ABSTRACT
This study sought to explore the effects of cognitive restructuring strategy on bullying among primary school pupils in Obollo Afor Education Zone of Enugu State. The effect of gender on the mean bully adjustment scores of pupils who were exposed to cognitive restructuring strategy was examined. The interaction effect of cognitive restructuring strategy and gender on the mean bullying adjustment scores of pupils was also explored. Three research questions and three null hypotheses guided the study. The design is pretest-posttest control group design, involving one treatment and one control group. The population of this study comprised 749 elementary five pupils identified with bullying behavior in public primary schools in Obollo-Afor Education Zone in 2014/2015 session. The sample for this study comprised 74 identified bullies from four public primary schools in Obollo-Afor Education Zone having the highest number of bullies based on data from preliminary survey that was conducted. Stratified random sampling technique was adopted in assigning the identified bullies to experimental and control groups. The stratification was based on gender. Two instruments namely: Bullies Identification Scale (BIS); Bullies Adjustment Rating Scale (BARS) with two training programmes namely: Cognitive Restructuring Strategy Training Programme (CRSTP) and Conventional counselling on some of the causes of poor performance in Mathematics in primary schools, were developed by the researcher. The Cognitive Restructuring Strategy Training Programme (CRSTP) was used for the experimental group while the control group received training using the counselling on some of the causes of poor performance in Mathematics in primary schools. The data obtained were analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The major findings of the study were that intervention using cognitive restructuring strategy significantly improved bullying adjustment of pupils; gender as a factor in the study had no significant effect on the mean bullying adjustment scores of pupils exposed to cognitive restructuring strategy and there was no significant interaction effect of cognitive restructuring strategy and gender on the mean bullying adjustment scores of pupils with bullying behaviour. A major educational implication of the findings was that training in cognitive restructuring strategy is effective in improving the bullying adjustment of pupils with bullying behaviour and this suggests that teachers and guidance counsellors would achieve better results if trained on how to use cognitive restructuring strategy. It was thus recommended that emphasis should be given to equipping pupils with the relevant skills in using cognitive restructuring strategy and that teacher preparation institutions should incorporate cognitive restructuring strategy in the relevant areas of the curriculum units and expose both the pre-service and in-service teachers and guidance counsellors to this strategy learning.
| Project details | Contents |
|---|---|
| Number of Pages | 154 pages |
| Chapter one | Introduction |
| Chapter two | Literature review |
| Chapter three | methodology |
| Chapter four | Data analysis |
| Chapter five | Summary,discussion & recommendations |
| Reference | Reference |
| Questionnaire | Questionnaire |
| Appendix | Appendix |
| Chapter summary | 1 to 5 chapters |
| Available document | PDF and MS-word format |
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