Background: A classroom disruption is generally regarded as behaviour a reasonable person would view as being likely to substantially or repeatedly interfere with the conduct of a class (Pavela 2001). This study is aimed to identify the effects of classroom disruptive behaviour on learning of junior high form three students in the Upper Denkyira East Municipal in the Central Region of Ghana.

Methods: The study employed a mixed-method design. The sample frame was 2446 junior high form three students from 78 basic schools.

Results: The study concludes that the respondents have an opinion that classroom noise and teasing as factors of disruptive behaviours have a negative effect on students learning among form three junior high school students in the Upper Denkyira East Municipal. It was indicated that classroom noise lowers academic achievement for disruptive students and was rated as the most influential variable on the measured factor (M=4.25, SD=0.643, CV=0.151).