-
Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students
-
-
-
For the Experimental Group II, which received shaping, only two sessions of interaction were held. These were on the first day the researcher went to the school for the starting of the treatment and the last day of the twenty (20) days of the treatment when she went to thank the research assistants and to encourage and know how the students (the 30 latecomers) faired during the course of the treatment.
During the period of treatment, the subjects were handled by the research assistants. The research assistants were already trained to monitor and reinforce the subjects day by day for the twenty (20) days according to the level of improvement by each subject. The control group was left in the hands of the school guidance counsellor who gave the usual group counselling.
Control of Extraneous Variables
In studies of this nature, there is the likelihood of some extraneous variables, which if not checked, can pollute the study and twist the findings of the study. To check and reduce the polluting effects of such extraneous variables, some measures were used. These included: -
1. Hawthorne Effect
The presence of the researcher may make the subjects fake their late coming behaviour, thereby polluting the study. In order to control this, the researcher had to ignore the first two late coming behaviour because with time the subjects will return to their normal way of behaviour, having overcome the influence of the presence of the researcher.
2. Level of Lateness
It was possible for the difference in the level of lateness among the latecomers used in this study to pollute the findings of the study. So, the researcher had to take care of this by making sure that all categories of late coming were well represented in the three groups.
3. Use of Analysis of Co-Variance (ANCOVA)
It might be argued that in spite of these sources of control for extraneous variables, some polluting effects could have proved difficult to control in a way. Therefore, for such experimental and research leakages, analysis of co-variance was used in testing the null hypotheses on the effectiveness of the treatment models, thereby isolating these pollutants as co-variants.
Method of Data Analysis
The data collected for this study was put in table. The points for each student were determined and were used to provide answers to the research questions, while ANCOVA was used to provide answers to the null hypotheses.
-
-
-
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 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 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---
-
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---