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Title: Disruptive behaviour of students at elementary level: A Case study from a Public School at Lahore, Pakistan
Authors: Um ul Huda, Muhammad Shabbir Ali Saleemi
Journal: International Journal of Human and Society (IJHS)
Publisher: Educational Scholarly Horizons
Country: Pakistan
Year: 2024
Volume: 4
Issue: 4
Language: English
Keywords: Disruptive Behaviourclassroom managementprimary schoolsbehavioural issues
Disruptive behaviour of students has recently become an emerging problem at school level in Pakistan. Although there have been a very few studies as to determine the ratio of such scenarios between public and private sector schools, however, both the systems have evidence for it. The current research study was aimed at identifying the causes and then introducing some remedial treatment to one of the identified cases exhibiting high levels of disruptive behaviour. For this purpose, the study was divided into two phases. At the first stage, the teacher researcher identified some of the causal factors underlying the disruptive behaviour of the child, in the light of literature review, by different means. In order to comprehensively identify the factors, interviews of the teachers, peers and family were conducted. At the second phase, keeping the identified causes in view, a remedial treatment was introduced for the child for a period of about 8 weeks. The treatment was successful for the duration of the study, but the absence of the treatment led to the turning back of the child to the previously adopted ways. The study explores interesting day to day behavioural changes and attempts to answer how a treatment can be helpful for the future researchers and practitioners.
To identify the causes of disruptive behavior in elementary-level students and introduce remedial treatments for a case exhibiting high levels of disruptive behavior.
A qualitative, single-subject case study with an action-oriented methodology was conducted in two phases. Phase 1 involved identifying causal factors through literature review, interviews with teachers, peers, and family, and keen observation. Phase 2 involved introducing a remedial treatment for approximately 8 weeks, based on the identified causes. The researcher acted as a teacher-researcher.
graph TD;
A["Literature Review"] --> B["Identify Causal Factors"];
B --> C["Interviews & Observation"];
C --> D["Phase 1: Data Collection"];
D --> E["Phase 2: Treatment Design"];
E --> F["Administer Remedial Treatment"];
F --> G["Monitor & Record Behavior"];
G --> H["Analyze Treatment Effectiveness"];
H --> I["Formulate Conclusions & Recommendations"];
The study highlights that while interventions can yield short-term positive outcomes, long-term behavioral change requires sustained treatment and full cooperation from guardians. The effectiveness of the treatment was influenced by factors such as the child's interest in specific subjects and the level of attention received.
The remedial treatment was successful during its administration, leading to improved behavior and test results. However, the absence of the treatment resulted in the child reverting to previous disruptive behaviors. Factors contributing to disruptive behavior included family issues, poor socio-economic background, lack of care at home, low self-esteem, school stress, attention-seeking attitude, and learned aggression.
Disruptive behavior in elementary students is a complex issue influenced by various internal and external factors. Targeted interventions can be effective in managing such behaviors, but long-term success depends on consistent application of treatment and comprehensive support from the school and family.
- The study was conducted in a Public School at Lahore, Pakistan. (Confirmed by title and methodology)
- The remedial treatment was administered for a period of about 8 weeks. (Confirmed in abstract and methodology)
- The study identified 11 factors contributing to the disruptive behavior. (Confirmed in methodology)
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