ROLE OF CLASSROOM DISCIPLINE IN ENHANCING STUDENT LEARNING ABILITIES AT

PRIMARY LEVEL IN FUTURE VISION PUBLIC HIGH SCHOOL

1) LOCALE

The locale of this study, " ROLE OF CLASSROOM DISCIPLINE IN ENHANCING STUDENT LEARNING

ABILITIES AT PRIMARY LEVEL; A Case Study at future vision High School, Muzaffarabad, Chella

Bandi," is situated in a thriving educational hub that is at future vision High School,

Muzaffarabad, Chella Bandi

The school boasts excellent infrastructure with modern facilities that enhance the students'

learning experience. It consists of two well-constructed buildings that has classrooms and

administrative offices. Additionally, the school has a spacious playground for outdoor activities

and sports.

The school focuses on the relationship between classroom discipline and academic

performance. School emphasized that a well-disciplined classroom positively correlates with

improved student achievement. Students in classrooms with clear rules and expectations tend

to have better academic outcomes, as they can focus their energy on learning rather than

disruptions.
 2) RATIONALE OF STUDY

The rationale behind conducting this study titled ” ROLE OF CLASSROOM DISCIPLINE IN

ENHANCING STUDENT LEARNING ABILITIES AT PRIMARY LEVEL is that the effective classroom

discipline is a fundamental component of any educational environment, particularly at the

primary level. The role of classroom discipline goes far beyond maintaining order and ensuring

a conducive learning atmosphere; it plays a pivotal role in enhancing students' learning abilities.

In the context of the Future Vision Public High School, where primary education serves

as the foundation for future academic success, understanding and implementing effective

classroom discipline strategies are paramount. This research aims to investigate the significance

of classroom discipline in improving student learning abilities in primary education within the

specific context of the Future Vision Public High School.

Building a positive teacher-student relationship is crucial for effective classroom

discipline and subsequent enhanced learning. A study by Roorda et al. (2011) found that when

teachers establish a supportive and respectful rapport with students, disciplinary issues

decrease, and students become more engaged in their learning.

Classroom management techniques, including proactive strategies, can significantly

influence student behavior and learning. The use of techniques such as positive reinforcement,

behavior contracts, and clear communication has been shown to reduce disruptive behavior

and improve classroom discipline (Emmer & Stough, 2001).

It's important to recognize that the effectiveness of classroom discipline strategies can

vary based on cultural and contextual factors. In the context of the Future Vision Public High
School cultural norms, socioeconomic backgrounds, and local community dynamics may all

influence how discipline strategies should be tailored to be most effective.

In the context of the Future Vision Public High School, where primary education serves

as the foundation for future academic success, the role of classroom discipline in enhancing

student learning abilities is a critical area for exploration. This study aims to provide valuable

insights into the specific dynamics at play in this unique educational setting and to offer

recommendations for improving classroom discipline to better support student learning

outcomes.

1.1 Research Objective:

The primary objective of this research is to comprehensively investigate and understand

the role of classroom discipline in enhancing student learning abilities at the primary level

within Future Vision Public High School. This research aims to shed light on the intricate

dynamics between classroom discipline and its impact on students' cognitive, emotional, and

social development in order to contribute valuable insights to the field of education.

1.2 Research Questions:

1. What is the current state of classroom discipline practices in Future Vision Public High

School?

2. How does classroom discipline influence the learning abilities and academic

performance of primary-level students in Future Vision Public High School?

 1.3 Significance of Study:

This study holds immense significance for various stakeholders within the field of

education, including educators, policymakers, parents, and students. By investigating the role of

classroom discipline in enhancing student learning abilities, this research will:

a. Inform Educators: Educators will gain a deeper understanding of effective classroom

discipline strategies that can positively impact student learning, thereby improving teaching

practices and overall educational outcomes.

b. Guide Policymakers: Policymakers can use the findings to formulate evidence-based

policies and guidelines to promote effective classroom discipline within government schools,

fostering a conducive learning environment.

c. Empower Parents: Parents will be equipped with insights into the importance of

classroom discipline and how they can support their children's education at home.

d. Enhance Student Outcomes: Ultimately, this research has the potential to enhance

the learning experiences and outcomes of primary-level students in government schools,

leading to improved educational attainment and future prospects.

1.4 Statement of the Problem

The problem at hand is the vital issue of classroom discipline and its influence on

student learning abilities within government primary schools in AJK. As students' foundational

educational experiences occur at this level, understanding the role of discipline in shaping their

learning and development is of utmost importance. This research seeks to address this problem

comprehensively, providing valuable insights for the improvement of educational practices and

outcomes in the region.

LITERATURE REVIEW

Ladson-Billings (1995, p.160) proposed the phrase of “culturally relevant pedagogy”

meaning that students must “i) experience success; ii) develop and/or maintain cultural

competence; and iii) develop a critical consciousness through which they challenge the status

quo of the current social order”. In today’s culturally diverse 21st Century, the utilization of

culturally relevant pedagogy, and therefore multicultural education (Nieto & Bode, 2009), is an

essential part of a teachers role. To achieve this multicultural ideal, teachers need to be aware

of their own core beliefs and assumptions of themselves in their role as a teacher, and how

they in turn view the role of students. A number of teacher roles are explored below, based on

the perspective of how they can meet the complex needs students bring to today’s classroom.

Teacher as Career Teachers are required to create safe learning environments that are

respectful and inclusive for the learning benefit of their students. Being kind, empathetic and

understanding are only some of the character traits that create this safe learning space. While

promoting learning, it also allows teachers the opportunity to connect with students

individually. Effective instruction requires teachers to have a solid understanding of their

students, to know how they learn and to know what they are interested in. By acknowledging

that all students approach learning differently with a variety of preferences for instruction

(Vialle, Lysaght & Verenikna, 2005), teachers are able to plan lessons to maximize engagement

and promote autonomy and ownership of learning, where students choose excellence and

mastery as their educational outcome (Ladson-Billings, 1995).

Arguably, the ability to learn independently is the primary aim of instructional

education, regardless of the year level. However, independence is a learnt process that occurs
through careful scaffolder support. Educators ensure students have adequate support to

achieve the learning objectives, then gradually fade or remove the scaffolds as students begin

to take more responsibility for their own learning (Larkin, 2001).

To ensure scaffolds are effective, teachers are required to identify what their students

already know, along with the gaps or misconceptions that are hindering further learning. By

tailoring instruction to align with learning styles and extend a bridge from previously learnt to

new learning, teachers help students achieve independence and promote further development

(Larkin, 2001).

Further, scaffolds are effective in transforming surface learning to higher-order

thinking, by providing connections between ideas and activities (Lutz & Huitt, 2004). 2.2

Teacher as Role Model Aligned to Vygotsky‟s view that positive social interactions enhance

cognitive development (Vialle et al., 2005), it is imperative for teachers to foster authentic,

respectful relationships within the classroom. Teachers are responsible for modelling

acceptable forms of communication, both verbally and non-verbally and to explicitly

communicate expectations regarding mutual care and respect of others. Developing social

competencies, friendships and peer acceptance promotes higher levels of classroom

participation, motivation and resiliency (McCay & Keyes, 2012).

To safeguard against harassment, bullying, racism, negative stereotypes and abuse, it is

a teacher‟s responsibility to critically examine their own stereotypes and prejudicial attitudes,

and to be aware of any underlying adverse attitudes existing within the classroom (Krause,

Boucher, Duchesne & McMaugh, 2010). Teachers and students alike need to work

collaboratively and cooperatively in a shared environment that values differences and rewards
interest in others. Teachers‟ professionalism in thought, action and communication are not

negotiable expectations and requirements in their role as educators. On a daily basis, teachers

model ideal and appropriate responses to their peers, parents and students, as their reactions

and inactions, responses and negotiations, are all witnessed and relay messages. Teacher

actions reinforce and set the expectation of student behavior: if teachers are disorganized, late

to class, and ill-prepared, they cannot expect the opposite from their students if this is their

modelled behavior. The Australian Institute for Teaching and School Leadership (AITSL, 2014)

provides a clear set of standards for teachers regarding the responsibilities they have toward

their students and their own professional knowledge. If a teacher’s role is to instruct, then

paramount to this role is to instruct in a manner that reaches every student, improving

educational outcomes and promoting personalized learning for all students, regardless of their

background, level of advantage or disadvantage, or where they sit along the learning

continuum (Ministerial Council on Education, Employment, Training and Youth Affairs

(MCEETYA), 2008).

Teacher and Student Needs The classroom social environment presents an interesting

and dynamic interplay between what the teacher and the students perceive as positive,

conducive to learning and mutually beneficial. In some ways, classrooms can be likened to an

open economy of producers and consumers. Teachers aim to produce a product that will

engage, motivate and attract focused and sustained attention, so in this sense, students are

everyday consumers: if the environment or product on offer doesn’t meet their needs or

demands, then students will simply disengage. It is imperative to know therefore what our

students want, and to identify where the similarities and differences lie in what teachers
perceive to be ideal classroom environments. A review of these attributes (Ridley & Walther,

1995) revealed that classroom discipline, rules and procedures were high on both the students‟

and teachers‟ requirements. Whilst these similarities present a positive direction for classroom

management, there were two domains of student/teacher needs that highlight areas where

conflicting and challenging priorities lie, particularly as students transition from primary to

secondary school. These two domains encompass the broad ideologies of relationships and

control.

Building Relationships The first major obstacle in effective teaching and learning is a

students‟ desire for genuine personal and affective relationships with their teacher. To meet

this need teachers are required to invest in building strong and enduring relationships that

display an interest and warmth for their students, extending beyond the classroom to their out

of school identities (Ridley & Walther, 1995).

As students transition away from primary school with single classroom teachers into

large high schools with a variety of subject specific educators, feelings of connectedness and

belonging have been shown to diminish along with a decline in school motivation and

engagement (Patrick & Ryan, 2007; Schlosser, 1992).

Impacted by adolescents‟ general desire for autonomy and self-expression, relationship

building presents a conflicting and challenging endeavour. The responsibility of establishing an

atmosphere of mutual understanding and respect (Bondy, Ross, Gallingane & Hambacher,

2007) is a two-way venture, relying on sustained and authentic effort from both teachers and

students. Additionally, high impact teachers have been shown to humanize classroom learning

through meaningful, related discussions in which personal stories are shared and students are
encouraged to collectively solve problems and discuss real-world issues as a community of

learners (Kohn, 1993; Schlosser, 1992).

Sharing Control of the Learning Environment Whilst useful in building a sense of

belonging and connectivity, an egalitarian style of teaching helps to address and ameliorate the

conflicting desire from both teachers and students to have a sense of control over the direction

of learning (Ridley & Walther, 1995).

With an increasing reliance on standardized testing and teacher accountability,

reluctance and willingness to share the control of the learning environment with students is

understandable. However, controlling teaching strategies have a tendency to reduce students‟

self-determination, intrinsic motivation, feelings of competence and overall achievement

(Grolnick & Ryan, 1989; Ryan & Deci, 2017).

Further, allowing students to customise their learning facilitates personal responsibility

and engagement (CAST, 2012). Just as teachers need to incorporate autonomy supportive

lessons with clear structures and opportunities for students to take initiative in their learning,

students need to respond positively by investing in deep-level learning through continued

effort, perseverance and personal time management (Ryan & Deci, 2017).

Teacher as Student Despite the teacher’s role to facilitate the learning of others, they

too, continue to be life-long learners, improving their personal and professional practices for

the sake of their current and future students‟ education. Students provide teachers with

ongoing opportunities for self-reflection and self-improvement, opportunities to question how

they approached a topic or activity and how effectively they interacted with their students.

(Hosenfeld, 1976).
 Along with validating students as unique and complex learners, inquiring into the

process of student learning shifts focus away from instruction and assessment and affords

teachers insight into strategies students use to derive meaning Teacher as Inspiration Despite

an educator’s responsibility to deliver the requirements of the National Curriculum, this should

not translate as a limitation to how teaching manifests in the classroom. Teachers are

constantly challenged to make learning relevant, meaningful and suitable. Incorporating

creativity, imagination, fun and enjoyment transforms theory-based activities into fun, exciting

and engaged learning (Johnson & Johnson, 1999).

This concept is confirmed by Nagro, Fraser and Hooks (2018, p.1) when describing the

importance of teachers‟ “positive demeanor”, explaining that to facilitate student

achievement, teachers must display intensity and enthusiasm, therefore arousing student

interest, and suggest the use of humor as a means of bolstering student engagement. Aligned

to Piaget‟s cognitive-developmental view of learning (Vialle et al., 2005), teachers need to

provide meaningful hands-on learning tasks to allow room for students to make their own

discoveries and construct their own knowledge, affording students an opportunity to become

critical and reflective thinkers (Paul, 1990).

Active learning is a pedagogical teaching method affording students opportunity to

explore and engage with new material, whilst advancing their conceptual understanding (Clark,

2015). Although this approach has been demonstrated (Clark, 2015; Smith & Cardaciotto, 2011)

to be beneficial to all levels of learners regarding greater retention and engagement of

material, research focusing on tertiary students‟ perception of active learning has indicated
that older students consider hands-on learning experiences as superfluous and begrudge the

additional effort (Smith & Cardaciotto, 2011).

Educators need to be considerate of the type of activities they incorporate into their

lesson plans, ensuring they foster the integration of knowledge, promoting higher order

thinking, rather than merely including behavioral activities (Smith & Cardaciotto, 2011).

Flipped classrooms have proved successful in secondary education, where educators

utilise the digital environment to provide students with essential information prior to classroom

activities (Clark, 2015).

Students then have an opportunity to work through and explore their new knowledge

with the assistance of the teacher and fellow classmates during classroom activities. This

teaching method has been demonstrated to increase motivation, advance conceptual

understanding and provide unique opportunities to engage in collaborative learning (Clark,

2015).

Such techniques require students to be responsible for accessing the instructional

information out of the classroom environment, prior to in-class activities. Student Roles

Hattie‟s (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to

Achievement, describes the major attributes students bring to school including: “background

information such as prior achievement and personality dispositions, attitudes and dispositions,

physical influences, and preschool experiences” (p. 40). The interpretation of Hattie‟s (2009)

work regarding the role of students in the classroom is further explored.

 RESEARCH METHODOLOGY

To achieve the research objectives and answer the research questions, this study will

employ a Quantitative -methods research design. Quantitative data will be gathered through

surveys.

3.1 Introduction

This chapter provides a detailed account of the research methodology employed in the

study titled "Role of Classroom Discipline in Enhancing Student Learning Abilities at Primary

Level in Future vision public school." The purpose of this chapter is to outline the research

design, data collection methods, data analysis techniques, and ethical considerations adopted

during the research process.

3.2 Research Design

The research design for this study is a mixed-method approach, combining both

quantitative and qualitative methods. This approach allows for a comprehensive understanding

of the role of classroom discipline in enhancing student learning abilities. Quantitative data will

be collected through surveys and standardized assessments, while qualitative data will be

gathered through interviews, observations, and focus group discussions.

3.3 Sampling

The sample of study is 35 teacher convinced sampling techniques .

 3.3.1 Population

The population of this study includes primary-level students in private schools located in

Muzaffarabad

3.3.2 Sample Selection

A convince sampling technique will be employed to select schools from different regions

of Muzaffarbad. From each selected school, a sample of students, teachers, and administrators

will be chosen randomly to participate in the study.

3.4 Data Collection

Data collection is survey method through Questionnaires.

3.4.1 Quantitative Data

Surveys: Structured surveys will be distributed among teachers, students, and

administrators to gather quantitative data on classroom discipline techniques, student

behavior, and academic performance.

3.5 Quantitative Data Analysis

Quantitative data collected through surveys and standardized assessments will be

analyzed using statistical software. Descriptive statistics such as mean, standard deviation, and

frequency distribution will be used to summarize the data. Inferential statistics such as t-tests

and regression analysis will be employed to identify relationships and patterns in the data.
 3.6 Anonymity and Confidentiality

Participants' identities will be kept confidential, and data will be anonymized to protect

their privacy. Any personal information shared will be kept secure and accessible only to the

research team.

This chapter has provided an overview of the research methodology adopted for the

study. The mixed-method approach, combining quantitative and qualitative methods, will

enable a comprehensive exploration of the role of classroom discipline in enhancing student

learning abilities at the primary level in future vision public high school.

RESULTS AND FINDING

Total Teacher =35

statements strongly Agree Agree Neutral Disagree Strongly Disagree

1 25 10

2 20 10 5

3 30 5

4 25 10

5 15 20

6 15 10 10

7 25 15

8 15 25

9 15 10 5 5

10 30 10
 In this chapter, we delve into the comprehensive analysis of the survey data gathered

from 35 teachers, focusing on the crucial topic of classroom discipline and its impact on creating

an effective learning environment. The responses collected have been organized into three

sections, each shedding light on various aspects of classroom dynamics.

Section 1: Importance of Classroom Discipline

Statement 1: Classroom discipline is crucial for creating a conducive learning

environment.

The overwhelming consensus among the surveyed teachers is evident, with 25 strongly

agreeing and 10 agreeing that classroom discipline is indispensable. This unanimity underlines

the fundamental belief in the foundational role of discipline in learning spaces.

Statement 2: A well-disciplined classroom positively impacts students' concentration and

focus on learning.

Again, a majority of 20 strongly agree and 10 agree, emphasizing the pivotal role of

discipline in enhancing students' focus and concentration during learning activities. This finding

reinforces the understanding that discipline forms the bedrock of effective learning.

Statement 3: Effective classroom management helps in reducing distractions, leading to

improved learning outcomes.

A resounding 30 teachers strongly agree, emphasizing the role of effective management

in mitigating distractions, which directly correlates with improved learning outcomes. The
alignment of responses underscores the significance of streamlined classroom management

strategies.

Section 2: Teacher-Student Interaction

Statement 4: Teachers play a significant role in maintaining classroom discipline.

The data reflects a consensus, with 26 teachers strongly agreeing and 10 agreeing that

teachers bear significant responsibility for upholding discipline. This collective viewpoint

emphasizes the pivotal role of educators in shaping the classroom environment.

Statement 5: Positive teacher-student relationships foster a disciplined learning

environment.

Balancing opinions emerge here, with 15 teachers strongly agreeing, while 20 agree,

emphasizing the importance of positive relationships in fostering discipline. These results

indicate the nuanced interplay between discipline and teacher-student dynamics.

Statement 6: Teachers effectively implementing discipline strategies positively influence

student behavior and learning.

A diverse range of responses is observed, with 15 teachers strongly agreeing, 15

agreeing, and 10 neutral. This spectrum of opinions suggests varying perceptions regarding the

effectiveness of discipline strategies in influencing student behavior and learning.

Section 3: Impact on Student Learning Abilities

Statement 7: Well-disciplined classrooms enhance students' participation and engagement

in learning activities.

A majority of 25 teachers strongly agree, reinforcing the belief that disciplined

classrooms actively enhance student engagement and participation. This alignment highlights the

direct correlation between discipline and active student involvement.

 Statement 8: Students in disciplined classrooms exhibit improved academic performance.

The data portrays a consensus, with 15 teachers strongly agreeing and 25 agreeing,

underlining the connection between discipline and enhanced academic performance. This finding

accentuates the positive impact of discipline on students' scholastic achievements.

Statement 9: Classroom discipline positively affects students' problem-solving skills and

critical thinking abilities.

Responses here vary, with 15 teachers strongly agreeing, 10 agreeing, 5 neutral, and 5

disagreeing. This diversity of opinions indicates a nuanced perspective on how discipline may

influence students' problem-solving and critical thinking abilities.

Statement 10: Overall Perception

In response to the overarching question about the significant enhancement of students'

learning abilities through classroom discipline, a majority of 30 teachers strongly agree,

emphasizing the profound belief in the transformative power of discipline in the educational

sphere.

The data gathered from this survey unequivocally demonstrates the unanimous agreement

among teachers on the pivotal role of classroom discipline. While perceptions vary on certain

nuances, the overall consensus underscores the profound impact of discipline on creating

conducive learning environments, enhancing student engagement, and improving academic

performance. These findings have profound implications for educators, policymakers, and

stakeholders, emphasizing the imperative of investing in effective discipline strategies to nurture

a generation of motivated, engaged, and successful learners.

 CHAPTER 5

DISCUSSION RECOMMENDATION AND CONCLUSION

In this pivotal chapter, we engage in a detailed exploration of the insights derived from

the comprehensive analysis of the survey data provided by 35 teachers. The focal point of this

study has been the fundamental concept of classroom discipline and its intricate relationship with

the creation of a productive and conducive learning environment. The data, meticulously

organized into three sections, sheds light on various facets of classroom dynamics, offering

valuable perspectives on the significance of discipline in education.

Discussion

The overwhelming consensus among the surveyed teachers stands as a testament to the

unanimous belief in the indispensable role of classroom discipline. The resounding agreement on

statements such as the crucial role of discipline in creating a conducive learning environment

(Statement 1) and its positive impact on students' concentration and focus (Statement 2)

highlights the foundational nature of discipline in effective learning spaces. Moreover, the

agreement on the pivotal role of teachers in maintaining discipline (Statement 4) underscores the

educators' responsibility in shaping the classroom atmosphere.

The nuanced responses to statements concerning teacher-student interactions (Statements

5 and 6) reflect the complexity of fostering positive relationships while implementing discipline

strategies. This complexity indicates that effective classroom discipline requires a delicate

balance between authority and rapport, an aspect that deserves further exploration and attention

in educational discourse.

The diverse opinions regarding the influence of discipline on students' problem-solving

skills and critical thinking abilities (Statement 9) present an intriguing avenue for future research.
This diversity suggests that the impact of discipline on cognitive skills is multifaceted,

warranting in-depth studies to unravel the underlying factors.

Recommendations

Based on the findings, it is imperative for educators to recognize the multidimensional

nature of classroom discipline. While the unanimous agreement on its importance is evident, the

variations in responses highlight the need for tailored professional development programs. These

programs should focus on equipping teachers with versatile strategies that not only establish

discipline but also nurture positive teacher-student relationships. Additionally, initiatives

promoting open dialogue among educators, students, and parents can facilitate a shared

understanding of disciplinary measures, ensuring a harmonious learning environment.

Furthermore, policymakers and educational institutions should invest in research

initiatives exploring the intersection of discipline, cognitive skills, and emotional intelligence.

Understanding the intricate dynamics at play can lead to the development of holistic educational

approaches that enhance both discipline and students' overall learning experiences.

Conclusion

In conclusion, the data gathered from this survey unequivocally affirms the critical role of

classroom discipline in shaping the educational landscape. The shared belief among teachers in

its transformative power underscores its impact on creating conducive learning environments,

enhancing student engagement, and improving academic performance. However, the diverse

perspectives also highlight the complexity of implementing effective discipline strategies.

As we navigate the intricate terrain of education, it is essential for all stakeholders –

educators, policymakers, and parents – to acknowledge the multifaceted nature of classroom

discipline. Embracing this complexity and investing in comprehensive, nuanced approaches will
not only foster discipline but also cultivate a generation of motivated, engaged, and successful

learners, poised to meet the challenges of the future with resilience and ingenuity.

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 Appendix

Name …………………………………

Class…………………………………..

Roll No …………………………………..

Thank you for participating in this study. Your feedback is essential in understanding the role of

classroom discipline in enhancing student learning abilities at the primary level in

government schools of Sarran. Kindly respond to the following questions by choosing the

appropriate option: Agree, Strongly Agree, Neutral, Disagree, or Strongly Disagree.

Section 1: Perception of Classroom Environment

1. Classroom discipline is crucial for creating a conducive learning environment.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

2. A well-disciplined classroom positively impacts students' concentration and focus on

learning.

 Strongly Agree

 Agree
  Neutral

 Disagree

 Strongly Disagree

3. Effective classroom management helps in reducing distractions, leading to improved

learning outcomes.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

Section 2: Teacher-Student Interaction

4. Teachers play a significant role in maintaining classroom discipline.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

5. Positive teacher-student relationships foster a disciplined learning environment.

 Strongly Agree

 Agree
  Neutral

 Disagree

 Strongly Disagree

6. Teachers effectively implementing discipline strategies positively influence student

behavior and learning.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

Section 3: Impact on Student Learning Abilities

7. Well-disciplined classrooms enhance students' participation and engagement in learning

activities.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

8. Students in disciplined classrooms exhibit improved academic performance.

 Strongly Agree
  Agree

 Neutral

 Disagree

 Strongly Disagree

9. Classroom discipline positively affects students' problem-solving skills and critical

thinking abilities.

 Strongly Agree

 Agree

 Neutral

 Disagree

 Strongly Disagree

10) Overall, how strongly do you believe that classroom discipline significantly enhances

students' learning abilities?

 Strongly Disagree

 Disagree

 Neutral

 Agree

 Strongly Agree