The Inability of the Pupils in the Primary Stage to Ask for Assistance with their School - work and the Differences in their Beliefs and Attitudes About Seeking Help from Others

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The Inability of the Pupils in the Primary Stage to Ask for Assistance with their School - work and the Differences in their Beliefs and Attitudes About Seeking Help from Others

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Title: The Inability of the Pupils in the Primary Stage to Ask for Assistance with their School - work and the Differences in their Beliefs and Attitudes About Seeking Help from Others
Author: Marzouk, Abdel Maguid Marzouk [مرزوق عبد المجيد مرزوق]
Abstract: This study aims at recognizing the reasons for the pupuls' inability to ask for assistance with their school - work in spite of their need to do so. It also aims at recognizing the differences in their attitudes and beliefs about that. The sample has included (76) boys and girls in the primary stage. A questionnaire on the childerns attitudes and beliefs about asking for assistance has been used. The study gave the following results : * There are several reasons for the pupils inability to ask for assistance like: timidity, and shyness, the fear from negative reactions, the teacher's disinterest in homework, the self-independance, the absence of the proper assistant as well as the absence of the appropriate surrounding at home, the lack of the suitable school environment and the illeteracy of parents. * There are differences between the two sexes about seeking assistance. Boys proved to be less reluctant to ask for assistance, particularly in mathematices. * It has been discovered that the need for assistance increases according to the grade. The higher the grade, the more the need for assistance. Pupils of the sixth grade expressed more need for assistance than those of the fourth and the second. * It has also been proved that the pupils' attitudes and beliefs about seeking assistance in mathematics were stronger than seeking it in Arabic. * The study has shown that children generally prefer seeking assistance from parents and teachers to asking classmates. They fear the negative reaction they may receive from classmates. They also think that they would be described as dull and unimaginative. There is an inverse relation between progress at school and the pupils' awareness of the need for help and the inability to ask for it.
URI: http://hdl.handle.net/10576/8141
Date: 1992

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