Disciplinary problems among high achiever students: the types and the causes
This qualitative study has been done to 24 teachers and 72 students from various secondary schools in Penang, Malaysia, in order to investigate the effect of between class ability grouping (BCAG) on high achiever secondary school students. Studies reported that BCAG triggered correspondence bias a...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2015
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| Online Access: | http://journalarticle.ukm.my/10073/1/167-585-2-PB.pdf http://journalarticle.ukm.my/10073/ http://spaj.ukm.my/ppppm/jpm/issue/view/23 |
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| Summary: | This qualitative study has been done to 24 teachers and 72 students from various secondary schools in
Penang, Malaysia, in order to investigate the effect of between class ability grouping (BCAG) on high
achiever secondary school students. Studies reported that BCAG triggered correspondence bias among
teachers, which eventually affect them to show different perception and expectations towards high
achiever classes (HAC) and low achiever classes (LAC) students. Symbolic interaction theories
explained that individuals tend to be affected by others’ expectation, and therefore behave in a way they
were expected to. Therefore, according to the previous studies on BCAG, it was assumed that HAC
students would achieve better and would not be significantly involved in disciplinary problems. After
semi-structured interview had been conducted in order to collect the data, and two-cycled analyses
method, namely In-Vivo and Thematic Analyses had been operated in order to analyze the massive
amount of qualitative data, the it was discovered that HAC students were involved with disciplinary
problems, such as being disrespectful to teachers, paying less attention in the classroom, neglecting
assignments and doing external work during classes. Other findings of this study showed that the
disciplinary problems among HAC are related to their self-esteem types due to locus of control
difference, as well as bigger issues apart from the competition among themselves. School management
system, BCAG itself, reciprocal envy between HAC and LAC students, as well as their inclination
towards tuition centers contributed to disciplinary problems among HAC students. |
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