Faculty of Education

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Browsing Faculty of Education by Author "Addison, K."

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    Effects of Reinforcement and Modelling on Disordered Behaviour of Pupils in a Multi-Ethnic Ghanaian Classroom.
    (2012) Addison, K.
    This study investigated the relative effectiveness of reinforcement, modelling and multi-technique in improving inattention and aggression (behaviour problems) in the multi-ethnic Ghanaian classroom. A total of 64 primary four pupils (32 male and 32 female) drawn from four public basic schools in four municipalities of four regions (Greater Accra, Central, Volta and Eastern) constituted the final sample. The dependent variables were inattention and aggression. The effect of each of the main independent variables, reinforcement, modelling and multi-technique on participants’ inattention and aggression (behaviour problems) was also tested with the moderating effect of gender, ethnic background, and socio-economic background. The study employed the quasi experimental design using the pre-test- post-test- control group design. Three research instruments, Rutter’s Child Behaviour Rating Scale (RCBRS) by Rutter (1967); Achenbach’s System of Empirically Based Assessment Teacher’s Report Form for Ages 6-18 (ASEBA TRF/6-18) by Achenbach (1983); and Behaviour Count Table for Baseline (BCTB) by Kozloff (1974) were employed to generate relevant data for the study. Eight research questions and eight hypotheses were formulated to guide the study. The hypotheses were tested with the analysis of covariance (ANCOVA). All the hypotheses were tested at .05 level of significance. Post-HOC pair wise comparisons using Fishers Least Square Method and Bonferroni method were carried out where applicable. Out of the eight null hypotheses tested, five were rejected and three were accepted in favour of the treatment groups. The findings of the study reveal that: 1. There is a significant difference in the effects of reinforcement, modelling and multi-technique in improving inattention behaviour of pupils in a multi-ethnic Ghanaian classroom. 2. There is a significant difference in the effects of reinforcement, modelling and multi-technique in improving aggressive behaviour of pupils in a multi-ethnic Ghanaian classroom. 3. There is no significant difference in the effects of reinforcement and multi-technique in improving inattention behaviour of pupils in a multi-ethnic Ghanaian classroom due to gender. 4. There is a significant difference in the effects of reinforcement, modelling and multi-technique in improving aggressive behaviour of pupils in a multi-ethnic Ghanaian classroom due to gender. 5. There is no significant difference in the effects of reinforcement, modelling and multi-technique in improving inattention behaviour of pupils in a multi-ethnic Ghanaian classroom due to ethnicity. 6. There is a significant difference in the effects of reinforcement, modelling and multi-technique in improving aggressive behaviour pupils in a multi-ethnic Ghanaian classroom due to ethnicity. 7. There is no significant difference in the effects of reinforcement, modelling and multi-technique in improving inattention behaviour of pupils in a multi-ethnic Ghanaian classroom due to socio-economic background. 8. There is a significant difference in the effects of reinforcement, modelling and multi-technique in improving aggressive behaviour of pupils in a multi-ethnic Ghanaian classroom due to socio-economic background. In the light of these findings, recommendations were made.