Академический Документы
Профессиональный Документы
Культура Документы
1.0 Introduction
1.1 Background of the study
Learners with emotional and behavioural difficulties in Kenya especially in Kuresoi
district, Temoyetta zone have suffered from misunderstanding from their parents,
teachers and the entire community at large.
Lack of knowledge and understanding by these care takers or people responsible for
their nurturing have caused them a lot of agony through their educational settings hence
dropping out.
Immediately these learners themselves drop out of school, they engage themselves in
unbecoming behaviours and other anti-social behaviours like prostitution, early
marriages, theft, among the few I could list. The families and the society at large has
suffered due to such problems caused by these learners.
This has far reaching effects on the millennium development goals of the government and
the world conference on education for all as contained in Jomtien declaration in 1990.
The introduction of the inclusive setting in our regular schools should be emphasized
so as to assist the parents, teachers and the whole society in handling decently these
leavers with emotional and behavioural difficulties so as to stop or reduce the rate of
dropping.
Among the strategies which governments and the internal society have employed to curb
and solve this menace include;
The universal declaration on human rights (1948)
The convention on the rights of the child. (1948)
Childrens act (cap 586 of the laws of Kenya)
Through the research done in these learners in Temoyetta zone, teachers attitudes
towards them is negative. This is because most teachers have no skills of handling and
even identifying these cases amongst their learners.
Secondly, the parents are also demanding a lot from these learners. This has given the
learners a lot of pressure from academic tasks. The other factor causing these dropouts as
was found through this research is the mode of disciplining learners is not child friendly
hence causing them drop out of school. Such facilities like guidance and counseling are
missing in most of the schools.
The above issues has necessitated for the research to be done in Kuresoi district in
Nakuru County.
This issue amongst others has necessitated the researcher to carry out a study on the
causes of drop outs of learners with behavioural and emotional difficulty.
Find out the teachers attitudes towards learners with emotional and behavioural
difficulties in Temoyetta zone.
ii.
Find out the mode of discipline used on learners with behavioural and emotional
difficulties in Temoyetta zone.
iii.
iv.
Find out the peer influence on learners with behavioural and emotional
difficulties in Temoyetta zone.
v.
Find out the academic issues affecting learners with behavioural and emotional
difficulties in Temoyetta zone.
What were the teachers attitudes on learners with behavioural and emotional
difficulties in Temoyetta zone?
ii.
What was the mode of discipline used on learners with behavioural and
emotional difficulties in Temoyetta zone?
iii.
What were the effects or impacts of guidance and counseling services in schools
on learners with behavioural and emotional difficulties in Temoyetta zone?
iv.
What were the peer influences towards learners with behavioural and emotional
difficulties in Temoyetta zone?
v.
What were the academic issues affecting learners with behavioural and
emotional difficulties in Temoyetta zone?
This research will also assist institutions and communities in the management of issues
rising from learners with emotional and behavioural difficulties. This study at the same
time will remove the notion that learners with emotional and behavioural difficulty are
rude in school and are non-performers in academic tasks.
The research as well as going to help the teachers and parents in trying to analyze the
causes and effects of dropouts of learners with emotional and behavioural difficulties.
This at the same time is going to help them manage issues (causes) hence reducing the
dropout rates and this will enable the learners realize their academic potentials.
Teachers and parents had an opinion that any learner who displays unbecoming
behaviours are punished without analyzing the underlying causes of their indisciplined
behaviour.
Teachers from Temoyetta zone and others should be trained on the knowledge, skills and
attitudes of handling learners with emotional and behavioural difficulties so as to
minimize the drop out rate cases.
This is also to avoid repulsion of the rules by these learners. Discipline should be
administered with love for learners to see a sense of adjusting their behavioural
positively.
Dignity in the administration of discipline to learners with emotional and behavioural
difficulties is very important, such cases as making learners kneel infront of class or
making a learner go infront and work on an exercise as a punishment will make a learner
associate the teacher and subject negatively and could cause truancy and later drop out
according to (Gitonga 2007).
Learners with emotional and behavioural difficulties in Temoyetta zone in Kuresoi have
drop out of school due to the way schools administer discipline to a greater extend.
Teachers within the zone should be advise to adopt other disciplining mechanism inorder
to curb this alarming rate of dropouts.
The use of tests by teachers to assess the academic standards and achievements of their
learners might not work well with learners with emotional and behavioural difficulties
since this is so with regular settings but not in an inclusive setting. This does not provide
a good measure for the learners intellectual abilities and their future educational needs
(Galloway and Goodwin 1979).
From the above argument teachers from Temoyetta zone should look for better methods
of helping learners with emotional and behavioural difficulties know their levels of
abilities hence making the learning environment child friendly in achieving education for
all by 2015.According to Margalit and Zak(1984)learners with emotional and
behavioural difficulties have higher levels of anxiety than their peers without any
disability. Teachers therefore should familiarize(train) on how to identify the symptoms
of learners with these difficulties in order to arrest the situations before it gets out of hard
(dropping out).
Teachers therefore play a crucial role to assist learners who experience emotional and
behavioural distress as a result of their learning difficulties. They do these by employing
teaching strategies like using multi-sensory teaching methods. They could also guide and
advise learners with emotional and behavioural problems inorder to improve their
academic performance. All issues and related problems affecting learners with emotional
and behavioural difficulties in Temoyetta zone should be addressed with urgency inorder
to avoid loosing bright and promising learners in future.
10
3. 6 Research Instruments
The main instrument to be used is questionnaires. This would be distributes to the
sampled schools for answering .The researcher would give clear instructions on the
procedure of filing the questionnaire .The research shall assure the respondents of the
confidentiality of the information.
11
REFEREES
Sdorow M.L, (1993) Psychology (2nd Ed) Oxford England, Brown and Bench Mark
publishers.
12
TIME FRAME
2010
December
2011
January to February
2011
March
2011
April session
2011
May
2011
June/July
2011
August session
2011
September /October
2011
November/December
session
13
BUDGET
This is showing the cost of items required and the cost of the activities to be involved
during the research.
ITEM
AMOUNT
CTS
1000
00
Travel expenditures
3000
00
Miscellaneous expense
1500
00
Total
5500
00
14
QUESTIONNAIRE
Kindly fill this questionnaire to enable me acquire information of emotional and
behavioural difficulties on learners (Tick appropriately).
45
NB//
(i) THIS QUESTIONNAIRE will only used for research purposes.
(ii)The respondent is not allowed to identify himself/herself.
1. How is the teachers attitude towards learners with emotional and behavioural
difficulties?
Good
Bad
Yes
No
Yes
No
Good
Bad
Worse
Yes
No
15
6. How effective are the guidance and counseling services to learners with emotional and
behavioural difficulties?
Average
Good
Excellent
7. How influencing are peers on learners with Emotional and Behavioural difficulties
Positive
Negative
Good
Bad
Average
Positive
Negative
Below average
Average
Good
16