CHAPTER ONE

INTRODUCTION

1.1      Background of the study

Primary schools are established with the aim of producing pupils who are worthy in character and learning. Pupils are expected to acquire knowledge, skills, experience and discipline that will help them sharpen their destiny and rebuild them from what they used to be to what they intend to become. Pupils at this level of education fall between the ages of 6 to 11 plus (NPE, 2004). This period is described as the childhood age period which has been christened by some psychologists as a period below the legal age of responsibility or accountability (Okobia & Ohen,
2006). Children like human beings are social in nature. They hardly live in isolation but prefer to live and interact with one another (Idowu & Yahaya, 2013). The urge for a child to interact in school usually creates some challenges which need to be addressed especially in primary schools. A child is a person who is below the age of adulthood (Oke, 2009). In the context of this study therefore, a child is a person who is below the age of adulthood and is in the primary school. Primary school is education given to children from aged 6- 12 years in schools. It is a transition into secondary schools. Primary school is education given in an educational institution for children aged 6 to 11 years plus (NPE, 2004). The author also noted that primary education is the pivot upon which the whole system of education revolves. The Federal Republic of Nigeria (2004:14) highlighted the objectives of primary education as follows: Inculcating permanent literacy and numeracy, and ability to communicate effectively, laying of a sound basis for scientific and reflective thinking; giving citizenship education as a basis for effective participation in and contribution to the life of the society; moulding the character and developing sound attitude and morals in the child; developing in the child the ability to adapt to his changing environment among others. These objectives if vigorously pursued is expected to transform the child at the end of primary education to demonstrate decent and decorous conduct, respect for authority, high sense of responsibility, love for orderliness, eagerness to discharge duties among others (Peter & Felicia, 2013). However, when a child fails to discharge these characteristics maladjustment behavior

 

 

1.2 STATEMENT OF THE PROBLEM

Children like human beings are social in nature. They hardly live in isolation but prefer to live and interact with one another (Idowu & Yahaya, 2013). The urge for a child to interact in school usually creates some challenges which need to be addressed especially in primary schools. A child is a person who is below the age of adulthood (Oke, 2009). In the context of this study the researcher wants to investigate the strategies for curbing maladjustment behavior in public primary school

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1.   To examine the characteristics of students with curbing maladjusted behaviour in public primary schools

2.   To determine the effects of maladjusted behaviour on the academic performance of primary school student

3.   To ascertain the various intervention strategies used by teachers to help students who were curbing maladjusted.

4.   To investigate the main causes of curbing maladjusted behaviour among students in public primary schools

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher; 

H0: there are no characteristics of students with curbing maladjusted behaviour in public primary schools.

H1: there are characteristics of students with curbing maladjusted behaviour in public primary schools.

H02: there are no effects of maladjusted behaviour on the academic performance of primary school student

H2: there are effects of maladjusted behaviour on the academic performance of primary school student

1.5 SIGNIFICANCE OF THE STUDY

This study, which is primarily aimed at explaining the strategies for curbing maladjustment behavior in public primary school, will provide an insight into the problems associated with curbing maladjustment behavior in public primary school. This study would be of great benefit for primary especially public schools, to expose them to the curbing maladjustment behavior in primary schools. The findings will be useful for researchers to further generate knowledge in the field

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the strategies for curbing maladjustment behavior in public primary school. The researcher encounters some constrain which limited the scope of the study;

 a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study 

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities 

 

1.7 DEFINITION OF TERMS

STRATEGIES: Strategy is important because the resources available to achieve these goals are usually limited. Strategy generally involves setting goals, determining actions to achieve the goals, and mobilizing resources to execute the actions. A strategy describes how the ends (goals) will be achieved by the means (resources).

CURBING: A check or restraint on something

MALADJUSTMENT: Inability to react successfully and satisfactorily to the demands of one's environment. Though the term applies to a wide range of biological and social conditions, it often implies an individual's failure to meet social or cultural expectations.

BEHAVIOUR: The way in which one acts or conducts oneself, especially towards others.

PRIMARY SCHOOL: A primary school (or elementary school in American English and often in Canadian English) is a school in which children receive primary or elementary education from the age of about five to twelve, coming after preschool and before secondary school.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study   

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