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Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students
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Theories of Shaping
Shaping 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 selectively reinforcing closer and closer approximation of it … The desired behaviour is evoked by reinforcing successive response approximation of that behaviour (Akinade & Adedipe, 1994). Behaviour that increasingly approximates the desired behaviour are re-inforced until the individual achieves the target behaviour. (Okoli, 2002) affirmed this by saying, progressively, behaviours that increasingly approximate the desired behaviour are reinforced until the student emits the target behaviour.
This technique is often used when client is to acquire a new behaviour or complex behaviour. The trainer, also called behaviour change agent, reinforces the small steps towards the final behaviour or desired behaviour and by so doing the response that are not similar to the desired behaviour are eliminated (Uba, 1989). As the initial approximation is performed consistently the criterion for reinforcement is altered slightly so that the next response resembles the final goal more closely than did the previous response (Uba, 1989). According to Uba, the procedure is continued until the terminal response is developed.
The basic conditions necessary for effective shaping are as follows according to (Akinade & Adedipe, 1994).
1 Identifying the problem behaviour.
2 Identifying the terminal behaviour.
3 Identifying successive approximations.
4 State them in behaviour terms.
5 Reinforcing behaviour approximation promptly i.e. as soon as it is executed and
6 Successive approximation must be appropriately reinforced, not too slow and not too fast.
On the strength of the process involved in using cognitive restructuring and shaping techniques, latecoming behaviour among secondary school students can be adequately handled. Both techniques allow for full participation of the late comers. The cognitive restructuring technique shows the late comers how his detrimental thought pattern and believe are responsible for his late coming behaviour and how to tackle them in other to avoid coming late to school. On the other hand, the shaping technique will allow for every little effort a late comer makes towards coming to school on time to be reinforced as to get at the expected behaviour, which is punctuality to school. This explains why the two techniques are considered adequate for handling lateness among secondary school students.
Lateness
Causes of lateness
There are a number of issues that cause lateness to school among students. Some of them are traffic, no uniform, the bathroom is occupied, you left something at home, silenced alarms and wrong calendars and you woke very late very late (Internet Resources, 2007). Also identified, as causes of lateness to school by student are peer influence, late coming by teachers, distance between schools and home and parental influences. However, for a clear picture of these causes, they shall be categorized under the following broad- headings: Family background factors, environmental factors and personal factors.
Family Background Factors
(i) Parental negligence
According to Osisioma (1997), some parents do not know how their children go to school. Jiya (2001) asserted that in these days of extreme pursuit of material wealth, parents hardly have time to stay with their children. Anagbogu (1992) opined that many women have left their homes in pursuit of naira as to beat inflation and the quest to make both ends meet. One of the most important and fulfilling works on earth is the work of being a good mother, but some mothers think that a high paying job is more important and more fulfilling than raising kids (Britten & Britten, 2003). In the face of these aspects of negligence, one discovers that most parents have as their utmost concern to be very wealthy to the utter disregard of the education of their children. Hence, they are not bordered to know whether their children leave for school on time or not. This is most prevalent among the business class. Sometimes, some parents are not willing to provide the child with what the school demands. It will take some time for a child to get the demand met; maybe the child may decide that he or she would not go to school unless he or she is given what he or she needs. By the time the parents may decide to give the child what he or she wants, he or she may be late to school.
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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 C - [ Total Page(s): 5 ]Day 7 (7th session) MondayObjective: Cumulative effect of lateness and lateness- provoked behaviours.Step 1: The researcher warmly welcomed the students, saying: My beloved students, welcome to another session of the programme. I hope that as much as we have gone, you are now convinced that lateness to school is bad. Therefore, every effort should be made to avoid being late to school. Today, we will discuss more of the adverse effect of lateness in terms of its cumulative effect and other b ... 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 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---
