Classroom management strategies and disruptive behaviour among pupils in Calabar Municipal, Cross River State, Nigeria (original) (raw)
Related papers
2020
This is a collaborative action research design which focused on using classroom management as a strategy to curbing disruptive behaviours among 5th Grader learners at Ridge Experimental School in Akim-Oda in the Birim Central Municipality of the Eastern region of Ghana. Though the study appeared experimental and descriptive in nature, the concurrent mixed method research approach informed its direction. Questionnaires, interviews tests and observation were the primary data collection tools. Descriptive, interpretive and interaction process analyses were used to analyse all data gathered. Accidental and simple random sampling techniques were involved in the selection process. The study revealed personality disorder, economic and social factors, lack of interests in classroom lessons among others result in disruptiveness in school whereas creating a positive and engaging classroom atmosphere, ensuring appropriate seating arrangement, development of class routine chart and good choice ...
International Journal of Changes in Education, 2024
The study aims to explore Strategies for restraining Classroom Disruptive Behaviour Among Public Secondary Schools Students in Ekiti State. Specifically, it sought to examine the types of disruptive behaviours, problems encountered by the schools, and strategies to be adopted to curb disruptive behaviours perpetuated by students in the classroom during teaching and learning. Three research questions guided the study. The study adopted a descriptive research design and utilized a quantitative approach. A sample of 100 respondents involving principals and teachers was used through purposive sampling. Strategies for Restraining Students'Disruptive Behaviours in Public Secondary Schools (SRSDBPSS) served as an instrument. Data collected was analyzed using mean and standard deviation. The analysis revealed that (1) lateness to school, irregular class attendance, fighting with each other within and outside the school, refusal to do assignments given by teachers, non-participation in-class activities, use of abusive language against one another, and operating phones during class hours were disruptive behaviours perpetrated by students. (2) The school encountered several problems such as bullying of teachers and management by the punished students, teachers get discouraged going back to class, which causes more stress for teachers as they become detracted from academic routine. (3) The use of classroom management, allowing students to have easy access to the teachers, promptness of teachers to the discharge of their tasks of teaching profession, ensuring of appropriate seating arrangement by teachers, attentiveness of the teachers to both reported and unreported cases in class, regular checking of children by parents in schools, and maintenance of small and well-controlled class size were strategies to be adopted to curb disruptive behaviours among public secondary schools students in Ekiti state.
Classroom management practices and student disruptive behavior
Integrity Journal of Education and Training, 2018
The paper set out to ascertain disruptive behaviours prevalent in pre-tertiary classrooms and teachers' classroom management styles. The cross-sectional descriptive survey study was designed along quantitative paradigm. Professional teachers with more than two years of post-training experience in the classroom qualified to provide data to address the research problem. Data gathering was done via administration of questionnaires. The study unveiled noise making, chatting with others, inattentiveness and harassment as the major disruptive behaviours experienced by the teachers and teacher-centeredness was adopted by majority of the teachers as a classroom management style. The study further evinced differences in the classroom management styles of male and female teachers as well as very experienced, experienced and less experienced teachers. Educational authorities need to retrain teachers in the jurisdiction on appropriate classroom management style.
International Journal of Learning and Development, 2013
Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 237 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniques to control the classroom disruptive behaviour. However, the negative areas of the secondary school teachers in managing classroom disruptive behaviour are that they do not devise any rules and regulations of classroom management at the beginning of new session. Parents are not informed through letters about the disruptive behaviour of their children. Based on findings, it was strongly recommended that at the beginning of new session, classroom management norms, rules and regulations should be formulated and announced so that students may understand the conduct of a teacher. A special training programme regarding management of classroom disruptive behaviour should be launched to equip the existing teachers with modern techniques to manage classroom disruptive behavior properly.
HUMANIZING THE IMPACT OF DISRUPTIVE CLASSROOM ENVIRONMENT ON NIGERIAN STUDENTS DISCIPLINE
Disruptive classroom environment has been a worrisome problem challenging school systems in Nigeria. It is filled with high incidence of disruptive behaviors ranging from noise making, eating, sleeping, inattentiveness, playing, etc. The paper looks into the concept of disruptive classroom behavior, forms, causes and ways of ameliorating disruptive behavior. The study concluded that when teachers use better instructional programs, there will be producing academic progress. Finally the paper recommended among others that teachers should endeavor to manage their classroom activities effectively and build positive interpersonal relationship in students, use viable instructional approach which directs them to concentrate in other to avoid disruptive classroom behaviour, assess students properly and counsel them from displaying social misfits\' attitudes.
Managing Classroom Disruptive Behaviour of
2015
Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniqu...
This research work investigated utilization of classroom management strategies on students' performance in secondary schools in Anambra state. Two research questions were posed and one hypothesis was formulated to guide the study. The study adopted descriptive survey research. The population of the study comprised 5, 987 teachers in 6 education zones in Anambra state. Random sampling technique was used to select Awka education zone which has 1, 518 teachers and 61 secondary schools. Simple random sampling technique was also to select 12 teachers from each of the 61 secondary schools, making it a total of 732 respondents. A researcher-constructed questionnaire with 19 items, tagged-Classroom Management Strategies Questionnaire (CMSQ) was used for data collection. The instrument was validated by three experts in educational foundations department, two experts from educational management and one expert from measurement and evaluation, all from ChukwuemekaOdumegwuOjukwu University, Igbariam. Trial test was conducted with 25 teachers in Enugu State secondary schools for reliability of the instrument using Cronbach Alpha method. The instrument consistency reliability was 0.82. Mean and standard deviation were used to answer research questions while z-test was used to test hypothesis at .05 level of significance. The findings of the study revealed that the classroom management strategies improves classroom discipline, it also improves teaching atmosphere for successful teaching and learning. Based on these findings, it was recommended among others that periodic classroom management workshop should be organized for experienced and inexperienced teachers.
The study investigated the influence of classroom management on students ' academic performance in zone B Senatorial District of Benue State. In all, three research questions and three hypotheses guided the study. The related literature review which was done under various subheadings, namely, the theoretical and conceptual framework identified classroom management variables as a tool for improving students' academic performance. The ex-post facto survey design was adopted for the study. Three hundred and thirty-five (335) teachers from 30 grant aided secondary schools constituted the sample of the study. A structured 15-item four point scale questionnaire titled Influence of Classroom Management on Students' Academic Performance Questionnaire (ICMSAPQ) was constructed by the researcher and used to collect data for the study. Data obtained for the study were analyzed using descriptive and inferential statistics. Mean and standard deviation were used to analyze the research questions while the chi-square (x 2 ) test of goodness of fit was used to test the hypotheses. The null hypotheses were tested at 0.05 level of significance. The findings of the study revealed that classroom discipline, motivation and use appropriate teaching methods significantly influences students' academic performance in secondary schools. Based on the findings, it was recommended that teacher should always maintain discipline in their classrooms, endeavour to introduce innovative ideas to motivate learning, they should identify and use appropriate teaching methods as a key factor to influence students' behaviour and achievements.
This study is the empirical investigation of the impact of classroom management techniques on students' academic performance in selected junior secondary schools in Municipal Area Council, to achieve this objective primary method of data collection was used and Statistical Package for Social Science (SPSS) programme mean and simple percentages were used for analysis. The responses from the respondents through questionnaires were presented in tables and analyzed.Fromthe research results it is noticed that there is a significant difference between classroom management techniques in junior secondary schools in Municipal Area Council and there is a positive impact of classroom management techniques on students' academic performance in junior secondary schools in Municipal Area Council. From the research findings, there is a strong relationship between classroom management techniques and students' academic performance in junior secondary schools in Municipal Area Council. One of the major problems of classroom management in the schools was lack of training for teachers, the teachers are not trained on the need and various techniques of classroom management in our junior secondary schools. Therefore, the policy recommendation is that school administrators should ensure that they regularly organize seminars that aim at intermittent training of teachers on the use of classroom management techniques and their importance in teaching and learning process in the school.