CENTRE FOR LANGUAGE STUDIES

ENGLISH FOR TECHNICAL PURPOSES (UHB 30102)

SEMESTER 1 SESI 2020/2021

Feasibility Report

Title: Ways to Overcome Problematic Student in Class

Group Members Matric Numbers

Wan Mohd Amin Khalili Bin Wan Kamri AN180127

Muhammad Radzi Bin Abdul Hamid AN180158

Mohamad Fakrul Ikhwan Bin Roslan AN180129
Saiful Hidayat Bin Mohd Omar AN180153
Mohamad Nur Farezzudin Bin Mohd AN180033
Zainudin

Section: 31
Name of Lecturer: Madam Hazila Binti Kadir @Shahar
Date of Submission: 24/01/2021
CONTENT

Executive Summary …………………………………………………………………1

Introduction ………………………………………………………..……………….. 2
Background (Problem Statement)……………………………………………………3
Purpose (Objectives)………………………………………………………………... 3
Procedure/Method……………………………………………………..…………..... 3
Findings……………………………………………………………………………... 5
Recommendations / Proposed Solutions ………………………………………...... 9
Conclusion …………………………………………………………………………. 11
References …………………………………………………………………………. 12
AppendixⅠ ………………………………………………………………...……… 12
EXECUTIVE SUMMARY
This research was done to provide the insights on how to handle problematic
students and maintaining a conducive class for a learning session. It’s either can be
applied at school or even at university as it’s a general solution that only involve the
participation of the students and also a low cost solution. Besides, it can help to
encourage students to achieve a better results in the examination.
We were intending on proposing a motivational webinar that would held on
Google Meet. This would be a very appropriate type of solution due to the global
pandemic situation that restricted a group of people to have some sort of assembly or
meeting to avoid the spreading the virus even more. This webinar would be available
for every students but still focusing on student that have issues with their behaviours
and ethics. From this webinar, hopefully it would help to improve ethicality of the
students thus boost up their morality to focus on study.

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1. INTRODUCTION
Teaching and learning is a system that involves several factors. When learners
work towards their goals and implement new knowledge, behaviours, and skills that
add to their repertoire of learning experiences, these variables interact one to each
other. When the lecturer or teacher giving lesson to their learner they have also have
goals to make the student very understand about what they presenting. In 2019, there
were around 291, 53 thousand male students and 415, 02 thousand female students
enrolled in higher public institutions. While the number of male students enrolled has
declined gradually since 2016, in 2019 there was still a considerably higher number of
females than male students. It mirrored the worldwide phenomenon of more women
than men pursuing higher education. The number of students go to university
increasing day by day. So the government will improve their method in giving lesson
to students. The students come from many background have their own attitude that
will affecting the environment of study. There were also will influence other students.
Unfavourable attitude or mischievous behaviour of students during a lesson is
undeniably a common education issue that happens every day. Thus the lesson will
not effective for students because of some problematic students. Apart from the
studies conducted for the problematic students with study environment that will affect
the lecturer and other students. This is because the students that come to university
have their own ambition and goal. Then they have no time to deal with this
problematic students instead their performance will affected by this problematic
students.

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2. BACKGROUND (Problem Statement)
Every day, the issue about problematic student are always making the community
at school uncomfortable. Schools have been the playground for their problematic
behavior, where they made the lives of normal students miserable and a living hell.
Smaller and weaker children fall victims to these bullies who abuse them physically,
verbally, emotionally and financially. Even teachers avoid confronting these problem
students, who should be categorised according to their degree of violence and
aggressive behaviour and sent to special schools where they can be reformed.

3. PURPOSE (Objectives)
The objective of case study:

1. To help lecturers to control a group of student in a class.

2. To ensure students to follow rules and ethics in teaching and learn session.
3. To ensure a comfortable and conducive environment for students for teaching
and learn session.
4. METHODOLOGY

This section basically focused on the methods approached for this research. The
purpose of this research is mainly to investigate the significances of unfavourable
student’s behaviour during a lesson period or lecture towards a learning environment.
However, this research is subjected for assessment only to tertiary level students in
this country. All the data and findings were collected through a questionnaire.

4.1 Respondents Background

The respondents of this research were requested randomly. A brief of

respondents’ background was questioned early in the questionnaire form. A number
of responses received from the questionnaires show a group of 15 individuals from
different faculty and different education institutes volunteered as respondents. [11] of
them are males while another [4] are females. However, majority of the responses
were from the third year students.

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4.2 Survey Form

A survey form was created with a total of 20 questions which were divided into 3
parts. Eventually, part A, B and C. Part A contained a set of 5 questions that focus on
the respondents’ brief backgrounds. The name of each respondent’s faculty, year of
study and gender are the important questions in part A that heavily determine the
scope of this research. Questions regarding one’s hobby and future interest were
included for brief behaviour acknowledgement.

Part B included a set of questions which were fixed in the questionnaire to

explore the problem, the topic proposed for this research. As of in this research, the
focus is on the unfavourable student’s behaviour during a lesson period or lecture.
There are 9 questions altogether in this part. This part made up of a few multiple
choices, scale and open-ended type of questions. Questions in part B are practically
about the respondents’ learning surroundings and also their activity during a lecture or
a lesson period. In addition, part B questions also look into the relation of the topic
with the worldwide current situation, the pandemic Covid-19 and the idea of
“open-distance learning”.

The last part of the survey form is part C. Part C on the other hand, is related to
the research approached solution. A motivational program or talk or webinar is the
solution proposed previously. There are few aspects that need to be considered upon
for the solution. The platform, time and the duration of the solution are important and
need to be relevant for interested participants. There were also questions in part C
which look in to respondents’ point of interest on the proposed solution.

4.3. Data Collection

The questionnaire was adjusted into the Google Form service as an online survey
form. The link for this survey form was distributed through various Whatsapp (social
networking mobile application) group conversations at random. This survey form was
not targeted for specified groups in the tertiary level but instead request for volunteer
responses from any individuals in the tertiary level education. The findings and data
were collected in a week from the first date of the survey link distribution which was
on 13th of December 2020.

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5. FINDINGS AND DISCUSSION

This section will discuss on the responses received from the online questionnaire
especially the data from part B and C. As mentioned before, the purpose of this
research is to look into the significant of unfavourable behaviour of students. The
tables below point out the crucial results for this topic.

Attendance of problematic students in class Results (%)

Present 53.3
Absent 46.7
Table 4.1. Responses result on Question 6 in part B of the survey.

Class atmosphere Results (%)

Peace/conducive/calm 53.3
Hectic/chaotic 46.7
Table 4.2. Responses result on Question 4 in part B.

Majority of the respondents (53.3 percent) agreed that their class apparently
include problematic students in lectures as shown in Table 4.1. In relation to that, 53.3
percent as in Table 4.2. of the respondents claimed that their classes are
environmentally conducive and calm in which means that not all problematic students
would lead to unhealthy learning environment. However, another 46.7 percent
claimed the opposite. There are many reasons can be pointed out for unhealthy
learning environment but the percentage number still show a significant effect of
students’ unfavourable behaviour on the learning environment. This statement is
supported by the following charts in Figure 4.3 & 4.4.

Figure 4.3. Response result on Question 7 in part B.

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 Figure 4.4. Response result on Question 8 in part B.

In Figure 4.3, nearly half (46.7 percent) of the respondents were affected by
others’ unfavourable behaviour during a lecture. The percentage number was heavily
affected by the class atmosphere as in Table 4.2. 46.7 percent to 46.7 percent was
surely a relevant relation that comes with 1:1 ratio. In addition to that, based on the
respondents’ average observation, 33.3 percent of them stated that their classmates
would negatively react to any acts of problematic behaviour. For example, they would
perhaps tag along with the act like making noise or playing games at the back of the
class or perhaps teasing other students during a lesson period.

An individual’s behaviour often related to their personal backgrounds. However,

the current situation also plays an important role in influencing one’s behaviour in
lectures. Lectures with high learning intensity and dull could lead to students’
unfavourable behaviour. The data in the Figure 4.5 is actually relatable those to those
findings in previous tables and figures.

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 Figure 4.5. Response result on Question 3 in part B.

It is important to understand that these findings are not to put the blame on
educators but instead emphasizing on the importance of motivation in one’s studies on
their behaviour. In current situation where the whole world is heavily impacted with
the pandemic Covid-19, open-distance learning is the only option to further the
education progress. The only way to gauge an individual’s behaviour and motivation
are by their attendance in an online class and also their submission of assignments. On
average, responses for Question 9 in part B would most probably means that there are
actually many reasons for the absence and their in submission of assignment which
should be considered in the first place. The following statements are some of the
responses.

“Try to understand their problem.”

“Some might have their own reasons for it but at least they should display some efforts
on their studies. It’s their responsibility to begin with.”
“I'm thinking that the idea of ODL at home is not a good solution.”
“The way I see it, there are times that student might not be able to attend an online
class and that is due to unstable network coverage at certain areas but it doesn't permit
any student to not submit their assignments and work progress. It is forgivable to be
late but not if one fails to submit after all.”
The responses for part C are analysed to improve the proposed solution, a
motivational program or webinar. The following figures are the key points to further
the solution.

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 Figure 4.6. Response result on Question 3 in part C.

Figure 4.7. Response result on Question 5 in part C.

It is best to assume that the respondents prefer a motivational video conference on

Google Meet and should be conducted during morning hours on weekdays as shown
in Figure 4.6 & 4.7. From Question 4, most of the respondents said that they would
like to have a known figure as the guest or speaker for the program.

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6. RECOMMENDATIONS / PROPOSED SOLUTIONS

Program : Students with Boiling Passion

Time : 1st February 2021 (9.00am-12.00pm)
Platform : Google Meet
Speaker : Member of ML Studio
The proposed solution for this problem is none other, a motivational webinar with
the given title “Students with Boiling Passion”. Under current circumstances, any
physical social event is prohibited from being conducted due to the global pandemic.
However, a webinar shall be a logical solution in this situation. Based on the data
findings, it is best to be conducted on Monday morning with three hours of allocated
time duration which is from 9.00am to 12.00pm. This motivational webinar is an
online event. Therefore, the most suitable platform would be through the Google Meet
in accordance to respondents’ responses previously. One of the ML Studio’s speakers
with relevant experiences was planned as the event speaker. In addition to that, ML
Studio is actually a known group of people or speakers that has been actively sharing
information, knowledge, experience and public awareness on YouTube in recent
years.

Students with Boiling Passion is a motivating event with the objective mainly to
boost students’ motivation and morale. There is no stereotype solution for various
student’s misbehaviour in classroom to be exact. However, the inputs from various
scholar articles regarding students’ misbehaviour can still be implemented in this
proposed solution. This online event shall also highlight many suggested actions from
various scholars which should be considered by many individuals in an education
environment.

For technical aspect, there is only a few requirements prior conducting the event.
Below is the list of equipment required for the paperwork, proposal, survey form,
event advertisement and etc., which are necessary before and during the event;

1. Laptop
2. Internet connection
3. Mobile phone
An individual is assigned to work on proposing the relevant speaker for this event
while another individual will be assigned as the moderator during the event.

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Economically, a webinar is a very cost-effective solution. There would be no venue
rent, food and stationary materials involved in calculating the budgets. The costing
would focus at most on the speaker only which is obviously at an affordable rate.

Technical Economic Schedule Operational

1. Laptop 1.Speaker payment 1. Proposed date; 1. Event conducted
2. Internet connection 1st February 2021 through Google Meet
3. Mobile phone (Monday) platform.
4. Paperwork 9.00am-12.00pm 2. An individual
5. Advertisement assign as event
6. Forms moderator.
7. An invidual assigned
to propose a speaker

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CONCLUSION
As a conclusion, positive side of our research is having problematic student can
cause other student lose attention during lecture. So, during lecture time student that
get interrupt will having problem getting information about the subject. In other case
student might get a bad grade for the whole year of learning. It will be a waste of time
going to class without getting any knowledge. Without knowledge student will be
hard getting job for future plan. Its event also might make the lecturer having trouble
on giving a better teaching. Because the lecturer might lose interest on giving
knowledge to the student. With knowledge we have a better future. If the problem
solve, so student will get full attention on the class and will gain knowledge. So, it
will give a different type of effect on the student itself and can gain a better grade.
Teacher also can give a full knowledge about that subject. This problem may also
held on other level of student not just on university student also primary and
secondary level. So, by reducing this problem to nearly zero might help this student
and also help this country to breed a better future because all future lies on the hand of
this student.

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References

1. Argueta, J. A. (2016, April 20). 15 CONCLUSION Classroom management is a very

diffucult task for all teachers: Course Hero. Retrieved January 19, 2021, from
https://www.coursehero.com/file/p52601s/15-CONCLUSION-Classroom-mana
gement-is-a-very-diffucult-task-for-all-teachers/

2. Hirschmann, R. (2021, January 07). Malaysia: Higher education enrollment.

Retrieved January 22, 2021, from
https://www.statista.com/statistics/794845/students-in-public-higher-education-i
nstitutions-by-gender-malaysia/

3. Shalaway, L. (n.d.). 25 Sure-Fire Strategies for Handling Difficult Students.

Retrieved January 19, 2021, from
https://www.scholastic.com/teachers/articles/teaching-content/25-sure-fire-strat
egies-handling-difficult-students/

4. Teacher, I. (2020, July 19). Why a motivated teacher is key to the classroom.
Retrieved January 19, 2021, from
https://www.impactteachers.com/motivated-teacher-key-classroom/#:~:text=Mo
tivation%20helps%20to%20energise%2C%20direct,to%20want%20to%20learn
%20more.

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Appendix Ⅰ

 Survey Form Question

Hello everyone. We are a group of students from English for Technical Purposes
course (section 31) UTHM and we are doing a survey to fulfil the requirement of our
course. We hope you can participate in answering this questionnaire. This survey will
take just a few minutes to be completed and your responses will be used for the
assignment purposes only. The purpose of this questionnaire is to find out university
students’ ideas about students with unfavourable behaviour from their overall point of
view. Thank you in advance for your time and participation on this survey.

PART A
1. Faculty: [open-end]
2. Year of study: [open-end]
3. Gender:
Male/Female
4. Hobby: [open-end]
5. Future interest: [open-end]

PART B
1. How have you been doing in class recently? [multiple choice]
a. Not good
b. Not so good
c. Good

2. What are the challenges you often face during classes/ lessons period/ lectures?
[open-end]

3. How lectures are being conducted so far, in general? [multiple choice]

a. Dull
b. Fun and interesting
c. Intense learning

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4. In your point of view, how is the class atmosphere? [either-or]
a. Peace/conducive/calm
b. Hectic/chaotic

5. What is your concentration’s scale during lectures? [scale]

12345

6. Does your class include students with problematic behaviour? [either-or]

Yes/No

7. Are you affected by others’ unfavourable behaviour during lectures? [either-or]

Yes/No

8. Based on your observation, how does your classmates react to any acts of
problematic
behaviour. [either-or]
Positively/Negatively

9. In current situation, as open-distance learning is the only method that we have in

place to continue the academic progress, some do take it for granted their presence
and their submission of assignments. What are your takes on problematic students in
this situation?
[open-end]

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PART C
1. Do you agree that motivational programs help motivate students?
[either-or]
Yes/No

2. How do you motivate yourself and maintain your concentration, normally?

[open end]

3. Which platform would you prefer for a motivational program/webinar/conference

call?
[multiple choice]
a. Zoom
b. GoogleMeet
c. Facebook live
d. Any other….

4. Would you like to have a relatively known figure as a guest and speaker for the
program?
[either-or]
Yes/No

5. When is your most preferable day and hour to take part in a video conference?
[multiple choice]
a. Monday 9.00-12.00pm
b. Wednesday 2.00-4.30pm
c. Saturday 9.00-11.30am
d. Others

6. What are you expecting from a motivational program for yourself and for other
students?
[open-end]

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