In several parts of the Malaysia Education Blueprint 2013 – 2035, one can find several statements that rightly give importance to values education related to the spiritual and moral development of students in Malaysian schools. These statements can be identified in the aspirations of the blueprint towards the education system and also towards the students as well as in one of the 11 main shifts underlined by the authors of the blueprint to transform the national education system. While some of the action plans and initiatives recommended in the blueprint come across as efforts to strengthen values education in Malaysian schools, other initiatives could raise concerns. First, these initiatives are somewhat not substantive and secondly, some of them are perhaps questionable, both in theory and in practice. Hence, this paper aims to point out these concerns to those who have interest in values education and concurrently offer suggestions for consideration regarding other related matters. A general aim of the blueprint is to produce Malaysian citizens who internalise values and specifically, to strengthen values education thus ensuring the spiritual and moral development of Malaysian students. Indeed, there is no shortage of ideas concerning ways to promote students’ maturity in values and this network of ideas and measures entails placing the responsibility for values education not just on one group (the values education teachers) or programme (the Islamic Education and Moral Education subjects), but on all school heads and teachers as well as adults at home and in the community outside the school.
The main goal of the current study is to explore the demographic variables that are related to student misbehaviour in Jordanian high schools in the Governorate of Jarash using a survey research design. The level of student misbehaviour is measured by a questionnaire consisting of 30 items distributed over the three categories disobedience, classroom disruption and vandalising school property. The results of the present study show that student misbehaviour differs significantly in respect to the students’ academic achievement and the parents’ level of education. However, student misbehaviour does not differ significantly according to the students’ monthly family income. The findings of the study has viable implications for future school reforms and includes recommendations to improve the role of the family and the school in modern secondary education
The main purpose of this paper is to investigate the level of student misbehaviour and to explore the types of student misbehaviour among Jordanian high school students in the Governorate of Jarash. This paper presents the findings of a survey conducted to identify the level and type of misbehaviour. It emphasizes the important role school plays in reinforcing positive societal norms and values in teenagers with the ultimate aim to produce well-adjusted young adults. The findings support the idea that factors such as gender and grade level affect the type and level of misbehaviour exhibited by Jordanian high school students. The results of this study also revealed that the majority of the respondents showed a low level of misbehaviour. The most frequent types of misbehaviour found among Jordanian high schools students were disobedience, classroom disruption and vandalizing school property. Student misbehaviour differs significantly according to the students’ gender, grade level and the type of school they attend.
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