Perceived Misbehavior During Classes of Pupils in the Primary Grades at Bigain Elementary School

Abstract

INTRODUCTION

Misbehavior is an act of doing wrong things that are not suited in a certain situation, especially during classes. This is a problem affecting schools across the nation and around the world. Pupils conduct problems in the classroom not only interfere with teaching and learning but are also thought to be a leading contributor to teacher's stress. It affects the teaching-learning process which leads to poor academic achievement of pupils. There are many factors to be considered why pupils misbehave during classes and the researchers find ways and means on how to cope up with this problem.

METHODS

The survey method and retrospective interview were used by the researchers as data gathering procedures. Checklist, questionnaire, focus group discussion and retrospective interview guide were used to attain the objectives of the study. A survey questionnaire was prepared, validated, distributed, tallied and interpreted to identify the perceived misbehavior of pupils. A retrospective interview followed after accomplishing the survey questionnaire to validate and confirm the responses given by the research participants. Finding pertinent to teachers' perceptions of pupils' problem behavior inside the classroom was reported in this paper.

RESULTS

The survey method and retrospective interview were used by the researchers as data gathering procedures. Checklist, questionnaire, focus group discussion and retrospective interview guide were used to attain the objectives of the study. A survey questionnaire was prepared, validated, distributed, tallied and interpreted to identify the perceived misbehavior of pupils. A retrospective interview followed after accomplishing the survey questionnaire to validate and confirm the responses given by the research participants. Finding pertinent to teachers' perceptions of pupils' problem behavior inside the classroom was reported in this paper.

DISCUSSIONS

Among various classroom problem behaviors reported, comparatively more teachers pointed out that "inattentiveness" is the most unacceptable problem behavior. As revealed in the interviews, such behavior indicated that students lacked proper attitudes and values in interpersonal relationships as well as in their morality. "Moving around the room" rank second because these behaviors disrupted the classroom order which required teachers to spend time in managing classroom discipline and thus would adversely affect teaching.