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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