The researcher has written about the effects of family conflict resolution techniques on a child’s school performance. A child’s behavior in school is affected by various factors but the conflict resolution techniques play an important role. This article has shown how children have been affected by the parent’s behavior.
These confliction resolutions in the family structure cause more harm to child if not well managed. Authors states that the conflict resolution in the family influences classroom so strongly that the teachers and schools may not be able to overcome it.
Children from conflict ridden perform have aggressive behavior than other children. These children perform worse not because of laziness but due to the interaction of the social and economic rationalities (Brain and Mukherji, 2005).
This qualitative study seeks to establish whether family conflict resolution plays a role in the development of certain behavior in the classroom. The study follows an experimental design, involving the observation and interview of individuals. The research is important to all stakeholders because a child’s inappropriate behavior has a way of proliferating into academic achievement.
The major aim of research is to ensure there is an understanding of effects of home environment and full academic potential is achieved. One of the core things to do is to manage disruptive behavior by practicing skills that minimize misbehavior.
The article has shown that families tend to respond to and influence transformation in child’s behavior. Members of an effective family enjoy a tightly knit social structure in which a solid social associations that directs each other’s interaction. Family sociologists explore how the family as a social institution operates through the interaction of the different members and the manner in which they shape behaviors, feelings, and opportunities in the institution.
Critique of the statistical analysis
The aim of this study is to establish whether conflict resolution methods play a role in certain behavior. The behavior will be monitored through observation and oral interviews, and the exercise will be aimed at establishing disparities in behavior levels of participants.
Responses from the participants regarding the simulations of real life situations will be compared. The aim of this comparison will be to establish any disparities in student’s behavior.
The study will also gather data from secondary sources relevant to the topic, and relate it to the results from observation and interviews. Such secondary sources will include literature from previous studies and expert opinions on personality development and human learning. Relating this literature to the findings will be beneficial in deducting informed inferences concerning the role of gender in development of classroom behavior and parents conflict resolution.
Limitations and assumptions
The research method selected will involve study of parent’s conflict resolution techniques. This method will be experimental and required the active participation of the selected individuals to enhance accuracy and reliability in the results. Active participation of individuals could be limited by biases.
This would lead to inaccurate results thus rendering the study unreliable. The report addresses the issue of the generalization of the findings. However, with the sample size we cannot draw a general conclusion. The researchers discussed the implications of the study and further research but whether the implications reasonable and complete are, a question unanswered.
Moral ideals instilled in pupils in an educational institution could hamper the effectiveness of the study in such environments. Since students have been imparted with knowledge concerning desirable behavior, they will not expose their bad behavior during the study. Most of the participants would be mature, with the ability to distinguish between reality and simulation(Aron, Aron and Coups, 2011)..
References
Aron, A., Aron, E. & Coups, E. (2011). Statistics for the Behavioral and Social Sciences: A Brief Course. Upper Saddle River: Pearson Prentice-Hall.
Brain, C., & Mukherji, P. (2005). Understanding child psychology. Oxford: Nelson Thornes.