Types and Causes of Students’ Disruptive Behavior in Classroom at Secondary Level in Khyber Pakhtunkhwa, Pakistan

Abstract

Secondary school teachers have repeatedly ranked disruptive behaviour as one of the most serious hurdle in effective teaching learning process in the classroom. It has also been reported that the students in public schools feel insecure due to lack of effective disciplinary measures and probable for aggression and unpleasant situation. Teachers are often not well prepared to manage classrooms' discipline. The present study aimed to investigate the types and causes of disruptive behaviour in classroom at secondary level. Teachers who were teaching in the secondary schools of Khyber Pakhtunkhwa constituted the population of the study. Five hundred (500) teachers were taken as sample, using multi-stage random sampling method. A questionnaire was developed on five point Likert Scale and was distributed among the sampled teachers and collected their responses regarding the types and causes of students' disruptive behaviour in classroom. Some of the types of disruptive behaviour were reported unanimously reported by most of the teacher however a significant deviation has been reported. It is recommended that the disruptive behaviour of students of secondary schools in Pakistan needs an extensive attention of educators, policy makers and the government to address this area for quality education in the country. For this purpose proper trainings may be arranged for administrators and teachers to equip them regarding disruptive behavior and classroom management.

Exploring the dilemmas and their influence on teacher identity development during practicum: Implications for initial teacher education

“…This is a common phenomenon especially in the public sector schools of Pakistan as revealed by the previous studies (see, for example, Nomaan et al., 2016). In addition, classroom management issues revealed by the participants in this study have also been previously reported (Ghazi et al., 2013). Thus, the study supports the previous studies with regard to classroom management issues and the low academic level of students in Pakistan.…”

“…In addition, classroom management issues revealed by the participants in this study have also been previously reported (Ghazi et al, 2013). Thus, the study supports the previous studies with regard to classroom management issues and the low academic level of students in Pakistan.…”

Relationship between personality traits and digital literacy skills: a study of university librarians

“…Moreover, openness to experience and neuroticism students used information sources while, consciousness students consulted with professor and advisors for academic problems. On the other hand, Ghazi et al (2013) examined the impact of personality traits on academic achievement among students of Khyber Pakhtunkha, Pakistan. They found no significant relationship between academic achievement and personality traits of students while, conscientiousness and agreeableness traits had a somewhat positive effect on the students’ academic achievements.…”

A Case Study of the Perceived Impact of Disruptive Behavior among Grades 9 and 11 Students on their Academic Performance at a Corporate High School

“…The research provides evidence to suggest that disruptive behavior in the classroom impacts students' academic achievement (Akey, 2006); (Barriga et al 2002). Research done by Ghazi et al (2013), has shown that one of the major concerns experienced by educators and teachers alike is the issue of disruptive behavior in secondary schools. The researchers further posit that classrooms where disruptive behavior occurs oftentimes receive less classroom engagement time and subsequently, those disruptive students tend to achieve lower ranking in achievement tests.…”