IDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCE ON .
RESEARCH PAPERSIDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCEON STUDENTS' ACHIEVEMENT IN PSYCHOLOGICALFOUNDATIONS OF LEARNING AND DEVELOPMENT:A CASE OF MEKELLE UNIVERSITY, ETHIOPIAByJ. MASTER ARUL SEKAR *MENGESHA EYASU *** Assistant Professor, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.** Lecturer and Head, Department of Teacher Education, Institute of Pedagogical Science, Mekelle University, Ethiopia.Date Received: 01/11/2017Date Revised: 04/01/2018Date Accepted: 23/01/2018ABSTRACTGenerally, the behavior patterns concerns a social significance of values. This paper highlights the various behaviorpatterns like planner behavior, solution oriented behavior, and prescriptive behavior patterns. The main objective of thepresent study is to identify the behavior patterns that influence on students' achievement in psychological foundations oflearning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teacherswere participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardizedby Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students'achievement in psychological foundations of learning and development. The data were analyzed by 't' test andPearson's product moment correlation. The results of the study revealed that there is no significant difference was foundin the relationship between behavior patterns and psychological foundations of learning and development.Keywords: Behavior Pattern, Planner, Solution-Oriented, Prescriptive.INTRODUCTION2011; Mekonnen 2017, p. 367). In PGDT program, theEducation is universally acknowledged in the vast body ofteacher trainees are given one year of professionalliterature as an essential element in the process of nationaltheoretical and practical training before they weredevelopment (UNESCO, 1997, 2005; TGE, 1994; GCE,employed in a mainstream teaching job (Gemechu et al.,2002; Psacharopoulos, 1985; Lockheed and Verspoor,2017, p. 4). The researchers position of this article, working1991). In the Ethiopian context, the traditional educationas an assistant professor and Lecturer in educationalgoes back to the Aksumite Kingdom of the fourth centurypsychology in the department and one of the instructors ofAD (Bekele, 1991). The prime objective was to train priest,psychological foundation of learning of PGDT teachermonks, teachers, and debteras (Areaya, 2008). This articletrainees. Thus, the researchers having close experiencefocuses on secondary teacher education (Grade 12 4) inwith the PGDT program in Mekelle University in regular andEthiopia. Ethiopian Teacher Education System Overhaulenrolled in the year 2016. Therefore, the researchers(TESO) was introduced as a teacher education program inbroached as to arise with the research issue to lead some2003. The secondary teacher preparation was introducedpractice concerning with this study. The purpose of theand the new teacher training program which was known aspresent study is to examine the impact of behavior patternsa Post Graduate Diploma in Teaching (PGDT) wasamong the students' achievement in psychologicalimplemented by ten universities in Ethiopia in the year 2011foundation of learning: the case of Mekelle University. The(Kassa and Amdemeskel, 2013; Ministry of Education,questions addressed whether the behavior patterns acrossstudents' achievement assessment by psychological12i-manager’s Journal on Educational Psychology, Vol. 11 l No. 3 l November 2017 - January 2018
RESEARCH PAPERSfoundation of learning from a Post - Graduate Diploma inour conditioned stimulus creates the same responses andTeaching (PGDT) program. The significance of this studydiscrimination occurs when our new stimulus is too differentcould identify certain dimensions of behavior patterns, thefrom our original conditioned stimulus to cause the effectstudents' who are practicing certain types of behaviorwe want. Meyer Friedman and Rosenman (1959)patterns, namely planner behavior, solution-orientedassociated the specific overt behavior pattern with bloodbehavior, and prescriptive behavior that addresses theand cardiovascular findings. It indicated that the behaviorachievement in psychological foundations of learning andpattern of man included such factors as striving forthe teacher trainees were treating their studentsachievement, competitiveness, impatience, tensepsychologically. This research finding suggests that theposture, and abrupt speech, over commitment to one'srelationship between behavior patterns and students'vocation, and excessive drive and hostility. In psychology,achievement in psychological foundations of learning'learning' is defined as a relatively permanent change in, orneeds to explored in more detail. Further, in exploring theseacquisition of knowledge or behavior. Similarly,relationships also included some demographic variables inpsychological foundations of learning are one of theorder to elucidate more clearly the unique contribution ofsubjects of postgraduate diploma in teaching. Therefore,students' behavior patterns in their achievement inthe teacher trainees of PGDT program in Ethiopia, mustpsychological foundations of learning.practice the major learning theories and implication in1. Behavior Patterns and Psychological Foundations ofteaching; basic cognitive processes that impact learningLearningfor all pupil; physical, social, emotional, moral, andThe definition of 'behavior' from the psychology dictionary:behavior is “any observable overt movement of theorganism generally has taken to include verbal behavior aswell as physical movements”. Behavior is every action by aperson that can be seen or heard (Alberto and Troutman,2003). Behavior patterns of man are so simple andlinguistic, as well as cognitive development of secondaryschool students, and how teachers can figure out whenstudents are prepared to learn particular content inparticular ways, and how to support them as they assign onnew tasks with the role of guiding and counseling students'learning and development.rudimentary facilitates greatly the process by which heTherefore, the researcher addressing a putativeacquires new habits by means of the mechanism of therelationship between students' achievement inconditioned response. This simplicity of his inheritedpsychological foundation of learning and behaviorpatterns is closely correlated with his neural flexibility orpatterns of postgraduate diploma in teaching trainees,synaptic incompleteness (Bernard, 1926). Behavior patternCaliskan et al., (2017) developed the behavior patternsfrom the psychology dictionary: a recurrence of two orrating scale for pre-service teachers which rate themore responses which occur in a prescribed arrangementbehavior of the student teachers in their own classroomor order. These patterns of behavior develop throughlearning in three dimensions: planner behavior, solution-operant conditioning. They are also described as chains oforiented behavior, and prescriptive behavior. Thus, thebehavior, which are complexly linked from simpler, smallerstudent and teachers ready to assess themselves to identifysegments and also called behavioral pattern.Russian physiologist Ivan Pavlov (1849-1936) demonstratedtheir own behavior patterns like a planner, solution-oriented,and prescriptive behavior patterns.the types of behavior patterns of dog, there are three main2. Research Objectivesbehavior patterns that are associated with classicalThe objectives of the research are to identify the behaviorconditioning are extinction, stimulus generalization, andpatterns that influence students' achievement indiscrimination. In order to extinction, it occurs when wepsychological foundations of learning as the case ofunlearn something, or become desensitized to it and theMekelle University, Ethiopia in general, and the specificstimulus no longer creates the effect it used to cause.behavior patterns in particular: planning behavior pattern,Stimulus generalization occurs when something similar tosolution oriented behavior pattern, and prescriptivei-manager’s Journal on Educational Psychology, Vol. 11 l No. 3 l November 2017 - January 201813
RESEARCH PAPERSbehavior pattern. This study had the following specifiedquestionnaire for students' achievement in psychologicalobjectives.foundations of learning. The questionnaire had two··To understand whether there is any significantsections; the first section was dealing with personaldifference in behavior patterns that influence students'information. The second section was a five point Likert-typeachievement in psychological foundations of learningscale to measure the planning, solution oriented andwith regard to gender and subject stream.prescriptive behavior patterns and the behavior patterns.To analyse whether there is any significant relationshipbetween behavior patterns and students'achievement in psychological foundations of learningwith regard to gender and subject stream.3. Research HypothesisEach item included 'never agree', 'agree', 'undecided','agree', and 'completely agree' as five point scale. Theinvestigator established concurrent validity of the scale andthe reliability of the scale was examined by the split-halfmethod. The Cronbach's Alpha internal coefficients for theinstrument were found: planning behavior pattern (0.703),The research hypothesis of the present study had thesolution oriented behavior pattern (0.503), prescriptivefollowing null hypothesis.behavior pattern (0.515) and the behavior patterns (0.819)·Behavior patterns and students' achievement inin general. The dependent variable is the students'psychological foundations of learning do not haveachievements of the psychological foundations of learningsignificant difference as the function of gender andand development in the form of raw score were taken forsubject stream and do not have a significantthe study.relationship with regard to gender and subject stream.4.3 Data Analysis4. Method and InstrumentsData analysis included descriptive statistics, the data wereThe investigator adopted survey method to identify thecollected, coded, and analyzed through quantitativebehavior patterns that influence students' achievements inanalyses by computing SPSS 16.0 (Statistical Package forpsychological foundations of learning a case of Mekellethe Social Sciences) for Windows, followed by theUniversity.demographic factors to describe in the population and4.1 Population and Samplesample. The statistical techniques, independent sample t-This study was conducted at one of the Higher EducationUniversities in Ethiopia, Mekelle University. Hence, thepopulation for present study consists of PostgraduateDiploma in Teaching (PGDT) students who are studying inMekelle University, Ethiopia in the regular of 2016. Thesample for the present study comprises of one hundredtest was used for binary comparison (gender and subjectstream) and Pearson's product moment coefficient ofcorrelation were also used to find out the relationshipbetween behavior patterns and students' achievement inpsychological foundation of learning.5. Findings and Resultspostgraduate diploma in teaching student teachers5.1 Behavior Patterns as a function Gender and Subjectparticipated in this research, of whom fifty three (53%) areStreammale and forty seven (47%) is women and of which fortyAs it is evident from Table 1, there is a significant differencenine (49%) from Science stream and fifty one (51%) frombetween male and female students with regard to theArts stream, were selected by using a stratified randomdimension of behavior pattern namely solution orientedsampling method. Special attention was given to suchbehavior. The mean scores of solution oriented behaviordemographic factors like gender and subject stream.pattern, 17.98 ( 2.37s) of male students and 15.974.2 Instruments( 2.32s) of female students, the male students wereThe instruments used for the present study were Behaviorsignificantly higher than the female students in their solutionPattern Rating Scale created and standardized by Caliskanoriented behavior pattern. The obtained t-value is (-) 2.12et al. (2017) and the investigator developed a self-madegreater than the table value of 1.96 at 0.05 level of14i-manager’s Journal on Educational Psychology, Vol. 11 l No. 3 l November 2017 - January 2018
RESEARCH rPrescriptiveBehaviorBehaviorPatternsMale(N 53)28.60 3.4817.98 2.3714.94 2.4758.52 7.07Arts Group(N 51)Female(N 47)28.27 3.4915.97 2.3215.08 2.8459.34 7.49t-value( ) 0.46(-) 2.12(-) 0.26(-) 0.55At 5 percent No Significance Significance No Significance No SignificanceLevel ofSignificanceTable 1. Behavior Patterns as a Function riptiveBehaviorBehaviorPatterns27.82 3.1415.33 2.4314.57 2.6657.72 6.85Science29.10 3.70Group (N 49)15.57 2.3615.47 2.5760.14 7.51SubjectStreamt-valueAt 5 percentLevel ofSignificance(-) 1.86(-) 0.49(-) 1.72(-) 1.68No SignificanceNo SignificanceNo SignificanceNo SignificanceTable 2. Behavior Patterns as a Function Subject Streamsignificance. However, there is no significant differencebetween arts group and science group students withbetween the male and female students with regard to theregard to behavior patterns. The mean scores, 57.72 of artsdimensions of behavior pattern, namely planner behaviorgroup students and 60.14 of science group students, theand prescriptive behavior. The mean scores of plannedscience group students are higher than the arts groupbehavior, 28.60 ( 3.48s) of male students and 28.27students in their behavior patterns. The obtained t-value is (-)( 3.49s) of female students, the male students are higher1.68 is lesser than the table value 1.96 at 0.05 level ofthan the female students in their planner behavior. Thesignificance. Hence the hypothesis is stated, to beobtained t-value is ( ) 0.46 lesser than the table value ofaccepted.1.96 at 0.05 level of significance and the mean scores of5.2 Students' Achievement in Psychological Foundationsprescriptive behavior, 14.94 ( 2.47s) of male students andof Learning as a function Gender and Subject Stream15.08 ( 2.84s) of female students, the female students areAs it is vividly illustrated in Table 3, there is no significanthigher than the male students in their prescribing behavior.difference between male and female students with regardThe obtained t-value is (-) 0.26 lesser than the table value ofto students' achievement in psychological foundations of1.96 at 0.05 level of significance. In general, there is nolearning. The mean scores, 73.47 of male students andsignificant difference between the male and female74.42 for female students, the female students are higherstudents with regard to behavior patterns, the mean scores,than the male students in their achievement in58.52 ( 7.07s) of male students and 59.34 ( 7.49s) ofpsychological foundations of learning. The obtained t-female students, the female students are higher than thevalue is (-) 0.49 lesser than the table value 1.96 at 0.05 levelmale students in their behavior patterns. It is obtained thatof significance. Hence the hypothesis is stated, to bethe t-value is (-) 0.55 lesser than the table value of 1.96 ataccepted.0.05 level of significance. Hence the hypothesis is stated, tobe accepted.As it is clearly depicted in Table 4 that there is no significantdifference between arts group and science group studentsAs it is demonstrated in Table 2, there is no significantwith regard to achievement in psychological foundationsdifference between arts group and science group studentsof learning. The mean scores, 72.28 of arts group studentswith regard to the dimensions of behavior patterns namelyand 75.61 of science group students, the science groupplanner behavior, solution oriented behavior, andstudents are higher than the arts group students in theirprescriptive behavior. The mean scores, 27.82, 15.33 andachievement in psychological foundations of learning. The14.57 of arts group students and 29.10, 15.57 and 15.47 ofscience group students respectively, the science groupstudents are higher than the arts group students in theirplanner behavior, and solution oriented behavior, andprescriptive behavior. The obtained t-values (-) 1.86, (-) 0.49and (-) 1.72 are lesser than the table value 1.96 at 0.05 levelof significance. In general, there is no significant differenceGenderPsychological Foundations of LearningMale (N 53)73.47 9.19Female (N 47)74.42 10.05t-valueAt 5 percent Level of Significance(-) 0.49No SignificanceTable 3. Students' Achievement in Psychological Foundationsof Learning as a Function Genderi-manager’s Journal on Educational Psychology, Vol. 11 l No. 3 l November 2017 - January 201815
RESEARCH PAPERSThere are two types of social significance of values (i) valuePsychological Foundations of LearningSubject StreamArts Group (N 51)72.29 9.18Science Group (N 49)75.61 9.76t-valuecorrelated and (ii) value not only correlate behavior withinthe behavior patterns, they also correlate behavior patterns(-) 1.75At 5 percent Level of Significancefunction as the standard of judgment by which behavior iswith one another. The interconnection among behaviorNo SignificanceTable 4. Students' Achievement in Psychological Foundations ofLearning as a Function Subject Streampatterns of one behavior patterns may be envisioned asthe correlation of our behavior of one behavior patterns byobtained t-value is (-) 1.75 is lesser than the table value 1.96a give value with the behavior from other behavior patterns.at 0.05 level of significance. Hence the hypothesis is stated,In essence, the interconnection among behavior patternsto be accepted.is accomplished by a behavior pattern (p. 1077). Likewise,5.3 The Relationship between Behavior Patterns andthe present study is interconnected with the behaviorStudents' Achievement in Psychological Foundations ofpatterns and student teachers' achievement inLearning and Development in Generalpsychology. Generally, the purpose of the study was toAs it is evident from Table 5, there is no significantrelationship between the dimensions of behavior patterns,namely planner behavior, solution oriented behavior, andprescriptive behavior and students' achievement inpsychological foundations of learning and development,investigate the identification of behavior patterns, such asplanner behavior, solution oriented behavior, andprescriptive behavior patterns that influence students'achievement in psychological foundations of learning anddevelopment.as the calculated 'γ' values 0.818, 0.804 and 0.912 are6.1 Planner Behavior Patternhigher than the table value 0.178 at the 0.05 level ofThe discovery of planner behavior factor is a significantsignificance. In general, there is no significant relationshipachievement in the field of cognitive psychology. Thebetween behavior patterns and students' achievement inplanner behavior as a higher order cognitive process helpspsychological foundations of learning and development,the learner to make decisions in adopting suitableas the calculated 'γ' value 0.989 is higher than the tablestrategies and monitoring as well as evaluating his/hervalue 0.178 at 0.05 level of significance. Hence the nullcourse of action towards the attainment of the goal. Thehypothesis is stated, to be rejected.process of planning at three different levels, namely,6. Discussionsperception, memory, and conceptualized in order to studyIn the present study, the researchers found evidentsupportive good measurable property for the BehaviorPattern Rating Scale (Caliskan et al., 2017). Specifically,three patterns were addressed, such as planner behavior,solution oriented behavior, and prescriptive behavior.According to Paul D. Bush (1987) clearly indicated thebehavior patterns, that is, 'social significanc
instrument were found: planning behavior pattern (0.703), solution oriented behavior pattern (0.503), prescriptive behavior pattern (0.515) and the behavior patterns (0.819) in general. The dependent variable is the students' achievements of the psychological foundations of learning and development
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