The psychological assessment of children's learning and behavioural problems as manifested in Kwazulu primary schools

[摘要] ENGLISH SUMMARY: This study examined the nature of learning and behaviouralproblems as manifested in KwaZulu primary schools. The firstaim was to investigate teachers' perceptions of the natureof learning and behaviour problems as manifested by childrenin KwaZulu primary schools. The second aim was to find outwhether these perceptions are influenced by any particularrespondent characteristics. The third aim examined teachers'views of the modus operandi for diagnosis, treatment, andmanagement of these learning and behavioural problems.Finally, teachers' recommendations for interventionstrategies with regard to learning and behaviour problems,were investigated. To this end, a standardized scale (DESB)was used to achieve the goals of the first and second aim.The researcher constructed and validated his own scale tomeet the objectives of the third and fourth aim. The methodof factor analysis was used during validation.The measuring instrument was administered to arepresentative sample of teachers. Three hundred and eightycorrectly completed questionnaires were analyzed., Each ofthe eleven factors measured by the DESB could be classifiedinto two or three categories. In the first category, groupone, teachers perceived factors as extremely deficient inthe classroom, category group two consisted of teachers perceiving factors as occurring within normal range in the classroom and category group three included teachersperceiving factors as occurring in excess in the classroom.An, examination of the frequency distribution revealed thatthere were two clusters of problems. The first clusterconsisted of conditions designated as troublesome in theclassroom. These were impatience, comprehension,inattentive-withdrawn and creative initiative. This clusterconstituted learning problems or difficulties. The secondcluster embraced behaviour problems. These were classroomdisturbance, disrespect-defiance, external blame, achievementanxiety, external reliance, irrelevant-responsivenessand need for closeness to the teacher.The Anova technique was used to test for the significance ofdifferences among means. In seven out of fourteen instances,there were no significant differences between sex, experience,contact and teachers' perceptions of the nature of learningand behaviour problems. In very few instances, teachers'particulars like sex, contact and experience, yieldedstatistically significant results.The canonical correlation R statistic was used to test forthe relationship between five teachers' particulars andeleven factors. The first and the second canonicalcorrelation coefficients accounted for a significant linkagebetween the two sets of canonical variables namely eleven DESB factors and teachers' particulars.The Anova technique was also used to test for thesignificance of differences among means for diagnosis,treatment and management Teachers do not differ in theirperceptions of the mode of management of learning andbehaviour problems. There are however, significantdifferences in. the teachers' perceptions of the modes ofdiagnosis and treatment of learning and behaviour problems.Specific recommendations by teachers on the treatment oflearning and behaviour problems, were able to be presentedin simple ranked format.These findings were discussed in relation to the literaturereviewed, and interpreted within the framework ofpsychological services delivery in African schools.Suggestions with regard to an alternative, speculative,cost-effective and efficient model for the delivery ofpsychological services, were made.

[发布机构] Stellenbosch University