Abstract
The present study aims to identify the types and levels of disruptive behaviours among students in classroom and the levels of negative reinforcement approaches practiced by teachers in managing and tackling these disruptive behaviours. A total of 119 teachers from four national secondary schools in Zone A, Miri, Sarawak were selected. Questionnaire was used to collect data and the data was analysed using descriptive and inferential statistics (one-way ANOVA). The research findings indicated that; (a) absenteeism especially entering classes late, and (b) defiance in classroom in which the learners refuse to join any social game activities conducted in classroom were among the highest disruptive behaviours displayed by the learners in classroom at the national secondary schools. The result of the present study also indicated the practice of negative reinforcement approach in the form of warning was higher than other forms of approaches (scolding and punishment). There was a significant difference with regard to the practice of negative reinforcement approach based on the teachers’ years of teaching experience. Implications of the current study towards teaching practice and educational policy are also discussed.
Highlights
A good management of students’ discipline in classroom may ensure an effective teaching and learning process in classroom
There are four (4) null hypotheses constructed for this study: Ho1 There is no significant difference with regard to the practice of negative reinforcement approach by teachers in the form of warning on students that display disruptive behaviours based on teachers’ years of teaching experience
Ho2 There is no significant difference with regard to the practice of negative reinforcement approach by teachers in the form of scolding on students that display disruptive behaviours based on teachers’ years of teaching experience
Summary
A good management of students’ discipline in classroom may ensure an effective teaching and learning process in classroom. The main purpose of emphasising good discipline management in classroom is to facilitate students to fully utilise the teaching aids, learning materials as well as their peers in an organised way (Miller, 2006; Thornberg, 2009). Teachers play a significant role in managing the discipline in classroom. Teachers that possess skills in managing discipline in classroom are capable in handling students’ emotions and behaviours to ensure that they are able to participate in the teaching and learning process actively and achieve the objectives of teaching and learning in classroom (Cameron, 1998; Charles, 2005; Morrison, 2009). This study examines discipline management in classroom from the aspect of the types of disruptive behaviours among students in classroom, the practice of teachers’ negative reinforcement approach in managing and tackling these disruptive behaviours in classroom as well as to identify if there is any significant difference of various negative reinforcement approaches practiced by teachers (warning, scolding and punishment) on students that display disruptive behaviours based on the teachers’ years of teaching experience (between junior and senior teachers)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
