CHAPTER ONE 

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

According to Kerr and Nelson (2010), all teachers, regardless of their effectiveness or experience, will have to deal with classroom behavior issues at some point during their careers. For several years, disruptive behavior in classrooms has become a point of worry for education districts, and the single most frequent request for help from teachers is linked to classroom management and behavior (Rose & Gallup, 2005). According to Kyriacou and Roe(1988), teachers believe that issues with student behavior in the classroom are one of the most difficult challenges they encounter on a regular basis.

Good behavior is a prerequisite for good teaching and learning, as well as a vital educational outcome that society rightfully requires. Teachers are expected to have order and positive performance, because if we do not provide them, society would become rapidly impatient and illiterate. As we aim to eliminate or avoid pupils' behavior issues by different means of action, we must critically examine ourselves, our instruction, our institutions, our rituals, and our impact on students (Charlton & David, 1997). Student misbehavior is one of the most often mentioned issues in today's public schools. In reality, teachers consider controlling student behavior to be one of their most difficult tasks as well as one of their most significant preparation and ability gaps (Weigle et al., 1997).

Disruptive classroom behavior is a big source of teacher tension and dissatisfaction, and it has a significant impact on teachers' ability to keep a positive and organized learning atmosphere (Hawe, Tuck, Manthei, Adair, & Moore, 2000). In the 1970s, educators and psychologists stressed the role of student involvement and achievement in avoiding destructive behavior in the classroom. There has been a significant improvement in the overt and indirect evaluation and study of problem behavior in school environments during the last 20 years in order to evaluate the role of destructive behavior and create more tailored approaches centered on these evaluations (Lagland, Lewis & Sugai, 1998). The Ronald Partin Problem Behavior Checklist for Students is focused on his findings (1999). Partin clearly distinguishes between ineffective and highly efficient teachers. Successful instructors, according to his study, are in charge of their classrooms but not concerned with the concept of control. According to Partin's report, defining certain norms or codes of ethics to manage student behavior is a crucial first phase in establishing expectations for appropriate behavior in a classroom. Rather than having to list all of the potentially objectionable behaviors, it seems that the most effective behavior to motivate others to follow laws is to state them favorably and express what you wish to happen. Discipline and classroom discipline are two of the most critical, albeit difficult, problems that teachers face. Few children arrive at school without issues, and few schools excel without assisting children in problem-solving (Clark,1998). There is now a growing movement in education that relies on a more objective and egalitarian understanding of the triggers of student disruptive behavior in school. This trend, known as the systems method, has shifted the emphasis away from the person (student and teacher) and toward the organization (Charlton & David, 1997). According to Lawrence and Steadman (1984), this form of destructive behavior is frequently: annoying, disturbing, and exhausting, and in exceptional situations, it may result in the full collapse of classroom order and, most importantly, the teacher's wellbeing. Flexible styles of teaching rely on the learner and his or her desires and needs, increasing desire to learn and naturally reducing misbehavior. This is one approach to avoid problem behavior in the classroom by the teacher's learning style.

1.2  STATEMENT OF RESEARCH PROBLEM

The effects of negative classroom behaviour on academic performance appears to be self-explanatory. Good learning outcomes are the product of well-managed and supervised classroom behaviour. Disruptive and uncontrolled behaviour, on the other hand, contributes to low academic performance. The research concentrates on the effects of negative classroom behaviour and students' learning in secondary schools. It is quite evident that students who exhibit fewer negative behaviours perform higher than those who exhibit more negative behaviour. However, these negative behaviours exhibited by some students tend to affect other students especially if the negative behaviours occur when teachers are imparting knowledge. Other students find themselves to be distracted by such behaviours and this can hamper with the learning process and cause a reduction in academic performance of secondary school students.

This study seeks to investigate the negative class room behaviour on teaching and learning in secondary schools in Imo state.

1.3  OBJECTIVES OF THE STUDY

1.      To determine whether there is a relationship between negative class room behaviour, learning and students performance in secondary schools in Imo state.

2.      To investigate the effects these negative behaviours on teaching and learning of secondary school students in Imo state.

3.      To proffer possible solutions that will tackle the challenge of negative classroom behaviours.

1.4  RESEARCH QUESTIONS

1.      Is there a relationship between negative class room behaviour, learning and students performance in secondary schools in Imo state?

2.      What are the effects these negative behaviours teaching and learning of secondary school students in Imo state?

3.      What are the solutions that will tackle the challenge of negative classroom behaviour?

1.5  SIGNIFICANCE OF THE STUDY

This study will be helpful in the academic world as it would be an addition to other studies done on such a subject matter and it will give a different perspective. It will also be helpful to educational bodies and secondary schools to take the necessary steps in order to tackle negative classroom behaviour. It will also provide an avenue for other researchers to delve deeper into the research and even take it on from a whole different perspective.

1.6  SCOPE OF THE STUDY

This study will be limited to effects of negative classroom behaviour on teaching and learning in secondary schools in Imo state. It will be limited to a random selection of two schools (public and a private) in Imo state.

1.7  LIMITATIONS OF THE STUDY

This study was limited by time and availability of funds. These prevented the researcher from delving deeper into the research.

1.8  OPERATIONAL DEFINITION OF TERMS

1.      NEGATIVE CLASSROOM BEHAVIOUR: Simply refers to those behaviours in the classroom such as noise making etc. that affect the teaching and learning processes.

2.      TEACHING: The act of imparting knowledge.

3.      LEARNING: The process of understanding what has been taught.

Reference

Rose, L.C. & Gallup, A.M. (2005). The 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 87(1):41-57

Kyriacou, C. & Roe, H. (1988). Teachers’ perception of pupils’ behaviour problems at a comprehensive school. British Educational Research Journal, (14)2:167-173.

Kerr, M.M. & Nelson, C.M. (2010). Strategies for addressing behavior problems in the classroom. 6th edition. Columbus: Merrill Prentice-Hall.

David K. (1997) Pastoral care in schools  Managing  Misbehaviour  In  Schools.  Editors:

Charlton T & K.David. Second Edition, London: Routledge

Weigle, K.L. (1997) Positive behvior support  as a model for promoting educational inclusion.

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Langland,  S.,  Lewis-Palmer, T.,  &  Sugai,  G.  (1998).  Teaching  respect  in  the  classroom:

An instructional approach. Journal of Behavioral Education, 8, 245-262.

Partin, Ronald.L. (1999). Classroom teachers survival guide: Practical strategies, management techniques, and reproducibles for new and experienced teachers. West Nyack, NY: The Center

for Applied Research.

Lawrence,  J.  And  Steadman,  R.  (1984). Disruptive Schools: Disruptive Pupils, London: Croom Helm.

Hawe, E., Tuck, B., Manthei, R., Adair, V., & Moore, D. (2000). Job satisfaction and stress

in New Zealand primary teachers. New Zealand Journal of Educational Studies, 35, 193-205

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