The paper "Exploring the Infringing Behaviours of Students inside a University Classroom: A research study from the Teacher's vantage point" by Rakhshinda Jabeen, Shaista Hassan Chashoo, and Dr. Najmus Sarifa focuses on investigating university teachers' perceptions of student misbehavior and its underlying causes. The study aims to identify common disruptive behaviors in university classrooms and explore potential reasons behind these behaviors from the teachers' perspective.
The research employs a descriptive survey methodology, involving 50 teachers from various departments at King Khalid University. Data was collected through two sets of questionnaires administered manually to ensure authenticity. The first questionnaire assessed common problematic behaviors observed by teachers, while the second explored potential causes of these behaviors.
Key findings reveal that cheating, drowsiness, improper sitting postures, indifference, cell phone usage, tardiness, and disruptive conversations were among the most frequently reported misbehaviors. Regarding causes, teachers identified factors such as lack of motivation, poor academic performance, dislike for the subject or teacher, and personal problems as potential reasons for student misbehavior.
The study concludes by emphasizing the importance of understanding the underlying causes of student misbehavior and recommends strategies for classroom management. These include immediate actions like nonverbal cues and praising positive behaviors, as well as long-term strategies such as building relationships with students and encouraging active learning.
The research highlights the complex nature of classroom behavior management and suggests that a collaborative approach involving teachers, department heads, and institutional management is necessary to address these issues effectively. The findings of this study aim to contribute to the development of well-managed classrooms in university settings.