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CHAPTER ONE
INTRODUCTION
Children and adult respectively are found to be reactive in character and behaviour at times.
Mostly, children of nowadays as a result of their quick exposure to social networks, media
networks, electronics and printed media tends to quickly emulate and adapt to certain way of life
such as fighting, bullying, telling lies, restiveness, loitering among others which conjunctively
amount to disruptive behaviour. However, this may be informed by the rate at which they are
exposed to some violent movies, plays, among others. In many public primary schools in the
contemporary society and Asaba Central Education Authority in particular, there have been report
of alarming rate of lack of attention among the pupils. In this effect, teachers and significant others
have been reporting the alarming rate of this lack of attention exhibited by primary school pupils
to be on the increase and as well its obstructions to teaching and learning process. This trend
deviations from societal norms and values such as thuggry, stealing, kidnapping, assassination,
among others for lack of proper attention/orientation and management to ameliorate the
However, every Society across the globe had always had interest in the ways in which their
young ones are prepared and how they learn to take active part in civic life (Anih and Ogoke,
2014). Buttressing further, the authours noted that education has been often conceived to mean the
activities of the teacher and learners in a school environment which is narrow and misconception
2
of education since what takes place in the school is a fraction of education. Education indeed is a
process that starts from the family in which the child is born till the time he
1
attains the official age of formal education. Ogbonnaya (2009) opined that education is the process
by which every society attempts to preserve and upgrade their accumulated knowledge, values,
and skills. Stressing further, authour stated that apart from the home, the primary school is another
educational institutions where children learn and socialize. Traditionally, education is a medium
through which the society inculcates its values and culture to the young (Asebe, 2012).
In the context of this work, education is the process whereby adults members of a society
carefully guide and manage the process of the development of infants and young children (pupils),
initiating them into the culture of the society until they attain the age of formal primary education.
Primary education according to the Federal Republic of Nigeria (FRN) (2004) is the education
given in institutions for children aged 6 to 11. The National Policy on Education document further
maintained that since the rest of the education system is built upon the primary level, it is the key
to the success or failure of the entire system. With this prospect, and the need for solid foundation,
primary education becomes a focus of national importance. Thus, primary education has always
been regarded as a vital stratum in the nation’s education system (Adepoju and Fabiyi, 2006). This
being the case, the goals of primary education according to FRN (2004: 14) are to: inculcate
permanent literacy and numeracy, and ability to communicate effectively, lay a sound basis for
scientific and reflective thinking, give citizenship education as a basis for effective participation in
From the foregoing, it is pertinent to emphasize that quality primary education that realizes
the above objectives has the capacity to improve young children’s learning potentials and prepare
them for further school success. In Enugu state however, primary education is seen as a vital
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instrument for social and economic mobility and an instrument for transforming the society, the
state has made effort in implementing policies that can realize the above objectives through the
Universal Primary Education (UBE) programme. The objectives of this programme and many
others may however been hindered by several occurrences in the classroom where learning is
expected to take place. Such incidence as prevalent lack of attention in the classroom may inhibit
Primary school pupils exhibit some kind of behaviours. Behaviour refers to the way in which
one acts or conducts one’s self, especially towards others (Mclnerney, 2008). Behaviour can also
be defined as the way in which an animal or a person acts in response to a particular situation or
stimuli. It is also a way in which one acts or conducts one’s self, especially towards others.
Behaviour is a broad term for any type of action; such actions as blinking an eye, smiling,
whistling, crying, walking, talking, eating, praying are all behaviours” (Umeano 2012). This
interaction with the environment which may be normal or disruptive. Lack of attentioninclude a
situation whereby the students failed to respond to teacher’s requests, indulge in noise making,
moving out of their seats and staring in a direction other than the teacher or their work. (Wille,
2002). Justifying the above assertion, Ghazi, Gulap, Tariq and Khan (2013) maintained that
disruptive behaviour is simply the behaviour which does not allow the teachers and pupils for
effective teaching and learning process. Buttressing further, the authours stated: with reference to
the fact that learners have their fundamental right to have a safe and respectful environment for
learning, hence disruptive behaviour should be seen as a disciplinary problem and must be dealt
technically.
In the context of the present study, disruptive behaviour in the classroom is that behaviour
which interrupts, obstructs, or inhibits the teaching and learning processes. Disruptive behaviour
4
hinders or inhibits the rich and stimulating environment needed for meaningful learning activities
from taking place. Disruptive behaviour can be exhibited physically or emotionally. Buttressing
on this assertion, Puram and Chennai (2012) stated that children or adolescents with conduct
disorder may exhibit some of the following physical lack of attention such as aggression to people
and animals, bullies, threatens or intimidates others, often initiates physical fights; use a weapon
that could cause serious physical harm to others.. Buttressing on emotional disruptive behaviour,
Puram and Chennai posited that it is inability of pupils to build or maintain satisfactory
interpersonal relationships with peers and teachers; inappropriate types of behaviour or feelings
tendency to develop physical symptoms or fears associated with personal or school problems. The
above mentioned lack of attentionmay also constitute prevalent lack of attentionin the classroom.
2000). Buttressing further, the authour stated that prevalent disruptive behaviour may take many
forms such as persistent questioning, incoherent comments, verbal attacks, unrecognized speaking
out, incessant arguing, intimidating shouting, and inappropriate gestures. Contributing to the above
points, Rachel and Daniel (2012) opined that the prevalent disruptive behaviour in the classroom
is talking out of turn, followed by non-attentiveness, daydreaming, and idleness. Stressing further,
the authours asserted that the most unacceptable disruptive behaviour is disrespecting teachers in
terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. In the
context of this work, prevalent disruptive behaviour can be defined as those anti-social behaviours
exhibited by primary school pupils that obstructs and inhibits the process of teaching and learning.
Such anti-social behaviours include talking out of turn, noise making, pushing of fellow pupils
among others.
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From the above highlighted views, one may ask what the causes of disruptive behaviour
especially among pupils are. In other words, disruptive behaviour in primary schools can be
perpetrated by many factors, pupil or by the collaboration of many pupils. Contributing to the
above point, Gesinde (2000) observed that classroom management could pose a problem to the
teacher. Especially when the teacher lacks the competence to create the setting, decorate the room,
arrange the chairs, speak to pupils and listen to their responses, putting routines in place and then
executing, modifying and reinstating them, developing rules and communicating those rules to
pupils. Aimee (2003) posited that children who view televised media violence are more likely to
have increased feelings of hostility, decreased emotional response to the portrayal of violence and
injury that lead to disruptive behaviour through imitation. According to Ghazi et al (2013)
disruptive behaviour can be caused by factors such as inconsistent parenting, uncaring parents,
over-protective parents and bad influences on a student’s local community. Stressing further, the
authours posited that poverty, poor quality teaching, repeating the same class, teachers’ negative
attitude towards pupils, lack of motivation from teacher and poor classroom condition such as
lighting and ventilation among others are the major causes of disruptive behaviour in the
classroom.
From the foregoing, it could be deduced that some disruptive behaviour reflects bad
manners and a lack of consideration of others. Disruptive behaviour may on the other hand, result
from overzealous classroom participation, lack of social skills, or inappropriately expressed anger
among others which may be disadvantageous to the process of teaching and learning and may
invariably influence academic objectives negatively. Disruptive behaviour may cause harm within
the classroom on several different levels. Highlighting on the above point, Finn, Fish and Scott
(2008) stated that disruptive behaviour affects individual learning, interferes with academic
achievement, and reduces the chance of higher education. Disruptive behaviour also becomes a
6
burden on the classroom when both instruction and the normal functioning of the classroom are
created, causing teachers and administrators to spend more time moderating, managing and
controlling the pupils instead of performing duties consistent with the creation of a positive
learning environment.
From the above highlighted points, children with disruptive behaviour may face challenges.
Contributing, Kauffman (2005) stated that due to pupil’s disruptive behaviour, peer rejection may
be common for the child. Buttressing further, the authour, noted that it is unclear whether academic
difficulties precede behavioural problems or if behavioural issues create academic difficulties but
that researchers currently believe that there is a reciprocal influence of both. It is however, the
function of the teacher to effectively manage the classroom in order to guide learning experience.
This is because managing the classroom environment is one of the primary responsibilities of every
organizing, actuating and controlling, performed to determine and accomplish the objectives by
the use of people and resources." In consonance with the above assertion, Ogbuonu (2014) stated
that management is referred to as a procedure in which people’s efforts are directed towards
achieving their established objectives in groups such as classrooms. This implies that management
is the process of planning, organizing and directing a certain group of individuals for the attainment
of a certain goal in a certain organization such as classroom. For the purpose of this study,
classroom is a place where the teachers meet the pupils and guide the pupils to interact with subject
matters and material in order to facilitate learning. According to Evertson and Weinstein (2006)
classroom management is any action a teacher takes to create an environment that supports and
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facilitates both academic and social-emotional learning. In the same vein, Oliver (2009) defined
teachers in classroom settings with all students or pupils in order to teach positive social behaviour
and reduce negative behaviour. From the above illustrations, the term classroom management
covers the whole spectrum of management issues that a teacher has to contend with in the
classroom in order to create an environment devoid of obstruction and inhibition for effective
In the context of this work, classroom management is the effort made by the teacher to
ensure that pupils in the classroom are controlled and guided for the purpose of creating enabling
environment that facilitates and fosters academic achievements. According to Oyinloye (2010) the
way a teacher manages all the different aspect of classroom will have a powerful influence on how
effectively the children learn and also on how well they behave. This is true because a teacher who
portrays reputable personality, masters his/her subject matter among other classroom management
skills may likely influence the behaviour of the pupils positively to act in such direction. Most
teachers have a pattern of setting up classroom in the way that best facilitates learning so that they
instinctively manage the classroom environment and classroom routines without too much stress.
problems such as disruptive behaviour among pupils. This includes behaviour modification
therapy such as skills /assertive training, cognitive-behavioural techniques among others. Assertive
training is a form of behaviour therapy designed to help people (pupils) stand up for themselves,
to empower themselves, in more contemporary terms in such that disruptive behaviour and other
anti-social behaviours will be averted (Albert and Emmons, 2001). According to Onwuasoanya
(2006) assertive training is a preferred approach for individuals who have difficulty in the
appropriate expression of various emotions, and who lack the confidence to stand up for
8
Lipsey and Cullen (2007) cognitive-behavioral therapy is a technique that is used on its own, it
uses exercises and instruction that are designed to alter the dysfunctional thinking patterns
exhibited by many offenders (pupils). Stressing further, the authours stated that this technique
helps pupils become aware of the existence of dysfunctional thinking patterns such as disruptive
behaviours, or negative thoughts, attitudes expectations and beliefs, and to understand how
negative thinking patterns contribute to unhealthy feelings and behaviours (Wolfe, 2007). A
intervention model. This model includes the use of many behaviour modification tools such as
precision requests, mystery motivators, token rein forcers, response cost techniques and antecedent
strategies (Wille, 2002). Marshal (2001) opined that discipline without stress, punishments or
rewards is designed to educate young people about the value of internal motivation. The intention
according to the authour is to develop within youth (pupil) a desire to become responsible and self-
disciplined and to put forth effort to learn. However, to create and preserve a classroom atmosphere
that optimizes teaching and learning, all participants (teachers and pupils) share a responsibility in
creating a civil and non-disruptive forum within the classroom. Thus, pupils are expected to
conduct themselves at all times in the classroom in a manner that does not disrupt teaching and
learning. In the absence of a well managed classroom with cooperation from the pupils, the action
perform by a teacher on each of these variables mentioned above will determine the academic
achievement and behaviour of the pupils (Nayak and Rao, 2008). The authours further stated that
suggesting that every loving teacher must exhibit firmness, tenderness and gentleness which could
inform effective strategies in order to cope with and curb pupils’ misbehaviour.
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management are necessary to address these challenging behaviours of pupils and support
successful efforts in the teaching and learning processes. Strengthening the above idea, Emmer and
Stough (2001) asserted that teachers often find it more challenging to meet the instructional
demands of the classroom without the expertise and competency to address disruptive pupils’
behaviour. Such poor classroom management typically leads to less instruction and worse student
outcomes (Cameron, Connor, Morrison, and Jewkes, 2008). Research has been developing an
employed within the classroom to assist the teacher in dealing with such behaviour (Porter, 2000).
Justifying the above point, Porter posited that the subject of disruptive pupils in schools has become
an issue which is now more widely acknowledged and since lack of attention may impede the
From the foregoing in line with Haim Ginott (1922) classroom management theory which
highlighted communication and the importance of positive relationships among pupils and between
pupils and the teacher in the classroom with basic interest on the respect for children’s’ basic rights
listening to pupils, brevity, acceptance, asking questions to identify their needs and empathy. The
question now is, have teachers and educational stakeholders taken cognizance of this theory as
major preponderance regarding classroom management for effective teaching and learning.
Educational programmes of every nation are tailored towards the attainment of certain
objectives. The attainment of these objectives could, however be hindered by factors within the
distracting, impulsive and inattentive pupils’ behaviour. The learners who are expected to benefit
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directly from the educational programmes may also manifest certain behaviour patterns, which
threaten the orderly pursuit of academic excellence. In primary schools, such lack of attentionmay
impede the student learning and instruction. Moreover, the lack of attentionof pupils may require
teachers to spend more time on classroom management, control and discipline while less time may
be allotted to academics. One may ask what are the causes of disruptive behaviour among primary
school pupils due to rate at which it is prevailing today. Or could it be as a result poor parenting
and lack of management strategy by the teachers and curriculum planners among others.
parents and the society at large given that the primary school has been identified by the NPE as the
foundation for further learning. However, the way a teacher manages the classroom will dictate the
stress he may pass through, his pupils’ achievement, behaviour and the tone of the school. It is
therefore imperative that effective classroom management be adopted and utilized in order to
control and effectively manage the issue of prevalent lack of attention among primary school pupils
and promote a conducive classroom environment prerequisite for a meaningful teaching and
learning process. Though a global phenomenon, not much has however been done in managing
pupils’ lack of attention in Enugu state primary school and Asaba Central Education Authority in
particular. Some of the measures employed by teachers could be ineffective or may literally be
subduing the behaviour for some time and this informed the quest of the researcher to embark on
this study. The problem of this study therefore is that there is the need for empirical basis for
managing disruptive classroom behaviours among primary school pupils for optimum classroom
The main purpose of this study is to investigate the classroom management of lack of attention
among primary school pupils in Asaba Central Education a Authority. Specifically, this study will
primary school.
4. Effective strategies available for use in management of lack of attention among primary
school pupils.
This study has both theoretical and practical significance. Theoretically, this study will
contribute to the existing knowledge on measures that best optimize teaching and learning and the
objectives of children to education with regard to managing lack of attention among primary school
pupils. Moreover, the findings of the study will validate or invalidate Haim Ginott classroom
management theory and Bandura’s Behavioural theory. In other words, the findings of the study
will either approve or disapprove the relevance of the theories on which the study is anchored as it
Specifically, the relevance of the theory to this study is that people learn disruptive
behaviour in the same way they learn football, emulates successful students and positive ideals.
Children learn from models that they regard as significant such as colleagues and peers. Peers
establish basic patterns at the school or playing ground which in spite of possible changes is never
completely extinguished as the child grows. From this theory, it stands to reason that the behaviour
of a child is a reflection of the type of peer influences under which the child grew up. Hence,
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deficiency in proper socialization both by parents and teachers may likely encourage disruptive
behaviours. This thereafter prevents positive socialization processes. Practically, the study will be
beneficial to the Government, Enugu State Universal Basic Education Board (ESUBEB),
curriculum planners, pupils, teachers/teacher trainees, parents, Teachers training institutions and
future researchers.
It is expected that the findings of this study will highlight empirical measures in the areas
of strategic classroom management for the curbing and managing disruptive behaviour when made
available to the government through her agencies (Ministries of Education, UBEC, supervisors and
school administrators) will go a long way on informing evidence based policies on the incidence
of lack of attentionin the classroom. This is because the result of the study will also inform the
government on the need to embark on in-service training for teachers on effective management
practices to curb the effect and interference of disruptive behaviour in classroom activities vis-avis
The results from this study when made available through published articles, news papers,
journals among others will be of immense benefit to the Enugu State Universal Basic Education
board ESUBEB in its policy formulation and implementation, taking cognizance of all measures
necessary to ensure effective classroom management in the state across all the primary schools for
effective classroom teaching and learning. This is because any study that find out the prevalent
lack of attentionamong primary school pupils, its causes, management strategies and effective
teachers’ strategies will create an avenue for stakeholders to come in with policy formulation and
The findings of the study will also be of great importance to curriculum planners. This is
because the study will serve as an eye opener to them such that they will be able to articulate all
the necessary measures and strategies for effective classroom management in the education plans
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to ensure conducive teaching and learning environment. In order to fast-track the realization of
effective and strategic classroom management, it is expected that the results of the study will enable
the curriculum designers while designing and planning the curriculum to take appropriate steps
towards ensuring that pre-service teachers are equiped and aided with the procedures requisite for
The findings of the study will also be of immense benefit to the pupils because when the
teachers and the rest of others stakeholders take cognizance of the findings of this study, the
implementation will be very beneficial to the pupils as it will guide teachers in establishing some
rules and regulations for the class activities and ensure that measures that will enable the pupils
participate actively in maintaining them are fully ascertained for a conducive classroom teaching
Also to benefit from the findings of this study are teachers. The exposition of teachers’
classroom management skills and strategies will enable the teachers to gain the requisite skills
necessary to execute their duties effectively in the areas of listening to the pupils, controlling and
responding to their questions as and when due among others. The study will as well help teachers
gain competence as regards to effective classroom management such as arrangement of seats, and
positioning of the pupils in the class for effective participation in the process of teaching and
learning. Disruptive behaviour in the classroom is a concern for teachers because conducive
classroom for teaching is paramount for learning. The findings of this study when communicated
teachers in order to carry every child along. The findings of the study will equally be of utmost
important to the teacher trainees in that they would be better prepared for the classroom challenges
of meeting the learning needs of learners with diverse abilities and requisite skills.
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Parents of the pupils also stand to benefit from the findings of the study when made available
to them through Parent Teachers Association (PTA) meetings, seminars, workshops among others.
This is because parents will be exposed to the various causes of lack of attentionexhibited by pupils
and as well be guided on how to take active roles regarding their parental responsibilities in the
The result of this study when disseminated can also help teacher training institutions to
reform their programs in order to meet the challenges of disruptive pupils’ behaviour in the
classroom.
Finally, the findings from this study will contribute to the literature that is most effective
in managing pupil’s disruptive behaviour in the classroom. This study would thus serve as a source
of information and bank of knowledge for other researchers who may wish to embark on research
from a related perspective in this field. It is obvious that this work will provide them direction and
The geographical scope of this study will cover Asaba Central Educational Authority of
Enugu state, Nigeria. The content scope is limited on the disruptive behaviour exhibited among
primary school pupils. It was restricted to the primary level of basic education. Urban and rural
schools will be involved in the study to determine the prevalent lack of attentionexhibited by
primary school pupils, the causes of lack of attentionexhibited among primary school pupils,
schools and effective strategies available for use in managing disruptive behaviour in primary
school.
Research Question
In line with the purpose, this study is premised on the following research questions:
1. What are the prevalent lack of attentionexhibited by primary school pupils?
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2. What are the causes of lack of attentionexhibited among primary school pupils?
3. What are the classroom management strategies adopted by teachers to manage lack of
school?
Hypotheses
HO1.There is no significance different in the mean ratings in urban and rural primary schools on
HO2. There is no significant difference in the mean ratings in urban and rural primary schools
behaviours.
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CHAPTER TWO
LITERATURE REVIEW
This chapter deals with the review of relevant literature. The researcher reviewed conceptual,
theoretical and empirical research work carried out by other authors relating to classroom
headings;
Conceptual Framework
Concept of Behaviour
Concept of Management
Theoretical Framework
Achievement.
Primary School Teachers’ Perception of Classroom Management and its Influence on Pupils’
Activities.
Tteachers and Pupils views on use of Corporal Punishment in Managing Discipline in Primary
Schools.
17
Preventing Disruptive Behaviour in the Urban Classroom.
Behaviour.
Role of School Counsellors in Connecting the dots Between Disruptive Classroom Behaviour and
Youth Self-Concept.
Job Dissatisfaction and Burnout in School Teachers with respect to Student’s Disruptive
Conceptual Framework
In this section of the work, discourse focuses on the various concepts and variables that
The education of the child is always considered paramount in almost all history of human
existence. However, every Society across the globe had always had interest in the ways in which
their young ones are prepared and how they learn to take active part in civic life (Anih and Ogoke,
2014). Buttressing further, the authours noted that education has been often conceived to mean the
activities of the teacher and learners in a school environment which is narrow and misconception
of education since what takes place in the school is a fraction of education. Education indeed is a
process that starts from the family in which the child is born till the time he attains the official age
of formal education. Ogbonnaya (2009) opined that education is the process by which every
society attempts to preserve and upgrade their accumulated knowledge, values, and skills.
Stressing further, Ogbonnaya stated that apart from the home, the primary school is another
educational institutions where children learn and socialize. Traditionally, education is a medium
through which the society inculcates its values and culture to the young (Asebe, 2012). According
to Olumu (2007) functional and qualitative education is a tool for selffulfilment. Thus, as an
expression of education as a basic right to children, the Convention on the Rights of the Child
important aspect of CRC. Also at the global level, the United Nations came up with basic
educational targets that all member states should achieve to express this inalienable rights to all
• ensure that by the year 2015 all children particularly girls, in difficult circumstances and
those belonging to the ethnic minorities have access to a complete free, compulsory and
• ensure that the learning needs of all young people and adults are in line with the MDGs
From the above definitions of education and educational targets for the right of the children, in the
context of this work, education is the process whereby adults members of a society carefully guide
and manage the process of the development of infants and young children (pupils), initiating them
into the culture of the society until they attain the age of formal primary education. Primary
education is the education given in institutions for children aged 6 to 11 (FRN, 2004). It is vital to
child development. Hence, it is acknowledged in the NPE as critical to the success of further
educational venture and training. The goal of primary education is to ensure that all children access
quality education and achieve quality learning outcomes. Especially in numeracy and literacy, and
also in critical areas, such as life skills to prepare children for secure and meaningful live (FRN,
2004). In line with this, developments in primary education in Nigeria have been significant. It has
received immense attention right from the time of the missionaries through the colonial
government to the present day. For instance, the ten year plan of 1942-1953 made adequate
provision for the extension of primary education facilities, and primary education was provided in
the villages with a strong bias to the local needs of the people. As a result, there was nearly fifty
percent increase in the number of primary schools and enrolment of pupils in them (UNESCO,
2001).
In line with the above assertions, National Policy on Education (FRN, 2012) as cited in
Umemetu and Ogbonna (2013) also stated the goals/objectives of primary education to include the
following: Inculcating permanent literacy and numeracy and ability to communicate effectively,
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laying a sound basis for scientific and reflective thinking; Giving citizenship education as a basis
for effective participation and contribution to the life of the society. Moulding the character and
developing sound attitude and morals in the child, developing in the child the ability to adapt to
his changing environment, giving the child opportunities for developing manipulative skills that
will enable the child function effectively in the society within the limits of the child’s capacity;
Providing the child with basic tools for further educational advancement, including preparation for
trade and craft of the locality. In pursuance of the goals above, the curriculum for primary
education shall include language of the environment, English, French, Arabic, Mathematics,
Agriculture, Home Economics, Social Studies and Citizenship Education, Cultural and Creative
Arts, Computer and so on. A careful consideration of the above goals and curriculum content
brings to the fore front the need for a well-balanced and result oriented teaching and learning
process and interaction among teachers, sociologists, counsellors and students and external
education officials. Highlighting further, the authours stated that with the Universal Basic
Education (UBE) policy, the classes have been restructured to include JSS 1-3. Now the new
nomenclature is Basic 1-9. Primary education thus entails 9 unbroken years of schooling for
children aged between 6-14 years. The content of the curriculum of this level of education has also
been enlarged to cater for a wide body of knowledge in the light of the ever changing global trends
in science, technology and the arts. It is also meant to lay a solid foundation for the senior
secondary where they are prepared for useful living in the society.
Contributing to the above view, Obiweluozo Umemetu & Ogbonnaya (2013) stated that
primary school pupils are children from the age of 6 years to 11 years that receives elementary or
primary education coming before secondary school and after preschool. This implies that primary
school pupils are children that have finished nursery education who are being taught in preparation
21
for secondary education. Nkechi and Umemetu also defined Primary education as the kind of
education which is given to children from age 5+ to about 10 or 11 years. According to the
authours, it is an educational training provided to school age children from primary 1-6. At this
stage, the education they receive is compulsory in most part of the world. Primary education in
particular is the level of education that develops in the individual the capacity to read, write and
calculate. In other words, it helps to eradicate illiteracy, which is one of the strongest predictors of
poverty (Bruns, Mingat and Rakotamalala 2003). This explains why primary education is the
largest sub-sector of any education system and offers the unique opportunity to contribute to the
transformation of societies through the education of the young ones (UNESCO, 2001). It is the
foundation level of the educational system which runs for six years, and it is aimed at developing
basic literacy, numeracy, communication skills and transmission of culture of the people to
younger generations.
At this stage of the educational system, children from different background are meant to
come together to spend a greater part of the day with other children and their teacher in school.
They are vulnerable and can be easily influenced by the kind of interaction they encounter with
one another. So the kind of conduct a child at this stage displays in classrooms or within the school
environment is something that cannot be overlooked no matter how insignificant it may look.
According to Sorhaindo (2006), primary school pupils who experience in school are associated
with social, emotional and behavioural characteristic, which when ignored can mature into
deviancy or disruptive behaviour. Colman (2009) suggested that ‘good social, emotional and
psychological health helps protect children against emotional and behavioural problems, violence
and crime, teenage pregnancy and the misuse of drugs and alcohol. With increasing pressures
placed on schools, administrators, and teachers regarding pupil achievement, pupil behaviour is
Concept of Behaviour
There are certain ways by which both human beings and animals react or respond to stimuli
which could be said be behaviour. According to Mclnerney (2008) Behaviour is referred to as the
way in which one acts or conducts one’s self, especially towards others. Behaviour can also be
defined as the way in which an animal or a person acts in response to a particular situation or
stimuli. Behaviour is also the way in which an individual exhibits his or her character which may
be positive or negative. According to Umeano (2012), behaviour is the way in which one acts or
conducts one’s self, especially towards others, it is a broad term for any type of actions such as
blinking/winking of the eye, smiling, whistling, crying, walking, talking, eating, praying are all
behaviours. Behaviour is perceived as the way in which an animal or a person acts in response to
a particular situation or stimuli. Buttressing further, the authour stated that behaviour is a broad
term for any type of action; such actions as blinking an eye, smiling, whistling, crying, walking,
In the context of this work, behaviour can be seen as positive or negative reactions of an
individual to a particular situation or towards other individuals. This behaviour could be normal or
abnormal (disruptive). Contributing to the above assertion, Merret and Wheldall (1987) stated that
over 50% of UK teachers polled reported discontentment and concern about the amount of
disruptive behaviour in their classroom. Due to the importance attached to primary school pupils
in the educational ladder, school places three important demands on pupils: to master academic
tasks, to get along with others, and to follow the rules of the classroom. In a similar view, Sternberg
and Williams (2002) opined that pupils are coming to school with less school readiness, pre-
academic and behavioural skills. At this stage, children who succeed at these developmental tasks
develop a sense of industry or competence (or, as Bandura would say, selfefficacy). Children who
fail at these tasks acquire a basic sense of inferiority: and as such, they believe and expect that they
23
cannot do anything right even in classroom and this can impose diverse challenges. Such
challenges include disruptive behaviour among pupils McGlynn, 2009; Crozier, 2006). Behaviour
is considered abnormal (disruptive) if it is uncommon, different from the norms and does not
conform to what a society expects (Nwankwo, Nwoke, Chukwuocha, Obanny, Nwoga, Iwuagwu
and Okereke, 2010). From the foregoing, it could be deduced that any act or behaviour exhibited
by pupils especially in classrooms which is at variance with the expected code of conduct could
requests, indulge in noise making, moving out of their seats and staring in a direction other than
the teacher or their work. (Wille, 2002). According to McCabe and Frede (2007) disruptive
behaviours during the preschool years constitute one of the strongest predictors of later more
substance abuse. Buttressing further, the authours noted that disruptive behaviour is any repeated
pattern of behaviour that interferes with learning or engagement in social interactions. This
physical and verbal aggression, disruptive vocal and motor behaviour, property destruction,
On the other hand, lack of attentionare considered as the transgression of school rules, troubling
learning conditions, teaching environment or relationship with school (Veiga, 2008). Student/pupil
behaviour in classrooms is therefore at the forefront of concern and importance among both initial-
licensure and practicing teachers across all instructional content areas and across all grade levels
(Sabornie, 2010). Behaviour in the classroom that impedes teaching and learning and creates
obstacles to the goal of teaching and learning is considered disruptive and therefore subject to
24
sanctions. Justifying the above assertion, Ghazi, Gulap, Tariq and Khan (2013) maintained that
disruptive behaviour is simply the behaviour which does not allow the teachers and pupils for
effective teaching and learning process. Buttressing further, the authours stated: with reference to
the fact that learners have their fundamental right to have a safe and respectful environment for
learning, hence disruptive behaviour should be seen as a disciplinary problem and must be dealt
technically.
In the context of the present study, disruptive behaviour in the classroom is that behaviour
which interrupts, obstructs, or inhibits the teaching and learning processes. Behaviour in the
classroom that impedes teaching and learning and creates obstacles to the goal of teaching and
learning is considered Lack of attention(DB). DB is overt actions in the classroom that disturb the
teacher and/or other students. Disruption is a behaviour a reasonable person would view as being
likely to substantially or repeatedly interfere with conduct of a class. Some examples of this
behaviour include refusal to cooperate or participate in classroom activities, disregard for others,
interrupting others, inattention to learning requirements, making noise, and not staying in one’s
desks, chronic lateness and chronic leaving class early, sleeping in class, physical threat, verbal
assault, and harassment. Disruptive behaviour in classrooms would, therefore, denote an activity
by an individual or group of individuals, which hinders or inhibits the rich and stimulating
place.
Puram and Chennai (2012) stated that children or adolescents with conduct disorder may exhibit
some of the following physical lack of attentionsuch as aggression to people and animals, bullies,
threatens or intimidates others, often initiates physical fights; use a weapon that could cause serious
physical harm to others.. Buttressing on emotional disruptive behaviour, Puram and Chennai
25
posited that it is the inability of pupils to build or maintain satisfactory interpersonal relationships
with peers and teachers; inappropriate types of behaviour or feelings under normal circumstances,
symptoms or fears associated with personal or school problems. The above mentioned lack of
(Gesinde, 2000). Buttressing further, the authour stated that prevalent disruptive behaviour may
take many forms such as persistent questioning, incoherent comments, verbal attacks,
unrecognized speaking out, incessant arguing, intimidating shouting, and inappropriate gestures.
Contributing to the above points, Rachel and Daniel (2012) opined that the prevalent disruptive
behaviour in the classroom is talking out of turn, followed by non-attentiveness, daydreaming, and
idleness.
Stressing further, the authors asserted that the most unacceptable disruptive behaviour is
disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and
verbal aggression. ‘Talking out of turn” according to the authours is a problem behaviour which
was mainly referred to students chatting among themselves on irrelevant topics that disrupts the
lessons, calling out, and making remarks on somebody or something without teachers’ permission.
It is distinguished from “verbal aggression” which was referred to more hostile verbal expression,
such as teasing, attacking, quarrelling, and speaking foul language. In the context of this work,
prevalent disruptive behaviour can be defined as those anti-social behaviours exhibited often by
primary school pupils that obstructs and inhibits the process of teaching and learning. Such anti-
social behaviours include talking out of turn, noise making, pushing of fellow pupils among others.
26
From the above highlighted views, one may ask what the causes of disruptive behaviour
In other words, disruptive behaviour in primary schools can be perpetrated by many factors,
pupil or by the collaboration of many pupils. Contributing to the above point, Gesinde (2000)
observed that classroom management could pose a problem to the teacher, especially when the
teacher lacks the competence to create the setting, decorate the room, arrange the chairs, speak to
pupils and listen to their responses, putting routines in place and then executing, modifying and
reinstating them, developing rules and communicating those rules to pupils. Aimee (2003) posited
that children who view televised media violence are more likely to have increased feelings of
hostility, decreased emotional response to the portrayal of violence and injury that lead to
Justifying above point, Alex (2012) Stated that unwholesome mass media has become a
major contributor of children deviant behaviour. The mass media such as radio, television,
newspaper and magazine, watching of internet films or pornographic materials are recently
developed agency of education in Nigeria. These deviant behaviours also have its causes and its
consequences that might lead to negative contributions in the pupils, families and society at large.
These common behavioral characteristics carry many negative academic and social undertones for
children (Wille 2002). According to Ghazi et al (2012) disruptive behaviour can be caused by
factors such as inconsistent parenting, uncaring parents, over-protective parents and bad influences
on a student’s local community. Stressing further, the authours posited that poverty, poor quality
teaching, repeating the same class, teachers’ negative attitude towards pupils, lack of motivation
from teacher and poor classroom condition such as lighting and ventilation among others are the
major causes of disruptive behaviour in the classroom. The authours also asserted that since the
27
banning of corporal punishment in schools the teachers were found in great trouble because even
the students became aware of the law against corporal punishment and they claim that they cannot
be given corporal punishment at any cost, which in turn, escalated the intensity as well as the
Kendra (2015:pg1) stated that the individual is the primary unit of analysis
in psychological theories of disruptive. That is, individual human beings
may be solely responsible for their disruptive behaviours. Secondly, an
individual’s personality is the major motivational element that derives
behaviour within individuals. Thirdly, criminals and deviants are seen as
suffering from personality deficiencies. Thus, disruptive behaviour results
from abnormal, dysfunctional, or inappropriate mental processes within the
personality of the individual. Finally, these defective or abnormal mental
processes could be caused from a variety of things, including a diseased
mind, inappropriate learning, improper conditioning, and the absence of
appropriate role models or the strong presence of inappropriate role
models.
From the foregoing, it could be deduced that some disruptive behaviour reflects bad
manners and a lack of consideration of others. Disruptive behaviour may on the other hand, result
from overzealous classroom participation, lack of social skills, or inappropriate expression of anger
among others which may be disadvantageous to the process of teaching and learning and may
invariably influence academic objectives negatively. Disruptive behaviour may cause harm within
the classroom on several different levels. Highlighting on the above point, Finn, Fish and Scott
(2008) stated that disruptive behaviour affects individual learning, interferes with academic
achievement, and reduces the chance of higher education. Disruptive behaviour also becomes a
burden on the classroom when both instruction and the normal functioning of the classroom are
created, causing teachers and administrators to spend more time moderating, managing and
controlling the pupils instead of performing duties consistent with the creation of a positive
learning environment.
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From the above highlighted points, children with disruptive bevaviour may face
challenges. Contributing, Kauffman (2005) stated that due to pupil’s disruptive behaviour, peer
rejection may be common for the child. Buttressing further, the authour, noted that it is unclear
academic difficulties but that researchers currently believe that there is a reciprocal influence of
both hence the need for adequate management so as to manage them appropriately.
Concept of Management
It is however, the function of the teacher to effectively manage the classroom in order to
guide learning experience. This is because managing the classroom environment is one of the
power. It is objective function and ought to be grounded in the responsibility for performance.
process "consisting of planning, organizing, actuating and controlling, performed to determine and
accomplish the objectives by the use of people and resources.” Buttressing further, Terry
considered management as a "process" which depicts a systematic way of doing things and on the
other hand categorized four management activities to encompass Planning, organizing, actuating,
and controlling.
coordination of the human and material resources of an organization. Actuating is motivation and
direction of subordinates while controlling means the attempt to ensure no deviation from the norm
or plan. In consonance with the above assertion, Ogbuonu (2014) stated that management is
referred to as the procedure in which people’s efforts are directed towards achieving their
established objectives in groups such as classrooms. Cough (2004) in Ogbuonu (2014) viewed
management as both an act and science. This explains that as an art, management involves the
29
application of talents and skills in directing, coordinating, and supervising people to do what they
be done.
This implies that management is the process of planning, organizing and directing a certain
group of individuals for the attainment of a certain goal in a certain organization such as classroom.
For the purpose of this study, classroom is a place where the teachers meet the pupils and guide
the pupils to interact with subject matters and material in order to facilitate learning hence the need
for proper management of the classroom for effective teaching and learning.
Classroom management is a term used by teachers to describe the process of ensuring that
classroom lessons run smoothly despite disruptive behaviour by pupils or students. It is the process
of organizing and conducting the business of the classroom. The term also implies the prevention
of disruptive behaviour. It is the strategies that create and maintain an orderly learning
environment. Classroom management is the term used to highlight all of those positive behaviours
and decisions teachers makes to facilitate the learning process of their pupils and students.
practices as opportunities to respond and corrective feedback (Sugai, Horner, & Gresham, 2002).
The ability to calmly control student behaviour so that learning can flourish will make or break a
teacher’s ability to be successful and is the hardest skill to master. Classroom management is
therefore to foster a dynamic environment of quality learning where all pupils/students develop
30
analytical skills, learn to think critically and communicate effectively, promote inquiry, pursue
Highlighting on the above assertions, Tan, Parsons, Hinson, and Sardo-Brown (2003)
opined that classroom management refers to all those activities necessary to create and maintain
decoration of the classroom and certainly the establishment and enforcement of routines and rules.
Classroom management is any action a teacher takes to create an environment that supports and
facilitates both academic and social-emotional learning as observed by Evertson and Weinstein
(2006). Stressing further, the authours stated that teachers must develop caring, supportive
relationships with and among students; organize and implement instruction in ways that optimize
students’ access to learning, use group management methods that encourage students’ engagement
in academic tasks; promote the development of students’ social skills and self–regulation; and use
the authours is not only to maintain order but to also optimize pupil learning. The authours divided
time into four overlapping categories, namely allocated time, instructional time, engaged time, and
academic learning time. Stressing further, Kauchak and Eggen explained allocated time as the total
time allotted for teaching, learning, and routine classroom procedures such as attendance and
announcements. Allocated time is also what appears on pupil's schedule, for example Civic
education: 9:50-10:30 a.m." or English language" 1:15-2:00 p.m.", Instructional time is what
remains after routine classroom procedures are completed which denotes the actual time teaching
and learning takes place. Teachers may spend two or three minutes taking attendance, for instance,
before their instruction begins. Engaged time is also called time on task. During engaged time,
31
students are participating actively in learning activities, asking and responding to questions,
completing worksheets and exercises, preparing skits and presentations, among others. While
academic learning time occurs when pupils participate actively and are successful in learning
In the same vein, Oliver (2009) defined teacher-mediated classroom management practices
as classroom procedures implemented by teachers in classroom settings with all students or pupils
in order to teach positive social behaviour and reduce negative behaviour. From the above
illustrations, the term classroom management covers the whole spectrum of management issues
that a teacher has to contend with in the classroom in order to create an environment devoid of
In the context of this work, classroom management is the effort made by the teacher to
ensure that pupils in the classroom are controlled and guided for the purpose of creating enabling
environment that facilitates and fosters academic achievements. According to Oyinloye (2010) the
way a teacher manages all the different aspect of classroom will have a powerful influence on how
effectively the children learn and also on how well they behave. This is true because a teacher who
portrays reputable personality, masters his/her subject matter among other classroom management
skills may likely influence the behaviour of the pupils positively to act in such direction. Most
teachers have a pattern of setting up classroom in the way that best facilitates learning so that they
instinctively manage the classroom environment and classroom routines without too much stress
in managing disruptive behaviour among pupils. Justifying the above assertion, Ghazi et al (2012)
asserted that there is a dire need of some laws and techniques for minimizing the disruptive
behaviour and its impact on classroom for effective teaching and learning.
responsible conduct, without which the rights and freedoms of all may suffer. Thus, the exercise
32
of pupils’ rights and privileges entails the use of responsible judgment, conformity to the law, and
respect for the rights, interests, and values of others. The goal of Nigeria primary education and
use of the classroom is to foster a dynamic environment of higher learning where all pupils develop
analytical skills, learn to think critically and communicate effectively, promote inquiry, pursue
The classroom is therefore a special environment in which pupils and teachers come
together to promote learning and growth. Civility, understanding and mutual respect among all are
behaviours of a disruptive nature. It is essential to this learning environment that respect for the
rights of others seeking to learn, respect for the professionalism of the instructor, and the general
goals of academic freedom are maintained through a well articulated classroom management
strategies.
the behavioural problems such as disruptive behaviour among pupils. This includes behaviour
others. Assertive training is a form of behaviour therapy designed to help people (pupils) stand up
for themselves, to empower themselves, in more contemporary terms in such that disruptive
behaviour and other anti-social behaviours will be averted (Albert and Emmons, 2001). According
to Onwuasoanya (2006) assertive training is a preferred approach for individuals who have
difficulty in the appropriate expression of various emotions, and who lack the confidence to stand
According to Lipsey and Cullen (2007) cognitive-behavioural therapy is a technique that is used
on its own, it uses exercises and instruction that are designed to alter the dysfunctional thinking
33
patterns exhibited by many offenders (pupils). Stressing further, the authours stated that this
technique helps pupils become aware of the existence of dysfunctional thinking patterns such as
disruptive behaviours, or negative thoughts, attitudes expectations and beliefs, and to understand
how negative thinking patterns contribute to unhealthy feelings and behaviours (Wolfe, 2007).
Justifying the above ideas, Gootman (2008) stated that rules give pupils concrete direction to
ensure that teachers’ expectation becomes a reality, when they become consistent in enforcing the
rules and procedures made. Buttressing further, the authour asserted that there are no perspectives
teaching, which attempts to guide students toward success by helping them see how their effort
pays off in the classroom. It relies upon creating an environment where pupils and students are
successful as a result of their own efforts. By creating this type of environment, students are much
more likely to want to do well. Ideally, this transforms a classroom into a community of well-
behaved and self-directed learners. In consonance with the above point, McPhee and Craig (2009)
asserted that teachers who state guidelines early and enforce them at the first appearance of
disruptive behaviour will prevent classroom misconduct from escalating into serious
confrontations and help transgressors to avoid the more serious consequences of such actions. A
intervention model. This model includes the use of many behaviour modification tools such as
precision requests, mystery motivators, token reinforces, response cost techniques and antecedent
strategies (Wille, 2002). Marshal (2001) opined that discipline without stress, punishments or
rewards is designed to educate young people about the value of internal motivation.
The intention according to the authour is to develop within youth (pupil) a desire to become
responsible and self-disciplined and to put forth effort to learn. However, to create and preserve a
classroom atmosphere that optimizes teaching and learning, all participants (teachers and pupils)
34
share a responsibility in creating a civil and non-disruptive forum within the classroom. Thus,
pupils are expected to conduct themselves at all times in the classroom in a manner that does not
disrupt teaching and learning. In the absence of a well managed classroom with cooperation from
the pupils, the action perform by a teacher on each of these variables mentioned above will
determine the academic achievement and behaviour of the pupils (Nayak and Rao, 2008). The
authours further stated that behaviour management is necessary in order to maintain discipline in
the classroom while suggesting that every loving teacher must exhibit firmness, tenderness and
gentleness which could inform effective strategies in order to cope with and curb pupils’
misbehaviour.
Primary Schools
management are necessary to address these challenging behaviours of pupils and support
successful efforts in the teaching and learning processes. Strengthening the above idea, Emmer and
Stough (2001) asserted that teachers often find it more challenging to meet the instructional
demands of the classroom without the expertise and competency to address disruptive pupils’
behaviour. Such poor classroom management typically leads to less instruction and worsen student
outcomes (Cameron, Connor, Morrison, and Jewkes, 2008). Research has been developing an
employed within the classroom to assist the teacher in dealing with such behaviour (Porter, 2000).
Justifying the above point, Porter posited that the subject of disruptive pupils in schools has become
an issue which is now more widely acknowledged and since lack of attentionmay impede the pupils
35
Good order is essential in a primary school if children are to be able to fulfil their learning
potential. Poor and disruptive behaviour in the classroom reduces children’s ability to concentrate
and absorb information; and it unsettles children and causes immense stress for teachers. Children
who are excluded from primary school because of their disruptive behaviour underachieve
academically and are at a high risk of disengagement from education and from making a positive
contribution to society. Thus, persistent poor behaviour in schools can have far-reaching and
damaging consequences for children and can limit their horizons: this is not a problem to be
ignored. These challenges could have made the school environment unfriendly to children and
teachers. From the foregoing, it could be deduced that pupils cannot learn and teachers cannot
teach in a chaotic environment. Therefore, teachers must deal effectively with students’
misbehaviour and promote student self-control through classroom management strategies so that
everyone can meet his/her emotional needs and academic goals. Effective primary school teachers
create optimal learning environments by establishing and enforcing rules, creating caring teacher–
student relationships, addressing problem behaviours, and using quality communication. These
teachers create orderly, safe environments where students feel valued and comfortable, thus setting
the stage for teaching and learning. To achieve that, they strategically arrange classroom space to
support a variety of independent, small and large group activities (Crane, 2001).
Theoretical Framework
theoretical perspectives, and different educational psychologists propose different theories, but for
the purpose of this present study, Bandura’s Social Learning Theory and Classroom
Albert Bandura was born on 4th December 1925 in Ukraine. In social learning theory Albert
Bandura (1977) stated that behaviour is learned from the environment through the process of
observational learning. Bandura believed that humans are active information processors and think
about the relationship between their behaviour and its consequences. Observational learning could
not occur unless cognitive processes were at work. Children observe the people around them
behaving in various ways. This is illustrated during the famous bobo doll experiment (Bandura,
1961). Individuals that are observed are called models. In society children are surrounded by many
influential models, such as parents within the family, characters on children’s TV, friends within
their peer group and teachers at school. These models provide examples of behaviour to observe
and imitate, e.g. masculine and feminine, pro and anti-social among others. Children pay attention
to some of these people (models) and encode their behaviour. At a later time they may imitate (i.e.
copy) the behaviour they have observed. They may do this regardless of whether the behaviour is
‘gender appropriate’ or not but there are a number of processes that make it more likely that a child
will reproduce the behaviour that its society deems appropriate for its sex. While discussing the
major tenet of his theory, Bandura maintained that the child is more likely to attend to and imitate
those people it perceives as similar to itself. Consequently, it is more likely to imitate behaviour
Secondly, the people around the child will respond to the behaviour it imitates with either
reinforcement or punishment. If a child imitates a model’s behaviour and the consequences are
rewarding, the child is likely to continue performing the behaviour. If parent sees a little girl
consoling her teddy bear and says “what a kind girl you are”, this is rewarding for the child and
makes it more likely that she will repeat the behaviour. Her behaviour has been reinforced (i.e.
strengthened). Reinforcement can be external or internal and can be positive or negative. If a child
37
wants approval from parents or peers, this approval is an external reinforcement, but feeling happy
about being approved of is an internal reinforcement. A child will behave in a way which it
believes will earn approval because it desires approval. Positive or negative reinforcement will
have little impact if the reinforcement offered externally does not match with an individual's needs.
Reinforcement can be positive or negative, but the important factor is that it will usually lead to a
change in a person's behaviour. Thirdly, the child will also take into account of what happens to
other people when deciding whether or not to copy someone’s actions, this is known as vicarious
reinforcement. This relates to attachment to specific models that possess qualities seen as
rewarding. Children will have a number of models with whom they identify. These may be people
in their immediate world, such as parents or elder siblings, or could be fantasy characters or people
in the media.
The motivation to identify with a particular model is that they have a quality which the individual
Identification occurs with another person (the model) and involves taking on (or adopting)
observed behaviours, values, beliefs and attitudes of the person with whom you are identifying.
The term identification as used by Social Learning Theory is similar to the Freudian term related
to the Oedipus complex. For example, they both involve internalizing or adopting another person’s
behaviour. However, during the Oedipus complex the child can only identify with the same sex
parent, whereas with Social Learning Theory the person (child or adult) can potentially identify
The implication of the theory to this study is that people learn disruptive behaviour in the
same way they learn football, emulates successful students and positive ideals. Children learn from
models that they regard as significant such as colleagues and peers. Peers establish basic patterns
at the school or playing ground which in spite of possible changes is never completely extinguished
38
as the child grows. From this theory, it stands to reason that the behaviour of a child is a reflection
of the type of peer influences under which the child grew up. Hence, deficiency in proper
socialization both by parents and teachers may likely encourage disruptive behaviours. This
Classroom management theory was propounded by Haim Ginott (1922). Haim Ginott’s
theory is about communication and the importance of positive relationships among students and
between students and the teacher in the classroom. The main principles of Ginott’s theory as it
relate to behaviour management in the classroom include respect for children’s’ basic rights
listening to pupils, brevity, acceptance, asking questions to identify their needs and empathy.
According to Ginott, in an ideal classroom, the teacher would be more of a facilitator for
conversations that include every member of the class and should address all the important issues.
She/he should value the pupils’ contributions and listen to everyone’s ideas. Ginott wrote that
teachers often speak too much and so brevity on the part of the teacher will contribute to feelings
of validation for the pupils. Hence, recommends a system using mostly “I” statements such as “I
feel...” or “I think...”
that teachers should generally accept their pupils both for their person and for the behaviour. If
there is a problem, teachers should address it and not the character of the pupils, and also should
always strive to guide pupils to tolerance acceptable behaviour rather than criticism. According to
Ginott, this is a useful technique for getting pupils used to procedures and also helps keep negative
feelings at bay. Name-calling, sarcasm, and other forms of put-downs should always be avoided
because good communication cannot take place if one party feels belittled.
39
Finally, there should always be respect for the pupils. Teachers should not pry into their
privacy nor should they mask their own emotions to try to hide something. In essence, the teacher
is the model of what she/he wants the pupils to be. Ginott also argue that punishment should be
avoided and praise should be handed out only if it is authentic and warranted. For Ginott
punishment is counter-productive because once it is over the pupils feel that they have paid for
their mistake and are free to commit it again. On the other hand, rewards are often not understood
because they put pressure on pupils to perform and should therefore be given very carefully.
The review of literature here focuses on studies based on the management of classroom
disruptive behaviour among primary school pupils. The state and degree at which disruptive
behaviour prevails among pupils in this contemporary society had been of great interest to people
of various disciplines in the country. Among the scholars who showed concern for the welfare of
the Children (Pupils) are the psychologists, social workers, sociologists, social and counselling
psychologists. In this section, the researcher reviewed those empirical studies that are related to
the study. The review is on studies on classroom management, studies on disruptive behaviour
Adeyemo (2012) carried out studied on the relationship between effective classroom
management and students’ academic achievement. The purpose of the study was to examine the
physics subjects. The study was carried out in ten randomly selected secondary schools in Shomolu
local Government, Area of Lagos State. The design adopted for the study was a descriptive survey
approach. Simple descriptive analysis was used. The major instrument used in this study were
student questionnaire, teacher questionnaire and physics achievement test, data were gathered with
40
the research instrument and were analyzed, the research question were investigated and four
hypothesis were duly tested using ANOVA and t-test statistics. Findings show that the causes of
classroom disruptive behaviour may originate from the school, the teacher or the child as shaped
by the environment. This indicates that the causes of classroom disruptive behaviour are traceable
in general to the society and in particular to the schools, teachers, children and the homes. Based
on the findings of this research, it was discovered that effective classroom management skills or
techniques have strong and positive influence on student achievement in physics. The study relates
to the present study because it investigated the relationship between effective classroom
management and students’ academic achievement with the rationale to find out the influence of
effective classroom management skills or techniques on students academic achievement while the
present study focuses on managing classroom disruptive behaviour among primary school pupils
with a view to found out the causes and how effective classroom management strategies could curb
and ameliorate the issue of disruptive behaviour among primary school pupils.
In a similar study, Oyinloye (2010) investigated the primary school teachers’ perception of
classroom management and its influence on pupils’ activities. It has been observed that parents and
stakeholders have often blamed pupils’ failure and indiscipline on teachers in Nigeria. Some pupils
have been found wanting in their academic performance while cases of indiscipline and truancy
have been reported at Parents Teachers Association meetings by both Teacher and Parents.
Oyinloye study therefore investigated these problems through descriptive research using survey
method to elicit information from 200 primary school teachers through questionnaire. The
questionnaire contained 26 items, which covered specific areas of classroom management such as
classroom environment, teaching and learning and behaviour management. It was validated and
the data collected was subjected to Pearson Product Moment Correlation and a correlation
coefficient of 0.70 was obtained which was considered good enough for the study. The findings
41
from the study show that teachers’ should always organize their classes, involve pupils in activities
in order to reduce disruptive behaviours. Also the teachers should encourage the pupils to obey the
This work relates to the present work in that the former investigated the primary school
teachers’ perception of classroom management and its influence on pupils’ activities while the
latter investigated managing classroom disruptive behaviour among primary school pupils in order
to found out the causes and effective classroom management strategies that could be used in
managing disruptive behaviour among primary school pupils. There is also relationship with the
In another study, Kimani, Kara and Ogetange (2012) investigated teachers and pupils views
Kenya. The study adopted a descriptive survey research design. Simple random sampling was used
to select 60 teachers and 300 pupils from the thirty public primary schools in Starehe Division.
Questionnaires were used to collect data from the pupils and teachers. Ten head teachers were also
interviewed. Data collected were analyzed both qualitatively and quantitatively. The study found
that corporal punishment was a regular school experience for the pupils. Corporal punishment was
administered by everyone in authority at school including prefects. The most prevalent forms of
corporal punishment used among pupils at school were canning, slapping, kneeling down,
pinching, pulling hair/ears and forced manual work. Head teachers, teachers, and pupils perceived
corporal punishment as part of school ethos and culture. The study showed that school
administrators and teachers are not thoroughly prepared to deal with indiscipline and disruptive
classroom behaviours in the absence of corporal punishment. The study recommended that the
Ministry of Education should train head teachers and teachers on alternative strategies to deal with
This work relate to this work because it studied teachers and pupils views on use of corporal
punishment in managing discipline in primary schools. The study showed that school
administrators and teachers are not thoroughly prepared to deal with indiscipline and disruptive
classroom behaviours which informed the gap the present study stand to fill.
Lannie and McCurdy (2007) also carried out a study on preventing disruptive behaviour in
the urban classroom in the North-eastern U.S. In this study, an empirically-based behavioural
management strategy, the Good Behaviour Game (Game), was investigated. The effects of the
Game on student behaviour and teacher response statements, including praise, were examined. The
large urban area in the North-eastern U.S. The school is comprised of 462 graders. Five teacher
implementation of the Game. The intervention agent was a female teacher who was identified by
results showed that student on-task behaviour increased while disruptive behaviour decreased,
replicating previous findings. The number of teacher praise statements remained at near zero levels
across conditions. Frequency of teacher neutral and negative statements varied with the level of
student disruptive behaviour. The study therefore upheld teacher praise as an effective classroom
management approach.
The study relates with the present work in that it is on preventing disruptive behaviour in the
urban classroom and one of the findings of the study indicated that female teachers who was found
to have been experiencing difficulty with classroom management which invariably create a gap
Don, Wesley and Armstrong (2006) carried out a study on elimination of disruptive
approving (praise, smiles, contacts, among others) and disapproving (verbal reprimands, physical
restraint, among others) classes of teacher behaviour. Measures were taken on both teacher and
child behaviours. Each day a sample of 10 children was observed. The subject pool was a class of
28 well-behaved children in a middle public primary school class. The results demonstrated that
classroom behaviours. Lack of attentionincreased each time approving teacher behaviour was
withdrawn. When the teacher's disapproving behaviours were tripled, increases appeared most
markedly in the gross motor and noise-making categories of disruptive behaviour. The findings
emphasize again the important role of the teacher in producing, maintaining, and eliminating
disruptive as well as pro-social classroom behaviour. The study relate with the present study
teacher's behaviour while the present study deals with managing classroom disruptive behaviour
The study of Mohammad (2011) investigated the classroom problems faced by teachers at the
Public Schools in Tafila Province. The study aimed to identify the classroom problems that faced
teachers in public schools in Tafila province, and the proposed solutions. The samples of the study
were 196 teachers from the public school in Tafila province. The instrument for data collection
was a questionnaire. The data collected was analyzed using mean and standard deviation. The
results of the study show that the mean of the behavioural problems was 2.66, and the mean of the
academic problems was 3.08. Also, the researcher found that statistical significant differences refer
44
to interaction between gender, level of school, and teaching experience in the behavioural problems
for male in the basic school, those with work experience less than 5 years. Also, there are no
statistical significant differences between gender, level of school, education degree, and teaching
experience in the academic problems. The study relates with the present study in that the former
dealt with classroom problems faced by teachers at the public schools while the present study deals
The study of Way (2011) investigated the moderating effects of student perceptions in
relation to school discipline and disruptive classroom. The researcher adopted descriptive survey
research behaviour design. Sample size of 210 students was used for the study. The instrument for
data collection was a structured questionnaire. Data collected was analyzed using mean and
standard deviation. This study examines the relationship between school discipline and student
classroom behaviour. A traditional deterrence framework predicts that more severe discipline will
reduce misbehaviour. In contrast, normative perspectives suggest that compliance depends upon
commitment to rules and authority, including perceptions of fairness and legitimacy. Using school
and individual-level data from the National Education Longitudinal Study and multilevel
regression modelling, the author finds support for the normative perspective. Students who
perceive school authority as legitimate and teacher–student relations as positive are rated as less
disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated
by positive teacher–student relations. Contrary to the deterrence framework, more school rules and
higher perceived strictness predicts more, not less, disruptive behaviour. In addition, a significant
interaction effect suggests that attending schools with more severe punishments may have the
This study differs with the present study because it dealt with the moderating effects of student
perceptions in relation to school discipline and disruptive classroom behaviour while the present
45
study deals with managing classroom disruptive behaviour among primary school pupils which
Students exhibiting emotional and behavioural problems in the classroom can significantly
impact the learning environment and often are referred to school counsellors. Bidell and Deacon,
(2008) studied the role of school counsellors in connecting the dots between disruptive classroom
behaviour and youth self-concept. The purpose of the study was to evaluate the relationship
between high school students’ self-concept and disruptive classroom behaviors (DCB). The sample
for this study was selected at a public high school in a South-western city from a pool of tenth
through twelfth grade students (N = 92). School enrolment was approximately 2,700 and
participants were selected from the general education population and reflected the ethnic, social,
= 92) exhibiting DCB were compared with non-disruptive students using the Self-Description
Questionnaire II to assess self-concept. The findings among others show that High school students
exhibiting DCB reported significantly lower levels of self-concept compared to their non-
disruptive peers. Only non-academic aspects of self-concept were significantly lower in students
displaying DCB. The researchers therefore recommend a paradigm shift advocating school
counselling interventions to support student self-concept and reduce DCB before such behaviours
escalate to clinical levels and delinquency. The work relate to the present study. This is because it
investigated the role of school counsellors in connecting the dots between disruptive behaviour
and youth self-concept while the present study deals with managing classroom disruptive
Otero-López, Castro, Villarde, and Santiago, (2009) carried out a study on job
dissatisfaction and burnout in school teachers with respect to student’s disruptive behaviour and
classroom conflict management in Galicia. The study used a sample of 1,386 teachers from
46
disruptive behaviour and attitudes as well as what sources of stress derived from conflict
management best discriminate between teachers with different levels of job dissatisfaction and
burnout. A total of 1,386 Compulsory Secondary Education (ESO) teachers were recruited for the
study. This is a representative sample and it is distributed to incorporate (urban, coastal rural, and
interior rural) and gender. In the study, teachers completed a battery of self-reports which, among
other aspects, evaluated the variables of interest. An exhaustive analysis of the findings confirms
the following pattern: as the level of burnout increases, the perception of conflict-related distress
also increases (for instance having to deal with students’ disciplinary problems, having to meet the
parents of disruptive students) and students’ disruptive behaviour (for instance, verbal abuse on
the part of students, vandalism within the premises of the school). Results from this study allow
the researchers to find out that all variables validly discriminate as a function of dissatisfaction and
burnout. Specifically, aspects such as dealing with the parents of disruptive students and students’
disruptive behaviour (vandalism within the premises of the school, aggressions among students,
verbal abuse and challenging behaviour against the teacher) have an incidence on all three facets
of burnout. This work differs with the present because it was on job dissatisfaction and burnout in
school teachers with respect to student’s disruptive behaviour and classroom conflict management
while the present study deals with managing classroom disruptive behaviour among primary school
pupils which is an
In a similar study, Evers, Tomic and Brouwers (2004) compared teachers’ and students’
perception of burnout among teachers in the southern part of the Netherlands. The aim of the study
was to explore students’ and teachers’ perceptions of teacher burnout in relation to the occurrence
of disruptive student classroom behaviour and the teachers’ competence to cope with this kind of
47
behaviour. The study took a random sample consisting of 25 percent of the classes, 17 out of 69
(thereby leading to 411 out of 1782 students who participated in the study) at a Regional Training
Centre (RTC) in the southern part of the Netherlands. The sample was divided into 159 female
students (38.7 percent) and 252 male students (61.3 percent). The mean age was 18.3 years (SD =
2.43), ranging from 16 to 23 years of age. The total number of teachers working with them was 73
(58 male and 15 female teachers).The student respondents were asked to fill out three
questionnaires that were all adapted in part from existing instruments in order to comment on their
perceptions of their teachers’ levels of burnout. The findings of the study shows that the Maslach
Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived Disruptive
Behaviour Scale could be adapted to students to report perceived burnout symptoms among their
teachers, the occurrence of perceived disruptive student behaviour and the students’ perception of
their teachers’ competence to cope with disruptive student behaviour. Second, students’
perceptions do not differ according to their age. Third, the study found that there was a significant
difference between the perceptions of male and female students in respect of emotional exhaustion
and depersonalization, but not in respect of personal accomplishment. Fourth, according to the
dimensions was explained by teachers’ competence to cope with student disruptive behaviour and
perceived disruptive student behaviour. Finally, with respect to the teachers’ self-reports, it
appeared that teachers’ and students’ reports differed significantly with respect to
depersonalization, personal accomplishment and the competence to cope with disruptive student
behaviour. The hierarchical regression analyses of the teachers’ data showed that the competence
personal accomplishment, whereas the teachers’ age was significantly related with personal
accomplishment. The study therefore conclude that although the students’ perceptions and the
48
teachers’ self-reports on the teachers’ well-being differed on some dimensions, the students’
information may contribute valid information on some aspects of teachers’ mental health and
classroom processes. The study differs with the present study in that it compared teachers’ and
students’ perception of burnout among teachers while the present study deals with managing
classroom disruptive behaviour among primary school pupils which invariably created a gap for
The study of Veiga (2008) developed and validated a disruptive behaviour scale Lisbon and Viseu.
(DBS). The study presents both the construction procedures and the results obtained with a 16-
items Disruptive Behavior Scale Professed by Students (DBS-PS) for Portuguese students.The
sample was made of 915 subjects among the 7th and the 9th grades, male and female, from public
school in Lisbon and Viseu. More exactly, the mentioned sites were chosen by means of a casual
non-probabilistic sampling method. The sample constitution was based on the probabilistic
sampling method by grouping: in each site three schools were randomly chosen and, inside them,
classes were chosen, two per level and in the different schools, in a total of 36 classes. A scale was
built to determine disruptive behaviour evaluation and its psychometric qualities were analyzed.
result factorial analysis. These analyses showed that, besides a general factor, there were 3 factors
(that explain 51.1% of total variance) and were of use to study the construct or internal validity of
the scale. The psychometric qualities of students’ DBP were evaluated within internal consistency
coefficients to different factors, from temporal stability and external validity. Results obtained with
that self-report instrument were analyzed, and measures of reliability and of construct and
concurrent discrimination were estimated. Three specific factors were identified for the school
disruption through Varimax-rotation factor analysis. These factors accounted for 51 per cent of the
total variance. Reliability coefficients ranged between .67 and .88 for different factors and groups
49
(socio-economic status, residential zone, sex, age and grade). Concurrent validity coefficients were
satisfactory. The researcher observed that results were in accordance with the psychometric theory
of psychological evaluation. The study differs with the present study. This is because the developed
and validated a disruptive behaviour scale while the present study deals with managing classroom
disruptive behaviour among primary school pupils which indicate a gap to be filled by the present
study.
Ghazi, Gulap, Tariq and Khan (2013) carried out another study on the types and causes of
The purpose of the study was to investigate the types and causes of student’s disruptive behaviour
in classroom in secondary level as perceived by the teachers of secondary schools. The method of
the study was a descriptive survey the research design. The population of the study comprised 500
using multi-stage random sampling technique. The instrument for data collection was a researcher
developed questionnaire and was distributed among the sampled teachers and collected their
responses regarding the types and causes of students’ disruptive behaviour in classroom. Findings
of the study showed that some of the types of disruptive behaviour were reported unanimously by
most of the teacher to include bringing noisy electric devices in the classroom, blaming one another
upon any mischief, initiating quarrel among the students, shouting loudly to create thrill in
classroom among others while causes of disruptive behaviour include inconsistent parenting,
uncaring parents, over-protective parents and bad influences on a student’s local community
among others.
The study also discovered that disruptive behaviour of students of secondary schools needs
an extensive attention of educators, policy makers and the government to address this area for
quality education. The study is related to the present study in that the former investigated the types
50
and causes of disruptive behaviour in classroom in secondary school level while the latter deals
with managing classroom disruptive behaviour among primary school pupils and differs also as a
result of the that the present study is yet to find out the causes of disruptive bevhaviour among
primary school pupils in Nigeria since the former study was carried out outside the country.
This study reviewed the classroom management of disruptive behaviours. The major thrust
of this was to highlight the basic concepts, theories and review of related empirical studies on the
subject. Causes and types of disruptive behaviour and strategies for managing lack of attentionwere
equally surveyed.
In view of this, the researcher reviewed the concept of primary education, it was found that
the goal of primary education is to ensure that all children have access to quality education and
achieve quality learning outcomes especially in numeracy and literacy, and also in critical areas,
such as life skills to prepare children for secure and meaningful live. Concept of behaviour was
visited, it showed that behaviour depicts the way in which one acts or conducts one’s self,
especially towards others. Also, concept of disruption behaviour was reviewed and it was indicated
that disruptive behaviour is simply the behaviour which does not allow the teachers and pupils for
effective teaching and learning such as shouting, playing among others. Under disruptive
behaviour, prevalent disruptive behaviour was also investigated to include those behaviours often
exhibited by pupils that obstructs and inhibits teaching and learning such as talking out of turn,
concept of classroom management were as well surveyed and it was found that it include the effort
made by the teacher to ensure that pupils in the classroom are controlled and guided for the purpose
of creating enabling environment that facilitates and fosters academic achievements. Equally
reviewed in this study was the causes of disruptive behaviour and strategies to manage it were
51
suggested. In the course of the review, the study was hinged on the Classroom Management Theory
as propounded by Haim Ginott. The review of related empirical studies to this study shows that
lack of attentionamong children are fairly common and often are developmentally normal.
However, when such behaviour significantly interferes with a child’s academic, social and/or
management and its influence on pupils’ activities; Teachers and pupils views on use of corporal
teacher's behaviour, Classroom problems faced by teachers at the public schools and moderating
effects of student perceptions in relation to school discipline and Disruptive behaviour among
others were also reviewed. However, at the course of this research work with respect to the
empirical studies among other variables discussed in this work, it appears that none of the above
studies explored the classroom management of lack of attentionamong primary school that are
peculiar to pupils in Asaba Central Educational Zone. Hence, it is against this background that the
present study is being carried out in order to fill the existing gap.
52
CHAPTER THREE
RESEARCH METHOD
This chapter dealt with the research method adopted in conducting the study. The chapter
was organized under the following subheadings. Research design, area of the study, population for
the study, sample and sampling techniques, instrument for data collection, validation of the
instrument, reliability of the instrument, method of data collection, methods of data analysis
Research Design
Descriptive survey research design was adopted for the study. According to Nworgu (2006)
it is a study which aims at collecting data on and describing in a systematic manner the
characteristic features or facts about a given population. Survey research is also one in which a
group of people or items is studied by collecting and analyzing data from only few people or items
considered to be representative of the entire group. Descriptive survey studies are oriented towards
the determination of the status of a given phenomenon. The rationale for choosing this design is
that, it would help the researcher to identify the characteristics of the population. Hence, this design
53
would enable the researcher to gather reliable information relating to classroom management of
The study was carried out in Asaba Central Local Government Education Authority of
Enugu State. There are 17 local government areas in the state, which Asaba Local Government
Authority is one of them. Asaba Local Government Education Authority comprises of three
Asaba East Local Government Education Authority and Asaba West Local Government
55
Authority. Under Asaba Central Local Government Education Authority, there three communities.
There was no known empirical study by the researcher on the prevalent disruptive behaviour in
Asaba Central Local Government Education Authority. This informed the researcher’s choice of
this area of study. A study on such school factors as disruptive behaviour that may mar learning
The population for this study comprised all public primary school teachers in Asaba
Central Local Government Education Authority. The number of schools in the LGA is 53 (28
Urban and 25 Rural respectively and a total number of 582 teachers. (Source: Enugu State
The sample for this study was 120. This consisted of teachers teaching in urban and rural
public primary schools in Asaba education Central Local Government Education Authority.
Simple random sampling technique was first used to select 10 urban and 10 rural public primary
54
schools in the Education Authority. Simple random sampling technique was also used to draw 6
teachers from each of the schools selected given a total sample of 120 respondents. This is done to
give all schools and teachers equal chance of being selected. This sample size was appropriate for
the study as recommended by Ali, (2006); Cohen, Mannion and Morrison (2011) for a population
of few hundreds.
The instrument for data collection was a structured questionnaire titled Classroom
management strategies for Disruptive Behaviour among Pupils Questionnaire (CMSDBPQ). The
instrument was divided into two sections; section A was on the demographic data of the
respondents while section B was in 5 clusters. Clusters A to D has a 4-points rating scale. In all,
the instrument was a 61 item instrument in 4 clusters - one for each research question. This took
cognizance of prevalent lack of attention exhibited by primary school pupils; causes of disruptive
classroom behaviours exhibited among primary school pupils, classroom management strategies
adopted by teachers to manage disruptive classroom behaviours in primary school; and effective
strategies lack of attention can be managed in primary school. (See Appendix A).
Validation of Instrument
The initial draft of the CMSDBPQ was subjected to face validation by three experts to
ascertain its validity, two from Educational Psychology, and one from Measurement and
Evaluation, all from University of Nigeria Asaba. The experts were requested to validate the
instruments with respect to appropriateness, clarity and structure of the items. The experts carefully
assessed the items in the instrument, their observations, comments and suggestions helped in the
modification and production of the final draft of the instrument for the study (See
To ascertain the reliability of the instrument, the validated instrument was trial tested in
Methodist Primary school Agbani Road Enugu which is equally outside the study area. Data
collected was subjected to the test of internal consistency using Crombach alpha procedure. This
gave the reliability co-efficient value of 0.75 for cluster A, 0.82 for cluster B, 0.75 for cluster C
and 0.82 for cluster D with an overall reliability coefficient of 0.79 respectively. These values were
considered satisfactory by the researcher to attest to the instrument’s reliability. Cranach’s Alpha
method was used because the items are polytomously scored and measures the internal consistency
Adequate briefing was given to the respondents on prevalent lack of attention exhibited by primary
school pupils, Causes of lack of attention exhibited among primary school pupils, classroom
management strategies adopted by teachers to manage lack of attention in primary school and
effective strategies available for use in management of lack of attention among primary school
pupils. At the schools, the validated Classroom Management Strategies for Disruptive Behaviour
among Pupils Questionnaire (CMSDBPQ) was administered directly by the researcher to the
sampled public primary school teachers with the help of two trained research assistants. The
research assistants were briefed on the methodology of this study. Permission and advice of the
Head-Teachers of the selected schools were sought on the best time to administer the questionnaire.
Copies of the completed questionnaires were collected immediately after completion in order to
The data collected was analyzed using mean and standard deviation and statistical package
for social science (SPSS) to answer the research questions. The decision rule was used on the mean
of 300. This implied that any item with a mean score above 300 was considered positive and
important while any mean below 300 was considered negative and unimportant. t-test was
CHAPTER FOUR
This chapter was concerned with the presentations of the analyzed data and the results obtained.
The results of the study are presented in tables in accordance with the research questions and
Research Question 1:
What are the prevalent lack of attentionexhibited by primary school pupils? Table 3:
Mean ratings of the pupils on the prevalent disruptive behaviour exhibited in primary
schools.
S/N X SD Dec
Mean
59
13 Sleeping in the class 2.94 .91 D
3.17 .79 A
The data in table 3 above indicated that the respondents agreed to all the items
I,2,3,4,5,7,8,9,10,11,12,14,15,16,17 and 20 which rated as 3.51, 3.37, 3.05, 3.56, 3.20, 3.76,
3.22, 3.03, 3.10, 3.14, 3.35, 3.15, 3.15, 3.20, 3.13and 3.02 with standard deviations of .67, .67,
exhibited by primary school pupils. Of significance are item 5 (x=3.20, SD= .95), 7 (x=3.76, SD=
.74), item 8 (x=3.22, SD= .80), and item 16 (x=3.20, SD= .78 indicating that talking without
permission, loud yawning in the classroom, fighting and leaving ones seat to yell at others
constituted more of the prevalent lack of attentionexhibited by primary school pupils The
respondents also disagreed to items 6, 13, 18 and 19 which rated as 2.88, 2.94, 2.77 and 2.80 with
standard deviations as .84, .91, 1.0 and .96 indicating raising a hand when not necessary, destroying
school properties intentionally and threatening classmates were not prevalent lack of
The results from the above table are indicative of the fact that the respondents are of the
opinion that the statements in the items indicate that all the items except items 6, 13, 18 and 19 are
prevalent lack of attentionexhibited by primary school pupils with an overall mean value of (x=
3.17, SD=.79).
Hypothesis one
There is no significance different in the mean ratings in urban and rural primary schools on
Table 4: Summary of t-test analysis on the mean responses of the respondents on the causes of
disruptive behaviour
Table 8: above indicated that at 0.05 level of significance that there is no significance different in
the mean ratings in urban and rural primary schools (x=3.03, SD=.46) on the causes of disruptive
behaviour. t (367) = .58, p= .56. Therefore, the hypothesis which stated that there is no significance
different in the mean ratings in urban and rural primary schools on causes of disruptive behaviour
Research Question 2 What are the causes of lack of attentionexhibited among primary school
pupils?
Table 5: Mean ratings of the pupils on the causes of lack of attentionexhibited among
primary school pupils
S/N X
Mean SD Dec
The data in table 5 above indicated that the respondents agreed to items 21, 22, 23, 25, 27, 28, 29,
30, 31, 32, 33, 34, 35, 36 and 37 as the causes of lack of attentionexhibited among primary school
pupils. Of significance are items 22, 29, 32 and 33 which rated as 22 (x=3.65, SD= .79), 29 (x=3.77,
SD= .89), item 32 (x=3.52, SD= .87) and item 33 (x=3.76, SD= .96) indicating that disability,
exposure to violence and lack of motivation from the teacher constitute more of the causes of lack
of attentionexhibited among primary school pupils. The results from the above table also showed
that the respondents disagreed to items 24, 26 which rated as 2.81, 2.72 with standard deviations
of 1.0 and .82 indicating that Scarcity of instructional materials and lack of flexibility of the
curriculum are not the causes of disruptive behaviour exhibited among primary school pupils.
61
The results from the above table are indicative of the fact that the respondents are of the opinion
that the statements in all the items except items 24 and 26 are causes of disruptive behaviour
exhibited among primary school pupils with an overall mean value of (x= 3.19, SD=.73).
Hypothesis Two
There is no significant difference in the mean ratings in urban and rural primary schools
disruptive behaviours.
Table 6: Summary of t-test analysis on the mean responses of the respondents on the
Table 6: above indicated that at 0.05 level of significance that there is no significant difference in
the mean ratings in urban and rural primary schools (x=3.15, SD=.49) on the causes of disruptive
behaviour. t (347) = .48, p= .50. Therefore, the hypothesis which stated that there is no significant
difference in the mean ratings in urban and rural primary schools on the classroom management
Research Question 3:
What are the classroom management strategies adopted by teachers to manage lack of
Table 7: Mean ratings of the respondents on the classroom management strategies adopted
by teachers to manage lack of attentionin primary school
X
Mean SD Dec
S/N
The data in table 7 above identified items 1, 2, 4, 5, 6, 7, 8, 9 10 12, 14 and 15 which rated as 2.86,
2.85, 2.72,2.47, 2.47, 2.67, 2.79, 2.41, 2.39, 2.98, 2.85 and 2.85 with the standard deviations of
.100, .95, .10, .93, .97, .97, .97, .93, .96, .87, .91 and .90 which indicated that Sending the child
out of the class, Sending the child out of the class, Scolding, Referral to school disciplinary
good students, Engaging pupils on unnecessary assignment and Proper classroom arrangement
attentionin primary school. The result in the above table also showed that items 3, 11 and 13 which
rated as 3.02, 3.18 and 3.32 with the standard deviations of .97, 91 and 3.6 were classroom
management strategies adopted often by teachers to manage lack of attentionin primary schools.
The results from the above table are indicative of the fact that the respondents are of the opinion
that the statements in the items 1, 2, 4, 5, 6 7, 8, 9, 10, 12, 14 and 15 were classroom management
strategies adopted sometimes by teachers to manage lack of attentionin primary schools while
items 3, 11 and 13 were classroom management strategies adopted often by teachers to manage
Research Question 4:
What effective strategies are available in managing disruptive behaviour in primary school?
Table 8: Mean ratings of the respondents on the effective strategies that are available in
managing disruptive behaviour in primary school
X
S/N Mean SD Dec
1. Encouragement 3.28 .70 A
2. Reinforcing good behaviours 3.30 .66 A
3. Warning before hand 3.25 .79 A
4. Setting up usable rules 3.75 .88 A
5. Include course and behaviour norms and expectations
for pupils in the learning objectives 3.43 .81 A
6. Let pupils know you expect them to act appropriately,
by reminding them of these norms 3.36 .52 A
7. Share control and responsibility with pupils 3.14 .81 A
The data in table 8 above showed that the respondents agreed to all the items 1-8 presented in the
above table which indicated that encouragement, reinforcing good behaviours, warning before
hand, setting up usable rules, include course and behaviour norms and expectations for pupils in
the learning objectives, let pupils know you expect them to act appropriately,
by reminding them of these norms, share control and responsibility with pupils and defining what
is meant by a disruptive behaviour are effective strategies are available in managing disruptive
behaviour in primary school. Of significance are items 4 which rated as (x=3.75, SD= .88), item
8 which rated as (x=3.90, SD= .92) which indicated that ssetting up usable rules and defining what
The results from the above table are indicative of the fact that the respondents are of the opinion
that all the statements in the above analyzed table are effective strategies are that available in
managing disruptive behaviour in primary school with an overall mean value of (x=
3.43 , SD=.76).
CHAPTER FIVE
This chapter presented the discussion of the results of the study, conclusion, educational
primary school pupils. The findings show that the prevalent lack of attentionexhibited by primary
school pupils include Laughing unnecessarily, shouting, Cheating during tests, Jumping from one
place to another, Talking without permission, Loud yawning in the classroom, Fighting, Finger
pinching, Joking while a lesson is going on and Murmuring among others. The result of the study
is accordance with Wille (2002) who stated that lack of attentiondepicted a situation whereby the
students failed to respond to teacher’s requests, indulge in noise making, moving out of their seats
and staring in a direction other than the teacher or their work. The findings are in concert with the
postulations of McCabe and Frede (2007) who asserted that lack of attentionduring the preschool
years constitute one of the strongest predictors of later more serious problem behaviours including
delinquency, aggression, antisocial behaviour, and substance abuse. Buttressing further, the
authors noted that disruptive behaviour is any repeated pattern of behaviour that interferes with
guidance and actions such as prolonged tantrums, physical and verbal aggression, disruptive vocal
and motor behaviour, property destruction, self-injury, noncompliance and withdrawal. The above
68
66
agreement with Ghazi, Gulap, Tariq and Khan (2013) who asserted that disruptive behaviour is
simply the behaviour which does not allow the teachers and pupils for effective teaching and
learning process. (Gesinde, 2000). Buttressing further, the author stated that prevalent disruptive
behaviour may take many forms such as persistent questioning, incoherent comments, verbal
attacks, unrecognized speaking out, incessant arguing, intimidating shouting, and inappropriate
gestures. Contributing to the above points, Rachel and Daniel (2012) opined that the prevalent
daydreaming, and idleness. Stressing further, the authors asserted that the most unacceptable
Research question two sought to investigate the causes of lack of attentionexhibited among
The findings also indicated that Lack of interest in subject matter, Disability, Teachers’ ineffective
teaching, Overcrowding in the classroom, Poor sitting arrangement, Poor home training
(inconsistent parenting), Exposure to violence, Hunger, Health conditions, Repeating the same
class, Lack of motivation from the teacher, Teachers’ negative attitude towards pupils and Lack of
recreational time were the causes of lack of attentionexhibited among primary school pupils. The
above findings are in accordance with Gesinde (2000) who observed that classroom management
could pose a problem to the teacher, especially when the teacher lacks the competence to create
the setting, decorate the room, arrange the chairs, speak to pupils and listen to their responses,
putting routines in place and then executing, modifying and reinstating them, developing rules and
communicating those rules to pupils especially those with disabilities. Aimee (2003) posited that
children who view televised media violence are more likely to have increased feelings of hostility,
decreased emotional response to the portrayal of violence and injury that lead to disruptive
67
behaviour through imitation. The result is also in agreement with Alex (2012) who Stated that
unwholesome mass media has become a major contributor of children deviant behaviour. The mass
media such as radio, television, newspaper and magazine, watching of internet films or
pornographic materials which are characterized by violence movies are recently developed agency
which perpetuates disruptive act among children. While justifying the findings Ghazi et al (2012)
opined that disruptive behaviour can be caused by factors such as inconsistent parenting, uncaring
parents, over-protective parents and bad influences on a student’s local community. Stressing
further, the authors posited that poverty, poor quality teaching, repeating the same class, teachers’
negative attitude towards pupils, lack of motivation from teacher and poor classroom condition
such as lighting and ventilation among others are the major causes of disruptive behaviour in the
The findings revealed among other things that Sending the child out of the class
Sending the child to do manual labour, Flogging, Scolding, Referral to school disciplinary
good students, Standing the pupil up for some time, Engaging pupils on unnecessary assignment
and Proper classroom arrangement were the classroom management strategies adopted sometimes
and often by teachers to manage lack of attentionin primary school. The above findings are in
concert with the postulations of Gootman (2008) stated that rules give pupils concrete direction to
ensure that teachers’ expectation becomes a reality, when they become consistent in enforcing the
asserted that there are no perspectives on classroom management strategies that attempt to be
holistic. One example is affirmation teaching, which attempts to guide students toward success by
helping them see how their effort pays off in the classroom. It relies upon creating an environment
68
where pupils and students are successful as a result of their own efforts. The findings are in
accordance with McPhee and Craig (2009) who asserted that teachers who state guidelines early
and enforce them at the first appearance of disruptive behaviour will prevent classroom misconduct
from escalating into serious confrontations and help transgressors to avoid the more serious
consequences of such actions. The findings also lay credence to the postulation of Marshal (2001)
who opined that discipline without stress, punishments or rewards is designed to educate young
people about the value of internal motivation. The intention according to the author is to develop
Research question four sought to identify the Effective Management Strategies Available for
before hand, Setting up usable rules, Include course and behaviour norms and expectations for
pupils in the learning objectives, Let pupils know you expect them to act appropriately, by
reminding them of these norms, Share control and responsibility with pupils and Defining what is
meant by a disruptive behaviour were the Effective Management Strategies Available for use in
Managing Disruptive Behaviour in Primary Schools. The above results are in consonance with the
assertion of Gootman (2008) who stated that rules give pupils concrete direction to ensure that
teachers’ expectation becomes a reality, when they become consistent in enforcing the rules and
procedures made. Buttressing further, the author asserted that there are no perspectives on
classroom management strategies that attempt to be holistic. One example is affirmation teaching,
which attempts to guide students toward success by helping them see how their effort pays off in
the classroom. It relies upon creating an environment where pupils and students are successful as
a result of their own efforts. The finding is also in consonance with the view of McGhee and Craig
69
(2009) who asserted that teachers who state guidelines early and enforce them at the first
appearance of disruptive behaviour will prevent classroom misconduct from escalating into serious
confrontations and help transgressors to avoid the more serious consequences of such actions.
Table 4 above indicated that at 0.05 level of significance that there is no significance different in
the mean ratings in urban and rural primary schools on the causes of disruptive behaviour.
Therefore, the hypothesis which stated that there is no significance different in the mean ratings in
urban and rural primary schools on causes of disruptive behaviour among primary school pupils is
upheld since the findings showed that there is no significance different on the causes of disruptive
Finally, t-test was employed as shown in table 6 to determine the mean ratings in urban
and rural primary schools on the classroom management strategies adopted by teachers in
managing disruptive behaviours. Evidently, the result showed that there is no significant difference
in the mean ratings in urban and rural primary schools on the classroom management strategies
Conclusion
From the findings of the study, the following conclusions were drawn; Disruptive behaviour
individuals, families, the schools and all the stakeholders and curriculum planners in taking
appropriate measures that is most requisite in managing lack of attentionamong pupils to ensure a
threat free society. This is because it has been revealed that if these lack of attentionare not tackled
especially when these children are young it could metamorphose to more behavioural disorder that
Educational Implications
The findings of this study have far reaching implications including the following: Since from the
research results, it was revealed that the prevalent lack of attentionexhibited by primary school
pupils include laughing unnecessarily, shouting, cheating during tests, jumping from one place to
another, talking without permission, loud yawning in the classroom, fighting; finger pinching,
joking while a lesson is going on and murmuring among others. It implies that if the teachers adopt
an appropriate class room management strategies, it will enable them curtail the prevalent rate of
disruptive behaviour among primary schools pupils to the barest minimum. Also, if teachers’ lack
of interest, teachers’ ineffective teaching, lack of motivation, teachers’ negative attitude towards
pupils as indicated to be the causes of lack of attentionexhibited among primary school pupils will
to acquire requisite skills for effective teaching and motivation, it will go a long way to solving the
problems of lack of attentionamong pupils and as well add to the value of the teachers..
Moreover, if the teachers adopt appropriate classroom management strategies as revealed pupils’
lack of attentionwill be properly handled and thus creating enabling environment for conducive
teaching and learning. If teachers employ encouragement, reinforcing good behaviours, warning
before hand, setting up usable rules, among others as indicated to be the effective management
strategies available for use in managing disruptive behaviour in primary schools, pupils’ deviant
Recommendations
The following recommendations have been made based on the findings of this study:
• Teachers should be provided with in-service training programmes to enable them acquire
the requisite skills and knowledge for effective teaching and learning.
71
• Good upbringing of the child begins at home therefore; parents should put efforts in
ensuring that their children and wards are taught the norms and values of the society so as
• Teachers should always make out time for recreational activities and ensure that all pupils
• Parents should strictly avoid their children and wards from being exposed to media that are
seminars to pupils including their teachers and parents on the effects of disruptive
behaviours.
• Government should device means in ensuring that the class rooms are equipped with all
necessary learning material, renovate and construct new classroom to ensure conducive
• Some of the respondents were reluctant in providing the necessary information because of
the nature of the topic investigated. This could have affected the result slightly.
• The nature of instrument used may also be a factor. The researcher used survey
Based on the findings of the study, the researcher makes the following suggestions for
further research;
Summary
The main purpose of this study was to investigate the classroom management of lack of
attentionamong primary school pupils in Asaba Central Education Authority. An extensive review
of literature was undertaken to guide the researcher into what has already been carried out in the
area of the study. To guide the study, four research questions were posed and two hypotheses
formulated.
Descriptive survey design was adopted. Population for the study consisted of 120 teachers from
Asaba Central Education Authority who responded to the questionnaire. The instrument used for
data collections was a validated Classroom Management Strategies for Disruptive Behaviour
among Pupils Questionnaire (CMSDBPQ) The internal consistency reliability coefficient was
determined for the questionnaire using cronbach Alpha. The data were analyzed using mean,
standard deviation and t-test statistics to test the hypotheses. The major findings of the study
showed among others that the prevalent lack of attentionexhibited by primary school pupils
included laughing unnecessarily, shouting, cheating during tests, jumping from one place to
another, talking without permission, loud yawning in the classroom, fighting, finger pinching,
joking while a lesson is going on and murmuring among others. The findings while ascertaining
the causes of lack of attentionexhibited among primary school pupils, the findings also indicated
that lack of interest in subject matter, disability, teachers’ ineffective teaching, overcrowding in
the classroom, poor sitting arrangement, poor home training (inconsistent parenting), exposure to
violence, hunger, health conditions, repeating the same class, lack of motivation from the teacher,
teachers’ negative attitude towards pupils and lack of recreational time were the causes of lack of
Furthermore, the findings of the study also identified the classroom management
strategies adopted by teachers to manage lack of attentionin primary school to encompass sending
the child out of the class sending the child to do manual labour, flogging, scolding, referral to
monitoring, motivating good students, standing the pupil up for some time, engaging pupils on
unnecessary assignment and proper classroom arrangement were the classroom management
strategies adopted sometimes and often by teachers to manage lack of attentionin primary school.
The findings of the of study also showed that that encouragement, reinforcing good behaviours,
warning before hand, setting up usable rules, include course and behaviour norms and expectations
for pupils in the learning objectives, let pupils know you expect them to act appropriately, by
reminding them of these norms, share control and responsibility with pupils and defining what is
meant by a disruptive behaviour were the effective management strategies available for use in
important to all levels of education and to all the stakeholders of education and NGOs Non
Governmental Organizations. This shall not be limited to employment of well informed educated
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Attestation and Demography: Dear respondent, measures have been taken to insure that your
participation as a respondent in this research will not in any way harm or be used against you.
1. Name [ ]
2. Age [ ]
3. Class [ ] Section B
Instruction on how to fill Section C-D: Please indicate your level of agreement on the following
statement by ticking [√] in the boxes against the statement of your choice. All the items are on a
four points rating scale. The responses are as follows;
SA Strongly Agree
A Agree
D Disagree
SD Strongly Disagre
Instrument for Data Collection Classroom management Strategies for Disruptive Behaviour
among Pupils Questionnaire (CMSDBPQ)