DIFFEREN'lIAL EFFECTIVENE:-jS OF MODEL-REINFORCEME}.'l' AND DESENSITI2:.\TION TECHNIQUES IN BY VICTOR OLU\-JOLE ADEDIPE 6.Ed. (Thadan) M.Ed. £ducat-tonal Psychology (Jos) A thesis in ~ t:)rpartmentof Guidance ~d Cdunselling Submitted tD the Pacul~y of ~1on in partial fplfilment of the requirements for tme derned through vicarious reinforcement or imitative learning. Tho use of models to help clients can be employod for three gen(:ral client goals:- (i) Learning of a new or novel behaviour. Observing a model perform a behaviour can help clients learn the necessary skills to perform the same behaviour. (ii) Weakening (inhibiting) or strengthening (disinhibiting) a behaviour already learned. The client may already know how to perform the behayiour but may not be performing it at a desired level. The use of modeling in counselling, can therefore have the ef'f'oc t of increasing or decreasing the rate of performance of the behavidur by the client. Viewing the consequences as experionced by the model alters, the self - expectancies of the client. Client's self-expectancies are the thoughts that they have a probability of experiencing similar consequences if they perform the modeled behaviour. UNIVERSITY OF IBADAN LIBRARY 18. (iii) Response facilitation. Viewing a model perform a desired beh~viour affects the client's performance of a previously learned behaviour in situations where there are no constraints. Observing the model provides the client with cuosm enact the learned behaviour. The observation of a model, is used typically with a counsellor and provides needed attentional cues, feedqack, and rehearsal guides. The act of learning through observation of a model has four major processes. As described by Bandura1, these processes involve:- (a) Attentional processes = Processes depend0nt upon the modeling stimuli (distinctiveness; complexity, functional value) and the characteristics of the observer (sensory capabilities, perceptual set, learning history) to regulate the sensory registration of the action modeled. (b) Retention processes = Processes that govern how well the modeled actions are converted and stored cognitively by the client for use as future guides for behaviour (coding, cogni tive organi za.t.i on , symbolic and motor rehearsal). 1. Bandura, A. 1977 ..9.£ • .£iJ..:. UNIVERSITY OF IBADAN LIBRARY (c) Motor reproduction processes = Governing processes for the integration of the components of the modeled behaviours into patterns that are necessary for future performances of the behaviour by the client (physical capabilities, skills, feedback accuracy)o (d) Motivational processes = The processes of external, vicarious, and self - reinforcement which serve as motivators for the client to perform the modeled behaviour overtly 0 The processes summarised above provide guides to the counsellor for the construction of the modeling aids to be used and for the manner in which they are to be used with clientso FOllowing the establishment of a counselling geal, modeling can be used to help clients attain their goal. The four major processes of modeling are integrated into the utilization of model in counselling. while the specific choices of the modeling technique components vary for each client, the procedures employed typically include attentional of a model and guided practice. (B) ~esensitization gr~up ~ounselling Systematic desensiti~ation in groups, is a technique which counsellors are using to help clients who are experiencing unpleasant emotional reactionso Basically, this precedure consists of describing UNIVERSITY OF IBADAN LIBRARY 20. situations which are increasingly anxiety producing ('Iananxiety hierarchy") to a deeply relaxed client until he is able to visualize the most stressful scenes on the list without anxiety. Desensitization can be conceptualited in terms of the psychological principle of counterconditioning. Extinction of the unpleasant emotional reactions occurs because the usual anxiety responses cannot take place, when the client is experiencing more pleasant stimuli (for example, deep relaxation). Since one can not be relaxed and anxious at the same time the anxiety can be systematically reduced by pairing the eliciting stimuli with deep relaxation. Wolpe 1 was one of the first psychologists to use the systematic desensitization procedure in the therapeutic setting. He was the first to publish an account of the desensitization technique. Wolpe and Lazarus2 applied this concept to counselling by proposing a variety of techniques for anta.gonistic responses selected by the client and counsellor to be the systematic behaviours in a manner that would prevent the symptoms from being expressed. Wolpe assumes that the client's symptoms are learned or are conditioned ----------------------- 1. Wolpe, J.: Psychotherapy by reciprocal inhibition Stanford; Calif: Stfmdford University Press 1958. 2. Wolpe, J. & Lazarus A. A.: Behaviour Therapy Techniques. New York: Pergamon Press. 1966. UNIVERSITY OF IBADAN LIBRARY 21. habits and since the responses, the counse1lor selects to suppress may be new habits that are l0arned or conditioned, it is appropriate this form of tr~atment as counter conditioning. Wolpe1 theorized that th8rapy by reciproc2l inhibition suppressed anxiety by evoking a response physiologically antagonistic to anxiety in the presence of anxiety - producing ones. Required were; (a) a strong response (e.g. muscula.r relaxation to compete with anxi ety , (b) a graduated hLrarchy of anxiety~prov.oki.ng stimuli and (c) continuous pairing of the two stimuli (e.go physical relaxation and anxiety). But research over the past 15 years has demonstrated that 4.~.sensitiza.timk does not depend on muscular r8laxation, a hierarchical ar-rangement; of anxiety provoking stimuli or pairinos'relaxation with hierarchy items. Wolpe's original reciprocal inhibition theory is no longer widely held, except perhaps by himself as an explanation for systematic dE::sensitization. Alternative explanations have included syst0matic desensitization as counter-conditioning, as extinction, as graduated exposure, and as training in coping skills as shown in table 6. 1. \volpe, J. 1958.Q..E.. Cit. UNIVERSITY OF IBADAN LIBRARY 220 TABLE 6 ALTERNATIVE EXPLANATIONS OF SYSTEHATIC DESENSITIZATION ----- ~---.-.---.-----.---..---..;-----~-----------.--~~ Theory The~retical Explanations Therapeutic Development -------1----------------- _1_------ --_._~..-'.-~.- Reciprocal- Anxiety suppressed by simulta- strong anxiety - competing Inhibition neously evoking a response phy- response graduated hierarchy siolog.teilny terms of the extent to which the measurement reveals information leading to a more intelligent prediction or control of the behaviour of studentso Commonly, however, teachers neither apply this criterion directly to their instruments nor to their measuring acit.ivityo Instead, in measur i.nq academic performance, they either consciously or unconsciously accept a chain of assumptions \"hich stom from and pn:;sumably, may be justified either logically or experimentally, as supporting this ultimate purpose , The soundness of acaderrd.c performance measurement and its usefulness to education is, therefore, contigent on the validity of a set of assumptions which are implicit in t:esting These are;- (1) Current measurement of academic performance ass~ that, the value of a learning experience is indicated by increased ability (skill or knowledge) to cope with some situations or class situationso (2) Current measurement of academfc performance assumes that the value of a learning experience is indicated by gro\~h in those directions toward which the learning (or teaching) act.Lvd.t.Les are .:;pecificallypointedo UNIVERSITY OF IBADAN LIBRARY 54. It seems fairly obvious that this assumption does underlie the measurement of academic performance. Typically the teachers test the value of drill in spelling by ee.esurInq the indrease in ability to spell, the value of instruction in h~alth by measuring the increase in knowledge and understanding relating to matters of heal~hful living, the v~lue of a method of science instruction by m~asuring the increased ability to apply student's growth and mark him on the achievement of the specific objectives whicb are set up for the course. (3) Current measurement of academic performance assumes that the value of a learning expeLience may be inferred from meas~rresof the outcomes evident at some particular moment after learning, typically at the conclusion of a learning experienceo The test-teach-test formula describes the accepted procedure for evaluating the outcomes of learningo In practical classroom situations and in educational experimentation, we test the value of method and the growth of students in such termso Progress is assumed to be measured by noting the difference between initial and terminal test scores0 Furthermore, in cases where there has been no previous formal training, the first testing is commonly UNIVERSITY OF IBADAN LIBRARY 55. dispensed with, and the terminal test score be.ames the measure of learning. (4) Current measurement of academic performance, assumes that only sound interpretations of measures of achievement is through comparison with norms of some sort. Eduoational measurement, as it has developed, is a "normative" science; that is, it attempts to develop norms of performance for groups of known (and described) status from which one may by comparison interpret measures of other groups or individuals. In teacher testing, the emphasis, as the testing experts would have it, certainly is in this direction. Ohuche and Akeju1 identified two principal methods of measuring academic performance in Afric~ namely: (a) teacher-made achievement tests and (b) standardised tests. (a) Teacher-made achievement tests. Teacher-made achievement tests are frequently the major basis for evaluating the pupils' progress in school. Teachers have an Obligation to provide their pupils with the best instructions possible, This implies that they must have some procedures whereby they can reliably and validly evaluate how effectively their students have been taught. The classroom achievement test is one such tool. 1. Ohuche, R. & Akeju, S.: Testing and Evaluation in Education African Educational Resources, Lagos, 1977. UNIVERSITY OF IBADAN LIBRARY 556.~ Any test that measures the attainments or accomplishments of an individual after a period of training or learning is called an achiev6.m~~t t~c>to One would have great difficulty in conceptualising an educational system where the student is not exposed to t~acher- made testso Although the specific purposes of the h:sts and t.he Ln+cr.dcd use of the results may vary from cne school to another or from one b.~·3.ch\t;o,ranot.her, it is essential that we reccqrri.se the va Lue that t,~st zesu.I'stcan play in the life of the pupil, parent, teacher, counsellor and other educatOr•• (b) .:;tandardisedTestao A t2st designed to provide a systematic sample of individual performance administered according to prescribed directions scored in conformance with definite rules, and interpreted in reference to certain normative informationo Some would further restrict the usage of the term "standardised" to those tests for which the items have been chosen on the basis of experimental evaluation and for which data on reliability and validity are providedo The term "standardised" does not connote that the test necessarily measures what should be taught or at what level pupils should be achieving. Many standardised tests have been used in predicting achievement UNIVERSITY OF IBADAN LIBRARY 57. tests in Nigeria by scholars like Yoloye 1,2 , Obemeata 3 , Cooper 4 , Olatunde and Bajah5• Yet, very few studies have recorded the predictive validity of teacher-made achievement tests. Bakare 6 employed two indices of academic performance namely, the grade- point average and specifically devised academic tasks. (i) The grade-point average (GPA) Several studies have shown thpt high school grade-point average is a good, perhaps the best predictor of success in college. 1. Yoloye, E.: The Predictive validity of Large-Thorndike intelligence tests for achievement in Nigerian grammar schools" West African Journal of Educational and Vocational Measurement 1978 1 2. Yoloye, E.: The Performance of Bilingual Nigerian Students on Verbal and Non-Verbal Test of Intelligence. Unpublished Ph.D. Thesis. New York. Columbia University 1965. 3. Obemeata, J.: Some Problems of Intelligence testing in Nigeria Unpublished, M.A. Dissertation, university of London 1970. 4. Cooper, W.: "Usabili ty of American Tests wi th African Students" West African Journal of Education 1961 5 5. Olatunde, O. and Bajah, T. "Predictive validity of Nurse Examination in The University College Hospital"; Unpublished Paper, 1976. 6. Bakare, C. G. M. Phenomenal Self Concept, Anxiety and Academic Performance; Unpublished Ph.D. Thesis; Columbia University 1969. UNIVERSITY OF IBADAN LIBRARY 58. Scannell1 found correlations of 0.67 between high school GPA and freshman college GPA and 0.59 between high school GPA and four-year college GPA. This means that college success can be partially predicted from knowledge of secondary school achievement as reflected in secondary school grades. Secondary school GPA in Scannell's study, accounted for approximately 35 percent of the variance of four-year college grades. Methods of calculating the GPA varied from school to school. In conducting his study, Bakare2 obtained the GPA for each subject, by simply getting the average of all tests aad examinations during the three months nursing training. (b) Specifically devised Academic Tasks. This index of academic performance is obtained from scores on any set of academic tasks. In a study by Akinboye3 two tests were designed to measure academic performance. T~ese were (1) a reading passage, at the end of which objective question items were asked, was given before and after the experimental manipulation to measure change in academic performance ir.readi'g. --------------------------------------------------~---- 1. Scannell, D. P. 1960~. fil. e, Bakare, C. G. M. 1969 .QE.. Cit. 3. Akinboye, J. O. 1974 .Q.e.. ill. UNIVERSITY OF IBADAN LIBRARY 59. (ii) A t,-st which accompanied a spec i.f Lcal Iy prepared set of ~iathematics prD9ramrn~dinstruction was administered before and aft,~r the experimental sessions as a measur-e of academic pcr formance in i"1ath(:!matic.s• Acadomi.c0.ttail"lmcmtsurely LmpI i.es that pupils have been assessed in tGrms of th2ir p~r£ormance on the courses :- •••• r , tht::y have ac+uel Ly taken in sohool , Similarly obj~ve tests of English and f'iathematics provide only two components of schook attairJJ"flcnto Even .in primary schoot ss many other mental skills are important ~ogo there is an increasing emphasis on individual exp.r.vs s'Lon Ln, social st.ud.i.es , art and science. It seems Lmprvoab Le that, tests in the~;e two components of school attaintment will adequately d.0scri:;e success Ln such different forms of intellectual rlctivityo Again standardised tests, used on their own, may not correspond at all closely to the teacher's Vi0~ of school attainment. With a large number of subjects included in the ~~iculum perhaps, the most valid measure of overall achievement \"ill be a sum or an average of marks taken from the ~~ole range of subjectso !V1anoyf the studies reviewed so far, have discussed a number' of questions regarding the definition and measurement of academic pe.rFormance, ~mat ~h~d be r:oint~4. ..$is that UNIVERSITY OF IBADAN LIBRARY there is much uncontrolled var t.at.Lon in pr-:'rforTlanccreih:rii'lo Research is hindcr0d because the grades of different pupils are often deficiencies in the operational definitions of the performanc2 criteria.. The r0sult is that performance groups (high and low achievers) are not equated for intellectual abilityo The failure of some of the studies to exemine performance within ~ility levels may sornetimGs mask the operation of predictive fF'ctors that are relat0d to performance in different ways depending on the ability levelo It is evident, that the Lmpr-ovement; of classroom performance h2.S lo:.c'bJeon of interest to teachers and r,se:'lrcherso t, plethora of texts, all with suggestions for improving acadenu.c p';rrorrr,e.nce are aveLLabLe to t.cacher-s and cot.t:.sellors.H.•:.se:o.rcherhsave begun to develop a t2sted t.echnoIoqy for i!~proving cLassroom :~,.rform"ill~c:o This technology often involves the use of certain contingencies applied by 'the teachero However, at lenst three obstacles to the implementation of some of these procedures havE:be~n noted: (n) tr.ey may require extensive data collection (b) they may require ext.ensi.ve teacher time or training or (c) they may r'~quire tailo;:-ingfor UNIVERSITY OF IBADAN LIBRARY 61. individual students. Already overworked teachers may be reluctant to employ such procedures that demand additional efforts from them. This current work is therefore to extend the use of model- reinforcement and desensitization group counselling strategies for study habits by getting subjects explicitly reinforced for their self-monitoring of study activities. Studies on Group Counselling Technigues in Relation to Academic Performance Many school administrators and teachers expect the school counselling services to provide a service which results in improved academic performance on the part of its clients. The appropriateness of professional counselling for pupils with academic problems is further implied by investigations suggesting that poor academic performance is·related to emotional immaturity, Blackham,123Morgan, Powell and Jourard ; impulsivity and negativism toward authority, 1. Blackham, G.: "A clinical study of the personali ty structures of pupils I Underac hieveme nt and overachievement" Dissertation Abstract 1955 2. Morgan, H.: "Psychometric comparison of achieving and non-achieving college students of high ability" Journal of Consulti"g Psychology 1952, 1£, 292 - 298. 3. Powell, W. & Jourard, S.: "Some objective evidence of immaturity in underachieving college students", Journal of Counselling Psychology, 1963 10 276 - 283. UNIVERSITY OF IBADAN LIBRARY 62. Hopkins et a11 Horal12, Shawand Brawn3 Shaw and Grubb4 as well as other more obvious factors such as limited reading skills, poor study habits and poor curriculum choice. While these considerations suggest that professional counselling may be one of the preferred methods for correcting poor academic performance, the research results, evaluating the effects of counselling on academic performance are contradictory and ambiguous because of high frequency of positive and negative findings. Now, is the time to ask a more refined question of the research literature. Rather than ask, "does counselling contribute to improve academic performance?" It is time to ask, "what dimensions of counselling treatment programmes are associated with improved academic performance?" In brief, what seems to work? 1. Hopkins, J. et el s "Sorn e non-intellectual correlates of success and failure among University studentsl1 British Journal of Educational Psychology 19SC 28 25 - 36 2. Horrall, B. "Academic Performance and Personality Adjustment of highly intelligent college students" Genetic Psychology Monograph, 1957, 55, 3 - 83. 3. Shaw, M. & Brown, D. "Scholastic Underachievement of bright college studentsl1 Personnel and Guidance Journal 1957 36 195 - 199. 4. Shaw, M. & Grubb, J. "hostili ty and able high school unde rec+u evers t ,. Journal of Counselling Psychology 1958 5 263 - 266 UNIVERSITY OF IBADAN LIBRARY 63,;, To answer'this, simply means that emphasis would be shifted on a review of research literature in which a counselling treatment was employed in an attempt to improve measurably and significantly the ac~demic performance of poor academic achieverso Such a review would provide a basis for identifying dimensions of counselling trcc:tm,~nt programmes thRt are associated in some consistent fashion with improved academic p..:::rformanceo In selecting this literature, it was f eLt;that it would be better to be inclusive rath~r than exclusive. For this reason, the literature dealing with met.hods for improving the academic performance of low ability students was also included. This zesuLt.cd in the identification of twenty three outcome studies, all of which used student GPA as a dependent variable and a specific treatment programme intended to improve student academic performance as the independent variable. A survey of liter&ture indicates that a broad range of treatment programmes designed to aid p00r academic performance and low-ability s-t:udentsam rc:pr::sent~din the various independent variable investigated. The fol}~wing treatement programmes were studied. (a) individual counselling UNIVERSITY OF IBADAN LIBRARY 64. (b) group counselling (c) counselling in conjuction with remedial instructions (d) study skill courses and (e) guidance programmes in conjuction with study skills cour-ses, Even though, over one-half of these investigations were successful in improving the 'academic perfdrmance of its clients, the contiradf ctory findings among different investigations studying similar v3riables make it difficult to isolate dimensions of the counselling treatment programmes contributing to success. To help identify more specific factors that may account for the success of some programmes, replication of such therapeutic programmes, is necessary. These findings of the studies reviewed S0 far, coupled with the r-eccamendat.Lonsfor further rese::-rchby the authors of previously cited studhs moved this researcher to test the differential efficacy of model-reinforcement and desensitization group counselling strategies in fostering academic performance and academic involvement, as well as reduce fear associated with study. UNIVERSITY OF IBADAN LIBRARY 65. studies In Model-Reinforcement Group Counselling In Relation to Academic Performance Numerous authors, Bernard and Fullmer1, Gottingharn2 Faust3; patonillet4 and Randolph5 have advocated incre2sing attention to the ccnsultant function of model-reinforcement group counselling. Also, researchers and practitioners have expressed, an increasing interest in the application of behaviour mod i.f'Lct.Lton principles in the school setting via consultant function. A behaviour modification approach to classroom behaviour management that is appropriate for pupil pcr-sonneL specialists (such as counsellors and psychologists) who desire to serve as consultants to teachers has been described by Randolf 6 1. Bernard, H. & Fullmer, D.: The Scho'ol Counsellor - Consultant, Houghton - Mifflin, Boston, 1972. 2. Cottingham, H.: "The status of Guidnnce in the Elementa.ry School" in Adams, J. (ed.) Counselling and Guidance.: itASummary View, Macmillan, New York, 1965, 340 - 349. 3. Faust, V.: The Counsellor - Consultant in the E1l9e6m8e.ntary SchoolHoughton - Mifflin, Boston, Mil, 4. Patouillet, R.: "Organizing for Guidance in the elementary school" Teachers College Record 1957 58 5. Randolph, D. L., "Behavioural Consultation as a means of improving the qua.lity of a counselling programme" The school Counsellor 1912, 20 30 - 35. 6. Randolph, D. L.: Ibid. UNIVERSITY OF IBADAN LIBRARY 66. A number of researches, for example, Leckerman and Lynch 1 and Warner 2 have interpreted their f'Lnd.niga as demon str-a't.i.ng the effectiveness of model-reinforcsment approach, jllthough model- reinforcement groups and class-'.()obmehaviour management via behavioural consultation have been aepar-at.eLy reso'rch,~d by a number of authors, it seems as though no investigations have been addressed to examining their compar-oti.veand combinod effects. 'I'heneed for the pl.'e~e_'1t investig~tion appears to have been succinctly summarized by Bandura3 who stated:- tI •••• by careful selection-of both the real-life situations i.nwh i ch +he cli orrt enacts new moc"'~ cf behaviour and the manner in which they are expressed, the likely consequences of modeled behaviour CRn be controlled to a considerable extent rather than left to fortuitious circumstances". Tradi tional counselling techniques ,..t,hristudents have emphazi sed either a didactic approach or client-centred approach with broad goals such as improving self unde r-standi.ng, s81f-acceptance and interpersonal relation. Although such studios in group 1. Leckerman, L. & Lynch, D.: "The effects of Model-reinforcement on emotionally disturbed adolescent boys" Journal of Counselling Psychology 1970, 26 545-547 2. Warner, R. ~ "Model-reinforcement group couriaelLi.n: \vith elementary :;,'tr"oclh.ildren" Elemen tory SCho·;1 Guidanee and C0~selling 1971 ~ 248-255 3. Bandura, A.: t'':'-_inciploefs Ik.:h,viourlViodificti.c,n;Holt Rinehart; and \{inston, New York, 1969. UNIVERSITY OF IBADAN LIBRARY counselling at the secondary level have demons tre.tedmoderate success, the lack of objectively defined criteria for change, the lack of standardised procedures in ccunsellinp and the vague definition of independent and dependent variables make such research difficult to replicate. Lit.tle rese?rch based on model- reinforcement paradigms have been done in the area of secondary school counselling, particularly in group counselling in this country. Since the secondary school is a social environment, there is a need to understand the parameters of reinforc~ment in a grour situation. Therefore, it seems particularly important to clarify and specify the importanoeand results of a model-reinforcement theory approach and the conditions under which such techniques are appropriate in counselling secondary school students. According to Havighurst and Neugarten1 and Berdie2 information and encouragement provided by the secondary school counsellor can be the single most crucial factor in influencing capable students to continue in pos't-secondary school education. Studies have shown that reinforcement and social 1. Hayighurst, R. and Neugarten, B.: Society and Educ~tion Boston: Allyn and Bacon. 1962. 2. Berdie, R.: After High S.hool - What? ]\Unneapolis: The Univorsi ty of ]\1innesotaPress 1954. UNIVERSITY OF IBADAN LIBRARY 68. modeling reinforcement counselling procedures effectively help students learn how to collect and use information before making important decision; Krumbol tz and Schroeder 1 Kr-umboItz and Thoresen2 Thoresen, Krumboltz and Varenhort3• While the findinr:s cited above are not clear cut, the general trend suggests that combinations of study attitude. s and study habits items, within the framework of model-reinforcement, group counselling will be useful in Lmpr-ov.Ln«academic performance. In the present investigation therefore,I a somewhat more systematic attempt, is to be made to assess the effects of reinforcement in increasing achievement of poor academic pf!>rformancers. ------- ---------------------------------------------------- 1• Krumbol tz, J. and Schroader, \oJ.: "Promoting Career exploration through reinforcement" Persor~el CondGuidance journal 1965 44 12 - 25 2. Krumboltz, J. and Thoresen, C •.: "The effect ~pf behavioural counse1ling in group and indivi~ual, settings on information - seeking';behaviour'! Journal of Counselling Psychology 196411 324 - 333 \, ). Thoresen, C.; Krumbol tz, J.; and Varenhorst: '.~'Thesex factor .inmodel-re,inforc:::;mentoounae lLfng" American Psychologist 1965 20 494 UNIVERSITY OF IBADAN LIBRARY 69. studies on Desensitization Group Counselling in Relation to Academic Performance In his 1958 book Wolpe 1 enuciates principles and procedures which will here be taken as paradigmatic for behaviour 4nerapy. With stark simplicity he states - "since neurotic behaviour dem0nstrably originates in learning, it is only to be expected that its elimination will be a matter of unlearning." Therefore, rational therapy according to Wolpe will involve the elimination of these "unadaptive conditioned anxiety reactions", either by means of extinction or by coun ter=condf tioning procedures which Wolpe lumps together under the rubric of desensitization. It has been consistently demonstrated that systematic desensiti- zation is an effective trreatment for test anxiety. The evidence regarding the effects of systemp,tic desensitizo.tion of test anxiety on academic achievement is less clear. Improved grades were found in some studies that compared desensitization to a no-treatment control group; Allen2 Donner and Guerney3 Johnson and Sechrest4 ----------------_._------------------------------------------- 1. Wolpe, J.: Stanford 2. Allen, G.: "Effectiveness of Study Counselling And Desensitization in alleviating test anxiety ill college students "Journal of AbnJrmal Psychology 1971, 77 282 - 289. 3. Donner, Land Gnerney, B.: "Automated group desensitization for test anxiety" ~e~av. Rese2.rch and Therapy 1969 1 1 - 13. 4. Johnson, S. & Sechrest, L.: "Comparis0n of desensitization And progressive relaxation in treating text }~iety "EJournal of Consulting and Clinical Psychology 1968280 - 286. UNIVERSITY OF IBADAN LIBRARY 70. Katahn, et a11, McManns2 Mitchell and Ng3 but no differences were found in some other studies; Aponte and 1,ponte4 Cchen5 Cornish and Dilley6 Doctor et a17 Emery and Krumboltz8 Lomont and Sherman9• A closer look at the first group of studi~s in which improvement in grades was found revealed that fcur of these, employed some form of counselling in addition to or in combination with desensitization; 1. Ka tahn , H. et al: Group Counselling and behavf.our therapy with test anxious college students, Journal of Counselling Psychology 1966 30 544 - 549 2. McManns, M.: "Group desensitization of test anxietY"9 Behaviour, Rese~rch and Therapy 1971 2 51 - 56 3. Mitchell, K. & Ng., K. "Effects of group counselling and beha.viour therapy on the academic a.chievement of test anxious student", Journal of Counselling Psychology 1972, 19 491 - 492. 4. Aponte, J. & Aponte, C. "Group programmed systematic desensitization without the simul taneous pr-e serrta tion of aversive scenes with r2elaxation. training" Behavj c'·tI', Res. &Therapy 1971 337 - 346 5. Cobetl,· R.: "The effects of group interaction and progressive hierarchy presentation in dosensitization of test anxi.ety" Behaviour, Res. and Therapy 1969, 2 15 - 26 6. Cornish, R. and Dilley, J.: "Comparison of three methods of reducing test anxiety. "Journal of Counselling Psychology 1973 20 499 - 503. 7. Doctor, et al,: ItGroup Counselling Versus behaviour thera.py in treatment of colLege underachievers "Behaviour, Resh. and Therapy 1970 ~ 87 - 90 8. Emery, J. & Krumtoltz, J. "standard Versus individualized hierarchies in desensitization to red.uce test anxiety" J:mrnal Counselling Psychology 1967 14 204 - 209. 9. Lamont, J. and Sherman, L. "Group systematic desensitization and group insight therapies f8r test anxiety", Behaviour, Resh. & Therapy 1971 2 511 - 518 UNIVERSITY OF IBADAN LIBRARY 71. Allen 1 Katahn et a12; MCManus3, Mitchell and Ng.4. It is interesting t,)note that in the second group of studies that failed to find any improvement in grades, the treatment consisted of desensitization only, unagumcnted by other treatment teclmiques. Only two studies that used desensitization without study - or test - related counselling found any improvement in grades; D0nner and Gnerne;, .Johnson and Sechrest6• Paradoxically, these were the only two studies in which no r2duction in test anxiety was found as a function of desensitization. }Urthermore, there w~s considerable subject attrition in both s tud.Le s and .Johnson and Sechrest used non-equivalent controls. Thus in the research literature the evidence of the effects of desensitization on grades is equivocal. While desensitization of test anxiety in combination with study, and test - related counselling appears to facilitate academic achievements, it is not clear whether desensitization or study skills counselling is the more important component. The major goal of the present study is therefore to compare the differential effectiveness of group desensitization and model- 1. Allen, G. 1971 QE Cit. 2. Katahn , H. et al 1966 2E.ill. 3. HcManus, M. 1971 ..QJ2. Cit. 4. Mitchell, K. and Ng. K. 1972 QE Cit. 5. Donner, L. and Gnerney, B. 19692E.. Cit. 6. Jolmson, S. and Sechrest, L. 1968 Q£ Cit. UNIVERSITY OF IBADAN LIBRARY 72. reinforcement group counselling in forstering academic performance. HYPOTHESES FOR 1RE STUDY This s~udy seeks to test the following null hypotheses:- (1) There will be no significant difference in the academic performance of subjects in the experimental group and those subjects in the control group (2) There win be no signific::mt difference in the degree of academic involvement of subjects in the experimental group and those in the control group. (3) There will be no sigi;ificant difference in the academic performance of subjects treated under model-reinforcement group counselling and those subjects treated under desensitization group counselling. (4) There will be no significant difference in the degree of academic involvement of subjects treeted under model-reinforcement group counselling and those subjects treated under desensitization group counselling. (5) There will be no significant djfference in the degree of academic involvement of those subjects treated in general groups, triads and dyads. All hypotheses to be tested at.OS level. UNIVERSITY OF IBADAN LIBRARY ., 730 SIGNIFICANCEOFTHESTUDY A knowledge of the (;!ffects of group counselling on acedemi,c pe.rf'orrnance , obviously has potential value from <'1 number of view poirrt.s , One can expect on a vt.':ry general level: that te:'lchers and counse Ll.ors would benefit from an Incr-eased understanding of the dynamics of group counselling strategyo From this study, it is hoped thi.4.t the findings will equip te;lchers, educat.LonaL psychologists and guidance counsellors with some of the t.herapeutic packages that could as si.s+ students in Lncreas i.nq the degree of their academi.c involvement, thereby improving th.:=ir academic perf ormance , UNIVERSITY OF IBADAN LIBRARY CHAPTER TvlO METHODOLCGY DESIGN The study is a 3x3x2 filctori.'idlesign consisting of three levels of treatment modality - model-reinforcement group counselling, systematic desensit.ization group counselling and the control, used on three forms of group dynamics - general groups, triadic group and dyadic group, Eirrenged on the basis of sex male and female (Figure 2}o The design, theoretically g~ve rise to eighteen c~lls, however, with a colLcpsIb.Lecontrol, there were blelve trec-tment groups and four control groups to work witho F'IGURE 2 EXPERIMEf'...'TALDESIGN (3x3x2) FOR THE STUDY '.. rI-l/r;·,\ :..f.:.:'.' UNIVERSITY OF IBADAN LIBRARY 75. SAMPLE Subjects = To have a wide and representative sample, the school rec,:)rdsfrom classes one to four students from two co-educational secondary schools of gralieone statu89 in Ijebu-Ode a town in Ogun state of Nigeria, were examined. The t~)tal percenta;~'emarks in the last sessional examinations were convorted into standar-d scores. The standard acor-es were later arranged in a descending order; the t~p students up to 0.82 standard score were taken as high achievers and bottom students with less than - 0.82 standar-d scores were considered as low achievers. From this group of low achievers, the final sample thus arrived at, for convenience of the study consisted of randomly selected 72 male and 72 female class four students. Their age ranged from 13 to 17 years with a mean and standa.rddeviatinn of 14.90 and 1.92 years respectively. INSTRUMENTS The measuring instruments used in conducting the study are:- (1) Self Appraisal of Academic Ability Scale. (2) English Achievement Test (3) Mathematics Achievement Test (4) Progressive Matrices Test. UNIVERSITY OF IBADAN LIBRARY 76•. 'I'his study Wi:~.S conduc+od in two par r.s 0 'I'h,~ first part consisted a preliminary valiJation and stand;)rdizi'lb_on of the instruments for meesur Lnq thl2 (~egree of ,~ciJdemic involvement and te2cher made ;,.chtev2IDcnt h:sts. Tht~ S0C()nr~part f orrned the major studyo ThE:rreliminc>ry study attemph=;d to expLor e some of +r.osc pez-soneLi.t.y and environmental f act.or-s influencing ac::;.dl.-'mic pl2rformance -3.ndthus used such information to stand;rrdize and validate t.he Lns+rurnent; for obtaining the c}O'qreeof "lc·2.dEmic Lnvo.Ivment., the acc.~·_;pcn: ji;:nage and the ,mvironmental press on achievinq .md 1':)\.\7 - ach i.evtnq stuc1f:ntso 'I'he instrument is co I Led ·:the Self Appr ai.seL of i\c:'r f;'l.ctor 'I'hc attitude which ·the Lnd.i.v idua L has tow..l:d :-;imsel£ CIS '3. student .'md toward UNIVERSITY OF IBADAN LIBRARY 11. education as an activity is important. strang et al1 indicate that they find:- "Many poor academic performers are held back by fear •••••••• A vague anxiety may give rise to feelings of inadequacy, help lessness and hopelessness. Their idea of themselves is permeated with lack of self confidence and self esteem." Fernald2 has emphasised the need for self-confidence and feelings of success as a necessary component of academic improvement and involvement. Changes of attitude in students who have undergone educ8tional group counselling session are detectable. Students indicate effective changes through statements as:- "I never cared much for reading before, now I find that is stimulating" "I never read to prepare for a t st.or examin2.tion but now I know the importance of preparation for examination." "The counselling session really helped me, I'm now getting much more out of school". ------------------------.---------------------------- 1. Strang, R. et ale: Problems in the Improvement of Reading New York; McGraw Hill 1955. 2. Fernald, G.: Remedial Techniques in Basic School Subjects; New York, McGraw Hill 1943. UNIVERSITY OF IBADAN LIBRARY Such st.a+ernerrst as these are gr,3tifying to the counsellor end suggest a f avourab.Lechange in attitude toVJ?rc educational pnde~vour1 but nre they vdlid measures of chnnge in feeling? ,.I.. _ l:]-.c changes signific'1nt1 In which are as specifically do .;tudents chenge their attitudes as a consequt=nce cf counselling? T'his prelimini'lry study .ri.eso Over three hundr-ed st.at.ements were received. The r2searcher then prepared a frequency distribution of the UNIVERSITY OF IBADAN LIBRARY 79. d.istinct statements and edited items suggested by at least sixty students (Le. having at least 3Y!ofrequency). These reasons were analysed to have centred around three main factors namely:- (i) persistence (ii) independence (iii) interest (i.e. attitude. to school) A tota,l of thirty statements were thus classified into three categories of personality traits - persistence, independence, and interest. Each of these categories consists of a set of ten statements relating to each of the personality trait used in the final scale called "Self Appraisal of Academic Ability Scale" (SAAAS). The SAAAS consists of two parts (A) and (B). P'-3,r"tA" deals with the respondents' particulars (name, sex, class, school and age). Part "B" is a 30 - item questionna.ire. What .~Jherespondent does, is simply to Lndf.c= te how far he thinks, each statement applies to himself by putting a .ircle round the number in front of each statement (Appendix A). The final score for each trait will now be the algebraic total of all the ten statements. UNIVERSITY OF IBADAN LIBRARY 80. The Psychometric Properties of SAJ~S The 30 - item questionnaire had a test retest reliability of 0.78 within one month apart. This, apparently shows, that the students' responses were tolerably stable over time. The nature of the scale makes it impossible to arrive at a definite conclusion about its validity. Validity, Mooney 1 said must be determined in terms of the particular purpose and the particular 9ituation. While it is probably true that conventional measures of validity are difficult to obtain for an instrument of this kind, it appe8rs nevertheless that the SAAAS should at least satisfy three minimum requirements:- (1) students recognise their own personality traits, (2) students find these traits listed on the scale 0) students are willing to record them. This study assumes that if these three conditions are met, it should be possible for students to assess themselves within the frame work of their academic ability. Hence for the validation of this instrument the following assumption was made. The low achieving students would have low academic assessment of themselves than achieving students. 1. Mooney, R. L.: "Exploratory research on students' problems" Journal of Educational Resoarch, 1948, 37 218 - 224. UNIVERSITY OF IBADAN LIBRARY 81. Validation of SAAAS In valid2ting the SAAAS, the subjects used, consisted of 407 secondary'students in Classes four and five of a - co-educa.tional insti tution in Abeokuta, Ogun state of Nigeria. 'I'heschool which they attended is one of the larp;est co-educ?tional secondc:.ry school in Abeokuta municipality. The city popu Lvt.i.cn is highly heterogeneous in terms of tribe, religion, and local government origins, and this heterogeneity is reflected in the school Approximately, one - fourth of the schc.oL pupul ati cn was sampled. The questionnaires were administered by the researcher during the school break timeo This period was chosen for the administration of the questionnaires, because that is the only time, students are free "Tithin the school period. In this way, it was possible to secure a rea sonably representative sample whid.0 retaining the administrative convenience of the school. In questionnaire of this kind the problem of a student's honesty is a serious one, particularly when there is a chance, as here, tha,t somebody else may check his ,responses. As an examp le, Olson1 using the "Woodworth - Mathews Pez-sona.l 1. Olson, W.: "The waiver of sLgria.turx-a in per-sonal, data repo:rts"• .Journal of tlpp] j ed Ps¥cbc1 o~ 1936 20 442 - 450. UNIVERSITY OF IBADAN LIBRARY Data Sheet" found that more symptoms were reported when the questionnare was left unsignedo Ther.8for~, in this pilot study, a supplementary instruction sheet was attached to the qUEstionnaire explaining that the study was being conducted to gather information on l~~ students perceive their academic abilities and instructing them not to put their names on the quest f.onna i.re, They were ~ however, to put their names on the instruction sheets and this handed in for attendance record. A system of,discrete pinholes picked through both the instruction sheet and the questionnaire made it possible to later, match the two and identify the questionnaire 0 Information on the relevant variables were abstracted from the students· records in the school. Only two of these variables require further definition. These are: (1) low achieving students and (2) uchieving students. The measur omcrrt of school achievement itself is a difficult problem, since standardized tests of attainment are not available in the country. Consequently, end-of-session examination results for each of the first three years in the secondary school were used. ThE: low achieving scudent;s are those in lowest or fourth UNIVERSITY OF IBADAN LIBRARY 83. quartile of the class with a scholastic average of 25% or less. On the other hand, the achieving students are those in upper or second quartile of the cla.ss vIi th a schola.stic aver-age of 75% and above. The final score for each trait was the algebraic total of all the ten statements in ea.chof the three categories i.e. persistence, independence and interest. The mean socre was computed for each of the variables and personality traits which was relevant vfith respect to assumption earlier stated. The assumption W8,s tested by computing the t-test of the difference between the means of low-· achieving and achieving students: (i) Persistence t value is 2.14 .05 Achieving (x = 3.3 SD = 00$) LO\-1Achieving (x = 2.6, SD = .04) (ii) Independence t value is 3.39 .05 Achieving (x = 3•.?~ SD = O.?) Low-Achieving (x = 2.4, SD = 0.4) (iii) Interest - t value is 2.11 .05 Achieving (x = 3.5, SIl = 0.8) Low - Achieving (i = 2.8, SD = .03) The assumption for the validation of the SAAAS was confirmed, since the differences between these means were UNIVERSITY OF IBADAN LIBRARY 84. 3ig::':_~icant at 0.5 level of conf'Ldcnce , It is therefore concluded that thr,se findings pr-e scrrt prima facie evidence f0r the construct volidity of the scalG. CONSTRUCTIOG Al\TD Vl.,LID.}TION OF AClfL2.:VCI!ETENSTS IN EN.BLISH .m• :c I''L4.THEJV1LTICS Academic achievomunt is measur-ed in a var-i cty of vlays. Someof the differences in f i.ndLn=s may be attributable to those variations. In aomeva+ud'i.oe , achi.ovemen'b is measured by objective tests of Cnglish cmdMathematics, in others, verbal reasoninr: tests are used. i\. few stud i.ea have reported anaLyses based on pexf'orrnane-e in programmed learning t.asks , in which the time allowed for these t?_sks may be an .impo.trarrt consideration in itself. External and/or internal eXGmination marks are found frequently in the literature. vJhile all these measures may \oJe11show' fairly high inter- correlations, they still represent alternative definitions of achi.evemorrt , which COU,:;''';' nave rather different personality correlat;;S. Academic achi evement , surely 'impli8s th;:~.tstuclents have been assessed in t8rms of their per.f'ormance on thl~ courses they have actually t.aken in school. \Thus, tests of v~rb81 UNIVERSITY OF IBADAN LIBRARY as. reasoning, though correlated \.;ithacademic achievemerrt , are not direct measur-es of success in schooL Similarly, Objective tests of English and Hathematics provide only two components of school achievement, but then, the two contribute substanti2l1y in determining the academic attainment of any student. Passes in these two subjects are needed in pursuing any course, at the post secondary sChool level, h8nce t~sts .in the two subjects are taken as measures of academic achievemento In st.andar'IdzLnq the achievement tests in English and MathemJtics, thirty class four students of ~ co-educational secondary school Abeokuta, Ogun Stat8 of Nigeria, were used in the studyo Since marks in t.heSChool examinations are based on the question papers which differ from school to school, the subjective evaluation may differ from teacher to teacher; the researcher employed the use of multiple choice e>bjc:ctive questions based on five - response type of the cognitive content of the instruction activity in Mathematics and English, to be respectively called Mathematics achievement test (r~T) and English achievement test (EAT)o UNIVERSITY OF IBADAN LIBRARY 86. The test items of MAT and EAT were developed by a team of qualified and practising teachers of Mathematics and English respectively. The questions were based on the specific instructional objectives used to teach these subjects in classes one to four in the secondary school, so as to ensure the content validity of the tests. A panel of aSS8ssers, in addition, established a face validity for these tests by simply inspecting their contents before and after the tests were taken. They made sure that the contents of the achievement tests reflected those in the West African Secondary School leaving certificate syllabus. The procedure of standardization involved the administration of the achievement tests in English and Mathematics to the thirty class four students randomly selected for .the study. Using the t0st- retest method of determine the reliability of the achievement tests, the same tests were administered again to the subjeoto, a month later, without notifying them about the repeated tests. The subjects' marks in the tests were compiled for the two attempts. Their mean scores were computed and their UNIVERSITY OF IBADAN LIBRARY scores on the two attempts weze subjecb:~d to cor.re Iat.LoneL analysis to give the followinq r(:;sults:- (1) English r\chiev'2ment :rest Female Students - ~1;70.0; ~2=7100; r .860; /. 005 Mixed - Xl = 64.0; )(2 =67.0; r dG5; , DG5 (2) Ma:chem2tics Achi.evement; Test.' MC'lleStudents Female Students Xl = 64•.0; 1-:2=68.0; r = .920; _.005 Nixed A1=6300; )(1=6300;X2=6500; r=0870;i.o05 The statistical packaqe 0f PC,,"lrsoncor re Lat Lon was used, and the correlation stat.Ls tLceL significc:mce of .05 level W"lS chosen, The data were contiroLl.ed fr.)r the sex of the subjects e That is, the results obt ei.ned for the males and females ",;ere Co~pi'lreGto see whether or not sex contributes to the observed degree of correlations. The obtained corrc::lation coefficients for each subject is high and sicnif Lc.mt , indicating that there is signific'O'.nt correlation between the performance 0f the subjects in the teacher made achievement tests in English and Mathematics; adrninish:red in the first week and their per+v-rmance in the same tests, a monbh Lat.cr, ':.':·,ereliability of t:te d("'nievemcnt t~~sts UNIVERSITY OF IBADAN LIBRARY 88. is therefore c()nfirmedo The Ei,T consist.ed of 50 muLti.pLc ch .Lce Lt.ems, whLch W2re Ji viC~d into three main types t(' ~c scor c.t separi"t:::ly - rei'lding comprehensLcn , voc-zbul.ary nnd work knowLedqe ; usage, inculding spelling, punctuaticn an(l rhymes (Appendix i3) 0 The MI\Tcovered both traditLmal mathematics and modern mathemat.Lcs , AlISO items in the test were intercorrelated and subject to principal component; analysis (AppendLx C). The first five components were rotated oy varimax teChnique an~ two of them were found not to differentiate rather clearly b2tween the trc_ditional end modern types. One should therefore not r0gard "traditional" and "modern" as :",10 ,Jistinct branches of Mathematics 0 Indeed, the cor re Lat Lon within the types ,.-)f itE.::mswere mcstLy vsitive Pru..-;nssive Hatric2s Test (PMT) hs s+ud.Lcs had shown that intelligence is known to contribute substantially to dCeJJ,emicper:"nrmance, it thus follows that, f()r one to know the true effl~ct ',if any therapc:utic package, on aCdd0micpprfJrmance, one needs to central for mental abi.lity. FIJr this r easc.n , t.he use of "l'\aven r:'r:)grcssive UNIVERSITY OF IBADAN LIBRARY Ma.trices Test" in this study is to act RS moderating variable. Progressive Matrices Test (PMT) developed by J. C. Raven,1 in England is made up of maxtrix items presenting to the subjects many two-dimensional analogies problems of increasing complexity. These problems require analyticRl and intergrating opeza't i ona of the kind called "insight throueh visual survey"; Raven, following Spearman's theory, desired to measure the abili ty to perceive relationships. Fac tor-i.a.l stu-Ii.es of the test suggest that it is a meRsure largely of a "general factor" which is interpreted by Raven as "Spearman's education of relations and education of cOl-'relates". Since its public~tion in 1938, the test has been very widely used in England as well as other countries with a wide variety of groups - children, adolescents ann adults, both normal and abnormal. Freeman 2 holds that the test appears to be among the most promising of the non-verbal tests and according to Anastasi3, this test is regarded by most British psychologists as the best available 1. Raven, J. C. - Gu~de tc Progressive Matrices: Set A, B. C, D, E Hand K Lewis and Co. London 1960 2. Freeman, F. S.: Theory and Practice of Psycholog Holt; Rinehart and Winston Inc. 1i9c6a5l. Testing 3. Anastasi, A.: Psychologic1a9l68.TestingMacmillan 261 - (Jrd.). New York:263. UNIVERSITY OF IBADAN LIBRARY 90. measure of "g". In Nigeria. while some attempts were made to adap t this test, a number of rose:-;rchersused it, as it is, and widely different views have been expressed by them about the validity of this test. In a preliminary study by this researcher an attempt was therefore made at estimating the validi ty of the PHT. The validity of the PMT has been assessed by using two criteria - (a) age and (b) school examination marks, and the reliability has been determined by spilt-half technique; using a sample of Nigerian students. The sample consisted of 100 boys and 100 girls from two different schools (Age 12 - 16 years). students in each age group were selected randomly from the sch 01 popuhtion but the schools were selected incidentally. Means were very low compared to Raven's 50th percentile norm for British pupils but they increased with increase in age, and compared well with those obtained by other Nigerian investigators for the same ages. The correlation between PMT scores and age, and marks, were signific~t in all cases. That is, the validity co-efficients do speak v'~ry high of the test. UNIVERSITY OF IBADAN LIBRARY 91. The validity of the iternswas dt:.:terminebdy comparing the percentages of success on each itc:~mby two , high and low- achieving, groups (selected an the basis of marks)o Host of the items made successful cliscrimination between the tvJI)qroups , The reliebility coefficients computed separetely for the diffeL"C'nt ages, and elso f',)rthe group as a whole, were very high v.rryinq between 095 and .89.. That is, PMT has high internal consistency when applied to a Nigerian sampleo For convenience, in identifying the var i.ab Le s in the study, labels have been adopted and given specific meanings9 The terminology implies nc more that is stated in the definitions .• AcaJemic Performance .. 'l'heterm "academic performance" refers to the method of expressing a student's scholi)stic standingo Usually this is a grade for a course, an average for all courses express~d on a zero to one hundred or other quantitative scaleo For this study, acarlemic performance is based on the student's score in Enqlish achievement test and Mathematics achievement testo Degree of rlcademic Involvemento The total amount of rating given to t1;()se attributes, under persistence, independence and interest c3tegories of ~elf UNIVERSITY OF IBADAN LIBRARY Appraisal of Acndemi.c Ability Scale. Dyad , A.group of two clients. t-: dyad is the smallest number; of subjects who can enqaqe in interpersonal communfc-rtLon, Triado A small group of three clients, engaged in interpersonal communicationo General Group An assemblage of six clients forming a unit, talking with one another in order to achieve a mutually satisfactory understanding of each others images or beliefs or a solution to a problem •• Poor Achievers For this study, poor achiever is defined as students in Lowe-st; or fourth quartile of the same ;.::la5wsith a scholastic average of 25% or l?sso PROCEDURE The study was conduc\ed on a randomly drawn s~p1e of 72 male and 72 female e+u.rent.s from wo co-educational secondary schools. UNIVERSITY OF IBADAN LIBRARY 93,. These two schools were also randomly ;:;.ssignedto the two experimental treatements, thus resulting to school itA" earmarked for model-reinforcement group counselling and school "Bt! for desensitiz2tion group counselling" 'rhe selection of the subjects in each of the two schools was done amongst class four, Low-nchi.ev.i.nqst.udents , At the first .i.ns t.ance, the low achievers 1jJ·2t:a'essembled in a cLasar oom where the following instructions were rei'.Kit.o them: lI[revious experience with reading and study skills programmehas suggested that group sessions for one hour, once or twice a week can be a useful complement to the normal class perioc1s. Fromnow on until the end of term, groups of bvo to six will meet with me in ord(~r to heLpmeii,;-)errS;c·,r.forrn more effective study behav.Lousr , h.ttention will be focussed on (a) independent study behaviour (b) active intra class participation (c) active extra class participation (d) effective examination behaviour. Those of YOi.l whowish to participate must be willing to attend all six or eight sessions and to take two or three tests Ihhich ""ill be given before and after th0 ser i ss of group ses sLons, I would like all groups to remain intAct throughout the series. I shall :1istrihute a sheet on whLch, I would like each cf yr)U to raspond whether or not you are interestedo You are not compelled to part Lci.pat;e in the group session but it is my stronq belief that yuu will not receive the full benefit of this total pr'oqremmeunless you take ~ime for this project." UNIVERSITY OF IBADAN LIBR RY The written statement signed by sUbjects participatins in the study went thus:- "I agree to participate in all the twice-a-week small group sessions that win be scheduled from now till the end of the termo I understand that these groups will concentrClte on aspects of study behaviour other tnan speed n:adin9; also I agree to take the tests which will be given before and after this series of sessionso" 'I'he statement above was to serve as a written "contract" between the subjects and the counsellor, ::1S a'means of ensuring commitment on their parto The final random selection of the subjects to participate in the study carnefrom those who signed the written "contractu in each of the experimental schoolso Upon siqning up for the programme, the selected subjects in each school were given the following as pretests -- 1. Self Appraisal of Academic A~ility Setle 20 Progressive Matrices Test 30 English Ach i.evement; 'rest 40 Mathematics Achievement Test The testing situations wer'€!conducted in '.•C..--.ndUS.1 vc: '2nvl~·G('I'l'tQnt ..• SCil-oo-l-itA-': UNIVERSITY OF IBADAN LIBRARY randomly selected from the group of Low-uc'vi.ev.i.nq s+udents, 18 of the male subjects were in turn randcoIy assigned to the experiment.a L yroups while the re;naini.r.1"81gmale subjects were left as controlo SiMilarly 18 of the female subjects were randomly assigned to the experimental groups, while the other 18 female subjects were left as control. In the experimental qroups , of both male and female subjects, 6 of:the subjects were to work in a general group, 6 others to work in triads, and another set of 6 subjects to work .i.n dyads, The allocation to the various groupings was based on randomizationo ~S~chool "Bit 72 subjects, comprising of 36 male and 36 female students, were selected on the basis of randomization from toe group of low-achieving studentso 18 of the male Subjects were randomly assigned to experimental groups, while the other 18 male subjects are left as control groupo Like, it W2.S done in school "A", the 18 female subjects were randomly ass.i.cJl'1e(~ to experirnental groups 7 L while the remaining 18 female subjects stood in for the control groupo In each of the experimental groups, selection of 6 subjects to work as general groups, 6 others tu Nork in triads, and another 6 subjects to work in dyads was done randomlyo UNIVERSITY OF IBADAN LIBRARY ~g~i~~le1l~e of Groups The subjects in both the exper Irnent.e L and control groups were mat.ched on the dependent varLabLes, Apart from the initial equ.ivaLence of the groups obtained by random selection and assignment of subjects into experimental and control groups, it was s;:Ul necessary to ensure the statistical equation of the two groups, D2cause of probable organismic variab10s, such as mental i'lge, ability measur~s, personality measures and past educat.Lon, which could not have been absolutely .ontrolled by randomizationo The use of analy~is of covariance in analysing the data, was therefore, an additional method to correct for these confound.ing or-qarri.srai.cvar LabLes; since analysis of covariance is a valuable, robust, tool, for improving the power' of experimental designs where subjects are-randomly assic;ned to treatments 0 In order to determine whether the groups were equal f:t the pre-coun:.::elling stage, mean GP!..•, SAAS,and P!"1Tscor-es were subjected to t - tests er.elys i.s , The equivalence of the groups can be obsorved from the sample independent t-tests FX=rform~ on all pre-t.re.at:;"mQ.r.-'measur.ps, 'Nhich revealed no significant dlff-erences between the groups in the two different conditions prior to beginning the -ther::lp0.utic pr-oqr-amm(eTable 7) 0 The UNIVERSITY OF IBADAN LIBRARY 97. TABLE 7 T-Tests Of The Pre-Tr6atment Measures GROUPS . N SD t ; Df i p ~ • • "·--~--lr----,,--~,--+---r---,-4----~--~-.--." ,l 1Academic Performance lI (G1?A) i Exper IIraent.e.L 72 ! 26069 I 4057 i 0085 I 142 l I-JSo Control 72 I 26093 0069 Ii' -.----------.-- ..-.-.-.--~..------ -------- .------- -----·--l-!-------rl" I ---- ---- --_ ..-.- Academic Involvement (SAAAS !}cores) Experimental 72 89059 1019 I 142 Control 72 I 90026 9036 ~ ---.----~----------·-----I-,-. !------t---------1-----t-------- ~--- . varLat.es I! I (p~r Scores) ! • Experimentnl 72 32025 142 NSo Control 72 31082 UNIVERSITY OF IBADAN LIBRARY results of the analysis show that, for both experimental and control subjects at the pre-treatment level, the;:€were no significant differences for the various groups, therefore the researcher assuned that sUbjects of both the experimental and control groups were assLqned on a ::andom basis and that the groups were initially equated on the dependent variableso The implication of this, is that any significant difference observed later is probably due to experimental treatment .• The Treatments After the pretest measures the control subjects It/ere informed that, thPre dere nc mnr.e openings in the treatmen~ groups and that they would have to wnit for their turn in about three mo~ths timeo Later, all the experimental SUbjects received individual notices adviSing them of their group's number meetll1g plac~time and dateo The name "club" was given to each of the qr'oups , Counselling was conducted in the classrooms, once a week between 4 porno and 6 p.mo, since this was the time most convenient for the subjectso The length of the study was 12 weeks; treatment conditions were prcv1.ded for 10 weeks of the 12 weeks.. 'Twokinds of counselling treatments were included in the study.. These cre:- UNIVERSITY OF IBADAN LIBRARY 99. 1. model - reinforcement group counselling 2. desensitization group counselling. The Therapeutic Programme The experimental groups in schocL "A" were to undergo model- reinforcement group counselling. This mode of therapy is based on the use of models originated by Bandura.1 The therapy was rendered in small groups of two, throe and six clients; each group had an introductory session, one pra.ctice s2ssion,and seven treatment meetings followed by a summ8ry session. The first session allowed the clients to introduce themselvC's to each other, share their study anxiety experiences, academic difficulties and receive information about the procedure. The next session was devoted to the practice of the model-reinforcement group counselling techniques. The last fifteen mi.nutss of every session was devoted to a brief discussion of the subjects' experiences. The final session included a summary and evaluatiGn of the entire treatment. Treatment was presented in the form of a two-page handout. The symbolic model offered ccncrete suggestions on such topics as the proper setting for stu(tying, how to behave in ex?mination situ8tions and how to study (Appendix D). The model served as the focus for all the eight sessions. In the first session the ccunsellor 1. Bandura , A. 1969 2£. Ci t. UNIVERSITY OF IBADAN LIBRARY 1.00. and the subjects overviewed the model which was presented in the form of how a hypothetical student would approach studyingo The counsellor, then explained the model in details, encouraging subjects to suggost any relevant points, errors, or omissiono The discussion was individualised by having each subject identify which parts of the model were especially significant to him or hero The major task of the practise session was for each group to create a comprehensive model from the written handout, which they as a group could then seek to emulateo By the end of this practice session, each subject selected one det3il from their written group model that he or she was going to practise during the week 0 To help each subject remember and to qr::ner2tecommitment bof or-e the ~ession ended, each subject was to make a written noteof what he or she planned to practise. In addition, each sub icct;was asked to keep a written record of what he or she actually did day by day concerruric her lerformance of what;he or she was practising. All subsequent sessions had the following agenda: 10 The counsellor asked all subjects outline what they had performed during the previous week in respect to approximating the modelo Had they been successful in carrying out their eX'pQCtoo.re.eponse.s? The group was encouraged to decide "/hether UNIVERSITY OF IBADAN LIBRARY or net eacr. memne.'rs 'deekly performanc~"was an improvement over his or her previous recordo 20 Anothe r s:,:ction of the written model shouLc, be revie~'l/t2r.:lo 30 EdCh cubj ect. selected anot.her .c<:lE'h,r.t stiudyi.nc response whi.ch he or she liked t ..' accomplish durLnq 10Eo do group rr.embe rs think nLs or her expectations were feasible? Toe 'conservative'? At the same time, each subject W2S asked to make ;1 written reminder of the expected response, to ke(':p a record of his or her ':}(=ekly performance and to continue RlTlittinq all previously selected behav.iour s , The counsellor .i.Lso kept 2 .cecord of all selected rxsponse •• 40 By the final sess i.on, i".ll aspects of the written model were covered., This session was devoted to some tV1X:of I!dccount:tng" duri.nq whLch each subject evaluated the pr oqr-es s that he or she had or had not made over t.he se.l:"'iesof meetingso At this final seasLon, wJ.Ys of maintaining improved study b=havf.our vil",rc, discussed. During each session, the counse ltor Uerbi:1:Lly and non-varbe l ly reinforced subjects who practic~d3n activity from the Hritten 6 UNIVERSITY OF IBADAN LIBRARY -1'-'~";~- i., d :i.SCljS '3Lon of 2::,.::;ent." tne me.de10 UNIVERSITY OF IBADAN LIBRARY 10). The concept of successive approximations was invoked as the counsellor --- and probably the group --- differentially reinforced responses that resembled9 and wero dissimilar from the model. Dissimilar respons:s were ignored rather than punished (for example9 social rebuke). tt first9 the counsellor used frequent social reinforcement (individualising the selection of reinforcers)9 but later9 intermittent reinforcemGnt principlss were adopted. As thro'group members found themselves approximating model behaviours closer and cLoaez-, their rxsponses became self- reinforcing or self-controlled (Leo automatic reinforcement) and therefore be less independent on externa.l (inter-personal) reinforcement. One important part of each session w".s tho determination of discriminative cues which were presented before group members emitted certain response patterns. The group decided which cues were most important, then they were positively reinforced for ernitting model responses when these cues were present. In- appropria.te responses were ignored or the counsellor asked the subjects to specify what the appropriate response should have beeno UNIVERSITY OF IBADAN LIBRARY 104. The experimental groups in schuol "B" were to be treated under desensitization group counselling. The initial session for the desensitization was scheduled approximately one •l.e.ek after pre-treatment testing. The treatment procedure followed the desensitization method advoc8ted by Wolpe1 with the 8xception that it Wi-'.S rendered in small groups of two? three, and six clients each? rather than on an individual basis. It began \ ~ with an introductory session to familiarize the subjects with each other, share and discuss their test - anxipty experiences, academic problems and receive information about the nature of the procedure. The next two sessions were devoted to muscular relaxation training. The relaxation training and desonsitization sessions took place in a large, di~nly-illuminated room with some reclining chairs. The relaxation training sessions consisted of instructions, tension - reduction cycles, undisturbed relaxation and training in deep muscle relaxation. Detailed instructions (10 minutes) were given at the beginning of the first relaxation training session. Briefer instructions (5 minutes) were presented at the beginning of the second relctxation training session. Following each 1. Wolpe, J. 1966 Q£. Cit. UNIVERSITY OF IBADAN LIBRARY 1(5 .• tC) tJ1em~ thE: moc-,2L, UNIVERSITY OF IBADAN LIBRARY 106. 3(; second ·I.ntccval" Lcwcr on tn:... h) Gl.',;rc>y ·~n.jpro .sent,;o tr..is one , !\'o sc s s Lcn , UNIVERSITY OF IBADAN LIBRARY '107. the \'Vhole ;roup WAS :'.skeel to "stop i:".'3g::'ni.ng th;=.t sconc , II Th•..: counsc i Lcr h::lped the members ,~(-::t.J:"(:2axe(: ()~F~ir.either 1Jy r-::lax6.tion instructions or by havjn.g th('m imagine u scene ''lhicll they fo: nd very r-:~l.:'x:Lngo 'I'hon he sai.d :tJust s i rmcL b:! x e: s inc your rig~t ; ndex fJng,,,,r when you. rclFlx(~d :--:~c:a:Ln, the r:cunseL.cr fn'[,jc: c'1em think onIy 70 I"ft·:r the fj r s t; cmxj.ety si'F';1]. or: an i :-ern, the counsellor UNIVERSITY OF IBADAN LIBRARY If th<~Clwciety recurred $ he "'\skeJ -the <]ro-.l~t.c. Ie-nil; eliciting sceneo (?.J (5 -. 10 11l1.nULl2s) open dlSCU3S:.LOonf ~)OjJ1t frorr. previous se ss Lons ;:,nd subjects' corm.ent.s regaLdinsr study-nl~ced experiences '_'michhad occur r=d dur i.n-; the. l.nterim between rc·cent sess i.ons , (r.) (10 lninutd:,; ViS1Jl1 Lsat.Lon of scenes fr-orn s.Jecified hi(;r.archy of itemso (d) (5 _. 10 mtrruc .:.s j UNIVERSITY OF IBADAN LIBRARY 109. cc)uns,'llo.r fini"lly conducted any Sunl'''"l.r.yd.i.scus si.cu '..;hich sr.'C-nlee! necc:s",c:xy Lncl ud.lriq study p:r:ob:ieJ'l1s thc:y Ll.'uing this par i.od , both thE-: c:xperimenta:!. -md cc.nt.rc-L ',tic·r· per-indo At that ::oint, thE: gai,ns .i.n vivo ~-:~:(lrd""."Co\.rjdc~ rC~2.1istJc feedbacko One of such UNIVERSITY OF IBADAN LIBRARY 1iC. cUfferent therapeutic pr'oqr-amm, e The factorial design adopted, made it possible to control the vi1riations in subjects' pretest academic echtevcment; simply by incorporating thE: pretest measures into the designo The selection of GuLjects for the study on the basis of r-andornstat.Lonwas R way of controlling ex+reneous variableso Sex differences was controlled for, simply by representing each sex group, in itself, in the factorial designo Testing conditions were unifurm for all subject.:;.• Administration of Thc:!rapy,is another ar..:::ain which there was control with thiE, all subjects received therapy under the same enviror.mental condi.tions and the experirnenter himself was the only therapist that adrnird.sb:;red the treatf:lent proqremme,s Finally, any v~riation that remained would have been taken care off by the elegant statistical mechodof maru.pu.l.at.Lntqhe variables in the s+udy, Methods of Analysing Da~ In order to determL~e the effects of the independent veriabl,2s on the dependent v1riables, upon cornpletion:>f the SAAA sc.ue , PMT,EAT, and MATby 'Joth the expcrimental and control groups, the b~st were scored -ind meen scores were calculated for each groupo The experimenter wished to diSCO'Ircrif the qroups made any significant UNIVERSITY OF IBADAN LIBRARY 111. .• progress from the pre-counsclling to post-counselling stage, the data obtained in th.o st udy were·subjected to stntistical analysis at the 5%level of confidence •• A statistical tool of cons.Lderab.Ie value knownas analysis of covariance (ANONA) Wi3.S employed at the first instance, in dealing wib'1extraneous v . riahles.. This technique, an extension of the analysis of ve.r i.ance modeL combined ,vith c(:rtain .';r·atur"c's of regr0ssion analysis, providad a useful stqt:istic3.1 dc::vicefor comparing the pretest and post - te:st rc"~:."'sur8So The use of AI-JCOVA was to remove the means of the trectm(~nt groups, those differences which could be linearly correlated with the covariate and also to adjust the post test means for diffQrences between the 5ultcmt F-rati(> was si(::ni.-i:ica:1t'lt the 0001 LeveL, Thl::st2tistical results obtained fr om oonduc't Lnq ~nalysis of covar Lance on the scar ::S ar.: .c.~ported on 'I'abLes 8 and 10 - EAT (r = 68,,619, df 1/40, i? .. .oo'n , rir.T (F = 62.558, df 1/140, L) .r , ~001) TeLles 9 i'l"d 1.1 show the mearis that the r-e i.nfoz-cemcr.t; c,ndj=seN.itiz:~:tion group counse Ll.Lno ) ,3re significant on acadonu.c pezFormence, The (~xa;"ir,·:3.tionof pre-counsEcll.>\1. . I; UN;,DJuSTED;r-; 1, ·\D,JUS'f'ED X ------- .<. -~- ~~_;, +~,--. i ,,-...r__------ --i.... _ ~ Experiraental 72 i • r 2 Cont_ro._.l ..__ Jf.__7.2... L! 23006 .__._J; _.. 23" 11. _ UNIVERSITY OF IBADAN LIBRARY 1.1(;0 1:'1 their EAT and rrll-:'T scores over +he control C)rOUfiio These findings apparently rcjectec. the null hypo+he s i s I and supuor tcd the conclusion t.hct; '.jrouo counselling .i,n Lnt.ervent.i.on pr-ocedur-.s wouLd be effective .i n .i.ncF':iJ.sirJf:)3ci1.d.2::tic :Jchicv·.··ment: for the cxperimenti'll groupo Effect of Group C52:~..r:!'_c;;~~.~;L':2SL";::~E~~~Ji;::~~r:.._.:::~:~!crr~i.c Ir:'v'C'lv2f:1ent In testing the second hvpot.he s Ls ,::;f +he study which proposes +hzrt , there ",i11i)<..': no 3:L(;nifican-~: diff(·.!:Cf-:?nc'i~n the d'~(jree of c..c::'.demic LnvoLv.cmcnt; of su:tjects in t.he cxper iment.o l 'Jrou',)s end those it; the control ::!'rour's 5 the ano Iy s Ls of covar+ence was performed on SAAJ,. data using thE: SI\.i\A pre-test scorv.s as sLon.i.fLccnt; at the ~()01.LoveI (I'cilJle 12) - F = 7"i~!~2,df 1./1,),0, P .... - 0001., An examf.nat.Lon of bible 13 shows the means of effects of modeL-r-e.i.nf or-cemont; and des8ns:i.+:.ization 9ro11P counselling 12xperimfmte.l groups ,::'tiel show increment in th,-:ir deq;:-C:'(~elf academic involvement av-es: 2.1.(' a]:,,)ve the.: cont.rr.I groupso Thes0 findings, do not i!li'].D I:Jith null hypothesis IIo UNIVERSITY OF IBADAN LIBRARY 117. Tf.DL8 12 Analysis of Covariance for Academic Involvement (Pre Sf..AA = COV /:,R 11\ 1'E) - SOURCE OF Vi,RL\TION I SSQ ! ,DF I HSQ F P COV1.,.RI:\T(EPSRE- SMJ. Scores) 9210154 1 9210154 00255 NS MAIN EFFECTS (Exptal & Control) 265660797 1 268660797 70 ·,-t2 .e001 I BETV\JEEN 27788000 2 138940000 308.19 "":0001 WITHIN 5053920438 1Llk3 3609,,946 TOTAL 5331800438 142 37540702 Means Showing Effects of Hodel-reinf()rcement and Deser.eitization On Academic Involvement Variable + Category N UNADJUSTED -X ADJUSTED X 1 Experimental 72 127021 I 127042 2 Control 72 100017 I 99095J UNIVERSITY OF IBADAN LIBRARY 118. Hypothesis 30 Relative F:ffectiveness of Model-Reinforcement and Desensitization Group Counsellir~g strah:gi~ In Fostcrin9 Aca~~ Performance The third hypothesis proposes that, ther,':w:ill be no significant difference in the academic p.-;rformance of subj ects treclted with model-reinforcement group counsc Ll.Lnq and those subjects treated with desensitization group counsellingo To test this hypothesis, the dQta on English Achi.evement Test and Mathematics Ach i.evement; Test were subjected to analysis of covariance, using the l?r09rcssive Matrices Test (PMI') scores as covar Le+es , The statistical results from the analysis are presented in tables 14, 15, 16 and 170 Tables 14 and 16 show that the main efiects of the two <]roup counselling strategies, when compared, are not significant on academic performance, for both sexes, as measured by EAT (F'= 00496, df 2/13B, J? = NS) and fvlAT(F = 20962, df 2/138 P = NS)a The analysis reveQled no significant main effect for grouping counselling strategies on the criterion variable on both English Ach Levement; Test and fvlathematics ]\chievement Tosto In light of data contained in tnbles 14,15, 16 and 17, hypothesis III can not be r~jectedo UNIVERSITY OF IBADAN LIBRARY 119. ThBLE 14 Analysis of Covariance for English Achievement Test of All Subjects Using Model-Reinforcement and Des- ensitization Group Counselling strategies (COV,\RL\TES = PI"lT) - .- SOURCE OF Vl',RLTION SSQ DF MSQ F P ...--_ ..- COVi,RI/,TCS(Mental 1475,,208 1 1475,,208 10•.794 <~001 iiliility) Ml\.INEFFECTS 1350644 2 670822 00496 NS fvk'.lvee; Female 81.173 1 810173 00594 NS Mod-Reinfo VSo Deseri , 530184 1 530184 00389 NS 2-\JhY INTERI.C.T.IONS (Sex VSo Type of 00937 1 00007 00999 NS Treatment) BET'.'EEN 16110793 4 402,,948 20948 NS \','ITHIN 188600816 138 1360673 TOTAL 2047206(.9 142 1440173 TABLE 15 Means Showing Relative Effects of Model-Reinforcement and Desensitization on Enqlish Achievement Test Variable + category N UNl\DJUSTED X rtDJUSTED X Male 72 37,,37 36057 Femi'l.le 72 34021 35.00 Model-reinfo 72 36036 36,,39 Desensitization 72 35019 35017 UNIVERSITY OF IBADAN LIBRARY 1200 TABLE 16 Analysis of Covariance for M3thematics Achievement Test of 1:,.11 Subjects Using Hodel-Reinforcement and Desens~tization Group Counselling strategies (COVARIATE = PMT) SOURCE OF V;,HIiI.ITON SSQ ! DF f-1SQ F' P COVARIATES (Ment-::l I Ability) 2130383 1 2130383 1.500 NS JI1J\IENFFECTS 8420585 t. 421..292 20962 NS Hale VSo Pema'Ie 30.329 1 300329 00213 NS Modo - Reinf. Vso Deseno 80';.)•139 1 8090139 50689 NS 2-WAY INTERl\CTIONS 1760023 1 176.023 10238 NS (Sex VSo Type of I Treatment) I BETtVEEN 12310992 4 I 3070998 20166 NS \.fITHIN 196270176 138 1420226 TOTAL 208590168 11'12 1460896 TABLE 17 Heans Showing Relative Effects of Hndel-Reinforcement and Desensitization on Hathematics Achievement Test Variable + Category N UNI\DJUSTED X j\DJlJSTED X Male 72 30053 30022 Female 72 28096 29.27 Model-reinfo 72 32010 32010 Desensitization 72 27035 27034 J UNIVERSITY OF IBADAN LIBRARY 1210 Hypothesis 4 Differential Effectiveness of Model-Reinforcement and Desensitiz1tion Group Counselling strateqies In Increasing Academic Involvement To test the fourth hypothesis which states that, there will be no significant difference in the degre2 of 3c~demic involvement of subjects treated with model-reinforcement group counselling and those subjects treated with d..::scmsitiz;ltion group counselling; the dat;a obt a.i.ned from the self r:-'_tingscor-es on Si\AA scale were subjected to analysis of covariance; using PMT scores as covariateso The results from the statistical analysis are presented in Tables 18 and 190 From the results, it was revealed that, the main effects of the two group counselling str"ltegies, when compared are not significant on degree of acarlemic involvement for both sexes, -'3.S meClsureJ. by Sf..AA. Sc rLe (F 10852, 2/138; P = NS)o The interpr2tation of these results is thClt there is no st~tistic3l gain difference between the post treatment scores in the degree of acnderru.c involvement of the subjects treated under model-reinforc0ment and de sens Lt.Lzat.Lon group counselling str;).tegieso For this reason, the null hypothesis IV can not be rejectedo UNIVERSITY OF IBADAN LIBRARY 122. Analysis of Covariance for Academic Involvement of All s:ut(lectsUsing Model-Reinforcement and Desensitization Group Counselling Strategi2s (COVhRIATES = PMI') SOURCE OF V.'.RL\TION SSQ DF NSQ F P COVi.RlATES (Mental IJJility) 107510547 1 107510574 20927 NS MAIN EFFECTS 13fj09.602 2 68040801 10852 NS fvialeVSo Female 56530320 1 5653.320 10539 US Mod-Reinf VSo Desen 78260004 1 78260004 20130 NS 2-WAY INTERl,CTIONS 27240770 1 27240770 00742 NS (Sex Vs Type of Treatment) BETI"JEEN 27086.000 4 67710500 10843 NS WITHIN 5069330938 138 36730434 TOTAL 5340190938 142 37600704 I TABlE 19 Means Showing Relative Effects of fvIodel-Reinforeement and Desensiti~ation on Academic Involvement variable + Cntcgory N UNADJUSTED X i.DJUSTED X Hale 72 117041 120009 Female 72 109071 107006 Model-reinfo 72 121001 120088 Desensitizatic:n 72 105094 106.00 UNIVERSITY OF IBADAN LIBRARY 123. Hypothesis 5 Relative Effectiveness of General Grouping, Dy~dic and Triadic Groupings on Academic Involvement The role of group dynamics, in promoting classroom achievement has been recurring subject;of r,~search study , The f;fth hypothesis was to investigate the effects of differcrt modes of 0rouping, ioeo general group, triadic group and dy3dic group, npon certain non- intellectual factors associated with student academic involvement, as measured by the SIJ-J\ scale.. The influence .of the three modes of grouping upon the criterion measures (S!\l;'A post tests) was analyzed by the analysis of covariance techniqueo In table 20, the covariance analysis for the influence of the techniques of frcu~i.ngupon final S/\AAscale is presentedo In this analysis the pretest Sl~\A scores served as ccvariateso The F value obtained through this analysis was not significanto SAl~ = (F = 20257, 3/138, P = NS)o On obtaining the F value, the adjusted criterion means were computedo The unadjusted and adjusted SAAA means for the three groups, treated under model-reinforcement and desensitization group counselling strategies are presented in Table 210 It appears that, insofur as group difference in initial SAlv.. performe.nce potential were controlled by the SAAJ..p.retest, and no uncontrolled factors related to SAiI.A performance contribute to UNIVERSITY OF IBADAN LIBRARY 1240 TABLE 20 ~alysis of Cova.ria'"1cfeor ACC'ldemicInvolver.1entBetween General Group, Triadic group and Dyadic group" (COVARIATE = PRE ~~\A) - SOURCE OF VARII,TION SSQ DF MSQ F pr -' COVARIi,Trs (Pre-SMv\.) !7410731 1 I 741 .7•31 100205 NS MAIN EFFECTS 244590316 , 3 I 8153,,105 2'0257 NS Mod-reinf ..VSo Desen 7417,,816 I 1 74170816 2•0•53 NS Group x Triad x Dyud 169700578 2 84850289 20349 NS 2-WAY INTERI.CTIONS 138780250 2 69390125 10921 NS (Type of Treatment VSo Type of Group) BETWEEN 39079 e 313 6 65130219 10803 NS WITHIN 4949820188 138 36130009 TOTAL 5340610500 144 37340696 Tl\.BLE 21 Means ~owin9 The Relative Effects of Grouping Methods on Academic Involvement Variable + Category N UNADJUSTED X ADJUSTED X - . ~ Model-reinforcement 72 II 121 .0.2 If 120 .8.1I Desensitization 72 ! 106 ..14 106035 General Group 48 128009 128 .8•6 Triadic GroufJ 48 106013 109 .9.9 Dyadic Group 48 106007 106 .4.2 UNIVERSITY OF IBADAN LIBRARY 125. a bias, evidence has thus been found tha't, no aignif'Lcarrt difference exists between the different modes of grouping in increasing the degree of academic involvement • .L~y OF FINDINGS AND CONCLUSIONS In presenting the findings of this study, which is basically on the effect of two group counselling strategiEs in increasing academic achievement and the degree of academic involvement; a number of resu~ts and conclusions were arrived at. The summary of these results and conclusions are presented as follows:- 1. At the pretreatment level, the results show that for both experimental and centrol groups, there were no significant differences between mean scores of the experimental group Qb.l.san., Mo: ~roup Counselling, Holt, Ri.nehnr t and vJinston"19630 UNIVERSITY OF IBADAN LIBRARY sever~l more sessions, he would possibly see himself QS different from ot.hers and be aat.LsfLed with this ,jifferenceo Therefore, in group counselling, they are .3.bleto work through their feelings of being differento The consistency and comp~rative of the two therapies on self apprC'isnlof acndemic nbility in the present study can be seen most clearly in the experimental results (Tables 12 and 13). One possible explanation of the therapeutic effect is that subjects became sensitized to new ways of coping with their academi,c problems and evaluating themselv~so The result of such a sensitization to new ways labeling his p0rceptions possibly accounts for the change in the mean SlW\ scale scores among the experimental subjects. Hypothesis 3 Another matter for conc.arn is 'theconfLrmat.Lonof the third hynothesis that "There will be no significant difference. in the academic performance of subjects treated under model- reinforcement group counselling mld those subjects treated under desensitization group counselling"o Th2 hypothesis demonstrated that model-reinforcement group counselling can UNIVERSITY OF IBADAN LIBRARY 138. reduce study habit problem due to anxiety as effectively as the systematic desensitization group counselling, which has been one of the most recommended methods to deal with study anxiety; Allen,1. Johnson and Sechrest,2 Aponte and Aponte3, Emery and Krumboltz4, and Lomont and Sherman5• The practical advantages of having model-reinforcement as a competitive f~rm of treatment are, first, that it provides counsellors with wider range of treatments to choose' from and second, that this choice may also accommodate practitioners of a wider range of counselling orientations. An important implication of the results of this hypothesis concerns the use of desensitization as a target by the structured model-reinforcement method. The extinction of anxiety reactions associated with the desensitization procedures is an innovation introduced by the behaviourstic approach. In fact, a comparison of the theoretical principles underlying these two treatment 1. Allen, G. 1971 2£. Qi!. 2. Johnson, S. and Sechrest, L. 1968 QE. Qi!. 3. Aponte, J. and Aponte, C. 1971 QE. Cit. 4. Emery, J. and Krumboltz, J. 1967 2£. Cit. 5. Lamont, J. ahd Sherman, L. 1971 Q£. Cit. UNIVERSITY OF IBADAN LIBRARY 139. modalities show some incomp3tible differences. Despite, the theoretical differences, in practice, some similarities are also evident. These-can be illustr8ted in the case of the procedures usod for desensitizing t<·stanxiety. In both forms of treatment, the clients are given a substantia.l degree of control over the pe.rf'c.rmance , Thus, the model-reinforcement, although traditionally, considered a dyn3Jllicform of treatment, in the present case can be regs,rded as a variant of in v.ivo dE~sensitization or rather a simulated in vivo desensitiz2.tLm. 'I'he fact that both group counselling strp,tE:giosshowed a significant effect on academic performance is an additional support for Doctor et a11 who obtained similar rc,sults in compar-Ing systematic desensi tri za't.oin w i th model-reinforcement group counselling, in which subjects were ,encouraged to discuss attitudes and feelings associated with study habits and test situations. Similar finding was by Allen2, when he showed a model-reinforcement approach to be effective in reducing test anxiety relative to a no-treatment control group. It should be noted that .allen used study counselling in addition -------------------------------------------------~----- 1. Doctor, R. et al. 19702£. Cit. 2. Allen, G. 1971 2£. Cit. UNIVERSITY OF IBADAN LIBRARY 140. to the test-related counselling that was emplcyed in this study and by Doctor et ale \llhilethere is little evidence that system-f.i c desensi t.Lza ti.on of test ~nxiGty alone le~ds to improvement in grades, desensitization in combination with some type uf counselling has resulted in improvement in academic performance, in almost every study which these a.pproaches were combined; Allen,1 Kata.chn ,~tal.2; MclVfanus3,; I"Itiche11 and Ng•4 • The confirmation of this hypothesis is an Lnd.icati on that students' study behaviours can be mcdified by a combination of study skills advice and certain behavioural self-control techniques. This obviously shows that model reinforcement is an effective tre;:.;tmenitn add.it.Lcnto group desensitization. From the data on this hypothesis, all of the treatment groups combined were superior to the controls which were equivalent. Treatment effects were equivalent for both male and female subjects and most subjects felt that the treatment had helped 1. Allen, G. 1971 QE Cit. 2. Katachn, M. et 801. 1966 QE. Cit. 3. McManus, M. 1971, QE. Cit. 4. Mitchell, K. andNg. K. 1972 QE. Cit. UNIVERSITY OF IBADAN LIBRARY 141. their study hab i t.s, 'I'htamodel-rsinforcement can dramatically change behaviours has been shown before rrhoresen and Mahoney 1 • Kazdin2 has written tha.tunambigous demonstrations of the ef'f'Lcacy of model-reinforcement should be the foremost rese;:stinq sidelights are worth noting: (a) certain subjects might Impede or innibit th,-, therapeutic process for others und still profit from counselling themselves and (b) group couns~lling in contrast to individual counselling, affords an oppor-t.untdy for non-verboLi.zers to participate vicariously through the vt~rbalizations of others and thereby achieve significant perform~nceo The increase in academic involvement ··:::comr::miebdy improvement of acedenuc pcr formence in all the groups, deserves spec in I consLder-ati.on, Initial returd ~tion in ;lcademic performance may have been a result of lack of committment in UNIVERSITY OF IBADAN LIBRARY 1500 school work and ~ec'3use of this, the poor achievers new sense of well·-being after counselling may have b--en directed to areas more imj:,ortant to them" The.;::?,perhaps caused them to focus more of their energy on .i.nt.er'p.er soneI relationships, which had not been set.Lsfactory to their, in the past, to such aD extent that they gave less 3.ttention to their academic work•• Finally, it is of importance t.o 'Jive clinicc".l explanations of what, the researcher thouqht happened to the eXl'(TimGntal subjects, n-<3ulting to no significant ':liffer2nce in the degree academic involvement amongthe various qrouj.s , 1-.iitr.varying degrGes of d0pth, each client within the cxperimenti11 oroups discovered:- (i) that: cxpr-e asLnq his ownreclIl fee Li.nqs al.out; people, things and ideas h0lped him to understand himself and the forces thi1t di st.ur-bed him, (ii) that at least, one adult couLc'accept him and that this adult ioeo the counsellor? w;m-cect!o understand him, (iii) that 0:'5 peez's had prol)1~m8+oc, (iv) that in spite of his f'3.ults which his peers wanted him to correct; , his peers could accept him (v) that he was capable of underst.and'i.nq , accepting and UNIVERSITY OF IBADAN LIBRARY 1510 helping others and (v) that he could learn to trust others. "'!hena client discovered that others accepted him, he found that he could be+t.ez' accept ot.her s , and event.uoI Ly that he could better accept himself 0 After he began to accept; himself, then, and only then, could he accept the fact that he W·.:lS gifted and makeplans which required him tel use his great potentialities. All of this takes time - these changes come over so grcldually - yet they must pn:c(;je aubst.ant.LaL improvement in grade:s" l'ihnt is more, each client must learn to live with his neH self, communicate this new self to important others, and teach these important others to understand, to accept and to live with new selfo These findings sup-or+ the usefulness or these bJO group counselling strategies in incre<'sing achievement, as well as increase the degree of academic LnvoLvement;in schooL work, It does not, however, resolve the question of which active treatment is superior. The practical Irnr-Li.cat i.on of these findings is that counsellors can be effective in ir'lpr0ving -::'cCldemic achievement and that counsellcrs h.rve two equally eff2ctive group procedures from which to choose - modeL-r-e Inf or-cement; group counselling or descn.s Lt.i.z.at.Lon group counsel.Lf.nq , UNIVERSITY OF IBADAN LIBRARY 1520 Irnpliclltion of Th(~F~ndinqs Counselling is still b"";otj,}stified as :,m irmnec.ii1tehe1;::' to the student bewildered by the; increusingly comj.Lex maze?of educational end occupat.I oneI o\:;)ortuni ties 0 In this m:'..ze, most; institutions will recognisetheir rcsponsi.b~lity tc· )-:plp the student expLor-ehis po+cnt.LaLs an« possi.bl Lt+Los in ,~n·.)rr.~erly manner , Th(~!'xov1si",n of c rofcs's LoneL ,.1<201"ilne cc.unso Ll.Lnq service:; is one way tCJ ach i.eve thi"it.. And it is C;)rr"f~TtiDqth0.t this method WQS su: I:orted by the ane Lyses in this study, cert0inly ov-ir the shcrt 'lC,"IG,o:mteicrm r:'_cLod 'nd in :1 r;;ilc!er WAy OV\:;!L' the h.:;n.rthi.c'.Ysi..'an ()f tir:le~ step in thf:. t1et.!rmination of the most effective ingrC?di(nts, in educat.Lone.L counse II -Lng, a thernpeutic format some+imea char'1cter-- ized by a myr-;'.id of techniques drawn from varying th,;cT,~tical bxckqr ounds, 'The isoletion of the :"')st ':::ffect; ve tre:1trnent components in the progr,'rnmes typiC::l11y emr-Loyodin <~,uc!tJ.()ni'll settings would .sc.'em tv be ()f par amount;if'r ')rtcu'sually b-rsed on arg::mising, but is that of any ava i.L to a student Lack Lnq high n··achj.t-:;vanentand thus the ruthless kind of moti.v.rt.Lon neccs sary for th~~succc ss of the orgunising strategy? Counsellors, and mor.; :.'art.ic"...llarly aca.lerru.cs , would be loth to recommendminimax reproductive str<3.tegies, yet to the student who is ::\f.t:"aidof f a.i L'irio , such an ·:mxi0ty allaying st.rat.eqy is -J"'ry prcbiLly just what he needs. Limitations of The study Certain circumstances cretion, and statistical n"jressi')n, there is thf.: possibility of inter- action ef f ec't s among+he se v-:1r.i:'lbh:swhi.ch miqht h,-,vc:been mistaken for the effects of thL: ex1,erirr,,-.:nt::ltlre,"ltment 4. Th2 0dk:r-,lizability of the f'Lnd i.nq» in thf'::"~:xreriJnE::nt may ba,\;':,: been Lrm.i.t.ed by the scboo 1. s-l.:::)tUo5f the s2rTI1',leo Th\..! total z t.udy '"'.lsG is lirn.iL:d by thf., r"let that onLy UNIVERSITY OF IBADAN LIBRARY 1550 the cl.assr-oomwere involved in the exper imerrt , Gener::llizability of results to other subjects t~:'.'n.:f('.n, may be tennouso 6. The findings ::Ire limited to vrl.unt; x-r :o::urlents Io,Jith study habit problems. They 3h')ul(:~be; (;c·nE:r-lizl~;Jwithout Inteq)rc~ting the rr,::sent results ,1S ;,1 confir~~i;-,t:i·'mof the effectiveness of the empl oyed tn:atments cC:,11dbe challenged on the ground of demand cnaro.cteristicso It couId be ar qued thi·.t the obt.e.Lne d differt:;Dce L·(:,twl:;etrh.e tr,··i",ted groups, and the control group W2S due to the ccur.se l ror s expectation for the tre::ltE'd subjects to ':,E,t wiCll.. Or it could be thClt the treuted qroups rec<..:iw::c":,,,-cia1 ~.ttention, irrespective of content or I'roce<1urc whi.Le the c~·'ntrr)19did not;e According to this a firmer conclusion n::g;1.n:lin0thQ <"ffectiveness of the treatments empl.oyed could have b,","Dr-, ,cl-j"d h:vJ th,:; study included a pl.aoebo treatment corrcr»), qrou; '0 Otwi(lm-.:;'l', the lack of a placebo cont.r-cL group is a limiL\t~_)n of .stu'·ii·s such 3.5 the present one, Unfor+unaue.Iy h()1;J~V,'r,th,:;r,', c,rc, pr+ctLccL as well as <~thici3.1;-:rcblem3which make the incllls::.cn ,'f tnis UNIVERSITY OF IBADAN LIBRARY 1560 kind of control dd.ffLcuLt., ~t/ithin t.hese lirnitatLms, the fimlings of the pn'!sc:nt Lnves.t.Lqvt Lon permit the inference that grcur counselling pr oc-xluz'cs are very effective in improving and increr:sing ac,~')2micachi.evcment, Sugqestionsfor Further Research For furth0r study in this arca , it is imr,ort;nt tc, have rei;lications of this study carr-Led out, in order to confirm the effectiveness of these two qroup counselling strutegies in fostering academic l)erformanceQ ii.'-j'">.intsht is backqround, the following Lnt.er re Lat.ed ;::'()s(-.:rvuti(,!':.1s1:-e offered: 1. 'rhere is need for more fact,;·riGI and. sophi st.Lcut.ed experimental ':lesi(Jns and st at i.stLceI techniques ~ sc. as to probe more thE main tn-'Atment effects of the group dynerru.sc <1nGqr-oupcc-unselling strategies in fostering i'.c;,'12rn':"pc .rformancc, cognitive charac ter Lst Ic , "-'in.h·.verother q:'1:11ities a counseLl.orrmaywLsh to pr -,r,,,~te,t.hr; ;.roducti(!D of acaderru.cabiJ.ities would ':;b~m ..::f p.rrvnount; i:nportanc2o Previous investiqations of coqn.i.t.Lvech"r(lcb~ristics UNIVERSITY OF IBADAN LIBRARY 1570 have tended to use global meesur'os of Lnt.eLl.Lqence, It is possible that the fuilure of such measures to ex+Le.iri how academic ;x;-rformance can be Foat.cr-ed , could be expLeLnerl in similar terms, that is, as resulting from the use of inv::llid crit-,rion vnr i.ab Les, The eXb-'lor"tion of different ty;;es of coqrrl.t.Lve functioning t()0"~'therwith the ilt.titudinal and behavioural ccrrelates of c~Jnitive ability may be a more fruitful apr r-oach than that '.:Jfernr.Loya.nq a glmer2.1 intelliusi1.1ity".,Journal of ~\lcati:?nal Fsychol0'li" 1970, 61, 7t~.- 82 Benard, Ho VIo, and Fullmer, Do t.le, No Jo Lawrence Elbaum Associates 1078. Emery, Jo Ro and Krumboltz, Jo ,00: "standard ,Versus individualized hierarchies in desensitization to reduce test anxiety"; Journal of Counselling Psyc~ 1907, 14, 204 - 2090 Falbo, 'ro ~ "The achievement attriJ::utions of Kindergarteners" E.,evelormental Psychology 1975, 11 Faust, V.: The Counsellor-Consultant in the Elementary School, Hcuqht.on- -----~-. -~fflin, Boston, MoAo19680 Fernald, Go~Remedial TeChniques in Basic School su~cts; ·~'-NewYork, McGrawhill 1943. Freeman, P. So~ 'Theory And Practice of Psychologic2l Testing Holt; Rinehart and Winston Inc. 19650 Gesinde, So Ao: "Educational Counselling for adolescents and youth '1; Paper presented at the Itvorkshopon adolescents and youth Counselling in Nigeria, University of Ibau~~ 1982. Goslin, Do: The Search for AbilitX: St::mdardised testing in S~}~ Perspective. Russel SaCJeFoundations, NewYork 1963=;151 - 1520 Gough, Ho: lI~vhatdetennines the academic achievement of high school students?" Journal of Educational Researc:!2" 1953 46 321 - 331. UNIVERSITY OF IBADAN LIBRARY 1620 Guilford, Jo Fo: ~yc~~~tric Methods; McGrawttill Book Co. Inco NewYork 19540 Gupt.a , Ve : liThe relations of neuroticism, extr,,:ver-sion, Lnt.e Ll.Lqence and persistence to educational attaiIlll1ent" -.Tournal Jf_Ps~cholog~S?l Research 1J71 15 86 - 87 Hall, v ; et alo: "Attendtion and ach.i.evement. eMhibited by black an.l white school boys;'; ;Journal of Educational Psych,_l'Y-~)'" 1959 74 263 - 2700 Harris, l'.~e: I!Self· ..rli.!:'l,ct(;d l'r··~(;r,"mf1"fco:r "K'i.:;ht Centro 1: ,"\ ·.1lr)t study" :ro.'!E!~~olf /,}::;norrn;:.lI$ych'l'-~\D" 1969, 74 - 263 - 270, Havighurst, Ro Jo and Neugarten, Bo La: ~ociet~ an~~ati~~ Boston: Alliyu and Bacon 19620 Henderson, Ho Lo: "Pr-edi.ctLon of freshmen r~rades in a long Island College"; Educational and PsycholoCJical Heasurem0nt, 1'157, XVII 0 Hopkins, J.,; f11011eson, r;l.o and Sarnoff, 10: "Some non-intellectual correlates of success and f e i.Lure amonc universit; students" British Jour-nBl of Educ')tional Fsychvlogy 1958, 28, 25 - 360 Horrall, '30: "Academic performance and personality adjustment of highly intelligent college students" Genetic Psychology Honography 1957, 55 3-83. Johnson, Jo Ho and Sechrest, Lo 80 "Comparison of desensitiz2.tion and progressive relaxation in treating test--anxietyli, ~ .Jour..P1l-1of ConsulL Clinical Psycholo'£'y 1968, 32, 2nO ·2,]6 Johnson, To; Feigenbaum, Ho 9 and Weiby, r-10: "Some determinants and consequences of te:1cher's perception of causation"i Journal of Educational Fsychol0.9Y, 1964, 55, 237 -. 2!-60 ltatahu, Mo; Strenger, So and Cherry, i"J •• : "Group Counselling and behaviour therapy \vtth test anxious college st.uderrt s", Journal of Counselling Psycholo0Y, 1966, 30, 544-549 UNIVERSITY OF IBADAN LIBRARY 1630 Kazdin, AD: "Model-reinforcement and behaviour change" in No Nahoney and Thoresen (Eds) Self - Control: Power ~theJ:erson; Mont~ry Calif: Brooks/Cole 1972 Krumboltz, Jo Do and Goodwim, Do Lo: Increasing Task-Oriented Beh~~_~ur: An Ex£erim~~tal~valuation of Trainin~ 1T9e6a6c-h0e-r~s-·-i·n--Heinforcement Tech-n-i-ques, v.ashanqt.or: , Do Co Krumboltz, Jo Do and Sch oeder, \VO ~I]~o "Promoting Career exploration through reinforcement" Personnel and Guidance Journal 1965 1:~19-250 Krumboltz, Jo Do and Thoresen, Co Eo: "The effect of behavioural CounseJling in group and individual settings"o !ournal Of__S9~!lin~ Psychology 1964 11, 324 - 333 Leckeman, Lo 0 0 0 C'I 0 (I n 0 0 0 0 " I) C c ('I 0 0 0 c· e 0 PART B Below are $ome s~atements about school work~ with which ~ome pupils would agr2e and others would ,disagreeo Please put a ~ircle round the number which best indicates your opinion. Remember, there are no right or wrong answers. 1 Very much applicable to meo ! Ap~licable to meo 3 ;: Cannot say 4 = Not a')~"'licablteo me e 5 = Not applicable to me at allo I I ~an' work on academic assignment for a long tiMe without getting tired of ito •• Q 0 00" 1 2 3 4 5 I take a pleasure in overcoming my academic difficulties ... ••• eoo 1 2 345 I can keep on at a difficult subject witilOut t' someone urging me on 000 1 2 :3 4 5 UNIVERSITY OF IBADAN LIBRARY 1680 I usually finish most of my learning activities which I begin ••• 000 1 2 3 4 5 I can enjoy a long spell of continuous learning activity .00 &00 1 2 3 4 5 I stick at studying even though it s" 1 3 4 5 UNIVERSITY OF IBADAN LIBRARY 1700 I shall stay on at school as long as I can 000 000. 1 2 3 4 5 I like some school subjects enough to read about them in my spare time 000 1 2 3 4 5 I am happy when I am l.:.:arningabout school subjects .00 000 1 2 3 4. 5 I would rather work out things involvins thinking 000 •• Q 0 1 2 3 4 5 If I could choose, I would rather come to school than go to work o •• 1 2 3 tt 5 The day passes ver:yquickly whc.n I am .3.t school coo 1 2 3 4 5 UNIVERSITY OF IBADAN LIBRARY 171~ /\;'-'PENDIX E LNGLISB. AC.HIEVEMENT 'r!":;ST (EAT) •.••.•••• _•.•••.•~•• ..;to'..- ENGLISH L.~GUAGE Inst"-·uctions should be carefully read. n~STRUCTIONS 10 Use pencil throughout. 20 Write clearly~ your name At the beginning of each Section, ~h~~reis all. instruetion as to what yeu shouLd do, make sure you go through +ho instruction before you start answering the quc s+i.ons.• ~At-t...~<:--~nAii-'lt-l-~Q-UE-.-"-:~tic-.~~s." completely and shade the appr-opr'Le.t.e space .cor tr. 2 new =mswero UNIVERSITY OF IBADAN LIBRARY 172. sscrros A r 10 Yo"Jrteacher asked you to write an essay on Y0ur best friend; ti,is type of ·writing wouLd be: (a) An 2xjositor:i essay (b) A narrative essay (c) A dcsc:ripti'le es sey (d) 1\n argumentative essay ~o To wh.i.ch t:n,e of e ssay will you group the:::follo vling titlc;- lIShould soldiers be drafted to s«hools?" (a) Narrative (e) Argumentative (b) Descriptive (d) (2uestion ~.. 1tJhichof the fol Lowinq statements is correct? (a) A good es::.:ayhas an outlino, paragraphs sequential order of ideas an5 mechanical accuracy. (b) A good es say requires ability to use big words and and jargons. (d) l\ good essay requires a \¥21l layout cnly UNIVERSITY OF IBADAN LIBRARY 1730 40 tfn:i.chof the following is correct? (a) AI1 esS,:lY :L3 a piece of wrLting in prose from which maybe usee to arque ~ to nar r at;e a story, describe a scene or (b) An ;;;:3~;ay is any type c. r writing' whi(.J~.mayb8 uaed to ar~ue, narrate describe or .::xpiain sc: .;..:>'0 to a n.'aclero (c) ~n essay is a sequential ord~r o~ 2l1ing a story, dE:scribing a place, .convi.nci.nq a p-sr son or explaining an :Lcl(y, to a reader 0 (d) j\n essay is ,~piece of wrLting .• 5. Wnichof the following should be the first in outlining an essay'? (a) Organizing the main ideas and ,;et:t!ls into paraClra.ph units .• (b) Arran.:,;ingparagraph units in logical order for eassyo (c) Listing details of general ideaso (d) Identifyj.ng general ideaso II 6.. A formal letter differs from an informal letter in that formal letter requires tht: llse of:- (a) Pormal language (b) iJ:.)brevi;11:cldanguage (d) In{orrr,al language. UNIVERSITY OF IBADAN LIBRARY 174" 7.. Dear Sir, I have r·2ceivedyour letter of 2~th .June and in reply to your query I should like to inform you that ••oao.oo A letter that beq i.ns in this '~iay "~l.lJ d most likely be written by: a a student b a worker in an est~blisrroent c a house wife d a gardener . An idiom is underlined in each of the sentences below; £ind undez each sentence the qroup of words that gives the raean.i.nq ne=rest to that of the idom~ 80 Tola gave Ade E2ld comfort ao wet comfort bo little comfort Co no comfort at all do affectionate comfort 90 He escaped the accident by a hair's breadt~ ao by a wide margin bo by jumping Ca by holdin'J on to a person's haiY." do by a narrow margin 0 100 'rh~e-o-ld woman kicked the bucket yesterday 0 Co removed the bucket b, stumbled upon a bucke+ '-1 c- fainted., UNIVERSITY OF IBADAN LIBRARY 11. SECT IOi'J B CONP~EHENSION l-J'IID SUI"'iJ·1j~RY !' TP-cl it up fc·r him in back c l ot.h , (d) Tlis arms and legs soon got tired •. UNIVERSITY OF IBADAN LIBRARY 13. LiZci.l-:-"~':Xi.juedto +h.; cour+ the.t the: salt was his because (a) ':.:'ortoise had acrec;d to come to the ccur+ , (b) He had found it lying on the road. (c) tortoise wasunableto t;arry the salt. • (d) He had sat on it to stGp Tortoise from takinq it awayo 14., Tortoise plan 1r,;;3'~ to.- (a) Be car r LeI out behind Lizard back , (c) Help Tortoise g2t his reveng~ on Lizard. (~) Get his ~ .It hacko 15" Tortoise's plan aqa.t.ns+ Ld.zar d could 1)(; j,:::,scrited as;- (a) Shre\Jed (b) stupid (d) Humurous 160 1'he elders nUu:l that Liz~~ should be cut in half because they: (a) t'/ere friends 8f ..or+of.se (b) Liked to pum sh pcopLe (c) Knew that Liz()pl had ci,~c.._ved -c)-.emo (d) ~u~ ..t tni -:;was the only right +hi.n-; tr, do , UNIVERSITY OF IBADAN LIBRARY 17.. 'I'ortoise p.t',-,t:cm~ed to f:'nd Lizard in the very same ",ray that :Wizardhad n~ctcnc.:l,:dto ::ir.Q Tortoise;?' s b"39 of salt. T:,hy7 (a) To show i:t,,·,the was just as .l~v·;:ras I-iz3.rd" (c) To show t.n; :::ldt'r:; r ~.., s+urLd Lizard was, Cd) 'I'c force tl-.~ ·'I··...;.tr' .rrco making the' seme decision. 18. It i_s cbvi.ous from thO" "a:y he spoke and acted that Lizard was a (a) FooI (b) Liar (d) Lawy~:X' 19.. The sort of person liho would be vert like LizRrC1 in th,; story would D~ rhe l"r'~si,nwhos « ~a) Li;(E;~·. tv t;,kc advcmta<3es of people 'b) Lik'2'>to pldJ silly jokes on others •• (c) C:nsirkrs hirnse Lf inferior to ot.n-ir s, (d) Is a Lway s +ak i.nq peop Le tr) cour+ .. 20.. lJhich of the fcllowing pe.Lrs of ')ords eou.l: best be used to descrihe Liz3I"d? UNIVERSITY OF IBADAN LIBRARY 1790 21.. 1tJhich of r.he following proverbs could be best applied to this passage? (a) A stich in time saves nineo (b) Dird::; of a feilt~;(;r flock together ~ (c) He who laughs last laughs Lonqes c , (d) Nake hay wrriLe the sun shi.ne s , \i>Jhatdo you cO!1sider is the main purpose of this story? (a) '1.1_0 teach peop l.e that dishonesty does not payo (b) To tell peoDle how clever some animals aroo (c) To show people how to tre2.t their ,?'ne-.:r.i-..:so ( d) To make people laugh at other peop Lo IS misforlune •• Choose from the list lettered A to D the one ncare s+ in meaning to the underlined word(s) in the paSSRqeo (a) hi1Y lost article: (b) Anybody teL.ing lic:s about (c) Anything lying asleep (d) Anything lying outside" 240 Ruled ( a) Measure with a rule:? (c) Agr(';cd (b) Cut I·lith a ruler (d) Decided UNIVERSITY OF IBADAN LIBRARY 180c (a) Touched hl s 'rjeiist (b) Held. him by the waist (c) Seized him by the waist (d) Camefrc)T. the west and gr:::Dl)edhim e SECTION C ChoosE.~the v,;ord or phrase from option A E whi.C':!"l has the nearest meaning to the underlined word or words in hJch scntone-, 260 \oJhenyou co to a forc~ign country to 2t,.,;Jy, you will clisccw:;r that life is not aLway s a bed of ros';.,so (a) As pleascmt as one thought (b ) A bed wi+hout; rosc~' (c) An Llr.tlnitisclted c.:LsaDpointmcnt (e) UncomrortaJ)le. 27. "John, 'if your: mother c?tehes 'IOU yLng:.n the filthy mud 'l'his means that if John's mother ce+chcs hi.m, he.'::'ll- (0) Have ·co wash in hot vvdter (b) Be in serious trouble (c1) Be punl.shed by havinc; het w2tcr throv;n over him.• (e) ;.';emarie to fee 1 foolish 0 UNIVERSITY OF IBADAN LIBRARY 1810 2<")00 Thdt is story I have eVl~rhe;.-,rGo (a) ThatJ:'iduclousest (b) The ridi~ulcus (c) The most ridiculous (d) Nost ridiculous I shall teLephone you when I back next; w·-=ek. (a) \Ji.Ll have come (c) Hr«; come (b) Come (d) HO\Jldcome In the f'oTl.owi.nq pas saqe th.2 number-ed qips in::lic2t~~missing words. Against each number in the list beLowfive choLees ere offered in the columns letten::d " to Do T"0C e.sch qucs+.Lon, ::h<.'os;,; the world that i;:; the .no s+ suit-:lblcC!to fill tl10 mlrl)er.p.dls LCiyers Poom c; .·,to-~-e:'s 340 Lacereted Corrugated '-':Lc1ulatinc; Uneven 35•• Pen-cers Dwellers 'i:'enants l. ••r)~i.icnn·=so Choose the word \~~li.ch is nearest if! mean.iric t~)t.he 'J.!.i·~:~r~l..nt2d wo~d(s) in the sentenceo 360 Charles was the sort of person ,;,T~O i31';/.:1'/s Looked OL t-::'e bri9~~ side of life (e) Illuminated (c) Brilliant (b ) Cheerful 370 The first expl~~ of central ;"ust.t·'lliC1s.uf[ "reG almost ~credible hardships (a) Irrational (b) Unbelievable (a) Preven.i:~d (J)) Conf us'ed (d) ,,,rrested UNIVERSITY OF IBADAN LIBRARY 1830 Choose an antonym of the underlined. words from t.l1e list of words lettered A - Do 390 The nurse was very .9..~~e with her patients .• (a) Rude (c) Rouqh (o ) Bad-manner-ed Church0 (a) Opaque (c) Immature (b) Illiterate (d.) Obscure 410 victoria was inclined to t ake her s+udi es: c.-::her t.oo liq!:tlyo (a) Gloordly (c ) seriously (b) Heavily Choose from the list lettE'red h to r; to compLe+e the foJlm'ling sentences:- 42 .• There is a book lying on the floor but I dor,I t know .~ it is. Of whom Cd Who (b) vT'lose (d) l-iho of 43. There are ____ . oranges in t.he market this season than last •• (a) More few (c) '-'ewer (b) Lesser 44•• There is only --- (a) Small (c) •• Uttle (d) Less UNIVERSITY OF IBADAN LIBRARY 1840 45. The speaker said, "__ t.hLs occ as i.on vve shou.Lc al.L j,)C hap-l~Y;'. ( a) In (b) (d) On After each of the fol1owil19 sentences 2 list cf r>:')~s:i.!Jle interpretations of <'111 or part of the sontence is given.. Choose 46. The doctor asked whether the pe t i.erre had "turned round '':hc cor ner , In other words he wan+ed to ;~nowif the pcd:i.":nt - (a) \vas getting w""orse Had started t. get better (c) Had gone to sleep (d) Had been removed to another bed•. 47.. He flew ¥,f the handle at what; she said. 'I'h is rc:eans::'hat h~" (a) Performed <'1 m:ir;:l~lous feet (b) Beca~e very warned (c) Lost his temper (d) 'I'hrew off the handle 48. He went, away ~ng end bagcjage.. This ;l1cens - (a) With only ,.,ne suitcase (b) With his books in his bag (c) With notihLnq, (d) v'lith all his beLonqi.nq, UNIVERSITY OF IBADAN LIBRARY 1850 49. Our bone of eorrtent.Lon is per sonaL, This means (a) battle ground (c) l-Jhat we intend to do (b) SUbject of dispute (d) Bone in our noJyo 50.. In orde.r to under st and the poetry 1 a reader r:-,u:st re.3.d beb~r(:.('n the lin(-:;s~ 'I'hLs means - (a) Look for hidden meaninqs in ,,-ihat is hl:i t·;:.en (b) Read with little ccncentrationo (e ) Be an expcr Lenced j.)('~rs.ono (d) Have specialist knowl.edqe, UNIVERSITY OF IBADAN LIBRARY 186~ APpeNDIX C INSTRUCTIONS f~ttempt all ques+Loris , For <2'1- cry c;uesb.on -'::;-'e:...~e are f',:lUr alternc:.tives letter?:'d 'J 1:0 D; shade the lett-::r c9ainst the numbe-r of t:-J<:: C;,-1.-st:i.O:J.c UNIVERSITY OF IBADAN LIBRARY 3r~CTI0N A Simplify (13)105 (C> 15 s: 0,,005 Do 0000507 3.. CaJ.cc1c:te t.n litre's, the cubic capuc i.t.y of a tank 302 metres Lonq , 201 metres wide and Go 75 metre de(~p" (1 litre 1000 en3) j·\o 336 litres Co 504 Li.t r e s Be 470.4• Li.t.r es Do 5040 litres A~ 40119 =0 c.ns Dc 4:.S'89 50 )Evc.l\.late 10Q33'- - 90672 1\0 Ouf)6 Co 1'1034 30 13020 Do 20000 6.. The diagraT beloit! shows a water t.ank ::..::,t.he f arm 0:;; il Find the amount of water it 1.-Jill co:!taino UNIVERSITY OF IBADAN LIBRARY 1880 1000 Cm 3 1 litre. Ao 96 Li.t.r-e s Co 9,600 litres Bo 960 litres Do 96,000 Li.t.ers 70 J. f Laqpo'Le 603 m long is dr i.ven 104m long into the gr01..!i16. v,hat fr act.Lon of the pcLe is ~ove the ground? ~L.) 2/7 Be 5/7 Co 2/9 80 Evaluate (~ of 38):- (21/3-~) Jl.o ~ a, 6 Do 11~ 90 :\.goat is tethered by a rope 13 m long to a post wh~ch is 12 m fz om a fence, what length of the fence is with reach of the g~at7 h.• Sm Bo 1Gm Co 13m Do 121.,. 10. Find the circumference of a circle with rad::"ous28 Crn e l"•.o 28 Bo 56 Do 14 11. The length of a rectangle is three times its width.. If the perimeter is 72 crno Calculnte the width of the rectangle .• 4 em 9 em C.• D 18 em 120 In ten year's time, a. father 'i·.'iblel twice as old ::is his sen, ten years ago he <-.Jassix times as old; how 01-:1 are they both now? 1\0 2~ years 1212 years C .• 30 years: 10 years B.• 30 year s ; 10 years Do 40 ye c..r 5 'I 15 yeRr.s UNIVERSITY OF IBADAN LIBRARY 1890 13•• Gbenqa spent 1/3 of his pocket money 0", food. remained '.,.renton books, what fraction of his money~ ',13,S l2f'i::? lto 1/6 So 1/3 Co 1/7 140 3n68 x 309691,,38 cor r cct; to tr.r·::'e plCtces Co 00159 D~ 159 15" If the distance varies -1irectly as th", time, '.ihen a car b.-,:J.vels 100 hi, it takes 2 h,» '.cs" Hottl long ,Jill i.t tdJw the same car (\tJith the same spe(.~o) CC t.r ave l 1.50 km., 1\.0 100 hours Co 3 hours Ro 2 hours D" 50 hours SSG'ION B -"0 Eo 3a2b3 170 Sxpand (9 + 3)(a-4) a2 + 72 + 12 a.2 oj- d ~ 12 Do~2 - a - 12 180 Factorise Tl-V2 Fo Ll.owLnq term 2mu - mv - 3m A. m(2u - v~ - 3m 3) m(2",: - v - 3m) ;',(2u .... -J; UNIVERSITY OF IBADAN LIBRARY 190 .• 19 Solve the following equlition 5 ::: U + 2 ho 3 Bo 7 Co -:0 Do 5 2(,. 1,il)'- + 3 - 3 implies that X 1\0 66 F30 33 Co 00 Do - 33 210 If V = t} + at, find the va Lue of V iiu ::: -6, a ee ?-l t I.~ Do -2 'l'he 'lP.lue of B, if a ::: ·-2, C = ., it' 3", - '1'3 + ,• 9 L . .'\.0 3 c. --1 230 Solve the follcw:~ng svs ccms .0:: siJTI1;lti:dCC'.l.=e;quations: ::: 2 - Y ;:: y ::: 3 -. 7 s, (1, 2) Co (-2, 1) s. <2, 1) Do ( 2, _. 1) 24. The sum of two number-s is 19 and ::1<., ~r ,'-:._.-." .CjC-~ Ls 5., Find the numbers 1.0 (12, 7) Co (·-11, -7) s, (7, 12) 25. A '."romanis three times a.3 01'1 as her dau'Jhter c.:.-...·i 8 ye:_:.rs ago, the product of their aqe s W,'iS 112. Finel tL 'ir present ages. ;\'0 ( 12 years, .-J:: years) Co (-12 year3 ~ :l-.- ve ar s . Bo ( 36 ye;.r:s, 12 ye ar s ) Dc (4 years, 12 years) ho (6X+4y) (X+y) UNIVERSITY OF IBADAN LIBRARY 1910 27. The f ormu.Le for .so Iv Lnq a que-Ir st i.c f2quation is D. 28. Fo::::-the Lon 2y aX2eque.t + 1, y 2 W!1!:~n X 1: finei y ""her. X 3. i., 23 (_'0 ']2 D 5 29. Find hlo corisecut.xve rv iT'llJc:rc:, such that t:l'2 sum of their squares is equal to 145 1'.0 9 and <3 Bo -] and 8 D~ 1(' and .' 30. Lultil'ly (3 + a) :[,y (5 - 2a) Ao is - - 2R 2i1 Co 2- - - '" + 15 D'-'0 15 -- a 2 2a ,-. '2~Jo ?,' a -' 1.5 31. hhich of the f oLLowi.nq is not; a r;:op2rt:/ of a i:ar· 11, Loqrsrn? Ao Both pairs of op..os Lt.e sides are pClr-"l..lel B~ 'Joth pairs of op· os it.e s i.des '1re equo.l Do I,:one of -I:he above , UNIVERSITY OF IBADAN LIBRARY 102. 32. In the following figure, to f:L"1dreldtionship between X and y -, we use th..::axion th't iv; Corresponding angles are equaI Co Vertic::al opposite angles are equal Do None of the above , 33. l·.'hichof the fcllowing equation .i.z: c:orreet about th(;: :figl-'r.:: below? (}xrows indi:::ate par=d Le l, lines) Ao Y q Bo X ••• Y c. F + q x + y Do q + X p + y 34. hh2t is the sum of the exterior angle of a poLyqon of n sic1es? Ao 4 rto 2ngles Co 2n rt angles Bo (2n - 4) rt angles Do None of the al:.:0veo 350 If an exterior angle of a ::'olygon is 300, hovr many sides has the polygon? a, 12 Co 6 D· 10 UNIVERSITY OF IBADAN LIBRARY 360 \thct is tr:c SUIn cf the interior anqLes of a 1:'e9ula.1C:'O(l'Je~: poLyj or, of 9 sides? Co ....,lL:~ rL ~-~~L-ierr~3 D~ 1.6 r.t. aruL·:s A, f + .~. Co P = f D. f ~ F + Cd - ~) 38... A regular convex polygon has each of its inteL.or anoLe, A... Equal tJ the oxt.cr ior Angle i3... Double;?the exterior anqle X + 40Q , find ch e value of X 40. The diagonals of a 2!:.nm)usbi.s-sct, each other at. ? C ..''.o •J.' UNIVERSITY OF IBADAN LIBRARY 1940 41. l'he size of a cetain angle is o30 how many such angles make up 4 right angles~ A.. 12 Bo 30 Co 22 Do 10 420 Find x? in the diagram ~elow 43. The angles a triangle are:- 10)oof (Z - , (2 + 20)0 and (Z + 20)o , the value of 2 is s, SO n, 30 Do 10. 440 One angle is three times another, if the a~gles are supplementa~ they are:- A.. SO and 130 C.. 60 and 120 s, 60 and 135 Do 45 e.nd 145 45. All verticql opposite angles :formed c:' the intersE:ction ~ mo s-e~aight lines are r Ao Obtuse angles Co Equal Eo Opposite Do Right angles 0 UNIVERSITY OF IBADAN LIBRARY 1950 SECTION D Questions 46 - 50 are based on the line graph abo~. 46. During what month of 1937 were more hogs sold than in tile corresponding month of 19381 Ao January Co June Do December 470 Dur~g what month in the latter part ef 1937 aid the sales again reach the January level? A", February Co May Bo March Do Noverrbero UNIVERSITY OF IBADAN LIBRARY 196e 480 I!Jhichseems the safest conclusion to draw from this gr3ph? Ao The price of hog3is highest in Dece!7lbe.r. Bo The number of hogs be Inq narket.ed is steajily inc:ceC'sing. Co Late rainny season and early dry seClson are the chief ~og ~arketing months .. Do ,\ugust is the poorest month to mar!cet hoqs , 4<-'0 During what one-month period was there the shorpest decline in number of hogs marketed? ho From April to Hay 1937 Bo From January to ?ebruary 1938 C.. From July to AUC)\l::.1~9t3,7 .. D.. From December to Jantek. t.he paper 0 Youhave a good mark.. You feel so good that you want to knowthe class average, so you ask for this informationo (13' Irnaqine yourself later +hat; night pr'epar Lnq for your next exermriat.Lon, studying as hard as you czm , but you can't seem to qr asp th2 r:.ub;:rials; however'you continue working at it •• UNIVERSITY OF IBADAN LIBRARY 2070 (14) The next morning you are t31kin;J to a friend you a quas t i.on i~hout one of the b,'~>ic pr-Lnc.i.p.Lec in the subject ,:mdyou Cr'!) It oi.ve hire an -snswcr , re'1lisc how import,mt t.hi.s test is for youo (16) You are in the exsmt.nat.aon r oom, You have bcon siting looking "t the paper , Not.hi.nq is comi.nq, Time is flying by and you ar en ' t virit in'] anyt.h ins down0 (17) Because you <'l:renot doing anything jJcople arc turning around and starring at you; ,',3 the Lnvij i.L '-eor comes t.owar d yo') he; is '.3.ughing, seemingly mak.LnqJ:un of your hehaviour. (18) Imagine two peor.Le you really like sort of sr». d.ni] at you and intimating that you aD? stupi.d ,:};,y:ou tell them you havo been asked to leave the school bccm..se All subjects in t.hLs second treatment are 12150 to receive copies of the" written model and also l'\,'ricw UNIVERSITY OF IBADAN LIBRARY cop.i.es of the wr.lb:er, 1:10-'r-;, 1 -md ;0.180 zevLew the details of the ;r1odelo Again, "lS in the first treatment, subjects would also indicate speci.f i.ce.Ll.ywhat they pLun t.o pr'.cti,ce durInq the forthcoming weeko Begining Desensitize.tion l,t,JithRelaxation Following pr-eserrtrrt.Lon of +he model, the. following outline would nO~J be used Ly the therapist during the first session: !F! Desentization Retionale AndGeneral Procedure. (1) The belief is that, it is very possible that students become .xcessively anxious about their study haJits anr'l ~hrd-. -I-]->o_s=nxf.e+y inhibits them from performing ef':':'<::.."Ctively" In other words, s+rnehow anxiety becomes connected with various aspects of studyingo (2) Th'2refo,~c, :i.t is concluded th at; if students can 1:.> helped to handle, or even eliminate this enxi ety, then they '.,Ti 11 be mor-e ub1,e to perform UNIVERSITY OF IBADAN LIBRARY 2090 (3) It will be agreed that it is impossible for a person to feel relaxed and anxious (tense, fearful) at the same timeo Therefore, if we can help you learn to relax yourself - and you lE.:drnit well enough so th?tt'IOU are able to do it by yourself in future - then you should be able to gain control over anxiety or tenseness. Relaxation is a skill which can be improved with practiceo At first, it will I take approximately 30 minutes to go through the entire procedure properly. Eventually you will be able to relax yourself in 10 - 15 minutes or even lesso (4) The basic principle is that when muscles are J tensed, and then released, they go into a deeper state of relaxationo It is important to focus your thinking on the particular muscle system which you are relaxing during the exerciseo (5) The relaxation exercises also will teach you how to recognise tension and to distinguish it from relaxation and from muscle straino By le?xning UNIVERSITY OF IBADAN LIBRARY 2100 hOw to recognise tensions you can readily eliminate +.h.~ (6) Once you have learned to relax, we will try the second part..of -eh.-, procedures , vJhenyou imagine a scene in a vivid "wy, your nervous system will reC1..cats if you were actually L--1:-'.T1..-,'1 in that way. You will be asked to imagine a series of scenes whieh frequently make students anxious about studyingo If you imagine these scenes while being in a relaxed stiJ.te,then relaxation - not tension - should become associ~ed with themo (1) It is believed that if you can vividly imagine your reaction to a particular scene, then this will be the same reaction "hichiOU ~-.',",[>1<1Vl'"'ci; -F t!!at scene occured in real lifeo (8) One is not saying th?t you should bec0mC 0~ly relaxed in all study settings. An optional degree of tension is probably rv ''':.3sai:-::.;.-::ygood stt:c:.y behaviour 0 One is saying that if you learn to relax yourselves, then v..oheynou l:-:::""or~"" ~..,~~ i:-<.{"~ __"'''~_')us in study .<•;efi.;ings v ..•'//111 be able 7.cr:-e:tax ycur se.v•e.e.; UNIVERSITY OF IBADAN LIBRARY 2110 If the process is really ~fective, study settings which formerly made you tense up should no longer occasion such a resulto Relaxation training would then be conducted for the remaining portion of this initial ses s+on, The subjects would be asked to practice the exercises between sessions. While subjects are comfortably seated in their chairs with their eyes closed, they would alternately tense and relax 15 of the major voluntary muscle groups during this 30 - minutes training periodo All during this time, the therapist would verbalise cues for relaxo.tion ("Relax", "Feel Calm") "Warm and Relaxed" and so For+h ) in an at t.ernpt; to augment the relaxed feelings accompanying the exe-~-::i,:;esOonce the complete set of exercises had bep~ nr~fo~med, the therapist counts slowly up to 20 while requesting that the subjects take deep breaths on the odd numbers and exhale on the even oneso Disc~ssion is then to be encouraged about the nature and effectiveness of this relaxation training for each participanto Questions whould be asked for while suqqe st.i ems are to be offer.:.:':-" difficulty relaxing •. UNIVERSITY OF IBADAN LIBRARY 2120 !B7 Instructing Subjects In Densensitization The following procedural outline would be adhered to by the therapist during the desensitization processo The outline is as follows:- (1) Each scene will be presented for 10, 20, and 30 second intervals, preceded by instructions such as "Now imagine as vividly as possible that you 000""" and followed by instructions such as "Leave that scene , and continue to concentrate on total relaxation". The item content will be repeated only for the 10 and 30 second interval" (2) Each session will begin by re-presentation of the final scene visualised by the group during the previous S(~ss:i_ono Each session will end only with the successful prescmto.tion of a sceneo If subjects cannot handle a scene without anxiety, and the time is almost up, then, the 3ubjec~ would have to go back to a scene lower on the hierarchy and present this oneo No new item would be introduced within the last four minutes of a sessiono (3) Between presentations of the same scene, the ther.-'pist would allow for about 20 seconds of cor+ i_nuerl:.:elc.xation" Instructions about relax-:ttiun,letting go, or cOlli'1ting UNIVERSITY OF IBADAN LIBRARY I 2130 I up to six with subjects ~re~.,ifng in of t:h . odd numbers and out on the even ~s, or }:1.1_. these., will be used in order to hel~ the g~d~~'" e:mbers, attain more relaxed conditionso t " f\ . (4) Group members would r:lise +he Lr Lof t; in ex f:L'1.gers if they feel themselves becoming less r,:;laxed or becoming afraido The ther'1pist would remind them of t.his each sessiqn, as well as remind them to try to imagine each scene for as long as they have time , (5) About 45 seconds would be taken between the prL:sentation of different hierarchy itemso (6) When a group member signals anxiety, the whole group will be asked to "stop imaging that scene"o The therapist would then help the members get relaxed again either by relaxation instructions or by having them imagine a scene which they fjnd is very relaxingo Then he Will say, "Just signal by raising your right index finger when you have returned to a relaxed state " 0 Once they have all relaxed again, he w.i.Ll, have them think only about staying in that stateo If they relax, the therapist may have to repeat the ,,- UNIVERSITY OF IBADAN LIBRARY 214. the counting-to-20 and deep br0athing exerciseo (7) Aft(-~rthe nnxiety signal on an item, the t.her apf.st; will always continue with that same item for the same time intervalo If anxiety rccu'~