Advertisement

Complexity of Adopting Behaviourism Learning Theories Among Primary School Students

  • Jamilu Ahmad KwariEmail author
  • Auwal Bala Bodinga
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

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.

Keywords

Complexity Behaviourism Learning theories Learners 

References

  1. 1.
    Aggarwal JC (2005) Essentials of educational psychology. Vikas Publishing House, New DelhiGoogle Scholar
  2. 2.
    Bandara A, Barbaranelli C, Caprara GV, Pastorelli C (1996) Multifaceted impact of self efficacy beliefs on academic functioning. J Child Dev 67:1206–1222CrossRefGoogle Scholar
  3. 3.
    Behaviorism (2014) Retrieved August 20, 2014, from Wikipedia: en.m.wikipedia.org/wiki/behaviorism
  4. 4.
    Berliner DC (2009) Educational psychology. Microsoft encarta. Microsoft Corporation, RedmondGoogle Scholar
  5. 5.
    Bolarin TA (2011) Child growth and development. Olu-Akin Publishers, LagosGoogle Scholar
  6. 6.
    Chauhan SS (2007) Advanced educational psychology, 6th edn. Vikas Publishing House, New DelhiGoogle Scholar
  7. 7.
    Classical Conditioning (2014) Retrieved September 12, 2014, from Wikipedia: en.wikipedia.org/wiki/classical_conditioning
  8. 8.
    Kassin S (2009) Learning. Microsoft encarta. Microsoft Corporation, RedmondGoogle Scholar
  9. 9.
    Mwamwenda T (2005) Educational psychology: an African perspective. Kratemore Publishers, DurbanGoogle Scholar
  10. 10.
    Operant Conditioning (2014) Retrieved August 19, 2014, from Wikipedia: en.m.wikipedia.org/wiki/operant_conditioning
  11. 11.
    Semakula F (2008) Comparative studies of two methods of teaching on some selected concepts of magnetism at A’ level in eastern Uganda. Unpublished Masters dissertation, Kampala International University, UgandaGoogle Scholar
  12. 12.
    Slavin RE (2006) Educational psychology: theory and practice, 8th edn. Pearson Education, New YorkGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Department of Educational Psychology and CounselingIslamic University in UgandaMbaleUganda
  2. 2.Department of Educational Psychology and CounselingUsmanu Danfodiyo UniversitySokotoNigeria

Personalised recommendations