Effects of Film-Modeling and Direct-Teaching Techniques on Self-Concept of Schooling Adolescents

Description

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Abstract

This study investigated the effects of the film. Modelling and direct-teaching techniques on self-concepts of schooling adolescents. The study adopted a quasi-experimental design.

The sample for the study comprised one hundred and fifteen (115) secondary school students drawn from three (3) out of four (4) co-education public secondary schools in Nsukka urban. All the SSI students in the four co-education schools made up the population.

The intact class of SSIA students in each of three schools were purposively selected as a sample for the study comprising twenty (20) male students and twenty (20) female students from school (1) for the direct-teaching experimental group, twenty (20) male students and fifteen,

(15) female students from school (2) for film modelling experimental group, while twenty (20) male students and twenty (20) female students from school (3) for the control group. Direct-teaching experimental group was taught how to enhance self-concept.

Film-modelling experimental group was shown filmed drama on how to enhance self-concept, while the control group did not receive any treatment other than the normal counselling services with their school guidance counsellor.

Introduction

Human society is constantly being changed by the physical environment just as the latter is changed by human activities.

Thus, the observation by Ekpo (1996) that the difficulties being experienced by the adolescents in educational, socio-personal and vocational adjustments could be attributed in part to environmental changes due to the increasing complexity of the contemporary world in both developed and developing countries.

These difficulties create psycho-social problems among the schooling adolescents that have a potential impact on their low self-concept formation. In Nigeria, specifically during the civil strife of between 1967 and 1970 the resultant imbalance in the social, economic and political systems reached alarming stages.

The psycho-social decay distorted and disoriented the moral development of the citizens, particularly those of the children and adolescents.

As a result, such social vices as vandalization of public properties, stealing, armed robbery, cultism, forgery, examination malpractice, sex abuse among others became enthroned among the youthful adolescents (Ekpo, 1996). These vices maybe were the products of the prevalent low self-concept formation in some Nigerian adolescents.

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