The influence of classroom misbehaviour on the academic achievement of primary school pupils in Guyana.

1. Introduction 1.1 Background of the Study 1.2 Research Problem Statement 1.3 Objectives of the Study 1.4 Significance of the Study 1.5 Research Questions 2. Literature Review 2.1 Definition of Classroom Misbehaviour 2.2 Academic Achievement in Primary Schools 2.3 Theoretical Framework on Misbehaviour 2.4 Previous Research on Misbehaviour and Achievement 3. Methodology 3.1 Research Design 3.2 Population and Sample 3.3 Data Collection Methods 3.4 Data Analysis Procedures 3.5 Ethical Considerations 4. Classroom Misbehaviour Types 4.1 Disruptive Behaviours 4.2 Antisocial Behaviours 4.3 Absenteeism and Truancy 5. Impact of Misbehaviour on Achievement 5.1 Direct Effects on Learning 5.2 Effects on Classroom Environment 5.3 Long-term Academic Consequences 6. Case Study: Guyana's Classroom Context 6.1 Overview of Guyanese Education System 6.2 Common Misbehaviour in Guyanese Schools 6.3 Cultural Influences on Behaviour 7. Strategies for Mitigating Misbehaviour 7.1 Behaviour Management Techniques 7.2 Teacher Training and Support 7.3 Involvement of Parents and Community 8. Conclusion and Recommendations 8.1 Summary of Findings 8.2 Implications for Policy and Practice 8.3 Suggestions for Future Research

1. How does classroom misbehaviour, categorized into disruptive behaviours, antisocial behaviours, and absenteeism, impact the academic achievement of primary school pupils in Guyana? 2. What role do cultural influences within the Guyanese education system play in shaping classroom misbehaviour and its subsequent effect on pupils' academic performance?