The present study aims to identify

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.

ผลลัพธ์ (แอฟริกา) 1:

Die huidige studie het ten doel om die tipes en vlakke van ontwrigtende gedrag onder studente in die klaskamer en die vlakke van negatiewe versterking benaderings beoefen deur onderwysers in die bestuur en die aanpak van hierdie ontwrigtende gedrag te identifiseer. 'N Totaal van 119 onderwysers van vier nasionale sekondêre skole in Sone A, Miri, Sarawak is gekies. Vraelys is gebruik om data in te samel en die data is ontleed met behulp van beskrywende en inferensiële statistiek (een-rigting ANOVA). Die navorsing het aangedui dat; (a) afwesigheid veral betree klasse laat, en (b) uittarting in klaskamer waarin die leerders weier om enige sosiale spel aktiwiteite wat in die klaskamer aan te sluit, was onder die hoogste ontwrigtende gedrag vertoon deur die leerders in die klaskamer op nasionale sekondêre skole. Die gevolg van die huidige studie het ook aangedui die praktyk van negatiewe versterking benadering in die vorm van waarskuwing was hoër as ander vorme van benaderings (skel en straf). Daar was 'n beduidende verskil met betrekking tot die praktyk van negatiewe versterking benadering gebaseer op jare onderwyservaring die onderwysers. Implikasies van die huidige studie vir praktiese onderwys en opvoedkundige beleid word ook bespreek.