Attention deficit disorder and pupil’s educational attainment:
| dc.contributor.author | Ambata, Churchil Ochieng | |
| dc.date.accessioned | 2020-07-20T12:30:17Z | |
| dc.date.available | 2020-07-20T12:30:17Z | |
| dc.date.issued | 2010-11 | |
| dc.description | A research report submitted to the institute of open and distance learning in partial fulfillment of the requirements for the award of a Degree of Bachelor of education arts with guidance and counseling of Kampala International University | en_US |
| dc.description.abstract | The major purpose of the study was to investigate the attention deficit disorder and its educational attainment in schools in Homa Bay Town, Asego zone. The following objectives were designed to guide this study: to determine the prevalence of the ADHD in children in public special and private schools in Homa Bay Town, Asego zone, to identify and establish the characteristics of ADHD children in both public, special needs school and private school; to identify the negative impact of ADHD on children education; to evaluate educational intervention strategies for the ADHD children in schools in Homa Bay town, Aseyo zone. Quantitative approach using questionnaires was used to collect data for the study. 140 assistant teachers, 66 Head Teachers from the 66 schools, 280 parents and 515 pupils took part in the study. The findings of the study revealed that most teachers, learners attracted with ADHD but their needs are not recognized/catered for. Many boys of age 1-13 years are affected by ADHD in schools than girls of the same age. The ADHD prevalence is high in rural schools than in urban schools. The difference that exist among these learners caused them to learn at different rates to succeed or fail in schools as teachers trained to handle them, neglect then and sees them as bothers. Findings revealed that most teachers understand learners who are gifted and challenged but their need are not recognized. The following recommendations were made after the study; teachers must plan to generalization (transfer of learning) of skills when they teach children with ADHD; teachers to assist ADHD children in developing memory strategies such as checklist of things to do before living the house, teachers must be sensitive to ADHD children needs for motivation in order to maximize students learning. ADHD children should be treated equally like any other normal children. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/9449 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Deficit disorder | en_US |
| dc.subject | pupil’s educational attainment | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Attention deficit disorder and pupil’s educational attainment: | en_US |
| dc.title.alternative | a case study of Homa bay Town, Asego Zone- Kenya | en_US |
| dc.type | Other | en_US |