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Research Article

JCR. 2021; 8(1): 1055-1069


Effectiveness of Peer Collaborative Learning Strategy on Self-Esteem of Pupils With Behaviour Problems in Nsukka Education Authority

Friday Mamudu Adene, Else Chizua Umeano, Dorothy Ebere Adimora, Christian Sunday Ugwuanyi, Chinedu I.O. Okeke, Edmund Eberechukwu Offodile, Fidelis Eze Amaeze, Uchenna Eugenia Uzodinma, Yakubu Abdullahi, Juliana Ngozi Ejiofor, Evelyn Nkiruka Ishiwu.

Abstract
This study investigated the effect of peer collaborative learning strategy on self-esteem of pupils
with behaviour problems. A pre-test, post-test, non-equivalent control group design was used for
the study using a sample of 125 middle basic five pupils identified as pupils with Oppositional
Defiant Disorder (ODD). Researchers-made questionnaires titled Pupils‟ Behaviour Problems
Observation Checklist (PBPOC) teachers‟ version, Pupils‟ Behaviour Problems Measuring Scale
(PBPMS), and Pupils‟ Self-Esteem Measuring Scale (PSEMS) were the instruments used in
collecting data for the study. The internal consistency reliability index of PBPMS was 0.85 while
that of PSEMS was 0.92. Mean and analysis of covariance were used to analyze the data
collected. It was found that effect of peer collaborative learning strategy on self-esteem of pupils
with behaviour problems was significant. However, further analysis showed that gender had no
significant influence on self-esteem of pupils with ODD. It was therefore recommended that
every school that practices inclusive education should adopt a well-structured peer collaborative
learning strategy in order to capture the interest of pupils with special needs, especially pupils
with ODD kind of behaviour problems

Key words: Problem Behaviour, Self-Esteem, Peer Collaborative, Learning Strategy



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