USE OF BEHAVIOUR MODIFICATION TECHNIQUE FOR
MANAGING CLASSROOM DISRUPTIVE BEHAVIOUR BY
TEACHERS IN AFIKPO EDUCATION ZONE
BY
OKORIE, AGNES CHINELO
PG/M.ED/08/49633
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(GUIDANCE AND COUNSELLING)
UNIVERSITY OF NIGERIA, NSUKKA
APRIL, 2012
i
TITLE PAGE
USE OF BEHAVIOUR MODIFICATION TECHNIQUE FOR
MANAGING CLASSROOM DISRUPTIVE BEHAVIOUR
BY TEACHERS IN AFIKPO EDUCATION ZONE
BY
OKORIE, AGNES CHINELO
PG/M.ED/08/49633
A PROJECT REPORT SUBMITTED TO THE DEPARTMENT
OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF
NIGERIA, NSUKKA IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE AWARD OF
MASTERS DEGREE IN EDUCATION
(GUIDANCE AND COUNSELING)
SUPERVISOR:
DR. PAUL N. ONWUASOANYA
APRIL, 2012
APPROVAL PAGE
ii
THIS PROJECT HAS BEEN APPROVED FOR THE
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
UNIVERSITY OF NIGERIA NSUKKA.
BY
__________________________
DR. PAUL N. ONWUASOANYA
SUPERVISOR
________________________
PROF G. C. UNACHUKWU
EXTERNAL EXAMINER
____________________
DR J. C. OMEJE
INTERNAL EXAMINER
____________________
PROF. C. S. I IFELUNNI
HEAD OF DEPARTMENT
_________________________
PROF. S. A EZEUDU
DEAN FACULTY OF EDUCATION
iii
CERTIFICATION
OKORIE AGNES CHINELO, a postgraduate student of the
department of educational foundations. University of Nigeria, Nsukka with
registration number PG/M.ED/08/49633 has satisfactorily completed the
requirements for research work for the award of the degree of masters in
guidance and counseling.
The work embodied in this project has not been submitted in part
or in full for any other degree or diploma of this or any other university
DR Paul. N. ONWUASOANYA
Supervisor
OKORIE, AGNES. C.
Candidate
iv
DEDICATION
This thesis is dedicated to my beloved mother, my children and my
Late husband Oyibo.
v
ACKNOWLEDGMENTS
The researcher wishes to seize this opportunity to express her profound
gratitude and deep appreciation to all those who contributed in one way or the
other to make this research work a reality.
The researcher sincerely indebted to my project supervisor, Dr. P.N.
Onwuasoanys, for his highly Patience in helping and encouraging me in going
through this rigorous work, you are a father in giving corrections in this work.
The researcher grateful to the head of the department Prof. I. Ifeluni.
The researcher really grateful to all the teachers in Afikpo Education Zone,
were the researcher used for this Project. My thanks goes to them for the
assistance they gave during the collection of the research data.
My Profound gratitude also go to the members of my Panel; Prof J.C.
Omeje, Dr. Ann. Okolo, Dr A.U. Okere, Dr, E.N. Nwosu, Dr J. Eze and other
lecturers in the guidance and counseling unit, for their help in correcting this
research work.
The researcher would ever remain grateful to my wonderful children and
my Late mother and husband for their encouragement. The researcher thank
Ogbonnaya Okereke for endurance since she commence this work.
My gratefulness goes to my Elder brothers, Ndu, Ifeanyi and my elder
sister, and my Nephews for their support and other relatives who are always
interested to know how far I have gone with the work.
The researcher will ever remain grateful to my advisers Agbafor Isaacs,
Agbafor Chibueze, Legboris Emperor Mgbara, my mentor, Mrs Ngozi KaIu, Bro
Mike Obudu, Mr and Mrs. Godwin Ngwu, favour Okoli, Mary Oriade, Otubeje
and Adaka.
The researcher thank my aunts Mrs Regina Owunna, Mr Angela Ugwuoke
Mrs Edoka, Mr. and Mrs. Matnias. U, Mr Benson Akuuma and Mrs Nworie.
My typist who work day and night to put this work together, Remain
grateful to chief and Mrs. Collins Nwagu for their encouragement.
Finally, the researcher very very grateful to Almighty God for giving her
strength and the special grace to bring this research work to the end, he is the king
of kings and the Lion of the tribe of Judea.
Okorie Agnes Chinelo
Department of Education
University of Nigeria
Nsukka.
vi
TABLE OF CONTENTS
Certification ......................................................................................
Dedication .........................................................................................
Acknowledgment ..............................................................................
Abstract .............................................................................................
Table of Contents --------------------------------------------------------List of Table ---------------------------------------------------------------
i
ii
iii
v
vi
vii
CHAPTER ONE: INTRODUCTION
Background of the Study ..................................................................
1
Statement of the Problem ..................................................................
9
Purpose of the Study .........................................................................
10
Significance of the Study ..................................................................
10
Scope of the Study ............................................................................
12
Research Question ............................................................................
13
Hypotheses ........................................................................................
13
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework .....................................................................
14
Concept of Behaviour .......................................................................
14
Strategies for classroom management .............................................
20
Concept of Behaviour Modification Technique ...............................
24
Theoretical Framework .....................................................................
41
Social Learning Theory ....................................................................
42
The Behavioural Theory ...................................................................
43
Empirical Studies ..............................................................................
44
The impact of cognitive beahaviour modification strategy on youth’s
readiness aptitude to cub aggression in the universities.
On effects of cognitive and modeling techniques of counseling on
students study behaviours and academic achievement.
vii
On cognitive behaviour therapy in improving the post secondary
school teachers in schools.
Summary of Literature Review.........................................................
47
CHAPTER THREE: RESEARCH METHOD
Design of the Study...........................................................................
48
Area of the Study ..............................................................................
48
Population of the Study.....................................................................
49
Sample and Sampling Techniques ....................................................
49
Instrument for Data Collection .........................................................
50
Validation of the Instrument .............................................................
50
Reliability of the Instrument .............................................................
51
Method of Data Collection ...............................................................
51
Method of Data Analysis ..................................................................
52
CHAPTER FOUR: DATA ANALYSIS AND DATA PRESENTATION
Results on research questions ---------------------------------------------- 53
Result on research hypotheses
------------------------------------------
54
CHAPTER FIVE: DISCUSSION, IMPLICATIONS,
RECOMMENDATIONS, LIMITATION, SUGGESTION AND
SUMMARY
Conclusion .......................................................................................
Implications ......................................................................................
Recommendations ............................................................................
Limitation of the study .....................................................................
Suggestion of Further Research .......................................................
Summary of the study ......................................................................
References .......................................................................................
Appendices .......................................................................................
66
67
70
72
73
74
78
82
viii
LIST OF TABLES
TABLES
TITLES
PAGE
Table I: The mean responses of teachers on the classroom disruptive
behaviours exhibited by students in secondary school ……………. 53
Table 2: The mean and standard deviation responses of teachers on the
behaviour modification techniquer teachers use in managing
classroom disruptive behaviour among secondary school students 54
Table 3: The responses the factors that could contribute to disruptive
behaviour in classroom among students in secondary school………...55
Table 4: t- test computation of the responses of male and female teachers on
the disruptive behaviour students exhibit in the classroom ………….56
Table 5: t-test computation of the male and female teachers on the
behaviour modification technique…………………………………......57
ix
ABSTRACT
Since disruptive behaviour are in a high rate among our student.. Presently it
is given teachers a lot of problem. As a result of these bad behaviours there
is ineffective learning in the classroom. The researcher decided to carryout
some study on behaviour modification techniques in secondary schools. Indepth study was also made to find out if there is difference in behaviour
modification technique. The study was carried out in secondary schools in
Afikpo Education Zone of Ebonyi State. Teachers were mainly used for the
study. Questionnaires were used to elicit the relevant information needed.
For a teacher to be effective, He/she has to have all the tools to practice his
Profession. One of the skills/techniques needed is the behaviour
Modification technique. This study focused on the use of behaviour
modification technique for managing classroom Disruptive Behaviour by
teachers in secondary schools with a view to find out whether the
appropriate behaviour modification technique is being used to modify
disruptive behaviour or not. Findings made from the study show that
disruptive behaviour that are common in all the schools includes:- noise
making, truancy, cheating in examination, inattentiveness, disobedience,
lying, lateness and indensent dressing to mention but a few. According to
E.L. Thorndike, “Anything that exist must surely be measured”. Hence the
researcher carried out this study on behaviour modification techniques use
by teachers. Data collected were being analysed using mean and standard
deviation. Research questions were used and two hypotheses were used.
Five very unpopular approaches of behaviour modification techniques were
identified. Male and female teachers make used technique in modifying
disruptive behaviour.
Majority of teachers combine the approaches of
behaviour modification technique when they want to deal with disruptive
behaviour.
1
CHAPTER ONE
INTRODUCTION
Background of the Study
Every individual all over the world has one form of behaviour or the other.
Behaviourial attitude is one thing every one exhibits and it is our nature to do so.
Most of our behaviour, left to it, is biased, partial or prejudiced, yet the quality of
our life and that of what we build depend on the quality of one behaviour. It is
important to differentiate between disruptive classroom behaviour that which
directly interferes with the ability of the instructor to teach or the ability of other
students to benefit from the classroom experience from behaviour that is merely
rude or uncivil. While the latter may become disruptive when it is repetitive or
persistent, it usually is best addressed by example and influence.
Behaviour modification, behaviour therapy and behaviour counseling are
often used interchangeably in literature. However, the major concern is on
Behaviour modification. Onwuasoanya (2006), viewed behaviour modification as a
behavioural science technique, which involves the application of principles derived
from research in experimental psychology to alleviate human suffering and
increase human functioning. Mahoney (2006), also looked at behaviour
modification as any technique, which involves the use of broadly, defined set of
clinical procedure whose descriptive and rationale often rely on the experimental
finding of psychological research. All behaviours follow a set of consistent rules
1
2
that guide behaviour modification in classroom sector which help the teachers.
Omabe (2005) pointed out that behaviour modification is systematic arrangement
and scientific process of altering behaviours, the alteration of which could be from
undesirable to desirable or improving existing one. In agreement with the above,
Uba (2006) opined that behaviour modification refers to the application of
behaviour principles of human situations including child rearing, education,
psychotherapy, vocational preparation, business and social movements. Research
over the years has led to the formulation of certain techniques that are used for
behaviour modification. Students’ behaviours are managed and changed by the
consequence of the classroom behaviour.
Furthermore Ekeruo (1990) is of the opinion that behaviour modification is
the use of the principles of operant and classical conditioning, to change a given
undesirable behaviour to a desirable one.
Behaviour could be very difficult to define in precise terms because of
cultural differences. Every culture has its own accepted standard or norms of
behaviour. A behaviour regarded as appropriate in one culture may be abnormal or
inappropriate in another culture. It is a systematic way of changing an undesirable
behaviour to a desirable one. Behaviour modification is presently seen as a process
of helping people to learn how to solve certain inter personal, emotional and
decision problems. According to Steer and Porter (1981) there are force that serves
in three functions of human behaviour; it energizes or causes people to act; it
3
directs behaviours towards the attainment of specific goal and it sustains the effort
expanded in reaching those goals. The control importance of motivation in the
classroom is for learner to emulate good behaviour. This will foster effective
learning in the classroom.
Essuman, Nwaogu, Nwachukwu (1990), agreed that learning is a practical
application of the principles of psychology in behavour modification. Ngwoke
(1995) asserted that learning is the establishment of stimulus-response bonds
between initially unconnected stimuli or events. In a broad sense, learning is a
process, which causes a change in behaviour of an individual. This change in
behaviour results in experiences or interaction between the individual and his
environment. Teachers have been accepted as behaviour moulders so they are
responsible for whatever is happening in the classroom. (Pear and Martin, 2007)
opined that teachers should employ the techniques and strategies that are
appropriate in managing classroom disruptive behaviours amongst secondary
school students. Behaviour as the way some one behaves. Behaviour can be good
or bad, desirable or undesirable, disruptive behaviour may be seen as a deviation
from acceptable desirable and appropriate behaviour, which interferes with the
individual growth, development, and those of others around him. Essuman,
Nwaogu and Nwachukwu (1990) defined behaviour as a way we behave which is
either overt or covert. An overt behaviour is that behaviour which can be observed
4
and its frequency recorded example talking aloud, laughing, crying, running,
standing etc.
Behaviour is the function of interaction of heredity and environment. From
this definition, it is worthy to note that behaviour is modifiable, by proper
manipulation of the learning process. When behaviour is modified, learning will be
more effective. Therefore, learned behaviours are patterns of behaviour that are
learned in an environmental milieu. Behaviour can be either desirable or
undesirable. In behaviour modification, it also stated that boys always dominate in
science-learning activities in co-educational schools when the instruction strategy
adopted is competitive. Obianyo (2000) reported that teachers, Overt and covert
instructional behaviour influence learners’ achievement. The effect is that teachers,
unconsciously teach science and other courses that are difficult to make boys excel
thereby creating the impression that the girls and boys can’t learn in the classroom
situation, Nzewi and Onimisi (2008), asserted that boys and girls have equal
opportunities for learning. The teacher equipped with the principles of psychology,
which he derives from his/knowledge of Educational psychology delves into the
task of molding students minds, learning involves the learner, the learning process
and the environment. These factors influence each other and equilibrium among
them is necessary process is that process through which student acquire positive
changes in their behaviour, improve their performance recognize themselves and
discover new ways. The environment includes the teachers, the school and the
5
classroom. The school is regarded as a socializing agent for children, each of these
aspects of the environment must co-operate with each other in order to facilitate
learning. To make learning adoptive to individual needs and interests, it is
necessary that teachers posses through knowledge of psychological, social and
biological factors basic to growth and achievement. It is important that teachers
should have good knowledge of principles of behaviour modification, so as to
provide conducive environment for effective learning. Maintenance of order in the
classroom is one of the professional challenges of teachers. Many teachers cannot
maintain order in the classroom because of their inability to control the class and
manage behavioural problems. Classroom behavioural problems in secondary
school includes inappropriate study habit, truancy, fighting, cheating, bullying,
quarrelling, conversing, chorus answers, lateness, and eating/chewing etc.
Omebe (2005) agreed that techniques of modifying behaviour are derived
from principles developed from learning theories which includes both cognitive,
and stimulus response associating learning processes. They are classical and
operant condition learning by imitation or modeling, cognitive or intellectual
learning (insightful learning). These theories allow the individual to actively
participate in finding solutions to his/her problems. Teachers should be able to use
behaviour modification techniques such as verbal reinforcement, private chat,
fading, ignoring, ear shooting, proximity control, and modeling, tokens to correct
6
erring students who exhibit disruptive and maladaptive behaviour in the classroom
setting
Essuman (1990). In controlling disruptive behaviour in classrooms, teachers
have mastered specific techniques for planning an optimal number of meaningful
activities for anticipating potential problems and for creating an enriched inviting
environment.
Student in such classroom appear to know what to do when they require
assistance, they know what is expected of them and they are seen satisfied with
their own progress. The ideal teacher while monitoring the student progress and
anticipating behaviour problems are able to provide students with meaningful
options matched to students learning needs. This statement points to the need of
pre-planning, lesson planning and planning how to avoid common classroom
occurrences that motivate misbehaviour, Ezeocha and Enwuezor (1990) agreed
that if teachers are aware that when students misbehave thee should be reasons for
that and the teacher should try to identify these reasons. Some students are
attention seekers and in their efforts to be recognized, disrupt the class by their
descriptive behaviours. Some students misbehave because they are frustrated by
their academic performance while others are un-co-operative in the classroom
Bandura and Walters, (1969).
Through the use of behaviour modification technique it is believed that the
individual has to be forced to learn on what to learn and devil has to be driven out
7
from some of the students who bully other as to show that are, they do these
because they are not intelligent, they have something to show to the weaker ones,
who may be more intelligent and well behaved in the classroom. In secondary
schools, most teachers use harsh traditional punishments on students who
misbehave. They often kneel them down for hours. Some of the teachers go as far
as giving students knock on the heads. The erring students may be suspended from
the school and this lead to many becoming dropouts from school. Infact, it is
necessary that the teachers should review their approach to behaviour modification
strategy as harshness in correcting unwanted behaviours has far reaching
psychological implications on the future of the student. Teachers should try to
control and mange their classrooms by being kind, humane, and fair but firm to
students. The teachers should not loose their temper easily on the student. Teachers
should try to control and manage their classrooms by being kind, humane and fair
but firm to students. The teachers should not loose their temper easily on the
students, fairness should be their watchword. Teachers should involve their
students in effective lesson and the thereby generate their confident in the teacher.
As a result of the forgoing, it will be agreed that student’s disruptive behviour is a
problem of both Educational planners, parents, counselors, Educators, school
administrators, students themselves and indeed all segments of the entire society at
large. From the foregoing, the researcher is interested in finding out how teachers
8
make use of behaviour modification technique in managing disruptive behaviour in
classroom.
Finally, time brings change. Things are not static but dynamic. Due to the
school location, gender and type of school. Behaviour modification technique is
needed in managing classroom disruptive behaviour. It not the way you handled
students in rural area that handle students in urban area because their perceptions
are not the same. Things change with changing years, such that the use and
applications of the techniques of behaviour modification years ago, as well as the
problems confronted by those who used them as reported in literature, may not be
the same at present. The way and manner the techniques of behaviour modification
were applied many years ago may be different from the present practice. Also,
location or environment can make a difference with regards to the use of the
approaches of behaviour modification techniques.
The result will enable teachers to know whether the use of behaviour
modification techniques had contributed to resolve the problem of disruptive
behaviour among secondary school student. The aim of this study is geared
towards identifying the best strategy teachers should use in controlling and
managing their classroom.
9
Statement of the Problem
Behaviour modification techniques are very powerful tools for bringing out
positive change in human behaviour and facilitate good and conducive learning
atmosphere in the school system.
Disruptive behaviours abound among students, for example, we find
students indulging in noisemaking, some students are sighing in class, some loiter,
shuffling, students even answer calls in class, some students’
indulge in
conversation during teaching and learning, some students come to class late, during
examination some of them indulge in exam malpractice. All these disruptive
behaviour cause problem in the classroom and if not handled properly will affect
teaching and learning since these behaviour have negative effect on the school as a
whole. It is necessary to identify solutions to these problems. Several theories have
been advanced to explain why individuals, including student misbehave, yet the
problem is still on.
Many works have been done in research, several methods have been
devised on how to put a stop to these disruptive behaviours yet students manifest
disruptive behaviours with increasing frequency. This research work attempts to
adopt negative reinforcement as behaviour modification technique. Since it is
undisputed fact that disruptive behaviour has psychological and educational effect
on student, it needs to be tackled.
10
The problem of this study posed in a question form is; To what extent does
teachers make use of adequate behaviour modification technique in managing
disruptive behaviour among secondary school students in Afikpo education zone of
Ebonyi State?
The Purpose of the Study
The main purpose of this study is to:
1. Identify the classroom disruptive behaviours exhibited by students.
2. Identify behaviour modification techniques teachers’ use in managing
classroom disruptive behaviour.
3. Ascertain the effect of gender difference in students’ disruptive behaviour in
classroom and.
4. Determine factors that contribute to students’ disruptive behaviours.
Significance of the Study
This study seeks to find out the best behaviour modification techniques used
by teachers in managing classroom disruptive behaviour among students. This
study will serve as a resource material to teachers, students, counselors,
educationists, and the school administrators. By keeping abreast of the events, and
developments in the field of behaviour modification technique, one will be able to
ascertain which approaches are gaining currency and widely use, and those that are
loosing recognition and patronage.
11
This will instigate enquires into the factor responsible for the popularity or
otherwise of the behaviour modification technique. It will also help the teachers to
know correct technique/strategy to use to modify disruptive behaviour in their
classroom. The information obtained from this study will be of beneficial to both
students and the teachers in their battle for improved the management of the
classroom. Use of behaviour modification techniques for managing classroom
disruptive behaviours by teachers in Afikpo Education Zone of Ebonyi State will
help to improve teaching and learning. The result of this research is of great benefit
to teachers, counselors, Educationists, school administrators, parents and indeed to
all those who will prepare students for adjustment in the homes, churches in
controlling the disruptive behaviour that exist amongst the students in secondary
schools.
The study will help the teachers to understand their own level of tolerance in
managing classroom behaviours. The study will help the counselor to control the
process of counseling and accepts responsibility for the outcome of their negative
behaviours. It will enable them to identify the problems of student, causes and
decides what kind of technique to use in eliminating the students problem. The
counselor may decide to involve himself in the individuals environment outside the
counseling office or involve in help of significant others in the students
environment just to have desired result on the student negative behaviour. It will
12
help the counselor to provide the student with the skills to mange his/her own life
within and outside the classroom.
Educationists will benefit from the research because it will help to
emphasize on cultural integration in our schools to help our students to know the
norm of our society, e.g. respect for elders, truthfulness and obedient right from
home to the classroom. Today Education is universally accepted as a form of
investment in human being, the educational planners will derive information on the
cause of misbehaviour in the students from this research work and would therefore
map out adequate comprehensive programme that would engage students and it
will properly assess this on both academic and character dimensions.
School administrators are those heads of the school which help them to
make required assignment and evaluation on the need for behaviour intervention or
modification plans for students whose disruptive behaviour impedes their learning
or learning of their classmates.
Scope of the Study
The geographical scope of the study involved all the government secondary
schools located in the three Local Government Area, namely Afikpo South, Ivo
and Onicha Local Government Education Areas. All located in Afikpo Education
Zone of Ebonyi State.
The content scope focused on four aspects that include: the classroom
disruptive behaviours exhibited by students, the behaviour modification technique
13
use in managing classroom disruptive behaviour, Extent gender difference
contributed to students disruptive behaviour in classroom and the factors that
contributed to students disruptive behaviour in the classroom.
Research Questions
1. What are the classroom disruptive behaviours exhibited by students?
2. What are the behaviour modification techniques teachers use in managing
classroom disruptive behaviour?
3. To what extent does gender difference contribute to student’s disruptive
behaviour in classroom?
4. What are the factors that contribute to students’ disruptive behaviour in the
classroom?
Hypotheses
The following null hypotheses have been formulated to guide this study.
The hypothesis will be tested at 0.05 level of significance.
1. There is no significant difference between the mean rating of male and
female respondents in identifying classroom disruptive behaviour exhibited
by student.
2. There is no significant difference between the mean rating of male and
female respondents on the behaviour modification techniques teachers use in
managing classroom disruptive behaviour.
14
CHAPTER TWO
REVIEW OF LITERATURE
This chapter deals with the assemblage of different works done by various
authors both past and contemporary on the subject matter. The review not only
cites relevant literature, but also offers a critical appraisal/assessment of these
works.
The review is under the following subheadings:
1 Conceptual Framework
 Concept of Behaviour
 Concept of disruptive behaviour
 Strategies for Classroom Management
 Concept of Behaviour Modification Technique
2 Theoretical Framework
 Social Learning Theory
 The Behavioural Theory
3 Review of Empirical Studies
4 Summary of Literature Review
Concept of Behaviour
Every individual all over the world has one form of behaviour or another.
Onwuasoanya, (2006), agrees that behaviour is a peculiar way an individual
14
15
behaves. This peculiar way could be good or bad. Behaviour is often looked at as
being a result of one’s biological component and the environment in which he/she
grew up.
Odoemelam and Ajoku (2010) likewise see behaviour as a way an
individuals behaviours, i.e. The real character of the person. This fact necessitates
the other meaning of behaviour which is how we behave, act and conduct
ourselves both at home or in the public places.
Ukwueze, (2008) believes that behaviour is a way an individual functions in
a particular situation, it is a learned experience acquired consciously or
unconsciously. An individual’s behaviour patterns are acquired experiences
learned through exposure which gradually culminate into internalization of facts
that become part and parcel of the individual. Behaviorists according to Makinde
(2008) averred that behaviours are both innate and learned through interaction with
the environment. This behaviour is modifiable since they can be determined by
their frequencies and types or nature of reinforcement. Habits are things we learn
through practice, and the more we practice them, the more we can repeat them
efficiently. Habits are behaviour patterns that we display regularly as they have
become part and parcel of our everyday life. These are traits we learn, internalize
and practice regularly as part of our way of behaviour or living. Behaviour of an
individual is highly influenced by prevailing circumstance in the home. Therefore,
16
this study will investigate the behaviour modification technique that teachers use in
managing classroom disruptive behaviour.
Types of Behaviour
Behaviour is of two types, these are intrinsic and extrinsic behaviour
Intrinsic behaviour is a type of behaviour when an individual is motivated by
his/her self to behave in a particular way without external reinforcement while
Extrinsic behavior is motivated by external factors, it could be your teacher, peer
groups, your environment, school and the type of home you come from. These
things determine the type of behaviour a student will exhibits.
Disruptive student behaviour is detrimental to the acadenmic community because it
interferes with the learning process for other students, inhibits the ability of
instructors to teach most effectively, diverts university energy and resources away
from the educational mission, and may indicate a significant level of personal
prbelms or distress on the part of the disruter.
Behaviour can be good or bad, desirable or undesirable. Bad behaviour may
be hard to define because of differences in cultural standards. Every culture has its
own accepted standard or norms of behaviour. A behaviour regarded as appropriate
in one ethnic cultural or religious group may be abnormal or unacceptable in
another.
17
In the same vein Onwuasoanya (2006) reveals that a bad behaviour could be
seen as a deviation from acceptable described and appropriate behaviour which
interferes with the individual’s growth and development and that of others around
him/her. Because of the consequences of bad behaviour most of the societies do
seriously frown at and abhor it. Hence there is Igbo adage which says “onye huru
okuku ebe oji ukwu akpasa nsi chupu yan’ihi na amaghi onye ga ata okpa ya”
which means that anybody who sees a fowl using its legs to scatter excreta should
chase it away because nobody knows who will eat the legs.
Okorie (2005) views bad behaviour in schools as a result of lack of home
training, which may result to dishonesty, drug abuse, truancy, cultism, sexual
immorality, bullying, theft, alcoholism and noise making. The major problem in
the school is that of maintaining a unified and coherent collective conscience and
behaviour.
Anagboso (2009) opines that cheating is a bad behaviour of students, those
fraudulent and deceptive actions performed by student. Among such dishonest
behaviours,
exams
malpractice,
plagiarism,
fraudulent
admission
acts,
collaborating with peers to cheat in assignment fighting, and using abusive
language. All these are some of the bad behaviours found in the classroom.
Truancy is common among children with bad behaviour. They absent themselves
from school without permission from parents or school authorities. Sometimes they
may leave home for school but divert to other activities or places, which may lead
18
them into trouble. Hyperactivity is another characteristic common among badly
behaved individuals. The individual may have difficulty in concentrating or
attending to any meaningful activities for a reasonable period of time. They are not
organized and have difficulty waiting for their own turn. At times the individuals
react negatively to positive things and it is a bad behaviour that need to be
modified at all cost.
Onwuasoanya (2008) likewise believed that good behaviour is the best
because, it is acceptable world wide. All ethnic groups culture admits good
behaviour. If a positive consequence follows behaviour that behaviour is more
likely to occur in the future conversely, behaviour is less likely to occur when
negative consequence follows it. For example, if aggression typically, results in an
outcome that an individual finds desirable (example attention, avoidance, reduction
of frustration etc), this person would be more likely to be aggressive in the future.
Ron Leaf and John Mceachin (1999) agreed that if an individual experiences a
negative outcome (example having to leave an enjoyable activity) aggression
would be less likely to happen next time. When you are happy you will be
productive and you will think rationally. Some practice factors that affect
individual’s behaviour disorder or orderly in the society starts from these following
places
Home and family
Societal factor and
19
Psychological factor.
Odoemelam (2010) reveals that behaviour is in the following words, conduct,
actions, bearing, carriage, comportment, demeanor, and manner etc. It is a vital
component of somebody’s personality which teachers and counselors measure to
assist them determine that person’s typology and dispositions. Behaviours are
tested by observing his/her behavioural characteristics. This will enable the
counselor or teacher ascertains students personality, type and traits, whether he or
she is moody, cheerful, sad, happy, aggressive, gentle, noisy or quiet. Once the
problem is identified in the class then the teacher will now know the strategy to be
used to modify that disruptive behaviour, to help the student become a better
person.
According to Igbo (2005) deviance is one type of behaviour considered as a
vagrant form of human activity which has somehow broken away from the more
orderly currents of social life and which needs to be controlled. Nwana (2005)
carried out a study on some aspects of deviant behaviour. These bahaviours that
needed to be modified are disobedience, sex offences, assault and truancy,
dishonesty and stealing. The existence of deviant behaviour among students in the
secondary schools seems likely to affect the classroom management. A lot of
research has been carried out on student deviant to find out who is to blame for the
deviant behaviour among secondary school students. Keasey in Igbo (2005) says it
is the parents (home) that should be blamed for the situation. He reported that there
20
are series of causes of deviant behaviour originating from the home. These
includes
 Some parents condone the gross misbehavior of their children at home
instead of condemning it.
 A break in the family such as separation, divorce or death, permissive and
authoritarian parents, and parent’s improper degree of security and affection
produce deviant behaviours among secondary school students. The types of
behaviour, at times depend on the family background while some are from
their peer group. For teachers to handle deviant behaviour they should first
know the root cause of child misbehavior whether it is from home, peer or
environment, etc, in order to know the types of techniques to apply in
modifying that student. This is what this study tries to investigate. This will
enable teachers to manage the students very well in the classroom.
Strategies for Classroom Management
Classroom is a place where a group of students are taught together. Teaching
and learning also take place in the classroom. Classroom management is the
process of creating a favorable learning atmosphere in the classroom, to achieve
proper teaching and learning atmosphere. You must make efficient use of the
available resources, both human and materials.
According to Biehler and Showman (2007) the ability to maintain harmony
and order in the classroom, shows how you can prevent misbehaviour, by carefully
21
organizing the classroom environment, establishing clear rules, procedures and
delivering effective instruction. There are various strategies for managing a
classroom, some of which are as follows:Chalk board arrangement
a. Class control
b. Time management
c. Sustenance of students’ interest
d. Effective communication
e. Teacher personality
f. Parent contact.
According to Dillon (2010) classroom management will help the teacher
to know how to ask good questions because good questions are very important for
good teaching, and it is impossible to conceive teaching without questions.
Teachers must make use of questions as a teaching technique in classroom. Hence
the ability of the teacher to ask thought provoking questions is the key to
successful teaching.
However, Ifeluni and Obidoa (2010) asserts that assertiveness provides the right
balance between submission and aggressiveness in classroom. Assertiveness is an
aspect of one’s personality and also critical to self-esteem. Assertiveness consists
of a number of behaviour modification skills aimed at helping individuals protect
their personal integrity with abusing the rights of others. The youths are prone to
22
unassertive behaviour, some of the youths are weak and may not say “no” to their
friends. This has made them to join unacceptable groups in the society. Assertive
behaviour is the ability of the youth to define his or her right without being hostile,
aggressive or destructive, in the classroom. This strategy involves organizational
change in the school system. But there are some stressful events over which
individual teachers have little or no control. These include: overcrowded
classroom; violence or social disruptive behaviour in school; and lack of adequate
infrastructural facilities or financial resources. These problems require complex
educational attention.
More so (Oboegbulem 2002) opines that it is better to plan another strategy
than organizing training on cognitive behaviour modification. It is to develop
meaningful solutions to the nagging problem of teacher stress in the classroom, due
to problems of students in trying to solve students problems which would involved
a radical change in human attitude and behavior. This sort of change would be
pretty difficult to bring about, even when an individual learning satisfaction and
physical health are at stake or in jeopardy. In the class we have to identify stressors
and prescribe possible solutions to or remedies for them in order to enhance
learning in the classroom. The second approach sees problems as something that
must be resolved most effectively when tackled head-on particularly on several
fronts simultaneously to see that a destructive behaviour is changed for good.
However student change may be difficult, because quite often, human beings
23
persist in their undesirable habits owing to perhaps sheer inertia or powerlessness.
It is regarded as a lack of will to take actions or a welcome change when necessary
Kolo (2010) observes that lack of guidance and counseling right from primary
school in Nigeria is one of the major causes of disruptive behaviours encountered
by students later in life. Elobuike (2000) agreed that classroom management
should involve teacher- student relationship as strategies and the teacher as a
guidance counselor. In counseling or guiding you have to strive to learn the student
leads. When dealing with human being, it is essential to understand his needs, it
will help him/her to understand his environment fast. Maslow (2000) also says that
individual needs are divided into two broad categories: the deficit needs which
must be fulfilled for health sake: and growth needs, these needs must be fulfilled
for the person to experience self-actualization.
In the same vein Santrock (2007) avers that your personality plays a great
deal or role in effective classroom management. When a teacher recognizes a
student pressing needs which in turn may be the cause of the student’s
misbehaviour, and tries to help the student it will enable him to love and respect
the teachers. The recognition of a student’s needs in classroom, and showing
sincere appreciation of those needs will enhance teacher/student relationship.
Teacher – student relationship is very important. More so Okeke (2005) postulates
that a good and sincere teacher will realize that students take much more
confidence in him/her than their parents.
24
Concept of Behaviour Modification
Behaviour modification is the generic term given to any process derived
from learning theory. The goal is to change a person’s behaviour or the way
he/she interacts with the world (Onwuasoanya, 2006). To understand behaviour
modification we have to grasp the two main concepts that is based on classical and
operant conditioning. Classical conditioning is credited to Wan Pavlov. It is
produced by persistently pairing of two stimuli, one of which evokes an automatic
response. Akinde, (2005) opioned its response naturally in learning (unconditioned
response – UR) elicited by an unconditioned stimulus (US), comes to be elicited by
a different and formerly neutral stimulus (NS) and becomes a conditioned stimulus
(CS) Operant conditioning is the process by which an operant response is
strengthened or weakened by the consequences that follow it.
In the same vain Behaviour modification is a behavioural science technique
which involves the application of principles derived from research in experimental
psychology to alleviate human suffering and increase human functioning.
Behaviour modification, which is sometimes called behaviour therapy is the use of
empirically demonstrated behaviour change techniques to improve one’s behaviour
such as altering an individual’s behaviours and reactions to stimuli through
positive and negative reinforcement of adaptive behaviour and reduction of
maladaptive behaviour through punishment.
25
Behaviour modification in the classroom by N. Mather and Sam Goldstein,
include a huge or extra playtime for kindergartners, help with handing out paper or
early departure for lunch for middle school students or extra computer time or selfcreation of a class.
Pear and Martain, (2007) postulates that behaviour
modification is mostly used in clinical and educational psychology, particularly in
case of people with learning difficulties. In the day-to-day life, it is mostly used in
the classroom scenario, where the teacher uses some techniques to reform the
behaviour of a child.
Uba (2006) agrees that behaviour modification refers to the application of
behaviour principles of human situation, including child rearing.
Education,
psychotherapy, vocational technology, business and social movements help in
behaviour modification of our students.
Mahoney, (1997) avers that behaviour frication as any technique, which
involves the use of broadly define set of clinical procedures whose description and
national often rely on experimental findings of psychological research.
Okwuanyanga and Enwuezor (1997) agree that behaviour modification is a
practical application of the principles of psychology, especially learning. It is a
systematic and scientific way of changing an undesirable behaviour to a desirable
one. In recent times, however, behaviour modification has come to refer to mainly
the techniques for increasing adaptive behaviour through reinforcement and
decreasing
maladaptive
behaviour
through
punishment.
Observable
and
26
measurable behaviours are good targets for change. All behaviours follows a set of
consistent rules.
Skinner, (1953) defines behaviour modification as the application of the
techniques of operant conditioning techniques to modify behaviour. Behaviour
modification, behaviour therapy, and behaviour counseling are often used
interchangeably in counseling profession Akinade and Adedipe, For the purpose of
this research, the researcher would want to to ascertain the behaviour modification
techniques approiate for managing distruptive behaviour exhibited by students in
the classroom.
Sprinthhall and Sprinthall (1996) postulate that behaviour
modification is a specific type of behaviour influence that translates the theories
and principles of learning derived from experimental psychology into an applied
technique for behaviour change.
The Problems of Behaviour Modification Technique in Controlling Disruptive
Behaviour in Schools
The National Policy on Education (2004, 1998) puts emphatic stress on the
need for counselors in our school systems. This is from the conviction that such
counselors in schools will be in a better position to organize appropriate
intervention for learners disruptive behaviours or promotion of socially desirable
behaviours. Efforts are made to ensure that any professional counselor is exposed
to the theoretical constructs and strategies of the behavioural counseling approach.
27
Disruptive behaviour in the classroom is one of the most controversial topics
in education. A number of scholars have reviewed classroom disruptive behaviour
and techniques for their modification.
According to Nwachukwu (1995), emotional states leading to aggressive
behaviour in adolescent, is the cause of anger diffuse, thwarting plans, threatched
or actual loss of prestige, social slights. In managing classroom we have to know
the primary causes of adolescence misbehavior. It is mostly caused by social
activities. Anger comes when the individual gets into a situation in which he feels
himself embarrassed, ridiculed, and annoyed. He reviewed that adolescent, leaving
the scene, i.e. in classroom they substitute verbal for physical attack on the object
of anger predominates, others are pacing the wall and being generally restless,
going out for a walk, indulging in some vigorous or violet exercise to work off the
emotion, it is good strategy. In girls the persistence of infantile behaviour is crying,
kicking things etc.
Umeano (1990) review that socio-cultural factors are part of the blanket term
of environment, that we know have tremendous influence on behaviour, here,
however, we are interested in the social cultural factors that determine behaviour.
The family influences and determines behaviour. Nobody chooses which
family to be born into, family types (broken or intact, polygamous or
monogamous, single or two-parent) poverty and child rearing practices and
experiences during the first few years of life are though that likely to influence
28
student behaviour. When teachers or counselors use the behaviour modification
techniques in correcting the student. It will help the teachers to know the history of
student and know how to handle their disruptive behaviour. Some roles in every
society are invested with power. So school authority may have coercive power.
They may use strategy like punishment or rewarding a student according to their
behaviour.
Many teachers have not acquired the necessary expertise needed by them in
applying behaviour modification technique, they are not guided by any known
principles, hence the use of behaviour modification techniques in the classroom,
can be prone to abuse by these teachers. If the applications of these techniques are
not properly monitored, then freedom of students will be jeopardized in our
schools. For this to be in effect it will negatively influence the instructional
processes in classroom. The Nigerian union of teachers third Bi-annval conference
that took place in Bendel State in 1991 recognized the numerous factors that causes
disruptive behaviour in the classroom and the problems they create for the
achievement of set goals of an instruction. This conference emphasized that the
departure of teachers from the ethics of their profession, could contribute to the
growth rate of indiscipline in our schools. It called for total commitment to duty,
by the teachers and advised parents and guardians to contribute to proper
upbringing of their children and wards by providing the needs of these children and
co-operating with their teachers. Behaviour modification techniques is the use of
29
empirically demonstrated behaviour change techniques to improve behaviour, such
as altering an individual’s behaviours and reactions to stimuli through positive and
negative reinforcement of adaptive behaviour and the reduction of maladaptive
behaviour through punishment, (Pear and Martin, 2007). Technique is a process of
altering a person’s reaction to stimuli. To change a person’s behaviour therefore, it
is important for a teacher to structure his/her student in classroom. To do this there
are definite steps to take:(i)
Identification of the problem of the student
(ii)
Definition of the specific cause of the problem.
(iii)
Assessment and determination of the baseline data of the problem
(iv)
Determination of the best technique in solving the disruptive behaviour.
(v)
Evaluation of the teacher out come of the behaviour change, follow up.
In other words, behaviour modification is effective if an appropriate
behaviour is observed, identified, targeted and not stopped. Meanwhile a new
appropriate behaviour must be identified, developed, strengthened and maintained
in the classroom so that students will emulate some behaviour modification
techniques. According to Okeke (2002), a technique refers to the method of doing
something in an expert manner in our various classes.
Akinade, (2005) also
viewed that a method or specific procedures and skills adopted by the teacher,
counselors in securing their goals and objectives in teaching and learning
30
relationship. Most of the techniques used in behaviour modification are based on
such theories as the Classical.
Conditioning theory of Ivan Pavlov, and
behavioural theory of Skinner. Techniques are therefore important if a teacher is to
bring out the desired behavioural change in a student. Some of the disruptive
behaviours that are needed to be modified in the classroom are as follows:- bulling,
fighting, cheating, and lying etc.
 A psychologist classified behaivour problems into conduct problems and
personality problems. Conduct problems include behaviours that grossly
affect others e.g. lying, cheating, slander etc. Behavioural problem under
this category in the classroom setting, include aggressiveness, hostility,
destructiveness, disobedience, bullying and delinquency. These behavioural
problems are commonly found in the secondary schools
 For instance, personality problems are more of neurotic problems and often
take the form of withdrawal behaviour of students. Withdrawal behaviour is
the type of behaviour that is shown forth when a student is fearful of others
(timid), feels anxious and avoiding conditions that may expose him to
criticism, ridicule or rejection. It may not be easy to identify students under
this category of behavioural problem unless they are placed under severe
condition of stress
The problem of disruptive behaviour in the classroom is by its nature largely
public, and is therefore relative to define, observe, measure, and consequent.
31
Behaviours are much more difficult technical challenge since in many cases they
may involve operants in tasks such as attending, discriminating, remembering,
rehearsing and computing. Overt operants may occur only after the necessary
covert behaviour has occurred, and when an occasion for their emission has been
deliberately contrived in student life.
Onuwegbu and Enwuezor (1997) notes that classroom management is the
integration of effective use of the teachers three basic qualities. They are as follows
(i)
Knowledge of the subject matter.
(ii)
Knowledge of the learner.
(iii)
Knowledge of the methodologies.
Albert (2003) likewise, reveals that when the teacher applies all these
qualities properly, the teacher will then be able to achieve the goals of his
instruction as well as maintaining classroom discipline. Hence education is looked
upon as changing and behaviour modifer in content, approaches in classroom and
its strategies with a common conviction that, it is the responsibility of the teachers
to educate all children, both normal and disruptive ones in the class, so that they
may change their bad behaviour to good behaviour. Hence if the classroom is not
properly managed, there will be chaos, and students will resort to behavioural
problems such as fighting, absenteeism, noise making, inattentiveness, truancy,
leaving class without permission, aggressiveness, refusal to do assignment,
noncompliance with rules and regulations of the school, etc.
32
In the same vein Nwobi (2008) postulated that today education is
universally accepted as a form of investment in human beings which starts from
classroom, good behaviour will yield economic benefits or contributes to nation
building because the youths are the future of this country both in wealth and
development. If they have good foundation right from home, it will be very easy
for teacher in the classroom to control them. Each generation is entrusted with the
key to the future and the responsibility to provide educational environments where
students will be thought good manners to be creative and how to flourish. It is now
left for teachers as character moulders to contend with several behaviorual
problems in the classroom to help students in their life in future.
Ukeje (1997) in an address to the 11th convocation ceremony of the Alvan
Ikoku College of Education, Owerri, recognized problems of misbehaviour when
he said “serious views must be taken of moral axity in our schools, corporal
punishment which is not wicked punishment should be applied to grab and control
some of these excesses of students. He also contended that teachers being the key
will do this effectively. Teachers should help the students because no body knows
what they are going to be tomorrow. We should not wait for government to
recognize our work and worth all the time but since we are working for God, he
will not let the teacher down. Let us help these children change from the bad
behaviour to good behaviour no matter what it will cost us, because in future some
of them might be our leaders, in laws, and sisters in-laws etc. If we apply some of
33
these behaviour modification techniques it will affect their lives positively. Some
of these techniques needed to modify behaviour includes:
Reinforcement: Reinforcement are the ways in which a desired behaviour is
encouraged or that which increases the future frequency of a desired behaviour.
According to Shertzer and Stone, (1978) reinforcement is the creation of desired
consequences that will strengthen or facilitate certain behaviour like patting the
back, passing a smile or sometimes given of material tokens such as chocolate,
sweet etc, when a person behaves properly, it is positive reinforcement. Negative
reinforcement, on the other hand, increases the likelihood that a particular negative
behaviour would not happen in the future.
Negative reinforcement is often
confused with punishment. While punishment is negative, negative reinforcement
is positive. It is a positive way of reducing a particular behaviour.
Systematic Desensitization: This is a behaviour modification techniques where
anxiety reaction is extinguished. It involves gradually introducing a student to
increasingly fear arousing stimuli in such a way that his/her fear of them is
gradually extinguished (Okeke, 2002). This technique was developed by Joseph
Wolpe 1950’s. To him a fear-response can be inhibited by substituting an activity,
which is typically inhibited here, this anxiety and the response frequently
substituted is relaxation and calmness.
Shaping: Shaping is the judicious use of selective reinforcement to bring desirable
change in the behaviour of an organism. Here, only positive reinforcement is used
34
to help new behaviours to be established. Shaping involves a careful observation
on the part of the teacher or counselor. For instance, if a counselor observes a
student who engages in a disruptive behaviour while a particular subject is being
taught, the counselor can help develop positive attitude of liking the subject by
reinforcing all behaviours towards the subject.
Appropriate behaviours to be
reinforced include reinforcing the student to come to that class early, sit in a good
seat and be calm during the class Onuwasoanya, (2008). There are six conditions
necessary for effective shaping
(i)
Identify the problem behaviour.
(ii)
Identify the terminal behaviour.
(iii)
Identity successive approximations.
(iv)
State them in behavioural terms
(v)
Reinforce behavioural approximations promptly as soon as it is executed,
and
(vi)
Successive approximations must be appropriately reinforced; not too
slow and not fast. Some of these behaviour modification techniques are
known as clinical psychology but is by no way exhaustive as there are
other techniques not mentioned here.
The disruptive behaviours shown by the students in the classroom while the
lesson is going on creates a very big problem to the teacher. The teacher will not
be able to achieve the goals of his/her instructions as well as maintaining
35
classroom discipline, As far as the classroom is not properly controlled and
managed, there will be chaos and students will resort to behavioural problems,
such as noise making, inattentiveness, leaving the classroom without taken
permission from the teacher etc. Teacher should always and advice these student,
even though it is difficult we should not give up. Okeke (1996) agreed that
behavioural problems are evident in our schools. These problems are therefore the
concern of parents, teachers, counselors administrators and students.
If these
problems are identified and treated, then we would have gone a long way in
solving our numerous problems, especially during teaching/learning process in the
classroom.
Techniques for Behaviour Modification
Techniques are those ways aimed at enforcing behaviour when they are
appropriately done by an individual. Behaviour when reinforced in a positive way
encourages the student to keep it up and make the bad behaviour to change to
good. Technique for behaviour modification refers to establishing appropriate
behaviour in individuals and discouraging those that are undesired among the
students. Research over the year has led to the formulation of certain techniques
that are used for behavior modification. If we allow these children to deviate from
it, there will be no respect for our culture, acceptable norms of the society.
There are traditional techniques of behaviour in modifying behaviour in our
students because they are from various cultural settings some of the techniques are
36
very similar from among the various cultures. Undesirables behaviours such as
fighting, bullying, stealing, cheating and noise making are some of classroom
disruptive behaviour among student. As teacher we have some traditional way of
modifying a student example by canning the child or knelling him/her down.
Teaching Strategies
Provide students with guidance and information to teach them the correct
behaviour required. Use stories and role-playing to teach actions such as asking
permission to leave a seat, forming a line, walking to the lunchroom, sitting quietly
and keeping hands to one’s self. Both regular students and those with disability
might need more than oral directions in order to understand how you expect them
to behave in your classroom.
Negative Reinforcement Strategies
When a student acts the same after deploying preventative, teaching and positive
reinforcement strategies, negative reinforcement strategies might be required.
Examples of negative reinforcement strategies include a time out, seating away
from the rest of the class, removal of playtime privileges, referral to the principal, a
note home to parents or an oral reprimand.
Counselors should be sensitive and skillful in deterring the intermediate
steps to be used in the procedure. Shaping as technique for modifying undesirable
behaviour and teaching the student new behaviour that was not in their behaviour
repertoire before and also save the child from future problem. It requires
37
reinforcing of behaviours already in the repertoire of the individual, which
resemble the terminal response, or behavior in view. Consequences are arranged to
develop desirable behaviour so that student will benefit from it. For shaping to be
effective, skills should be used which consist of selecting the right responses to
reinforcement and knowing how long to reinforce each approximation before
moving to the next step.
In conclusion, shaping as a techniques can be used in many different
settings. Parent can use shaping to praise himself etc, even if he has made a few
mistake, later, parent will complement the child if he has dressed himself perfectly.
It can also be used in school setting to improve student academic and personalsocial alike. It enable teachers and students to relate well.
According to Okeke (2002) reinforcement-preamble is a common
knowledge that learning is not the out come of accidental contingencies. Educators
and learning theorist have come to agree that certain variable influence the rate at
which learning takes place. Reinforcement is a behavioural theory was the first
psychologist to advance the importance of reinforcement to education.
Reinforcement can be used to sustain desirable behaviour. Having done schedules
used in the classroom. Some learning psychologists of behaviour should help us to
settle the practical application of reinforcement in the classroom, since it is
common knowledge that reinforcement determines to a great extent person’s actual
performance. Reinforcement is used to sustain desirable behaviour. It help to
38
create desirable consequences that will strengthen or facilitate certain behaviour
Shertzer and Stone in Okeke (2006) review that reinforcement, and event or action
is followed by a response such that it increases the probably a response such that it
increases the probability that such a response will occur. A little girl who washes
the plates in a basin performs an action. In our classroom we should try and praise
or students, given them pats on the back to response to their good behaviour, it is
capable to sustain that behaviour. You can use sweet, food, money and so on, it
can be reinforcing some students especially student from poor families, given them
attention and care can be more reinforcing for students from wealthy families.
Observation is another good way to identify rein forcers that are strong as well as
valued by students. It is good to encourage student when they do well so that they
will continue- negative reinforcement is used to encourage the occurrence of
desirable behaviour by removing obstacles against recurrence (UNESCO, 2000 in
Okeke 2002). For example, a child who plays a lot in class with a particular child
who come from the same area as him can be helped to stop playing in the class by
removing his friend to another class. In this way the obstacle that is his friend has
been removed and the likelihood of the child not playing in class at least for some
time is high.
Punishment:- In punishment aversion stimulus is applied to correct undesirable
behaviour. Punishment is the behaviour modification technique that has been over
used thus. Leading to stigmatization on the mind of students.
39
Onwuasoanya (2006) agreed that teacher sometimes, give token economy as
symbolic reinforces to students when they exhibit desirable behaviour.
The
symbolic reinforces and later exchanged for genuine reinforces (Prizes and award),
a token economy is a form of operant conditioning that is used in the behaviour
modification that involves rewarding desirable behaviours with token which can be
exchanged for items or privileges and punishing undesirable behaviour by taking
away tokens. Okeke (2002) believed that token economics help in schools where
teachers give gold stars to student who demonstrate desirable behaviour while
those who exhibit undesirable behaviour are given black starts. In this regard
every student make efforts to get gold star instead of black one. The gold star at
the end of the school year are translated into prizes. So token economics help
pupils/student to make effort to avoid any undesirable behaviour because they do
not want to be associated with black star. This is an interesting effort from the
teachers just to encourage desirable behaviours on our pupils/student because they
are our future hope. Some of them may end up as teachers, doctors, lawyer,
Governor and so on, if we therefore should allow them to dwell in undesirable
behavior, from the classroom they may carry it to the large society and it will be
disastrous. As parents from our various homes if we teach our children the right
way to behave in good time, when they get to the classroom they will put it into
practice and we will have a better society. We should therefore ensure that we
apply these techniques in our classroom to help the student to change from
40
undesirable behaviour to a desired behaviour. Stimulus control is a technique
derived from Pavlov’s classical condition theory. Pavlov is one of the stimulus
response theorist. A stimulus is any observable, identifiable event or situation.
According to Okeke (2006) a stimulus most of the time leads to a response,
when one is given a slap by another, that slap is a stimulus and the tempting
response, which could be considered appropriate, is to slap back. But one can
discard the urge to slap back and goes away, that determination not to slap back is
control. Stimulus control is a process by which environment contingencies are
altered in order to reduce the probability of particular behaviour occurring. This
technique is used to improve self control such as the urge to eliminate urine
carelessly. Teacher should put this type of technique into practice so that student
can be able to control themselves.
Extinction:- This is a type technique commonly used in homes, schools and
offices. It is technique used to eliminate undesirable behaviour. This technique
can be used intentionally. In a staff meting, for instance, a staff member may want
to make a contribution but may not get the recognition or the mandate of the head
to do so. If the head continues to ignore the staff in spite of his effort to be
recognized the staff may become frustrated and hurt and may vouch never to
contribute at staff meetings.
The use of extinction to decrease undesirable
behaviour is gradual and tends to get worse initially before it begins to improve.
41
Okeke (2002) stated that when extinction is initially used to decrease
undesirable behaviour, that can be tolerated temporarily i.e. behaviour whose
stamping out will rather hurt the client or others. Extinction should not be used in
stamping out undesirable behaviour like fighting, drinking smoking marijuana and
bullying. In using extinction to eliminate undesirable behaviour, there is need to
ensure that what is reinforcing particular undesirable behaviour can be withheld.
Students who scarcely keeps the rules and regulation of the school and who insults
teachers can be said to have undesirable behaviour.
This behaviour can be
sustained by the reinforcement he gets in form of cheers from the peers.
Reinforcement good, but extinction should be combined with other techniques for
more effective teaching so that transfer of learning will take place.
Theoretical Framework
This section of the work focuses on theories and models that explain the
constructs, ideas that are the major variables in the study. Some few selected
theories on the use of behaviour modification technique by teachers were
discussed.
A theory is a systematically related set of statements including some laws
like generalizations that are empirically testable. According to Kerlinger in Louis,
Manion and Morrison (2007), theory is a set of interrelated constructs, concepts,
definitions, and proposition that present a systematic view of phenomenon by
specifying relations among variables, with the purpose of explaining and predicting
42
the phenomena. Kerlinger further stated that in a sense, they in themselves are
potential source of further information and discussion. They are seen as a source of
new hypotheses and hitherto unasked questions. A theory identifies critical areas
for further investigation, discloses gaps identified, and enables a researcher to
postulate the existence of previously unknown phenomena.
Social Learning Theory
Social learning theory is propounded by Albert Bandura. This theory focus
on social interaction of an individual. This theory also addresses how the behaviour
of an individual influences the behaviour of another in a group process of students.
Achemu (2008) believed that social learning theory explain how people learn
behaviour. People learn by observing other bahaviours. The good behaviour brings
out desired outcome in behaviour modification social learning theory suggests that
behaviour is influenced by these environmental factors or stimuli. Albert Bandure
(1977) believed in Achienu’s work and also in Anagbos work that this theory
incorporates aspects of behavioural learning which assumes that peoples
environment (Surroundings) contribute highly to cause their behaviour. Hence,
cognitive learning presumes that psychological factor are very, very important in
influencing how an individual behaves.
Ngwoke (1995) opined that learning is influenced by individual differences
in perception. It is often said that the colour of any object of perception will
depend to an extent on the colour of the perceiver’s eye glass. It is also applicable
43
to learning because the laws that govern perception to some extent also govern
learning. This explains why we may find two individuals who are attending to the
same learning episode but who are learning quite different things. Biogenic and
Socio-cultural characteristics peculiar to every individual learner act as sieve and
organizer for presented experiences.
Anagboso (2009) agreed that social learning theory views a learner as a
member of social group, it is expected to give regard to disapproval or the
generalized reinforces of the a social group. Social learning theory also outline
four requirement for people to learn and modify behaviour. It includes attention,
retention remembering what one observed or heard reproduction Liability to
reproduce the behaviour that is good in home and also in the classroom. Teachers
should motivate good behaviour so that student will adopt the behaviour both at
home, in school and in the larger society.
Behavioural Theories
The behavioural theory of personality was propounded by Ivan Pavlov (1849
-1936), E.L. Thorndike (874 -1974): J.B. Wastson (1878 -1958) B. F. Skinner
(1904) and others. Behaviourism is concerned with observable behaviours of
human beings Okeke (2000). Behavioural counsellors base their theories on the
works of behavioural theorist of learning. These behavioural theories or S R
theories of learning as outlined by Omebe in Ukwueze (2008) are conditioning
theory, Pavlov, Watson’s learning theory, Gutheries counseling. Hence, negative
44
study behaviours among other school – related problems are enable to treatment
using behavioural theory in order to achieve purposeful academic performance.
Infact now, how effective are counseling techniques in learning inappropriate
behaviour, like fighting, bullying, noise making in the classroom etc. This study
seeks to provide an answer to the way teachers in particular should make good use
of behaviour modification technique in management of their classroom for
effective teaching and learning. It will also help the students to change from
undesirable to desirable behaviour for a better tomorrow.
Empirical Studies
Arinze and Ojoru (2009), carried out investigation on the topic thus the
impact of cognitive Behaviour modification strategy (CBMS) on youth’s readiness
aptitude to cub aggression in the Universities. The population of study include all
youths in Nigeria schools. Purposive sampling techniques was employed to select
University of Jos from which a sample of 80 youths was randomly drawn. The
study experimented one group pre-test, post-test research design. The instrument
used at the pre-test and post test stage was researcher’s designed questionnaire.
One research question and hypothesis were posed and postulated respectively for
the study. The data generated were analyzed using percentages and t-test statistic
for related sample. The finding of the study showed that cognitive Behaviour
modification strategy had a positive and significant effect on youth readiness
aptitude to cub aggression. It was also discovered that there was significant
45
difference in the mean achievement score of the youths at the pre and post test
stage. The study will help both the teacher and student. To the student it would
enable them to know that achievement in school is correlated to behaviour
modification while to the teacher, it will enable them adopt appropriate strategies
towards enhancing students behaviour.
In the same vain Ukwueze (2010) carried out a research on effects of
cognitive and modeling techniques of counseling on student’s study behaviours
and academic achievement. The population of his study include 72 talented
students, (16 boys and 12 girls) in extra-curricular activities they where 28 students
SS 1 and SS 2 were selected through purposive sampling technique. The study
took place at the command secondary school, Abakaliki.
The subjects for the study were exposed to modeling technique of
counseling for a period of eight weeks in order to improve their academic
behaviour. To determine the efficancy of the technique pre-tested scores while
their third term examination results taken after the treatment served as post test.
The study employed the quasi-experimental research design. The result revealed
that modeling techniques of counseling is effective in improving the academic
performance of students who are talented in extra-curricular activities. Based on
this, the recommendation therefore is that school counselors should always
endeavour to apply modeling technique of counseling which is gender friendly in
assisting talented students and other students to cope with their studies.
46
Likewise Okorie (2005) carried out a research on cognitive behaviour
therapy in improving the post secondary school teachers in schools. This study
investigate on the differences in cognitive behaviour therapy (CBT) in achieving
the cognitive behaviour of teachers in secondary schools in Anambra state in
Akwa, Njikoka and Aniocha, southeast geo-political zone of Nigeria.
Three
research questions and three hypotheses tested at 0.05 level of significance guided
the study. The sample of the study was 575 (283 males and 292 female) teachers
that are from Njikoka (239) and Aniocha (231) in Anambra were selected, through
stratified random sampling technique. 32item was done with data collected;
researcher designed the teachers cognitive Behaviour therapy Questionnaire,
(TCBT) which was validated by experts. Means and t-test analyses results no
significant differences between the teachers from other states. The finding of the
study slowed teachers cognitive therapy (CBT) had a positive impart on teacher to
improve on their education. It was also find out that teachers in urban area go to
school more than the rural area.
This study will help the teacher both in urban and rural areas to improve on
the academic and to improve on their techniques/strategies on how to teach in their
various classes.
The present study emphasizes on the behaviour modification strategy
because it will enhance the management of classroom disruptive behaviour among
47
students. This is important for the present study because since peer mediation has
prone effective, it has to be applied as a new strategy in behaviour modification.
Summary of Literature Review
The summary of the literature is based on conceptual, theoretical and
empirical framework, gave insight into the concept of behaviour modification
techniques used by teachers, the cognitive theories, psychological ways and their
application of the best strategy to adopt in managing classroom.
Some reviewed studies indicated that positive reinforcement technique exists
and it affect student behaviour in learning attitude and mental process of solving
problems is effective. Theories like social learning and behaviour theories by
Bundura and Alvon Pavlov were used as the theoretical framework for this work.
In addition to how this theory applies to this work was discussed.
However, some reviewed empirical studies varied and contain some gap to
be filled by the study, some work investigated on impact of Cognitive Behaviour
Modification Strategy (CBMS) it has positive and significant effect on the youth
and so left the gap of not looking into teachers contribution on use of behaviour
modification techniques. Also, some of the studies investigated on modeling
techniques of counseling on students’ study behaviours and academic achievement.
However, no known author has written on the utilization of negative reinforcement
among secondary school student in Afikpo senatorial district as a means or technique that
can be imperative in managing classroom disruptive behaviour among secondary school
students, it is the gap that present study intends to fill.
48
CHAPTER THREE
RESEARCH METHOD
The main aim of this chapter is to discuss the general methods and
procedures that researcher intend to adopt in the study. The following sub-headings
are, the design of the study, area of the study, the population of the study, sample
and sampling technique, the instrument for data collection, validation of the
instrument, reliability of the instrument, method of data collection and method of
data analysis.
Design of the Study
The design for this study was descriptive survey method. Ali (2006) defined
descriptive survey as the study that is concerned with describing events as they are
without any manipulation of what causes the event or what is being observed at a
given time. The design enabled the researcher to obtain the opinion from the
respondents on the best behaviour modification technique to be used in modifying
disruptive behaviours among students.
Area of the Study
This study was conducted in Afikpo education zone, namely; Afikpo North,
Afikpo South, Ohaozara, Onicha and Ivo. The choice of these areas are based on
the consideration that it represents the entire Zone. The areas were chosen because
there are new schools established in these area and new teachers are posted to the
48
49
schools. The researcher felt that most of these teachers do not have the knowledge
of behaviour modification technique.
Population of the Study
The population of the study consists of all the NCE teachers and BED/BSC
teacher in Afikpo education zone of Ebonyi state. numbering 408 and 321
respectively, totaling 729 teachers. The statistical information was obtained from
Universal Basic Education Commission Abakaliki, Ebonyi State based on
2010/2011 school year. See Appendix.
Sample and Sampling Techniques
The sample of this study comprises all 321 qualified teachers with (NCE 199
BED/BSC 122) in Junior Secondary schools in three selected Local Government
Areas in Afikpo Educational zone. Using proportionate stratified random sampling
technique. This is because proportionate stratified random sampling technique
ensures greater representation of the sample relative to the population and
guarantees the minority constituents of the population are represented in the
sample (Nworgu, 2006).
The Local Government Area was stratified and each form a strata. 50% of
the population of the teachers in each stratum was drawn from 3 selected schools.
This is to ensure that there is even representation of the population.
50
Instrument for Data Collection
The instrument for data collection was Behaviour modification questionnaire
(BMQ) developed by the researcher and validated by three experts. Two in
Guidance and counseling, one is from measurement and evaluation from the
Faculty of Education of the University of Nigeria, Nsukka. The questionnaire was
constructed on 4 point scale of:
Strongly Agreed (SA) - 4 points
Agreed
(A) - 3 points
Disagreed
(D) - 2 points
Strongly Agreed
(SA) - 1point
A contained bio data information about the respondents, while section B contained
the items which addressed the research questions. Section B was divided in four 4
cluster according to the research questions. The response should be in 4 points,
Strongly Agree (SA) Agree (A) 3 points Disagree (D) 2 points and Strongly
Disagree (SD) 1 point. The questionnaire were administer and collect after
responding to the items.
Validation of the Instrument
In order to ensure the validity of the instrument, it was face validated by
given the initial draft to 3 experts, two in Guidance and Counseling, one from is
Measurement and Evaluation from the Faculty of Education of the University of
51
Nigeria Nsukka. The experts corrected the items in terms of relevance, clarity,
suitability and general test format.
Their corrections were reflected in the final copy of the instrument.
Reliability of the Instrument
In order to ensure the reliability of the instrument, 20 copies questionnaires
were trail tested using 20 respondents i.e. teachers from Ebonyi Central Education
Zone which include, Abakaliki. Ebonyi Local Government Area, Ishielu Local
Government Area and Ohaukwu Local Government Area of Ebonyi State. The
categories of teachers were teachers that have NCE and degree as their teaching
qualifications. The items were administered by the researcher and collected and
analyzed using Cronbach Alpha statistics.
Reliability coefficient yielded 0.75, 0.68 and 0.67, 0.86 for cluster A,B,C and D
respectively. The grand reliability coefficient yield, 0.91.
Method of Data Collection
The instrument that was used for data collection is questionnaire. The
Questionnaire is titled: Behaviour Modification Technique Questionnaire (BMTQ).
The questionnaire were divided into two parts: section A and section B.
Section A is on personal characteristics of the respondents section B contains the
main questions which were items.
The researcher employed four research assistants who were trained for the
exercise. This training exercise for the research assistants helped the assistant to
52
administer the questionnaire. The researcher acquaints the assistant with the
purpose of the study and how to administer and collect the questionnaire. On the
spot method of administration and retrieval were used to lessen loss of the
instrument.
Method of Data Analysis
The data was analyzed used mean score and standard deviation to answer the
research questions. The acceptance criterion mean was 2.50. Any response with a
mean rating of 2.50 and above were considered acceptable, while mean rating
below 2.50 was rejected. While the t-test statistic was used in testing the three null
hypotheses at .05 level of significance.
53
CHAPTER FOUR
ANALYSIS OF DATA RESULTS
The result of this study were analyzed and presented in line with the research
questions and hypotheses that guided the study: item by item, presentation was
adopted for easy clarification. The data concern the behaviour modification
technique for managing classroom disruptive behaviour by teachers in Afikpo
Education Zone of Ebonyi State. In an attempt to provide answers to the questions
raised in the study.
Research Question 1
What are the classroom disruptive behaviours exhibited by students?
Table 1: Mean and standard deviation of classroom disruptive exhibited by
students.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Items
Total: means
Decision
3.00
2.93
Student
Deviation
.78
1.02
Truancy
Fighting among students in the
classroom
Bullying
Quarreling among student
Lying behaviour among student
Noise making
Sighing among student
Conversing in the classroom
Cheating during examination or
test
Slandering among students
Eating and chewing of gum in
the classroom
Chorus answers by students
Moving out during lesson
Lateness by students
Day-dreaming
Wearing dirty uniform
2.94
2.75
2. 86
2.79
2.75
2.79
2.73
.95
.93
.89
.91
.97
.92
.91
Accept
Accept
Accept
Accept
Accept
Accept
Accept
2.85
2.69
.94
.93
Accept
Accept
2.79
2.72
2.90
2.31
2.58
.89
.98
.86
.95
.95
Accept
Accept
Accept
Rejected
Accept
53
Accept
Accept
54
Table 1 gives the result of data analyzed on the classroom disruptive behaviour
exhibited by students in secondary school. The result of this data in the table
revealed these means scores thus, 3.00, 2.93, 2.94, 2.75, 2.86, 2.79, 2.75, 2.79, 2.73
2.85, 2.69, 2.79, 2.72, 2.90, 2.45, 2.58
42 respectively.
These result highlight on the table one shows that the respondents accept all the
mentioned disruptive behaviour in item, expect item 15 which is rejected.
Research Question 2
What are the behaviour modification techniques teachers uses in managing
classroom disruptive behaviour.
Table 2. The mean and standard deviation on the behaviour modification
techniques for managing classroom disruptive behaviour by teachers.
S/N
17
18
19
20
21
22
23
Item
X
means
Reinforcement is the best technique to be use to 2.93
correct disruptive behaviour in the classroom.
Shaping is a strategy for correcting bad behaviour.
2.84
Corporal punishment is not the best way to correct 2.79
disruptive behaviour.
Positive reinforcement encourage student when they 2.98
behave well and discourage bad behaviour.
Systematic desensitization is a behaviour 2.89
modification technique where anxiety reaction is
extinguished.
Token economic helps to solve the problem of 2.89
disruptive behaviour among male students.
Kneeling down is the best techniques for handle 2.93
female students disruptive behaviour.
Std
deviation
.67
Deviation
.870
.834
Accept
Accept
.78
Accept
.761
Accept
.761
Accept
.67
Accept
Accept
55
Table 2: The above items shows, the scores of the strategies and behaviour
modification teachers use to manage disruptive behaviour in the classroom. Items
from 17, 18, 19, 20, 21, 22 and 23 shows the various are behaviour modification
techniques and, with means scores of 2.93, 2.84, 2.79, 2.98, 2.89, 2.89 and 2.93. In
summary of the table it shows that respondents accept with all the item provided.
Research Question 3
What are factors that could be contribute to students disruptive behaviour
Table 3: means and standard deviation on the respondents on factors that could
contribute to the disruptive behaviour in the classroom.
S/N
24
25
26
27
28
29
30
X
means
The family background of a child (lack of 3.02
love)
Rejection by peer group (from school, 3.00
church and society at large),
The type of books the student read and 2.91
type of films the student watches could
lead to disruptive behaviour
Poverty can contribute to disruptive 2.99
behaviour
Religion: lack of moral upbringing from 2.82
home.
Failure in academic/other accept of life 2.82
could contribute to student disruptive
behaviour
Drug taking could leads student in indulge 3.01
in disruptive behaviour in the classroom.
Std
deviation
.78
Decision
.76
Accept
.81
Accept
.812
Accept
.761
Accept
.761
Accept
.78
Accept
Accept
Result on table 3, indicate that the factor could contribute to disruptive behaviour
among students rated items 24, 25, 26, 27, 28, 29, and 30 with means scores of
3.02, 3.00, 2.91, 2.99, 2.82, 2.82 and 3.01. An item 24 has the highest score among
all the items.
56
Hypothesis one
Table 4: t-test analysis of the significant difference between the mean
responses on male and female respondent on disruptive behaviour exhibited by
students in the classroom.
No
x
SD
male
120
2.8469
0.155
female
146
2.7812
0.1083
df
Calculated Table Decision
t-value
value
408
1.387
1.96
Not significant
Variable
Table 4: above shows the calculated +- value of 1.387 at 408 degree of freedom
and 0.05 level of significant. Since the calculated +- value 1.387 is less than the
table value 1.96, the null hypothesis accepted as stated. Therefore, there is no
significant different between the mean ratings of disruptive behaviour exhibited by
students in classroom.
57
Hypothesis Two
Table 5: t-test analysis of the significant difference between the mean
responses for the use of behaviour modification technique teachers use in
managing classroom disruptive behaviour among students.
x
SD
Male
2.9490
0.13203
120
df
Calculated
t
408 0.815
female
146
2.9090
Table
value
196
0.0817
Decision
Not significant
Variable No
Table 5: above revealed the calculated t- value of 0.815 at 408 degrees of
freedom and 0.05 level of significant. Since the calculated t- value of 0.815 is less
than the table value of 1.96, there is no significant difference in the means ratings
of behaviour modification technique teachers use in managing classroom
disruptive behaviour among secondary school students.
Summary of the Major Findings
The following are the major, findings after data analysis
1.
The findings shows that there was a significant difference between the male
and female responds on classroom disruptive behaviours. Only day
dreaming has a significant difference between. The mean responses of
58
male and female respondents. As in the item has a t-cal greater than tcritical value 1.387 which is significant at 0.05 level of significance.
2.
There was a significant difference between the mean responses on the
behaviour modification techniques teachers use in managing classroom
disruptive behaviour among students as indicated by t-value of 0.815
which is significant.
3.
Majority of the respondents are of the opinion that the behaviour
modification techniques to be used by teachers in the classroom to modify
distruptive behaviour were accepted in the study as the corrective measure
for effectiveness classroom management.
4.
The revealed result on table 3 shows that all the factors that contribute to
students disruptive behaviour were accepted to be cause of disruptive
behaviour in classroom and if not handled will hinder the student becoming
useful in future.
5.
The finding show that male and female respondent sees day-dreaming
differently in table I with the mean 2.31 and standard deviation 1.960 rating
value, which is rejected as a common disruptive behaviour found in
secondary schools.
6.
In table 4 male and female respondents see 2 items differently items 18 and
20 with means 2.171 and 2.192. It shows that there is significant difference
59
on the use of behaviour modification technique for managing classroom
disruptive behaviour by teachers.
Having made use of the t-test table value and standard deviation of the responses,
research questions and hypothesis table value and since the critical value at 0.05
level of significant at mean rating of 2.50 criterion for acceptance. The null
hypothesis state there is no significant difference between the mean rating of male
and female respondents on behaivour modification techniques for managing
classroom disruptive behaviour.
6. It was also revealed through the study that disruptive behaviour exist in the
classroom, so appropriate behaviour modification techniques should be adopted by
teachers to enhance teaching and learning
60
CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSION, IMPLICATION,
RECOMMENDATIONS LIMITATIONS, SUGGESTIONS
AND SUMMARY
This chapter is organized under the following sub-headings. Discussion of
findings, implication of the study, the overall of the result of the study carried out,
conclusion and also recommendations.
The research questions and the hypothese used in this study have been put in
a way that the researcher has done quite a lot on this work; However the researcher
will be discussing on the following sub-headings
 The classroom disruptive behaviour exhibited by students.
 The behaviour modification techniques teachers use in managing classroom
disruptive behaviour
 The factors that contribute to students disruptive behaviour in the classroom.
The finding of the study on the classroom disruptive behaviour revealed that
behaviour modification techniques help teachers to modify students disruptive
behaviour. Also this study create awareness to available teachers in the classroom
to be able to manage their classroom well. Students attend school to become
educated members of society, capable of making informed decisions and
increasing future career possibilities. However, some children have difficulty
adjusting to the classroom environment and act out with disruptive behaviours.
60
61
Disruptive classroom behaviours not only detract from your child’s education
experience, but may also lead to social isolation. Understanding the types of
disruptive classroom behaviours, and the possible causes and solutions, may help
you problem-solve your child’s behaviour problems, and reduce the likelihood that
he will suffer from social isolation.
What one teacher considers disruptive, another teacher may not. No set
criteria or definition exists to determine which behaviour qualifies as disruptive.
However, some behaviours generally qualify as unacceptable no matter which
teacher runs the classroom.
Disruptive classroom behaviours include aggressive behaviours, defiant
behaviours, social disruptions and emotional disturbances. Aggressive behaviours
include intimidating peers, engaging in physical altercations or damaging property.
Defiant behaviours include blatant and sometimes vocal disregard of rules, as well
as devaluing the teacher’s expertise and judgment. Examples of social disruptions
include interrupting discussions with off-topic information, engaging in private
conversations or passing notes during instructional time. Emotional disturbances
are temper tantrums.
The Parent Report explains that a child’s disruptive classroom
behaviours may result from the significant change in environment between the
home and school. Children go from a small home environment to a classroom with
20 to 30 children, one authority figure and more structure than they have at home.
62
Not knowing how to cope with these new demands, your child may act out.
Exploring your child’s disruptive behaviour through communication with the
teacher and your child can help you identify strategies for correcting disruptive
behaviours before they get out of hand.
A chronic pattern of disruptive behaviour may indicate a mental
health disorder. Possible disorders indicated by such behaviour include attention
deficit hyperactivity disorder, also known as ADHD, and oppositional defiant
disorder. ADHD, characterized by an inability to pay attention and impulsive
behaviours, often causes behavioral problems in class. Arinze and Ojoru (2009)
support the above finding. The author mentioned that cognitive Behaviour
modification strategy had a positive and significant effect on the youth. They
believed that the use of behaviour modification techniques will enable teachers to
mange the disruptive behaviour students exhibit.
These disruptive behaviours have pose serious consequences on the students,
their families, teachers and society in general; students who associate with such
bad behaviour can neither become sound in their life nor effective can neither
become sound in their life nor effective in any undertaking, when they leave school
and enter the large society as mature men and women may find it difficult to cope
in the society. The researcher sees the need to adopt correct behaviour modification
technique in managing classrooms. In agreement with the findings Anagboso
(2009) also supported that disruptive behaviour can affect good learning in the
63
classroom. However author advised that teachers should motivate good behaviour
so that others will emulate. The above result of the data analysis shows that some
of the respondents reject that there is disruptive behaviour, since the calculated tvalue is low than the table value the null hypothesis is rejected, therefore, there is
signfant different between the mean ratings of respondent on classroom disruptive
behaviour
The Behaviour Modification Techniques Teachers use in Managing
Classroom Disruptive Behaviour
Behaviour modification techniques include a series of teacher-implemented
activities and actions aimed at improving classroom behaviour. Encouraged
behaviours might include staying seated, requesting permission to talk, remaining
on task, proper care of classroom books and tools, and treating other students with
respect. Discouraged behaviours might include loud or disruptive behaviour,
wandering around the classroom and not completing assignments. Melissa Stand
ridge from the University of Georgia reminds teachers that behavioral modification
works because students work for positive response and for approval from
individuals they admire.
The major finding of the study of the responses of the respondents on
behaviour modification techniques teachers use in the classroom, it shows that the
various behaviour modification techniques were all accepted by the respondents.
64
Behaviour modification works because students copy positive responses and for
approval from people the admire. Therefore teachers should try to be role models
so as show good example to the students.
The table of t-test analysis of data shows that there is significant difference
between the mean responses on the behaviour modification techniques teachers use
to manage disruptive behaviour in classroom. The above findings are in agreement
with Ukwueze (2010) modeling technique on student study behaviour and
academic achievement will enable student to cope with their studies thereby
making the students better. In his result he revealed that modeling techniques is
effective in improving the academic performance of students who are talented in
extra curricular activities.
Findings form school counselor as behaviour engineers and facilitators of
good learning environment in the school system see it as their duty to help
classroom teacher by making use of teacher to maintain conducive learning
environment this is in agreement Bailey. (1976).
The Factors that Contribute to Students Disruptive Behaviour
It is not encouraging to know that most these students do not have good
orientation from their various homes. Most teachers don’t know the skill/technique
of behaviour modification they will use to control the class.
65
The finding of the study, the researcher revealved some factors that could
lead students to misbehave.
The result on table 3, indicate that the listed items were factors that would
cause student disruptive behaviour. This study has also demonstrated that common
behave problem occure in different secondary school in Afikpo Education Zone of
Ebonyi state.
Causes of student disruptive behaviour tend to weaken the family influence
on the students. This will result in adolescent being left to work out their own
desire among their peers and they form a superficial personality. The student find
comfort in their peers because that is where fill they belong in their group they
have status prestige, recognition and other roles to play among their peer. When
these group of students tries to make teachers fill they belong to society it will
make them to exhibit some disruptive behaviour. In way to conform and be like
their peers, it will bring conflict among them which will affect other students, the
family, and the society. Johnson (1972) in agreement with the study believed that
family is stone of human society so all patterns of behaviour established in
childhood and adolescence make an important contribution to adult social
behaviour. Children mould their behaviour after their parants. Students copies,
their behaviours irrespective of their behaviour being good or bad.
However Okorie (2005) supported that cognitive of teachers should employ
the cognitive behaviour techniques in managing students in his findings of the
66
study he showed teachers cognitive therapy that it had a positive impart on the
teachers to improve on their education. It was find out that teachers in urban area
go to school more than the teacher in rural area.
Furthermore disruptive behaviours are inimical to the life of the students
especially in the ability to attain higher academic success as it is now. It will bring
about unbearable and irreparable damage to our educational system and the
capability of these youths as future leaders. Hence there is need to adopt and
implement some of the recommended behaviour modification technique finally the
result of the analysis of hypothesis on shows that the calculated t value is less than
the table value.
Since the calculated critical value is less than the table value the null
hypothesis is accepted. Therefore, there is no significant different between the
mean score of factors that could contribute to disruptive behaviour among students
in secondary school.
Conclusion
Conclusively from the above analysis and interpretations done and the
information from related literature, it is implies that
(a)
There are all sorts of disruptive behaviours exhibited by students in the
classroom.
67
(b)
From the findings secondary school teachers use both traditional and
scientific approaches to control disruptive behaviour in their various
classes.
(c)
Teachers in secondary school generally make use of traditional approach
more. Like (Flogging and kneeling down) than scientific approach.
The general preference kneeling down and flogging by teachers in
controlling classroom disruptive behaviour despite the evident advantages of the
scientific approach is an evidence that these teachers are either Lazy or have
refused to grow on the use of modern way of handling disruptive behaviour. Some
of the teachers refuse to apply psychological principles which they learnt during
their further education in colleges of Education or universities. From authors it
believed the these approaches of behaviour modification techniques are being
taught to student in education department.
The researcher concludes that there many committing and compelling factors
affecting teachers on approach to control of classroom disruptive behaviour.
Educational Implications of the Study
1)
Now that behaviour modification techniques have been outlined and
discussed, teachers and guidance counselors can now effectively contend
with difficult students in our secondary schools and this will enhance
teaching and learning.
68
2)
Teachers through this study are now better armed to deal with
behavioural problems which they come across in their classroom. This
will then improve the academic performance in our schools and hence the
achievement of goals of secondary education.
3)
With this study, Guidance counselors are now well armed in prevention
of problems and maladaptive/deviant behaviours in secondary school
students and for the development of students potential.
4)
To parents, this study should serve as a preventive measure because
numerous youth/students fill up the prisons mental hospitals and welfare
lines who could have been given special help early in life.
In addition to the preventive aspect, there is the development of human
potential aspect. The students human potential need development to enable them
lives most socially, emotionally, physically and psychologically productive lives.
Students are capable of maximizing these various dimensions of development on
reaching adulthood if help is given at the childhood level. For misbehaviours
which seems to be the most popular technique of the scientific approach among
secondary school teachers. Observation also shows that flogging, giving of manual
labour, kneeling down and scolding all show positive percentage except suspension
from school which seems to be less popular with secondary school teachers.
The findings of this study have provided educational implications for the
teachers, secondary school students, school principals, and the school counselors.
69
The investigation into behaviour modification technique in Afikpo
Education zone is the case study. It is undoubtedly that disruptive behaviours have
posed serious consequences for the students in particular, parents, teacher’s
schools and the society at large.
There will be no effectives teaching and learning in an atmosphere of
indiscipline. Students who are exhibit disruptive behaviour will be affected in their
examination, especially in the continuous assessment, because disruptive
behaviours such as truancy, lateness and inability to do assignment will make the
student come below average in the examination.
The students will not be able to co-ordinate and have an organized study
habit.
The teachers might be accused for not teaching the students very well or
setting high standards. The parents will loose financially since their children will
fail exams and repeat the class.
Moreso, parents will be discouraged in the upbringing and training of the
student. The teacher’s morale will be lowered to handle students who misbehave
thereby handling the student carelessly.
Students will remarkable disruptive behaviour cannot make good leadership,
or be given position of trust both in school or in society at large.
The study highlighted some behaviour modification technique that are not
popular among teachers. These techniques are never Soldon used in classroom.
70
The first five unpopular approaches arranged in descending order of
unpopularity as follows:
Metonone conditioning technique
Delay auditory feedback
Non-contingent social Isolation
Ear shooting
Imposition technique
Considering the high incidence and rising tide of the disruptive behaviour in
the school, there is a felt need for behaviour in the school, there is a felt need for
behaviour modification techniques to be adopted in order to have a wide repertoire
of skills and strategies for increasing desirable or decreasing disruptive behaviour.
Furthermore, it has pointed out that skills are best taught by demonstration
method. This has implication for the method of instruction used by teachers of the
course. They are therefore call upon to stop using the lecture method and make use
of demonstration method in teaching students the techniques of behaviour
modification, so that their products and skills will be effectively managed in the
classroom.
Recommendations
1.
In view of the fact that there are many approaches of behaviour modification
techniques that are yet unknown to school counselors and teachers from
which they would have benefited if it were the other way round, it is
71
therefore recommended that teachers and official of guidance and counseling
unit of the ministry of education and state education commission should be
consulted with the colleges of education and universities in organizing
yearly conferences on the use of behaviour modification technique as is done
in overseas. Qualified and dedicated guidance counselors should be posted
to all secondary schools in Nigeria this time not limited to a particular state.
2.
Parents/families should be encouraged to bring up their children in the
appropriate manner, though seminars and lectures to be organized by
specialists at the local government levels.
3.
The government should direct the Ministry of Education schools before the
implementation.
4.
Specialists in Education should be consulted and be made to supervise the
implementation of policies concerning education so that they can stand the
test of time.
5.
The P.T.A, and the School Board of Directors should be used effectively to
foster harmony and strict discipline among students and the schools.
6.
Zonal conferences in behaviour modification therapy should be held once a
year in each of the five educational zones of Anambra State.
7.
Since the watchword in the use of approaches of behaviour modification
technique is effectiveness, the following are recommended to practicing
72
school counselors for effectively transmitting the skills to teachers,
prefects/school functionaries and others.
A.
The teachers should be sure that everything he needs is readily available
before demonstration begins in group counseling or group guidance.
B.
He/ she should be sore that the learners can see and hear him from their
positions.
C.
He/she should ask questions every now and then to see if they do
understand.
D.
Where a group demonstration is given, let each learner repeat the
presentation to other members of the group. This not only gives a feeling
of accomplishment to the performer, but helps others to realize that the
performance is not beyond their capabilities as learners.
73
Limitation of the Study
The study was constrained in a number of ways. However, the obvious
limitations of the study include the followings.
The study was limited in area of determining the actual respondent of
teachers who have full knowledge the disruptive behaviour students exhibit in the
classroom.
The study was centred on Behaviour modification technique teachers use to
manage classroom disruptive behaviour. The inclusion of counselors will further
validate the finding of future studies for greater generalization.
Possibly there could have been some faking of responses to the items on the
questionnaire provided by the researcher. The extent it occurs may influence the
findings of this study if care is not taken.
Suggestion for Further Research
The researcher suggests that research should be done in the further study
areas:In near future, a study of this type should be undertaken to cover the
whole thirty six states of Nigeria.
74
The influence of family life on behavioural modification pattern of students
in secondary school not only in Ebonyi state but in other eastern states.
The role of school counselors in disruptive behaviour among secondary
school students, (emphasis should be made by the policy makers.)
Teachers/counselors in future should be made to use the approaches of
behaviour modification techniques by carrying out a similar study on them.
Learning the appropriate behaviour modification technique on gender justice
and the challenges for guidance and counseling.
Summary of the Study
This study focuses on the behaviour modification technique use by teachers
to manage classroom disruptive behaviour. The study has four purpose of study
and four research questions that guided the present study. Various literature
reviews were carried out to show the relevance of the present study. The gap
established in the study show the need for teachers to adopt the use of
behaviour modification technique in their various classrooms in order to create
condusive learning environment for both teachers and students.
75
The following research questions were posed to guide the study.
1.
What are the classroom disruptive behaviours exhibited by students?
2.
What are the behaviours modification techniques teachers use in
managing classroom disruptive behaviours?
3.
To what extent does gender difference contribute to student’s
disruptive behaviour in the classroom?
4.
What are the factors that contribute to students disruptive behaviour in
the classroom?
The following hypotheses were formulated and tested at 0.05 level of
significance.
1.
There is no significant difference between the mean rating of male
and female respondents in identifying classroom disruptive behaviour
exhibited by students
2.
There is no significant difference between the mean ratings of male
and female respondents on the behaviour modification techniques
teachers use in managing classroom disruptive behaviour.
However, the review of literature revealed that disruptive behaviour
influence the behaviour of students in secondary school. The design used in this
study was a survey design. A sample of 321 teachers was used for the study.
76
The instrument used for the study was adapted by the researcher and named
behaviour modification techniques questionnaire
Strongly Agreed (SA) – 4 points
Agreed
(A) – 3 points
Disagreed
(D) – 2 points
Strongly Disgreed
(SA) – 1 points
The items were administered by the researcher and collected and analyzed
using Cronbach Alpha statistics. Thus the reliability coefficient yielded 0.75, 0.68
and 0.67, 0.86 for cluster A,B,C and D respectively. The grand reliability
coefficient yield 0.91. The research question was answered by mean and standard
deviation while hypothesis was tested at 0.05 alpha level with t-value.
The result of the study showed that
1.
In the findings there was a significant difference between male and
female responds on the classroom disruptive behaviour.
2.
Findings show that there was significant difference between the mean
rating responses on the behaviour modification techniques teachers
use in managing classroom disruptive behaviour among students.
3.
Both male and female are influenced by the factors that contribute to
disruptive behaviour in classroom.
77
4.
The findings showed that male and female respondent sees daydreaming differently.
However the findings of this study were extensively highlighted and
discussed their educational implications and recommendations were highlighted
suggestions for further research and limitations of the study were also included
78
REFERENCES
Achemu. I. O. (2008). Behaviour Problems among schooling Adolescents in
Unpublished MED thesis of University of Nigeria.
Adamaechi and Romaine (2000). Issues, Problems and Prospects of free,
compulsory and Qualitative Education in Nigeria Nsukka: In Snap press at
Nsukka.
Akinade E.A.(2005). Dictionary of Guidance and Counseling (Counseling
Psychology) Ibadan: Olu Akin Publishers.
Akinade, E.A and Adedipe, V.O (1994). Behaviour Modification (Principles and
practices) Lagos: Stirling-Holden Publishers, (Nig).
Ali .A. (2006). Conducting Research in Education and the Social Science. Nsukka
Tashwa Network.
Arinze A.G and Ojoru P.E. (2009). Impact of Cognitive Behaviour Strategy on
Youths Aggression in Nigeria Universities: In Conference Proceedings for
the 34th Annual National Conference of the Counseling Association of
Nigeria, at held at Abuja:
Ekeruo, A. I.C. (1990). Behaviour Modification. Therapy and application: Owerri
Totan publisher Ltd.
Elobuike M.N. (2000). Values and Education. Published by Spiritan Word
Processing Services. Onitsha
Enwezor E.U and Ezeocha .N. (1997). Behaviour Modification techniques by
teachers in school: Unpublished Bed thesis of University of Nigeria.
Essuman, J.J, Nwaogu, P.G and Nwachukwu, U.C.(1990). Principles and
techniques of Behaviour Modification Owerri: International Universities
Press Ltd.
Eze, U. N. and Umaru .Y.(2007). Teachers perceived strategies for managing
classroom Disruptive Behaviour in secondary. Review of Education.
79
Eunice E.O & Egonu D.O (20001). Educational alternative for Nigeria Institute of
Education Journal
Ifelunni I.C.S and Obidoa M.A. (2010). Counseling youth in contemporary
Nigeria: Chuka Educational Publishers Nsukka Nigeria.
Igbo J.N. (2005). Types, causes and remedies of deviant behaviour among
Secondary School Student in Imo State: The Journals of Advocacy and
Rehabilitation of in Special Education.
Mba B.A (2010). Equipping teachers with questioning techniques for quality
classroom instruction. A paper presented at the international conference
held at University of Nigeria Nsukka.
Michel H.R. & Peter M.M. (1983). Progress in Behaviour Modification, Volume
(14): Academic Press INC New York.
National Policy on Education, NPE. (2004)
National Teachers Institute: NTI (2007). Manual for the Re-Training of Primary
School Teacher Improvisation of Instructional Materials. Published by NTI
Press Kaduna.
Ngwoke, U.D. (1995). School of learning: Theories and application. Enugu:
magnet press.
Nwachukwu, T.A. (1995). Child development. Enugu De Sandax Ltd.
Nwobi. U. (2008). Administration of Non-formal Education Programmes in
Nigeria. Nsukka: Great Ap Express publisher Ltd. Nigeria.
Nworgu B. G (2006) Educational Research Basic Issues and Methodology
Nsukka: University Trust Publishers.
Obasanjo .O.(1999). A Speech delivered on the Occasion of the Launching of UBE
at Sokoto on September 30.
Oboegulem, N. (2002). Teachers stress and management.
Odoemelam A. & Ajoku M.U (2010) Behaviour Modification Skills & Techniques
for Professional Counselor’s Use. Owerri Divine mercy Publishers Nigeria.
80
Okeke B.A (2000). Guidance and Counseling made Easy Enugu: Snap Press Ltd.
Okeke B.A (2002). Techniques and Practicum in Guidance and Counseling.
Enugu: Snap Press Ltd.
Okeke B.A (2003). Principles of Guidance and Counseling. An outline for
Beginners. Enugu: Snap Press Ltd.
Okeke B.A (2005). Behavioural Assessment and the Nigeria Counselors: The
Journal of Advocacy and Rehabilitation in Special Education.
Okorie, C.K (2005). The Impact of Moral Instruction on Students Behaviour in
Secondary School: Unpublished Med thesis of Ebonyi state University
Nigeria.
Onwuasoanya P.N (2006). Behaviour Modification Techniques in Counseling:
Nsukka Great AP Express Publishers Ltd.
Onwuasoanya P.N (2008). Counseling Psychology for Nigeria: Nsukka Great AP.
Express Publishers Ltd.
Rashida Rhilawala (2010). Behaviour Modification Strategies Accessed from
http:www.buzzle.Com/articles/behaviour modification strategies on
15/5/2010
Ron Leaf & John Mceachin (1999). Behaviour Management Strategies a
Curriculum for Intensive Behavioral Treatment of Austin. Published by
DRL Books, LLC publishers New York .
Santrock, J. (2007). Educational Psychology: Boston Mc Graw-Hill U.S.A.
Skinner, B.F. (1953). Science and Human Behaviour. New York Macmillan.
Snap Press Ltd
Thorndike, E.L. (1911). Provisional laws of acquired Behaviour of learning in
E.C. Thorndike’s Animal Intelligence New York: Macimilan.
Uchanna M.U (2010). It’s all in the brain: of Gender and Achievement in Science
and Technology Education. An Inaugural Lecture of the University of
Nigeria.
81
Ukwueze, A.C. (2008). Effects of Cognitive and Modeling Techniques of
Counseling on Students Study Behaviours and Academic Achievement;
Unpublished Ph.D Dissertation, Department of Education Ebonyi State
University.
Umeano, E.C. (1999). A first Course in Education Psychology. Enugu Magnet
Business Enterprises.
82
University of Nigeria
Nsukka.
6th November, 2010.
Dear Respondent
The bearer is an M.Ed student of Department of Educational Foundations.
Guidance and Counseling unit. She is conducting a research on the use of
behaviour modification techniques for managing classroom disruptive behaviour
by teacher in Afikpo Education Zone of Ebonyi.
Kindly provide the correct information to the items below. Every
information provided will be handled with strict confidentiality.
Thanks for your anticipated co-operation.
Okorie Agnes. C.
83
BEHAVIOUR MODIFICATION QUESTIONNAIRE
SECTION A: STUDENT BIO DATA
Section One: Name of School
Sex: Male
Female
Educational qualifications S.S.C.E.
NCE holder
Graduate and
Postgraduate
Instruction: Indicate your opinion by ticking () using the following key.
Strongly Agreed
= SA
Agreed
=D
Disagreed
= SD
Strongly disagreed =SD
SECTION B: QUESTIONNAIRE
CLUSTER 1
The classroom disruptive behaviours exhibited by students are
S/N
SA
1
Truancy.
2
Fighting among students in the classroom.
3
Bullying
4
Quarrelling among students
5
Lying behaviour among students
6
Noise making
7
Sighing among students
8
Conversing in the classroom
9
Cheating during examination or class test.
10
Slandering among students
11
Eating and chewing of gum in the classroom
12
Chorus answers by students
13
Loitering
14
Lateness by students
15
Day-dreaming
16
Wearing dirty uniform
A
D
SD
84
CLUSTER 2
The behaviour modification techniques teachers use in managing classroom disruptive
behaviour.
S/N
SA
17
Reinforcement is the best technique to be use to correct
disruptive behaviour in the classroom.
18
Shaping is a strategy for correcting bad behaviour.
19
Corporal punishment is not the best way to correct
disruptive behaviour. .
20
Positive reinforcement encourage student when they
behave well and discourage bad behaviour,
21
Systematic desensitization is a behaviour modification
technique where anxiety reaction is extinguished.
22
Token economic helps to solve the problem of
disruptive behaviour among male students.
23
Kneeling down is the best techniques for handle female
students disruptive behaviour.
A
D
SD
CLUSTER 3
Factors that could contribute to student disruptive behaviour
S/N
SA
24
The family background of a child(lack of love)
25
Rejection by peer group (from school, church and
society at large).
26
The type of books the student read and type of films the
student watches could lead to disruptive behaviour
27
Poverty can contribute to disruptive behaviour
28
Religion: lack of moral upbringing from home.
29
Failure in academic/other accept of life could contribute
to student disruptive behaviour
30
Drug taking could leads student to indulge in disruptive
behaviour in the classroom.
A
D
SD