Effect of Self-Management Counselling Technique on Lateness Behaviour among Secondary School Students in Biu Education Zone Borno State, Nigeria (original) (raw)
The study examined the effect of self-management counselling technique on Lateness Behaviour among Secondary School Students in Biu Education Zone Borno State, Nigeria. Three objectives guided the study; the effect of SMT on Habitual, Ocassional and Accidental Lateness Behaviour among Secondary School Students in Biu Education Zone Borno State, Nigeria. Three Hypotheses were formulated and tested. This study adopted the Quasi-experimental design involving pre-test and post-test without a control group. The population of the study consisted of 768 JSS 1 students of Government Day secondary school in Biu, Borno state. Purposive sampling was used to select 10 students who exhibited lateness behaviour on a checklist. The instrument for data collection was a structured inventory designed by the researchers titled Lateness Behaviour Inventory (LBI). The LBI consisted of 15 items eliciting responses on habitual, occasional and accidental components of lateness behaviour, the LBI utilized a four scale ranging from 1-4 "never" to "always". Always=4, Many times=3, Sometimes=2 and Never=1. The null hypotheses were tested using the paired sample t-test at a 0.05 level of significance. It revealed that there were significant effects of self-management counselling techniques on two lateness behaviour components habitualat p= 0.01 for Habitual leateness behaviour, p= 0.01 for Occational lateness behaviour and there was no significant effect on accidental lateness behaviour component among secondary school studentsp= 0.056. Based on the findings it was concluded that self-management counselling techniques was effective in treating habitual and occasional lateness behaviour among secondary school students, and was not effective in treating accidental component of lateness behaviour. Therefore, it was recommended that, since the self-management counselling technique was found effective in habitual and occasional lateness behaviour, all school counsellors and psychologies should create awareness for the teachers and other stakeholders to stop using punishment on the latecomers but instead incorporate self management counselling technique training for students.
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