UNIVERSITI PUTRA MALAYSIA

PREDICTORS OF STUDENT MISBEHAVIOR IN JORDANIAN HIGH SCHOOLS

AMEEN MOHAMMED MOUSA MAHASNEH

FPP 2012 30

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PREDICTORS OF STUDENT MISBEHAVIOR IN JORDANIAN HIGH SCHOOLS

By

AMEEN MOHAMMED MOUSA MAHASNEH

Thesis Submitted to the School of Graduate Studies, Universiti Putra Malaysia, in Fulfilment of the Requirements for the Degree of Doctor of

Philosophy

February 2012

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DEDICATION

This thesis is dedicated to:

To my beloved parents

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Abstract of thesis presented to the Senate of Universiti Putra Malaysia in fulfilment of the requirements for the degree of Doctor of Philosophy

PREDICTORS OF STUDENT MISBEHAVIOR IN JORDANIAN HIGH SCHOOLS

By

AMEEN MOHAMMED MOUSA MAHASNEH

February 2012

Chairman: Prof. Sharifah Md. Nor, PhD

Faculty: Educational Studies

Despite the number of studies examining student misbehaviour in school,

there is still much to be learned in this field, specifically on student

misbehaviour in Jordanian high schools. The main objective of this study is to

identify predictors of student misbehaviour in Jordanian high schools in the

Governorate of Jarash. It aims to identify the types and levels of

misbehaviour exhibited by students, to investigate the relationship between

student misbehaviour and the students’ attachment and commitment to

school, their involvement in school activities, their beliefs in the importance of

common school rules, parental attachment and involvement in their

education, students’ perceptions of their peer group and their teachers’

behaviour towards them. The research design for this study was quantitative

in nature and employed the descriptive correlational research design. The

data were analyzed using the independent sample t-test, One Way Analysis

of Variance (ANOVA), Pearson Product Moment Correlation and stepwise

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multiple regression. The sample of this study consisted of four hundred and

forty-three (443) high school students in the Jordanian Governorate of

Jarash, 216 were males and 227 females. A questionnaire was adopted

based on Hirschi’s Social Bond Theory, Durkheim Theory of morality and

Islamic perspective of moral education which formed the theoretical basis of

the study.

The findings show that the levels of misbehaviour amongst Jordanian high

school students were generally low and that the most common types of

misbehaviour were disobedience, followed by classroom disruption, and

vandalism. The results of this study also revealed that the level of student

misbehaviour significantly differed in relation to gender, grade level, types of

school, and parents’ educational background.

The stepwise multiple regression analysis showed that nine out of seventeen

predictor variables are directly related to student misbehaviour. The

significant predictors adopted from Hirschi’s Social Bond Theory are beliefs

in the importance of common school rules, commitment to school,

attachment to school, and parental attachment towards children’s education.

Demographic variables such as gender, grade level, types of school,

academic achievement, and father’s level of education (if he had never

attended school) also served as significant predictors. However, independent

variables such as father’s level of education (if he had attended secondary

school and lower), mother’s level of education, students’ involvement in

school activities, parental involvement, students’ perception of their peer

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group and that of the teachers’ behaviour towards them were not found to be

significant in predicting student misbehaviour in Jordanian high schools.

The findings suggest that all parties, including the Ministry of Education,

teachers as well as parents need to achieve a higher level of cooperation in

order to improve students discipline in Jordanian high schools.

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Abstrak tesis yang dikemukakan kepada Senat Universiti putra Malaysia sebagai memenuhi Keperluan untuk ijazah Doktor Falsafah

PEMBOLEH UBAH PERAMAL SALAH LAKU PELAJAR DI SEKOLAH TINGGI JORDAN

Oleh

AMEEN MOHAMMED MOUSA MAHASNEH

Februari 2012

Pengerusi: Prof. Sharifah Md. Nor, PhD

Fakulti: Pengajian Pendidikan

Walaupun beberapa kajian telah dilakukan berkaitan dengan salah laku

pelajar di sekolah, masih banyak yang perlu dipelajari, terutama sekali

berhubung salah laku pelajar di sekolah menengah di Jordan. Objektif utama

kajian ini adalah untuk mengenal pasti pembolehubah peramal salah laku

pelajar di sekolah tinggi Jordan dalam kawasan pentadbiran Jarash. Kajian

ini bertujuan untuk mengenal pasti jenis dan tahap salah laku dalam

kalangan pelajar. Ia juga bertujuan untuk mengkaji hubungan antara salah

laku pelajar dengan perapatan dan komitmen mereka terhadap sekolah,

penglibatan mereka dalam aktiviti sekolah, kepercayaan mereka terhadap

kepentingan peraturan sekolah, perapatan (attachment) dan penglibatan ibu

bapa terhadap pendidikan mereka, persepsi mereka terhadap rakan sebaya,

dan tingkah laku guru terhadap mereka. Reka bentuk penyelidikan bagi

kajian ini adalah bersifat kuantitatif berbentuk korelasi deskriptif. Data telah

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dianalisis dengan menggunakan Ujian t bebas, analisis varian, korelasi

Pearson and regresi kaedah stepwise. Sampel kajian ini terdiri daripada

empat ratus empat puluh tiga (443) pelajar sekolah menengah, yang

melibatkan 216 pelajar lelaki dan 227 pelajar perempuan. Soal selidik telah

digunakan untuk pengumpulan data. Teori Durkheim (1962), Teori Jalinan

Sosial Hirschi (1969) dan pandangan Islam tentang pendidikan moral

merupakan kerangka teori kajian ini.

Hasil kajian menunjukkan bahawa tahap salah laku dalam kalangan pelajar

sekolah tinggi Jordan adalah pada tahap yang rendah dan jenis salah laku

yang paling banyak di lakukan ialah tingkah laku ingkar diikuti dengan

gangguan bilik darjah dan vandalisme. Hasil kajian ini juga mendapati

bahawa terdapat perbezaan yang signifikan di antara pelajar berhubung

dengan gender, tahap persekolahan, jenis sekolah yang dihadiri dan tahap

pendidikan ibu dan bapa daripada segi tingkah salah laku pelajar.

Analisis regresi ‘stepwise’ menunjukkan terdapat sembilan pemboleh ubah

peramal daripada tujuh belas pembolehubah dalam model regresi

mempunyai hubungan yang signifikan kepada salah laku pelajar. Pemboleh

ubah (berasaskan Teori Jalinan Sosial, Hirschi) yang didapati berhubung

dengan salah laku adalah kepercayaan kepada kepentingan peraturan

sekolah, komitmen dan perapatan kepada sekolah dan perapatan ibubapa

kepada pendidikan anak. Pemboleh ubah demografik seperti gender,

tingkatan, jenis sekolah, pencapaian akademik, dan tahap pendidikan bapa

(tidak pernah bersekolah) adalah juga pemboleh ubah peramal bagi salah

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laku pelajar. Walau bagaimanapun, pemboleh ubah bebas seperti tahap

pendidikan bapa (sekolah menengah dan rendah), tahap pendidikan ibu,

penglibatan pelajar dalam aktiviti-aktiviti sekolah, penglibatan ibu bapa dalam

pendidikan anak, persepsi pelajar terhadap kumpulan rakan sebaya, dan

tingkah laku guru terhadap mereka bukan merupakan peramal kepada salah

laku pelajar.

Hasil kajian menunjukkan bahawa semua pihak, iaitu Kementerian Pelajaran,

guru serta ibu bapa perlu lebih bekerjasama untuk meningkatkan disiplin

pelajar di sekolah Jordan.

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ACKNOWLEDGEMENTS

“In the name of God, the Most Gracious the Most Merciful”

First and foremost, I would like to acknowledge all those who have inspired

me to write this thesis, have lighted the flame within me and have made it

possible for me to complete it. I would like to express my deepest and

sincere gratitude to the chairman of my supervisor committee, Prof. Dr.

Sharifah Md. Nor. I am extremely grateful for her insight, scholarly guidance,

generous support, keen editorial eye, and tireless dedication to good

research, valuable guidance, feedback and contributions to this work. She

has been a constant source of encouragement, knowledge, ingenious ideas

and wisdom while completing my PhD. Also I would like to express my

gratitude and sincere appreciation to my committee members Prof. Abdul

Rahman bin Md. Aroff, Assoc. Prof. Dr. Bahaman Abu Samah and Dr. Nur

Surayyah M. Abdullah for their insightful contributions, generous support,

valuable feedback and continuous encouragement. Thank you for the

counsel and support you have provided me with at all times. I sincerely

appreciate everything you have done.

I would like to thank my parents who never ceased to encourage me,

expected me to do my best and inspired me. Without their continuous

prayers and encouragement it would have been very difficult for me to persist

in my endeavours and realize my aspirations. Indeed, without their

unwavering belief in me, I would not be where I am today. Thank you for the

love, attention, discipline and guidance you gave which enabled me to be

successful in life. The highest acknowledgment of thanks is reserved to my

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father, my source of life, strength and ability who has instilled in me since my

early age the hunger for knowledge and the desire to succeed and for giving

me not only the opportunity but also the capacity to pursue my higher

education. To my guardian angel, my mother, thank you for your prayers,

words of encouragement and love. Without your unconditional love and

selfless sacrifice, I would not have become the man I am today. I appreciate

your patience and steadfastness while keeping me on my path to ensure I

never quit on my dreams. My dear parents, all my accomplishment are

indeed yours as well.

Special thanks I also owe to my fiancé Alla'a, my older brother Dr. Ahmad

and family, my younger brother Farah, and to my sisters Basima, Fatima,

Aisha, Amina, Hind, Sana’a, Faiha’a and Amal. Thank you all for your

support and encouragement and for always being there for me.

I would also like to thank my grandparents Mr. Mousa and Mrs. Novh for their

love and support. May Allah bless their souls. Equally, my thanks are due to

my uncle Dr. Ali and family.

My gratitude also extends to the editor of this thesis, Mrs. Maryam M. Jaan,

whose valuable comments and suggestions gave this work its final touch and

sparkle.

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Last but not least, I wish to take this opportunity to express my sincere

gratitude and appreciation to the Dean of the Faculty of Educational Studies

and Universiti Putra Malaysia for all the support given.

I dedicate this dissertation to my parents – in acknowledgment of your

enduring sacrifice.

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APPROVAL

I certify that a Thesis Examination Committee has met on 23 February 2012 to conduct the final examination of Ameen Mohammed Mousa Mahasneh on his thesis entitled "Predictors of Student Misbehavior in Jordanian High Schools" in accordance with the Universities and University Colleges Act 1971 and the Constitution of the Universiti Putra Malaysia [P.U.(A) 106] 15 March 1998. The Committee recommends that the student be awarded the Doctor of Philosophy. Members of the Thesis Examination Committee were as follows: Rohani bte Ahmad Tarmizi, PhD Associate Professor Faculty of Educational Studies Universiti Putra Malaysia (Chairman) Turiman bin Suandi 1, PhD Professor Faculty of Educational Studies Universiti Putra Malaysia (Internal Examiner) Habsah bte Ismail 2, PhD Associate Professor Faculty of Educational Studies Universiti Putra Malaysia (Internal Examiner) Mohammed Alkhawaldeh, PhD Professor Faculty of Educational Studies Yarmouk University Jordan (External Examiner)

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This thesis was submitted to the senate of Universiti Putra Malaysia and has been accepted as fulfilment of the requirement for the Degree of Doctor of Philosophy. The members of the Supervisory committee were as follows: Sharifah Md. Nor, PhD

Professor Faculty of Educational Studies Universiti Putra Malaysia (Chairman) Abdul Rahman Md.Aroff, PhD

Professor Faculty of Educational Studies Universiti Putra Malaysia (Member) Bahaman Abu Samah, PhD

Professor Faculty of Educational Studies Universiti Putra Malaysia (Member) Nur Surayyah Madhubala Abdullah, PhD

Associated Professor Faculty of Educational Studies Universiti Putra Malaysia (Member)

_______________________ BUJANG BIN KIM HUAT, PhD

Professor and Dean School of Graduate Studies Universiti Putra Malaysia Date:

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DECLARATION

I declare that the thesis is my original work except for quotations and citation which have been duly acknowledged. I also declare that it has not been previously, and is not concurrently, submitted for any other degree at universiti Putra Malaysia or at any other institution.

AMEEN MOHAMMED MOUSA MAHASNEH Date: 23 February 2012

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TABLE OF CONTENTS

ABSTRACT iii ABSTRAK vi ACKNOWLEDGEMENTS ix

APPROVAL xii DECLARATION xiv

TABLE OF CONTENTS xv LIST OF TABLE xviii LIST OF FIGURES xxi

CHAPTER 1

1. INTRODUCTION 1

1.1 Background of the Study 4

1.2 Statement of the Problem 13 1.3 Objectives of the Study 15

1.4 Research Questions 16 1.5 Significance of the Study 17

1.6 Limitations of the Study 19 1.7 Definition of Terms 21

1.8 Summary 26

2. LITERATURE REVIEW 27

2.1 Introduction 27

2.2 Theoretical Background of the Study 27 2.2.1 Durkheim’s Idea of Morality and Student

Misbehaviour 28 2.2.2 Social Bond Theory and Student

Misbehaviour 35 2.2.3 Islamic Perspective of Morality 48

2.4 Types of Student Misbehaviour 52 2.5 Factors related to Student Misbehaviour 63

2.5.1 Family Relationship 63

2.5.2 Peer Group Behaviour 70 2.5.3 Teachers’ Behaviour 74

2.5.4 Demographic Variables 78 2.6 Summary of Literature Review 94

2.7 Theoretical Framework of the Study 95 2.8 Summary 102

3. RESEARCH METHODLOGY 103

3.1 Introduction 103 3.2 Research Design 103

3.3 Research Framework 105 3.4 Location of Study 107

Page

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3.5 Population 107

3.6 Sample Size 108 3.7 Sampling Techniques 111

3.8 Research Instruments 113 3.8.1 Student Misbehaviour 115

3.8.2 Independent Variables 118 3.9 Validation of Instrument 126

3.10 Reliability of Instrument 127 3.11 Data Collection Procedure 130

3.12 Data Analysis 131 3.13 Summary 144

4. ANALYSIS AND FINDINGS 145

4.1 Introduction 145 4.2 Descriptive Analysis 148

4.2.1 Gender, Grade Level, and Types of Schools 148 4.2.2 Academic Achievement (GPA) 149

4.2.3 Father’s Level of Education 150 4.2.4 Mother’s Level of Education 150

4.2.5 Monthly Family Income 151 4.2.6 Level of Student Misbehaviour 152

4.2.7 Types of misbehaviour 152 4.2.8 Level and Type of Student Misbehaviour 153

4.2.9 Level and Type of Attachment to School 158 4.2.10 Level and Type of Commitment to School 160

4.2.11 Type of Involvement in School Activities 162 4.2.12 Level and Type of Belief in the Importance of

Common School Rules 163 4.2.13 Level and Type of Parental Attachment 166

4.2.14 Level and Type of Parental Involvement 169 4.2.15 Students’ Perceptions of their Peer Group

Behaviour 171 4.2.16 Students’ Perceptions of their Teachers’

Behaviour 173 4.3 Comparative Analysis 175

4.4 Correlation Analysis 182 4.5 Multiple Regression Results 188

4.6 Summary 195 5. SUMMARY, DISCUSSION, IMPLICATIONS AND

RECOMMENDATIONS 198

5.1 Introduction 198 5.2 Summary of the study 198

5.3 Findings and Discussions 200 5.3.1 Level of Students’ Misbehaviour 200

5.3.2 Type of misbehaviour 201 5.3.3 Student Misbehaviour Based on Gender 202

5.3.4 Student Misbehaviour Based and Grade Level 204 5.3.5 Student Misbehaviour and School Type 205

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5.3.6 Student Misbehaviour and Academic Achievement (GPA) 207

5.3.7 Student Misbehaviour and the Academic Background of Parents 209

5.3.8 Student Misbehaviour and Family Income 212

5.3.9 Attachment to School and Student Misbehaviour 213

5.3.10 Commitment to School and Student Misbehaviour 214

5.3.11 Involvement in School Activities and Student Misbehaviour 215

5.3.12 Beliefs of the Importance of Common School Rules and Student Misbehaviour 216

5.3.13 Parental Attachment and Student Misbehaviour 218

5.3.14 Parental Involvement and Student Misbehaviour 220

5.3.15 Peer Group Behaviour and Student Misbehaviour 221

5.3.16 Teachers’ Behaviour and Student Misbehaviour 223

5.3.17 Stepwise Multiple Regression 225 5.4 Implications 227

5.4.1 Theoretical Implications 227 5.4.2 Practical Implications 231

5.5 Recommendations for Practice 234 5.6 Recommendations for Future Research 237

5.7 Summary 238 REFERENCES 239 APPENDIX 253

APPENDIX 254 BIODATA OF THE AUTHOR 281