INFLUENCE OF CLASSROOM MISBEHAVIOUR ON PUPILS’ LEARNING OUTCOME IN PUBLIC PRIMARY SCHOOLS IN IHIALA LOCAL GOVERNMENT EDUCATION AUTHORITY

Abstract

public primary schools in Ihiala Local Government Education Authority. Two research questions  guided the study. Descriptive survey research design was adopted. The population comprised  612 public primary school teachers in the 50 public primary schools in Ihiala Local Government  Education Authority. The sample size for the study is 200 using a simple random sampling  technique. A four-point rating scale containing 19 items was used for data collection. Three  experts validated the instrument. Cronbach alpha method was used to establish the reliability of  the instrument which yielded coefficients of 0.77 and 0.75 for the two different clusters  respectively with an overall coefficient of 0.76. Mean and standard deviation were used for data  analysis. Findings revealed that classroom misbehaviour influences pupils learning outcome  negatively and various strategies were listed that teachers should use in curbing pupils’ misbehaviour in the classroom for optimal performance in their learning process in public primary schools in Ihiala Local Government Education Authority of Anambra state. The researchers concluded that implementing the solutions/strategies will enhance the smooth running of school activities which will help pupils improve their learning outcomes in public primary schools in Ihiala Local Government Education Authority. Therefore, it was recommended among others that Teachers should be trained on evidence-based interventions that can help in meeting the needs of pupils which may include: Pupils’ personal needs, curriculum related issues and teachers' method of teaching in order to reduce pupil’s classroom misbehaviour.