Enhancing Classroom Discipline and Task Completion of Grade 1 Learners through the "Squad System" Intervention: A Triple-Axis Triangulation Study

Abstract

This action research, led by teacher-reservists, evaluated the effectiveness of the “Squad System” intervention—a military-inspired behavioral framework designed to enhance classroom discipline and task completion among Grade 1 learners. Conducted at Kulaman Central Elementary School, the study involved 59 key stakeholders, including 28 learners, 28 parents, and 3 professional observers. Utilizing a quantitative pre-test/post-test design, data were analyzed through weighted mean scores, Paired-Samples T-tests in Jamovi, and Triple-Axis Data Triangulation. Following a 21-day cycle, results revealed a transformative behavioral shift. The overall Grand Mean improved from a baseline of 1.57 (Developing) to 2.58 (Highly Effective), yielding statistically significant growth (p < .001). Specifically, classroom discipline improved by +0.99 (t(27) = 27.80) and task completion by +1.12 (t(27) = 191.60). Triangulated parental data highlighted a +0.88 mean gain, confirming a "Halo Effect" where classroom discipline generalized into domestic routines. In conclusion, the Squad System—leveraging the authors’ military expertise—is a highly effective mechanism for stabilizing early elementary behavior via peer-led accountability. It is recommended that the district institutionalize this intervention by adopting the standardized operating manual into local policies to guarantee long-term behavioral sustainability.