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Strategies for Changing Undesirable Classroom Behaviour

Strategies for Changing Undesirable Classroom Behaviour

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DEDICATION

This research material, titled “Strategies for Changing Undesirable Classroom Behaviour” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Guidance and Counselling for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Strategies for Changing Undesirable Classroom Behaviour provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

  • Introduction
  • 1.1 Background to the study
  • 1.2 Statement of the problem
  • 1.3 Research questions/hypothesis
  • 1.4 Purpose of the study
  • 1.5 Significance of the study
  • 1.6 Scope of the study
  • 1.7 Limitation of the study

CHAPTER TWO

  • Review Of Related Literature
  • 2.1 Conceptual framework / Theoretical framework
  • 2.2 Empirical studies
  • 2.3 Literature appraisal

CHAPTER THREE

  • Methodology
  • 3.1 Research Design
  • 3.2 Population of the study
  • 3.3 Sample and sampling techniques
  • 3.4 Instrument for data collection
  • 3.5 Validity and reliability
  • 3.6 Administration of instrument
  • 3.7 Method of data analysis

CHAPTER FOUR

  • Data Analysis, Interpretation And Discussion Of Findings

CHAPTER FIVE

  • Summary, Conclusion & Recommendation
  • 5.1 Summary of findings
  • 5.2 Conclusion
  • 5.3 Implication of the study
  • 5.4 Recommendation
  • 5.5 Suggestions for further research
  • 5.6 Contribution to Knowledge
  • REFERENCES
  • Appendices
  • Questionnaires

ABSTRACT

The study entitled “Strategies for Changing Undesirable Classroom Behaviour in secondary school in Enugu North Local Government Area of Enugu State”, had the aim of identifying the Strategies for Changing Undesirable Classroom Behaviours of secondary school students in Enugu North Local Government Area. For the purpose of this study, the sample consists of 5% of the entire secondary school students population, which is 13,667 students, which resulted to 100 students, from the nine secondary school in Enugu North Secondary School, in Enugu State.

Data were collected through questionnaire instrument and analysis was carried out, the researcher developed questionnaire for the students, it is called “strategies for changing undesirable classroom behavior rating”(SCUCBR). The instrument is made up of section A and B, to answer the research questions the responses of students were tallied and their mean scores and standard deviation calculated. The decision has been determined using the cut-off mark of 2.50. The researcher used the Cronbach alpha reliability coefficient method to estimate and analyze the data collected. It was upon this findings of the study which essentially revealed the undesirable classroom behaviours of secondary school students in Enugu North Local Government Area, and the various strategies employed by secondary school teachers for changing the undesirable classroom behaviours, and factors that hinder the successful implementation of these strategies for modifying undesirable classroom behaviours, and through this recommendations were made.


Strategies for Changing Undesirable Classroom Behaviour

CHAPTER ONE

1.1 Introduction

… As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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Defense Procedure for Guidance and Counselling Researchers

In preparation for defending a project or seminar on Strategies for Changing Undesirable Classroom Behaviour, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.

Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.

During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.

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