Student Incivility in Classrooms: An Insight From The Student’s Point of View with Focus on Kerala

Year 2024, , 47 - 56, 02.08.2024

Ranjith Somasundaran Chakkambath , Ananthu Krishna S , Evin Thomas Maliakkal

https://doi.org/10.52134/ueader.1472101

Abstract

Educators endeavour to establish classroom settings that foster learning. Nevertheless, it is a frequent occurrence to come across disruptive student conduct that hampers the learning environment we aim to establish. Classroom incivility may be characterized as student conduct that hinders the anticipated progression of the lecture or disturbs the educational environment within the class. After COVID-19, offline classes have begun and students are adapting to the traditional method of classroom coaching once again. The shift from digital to online mode of teaching has also created a sense of change in the general classroom discipline. This research investigates the student incivility from the student’s perspective. The target population is from the State of Kerala, India. The sample size was 244 students from different educational institutions across the State. A structured questionnaire was used to measure different incivility behaviors of students. The study used proportionate analysis for the demographic characteristics and general questions related to classroom incivility. Exploratory factor analysis was used to group the factors that contribute to classroom incivility. The outcome of this research aims to provide some insight into the students perspective of classroom incivility. This understanding would enable to educators to strengthen their classroom management skills and also develop their own strategies to deal with certain disruptive behaviours found.

Keywords

Student Incivility, Classroom, Higher education, Exploratory Factor analysis.

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