EXPLORING THE INFLUENCE OF CLASSROOM MISBEHAVIOR ON ACADEMIC ACHIEVEMENT: THE CASE OF TABOR SECONDARY SCHOOL STUDENTS

Abstract

The purpose of this study was to assess the influence of classroom misbehavior on academic achievement: the case of Tabor secondary school students. Data were gathered from a randomly selected 352 participants. A mixed research approach with a cross-sectional research design was employed. Data were gathered through questionnaires, interviews, and observations. The validity of the instrument was improved through expert review, and its reliability was assessed using the Cronbach alpha reliability test (ranging from 0.748 to 0.855). To analyze the data, both descriptive and inferential statistics (Pearson’s correlation coefficients, multiple regressions, and independent sample t-test) were used in SPSS version 25. A Pearson correlation coefficient result indicates a statistically significant and strong inverse relationship between contributing factors of classroom misbehavior and academic achievement. The results of multiple regressions indicate that the most determinant factors are peer pressure as it has the highest standardized coefficient. The independent t-test result shows that there is no statistical significant difference on students’ academic achievement due to classroom misbehavior among males and females. Depending on the findings it can be concluded that, as contributing factors of classroom misbehavior rises academic achievement tend to decline and vice versa. And, gender may not be a significant determinant in the relationship between classroom misbehavior and academic achievement. Also, the influence of peer pressures is shapes student’s behavior negatively. The study recommended that focus on empowering students to reduce negative peer influences, promoting positive peer interactions, creating supportive learning environments, and employing inclusive policies to address misbehavior regardless of gender.