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EFFECTS OF BEHAVIOURAL AND RATIONAL EMOTIVE THERAPIES ON SECONDARY SCHOOL STUDENTS’ TENDENCIES TO ENGAGE IN EXAMINATION MALPRACTICE IN NIGERIA

ABSTRACT 

This study investigated the effects of behavioural and rational emotive behaviour therapies on secondary school students’ tendencies to engage in examination malpractices. Six research questions raised and six null hypotheses formulated and tested. The design of the study was quasi-experimental, specifically the non-equivalent control group design. The balloting method of random sampling was used to compose six schools used for this study while the non-proportionate sampling technique was used to select the 591 SS 3 students that consisted the sample. A 36-item Tendencies to Engage in Examination Malpractice Questionnaire and two interventions Behavioural Therapy (BT) and Rational Emotive Behaviour Therapy (REBT) programmes were developed, validated, and used for the study. A pre-test was administered to all the three groups using the Tendencies to Engage in Examination Malpractice Questionnaire. One of the experimental groups was exposed to behavioural therapy while the other experimental group was exposed to rational emotive behaviour therapy. The treatments lasted for 5 weeks. At the end of the 5 week session, a post-test was administered to all the three groups, namely, behavioural, rational and the control groups. The data obtained from the administration of the instrument were organized and analyzed using Mean scores and Standard Deviation for the research questions while Analysis of Covariance (ANCOVA) was used in data analysis and subsequently the null hypotheses at significance level of 0.05. Major findings of the study included: a significant difference between students who were exposed to behavioural therapy from those not expose to the treatment on their tendencies to engage in examination malpractice; a significant difference between students who were exposed to rational emotive behaviour therapy from those not exposed to the treatment on their tendencies to engage in examination malpractice; Gender is not a significant factor on students’ tendencies to engage in examination malpractice; Location is a significant factor on students’ tendencies to engage in examination malpractice. The findings suggest among other things urgent need for the Government to deploy qualified guidance counsellors to all the secondary schools in the state; for intervention programmes to be organized regularly in the secondary schools and for Government to embark on regular monitoring/supervision of schools.

Review project detailsComments
 
Number of Pages138 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
Available documentPDF and MS-word format


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