DIFFERENTIAL EFFECTIVENESS OF MODEL-REINFORCEMENT AND DESENSITIZATION TECHNIQUES IN IMPROVING ACADEMIC PERFORMANCE

Abstract

The present study was designed to investigate the relative effectiveness of Model-reinforcement and systematic desensitization group counselling techniques in fostering academic performance. The review of the literature is presented in the following sequence: (i) Dimension of the problem of poor academic performance (ii) Early and significant studies and writings on poor academic performance. (iii) Studies on group counselling in relation to academic performance. (iv) Some efforts and recommendations for the improvement of poor academic performance. The subjects of the study were 144 Form four students (72 boys and 72 girls) randomly drawn from the population of low achieving students of two secondary schools in Ijebu-Ode, Ogun State of Nigeria. One school was for the model-reinforcement group counselling while the other school was for desensitization group counselling. Baseline and criterion data were collected on four variables; namely, pre and post test scores of Self – Appraisal of Academic Ability Scale (SAAAS), Progressive Matrices Test (PMT), English Achievement Test (EAT) and, Mathematics Achievement Test (MAT). The treatment for the experimental subjects was once a week. The data collected were put int. a 3 x 3 x 2 factorial design, where the independent variables included (a) model – reinforcement group counselling for subjects arranged in general, triadic and dyadic groups; (b) desensitization group counseling for subjects arranged in general, triadic and dyadic groups versus no treatment groups, and (c) male subjects versus female subjects. The main effects and interaction were tested in five null hypotheses stating that within reference to “a” “b” and “c” there is no significant difference in academic performance and degree of academic involvement of both the experimental and control groups. The data collected before and after counselling were subjected to analysis of covariance. The results of the study lend support to the conclusions which follow. First, counselling in both model reinforcement and desensitization is more effective than no counseling in improving academic performance - English Achievement Test (F = 68.619, df 1/140, P<.001), Mathematics Achievement Test (F=62.558 , df 1/140, P<.001); and also in increasing the degree of academic involvement - (F = 7.442, df 1/140, P<.001). Second, model – reinforcement group counselling is as effective as desensitization group counseling for improving academic performance - English Achievement Test (F = 0.496, df 2/138, P = NS); Mathematics Achievement Test (F = 2.962, df 2/138 P = NS); and also, no differential effectiveness was found among, the two therapies in increasing the degree of academic involvement (F = 1.852, 2/138, P = NS). Third, that, The group dynamics had no significant effects on the degree of academic involvement of subjects treated under The two group counseling strategies (F = 2.257, 3/138, P = NS). Based on the results and findings of the study, the major implications far counselling were discussed; directions for further research were presented.