1. EMOTIONAL AND
BEHAVIORAL DISORDER
(EBD) AND ACHIEVEMENTS
OF GRADE 1 PUPILS
Ernie C. Cerado and April Rose S. Ganado
Sultan Kudarat State University
Tacurong City 9800 Philippines
eccphd@yahoo.com

2. WHAT’S EBD?
Emotional and behavioral disorder is characterized as
the: 1) inability to learn; 2) inability to build or sustain
satisfactory relationships with peers and teachers; 3)
inappropriate types of behavior under normal
circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop
physical symptoms or fears associated with personal or
school problems (Barbers, 2013).
BACKGROUND

3. BACKGROUND
In the Philippines, despite the proclamation of
the government over the issue particularly on
ADHD, there seems to be an apathetic response
from the stakeholders about the school
children’s emotional and behavioral disorder.
In fact, there is an absence of scholarly efforts
that truly explore this social phenomenon
among children; thus, local studies and
literatures are still wanting to date.

4. BACKGROUND
Besides, there is a widespread observation
among elementary teachers that EBD often
disrupt routine activities in the classrooms.
Thus, there’s a pressing call to address it at an
early developmental stage.
These realities inspired the researchers to
initially survey the emotional and behavioral
tendency of Grade 1 pupils.

5. BACKGROUND
Theoretically, the emotional and behavioral
states of children and the learning outcomes are
closely linked to each other.
Given these premises, it is considered more
practical in this study to relate the Grade 1
pupils’ curricular and extra-curricular
achievements with EBD.

6. OBJECTIVES OF THE STUDY
In particular, this study aims to satisfy these objectives:
Determine the EBD levels of the Grade 1 pupils;
Describe the pupils’ achievements in both curricular and
extra-curricular engagements;
Relate EBD with pupils’ achievements; and
Find out the effect of pupils’ gender and school location to
their EBD and achievements.
This study focuses on the relationship of gender, school location,
emotional and behavioral disorders and achievements of Grade 1 pupils.
1
2
3
4

7. THEORETICAL FRAMEWORK
Proponents Theories
Barbers (2013) Emotional and behavioral disorder have five (5) characteristics, such
as: 1) inability to learn; 2) inability to build or sustain satisfactory
relationships with peers and teachers; 3) inappropriate types of
behavior under normal circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop physical
symptoms or fears associated with personal or school problems.
Cullinan (2007) The cause of mental health disorders in children and adolescents
may be biological, environmental, or a combination of both.
Rippey (2013) EBD is an emotional disturbance like an educational disability. It is a
broad category which is used ordinarily in schools to group a range
of more specific perceived difficulties of children.

8. THEORETICAL FRAMEWORK
Proponents Theories
Psych Central
(2014)
Boys who have conduct disorder are more likely to display
aggressive and destructive behavior than girls are.
Besides, conduct disorder is more prevalent in children
who live in cities than those who live in rural areas.
Bos et al. (2006) Children with conduct disorder often perceive school as a
place of frustration and failure. They showed inferior
academic achievement and could be disliked by their
teachers as well as classmates.
Loe and Feldman
(2007)
ADHD is associated with poor grades, poor reading and
math standardized test scores, and increased grade
retention.

9. FRAMEWORK
Emotional and
Behavioral
Disorder
- Oppositional Defiant
Disorder (ODD)
- Conduct Disorder
(CD)
- Attention Deficit
Hyperactivity
Disorder (ADHD)
Gender
School
location
Pupils’
Achievement
Independent
Variable
Moderating
Variable
Dependent
Variable

10. METHODOLOGY
 Descriptive-survey design
 Subjects (200 Grade 1 pupils); Respondents (10 Grade 1 teachers)
 The locale of the study: Division of South Cotabato, Philippines
 Purposive and random sampling techniques were used
 Emotional and Behavioral Disorder Questionnaire (ODD, CD and
ADHD)
 Summation, Percentage, Mean, t-test, MLRA

11. RESULTS AND DISCUSSION

12. OBJECTIVE NO. 1
10
29
10
70
62
69
20
9
29
0 10 20 30 40 50 60 70 80
ODD
CD
ADHD
PERCENTAGE
EMOTIONALANDBEHAVIORAL
DISORDER
Severe (%) Moderate (%) Mild (%)
67%
19%
Figure 1. Bar Graph of Emotional and Behavioral
Disorder of Grade 1 Pupils by Types and Levels

13. RESULTS AND DISCUSSION
 The bulk of the pupils are of MODERATE Level.
 Around 19% of them have severe emotional and behavioral disorder.
This means that almost 2 out of 10 of the Grade 1 pupils have inability
to learn without specific reason, inability to sustain satisfactory
relationships with others, inappropriate types of behavior under normal
situations, general pervasive mood of unhappiness or depression, and
tendency to develop physical symptoms related to personal or school
problems.
 The findings also suggest that 2 out of 10 Grade 1 pupils have severe
ODD; nearly 1 out of 10 has severe CD; while nearly 3 out of 10 have
severe ADHD.

14. RESULTS AND DISCUSSION
 Finding almost validate Kavale et al.’s (2014) report that 20%
of the children may have mental health disorders.
 The results also confirm AACAP’s (2014) study showing that
the oppositional disorder usually appears in late preschool.
 The finding on ADHD is too high compared to Thompson’s
(2015) latest finding that it occurs only to 7% of children
worldwide and the US 2011 report of 11% ADHD cases on
school-aged children.
 Most possibly, the noted gap across countries is influenced
by the type of tools used in every survey.

15. OBJECTIVE NO. 2
Table 1. School Performance of Grade 1 Pupils
Areas Mean Sd Interpretation
Curricular 87.49 3.37 Very good
Extra-
curricular
87.47 1.45 Very good
 The pupils performed satisfactorily in both areas as they
were rated “very good.”

16. Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 67.342 .868 77.541 .000
ODD .011 .064 .018 .177 .860
CD -.008 .025 -.031 -.336 .737
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
OBJECTIVE NO. 3
Table 2. Regression Analysis of Grade 1 Pupils’ EBD
and their Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 28.861 .372 77.548 .000
ODD .005 .027 .018 .179 .858
CD -.004 .011 -.031 -.339 .735
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Table 3. Regression Analysis of Grade 1 Pupils’ EBD
and their Extra-Curricular Performance

17. RESULTS AND DISCUSSION
It can be noted that only the
attention deficit hyperactivity
disorder (ADHD) has
significant relationships with
curricular performance and
extra-curricular performance.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance

18. RESULTS AND DISCUSSION
The negative signs in both cases
indicate that the relationship is
opposite in direction, such that,
when the pupil’s ADHD level is
high, the performance tends to
be lower or vice-versa.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance

19. RESULTS AND DISCUSSION
 Coincidentally, the values of R2 or
coefficient of determination for the two (2)
dependent variables are the same, i.e.,
.224. It can be said therefore that merely
22.4% of the variations in curricular or
extra-curricular performance of pupils can
be attributed to their ODD, CD, and ADHD
levels.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance

20. Variables Gender Mean Sd t p-value
ODD M 21.21 5.67 4.079 .000
F 18.17 4.86
CD M 39.43 12.05 2.620 .009
F 34.99 11.94
ADHD M 43.53 10.71 3.533 .001
F 38.33 10.10
Curricular M 60.42 3.63 -3.503 .001
F 62.04 2.90
Extra-Curricular M 25.89 1.56 -3.503 .001
F 26.59 1.24
OBJECTIVE NO. 4
Table 4. t-test Analysis of Grade 1 Pupils’ EBD
and Performance when Grouped by Gender

21. RESULTS AND DISCUSSION
All disorders as well as the
curricular and extra-
curricular performance of
pupils indicate significant
differences between gender as
shown by p-values that are
consistently lesser than 0.05.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59

22. RESULTS AND DISCUSSION
Obviously, the males have
demonstrated relatively
higher levels in
oppositional defiant
disorder, conduct disorder
and attention deficit
hyperactivity disorder than
the females.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33

23. RESULTS AND DISCUSSION
The result is consistent with the following studies: APA’s (1994)
finding that children with ODD have relatively higher in level
and more often among boys than in girls; Boyle’s (1992)
finding that children with CD has the male-female ratio of 3:1
implying that boys are more affected by this disorder; and
Keenan’s (1994) conclusion that boys are more affected
compared to girls by ADHD.

24. RESULTS AND DISCUSSION
Contrariwise, the females
dominate the male with respect
to curricular and extra-
curricular performance.
Variables Gender Mean t p-value
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
This result confirms the claim of Zembar
and Blume (2009) that girls perform better in
school than boys.

25. Variables School Location Mean Sd t p-value
ODD Less Urbanized 18.66 5.61 -3.292 .001
Highly Urbanized 21.20 4.94
CD Less Urbanized 31.93 9.36 -8.801 .000
Highly Urbanized 45.08 11.67
ADHD Less Urbanized 38.02 9.90 -4.934 .000
Highly Urbanized 45.23 10.46
Curricular Less Urbanized 61.33 2.98 .473 .637
Highly Urbanized 61.10 3.91
Extra-Curricular Less Urbanized 26.28 1.28 .475 .635
Highly Urbanized 26.19 1.67
Table 5. t-test Analysis of Grade 1 Pupils’ EBD and
Performance when Grouped by School Location
p<.05, significant

26. RESULTS AND DISCUSSION
School location
influences pupils’
Emotional and
Behavioral Disorder, but
not curricular and extra-
curricular performance.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
Curricular Less Urb. 61.33 .473 .637
Highly Urb. 61.10
Extra-
Curricular
Less Urb. 26.28 .475 .635
Highly Urb. 26.19
p<.05, significant

27. RESULTS AND DISCUSSION
Very clearly, the data and t-tests
indicate that pupils who studied in
highly urbanized places have
relatively higher level of disorders
than those in less urbanized areas.
This result purports an impression
that the intensity of activities or
dynamics of people in a locality brings
about adverse influence to behaviors
and emotions of young children.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23

28. RESULTS AND DISCUSSION
This finding is related to the claim of Cullinan (2007)
that one of the causes of mental health disorders in
children is environment.
Environmental factors may include exposure to
violence, extreme stress, and the loss of an
important person.

29. CONCLUSIONS
The pupils’ level of emotional and behavioral disorder
cannot be categorically labeled in general terms, but
separately. Each disorder is unique and distinct in
characteristics, such as causes, symptoms, and
possible treatment; thus lumping them to come out
with a common description to all is misleading.

30. CONCLUSIONS
On this premise, it is more wiser to claim that
ordinarily the Grade 1 pupils are of moderate
levels in oppositional defiant disorder, conduct
disorder and attention deficit hyperactivity
disorder.

31. CONCLUSIONS
Severe cases of Attention Deficit Hyperactivity
Disorder (ADHD) are more evident among Grade 1
pupils than Oppositional Defiant and Conduct
disorders.
Most likely, pupils with higher level of ADHD have
lower curricular and extra-curricular performances.

32. CONCLUSIONS
Male pupils are more affected by ODD, CD and
ADHD than the females.
Female pupils performed better in school than the
males.
School location (environment) affects the EBD
levels of pupils.

33. RECOMMENDATIONS
Considering the disturbing result of the
initial survey, it is suggested that further
studies will be conducted using a stable
questionnaire to exactly portray the real
emotional and behavioral disorder (EBD)
status of young children.

34. RECOMMENDATIONS
It is also encouraged to pursue a
longitudinal study across grade levels to
discreetly characterize the trend of EBD
as pupils mature from one developmental
stage to another.

35. RECOMMENDATIONS
Given the limited literature on the subject locally, it
is strongly suggested that more studies must be
carried out among Filipino children and even
adolescents to produce empirical data and
legitimate bases for policy formulation or designing
necessary program interventions.

36. IMPACT
₢ Proclamation No. 472, as issued by the Philippine President in
2013 must be revisited; it may be extended to all types of emotional
and behavioral disorders of school-aged children identified in DSM-
IVR. The new directive should not only be limited to awareness
campaign but for a decisive and comprehensive response by the
different stakeholders in basic education.

37. IMPACT
₢ Data from this study may be utilized as benchmark in
initiating move to design a simple intervention
program for pupils identified with severe EBD.
Related literatures, though mostly foreign, can be
used as good references because the issue has long
been given seemly attention in these countries.

38. IMPACT
₢ The existing curriculum of Elementary Teacher Education
program needs to be reviewed so that possible integration
of lessons on common emotional and behavioral disorders
of children, most particularly on the standard tools, causes,
symptoms, and interventions, into an appropriate
Professional Education course, may be carried out.

39. Thank you for
listening.