Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students

Also the findings of this study will inspire researchers who are concerned with issues affecting students to carryout more studies on the use of cognitive restructuring technique and shaping technique on other aspects of issues affecting the students. In addition, other researchers may likewise be motivated to develop keen interest in seeking ways of curing lateness in other spheres of life.
Scope of the Study
The study covered lateness in two broad dimensions, namely: number of days of lateness and magnitude of lateness. The magnitude of lateness was further divided into four categories. Based on the time morning assembly started to the time teachers could be outside catching latecomers. These categories were: -
1.    Very Severe Lateness (V.S.L.)    - 9.06am – 9.35am.
2.    Severe Lateness (S.L.)               - 8.36am – 9.05am.
3.    Mild Lateness (M.L.)                    - 8.06am – 8.35am.
4.    Very Mild Lateness (V.M.L.)        - 7.35am – 8.05am.
Three groups of students were investigated. They were:
1.    The experimental group 1, on whom was used the cognitive restructuring technique.
2.    The experimental group 2, on whom was used the shaping technique.
3.    The control group, on whom no technique but ordinary group counselling by their school guidance counsellors was used.
Research Questions
The following three research questions guided the study:
1.    How effective is cognitive restructuring technique in reducing lateness among secondary school students?
2.    How effective is shaping technique in reducing lateness among secondary school students?
3.    Which of the two techniques: cognitive restructuring and shaping is more effective in reducing lateness among secondary school students?
Hypotheses
The following six null hypotheses were tested at  the 0.05 statistical level of significance:
1.    The reduction in the number of days of lateness of the students treated with cognitive restructuring technique and that of those in the control group will not differ significantly.
2.    There is no significant difference in the reduction in the number of days of lateness of the students treated with shaping technique and those in the control group.
3.    There is no significant difference in the reduction in the number of days of lateness of the students who were treated with cognitive restructuring and those treated with shaping technique.
4.    There is no significant difference in the changes in the magnitude of lateness of students treated with cognitive restructuring and those in the control group.
5.    The changes in the magnitude of lateness for students treated with shaping technique and those in the control group do not differ significantly.
6.    The change in the magnitude of lateness for students treated with cognitive restructuring and those treated with shaping techniques do not differ significantly.