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
Keywords: Age, Cognitive behaviour therapy, Drug Abuse, Gender, School, Student, and Ibadan., rational emotive behaviour therapy
Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Review Completed - Accepted)
The study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics
Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation