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EFFECTS OF THREE POSITIVE LIFE SKILLS ON IN-SCHOOL ADOLESCENTS DELINQUENT BEHAVIOUR OF TRUANCY IN PUBLIC SECONDARY SCHOOLS IN IBADAN METROPOLIS, NIGERIA
Published 2015Call Number: Loading…
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EFFECTS OF CIVIC SKILLS AND VALUE CLARIFICATION TRAINING ON MORAL REASONING AMONG SECONDARY SCHOOL STUDENTS IN IBADAN METROPOLIS, NIGERIA
Published 2016-07Call Number: Loading…
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Page will reload when a filter is selected or excluded.- Adolescent truancy 1 results 1
- Civic skills, 1 results 1
- Curbing truancy among in-school adolescents in public secondary schools in Nigeria had attracted much attention from stakeholders. Efforts made by government, schools and families to check such behaviour have not produced the desired results, thus necessitating the introduction of positive-life skills interventions. However, literature has shown a relatively low trend in previous studies utilizing positive life skills. Previous studies on positive life skills focused on hardened criminals, run-away boys and prisoners with little attention given to truant in- school adolescents in Ibadan metropolis. This study, therefore, examined the effects of three positive life skills (moral reasoning, social adjustment and study skills) on adolescence delinquent behaviour of truancy in public secondary schools in Ibadan metropolis. It further examined the moderating effects of gender and socio-economic status. The study adopted a pretest-posttest, control group, quasi experimental design, using a 4x2x3 factorial matrix. Eight co-educational public secondary schools in Ibadan were purposively chosen, while simple random sampling technique was used to select 480 Senior Secondary I students (comprising 240 males and 240 females between the ages of 13-19) with a history of truancy. Participants were randomly assigned to moral reasoning, social adjustment, study skills and control groups. Treatment lasted six weeks. Instruments used were: moral reasoning intervention scale, social adjustment scale and study skills intervention scale. These were complemented with four sessions of focus group discussion with some of the participants. Seven hypotheses were tested at 0.05 level of significance. Data were analyzed using ANCOVA, MCA and Scheffe posthoc test. There was a significant main effect of positive life skills on truancy reduction among in-school adolescents in Ibadan (F(3, 405) = 48.67, ƞ2= 0.24). Participants in the social adjustment group had a higher posttest mean score (ẋ = 66.83) than moral reasoning (ẋ= 65.44), study skills (ẋ= 64.56) and control (ẋ= 61.30) groups. There were no significant main effects of gender and socio-economic status on truancy reduction. There was also a significant interaction effect of treatment and gender on truancy reduction (F(3,471) = 5.17, ƞ2=0.03) with gender accounting for 9.6% in the variation of truancy reduction. However, there were no significant interaction effects of socio-economic status and treatment, and gender and socio-economic status on truancy reduction. There was no significant three-way interaction effect of treatment, gender and socio-economic status on truancy reduction. Moral reasoning skills, social adjustment skills and study skills enhanced truancy reduction among in-school adolescents in public secondary schools in Ibadan metropolis. Therefore, these three positive life skills should be taught as school subjects to the secondary school students. The students would increase in knowledge and be able to think rightly, do the right thing at the right time in order to avoid wrong action that can encourage punishment, avoidance of school and truancy. The students would be free to express themselves freely in an environment void of intimidation and biases, which would lead to the realization of students’ internal attributes and ability to do well in class for academic achievement. The students would also know the methodology of studying well, when, how and what to study. Reading ahead of the class, not only when examinations are approaching, but all the time. The act of reading and studying well encourage students to do well in class, pass examinations to become school achievers. 1 results 1
- Ibadan 1 results 1
- Moral reasoning is a constellation of beliefs, values and underlying objective judgements about the rightness or wrongness of beliefs and acts. Moral reasoning among secondary school students poses a major concern in the Nigerian society. While there are several survey studies on sociological determinants of moral reasoning among secondary school students, studies on psychological interventions to enhance moral reasoning are sparse. This study, therefore, determined the effects of civic skills training (CST) and value clarification training (VCT) on moral reasoning among secondary school students in Ibadan metropolis. The study examined the moderating roles of self-concept and gender on moral reasoning. Lawrence Kholberg’s Theory of moral reasoning provided the framework, while pre-testpost- test-control group experimental design with a 3x2x2 factorial design was adopted. Multi-stage sampling technique was used to select 118 participants from three randomly selected public senior secondary schools, which are known to have rampant cases of immorality. The students consisted of 71 males and 47 females with the age range of 13 to 19 years. The schools’ statutory records (Punishment Books) were used to screen students with frequent moral problems. The students were assigned to two treatment groups (Civic Skills and Value-clarification Training) and a control group. The treatment sessions lasted ten weeks. The two instruments used were: Moral Self-Concept (α = 0.75) and Moral Reasoning (α = 0.78) scales. Data were subjected to percentage, analysis of Covariance and Scheffe post-hoc at 0.05 level of significance. Secondary school students in Ibadan metropolis engage in cheating, fraud, drug addiction, rape, kidnapping and cultism. These negative behaviours are antithetical to moral reasoning. The prevalence of immoral behaviours among the participants was: truancy (81.0%), stealing (72.1%), examination malpractices (64.7%), bullying (63.7%) and pre-marital sex (56.9%). There was a significant main effect of treatments on moral reasoning of the participants (F2,104 = 2.85, 2 = 0.03). Students treated with civic skills training (CST) improved significantly ( ̅ = 101.85) than those treated with VCT ( ̅ = 95.74), while the control group mean value was 85.16. Gender had significant main effect on moral reasoning of the students (F1,104 = 7.303, 2 = 0.07); females ( ̅ = 101.74) benefitted more than males ( ̅ =89.18). There was no significant main effect of self-concept on moral reasoning of the students. There were no significant two-way interaction effect and three-way effect of treatment, gender and self-concept on moral reasoning of students. Civic skills training was more effective in enhancing the moral reasoning of secondary school students in Ibadan metropolis with females benefiting more than males. Educational stakeholders, especially counselling and educational psychologists should adopt Civic Skills and Value Clarification Training in boosting moral reasoning among secondary school student 1 results 1
- Moral reasoning, 1 results 1
- Positive life skills 1 results 1
- Public secondary schools 1 results 1
- Secondary school students 1 results 1
- Value clarification, 1 results 1
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