EFFECT OF MODELLING TECHNIQUE IN ENHANCING LOW ACADEMIC SELF-CONCEPT OF SECONDARY SCHOOL STUDENTS

Authors

  • Chinyelu N. Nwokolo Prof., Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria
  • Mokwelu, Obianuju Blessing Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria

DOI:

https://doi.org/10.46827/ejes.v8i3.3646

Keywords:

modelling, technique, enhancing, academic, self-concept, students

Abstract

Academic self-concept is important for secondary school students’ personal adjustment and for the influence it has on other desired educational outcomes. This study investigated the effects of modelling technique in enhancing low academic self-concept of senior secondary school students in Onitsha education zone. One research question guided the study, while two null hypotheses were tested at 0.05 level of significance. The design for the study is quasi-experimental, non-randomised pre-test and post-test, control group research. The target population of this study was 988 senior secondary school students having low academic self-concept in Onitsha education zone. A sample size of 108 students was selected using purposive sampling technique. A validated instrument for data collection was Academic Self-concept Survey (ASS). The internal consistency reliability coefficient for the instrument is 0.84. Data was collected through direct delivery of the instrument to the respondents. Mean scores were used to answer the research question, while the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The instrument norm 72.50 guided the decision. The finding of the study revealed that Modelling technique enhanced the academic self-concept of the secondary school students, but the effect was not significant when compared with those who received conventional counselling; the findings further revealed that the difference in the effect of Modelling technique on male and female secondary school students’ Academic self-concepts is not significant. Based on the findings and implications of the study, it was recommended that the practicing counsellors and therapist should make use of the modelling in combination with other effective techniques in administering counselling and therapy of secondary school students to modify and enhance their academic self-concept.

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Author Biographies

  • Chinyelu N. Nwokolo, Prof., Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria
    Chinyelu Nwokolo is a Professor in the department of Guidance and Counselling, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. She is a practicing Guidance Counsellor with years of experience in counselling and mentoring of individuals with counselling needs in the community. She teaches Counseling courses as well as supervises graduate and undergraduate students in the field of research in Guidance and Counseling.
  • Mokwelu, Obianuju Blessing, Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria
    Obianuju Mokwelu is an Assistant Lecturer and a PhD research scholar in the department of Guidance and Counselling, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria.

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Published

2021-03-25

Issue

Vol. 8 No. 3 (2021)

Section

Articles

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