Mean 3.56 ALWAYS
chapter describes the analysis of data followed by a discussion of the research findings. The
findings relate to the research questions that guided the study. Data were analyzed to identify,
describe and explore the social interaction and the antisocial behavior of Grade 7 students in
Laboratory High School Bulacan State University. Data were obtained from validated
questionnaire, completed by 100 grade 7 students.
Table 1.
Social Interaction
Paying attention to someone who is talking has the highest mean of 4.01 and has an
interpretation of doing always. While letting others know what emotions you are feeling is the
lowest with a mean of 2.81 and has an interpretation of doing sometimes. Overall the table
determines the social interaction skills of Grade 7 students very well as the results show that their
responses are interpreted as “always”. This means that their social interaction skills are decent and
these students are aware of the means of interacting with other people.
Paying attention to someone who is talking is being a good listener and it is the simplest
way to interact to other people. According to the Ministry of Education, Guyana,listening and
attention skills are vital in a child's development because they allow the child to function properly
in society. When developing these skills, it is important that your child become an active listener,
which means that he uses what he hears from you and others as part of the communication process.
By setting a good example and working with your child to develop these skills, you can give him
academic and social advantages in the future.
Table 2.
Antisocial Behavior
Mean Interpretation
1. Feels heavy feeling without a physical illness? 2.11 SOMETIMES
2. Spends more time alone? 2.27 SOMETIMES
3. Gets tired easily? 1.97 SOMETIMES
1.93 SOMETIMES
4. Feels restlessness?
1.52 SOMETIMES
5. Often feels trouble with teachers?
1.71 SOMETIMES
6. Feeling less interested in school?
1.97 SOMETIMES
7. Acts as if you are obliged to do something?
1.93 SOMETIMES
8. Daydreams too much? 2.01 SOMETIMES
9. Distracted easily? 1.91 SOMETIMES
10. Afraid to face challenges? 1.96 SOMETIMES
11. Always feeling discourage? 1.9 SOMETIMES
12. Always feeling irritable? 1.76 SOMETIMES
1.89 SOMETIMES
13. Feeling of hopelessness?
1.45 OFTEN
14. Has trouble concentrating?
1.41 OFTEN
15. Less interest in friends?
1.08 OFTEN
16. Fights with other
1.49 OFTEN
17. Always absent from school? 1.93 SOMETIMES
18. School grades dropping? 1.45 OFTEN
19. Low self-esteem? 1.81 SOMETIMES
20. Sickly? 2.16 SOMETIMES
21. Has trouble sleeping? 1.72 SOMETIMES
1.93 SOMETIMES
22. Worries a lot?
1.82 SOMETIMES
23. Lack of attention?
1.82 SOMETIMES
24. Low self-worth?
1.83 SOMETIMES
25. Takes unnecessary risks?
1.6 SOMETIMES
26. Gets hurt frequently? 1.56 SOMETIMES
27. Seems to be having less fun? 1.8 SOMETIMES
28. Acts younger than children his or her age 1.48 OFTEN
29. Does not listen to rules? 1.79 SOMETMES
30. Inexpressive of one’s feelings 1.36 OFTEN
1.23 OFTEN
31. Does not understand other people’s feelings?
1.85 SOMETIMES
32. Teases others?
33. Blames others for his or her troubles?
34. Takes things that do not belong to him or her?
35. Refuses to share ideas/thoughts?
Grand Mean 1.75 SOMETIMES
Spends more time alone has the highest mean of 2.27 and has an interpretation of doing
sometimes. While take things that do not belong to him or her is the lowest with a mean of 1.23
and has an interpretation of doing often. Overall the grade 7 students antisocial behavior score a
grand mean of 1.75 with an interpretation of doing sometimes.
Spends more time alone may lose connection to other people and be left out.
According to an article published by Bridges4kids on 2015, Anxious students may lose friends
and be left out of social activities. Because they are quiet and compliant, the signs are often
missed. They commonly experience academic failure and low self-esteem.
Conclusions
Based on the data gathered, the overall weighted mean of social interaction skills was
3.56 and interpreted as “always”. The overall weighted mean of antisocial behavior was 1.75 and
interpreted as “sometimes”.
The results convey that even though the students are knowledgeable in interacting
socially, there are points in their behavior that shows being antisocial and these points result into
a conclusive statement that at their age, they are not still developed around other people and that
they need to interact more to hone their self into being active socially.
Recommendation
The researchers' study did tackle many points about the study of Social Interaction that
affects the anti-social behavior of students. With that, there are still points for improvement to
overcome the limitations of the study in future works.
The researchers should focus more on the other factors that could affect their Anti-social
behavior, not only social interaction because there are many other factors that could lead students
to isolate themselves.
In future research, other researchers should not jump into a generalization that all
students showing anti-social behavior because more likely other students can exhibit certain
behavior but that does not mean they are anti-social. The researchers must filter out the students
who really had a hard time interacting with other people rather than choosing to just exhibit anti-
social behavior.
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