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Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students
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Step 2: After this brief explanation, the researcher sent for the items to be used in encouraging and reinforcing these students. She showed the students the items – three packets of bic pens, six dozens of 60-leave exercise books and two cartons of biscuits. She told them that these items were for them and that the two teachers and the guidance counsellor who will be monitoring them will give them the items. She also told the students to show themselves to them each day they come to school, all through the duration of the programme. She further said that she had told the two teachers and the guidance counsellor how to encourage them with the gifts and that it was their ability to improve on their lateness to school that will determine the number of gifts, exercise books they will get and whether biscuits will be given to them.
Step 3: She explained further by telling the students:
If you come to school by 7.35am or even 7.31am, and maybe you are late once a week, you will get two bics, two exercise books and two packets of biscuits. Another time, if you come to school on time for the whole week, 4 bics, 4 exercise books and 10 packets of biscuits.
Question time: The researcher told the students to ask questions and she answered these questions to their satisfaction.
The researcher told the students that on the last day of the programme, when she will visit them as she promised, it will be to commend them and the research assistants (the two teachers and the guidance counsellor) that monitored them. She equally said that gifts such as novels and wrist watches will be given to those students that really had improvements in their lateness behaviour to school. She said too that each one of them will tell her the number of bics, exercise books and packets of biscuits he or she collected. For those that got little or nothing, she will find out why there was no change at all, which could be parental factor in which case nothing so tangible could be done.
She finally congratulated and encouraged the students to continue with the new behaviour of coming early to school because there are lots of benefits in being punctual in whatever we do in life.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT The study was on the effect of cognitive restructuring and shaping techniques in reducing lateness among secondary school students. The study was carried out in Udi Local Government Area of Enugu State using quasi-experimental design. Two hundred and sixty-five (265) latecomers made up the population of the study, while ninety (90) latecomers made up the sample. An observation guide designed by the researcher was used for data collection. Three research questions were answered using ... Continue reading---
APPENDIX A - [ Total Page(s): 2 ] ... Continue reading---
APPENDIX B - [ Total Page(s): 11 ]APPENDIX 2SPSS OUTPUT ON THE ANALYSIS OF THE DATA COLLECTED ... Continue reading---
LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLESTable 1 Diagrammatic representation of the experimental designTable 2 Pretest and posttest scores of number of days the of the students who received cognitive restructuring and those in the control groupTable 3 Frequency of students’ magnitude of lateness after receiving cognitive restructuring and the control groupTable 4 Pretest and posttest scores of number of days the of the students who received shaping technique and those in the control groupTab ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTS PageTITLE PAGE APPROVAL PAGE CERTIFICATION DEDICATION ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF TABLES CHAPTER ONE: INTRODUCTION Background of the Study Statement of the Problem Purpose of the Study Significance of the Study Scope of the Study Research Questions Hypotheses CHAPTER TWO: REVIEW OF RELATED LITERATURE 12Conceptual Framework The concept of cognitive restructuring ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]It is important to note that these techniques have proved effective in handling some problem behaviours. For instance, Chukwunonyem (2001) used cognitive restructuring technique to change pupils’ behaviour in mathematics, and Isaac (as cited in Akinade & Adedipe, 1994) used shaping successfully to reinstate verbal behaviour in hospitalized psychotics. Therefore, it is hoped that the techniques will also be effective in handling lateness among students.Statement of the ProblemMany seco ... Continue reading---
CHAPTER TWO - [ Total Page(s): 9 ]Theories of ShapingShaping is one of the techniques derived from operant conditioning theory. The theory postulates that human behaviour can be acquired, maintained and therefore controlled by its consequences. Thus the frequency of a response may increase or decrease behaviours depending on whether the outcome of the response is pleasant or aversive (Essuman, Nwaogu, & Nwachuku, 1990).According to Colman (2003), shaping involves gradual building up of a desired pattern of behaviour by selective ... Continue reading---
CHAPTER THREE - [ Total Page(s): 3 ]CHAPTER THREERESEARCH METHODThis chapter is concerned with the method and procedures that were used to conduct the study. Specifically, it described the following:• Research Design• Area of the Study• Population of the Study• Sample and Sampling Technique• Instrument for Data Collection• Validation of Instrument• Reliability of Instrument• Method of Data Collection• Experimental Proced ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 8 ]Table 4 shows that after receiving shaping technique therapy, one out of the 30 students who were late for 20 days before the treatment came late for 12 days, 5 of them came late for 14 days, 6 came late for 15 days, 2 came late for 16 days, 5 of them came late for 17 days and 5 of them came late for 18 days. Also 5 of the students came late for 19 days while one of them came late for 20 days, showing no change in behaviour.Again 2 of the 30 students in the control group came late for 18 days, 3 ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]ConclusionsFrom the discussions, lateness to school has been in existence and people have been contemplating and participating in the battle against the ugly behaviour. Today, the findings of this study have opened the doors of hope.First and foremost, cognitive restructuring has been found to be effective in reducing both the number of days of lateness and magnitude of lateness of habitual latecomers. Also, shaping technique has been found to be very effective not only in reducing the number of ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]REFERENCESAdebayo, P.O. (Ed.). (1975). Principles of education and practice of education. Ado-Ekiti: Omalayo Standard Press.Adejumo, D. Adamolekun (1993). Adolescent psychology. in A. Aladejana, D. Adajumo, O. Makinde & A. Uba. (eds.) Essentials of educational foundation and counselling. Ibadan: Claverum Press.Adeloye, J. T. (2001). Patterns of child abuse in kano metropolis. Ahmadu Bello University. Journal of counselling and human development, 1(1), 118–125.Afolagbe, E. O. (1983). P ... Continue reading---
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT The study was on the effect of cognitive restructuring and shaping techniques in reducing lateness among secondary school students. The study was carried out in Udi Local Government Area of Enugu State using quasi-experimental design. Two hundred and sixty-five (265) latecomers made up the population of the study, while ninety (90) latecomers made up the sample. An observation guide designed by the researcher was used for data collection. Three research questions were answered using ... Continue reading---