BEHAVIOR PROBLEMS AMONG STUDENTS OF GOVERNMENT PRIMARY SCHOOL
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Date
2014-11
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University of Agricultural Sciences, Dharwad
Abstract
The study was conducted to assess behavior problem among male and female children of urban and rural Government Primary Schools by teachers and mothers. The population of this study consisted of all the students of rural and urban Government Primary Schools from 1st to 4th standard in Dharwad taluka. There were 232 Government Primary Schools. Among them 65 schools were in urban and 166 schools were in rural area, out of which 5 schools from rural and urban were selected randomly, 2 male and 2 female students from 1st to 4th standard of school were selected randomly, so 40 female and 40 male students from rural and also 40 male and female students from urban schools were selected for the study. Out of 80 students of urban schools, 2 students of data was not obtained because the selected students were absent on the data collection day. Therefore final sample considered of 158 students in the age group of 5-10 years. Class teacher of each standard assessed 2male and 2 female students of the class by answering behavior rating questionnaire (Hart et al., 1995). The data were subjected to percentage, chi- square, co-relation and ANOVA analysis. The results revealed that the prevalence was 57% and 56% in anxious/depressed problem, 35% and 46% in hostile/aggressive problem, 31% and 36% in withdrawal/solitary problem, 25% and 25% in conduct problem, 13% and 9% in learning problem, 10% and 19% in hyperkinetic problem, 7% and 11% in emotional/impulsive problem as assessed by the teachers and the mothers respectively. The teachers’ and the mothers’ assessments were differed on hostile/aggressive problem, emotional/impulsive problem, but, they were more or less similar in their assessments on anxious/depressed problem, withdrawal/solitary problem, conduct problem, learning problem and hyperkinetic problem of the students. This implies that the mothers are observing and assessing their children objectively. The percentage of mothers’ assessment was higher on anxious/depressed problem, hostile/aggressive problem, withdrawal/solitary problem, hyperkinetic problem, and emotional/impulsive problem and lesser on learning problem compared to the teachers’ assessment of the students.
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