Factors Affecting Students Classroom Behavior in St. Mary’s University College with Particular Focus on Department of Marketing Management

Abstract

The study is aimed to investigate factors contributing for the rise of students’ discipline problem in the department. Our department has faced many practical problems in monitoring the discipline of our students and ensuring the desirable change of behavior. This statement can be evidenced by the facts where by significant size of our students have been earning no grade marks (NGs) due to poor attendance record, earning nil marks due to cheating on exam and involving in various act of undesirable behavior. The following research questions were raised for investigation: 1). what does the practice of the department’s academic staff class attendance and exam administration look like? 2). Does the nature of courses contribute for students’ discipline problem? 3). Do students have sufficient awareness on the rules and regulations of the University College? 4). Does the mode of delivery followed by the department contribute for discipline problem? The following conclusions were drawn in line with the research questions. The practice of academic staff’s attendance administration is not as per the desirable pattern. Regarding exam administration, both the department and non department, instructors give less attention for exam room arrangement before hand. This practice leads students to misbehavior. In addition, the findings proved that the student disciplinary problem such as cheating, absenteeism, NG and others tend to be higher in the course that they are not interested in. It can be concluded from this that there is some gap in showing the relevance of supportive and common courses so that students develop interest towards these courses. It has been revealed that students do not have sufficient awareness about the rules and regulation. This is partly due to inadequacy of the orientation during their entrance, little number of attendants and partly because of failure of follow up and re-orientation during their educational pursue. Thus, it can be said that the orientation is not highly effective in preventing students’ behavioral irregularities. No significant gap was observed with respect to the mode of delivery followed by instructors. At last some recommendations were forwarded.