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Effects of Modeling and Self-Management Techniques on Quarrelsome Behaviours of Secondary School Students

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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.

Introduction

Behaviour modification is a treatment approach, based on the principles of operant conditioning that replaces undesirable behaviours with more desirable ones through positive reinforcement in a socially modified environment.

The social environment of a child has a significant influence on the overall character formation and development of the child in adulthood (Satterfield and Schell, 1997).

For example, the school report requires under social behaviour that form teachers assess and rate the extent to which students manifest social skills such as punctuality, attentiveness, initiative, perseverance, carrying out assignments, organizational ability, neatness, politeness, honesty, self-control, spirit of co- operation, obedience.

These social outcomes are promoted by classroom rules to discourage students from displaying disruptive, aggressive and offensive behaviours and encourage students to share resources, work well with others and solve problems in positive and constructive manner.

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