RELATIVE EFFECTIVENESS OF SOCIO-COGNITIVE SKILLS TRAINING AND SELF-INSTRUCTION TECHNIQUE ON AGGRESSIVE BEHAVIOUR OF SECONDARY SCHOOL ADOLESCENTS
SOURCE:
Faculty: Education
Department: Guidance And Counselling
CONTRIBUTORS:
AZUJI, I.M
Anagbogu, M.A
Nwankwo, C.A
ABSTRACT:
Aggressive behaviour is a serious malady to students, especially those in their adolescent stage. This study investigated the relative effects of Socio-cognitive skills training technique and self-instruction technique on aggressive secondary school adolescents in Anambra State. The design for the study is quasi-experimental, non-randomised pre-test and post-test, control group design. The target population of this study was 323 senior secondary school adolescents in Anambra State. A sample size of 32 adolescents were randomly drawn from three schools and used for the study. The sample was drawn using balloting with replacement method. Instrument for data collection was Buss-Perry Aggression Questionnaire (BPAQ). The internal consistency reliability coefficient for Nigeria sample is 0.80. The completed instruments were scored following the scoring instructions provided in the BPAQ manual. Mean scores were used to answer the research questions, while the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The norm provided in BPAQ guided the decision. The finding of the study revealed among others that socio-cognitive skills training and self-instruction were effective in reducing aggressive behaviour of secondary school adolescents. It showed that socio-cognitive skills’ training was more effective in reducing aggressive behaviour of secondary school adolescents. The findings further revealed that the difference in the effectiveness of socio-cognitive skills training on aggressive male and female secondary school adolescents was not significant. Similarly, it showed that the difference in the effectiveness of self-instruction technique on aggressive male and female secondary school adolescents was not significant. Based on the findings and implications of the study, it was recommended that the practicing counsellors and therapist should adopt the use of the techniques in counselling and in administering therapy on aggressive secondary school adolescents to treat and modify their aggressive behaviour.