Relationship between classroom management practice and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

https://doi.org/10.51317/ecjeml.v4i1.436

Authors

Keywords:

classroom management practices, classroom control practices by prefects, disruptive behaviour, order, prefects’ responsibilities

Abstract

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.

Downloads

Download data is not yet available.

References

Aaas, K. (2021). Learning through Communication: Exploring learning potential in teacher teams lesson study talk. International Journal for Lesson and Learning Studies, 10(1), 47–59.https://doi:10.1108/1jll-07-2020

Adam, A. (2020). Sample size determination in survey research. Journal of Scientific Research & Reports, 26(5), 90–97.https://doi.org/10.9734/JSRR/2020/v26I530263

Alnaami, N., & Masuadi, E. (2020). Clinical Learning Evaluation Questionnaire: A Confirmatory factor analysis. Adv Med Educ Pract. 11, 953-61.

Alqahtani, R. M. (2020). The Effects of a Token Economy System to Improve Social Academic and Behaviour Skills with Children in KSA. International Journal of Learning and Development, 10(3), p.11.

Amemiya, J., Fine, A., & Wang, M. (2020). Trust and discipline: Adolescent’s institutional and teacher trust predict classroom behavioural engagement following teacher discipline. Child Development, 91(2), 66-678. https://doi.org/10.111/cdev.13233

Aryati, P.A., Hikmat, M. H. & Thoyibi, M. (2021). Strategies to Cope with Students‘ Discipline Problems in Senior High School. Indonesian Journal on Learning and Advance Education (IJOLAE), 3(1), 40-47. http://journals.a.id/index.php/ijolae/article/view/9474

Babinski. E. (2022). Disruptive Behaviour Disorders in Children and Adolescents. Reference module in Neuroscience and Biobehavioural Psychology 5.412-423. https://doi:10.1016/B978-0-12-8-818697-8

Berceanu, I. (2021). The Institution of the Prefect According to the Romanian Administration Code, 2019, MPRA, 92651. https://mpra.ub.uni-meunchen.de/92651/1/MPRA_paper_92615

Berndt, E. (2020).). Sampling Methods. Journal of Human Lactation, 36(2), 24–226. https://doi.org/10.1177/080334420906850

Bokulich, A. (2020). Towards a Taxonomy of the Model- ladenness of data. Philosophy of Science, 87(5), 793–806.

Brunner, C. (2021). Conceptualising epistemic violence. An Interdisciplinary and assemblage for IR. Int. Polit., pp. 9, 193–212.

Caldarella, p., Larsen, R., Williams, L., Wills, H., & Wehby J. (2021b).Effects of Middle School Teachers’ Praise-to-reprimand Ratios on Students' Classroom Behaviour. Journal of Positive Behaviour Interventions. Advanced online publication. https://doi.org/10.1177/10983007211035185

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling. Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652.661. https://doi.org/10.1177/744987120927206

Casteel, A., Bridier, N. (2021). Describing Population and Samples in Doctoral Student Research. International Journal of Doctoral Studies, 16, 33362

Cho, S., Weng, C., Kahn, M., & Natarajan, K. (2021). Identifying Data Quality Dimensions for person-generated wearable devices data: Multi-method study. JMIR mHealth and uHealth, 9(12), e31618.

Eijigu, T., & Teketel, S. (2021). Bullying in schools: prevalence, bystanders reaction and associations with sex and relationships. BMC Psychology, 9(1), 1-10. https://doi.org/10.1186/s40359-021-00685-5

Explore Education Statistics. (2022). School, Pupils and their Characteristics. https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-andtheir-characteristics

Eymeri-Douzan, J., & Tanguy, G. (2021). Prefects, Governor and commissioners. Territori Representatives of State in Europe, Birmingham: Palgrave Macmillan.

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today's classroom. Journal of Education and Training Studies, 7(12), 1.

Geurts, E., Reijs, R., Leenders, H., Jansen, M., & Hoebe, C. (2023). Co-creation and Decision-Making with students about Teaching and Learning: A systematic literature review. Journal of Educational Change. Advanced online publication. https://doi.org/10.1007/s10

Gradesfixer. (2019). Research Methodology: Exploratory, Descriptive and Explanatory.

Granero-Gallegos, A., Gomez-Lopez, M., Baena-Etremera, A., & Martinez-Molina, M. (2020). Interaction effects of disruptive behaviour and motivation profiles with teacher competence and school satisfaction in secondary school physical education. International Journal of Environmental, 17(1), 114. https://doi.org/10.90/ijerph17010114

Greener, S. (2020). Attendance and attention. Interactive Learning Environment, 28(1), 1–2. https://doi.org/10.1080/10494820

Gregory, A., Osher, D., Bear, G., Jagers, J. & Sprague, R. (2021). “Good intentions are not enough: Centering Equity in School Discipline Reform.” School Psychology Review 50(2-3):220.doi.10.1080/2372966x.2020.1861911

Holland, M., Courtney, M., & Vergara, J. (2021). Homework and children: Purpose, policy and non-academic impact, Child & Youth Care Forum, 50(4), pp.631–651.

Irsheid, E. A. I., & Teacher, E. S. L. (2018). The Effectiveness of Students' Involvement in Leadership Process in Schools and its Impact on Increasing Their Academic Achievement in Jordanian Schools: The Case of Schools in Ramtha City. International Journal of Education and Research & Development, 6(9)47-56.

Kamau, A. (2017). Influence of Students’ Council Involvement in Management of Students’ Discipline in Public Secondary Schools in Naivasha Sub-county, Kenya. (Doctoral Dissertation University of Nairobi). http://erepository.uonbi.ac.ke/handle11295/101380

Kashyap, D. (2021).Essay on Discipline: Definition, Concept, Components and Principle. https://www.yourarticlelibrary.com/essay/discipline/essay-on-discipline-definition-concepts-components-and-principles/3727

Kisauni Sub-county Education Office. (2022). Education Management Information System (EMIS) June 2020.

Kools, M., George, B., & Steijn, B. (2020). Developing schools as learning organisations- “Why” and “How”? European Journal of Education, 55(1), 3-8. htttps://doi.org/10.1111/ejed.12384

Krejcie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement.

Lintner, T., & Salamounova, Z. (2021). Classroom Space and Student Positions in Peer Social Networks. An exploratory study. Studia Paedagogical, 26(2), 1-28. https://doi.org/10.5817/Sp2021-2-3

Madson, G., & Cooper, A. (2021). Future of Survey Research Conference. Durham (NC): Duke University. https://sites.duke.edu/surveyreserach/report/

Maier, M., & Lakens, D. (2022). Justify your alpha. A primer on two practical approaches. Advances in Methods and Practices in Psychology Science. https://doi.org/10.31234/osf.io/ts4r6

Martinez, P., & Losen, D. (2020). Lost opportunities: How Disparate School Discipline Continues to drive Differences in her Opportunity to Learn. Learning Policy Institute; Center for CIVIL Rights Remedies at the Civil Rights Project, UCLA.

Massonie, J., Frasset, P., Mareschal, D., & Kirkham, N. (2020). Scientific Collaboration with Educators: Practical insights from class noise reduction intervention. Mind, Brain and Education. https://doi.org/10.1111/mbe.12240

Mauliya, I., Relianisa, Z., & Rokhyati, U. (2020). Lack of motivation factors creating poor academic performance in the context of graduate English department students. Journal of Linguistics and Language Teaching, 6(2), 73–85.

McCombes, S. (2019). Research Design: Types, methods and Examples. Scribbr.

Ministry of Education. (2022). National Education Policy. https://www.education.gov.in/sites/uploadfiles/mhrd/files/NEP Final English O.pdf

Monarque, M., Sabetti, J., & Ferrari, M. (2023). Digital interventions for substance use disorders in young people: a rapid review. Subst Abuse Treat Prev Policy 18, 13.htttps://doi.org/101186/s13011.023-00518-1

Morey, R. (2020). Power and Precision. https://medium.com/@richardmorey/power-and-precision-47f644ddea5e

Mthethwa, A. (2021). ‘Our schools’ bullying score. Daily Maverick. www.dailymaverick.co.za

Mulisa, F. (2022). When does a researcher choose a quantitative, qualitative or mixed research approach? Interchange, 53(1), 131. https://doi.org/10.1007/s10780-021-09447-z

Muller-Kuhn, D., Zala-Mezo, E., Habig, J., Strauss, N., & Herzig, P. (2021). Five contexts and three characteristics of student participation and student voice- A literature review. Int.J.Stud.Voice, 6(2).

Okumbe, S. (2018). Educaion and Management. Theory and Practice: Nairobi University Press.

Rafi, A., Ansar, A., & Sami, M. (2020). The implication of positive reinforcement strategy in dealing with disruptive behaviour in the classroom: A scoping review. Journal of Rawalpindi Medical College, 24(2), 173,1779.https://doi.org/10.37939/ rmc.v24i2.1190

Riden, B. S., Kumm S., & Maggin, D. (2021). Evidence-Based behaviour management for students with or at risk of EBD. A mega review of the literature. Remedial and Special Education, 43(4), 255-269. http://doi.org/10.1177/074419325211047947

Rocha, T., Peixoto, F., & Jesus, S. (2020). Aesthetic development in children, adolescents, and young adults. Analise Psicologica, 38, 1-13. https://doi.org/10.14417/ap.1657

Rogers, K. (2020). The effects of classroom seating layouts on participation and assessment performance. Journal of Learning Spaces, p. 9.

Rogowsky, B., Calhoum, M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontier in Psychology, 11(February) 1–7. https://doi.https//doi.org/10.3389/fpsyg.00164

Scheier, L M., & Griffin, K. W. (2021). Youth marijuana use: a review of causes and consequences. Curr Opin Psychol, 38, 11-8.

Sebeelo, B. (2021). “Undisciplined” drinking multi-sectoralism and political power. Examining problematisatory in Botswana alcohol policy. International Journal of Drug Policy, p. 94, 103228, pp. 1–7.

Shao, G., Wei, Q., Leng, L. (2020). Synchronous classroom: Its Practical Significance, Existing Problem and Solutions. Curr.Teach.Math.Meth. 40, 70–76.

Shier, H. (2020). Is Silencing Children Unethical? Gatekeeping Rights and Ethics. Ethical Research Involving Children: Blog, https://childrethics.com/blog/is-Silencing-children-unethical-gatekeeping-rights-and-ethics/

Slater, E. V., & Main, S. (2020). A measure of classroom management: Validation of a pre-service teacher self-efficacy scale. Journal of Education for Teaching, 46(5), 616–630. https://doi.org/10.1080/02607476.2020.1770579

Strickland, J. C., Lile, J. A., & Stroops, W. W. (2019). Unique prediction of Cannabis use severity and behaviours by delay discounting and behavioural economic demand. Behavioural Processes, pp. 140, 33–40. https://doi:10.1016/j.beproc.2017.03.017

Tintore, M., Cunha, r., Labral, I. (2020).A scooping review of problems and challenges faced by school leaders. Educational Management Administration and Leadership. 1-39. https://doi:10.1177/1741143220942527

Tobia, V., Sacchi, S., Cerina, V. (2022). The influence of classroom seating arrangement on children’s cognitive processes in secondary school: the role of individual variables. Curr Psychol., 41, 6522-6533. https://doi.org/10.1007/s12144-020-01154-9

Walter, W. (2021). Survey design and significance testing: Key issues. Journal of Academic Librarianship, 47(3), 1–9. https://doi.org/10.1016/j.acalib.2021.102344

WHO & the WHA. (2023). An explainer: An introduction to the World Organisation, The World Health Organisation, and the World Health Assembly. https://www.who.int/about/governance/world-health-assembly/the-who-and-thewha-an-explainer

Willan, A., & Thabane, L. (2020). Methods for pilot studies. Clin Trials; 17(4), 414-9.

Published

2023-11-28

How to Cite

Mutua, M., Ngala, F. B. J. A., & Kiplangat, H. K. (2023). Relationship between classroom management practice and students’ disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. Editon Consortium Journal of Educational Management and Leadership, 4(1), 235–248. https://doi.org/10.51317/ecjeml.v4i1.436

Issue

Section

Articles

Most read articles by the same author(s)