Behaviour Management Techniques and Learners With Emotional and Behavioural Difficulties in Primary Schools: Chepkorio Zone, Keiyo South Sub County, Kenya

ABSTRACT Behavior difficulties among learners in primary schools affect learning processes if not well managed; it is evident that inappropriate behavioramong learners needs to be handled professionally by teachers to avoid bad pupil and teacher relationship and creation of an environment unsuitable for teaching and learning. Little is know on the outcome of behavior management techniques commonly used in primary schools to sub curb behavior difficulties. The purpose of this study was to determine the EBD learners responses to management techniques utilized by their teachers in Chepkorio Zone, Keiyo South Sub County. This study employed a quantitative survey research methodology. The target population in this study was all EBD teachers in all the 10 selected schools out of 16 public primary schools in Chepkorio Zone, Keiyo South sub county. All primary school teachers in the selected public primary schools in Chepkorio Zone, were tabulated and categorized as male and female and then simple random sampling technique was used to obtain 2 teachers per category from each school to give a total of 40 teachers. A structured self administered questionnaire (closed ended) was used to collect the primary data from the target population. Quantitative data of all independent variables was analyzed and presented as tables with frequencies, percentages and bar graphs. The frequency of occurrence of various aspects was used to make descriptive interpretations and the finding from the sample was used for generalization that would apply to the whole population under study. The researcher found that, primary school teachers utilize a variety of behavior management techniques in controlling emotional and behavioral related difficulties among EBD learners in the classroom. 100 percent of respondents utilize punishment as a management tool frequently in class due to its effectiveness and response on undesired behavior but at the same time, all the respondents reported negative responses from learners. The teacher’s attitudes in this report were shown to be negative towards EBD learners although 90 percent agree that EBD learners require special education to change behavior. Results obtained from this study may be of significance to primary school teachers in understanding children with EBD related problems, the most effective management techniques to use and the expected change in behavior.

Declaration .ii

Dedication iii

Acknowledgement iv

Table of contents v-vi

List of tables and Figures vii

List of acronyms viii

Abstract ix

CHAPTER ONE 1

INTRODUCTION 1

1.1.1 Background of the study 1-2

1.1.2 Statement of the problem 2

1.1.3 The purpose of the study 2

1.1.4 Objectives of the study 2

1.1.5 Research questions 3

1.1.6 Significance of the study 3

1.1.7 Limitations and Dclimitations of the study 3

1.1.8 Operational definition of terms 4

CHAPTER TWO S

LITERATURE REVIEW 5

2.0 Introduction 5

2.1 Behavior management 5-6

2.2 Behavior management techniques 6

2.2.1 Punishment 6-7

2.2.2 Time-out 7-9

2.2.3 Over correction 9

2.2.4 Reinforcement 9-10

2.2.5 Contingency contracting 10-11

2.2.6 Modeling 11-12

3.0. Effects of behavior management techniques on emotional and

behavioral difficult learners 12-13

V

4.0. Teachers attitudes towards emotional and behavioral difficult learners 13-15

CHAPTER THREE 16

Research methodology 16

3.0 Introduction 16

3.1. Research Approach 16

3.2. Research Design 16

3.3. Target Population 16

3.4. Sampling techniques and Sample Size 17-18

3.5. Research Instruments 19

3.6.0 Data analysis 19

CHAPTER FOUR 20

Findings and discussions 20

4.0 Introduction 20

4.1. Demographic profile of teachers 20-22

4.2. Behavior management techniques used by teachers on

learners with emotional and behavioral difficulties 22-24

4.3 Effects of behavior management techniques used

by teachers on EBD learners 25-26

4.4 Teachers attitudes towards EBD learners 27-28

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Conclusions and recommendations ~29

5.1 Conclusions 29

5.2 Recommendations 29-30

5.3 suggestions for further research 30

REFERENCES 31-33

APPENDICES 34-37