THE IMPLICATION OF COGNITIVE RESTRUCTURING THERAPY ON SENIOR SECONDARY SCHOOL STUDENTS’ TRUANCY BEHAVIOURS AND ACADEMIC ACHIEVEMENTS IN JEGA METROPOLIS, KEBBI STATE, NIGERIA

Garba Esther, Prof. Grace Momoh, Prof. Mallum Yakubu

Abstract


This study is on implication of cognitive restructuring therapy on senior secondary school students’ truancy behaviours and academic achievements in Jega Metropolis of Kebbi State, Nigeria. The study adopted the true experimental research design. Two research questions and two hypotheses were formulated for the study. The sample was 30 students who were drawn from one Secondary School using simple random sampling techniques. The data for this study was collected using three (3) instruments namely: School Register, Students Truancy Behaviours Checklist (STBC) and Academic Achievement Test in English Language (AAEL) The reliability coefficient of the instrument was 0.92 which means the instrument is good and reliable. Data obtained in this study will be analyzed using descriptive and inferential statistical tools, while independent sample t-test will be used to test the null hypotheses formulated at 0.05 level of significance. Results indicated that there was a significant effect of cognitive restructuring therapy on students’ skipping some classes behaviour. The researcher recommended among other things that parents should increase their effects to ensure that their children are prompt and regular in schools.


Keywords


Implication, Cognitive Restructuring Therapy, Truancy Behaviours, Academic Achievements, Senior Students, Secondary Education.

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