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dc.contributor.authorAmondi, Pauline Mercy
dc.date.accessioned2021-02-02T09:29:11Z
dc.date.available2021-02-02T09:29:11Z
dc.date.issued2019-12
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21316
dc.descriptionA Research Thesis Submitted in Partial Fulfilment of the Requirement for the Award of the Degree of Master of Education Degree (Special Needs Education), in the School of Education of Kenyatta University. December 2019en_US
dc.description.abstractThe purpose of this study was to examine the influence of emotional and behaviour disorders on academic achievements of learners in selected international secondary schools in Nairobi County, Kenya. The following objectives guided the study; to find out academic achievement levels of learners with EBD in selected International Secondary schools, to find out triggers of EBD within the school environment among learners in selected International Secondary schools in Nairobi County, to find out common EBD types among learners in selected International Secondary schools in Nairobi County, to find out current instruction strategies provided to learners with EBD in selected International Secondary Schools in Nairobi County. Qualitative and quantitative research design was used. The target population was eight international secondary schools in Nairobi County with programmes for learners with EBD which was randomly selected. The study target population was comprised of forty students with emotional and behavioural disorder, eight guidance and counselling teachers or school counsellors, eight special needs education teachers, eight school head teachers/key stage coordinators from the selected schools. The sample size for the study was comprised of five school head teachers/Key stage coordinators, five school guidance and counselling teachers/ school counsellors, five special needs education teachers and twenty students with EBD. School head teachers/ key stage coordinators, school guidance and counselling teachers were selected through Purposive sampling. Questionnaires and interview guides were used to gather data. Pilot study was carried out at St. Austin‟s Academy a selected international school within Nairobi County. The research instruments were tested for their validity and reliability the pilot study built up on the same. Data collected was categorized, coded and data analysis done using both qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics including frequencies and percentages, and then presented using pie charts, bar graphs and tables after the analysis. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The researcher found that academic achievement of learners with EBD ranges from average to poor despite well-established instruction strategies and relevant programmes for them. The study also found out that externalizing EBD types such were more common as compared to internalizing EBD types. ADHD was more common followed by anxiety depression disorders, conduct disorder and oppositional defiant disorders respectively among the learners with EBD within the schools under study. The latter were more common in male learners as compared to female learners. The study recommends a study that examines inclusive versus exclusive setting and its effect on academic achievements of learners with EBD as well examining influence of parental and home involvement on learning of learners with EBD.en_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectEmotionalen_US
dc.subjectBehaviour Disordersen_US
dc.subjectAcademic Achievementsen_US
dc.subjectLearnersen_US
dc.subjectSelected International Secondary Schoolsen_US
dc.subjectNairobi City Countyen_US
dc.subjectKenyaen_US
dc.titleInfluence of Emotional and Behaviour Disorders on Academic Achievements of Learners in Selected International Secondary Schools in Nairobi County Kenyaen_US
dc.typeThesisen_US


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