EFFECTIVENESS OF BEHAVIORAL INTERVENTIONS TO SCHOOL REFUSAL BEHAVIOR AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS IN KEIYO NORTH SUB-COUNTY, ELGEYO MARAKWET COUNTY, KENYA

Pamella Jemutai Toroitich, Kisilu Kitainge, Agnes Oseko

Abstract


There is ample evidence to suggest that the issue of school refusal behavior has continued for ages despite the numerous attempts made by parents, educators, and counselors to curb it. The objective of the current study was to evaluate the effectiveness of behavioural intervention strategy on school refusal among pupils in public primary schools in Keiyo North sub-county, Elgeyo Marakwet county, Kenya. The research design employed was descriptive, and the survey was employed. The targeted population was grade 7 and 8 pupils in public primary schools who were absent from school or class for at least 10% or more days in their previous academic year. They were identified with the assistance of their class teachers. Keiyo North  Sub-county has a total of 5806 pupils in both classes. Purposive sampling was used to select the public primary schools participating in the research. Gill et al. (2010) used a sample size determination table to calculate the sample size, and a sample of 357 learners was derived. Two schools were used for piloting and did not participate in the actual research. Document analysis was used to gather information from discipline books, guidance and counseling department records, attendance registers, and pupil questionnaires. Piloting, correlation analysis, and expert supervisor consultation were conducted to ascertain the validity of the research instrument. Cronbach alpha was used to ascertain the reliability of the instruments, which resulted in an alpha value of 0.7. This was accepted and used since it was deemed high enough. Data from questionnaires was validated, coded, tabulated, and then analyzed with the help of the SPSS computer package of social science version 23. Descriptive statistics were charts and percentages to present demographic data, and inferential statistics (chi- square) was used to determine the relationship between dependent and independent variables. From the findings of this study, it was concluded that there is a relationship between behavioral interventions and school refusal behavior and that the behavioral interventions given to school refusers are insufficient, thus making the problem of chool refusal persist. The study suggested that immediate action should be taken to address the problem of school refusal behaviour in order to secure the future of pupils. Additionally, all parties involved should work together to identify the underlying caus es of school refusal, implement intervention strategies that are most effective for their pupils, and establish a welcoming environment for both the school and the student's fa mily. Further studies should be carried out on other intervention strategies and family intervention to curb school refusal behavior.

 

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school refusal, behavior, intervention strategy, pupil, risk factors

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DOI: http://dx.doi.org/10.46827/ejes.v11i9.5510

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