Classroom Discipline Awareness among Grade Vi Pupils and its Impact on Learning Outcomes

Abstract

INTRODUCTION

This action research entitled Classroom Discipline Awareness Among Grade Vi Pupils and Its Impact on Learning Outcomes focused on how the contributory factors on pupils' awareness of classroom discipline affect their behavior during the discussion and the extent to which pupils' awareness of classroom discipline affects teacher's classroom management.

METHODS

The study covered all the 44 pupils of Grade 6 observed during different classes. Their misbehaviors were recorded using a Misbehavior Observation and Formative Assessment Monitoring (MOFAM) Tool.

RESULTS

The data gathered were tabulated and presented using bar graphs. The frequency of each observed misbehavior was recorded beside the scores they obtained from the formative assessment. The two sets of data were then compared.

DISCUSSIONS

Based on data, learners must be informed of the teacher's policies inside the class but the teacher must not rely on the learner understanding of his/her policies and must constantly make sure that discipline (a positive one) is imposed throughout the class. Also, one point to be considered in analyzing learner behavior in relation to his/her achievement is the kind of misbehavior exhibited. There are misbehaviors that do not directly show disinterest in the lesson, some actually signify interest. For instance, a learner who becomes talkative upon hearing a topic that catches his interest. Finally, it was found out that it is important to consider learner's behavior during a class to sustain his/her interest and activity during the class to ensure that learning is possible. Though behavior is not an absolute indicator of learning, it is a factor that greatly contributes to the realization of the lesson's objectives.