EFFECTS OF MODELING AND SELF-MANAGEMENT TECHNIQUES ON QUARRELSOME BEHAVIOURS OF SECONDARY SCHOOL STUDENTS
ABSTRACT
The study was conducted to determine the effects of modeling and self management techniques on quarrelsome behaviour of secondary school students. In carrying out the study, four research questions were developed to guide the study while six null hypotheses were tested at p<0.05 level of significance. The study adopted quasi-experimental design. The population for the study was 75,614 secondary school students in FCT, Abuja comprising 53,204 males and 22,410 females. The sample for the study was 118 identified quarrelsome students. Through simple balloting, Government Secondary Schools Wuse Zone 3, Abuja was allocated to modeling technique; Government Secondary School, Area 10 Garki Abuja was allocated to self-management technique while Government Secondary Schools Tudun-Wada, Zone 4 Wuse Abuja was allocated to control group that was not exposed to any treatment. The instrument for data collection for the study was 30-item questionnaire titled: “Students Quarrelsome Behaviour Assessment Scale” (SQBAS). The response options include: Always, Sometimes, Rarely and Never with corresponding values of 4, 3, 2 and 1 respectively. The instrument was face-validated by three experts. The internal consistency of the instrument was determined using the Cronbach Alpha method in which a reliability coefficient of 0.753 was obtained for the instrument. Data collected were analysed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used for testing the null hypothesis at 0.05 level of significance. Based on the data analryzed, the study found that secondary school students with quarrelsome behaviour that were exposed to modeling and self-management strategies had significant mean reduction in their quarreling behaviours after the treatment while students with quarrelsome behaviour that were exposed to convectional counselling did not have significant mean reduction in their quarrelling behaviour. In addition, gender of the students did not have significant effect on mean reduction of quarreling behaviour of students as regards to their exposure to modeling and self-management strategy. Based on these findings, the study among others recommended that teachers and secondary school counsellors should adopt the use of modeling and self-management strategies in character modification of secondary schools students.