USING GUIDANCE AND COUNSELLING TO MINIMIZE CLASSROOM

DISRUPTIVE BEHAVIORS AMONG THE BASIC SEVEN PUPILS OF BAGABAGA

DEMONSTRATION JHS 'C'

BY

AWIN MATHEW AYAABIL

 CHAPTER ONE

INTRODUCTION

This chapter deals with issues of the background to the study, statement of the problem, purpose

of the study, research questions, significant of the study, delimitation, limitation and organization

of the study.

1.1. Background to the study

Disruptive behaviors in the classroom can significantly hinder the learning process and create a

challenging environment for both students and teachers. These behaviors, such as aggression,

defiance, impulsivity, and inattentiveness, can have detrimental effects on the academic and

social development of pupils. To address this issue, implementing guidance and counseling

interventions in the educational setting has been recognized as a promising approach.

According to Gómez Mármol et al. (2018) and Närhi et al. (2017), disruptive behavior is

generally understood to be inappropriate classroom behavior by students that interferes with

learning and instructor instructions. According to Esturgó-Deu and Sala-Roca (2010), some of

the most typical disruptive behaviors among students include shouting, moving around the

classroom, using inappropriate hand gestures, conversing with classmates, and acting physically

and verbally aggressively. Numerous research studies have been conducted looking into the

causes of this disruptive behavior and developing potential strategies due to the undeniable fact

that disruptive behavior in the classroom is a problem that teachers of all generations must deal

with (Abeygunawardena & Vithanapathirana, 2019). Disruptive classroom behaviors include

students not paying attention, making noise, and causing delays. Guidance and counseling are

interrelated practices passed down through generations, with overlapping meanings. They
emphasize human self-determination, autonomy, and self-destruction, allowing individuals to

control their destiny and be fully responsible for their actions. The main goal of guidance and

counseling is to help individuals navigate their lives. Understanding oneself helps individuals

manage life experiences healthily by recognizing factors causing problems and finding solutions.

Guidance and counseling services are crucial for discipline management. Teachers must adapt to

diverse student characters and behaviors for effective learning. Teachers and pupils' interactions

are crucial for learning sustainability. Teachers expect acceptable behaviors, while students

exhibit well-mannered and cultural behaviors. Disruptive behaviors in classrooms are

increasingly reported in northern Ghana schools due to canning abandonment.

The researcher aims to investigate the use of guidance and counselling to curb the disruptive

behaviors of Basic seven (6) pupils in Bagabaga Demonstration JHS 'C' in the northern region of

Ghana. The school was established due to the increased number of students in block A and B. It

is aimed to provide holistic education for Ghanaian children, preparing them for challenging

academic enterprises and nation-building roles.

1.2 Perceived problem

The perceived problem is the presence of disruptive behaviors among pupils in the classroom.

These behaviors disrupt the learning environment and negatively impact the academic

performance of the students. The disruptive behaviors ranged from talking out of turn, not

following instructions, engaging in physical or verbal aggression, being inattentive, or displaying

disrespectful attitudes towards peers or teachers. These behaviors create a hostile and

unproductive atmosphere, making it difficult for both teachers and students to engage in effective

teaching and learning.

1.3 Diagnosis

Evidence of Disruptive Behaviors:

The diagnosis of disruptive behaviors is based on empirical observations and assessments

conducted within the classroom. Some common evidence includes:

a. Frequent Interruptions: Pupils frequently interrupt the teacher or classmates, often speaking

out of turn or engaging in side conversations.

b. Aggressive Behavior: Pupils also displayed aggression, such as physical fights, pushing,

shoving, or verbal aggression, including insults, threats, or derogatory language towards peers or

teachers.

c. Inattentiveness and distractibility. Some pupils also struggled to maintain focus, daydream, or

engage in off-task activities, leading to decreased attention and poor academic performance.

d. Noncompliance with Rules and Instructions: Pupils consistently failed to follow classroom

rules and instructions, leading to disruptions in the learning process.

Causes of Disruptive Behaviors:

Several factors can contribute to disruptive behaviors among pupils in the classroom. These

causes may include:

a. Individual Factors: Some students had specific psychological or emotional difficulties, such as

attention-deficit/hyperactivity disorder (ADHD), conduct disorder, oppositional defiant disorder

(ODD), or learning disabilities. These conditions can manifest as disruptive behaviors in the

classroom.
b. Environmental Factors: Chaotic or disorganized classroom environments, inconsistent

discipline strategies, lack of structure, overcrowding, or inadequate teacher-student relationships

also contribute to disruptive behaviors.

c. Social Factors: Peer influence, social exclusion, bullying, or negative interactions with peers

also contributed to disruptive behaviors as students seek attention or retaliate against perceived

threats.

d. Home Environment: Factors such as inconsistent discipline at home, exposure to violence,

lack of parental involvement, or family stressors impacted negatively on students' behavior in the

classroom.

1.4 Statement of the Problem

Disruptive behavior is a serious challenge among the pupils of Bagabaga Demonstration JHS 'C'.

In Social Studies lessons, the researcher noticed that students might speak in class without

seeking permission, arrive late while a lesson was ongoing and makes a lot of noise when the

teacher was trying to help them learn.

A preliminary inquiry into the matter through discussion with other subject teachers at the

school revealed that Bagabaga Demonstration JHS 'C' School students lacked sufficient

discipline. This led the researcher to conduct a research and look for ideas that could assist basic

seven (7) pupils of Bagabaga Demonstration

JHS 'C’ in reducing disruptive behavior through guidance and counseling

1.5 Purpose of the Study

The purpose of the study is to explore and examine the effectiveness of guidance and counseling

interventions in mitigating disruptive behaviors among pupils in the classroom. The study aims

to provide valuable insights into the role of guidance and counseling in creating a positive and

conducive learning environment, promoting the well-being of students, and improving their

academic performance.

1.6 Objectives of the study

The purpose of the study is to find out the extent to which guidance and counseling can be used

to solve the problem of disruptive behaviors in class among the basic seven (7) pupils of

Bagabaga Demonstration JHS 'C'. Therefore, to be able to make this a reality, these were the

specific objectives guided the study;

1. Identify the causes of disruptive behaviors among the basic seven (7) pupils of Bagabaga

Demonstration JHS 'C'

2. Find out the effects of disruptive behaviors on pupils’ academic performance among the basic

seven (7) pupils of Bagabaga Demonstration JHS 'C'

3. Examine the extent to which guidance and counseling can help minimize disruptive behaviors

in basic seven (7) classroom among the pupils of Bagabaga Demonstration JHS 'C'

1.7 Research Questions

To achieve the objectives of the study, the following research questions were used as a guide;
1. What are the causes of disruptive behaviors among the basic seven (7) pupils of Bagabaga

Demonstration JHS 'C'?

2. What are the effects of disruptive behaviors in the classroom among the basic seven (7) pupils

of Bagabaga Demonstration JHS 'C'?

3. To what extent will the use of guidance and counseling help minimize disruptive behaviors

among the basic seven (7) pupils of Bagabaga Demonstration JHS 'C'?

1.8 Significant of the Study

The findings of this study will help reduce disruptive behaviors among basic seven (7) pupils of

Bagabaga Demonstration JHS 'C'. The research findings will also help serve as a reference

material for other researchers who may carry out research on the same or related situations. In

addition to the above, the research work will help Ghanaians appreciate the use of guidance and

counseling in minimizing disruptive behaviors in our basic schools. Finally, the findings and

recommendations of this study will help policy makers to formulate good policies related to the

effective strategies of managing pupils’ disruptive behaviors in the classroom, especially getting

more plans on enhancing guidance and counseling to minimize disruptive behaviors in the

classroom.

1.9 Delimitations of the Study

Disruptive behaviors are major problems that confront teachers and most pupils during lesson

delivery in the Sagnarigu district especially Bagabaga Demonstration JHS 'C’. However, the

researcher delimited the study to Bagabaga Demonstration JHS 'C', basic seven (7).
There are other ways of minimizing disruptive behaviors in the classroom but this study only

focused on the use of guidance and counseling in minimizing pupils’ disruptive behaviors in the

classroom.

The study was also confined to pupils’ disruptive behaviors neglecting disruptive behaviors

teachers may also exhibit in the classroom.

1.10 Limitation of the Study

All research findings carry inherent limitations, not only in methodology and analysis but how

results are construed. The findings in this study have similar limitations. During the course of the

research, the researcher faced the challenge of; pupils who were part of the experiment group felt

reluctant to give the right response to the researcher’s questions and that affected the data needed

for the study. In addition, inadequate time hinders the research report. The time slated for the

study was not enough for the researcher to complete the report the way he had wanted it to be

carried out.

1.11 Definitions of terms

a. Guidance: Guidance refers to the act or process of providing direction, advice, or assistance to

someone in order to help them make decisions, achieve goals, or navigate through various

situations. It involves offering support, suggestions, or recommendations based on knowledge,

expertise, or experience.

b. Counseling: Counseling is a professional process that focuses on helping individuals, couples,

families, or groups address and resolve personal, emotional, psychological, or relationship-

related challenges. It is a collaborative and confidential relationship between a trained counselor

or therapist and the client(s), aiming to facilitate personal growth, self-awareness, and positive

change.

c. Disruptive Behaviors: This refers to actions or conduct that significantly disrupt or interfere

with the normal functioning of individuals, groups, or the overall environment. These behaviors

can occur in various settings, such as schools, workplaces, public spaces, or even within personal

relationships. Disruptive behaviors often involve behaviors that are aggressive, non-compliant,

disrespectful, or violate established norms or rules

1.11 Organization of the Study

The research work is organized into five chapters. Chapter one being the opening. Chapter two

contains the review of related literature to the study. Chapter three deals with the methodology

used in gathering the data for the study which is made up of research design, population,

sampling procedure, researcher instructional interventions, which include pre-intervention,

intervention and post – post intervention.

Chapter four is concerned with the results findings and discussions. It shows apparently how the

data gathered has been organized and presented properly. Chapter five captures summary,

conclusion and recommendations of the study.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Concept of Disruptive behavior

One of the definitions of disruptive behavior was proposed by Bidel & Deacon (2010), who

stated that disruptive behavior can be defined as visible behavior that occurs in the classroom

that disturbs the teacher and / or other students, for example, refusing to participate or cooperate

in the classroom activities, disregarding the rights of others, not paying attention to lessons,

making a fuss and leaving seats without permission. Also, Disruptive behavior is roughly defined

as inappropriate behavior of students in the classroom that impedes both learning and teacher’s

instructions (Gómez Mármol et al., 2018; Närhi et al., 2017). Some of the most common

disruptive behaviors include learners’ inappropriate gestures, talking with classmates, physical

and verbal aggressiveness, moving in the class, shouting, and not respecting the classroom rules

(Esturgó-Deu & Sala-Roca, 2010). The Fact that disruptive behavior in the classroom is an

undeniable problem faced by teachers of all generations (Abeygunawardena & Vithanapathirana,

2019), many research studies have been carried out investigating the causes of this disruptive

behavior and developing possible strategies (Rafi et al, 2020). From the above definitions about

“Disruptive behavior”, The researcher concludes that a student is considered disruptive when he

or she engages in behaviors that disrupt the learning process in a significant way. Disruptive

behavior in the classroom is one of the most widely expressed concerns among teachers and

school administrators (Duesund & Ødegård, 2018; Nash et al.,2016). The belief is that the

presence of disruptive behavior or discipline issues in the classroom negatively affects students
learning (Gómez Mármol et al.,2018) and lowers students’ academic performance (Granero-

Gallegosetal.,2020). it’s apparently that disruptive behavior does not affects only students in the

classroom but teachers too. Cameron & Lovett (2015) asserted that disruptive behavior in the

classroom was one of the factors which adversely shaped teachers’ attitudes about teaching, and

also highlighted that those teachers show less interest in teaching when students exhibit

disruptive behavior in the classroom. Moreover, students’ disruptive behavior is considered to

have a direct link with the mental, physical and emotional wellbeing of teachers and may

deteriorate teachers’ ability to educate the students to some extent (Shakespeareetal., 2018).

2.2. Causes of pupils' disruptive behavior

There seem to be several reasons why students exhibit disruptive behavior in the classroom.

Many are associated with the community, parents, teachers, and students themselves. Factors

such as a bad influence from the community, lack of preparation and low teaching quality, poor

parenting, students’ attitude towards learning, and students’ emotional and mental problems can

cause unsuitable behavior in the classroom (Khasinah, 2017). Likewise, Latif et al. (2016) also

noted others including large classes, teachers’ biased attitudes toward students, and students’

desires to get attention in the classroom as other reasons students exhibit disruptive behavior in

the classroom. There are several causes of disruptive behavior in the classroom: Students´

background (Family background), lack of classroom management, lack of motivation, and

teachers’ lack of strategies to prevent and correct disruptive behavior (Castaño, Henao, Gallego,

2015). On the other hand, Kuhlenschmidt & Layne as cited by Ali & gracey, (2013) explained

that the causes of disruptive behavior can be seen through three forms; physical problem,

emotional challenge, and environmental factors. Physical problem is one form of the causes of

disruptive behavior that is caused by the use of drug and something related to it which result in
permanent physical impairments. According to the study, the researcher used five sources of data

for estimating recent levels of alcohol (and other drugs) use among college students: Harvard

School of Public Health College Alcohol Study, the Core Institute, Monitoring the Future,

National College Health Risk Behavior Survey and National Household Survey on Drug Abuse,

found the result that the students’ attention might be distracted by the use of alcohol several

hours before they enter class. the study also found that illness or sickness also included in this

part which causes the emerging of disruptive behavior in the classroom. The emotional

challenge according to Kuhlenschmidt and Layne as cited by Ali and Gracey, 2013 “include

feelings of isolation and loss, immaturity, misdirected aggression, and struggles associated with

identity development”. The result of this feeling is a misbehavior in the classroom. For example,

a student being angry before the classroom started and that emotion will continue when the class

begins. The last one, which is considered as the causes of disruptive behavior in the classroom is

environmental factors. It has several forms, which is a norm of conduct (the perspective of the

students regarding with what is considered as disruptive behavior and what is not, for example, a

student does not consider that playing phone while the lecturer time is a form of disruptive

behavior), class size, culture, and task.

2.3 Effects of disruptive behavior in the classroom

The impact of students’ disruptive behavior is very dangerous. Perle (2016) states that a single

student’s disruptive behavior can influence his own and other students’ learning. Similarly,

Fauziati (2015) argues that a student who is disruptive can cause other students to become

anxious and insecure in the classroom. Students’ disruptive behavior can spread throughout the

learning environment and influence other students. However, teachers get difficulty to cope with

students’ disruptive behavior because they may not be sure on how to manage the situation.
Karaj & Rapti (2013) highlight that researchers are in consensus that students’ disruptive

behavior is one of the most important sources of teachers’ stress. According to Parsonson (2012),

students’ disruptive behavior can increase the stress levels of teachers and students, disrupt the

flow of lesson, and give negative effect on learning objectives and processes. It also changes the

focus of attention which shifts from the academic tasks to the distractions resulted by disruptive

behaviors. The classroom environment plays a crucial role in keeping students engaged and

allowing them to be successful within the classroom (Hannah, 2013). When a student or a group

of students make a disruptive behavior, their learning process is not the only one that affected,

but others’ too, given the fact that the learning environment is impacted negatively. As stated by

Castaño Henao Gallego (2015), who said that the rate of attention that students have is not the

same when they have to deal with their interruption and their classmates who make a disruption.

This problem has negative impacts not only on the students in the classroom who are learning or

the particular student who is behaving disruptively, but also teachers who have negative effects

on them personally as professionals (Nash & Schlösser, 2015). The statement is supported by

Aloe, Shisler, Norris, Nickerson & Rinker (2014) who stated that students’ misbehavior is

significantly related to the three dimensions of teacher burnout; emotional exhaustion,

depersonalization, and lack of personal accomplishment. The teachers also spend a significant

amount of time on dealing with the disruptive behavior while trying to cover their daily lessons

in the classrooms (Malak, Sharma, & Deppeler, 2017). In addition to losing instructional time,

Malak et al (2017) also stated that disruptive behavior in the classroom hinders and disrupts

other students learning as well. Because of that, it is crucial to find out the effects of this

phenomenon that is prevalent in the classrooms so that the focus on teaching and learning can be

enhanced. The classroom disruptive behaviors need to be well addressed and well managed so
that teachers are psychologically prepared to carry out their teaching roles effectively in their

classrooms. To strengthen this, the narrative of the teachers on the interview of a research study

done by Muna, F. (2019) proved that the teachers face emotional problems due to the existence

of this phenomenon in their classrooms. The results showed that it had negative effects on

teachers themselves. According to website of the Ministry of Education of Guyana (2020).

Disruptive behavior that is appeared by one student also encourages other students to do the

same, which compromises the teacher's authority and ability to control the group. It will affect

the learning process of others students. It affects and interfere with another students’ focus. This

can result in lower grades. Peers tend to have a significant influence over each other, and if one

student is disruptive, it may encourage similar behavior in other classmates who might not have

had trouble otherwise. Disruptive students also disturb the teacher's ability to teach in effective

way. Teacher’s time and attention are required by these students. Sometimes, the teacher must

stop the lesson or discussion to deal with the behavior. If the disruptive behavior is threatening, it

may challenge the teacher's authority and can create tension in the classroom, which pushes

learning to the background. According to research done by Douglas, J., Moyes, D., & Douglas,

A. (2016) related to the impact of disruptive behavior in the classroom with the context was

higher education classroom in Italy, found the result that the key impacts of disruptive behavior

are “frustrated”. This shows that in other words disruptive behavior is a barrier to learning. None

of the other words used; such as ‘intimidated’, ‘distracted’, ‘stressed’ and ‘annoyed’ indicate that

effective learning is taking place. Other findings related to disruptive behavior research

established by Muna, F. (2019) found the result that disruptive behavior have massive negative

effects on all teachers and students, both disruptive students (disrupter) or others students in the

classroom. These results agree with others previous studies which revealed that disruptive
behavior impacted other students learning in the classroom. Hence, the students who behaved

disruptively need to be resolved effectively so that every student in the classroom can learn in a

meaningful way. The study also found that the core business of the school, that is the teaching

and learning process was disturbed due to disruptive behavior. Loss of instructional time was the

greatest concern mentioned by one of the respondents. It is supported by Jacobsen, K. (2013)

who argued that externalizing behaviors receive more attention than other behaviors due to the

fact that they interrupt classroom time and put the teacher/student relationships in more stress.

2.4 How guidance and counseling can be used as an intervention to minimize pupils'

disruptive behavior in the classroom

Schools should have a range of initial intervention strategies to help pupils manage their

behavior and to reduce the likelihood of suspension and permanent exclusion. This is achieved

by helping pupils understand behavioral expectations. Some pupils will need more support than

others and this should be provided as proactively as possible. It will often be necessary to deliver

this support outside of the classroom, in small groups or one to one activity. Schools should have

a system in place to ensure relevant members of leadership and pastoral staff are aware of any

pupils persistently misbehaving, whose behavior is not improving following low-level sanctions

or whose behavior reflect a sudden change from previous pattern of behavior. Examples of

intervention schools should consider include; Frequent and open engagement with parents,

including home visits if deemed necessary, short term report cards or longer-term behavior report

plans, providing mentoring and coaching service, and also engaging with local and agencies to

address a specific challenge such as poor anger management, a lack of resilience and difficulties

with peer relationships and social skills. To prevent antisocial behavior, adolescents need to be

reconnected with social institutions such as families and schools. Without this reconnection
(through mentoring, counseling, parenting programs, and modified school programs), antisocial

behaviors are likely to continue. This reconnection involves ongoing dialogue, relationship

building, and communication between all parties, rather than seeing the problem as being within

the student suspended from school. Re-examining pupils that are disruptive not from the

perspective of being bad, but as needing assistance with significant emotional, social, and self-

concept issues, provides counselors optimism that effective school counseling interventions can

re-engage these pupils in their peer educational, and social communities. Addressing disruptive

classroom behaviors provides an opportunity for school counselors to promulgate advocacy and

social justice in their work to advance equitable access and success for all pupils (Ratts,

DeKruyf, & Chen-Hayes, 2007). Guidance and counseling status in enhancing student discipline

in Ghana have struggled with the problem of lack of recognition and the realization of guidance

and counseling as integral part of education and growth of every child. While some heads of

schools made time available for counselors to provide counseling service to their students, others

felt it was a waste of precious time allocated to examinable subjects. Others relegated it as an

after-school activity. They see the education of the child as merely the provision of academic

knowledge and skills in reading and writing. Hence most students leave school with very little

knowledge about themselves and how to cope with the realities and challenges they would face

later in life. Generally, student failed to cope with a number of situations such as unemployment

and if employed they either failed to keep the job.

 CHAPTER THREE

METHODOLOGY

The purpose of this study was to find out ways of minimizing classroom disruptive behavior

among the basic seven pupils of Bagabaga Demonstration JHS 'C’ through guidance and

counseling. This section describes methods and processes that were used in carrying out this

study. The chapter describes the research design, population, sample and sampling technique

used, research instruments, pre-intervention, intervention, post – intervention and data analysis

plan.

3.1 Research Design

Creswell and Plano Clark (2007) define research design as a procedure for collecting, analyzing,

interpreting, and reporting data of research. It outlines the methods, procedures, and strategies

that researchers employ to gather and analyze data in order to answer their research questions

and achieve their research objectives. The research design used for the study was action research.

Action research is a study concern with the immediate solution to local problem through the

application of scientific method. Action research was used because it helped the teacher to

understand what actually goes into teaching and learning situations. It was also used because it

enables participants to develop appropriate interventions or strategies aimed at finding solutions

to the problem identified in the teaching and learning situation. This is because teachers obtain

data on areas of their practice which require re-evaluation for improved learning and
performance. Conducting action research by teachers themselves not only helps them grow

professionally, but also improves their teaching practices (Makoelle & Thwala, 2019). Action

research may also enhance the level of teachers’ effectiveness and quality of education at large.

This study investigated the extent to which guidance and counseling can be used to mitigate the

disruptive behaviors among the basic seven pupils of Bagabaga Demonstration JHS 'C'.

Population. Population of a research is defined as the people whom appeal to the interest of the

researchers in generalizing the outcomes of the research. Population may also be defined as the

total number of units (individuals, organizations, events, objects, or items) from which samples

are selected for measurement (Kindy, et al, 2016). In this study, the population constituted

teachers and pupils of Bagabaga Demonstration JHS C’

3.2 Target Population

According to Cox, 2013, the target population in a study is the entire set of units for which the

study data are to be used to make inferences. The target population refers to a specific subset of

the larger population that will be the focus of the intervention. In this context, the target

population consist of thirty - five (35) teachers and seventy - six (76) Basic Seven pupils of

Bagabaga Demonstration JHS C’. Therefore, the total target population is 111.

3.3 Sample and Sampling Techniques.

A sample is a smaller group of individuals selected from the population or target population for

the purpose of research or intervention. In this case, a sample can be chosen to represent the

larger group of pupils who exhibit disruptive behaviors. It's important to note that the sample

should be representative and diverse enough to ensure the generalizability of findings and

effectiveness of the guidance and counseling strategies. The sample was made up of teachers and
students from the Target Population. The total Target Population was 111 respondents,

comprising 76 students and 35 teachers. A portion of the Target Population was used as the

sample to collect the findings to generalize the issues therein. Using purposive sampling

technique, the researcher selected a sample size of 45 respondents, comprising 25 pupils and 20

teachers. Out of these 25 pupils, 11 were females and 14 were males. In respect to the teachers, 5

were females and 15 were males.

3.4 Sampling technique.

According to McMillan and Schumacher 2010, sampling is the process of selecting a number of

individuals to represent the larger group. The twenty (20) teachers were selected based on their

experiences and qualification. Purposive Sampling was used to select pupils. Purposive sampling

is a non-probability sampling technique used in qualitative research to select participants who

posses’ certain characteristics or meet specific criteria relevant to the research objectives. In

using this technique, the researcher carefully selected pupils who exhibited disruptive behaviors

in basic seven. The whole population could not be used for the study due to time constraints so

few students and teachers were used by the researcher to generalize the findings.

3.5 Data collection Instrument

Data collection instrument refer to a tool or methods used to collect data in a research study. It is

a means by which researchers gather information from participants or sources to answer research

questions. In order to bring out the factual analysis of the causes, effects and solutions to pupils’

disruptive behavior in Bagabaga Demonstration JHS 'C’, two (2) research instruments were used

to gather indispensable information concerning the topic of the study. The instruments used were

observation and interview.

3.6 Observation

Observation was one of the methods used for data gathering or collection. This method is mainly

done through vision. In order to obtain first – hand information without relying on others, the

researcher used non-participant method of observation where the researcher stood far way and

observed learner’s behavior in the classroom. The problem was first identified through

observation. This instrument was employed to observe how the selected sampled pupils

conducted themselves in the classroom. The behavior and activities of the group in the classroom

was written throughout the observation. This instrument was used when respondents were not

willing to give information.

3.7 Interview

The researcher conducted face-to-face interviews with any groups or individuals who can

provide information about the problem under study or about their own perception of the problem.

Both pupils and teachers were interviewed in order to get their views on the causes, effects and

suggested solutions to mitigate the rate of disruptive behaviors in Bagabaga Demonstration JHS

'C'. Their responses were noted and written to help in actual implementation of the intervention.

3.8 Intervention Processes

Strategies and plans were outlined and implemented to solve the problem of the study. This

critically involves a step-by-step procedure that was put in place for a period of time. The

intervention processes included pre-intervention, intervention and post-intervention.

3.9 Pre-intervention
It was observed that pupils talk in the class without seeking permission from the facilitator. The

problem was identified in Social Studies lessons for a period of five (5) weeks. At the end of the

observation, it was found out that sixteen (16) pupils were showing disruptive behaviors in the

classroom every time a lesson begins. These misbehaviors normally happen to almost all the

other lessons.

There seem to be several reasons why students exhibit disruptive behavior in the classroom.

Many are associated with the community, parents, teachers, and students themselves. Factors

such as a bad influence from the community, a lack of preparation and low teaching quality, poor

parenting, students’ attitude towards learning, and students’ emotional and mental problems

(Khasinah, 2017) can cause unsuitable behavior in the classroom. Likewise, Latif et al. (2016)

also noted others including large classes, teachers’ biased attitudes toward students, and students’

desires to get attention in the classroom as other reasons students exhibit disruptive behavior in

the classroom. As for the English as a Foreign Language (EFL) classroom, the cause of

discipline problems have been reported to be a low level of student engagement when students

cannot understand the lesson taught in the classroom and experience minimal progress of the

target language; learning difficulties caused by their difficulty in understanding vocabulary, and

grammar in the English language; attention-seeking when students want to attract teachers’ and

peers’ attention; fatigue when students are sleepy and bored, and the influence of technology

when students use mobile phones and other electronic gadgets in the middle of class activity

further interactions with some of the pupils shows that, some pupils who misbehave were

expressing a desire for more control in the classroom and acting inappropriately makes them feel

powerful. These pupils were not content to go along with the general plan and made it known
that they want things done in their own way. This actually made them constantly arguing and a

refusal to follow basic rules meant for everyone.

3.10 Intervention

Strategies or measures that may help were presented to solve the situation in accordance with

the listed causes under the pre-intervention process. The intervention was introduced for a period

of three (3) weeks. A committee made up of the guidance coordinator of the school, counselors

and the researcher were set – up to guide and counsel the pupils especially the 16 pupils

identified as perpetual disruptors. The committee talked to the pupils about the essence of

education to them and the society they live. The pupils’ minds were trained that they have a

brighter future and for that reason, they should not joke with their studies. Teachers in the school

were also asked to adjust their teaching methods and classroom management they were using

during lesson delivery. They were made to adopt learner–centered method since it makes pupils

to be engaged in activities throughout the lesson hence pupils will not get time to cause

disruptions in class. The school counselors also told the teachers the most effective method of

managing off-task or disruptive behavior is proper seating arrangement. For instance, Tobia et

al. (2020) asserted that children become more logical, creative, and exhibit better classroom

behavior when they were seated individually on a single desk. Likewise, Pichierri and Guido

(2016) noted that classroom seating arrangement is a crucial factor that can have a significant

influence on students’ academic performance. These authors supported this statement with their

findings which showed that the students sitting in front of the class significantly outperformed

the students who were seating on the back rows. Additionally, Egounléti et al. (2018) pointed out

that the seating arrangement facilitates students’ participation, especially when they are seated in

pairs or groups.
Teachers were also told to always praise other pupils who are exhibiting on-task and/or

appropriate behavior. The school counselors believed that praising students works well when

they exhibit on-task and/or appropriate behavior. This is the first technique which directly

addresses pupils concern, but does so in a positive way. Redirecting pupils’ attention to the task

at hand was rated the fourth most effective technique. Techniques which were more punitive in

nature were rated at least effective. Prizes and gifts were also designed as an intervention to

compliment the guidance and counseling in minimizing disruptive behaviors. The pupils were

told that if the class prefect did not capture their names in the “noise makers’ list”, they will be

awarded. Pupils were also guided and counseled to take leadership positions since it will make

them to be discipline hence disruptive behaviors will be minimized. In another development,

parents to the disruptors were counseled on how to talk to their wards so as to help minimize

disruptive behaviors. In general, previous research seems to suggest that guidance and

counseling can contribute immensely to the mitigation of disruptive behaviors in the classroom.

3.11 Post Intervention

After the intervention, a monitoring observation on the pupils’ disruptive behavior was made. It

came to a notice that, the rate at which pupils used to show disruptive behaviors especially

during lesson delivery were minimized drastically. The minimization of these disruptive

behaviors was due to the methods teachers adopted and also the guidance and counseling pupils

received from the authorities. The disruptors’ parents were also visited to remind them on the

advisory ways they should use when their wards show disruptive behaviors.

3.12 Data analysis plan

The responses and results obtained were analyzed and reported using frequency distribution

tables and simple percentages base on the research questions.

CHAPTER FOUR

RESULTS/FINDINGS AND DISCUSSIONS

Introduction

This chapter deals with results/findings and discussion of data collected during the study. It

entails important information on the observation and interviews conducted on pupils and

teachers.

4.1 Table 1: Distribution of pupils by Gender

GENDER No. Percentage

Of (%)

people

Boys 14 56

Girls 11 44
 Total 25 100

From the table above, it shows that the number of pupils who were sampled were 25. Fourteen

(14) boys representing fifty-six percent (56%) and eleven (11) girls also representing forty-four

(44%). This data was taken after lottery method of random sampling which involves YES or No

written-on pieces of papers for all pupils to pick. Those who picked yes was taken and

questionnaires were administered to them.

4.2 Analysis of observation and interview on pupils

Table 2: Causes of Pupils’ Disruptive Behaviours

 RESPONSE FREQUENCY PERCENTAGE

(%)

Unattractive lesson 7 28

Unsafe learning environment 4 16

Attention - seeking 9 36

Lack of engagement during 5 20

lesson

Total 25 100

From the table above, the data shows that seven (7) pupils gave “unattractive lessons” as

their response to the major causes of pupils’ disruptive behaviour representing twenty – eight

percent (28%). The table also shows that four (4) pupils responded to “unsafe learning

environment” as a major cause representing sixteen percent (16%). A majority of nine pupils

also selected “Attention - seeking" as a major cause of disruptive behaviour representing thirty-

six percent (36%). In addition, five (5) pupils also responded to “Lack of engagement during

lesson” as a major cause of pupils’ disruptive behaviour in the classroomThis apparently shows
that, in addressing the causes of pupils’ disruptive behaviours in the classroom, attention seeking

by pupils should not be underestimated. It also shows that pupils exhibit disruptive behaviour as

a result of unattractive lessons by teachers, therefore teachers should improve on their teaching

methods.
4.3 Table 3: Effects of Pupils’ Disruptive Behaviours

RESPONSES FREQUENCY PERCENTAGE

Poor academic performance 13 52

of pupils

Reduced learning 9 36

opportunities

Development of negative 3 12

attitudes

Total 25 100
Table 3 above shows that; poor academic performance of pupils will be the major effect of

pupils’ disruptive behaviour as it is the highest with 13 pupils representing fifty – two percent

(52%). Reducing learning opportunities also had nine (9) responses representing thirty – six

percent (36%). On the other side, three (3) pupils representing twelve (12%) of the total

responses chose development of negative attitudes as an effect of pupils’ disruptive behaviour.

This clearly means that pupils who show disruptive behaviours in the classroom are likely to

have poor academic performance.

4.4 Table 4: Solutions to Pupil’s Disruptive Behaviours

RESPONSES FREQUENCY PERCENTAGE

Motivating pupils 4 16

Outline consequences for 6 24

disruptive behaviors /

detailing penalties for

disruptive actions

Teachers improving their 6 24

methods of teaching

Creating conducive learning 9 36

environment that will cater

for learners who may want to

seek attention from peers or

teachers.

Total 25 100
According to the data above, four students representing sixteen percent (16%) chose motivation

as a way to curb disruptive behaviors in the classroom. Additionally, six students representing

twenty-four percent (24%) of the total responses chose the solution of detailing penalties for

disruptive actions as a way to address disruptive behaviors in the classroom. Six (6) students—

representing twenty-four percent (24%)—selected the teacher improving their teaching methods

as a remedy for disruptive behavior. Nine (9) students representing 36% of the students chose

creating a conducive learning environment that will cater for students who may want to seek

attention from peers or teachers as a remedy for disruptive behaviors. This demonstrates that

when students are restrained in their desire to draw attention from their peers or teachers in the

classroom, disruptive behavior will be minimized.

4.5 Analysis of Teachers Questionnaires

Table 5: Causes of Pupils’ Disruptive Behaviours

RESPONSES FREQUENCY PERCENTAGE

Physical/ Health-related 4 20

issues

Unattractive lessons 3 15

Lack/Inadequate TLMS 7 35

Learning styles mismatch 6 30

Total 20 100

From the table, it is apparent that lack or inadequate TLMs is the major cause of pupils’

disruptive behaviours in the classroom. This had the highest response of seven (7), representing

thirty – five (35%). In addition, learning styles mismatch contributes greatly to misconduct

among pupils in the school. This had the second highest response of six (6), representing thirty

percent (30%). Four (4) pupils representing 20% also choses Health-related issues.
 Finally, unattractive lessons which is usually not pupil – centred also had three (3)

responses representing fifteen percent (15%).

4.6 Table 6: Effects of Pupils' Disruptive Behaviours

RESPONSES FREQUENCY PERCENTAGE

Poor academic performance 8 40

Diversion of Teachers 4 20

attention

Low academic achievement 3 15

Disruption of lesson plans 5 25

Total 20 100

According to the table, Poor academic performance is the immediate result of disruptive

behaviors at school, which had the highest response of eight, representing forty percent (40%) of

the respondents. In addition to the aforementioned, five teachers representing 25% of the group,

mentioned "disruption of lesson plans." Since it obtained the second-highest response, it is

obvious that disruption of lesson plans is also a direct result of students' disruptive conduct.
Another effect that was mentioned by four teachers, or 20%, was the distraction of the teachers'

attention.

4.6 Table 7: Suggested Solutions to Pupils’ Disruptive Behaviours

RESPONSES FREQUENCY PERCENTAGE

Pupils should be encouraged 6 30

to take part in curricular and

co-curricular activities

Workshops should be 7 35

organized to help teachers

build on their teaching

strategies

Teachers should motivate 7 35

pupils during lesson

Total 20 100

From the table above, seven (7) teachers representing thirty – five percent (35%) suggested that

advice should be given to pupils during lessons especially when they start misbehaving. Also,
seven (7) teachers suggested that workshops or seminars to help teachers improve on their

teaching methods would also be an immediate solution to pupils’ disruptive behaviour and this

had a percentage of thirty – five (35%). Finally, six (6) teachers suggested that pupils should be

encouraged to take part in both curricular and co-curricular activities and this had a percentage of

thirty (30%)

Summary

This chapter discusses the causes, effects, and suggested solutions to pupils' disruptive behaviors

in schools. Major causes include unattractive lessons, unsafe learning environments, attention

seeking from peers or teachers, and learning styles mismatch from table 2 and 5. Effects include

poor academic performance, reduced learning opportunities, and disruption of lesson plans from

table 3 and 6. Solutions include addressing pupils' desire for attention, organizing workshops for

teachers to improve teaching methods, and motivating pupils during lesson delivery also from

table 4 and 7.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Introduction

This study investigated the use of guidance and counselling to minimize disruptive behaviours in

Bagabaga Demonstration JHS C. The previous chapters revealed various dimensions of the

problem. Background to the study was dealt with in chapter one while review of related literature

was done in chapter two. Research method and design were presented in chapter three, and in

chapter four, the research findings and discussions were presented. This chapter entails the

summary of the action research, conclusion drawn from the findings, recommendations and

finally suggested areas for further research on the same or similar problem.

Summary

This research report highlights the causes, effects, and possible solutions to pupils’ disruptive

behaviors in Bagabaga Demonstration JHS 'C'. Action research was used as a methodology in

finding out the problems of pupil’s disruptive behaviors in the classroom. The finding comprises

the causes of pupils’ disruptive behaviors such as unattractive lessons, pupils desire to seek

attention from peers and teacher, unsafe learning environment, lack of engagement during lesson

delivery, and inadequate teaching and learning materials. Some of the effects included poor

academic performance, diversion of teacher attention, reduced learning opportunities, low

academic achievement, and disruption of lesson plans. Some of the measures that can be used to

mitigate pupils’ disruptive behaviors were also dealt with, which includes; teachers improving
their teaching methods, addressing pupils’ desire for control over their colleagues, motivating

and encouraging pupils to take part in both curricular and co-curricular activities, and creating a

conducive learning environment to accommodate all kinds of learners in the classroom.

Emphases were placed on pupils to be guided and counseled as a way of mitigating disruptive

behaviors in the classroom.

Conclusion

This study showed that students' disruptive behavior can be reduced to a certain extent by

implementing guidance and counseling as an intervention strategy in the classroom. More

interestingly, this study revealed that both teachers and students could be the cause of disruptive

behavior in the classroom, which adversely impacts teachers’ instruction, students’ learning, and

the classroom environment as a whole. The present findings are in line with the suggestion that

students’ disruptive behavior is one of the major problems in education. Also, it came to our

attention that not only teachers but also students feel burden when their mates behave improperly

in the classroom.

Recommendations

Based on the findings and conclusions of the study, the following are the recommendations:

1. Teachers may implement proactive behavior management strategies in the classroom.

Encourage open communication, establish a zero-tolerance policy for physical aggression, and

ensure that pupils are aware of the consequences of such behavior.

2. School administrators and teachers may proactively address the needs of students who are

performing at a satisfactory level academically. Regular communication and updates on the

child's progress support learning and encourage parental involvement in school activities.
3. Teachers may establish clear expectations for respectful behavior and address any instances of

disrespect as soon as possible. Implementing social-emotional learning programs that emphasize

empathy, self-awareness, and conflict resolution can provide pupils with the skills they need to

effectively manage peer pressure. Promote positive peer interactions, a supportive classroom

environment, and the implementation of peer mentoring programs can help to reduce negative

peer pressure and promote a sense of belonging and support among pupils.

Areas for Further Research

The research was carried out on basic seven (7) pupils of Bagabaga Demonstration JHS C.

Therefore, the researcher recommends that future research into the same or related problem be

extended to cover the whole school or all schools in the Sagnarigu district.
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