EFFECTS OF TRAINING AND SELF-MANAGEMENT TECHNIQUES ON SLOVENLY BEHAVIOUR AMONG PRIMARY SCHOOL PUPILS IN ABIA STATE

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ABSTRACT

 

The study investigated the effects  of training ( T ) and self-management (SM) techniques on  slovenly behaviour among primary school pupils in Umunneochi Local Government Area of Abia State. The study adopted a quasi-experimental research with pretest, post-test non-randomized control design using a 3x2 factorial matrix . Five research questions were posed and answered while five null hypotheses were formulated and tested at 0.05 level of significance. The population of the study consists of one hundred and fifty six pupils for the study. The sample for this study consisted of 36 participants drawn from the population of 156 primary school pupils that exhibited slovenly behaviour using purposive sampling techniques with two instruments titled Pupils Slovenly Behaviour identification Questionnaire (PSBIQ) and Pupils Slovenly Behaviour Observation Shedule (PSBOS) developed by the researcher for the study. The instruments were validated and reliability indices were 0.81 and 0.79, respectively. The data collection in this study involved pre-test phase, treatment phase and follow-up phase .The mean and standard deviation were used to answer the research questions. Analysis of co-variance (ANCOVA) was employed to analyze the data collected at pre-test, post-test and follow-up assessment period to test the hypotheses. The findings of the study showed that training and self-management techniques were effective in reduction of slovenly behaviour among primary school pupils. Further, gender differences exist significantly in the treatment groups of slovenly behaviour among primary school pupils especially at the post- test and follow-up assessment period. Based on the findings, it was recommended among others that two behavioural treatment techniques should be used in reduction of slovenliness by the teachers and teacher-counsellors, in primary school setting.





TABLE OF CONTENTS

Title Page                                                                                                                                i

Declaration                                                                                                                              ii

Certification                                                                                                                            iii

Dedication                                                                                                                              iv

Acknowledgements                                                                                                                v

Table of Contents                                                                                                                   vii

List of Tables                                                                                                                          ix

Abstract                                                                                                                                  xi

 

CHAPTER 1: INTRODUCTION                                                                         

1.1 Background to the Study                                                                                                 1

1.2 Statement of the Problem                                                                                                 6

1.3 Purpose of the Study                                                                                                        8

1.4 Significance of the Study                                                                                                             8

1.5 Research Questions                                                                                                           10

1.6 Hypotheses                                                                                                                       10

1.7 Scope of the Study                                                                                                           11

 

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1. Conceptual Framework                                                                                                    12

2.1.1 Concept and nature of slovenly behaviour                                                                    12

2.1.2 Concept and nature of training                                                                                      21

2.1.3 Concept  and nature of self-management                                                                      24

2.1.4 Method of self-management technique                                                                                     26

2.2   Theoretical Framework                                                                                                   38

2.2.1  Psychosexual theory of Sigmund Freud                                                                       39

2.2.2  Psychosocial theory  Erik Erickson                                                                               40

2.2.3 Social Learning Theory of Albert Bandura                                                                   41

2.3   Review of Empirical Studies                                                                                          42

2.4   Summary of Literature Review                                                                                      48

 

CHAPTER 3: METHODOLOGY

3.1 Design of the Study                                                                                                          49

3.2 Area of the Study                                                                                                             50

3.3 Population of the Study                                                                                                    51

3.4 Sample and Sampling Techniques                                                                        51

3.5 Instrument for Data Collection                                                                                         52

3.6 Validation of Instruments                                                                                                 53

3.7 Reliability of the Instruments                                                                                           54

3.8 Method of Data Collection                                                                                               54

3.8.1 Treatment plan                                                                                                               54

3.8.2 Control of extraneous variables                                                                                     84

3.9 Method of Data Analysis                                                                                                 85

 

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Results                                                                                                                              86

4.2 Discussion of Findings                                                                                                     98

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary                                                                                                                           102

5.2 Conclusion                                                                                                                        105

5.3 Recommendations                                                                                                            106

5.4 Educational Implication of the study                                                                               107

5.5 Limitations of the Study                                                                                                   108

5.6 Suggestion for Further Studies                                                                                         109

REFERENCES                                                                                                                110     APPENDICES                                                                                                                   125

 

 

 


 

LIST   OF TABLES

1:         3x2 factorial matrix                                                                                        50

4.1:      Post-test mean and standard deviation of slovenly behaviour among

primary school exposed to experimental groups and control at Post-test

assessment period                                                                                           86                                                                                                                                                                                       

4.2:      Post-test mean and standard deviation scores differences in level of

slovenly behaviour between those exposed to TT and control group

at post-test assessment period.                                                                        88

           

4.3:      Post-test mean and standard deviation scores differences in the level of

            slovenly behaviour between those exposed  to   SMT and control group at

            post-test assessment period  .                                                                          89

                                                   

4.4:      Mean achievement score differences between male and female subjects in

the level of slovenly behaviour exposed to TT and SMT at follow-up

assessment period                                                                                           90

 

4.5:      Follow up assessment mean difference between those exposed to

TT, SMT and control group.                                                                           91

 

4.6:      Analysis of covariance (ANCOVA) for the significant differences in

mean rating on slovenly behaviour of subjects in the three

experimental groups (TT,SMT and the control group)at the pretest

and post-test assessment period.                                                                     92

 

4.7:      Analysis of Covariance (ANCOVA) for the significant differences in

            mean rating on slovenly behaviour of subjects in the training

            treatment group and the control group at pretest and post-test assessment

            period.                                                                                                             93

 

4.8:      Analysis of. Covariance(ANCOVA) for the significant differences in the

Self-management technique treatment group and the control group at the

pretest and post-test assessment period subjects in the self-management

technique treatment group and the control group at the pretest and

post-test assessment period.                                                                            94       

 

4.9:      Analysis of Covariance (ANCOVA) for the significant differences in

            mean rating slovenly behaviour of male and female subjects in the

                        Modelling technique group and the self-management technique                               group at the pretest and  follow-up assessment period.                                    95

                                                           

4.10:                Analysis of Covariance (ANOVA) for the significant differences in the 

Mean rating on slovenly behaviour of subjects in the three experimental

Groups  (TT, SMT) and the control group at the pretest and follow up

assessment period.                                                                                          96

                                                                                                                





 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND OF THE STUDY

Education is the aggregate of all the processes through which a child develops abilities, attitudes and other forms of behaviour, which are of positive value to the society. Development is an essential aspect of a child’s life. As children grow and develop from childhood they adopt undesirable behaviour. (Nwazuoke, 2014). The stage is a difficult period in which the young person is trying to cope with an inner conflict of striving for independence while still relying on adult support. Any anti-social behaviour, behaviour disorder or character disorder, not acquired before or during infant may never be part of a person’s personality. These behaviour acquired in the course of human development are reaction to experiences in the environment. These may be in adaptive or maladaptive modes. A child who learns socially unacceptable way of coping with life’s challenges or problems is said to have behavioural disorder which is termed behavioural problem.

In the primary school, every pupil is expected to benefit from the teaching-learning process. In this way, the child acquires knowledge and experience improvement in his overall behaviour.  However, research studies such as Akinade (2009) has shown that several factors affect the child’s disposition to learn appropriate behaviour as well as evaluate his performance. Akinade (2009), further remarked that these factors could be learner-based, home-based and school-based. However irrespective of the source or base, these factors impact either positively or negatively on the learner. This maladaptive behaviour known as slovenly behaviour has be a behavioural problems among primary school pupils.

 Behaviour such as loitering, truancy, hyperactivity, stealing, bullying, gossiping, name calling, anger and slovenliness among other undesirable/maladaptive behaviours, Studies such as Ihedioha and Odoemela (2005), Akinade (2007), Nnodum (2010), Oyibo (2012), and David (2013) on isolate behaviour, stress, truancy, hygiene and hand-washing behavior, respectively showed that these behaviour problems to a large extent affect the child’s relationship with others as well as his academic performance. Okeke (2001) opined that the emission of undesirable or maladaptive behaviours such as slovenly behaviours has imposed serious problems to the entire educational system. It has constituted a major concern to parents, caregivers, psychologists, teachers and society at large. This is one of the reasons that made the researcher develop interest in finding effective therapeutic method that could be used to assist pupils manage one of these problems which is slovenly behaviour.

Slovenly means being filthy, indecent, unclean, polluted, contaminated with bacteria or other infection, dusty, soiled, squalid and grimy. It could be an act of being dirty, untidy and unkempt. Slovenly behaviour could be on personal hygiene, environment, cleanliness material or infrastructural cleanliness.  For the purpose of this study Slovenly behaviour is regarded as those behaviours that hamper personal, emotional, psychological and healthy wellbeing of an individual which poses some obstruction to effective functioning (Welten, 2007).

Slovenly behaviour is generally seen as a maladaptive behaviour that impedes on pupils functioning. It is not categorically defined but can manifest in physical/body appearance. Slovenly behaviour is one of those behaviour patterns which has some of its physiological characteristics as torn clothes, unkempt hair, sucking of dirty finger nails, ring-worm, eczema, ear wax, weight loss, torn books, bags and sandals broken pencils, pen as well as the attitudinal changes which include: withdrawal, Shyness, truancy-shift of blame, fighting, quarrelling, restlessness, anger and isolation (Nnodum, 2010 and Oyibo 2012). These features make those who exhibit it look odd in school especially in the classroom.

Some factors are responsible for slovenly behaviour namely, biological, genetic and environmental factors. The factors responsible for slovenly behaviour could be traced to home/family, environment dispositions and situations, school/teacher issues, poverty, and inappropriate toilet training. These variables in one way or another predispose pupils to slovenly behaviour and thus influence them in multidimensional manner. Wayne (2007) argued that biological, situational or environmental factor may be responsible for maladaptive behaviour of slovenliness. Richarson and Halliwel (2008) concurred that societal changes are contributing to a rise in health and psycho-social problems such as slovenly behaviour, the expressed rapid changes in our societal, habits, family orientation; school orientation; divorce, conflict imitation, ego and economic circumstances, influence our thinking, feeling and behaviour.

Slovenly behaviour possess a lot of problems and negative effects on the victims (pupils) and others around them. David (2013) asserts that throughout the day as children play, they accumulate germs on their hands from a variety of sources such as direct contact with people, contaminated surfaces, food, even animals and animal waste. They therefore, infect themselves with these germs by touching their eyes, nose or mouth. They can spread these germs by touching others.

The resultant effect of this problem are torn of cloths, unkempt hair, biting of dirty finger among pupils. Njoku (2015) asserts that behaviour problems such as slovenly behaviour has some of its psycho-social problems on pupils such as withdrawal from school and social activities, shyness, hyperactivity, bullying, anger, bedwetting, lying and stealing behaviour. It causes economic waste to parents as they strive to combat these problems as well as emotional and psychological challenges. It undermines the academic performance of pupils and presents the “I can’t” feeling in them. Iwuama and Ugwuegbulem (2009) Opined that the damaging effects of slovenly behaviour can be better imagined than experienced.

Slovenly behaviour hampers positive interpersonal relationship with parent, teachers and the society at large (Nnodum, 2010). The psycho-emotional trauma as well as the health implications of this problem is better imagined than experienced. Children perform better academically when they function in hygiene and clean environments. Children have the right to be healthy and happy. Being clean, healthy and having clean water and proper sanitation facilities contribute to a happy childhood. Similarly, when the reverse is the case, children show withdrawal attitude to class and school activities; because of sickness, ridicule, poor personality development and adjustment, timidity and unassertive tendencies, emotional isolation by their peers and teachers (Nnodium, 2010). They develop low self-esteem and lack of interest in positive activities, they can also engage in anti-social behaviours as a defense to cover-up their defects. This therefore hampers their academic performance.

In the light of the above expositions on slovenly behaviour, the researcher felt that there is need for urgent and adequate intervention to minimize slovenly behaviour and invariably the harm it causes. Learning healthy ways of managing slovenly behaviour will help learners to be able to examine themselves and be conscious of the situations that predispose them to the behaviour and strategies for positive functioning. It will assist them to achieve their set goals, solve some of their emotional problems, develop positive hygiene habits, nurture and maintain social relationship as well as get better adjusted in their academic life.

Most pupils exhibit slovenly behaviour frequently and intensely which as a matter of fact interferes with their thinking and overall behaviour. Slovenly behaviour often creates misery for them and others around them. The researcher in this study focus on better alternative ways of handling the problem of slovenly behaviour among pupils rather than the use of sanction and punishment by teachers, parents and school authorities.

The present study applied two behavioural treatment techniques of training and self-management techniques to manage slovenly behaviour among primary school pupils. Training technique refers to a way or technique for improving knowledge and skills of a client for doing assigned duty perfectively or training is teaching or developing or in oneself or others, any skills and knowledge or fitness that relates to specific useful competencies. Training has specific goals of improving ones capability, capacity, productivity, and performance. In addition to the basic training required for students in managing slovenly behavior may continue beyond initial competence to maintain, upgrade and control a desirable behavior such as slovenliness.

Self-management is a programme used by clients in managing undesirable, unwanted habits or behaviours by making efforts to affect them.  According to Aneke, (2016), self-management confers on the client greater skills and freedom with which he can solve his own problems.  Others skills that can be applied in self-management technique according to Essuman, Thorpe and Nwakeze (2010) include, self-monitoring, self-reinforcement, self-measurement, self-mediation, self-maintenance and self-Regulation.

Self-Monitoring involves examing oneself and all aspects and dimensions of the problems for better understanding of self and the problem situation. This will involve analyzing how, when and why the problem started in the individual concerned (Nwakeze, 2010). Self-Reinforcement is a process by which individual administers positive reinforcing stimuli to himself each time he makes a desirable response.

Self-Measurement involves keeping a comprehensive and accumulated record of the extent of the problem. The record should be in terms of quantity, frequency, duration and intensity of the problematic behaviour. Self-mediation involves intervention strategies for managing the identified problem. This stage stipulates the actions the client is expected to take towards controlling his behaviour problem. Self-maintenance is an intervention skill which involves a practical application of the necessary steps towards achievement of stated goals.  While Self-Regulation this last stage and it focuses on rewarding or punishing oneself based on the individual’s response whether desirable or undesirable. Self-regulation is under self-management, it could be applicable in reduction of slovenly behavior.  Another technique that could be vital in reducing slovenly behaviour among primary school pupils is training. Nnodum (2010) successful used modelling and assertive training techniques to manage isolation behaviour among pupils in Orlu local government Area of Imo State. In managing slovenly behaviour, gender was used as a moderate variable. The researcher therefore examines the effects of the two therapeutic techniques (TT and SMT). In the light of these highlighted issues, the researcher is interested in finding out the effects of self-management and training techniques in reducing slovenly behaviour among primary school pupils. 


1.2       STATEMENT OF THE PROBLEM

Part of what the pupils should practice both at home and in school is personal hygiene. They keep their clothes clean and wash their hands after and before eating. Slovenly behaviour is commonly observed among primary school pupils in our educational system. Its exhibition among pupils has continued to rise at an alarming rate. The incidence, prevalence, severity, enormity, consequences and alarming rate of increase in the exhibition of slovenly behaviour among pupils especially in Imo state have constituted serious worry and major concern to all and sundry including: parents, guardians, teachers, counsellors and the society at large. At home children manifest this behaviour in acts like not washing their hands before and after preparing food, especially before and immediately after handling dirty things. Inadequate hand hygiene contributed to slovenly behaviour. The major health problem of Nigerian child centers on poor personal hygiene, environmental sanitation, poverty and ignorance are also strong factors leading to slovenly behaviour among primary school pupils. The current state of affairs of this problem is to address slovenly behaviour among primary school pupils.

 Reports and information by the teachers on this maladaptive behaviour known as slovenly behaviour show how pupils tore their cloths, books, bags, unkempt their hair, suck their dirty finger nail and breaking of pens and pencils. These are enough evidence to show that slovenly behavior exist and it is a problem. These problems may affect their personal social development and academic performance.

Observations however show that parents, teachers, counsellors and caregivers in an effort to control slovenly behaviour have always applied old fashioned and defective methods such as shaping, punishment, and authoritative approach. These methods often do not yield positive results. The problem of this study is the rate of slovenliness among primary school pupils. Which has been a major concern to parents, teachers and counsellors. The study therefore seeks to find out the relative efficacy of training and self-management techniques on slovenly behavior among primary school pupils.

 

1.3 PURPOSE OF THE STUDY

The major purpose of this study is to investigate the effects of training and self-management techniques on slovenly behaviour among primary school pupils. Specially the study sought to:

1.      Determine the level of slovenly behaviour among primary school pupils.

2.      Find out the mean difference in the level of slovenly behaviour between those exposed to TT and control group at post-test?

3.      Ascertain the mean difference in the level of slovenly behaviour between those exposed to SMT and control group at post-post-test assessment period?

4.      Find out the mean difference in the level of slovenly behaviour those exposed to TT and SMT at follow-up period?

5.      Find out if difference exist between male and female in the level of slovenly behaviour that is exposed to (TT and SMT) at follow-up assessment period?

6.      Ascertain the mean difference in the level of slovenly behaviour between those exposed to (TT, SMT) and control group at follow-up assessment period.


1.4       SIGNIFICANCE OF THE STUDY

The findings of study may be of significance to pupils, teachers, parents, counsellors, government and the society at large if published.

Pupils and their peers may benefit from the study by being able to know the situations that predispose them to the slovenly behaviour problem, by learning and applying the skills under study, they will be able to avoid those situational factors and develop positive hygiene strategies.

It is expected that teachers may benefit by understanding what constitutes slovenliness among primary school pupils. This study may `help teachers and care-givers to understand the implications of training and self-management techniques to improve positive hygiene strategies in pupils. 

Parents and significant others who are involved in the personality formation and development of the child, the findings of this study would enlighten the parents on the behaviour  problem of  slovenliness, its causes, effects and strategies for handling the problem. This helps nip the problem in the bud before it sprouts out and blossoms.

The findings of the study may help counsellors in practice counselling individuals with maladaptive behaviour such as slovenliness. Instead of using punishment and other aversive strategies which have failed to yield the desired result, this study assist counsellors in guiding parents as well on the use of psychological principles in effecting behaviour change.

The finding of this study may be of benefit to the government and society; because the pupils, who are the target population for this study, form our future leaders and hope for the nation’s development. Thus the effective control of this behaviour at the primary school level of education means successful reduction of slovenly behaviour at a higher academic level and proper adjustment and development in life. The findings of the study would assist counsellors in guiding parents as well on the use of psychological principles in addressing slovenly behaviour. It would enlighten the parents on the behaviour problem of slovenliness, its causes, effects and strategies for handling the problem. It might help the teachers to know what constitute slovenliness and how it affects the academic achievement of primary school pupils. It would also aids caregivers and teachers to understand the effectiveness of training and self-management  techniques and how it effects positive hygiene strategies on pupils. The study is expected to create awareness to the government in view of posting health workers and sanitary inspections to primary schools.


1.5       RESEARCH QUESTIONS

The following research questions are posed and answered, thus:

1.      What is the level of slovenly behaviour among primary school pupils exposed to experimental groups and control at post-test assessment period?

2.      What is the mean difference in the level of slovenly behaviour between those exposed to training and control group at post-test assessment period?

3.       What is the mean difference in the level of slovenly behaviour between those exposed to self management and control group at post-test assessment period?

4.      What is the mean difference in the level of slovenly behavior between male and female subjects exposed to training and self management at follow-up assessment period?

5.      What is the difference between the subjects exposed to TT, SMT and control group at follow-up assessment period?


1.6       HYPOTHESES

The following hypotheses are formulated and tested at 0.05 level of significance:

Ho1: There is no significant difference in the pre-test post-test mean ratings of subjects exposed to treatment with training and self-management (TT, SMT) and control 

Ho2: The mean rating on slovenly behaviour of subjects in the training treatment group and control group do not differ significantly at the pretest and post-test assessment period.

Ho3: There is significant difference in pre-test and post-test mean ratings of subjects exposed self- management technique.

Ho4: there is no significant difference between the mean ratings on slovenly behaviour of male and female subjects exposed to SMT and TT at follow-up

Ho5: The mean ratings on slovenly behaviour of subjects in the three experimental groups (TT, SMT and the control group) do not differ significantly at the post-test and follow-up assessment period.


1.7       SCOPE OF THE STUDY

The study was delimited to three primary schools in Umunneochi Local Government Area of Abia State. The subjects for the study were primary school pupils in primary five class, with the age range of 8-12 years. The study also was delimited to two behaviour therapeutic techniques namely training technique (TT) and self-managements technique (SMT).  The study also examined slovenly behaviour and its characteristics such as unkempt hair, sucking of dirty finger, tore of cloths, tore of sandals and bags, tendency to loose things like note books or homework and biting of dirty finger nails. Gender was adopted as a moderating variable.

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