Effectiveness of Self-instructional and Bully-proof Strategy on the Management of School Violence Among Transitional Students in Junior Secondary Schools in Ibadan, Nigeria

Shade Vivian Adeyemi

Abstract


This study investigated the effectiveness of self-instructional and bully-proof strategies on the management of school violence among transitional students in Junior Secondary Schools in Ibadan, Nigeria. The study adopted a pre-test, post-test, control group experimental design using a 3x2x2 factorial matrix. 108 Junior Secondary One students were selected through purposive sampling technique from three local government areas in Ibadan. The scales used in the study were the School Violence Scale (r = 0.68) and Locus of Control Scale (r = 0.71) while Seven hypotheses were tested at 0.05 level of significance. Analysis of Covariance and Scheffe Post-hoc were used for data analysis.
Hypothesis one revealed a significant main effect of treatments (F2, 95 = 18.29; p < 0.05) while bully-proof strategy ( = 25.57) was more effective than self-instructional ( = 27.86). In addition, hypothesis 5 which examines the interaction effect of treatments and locus of control on the management of school violence was significant (F2, 95 = 3.98; p < 0.05). Further results revealed that hypotheses 2, 3, 4, 6 and 7 were not significant.
In view of the findings, suggestions and recommendations were raised for effective utilization of counselling strategies on the management of school violence.

Keywords


Bully-proof; School violence; Self-instruction; Transitional students

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DOI: http://dx.doi.org/10.3968%2Fj.hess.1927024020130502.2590

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