Disruptive Behaviors and Meaningful Learning in Primary School Students in a District of Lima, Peru

Abstract

Disruptive classroom behaviors have frequently been associated with difficulties in academic performance; however, limited evidence exists regarding their relationship with meaningful learning as a complex cognitive construct. The present study analyzed the relationship between disruptive behaviors and meaningful learning among primary school students in a district of Lima, Peru (2025). A quantitative, non-experimental, cross-sectional, and correlational design was employed with a probabilistic sample of 40 students. A Likert-type questionnaire was administered to assess disruptive behaviors (interruptions, disobedience, and distraction) and meaningful learning (personal relevance, positive learning attitude, and knowledge transfer). Descriptive statistics and Spearman’s Rho were used for inferential analysis. Results showed a predominance of moderate levels of disruptive behaviors, particularly distraction. Meaningful learning displayed mostly intermediate and low levels, especially in personal relevance and knowledge transfer. The overall correlation was virtually null (rho = 0.004; p > 0.05), indicating no significant association; the transfer dimension showed a low, non-significant tendency (rho = 0.284; p > 0.05). It is concluded that disruptive behaviors do not directly explain variations in meaningful learning, highlighting the need for multilevel models incorporating classroom climate and pedagogical practices as mediating variables, and supporting interventions focused on enhancing relevance and knowledge transfer.