WOLAITA SODO UNIVERSITY

College of Education and

Behavioral
Studies

Department of EdPM

ACTION RESEARCH

ON

REDUCING MISBEHAVIOUR PROBLEMS OF STUDENTS: The Case of

Grade 9th C at Bitena secondary and preparatory school.
 ADVISOR: Dr Mebratu

June,2016 E.C

WOLAITA SODO UNIVERSTY

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 Table of content

Contents
Table of content..........................................................................................................I
ACKNOWLEDGEMENT.......................................................................................III
ABSTRACT............................................................................................................IV
CHAPTER- ONE…………………………………………………………………………… 1
1. INTRODUCTION.................................................................................................1
1.1, Background of the Study………………………………………………………………. 1
1.2, Statement of the Problem…………………………………………………………….. 1
1.3. Objective of the Study…………………………………………………………………. 2
1.3.1. The General Objective of this Study............................................................................................2
1.3.2. The Specific Objective of this Study is:-.....................................................................................2
1.4. Significance of the Study…………………………………………………………….. 2
1.5. Definition of Terms and Concepts…………………………………………………….. 3
CHAPTER –TWO.....................................................................................................4
2. LITERATURE REVIEW......................................................................................4
2.1, Motivation……………………………………………………………………………. 4
2.2. Continuous Assessment………………………………………………………………. 4
2.3 Guidance and Counselling…………………………………………………………….. 4
2.4 Sitting Arrangement………………………………………………………………….. 5
CHAPTER- THERE..................................................................................................6
3. METHODOLOGY OF THE STUDY…………………………………..……………….. 6
3.1. Description of the study area…………………………………………………………. 6
3.2. Data Source (Study Population)......................................................................................................6
3.3. Techniques of Sampling……………………………………………………………….. 6
3.4. Data Collection Instrument…………………………………………………………….. 6
3.4.1 Questionnaire................................................................................................................................6
3.4.2. Interview......................................................................................................................................6

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 3.4.3. Personal Class Room Observation...............................................................................................7
3.5. Method of Data Analysis……………………………………………………………… 7
CHAPTER-FOUR.....................................................................................................8
4. DATA ANALYSIS AND INTERPRETATION………………………………………… 8
4.1. Analysis of student questionnaire……………………………………………………. 8
4.2 Teachers response to the questionnaire………………………………………………… 9
4.3 Analysis of data obtained from parents- teachers union (PTU)……………………… 10
4.4 Analysis of data gathered from personal classroom observation………………………. 11
CHAPTER – FIVE..................................................................................................12
5. ACTION INTERVENTION...............................................................................12
5.1. Action strategies (plan)………………………………………………………………… 12
5.2Action implementation………………………………………………………………… 13
5.3Action evaluation…………………………………………...…………………………… 13
CHAPTER –SIX.....................................................................................................14
6. CONCLUSION...................................................................................................14
REFERENCES........................................................................................................15
APPENDIX- A........................................................................................................16

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ACKNOWLEDGEMENT

First, and foremost, I would like to thank the Almighty God for giving me the opportunity to
purse my study at department of chemistry, Wolaita Sodo University. Furthermore I want to
thanks Bitena secondary and preparatory school principals

Next, I would like to thank my Advisor Dr.Mebratu for this valuable and constructive comment.

III
ABSTRACT
Under this action research the practitioner aims to solve the problem of student’s misbehaviour
in the case of grade 9C students in Bitena Secondary and preparatory School that is why the
practitioner takes grade 9 C students as a sample and undertakes further actions and interventions

This work has five fundamental parts or chapters. These chapter deals with the back ground of
the study, significance, context, statement, reviews of related literature, the methodology of the
study, origin of research focus research questions and method employed and to put the analysis
and interpretation of data.

According to this research most of the student’s misbehaviour in the case of grade 9th C
students’

in Bitena Secondary and preparatory School would be solved and to produce competent citizens.

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CHAPTER- ONE

1. INTRODUCTION
1.1, Background of the Study
Education is among the major contributors to the country socio-economic, political and cultural
development. It is an essential and basic investment. Moreover good educational system develop
competent citizens.

In order to achieve the intended learning objective and bring change or development deepened
and disciplined society play a vital role one of the source of this disciplined societies in school.
Furthermore in school for teaching learning to be properly carried out class room environment
have powerful impact.

When the delivered lesson reached the entire attended learner there is no educational wastage.
Thus effective teaching learning process in Bitena Secondary and preparatory School as the
researcher deeply sense and observed that few student misbehaver when the lesson carried out.
So in this study the researcher study to discover factor that contribute to the discipline problems
in Bitena secondary and preparatory school grade 9C students in each lesson and to find out
means of improvement of misbehaviour of students.

1.2, Statement of the Problem

Classroom disciplined play decisive role to the fulfilment of the intended goal and objectives,
objective school provide students, while an asset in the class long run by developing their
capability of solving life related needs. Class room discipline is crucial and pre-request factor.
Class room discipline problem has its own consequences toward the overall personal and
national enrichment on the other hand it create difficulty among the teachers to implement the
intended less an properly. It also leads the student to academic failure low achievement and
educational wastage.

 Some of the misbehaviours that the researcher observed in Bitena Secondary and preparatory
School are :-
 Talking back to the teacher
 Not paying attentions during the lesson

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  Cheating
 Lack of interest in taking short notes
 Vandalism
 Poor in receiving reefer notes homework assignment
 Lack of interest in keeping their hair styles etc.
 For the above misbehaviours of the students researcher was interested to find reason that
contributed for their disciplinary problems in Bitena Secondary and preparatory School in
grade 9C students
In order to assess the problems the researcher tried to include the following
questions as research questions of the study.
1. What are the main factors behind their misbehaviour?
2. Are there school related factors for their misbehaviour?

1.3. Objective of the Study

1.3.1. The General Objective of this Study
 To reduce the misbehaviour problem of grade 9 C students in Bitena Secondary
and preparatory School.

1.3.2. The Specific Objective of this Study is:-

 To bring effective teaching- Learning environment
 To investigate the main case of problems
 To increase motivation among students
 To minimize problems that cause student’s misbehaviour
1.4. Significance of the Study

 The finding of this study is expected to have practical utility in the teaching – learning
process in Bitena Secondary and preparatory school School.
 It will help any other school teachers and administrative staff to be aware about the
causes and consequences of student misbehaviour.
 It suggest the strategies or techniques as how to solve misbehaviour by using different
mechanisms such as motivation, continuous assessment, giving guidance and
consequence and seating arrangement.

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  It will also assist individual or organization whose interest or function are links will finds
ways in which students misbehaving will be minimized.

1.5. Definition of Terms and Concepts

 Education Wastage: - all forms of wastage like financial material human power and
time resources.
 Academic failure: - unable to achieve high cores in subjects at school.
 Disruptive Students: - students who disturb in class room frequently.
 Vandalism:- crime of destroying or damaging something

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CHAPTER –TWO

2. LITERATURE REVIEW
 Many attempts have been made by various researchers to industry factors that affect
student behaviours and importance of class room discipline. Class room discipline is
important to minimize different education consul tees such as education wastage and
academic failure. Generally it is useful to reach intended educational goals and
objectives (Darge Wolde( 2000;56) different researchers has discussed on the variables
like motivation continuous assessment, guidance and counselling and seating
arrangement and do to overcome class room misbehaviour

2.1, Motivation
 Motivation is an important determination of learning. Student’s motivation is a key
factor in successful learning (Lade, 1986; 42) motivated students typically have a
positive attitude toward each subject and teachers. There is strong connection between
student motivation and learning. In learning motivated students learn better than un
motivated ones

2.2. Continuous Assessment

 To be effective learning first of all student must attend the lesson the most powerful
mechanism or resolving class room disciplinary problem and effective management of
learning is continuous assessment. That is unfixed schedule of giving quizzes, valuing
homework randomly etc. (Adene Tessema &Dawit Mekonin, 2000;52). Continuous
assessment helps teachers in evaluating student learning, students does not miss the
lesson, they study well and their educational achievement will increase while motivated
in academic effort (retested Gelila Alemayehu, 1990;52)

2.3 Guidance and Counselling

 positive disciplines is best achieved through collaboration between student and teachers
they should discuss and consequences of misbehaviour (Ruberg Drives , 1998) guidance

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 and counselling is the most important way in hoping ones school help children for
eliminating the stress and anxiety that occur in learning situation (Visclosky,1962)

2.4 Sitting Arrangement

In single class room sitting arrangement can affect learning and behaviours students who are
high in self-motivation may choose seats near the leader or other seats at the back. Where pupils
choose their own sitting arrangement this creates class misbehaviours (Moulder. A&
Lyndhurst.B,1989 ) the main factors that would be attributed to contribute class room
misbehaviour might be internal or external factors like class room size, economic standard,
family literacy level, work lead seasonal cases student from farmer families are investigated by
scholars (Darge Wolde, 2000;56)

TABLE 2.1 MAIN FACTORS FOR STUDENTS MISBEHAVIOUR

INTERNAL FACTORS EXTERNAL FACTORS

Personal Factors School Related Factors Environmental Factor
-Intelligence - Poor teaching -Socio economic status
Aptitude - Irrelevant curriculum -Personal income
Achievement -Residence
- Inflexible school
Cognitive styles -Level of education
Psychological disturbance - Poor management -Urban/rural d/ice
Interest - Lack of knowledge about -Culture
Motivation roles and regulation of -Child rearing practice students form
level school compounds authoritative and authoritarian parent
Personality makeup - Class room size (over -Family status
Anxiety (Lack of confidence) crowded) -Broken families

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CHAPTER- THERE

3. METHODOLOGY OF THE STUDY

3.1. Description of the study area
Bitena Secondary and preparatory School is located at Diguna Fango worda which is 2km away
from Bitena town.

3.2. Data Source (Study Population)

These are the target population of the study on the group from which the researcher gather data
from his study, hence the major subject of this study were grade 9 Cstudents and teachers as well
as parent – teachers union (PTU).

3.3. Techniques of Sampling

Data collection instruments are tools that are used to collect information from later analysis and
reporting out of 30 total grade 9Cstudents. The researcher used 30 students with equal sex
proportion among them of 15 males and 15 females .Of the total teachers 10 of them are
randomly with in equal sex proportion,5 males and 5 females ,due to balance of sex among
teachers (in number) and three (3) PTU members.

3.4. Data Collection Instrument

Data collection instrument are used to collect information from later analysis and reporting thus
in this study the researcher used three types of data collecting instruments namely questionnaire,
review and personal observation

3.4.1 Questionnaire
The researcher prepared 3 questions for both teachers and student just to check and balance the
response of both groups to arrive at intended objectives.

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3.4.2. Interview
In this method the sample subjects given the needed information verbally which helps researcher
to get information by classifying questions of the research ask the interviewers. Hence I
interviewed three PTC Members.

3.4.3. Personal Class Room Observation

I made class room observation in grade 9 C for a Week, Three days to check whether the teachers
arrange sitting use continuous assessment, guidance and counselling, motivation and other
mechanisms to control misbehaviour during the lesson and the behaviour of students.

3.5. Method of Data Analysis

The researcher used quantitative techniques of data analysis to analyze the data gathered by
questionnaire and quantitative techniques of data analyze to the data gathered though interview
and observation hence the researcher interpreted analysed and discussed the data gathered from
both the student’s teachers and representatives of students’ parents by using table put in the
percentage. The interviewer is students, teachers and parent-teacher union (PTU) members

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 CHAPTER-FOUR
4. DATA ANALYSIS AND INTERPRETATION
In this chapter the data collected though questionnaire and interview from teacher’s students and
students – parent’s representatives was analyzed and interpreted

4.1. Analysis of student questionnaire

TABLE 1. STUDENT RESPONSE ON WHETHER THEY ARE ADVISED BY
TEACHERSOR NOT.

NO ITEM ALTERNATIVE NUMBER OF PERCENT100%

S OFRESPONDENT
Does your teacher given Yes 6 30%
1 advice when you No 14 70%
misbehaved Total 20 100%

According to the above table 70% of students responded that their teacher didn’t advice them
when they misbehaved 30% of student said that their teacher advise them when they
misbehaved. Generally, the majority of teachers doesn’t advice me.

TABLE 2. STUDENT RESPONSE ON EXTENT OF THEIR TEACHERS ADVICE

SERVICES

NO ITEM ALTERNATIVES NUMBER OF PERCENT

RESPONDENTS
How often does your teacher give Always 3 15%
2. advice when you misbehaved Sometimes 3 15%
Never 14 70%
Total 20 100%
As the above table indicates 70% of student replied that there trader didn’t advise them at all
15% of the student of the student replied that their teacher advice them always & 15% of student
replied that their teacher advise them sometimes.
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TABLE 3.STUDENTS RESPONSE ON THE TYPE OF MEASURES THEIR TEACHERS
USED TO OVER COME THE PROBLEM.

NO ITEM ALTERNATIVES NUMBER OF PERCENT

RESPONDENT
What do you think are the main -Verbal reprimands 15 75%
3. factors which cause students -Removing from class
misbehaviour? and lead to the office 4 20%
-Diseasing there problem
with parents 1 5%
Total 20 100%
As the above table 75% of the respondents replied that their teacher used verbal reprimands.
When student misbehaved 20% of the students replied that their teacher removed the misbehaved
students from the class & 5% of the students stated that their teacher discovered with their
parents when students misbehaved.

4.2 Teachers response to the questionnaire

TABLE 1. TEACHERS RESPONSE ON THE TYPE OF THEY USED WHEN STUDENTS
MISBEHAVED

NO ITEM ALTERNATIVE NUMBER OF PERCENT

RESPONDENT
What type of do you use -Giving advice 2 25%
1. when students misbehaved -Verbal Reprimand
in the class room (Blame) 4 50%
-Removing from
class room and 2 25%
send to office
(home)
-Response cost - 0%
Total 8 100%

Form the above table 50% respondent use verbal reprimands against misbehaved students 25%
of them use advice and rest 25% of them use social solution.

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TABLE 2. TEACHERS RESPONSE ON THE CAUSE OF MISBEHAVIOUR

NO ITEM ALTERNATIVE NUMBER OF PERCENT

RESPONDENT
What do you think are the Motivation 1 12.5%
2. method of reducing Sitting 3 37.5%
misbehaviour or making arrangement
suitable learning environment Continuous 2
assessment 25%
All 2 25%
Total 8 100%

According to the above table 37.5% 0f the respondents used sitting arrangement while 25% of
them use class room assessment , 25% of them use all alternatives and 12.5% of the respondents
disciplinary problems.

TABLE 3. TEACHERS RESPONSE ON THE EXTENT OF USING SUITABLE LEARNING

ENVIRONMENT TO OVER COME MISBEHAVIOUR.

NO ITEM ALTERNATIVES NUMBER OF PERCENT

RESPONDENT
How often do You reduce -Always - 0%
3 disciplinary problem by -Sometimes 4 50%
making suitable learning -Rarely 4 50%
environment -Not At All - 0%
Total 8 100%

According to the above table in to make suitable learning environment use some times 50% of
them makes rarely.

4.3 Analysis of data obtained from parents- teachers union (PTU)

The researcher interviewed three representatives of students or PTU members and forwarded
three questions for each of them cohering the factors that in the students misbehaviour in class. I
interpreted their responses as follows.

Questions and responses of the interviewer or Member of PTU

1. Have you observed the students concerning their behaviour? If yes have you observed the
misbehaved students? He responded that have been visit the school, when I called by school
principal for students misbehaviour.
2. What are the major factors for their misbehaviour?
The major factors are home related factors such as work load watching films and etc.

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 3. How do you think these problems can solve?
- Through coordinated work of teachers -principal and parents.

4.4 Analysis of data gathered from personal classroom observation.

In order to assess the reliability of respondent responses on questionnaire and interview. I made
class room observation in Grade 9 C for a week there days. During my observation I Observe
some misbehaved student who sit simply without taking share short note in appropriate
movement closing and out of seat in acts are some of misbehaviour of students.

On the other hand some teachers are also not interested to follow their students whether
attend their class or not.

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 CHAPTER – FIVE

5. ACTION INTERVENTION
5.1. Action strategies (plan)
 Action strategies are actions which are planned and ready to put in to practices by the
researcher in order to overcome the problems. Developing action strategies can considered as
transforming the knowledge and in sights develop thought action research in to practical
action

NO RESEARCHER LIST PARTICIPANTS PLACE OF STRATEGY FOR OUTCOME

OF ACTIVITIES EXECUTION EXECUTION INDICATION
Create awareness and the -Teachers Training To create an
disadvantage of class room -Students Discussion awareness about the
1 discipline problem -School Directors In School Giving advice consequence of the
misbehaviour

-Giving advice
2 cope with their -Modelling
Giving advice and -Students problems by -Shaping
counselling misbehaved -Teachers In School modelling sitting misbehaviour Student
Students -Parents arrangement
cooperative
learning
Allowing to exercise -Over coming school
suitable learning -Teachers Device and related and making
3 environments and solving -Directors In School discussion with suitable learning
school related problems teachers environment
Making discussion about
the type of punishment -Teachers -Shaping
4 giving to misbehaved -Directors In School Discussion -Modelling

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students -Parents misbehaved
Students

5.2Action implementation
 According to the action strategies that were mentioned the researcher implemented steps as
follows.

Step: 1. The researcher identified the type of discipline problems and registered the numbers of
misbehaved students.

Step2: Selecting 10 students who frequently disturb in class room.

Step: 3 Creating stable learning environment that facilitates teaching- learning process, by
arranging their settling allowing favourable class room management crating a variety of teaching
method and discussion with PTC

Step: 4 Among 10 students the researcher selected 4 students who did not behavioural change.

5.3Action evaluation
After the implementation of action plan the following results were obtained.

 They grasp the negative consequence of disciplinary problems.

 The personal rule and regulation of the school.
 Through discussion with their families advice and consenting service frequently disturbed
students behaviour was also minimized.

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CHAPTER –SIX

6. CONCLUSION
Based on the major finding of the study the following can be concluded. As the researcher
finding indicated teachers, parents and students have the responsibility in decreasing the number
of misbehaviour of student the finding of the study indicated that the class teachers should follow
up his/ her student and motivate learners not disturb in the class room. It also indicated the
relationship between continuous assessment, guidance and counselling, seating arrangement and
motivation to decrease class room disciple problems.

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REFERENCES

1. Adane Tessema &Dawit Mekonin, (2000; 52) have a powerful mechanism or

resolving classroom disciplinary problem.
2. Darge Wolde (2000; 56) different researchers has discussed on the variable like
motivation, guidance and counselling, due to overcome class room misbehaviour.
3. Gelila Alemayehu, 1990; 52) retested in academic effort.
4. Lade, 1986; 42) motivated students typically have a positive attitude toward each
subject and teachers.
5. Moulder. A & Lyndhurst .B, 1989) choose their own sitting arrangement.

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APPENDIX- A
INTERVIEW QUESTIONS FOR STUDENTS /QUESTIONNAIRES

1. Does your teacher give advice when you misbehaviour?

a) Yes B) No
2. How often does your teacher give advice to you?
a) Always B) Sometimes C) Never
3. What do you think are the main factors which cause students misbehaved?
a) Verbal reprimand
b) Removing from class and send to office or home
c) Discussing theirs problem

APPENDIX –B
INTERVIEW QUESTIONS FOR TEACHERS /QUESTIONNAIRE

1. What type of reaction do you used when students misbehave in the class
room?
a) Giving advice
b) Removing from the class & send to office or home
c) Verbal reprimands
2. What do you think are the methods of reducing misbehaviour or making suitable
learning environment?
a) Motivation
b) Class room assessment
c) Sitting arrangement
d) All

3). How often do you reduce disciplinary problem by making suitable learning environment?

A) Always
B) Some times
C) Rarely
D) Not at all

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APPENDIX –C
INTERVIEW QUESTION FOR PTU REPRESENTATATIV

1) Have you ever visited students conceding their behaviour?

If you have observed the misbehaviour students?

2) What are the major factors for their misbehaviour?

3) How do you think is that these problem can be solved?

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