Assessment of Students Misbehavior and Coping Strategies (in The Case of Shashemene Secondary School).
| dc.contributor.advisor | Leka, Wanna (PhD) | |
| dc.contributor.author | Tegenu, Alemayehu | |
| dc.date.accessioned | 2018-06-29T11:14:50Z | |
| dc.date.accessioned | 2023-11-10T12:25:08Z | |
| dc.date.available | 2018-06-29T11:14:50Z | |
| dc.date.available | 2023-11-10T12:25:08Z | |
| dc.date.issued | 2012-06 | |
| dc.description.abstract | This thesis argues that student misbehavior, deep-rooted in a complex web of factors, is among the salient factors that affects the learning teaching environment and the personality and performance of the student him/herself. This in turns determines the academic achievement at secondary school level and even beyond. It also claims that mismanaged misbehavior has antisocial behavior as a detrimental outcome. In view of this, the study was conducted to explore and describe the nature, prevalence, trends, severity, causes and effects of student misbehavior along with the response mechanisms in Shashemene secondary schools. Primary and secondary data were collected and analyzed. Quantitative data obtained from the survey of sample students (360) and teachers (74) as well as qualitative information obtained from a total of 13 key informants and two FGDs constituted the primary sources of data. Complementary and/or supplementary data was also obtained from the review of literature and pertinent documents. The results revealed that student misbehavior that disrupts the classroom environment are highly prevalent. Nearly one in four students misbehaves in a year at Shashemene school. The problem of misbehavior is not only prevalent but also very stressful. Besides, misbehavior has been worsening across time. Meanwhile, assessment of the causative factors uncovered Parent, Student, Teachers/School related factors in their order of importance. Furthermore, it is almost unanimously agreed that misbehavior is a hindrance to the learning-teaching process in the school as it principally disrupts the learning-teaching environment. Effects on the student’s personality were also emphasized, though damaging property was the least important effect. Eventually, the findings on the school’s response mechanism uncovered problems and gaps that are much more pronounced. Among others, failure to device and enforce tailor-made disciplinary rules and regulations was the central tenet. In the end, the study draws conclusions, inter alia, on the prevalence, magnitude, trends, cause and effects of student misbehavior as well as on the problems associated with the school’s response mechanism. Finally, recommendations are put in order for improved response mechanism to combat the problem of student misbehavior | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/5002 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Misbehavior;Coping ;Strategies | en_US |
| dc.title | Assessment of Students Misbehavior and Coping Strategies (in The Case of Shashemene Secondary School). | en_US |
| dc.type | Thesis | en_US |