Chapter 1
1.1 Background of the study
Students’ misbehavior is one of the major problems that face by today’s educational system all over the world. According (Ali and Gracey 2013) the kind of behavior that a disruptive student might exhibit include sleeping in class, arriving late, engaging in conversation either with other class members or on their cell phones, arguing with the instructor text messaging, playing video games or even in rare cases becoming hostile.
In the United Kingdom and Australia, researchers defined classroom misbehaviors as behaviors which are disruptive to classroom order and cause trouble to teachers, such as making nonverbal noise, disobedience, talking out of turn, idleness/slowness, non-punctuality, hindering others, physical aggression, untidiness, out of seat, and verbal abuse (Sun and Shek 2012). Students’ misbehavior has been identified as one of the factors with significant impact in good schooling. Many teachers consider that dealing with misbehavior takes a great amount of time.
While students misbehavior refers to students’ action that detract from their own or their peers’ learning experiences, or which disrupt the conduciveness of the learning environment (Johnson, Claus et al. 2017).
In the Caribbean context, student misbehaviors in classroom included those disruptive behavior which hampered teaching, and learning, such as classroom disconformity, verbal and physical hostility, defiance of authority, task avoidance, inappropriate use of school property, inconsiderate interpersonal relationships, over-reactions to normal situation, and technological related factors (Sun and Shek 2012). While classroom misbehavior is general interpreted a disruptive and improper behavior that adversely affects the order, teaching, and learning in classroom, it is noteworthy that the range of student misbehavior varies across cultures, cited in Johnson, Claus et al. (2017).
Student misbehavior is considered a significant educational problem as it constitutes a distraction from the learning environment for students. Additionally, students who are removed from the classroom environment have lower achievement as compared to their counterparts who remain (Layfield 2014).
‘
1.2 Purpose of study
The purpose of this research was to investigate the indicator of students’ misbehavior at the classroom. Specifically, my intention on this research was to explore student problem behaviors inside the classroom.
1.3 Problem statement
Universities student had too many disruptive behaviors which interrupted classroom instruction. A particular behavior is viewed as problematic may not necessarily be rule breaking, but inappropriate or disturbing in the classroom setting, (Sun and Shek 2012). For instance, daydreaming in class, not completing homework, talking in class, lesson disruption, bullying, and rudeness to the teacher are named as ‘problem behaviors’, (Sun and Shek 2012).
With recent studies reporting that approximately one in five students exhibit disruptive behavior and more than one in 20, aggressive behaviors, appropriate management and intervention strategies are necessary (Knowlton 2014). Obviously, student misbehaviors retard the smoothness effectiveness of teaching and also impede the learning of the student and his/her classmates. Therefore this study was designed to find the indicator of students’ misbehavior in the classrooms.
1.4 Research question
To satisfy the purpose of the study, the researcher generated the following research questions:
1) RQ1: What is the indicator of students’ misbehavior at classroom among FSR students?
2) RQ2: What is the most common misbehavior?
3) RQ3: Which behavior are the most disruptive to teaching and learning?
1.5 Research Objective
To satisfy the purpose of the study, the researcher generated the following research questions:
1) RO1: This study is to investigate about the indicator of students’ misbehavior at classroom among FSR students.
2) RO2: To determine which misbehaviors are the most encountered or which ones are the least encountered of the students.
3) RO3: To determine student behavioral problem
1.6 Significant of the Study
The study on the indicator of students’ misbehavior in the classroom is crucial because limited research conducted in this field in Malaysia. Hence, this research will give some information about the most misbehavior indicator.
College student misbehavior was an unfortunate but inevitable part of the instructor student dynamic. The study on the indicator of students’ misbehavior can enrich the lecturers understanding about the problem arise among students. Results from this study may provide insight into best practices for helping students develop positive behavioral self-efficacy and teach them to act in socially desirable ways. Better self-control will allow students to focus their attention on learning and skill development and strive towards their academic potential.
Moreover, this study also provided information and can be one of the guideline to educational system and faculty to provide clarity to the real issues and to offer suggestions on how to approach determination of a solution. Significance of the study is psychological body of knowledge.
1.7 Delimitation
Delimitation refers to aspect of a research study where the studies can control. The first delimitation in this study is all respondent are restricted to FSR (Degree) students only. Besides that, the age of the respondents is not more than 18-25 years old.
1.8 Limitation
Limitations refer to aspect of a research study where the studies cannot control, that represent as weaknesses of the study and may negatively affect the result. The first limitation in this study is respondent might not understand the question. They might have different degree of tolerance in judging whether a particular action is a type of misbehavior or not. Respondent also might not have sincerity in answering the questionnaire and it will affect the result of this research.
The next limitation of this study is dropout rate. The respondent might have not completed the questionnaire when researcher asking for a volunteer to answering the questionnaire. This is because they are volunteering themselves and didn’t want to cooperate well with this study. It will affect the result of this research.
1.9 Assumption
Assumptions is facts or conditions that are presumed to be true, yet not actually verified, that become underlying basics in the planning and implementation of the research study. The following refer to the basic assumptions of this study:
1) The respondents fully understand the questions.
2) The respondents fully answer the questions.
3) The subjects were assumed to give full commitment during answering the questionnaire.
1.10 Definition of term
1.10.1 Disruptive behavior
The University of North Carolina student affairs office defined disruptive behavior as ‘any behavior that disturbs, interferes with, disrupts, or prevents any normal operations and functions of the University, (Ali and Gracey 2013). As the primary function of the University is education, ‘normal operations’ would include teaching, classroom activities, and a student’s right to pursue educational opportunities’ (Ali and Gracey 2013). Disruptive student misbehavior is any behavior that causes interference in the teaching and learning environment. This behavior includes less severe actions such as sleeping in class, tardiness (Hands 2014). The kind of behavior that a disruptive student might exhibit include sleeping in class, arriving late, engaging in conversation either with other class members or on their cell phones, arguing with the instructor text messaging, playing video games or even in rare cases becoming hostile (Ali and Gracey 2013).
1.10.2 Student misbehaviors
Defined as behaviors that disrupt learning, student misbehaviors have consistently proven to be detriment to classroom across grade levels and context (Johnson, Claus et al. 2017). Student misbehaviors do not simply impede the learning of the misbehaving individual, but also have adverse effect on the learning and classroom experience of other students (Johnson, Claus et al. 2017). ‘
Chapter 2
Literature review
2.1 Introduction
In order to provide a good knowledge of the concept in this study, the review of the literature in a several part related to the topical are included. In this chapter will discuss more on previous researcher findings and view about this topic.
2.2 Student Misbehaviors
Behaviorism is a theory of learning that hypothesizes all behaviors is acquired through conditioning (Power 2012). ‘Behaviorism is an objective science that studies behavior without reference to the mental process’ (Power 2012). Behavior management models, presents definitions of students’ misbehavior and different terms used to name this category of behaviors by different authors in accordance with their approaches or/and their intention to underline a particular feature of these behaviors within a specific context of analysis (problem behavior, defiant behavior etc.). Misbehavior includes behavior that interferes with teaching, interferes with the rights of others to learn, have a negative impact on student’s school adjustment.
Student misbehaviors refer to student’s actions that detract from their own or their peers learning experiences, or which disrupt the conduciveness of the learning environment (Johnson, Claus et al. 2017). Since the early 1970s a growing body of literature within education (focusing primarily on K-12 classroom) has examined specific students misbehaviors in order to understand their detrimental effects of learning (Johnson, Claus et al. 2017). Although numerous related constructs have emerged that related to Plax and Kearney’s research regarding student misbehaviors (e.g., nagging, Dunleavy & Myers, 2008; challenging, Simonds, 1997; excuse making, Martin. Myers, & Mottet, 1999), those construct remain distinct from the notion of student misbehavior.
Student misbehavior affects the academic achievement not only of the student misbehaving, but also other students (Power 2012). School are faced with the daunting challenge of educating students that exhibit inappropriate behavior that interferes with their own learning and other students (Power 2012). Student misbehavior disrupts instruction, prevents the normal operations of a classroom, and undermines valuable instructional time (Power 2012). According to John Power (2012) a study conducted by Tobin and Sugai (1999) found that ninth grade students that had accumulated three or more suspension during a school year were more likely to experience academic failure. Morrison, Anthony, Storino, and Dillon (2001b) found a correlation between student misbehavior and lower Grade Point Averages (GPA). The third study conducted by Nelson, Benner, Lane, and Smith (2004) found students that displayed severe problem behaviors showed large academic deficits in content areas when compared to their peers.
2.3 Disruptive behavior
University of North Carolina student affairs office defined disruptive behavior as ‘any behavior that disturbs interferences with, disrupts, or prevents any normal operations and functions of the University. As the primary function of the University is education, ‘normal operations’ would include teaching, classroom activities, and a student’s right to pursue educational opportunities’ (Ali and Gracey 2013).
Webster’s dictionary defines the word disruption within three contexts: ‘to break apart, to throw into disorder and to interrupt the normal course or unity of’ (Ali and Gracey 2013). At the same time, it gives the following three contexts of the word behavior: ‘the manner of conducting oneself, the way in which someone behaves and the way in which something functions or operates’ (Ali and Gracey 2013). A study conducted by Nordstrom, Bartels and Bucy (2009) identified three student attributes that explain disruptive behavior: attitude toward uncivil behavior, narcissism and consumerism (Ali and Gracey 2013).
(Thompson 2009) identified nine types of disruptive behaviors. There are aggression, fighting, self-failure, interfering with the work of other children, damaging own property, bullying, vandalism, running about the class and damaging class furniture. Corrie (2001), also identifying classroom disruptive behaviors, included the constant need for supervision, not listening to directions, often playing with pens, pencils, and other items, slow getting started needing to be pushed to begin work, talking out of turn, being unmotivated, getting distracted from work easily, often seeking attention and preventing others from learning by talking to them, touching them, or interfering with their books, materials and equipment.
Kuhlenschmidt and Layne (1999) stressed that disruptive and uncivil behavior must be dealt with quickly because the entire classroom will be impacted if the behavior is ignored. They noted further ‘misbehavior may escalate to intolerable levels’ (Ali and Gracey 2013). Faculty has the responsibility for promoting conflict-free college classrooms and suggested five key points for alliance between faculty and student: Mutual respect, shared responsibility for learning, effective communication including a mechanism for feedback, willingness to negotiate conflict and a sense of security in the classroom (Ali and Gracey 2013).
2.4 Classroom environment
Classroom environment is an important component of a student’s educational experience, and it impacts an instructor’s professional satisfaction (Patron and Bisping 2008). Student misbehavior can threaten the effectiveness of a class learning environment. The classroom environment serves as crucible for such learning to take place. When in the crucible of the learning environment, we will either emerge reformed, transformed and, in some instances, deformed by the environment that is created (Hands 2014).
2.5 Classroom Management
Classroom management has been an import area in educational psychology for some time. Classroom management consists of a wide range of proactive, well established, and consistent techniques and practices. For teachers to relate content effectively, classrooms must be well managed (Durmuscelebi 2010). Classroom management also represents a significant aspect of the teacher’s pedagogical and descriptions of core knowledge for educators (Emmer and Stough 2001). Recent research in classroom management and student behaviors has focused on teacher perspective with little attention paid to that of students.
In a recent national survey conducted by the American Psychology Association (2006), novice teachers reported classroom management issues as top challenges. Based on literature on teacher burnout, which is indicates the most significant contributing factor to teacher burnout is disruptive student behavior (Chang 2013).
Classroom management practices are manifold and prevention is more effective then intervention in classroom management (Glock and Kleen 2017). As teachers reported a gap between their preferred classroom management practices and the actual practices applied in the classroom in one study (Salkovsky, Romi, & Lewis, 2015), not only should teachers be asked about their management practices in future research, but they should also be observed in their classrooms. Teacher-student relationships and the ability to build positive relationships are considered key to classroom management (Marzano & Marzano, 2013; Wubbels, Brekelmans, van Tartwijk, & Admiral, 1997).
Chapter 3
Methodology
3.1 Introduction
These chapters are representing research methodology that will be used in this study. In plus, to plan and gain more deeper the understanding of the methodology of this study, the topic is discussed detailed in six (6) sections;
1) Research Design
2) Conceptual Framework
3) Population and Sampling Technique
4) Instrumentation
5) Data collection procedure
6) Data Analysis.
The first section in this chapter is described about the background of where this study will conducted. This study will be conducted at UiTM Shah Alam, Selangor. Data collecting will be done in one month to avoid bias in data collecting.
The second sections are described about research design that will be used in this study. Quantitative method and descriptive method using questionnaire will be used as a research design in this study.
The third sections are described about the population and sampling that will be used. The sample size of subject will be select around 217 to 226 from the population of FSR Degree students to participate in answering the questionnaire.
The fourth section in this chapter will explain about the instrumentation that will be used in this study. Questionnaire survey will be used by researcher to get the data.
The procedure of collecting data will be explaining more in section five. During data collections, the subject will be monitor in order to ease them when answering the questionnaire.
In the last section, will describe about on how the data will analyze by using the Statistical Package Social Science (SPSS) version 24.
3.2 Research Design
This study will use the quantitative research method and non-experimental method which is questionnaire survey. This is because the researcher found out that is a suitable to use this method to utilize. The research is suitable to gather for a large population for this study rather than the qualitative method that are using interview by measure the subject (Sigh, Fook, & Sidhu, 2006). This style is higher chances of getting the questionnaire completed by the subject and it also involves a low cost (Azlizam, 2002) but this method will take more time to gather the data by using questionnaire. The variable in the questionnaire was measure by using 5 point of Likert Scale.
3.3 Conceptual Framework
Figure 1: Conceptual Framework
In this research study will use conceptual framework where the indicator of students’ misbehavior are divided into 9 categories which is failure to engage, attendance issues, violations of normative classroom behavior, lack of attention, technology use, failure to prepare, disrespect, excessive sociability and problematic participation. The conceptual framework shows that those 9 indicators of students’ misbehavior are influencing students behavioral.
3.4. Population and Sampling
Purposive sampling technique was used where the selected subjects are accessible and convenient to this study. The FSR (Degree) students with range age 18 to 25 years old were using to participate in this study. The subjects were picked from degree students who are willing to give commitment for this study. The population of FSR (Degree) students is 545 students. By using table from Krejcie and Morgan (1970), the selected sample size of subjects will be selected from 217 to 226 subjects from the number of population to answering the questionnaires.
3.5 Instrumentation
The instrumentation of this study are adopted from the study conducted by Johnson, Claus et al. (2017) which is consist of several part:
Part A Demographics and basic information
Part B The indicator of students’ misbehavior
Part C Students’ behavioral in classroom
Table 1: Question Section
Part A : Demographic and other basic information
In the demographic part, it is included demographic characteristics which are consisting of gender, age, marital status, course studies (Sport Management or Sport Science).
Part B : The indicator of students’ misbehavior
In the part B are consisting about the indicator of students’ misbehavior. The indicators are consist 9 questions which are failure to engage, attendance issues, violations of normative classroom behavior, lack of attention, technology use, failure to prepare, disrespect, excessive sociability and problematic participation. The 5 point Likert Scale consist of level 1 (strongly Disagree), level 2 (Disagree), level 3 (Uncertain), level 4 (Agree), and level 5 (Strongly Agree).
Part C : Student Behavioral in Classroom
This part is consisting about students’ behavior in classroom. The 5 point Likert Scale consist of level 1 (strongly Disagree), level 2 (Disagree), level 3 (Uncertain), level 4 (Agree), and level 5 (Strongly Agree).
‘
3.5.1 Questionnaire
SECTION A
Please tick (‘) on the following answer:
1. Gender : Male ( ) Female ( )
2. Age : 19-20 ( ) 21-22 ( ) 23-24 ( ) 25-26 ( )
3. Course Study : Sport Management ( ) Sport Sciences ( )
SECTION B
Instruction: Please tick or circle the number represents your appropriate answer: 1)Strongly Disagree, 2)Disagree, 3)Uncertainty, 4)Agree, 5)Strongly Agree
The indicator of students’ misbehavior
No Items SD D U A SA
1. Failure to engage 1 2 3 4 5
2. Attendance Issues 1 2 3 4 5
3. Violations of normative classroom behavior 1 2 3 4 5
4. Lack of attention 1 2 3 4 5
5. Technology use 1 2 3 4 5
6. Failure to prepare 1 2 3 4 5
No Items SD D U A SA
7. Academic dishonesty 1 2 3 4 5
8. Disrespect 1 2 3 4 5
9. Excessive sociability 1 2 3 4 5
10. Problematic participation 1 2 3 4 5
SECTION C
Students’ Behavior in Classroom
Failure to engage
No Items SD D U A SA
1. Not participating in discussion 1 2 3 4 5
2. Not answering question when asked 1 2 3 4 5
3. Studying for other classes 1 2 3 4 5
4. ‘playing’ on technology (eg; listening to music, watching movies) 1 2 3 4 5
Attendance issues
No Items SD D U A SA
1. Missing class 1 2 3 4 5
2. Leaving class early 1 2 3 4 5
3. Packing up before class over 1 2 3 4 5
4. Showing up late 1 2 3 4 5
Violations of Normative Classroom Behavior
No Items SD D U A SA
1. Sleeping 1 2 3 4 5
2. Eating 1 2 3 4 5
Lack of Attention
No Items SD D U A SA
1. Inattention 1 2 3 4 5
2. Not following directions 1 2 3 4 5
Technology Use
No Items SD D U A SA
1. Texting 1 2 3 4 5
2. Extended use of phone, computer, mobile device 1 2 3 4 5
Disrespect
No Items SD D U A SA
1. Laughing at or making fun of others 1 2 3 4 5
2. Verbally or physically attacking others 1 2 3 4 5
Excessive sociability
No Items SD D U A SA
1. Holding side conversations 1 2 3 4 5
2. Whispering during lecture 1 2 3 4 5
3. Personal conversations 1 2 3 4 5
Problematic Participation
No Items SD D U A SA
1. Interrupting lecturer/others 1 2 3 4 5
2. Talking out of turn 1 2 3 4 5
3. Asking repeated questions 1 2 3 4 5
‘
3.5.2 Pilot test
Before the research is conducted, pilot test study is conducted to know the reliability and validity of the study. According to Creswell (2003) cited in Shih-wen Chen, M.A., (2001), indicated that when one modifies an instrument or combines instruments, the original validity and reliability may not hold for the new instrument, and it becomes important to re-establish validity and reliability during data analysis in a survey study. In this research, the reliability and validity are to be measured with a small group of 50 subjects to be the pilot test sample. According to Haralambos and Holbom (2008) cited in Shih-wen Chen, M.A., (2011), pilot studies are conducted before the main research study in order to find out whether the research study is in fact feasible.
3.6 Data collection and Procedure
The questionnaire will distribute to the subjects. The researcher will focus on FSR Degree student only to distribute the questionnaire. The questionnaires will be prepared in bilingual which is English and Bahasa Malaysia. The questionnaire will distributed to the subjects in proper manner and briefly explain the content of questionnaire and will ask the subjects to spend some time to answering the questionnaires. The subjects will answer the questionnaire distributed. The subjects were able to ask questions regarding the questionnaires to avoid misunderstanding. It will take 10 minutes for the subjects to answer the questionnaires. The questionnaire will be collected by researcher right after the subjects answered it. Finally, the researcher thanks to the subjects for giving and spending time to answering the questionnaire. The data collected will be analyzed.
3.7 Data Analysis
The software called IBM Statistical Package for Social Science (SPSS) version 24.0 was employed to analyze the data collected in this study. This software will help researcher to reading the data that will transform into table, chart, schedule, and graph that will describe and access the data within one page.
By using statistic seek for this study, ANOVA method will be used to compare the difference more than two groups. One sample t-test which is parametric independent t-test will be used to compare two differences which are gender and etc. This study will go to Correlation Coefficient Pearson, to see the strength of the relationship between the variables. Simple Linear Regression which is multiple regressions also will be used in this study to see the relationships between many variables.
Refferences
Ali, A. and D. Gracey (2013). Dealing with student disruptive behavior in the classroom’A case example of the coordination between faculty and assistant dean for academics. Proceedings of the Informing Science and Information Technology Education Conference, Informing Science Institute.
Chang, M.-L. (2013). “Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping.” Motivation and Emotion 37(4): 799-817.
Durmuscelebi, M. (2010). “Investigating students misbehavior in classroom management in state and private primary schools with a comparative approach.” Education 130(3): 377-384.
Emmer, E. T. and L. M. Stough (2001). “Classroom management: A critical part of educational psychology, with implications for teacher education.” Educational psychologist 36(2): 103-112.
Glock, S. and H. Kleen (2017). “Gender and student misbehavior: Evidence from implicit and explicit measures.” Teaching and Teacher Education 67: 93-103.
Hands, A. (2014). Perceptions and Frequencies of Classroom Incivilities on Community College Campuses, San Diego State University.
Johnson, Z. D., et al. (2017). “College student misbehaviors: an exploration of instructor perceptions.” Communication Education 66(1): 54-69.
Knowlton, K. A. (2014). “Student Perspectives of Misbehaviour.”
Layfield, B. H. (2014). A multi-faceted approach to reduce incidents of student misbehavior though prevention and response measures at Sussex Central High School, University of Delaware.
Patron, H. and T. O. Bisping (2008). “Why students misbehave in class: An empirical analysis of classroom incivilities.” Mountain Plains Journal of Business and Economics. General Research 9(2): 61-74.
Power, J. (2012). The effect of implementing school-wide positive behavior interventions and supports on student misbehavior in a large urban high school, Liberty University.
Sun, R. C. and D. T. Shek (2012). “Classroom misbehavior in the eyes of students: A qualitative study.” The Scientific World Journal 2012.
Sun, R. C. and D. T. Shek (2012). “Student classroom misbehavior: an exploratory study based on teachers’ perceptions.” The Scientific World Journal 2012.
Thompson, B. (2009). “Disruptive behaviours in Barbadian classrooms: implications for universal secondary education in the Caribbean.” Journal of Eastern Caribbean Studies 34(3): 39.