The Relative Efficacy of Reality Therapy Procedure in Reducing Indiscipline Among In-School Adolescents
International Journal of Vocational Education and Training Research
Volume 2, Issue 6, December 2016, Pages: 34-38
Received: Sep. 22, 2016; Accepted: Nov. 23, 2016; Published: Jan. 10, 2017
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Author
Ojewola F. O., Department of Guidance and Counselling, Adekunle Ajasin University, Akungba–Akoko, Nigeria
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Abstract
The study investigated the effectiveness of reality therapy procedure in reducing indiscipline among in-school adolescents. The study adopted the pre-test, post-test, control quasi-experimental design using 2x2 factorial matrix. A total of 48 students were randomly selected from two secondary schools in Ogbomoso Township to participate in the study. A questionnaire titled Disciplinary Issues among Secondary School Students (DIASSS) was administered to the students to assess their indiscipline behaviour. Analysis of Covariance was used to analyze the two hypotheses raised. The result revealed that reality therapeutic technique proved effective in reducing indiscipline behaviour among the respondents. Significant difference was also found on the basis of gender. The result of the finding have far reaching implication for counseling psychologist, Educational administrator, policy makers and the Nigeria government.
Keywords
Indiscipline, Behaviour, Reality Therapy In-School, Adolescents, Gender
To cite this article
Ojewola F. O., The Relative Efficacy of Reality Therapy Procedure in Reducing Indiscipline Among In-School Adolescents, International Journal of Vocational Education and Training Research. Vol. 2, No. 6, 2016, pp. 34-38. doi: 10.11648/j.ijvetr.20160206.11
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Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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