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Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students
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Table 12 shows that at 0.05 level of significance, 1 df numerator and 59 df denominator, the calculated F98.33 is greater than the critical F4.00. Therefore, the fifth null hypothesis is rejected. The researcher concludes that there is significant difference in the changes in the magnitude of lateness for students treated with shaping technique and those in the control group.
Hypothesis 6
The change in the magnitude of lateness of students treated with cognitive restructuring and those treated with shaping techniques do not differ significantly.
Table 13 shows that at 0.05 level of significance, 1 df numerator and 59 df denominator, the calculated F0.02 is less than the critical F4.00. Therefore, the sixth null hypothesis is accepted. The researcher concludes that there is no significant difference in the effect of cognitive restructuring and shaping techniques in reducing the magnitudes of lateness among students.
Summary of Findings
From the analysis, the following findings were made:
1. Cognitive restructuring technique is effective in reducing the number of days of lateness of perpetual latecomers in secondary schools.
2. Cognitive restructuring technique is effective in reducing the magnitude of lateness of students in secondary schools.
3. Shaping technique is effective in reducing the number of days of lateness among secondary schools students.
4. Shaping technique is effective in reducing the magnitude of lateness of perpetual latecomers in secondary schools.
5. Shaping technique seems to be more effective than cognitive restructuring in reducing the number of days of lateness among secondary school students.
6. Cognitive restructuring technique is more effective than shaping technique in reducing the magnitude of lateness of perpetual latecomers in secondary schools.
7. There is significance difference in the reduction of the number of days of lateness for students treated with cognitive restructuring technique and those in the control group.
8. There is significant difference in the reduction in the number of days of lateness of students treated with shaping technique and those in the control group.
9. The effect of cognitive restructuring and shaping techniques in the reduction of number of days of lateness among students do not differ significantly.
10. There is significant difference in the changes in the magnitude of lateness of students treated with cognitive restructuring technique and those of the control group.
11. There is significant difference in the changes in the magnitude of lateness of students treated with shaping technique and those of the control group.
12. There is no significant difference in the effect of cognitive restructuring and shaping techniques in reducing the magnitude of lateness among students.
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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 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 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 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---
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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---