Thesis Abstract

Abstract
Maladjustment behavior in public primary school pupils is a significant concern that can impede academic performance and social development. This research project aims to explore effective strategies for curbing maladjustment behavior in public primary school pupils. The study will utilize a mixed-methods approach, including qualitative interviews with teachers, parents, and students, as well as quantitative surveys to gather data on the prevalence and impact of maladjustment behavior. The research will investigate various factors contributing to maladjustment behavior, such as family dynamics, peer relationships, school environment, and individual characteristics of the students. By understanding the root causes of maladjustment behavior, the study aims to identify targeted interventions that can effectively address and reduce these behaviors in public primary school pupils. One key aspect of the research will be to examine the role of teachers in recognizing and addressing maladjustment behavior in the classroom. Teachers play a crucial role in creating a positive and supportive learning environment, and their ability to identify and respond to maladjustment behavior can have a significant impact on student outcomes. Through interviews and surveys with teachers, the study will explore best practices and strategies that teachers can implement to address maladjustment behavior effectively. In addition to teacher strategies, the research will also investigate the role of parents and families in supporting students with maladjustment behavior. Family dynamics and parental involvement can play a significant role in shaping a child's behavior and emotional well-being. By engaging with parents through interviews and surveys, the study aims to identify ways in which families can be involved in interventions and support strategies for their children. Furthermore, the research project will explore the perspectives of the students themselves on maladjustment behavior and its impact on their academic and social experiences. By including student voices in the research, the study aims to gain a comprehensive understanding of the challenges and experiences faced by public primary school pupils with maladjustment behavior. Overall, this research project seeks to contribute valuable insights into effective strategies for curbing maladjustment behavior in public primary school pupils. By addressing the root causes of maladjustment behavior and identifying targeted interventions, the study aims to support the well-being and academic success of students in public primary schools.

Thesis Overview

INTRODUCTION
Background of the Study
Primary schools are established with the aim of producing
pupils who are worthy in character and learning. Pupils are expected to acquire knowledge, skills, experience and discipline
that will help them sharpen their destiny and rebuild them from
what they used to be to what they intend to become. Pupils at
this level of education fall between the ages of 6 to 11 plus (NPE,
2004). This period is described as the childhood age period which
has been christened by some psychologists as a period below the
legal age of responsibility or accountability (Okobia & Ohen,
2006). Children like human beings are social in nature. They
hardly live in isolation but prefer to live and interact with one
another (Idowu & Yahaya, 2013).
The urge for a child to interact in school usually creates
some challenges which need to be addressed especially in
primary schools. A child is a person who is below the age of
adulthood (Oke, 2009). In the context of this study therefore, a
child is a person who is below the age of adulthood and is in the
primary school.

Primary school is education given to children from aged 6-
12 years in schools. It is a transition into secondary schools.
Primary school is education given in an educational institution
for children aged 6 to 11 years plus (NPE, 2004). The author also
noted that primary education is the pivot upon which the whole
system of education revolves. The Federal Republic of Nigeria
(2004:14) highlighted the objectives of primary education as
follows: Inculcating permanent literacy and numeracy, and ability
to communicate effectively, laying of a sound basis for scientific
and reflective thinking; giving citizenship education as a basis for
effective participation in and contribution to the life of the
society; moulding the character and developing sound attitude
and morals in the child; developing in the child the ability to
adapt to his changing environment among others.
These objectives if vigorously pursued is expected to
transform the child at the end of primary education to
demonstrate decent and decorous conduct, respect for authority,
high sense of responsibility, love for orderliness, eagerness to
discharge duties among others (Peter & Felicia, 2013). However,
when a child fails to discharge these characteristics,
maladjustment behaviour.