Teachers’ Perception on the Impact of Reinforcement Techniques on Disruptive Behaviour Among Secondary School Students in Katsina State, Nigeria
DOI:
https://doi.org/10.70886/ujer.25132.002Keywords:
Reinforcement Techniques, Disruptive Behaviour,, PerceptionAbstract
This study examined teachers’ perceptions on the impact of reinforcement techniques on managing disruptive behaviour among secondary school students in Katsina State, Nigeria. Employing a descriptive survey design, the study involved a population of one thousand two hundred and sixty three teachers, from which a sample of three hundred and ten respondents was selected. Data was collected using a validated four-point Likert scale questionnaire with a reliability index of 0.870 (Pearson Product Moment Correlation). Analysis was conducted using ANOVA and independent t-tests. Findings revealed that teachers’ qualifications had minimal influence on the effectiveness of reinforcement techniques (f = 11.446, p = 0.000), while teaching experience showed a positive, though marginal, effect (f = 1.735, p = 0.160). Additionally, female teachers demonstrated a higher t-value score than male teachers in applying reinforcement to reduce disruptive communication behaviour. These results underscore the relevance of positive reinforcement in classroom management and highlight the moderating roles of experience and gender in its application.
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