The Relationship between Conduct Disorder and Academic Performance among Adolescents in Selected Public Secondary Schools in Embakasi East Constituency, Nairobi County, Kenya

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dc.contributor.authorAbuko, Christine
dc.date.accessioned2024-07-23T08:11:14Z
dc.date.available2024-07-23T08:11:14Z
dc.date.issued2023-10
dc.descriptionMASTER OF ARTS in Counseling Psychology
dc.description.abstractThis study sought to establish the relationship between conduct disorder and academic performance among students in selected public secondary schools in Embakasi East Constituency, Nairobi County, Kenya. The objectives of the study were to determine the prevalence of conduct disorder, establish the academic performance of adolescents, and establish the relationship between conduct disorder and academic performance of adolescents in selected public secondary schools. The study was anchored on the social learning and ecological systems theories. The target population of the study was 2,753 students in forms 3 and 4 from Embakasi Girls Secondary School, Ruai Secondary School, Ruai Boys Secondary School, and Muhuri Muciri Boys High School, as well as 28 class teachers from the schools’ streams. Purposive sampling was used to select the 28 teachers, while stratified random sampling was employed to select 384 students from the four schools. Data was obtained by issuing the Conduct Disorder Scale to the teachers and parents of the students, while secondary data on academic performance was collected from the students’ academic reports. Data was analyzed using the Statistical Package for the Social Sciences (SPSS), version 25. The study indicated a significant positive correlation between parent and teacher perceptions of conduct disorder symptoms (r=0.821, p <0.05). It also found that the trend line indicates fluctuations in performance across terms, with a noticeable increase in performance observed in the third term of each form, except for form 2. The study concluded that the strong positive correlation between parents and teachers not only indicated a shared understanding between them but also the importance of collaborative efforts. The study recommends that schools should establish early intervention programs that identify and address conduct disorder symptoms in their early stages.
dc.description.sponsorshipSchool of Applied Human Sciences of Daystar University
dc.identifier.citationAbuko, C., (2023). The Relationship between Conduct Disorder and Academic Performance among Adolescents in Selected Public Secondary Schools in Embakasi East Constituency, Nairobi County, Kenya: Daystar University, School of Applied Human Sciences
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/4837
dc.language.isoen
dc.publisherDaystar University, School of Applied Human Sciences
dc.subjectConduct Disorder
dc.subjectAcademic Performance
dc.subjectAdolescents
dc.subjectPublic Secondary School
dc.subjectEmbakasi East Constituency
dc.titleThe Relationship between Conduct Disorder and Academic Performance among Adolescents in Selected Public Secondary Schools in Embakasi East Constituency, Nairobi County, Kenya
dc.typeThesis

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