EFFECTS OF MODELING AND TIME-OUT TECHNIQUES ON DISRUPTIVE CLASSROOM BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OTUKPO, BENUE STATE, NIGERIA

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dc.contributor.authorANYEBE, Veronica
dc.date.accessioned2017-04-06T08:26:47Z
dc.date.available2017-04-06T08:26:47Z
dc.date.issued2016-05
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELING, FACULTY OF EDUCATIONen_US
dc.description.abstractThis study investigated the Effects of Modeling and time-out techniques on disruptive classroom behavior among secondary school students in Otukpo, Benue State, Nigeria. Seven (7) research questions and seven (7) null hypotheses were formulated to guide the study. The pre-test post-test quasi experimental design was employed and used for this study. The population of this study comprises of 470 identify students with disruptive classroom behavior from Senior Secondary School II. The sample size of 60 students with high incidence of disruptive classroom behavior as indicated by their scores on the instrument tagged Veiga‘s Disruptive Behaviour Scale Professed by Students was used to select the subjects through purposive sampling technique. The research questions were answered by the use of descriptive statistics. The research hypotheses were tested using paired sample t-test, independent t-test and analysis of variance at 0.05 alpha level of significance. The findings revealed that: modeling technique is effective in reducing disruptive classroom behavior among secondary school students (p = 0.000), time-out technique is effective in reducing disruptive classroom behavior among senior secondary school students (p = 0.000), comparing the two techniques, both are effective (p = 0.343), significant difference did not exist between male and female students exposed to modeling technique on disruptive classroom behavior (p = 0.915) and time-out technique (p = 0.988). Age was not a significant factor in the effectiveness of modeling (p = 3.107) and time-out (p = 0.727), on disruptive classroom behavior. It was recommended among others that teachers, school psychologists, counselors should be exposed to modeling and time-out techniques in readdressing disruptive classroom behavior among senior secondary school students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8860
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectMODELING,en_US
dc.subjectTIME-OUT TECHNIQUES,en_US
dc.subjectDISRUPTIVE CLASSROOM BEHAVIOUR,en_US
dc.subjectSECONDARY SCHOOL STUDENTS,en_US
dc.subjectOTUKPO,en_US
dc.subjectBENUE STATE,en_US
dc.subjectNIGERIAen_US
dc.titleEFFECTS OF MODELING AND TIME-OUT TECHNIQUES ON DISRUPTIVE CLASSROOM BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OTUKPO, BENUE STATE, NIGERIAen_US
dc.typeThesisen_US
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