a comparative study of the causes of students’ …
TRANSCRIPT
A COMPARATIVE STUDY OF THE CAUSES OF STUDENTS’
DISRUPTIVE BEHAVIOR IN CLASSROOM AND BEHAVIOR
MODIFICATION STRATEGIES USED BY THE UNIVERSITY
TEACHERS IN PAKISTAN
By
Mohammad Latif
Registration Number: 1242-Edu-2009
A thesis is submitted in partial fulfillment of the requirements for the degree of
Ph.D in Education
INSTITUTE OF EDUCATION & RESEARCH GOMAL UNIVERSITY, DERA ISMAIL KHAN
KHYBER PAKHTUNKHWA, PAKISTAN January, 2019
Dedicated to
The holy prophet Muhammad (S.A.W), my parents, my wife,
my late son Mohammad Sufyan, my uncle Mohammad Akram
and sincere friends whose constant support & encouragement
always provided me a foundation for achieving my objectives.
List of Contents
S. No Description Page No
1. Student’s Declaration………………………………………………. i 2 List of Tables………………………………………………………. ii 3. List of Figures……………………………………………………… iii 4. List of Illustrations…………………………………………………. iv 5. List of Abbreviations………………………………………………. v 6. List of Appendices…………………………………………………. vi 7. Acknowledgement…………………………………………………. vii 8. Abstract…………………………………………………………….. viii Chapter 1: Introduction………………………………………….. 1-16
1 1 2 3
6
7
11
13 13 14 14 15 15 16
1.1 An Overview of the chapter 1.2 Background of the study and previous research on
classroom disruptive behavior 1.3 Statement of the problem
Students’ disruptive behavior in universities----a well-known phenomenon
Students’ disruptive behavior—a psychological problem
1.4 Features of higher education students in Pakistan
1.5 What are the academic consequences of disruptive
classroom behaviour? 1.6 Purpose of the Research 1.7 1.8 1.9
1.10 1.11
Research questions Null hypotheses Significance of the study
Delimitations of the study Limitations of the study
9. Chapter 2: Review of Literature……..…………………………... 2.1 Importance of understanding the nature and causes of Students’ disruptive behavior 2.2 Students’ disruptive behavior in different cultures of the World 2.3 Rationale for undertaking topic for the study 2.4 Classroom incivility and student's disruptive behavior 2.5 Causes of Students’ disruptive Behavior 2.6 Types of disruptive behaviors
17-37 17
17
17 19 19 22
2.7 Dealing with students’ disruptive behavior in the classroom 2.8 Principles of behavior modification 2.9 Behavior management and behavior modification 2.10 Strategies for dealing with students’ disruptive behavior in the Classroom 2.11 Guidelines for dealing with students’ disruptive behavior 2.12 Some perceptions about students’ disruptive classroom Behavior 2.13 Principles of management of students’ disruptive behavior in Classroom 2.14 Conceptual Framework of the study
25 25 27 27
32 32
33
35-37
10. Chapter3: Methodology of the study 38-52
11. 3.1 Population of the study 3.2 Sample of the study and Sampling procedure 3.3 Rationale/justification for research method for the study 3.4 Rationale/justification for level of the study 3.5 Research instruments used for the study: 3.6 Questionnaire about the causes of disruptive classroom
behavior (QCDCB) 3.7 Questionnaire for behavior modification strategies in
classroom (QBMS) 3.8 V
alidity of QCDCB and QBMS
3.9 Reliability of QCDCB and QBMS
3.10 Validity of QBMS 3.11 Reliability of QBMS 3.12 Data collection strategies adopted for the study 3.13 Scoring procedure 3.14 Statistical procedures for data analysis 3.15
Design of the study
38 39 41 41 42 42
43
43
44
46 47 49 49
49 49 52
12. Chapter 4: Analysis and presentation of data
The findings of the study
The Perceptions of university teachers about the causes of
classroom disruptive behavior
53-83
76
78
13. Chapter 5: Summary, findings, conclusions,
recommendations & discussion
5.1 Results of the study
5.2 Discussion
5.3Conclusions
5.6 Recommendations
84-105
85 90 100 100
14. References Web links
106-119 120-124
Student’s Declaration
I, Mohammad Latif do hereby state that my Ph.D thesis titled “A Comparative Study of the Causes
of Students’ Disruptive Behavior in Classroom and Behavior Modification Strategies used by the
University Teachers in Pakistan” is my own work and has not been submitted previously by me for
taking any degree from Gomal University, Dera Ismail Khan or anywhere else in the
country/world.
I understand the zero tolerance policy of the HEC and Gomal University, Dera Ismail Khan
towards plagiarism. Therefore I declare that no portion of my thesis has been plagiarized and any
material used as reference is properly cited.
I undertake that if I am found guilty of any formal plagiarism in the above titled thesis even after
award of Ph.D degree, the university reserves the rights to withdraw/revoke my Ph.D degree and
that HEC has the right to publish my name on the website on which names of students are placed
who submitted plagiarized work.
Name of Student Signature_____________ Date___________
List of Tables
Table No Description Page No
1. Detail of respondents (students) 54
2. Detail of respondents (University teachers) 54
3. Results of the study 85
4. ANOVA: Results 90
List of Figures Figure No Description Page No
1. Conceptual Framework of the study 35 2. Map of Pakistan 38 3. Formula for sample size 40 4. Sample Size Rule of Thumb 40
5. Detailed Sample of the study 41 6. Reliability assessment of the QCDCB 44 7. Reliability assessments of the QBMS 49 8. Scoring procedure 52 9. Graphic presentation of data—Statement no.1 58 10 Graphic presentation of data—Statement no.2 59 11 Graphic presentation of data—Statement no.3 59 12 Graphic presentation of data—Statement no.4 60 13 Graphic presentation of data—Statement no.5 61 14 Graphic presentation of data—Statement no.6 61 15 Graphic presentation of data—Statement no.7 62 16 Graphic presentation of data—Statement no.8 63 17 Graphic presentation of data—Statement no.9 64 18 Graphic presentation of data—Statement no.10 65 19 Graphic presentation of data—Statement no.11 66 20 Graphic presentation of data—Statement no.12 67 21 Graphic presentation of data—Statement no.13
68
22 Graphic presentation of data—Statement no.14 69 23 Graphic presentation of data—Statement no.15 70 24 Graphic presentation of data—Statement no.16 71 25 Graphic presentation of data—Statement no.17 72 26 Graphic presentation of data—Statement no.18 73 27 Graphic presentation of data—Statement no.19 74 28 Graphic presentation of data—Statement no.20 75 29 Graphic presentation of data—Statement no.21 76 30 Graphic presentation of data—Statement no.22 77 31 Graphic presentation of data—Statement no.23 78 32 Graphic presentation of data—Statement no.24 79 33 Graphic presentation of data—Statement no.25 80 34 Graphic presentation of data—Statement no.26 81 35 Graphic presentation of data—Statement no.27 82 36 Graphic presentation of data—Statement no.28
83
37 Graphic presentation of data—Statement no.29 84 38 Graphic presentation of data—Statement no.30 85
List of Abbreviations α Level of significance
ADHD Attention Deficit Hyperactivity
Disorder
A.T Assertiveness Training
CD Conduct Disorder
DAI Degree Awarding Institute
DBD Disruptive Behavior Disorders
DSD Directorate of Staff Development
D.I.Khan Dera Ismail Khan
d.f
Degree of freedom
HEC Higher Education Commission
ICT Islamabad Capital Territory
KPK: Khyber Pakhtun khwah
M.A: Master of Arts
M.Ed. Master of Education
M.Sc. Master of Science
ODD Oppositional Defiant Disorder
QBMS Questionnaire about Behavior
Modification Strategies
QCDCB: Questionnaire about the causes of
disruptive classroom behavior
SPSS Statistical Package for Social
Sciences
S.D Standard deviation
SLT Social Learning theory
UGC University Grants Commission
UNESCO United Nations Educational,
Scientific and Cultural Cooperation
List of Appendices
Appendix No Description Page No
127-131
1.
2.
Questionnaire for university students Causes of Disruptive Classroom
Behavior (QCDCB)
Questionnaire for university teachers
(QBMS)
I.
V
3.
4.
Checklist for teachers
Questionnaire about causes of Student’s disruptive behavior
(QCDCB-Initial Version)
X
Xi
5. E (1) to E(5) certificates
XXV- XXX
6. Certificate from the research supervisor
XXXi
7. List of experts consulted for the validation of QCDCB &
QBMS
xxxii
8. Public sector universities/degree awarding institutions of Pakistan
XXXV
ACKNOWLEDGEMENTS
All the praises and gratitude are for Almighty Allah Who guides us in darkness and
helps us in difficulties. All respects to His holy Prophet, Hazrat Muhammad (S.A.W)
who enabled us to recognize our Creator.
Special thanks go to my research supervisor Professor Dr. Umar Ali Khan, whose
scholarly advice, help and constant encouragement enabled me to complete this study.
A word of thanks goes to my grandpa Ch. Ghulam Baqar and my uncle Ch.
Mohammad Akram and my cousin Rameez Akram (Engineer/ Ph. Scholar) whose
kindness and favours are not worth-forgetting for me.
I am also thankful to Dr.Liquat Hussain Shah, Dr.Allah Noor Khan, Dr.Zafar Khan
and Dr.Amir Atta Malik, who provided me the necessary support and consultation
whenever I needed it regarding the completion of this study.
I am thankful to all of my teachers who taught me and shaped my personality.
I am also grateful to my friends loving parents, wife and other family members whose
prayers brought success in my life.
I am also grateful to my sponsor: Higher Education Commission of Pakistan for its
financial support throughout my study.
Mohammad Latif
A COMPARATIVE STUDY OF THE CAUSES OF STUDENTS’
DISRUPTIVE BEHAVIOR IN CLASSROOM AND BEHAVIOR
MODIFICATION STRATEGIES USED BY THE UNIVERSITY
TEACHERS IN PAKISTAN
Abstract
The purpose of this study was to make a multi-dimensional comparison of the perceptions
of university students and teachers about the causes of students’ disruptive behavior in
classroom. To reduce or change the students’ disruptive classroom behavior, university
teachers use different techniques or strategies. To get knowledge of the contemporary
practice of behavior modification strategies which are used by the Pakistani university
teachers, a survey based on the questionnaire about behavior modification strategies
(QBMS) was conducted. The population of study consisted of 63,557 university teachers
working in public universities of Pakistan during academic year 2012-13 and also
1.108 million Students studying in public sector universities at M.A/M.Sc. level. A gender
wise comparison of the practice of behavior modification techniques in classroom by the
university teachers was also made. For this study, five null hypotheses along with the
alternative hypotheses were formulated and tested through T-test and ANOVA by using
SPSS 22nd version as well as some statistical calculators available online. All the four
provinces of Pakistan (Punjab, Khyber Pakhtunkhwa, Sindh and Baluchistan) along with
Islamabad Capital Territory (ICT) were selected purposefully and from each area/province
one public sector university was selected through convenient sampling. The students
studying at M.A/M.Sc. level in five Pakistani universities during the academic year 2012-
13 along with the teachers of these universities were the Participants of this study. From
each selected university, forty(40) teachers and forty(40) students were selected
through convenient sampling technique. So, there were two hundred (200) teachers and
two hundred (200) students in which one hundred (100) teachers were male and one
hundred (100) teachers were female. Similarly, there were one hundred (100) male and one
hundred (100) female students in the sample of this study. The perceptions about the causes
of student's disruptive behavior (items) were identified through literature review, exchange
of views with university teachers and a pilot study conducted by the researcher that was
based on a 46 items open-ended questionnaire (Initial version of questionnaire about the
causes of disruptive classroom behavior (QCDCB).The latest version of QCDCB consists
of 30 most frequent responses on the initial open-ended questionnaire administered in the
pilot study. The items of the questionnaire (QBMS) were also identified through literature
review. It was developed by the researcher for checking the knowledge and practice of
behavior modification techniques in classroom by the university teachers. It was also
validated and pilot tested. To check its content validity, it was sent to thirty experts. To
check the reliability of the instruments, Cronbach’s alpha (α) was used as a statistical
technique. Data was collected, tabulated, analyzed and verbally elaborated in a logical
order. It was found that the physical environment of classroom i.e. temperature, the class
size and seating arrangements lead to students’ disruptive behavior. Moreover, the health
problems like hearing or weak eye-sight and the psychological problems like inferiority or
superiority-complex, Attention deficit Hyperactivity Disorder (ADHD), Conduct Disorder
(CD), Oppositional Defiant Disorder (ODD) are also some prominent reasons for
disruptive behavior. It was concluded that both male and female students from all over the
country (Pakistan) think about the causes of disruptive classroom behavior in a same way
but university teachers and students think differently about the causes of disruptive
classroom behavior. It was recommended for the Higher Education Commission (HEC) of
Pakistan, the Directorates of Staff Development (DSD's) and the Teachers’ Training
institutes of Pakistan to add the content about the causes of students’ disruptive behavior
and behavior modification strategies in the curriculum of Teacher-Training programs i.e.
B.Ed., M.Ed., and M.A Education.
1
CHAPTER # 1
INTRODUCTION
1.1 AN OVERVIEW OF THE CHAPTER
This chapter provides an overview of the study, with a specific focus on meaning and definition of
disruptive behavior, background of the study and previous research on classroom disruptive behavior,
statement of the problem, and importance of understanding the nature and underlying causes of student's
disruptive behavior. It also outlines the objectives, research questions, significance, limitations,
delimitations and definitions of terms/abbreviations used in the study.
1.2 BACKGROUND OF THE STUDY AND PREVIOUS RESEARCH ON
CLASSROOM DISRUPTIVE BEHAVIOR
Stewart (1998) states that many terms like "student misconduct", “misbehavior",
"misconduct", "discipline problem”, “problem behaviors” , “behavior problems”, “disruptive
behaviors” etc. have been used in literature to describe students’ inappropriate behaviors.
Arbuckle (2004) states that the meanings of "disruptive behavior" are different in different
contexts so, the term has not a specific definition. Henry clay Lindgren (1962) states
“problem behavior” is a term that applies to any kind of behavior that creates difficulties
(interferes with the effective functioning of the student or the classroom group) or reveals the
presence of difficulties (indicates that the student or the group is not functioning
effectively).Amada (1995) states that a huge amount of literature is available on students’
disruptive behavior in the classroom. According to the website of the University of Arizona
state, students’ disruptive classroom behaviour is defined as a behavior which interferes with,
or hinders the teaching- learning process in classroom. This behavior has the following
characteristics:
1. The student who is persistently tardy or leaves the class early.
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2. He/she talks incessantly while a teacher is delivering a lecture.
3. He/she frequently interrupts the flow of class with irrelevant questions and
interjections.
4. He/she becomes belligerent when a teacher confronts his/her or her inappropriate
behavior in the class.
5. He/she remains engaged with mobile phones in a classroom, text messaging or
online chatting etc.
6. He/she persistently makes unreasonable demands from the teachers for time
and attention for moving in and out of the classroom.
Nordstrom (2009) says that limited studies have been conducted on difficult students at higher
education level. Meyers (2003) says that about 20% students exhibit uncivil and disruptive
behavior in classrooms. Clayton (2000) is of the view that almost every teacher has to face
students’ disruptive behavior.
1.3 STATEMENT OF THE PROBLEM
An important issue in Pakistani universities and the Degree Awarding Institutes (DAIs)
throughout the county is students’ disruptive behaviour in classrooms which ranges from
minor disruption to violence. According to Webber (2008) behaviors that deviate from
cultural expectations are considered to be disruptive behaviors. Bayli (1987) described that
due to expanding unrest among students, their behavior is becoming more disruptive in the
colleges and universities of Pakistan. According to Allen (1988) in Pakistani universities,
students of arts and humanities groups are more interested in political activities rather than
the students of science, technology and medicine. So, their academic and social background
is very important in determining their behavior. According to Hafiz (2018) even Pakistan has
many universities in which programs of higher education are offered yet we are behind from
the world due to some problems from which students’ disruptive classroom behavior is
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prominent. According to Clarke (1981) teachers are experiencing many types of disruptive
behaviors of students, which range from minor disruption to severe violence. According to
Robert (2008) there had been a growing concern on students’ disruptive behavior including
violence in higher educational institutions in the last ten years. Particularly, the behavior of
adult learners is being observed as ‘‘disruptive’’. Dobmeier (2008) states that a 23 years old
student committed murder of 32 university fellows at Virginia Tech, Seung-Hui Cho which is
a big incident of disruptive behavior of an adult student who was diagnosed with severe
mental illness. He narrates another incident in which a student of 25 killed a 19 years old
young girl and he was killed by the police soon after this in September 2006.In a third
incident, at the University of Arkansas, a young student killed his supervisor and then
committed suicide with a pistol. The incident took place in 2000. Rice (2001) suggests that
the higher education institutions should establish a policy for the prevention of violence and a
system for dealing with students’ disruptive behavior in university classrooms.
STUDENTS’ DISRUPTIVE BEHAVIOR IN UNIVERSITIES----A WELL KNOWN
PHENOMENON
In America, since 2007 after Virginia Tech shootings, universities across the country have
developed emergency management policy for maintaining discipline and peace in the
institutions. Policies of some well-known universities are being mentioned here for example
i.e. According to the university policy of Colorado university, all the university Students are
required to abide by the behavioral rules and expectations included in the list of Rights and
Responsibilities about Standards of Conduct and to avoid from disrupting classes and other
educational settings. In case of showing disruptive behavior, the concerned teacher, or the
office of the Dean may ask and warn the student to stop the disruptive behavior otherwise a
disciplinary action will be taken against the disruptive student. If the student does not behave
appropriately, the faculty members are authorized to file a case against the student in the
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office of the student conduct within 24 hours of the incident. At the Miami University,
threatening, invading, yelling, using of abusive language, confrontation, Email harassment
are considered to be the highly disruptive behaviors. There are well defined procedures for
addressing the students’ disruptive behavior at the Miami University and the faculty members
are also authorized here to report the incident to the Office of the Community Standards
immediately when it occurs. At this university, teachers are officially advised to define the
acceptable and unacceptable behaviors in their course syllabus and also there are clear
instructions for the use of electronic devices like laptops and cell phones etc. in the
classrooms. There are also instructions about how classroom discussions should be conducted
in positive and fruitful manner. The faculty members are also directed to share the behavioral
expectations with their students on the very first day of class. The University of Hawaii has
developed ‘‘UH Hilo Student Conduct Code’’ for dealing with disruptive behavior. Here a
behavior is considered to be disruptive when it disrupts the processes of teaching-learning,
research or management. The faculty members of the University of Hawaii have been
directed to tell the behavioral expectations to their students in the very beginning of the
classwork. These expectations are about class attendance, time table of the classes,
appropriate behaviors and they provide an opportunity for teachers to underscore the
necessity of civility in classrooms. There are well defined procedures for handling with
students’ disruptive and inappropriate behaviors at this university. When a disruptive student
is encountered here, first of all the concerned faculty member talks to the student in a
respectful manner and makes him/her aware of the fact that his/her behavior is impeding the
ability of the teacher to teach and their fellows’ ability to learn. So, the student is advised to
avoid the particular behavior. Again if he continues to behave in the same way, the teacher
invites the student to meet him/her privately after the class is over. If a teacher has a reason to
believe that the disruptive student may threaten him/her in any way, the teacher asks a
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colleague or administrator to attend that meeting. In the meeting, the disruptive student is
asked to explain the reason for a particular behavior. If it is found that the student is suffering
from some sort of psychological problem, he is referred to the counseling center for gaining
psychological help. Otherwise the student is given a warning and he is referred to the
Director of Student Conduct for some disciplinary action which may be suspension or
probation. An investigation is conducted there and action is taken against the student by the
Director of Student Conduct. There are many sanctions which depend on circumstances. In
case of being extremely disruptive, security is called immediately. The most serious
disruptive behavior includes a physical or verbal assault on any teacher or student at the
campus, damaging the classroom furniture or some property or possession of weapons.
According to Reed (1998) Students’ disruptive behaviors like talking during a lecture,
chronic avoidance of class work, interfering with teaching activities, clowning, verbal
insults, physical attack, showing rudeness to teachers, harassing other classmates, keeping
hostility with others, defiance are some of the thorny issues in university classrooms today. In
the United Kingdom (UK), Paula Rivas, presented a research paper in the British Educational
Research Association Annual Conference in 2009 at the University of Manchester in which
he emphasized the need of conducting research on classroom incivility and disruptive
behaviors in the institutions of higher learning. She conducted an exploratory study students’
disruptive classroom behavior in university classrooms within the context of the United
Kingdom (UK). In 2007, Strategies have been recommended by the Arizona State University
for de-escalating conflict in the classrooms. Susan(1998) states that a growing body of
reliable data exists which sufficiently proves that learning disabilities (LD) in adult persons
are a wide-spread problem in the educational settings today. She further quotes that 15-24%
persons were suffering from learning disabilities as estimated by the United States
Employment and Training Administration in 1991 and according to the American
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Department of the Labor observations, 51-79% adults were found with some sort of learning
disability. According to Clark (2007) the Students’ disruptive classroom behavior is not a
new phenomenon in educational institutions. Disruptive behavior of a student in a classroom
annoys the faculty members as well as other students in the class because they cannot study
properly in a disturbed environment. In the last ten years, a number of studies have been
conducted on students’ disruptive classroom behavior. Lunday (2007) concluded that
disruptive behavior negatively affects the academic achievement and intellectual
development of students. According to Yu-Nan Su (2013) Students’ disruptive behavior is a
major concern in university classrooms of Taiwan and the latest studies on disruptive
classroom behavior are focused on reducing disruption and remedial civility training in
university classrooms. According to Zuckerman (2007) Classroom management strategies
play a very crucial role in succeeding a teacher for creating an effective, stimulating and
conducive learning environment. Thomas (2011) proposed a systemic model for handling
with students’ disruptive classroom behaviors. This model is supposed to be helpful for
college counselors and faculty members for addressing the problem. According to Patrick,
(2001) now days students’ disruptive behaviors against faculty members in universities have
gained a growing media attention. According to Paula (2009) university teachers and students
are facing high levels of classroom disruptive behavior in the United Kingdom
(UK).Moreover, she emphasized on the need for conducting further research about the causes
of disruptive classroom behavior and its management.
STUDENTS’ DISRUPTIVE BEHAVIOR—A PSYCHOLOGICAL PROBLEM
According to Bartless (2009) teachers feel that students’ disruptive classroom behavior seems
to be a necessary part of the University teaching. According to Holton (1999) Conflict is an
essential part of the Classrooms. Azad (2013) threw light on the coordination between
teachers and dean/director students’ affaires in order to resolve the conflicts which occur in
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university classrooms. According to Meyers (2006) personal conflicts among students lead to
disruptive classroom behavior. According to Layne (1999) students are facing some
emotional problems i.e., feelings of isolation or loss, displaced aggression, immaturity or
efforts for their identity development. These emotional problems lead to disruptive behavior
in college or university classrooms. According to Anderson (1999) the key mission of the
Institutions of higher education is to promote students’ learning and making them succeed in
life. The present study is an endeavor to make a comparison of the perceptions of university
students and teachers about the causes of disruptive classroom behavior in Pakistani context.
There is also a focus upon the practice of behavior modification techniques in classroom by
the university teachers in Pakistan.
1.4 FEATURES OF HIGHER EDUCATION STUDENTS IN PAKISTAN
According to Best (1994) Higher education is a separate, distinct and upper level from
primary, elementary, secondary, and higher secondary levels and its features are also
different from the lower levels of education. It means that the characteristics, needs, learning
styles of learners, teacher-student relationship, teaching strategies and issues of classroom
management are rather different from that of the lower levels of students. Allen (1988)
considered it more appropriate to describe and present the distinctive features of all the levels
of education differently to avoid duplication, repetition and amalgamation of concepts.
According to Moore (1991) The main objective of higher education is not only to impart
knowledge in various areas of knowledge but it has very deeper and multidimensional
purpose that may be termed as personality development, social development, economic
development, and cultural development etc. According to Barnet (1990) today, the higher
education is being considered as the capital investment and it has got the utmost importance
for the economic as well as social development of a country. According to Mughal (1999) it
is the responsibility of the higher education institutions to equip the students with advanced
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information, knowledge and skills which are required for positions in different professions,
business and the government and the quality of higher education is necessary for the overall
development of a country. Moreover, there are some factors like the nature of institutions of
higher education, students’ international mobility, computer based teaching-learning,
Provision of scholarships for research, emerging challenges of the 21st century directly affect
the development of higher education in a country. According to Siddiq (1978) Pakistani and
South Asian people possess neither less talent nor moral qualities as compared to the people
of any other nation of the world instead about two hundred years of foreign rule and blind
following of the western peoples’ attitudes and methods, which were no way suited to the
genius and spiritual conditions of our people, have negatively affected some of the virtues
and have brought a bad name to their psychological and intellectual potentials. Hassan (1990)
found that unfortunately Pakistan was backward in higher education as in certain other
aspects of intellectual functions but fortunately here the people are not less competent
inherently. According to Abdullah (1992) underlying reasons of the problems of higher
education should be diagnosed and steps should be taken for their cure. According to
Mohanthy (2000) today countries of South Asia are facing a critical time in the history and
on this account, every person who is related with education, have the responsibility for
knowing the dimension in which they are making efforts for bringing up the next generation
and why they are making efforts for that. According to Rao (2003) higher education in south
Asian countries is facing very severe problems in the form of social, economic, socio-
economic, political, and moral challenges, and their future depends more on the response of
their people to these problems. According to Hayes (1987) the issues prevailing the
educational system of Pakistan particularly and South Asian countries generally are
multidimensional such as population explosion, lack of material and financial resources, less
participation of the private sector in education, shortage of qualified human resources,
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inconsistency in policies of different regimes, lack of political stability, lack of efficient
educational management systems, wastage of talent and financial resources, and barriers in
the implementation of policies and plans etc. According to Bayli (1987) lack of material
resources and educational facilities is creating much hindrance in the way of national
development of Pakistan. According to Khalid (2012) not even a single university is being
seen in the top one thousand universities of the world. Moreover he says that Pakistan lacks
educational resources and there is also improper utilization of the available resources due to
less educated, unskilled and dishonest leadership here. There are many universities and
institutions but the overall quality of education is poor which does not meet the international
standards of education. Further he adds that lack of proper management is the biggest issue of
educational institutions because our political leaders are less educated and they often break
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Pakhtunkhwa (KPK) province, there are 29 universities. In Baluchistan, there are only eight
universities. In Azad Jammu & Kashmir, there are 7 universities. He further narrates that in
67 years from our independence since 1947, only 11988 PhDs were produced in the Higher
Education Institutes (HEIs).In 2014, total estimated population of Pakistan was more than
180 million from which 1.4 million students were enrolled in the Higher Education Institutes.
About forty percent of the students were female. In Pakistan, since 1947 to 2001 total 3000
persons were able to obtain PhD degrees. However, after the establishment of the Higher
Education Commission (HEC) a drastic change is being observed in the production of PhDs
in Pakistan per year. In 2013, a total number of 12, 11 and in 2014, the number of PhD
degree holders was 1325 that is really a great and positive change for the country. The
highest number of the students who obtained their PhD Degrees was in the area of Language
& Literature in the year 2014.In chemistry, 1462 students got the degree of doctorate and in
the Agricultural sciences , 933 completed their doctorate. In 2014, Pakistani universities have
produced 500 PhDs in different fields of Engineering and technology. In the year 2014,
Pakistani universities, 908 students got their PhD degrees in religious studies. In 2002, the
name of The University Grants Commission (UGC) was changed and the new name was kept
as the Higher Education Commission (HEC).The HEC has spent PKR 115,413.194 million
on universities of Pakistan in 2014, whereas the UGC used to spend PKR 7,538.835 million
till 2001 from 1979. According to the chairperson of the Higher Education Commission
(HEC) of Pakistan, from 2008 to 2014, 55 more universities have been established in the
country which is significant contribution of this higher education regulatory authority. Before
this, only 56 universities were working in the country since independence of Pakistan (1947).
Due to this quantitative expansion, some issues of quality are being observed which need to
be addressed on urgent bases. He narrates further that University enrolment has increased
approximately three times that previous that was 135,000 and now it is 315,000. The role of
11
the Higher Education Commission (HEC) of Pakistan is noteworthy in the progress and
development of university education in Pakistan. HEC is responsible for the quality control
of the higher education and universities in Pakistan. According to Rashid (2012) the
administrative units of Pakistan namely provinces have not sufficient infrastructure, available
staff, training system, necessary resources to be utilized in the country. Rao (2003) states that
in Pakistani universities, there is a lack of motivation and competence for doing research
work among university teachers. Their knowledge is very limited about subject matter and
even their concepts are not clear about the subject matter.
1.5 WHAT ARE THE ACADEMIC CONSEQUENSES OF DISRUPTIVE
CLASSROOM BEHAVIOR?
According to Hinshaw (1992), Alexander (1997) the relationship between academic
achievement and students’ disruptive classroom behavior is a well-recognized. A large
amount of literature exists on the topic i.e., Lane (2008), Nelson (2004) Reid (2004)
investigated about the association between academic achievement and students ‘disruptive
classroom behavior or its causes. According to Barbara (1995) Students’ disruptive behavior
causes anxiety for teachers and classmates. He further narrates that there are different
consequences of classroom disruptive behavior different for teachers and students. According
to Johnson (2006) teachers consider these disturbing behaviors as intolerable. Lewis (1999)
says that disruptive behaviors are stress provoking. Leung (2001) and J. Shen, (2009) say that
teachers are forced to spend a lot of time and energy in dealing with students’ disruptive
classroom behaviors. According to Bryant (2000) students’ disruptive behavior retards the
effectiveness as well as smoothness of the teaching-learning process and it also hinders the
learning of other class mates. According to Weerman (2007) Students ‘disruptive behavior
escalates with the passage of time, lowers the academic achievement and coverts into
delinquency.According to Flynt (2008) students’ disruptive behavior negatively affects
12
his/her academic achievement. According to Akey (2006) there is a strong relationship
between students’ classroom behavior and academic achievement. According to Fencl (2005)
students ‘disruptive behavior hinders the learning process and lowers the academic
achievement of the whole class. According to Young (2003) from students’ point of view,
disruptive classroom behavior inhibits learning and has negative impact on retention.
According to Seidman (2005) students ‘disruptive classroom behavior has negative influence
on teachers’ comfort. He further says that learning of the lessons is directly affected by the
classroom environment if students are engaged in irrelevant conversations during the class as
they themselves are distracted from the lecture and class works. According to Thomas (2006)
the classroom disruptive behavior may affect the students’ satisfaction with the teachers and
the overall performance in studies. According to Johnson (2012) some student might consider
talking to other students as a normal and not disruptive behavior and so he may not be aware
of its effects on other class fellows. According to Richardson (1999) the teachers who do not
clearly mention the behavioral expectations, are more likely to face the students’ disruptive
behavior in classrooms because they do not let their students know how they should behave
and how they should not behave. According to Schneider (1998) students’ disruptive
behavior enhances teachers’ stress and discontent. He further says that the teachers who feel
that they are going to face disruptions during their lectures, they may start developing
strategies for their survival instead of being focused on teaching materials. Moreover, such
teachers become discouraged and disillusioned with the process teaching-learning in
classrooms. According to Appleby (1990) students’ disruptive behavior has an adverse
impact on the overall teaching-learning environment of the classroom. According to
Henderson (2016) the students’ disruptive classroom behavior negatively affects “Learning”
because a teacher is bound to stop teaching for some time to address the classroom
disruption. According to Oliver (2011) the students’ academic achievement is negatively
13
affected by classroom disruptions.
1.6 PURPOSE OF THE RESEARCH
The major objectives of the study were as following:
a. To make a comparison of the perceptions of
university teachers and students about the causes of
disruptive classroom behavior.
b. To make a gender and province wise
comparison of the perceptions of students about
the causes of disruptive classroom behavior.
c. To study the contemporary practice of behavior
modification techniques in classroom by the
university teachers.
d. To make a gender wise comparison of the practice of
behavior modification techniques in classroom by the
university teachers in Pakistan.
1.7 RESEARCH QUESTIONS
1. What are the perceptions of university students about the causes of
disruptive behavior?
2. What are the perceptions of university teachers about the causes of
disruptive behavior?
3. Is there any difference between the perceptions of teachers and
students about the causes of students’ disruptive behavior?
4. Is there any difference between the perceptions of male and female
14
students about the causes of students’ disruptive classroom
behavior?
5. Is there any difference among the perceptions of the students of
different provinces of Pakistan about the causes of students’
disruptive behavior?
6. Is there any difference between the practice of behavior
modification techniques by male and female university teachers?
1.8 NULL HYPOTHESES
H01: There is no significant difference between the perceptions
of university teachers and students about the causes of students’
disruptive classroom behavior.
H02: There is no significant difference between the perceptions
of male and female students about the causes of students’
disruptive classroom behavior.
H03: There is no significant difference between the perceptions
of male and female teachers about the causes of students’
disruptive classroom behavior.
H04: There is no significant difference among the perceptions
of the students of different provinces of Pakistan about the
causes of students’ disruptive behavior.
H05: There is no significant difference between the
behavior modification practices in classroom by male and
15
female university teachers in Pakistan.
1.9 SIGNIFICANCE OF THE STUDY
The study has implications for university teachers, students ,administrators and the
researchers in making sense for the causes of students’ disruptive behaviors in the class. The
study suggests that we should be aware of the different perspectives which may happen by
the students and teachers of different provinces of Pakistan.it is very important for university
teachers to realize that since there are different perspectives about the causes of disruptive
behavior, so, different strategies may be adopted for reducing the disruptive behaviors. The
culture factor might be involved in the existence of behavior problems of university students
in Pakistan. Moreover, this study is helpful for teachers to identify the underlying causes of
students’ disruptive classroom behavior. It will enable the teachers to deal with the students’
disruptive behavior effectively. This study will also help the educational administrators,
teacher trainers and trainees to develop a proactive approach for the application of behavior
modification strategies. The study will be a mile stone for making the guidance and
counseling services better and effective. The study is helpful for establishing guidelines and
important considerations for university teacher-training programs of the Higher Education
Commission (HEC). This study will be helpful in enabling the university teachers to manage
the students’ disruptive classroom behavior effectively. The study was important for
understanding how Pakistani university students and teachers respond to the disruptive
classroom behaviors which hinder the teaching-learning process.
1.10 DELIMITATIONS OF THE STUDY
The study was delimited to only students and teachers of public sector universities of
Pakistan. The study was also delimited to the teachers and students of five universities
during the academic year 2012-2013.This comparative study was only based on the 30
common perceptions included in the Questionnaire about the Causes of Disruptive Classroom
16
Behavior (QCDCB). This study was only based on 15 techniques of behavior modification
included in the Questionnaire of Behavior Modification Strategies (QBMS).
1.11 LIMITATIONS OF THE STUDY
Due to the constraints of limited time and financial resources, this study did not cover the
perspectives of educational administrators regarding the causes of students’ disruptive
classroom behavior.
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CHAPTER#2
REVIEW OF RELATED LITERATURE
This chapter presents the review of literature in relation to the causes of students’ disruptive behavior
in classroom as both separated and related topics. The first section of the literature review elaborates
the nature and causes of classroom disruptive behavior. The second section covers up the behavior
modification techniques which university teachers apply for managing or changing the negative,
undesirable, inappropriate or disruptive behavior of the students.
2.1 IMPORTANCE OF UNDERSTANDING THE NATURE AND CAUSES OF
STUDENTS’ DISRUPTIVE BEHAVIOR
According to Foster-Johansson and Dunlop (1994) getting an in-depth understanding of students’
disruptive behaviors is important for teachers. Backes (2003) say that a teachers’ role is manifold and
involves responding to the disruptive behavior of students. According to Porter (2006) understanding
of disruptive behavior is important for defining strategies for dealing with it effectively. Azad (2013)
states "disruptive behaviors are common in higher education classrooms. Knepp (2012) says that
disruptive behavior is occurring in the classrooms of higher education at an alarming rate. According
to Kuhlenschmidt (1999) students’ disruptive classroom behavior should be dealt with immediately
and quickly because the whole classroom is affected if it is ignored for the time being.
2.2 STUDENTS’ DISRUPTIVE BEHAVIOR IN DIFFERENT CULTURES OF THE
WORLD
Frequency of different types of disruptive behaviors is different in Eastern and Western cultures .i.e.
in China as stated by Ding (2008) and Shen (2009) that the most frequent disruptive behavior in
classrooms is "day dreaming". According to Arbuckle (2004) and Ross (2008) in the classrooms of
England and Australia, the most frequently exhibited disruptive behavior by the students is
"timeless talking or "talking out of turn".
2.3 RATIONALE FOR UNDERTAKING TOPIC FOR THE STUDY
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The following studies highlight the need for conducting this research:
According to Amada (1992) the number of emotionally disturbed students in colleges and
universities is increasing day by day. Bartels (2009) say that limited studies have been
conducted on difficult students at higher education level. Meyers (2003) says that about 20%
students exhibit uncivil and disruptive behavior in classrooms. Clayton (2000) is of the view
that almost every teacher has to face students’ disruptive behavior. According to Reed (1998)
a thorny issue of today’s classroom is Students’ disruptive classroom behaviors such as
interpersonal chatting, avoiding classwork, behaving like a clown, interfering with teaching-
learning process, harassing other students, doing verbal insults, being rudely to teachers,
showing defiant behavior, being hostile to others. Its range is from infrequent to frequent and
mild to severe. According to O'Neil (2004) Students’ behavior problems take up much time
which can be used for instructional purposes otherwise. A student's disruptive behavior
results in the loss of precious time and money that is paid by all the students in a classroom.
It means that if a student asks irrelevant questions frequently to divert the teacher's attention,
he/she wastes the precious time of the class and that is why this behavior is not considered as
"appropriate, desirable and acceptable". If a teacher has to stop a lesson for asking the
chatterers to stop their side conversations or to ask for switching-off their mobile phones, it
causes waste of time of the class though it may not seem to be very significant. In almost
every classroom, there are some students who create disturbance by asking irrelevant
questions by the teacher. This behavior shows disrespect for others in the classroom and also
results in waste of time and money paid by them. Feldman (2001) says that it is a
responsibility of the faculty members to ensure civil, positive, desirable and appropriate
behaviors in the classroom. According to the survey conducted by American College of
Health Association (2010) as mentioned in a power point presentation by Dr.Lynn M.Roeder,
out of 95,712 students,48% students felt overwhelming anxiety,38% felt overwhelming
19
anger,30%suffered from depression,6%considered suicide seriously, 5% engaged in self-
inflicted violence, and 1.3% of the students attempted for suicide. According to Whiteneck
(2005) teachers should apply both prevention and intervention strategies for creating a
conducive learning environment.
2.4 CLASSROOM INCIVILITY AND STUDENTS’ DISRUPTIVE BEHAVIOR
According to Berger (2000) "incivility" refers to any speech or action which is disrespectful and rude.
“Classroom incivility" as described in a study conducted by the center for survey research at Indiana
University,(2000) is "contrary to the wellbeing of classroom community, including behaviors that
distract the instructor or other students, disrupt classroom learning, discourage the instructor from
teaching, discourage the other students from participating,..."(as cited by Knepp (2012) and Bjorklund
(2010). According to Benton (2007) and Carbone (1999) students are tired of disruptive behavior and
want a more civil classroom.
2.5 CAUSES OF STUDENTS’ DISRUPTIVE BEHAVIOR
Waller (2008) says that the knowledge of the causes of inappropriate behavior is important
for changing it into appropriate one. A number of causes of disruptive behavior are revealed
through the literature. According to Seidman (2005) and Schneider (1998) larger classes lead
to misbehavior. Clayton (2000) says that students become disruptive if they feel that they are
mistreated consumers. According to Axup (2008) and Shumate (2010) the main cause of
students’ disruptive behavior is their desire for getting attention of their teachers and to
establish their identity. According to Miller, Ferguson and Byrne (2000) the main cause of
students’ disruptive behavior is injustice of teachers and vulnerability of students. According
to Verkuyten (2002) students perceive that students ‘behavior become disruptive when they
want to assert power against the power of their teachers or it may be a result of the poor
teaching skills. Layne (1999) states that physical and emotional problems may cause
students’ disruptive behavior in the classroom. According to Proshansky (1975) as cited by
Brittany (2011) "Disruptive behaviors" in the classroom can occur as a result of the style in
20
which a classroom is arranged. Rudolf (1930) identified four major reasons for students’
misbehaviors .i.e. getting attention, seeking power, taking revenge and avoiding failure. He
believed that over 90% of all misbehavior is for attention. Power-seeking students can even
create a troublesome situation for teachers. For taking revenge, students may become
disrupters, while the teacher, other students, or both may be the target of their revenge.
According to Lisa Rodriguez, Some of the students’ behaviors which are more serious in
nature require interventions or disciplinary action. According to Gately (2005) and Schaeffer
(2006) the number of students with mental disorders in the institutions of higher education
has increased and therefore calls into question not only their mental health, but its impact on
higher education as it is related with policies that address incidents of violence, aggression,
suicide, and disruptive behavior. Hubell (2010) states that there are many kinds of disruptive
behavior i.e., sleeping in classroom while a teacher is delivering a lecture, often arriving late,
conversating with other class fellows or being engaged with their mobile phone, frequently
arguing with the class teachers, sending and receiving text messages to some faculty member,
remaining always busy in playing video games and even in some cases showing hostile
feelings for others. According to Kuhlenschmidt (1999) students show disruptive behavior in
the classroom if they disagree with something by the teacher or some student in the class.
According to O'Malley (2002) a great number of students are using alcohol in universities
today. Taylor (2007) concludes that destructive conflict between graduate students and
teachers emerges frequently which results from lack of openness, time constraints, lack of
clear expectations, negative feedback etc. Waller (2008) says that realization of inappropriate
behaviour is very important for changing into normal behaviour. A lot of reasons of rude
behaviour are revealed through literature now a day. According to Seidman (2005) and
Schneider (1998) disruptive behaviour of students is usually found in larger classes. They
lead to misbehaviour. Clayton (2000) says that if students feel that they are not being treated
21
well, they become very rude and uncivilized. According to Axup (2008) and Wills (2010)
there is a very common cause of students’ disruptive behaviour and that is the desire to seek
attention of their teachers. Students really want to be the apple of one specific teacher’s eye
so that they may establish their identity. According to Miller (2000) teachers are not treating
their students equally. So, injustice of the teachers is one of the most prominent causes of
students’ disruptive classroom behaviour. According to Gately (2005) and Schaeffer (2006)
in higher education institutions, the students having mental disorders are increasing day by
day. Richardson (2010) states that if students remain continuously engaged in side
conversations in the classroom, their behaviour becomes disruptive. Dupaul (2006) says that
if students are showing frequently disruptive behaviour, there is a clear chance that they are
suffering from Attention Deficit Hyperactivity Disorder (ADHD). According to Amada
(1999) sleeping in classroom is such a rude behaviour. Kelly (2013) states that this is the
responsibility of the teacher to find out the reason behind students’ sleeping in classroom
while lectures. According to the Behaviour Modification Module of UNESCO (2000) this is
a clear phenomenon that the students, who are getting good marks in examinations, have
more probability of suffering from the superiority complex. On the contrary, the students who
obtain a few marks in examinations are victim of inferiority complex. According to Kehley
(2000) to reduce hyperactive behaviour, a number of non-drugs and psychotherapeutic
treatments are available now a days i.e. skill training, parent and teacher training therapy,
cognitive behaviour therapy and behaviour modification techniques, multi-component
intervention strategies are quite new techniques for teachers. They have to develop their
sense according to the changing environment. According to Strandridge (2002) behaviourist
learning theory is important for mainstream education but it is also necessary for special
education trainers because their duty is more tough and hard as compared to the normal fields
of education. This theory is not only useful for the teachers but also for students.
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2.6 TYPES OF DISRUPTIVE BEHAVIORS
Hubell & Hubell (2010) describes the following types of students’ disruptive behaviors:
sleeping, late arriving, and side conversations on cell phone or with some other student in the
classroom, text messaging, arguing with teachers or keeping hostile feelings for others.
Thanyawong (1974) and Unprasert (1976) describe the following types of disruptive
behaviors of students in classrooms: inattention, inter-personal talking, side conversations,
lying and other misbehaviors etc. Eaton (1956) states the following types of students’
disruptive behaviors; inattention, indiscipline, and lack of interest in the assigned work.
Appleby (1990) divided the students’ troublesome behaviors into three types; i.e. immature
behaviors, inattentive behaviors and miscellaneous behaviors. He included "talking during
lecture", eating, drinking, chewing gums, late arriving, and creating disturbances in the first
category i.e. "Immature behaviors". In the second category "Inattentive behaviors", he
includes sleeping, cutting class, feeling or acting bored, lack of attention in the class work,
being unmotivated and unprepared and packing materials before ending the class. In the third
category "miscellaneous behaviors", he includes cheating, taking more interest in marks or
grades rather than learning. Whiteneck (2005) classifies disruptive students into two
categories i.e.; resistant and reluctant. According to Connelly (2002) there are two major
types of uncivil/disruptive behavior i.e.; Less serious behaviors and more serious behaviors.
He considers sleeping, heaving sighs, acting bored, inattention, challenging the teacher's
knowledge, dominating the discussions and not taking notes as less serious behaviors. On the
other hand, the more serious behaviors involve intimidating, stalking, making unjustified
complaints or verbal attacks against fellows or teachers, cheating etc. According to Bjorklund
& Rehling (2010) the most serious uncivil behaviors are to keep talking despite after being
asked to stop, coming in the classroom drunk and intoxicated, inappropriate use of cell
phones and loud conversation in the classroom. Charles (1999) divided student’s misbehavior
23
into the following five categories; morality, aggression, class disruptions, defiance of
authority and goofing off. Thomas (2006) considers disparaging the teachers, debating with
class fellows, disputing the course grades, being inattentive, being engaged in side
conversations as ‘‘disruptive classroom behaviors’’. Seidman (2005) includes chatting,
laughing, actively using mobile phones during a lecture in ‘‘disruptive classroom behaviors’’.
Azad (2013) narrates that the most important and the noteworthy thing is the method of
dealing with students’ disruptive classroom behavior.
o ASKING IRRELEVANT QUESTIONS
Mishra (1991) considers asking irrelevant questions as "disruptive behavior". Nguyet (2007)
says that students waste class time by asking frequent irrelevant questions. In the policy on
classroom disruption of the Middlesex law college, it has been mentioned that asking the
irrelevant questions by students come under the definition of classroom disruption.
o STUDENTS’ RUDE BEHAVIOR
Kottler (2008) stated that students’ rude behavior (misbehavior) indicates some underlying
emotional, psychological problem or learning disorder. He says further that sometimes
students misbehave just for fun. He states that there are following causes of rude behavior:
individualism, being self-absorbed due to inflated self-worth, being defensive and hostile due
to low-self-worth, materialism, injustice, stress, anonymity, electronic isolation, anger, fear
and problems of psychological/mental health. According to Dallas (2009) financial
difficulties and broken relationships lead a person to become rude.
o STUDENTS’ AGGRESSIVE BEHAVIOR
According to Randy (2007) "Aggression" according to its purpose is of two types i.e.
Instrumental aggression and Reactive impulsive aggression .In the Instrumental aggression,
the purpose of the person is to obtain some object or status. We are concerned here with
24
another type of aggression, in which the purpose of a man is to harm others physically or
psychologically. This type of aggression is developed by the feelings like anger, frustration,
irritation or fear etc. Larry (2008) says that "frustration" causes reactive aggression that
involves destructive, injurious and hostile behaviors. Quarrelsome or aggressive behaviors
can be inherited according to the Behavior Modification Module of UNESCO (2000).
According to Ristine (1996) the Extreme level of aggression leads to even murder of university
teachers.
o SIDE CONVERSATIONS
Richardson(2010) states that students’ behavior becomes disruptive if they engage in side-
conversations in the classroom. Dupaul (2006) states that frequently interrupting
conversations by a student may be a symptom of Attention-deficit/hyperactivity
disorder(ADHD).A document from the office of the students’ judicial affairs, University of
California, entitled "Establishing classroom Etiquette and dealing with disruption" describes
the students’ side-conversations as one of the several disruptive behaviors.
o SLEEPING IN CLASSROOM
Sorcinelli (1990) says that sleeping in classroom is troublesome behavior. Amada (1999)
considers sleeping in classroom as a rude behavior. Kelly (2013) states that a teacher must
discover the reason if a student is found asleep in the classroom.
o PEN-CLICKING/TAPPING
Byrne (2008) states that pen-clicking is apparently a state of protest or agitation. Scott (2009)
states that repeatedly tapping or clicking a pen is an annoying and disruptive. The habit of
clicking pen can be eliminated if one becomes conscious about it, Robin elaborates further.
Nzgirl (2007) states that bad habits like clicking pens or biting nails are caused by numerous
factors like loneliness, anxiety, nervousness, stress, and boredom etc.
25
o INFERIORITY & SUPERIORITY COMPLEX AMONG STUDENTS.
Students who obtain high marks are more likely to suffer from superiority-complex whereas
whose marks are less are victim of inferiority-complex according to the Behavior
Modification Module of UNESCO (2000).
2.7 DEALING WITH STUDENTS’ DISRUPTIVE BEHAVIOR IN THE
CLASSROOM
According to Rossen (2004) it is important for a teacher to intervene if students disrupt the
classroom. According to Sean (2006) staff members are often uncertain about the ways in
which the disruptive students should be dealt with as they fall outside of the normal
classroom management procedures. According to Lowman (1984) there are following four
preventive strategies which can be adopted for dealing with students’ problematic behaviors;
stating expectations clearly, reducing anonymity, seeking feedback from the learners and
encouraging the active learning. Kuhlenschmidt (1999) states that in dealing with student's
disruptive behavior a teacher should not only understand the nature of the behavior but also
its context. The particular student's behavior must be critically evaluated before taking any
action. After understanding the situation completely the teacher should use some technique
for the modification of a student's undesirable behavior and the effectiveness of the applied
technique/strategy must be checked thereafter, Kuhlenschmidt states further. According to
Rob (2009) it is the role of the department chair to develop such a culture in the institution
which helps prevent and deal with disruptive behavior effectively.
UNDERSTANDING STUDENTS’ BEHAVIOR
According to the behavior modification module of UNESCO, (2000) understanding students’
behavior and its causes is important for teachers.
2.8 PRINCIPLES OF BEHAVIOR MODIFICATION:
26
As discussed in the Behavior Modification Module of UNESCO, (2000) there are following
principles of behavior change/modification:
1.Behavior can be learned. So, it involves the laws of learning.
2. The product of learning is "human behavior". So, behavior can be learned, unlearned or
corrected.
3. Pleasant and unpleasant consequences directly affect the behavior. So, reward increases
behavior whereas punishment or negative reinforcement decreases the behavior.
4. External factors along with the internal factors can control human behavior.
5.With a change in circumstances, maladjusted behavior can also be changed.6.All the
behaviors either "good" or "bad", are learned in this world.7.An individual can learn
behaviors by Observing other's learning process, Training, Personal efforts In a nut shell, all
the principles of learning are used in behavior modification, says Wilma (2000).According to
Panida (2009) the use of behavior modification procedures is the best way to control
inappropriate and undesirable and disruptive behaviors in a sustainable manner. Positive
reinforcement, negative reinforcement, extinction or ignore technique, modeling, punishment,
systematic desensitization, over-correction, time-out, Response cost, shaping and
assertiveness training are techniques or strategies that may be applied for modifying an
undesirable (inappropriate or disruptive) behavior, stated by Wilma (2000).According to
Maggin (2011) teachers are being encouraged to use evidence-based strategies for dealing
with student's disruptive behavior now a days. Sorcinelli (1990) says that it is easier to
prevent student's disruptive behavior than dealing with it after its exhibition. Rossen (2004)
says that an instructor should intervene when the students exhibit disruptive behavior in the
classroom. Whiteneck (2005) is of the opinion that the instructors must use prevention as
27
well as intervention strategies for the sake of creating a conducive environment for learning.
According to Nordstrom (2009) the problem of a student’s disruptive behavior is often easily
resolved by telling the particular student how his/her behavior is creating disturbance in the
process of teaching-learning. Sometimes, a faculty member has to give several reminders to
the disruptive student for behaving in an appropriate way. In a few cases, the disruptive
student may persist with his/her disruptive behavior and an administrative measure or a
disciplinary action is taken against the disruptive student. The key is for the educators to take
some action to stop the disruptive behavior.
2.9 BEHAVIOR MANAGEMENT AND BEHAVIOR MODIFICATION
According to Wikipedia, although both the terms “Behavior management" and "Behavior
modification" are similar yet there is a slight difference between the two. The focus of
behavior management is on "maintaining order" whereas Behavior modification is focused on
"altering a behavior".
2.10 STRATEGIES FOR DEALING WITH STUDENT'S DISRUPTIVE BEHAVIOR
IN THE CLASSROOM
According to Skinner (1953) Behavior modification is a set of therapeutic techniques on the
base of operant conditioning .Martin (2003) as stated by Panida (2009) the use of behavior
modification procedures is the best way to control inappropriate, undesirable and disruptive
behaviors in a sustainable manner. According to Maggin (2011) teachers are being
encouraged to use evidence- based strategies for dealing with student's disruptive behavior
now days. Shaheen (2013) as cited by Khan (2013) concludes that teachers adopt disciplinary
strategies to ensure appropriate behavior of the students in classroom. Mather and Goldstein
(2001) say that student's behaviors can be modified and managed by the consequences of
classroom behavior. Sorcinelli (1990) says that it is easier to prevent student's disruptive
28
behavior than dealing with it after its exhibition. According to Kehle (2000) as cited by
Jessica (2002) a number of non- drug and psychotherapeutic treatments like skills training,
parent and teacher training therapy, cognitive-behavioral techniques and behavior
modification are available. Moreover, the concept of multicomponent intervention strategies
is relatively new, so, teachers need to be familiar with the importance of using
multicomponent interventions for students with ADHD. Rossen, (2004) says that an
instructor should intervene when the students exhibit disruptive behavior in the classroom.
Bartlett (2004) and Whiteneck (2005) are of the opinion that the instructors must use
prevention as well as intervention strategies for the sake of creating a conducive environment
for learning. According to Wilma (2000) Positive reinforcement, negative reinforcement,
extinction or ignore technique, modeling, punishment, systematic desensitization, over-
correction, time- out, Response cost, shaping and assertiveness training are techniques or
strategies that may be applied for modifying an undesirable(inappropriate or disruptive)
behavior. According to Standridge (2002) Behaviorist learning theory is equally important
for teachers in mainstream education as well as for special education teachers. This theory is
useful for students as well as for teachers, Standridge states further. Moreover she states that
the rationale for behavior modification is that behavior can be learned, unlearned and
relearned. According to Clayton (2000) the following strategies may be used for reducing
disruptive classroom behavior:
1. Use the communication skills effectively.
2. Spell out the behavioral expectations in the course of study.
3. Teachers should define the appropriate and inappropriate behaviors.
4. Teachers should use the mid-term teaching feedback.
5. Try to establish a collaborative learning environment.
6. Teachers should use the peer observations.
29
7. Teachers should set a good example before the students.
8. Teachers should reframing potential conflicts,
9. Teachers should re-engage their students.
10. Teachers should use a back-to-basics teacher’s orientation.
A brief description of some strategies is given below.
TEACHERS SHOULD USE COMMUNICATION SKILLS EFFECTIVELY:
The teachers should behave respectfully and they should manage the students’ behavior by
using effective communication particularly by using the ‘‘active listening’’. According to
Heinemann (1996) the teachers should act upon the following principles:
1. They should use civil language with their students.
2. They should maintain inclusive attitudes for all the students.
3. They should teach their students the proper language for disagreements.
4. They should listen to the students respectfully.
5. They should play as a role model for their students.
According to Downs (1992) in order to establish good and respectful relationship with their
students, teachers will have to practice effective interpersonal and communication skills.
Moreover, they will have to exercise the common courtesies.
According to Azad (2013) the following strategies are helpful in reducing the students’ disruptive
behavior in classrooms:
1. Writing rules about how to deal with disruptions.
2. Role and responsibility of faculty
3.
30
4. Take the steam out of the conversation.
5. Using a non-confrontational voice.
6. Explaining the impact of disruptive behavior on overall environment of the
classroom.
7. Teaching classroom rules.
8. Giving deadlines for improving the behavior.
According to Lafrancois (2006) ‘‘Reinforcement’’ is the effect of a "reinforcer". A reinforcer
is "an event that follows a response and that changes the probability of a response's occurring
again". Reinforcement may be subdivided into two categories; I.e. positive reinforcement and
negative reinforcement. According to Lafrancois (2006) Positive reinforcement occurs "when
the consequences of the behavior, when added to a situation after a response, increase the
probability of the response's occurring again in similar conditions" .A reward is an example
of positive reinforcement. According to Lafrancois (2006) "Negative reinforcement" occurs
"when the probability of a response's occurring increases as a function of something being
taken away from a situation”. A feeling of relief is an example of negative reinforcement.
According to Skinner (1953) "punishment" is a technique in which responses are followed by
either (a) the removal of a positive reinforcer, or (b) the presentation of a negative reinforcer
(or aversive stimulus).According to Miltenberger (2012) a previously reinforced behavior
stops occurring gradually if the reinforcing consequences occur no longer. According to
Vandenboss (2006) "modeling" is a technique of psychotherapy in which a client learns by
imitation without any verbal direction by the therapist. According to Westen (2006) modeling
is a technique in which persons serve as models for other people, showing behavior which is
imitated by the others. This technique is commonly discussed in developmental psychology.
According to Bryan (1970) modeling is more effective technique than preaching. According
to Dubord (2011) the terms "Systematic desensitization" or "graduated exposure therapy" are
31
used synonymously. Actually this is a technique used in psychology for overcoming phobias
and anxiety disorders .Systematic desensitization involves three steps which are as following:
1. In the first step, a person/client identifies the factors or causes of anxiety.
2. The second step is the learning of relaxation or coping techniques.
3. In third step, the client feels completely relaxed.
According to McIntyre (2013) "Overcorrection" involves engaging the student
in repetitive behavior as a penalty for showing an inappropriate behavior.
According to Merriam-Webster dictionary, "Time-out is a quiet period used especially as a
disciplinary measure. “According to Wikipedia, "Time- out" is a sort of punishment in
which a student is temporarily separated from the environment where inappropriate or
disruptive behavior has been exhibited.
According to Ormrod (2009) "Response cost" is the loss of either already obtained
reinforcer or of the chance of obtaining reinforcers in future. According to Goldstein (2001)
"Response cost" is a method of punishment that translates to the equivalent of losing what
one possess or has already earned. According to Chevalier (2012) Token economy is
basically an evidenced based strategy that is much effective in reducing disruptive behavior
of students. According to Mottram (2002) token economy is effective in reducing student's
disruptive behavior. According to Wikipedia, the technique of "Shaping" was introduced by
B.F. Skinner to teach desired target behaviors to birds, dogs, dolphin fish and human beings.
It is a conditioning paradigm that is basically used in the experimental analysis of behavior.
Andrew (1961) introduced the concept of "AT" (Assertiveness Training) and Joseph Wolpe
popularized it. Wolpe believed that a person can either be assertive or anxious at a time.
According to Madsen (1968) the use of praise by the instructor when students show
appropriate behavior maintains and increases the appropriate behavior. According to Barry
(2005) giving rewards is effective in teaching self-control. Philip (2007) Says that a faculty
32
member should ask the disruptive or troublesome student to meet him in a private setting.
2.11 GUIDELINES FOR DEALING WITH STUDENT'S DISRUPTIVE BEHAVIOR
According to Anne (2009) Psycho log ica l p rob lems l ike depression, anxiety, eating
disorders, substance abuse, problems of development and adjustment are common in
college campuses today. According to Murphy (2006) staff members are often uncertain
about the ways in which the disruptive students should be dealt with as they fall outside of
the normal classroom management procedures. According to Rob (2009) if a disruption is
minor, the teacher can simply speak to the student during or after the class but for more
serious problems, the instructor should discuss with the department chair. The situation can
become worse if the disruptive behavior is ignored. Some universities have established
guidelines for dealing with the student's disruptive behavior.i.e. California State University
Chico has prepared a guide for faculty members entitled "Responding to disruptive or
threatening student behavior”. The faculty members should Set standards and communicate
them to the students, act as a role model. They should always deal with an empathic concern
and student's disruptive behavior should be addressed firmly and fairly. Students should be
held responsible for their actions.
2.12 SOME PERCEPTIONS ABOUT STUDENTS ‘DISRUPTIVE CLASSROOM
BEHAVIOR
According to Nordstrom (2009) students have a belief that they just need to be passive in the
process of learning. According to Bugeja (2006) students today expect to be entertained
while they are learning. According to Boice (1996) if students are required to take an active
part in the process of teaching-learning, they might show resistance, disruptive behavior or
hostility. According to Young (2003) the university students consider themselves as
consumers who pay their tuition fee to the universities and so they have the rights to discuss
and share their view point with others in the classrooms. They take their professors as their
33
employees rather than their mentors or trainers. He concludes that the disruptive classroom
behavior bothers both the teachers as well as students. According to Nordstrom (2009) there
is a lack of training for university teachers about dealing with students’ emotional problems
that is becoming a common cause of conflict among students in classrooms of today.
According to Anderson (1999) this lack of training and skill of conflict resolution among
students is at the center of the scenario in which classrooms are being seen as full of noise
and behavior problems in universities.
2.13 PRINCIPLES OF MANAGEMENT OF STUDENT'S DISRUPTIVE BEHAVIOR IN
CLASSROOM
Carmen (2011) a psycho education teacher and a blog writer describe the following principles
of managing student's disruptive behavior in classroom: 1. The process of behavior modification should be sensitive
to the unique socio- emotional needs of the disruptive student.
Mind it that "One size does not fit all".
2. Positive language should be used with the disruptive students
as it is the base of relationship.
3. Positive behavioral responses are generated through positive
messages whereas negative behavioral responses are generated
through negative messages.
4. Instead of critical messages, positive and supportive
messages from teachers can be helpful in shaping
good behaviors in students.
5. Disruptive behaviors can be reduced by communicating
positive expectations to the students.
34
6. Learner's behaviors can be changed if a teacher approaches the
classroom situations in a variety of ways.
7. Disruptive behavior should be treated as a challenge or threat.
8. Students’ disruptive behaviors should be seen as an
opportunity to help them to improve their ways in which they
think, feel, and behave.
9. Problem is "disruptive behavior" not
the disruptive student.
10. Disruptive behaviors are
actions that can be changed.
11. Social roles, problem solving, and decision-making
skills can be learned through Positive and therapeutic
relationships with adult students.
12. Some rapport with students arises naturally, some we
(teachers/persons concerned behavior change) have to
develop.
13. Student's socio-emotional growth can be enhanced by
Teachers.
14. Self-control and self-management of behavior, self-
awareness, and self-direction can be taught to disruptive
students.
15. Disruptive behavior can be reduced if students believe
that they can control (self- manage) their behavior.
16. The process of behavior change can better be succeeded
if students believe that efforts are becoming fruitful.
35
PERCEPTIONS OFTACHERS ABOUT THE CAUSES OF STUDENT'S DISRUPTIVE CLASSROOM
BEHAVIOR
PERCEPTIONS OF STUDENTS ABOUT THE CAUSES OF STUDENT'S DISRUPTIVE CLASSROOM BEHAVIOR
PERCEPTIONS OF MALE TACHERS ABOUT THE CAUSES OF STUDENT'S DISRUPTIVE CLASSROOM
BEHAVIOR
PERCEPTIONS OF FEMALETACHERS ABOUT THE CAUSES OF STUDENT'S DISRUPTIVE CLASSROOM BEHAVIOR
PRACTICE OF BEHAVIORMODIFICATION TECHNIQUES IN
CLASSROOM BY MALE TACHERS
PRACTICE OF BEHAVIOR MODIFICATION TECHNIQUES IN
CLASSROOM BY FEMALE TACHERS
17. Student's personal understanding and decision making
skills are important for successful behavior change.
18. The resources of improvement lie within the student. A
teacher's role is to make the students aware of these
resources.
2.14 CONCEPTUAL FRAMEWORK OF THE STUDY
The following diagram shows the conceptual framework of this study.
Figure: 1 Conceptual Framework of the study
According to Swanson (2005) the theoretical framework for a thesis presents a visual outline
of the research work which is carried out. Disruptive behavior is the behavior which obstructs
the teaching-learning process in an educational setting. After reviewing the relevant
literature, a conceptual framework has been developed for this study. The framework of the
36
study consists of the perceptions of university students and teachers about the causes of
disruptive classroom behavior and the techniques that university teachers may apply for
reducing disruptive behavior. According to Patrick (2013) it is not easy to document the cases
of students’ disruptions precisely because there is no standardized and centralized procedure or a
reporting system by which we may track the students’ transgressions. Students and teachers have
their own point of view about the causes of students’ disruptive classroom behavior. The focus of
this study is to explore the reasons of disruptive classroom behavior and to develop strategies
for reducing uncivil behaviors which may be called as disruptive behaviors by university
teachers and students. The present study is based on Bandura’s theory of social learning and
Piaget’s theory of cognitive development. According to Bandura (1961) reinforcement either
it is positive or negative, can bring change in human behavior.
PIAGET'S THEORY OF COGNITIVE AND AFFECTIVE DEVELOPMENT
In 1920, Piaget developed “the French version” of the English intelligence tests while he was
serving at the Binet Institute. Piaget (1936) explained in his theory of cognitive development
how a human being develops the mental model of this world. He said that that “intelligence”
is not a fixed trait and the “mental development” is a process that occurs with biological
maturation and in result of social environmental interaction. He made a systematic study of
“the cognitive development” for the first time.
BANDURA’S THEORY OF SOCIAL LEARNING
According to Bandura (1961) the new generation keenly observes other people in the
environment who behave in different ways. The people who are observed by them are called
“the models”. There are many models in our society like parents, characters on television,
peers and teachers etc. The new generation follows and imitates the examples of these role
models who may be feminine, masculine, anti-social or pro-social. This imitation continues if
the consequences are pleasing. Bandura (1961) says that any type of reinforcement can
37
modify the human behavior. People adopt and repeat those behaviors which are rewarded in
some way in front of them in the society. It is called “vicarious reinforcement”. The “Social
Learning Theory (SLT)” is a bridge between “the behaviorism” and “the cognitive
approach”. The focus of the “Social Learning Theory (SLT)” is on how the cognitive factors
take part in the process of learning. Bandura (1977) considers that the human beings process the
information they receive in their minds and they also repeat those behaviors which had a pleasing
effect on their minds. Bandura states further that the human beings do not observe and imitate
different models automatically but the think before imitating. It is called the “mediational
processes”. Bandura (1977) in his theory of social learning added the following two
important notions to the theories of classical conditioning and operant conditioning:
A. There are always mediating processes in between stimuli and responses.
B. Behaviors are learnt by observing others.
According to Watson (2013) in “Behaviorism” it is assumed that a student is passive
actually, and responds to the stimuli in the environment. The student begins with a
clean slate and positive or negative reinforcement shape his behaviors. The probability
of occurrence of a behavior again is increased through the use of positive and negative
reinforcement. On the contrary, it is decreased through the use of punishment. According to
the behaviorists “Learning” is a change in behavior that occurs due to positive or negative
reinforcement. Pavlov (2003) was able to teach his animals by the application of this theory.
38
CHAPTER#3
METHODOLOGY FOR THE STUDY An overview of the adopted research methodology has been presented here in this chapter. A
brief description of the population ,sample and sampling procedure , research instruments
,data collection strategies used for the required data and data organization have been made in
this section of the study. The description is presented in a logical and brief way under
different captions as follows:
3.1 POPULATION OF THE STUDY
All the university teachers serving in public sector universities of Pakistan in
2013 and all the male and female students studying in public sector
universities constituted the population of this study. According to the
Statistical unit of the Higher Education Commission (HEC) of Pakistan, there
were 50,260 teachers serving in public sector universities and 0.949 million
students enrolled in these universities in 2013.
Figure: 2 Map of Pakistan
The map of Pakistan has been given above for showing different provinces or areas from
39
which data has been collected for this study. These areas include Sindh, Baluchistan, Punjab,
Khyber Pakhtunkhwa and Islamabad Capital Territory (ICT). One university from each area
was selected for data collection.
3.2 SAMPLE OF THE STUDY AND SAMPLING PROCEDURE
5 public sector universities (one university from each province of Pakistan including
Islamabad Capital Territory(ICT) were selected as a sample through convenient sampling.40
students studying at post graduate level and 40 university teachers were selected purposefully
from each university. So, the sample comprised of 200 university students and 200 university
teachers from all over Pakistan. Thus the total sample size was 400 only. Keeping in view the
vast geographical area of Pakistan, a survey approach was thought to be the most suitable
method for conducting this study. Male and female university students and university
teachers were selected because possess the potential of giving response to the questionnaires
developed for this research. It was assumed that university students and university teachers
can provide the most reliable information about the causes of disruptive classroom behavior
as they have a direct relation with the phenomenon of classroom disruption and student's
disruptive behaviors inside or outside the classroom. Moreover university teachers are
directly concerned with the use of behavior modification strategies in classroom.
According to Smith, (2013) "A larger sample can yield more accurate results — but
excessive responses can be pricey. It is common for the population to be unknown or
approximated. For a confidence level of 95% the Z Score is = 1.96 and a margin of error
(confidence interval) is +/- 5%., The formula for determining the necessary sample size is as
following: Necessary Sample Size = (Z-score)² – StdDev*(1-StdDev) / (margin of error)²
((1.96)² x .5(.5)) / (.05)²
(3.8416 x .25) / .0025
40
.9604 / .0025
384.16
385 respondents are needed.
Keeping in view the above methodology described by Smith (2013) and considering limited
time and financial resources, this sample size was considered sufficient and appropriate
according to Gay (2003), John (2007) and Cohen (2007). According to Gay (2003) as cited
by Atta (2013) following table makes it clear that a sample size of 400 is sufficient if
population of the study is more than 5000.
Population Size Sample Size
< 100 entire population
~ 500 50% (250)
~1,500 20% (300)
> 5,000 400
Figure: 3 Formula for sample size
Curry (2007) as cited by Atta (2013) explains Sample Size Rule of Thumb as below:
Size of Population Sampling Percentage
10-100 100%
101-1,000 10%
1,001-5,000 5%
5,001-10,000 3%
10,000+ 1%
Figure: 4 Sample Size Rule of Thumb
41
Name of province/area Name of the selected University Teachers + Students
Punjab University of the Punjab, Lahore 40 + 40
Khyber Pakhtunkhwa Gomal University, D.I.Khan 40 + 40
Sindh University of Karachi 40 + 40
Baluchistan University of Baluchistan, Quetta 40 + 40
Islamabad Capital Territory (ICT) Quaid-e-Azam University, Islamabad 40 + 40
------------------------------
=200 + 200
Total Sample Size = 400
Figure: 5 Detailed Sample of the study
3.3 RATIONALE/JUSTIFICATION FOR RESEARCH METHOD FOR THE STUDY
Nour (2011) says that in most of the studies on student's disruptive behavior, survey method and
questionnaires were used for the purpose of collecting information. So, two questionnaires were
developed, validated through expert opinion and pilot study, and then used for the data collection.
3.4 RATIONALE/JUSTIFICATION FOR LEVEL OF THE STUDY
Nour (2011) states in her article entitled "University Teachers’ Management Strategies
and Students’ Disruptive Behavior", most of the studies on student's disruptive behavior
were conducted at primary or secondary levels of education. At university level, the
studies about disruptive classroom behavior are rare. So, this study was conducted at
42
university level in the specific Pakistani context. According to Fahmeed (2011) University
students are expected to possess a good degree of maturity. So, this study was conducted
at university level.
3.5 RESEARCH INSTRUMENTS USED FOR THE STUDY:
Two research tools were developed by the researcher that was used for collecting data
after validation and reliability assessment.
1. Questionnaire about the causes of disruptive classroom behavior (QCDCB)
2. Questionnaire about Behavior Modification Strategies in classroom (QBMS)
The QCDCB was administered for getting perspectives of university students and
teachers about the causes of disruptive classroom behavior. QCDCB was developed by
the researcher himself (see Annexure-A).The QBMS was administered to study the
practice of behavior modification techniques in classroom by teachers. It was also
developed by the researcher (see Annexure -B) these research tools are characterized as
following:
3.6QUESTIONNAIRE ABOUT THE CAUSES OF DISRUPTIVE CLASSROOM
BEHAVIOR (QCDCB):
The QCDCB consisted of two parts i.e. Part "A" and Part "B". The part "A" was designed for
obtaining the demographic information about the respondents of the study i.e. gender,
province, university, department etc. The part "B" was designed after reviewing the existing
related literature about the topic that was published in books, dissertations, research journals,
and online materials available at web wide world especially on the websites of different
universities of the world. Moreover, university teachers were consulted for determining the
problematic behaviors of students they have to face in university classrooms in Pakistani
context. A checklist was prepared and used for this purpose (See Annexure -C).
43
3.7 QUESTIONNAIRE FOR BEHAVIOR MODIFICATION STRATEGIES IN
CLASSROOM (QBMS):
The QBMS consisted of 32 items only in a Likert scale format. It was developed after
extensive review of the literature on "behavior modification". The QBMS also consisted of
three parts i.e. Part "A" and Part "B" and Part "C". The part "A" was designed for obtaining
the demographic information about the respondents of the study i.e. gender, province,
university, department etc. The part "B" was designed for checking the knowledge of
Pakistani university teachers about different techniques of behavior modification. Part "C"
was developed for investigating the contemporary practice of the behavior modification
techniques. After a review of the existing literature about the topic that was published in
books, dissertations, research journals and online materials available at web wide world
especially on the websites of different universities of the world, university teachers were also
consulted for determining the behavior modification strategies they adopt for changing
negative, undesirable or disruptive behaviors of the students in university classrooms
particularly in Pakistani context.
3.8 VALIDITY OF QCDCB AND QBMS:
The first version of QCDCB consisted of 45 open ended questions (See Annexure -D). It was
found that it required much time to respond during the pilot study that was conducted at
Institute of Education & Research ,university of the Punjab, Lahore in April,2013.Then the
2nd and the current version of QCDCB was developed in a five point Likert type
questionnaire format. This version consists of the 30 most frequent responses on the first
version (open-ended version).
30 experts (PhD's in general and special education) were consulted for the content validity of
the QCDCB and its format etc. Certificates by the experts for the authenticity, relevance of
44
items with the topic under study /content validity were also obtained (see Annexure -E).
A list of the experts, who were consulted, has been attached (as Annexure -F).
Only those items were selected on which 80% of the experts agreed in both the
questionnaires. Part "B" was developed in five point Likert type format. It was categorized as
strongly agree 5, agree 4, neutral/undecided 3, disagree 2, and strongly disagree 1
respectively. The QCDCB was simplified with reference to its language and content.
Maximum time required to respond to this questionnaire was 8 to 10 minutes only. The
QCDCB was piloted on a representative sample that consisted of 80 respondents (40
university teachers + 40 university students) at university of the Punjab, Lahore in 2013. The
sample for the pilot study was selected through convenient sampling and cluster sampling. In
the selected cluster 10 male and 10 female students from Natural sciences, 10 male and 10
female students from social sciences were included as respondents. 40 University teachers
were selected through convenient sampling on the basis of easily availability.
3.9 RELIABILITY OF QCDCB AND QBMS:
Reliability of QCDCB and QBMS was assessed through
calculating item total correlation and Cronbach alpha that was
considered to be the most appropriate technique as stated by
Cronbach, (1951).
Reliability
Statistics
Cronbach's Alpha Cronbach's Alpha
Based on
Standardized Items
N of
Item
s
45
.869 .867 30
Item-Total
Statistics
Scale
Mean if
Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-
Total
Correlat
ion
Squared
Multipl
e
Correlat
ion
Cronbach'
s
Alpha if
Item
Deleted
Q1 126.0563 358.854 -.003 .485 .872
Q2 126.2254 366.920 -.181 .685 .877
Q3 126.1831 353.152 .131 .595 .870
Q4 126.5211 338.453 .407 .797 .865
Q5 126.3380 336.656 .490 .607 .863
Q6 126.6479 349.231 .201 .610 .869
Q7 126.5493 343.651 .280 .753 .868
Q8 126.3239 345.051 .355 .744 .866
Q9 126.5493 333.708 .489 .864 .863
Q10 126.5493 328.851 .631 .885 .859
46
Figure: 6 Reliability assessment of the QCDCB
3.10 VALIDITY OF QBMS: To check the attitude of university teachers regarding the use
of behavior modification strategies in classroom, a questionnaire about behavior
modification strategies (QBMS) was developed in a five point Likert type questionnaire
Q11 126.0704 337.409 .555 .735 .862
Q12 126.2394 356.985 .030 .630 .873
Q13 126.3803 335.296 .477 .607 .863
Q14 126.5775 333.705 .453 .729 .863
Q15 126.6620 335.827 .449 .676 .864
Q16 126.8451 335.390 .431 .651 .864
Q17 126.1972 335.189 .558 .758 .862
Q18 126.7606 334.385 .465 .797 .863
Q19 126.3662 332.207 .591 .667 .861
Q20 126.3944 336.985 .483 .632 .863
Q21 126.5070 332.339 .529 .735 .862
Q22 126.2817 337.148 .413 .690 .864
Q23 125.9718 339.171 .524 .774 .863
Q24 126.0986 341.633 .383 .622 .865
Q25 126.2958 347.126 .238 .709 .868
Q26 126.1831 343.523 .399 .627 .865
Q27 126.2958 351.726 .134 .725 .871
Q28 126.5634 358.307 .004 .717 .874
Q29 126.4507 350.823 .143 .578 .871
Q30 126.2676 351.942 .167 .750 .869
47
format. It consists of 17 items.31 experts (PhD's in general and special education) were
consulted for the content validity of the QBMS and its format etc. Certificates by the experts
for the authenticity, relevance of items with the topic understudy /content validity were also
obtained (see appendix-D).A list of the experts who were consulted , has been attached (as appendix-
E).Only those items were selected on which 80% of the experts agreed in both the questionnaires.
The Part "B" was developed in five point Likert type format. It was categorized as Always 5 ,
frequently 4 , Occasionally 3 , Seldom 2 ,and Never 1 respectively. Maximum time required to
respond to this questionnaire was 5 to 8 minutes only. The QBMS was piloted on a representative
sample that consisted of 40 respondents (40 university teachers) at university of the Punjab, Lahore
in 2013. The sample for the pilot study was selected through convenient sampling. 40 University
teachers were selected through convenient sampling.
3.11 RELIABILITY OF QBMS:
Reliability
Statistics
Cronbach's Alpha N of
Items
.968 32
Item-Total Statistics
Scale
Mean if
Item
Deleted
Scale
Variance
if Item
Deleted
Corrected
Item-
Total
Correlatio
n
Cronbach's Alpha if
Item Deleted
Q1 73.1633 310.685 .357 .968
Q2 73.1429 307.575 .547 .967
48
Q3 73.4014 301.406 .760 .966
Q4 73.2653 303.210 .707 .967
Q5 73.0884 308.972 .612 .967
Q6 74.7415 307.398 .668 .967
Q7 74.3605 294.931 .839 .966
Q8 73.7347 299.237 .863 .966
Q9 74.5918 302.065 .736 .966
Q10 73.6735 299.673 .831 .966
Q11 74.7007 313.992 .228 .969
Q12 74.3673 297.549 .786 .966
Q13 74.6871 305.436 .734 .967
Q14 74.6871 305.134 .730 .967
Q15 74.6939 305.104 .718 .967
Q16 73.0748 300.303 .797 .966
Q17 73.9864 298.548 .878 .966
Q18 72.3673 282.974 .824 .966
Q19 71.7347 287.224 .722 .967
Q20 71.2517 304.847 .744 .967
Q21 71.3401 297.801 .567 .968
Q22 74.0544 279.161 .796 .967
Q23 74.5102 298.361 .793 .966
Q24 73.3605 297.917 .693 .966
Q25 73.1361 295.666 .812 .966
Q26 72.5170 298.279 .809 .966
49
Figure: 7 Reliability assessments of the QBMS
3.12 DATA COLLECTION STRATEGIES ADOPTED FOR THE STUDY:
Both the questionnaires along with covering letters were sent to the university teachers of the selected
universities through postal mail. From University students, data was collected through personal
contacts.
3.13 SCORING PROCEDURE
According to Fahmeed (2011) the responses of each item were counted separately. Then, the data
were converted into quantifiable numerical form. Each response was assigned a numerical value
accordingly i.e.
Strongly
Agree
Agree Neutral/U
ndecided
Disagr
ee
Strongly
Disagree
5 4 3 2 1
Figure: 8 scoring procedure
3.14 STATISTICAL PROCEDURES FOR DATA ANALYSIS:
Statistical Package for social sciences SPSS 16th version for Windows 2007 was used for the
Q27 72.3061 277.406 .855 .966
Q28 71.6803 295.520 .768 .966
Q29 74.7687 312.768 .394 .968
Q30 74.0544 276.970 .812 .967
Q31 73.9796 299.417 .843 .966
Q32 74.6259 301.537 .722 .966
50
analysis of the collected data by the administration of both the questionnaires i.e. QCDCB
and QBMS respectively. Frequency , percentage and mean scores for each response were
compared with different (12) data sets i.e. male students versus female students , teachers
versus students , mean scores of the responses of different provinces of Pakistan i.e. Punjab
,Khyber Pakhtun Khwah , Sindh , Baluchistan and Federally administered (Islamabad) areas
respectively. Moreover, the mean scores of the responses of the students studying Natural
sciences were also compared with the mean scores of the students of social sciences to make
a comparison of their perceptions about the causes of disruptive classroom behavior.
Hypotheses were tested by the application of T-test where the means of two groups were
compared to check any significant difference between the means of both the groups and
ANOVA was applied where a comparison of the mean scores of more than two groups were
to be made to check any significant difference among the mean scores of the various groups.
Mean:
Mean was calculated from the obtained score of QCDCB to determine the present level of
agreement or disagreement about the causes of disruptive classroom behavior. Mangal (2004)
as cited by Khan, (2012) defined mean as the sum of all the values of the items in a series
divided by the number of items. The formula for calculating mean is as following:
M= ∑X/N
∑ = summation of scores
N= total number of the series
As cited by Khan,(2012) the following rule was made for the interpretation of
mean scores: The score falling in between 0 to 1.49 = very low extent
1.5 to 2.49 = low extent.
2.5 to 3.49 = moderate extent
3.5 to 3.99 =High extent
51
4.00 to 5.00 =Very high extent
Independent Sample T-test:
Fraenkel (1938) state "The t-test is parametric statistical test used to see whether a difference
between the means of two samples is significant". Further he elaborates that t-test for
independent means is used to compare the mean scores of two different or independent
groups. A value produced by t-tests can be checked for the level of significance in a statistical
table.
ANOVA
According to Fraenkel (1938) "When researchers desire to find out whether there are
significant differences between the means of more than two groups, they commonly use a
technique called analysis of variance (ANOVA)”
Statistical Package for social sciences SPSS 22nd version was used for the analysis of the
collected data by the administration of both the questionnaires i.e. QCDCB and QBMS
respectively. Frequency , percentage and mean scores for each response were compared with
different (12) data sets i.e. male students versus female students , teachers versus students
,Mean scores of the responses of students of different provinces of Pakistan i.e. Punjab,
Khyber Pakhtun Khwah , Sindh , Baluchistan and Federal (Islamabad) areas respectively.
Moreover, the mean scores of the responses of the students studying Natural sciences were
also compared with the mean scores of the students of social sciences to make a comparison
of their perceptions about the causes of disruptive classroom behavior. Hypotheses were
tested by the application of T-test where the means of two groups were compared to check
any significant difference between the means of both the groups and ANOVA was applied
where a comparison of the mean scores of more than two groups were to be made to check
any significant difference among the mean scores of the various groups. Fraenkel et
al.,(1938) state "The t-test is parametric statistical test used to see whether a difference
52
between the means of two samples is significant". Further he elaborates that t- test for
independent means is used to compare the mean scores of two different or independent
groups. A value produced by t-tests can be checked for the level of significance in a statistical
table. “When researchers desire to find out whether there are significant differences between
the means of more than two groups, they commonly use a technique called analysis of
variance (ANOVA) "stated by Fraenkel, (1938).
3.15 DESIGN OF THE STUDY
This study was descriptive in nature as it was concerned with narrating the current situation
of the phenomena under investigation as stated by Sidhu (2000) and Jackson (2009).It was a
survey type research.
53
CHAPTER# 4
ANALYSIS AND PRESENTATION OF DATA
The study aimed at making a comparison of the perceptions of university teachers and
students about the causes of students’ disruptive classroom behavior. The second objective of
the study was to make a gender and province wise comparison of the perceptions of Pakistani
university students about the causes of disruptive classroom behavior. Thirdly the study was
conducted for investigating the contemporary practice of behavior modification techniques in
classroom by the university teachers. A gender wise comparison of the practice of behavior
modification techniques in classroom by the Pakistani university teachers was also an
objective of the study. It was a descriptive study. Two Likert type questionnaires named as
QCDCB and QBMS were developed, validated and administered for collecting the required
data for this study. The initial version of QCDCB consisted of 46 open ended items. (See
appendix-D).The final version of QCDCB consisted 30 items.(See Appendix-A) The QBMS
consisted of 32 items and it was also a Likert type scale. The collected data was analyzed and
tables were prepared for its presentation. Findings and conclusions of the study were reported
in a sequence. To develop a better understanding, bar graphs were prepared to show the mean
scores of the data. The data was analyzed, organized and verbally interpreted.
In this study, following comparisons have been made:
1. Province wise comparison of the perceptions of university students about the causes of
students’ disruptive behavior in classroom.
2. Gender wise comparison of the perceptions of university students about the causes of
students’ disruptive behavior in classroom.
3. Comparison of the perceptions of university students and teachers about the causes of
student's disruptive behavior in classroom.
54
4. Gender wise comparison of the practice of behavior modification techniques in classroom
by university teachers in Pakistan.
Table: 1 Detail of respondents (students)
Total Students # of male teachers # of female teachers # of male students # of female students University
72 18 19 18 17 Quid-e-Azam university, Islamabad
77 19 19 19 20 University of the Punjab, Lahore
77 19 19 19 20 Gomal University, D.I.Khan
76 19 17 20 20 University of the Karachi
77 19 18 20 20 University of Baluchistan
A description of the respondents of the study
The table 4.1 shows the number of male and female teachers a nd students who
responded the QCDCB from different universities of Pakistan.
Table: 2 Detail of respondents (University teachers)
Total Teachers # of male teachers # of female teachers University
33 16 17 Quid-e-Azam University, Islamabad
32 15 17 University of the Punjab, Lahore
35 16 19 Gomal University, D.I.Khan
24 12 12 University of the Karachi
24 12 12 University of Baluchistan
Total 188 out of 200 (94%) teachers responded the questionnaire QCDCB from
Islamabad, Punjab, KPK, Sindh and Baluchistan provinces. Total 148 out of 200 (74%)
55
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5
Irrelevant questioning to divert Teacher's Attention
university teachers gave response to the questionnaire QBMS from Islamabad, Punjab,
KPK, Sindh and Baluchistan provinces.
Figure: 9 (graphic presentation of data—Statement no.1)
The figure 9 shows that 77.77 %of male and 70.5882% of female students from Islamabad,
57.4947% of male and 60% of female students from the Punjab province,75% of male
and 60% of female students from KPK , 80% of male and 95% of female students from
Sindh , 80% of male and 95% of female students from Baluchistan agreed with the
statement that "Students ask irrelevant questions to divert teacher's attention".
56
4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
The figure: 10 (graphic presentation of data—Statement no.2)
The figure 10 shows that 77.77 % of male and 81.25% of female students from Islamabad,
5 0 % of male and 73.68% of female students from the Punjab province,75% of male and
75% of female students from KPK , 75% of male and 80% of female students from Sindh ,
75% of male and 80% of female students from Baluchistan agreed with the statement
that "Students ask irrelevant questions for enjoyment.
Figure: 11(graphic presentation of data—Statement no.3)
57
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
The Figure 11shows that 72.22 % of male and 64.71% of female students from Islamabad,
55% of male and 60% of female students from the Punjab province, 55% of male and 70% of
female students from KPK, 80% of male and 90% of female students from Sindh, 75% of
male and 90% of female students from Baluchistan agreed with the statement that "Students
ask irrelevant questions to clear their confusions".
The Figure: 12(graphic presentation of data—Statement no.4)
The Figure 12 shows that 62.5 % of male and 52.9412% of female students from Islamabad,
63.1579% of male and 63.1579% of female students from KPK, 94.1177% of male and 85%
of female students from Sindh, 94.1177% of male and 85% of female students from
Baluchistan agreed with the statement that Student's rude behavior indicates some
psychological problem." Moreover, 60% of male and 50% of female students from the
Punjab province disagreed with the statement.
58
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5
5 4.5 4
3.5 3
2.5
The figure: 13(graphic presentation of data—Statement no.5)
The figure 13 reveals that 50% of male and 52.94% of female students from Islamabad, 85%
of male and 75% of female students from Punjab, 57.90% of male and 55% of female
students from KPK, 88.24% of male and 95% of female students from Sindh, 82.35% of
male and 95% of female students from Baluchistan agreed with the statement that "Student's
rude behavior indicates superiority-complex."
Figure: 14(graphic presentation of data—Statement no.6)
59
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
Figure 14 shows that 76.47% of male and 70.59% of female students from Islamabad, 65%
of male and 60% of female students from the Punjab province, 65% of male and 75% of
female students from KPK, 88.24% of male and 88.24% of female students from Sindh,
70% of male and 70% of female students from Baluchistan agreed with the statement that
"Students show aggressive behavior as a result of other’s misbehaviors".
The figure: 15(graphic presentation of data—Statement no.7
The figure 15 shows that 72.22% of male and 75% of female students from Islamabad,
78.95% of male and 90% of female students from the Punjab province, 55% of male and
50% of female students from KPK, 75% of male and 75% of female students from Sindh,
75% of male and 65% of female students from Baluchistan agreed with the statement that
"Students show aggressive behavior when there is a hurdle in their needs”. The figure 4.8
shows that 61.11% of male and 64.7059% of female students from Islamabad, 63.1579% of
male and 60% of female students from the Punjab province,65% of male and 60% of female
students from KPK , 65% of male and 85% of female students from Sindh , 60% of male
and 85% of female students from Baluchistan agreed with the statement that "Students
60
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
become hostile because of competition in class.
The figure: 16(graphic presentation of data—Statement no.8)
It is clear from the figure 16 that 61.11% of male and 70.5882% of female
students from Islamabad, 60% of male and 90% of female students from the
Punjab province, 75% of male and 85% of female students from KPK , 75%
of male and 85% of female students from Sindh , 65% of male and 85% of
female students from Baluchistan agreed with the statement that "Students
indulge in gossip during the class because of the teacher’s weakness".
61
Figure: 17(graphic presentation of data—Statement no.9)
The Figure 17 reveals that 66.66% of male students from Islamabad, 70% of male and 65% of
female students from the Punjab province, 61.11% of male and 55% of female students from
KPK, 65% of male and 90% of female students from Sindh, 55% of male and 80% of female
students from Baluchistan agreed with the statement that " Students who obtain less marks are
jealous for the students who secure high marks" While, 64.7059% of female students from
Islamabad disagreed with the above statement.
4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
62
The figure: 18(graphic presentation of data—Statement no.10)
The figure 18 shows that 61.11% of male students from Islamabad, 75% of male and 75% of
female students from the Punjab province, 55% of male and 65% of female students from
KPK, 60% of male and 75% of female students from Sindh, 70.59% of male and 75% of
female students from Baluchistan agreed with the statement that " Students try to be
prominent to become good in others eyes". Moreover, 70.5882% of female students from
Islamabad disagreed with the above statement".
6
5
4
3
2
1
0
63
Figure: 19 (graphic presentation of data—Statement no.11)
It is clear from the figure 19 that 61.11% of male and 82.35% of female students from
Islamabad ,65% of male and 63.158% of female students from the Punjab province ,60% of
male and 65% of female students from KPK , 50% of male and 70% of female students from
Sindh , 76.4706% of male and 70% of female students from Baluchistan agreed with the
statement that "Student ask personal question from their teachers because they want to know
about their personal life and family background ".
Figure: 20(graphic presentation of data—Statement no.12)
4.5 4
3.5 3
2.5 2
1.5 1
4.5 4
3.5 3
2.5 2
1.5 1
0 5
64
It is clear from the figure 20 that 83.33% of male and 75% of female students from
Islamabad, 70% of male and 80% of female students from the Punjab province, 73.68%
of male and 75% of female students from KPK, 65% of male and 90% of female
students from Sindh, 65% of male and 90% of female students from Baluchistan agreed
with the statement that "Students make hooting for fun and enjoyment".
Figure: 21(graphic presentation of data—Statement no.13)
It is clear from the figure 21 that 72.22% of male and 93.75% of female students from
Islamabad, 65% of male and 70% of female students from the Punjab province, 75% of
male and 65% of female students from KPK, 65% of male and 85% of female students from
Sindh, 65% of male and 85% of female students from Baluchistan agreed with the statement
that " Students submit their assignments late due to their laziness".
3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3
2.9 2.8
65
Figure: 22 (graphic presentation of data—Statement no.14)
It is clear from the figure 22 that 72.22% of male and 62.5% of female students from
Islamabad remained neutral about the statement that “Students become quarrelsome because
of their social environment". Whereas ,50% of male and 55% of female students from the
Punjab province ,70% of male and 70% of female students from KPK , 75% of male and 90%
of female students from Sindh , 70% of male and 90% of female students from Baluchistan
agreed with the statement.
Figure: 23 (graphic presentation of data—Statement no.15)
5 4.5 4
3.5 3
2.5 2
1.5 1
0 5
4.5 4
3.5 3
2.5 2
1.5 1
0.5
66
It is clear from the figure 23 that 66.66% of male students from Islamabad, 65% of male and
80% of female students from the Punjab province, 55% of male and 70% of female students
from KPK, 75% of male and 90% of female students from Sindh, 70% of male and 90% of
female students from Baluchistan agreed with the statement agreed with the statement that "
Students arrive late in the class room (particularly in 1st period) because of late rising" While,
56.25% of female students from Islamabad remained neutral/undecided about the statement.
The figure 24reveals that, 70% of male and 80% of female students from the Punjab
province, 65% of male and 65% of female students from KPK, 60% of male and 95% of
female students from Sindh, 60% of male and 85% of female students from Baluchistan
agreed with the statement agreed with the statement that “Students arrive late in the class
room due to their carelessness”. While,44 .44% of male and 47.06 of female students from
Islamabad remained neutral/undecided about the statement.
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
67
Figure: 25 (graphic presentation of data—Statement no.17
The figure 25 makes it clear that 77.77% of male and 52.94% of female students from
Islamabad, 80% of male and 70% of female students from the Punjab province, 75% of
male and 75% of female students from KPK, 60% of male and 85% of female students from
Sindh, 70% of male and 85% of female students from Baluchistan agreed with the statement
that " Students make fun if they note some strange habit in a teacher.
Figure: 26 (graphic presentation of data—Statement no.18
The figure 26 makes it clear that 88.24% of male and 76.4706% of female students from
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5
5 4.5 4
3.5 3
2.5 2
1.
68
Islamabad, 70% of male and 75% of female students from the Punjab province, 85% of male
and 90% of female students from KPK, 55% of male and 65% of female students from
Sindh , 60% of male and 70% of female students from Baluchistan agreed with the statement
that " Students use cell phones in the class room for time-pass."
Figure: 27 (graphic presentation of data—Statement no.19)
The figure 27 makes it clear that 88.88% of male and 75% of female students from
Islamabad, 70% of male and 75% of female students from the Punjab province, 90% of male
and 90% of female students from KPK, 65% of male and 65% of female students from
Sindh, 65% of male and 75% of female students from Baluchistan agreed with the statement
that "Students sleep in class room due to lack of interest in lecture"
4.1 4
3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2
69
Figure: 28(graphic presentation of data—Statement no.20)
The figure 281 makes it clear that 61.11% of male and 52.94% of female students from
Islamabad, 60% of male and 80% of female students from the Punjab province, 85% of
male and 80% of female students from KPK, 60% of male and 75% of female students from
Sindh, 65% of male and 90% of female students from Baluchistan agreed with the statement
that "Students sleep in classroom if a teacher does not involve all the students in the lesson".
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
70
Figure: 29(graphic presentation of data—Statement no.21)
The figure 29 shows that 66.67% of male and 58.83% of female students from Islamabad,
60% of male and 75% of female students from the Punjab province, 80% of male and 85% of
female students from KPK, 70% of male and 95% of female students from Sindh, 70% of
male and 90% of female students from Baluchistan agreed with the statement that "Students
tap/click pencils because of anxiety".
Figure: 30(graphic presentation of data—Statement No.22)
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
71
The figure 30 shows that 72.22% of male and 76.4706% of female students from
Islamabad, 70% of male and 65% of female students from the Punjab province, 80% of male
and 70% of female students from KPK, 65% of male and 90% of female students from
Sindh, 80% of male and 85% of female students from Baluchistan agreed with the statement
that "Students exhibit disruptive behavior when they are tired."
Figure: 31 (graphic presentation of data—Statement No.23
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
72
The Figure 31 shows that 58.8235% of male and 52.941% of female students from
Islamabad, 70% of male and 75% of female students from the Punjab province, 70% of male
and 75% of female students from KPK, 70% of male and 80% of female students from Sindh,
80% of male and 75% of female students from Baluchistan agreed with the statement that
"Students exhibit disruptive behavior if the temperature of the classroom is very high or very
low."
Figure: 32 (graphic presentation of data—Statement No.24
The Figure 32 shows that 64.7059% of male and 70.5882% of female students from
Islamabad, 60% of male and 50% of female students from the Punjab province, 75% of male
and 60% of female students from KPK, 80% of male and 80% of female students from Sindh,
80% of male and 95% of female students from Baluchistan agreed with the statement that"
Students exhibit disruptive behavior if their seats are not comfortable."
5 4.5 4
3.5 3
2.5 2
1.5 1
0 5
73
Figure: 33(graphic presentation of data—Statement No.25)
The Figure 33shows that 82.3529% of male and 64.7059% of female students from
Islamabad, 55% of male and 75% of female students from the Punjab province, 80% of male
and 80% of female students from KPK, 65% of male and 80% of female students from Sindh,
70% of male and 75% of female students from Baluchistan agreed with the statement that"
Students exhibit disruptive behavior if a teacher does not communicate the expectations for
appropriate classroom behavior."
4.4
4.2
4
3.8
3.6
3.4
3.2
3
74
Figure: 34(graphic presentation of data—Statement No.26
The Figure 34 shows that 83.33% of male and 76.4706% of female students from Islamabad,
60% of male and 70% of female students from the Punjab province, 85% of male and 85%
of female students from KPK, 80% of male and 80% of female students from Sindh, 70% of
male and 75% of female students from Baluchistan agreed with the statement that " Students
exhibit more disruptive behavior in larger class size."
Figure: 35(graphic presentation of data—Statement No.27)
5 4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
4.4 4.3 4.2 4.1 4
3.9 3.8 3.7 3 6
75
The Figure 35 shows that 72.2222% of male and 70.5882% of female students from
Islamabad, 70% of male and 80% of female students from the Punjab province, 75% of male
and 80% of female students from KPK, 65% of male and 85% of female students from
Sindh, 70% of male and 90% of female students from Baluchistan agreed with the statement
that "Students exhibit more disruptive behavior if the class consists of diverse population
(students from different cultures)."
Figure: 36(graphic presentation of data—Statement No.28)
The Figure 36 shows that 61.11% of male and 58.8235% of female students from
Islamabad ,50% of male and 65% of female students from the Punjab province ,65% of
male and 65% of female students from KPK , 75% of male and 80% of female students
from Sindh , 70% of male and 75% of female students from Baluchistan agreed with
the statement that" There are different types of students’ disruptive behaviors in
different provinces of Pakistan.
4.5 4
3.5 3
2.5 2
1.5 1
0.5 0
76
THE FINDINGS OF THE STUDY:
The findings of the study are noteworthy and interesting.
No significant difference was found between male and
female students about the causes of disruptive
classroom behavior.
In Pakistani universities, 70.4% of the male and 71.4%
of female teachers occasionally apply some scientific
technique for changing their student's undesirable and
disruptive behavior.
57.8% of male and 61% of female teachers seldom use a
seating chart to reduce chatting among students.
54.9% of male whereas 58.4% of female teachers
frequently tell the students their expectations about
appropriate classroom behavior.
60.6% of male and 61% female teachers always use
different teaching methods to maintain student's interest
in the lesson.
71.8% of male and 61.04% female teachers always
reward student's desirable classroom behaviors.
76.62% of male and 74% female teachers use negative
reinforcement when a student exhibits disruptive
behavior.
69% of male and 74% female teachers do not reward the
student's undesirable behaviors.
77
67.6% of male and 74% female teachers never ignore the
student's disruptive behavior.
71.8% of male and 77.9% female teachers occasionally
ask the disruptive student to leave the class.
64.8% of male and 67.5% female teachers occasionally
ask the disruptive student to meet him/her after the
class.
73.24% of male and 74% female teachers occasionally
plan a small activity in the latter half of the class to
reduce restlessness among students.
40.8% of male and 37.7% female teachers occasionally
teach desirable behaviors to their students by
"modeling".
46.5% of male and 50.6% female teachers always pay
special attention towards the seating arrangement of the
classroom.
84.4% of male and 89.6% female teachers never use
"systematic desensitization" in classroom.
70.4% of male and 74% female teachers never use
"Overcorrection" in classroom.
57.7% of male and 61% female teachers seldom use
"shaping" for teaching appropriate behaviors to their
students.
78.8% of male and 81.8% female teachers never use
"Assertiveness training" in classroom.
78
The perceptions of university teachers about the causes of classroom disruptive
behavior.
155 university teachers out of 188 (82.4468%) agreed
with the statement that "Students ask irrelevant questions to
divert teachers’ attention" with mean score 4.1390.
150 university teachers out of 188 (79.7872%) agreed
with the statement that "students ask irrelevant questions for
enjoyment."
137 out of 188 (72.8723%) university teachers in
Pakistan agreed with the statement that "Students ask
irrelevant questions to clear their confusions."
110 teachers out of 188 (58.5106%) agreed with the
statement that "Students’ rude behavior indicates some
psychological problem."
112 out of 188 (59.5745%) university teachers agreed
with the statement that "Students’ rude behavior indicates
superiority-complex.
127 university teachers out of 188 (67.5532%) agreed
with the statement that "Students show aggressive behavior as
a result of other’s misbehaviors".
108 out of 188 (57.4468%) university teachers agreed
with the statement that "Students show aggressive behavior
when there is a hurdle in their needs.
128 out of 188 (68.085%) university teachers agreed
79
with the statement that "Students become hostile because of
competition in class".
163 university teachers out of 188 (86.7021%) agreed
with the statement that "Students indulge in gossip during the
class because of the teacher’s weakness".
127 out of 188 (67.5532%) university teachers agreed
with the statement that Students who obtain less marks are
jealous for the students who secure high marks."
134 university teachers out of 188 (71.2766%) agreed
with the statement that "Students try to be prominent to
become good in others eyes".
116 out of 188 (61.702%) university teachers agreed
with the statement that "Student ask personal question from
their teachers because they want to know about their personal
life and family background".
144 university teachers out of 188 (76.5957%) agreed
with the statement that "Students make hooting for fun and
enjoyment".
137 out of 188 (72.8723%) university teachers agreed
with the statement that "Students submit their assignments late
due to their laziness".
130 university teachers out of 188 (69.1489%) agreed
with the statement that "Students become quarrelsome because
of their social environment".
148 out of 188 (78.7234%) teachers agreed with the
80
statement that "Students arrive late in the class
room(particularly in 1st period) because of late rising"
149 university teachers out of 188(79.2553%) agreed
with the statement that Students arrive late in the class room
due to their carelessness
141 out of 188 (75%) university teachers agreed with the
statement that "Students make fun if they note some strange
habit in a teacher".
142 university teachers out of 188 (75.5319%) agreed
with the statement that "Students belonging to rich political
families do not respect their teachers".
125 out of 188 (66.4894%) university teachers agreed
with the statement that "Students do over-acting to hide their
inferiority-complex".
115 university teachers out of 188 (61.1702%) agreed
with the statement that Student show ethnocentric behavior
because of their family background"
140 out of 188 (74.4680%) teachers agreed with the
statement that "Students use cell phones in the class room for
time-pass".
144 university teachers out of 188(76.5957%) agreed
with the statement that "Students sleep in class room due to
lack of interest in lecture".
149 out of 188 (79.2553%) agreed with the statement
that "Students sleep in classroom if a teacher does not involve
81
all the students in the lesson".
153 teachers out of 188 (81.3830%) agreed with the
statement that "students tap/click pencils because of anxiety".
137 out of 188 (72.8723%) teachers agreed with the
statement that "Students shake knees because of anxiety".
138 university teachers out of 188 (73.4043%) agreed
with the statement that "Students exhibit disruptive behavior
when they are tired".
142 out of 188 (75.5319%) university teachers agreed
with the statement that "Students exhibit disruptive behavior if
the temperature of classroom is very high or very low".
119 university teachers out of 188(63.2979%) agreed
with the statement that "Students exhibit disruptive behavior if
their seats are not comfortable".
129 out of 188 (68.6170%) agreed with the statement
that "Students with hearing or vision problems exhibit more
disruptive behavior than those with normal eye-sight or
hearing ability".
137 teachers out of 188 (72.8723%) agreed with the
statement that "Less mature students exhibit more disruptive
behavior than the mature ones."
148 out of 188 (78.7234%) university teachers agreed
with the statement that "Students exhibit disruptive behavior if
a teacher does not communicate the expectations for
appropriate classroom behavior."
82
n
146 university teachers out of 188 (77.6596%) agreed
with the statement that "Students exhibit more disruptive
behavior in larger class size".
150 out of 188 (79.7872%) teachers agreed with the statement that
"Students exhibit more disruptive behavior if the class consists of diverse
population /students from different cultures".
147 university teachers out of 188 (78.1915%) agreed with the statement
that "There are different types of student's disruptive behaviors in different
provinces of Pakistan."
In Pakistani universities, 83.1% male and 77.9% female teachers have a
detailed knowledge of "Positive reinforcement".80.2% male and 81.8%
female university teachers in Pakistan know the technique of "Negative
Reinforcement" in detail.56.3% male and 57.1% female teachers in Pakistani
universities possess the detailed knowledge of "Extinction or ignore
technique". 70.1% male and 636% female university teachers in Pakistan
know the "Modeling" technique with its details. 84.5% male and 80.5%
female teachers know about the technique of "Punishment" in detail.88.7%
male and 85.7% female university teachers in Pakistan do not know about
"Systematic desensitization technique".60.6% male and 67.5% female
teachers in Pakistani universities do not know about "Over-correction
technique". About "Time-Out" technique, 57.8% male and 58.4% female
university teachers have a little knowledge but they do not know the details
of this technique.88.7% male and 66.2% female teachers do not know about
the "Response- cost" technique.53.3% male and 66.2% female teachers have
a little knowledge of the "Shaping" technique.88.7% male and 79.2% female
83
teachers do not know about "Assertiveness- Training(AT) technique.77.5%
male and 46.8% female teachers do not know about the technique of "Token-
economy".
84
CHAPTER-5
SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS & DISCUSSION
Summary
The purposes of this research were to get perceptions of the university teachers and students
about the causes of student’s disruptive behavior.A multi-dimensional comparison of the
perceptions of university students and teachers about the causes of disruptive classroom
behavior and to get knowledge of the behavior modification strategies used by the university
teachers in Pakistan. There are different types of student's disruptive behaviors. Every type of
disruptive behavior has a specific underlying cause. To pursue this goal , after reviewing the
related literature university teachers were consulted to develop a questionnaire for university
students about Causes of disruptive Classroom behavior(QCDCB) and a questionnaire for
university teachers about the behavior modification strategies in classroom(QBMS)
.Both the questionnaires were validated through expert opinion and pilot study at IER,P.U.,
Lahore ,and after the reliability assessment by Cronbach alpha, they were distributed among
200 university students studying at M.A/M.SC level and 200 university teachers in five
public sector universities of Pakistan i.e. Gomal university ,D.I.Khan ,University of the
Punjab ,Lahore , University of Baluchistan, Quetta ,Sindh University, Karachi and Quaid-e-
Azam University, Islamabad respectively.168 out of 200 university students with a response
rate of 84% and 188 teachers out of 200 (94%) returned the questionnaire(QCDCB) after
filling it. The collected data from these Questionnaires was tabulated and verbally
described thereafter. Conclusions were drawn and recommendations were made. Overall
response rate of university teachers on QBMS was 74% as 148 out of 200 returned it with
their response. University teachers and students in Pakistan think differently about the causes
of disruptive classroom behavior. It was concluded that both male and female students in
Pakistan think in a same way about the causes of disruptive classroom behavior. Students of
85
male and female genders from all over the country (Pakistan) think about the causes of
disruptive classroom behavior in a same way. It was also concluded that the practice of
behavior modification techniques in classroom by male and female teachers is the same.
Recommendations were made for the Higher Education Commission (HEC) of Pakistan, the
Directorates of staff development and the teacher's training institutes of the country in the
light of the findings of this study.
5.1 RESULTS OF THE STUDY
A summary of the comparison results
In this study, following comparisons have been made:
Comparison of the perceptions of university students and teachers about the causes of
student's disruptive behavior in classroom.
Table: 3 Results of the study
Group N Mean S.D df α t-tabulated t-calculated P
Teachers 30 3.789 0.204 58 0.05 1.671 3.2933 0.00782
Students 30 3.636 0.186 58 1.699
Male students 30 3.815 0.3890
Female students 30 3.805 0.4034 0.1994 0.421046
Male teachers 71 2.550 1.2900 58
Female teachers 77 2.672 1.5800 1.671 3.2933 0.00782
Hypothesis #1
H01: There is no significant difference between the perceptions of teachers and students
about the causes of students’ disruptive behavior.
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H1: There is significant difference between the perceptions of teachers and
students about the causes of students’ disruptive behavior.
The table 4.35 indicates that the t-Calculated value 3.293262 was greater than the t-
tabulated 1.671 so we reject H0 and accept H1 and conclude that there was significant
difference between the perceptions of university teachers and students about the causes of
disruptive classroom behavior. There was a significant difference in the mean scores of
university teachers (M=3.7893, SD=0.20357) and university students (M=3.63673,
SD=0.18611) conditions; t(3.293262)=, p = 0.00782 on QCDCB . The generated value of
t-test 3.293262 is greater than the alpha level 0.05 that rejects the null hypothesis that there
is significant difference between the perceptions of teachers and students about the causes of
student’s disruptive behavior. So, the alternative hypothesis that there is significant
difference between the perceptions of university teachers and students about the causes of
student’s disruptive behavior" is hereby accepted as the T-value is 3.293262. The p-value is
0.000782.The result is significant at p 0.05."These results suggest that University teachers
and students in Pakistan think differently about the causes of disruptive classroom
behavior."
Gender wise comparison of the perceptions of university students about the causes of
students’ disruptive behavior in classroom.
Hypothesis#2:
H02: There is no significant difference between the perceptions of male and female students
about the causes of students’ disruptive behavior.
H1: There is significant difference between the perceptions of male and female students
about the causes of students’ disruptive behavior.
To test the hypothesis, an independent sample t-test was applied to
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compare the means of both the groups:
Group A: Male students of Pakistan
Group B: Female students of Pakistan
An independent-samples t-test was conducted to compare the perceptions male and female
university students about the causes of disruptive classroom behavior
Result 2: The table 4.35 indicates that the t-Calculated value 0.199392 was smaller than
the t-tabulated 1.699 so we accept H0 and conclude that there was no significant difference
between the perceptions of male and female students about the causes of student’s
disruptive behavior. There was not a significant difference in the mean scores of male
students (M=3.81451, SD=0.38561) and female students (M=3.80543, SD=0.40335)
conditions; t (0.199392) =, p = 0.421046 on QCDCB. The generated value of t-test
0.199392 is greater than the alpha level 0.05 that proves the hypothesis that there is no
significant difference between the perceptions of male and female students about the
causes of student’s disruptive behavior. So, H0 is hereby proved to be true and accepted as
the T-value is 0.199392. The p-value is 0.421046 .The result is not significant at
p 0.05."These results suggest that both male and female students in Pakistan think in a
same way about the causes of disruptive classroom behavior."
Gender wise comparison of the practice of behavior modification techniques in
classroom by university teachers in Pakistan.
Hypothesis#3
H0: There is no significant difference between the attitude of male and female teachers
regarding the use of behavior modification techniques in classroom.
H1: There is significant difference between the attitude of male and female teachers
regarding the use of behavior modification techniques in classroom
The table 4.35 indicates that the t-Calculated value 0.21571 was smaller than the t-tabulated
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1.658 so we accept H0 and conclude that there was no significant difference between the
practice of behavior modification techniques in classroom by male and female university
teachers in Pakistan.
There was a not a significant difference in the mean scores of male university teachers
(M=2.55037,S D=1.28805) and female university teachers (M=2.67178,SD=1.57488)
conditions; t-calculated=(0.21571), p = 0.415726 .The generated value of t-test (0.21571) is
smaller than the alpha level 0.05 that accepts the null hypothesis and conclude that there is
no significant difference between the practice of behavior modification techniques in
classroom by male and female university teachers in Pakistan T-value is 0.21571. The p-
value is 0.415726. The result is not significant at p 0.05."These results suggest that
practices o f b e h a v i o r modification techniques in classroom by both male and female
university teachers are same in Pakistan. The findings of this study indicate that the university
teachers need to be trained about how to better change the students’ disruptive behaviors in a
classroom.
Province wise comparison of the perceptions of university students about the causes of
student's disruptive behavior in classroom.
Hypothesis#4
H03: There is no significant difference among the perceptions of the students of different
provinces of Pakistan about the causes of student’s disruptive behavior.
H1: There is significant difference among the perceptions of the students of
different provinces of Pakistan about the causes of student’s disruptive
behavior.
A one-way between subjects ANOVA was used to compare the perceptions of male and
female students about disruptive classroom behavior" from Islamabad, Punjab, KPK, Sindh
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and Baluchistan areas.”
To check the hypothesis #5, ANOVA was applied to compare the
means of 10 groups:
Group A: Male students from Islamabad
Group B: Female students from Islamabad
Group C: Male students from Punjab
Group D: Female students from Punjab
Group E: Male students from KPK
Group F: Female students from KPK
Group G: Male students from Sindh
Group H: Female students from Sindh
Group I: Male students from Baluchistan
Group J: Female students from Baluchistan
Source of
variation
Sum of
squares
Mean squares df F Sig
Between 12.06 9 1.340 11.32 .0001
groups
Within groups
9 290 0.1184
90
total 1.340
299
Table: 4 ANOVA: Results
The probability of this result, assuming the null hypothesis, is less
than .0001 and H0: is hereby accepted in the light of above analysis.
OR
"There is no significant difference among the perceptions of the students of
different provinces of Pakistan about the causes of students’ disruptive
behavior. “So, it is proved that both male and female students from all over
the country (Pakistan) think about the causes of disruptive classroom
behavior in a same way.
DISCUSSION
The scholar did his specialization in ‘‘Educational Psychology’’ in 2005 from the Institute of
Education & Research, University of the Punjab, Lahore. He was interested in different
behaviors of students and teachers. So, he selected the ‘‘students’ disruptive classroom
behavior’’ for his doctoral studies. It was a worldwide burning issue in the universities of the
world. Yu-Nan Su (2013) states that Students’ disruptive behavior is a burning issue in
university classrooms of Taiwan and the focus of the latest studies is on minimizing the
classroom disruption in universities. Bartler (2009) highlighted the need for conducting
research on disruptive behavior in universities. According to Butler (2003) and Whiteneck
(2005) prevention and intervention strategies should be used for improving the students’
classroom behavior. The scholar was interested in exploring the root causes of disruptive
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classroom behavior. So, he started discussions with the faculty members at Gomal
University, D.I.Khan and started reviewing the online literature. He conducted interviews of
university students and teachers and developed an open-ended questionnaire that was the
initial version of the Questionnaire about the Causes of Disruptive Classroom Behavior
(QCDCB Annexure-D). Then, the researcher converted this instrument into a Five Point
Likert Scale which consisted on 43 items. This instrument was used for collecting data for the
pilot study which was conducted at the Institute of Education & Research, University of the
Punjab, Lahore in 2011. The instrument was validated by consulting 30 experts of education
(see the list of experts consulted for the validation of QCDCB and QBMS Annexure-G). The
final versions of these questionnaires were prepared (See Annexure-A & B).The QCDCB
includes 30 items. Each item of the questionnaire is being discussed along with the relevant
literature as following:
According to Nguyet, (2007) and Mishra, (1991) irrelevant questioning is considered to be a
disruptive classroom behavior. According to Kottler, (2008) rudeness is symptom of some
underlying psychological disorder. Dallar, (2009) students’ rude behavior may be caused by
some financial difficulty or broken relationship. According to Larry, (2008) aggressive
behavior occurs when a student suffers from some sort of frustration. According to Anne,
(2010) being engaged in side-conversations is a form of disruptive behavior. According to
Sorcinelli, (1990) sleeping in classroom is ‘‘Disruptive’’. According to Scott, (2009) if a
student repeatedly taps or clicks a pencil, his behavior is more likely to be ‘‘Disruptive’’.
According to the Behavior Modification Module of UNESCO, (2000) the high achiever
students may suffer from superiority complex and the low achievers suffer from inferiority
complex. The researcher was interested in exploring the causes of student's disruptive
behavior generally in university environment and particularly in classroom settings. Due to
limited time and financial constraints, this study was focused on "disruptive classroom
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behavior of the students". The other purpose of this study was to get an understanding of the
contemporary practice of behavior modification techniques by the Pakistani university
teachers. The researcher was also interested in checking the knowledge and information
that Pakistani university teachers have about different techniques for changing human
behavior. A large amount of literature is found in the disciplines of "Psychology",
"Psychiatry" and "special education" about "Behavior modification"," Behavior change" and
"Behavior management" etc. It was found that a majority of university teachers in Pakistan is
familiar with the terms and techniques of Positive reinforcement, negative reinforcement, and
extinction or ignore technique, modeling, punishment, time-out and shaping. A few
university teachers in Pakistan know about the terms "systematic desensitization",
"Overcorrection", "Shaping", "Token economies", Response cost" and "Assertiveness
Training". So, there is a weak tendency towards the use of these techniques in classroom.
Actually, the above mentioned techniques are widely used in the fields of applied
psychology, clinical psychology, psychiatry and special education. There is a need to get
benefit from these disciplines by researching about the contemporary techniques of behavior
change and their application in the settings of general education. Robert, (2008) conducted an
exploratory study for determining the nature and the underlying causes of adult students’
disruptive classroom behavior. Moreover, he tried to develop the prevention, and intervention
strategies for the management of disruptive classroom behavior. He conducted a survey on
pre-service adult educators at a college in New York State to explore their opinions and
experiences about classroom disruption. He emphasized on the need to identify effective
prevention and intervention strategies for dealing with students’ disruptive behavior in
university classrooms. Paula Rivas, (2009) conducted a study in the United Kingdom (UK),
and presented her research work at the British Educational Research Association Annual
Conference held at the University of Manchester in which she indicated the dying need of
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conducting research on students’ disruptive behaviors at higher education level. She
conducted her study for exploring the causes of students’ disruptive classroom behavior in
university classrooms in the British context. Now, this study is conducted in Pakistani
context. According to Latif, (2016) Physical environment of the classroom, communication
gaps between teachers and students, ineffective teaching method, students’ health issues like
Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD),
Conduct Disorder (CD) and the Psychological environment of the classroom are the
prominent causes of students’ disruptive behavior in classroom. Latif, (2016) concluded that
there is a consensus among university teachers and students about the causes of disruptive
classroom behavior as larger class size, seeking attention from instructors, teachers’ injustice
, a strong wish for gaining power in class, ineffective teaching, students’ psychological issues
and the style in which a teacher manages the classroom. The present research highlighted the
similarities and differences among university students and teachers about the causes of
disruptive classroom behavior. The similarities and differences between the perception of
university teachers and students were as following:
155 university teachers out of 188 (82.4468%) and 77.77 % of male and 70.5882% of female
students from Islamabad, 57.4947% of male and 60% of female students from the Punjab
province, 75% of male and 60% of female students from KPK, 80% of male and 95% of
female students from Sindh, 80% of male and 95% of female students from Baluchistan
agreed with the statement that "Students ask irrelevant questions to divert teacher's attention".
150 university teachers out of 188 (79.7872%) and 77.77 % of male and 81.25% of female
students from Islamabad, 50% of male and 73.68% of female students from the Punjab
province, 75% of male and 75% of female students from KPK, 75% of male and 80% of
female students from Sindh, 75% of male and 80% of female students from Baluchistan
agreed with the statement that "Students ask irrelevant questions for enjoyment."
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137 out of 188 (72.87%) university teachers in Pakistan and 72.22 % of male and 64.71% of
female students from Islamabad, 55% of male and 60% of female students from the Punjab
province, 55% of male and 70% of female students from KPK, 80% of male and 90% of
female students from Sindh, 75% of male and 90% of female students from Baluchistan
agreed with the statement that "Students ask irrelevant questions to clear their confusions".
110 teachers out of 188 (58.5106%) and 62.5 % of male and 52.9412% of female students
from Islamabad , 63.1579% of male and 63.1579% of female students from KPK , 94.1177%
of male and 85% of female students from Sindh , 94.1177% of male and 85% of female
students from Baluchistan agreed with the statement that "Student's rude behavior indicates
some psychological problem." Moreover, 60% of male and 50% of female students from the
Punjab province disagreed with the statement.
112 out of 188 (59.5745%) university teachers and 50% of male and 52.94% of female
students from Islamabad, 85% of male and 75% of female students from Punjab, 57.90% of
male and 55% of female students from KPK, 88.24% of male and 95% of female students
from Sindh , 82.35% of male and 95% of female students from Baluchistan agreed with the
statement that Student's rude behavior indicates superiority-complex."
127 university teachers out of 188 (67.5532%) and 76.47% of male and 70.59% of female
students from Islamabad, 65% of male and 60% of female students from the Punjab
province, 65% of male and 75% of female students from KPK, 88.24% of male and 88.24%
of female students from Sindh , 70% of male and 70% of female students from Baluchistan
agreed with the statement that "Students show aggressive behavior as a result of other’s
misbehaviors".
108 out of 188 (57.4468%) university teachers and 72.22% of male and 75% of female
students from Islamabad, 78.95% of male and 90% of female students from the Punjab
province, 55% of male and 50% of female students from KPK, 75% of male and 75% of
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female students from Sindh, 75% of male and 65% of female students from Baluchistan
agreed with the statement that "Students show aggressive behavior when there is a hurdle in
their needs".
128 out of 188 (68.085%) university teachers and 61.11% of male and 64.7059% of female
students from Islamabad, 63.1579% of male and 60% of female students from the Punjab
province, 65% of male and 60% of female students from KPK, 65% of male and 85% of
female students from Sindh, 60% of male and 85% of female students from Baluchistan
agreed with the statement that "Students become hostile because of competition in class."
163 university teachers out of 188 (86.7021%) and 61.11% of male and 70.5882% of female
students from Islamabad, 60% of male and 90% of female students from the Punjab province,
75% of male and 85% of female students from KPK, 75% of male and 85% of female
students from Sindh, 65% of male and 85% of female students from Baluchistan agreed with
the statement that "Students indulge in gossip during the class because of the teacher’s
weakness".
127 out of 188 (67.5532%) university teachers and 66.66% of male students from Islamabad,
70% of male and 65% of female students from the Punjab province, 61.11% of male and 55%
of female students from KPK, 65% of male and 90% of female students from Sindh, 55% of
male and 80% of female students from Baluchistan agreed with the statement that " Students
who obtain less marks are jealous for the students who secure high marks". While, 64.7059%
of female students from Islamabad disagreed with the above statement.
134 university teachers out of 188 (71.2766%) and 61.11% of male students from Islamabad,
75% of male and 75% of female students from the Punjab province, 55% of male and 65% of
female students from KPK, 60% of male and 75% of female students from Sindh, 70.59% of
male and 75% of female students from Baluchistan agreed with the statement that " Students
try to be prominent to become good in others eyes". Moreover, 70.5882% of female students
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from Islamabad disagreed with the above statement.
116 out of 188 (61.702%) university teachers and 61.11% of male and 82.35% of female
students from Islamabad ,65% of male and 63.158% of female students from the Punjab
province ,60% of male and 65% of female students from KPK , 50% of male and 70% of
female students from Sindh , 76.4706% of male and 70% of female students from
Baluchistan agreed with the statement that "Student ask personal question from their teachers
because they want to know about their personal life and family background ".
144 university teachers out of 188 (76.5957%) and 83.33% of male and 75% of female
students from Islamabad, 70% of male and 80% of female students from the Punjab province,
73.68% of male and 75% of female students from KPK, 65% of male and 90% of female
students from Sindh , 65% of male and 90% of female students from Baluchistan agreed with
the statement that "Students make hooting for fun and enjoyment".
137 out of 188 (72.8723%) university teachers and 72.22% of male and 93.75% of female
students from Islamabad, 65% of male and 70% of female students from the Punjab province,
75% of male and 65% of female students from KPK, 65% of male and 85% of female
students from Sindh, 65% of male and 85% of female students from Baluchistan agreed with
the statement that " Students submit their assignments late due to their laziness".
130 university teachers out of 188 (69.1489%) and 72.22% of male and 62.5% of female
students from Islamabad remained neutral about the statement that “Students become
quarrelsome because of their social environment". Whereas,50% of male and 55% of female
students from the Punjab province ,70% of male and 70% of female students from KPK ,
75% of male and 90% of female students from Sindh , 70% of male and 90% of female
students from Baluchistan agreed with the statement .
148 out of 188 (78.7234%) teachers and 66.66% of male students from Islamabad ,65% of
male and 80% of female students from the Punjab province, 55% of male and 70% of female
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students from KPK , 75% of male and 90% of female students from Sindh , 70% of male and
90% of female students from Baluchistan agreed with the statement agreed with the statement
that " Students arrive late in the class room (particularly in 1st period) because of late rising".
While, 56.25% of female students from Islamabad remained neutral/undecided about the
statement.
149 university teachers out of 188(79.2553%) and 70% of male and 80% of female students
from the Punjab province, 65% of male and 65% of female students from KPK, 60% of male
and 95% of female students from Sindh, 60% of male and 85% of female students from
Baluchistan agreed with the statement agreed with the statement that "Students arrive late in
the class room due to their carelessness". While, 44.44% of male and 47.06 of female
students from Islamabad remained neutral/undecided about the statement.
141 out of 188 (75%) university teachers and 77.77% of male and 52.94% of female students
from Islamabad, 80% of male and 70% of female students from the Punjab province, 75% of
male and 75% of female students from KPK, 60% of male and 85% of female students from
Sindh , 70% of male and 85% of female students from Baluchistan agreed with the statement
that " Students make fun if they note some strange habit in a teacher."
140 out of 188 (74.4680%) teachers and 88.24% of male and 76.4706% of female students
from Islamabad, 70% of male and 75% of female students from the Punjab province, 85% of
male and 90% of female students from KPK, 55% of male and 65% of female students from
Sindh, 60% of male and 70% of female students from Baluchistan agreed with the statement
that " Students use cell phones in the class room for time-pass."
144 university teachers out of 188(76.5957%) and 88.88% of male and 75% of female
students from Islamabad, 70% of male and 75% of female students from the Punjab province,
90% of male and 90% of female students from KPK , 65% of male and 65% of female
students from Sindh , 65% of male and 75% of female students from Baluchistan agreed with
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the statement that "Students sleep in class room due to lack of interest in lecture".
149 out of 188 (79.2553%) university teachers in Pakistan and 61.11% of male and 52.94%
of female students from Islamabad ,60% of male and 80% of female students from the Punjab
province ,85% of male and 80% of female students from KPK , 60% of male and 75% of
female students from Sindh , 65% of male and 90% of female students from Baluchistan
agreed with the statement that "Students sleep in classroom if a teacher does not involve all
the students in the lesson".
153 teachers out of 188 (81.3830%) and 66.67% of male and 58.83% of female students from
Islamabad, 60% of male and 75% of female students from the Punjab province, 80% of male
and 85% of female students from KPK, 70% of male and 95% of female students from Sindh,
70% of male and 90% of female students from Baluchistan agreed with the statement that
"Students tap/click pencils because of anxiety".
138 university teachers out of 188 (73.4043%) teachers and 72.22% of male and 76.4706% of
female students from Islamabad, 70% of male and 65% of female students from the Punjab
province, 80% of male and 70% of female students from KPK, 65% of male and 90% of
female students from Sindh, 80% of male and 85% of female students from Baluchistan
agreed with the statement that "Students exhibit disruptive behavior when they are tired."
142 out of 188 (75.5319%) university teachers and 58.8235% of male and 52.941% of female
students from Islamabad ,70% of male and 75% of female students from the Punjab province
,70% of male and 75% of female students from KPK , 70% of male and 80% of female
students from Sindh , 80% of male and 75% of female students from Baluchistan agreed with
the statement that "Students exhibit disruptive behavior if the temperature of the classroom is
very high or very low."
119 university teachers out of 188(63.2979%) and 64.7059% of male and 70.5882% of
female students from Islamabad, 60% of male and 50% of female students from the Punjab
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province,75% of male and 60% of female students from KPK , 80% of male and 80% of
female students from Sindh , 80% of male and 95% of female students from Baluchistan
agreed with the statement that" Students exhibit disruptive behavior if their seats are not
comfortable."
129 teachers out of 188 (68.6170%) and 66.67% of male and 64.7059% of female students
from Islamabad ,75% of male and 60% of female students from the Punjab province ,60% of
male and 70% of female students from KPK , 75% of male and 85% of female students from
Sindh , 80% of male and 85% of female students from Baluchistan agreed with the statement
that "Students with hearing or vision problems exhibit more disruptive behavior than those
with normal eye-sight or hearing ability."
137 teachers out of 188 (72.8723%) and 61.1111% of male and 70.5882% of female students
from Islamabad, 80% of male and 70% of female students from the Punjab province, 85% of
male and 70% of female students from KPK, 60% of male and 75% of female students from
Sindh, 70% of male and 75% of female students from Baluchistan agreed with the statement
that "Less mature students exhibit more disruptive behavior than the mature ones."
148 out of 188 (78.7234%) university teachers and 82.3529% of male and 64.7059% of
female students from Islamabad ,55% of male and 75% of female students from the Punjab
province ,80% of male and 80% of female students from KPK , 65% of male and 80% of
female students from Sindh , 70% of male and 75% of female students from Baluchistan
agreed with the statement that" Students exhibit disruptive behavior if a teacher does not
communicate the expectations for appropriate classroom behavior."
146 university teachers out of 188 (77.6596%) and 83.33% of male and 76.4706% of female
students from Islamabad, 60% of male and 70% of female students from the Punjab province,
85% of male and 85% of female students from KPK, 80% of male and 80% of female
students from Sindh, 70% of male and 75% of female students from Baluchistan agreed with
100
the statement that " Students exhibit more disruptive behavior in larger class size."
150 out of 188 (79.7872%) teachers and 72.2222% of male and 70.5882% of female students
from Islamabad ,70% of male and 80% of female students from the Punjab province ,75% of
male and 80% of female students from KPK , 65% of male and 85% of female students from
Sindh , 70% of male and 90% of female students from Baluchistan agreed with the statement
that "Students exhibit more disruptive behavior if the class consists of diverse
population(students from different cultures)."
147 university teachers out of 188 (78.1915%) and 61.11% of male and 58.8235% of female
students from Islamabad ,50% of male and 65% of female students from the Punjab province
,65% of male and 65% of female students from KPK , 75% of male and 80% of female
students from Sindh , 70% of male and 75% of female students from Baluchistan agreed with
the statement that" There are different types of student's disruptive behaviors in different
provinces of Pakistan."
It was also revealed from the analysis of the collected data that university teachers and
students in Pakistan think differently about the causes of disruptive classroom behavior.
CONCLUSIONS
1. University teachers and students in Pakistan think differently about the causes of
disruptive classroom behavior.
2. Both male and female students in Pakistan think in a same way about the causes of
disruptive classroom behavior.
3. Both male and female students from all over the country (Pakistan) think about the
causes of disruptive classroom behavior in a same way.
4. The practice of behavior modification strategies in classroom between male and
female Pakistani university teachers is the same.
5.6 RECOMMENDATIONS
101
In the light of the findings and conclusions of this study, following
recommendations are made:
Recommendations for the Higher Education Commission (HEC) and the
Directorates of Staff Development (DSD's) of the provincial governments
of the Punjab, KPK, Sindh and Baluchistan.
It is recommended that a brief description about the nature, types and the causes of student's
disruptive behavior may be included in the curriculum of teacher's training programs
arranged by the Higher Education Commission and the directorates of staff development
in all the provinces of Pakistan to enable the trainee teachers to deal with disruptive
classroom behavior effectively and scientifically.
(A) Recommendations for teacher are training institutions:
A brief description about the nature, types and the causes of student's
disruptive behavior and behavior modification strategies may be included in
the curriculum of teacher's training programs i.e. B.Ed., M.Ed., M.A.
Education etc.
(C) Recommendations for the institutions responsible for curriculum
development in Pakistan:
A brief description about the nature, types and the causes of student's disruptive behavior
and behavior modification strategies may be included in the curriculum of teacher's
training programs i.e. B.Ed. , M.Ed. M.A. Education etc.
(E) Recommendations for teachers:
1. Teachers should consistently try to remain on topic and should not be distracted easily
even if the Student/s asks irrelevant questions in the classroom.
2. Teachers should be aware of the fact that some time students ask irrelevant questions for
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fun and enjoyment. It is a natural and common thing in their behavior.
3. Teachers should know that Students ask irrelevant questions if they are unclear or confused
about some concept.
4. Teachers should be aware of the fact that if a student behaves in a rude manner, it is an
indicator about some psychological problem he/she might be suffering from. So, politely
try to explore the underlying cause of rudeness.
5. If a student behaves in a rude way, teacher should try to explore and confirm whether there
is some superiority-complex he/she might be suffering from?
6. Teachers should teach the student appropriate and desirable behaviors.
7. Teachers should be aware of the needs of students. They should know that Students show
aggressive behavior when there is a hurdle in their needs.
8. Teachers should develop a spirit of cooperation instead of competition as it is proved by
this research that "Students become hostile because of competition in class."
9. If a classroom is full of disturbance, it will be considered a teacher’s weakness.
10. Teachers should encourage and motivate the students who obtain fewer marks or cannot
perform well in examinations .They should be trained to refrain from developing a feeling
of jealousy for others who perform well.
11. Teachers should be aware of the common tendency of "impressing others" .It is something
natural in students.
12. Teachers should not feel irritated if students ask some personal question from them as they
are curious about the personal life and family background of their teachers.
13. Teachers should arrange such activities for the students in which they can express
themselves as they enjoy hooting and shrieking .In this regard, outdoor co-curricular
activities are recommended.
14. Teachers should be adept in need assessment of the students. In this regard, Maslow's
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hierarchy of needs is important for determining the underlying causes of aggressive
behavior.
15. Teachers should give a flexible time table for the submission of assignments so that lazy
students could also complete and submit their work.
16. Teachers should know that quarrelsome behavior is a product of the social environment of
the students. If a teacher tends to modify this type of behavior, he would need to learn the
techniques of group therapy, family therapy and group counseling.
17. Teachers should advise the habitual late comers in classroom "Early go to bed and early to
rise makes a man healthy wealthy and wise.” If the situation becomes better, it’s good!
Otherwise charge a fine for late coming.
18. "Students make fun if they note some strange habit in a teacher." So, teachers should be
careful about their actions in the classroom and avoid strange habits.
19. Teachers should set a fine for the ringing mobile phones in the classroom.
20. Teachers should make the lessons interesting with the help of Audio Visual Aids
21. Teachers should involve all the students in the classroom in learning activities.
22. If students tap/click pencils rapidly, the teacher should try to discover why are they
anxious?
23. If students are tired after a long tiresome work, Teachers should give them a small break so
that they may refresh themselves.
24. Teachers should contact the concerned administration for ensuring proper arrangements
for maintaining a reasonable temperature in classrooms.
25. Students with moderate hearing or vision problems should be given seats near to and in
front of the teachers.
26. Teachers should assume that "Less mature students exhibit more disruptive behavior and
their behavior will improve with the passage of time.
104
27. Teachers should communicate their expectations for appropriate classroom behavior in
the very beginning /first period of the semester.
28. Teachers should know that in universities, students come from different cultures. So,
classroom disruption is expected.
29. In Pakistan, teachers need to use behavior modification techniques for changing the
student's disruptive and undesirable behavior in the classroom.
30. Teachers should use the seating charts to reduce chatting among students in the classroom.
31. Teachers should use a variety of teaching methods for maintaining interest of students in
their lesson.
32. Teachers should always reward student's appropriate and desirable behaviors in the
classroom.
33. Teachers should often plan a group activity in the latter half of the class to reduce
restlessness among students.
Recommendations for University Students
1. The students should let their teachers remain on topic and should not distract them by
asking irrelevant questions in the classroom.
2. Students may ask relevant questions if they are unclear or confused about some concept.
3. Students should follow the classroom rules to avoid classroom disruptions.
4. Students may share their psychological problems with their teachers if they have any so
that they may help them in a better way and they may be able to refer them to some
psychologist or psychiatrist in case of being suffered from the disorders i.e., Attention
Deficit Hyperactivity disorder (ADHD), Attention Deficit Disorder (ADD), Oppositional
Defiant Disorder (ODD), Conduct Disorder (CD) etc.
5. Students should develop a sense of cooperation instead of competition.
6. The students, who cannot obtain good marks in examinations, should develop a passion for
105
doing hard work for the next time instead of becoming hostile for others.
7. Students should avoid asking personal questions from teachers because they may feel
irritation.
8. Students should participate in co-curricular activities so that their extra energy may release
and aggression may be reduced to a moderate level.
9. Students should always try to complete their assignments in time.
10. Students should follow the maxim "Early go to bed and early to rise makes a man healthy
wealthy and wise.”
11. Students should not make fun if they note some strange habit in a teacher.
12. Students should not use mobile phones during the lectures in the classroom.
13. All the students should participate in the learning activities of a classroom.
14. Students should not make noise even it may be clicking a pencils or something like that.
15. If students are tired after a long tiresome work, they may request for a small break so that
they may refresh themselves.
16. Students with moderate hearing or vision problems should sit near to and in front of their
teachers.
17. Students should understand the behavioral expectations
106
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http://www.ctserc.org/library/bibfiles/behavior00-03.pdf
http://uncw.edu/cte/ET/articles/Vol12_1/Knepp.html
http://www.isetl.org/conference/presentation.cfm?pid=1437
http://bama.ua.edu/~sprentic/695%20Boysen%202012%20incivility.pdf
http://eprints.qut.edu.au/64449/1/Kay_Ayre_Thesis.pdf
http://www.informingscience.us/icarus/prs/previewarticle.php?reportID=127§ion
http://societalissues.wordpress.com/2011/06/10/attitude-of-male-and-female-
teachers- towards-their-male-and-female-students-at-university-level/
http://www.butler.edu/student-conduct/disruptive-behavior/
http://cms.bsu.edu/about/administrativeoffices/studentrights/policiesandproce
dures/st udentcode/appendixq
http://thepsychoeducationalteacher.blogspot.com/2011/07/classroom-
management-of- disruptive.html
http://niu.edu/disability/resources/disruptive.shtml
http://iupui.campusguides.com/content.php?pid=250935&sid
http://www.collegepubs.com/ref/SFX000911.shtml
https://www.jmu.edu/counselingctr/resources/faculty-staff/disruptive-
students.shtml
124
http://www.cirtl.net/node/2553
http://faculty.deanza.edu/donahuemary/stories/storyReader$2142
http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=310
http://www.townhall.com/columnists/mikeadams/ma20040105.shtml.
http://www.townhall.com/columnists/mikeadams/ma20040105.shtml.
http://www.physics.csbsju.edu/stats/anova_pnp_NGROUP_form.html
http://www.units.muohio.edu/saf/hja/judicialaffairs/faculty/disruptive_behavior.h
tml http://www.townhall.com/columnists/mikeadams/ma20040105.shtml.
http://epltt.coe.uga.edu/index.php?title=Behaviorism
http://en.wikipedia.org/wiki/Behavior_management
http://chronicle.com/article/Remedial-Civility-Training/46532/
http://researchbank.rmit.edu.au/view/rmit:1964
http://www.brooklyn.cuny.edu/web/about/offices/studentaffairs/offices/counse
ling/fac ulty/problems.php
http://kristinhricko.weebly.com/reinforcement-and-punishment.html
https://www.simplypsychology.org/bandura.html
I
(Annexure-A)
Questionnaire for university students Causes of Disruptive
Classroom Behavior (QCDCB)
PART “A”
Name(optional)---------------------------Gender-------------Age:------------------
University---------------------------------Department--------------------------------
Social/natural science--------------------Province------------------------------------
Contact no.---------------------------------E-mail---------------------------------------
PART “B”
Please read the following statements carefully and tick
the response that best describes your opinion. The
responses will be given weighting under the following
criteria:*SA (Strongly agree 5) *A (Agree 4)
*UD (Undecided 3) *DA (Disagree 2)
*SDA Strongly Disagree 1)
II
S.N
O
Statement
S
A
5
A
4
U
D
3
D
A
2
S
D
A
1
1
Students ask irrelevant
questions to
divert teacher’s attention 5 4 3 2 1
for enjoyment 5 4 3 2 1
to clear their confusions 5 4 3 2 1
2 Student's rude behavior indicates some psychological problem 5 4 3 2 1
3 Student's rude behavior indicates superiority-complex. 5 4 3 2 1
4 Students show aggressive behavior as a result of other’s misbehaviors 5 4 3 2 1
5 Students show aggressive behavior when there is a hurdle in their needs 5 4 3 2 1
6 Students become hostile because of competition in class 5 4 3 2 1
7 Students indulge in gossip during the class because of the teacher’s weakness 5 4 3 2 1
8 Students who obtain less marks are jealous for the students who secure high marks. 5 4 3 2 1
9 Students try to be prominent to become good in others eyes 5 4 3 2 1
10 Student ask personal question from their teachers because they want to know about their personal
life and family background
5 4 3 2 1
11 Students make hooting for fun and enjoyment 4 3 2 1
12 Students submit their assignments late due to their laziness 5 4 3 2 1
13 Students become quarrelsome because of their social environment 5 4 3 2 1
III
14 Students arrive late in the class room(particularly in 1st period) because of late rising 5 4 3 2 1
15 Students arrive late in the class room due to their carelessness 5 4 3 2 1
16 Students make fun if they note some strange habit in a teacher 5 4 3 2 1
17 Students use cell phones in the class room for time-pass 5 4 3 2 1
18 Students sleep in class room due to lack of interest in lecture 5 4 3 2 1
19 Students sleep in classroom if a teacher does not involve all the students in the lesson 5 4 3 2 1
20 students tap/click pencils because of anxiety 5 4 3 2 1
21 Students shake knees because of anxiety 5 4 3 2 1
22 Students exhibit disruptive behavior when they are tired. 5 4 3 2 1
23 Students exhibit disruptive behavior if the temperature of the classroom is very high or very low. 5 4 3 2 1
24 Students exhibit disruptive behavior if their seats are not comfortable. 5 4 3 2 1
25 Students with hearing or vision problems exhibit more disruptive behavior than those with normal
eye-sight or hearing ability.
5 4 3 2 1
26 Less mature students exhibit more disruptive behavior than the mature ones. 5 4 3 2 1
27 Students exhibit disruptive behavior if a teacher does not communicate the expectations for
appropriate classroom behavior.
5 4 3 2 1
28 Students exhibit more disruptive behavior in larger class size. 5 4 3 2 1
29 Students exhibit more disruptive behavior if the class consists of diverse population(students from
different cultures).
5 4 3 2 1
30 There are different types of student's disruptive behaviors in different provinces of Pakistan 5 4 3 2 1
IV
Annexure-B
Questionnaire for university teachers (QBMS)
(Behavior modification strategies in classroom)
Part-A
Name(optional)---------------------------Male/Female----------Age------------
University---------------------------------Department-----------------------------
Contact no: ------------------------------Email--------------------------------------
Part-B
Knowledge of university teachers towards behavior
modification strategies in classroom
(Item #1 to 15 deal with knowledge of university teachers about behavior
modification strategies in classroom)
V
S.No Techniques /strategies used for Behavior
modification
Know in
detail
Know but
not in detail
Do not
know
1 Positive reinforcement 3 2 1
2 Negative reinforcement 3 2 1
3 "Extinction" or "Ignore" technique 3 2 1
4 Modeling 3 2 1
5 Punishment 3 2 1
6 Systematic desensitization 3 2 1
7 Over-correction 3 2 1
8 Time-out 3 2 1
9 Response cost 3 2 1
10 Shaping 3 2 1
11 Assertiveness Training (AT) 3 2 1
12 Token economy 3 2 1
13 Precision requests 3 2 1
14 Mystery motivators 3 2 1
15 Antecedent strategies 3 2 1
Note: Please read the following statements carefully and click the response
that best describes your opinion. The responses will be quantified according to
the following criteria:
*Know in detail (3)
*Know but not in detail (2)
*Do not know (1)
VI
Do you know about the following techniques which are used for changing
student's behavior?
Part-C
Attitude of university teachers towards behavior modification strategies in classroom
(Item #16to 32 deal with knowledge of university teachers about behavior
modification strategies in classroom)
S.NO
Statement
Al
wa
ys
5
Fre
que
ntl
y 4
Oc
casi
ona
lly
Sel
do
m 2
N
e
v
e
3 r
1
16 I apply some scientific technique for changing a student's disruptive
behavior
5 4 3 2 1
17 I use a seating chart to reduce chatting among students 5 4 3 2 1
18 I tell the students my expectations about appropriate classroom behavior in
the first lecture
5 4 3 2 1
VII
19 I use a variety of teaching methods instead of a single method to maintain
student’s interest in the lesson
5 4 3 2 1
20 I reward student’s desirable behaviors 5 4 3 2 1
21 I use negative reinforcement when a student exhibits an uncivil or disruptive
behavior
5 4 3 2 1
22 I reward a student’s undesirable behavior 5 4 3 2 1
23 I ignore the student’s undesirable behaviors (extinction technique) 5 4 3 2 1
24 I ask the disruptive student/s to leave the class 5 4 3 2 1
25 I ask the disruptive student/s to meet me after the class 5 4 3 2 1
26 I plan a small group activity in the latter half of the class to reduce
restlessness among students
5 4 3 2 1
27 I teach the students desirable behaviors by modeling. 5 4 3 2 1
28 I especially pay attention to the seating arrangement of the classroom. 5 4 3 2 1
29 I use "Systematic desensitization" 5 4 3 2 1
30 I use "overcorrection" as a penalty for showing an inappropriate behavior. 5 4 3 2 1
31 I use "Shaping" technique for teaching desirable behaviors to students. 5 4 3 2 1
32 I use "Assertiveness Training" for anxious students. 5 4 3 2 1
VIII
Annexure-C
CHECKLIST FOR TEACHERS
Q1-please tick the behaviors which are problematic/ disruptive for teaching-learning
process.
1 some students ask irrelevant questions yes - No
2 some students behave impolitely and in a rude manner yes - No
3 Sometimes, some students become excessive emotional. yes - No
4 Some students become aggressive during the class. yes - No
5 Some students develop hostile feelings about others. yes - No
6 Some students indulge in Inter-personal talking/gossip during the class. yes - No
7 Some students feel jealousy for others, yes - No
8
Student’s timeless interruption during the lecture.
yes - No
9
Political grouping among students.
yes - No
10 Cheating in examinations. yes - No
11 Making complaints against fellows or teachers. yes - No
12 The use of narcotics (opium, snuff, cigarettes, chars, heroine etc.) yes - No
13 Some students try for monopolization, dominance and prominence. yes - No
IX
14 Backbiting others. yes - No
15 Delinquency (increased tendency towards the opposite sex) yes - No
16 Criticism for the sake of criticism yes - No
17 Debate for the sake of debate. yes - No
18 Cross questioning during the class. yes - No
19 Personal questions from teachers especially from the female teachers. yes - No
20 Hooting for girls. yes - No
21
Quarrelsome behavior.
yes - No
22 Not on-time /late assignments/presentations. yes - No
23 Late coming yes - No
24 Absenteeism yes - No
25 Making fun of the teachers or fellows. yes - No
26 Lack of interest in studies yes - No
27 Lack of motivation yes - No
28 Lack of readiness for learning yes - No
29 Lack of due respect for elders/seniors yes - No
30 Narrow thinking yes - No
31 Low I.Q or Slow learning yes - No
32 Over acting yes - No
33 Extra-ordinary or extra brilliant students with higher I.Q level yes - No
34 Negativism yes - No
35 Timeless and irrelevant romantic poetry or gestures yes - No
36 Disobedience yes - No
X
37 Blaming & counter blaming yes - No
38 Ethnocentric behavior yes - No
39 Social deviance yes - No
40 Inferiority or superiority complex yes - No
XI
Annexure-D
Questionnaire about causes of students’ disruptive
behavior (QCDCB)
(Initialversion)
Name---------------Gender--------------University------------------program------------------
Department--------------------- (social/natural science) --------------province---------------
contact No:------------------------------------------------------------E-mail-----------------------
Q1-Why do students ask irrelevant questions during the class?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q2-Why do students behave in an impolitely or rude manner?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q3-Why do students become excessive emotional some times?
XII
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q4-Why do students become aggressive?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q5- Why do students keep hostile feelings about others?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Why do students indulge in Inter-personal talking/gossip during the class?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
XIII
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q7-Why do the students feel jealousy for others? ANS;------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------
Q8-What are the reasons of time-less interruption of students during class?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q9-Why do students make or join political groups?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q10-What are the reasons of cheating in the examinations? (Please
enlist)
XIV
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q11-Why do students make complaints against fellows or teachers?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q12-Why do students use narcotics? (Opium, snuff, cigarettes, chars, heroine etc.)
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q13-Why do some students try to be dominant and prominent?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
XV
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q14-Why do students backbite each other?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q15-What are the causes of delinquency (increased tendency towards the
opposite sex)?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q16-Why do some students indulge in criticism for the sake
of criticism?
ANS;---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
XVI
Q17-Why do some students indulge in debate for the sake of debate?
Q18-Why do some students indulge in cross discussion during the class?
Ans:-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q19-Why do some students ask personal questions from their teachers
(especially female teachers)?
Ans: ----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------
Q20-Why do male students make hooting for girls?
Ans:-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
XVII
Q21-What are the causes/reasons of quarrelsome behavior
of the students?
Ans:------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
Q22-What are the reasons of late assignments by the students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q23-What are the reasons of the students late arrivals in the class rooms?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------
4-Why do students remain absent from their classes?
Ans: ----------------------------------------------------------------------------------------------------------
XVIII
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q25-Why do some students make fun of their teachers or fellows?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q26-Why do the students not take interest in their studies?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q27-Why are some students less motivated for studies?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
XIX
Q28-Why are students not ready for studies?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q29-Why do some students not respect their elders/seniors?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q30-What are the reasons of narrow thinking among the students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q31-Why do students become negativists?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
XX
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q32-What are the reasons of over-acting among the students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
Q33-What are the causes of Low-I.Q among students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------
Q34- What are the causes of High-I.Q among students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q35-Why do some students recite timeless and irrelevant romantic poetry or gestures?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
XXI
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q36-Why do students become disobedient?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q37-Why do some students blame on other ones?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q38-What are the reasons/causes of ethnocentrism among students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
Q39-What are the causes/reasons of Social deviance among students?
XXII
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q40-What are the causes of inferiority complex among students?
Ans: ----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------
Q41-What are the causes of superiority complex among students?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q42-Why do students use laptops inappropriately?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
XXIII
Q43- Why do students sleep in the classroom?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q44-Why do students tap/click pencils?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q45-What are the reasons of untimely bathroom breaks?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
Q46-Why do students shake knees?
Ans: ---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
XXIV
Annexure-E (1)
TOWHOMITMAYCONCERN
This is to certify that Mr. Mohammad Latif (Research scholar at IER,Gomal
university ,D.I.Khan) has contacted me for the validation of the following
two questionnaires:
1.Questionnaire about the causes of disruptive behavior(QCDCB)
2.Qestionnaire about behavior modification strategies(QBMS)
I checked both the questionnaires and advised him for the improvement of
the research instruments to the best of my knowledge and expertise.
I wish great success for his future endeavors.
Dr. Allah Noor Khan
Assistant Professor
I.E.R., Gomal University, D.I.Khan
XXV
Annexure-E(2)
TOWHOMITMAYCONCERN
This is to certify that Mr. Mohammad Latif (Research scholar at IER,Gomal
university ,D.I.Khan) has contacted me for the validation of the following
two questionnaires:
1.Questionnaire about the causes of disruptive behavior(QCDCB)
2.Qestionnaire about behavior modification strategies(QBMS)
I checked both the questionnaires and advised him for the improvement of
the research instruments to the best of my knowledge and expertise.
I wish great success for his future endeavors.
D. Amir Atta Malik (Assistant Professor)
I.E.R., Gomal University, D.I.Khan
XXVI
Annexure-E(3)
TOWHOMITMAYCONCERN
This is to certify that Mr. Mohammad Latif (Research scholar at IER, Gomal
University, D.I.Khan) has contacted me for the validation of the following
two questionnaires:
1. Questionnaire about the causes of disruptive behavior (QCDCB)
2.Qestionnaire about behavior modification strategies (QBMS)
I checked both the questionnaires and advised him for the improvement of
the research instruments to the best of my knowledge and expertise.
I wish great success for his future endeavors.
D. Zafar Khan(Assistant Professor)
I.E.R., Gomal University, D.I.Khan
XXVII
Annexure-E(4)
TOWHOMITMAYCONCERN
This is to certify that Mr. Mohammad Latif (Research scholar at IER,Gomal
university ,D.I.Khan) has contacted me for the validation of the following
two questionnaires:
1.Questionnaire about the causes of disruptive behavior(QCDCB)
2.Qestionnaire about behavior modification strategies(QBMS)
I checked both the questionnaires and advised him for the improvement of
the research instruments to the best of my knowledge and expertise.
I wish great success for his future endeavors.
Dr. Liaqat Hussain
Director
I.E.R., Gomal University, D.I.Khan
XXVIII
Annexure-E(5)
TOWHOMITMAYCONCERN
This is to certify that Mr. Mohammad Latif (Research scholar at IER,Gomal
university ,D.I.Khan) has contacted me for the validation of the following
two questionnaires:
1.Questionnaire about the causes of disruptive behavior(QCDCB)
2.Qestionnaire about behavior modification strategies(QBMS)
I checked both the questionnaires and advised him for the improvement of
the research instruments to the best of my knowledge and expertise.
I wish great success for his future endeavors.
Prof.Dr.Umar Ali Khan
HEC Approved Supervisor
XXIX
Annexure-F
CERTIFICATE FROM THE RESEARCH SUPERVISOR
This is to certify that Mr. Mohammad Latif (Research scholar at IER, Gomal
university, D.I.Khan) has incorporated the suggestions of the worthy
evaluators/research supervisors.
I wish great success for his future endeavors.
Prof.Dr.Umar Ali Khan
HEC Approved Supervisor
XXX
Annexure--G
List of experts consulted for the validation of QCDCB &
QBMS
1. Prof.Dr Umar Ali Khan (Dean Faculty of Arts
/Director IER,Gomal University, D.I.Khan
2. Prof.Dr Macintyre (Hunter's College ,City University, New York /
USA)
3. Dr. Edward Weng Lock Chan(Expert in
disruptive behavior disorders at International
Psychology Center, Kuala Lumpur, Malaysia)
4. Prof.Dr. Asif Jamil (IER,Gomal University, D.I.Khan)
5. Prof. Dr. Mehar Saeed Ahmed ,IER,P.U., Lahore
6. Prof. Dr.Saeed Shahid , ,IER,P.U., Lahore
7. Prof. Dr. Rafaqat Ali Akbar ,IER,P.U., Lahore
8. Prof. Dr. Abid Hussain Choudhary ,IER,P.U., Lahore
9. Prof. Dr.Muhammad Shah (IER,Gomal University, D.I.Khan)
10. Dr.Amir Atta Malik (IER,Gomal University, D.I.Khan)
11. Dr. Allah Noor Khan (IER,Gomal University, D.I.Khan)
12. Dr. Liaquat Hussain Shah (IER,Gomal University, D.I.Khan)
13. Dr.Zafar Khan (IER,Gomal University, D.I.Khan)
14. Dr. Rehmatullah Shah (Assistant Professor, Bannu
University of Science & Technology)
XXXI
15. Dr. Javaid Iqbal (Hazara University, Mansehra)
16. Dr.Asia Bibi (Abdul Wali Khan University, Mardan)
17. Dr. Amir Hashmi (IER, P.U., Lahore)
18. Prof. Dr. Abdul Ghafoor Ch. (IER, P.U., Lahore)
19. Dr.Nighat Sana Kirmani (IER,P.U., Lahore)
20. Dr. Mubashra Khatoon (IER,P.U., Lahore)
21. Abdul Ghaffar (Assistant Professor, GECT Narowal)
22. Sayyed Nazar Abbas Jafri (Senior Headmaster, Govt.
Pilot Higher Secondary School, Wahdat Colony
Lahore)
23. Dr. Abdul Qayyum Choudhary , IER,P.U., Lahore
24. Dr. Tehseen Mehmood Aslam , IER,P.U., Lahore
25. Dr.Hina Fazil (Department of Special Education, P.U., Lahore)
26. Dr. Ghulam Fatima Batool (Department of Special Education, P.U.,
Lahore)
27. Dr. Samina Ashraf (Department of Special Education, P.U., Lahore)
28. Dr. Humaira Bano (Chairperson, Department of
Special Education, P.U., Lahore)
29. Prof.Dr. Sikandar Hayat Ch.(Ex-Principal GDC Shakargarh)
30. Dr.Iram Niazi,( IER,Gomal University, D.I.Khan)
XXXII
Annexure-H
PUBLIC SECTOR UNIVERSITIES/DEGREE AWARDING INSTITUTIONS
Universities/DAIs chartered by the Government of Pakistan
S.
No
University/DAI Name Main
Campus
Website Address
1 Air University, Islamabad Islamabad www.au.edu.pk
2 Allama Iqbal Open
University, Islamabad
(AIOU)
Islamabad www.aiou.edu.pk
3 Bahria University,
Islamabad
Islamabad www.bahria.edu.pk
4 COMSATS Institute of
Information Technology,
Islamabad
Islamabad www.ciit.edu.pk
5 Dawood University of
Engineering &
Technology, Karachi
Karachi www.dcet.edu.pk
6 Federal Urdu University
of Arts, Sciences &
Technology, Islamabad
Islamabad www.fuuast.edu.pk
7 Institute of Space
Technology, Islamabad
(IST)
Islamabad www.ist.edu.pk
8 International Islamic
University, Islamabad
Islamabad www.iiu.edu.pk
XXXIII
9 Karakorum International
University, Gilgit, Gilgit
Baltistan
Gilgit www.kiu.edu.pk
10 National College of Arts,
Lahore (NCA)
Lahore www.nca.edu.pk
11 National Defense
University, Islamabad
(NDU)
Islamabad www.ndu.edu.pk
12 National Textile
University, Faisalabad
Faisalabad www.ntu.edu.pk
13 National University of
Modern Languages,
Islamabad (NUML)
Islamabad www.numl.edu.pk
14 National University of
Sciences & Technology,
Rawalpindi/ Islamabad
(NUST)
Islamabad www.nust.edu.pk
15 NFC Institute of
Engineering &
Technology, Multan
Multan www.nfciet.edu.pk
16 Pakistan Institute of
Development Economics
(PIDE), Islamabad
Islamabad www.pide.org.pk
17 Pakistan Institute of
Engineering & Applied
Islamabad www.pieas.edu.pk
XXXIV
Sciences, Islamabad
(PIEAS)
18 Pakistan Institute of
Fashion and Design,
Lahore
Lahore www.pifd.edu.pk
19 Pakistan Military
Academy, Abbottabad
(PMA)
Abbottabad Not Available
20 Pakistan Naval Academy,
Karachi
Karachi www.paknavy.gov.pk
21 Shaheed Zulfiqar Ali
Bhutto Medical
University, Islamabad
Islamabad
22 Quaid-i-Azam University,
Islamabad
Islamabad www.qau.edu.pk
23 University of FATA,
Kohat
Kohat
24 Virtual University of
Pakistan, Lahore
Lahore www.vu.edu.pk
Universities/DAIs chartered by Government of the Punjab
S.
No
University/DAI Name Main
Campus
Website Address
1 Bahauddin Zakariya
University, Multan
Multan www.bzu.edu.pk
2 Fatima Jinnah Women Rawalpindi www.fjwu.edu.pk
XXXV
University, Rawalpindi
3 Government College
University, Faisalabad
Faisalabad www.gcuf.edu.pk
4 Government College
University, Lahore
Lahore www.gcu.edu.pk
5 Government College for
Women University,
Faisalabad
Faisalabad www.gcuf.edu.pk
6 Ghazi University, Dera
Ghazi Khan
Dera Ghazi
Khan
www.gudgk.edu.pk
7 Government College for
Women University,
Sialkot
Sialkot www.gcwus.edu.pk/
8 Government Sadiq
College Women
University, Bahawalpur
Bahawalpur www.gscwu.edu.pk
9 Islamia University,
Bahawalpur
Bahawalpur www.iub.edu.pk
10 Information Technology
University of the Punjab,
Lahore
Lahore www.itu.edu.pk
11 King Edward Medical
University, Lahore
Lahore www.kemu.edu.pk
12 Kinnaird College for Lahore www.kinnaird.edu.pk
XXXVI
Women, Lahore
13 Khawaja Freed
University of Engineering
& Information
Technology, Rahim Yar
Khan
Rahim Yar
Khan
Under Construction
14 Lahore College for
Women University,
Lahore
Lahore www.lcwu.edu.pk
15 Muhammad Nawaz
Shareef University of
Agriculture, Multan
Multan www.mnsuam.edu.pk
16 Pir Mehr Ali Shah Arid
Agriculture, University
Rawalpindi
Rawalpindi www.uaar.edu.pk
17 University of Agriculture,
Faisalabad
Faisalabad www.uaf.edu.pk
18 University of Education,
Lahore
Lahore www.ue.edu.pk
19 University of Engineering
& Technology, Lahore
Lahore www.uet.edu.pk
20 University of Engineering
& Technology, Taxila
Taxila www.uettaxila.edu.pk
21 University of Gujrat,
Gujrat
Gujrat www.uog.edu.pk
XXXVII
22 University of Health
Sciences, Lahore
Lahore www.uhs.edu.pk
23 University of Sargodha,
Sargodha
Sargodha www.uos.edu.pk
24 University of the Punjab,
Lahore
Lahore www.pu.edu.pk
25 University of Veterinary
& Animal Sciences,
Lahore
Lahore www.uvas.edu.pk
26 The Women University,
Multan
Multan www.wum.edu.pk
Universities/DAIs chartered by Government of Sindh
S.
No
University/DAI Name Main
Campus
Website Address
1 Benazir Bhutto Shaheed
University Lyari, Karachi
Karachi www.bbsul.edu.pk
2 DOW University of
Health Sciences, Karachi
Karachi www.duhs.edu.pk
3 Gambat Institute of
Medical Sciences,
Khairpur
Khairpur Under construction
4 Institute of Business
Administration, Karachi
Karachi www.iba.edu.pk
5 Jinnah Sindh Medical
University
Karachi www.jsmu.edu.pk
XXXVIII
6 Liaquat University of
Medical and Health
Sciences, Jamshoro
Sindh.
Jamshoro www.lumhs.edu.pk
7 Mehran University of
Engineering &
Technology, Jamshoro
Jamshoro www.muet.edu.pk
8 NED University of
Engineering &
Technology, Karachi
Karachi www.neduet.edu.pk
9 Peoples University of
Medical and Health
Sciences for Women,
Nawabshah (Shaheed
Benazirabad)
Nawabshah www.pumhs.edu.pk
10 Quaid-e-Awam
University of
Engineering, Sciences &
Technology, Nawabshah
Nawabshah www.quest.edu.pk
11 Shah Abdul Latif
University, Khairpur
Khairpur www.salu.edu.pk
12 Shaheed Mohtarma
Benazir Bhutto Medical
University, Larkana
Larkana www.smbbmu.edu.pk
13 Sindh Agriculture Tandojam www.sau.edu.pk
XXXIX
University, Tandojam
14 Sukkur Institute of
Business Administration,
Sukkur
Sukkur www.iba-suk.edu.pk
15 Sindh Madresatul Islam
University, Karachi
Karachi www.smiu.edu.pk
16 Shaheed Benazir Bhutto
University Shaheed
Benazirabad
Nawabshah www.sbbusba.edu.pk
17 Shaheed Zulfiqar Ali
Bhutto University of
Law, Karachi
Karachi www.szabul.edu.pk
18 University of Karachi,
Karachi
Karachi www.uok.edu.pk
19 University of Sindh,
Jamshoro
Jamshoro www.usindh.edu.pk
Universities/DAIs chartered by Government of Khyber Pakhtunkhwa
S.
No
University/DAI Name Main
Campus
Website Address
1 Abdul Wali Khan
University, Mardan
Mardan www.awkum.edu.pk
2 Bacha Khan University,
Charsadda
Charsadda www.bkuc.edu.pk/
3 Frontier Women
University, Peshawar
Peshawar www.fwu.edu.pk
XL
4 Gomal University, D.I.
Khan
D.I.Khan www.gu.edu.pk/
5 Hazara University,
Dodhial, Mansehra
Mansehra www.hu.edu.pk/
6 Institute of Management
Science, Peshawar (IMS)
Peshawar www.imsciences.edu.pk
7 Islamia College
University, Peshawar
Peshawar www.icp.edu.pk
8 Khyber Medical
University, Peshawar
Peshawar www.kmu.edu.pk
9 Kohat University of
Science and Technology,
Kohat
Kohat www.kust.edu.pk
10 Khushal Khan Khattak
University, Karak
Karak Under construction
11 Khyber Pakhtunkhwa
Agricultural University,
Peshawar
Peshawar www.aup.edu.pk
12 University of Engineering
& Technology, Peshawar
Peshawar www.uetpeshawar.edu.pk
13 Shaheed Benazir Bhutto
University, Sheringal, Dir
Dir www.sbbu.edu.pk
14 University of Malakand,
Chakdara, Dir, Malakand
Malakand www.uom.edu.pk
15 University of Peshawar, Peshawar www.upesh.edu.pk
XLI
Peshawar
16 University of Science &
Technology, Bannu
Bannu www.ustb.edu.pk
17 University of Swat, Swat Swat www.swatuniversity.edu.pk/
18 University of Haripur,
Haripur
Haripur www.uoh.edu.pk/?
19 University of Swabi Swabi www.uoswabi.edu.pk/
Universities/DAIs chartered by Government of Baluchistan
S.
No
University/DAI Name Main
Campus
Website Address
1 Baluchistan University of
Engineering &
Technology, Khuzdar
Khuzdar buetk.edu.pk
2 Balochistan University of
Information Technology
& Management Sciences,
Quetta
Quetta www.buitms.edu.pk
3 Lasbela University of
Agriculture, Water and
Marine Sciences
Lasbela www.luawms.edu.pk
4 Sardar Bahadur Khan
Women University,
Quetta
Quetta www.sbkwu.edu.pk
5 University of Balochistan,
Quetta
Quetta www.uob.edu.pk
XLII
6 University of Turbat,
Turbat
Turbat www.uot.edu.pk
7. University of Loralai,
Loralai
Loralai http://www.uoli.edu.pk/
Universities/DAIs chartered by Government of Azad Jammu & Kashmir
S.
No
University/DAI Name Main
Campus
Website Address
1 Mirpur University of
Science and Technology
(MUST), AJ&K
Mirpur www.must.edu.pk
2 University of Azad
Jammu & Kashmir,
Muzaffarabad, Azad
Kashmir, Muzaffarabad
Muzaffarabad www.ajku.edu.pk
3 University of Poonch,
Rawalakot
Rawalakot www.upr.edu.pk
4 Women University of
Azad Jammu and
Kashmir Bagh
Bagh under construction
5 University of
Management Sciences
and Information
Technology, Kotli
Kotli under construction
PRIVATE SECTOR UNIVERSITIES/DEGREE AWARDING INSTITUTIONS
Universities/DAIs chartered by the Government of Pakistan
XLIII
S.
No
University/DAI Name Main
Campus
Website Address
1 Aga Khan University,
Karachi
Karachi www.aku.edu
2 Foundation University,
Islamabad
Islamabad www.fui.edu.pk
3 Lahore University of
Management Sciences
(LUMS), Lahore
Lahore www.lums.edu.pk
4 MY University,
Islamabad
Islamabad www.myu.edu.pk
5 National University of
Computer and Emerging
Sciences, Islamabad
Islamabad www.nu.edu.pk
6 Riphah International
University, Islamabad
Islamabad www.riphah.edu.pk
7 Shifa Tameer-e-
Millat University,
Islamabad
Islamabad www.stmu.edu.pk
Universities/DAIs chartered by Government of the Punjab
S.
No
University/DAI Name Main
Campus
Website Address
1 Ali Institute of Education Lahore www.aie.edu.pk
2 Beaconhouse National Lahore www.bnu.edu.pk
XLIV
University, Lahore
3 Forman Christian
College, Lahore
(university status)
Lahore www.fccollege.edu.pk
4 Global Institute, Lahore Lahore www.global.edu.pk
5 Hajvery University,
Lahore
Lahore www.hajvery.edu.pk
6 HITEC University, Taxila Taxila www.hitecuni.edu.pk
7 Imperial College of
Business Studies, Lahore
Lahore www.imperial.edu.pk
8 Institute of Management
Sciences, Lahore
Lahore www.pakaims.edu.pk
9 Institute of Southern
Punjab, Multan
Multan www.usp.edu.pk
10 Lahore Leads University,
Lahore
Lahore www.leads.edu.pk
11 Lahore School of
Economics, Lahore
Lahore www.lahoreschoolofeconomics.edu.pk
12 Lahore Garrison
University, Lahore
Lahore lgu.edu.pk/
13 Minhaj University,
Lahore
Lahore www.mul.edu.pk
14 National College of
Business Administration
& Economics, Lahore
Lahore www.ncbae.edu.pk
XLV
15 Nur International
University, Lahore
Lahore Under construction
16 Qarshi University Lahore www.qu.edu.pk
17 The GIFT University,
Gujranwala
Gujranwala www.gift.edu.pk
18 The Superior College,
Lahore
Lahore www.superior.edu.pk
19 The University of
Faisalabad, Faisalabad
Faisalabad www.tuf.edu.pk
20 University of Central
Punjab, Lahore
Lahore www.ucp.edu.pk
21 University of Lahore,
Lahore
Lahore www.uol.edu.pk
22 University of
Management &
Technology, Lahore
Lahore www.umt.edu.pk
23 University of South Asia,
Lahore
Lahore www.usa.edu.pk
24 University of Wah, Wah Wah www.uw.edu.pk
Universities/DAIs chartered by Government of Sindh
S.
No
University/DAI Name Main
Campus
Website Address
1 Baqai Medical
University, Karachi
Karachi www.baqai.edu.pk
2 Commecs Institute of Karachi www.commecsinstitute.edu.pk
XLVI
Business & Emerging
Sciences, Karachi
3 Dadabhoy Institute of
Higher Education,Karachi
Karachi www.dadabhoy.edu.pk
4 DHA Suffa University,
Karachi
Karachi www.dsu.edu.pk
5 Greenwich University,
Karachi
Karachi www.greenwichuniversity.edu.pk
6 Hamdard University,
Karachi
Karachi www.hamdard.edu.pk
7 Habib University,
Karachi
Karachi www.habib.edu.pk
8 Indus University,
Karachi
Karachi www.indus.edu.pk
9 Indus Valley School of
Art and Architecture,
Karachi
Karachi www.indusvalley.edu.pk
10 Institute of Business
Management, Karachi
Karachi www.iobm.edu.pk
11 Institute of Business and
Technology, Karachi
Karachi www.biztek.edu.pk
12 Iqra University, Karachi Karachi www.iqra.edu.pk
13 Isra University,
Hyderabad
Hyderabad www.isra.edu.pk
14 Jinnah University for Karachi www.juw.edu.pk
XLVII
Women, Karachi
15 Karachi Institute of
Economics &
Technology, Karachi
Karachi www.pafkiet.edu.pk
16 KASB Institute of
Technology, Karachi
Karachi www.kasbit.edu.pk
17 Karachi School for
Business & Leadership
Karachi www.ksbl.edu.pk
18 Muhammad Ali Jinnah
University, Karachi
Karachi www.jinnah.edu
19 Newport Institute of
Communications &
Economics, Karachi
Karachi www.newports.edu.pk
20 Preston Institute of
Management, Science and
Technology, Karachi
Karachi pimsat-khi.edu.pk
21 Preston University,
Karachi
Karachi www.preston.edu.pk
22 Shaheed Zulfikar Ali
Bhutto Institute of Sc. &
Technology (SZABIST),
Karachi
Karachi www.szabist.edu.pk
23 Shaheed Benazir Bhutto
City University, Karachi
Karachi www.sbbcu.edu.pk
24 Sir Syed University of Karachi www.ssuet.edu.pk
XLVIII
Engg. & Technology,
Karachi
25 Sindh Institute of Medical
Sciences, Karachi
Karachi www.siut.org
26 Textile Institute of
Pakistan, Karachi
Karachi www.tip.edu.pk
27 The Nazeer Hussian
University, Karachi
Karachi www.nhu.edu.pk
28 Zia-ud-Din University,
Karachi
Karachi www.zu.edu.pk
29 Shaheed Benazir Bhutto
Dewan University,
Karachi
Karachi Under Construction
Universities/DAIs chartered by Government of Khyber Pakhtunkhwa
S.
No
University/DAI Name Main
Campus
Website Address
1 Abasyn University,
Peshawar
Peshawar www.abasyn.edu.pk
2 CECOS University of
Information Technology
and Emerging Sciences,
Peshawar
Peshawar www.cecos.edu.pk
3 City University of
Science and Information
Technology, Peshawar
Peshawar www.cityuniversity.edu.pk
XLIX
4 Gandhara University,
Peshawar
Peshawar www.gandhara.edu.pk
5 Ghulam Ishaq Khan
Institute of Engineering
Sciences & Technology,
Topi
Topi www.giki.edu.pk
6 Iqra National University,
Peshawar
Peshawar www.iqrapsh.edu.pk
7 Northern University,
Nowshera
Nowshera www.northern.edu.pk
8 Preston University, Kohat Kohat www.preston.edu.pk
9 Qurtaba University of
Science and Information
Technology, D.I. Khan
D.I.Khan www.qurtuba.edu.pk
10 Sarhad University of
Science and Information
Technology, Peshawar
Peshawar www.suit.edu.pk