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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: Hairul Nizam Ismail,, Kususanto, Prihadi
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2015
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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spelling my-ukm.journal.100732017-02-03T08:11:45Z http://journalarticle.ukm.my/10073/ Disciplinary problems among high achiever students: the types and the causes Hairul Nizam Ismail, Kususanto, Prihadi 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. Penerbit Universiti Kebangsaan Malaysia 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10073/1/167-585-2-PB.pdf Hairul Nizam Ismail, and Kususanto, Prihadi (2015) Disciplinary problems among high achiever students: the types and the causes. Jurnal Psikologi Malaysia, 29 (2). pp. 93-105. ISSN 2289-8174 http://spaj.ukm.my/ppppm/jpm/issue/view/23
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description 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.
format Article
author Hairul Nizam Ismail,
Kususanto, Prihadi
spellingShingle Hairul Nizam Ismail,
Kususanto, Prihadi
Disciplinary problems among high achiever students: the types and the causes
author_facet Hairul Nizam Ismail,
Kususanto, Prihadi
author_sort Hairul Nizam Ismail,
title Disciplinary problems among high achiever students: the types and the causes
title_short Disciplinary problems among high achiever students: the types and the causes
title_full Disciplinary problems among high achiever students: the types and the causes
title_fullStr Disciplinary problems among high achiever students: the types and the causes
title_full_unstemmed Disciplinary problems among high achiever students: the types and the causes
title_sort disciplinary problems among high achiever students: the types and the causes
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2015
url 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
_version_ 1643737995631656960
score 13.211869

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