EFFECTS OF COGNITIVE AND RATIONAL EMOTIVE BEHAVIOUR THERAPIES ON DRUG ABUSE OF SENIOR SECONDARY SCHOOL STUDENTS IN IBADAN (Published)
This study investigated the effects of cognitive behaviour therapy and rational emotive behaviour therapy on drug abuse of senior secondary school students in Ibadan, Nigeria. The study adopted a pretest-posttest, control group Quasi-experimental design. Multi-stage sampling technique was used to select 120 participants from three randomly selected secondary schools in Ibadan. The participants were randomly assigned to treatment and control groups. The two treatment groups were exposed to eight-week training in cognitive behaviour and rational emotive behaviour therapies, while participants in the control group received no training. One validated instrument: School Drug Abuse Rating Scale (DARS) as used and four hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and MCA. The results of the study revealed that there was significant main effect of treatment on the ability of student’s to overcome their drug abuse challenges (F (3,116) = 6.613, p < .05).Also, the findings indicated that Cognitive Behaviour and Rational Emotive Behaviour Therapies were effective in effecting a behavioural change in students with challenges of drug abuse. Likewise, the result further revealed that there was no significant difference in the main effect of age between (younger and older); gender (male and female) on the drug abuse act of student participants. Also, the three way interaction effect of treatment with age and gender was not significant. Therefore, school authorities should adopt the two interventions as to effectively manage the challenging issue of drug abuse among secondary school students’ in school
EFFECTIVENESS OF VALUE CLARIFICATION AND SELF-MANAGEMENT TECHNIQUES IN REDUCING DROPOUT TENDENCY AMONG SECONDARY SCHOOLS STUDENTS IN EDO STATE (Published)
This study investigated the effectiveness of value clarification (VC) and self-management (SM) techniques on adolescent dropout tendency. The sample consisted of seventy-two students (36 males and 36 females) from four secondary schools in Edo state of Nigeria. ANCOVA statistics was used to test the effectiveness among the independent variables (VC and SM) on dropout tendency. Value clarification was identified more the most effective in the treatment of dropping out tendency than SM (P<.05). Based on this result the study advocated for the use of VC for the treatment of dropping out tendency among secondary school students.
WHAT ROLE SHOULD THE SCHOOL, AS A LEARNING COMMUNITY, PLAY TO ENHANCE STUDENTS’ MATHEMATICS ACHIEVEMENT AT THE SHS LEVEL? (Published)
The purpose of this study is to advance the understanding of what mathematics classrooms need to enhance students’ opportunity to learn mathematics. The study looked specifically as role should the school, as a learning community, play to enhance students’ opportunity to learn mathematics at the SHS level. The research was conducted in two districts (Gomoa West and Efutu) in the Central Region of Ghana. The study included an extensive literature survey in order to identify related studies in Ghana and other countries. The analysis was based on quantitative and qualitative data gathered in schools with similar learner demographics characteristics, including both high-achieving and low-achieving schools. The quantitative analysis was based on close-ended questionnaire issued to both students and teachers whereas the qualitative analysis was based on open-ended questionnaire also issued to both students and teachers. A semi-structured interview of Heads of Mathematics Department of the selected schools was also included in the study. The findings of this research indicated that School, in order to improve students’ mathematics learning opportunities, should:- Provide curriculum materials, Organize in-service training for teachers, Improve assessment methods, Extend short mathematics instruction periods, Improve teaching methods, Motivate mathematics teachers and recruit competent mathematics teachers. The conclusion is that, for a country to achieve the expected success in mathematics at her SHS educational level, a critical consideration should be given to the findings of this research with all stakeholders acting to fulfill its respective role.
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. Many important changes have occurred in the last few years in the education systems, which will require teachers and school leaders to upgrade and refine their technology skills. Some of these changes are due to changes in government policies related to the use of information communication and technology (ICT) in schools while others are due to developments in state of the art pedagogical practices .As technology flows faster into the schools, many school leaders are facing a range of difficult management issues. This article discusses the potential use of ICT in schools and also issues related to ICT integration. In managing the use of ICT in schools some strategies are suggested and discussed for the school leaders to adhere to.