Managing Classroom Disruptive Behaviours among Primary School Pupils in Nsukka Central Education Authority.
ABSTRACT
The purpose of this study was to investigate the classroom management of disruptive behaviours among primary school pupils with a view to recommending ways of averting these problems and meeting these needs through classroom management strategies.
The study was guided by four research questions and two null hypotheses. Review of literature focused on the theoretical framework of the study, the management of disruptive behaviours and classroom management strategies.
The study was carried out in primary school level of basic education comprised of Urban and rural schools in Nsukka Central Educational Authority of Enugu state, Nigeria.
The population of the study was 582. Out of the above population, a simple of 120 teachers was studied. The instrument used for the collection of data was a questionnaire titled Classroom Management Strategies for Disruptive Behaviour Among Pupils Questionnaire (CMSDBPQ).
The research questions were answered using mean and standard deviations while the hypotheses were tested using t-test statistics at .05 level of significance.
The major findings of the study showed that the prevalent disruptive behaviours exhibited by primary school pupils included laughing unnecessarily, shouting, cheating during tests, jumping from one place to another, talking without permission, loud yawning in the classroom, fighting, finger pinching, joking while a lesson is going on and murmuring, among others.
The findings also revealed that lack of interest in subject matter, disability, teachers’ ineffective teaching, overcrowding in the classroom, poor sitting arrangement, poor home training (inconsistent parenting), exposure to violence, hunger, health conditions, repeating the same class, lack of motivation from the teacher, teachers’ negative attitude towards pupils and lack of recreational time were the causes of disruptive behaviours.
Furthermore, the findings of the study also identified the classroom management strategies adopted by teachers to manage disruptive behaviours in class to include sending the child out of the class sending the child to do manual labour, flogging, scolding, referral to school disciplinary committee, kneeling, labelling, monitoring, motivating good students, standing the pupil up for some time and proper classroom arrangement.
The findings of the study also showed that encouragement, reinforcing good behaviours, setting up usable rules, include course and behaviour norms and expectations for pupils in the learning objectives, letting pupils know you expect them to act appropriately.
Share control and responsibility with pupils and defining what is meant by a disruptive behaviour were the effective management strategies available for use in managing disruptive behaviour in primary schools. It was also found out that these problems militate against effective teaching and learning.
Finally, it was discovered that applying effective management strategies will go a long way in averting the problems of disruptive behaviours among pupils in the classroom.
The educational implications of the findings were highlighted such as teachers undergoing in-service training to acquire requisite skills for effective teaching, motivation and for effective classroom management and the application of rewards, motivation reinforce good behaviours among pupils.
The major limitation of the study was outlined and suggestions for further studies made.
TABLE OF CONTENTS
Cover Page
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 11
Scope of the Study 15
Research Question 15
Hypotheses 16
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 18
Concept of Primary Education 18
Concept of Behaviour 22
Concept of Disruptive Behaviour 27
Concept of Management 29
Concept of Classroom Management 30
Classroom Management Strategies adopted by Teachers 33
Effective Management Strategies Available for use in Managing
Disruptive Behavior in Primary Schools 36
Theoretical Framework 37
Bandura’s Social Learning Theory 37
Haim Ginott’s Classroom Management Theory 40
Review of Empirical Studies 41
Studies on Classroom Management 41
Studies on Disruptive Behaviour 45
Study on the Causes of Disruptive Behaviour 51
Summary of Literature Review 52
CHAPTER THREE: RESEARCH METHOD
Research Design 55
Area of the Study 55
Population of the Study 56
Sample and Sampling Techniques 56
Instrument for Data Collection 56
Validation of Instrument 57
Reliability of Instrument 57
Method of Data Collection 58
Method of Data Analysis 58
CHAPTER FOUR: RESULTS 59
Data Presentation and Results 59
CHAPTER FIVE: DISCUSSION OF RESULTS 68
Discussion of the findings 68
Conclusion 72
Educational Implications of the Findings 73
Recommendations 74
Limitation of the study 74
Suggestions for further studies 73
Summary 75
REFERENCES 78
APPENDICES 83
INTRODUCTION
1.1 Background of the Study
Children and adult respectively are found to be reactive in character and behaviour at times. Mostly, children of nowadays as a result of their quick exposure to social networks, media networks, electronics and printed media tends to quickly emulate and adapt to certain way of life such as fighting, bullying, telling lies, restiveness, loitering among others which conjunctively amount to disruptive behaviour.
However, this may be informed by the rate at which they are exposed to some violent movies, plays, among others. In many public primary schools in the contemporary society and Nsukka Central Education Authority in particular, there have been report of alarming rate of disruptive behaviours among the pupils.
In this effect, teachers and significant others have been reporting the alarming rate of this disruptive behaviours exhibited by primary school pupils to be on the increase and as well its obstructions to teaching and learning process.
This trend continues to deteriorate and metamorphose to other forms of anti- social acts/demeanours and deviations from societal norms and values such as thuggry, stealing, kidnapping, assassination, among others for lack of proper attention/orientation and management to ameliorate the aforementioned issues in order to catch them (pupils) young in the classrooms.
However, every Society across the globe had always had interest in the ways in which their young ones are prepared and how they learn to take active part in civic life (Anih and Ogoke, 2014).
REFERENCES
Adepoju, A. & Fabiyi, A (2006). Universal basic education in Nigeria: Challenges and prospects. Journal of social science 4. 33-41.
Adeyemo, S. A. (2012). The Relationship between effective classroom management and students’ academic achievement. European Journal of Educational Studies 4(3),pp, 367 – 381
Albert, R. and Emmons.M. (2001). Your perfect Assertiveness and Equality in your Life and Relationships 8th edition; Atascadero CA: Impact Publishers Inc.
Ali, A. (2006). Conducting research in education and social science. Enugu: Tashiwa network Ltd.
Anih, F.P & Ogoke, J.C (2014). Education and guidance and counselling for responsive citizenship. A philosophical review. A paper presented at the 14th annual international conference of the Home Economics Research Association of Nigeria. University of Nigeria, Nsukka.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
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