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All Journal Atfaluna: Journal of Islamic Early Childhood Education International Journal of Qualitative Research
Akobi, Thomas Ogbeche
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Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Influence of Classroom Misconduct on Academic Performance of Senior Phase Learners: The Teachers’ Perspectives Khantsi, Moneilweng P.; Okeke, Charity C.; Akobi, Thomas Ogbeche
International Journal of Qualitative Research Vol. 4 No. 1 (2024): July
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v4i1.1013

Abstract

Classroom misconduct among students continues to be a challenge, particularly for South African teachers. Senior phase learners in South African schools have demonstrated an alarming amount of misconduct in classroom settings, and this tends to affect students' academic performance as it disrupts the process of teaching and learning. In this study, the researchers tried to examine the perceptions of teachers on the causes of classroom misconduct among senior phase learners in South Africa and how it influences their academic performance. The study adopted a qualitative research approach and employed a phenomenological research design. The sample of the study comprised 12 high school teachers purposefully selected to participate in the study. The data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed that learners' background, attention-seeking, child-headed responsibilities, and teachers’ unpreparedness and inconsistency are among the causes of classroom misconduct among senior phase learners. It was found also that students’ classroom misconduct hinders the teaching and learning process in the classroom, and also interferes with other learners’ learning disrupts the whole process of teaching and learning, and in the long run, affects the academic performance of students. Based on these findings, the study recommended that teachers should give learners full attention at school to reduce distractions in the classroom. The study further recommends that teachers should be professional and serious in handling teaching and learning matters to keep learners busy, this will help to reduce the rate of misconduct among senior phase students.
Parental Involvement Growth in Early Childhood Education: A Comparative Study in the Free State Province of South Africa Okeke, Chinedu Ifedi; Akobi, Thomas Ogbeche
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.9258

Abstract

This study examined parental involvement in early childhood education at mobile ECD centres in the Free State province, South Africa, focusing on centres managed by Tshepang Educare Trust, Ntataise, and Lesedi Educare Association. A quantitative research approach with a descriptive survey design was used to gather data from 172 practitioners, selected through proportionate stratified random sampling. The sample included 11 practitioners from Lesedi Educare Association, 8 from Tshepang Educare Trust, and 153 from Ntataise. Data were collected using a 20-item structured questionnaire, validated by experts, with a reliability index of 0.79. Analysis was conducted using SPSS version 25, applying mean, standard deviation, t-tests, and one-way ANOVA. Findings revealed that parental involvement was highest at Ntataise, followed by Tshepang Educare Trust and Lesedi Educare Association, with an overall high level of involvement (cluster mean of 3.29). The most significant form of parental engagement was ensuring proper invitations for meetings. Meanwhile, the lowest score was for maintaining a sense of ownership by parents of the school. These results underscore the importance of support structures in fostering parental involvement.
Co-Authors Khantsi, Moneilweng P. Okeke, Charity C. Okeke, Chinedu Ifedi