Abstract

The study examined the causes of classroom disruptive behaviours among primary school pupils in Onitsha Educational Zone, Anambra State, and counselling interventions needed to curb the situation. Specifically, the study investigated the causes of classroom disruptive behaviours among primary school pupils in Onitsha Education Zone. The research also assessed the necessary counselling interventions to curb classroom disruptive behaviours among primary school pupils in Onitsha Education Zone, Anambra State, Nigeria. The target population for the study was made up of all the 258 public primary school teachers in 38 primary schools within Onitsha Education Zone. The study employed a descriptive survey research design. A sample size of 200 teachers was drawn across forty (40) primary schools in Onitsha Education Zone using a stratified random sampling technique. The research employed an instrument known as Disruptive Classroom Behaviour Questionnaire (DCBQ) to elicit information from the study participants. The reliability of the instrument used for this survey was tested using Cronbach’s Alpha, and the reliability index achieved was 0.78, indicating that the data used to validate the study’s hypothesis is reliable and consistent. The survey instrument was validated by conducting a pilot study in two primary schools with a sample size of 30 in two out of the target 40 public primary schools in Onitsha Education Zone. Descriptive analytical tool statistics was used to analyze the data collected from the field. The study found that all the stakeholders in education contributed in one way or the other to causing classroom disruptive behaviours among primary school pupils. The findings among others indicated that administrators lack provision of conducive learning environment, teachers do not use age-appropriate teaching methods, pupils do not model the required conduct, and parents do not provide the required learning materials for the children, among others, as some of the causes. The researchers therefore concluded that for classroom disruptive behaviour to be prevented and controlled, all stakeholders should join hands together. Based on the results of the findings of this research, the study recommends that the government at all levels, stakeholders in the private sector, and non-governmental organizations, through school administrators, should provide a conducive learning environment for both pupils and teachers. Parents should also ensure that their children are provided with adequate learning materials by the school management.