Faculty of Education

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https://ir.unilag.edu.ng/handle/123456789/4046

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Browsing Faculty of Education by Subject "Academic purposes"

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    Asessment and Management of psychosocial and Academic Problems of working Secondary School Students in Lagos State, Nigeria
    (2010-11) Nwokedinobi, J.N
    This study was carried out to determine the effectiveness of two behaviour modification strategies namely: Rational Emotive Behaviour Therapy (REBT) and Life Skills Education on assessment and management of psychosocial and academic problems of working secondary school students in Lagos State, Nigeria. A total of one hundred and eighty working secondary school students (84 males and 96 females) with mean age of 13.78 years were identified from the initial sample of six hundred students from three junior secondary schools in Education District VI of Lagos State. The research design used for this study is the quasi-experimental: pre-test post-test control group design. The instruments used for the study are (1) Personal Data and Work Related Questionnaire (PDWRQ) (2) Index of Self esteem (3) Index of Peer Relation (4) English Language Achievement Test (ELAT) (5) Study Habit Inventory (SHI) and Test Anxiety Scale. Seven hypotheses were formulated to guide the study. Data collected for the study were analysed using both descriptive and inferential statistics. The analysis of data was done, using a 2 X 3 Analysis of co-variance (ANCOVA) and multiple regression. Protected t-test analysis was done to determine which of the treatment method was more effective. Testing of the hypothesis was set at 0.05 levels of significance. The result of the data analysis showed that out of the seven hypotheses, five were rejected while the fourth and the sixth hypotheses were retained The findings revealed that: 1. The two counselling methods, Rational Emotive Behaviour Therapy (REBT) and Life Skill Education (LSE) proved to be effective in improving the self-esteem of the participants (working secondary school students). 2. The two counselling methods were effective in enhancing significantly the level of peer relationship of participants. 3. The counselling methods significantly improved the achievement of the participants in English Language test. 4. Hypothesis four was accepted showing that the treatments had no effect on the participants’ study habits. 5. The two counselling methods proved effective in reducing the participants’ level of test anxiety. 6. There was no gender difference in the post test scores of the participants in self esteem, peer relation, English Language achievement test, study habit and test anxiety. 7. There was a significant linear relationship between English Language achievement test and a set of independent variables (self esteem), peer relation, study habit and test anxiety. In the light of the above findings, some recommendations were made with the hope that their implementation will minimize the manifestation of psychosocial and academic problems of students engaged in economic activities. Among the recommendations is that emphasis should be on the use of Rational Emotive Behaviour Therapy and Life Skill Education in changing the previous irrational beliefs and behaviours of working secondary school students. This will enable the students become well adjusted and self-actualized individuals. Suggestions for further research were also stated.