Complexity of Adopting Behaviourism Learning Theories Among Primary School Students

Abstract

Learning is a relatively permanent change in behaviour as a result of reinforced practice and experience. Through learning, humans tend to become better adjusted to their environment and also become fully equipped to ensure the sustenance and development of the said environment. In Sironko (Uganda), most primary school children learn through the rote method due to a number of reasons such as language barrier. Hence, teachers strive to ensure that learners do not only memorise but also have ardent understanding of contents. Along the process, teachers adopt psychological learning theories and techniques. Behaviourism learning theory is among the most commonly used in Ugandan schools owing to it being in tandem with many aspects of the country’s indigenous culture. This paper analysed the complexity of adopting behaviourism learning theories among Sironko primary school students. The researchers used a qualitative method to obtain data by interviewing teachers and students. It was found that the main impediments to adopting behaviourism learning theories include; poor funding of schools, inadequate teachers’ commitment to work, language barrier, inadequate school facilities and truancy.