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

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 Problem
Many secondary school students attend school late everyday of the week. This has led to many of the students attending classes late and in some cases missing classes entirely, especially if the classes come up in the morning hours. This would mean that students do not participate actively in class work; and will thus lead to poor performance of students in tests, assignments and examinations.
Lateness has indeed stood in the way of learning vis-à-vis school success of these students.
The routine method of using punishment to control lteness does not appear to be effective.   In fact punishment has failed because it is externally imposed and does not mobilize the willpower and participation of the individual concerned. Against this, it is thus important to find out non- punitive measures to control lateness among secondary school students. Hence the choice of cognitive restructuring and shaping techniques to allow for full participation of the late comers. While the cognitive restructuring technique will change their attitude about lateness, shaping technique will change their behaviour towards lateness. The fundamental problem is how to reduce lateness to school among secondary school students.
Purpose of the Study
The main purpose of the study is to determine the effect of cognitive restructuring and shaping techniques in reducing late-coming behaviour to school among secondary school students.
Specifically, the study is to determine:
1.    How effective cognitive restructuring technique is in reducing lateness among students.
2.    How effective shaping technique is in reducing lateness among students.
3.    Which of the two techniques (cognitive restructuring and shaping techniques) is more effective in reducing lateness among students?
Significance of the Study
The investigation has both empirical and theoretical significance. The findings of this study will be beneficial to guidance and counselling consultants, and also the school guidance counsellor. It will help them acquire and master new techniques of handling lateness to school.
The findings of this study will also be beneficial to the school authority. For example, when the rate of lateness to school among students is reduced, the school authority will have less disciplinary problem to contend with, and this will lead to improved quality of learning, which in turn will directly or indirectly lesson the rate of examination malpractices.
The findings of this study will be very helpful to the teachers as they could highlight the fact that some students in the calss formerly tagged “never-do-wells” are in deed achievers themselves except for their inability to manage their time very well. The findings will also reveal to the teachers the effect of extraneous factors in the academic achievements of the students. This realization will thus make the teachers willing to find ways of helping the students in the class towards attainment of their expectations.
The findings of this study will also be useful to the students who will be leaders of tomorrow. They will appreciate the negative effects of lateness and start attending school in time. This will make them carry on the good habits of punctuality to other ventures now, and in the future. The students will equally learn that lateness is a learned habit that can be cured.
The findings of this study may lead to policy makers making teachers undergo training on the two techniques so that they can use them to address students’ issues where necessary.
The findings of this study will also be beneficial to parents. Arrangement for meetings and public talks with parents may be organized in the school to make parents understand that they contribute to students late-coming to school and so directly or indirectly to the poor academic achievement of their children by failing to help them manage their time well.