INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOUR ON STUDENTS’ LEARNING OUTCOME

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

The link between classroom conduct and academic success seems to be self-evident. Successful academic outcomes are the product of well-managed and regulated classroom conduct. Disruptive and uncontrolled conduct, on the other hand, contributes to low academic performance (Frimpong,2018). The purpose of this research is to back up the apparently self-evident link between bad conduct and accomplishment. The researchers concentrate on the association between bad classroom conduct and students' speaking performance in order to extend this notion to the area of second language acquisition (Gregg,2016). According to the usual concept of this relationship, pupils who exhibit less negative conduct do better than those who exhibit more negative behavior. Teachers have seen a change in what they are required to teach, and the grade level standards reflect this. Teachers and even parents sometimes compare kindergarten to the new first grade (Harvey,2017). As a result of the increased expectations, there has been a lot of discussion about whether we are pushing our pupils too hard and whether or not certain behaviors are happening as a result of those higher expectations. The researcher is interested in how a child's conduct affects their learning, which seems to be a loop of behaviors resulting from the student's workload. Because a child's conduct might be very different from that of another, the researcher wanted to see how the screener and evaluation scores looked. This year, the researcher had a new sort of behavior encounter in a kindergarten classroom. She questioned whether a student's conduct had an impact on how they performed on tests. If a child's exam results in a particular academic subject are poor, it's possible that their conduct during core teaching time is obstructing their learning (Mcgeown,2014). A teacher may regulate student conduct in their classroom in a variety of ways. Students may respond differently to various implementations, necessitating modifications. Each year, the behaviors in a teacher's classroom fluctuate from the previous year, implying that their routines and the method they teach certain tactics may be altered (Whitmer,2014). Any teacher's and school's ultimate purpose is to assist a student intellectually, socially, and emotionally. Positive behavior implementation is generally in place for children in a school or district, and this system provides the support that instructors depend on (Strang,2016).

1.2 Statement of the problem

Students' negative classroom conduct makes it difficult for the instructor to educate successfully. The teacher's time and attention are consumed by the misbehavior. The instructor must interrupt the lecture or discussion to handle the conduct, which takes time away from teaching the rest of the class (Whitmer,2014). If the disruptive conduct is dangerous, it may call into question the teacher's authority and cause tension in the classroom, pushing learning to the back burner. One student's disruptive conduct encourages other pupils to follow suit, jeopardizing the teacher's authority and capacity to govern the group. When one or more pupils act disruptively, it affects the learning process of other students. Constant interruptions might make it difficult to concentrate. Students are made to wait while the disruptive student's efforts to get attention are handled, or they are distracted by the disruptive student's attempts to gain attention. This may lead to poorer marks and behavioral difficulties with both other students and the kid who is interrupting class. This might be due to a variety of factors, including family issues, the parent's socioeconomic situation, peer pressure, and so on. As a result, it is necessary to investigate the impact of negative classroom behavior on students' learning outcomes (Strang,2016).

1.3 Objective of the study

The primary objective of the study is as follows

1.        To evaluate the causes of negative classroom behavior in students learning outcome.

2.        To examine the effect of negative classroom behavior in students learning outcome.

3.        To find out the influence of negative class behavior on the teachers concentration in teaching.

4.        To find out strategies on how to curb negative classroom behavior in students.

1.4 Research Questions

The following questions have been prepared for this study

1)        What are  the causes of negative classroom behavior in students learning outcome?

2)        What are the effect of negative classroom behavior in students learning outcome?

3)        What are the influence of negative class behavior on the teachers concentration in teaching?

4)        What are strategies on how to curb negative classroom behavior in students?

1.5 Significance of the study

This study focuses on negative classroom behavior in students learning outcomes. Hence the study will be significant to the ministry of education as it will have to engage teachers in periodic training on how to handle students negative behavior in classroom.

This study will also be significant to the academic community as it will contribute to the existing literature.

1.6 Scope of the study

This study will evaluate the causes of negative classroom behavior in students learning outcome. This study will also examine the effect of negative classroom behavior in students learning outcome. The study will further find out the influence of negative class behavior on the teachers concentration in teaching. Lastly, the study will find out strategies on how to curb negative classroom behavior in students. Hence the study will be delimited selected secondary schools in Rivers state.

1.7 Limitation of the study

This study was constrained by a number of factors which are as follows:

 just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

1.8 Definition of terms

Negative classroom behavior:  Less obvious disruptive behaviors include lateness, sleeping in class, and bringing in and using phones or other electronic devices

Learning outcome: this means statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences.

REFERENCES

Frimpong, S., & Adu, J. (2018). Grooming early childhood children: The role of songs and lyrics and rhymes. Ife Psychologia: An International Journal, 26(1), 182-192

Gregg, K. (2016). Communication disorders and challenging behaviors: Supporting children’sfunctional communication goals in the classroom. Early Childhood Education Journal,45(4), 445-452. doi:10.1007/s10643-016-0789-7

Harvey, S. P., Lambourne, K., Greene, J. L., Gibson, C. A., Lee, J., & Donnelly, J. E. (2017).The effects of physical activity on learning behaviors in elementary school children: Arandomized controlled trial. Contemporary School Psychology, 22(3), 303-312.doi:10.1007/s40688-017-0143-0

Mcgeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2014). Exploring therelationship between adolescent’s reading skills, reading motivation and readinghabits. Reading and Writing, 28(4), 545-569. doi:10.1007/s11145-014-9537-9

Strang, T. M., & Piasta, S. B. (2016). Socioeconomic differences in code-focused emergentliteracy skills. Reading and Writing, 29(7), 1337-1362. doi:10.1007/s11145-016-9639-7

Whitmer, R. (2014). Instruction in motion: Giving students a much-needed brain break- andacademic boost- with exercise in class. District Administration, 50(4). 50.

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