The Effects Of Behaviour Disorder On Academic Performance

The Effects Of Behaviour Disorder On Academic Performance

Chapiter 1

Introduction

1.1 History Of The Study

Problem behaviors of children have emerged as a global concern for educators, policymakers, and school administrators in the contemporary era of educational reform.

The phrase “Problem Behavior” in this context refers to issues with students’ emotional and behavioral adjustment. Such issues not only obstruct students’ academic, social, and personal growth, but they also run the risk of permanently impairing their ability to operate in both their personal and social lives (Rutter, 1996). According to Bird, 10% to 20% of children in industrialized countries experience severe emotional and behavioral distress at any given moment, and for children in underdeveloped nations, the prevalence is about the same or even greater (Nikapota, 1991).

13.4% of urban primary school students in Dhaka city were found to have emotional, behavior, or undifferentiated issues, according to a study by Rabbani and Hossain (1999). Morshed and Ahsan discovered that 21% of secondary level pupils in rural Bangladesh either have or are at risk of having any one type of problem behavior (emotional symptoms, conduct problems, hyperactivity-inattention, and peer problems).

Rapid physical, sexual, psychological, cognitive, and social changes occur during adolescence. Since adolescents’ relationships with their parents deteriorate at this time, peers may have a significant impact on their mental development and provide doors for them to develop social skills, self-control, and the ability to express their emotions and problems (Massen, 2009). The so-called generation gap is growing, leading to conflicts between generations, as some values have evolved into countervalues due to a lack of a clear definition and some countervalues have evolved into values, leading to some behavioral deviations in this age group. This is in line with global changes as well as technological processes, the new forms of cultural challenge. Teenagers who quickly come to know their “selves” run the risk of discovering alternative roles being offered in an unsuitable manner and taking numerous opportunities for granted, according to Ericsson (Ganji, 2004).

Adolescents often question family values to demonstrate their independence and individuality. They also attempt to create and analyze their own values, despite the fact that they are not the result of logically sound decisions. Adolescents have a tendency to be independent and objective toward their parents. Because of their conflicts and impulses, they select their values. Sometimes, these decisions are made consciously. These are some of the main causes of the developing cultural and ethical divides between adolescents and their parents. The community educational institutions may need to take action to regulate or eliminate this abnormality since this gap is occasionally so wide that it conflicts with society values and norms and causes behavioral-social disorders in this age group.

According to behavioral-social standards, an abnormal or deviant behavior is one that not only breaks social norms and causes destruction but also elicits criticism from others (as stated in the definition); as a result, actions that defy social expectations are regarded as abnormal and out of the ordinary (Ganji and Hassanzadeh, 2009).

These issues may also have an immediate negative impact on our lives or leave behind indirect harm by raising the cost of public services or inducing fear in people. According to Ganji and Hassanzadeh (2009), a student who drops out of school, for instance, not only jeopardizes his future career but also violates social health and public service costs. As a result, the socialization process is disrupted, causing emotional and social harm as well as behavioral disorder and behavioral deviation, or behavioral-social disorders, to emerge in adolescents. Behavioral

-Social disorders are prevalent crippling conditions that cause people to fall apart and prevent them from succeeding, as well as cause issues for families, school administrators, and society as a whole. Experts and authorities have paid substantial attention to the pathology of these illnesses in adolescence, which is considered to be a more difficult stage than childhood.

The study of pathology focuses on a variety of harms and behavioral illnesses that affect teenage personalities due to their development, deviation from social standards, and commission of deviant acts in public.

The most major changes throughout adolescence are psychological in nature, however many important changes take place during this time. Adolescents go through this time while they are socializing and developing a predisposition toward peers. Adolescents need more financial, emotional, and personal independence during this period of life, but most importantly, they need to fit in with their peers and receive their approval (Akbari, 2002). Adolescents must discover their identities and a philosophy of life at this time. There is a high percentage of crime among teenagers nowadays, which is regrettably due to the fact that the majority of adolescents today find it difficult or impossible to learn their developmental responsibilities. As a result, this study (A Case Study of Katsina University) focuses on how behavioral disorders affect academic performance.

1.2 Statement of the problem:

Growing evidence in recent years has also confirmed the poor academic outcomes characteristic of this cohort. For instance, compared to typical kids and students with other high incidence disabilities, students with behavior have poorer grade point averages, are less likely to pass classes, and have greater rates of school dropout (Wagner and Cameto 2004).

It should be noted that “the behaviors of an individual which can make it difficult for him to learn in the classroom, cause him or others to be harmed and isolate him or her from his or her peers are often termed as problem behaviors” (Problem Behaviors in the Classroom: What They Mean and How to Help, 2002).In this study, the four characteristics of problem conduct are taken into account. Which are: Emotional Symptoms (such as a headache, nausea, or stomachache without a known medical reason; depression or a generally depressed mood, etc.); Hyperactivity-Inattention (e.g., lack of focus, impulsivity, etc.), Conduct Issues (e.g., Bullying, Truancy, Lying, Stealing, Arguing, etc.), and Peer Relationship Issues (e.g., Peer Rejection, Peer Envy, etc.) are all examples of these.

(Cullinan and Sabornie 2004; Gresham et al. 2004; Landrum et al. 2003; Walker et al. 1992; Walker et al. 2004) Students with emotional and behavioral disorders (EBD) frequently engage in behaviors (e.g., verbal and physical aggression; social skills acquisition and performance deficits) that have a negative impact on both their ability to successfully negotiate peer and adult relationships and their educational experience. In particular, education becomes a difficult undertaking when kids are unable to negotiate social pressures and meet teachers’ expectations for academic performance (Lane, Givner et al. 2004; Lane, Pierson et al. 2004; Lane et al. 2006). These behavior patterns become more firmly established and less responsive to intervention efforts in the absence of successful interventions (Kazdin 1987; Walker et al. 2004).

The academic achievement of students with EBD, like their behavioral and social abilities, does not appear to be improving despite increasing attention being paid to their academic demands (Lane et al. 2002). Unfortunately, these subpar results persist once kids leave the school environment. According to Bullis and Yovanoff (2006) and Walker et al. (2004), this group of students have difficulties with substance misuse and has a significant need for mental health assistance. They also have poor employment results. This is a significant issue considering that between 2% and 20% of people of school age are likely to have EBD. These issues make it clear that a study on the influences of behavioral disorders on academic performance (A Case Study of Katsina University) is required.

1.3.1 Purpose Of The Study

Examining the consequences of behavioral disorders on academic performance (A Case Study of Katsina University) is the main goal of this study. The following are some of the specific goals:

1. To determine whether behavior disorders are common among Katsina University students.

2. To determine if behavior disorder affects Katsina University students’ ability to concentrate.