The relationship between behavioural problems and academic achievement in Kuwait primary schools.
Almurtaji, Yousuf (2016) The relationship between behavioural problems and academic achievement in Kuwait primary schools. Doctoral thesis, University of Surrey.
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Abstract This thesis contains three related studies in the general field of educational psychology and in the specific area of behaviour, educational achievement and educational needs in mainstream schooling. The work investigated relationships between behaviour and achievement in the educational context of Kuwait, where poor behaviour has been argued to be a primary cause of low education achievement levels. Using a systemic approach, the first study sought to establish patterns of behaviour and educational achievement among Kuwaiti pupils in grades 4 and 5 of primary schools. The results indicated associations between some behavioural traits (particularly hyperactivity) and measures of literacy and numeracy. The second study took advantage of an inclusion project undertaken in Kuwait to improve classroom management practices and increase awareness of, and support for, students with learning problems. Using the same methods as in Study 1, the second study investigated levels of behaviour and educational achievement among pupils in grades 4 and 5 taught by teachers who had been inclusion trained in comparison with non-inclusion trained teachers in an adjacent educational district. Results suggested that the hypothesised associations between behaviour and academic attainment existed but there were no significant differences in the measures between schools where teachers had been inclusion trained and those where they had not. Thus, relations between behaviour and academic achievement are important and may be impervious to change. The third study explored the comparative attitudes, practices and beliefs of inclusion and non-inclusion trained teachers and identified one significant difference, which was in terms of the educational structures of Kuwait. The thesis has the potential to make contributions to knowledge in several areas, both theoretical and practical. One is that there is a relative lack of similar studies that are set within a Middle Eastern context generally and within a Kuwaiti context specifically. Others include a systemic approach (something that differentiates it from a majority of work in this area of educational psychology) and the potential to inform future policies and interventions in Kuwaiti primary schools that are focused on behaviour and its associations with academic attainment.
|Item Type:||Thesis (Doctoral)|
|Date :||30 June 2016|
|Funders :||The Public Authority for Applied Education & Training (PAAET) in Kuwait|
|Copyright Disclaimer :||This thesis and the work to which it refers are the results of my own efforts. Any ideas, data, images or text resulting from the work of others (whether published or unpublished) are fully identified as such within the work and attributed to their originator in the text, bibliography or in footnotes. This thesis has not been submitted in whole or part for any other academic degree or professional qualification. I agree that the University has the right to submit my work to the plagiarism detection service Turnitin UK for originality checks. Whether or not drafts have been so assessed, the University reserves the right to require an electronic version of the final document (as submitted) for assessment as above.|
|Depositing User :||Yousuf R S R Almurtaji|
|Date Deposited :||12 Jul 2016 08:55|
|Last Modified :||07 Feb 2017 10:19|
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