Influence of Negative Classroom Behaviour in Teachers Teaching Method
CHAPTER ONE
Objective of the study
The broad objective of this study is to examine the influence of negative classroom behaviour in teachers teaching method. Specifically, the study seeks:
- To examine the types of negative behavior exhibited by teachers during teaching-learning process
- To explore factors that triggers teachers negative behavior during classroom instruction.
- To determine if teachers’ negative behaviour would lead to a chaotic classroom management.
- To ascertain if teacher’s negative behavior would impede the learning outcome.
CHAPTER TWO
Related literature review
THEORETICAL FRAMEWORK
This study draws on previous research in the field, and in particular on Jessor and Jessor’s (1977) Problem Behaviour Theory, Merton’s (1957) concept of anomie and Rotter’s (1954) Social Learning Theory. Problem behaviour theory allows one to understand how poor behaviour from adolescents and young adults cause behavioural outcomes such as drug and alcohol use, deviancy, truancy and risky sexual behaviour. The concept of anomie and social learning theory determine that behaviour in its various forms evolves from the interaction and structure of the behaviour system, the personality system and the perceived environment. The behaviour system encompasses both conventionally and socially acceptable behaviour and that which deviates from the norm such as truancy, poor classroom behaviour, drug and alcohol abuse and risky sexual habits. The personality system includes a number of factors such as the value of achievement and independence, how a person relates to society, their personal belief system, and their ability to control undesirable behaviours. The adoption and acceptance of values and belief systems counter to the social norm results in problem behaviour. Low achievement often results in adverse personality patterns and poor selfesteem. The perceived environment system includes the level of an individual’s relationship to their support network. This can be distal or proximal and it focusses on environmental factors and their relationship with accepted models of behaviour (Jessor, 1998). Jessor (1987) determined that when the personality system and the perceived environment system clash, behavioural problems become apparent. These negative classroom behaviours can manifest in truancy, deviancy, non-compliance, substance abuse and delinquency. Jessor also suggests that problem behaviour may result from a ‘pulling away’ from parental and community influence. The affirmation of independence from the support structure sometimes results in undesirable traits occurring, whilst in the conventional and accepted behaviour structures there is a natural affinity towards the traditions of society, such as church attendance and a focus on high academic achievement. Jessor concludes that peer and adult role models can affect behaviour negatively and encourage deviancy. Exposure to situations that invite problem behaviour can encourage at risk adolescents to emulate the undesirable trait and this often translates into disruptive behaviour within the classroom.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Influence of Negative Classroom Behaviour In Teachers Teaching Method. Selected secondary schools in Lagos state forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
TEST OF HYPOTHESIS
HO1: Teachers’ negative behaviour does not lead to a chaotic classroom management.
HO2: Teacher’s negative behavior does not have any effect on the learning outcome
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Influence Of Negative Classroom Behaviour In Teachers Teaching Method. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Influence of Negative Classroom Behaviour in Teachers Teaching Method
Summary
This study was on Influence of Negative Classroom Behaviour in Teachers Teaching Method. Four objectives were raised which included;To examine the types of negative behavior exhibited by teachers during teaching-learning process, To explore factors that triggers teachers negative behavior during classroom instruction, To determine if teachers’ negative behaviour would lead to a chaotic classroom management and To ascertain if teacher’s negative behavior would impede the learning outcome.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lagos state Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The aim of this research project was to explore the problem of disruptive classroom behaviour in schools in Lagos state and to help teachers and interested community leaders adopt effective, pro-active interventions in order to alleviate the problem. The underlying conclusion in the study is that classroom behaviour is affected adversely by the disparity between modern and traditional norms, drug and substance abuse, family instability and interruptions to schooling
Recommendation
Recommendations invite all community stakeholders to participate in working together to address the causes of disruptive classroom behaviour and to lessen the incidences of this harmful problem occurring both to the learner involved, his peers and the broader school setting. The researcher also recommends that additional research to be undertaken into disruptive classroom behaviour and strategies to address it effectively
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