Classroom Indiscipline and Academic Performance of Primary School Pupils in Social Studies in Calabar South Local Government Area of Cross River State

Abstract

This study investigated classroom indiscipline and academic performance of primary school pupils in Social Studies in Calabar South Local Government Area of Cross River State. To achieve this, three research questions and correspondent hypotheses were formulated to guide the study. A correlational research design was used to direct the study. The population of the study comprised of public primary schools in Calabar South numbering six thousand eight hundred (6,800) pupils. Random sampling technique was used to select sample of 200 pupils in the study area. Questionnaire titled “Classroom indiscipline and academic performance of primary schools (CIAPPSQ)”. The instrument was validated through face and content method. Pearson Product Moment Correlation Coefficient was used as statistical tools in analyzing hypotheses and was tested at 0.05 significance. The result of the finding revealed that fighting, truancy, and lateness to school significantly relate with academic performance of primary school pupils. From the findings, it was concluded that classroom indiscipline play vital role in inhibiting negative aspects in the performance of primary school pupils in the study area. From the conclusion, it was therefore recommended among others that, fighting in class causes physical and psychological damages to children, hence teachers and school heads should build strong rules against fighting in schools.