Learner's behavioral characteristics as correlates to their academic performance: a case of selected primary schools located in Marmanet Zone, Nyahururu District in Kenya
| dc.contributor.author | Githui, Alice | |
| dc.contributor.author | Wairimu | |
| dc.date.accessioned | 2020-07-14T08:53:18Z | |
| dc.date.available | 2020-07-14T08:53:18Z | |
| dc.date.issued | 2010-12 | |
| dc.description | A research report submitted to faculty of Education in partial fulfillment of the requirements for the Award of Bachelor's Degree in Early Childhood Education of Kampala International University | en_US |
| dc.description.abstract | This descriptive and quantitative study was conducted in Marmanet zone, Nyahuru district, to investigate the prevalence of and the problems which the childen suffering from behavioral disorders were facing at school. The variables measured include; the existence of such pupils in inclusive schools, the challenges which they face and the problems they cause to other pupils as well as their teachers, and how the schools have intervened for them. The study utilized a semi-structured questionnaire to collect responses from primary schools in Marmanet zone that were randomly selected from the universal population. Findings show that the pupils with behavioral problems were indeed learning together with the rest of the pupils in class, although they were not many. They behave in the following ways; they were aggressive. Short tempered, some were shy, and reserved. This of course has negatively impacted on their academic performance. It was recommended that teachers should provide individual attention to the pupil's academic needs in order to get past some difficult hurdle. They must be alert to determine to provide this assistance. Also teachers are also advised to communicate clear expectations for behavior. When these pupils display behavioral problems, it is very important to specify exactly which behaviors are acceptable and unacceptable in precise and concrete terms. For example provide what pupils can speak in class, when they should move around in class. Children are more likely to behave appropriately in class when they are given reasonable instructions for their behavior. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/7984 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Academic | en_US |
| dc.subject | Performance | en_US |
| dc.subject | Learner's | en_US |
| dc.subject | Behavioral | en_US |
| dc.title | Learner's behavioral characteristics as correlates to their academic performance: a case of selected primary schools located in Marmanet Zone, Nyahururu District in Kenya | en_US |
| dc.type | Other | en_US |