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Item THE RELATIVE EFFECTIVENESS OF COGNITIVE RESTRUCTURING AND STUDY SKILLS TRAINING ON THE ADJUSTMENT TO ACADEMIC FAILURE AMONG A GROUP OF NIGERIAN STUDENTS(1989) ADEYOJU, C. A.This study was intended to evaluate the relative effectiveness of two treatment strategies comprising Cognitive Restructuring (CR) and Study Skills Training(SST) with particular reference to adjustment to academic failure among a group of Nigerian students. Three groups of subjects participated in the study. Group I was exposed to CR, Group II was assigned to SST while Group III was used as Control (CT). Altogether, there were 96 subjects. The 96 subjects were grouped into three (3) equal numbers. Each group consisted of 16 internal and 16 external (I - E) subjects. Each group was further sub-divided into equal halves comprising 8 internal and 8 enternal (I - E) subjects. Thus each sub-group had 16 subjects. There were six of these sub-groups. Two were exposed to CR, two assigned to SST while the remaining two were used as Control. This sub-group of 16 subjects was desirable for treatment primarily to facilitate adequate attention from the therapist to individual subjects. It was also to afford each subject as much opportunity as possible to participate meaningfully in the group therapy. The following six (6) Instruments were used for the study: Rotter’s Locus of Control (I-E); Adeyoju1s Adjustment Problems Associated with Academic Failure Inventory, (APAWAFI); Bakare’s Student Problems Inventory, (SPI); Sarason’s General Anxiety Scale, (SGAS); Sarason and Mandeler’s Examinations Anxiety Scale and West African School Certificate and General Certicate of Education, Ordinary Level, English Language Objective Test, all of which were administered prior and after treatments. The CR therapy was administered to experimental Group I while SST was administered on experimental Group II. Group III, i.e. CT was not exposed to any of the treatment strategies. All the three groups were posttested and the data were analysed using Analysis of Covariance (ANCOVA) and tetest. Five hypotheses were tested at .05 level of significance. The results revealed were as follows: The results of hypothesis I showed that there was a significant difference in the level of academic performance of subjects in the different groups. Subjects in the treatment Groups I and II performed significantly The following six (6) Instruments were used for the study: better than those in the CT . However, subjects in Groups II who were exposed to SST performed significantly better than those in Group' I – exposed to CR. Although the two treatment strategies were effective in fostering academic performance among subjects, nevertheless, SST was more efficacious than CR (F = 3.09, df 90, p <0.5). The results of hypothesis II revealed that both treatments were effective in reducing the level of problems associated with academic failure (F= 37.90, df 90, p <0.05). The results in hypothesis III showed that there was significant reduction in the level of student problems of Groups I and II subjects exposed to CR and SST when compared with CT (F = 47.65, df 90, 9<05). The results of hypothesis IV showed that CR and SST proved effective in ameliorating the general anxiety among subjects in study situations (F =126.75, df 90, p <0.01). The results of hypothesis V revealed that CR and SST treatments led to significant reduction in the level of examination anxiety of subjects when compared with those in the CT (F =6 3.71, df 90, p < 0.01). Generally, the two treatment strategies proved effective in academic performance; reducing problems associated with academic failure; ameliorating study problems, general as well as examination anxieties among subjects. However, CR has been found to be consistently more efficacious than SST in the aforementioned psychological problems in study situations. It is therefore apparent in this study, that the cognitive domains of subjects who are being treated for adjustment to academic failure should be explored intensively and conscientiously. For instance, study skills alone had hitherto attracted much attention to the neglect of Cognitive domains of subjects. Suffice it to say that study skills training and cognitive restructuring should be simultaneously and vigorously applied in treating subjects suffering from problems of adjustment to academic failure.Item COMPARATIVE EFFECTIVENBSS OF RELAXATION AND SYSTEMATIC DESENSITIZATION IN THE MANAGEMENT OF SPEECH ANXIETY(1984-10) ADEOLA, A. O.An experiment was designed to find out which of relaxation and systematic desensitization was more effective in the management of speech anxiety in Student teachers. A third measure of remediation - cognitive restructuring - was introduced as a control in this study to monitor the effect of cognition on speech anxiety. Its effectiveness was also compared with the other two management measures. A 4 x 2 factorial design was used in this study, The samples were taken from a group of 100 students in the post-school certificate class of a teachers' College. Results indicated that the systematic desensitization and cognitive restructuring procedures proved very effective in significantly reducing speech anxiety in most of the variables used in this study. The variables are the Stimulus response (SRI) inventory (F = 6.10, df = 3/40, P <.01), check-list questionnaire ( = 8.08, df = 3/40, P< .01), the pulse rate differential (F = 8.11, df = 3/40, P <.01 and speech rating (F = 2.48, df = 3/40). The systematic desensitization procedure was however more effective than the cognitive restructuring procedure. T - Values recorded on two of the variables used in the study are 6.41 (SRI) at df = 10 and P<.01, and 2.75 (CLQ) at df = 10 and P<.05. The relaxation measure was not as effective in managing speech anxiety as the earlier two measures. Though it reduced the anxiety level of the subjects, the relaxation measure was not significant even at the .05 probability level.Item DIFFERENTIAL EFFECTIVENESS OF MODEL-REINFORCEMENT AND DESENSITIZATION TECHNIQUES IN IMPROVING ACADEMIC PERFORMANCE(1984-10) ADEDIPE, V. O.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.Item A STUDY OF THE EFFECTIVENESS OF LOW VISION AND BLIND BRAILLING ON THE ACADEMIC PERFORMANCE OF SOME VISUALLY HANDICAPPED CHILDREN(1984) ABOSI, C. O.This study sought to know whether Braille reading print. The low vision subjects are persons who could rightly be said to be blind but possess residual vision. This group of visually handicapped have been made to adopt braille reading as a means of communication. Since there is no empirical evidence to support either the braille or bold print reading as a better means of communication, it is necessary that the area is empirically studied. English and Mathematics Achievement Tests designed by professionals were used. The internal consistency of the tests were determined by the use of the Split Half Raliability. ('r' for English I = 0.86; English II= 0.83; 'r' for Mathematics I and II = 0.87 and 0.88 respectively). 26 Low Vision Children representing a natural cluster sample from Pacelli school for the blind Lagos were involved in this study. The 2 x 2 factorial design was adopted using Analysis of Covarianco for the analysis of data. The hypotheses tested during this study were: 1. There is no significant difference in the English achievement of low vision subjects who used braille and those who used bold print. 2. There is no significant difference in the English achievement of low vision high academic ability subjects and low vision low academic ability subjects when they use braille and when they use bold print. 3. There is no significant difference in the Mathematics achievement of low vision subjects who used braille and those who used bold print. 4. There is no significant difference in the Mathematics achievement of low vision high academic ability subjects when they use braille and when they use bold print Hypotheses 1, 2, 3 and 4 were tested using Analysis of Covariance (ANCOVA), while the data collected was further analysed using ‘t'-test. Hypothesis 1 was rejected. (F = 55.40, df= 1/22, P 0.01). The low vision high academic ability bold print readers were found to be superior to low vision high academic braille readers in English. (t = 12.51, df= 12,P 0.001). The low vision low academic ability bold print readers were found to be superior to the low vision low academic ability braille readers in English (t = 13.6, df= 10, P 0.001). Hypothesis 2 was rejected. (F = 16.18, df = 1/22, P 0.01). The low vision high academic ability Braille users were found to be superior to low vision low academic ability braille users in English. (t = 7.67, df= 11, P 0. 001 ).The low vision high academic ability bold point users were found to be superior to the low .vision low academic ability bold print users in English. (t = 7.19, df= 11, p 0. 001). Hypothesis 3 was rejected. (F = 35.9, df=1/22,P 0.01). The low vision high academic ability bold print readers were found to be superior to the low vision high academic ability braille readers in Mathematics. (t =17.0, df= 12, P 0.001). The low vision low academic ability bold print readers were found to be superior to the low vision low academic ability braille readers in Mathematics. (t= 5.7, df=10, P 0.001). Hypothesis 4 was rejected. (F = 52.7, df= 1/22, P 0.01). The low vision high academic ability Braille readers were found to be superior to low vision low academic ability braille readers in Mathematics. (t = 16.5, df= 11, P 0.001). The low vision high academic ability bold print readers were found to be superior to low vision low academic ability bold print readers in Mathematics. (t = 21.16, df= 11, P 0.001). Slow maturity in braille reading is among the reasons put forward to explain the trends of the findings. Suggestions arc made for further research.Item Health educational needs assessment and curriculum development for formal adolescent education in human sexuality and family life(Association of Community Physicians of Nigeria, 1989-10) Asuzu, M. C.; Odor, O. E.; Asuzu, C. C.; Oyejide, C. O.The experiences from various social and health service centres in Nigeria indicate a rising incidence of sex-related disorders among our youths. Evidence suggest that at the basis of these problems are both ignorance on the part of the youths as well as other deficiencies in adolescent youth development caused by the current industrial ‘development in the country, with is attendant effect on the stability of family life and the erstwhile established (traditional) child upbringing patterns. This study assesses the programme developed over the proceeding 4 years by the authors in response to the above problems in adolescent development in Nigeria. It shows that the present programme meets 88.7% of the sex educational needs of these youths studied, this being 92.5% of all those who answered this particular question in the study. The historical development of the curriculum, programme format, course content and other findings of the study are presented and discussed. Based on the findings, recommendations are made towards the development of locally relevant sex education programmes for the Nigerian and other sociologically similar groups of youths.Item Curriculum development for health professional service training in NFP and its related services(Mike and Rita Marker, 1989) Asuzu, M. C.; Odor, O. E.; Asuzu, C. C.