The purpose of this research is to assess the prevalence rate of students’ conduct disorder in primary schools. Mixed method explanatory research design was used. Simple random sampling was employed to recruit 287 5th - 8th graders from 16 primary schools at five towns in West Shewazone, Oromia region, Ethiopia during the second semester of 2015/2016 academic year. Proportional number of students from each school, gender and grade level was used. Disruptive Behavior Disorders (DBD) rating scale was used for assessing primary school students’ conduct disorder. Descriptive statistics (percentage, mean and standard deviation), independent sample t-test and MANOVA were utilized to analyze the collected data. As a result, the general prevalence rates of conduct disorder were 9.1%. In this study, there was statistically significant mean difference in experiencing conduct disorder between male and female participants (t (285) = 4.916, p < 0.05) and residential area of participants (t (285) = 10.927, p < 0.05). Hence, MANOVA result revealed that there were statistically significant mean differences between participants with their respective of grade level (F (12,521) = 4.801, p 0.05) have no statistically significant effect on students’ conduct disorder dimensions. Correspondingly, ANOVA result revealed that students’ grade level had significant effect on students’ aggressiveness, destruction of property, deceitfulness and violence of rules. Besides, students’ perceived social support had no significant effect on students’ aggressive symptoms, destruction of property and violence of rules. Yet, it had significant effect on deceitfulness. Moreover, statistical si
The purpose of this research is to assess the prevalence rate of students’ conduct disorder in primary schools. Mixed method explanatory research design was used. Simple random sampling was employed to recruit 287 5th - 8th graders from 16 primary schools at five towns in West Shewazone, Oromia region, Ethiopia during the second semester of 2015/2016 academic year. Proportional number of students from each school, gender and grade level was used. Disruptive Behavior Disorders (DBD) rating scale was used for assessing primary school students’ conduct disorder. Descriptive statistics (percentage, mean and standard deviation), independent sample t-test and MANOVA were utilized to analyze the collected data. As a result, the general prevalence rates of conduct disorder were 9.1%. In this study, there was statistically significant mean difference in experiencing conduct disorder between male and female participants (t (285) = 4.916, p < 0.05) and residential area of participants (t (285) = 10.927, p < 0.05). Hence, MANOVA result revealed that there were statistically significant mean differences between participants with their respective of grade level (F (12,521) = 4.801, p 0.05) have no statistically significant effect on students’ conduct disorder dimensions. Correspondingly, ANOVA result revealed that students’ grade level had significant effect on students’ aggressiveness, destruction of property, deceitfulness and violence of rules. Besides, students’ perceived social support had no significant effect on students’ aggressive symptoms, destruction of property and violence of rules. Yet, it had significant effect on deceitfulness. Moreover, statistical si