Identification and Assessment as Predictors of Educational Achievement of Learners with Behaviour Disorders in Public Primary Schools in Meru County, Kenya
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Date
2025-11
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Kenyatta University
Abstract
Behaviour disorders, also referred to as Emotional and Behavioural Disorders (EBD), are conditions marked by persistent patterns of disruptive, aggressive, defiant, inattentive, or socially inappropriate behaviours that significantly impair educational performance and social functioning. Despite the implementation of inclusive education policies and the provision of Free Primary Education, many teachers lacked the tools, training, and support necessary to identify and assess learners with behaviour disorders appropriately. The aim of this study was to establish early identification and assessment as determiners of educational achievement for learners with behaviour disorders in public primary schools in Igembe Central-Meru County, Kenya. Behaviour disorder limits a learner’s opportunity to participate in education, school life and interferes with other learners. Its objectives were: to establish the prevalence of learners with behaviour disorders; determine methods teachers use in early identification; identify the methods teachers apply to assess learners with behaviour disorders; and to establish challenges teachers face in identifying learners with behaviour disorders. Social Learning Theory (SLT) and Ecological Systems Theory guided this study. The study adopted the survey research design that was cross-sectional. The target population comprised of 6281, out of which 6081 were learners, 130 were teachers and 70 were head teachers. A total of 7 schools were randomly selected from the 70 public primary schools in Igembe Central Sub-County. Purposive sampling was used to select 7 head teachers (10% of 70); 13 teachers (10% of 130) were sampled. Using a list of random names from checklists, 608 learners identified with behaviour disorders (10% of the 6081) were sampled, leading to a sample size of 628 respondents. The researcher used three research instruments namely interview schedules, questionnaires and observational checklists. A pilot study was done at a primary school in Kangeta zone in Igembe central and did not participate in the final study. Data that was collected from questionnaires and observation checklists was organized carefully and analysed. Both quantitative and qualitative approaches were employed to indicate whether early identification, assessment and appropriate assistance to learners with behaviour disorders would enhance educational achievement. Quantitative data was analysed according to ranges of prevalence as indicated in the research objectives. Qualitative data was analysed according to themes, categories, differences, or qualities. Data was analysed and results were presented in frequencies, tables, bar charts, percentages and descriptive passages. Findings showed that majority identified with behavioural disorders were found to have cumulative records showing dismal performance (scores in the low-average range) with deteriorating performances in both class work and completing assignments. Majority were found as often withdrawn from classroom activities and rarely participated in other school activities. The study concluded that observation was the most utilized method or strategy of identifying learners with disorders. Essential ways such as seeking help from other teachers, use of positive reinforcement, being empathetic, loving and referring learners for assessment were least used by teachers in managing the behaviour disorders. The study recommended that the Ministry of education in collaboration with Teachers Service Commission ought to conduct in-service training for teachers with a view of building capacity in data collection, recordings and statistical data analysis using various designs with regards to identification and assessment of behaviour disorders
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Masters Degree in the Department of Early Childhood and Special Needs Education, School of Education and Life-Long Learning of Kenyatta University, November, 2025
Supervisor:
1.Beatrice Bunyasi Awori
2.Jessina Muthee