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EFFECTS OF
FILM-MODELING AND DIRECT-TEACHING TECHNIQUES ON SELF-CONCEPT OF SCHOOLING
ADOLESCENTS
ABSTRACT
This study
investigated the effects of film. Modelling and direct-teaching techniques on
self-concepts
of schooling adolescents. The study adopted the quasi-experimental design.
The sample
for the study comprised one hundred and fifteen (115) secondary school
students
drawn from three (3) out of four (4) co-education public secondary schools in
Nsukka
urban. All the SSI students in the four co-education schools made up the
population.
Intact class of SSIA students in each of three schools were purposively
selected as
sample for the study comprising twenty (20) male students and twenty (20)
female
students from school (1) for direct-teaching experimental group, twenty (20) male
students and
fifteen (15) female students from school (2) for film modelling experimental
group, while
twenty (20) male students and twenty (20) female students from school (3)
for control
group. Direct-teaching experimental group was taught on how to enhance
self-concept.
Film-modelling experimental group was shown filmed drama on how to
enhance
self-concept, while the control group did not received any treatment than the
normal
counselling services with their school guidance counsellor. Eight research
questions
and twelve null hypotheses guided the study. The instrument used for data
collection
from the respondents in each group was modified Tennessee self-concept scale.
Data
collected were analyzed using mean, standard deviation and analysis of covariance
(ANCOVA) at
an alpha level of 0.05. In conclusion, summary of results reveal that the
students
exposed to direct teaching technique and film modelling techniques each
performed
better than the control group on the acquisition of physical, moral and social
self-concept.
Further, the result of the study reveals that gender has no significant mean
effect on
overall self-concept. Also it was revealed from the results that film modelling
technique
proved more effective than direct teaching for improvement of moral
selfconcepts
of schooling
adolescents. Based on these findings the researcher made vital
recommendations
and suggestions for further studies.
1
CHAPTER ONE
INTRODUCTION
Background
of the Study
Human
society is constantly being changed by the physical
environment
just as the latter is changed by human activities. Thus, the
observation
by Ekpo (1996) that the difficulties being experienced by the
adolescents
in educational, socio-personal and vocational adjustments could
be
attributed in part to environmental changes due to the increasing
complexity
of the contemporary world in both developed and developing
countries.
These difficulties create psycho-social problems among the
schooling
adolescents that have potential impact on their low self-concept
formation.
In Nigeria,
specifically during the civil strife of between 1967 and
1970 the
resultant imbalance in the social, economic and political systems
reached
alarming stages. The psycho-social decay distorted and disoriented
the moral
development of the citizens, particularly those of the children and
adolescents.
As a result, such social vices as vandalization of public
properties,
stealing, armed robbery, cultism, forgery, examination
malpractice,
sex abuse among others became enthroned among the youthful
1
2
adolescents
(Ekpo, 1996). These vices may be, were the products of the
prevalent
low self-concept formation in some Nigerian adolescents.
The above
scenario experienced among Nigerian adolescents
conforms
with the later findings expressed by Olowu (1983, 1985) in
Nigeria,
Mwanalushi (1979) in Zambia and Krystall (1973) in Kenya, that
the changes
in the socialization environment and the process of people,
particularly
the youths in developing/transitional societies had a warping
effect on
the self-concepts of adolescents. They listed such transitional
societies as
mainly African, Asian and Latin-American societies that are
moving from
their traditional ways of life to the new ways of the Western
cultures.
These changes which are by-products of such transition, are often
accompanied
by uncertainty and unpredictability, which in turn engender
insecurity
and anxiety which ultimately affect the self-concept of people and
adolescents.
Perhaps in
realization of the obvious negative consequence of society
infested
with psychologically maladjusted adolescents that the Federal
Government
of Nigeria in the National Policy on Education (FRN, 2004,
Revised)
entrenched a formal guidance and counselling Programme in her
secondary
school system aimed at taking care of such students’
maladjustment
problems.
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