THE INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOR ON STUDENT LEARNING OUTCOME

THE INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOR ON STUDENT LEARNING OUTCOME

Background of the Study

The connection between classroom behavior and academic achievement seems to be self-evident. Well-managed and controlled classroom behavior results in successful academic outcomes. In contrast, disruptive and uncontrolled behavior correlates to poor academic performance (Frimpong,2018). This study aims to substantiate the ostensibly self-evident connection between poor behavior and success. The researchers focus on the relationship between poor classroom behavior and students' speaking performance in order to extend this concept to second language learning (Gregg,2016). According to the common conception of this connection, pupils with less bad behaviour do better than those with greater negative conduct. The grade level standards reflect the fact that what teachers are expected to teach has changed. Sometimes, teachers and even parents compare kindergarten to the new first grade (Harvey,2017). As a consequence of the increasing expectations, there has been much debate regarding whether or not we are pushing our pupils too hard and whether or not certain behaviors are occurring as a result. The researcher is interested in the relationship between a child's behavior and their learning, which seems to be a feedback loop of behaviors caused by the student's workload. Given that a child's behavior may vary much from that of another, the researcher wished to examine the screener and assessment scores. This year, the researcher saw a new kind of kindergarten classroom conduct. She questioned if a student's behavior affected their exam performance. If a child's test performance in a specific academic subject is subpar, it is probable that their behavior during core teaching time is impeding their learning (Mcgeown,2014). In the classroom, a teacher may manage student behavior in a number of ways. Different implementations may elicit diverse responses from students, needing changes. Each year, the behaviors in a teacher's classroom vary from the previous year, indicating that their routines and the manner in which they teach specific strategies may be modified (Whitmer,2014). The ultimate goal of every teacher and school is to aid students academically, socially, and emotionally. The majority of students in a school or district have positive behavior implementation in place, and this system provides the support on which teachers rely (Strang,2016).

1.2 Statement of the Problem

Negative classroom conduct hinders the instructor's ability to lecture effectively. Misbehavior consumes both the teacher's time and attention. The instructor must stop the lecture or discussion to address disruptive students, therefore delaying conduct for the remainder of the class (Whitmer,2014). If the disruptive conduct is hazardous, it may bring the teacher's authority into doubt and create tension in the classroom, putting learning on hold. The disruptive conduct of one student encourages other pupils to imitate it, so endangering the teacher's authority and ability to control the class. When one or more students behave in a disruptive manner, it impairs the learning of the other students. Constant disruptions may make it challenging to focus. Students are have to wait while the disruptive student's attempts to obtain attention are addressed, or they are distracted by the disruptive student's efforts. This may result in lower grades and behavioral issues with both other students and the disruptive student. This might be due to a multitude of causes, such as family troubles, the socioeconomic status of the parent, peer pressure, etc. Consequently, it is vital to examine the influence of poor classroom conduct on students' learning outcomes (Strang,2016).

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