Thesis Abstract

<p> This study investigated the effects of film. Modelling and direct-teaching techniques on<br>self-concepts of schooling adolescents. The study adopted the quasi-experimental design.<br>The sample for the study comprised one hundred and fifteen (115) secondary school<br>students drawn from three (3) out of four (4) co-education public secondary schools in<br>Nsukka urban. All the SSI students in the four co-education schools made up the<br>population. Intact class of SSIA students in each of three schools were purposively<br>selected as sample for the study comprising twenty (20) male students and twenty (20)<br>female students from school (1) for direct-teaching experimental group, twenty (20) male<br>students and fifteen (15) female students from school (2) for film modelling experimental<br>group, while twenty (20) male students and twenty (20) female students from school (3)<br>for control group. Direct-teaching experimental group was taught on how to enhance<br>self-concept. Film-modelling experimental group was shown filmed drama on how to<br>enhance self-concept, while the control group did not received any treatment than the<br>normal counselling services with their school guidance counsellor. Eight research<br>questions and twelve null hypotheses guided the study. The instrument used for data<br>collection from the respondents in each group was modified Tennessee self-concept scale.<br>Data collected were analyzed using mean, standard deviation and analysis of covariance<br>(ANCOVA) at an alpha level of 0.05. In conclusion, summary of results reveal that the<br>students exposed to direct teaching technique and film modelling techniques each<br>performed better than the control group on the acquisition of physical, moral and social<br>self-concept. Further, the result of the study reveals that gender has no significant mean<br>effect on overall self-concept. Also it was revealed from the results that film modelling<br>technique proved more effective than direct teaching for improvement of moral selfconcepts<br>of schooling adolescents. Based on these findings the researcher made vital<br>recommendations and suggestions for further studies.<br>1 <br></p>

Thesis Overview

<p> </p><p><strong>INTRODUCTION</strong><strong></strong></p><strong><p><strong>Background of the Study</strong></p><p>Human society is constantly being changed by the physical<br>environment just as the latter is changed by human activities. Thus, the<br>observation by Ekpo (1996) that the difficulties being experienced by the<br>adolescents in educational, socio-personal and vocational adjustments could<br>be attributed in part to environmental changes due to the increasing<br>complexity of the contemporary world in both developed and developing<br>countries. These difficulties create psycho-social problems among the<br>schooling adolescents that have potential impact on their low self-concept<br>formation.</p><p>In Nigeria, specifically during the civil strife of between 1967 and<br>1970 the resultant imbalance in the social, economic and political systems<br>reached alarming stages. The psycho-social decay distorted and disoriented<br>the moral development of the citizens, particularly those of the children and<br>adolescents. As a result, such social vices as vandalization of public<br>properties, stealing, armed robbery, cultism, forgery, examination<br>malpractice, sex abuse among others became enthroned among the youthful<br>1<br>2<br>adolescents (Ekpo, 1996). These vices may be, were the products of the<br>prevalent low self-concept formation in some Nigerian adolescents.<br>The above scenario experienced among Nigerian adolescents<br>conforms with the later findings expressed by Olowu (1983, 1985) in<br>Nigeria, Mwanalushi (1979) in Zambia and Krystall (1973) in Kenya, that<br>the changes in the socialization environment and the process of people,<br>particularly the youths in developing/transitional societies had a warping<br>effect on the self-concepts of adolescents. They listed such transitional<br>societies as mainly African, Asian and Latin-American societies that are<br>moving from their traditional ways of life to the new ways of the Western<br>cultures. These changes which are by-products of such transition, are often<br>accompanied by uncertainty and unpredictability, which in turn engender<br>insecurity and anxiety which ultimately affect the self-concept of people and<br>adolescents.</p><p>Perhaps in realization of the obvious negative consequence of society<br>infested with psychologically maladjusted adolescents that the Federal<br>Government of Nigeria in the National Policy on Education (FRN, 2004,<br>Revised) entrenched a formal guidance and counselling Programme in her<br>secondary school system aimed at taking care of such students’<br>maladjustment problems.</p></strong> <br><p></p>