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CAUSES OF
LACK OF ATTENTION DURING LESSON AMONG PRIMARY SCHOOL PUPILS IN DELTA STATE
CHAPTER ONE
INTRODUCTION
BACKGROUND
OF THE STUDY
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 continues to deteriorate and metamorphose to other forms of
antisocial acts/demeanours and 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 aforementioned
issues in order to catch them (pupils) young in the classrooms.
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 thatstarts 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 and contribution to the life of the society among
others.
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 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 optimum learning
experience.
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 implies that behaviour is the activity of an individual or group of
individuals as a result of 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 in classrooms would, therefore, denote an
activity by an individual or group of individuals, which 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 under normal
circumstances, a general pervasive mood of unhappiness or depression and a
tendency to develop physical symptoms or fears associated with personal or
school problems. The above mentionedlack of attentionmay also constitute
prevalent lack of attentionin the classroom.
In virtually
all classrooms, lack of attentionoften hamper pupils’ achievement (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 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.
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 burden on the classroom when
both instruction and the normal functioning of the classroom are interrupted.
Hence, as disruptive behaviour increases within schools, an unbalanced
atmosphere is 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 teacher. Management is independent of
ownership, rank, or power. It is objective function and ought to be grounded in
the responsibility for performance. Management is a function, a discipline, a task
to be done. Terry (2002) defined management as a process “consisting of
planning, 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 facilitates both academic and social-emotional
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 obstruction and inhibition for effective teaching and learning.
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.
There exists
a variety of management strategies/interventions to help manage the behavioural
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 themselves without experiencing
intense anxiety or exhibiting disruptive behaviour. According to 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 recent
addition to the repertoire of behavioural interventions involves a
multicomponent 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 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.
Application
of effective management strategies in classroom organization and behaviour
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 understanding of disruptive behaviour in order
to improve effective strategies which can be 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 pupils learning and instruction, it is
imperative that effective classroom interventions be empirically verified and
implemented to decrease such disruptive behaviours.
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.
STATEMENT OF
THE PROBLEM
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 classroom such as pupils’ disruptive behaviours. A classroom
may be affected by a variety of distracting, impulsive and inattentive pupils’
behaviour. The learners who are expected to benefit 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.
The
consequence of this may be predictable on educational prospects of the
learners, 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
interaction and rich learning experience in primary schools in
Asaba
Central Education Authority.
PURPOSE OF
THE STUDY
The main
purpose of this study is to investigate the classroom management of lack of
attention among primary school pupils in Asaba Central Educationa Authority.
Specifically, this study will seek to determine the:
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.
Effective
strategies available for use in management of lack of attention among primary
school pupils.
SIGNIFICANCE
OF THE STUDY
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
pertains to management of disruptive behaviour among primary school pupils.
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, 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 on the academic
performance of pupils.
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
effective implementation procedures for amelioration.
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 plansto 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 managing classroom that are prone to pupils disruptive
behaviours.
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 and learning environment.
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 to teachers through workshops and conferences would be of utmost
important to classroom 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.
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 rearing of
their kids in order to avert their anti-social behaviour.
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
guideline for their study.
SCOPE OF THE
STUDY
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, classroom management strategies adopted by teachers to manage lack of
attentionin primary 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:
What are the
prevalent lack of attentionexhibited by primary school pupils?
What are the
causes of lack of attentionexhibited among primary school pupils?
What are the
classroom management strategies adopted by teachers to manage lack of
attentionin primary school?
What
effective strategies are available in managing disruptive behaviour in primary
school?
HYPOTHESES
HO1.There is
no significance different in the mean ratings in urban and rural primary
schools on causes of disruptive
behaviour.
HO2. There
is no significant difference in the mean ratings in urban and rural primary
schools on the classroom
management strategies adopted by teachers in managing disruptive behaviours.
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