Assessment and Management of Truancy among Public Senior Secondary School Students in Lagos State, Nigeria

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dc.contributor.authorIbili, J.O
dc.date.accessioned2019-05-24T09:48:52Z
dc.date.available2019-05-24T09:48:52Z
dc.date.issued2017-11-23
dc.description.abstractThe school environment is organised to shape a student’s learning behaviour. However, one of the problems associated with the school is truancy which is a source of concern. Truancy, a major vice prevalent among senior secondary school students is the bane of academic progress in the school system. Hence, this study on assessment and management of truancy among public secondary school students in Lagos State, Nigeria. The choice of Lagos State was due to the presence of different ethnic groups and urbanization. Quasiexperimental pre-test, post-test control group design was adopted for the study. The participants comprised one hundred and thirty (130) senior secondary II students (SSII) whose ages range from 13 to 19 years drawn from three Education Districts in Lagos State. They were randomly assigned to three groups. Social learning, cognitive behaviour and control group. Six research questions were raised and six hypotheses were formulated and tested at 0.05 level of significance. Six (6) research instruments were used to collect data for the study. The statistical tools used were Mean, Standard Deviation, t-test and the Analysis of Covariance (ANCOVA). The findings revealed that the participants exposed to social learning and cognitive behaviour experienced reduction in truancy rate than those in the control group. Also the participants exposed to social learning and cognitive behaviour therapy experienced stability in their emotional disposition than those in the control group. Thirdly, the participants exposed to the two intervention experienced an increase in school engagement than the participants in control group. Again, the participants exposed to social learning and cognitive behaviour therapy stated that their parents’ comments and participation given in their homework experienced less disruptive behaviour in their school work than those in the control group. Furthermore, social learning and cognitive behaviour were efficacious in increasing social skills and problem solving skills among participants. Finally, the participants exposed to social learning and cognitive behaviour were more punctual at school than those in the control group. On the basis of the findings, recommendations are proffered in the study among which is the use of social learning and cognitive behaviour therapies by counsellors and school administrators in reducing truancyen_US
dc.identifier.citationIbili, J. O. (2016). Assessment and Management of Truancy among Public Senior Secondary School Students in Lagos State, Nigeria (Doctoral dissertation).en_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/4061
dc.language.isoenen_US
dc.publisherUniversity of Lagos Postgraduate Schoolen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectPsychological and emotional problemsen_US
dc.subjectSchool environmenten_US
dc.subjectLearning Behaviouren_US
dc.subjectTruancyen_US
dc.titleAssessment and Management of Truancy among Public Senior Secondary School Students in Lagos State, Nigeriaen_US
dc.typeThesisen_US
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