Effectiveness of Role Play and Bibliotherapy in Attitude Change of Primary School Pupils towards Learners with Special Needs in Aba, Abia State, Nigeria
The research addressed two major problems, namely, the persistent negative attitude towards
learners with special needs and the effectiveness of role play and bibliotherapy in attitude change of primary
school pupils. The main purpose of the research was to examine the effectiveness of role play and bibliotherapy
on attitude change of primary school pupils towards learners with special needs in Aba Abia State. The purpose
of the study was achieved through a research question and five null hypotheses which guided the conduct of the
study. The theory of Albert Bandura (social learning) provided the theoretical framework that guided the study.
Relevant literature was reviewed on the concepts of attitude, learners with special needs, bibliotherapy and role
play. Relevant literature were also reviewed on the concept of inclusive education and studies on attitudes and
the effectiveness of role play and bibliotherapy as attitude change techniques brought out the gaps in the field
which the study proceeded to fill. Two research designs, namely, survey and the Solomon four group designs
were adopted to respond to the problems of this study. All the primary six school pupils in Aba primary schools
in Abia State constituted the population while a sample of 104 was selected for the survey and 40 from two
schools were selected for the experiment from primary six pupils in Aba. One instrument and two programmes
were used for the successful implementation of the study which were validated by experts. The research question
was analyzed using mean and standard deviation methods, while the five hypotheses were tested using t-test for
correlated and independent samples, and two and one way analysis of variance at 0.05 level of significance. The
findings of the research indicated that the pupil’s attitude towards learners with special needs in Aba Abia State
is negative but improved significantly after they were exposed to the NRPEP and NBP respectively. This implied
the effectiveness of NRPEP and NBP in attitude change of primary school pupils.
This study aimed at finding out the effects of social life adjustment on the academic achievements of adolescents in secondary schools in the North West Region of Cameroon and also to verify if the social life adjustment and academic achievement apply equally for both male and female. Four hundred and eighty (480) students were randomly sampled from three secondary schools in major urban areas of the Region. The descriptive survey design was used for the study. A self-constructed questionnaire with the Likert scale on social life adjustment was used to gather the necessary data. Two null hypotheses were formulated and tested at the 0.05 level of significance. The data were analysed using the chi-square and Fishers’ Z scores for gender. The findings revealed that social life adjustment had significant influence on students’ academic achievements in secondary schools in the North West Region of Cameroon. It was also found that there exist no significant difference in the effects of social life adjustment on academic performance between boys and girls. Based on these findings, it was recommended amongst others that, counsellors should constantly monitor and guide adolescents properly during class periods, recess periods and extracurricular activities in order for them to achieve academically. Keywords: Social life adjustment; Adolescents; Academic achievements; Cameroon.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
Impact of bullying on the performance of the students at primary level in sindhAlexander Decker
This document discusses bullying and its impact on student performance at the primary level in Sindh, Pakistan. It defines bullying and outlines its various types. The study found that the rate of bullying is higher in primary schools in Sindh compared to other districts. Most bullying involves name-calling. The study recommends teaching students and teachers about bullying to increase awareness, engaging students in the curriculum to address bullying, and establishing minor punishments for bullying behaviors.
Perception of teachers on physiological needs and the collapse of feeding pro...Alexander Decker
Teachers perceived several factors that led to the collapse of the school feeding program in Nigeria, which was intended to improve access to education. These included inadequate funding from the government, lack of proper planning and management of the program, and population growth that outpaced available resources. The feeding program initially increased enrollment but ultimately failed due to insufficient support. Teachers believe adequately addressing students' basic physiological needs, like hunger, is important for learning and education outcomes.
Bullying takes many forms including emotional, verbal, and physical abuse through methods like psychological manipulation. Surveys show that 77% of students report being bullied, with 14% having severe reactions. Bullying has been linked to increased violence, drug and alcohol use, and dropping out of school. Among perpetrators of school homicides, over half reported being bullied themselves, showing the destructive impact of bullying.
The document summarizes a thesis presented by Angela Van Batavia at the University of Central Missouri that examined the effects of a bibliotherapy unit on bullying behaviors of adolescents. The bibliotherapy unit involved lessons on bullying for 5th grade students over 10 days. Survey results showed students who participated in bibliotherapy experienced and participated in less bullying and were slightly more likely to intervene when witnessing bullying compared to a control group. The bibliotherapy unit focused on developing empathy and perspective-taking to reduce bullying.
This study aimed at finding out the effects of social life adjustment on the academic achievements of adolescents in secondary schools in the North West Region of Cameroon and also to verify if the social life adjustment and academic achievement apply equally for both male and female. Four hundred and eighty (480) students were randomly sampled from three secondary schools in major urban areas of the Region. The descriptive survey design was used for the study. A self-constructed questionnaire with the Likert scale on social life adjustment was used to gather the necessary data. Two null hypotheses were formulated and tested at the 0.05 level of significance. The data were analysed using the chi-square and Fishers’ Z scores for gender. The findings revealed that social life adjustment had significant influence on students’ academic achievements in secondary schools in the North West Region of Cameroon. It was also found that there exist no significant difference in the effects of social life adjustment on academic performance between boys and girls. Based on these findings, it was recommended amongst others that, counsellors should constantly monitor and guide adolescents properly during class periods, recess periods and extracurricular activities in order for them to achieve academically. Keywords: Social life adjustment; Adolescents; Academic achievements; Cameroon.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
Impact of bullying on the performance of the students at primary level in sindhAlexander Decker
This document discusses bullying and its impact on student performance at the primary level in Sindh, Pakistan. It defines bullying and outlines its various types. The study found that the rate of bullying is higher in primary schools in Sindh compared to other districts. Most bullying involves name-calling. The study recommends teaching students and teachers about bullying to increase awareness, engaging students in the curriculum to address bullying, and establishing minor punishments for bullying behaviors.
Perception of teachers on physiological needs and the collapse of feeding pro...Alexander Decker
Teachers perceived several factors that led to the collapse of the school feeding program in Nigeria, which was intended to improve access to education. These included inadequate funding from the government, lack of proper planning and management of the program, and population growth that outpaced available resources. The feeding program initially increased enrollment but ultimately failed due to insufficient support. Teachers believe adequately addressing students' basic physiological needs, like hunger, is important for learning and education outcomes.
Bullying takes many forms including emotional, verbal, and physical abuse through methods like psychological manipulation. Surveys show that 77% of students report being bullied, with 14% having severe reactions. Bullying has been linked to increased violence, drug and alcohol use, and dropping out of school. Among perpetrators of school homicides, over half reported being bullied themselves, showing the destructive impact of bullying.
The document summarizes a thesis presented by Angela Van Batavia at the University of Central Missouri that examined the effects of a bibliotherapy unit on bullying behaviors of adolescents. The bibliotherapy unit involved lessons on bullying for 5th grade students over 10 days. Survey results showed students who participated in bibliotherapy experienced and participated in less bullying and were slightly more likely to intervene when witnessing bullying compared to a control group. The bibliotherapy unit focused on developing empathy and perspective-taking to reduce bullying.
1 students perception of their teachers & the academic achievement orientatio...Nwaduba Emy
Students' perception of their teachers influences their academic achievement orientation. Students with high perception of teachers had the highest achievement orientation, followed by those with moderate perception, then low perception. Analysis of variance showed differences in achievement orientation between the three perception groups. Further analysis found that students with high perception had significantly stronger achievement orientation than those with low or moderate perception. Therefore, how students perceive their teachers affects their motivation to succeed academically.
1. The document discusses shifting perspectives on bullying, focusing on teaching resilience and problem-solving skills rather than punishment.
2. It emphasizes that all children, including bullies and victims, need tools to deal with conflicts and that with skill-building, resilience can be learned.
3. The school aims to teach these skills through various anti-bullying programs and role-plays at different grade levels, while coaching individual students.
This document discusses students with emotional or behavioral disorders (EBD). It covers the history of how these students have been treated, definitions and classifications of EBD, and the causes and characteristics. The history shows that these students were initially separated from society but treatment has become more humane over time. There is debate around terminology and definitions, with emotional disturbance and behavioral disorders being commonly used terms. Causes can include environmental factors like family issues or school experiences, as well as potential genetic factors. Prevalence is estimated at 2-6% of students depending on the source.
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
Sample of Master Thesis in Political ScienceWai-Kwok Wong
Here are the key points made in the literature review:
- Many scholars marginalize the influence of religion in political discussions, emphasizing strategic, political, and economic concerns instead.
- Those studying the secular environment in the EU limit discussion of religion's influence to its generic cultural impact, except regarding Middle East policy and European Muslims' beliefs.
- Scholarship on Israel evaluates how its "Jewish" designation relates to its democracy, but often marginalizes religiosity within Israel as a cultural matter of identity enforced by the state.
- The literature presents three perspectives on the association between religious beliefs and foreign policy:
1) Other factors like strategic, economic, and political interests influence policy more than religious beliefs.
The impact of bullying in adolescents on schoolDenni Domingo
This document is a research paper on the impact of bullying in adolescents at school. It was submitted by 6 students to their professor and discusses several key points about bullying:
1. Bullying is a widespread problem that affects millions of students worldwide and can have both short-term and long-term negative consequences for both bullies and their victims.
2. There are different types of bullying, including physical, verbal, cyber, and emotional bullying. Bullies often target victims due to perceived differences in appearance, race, religion, nationality or other factors.
3. Bullying can seriously impact a person's mental health, self-esteem and academic performance. Both bullies and their victims are more likely to
The document discusses bullying faced by LGBT students in schools. It notes that LGBT students are more likely to engage in risky behaviors like smoking, drinking, and drugs due to increased rates of depression and suicidal thoughts from bullying. The bullying can take various forms, including physical, verbal, sexual and emotional abuse. This causes many LGBT students to develop low self-esteem, negative body images, and mental health issues. Some strategies discussed to address the problem include adding gender identity and sexual orientation to anti-bullying policies, programs to support bullied LGBT students, and laws to protect LGBT students from discrimination.
‘‘I love my bones!’’ – self-harm and dangerous eating youth behaviours in Por...Teresa Sofia Castro
This document summarizes a research paper that analyzed 11 Portuguese-speaking blogs written by teenagers aged 13-19 who promoted anorexic lifestyles. The analysis found that peer pressure, need for acceptance, and family conflicts revealed how young people internalize thin ideals from sociocultural messages. Content was organized into three categories: common content in pro-anorexic blogs, celebrities/models worshipped as "thinspiration", and how youth deal with social pressures. The study aimed to increase understanding of problematic online content consumed by young people and raise awareness of its potential effects.
The document discusses the effects of bullying. It defines bullying and describes the different types, including emotional, verbal, and physical abuse. It also outlines some of the negative consequences of bullying for both the bully and the victim. Bullies are more likely to engage in criminal behavior later in life, while victims may experience depression, anxiety, and low self-esteem that impacts their school performance. The causes of bullying behavior are complex, but some characteristics of children who bully include a lack of empathy, pushing limits, and an ability to justify their actions.
Internal versus external control of reinforcement; where do nigeria science ...Alexander Decker
1) The study investigates the locus of control (belief in internal vs external control of reinforcement) of Nigerian junior secondary school science students and its relationship to academic performance.
2) 200 students completed a locus of control questionnaire, and results showed that 63% had an internal locus of control while 37% had an external locus.
3) Among students with an internal locus, girls comprised the majority at 57.1% compared to boys at 42.9%, indicating that girls were more internally oriented.
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement compared
"The Effects of Bullying Among Middle School Gifted and Talented Childre...Helen Tsipliareles-Pryor
ABSTRACT - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011
When Islamic beliefs and values are incorporated into therapeutic interventions for Muslim youth in residential care, it allows them to foster a greater sense of belonging and community. Incorporating clients' religious beliefs demonstrates cultural awareness and respect, helping clients feel more comfortable discussing religious experiences. Focusing on strong, trusting relationships between youth and practitioners is important, as it provides stability, safety and support for positive development.
This literature review explores adolescent suicide and alienation. Suicide is the third leading cause of death for those aged 15-24 and is often preceded by mental disorders like depression. Risk factors include a family history of suicide, substance abuse, damaged parent-child relationships, bullying, and social isolation. Protective factors include strong family support and problem-solving skills. While interventions aim to improve coping skills and screening, barriers include stigma and lack of coordination between mental health and other services. Further research is still needed to better understand demographic and cultural influences and determine the most effective prevention strategies, especially improving family connectedness.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Sex differences in academic self –esteem of secondary school students in abuj...Alexander Decker
This document summarizes a research study that investigated sex differences in academic self-esteem among secondary school students in Abuja, Nigeria. The study involved 250 students who completed a self-esteem questionnaire before and after a 125-day self-esteem enhancement program. Results showed no significant differences in academic self-esteem between male and female students, either before or after the program. The study concluded that the self-esteem enhancement program was effective in improving academic self-esteem for both sexes, and that academic self-esteem levels do not differ significantly between male and female students.
Teacher Attachment and Intention of Aggressive Behaviour among School Childreniosrjce
The main purpose of this study was to determine the relationships between teacher attachment and
intention of aggressive behaviour among school children. This study involved 426school children using selfadministered
questionnaire from six government daily secondary schools. The school children were selected
using simple random sampling method. Respondents were males (199) and females (227) between 13-17 years
old. Teacher attachment was measured using inventory of parentsattachment (IPPA) with respect to teacher
attachment and intention of aggressive behaviour. Pearson’s correlation analysis revealed that there is a
significant with negative weak relationship between teacher attachment and school children intention of
aggressive behavior(r = -0.126, p < 0.05).Also the result of t-test analysis showed that there is no significant
difference between male and female school children in term of intention of aggressive behaviour (t=1.050;
p=0.294).Moreover, the relationship indicates that lack of teachers monitoring and cooperation influence
student to engage in intention of aggressive behaviour. It is recommended that policy makers and school
counselors should give more emphasis on the improvement of good and suitable environment in the school to
improvechildren satisfaction in the school environment and thus help improve their ability not to engage in
aggressive behaviour
Peer Acceptance and the Emotional Well-Being of DisabledAbigail Burmeister
This document summarizes a study about how knowing someone with a disability affects acceptance of others with disabilities and how acceptance impacts emotional well-being. The study found that people who know someone with a disability are more accepting of others. Previous research also found peer acceptance is important for emotional well-being of those with disabilities. The study measured acceptance by asking if respondents would be friends with someone who has a disability and found those who know someone with a disability were more likely to say yes.
Gender socialization is the process through which children learn behaviors, attitudes, and norms associated with their gender from various social agents. Parents, teachers, peers, and media all contribute to gender socialization from a young age by modeling different expectations for boys and girls. Parents often engage in different activities with sons and daughters that demonstrate masculinity and femininity. Teachers and schools may unintentionally reinforce gender stereotypes through separating students or disciplining them differently based on gender. Peers also teach children appropriate behavior for their gender through play and interactions. Media conveys gender roles and can strengthen stereotypes about what it means to be a boy or girl.
Anti Social Behavior, Prison Condition and the Development of Stable Personal...ijtsrd
This study was based on antisocial behaviour, prison conditions and their influence on the development of a stable identity among child prisoners, in other to investigate this aspect, it lead to the formation of items to investigate aspects of prison conditions and how they influence the formation of a stable identity of child prisoners. This therefore led to the formation of the research question anti social behaviours and prison conditions influence the building of a stable identity of child prisoners. From these, five objectives were generated from the following indicators, overcrowded nature of prisons, health care service, physical and sexual abuse, solitary confinement, and social support. A sample of 40 was used for the study from two prisons in the south west region of Cameroon and the purposive sampling techniques was used to select the participants. The instrument used for the collection of data was a questionnaire which composed of a likert scale section and an open ended section. And for this study a survey design was used and data was analysed using descriptive statistic, mean estimation and thematic analysis. Using the percentages of statistical data, Findings revealed that the overcrowded prisons, physical and sexual abuse, solitary confinement, and social support could all negatively influence the formation of stable identity among child prisoners while health care service could not be link directly to a negative effects. Lyonga Marlvin Njie | Joseph Lah Lo-ol "Anti-Social Behavior, Prison Condition and the Development of Stable Personality by Minor Prisoners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31748.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/psychology/31748/antisocial-behavior-prison-condition-and-the-development-of-stable-personality-by-minor-prisoners/lyonga-marlvin-njie
Perceived influence of sexuality education n the personal social development ...Alexander Decker
This document summarizes a study that investigated the perceived influence of sexuality education on the personal and social development of in-school adolescents in Nigeria. The study found that sexuality education should be taught in areas like moral instruction and science classes. It also found that sexuality education equips adolescents with positive attitudes towards relationships and enhances personal and social development. Finally, the study found no significant differences in perceptions between male and female adolescents or between junior and senior adolescents regarding the influence of sexuality education.
1 students perception of their teachers & the academic achievement orientatio...Nwaduba Emy
Students' perception of their teachers influences their academic achievement orientation. Students with high perception of teachers had the highest achievement orientation, followed by those with moderate perception, then low perception. Analysis of variance showed differences in achievement orientation between the three perception groups. Further analysis found that students with high perception had significantly stronger achievement orientation than those with low or moderate perception. Therefore, how students perceive their teachers affects their motivation to succeed academically.
1. The document discusses shifting perspectives on bullying, focusing on teaching resilience and problem-solving skills rather than punishment.
2. It emphasizes that all children, including bullies and victims, need tools to deal with conflicts and that with skill-building, resilience can be learned.
3. The school aims to teach these skills through various anti-bullying programs and role-plays at different grade levels, while coaching individual students.
This document discusses students with emotional or behavioral disorders (EBD). It covers the history of how these students have been treated, definitions and classifications of EBD, and the causes and characteristics. The history shows that these students were initially separated from society but treatment has become more humane over time. There is debate around terminology and definitions, with emotional disturbance and behavioral disorders being commonly used terms. Causes can include environmental factors like family issues or school experiences, as well as potential genetic factors. Prevalence is estimated at 2-6% of students depending on the source.
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
Sample of Master Thesis in Political ScienceWai-Kwok Wong
Here are the key points made in the literature review:
- Many scholars marginalize the influence of religion in political discussions, emphasizing strategic, political, and economic concerns instead.
- Those studying the secular environment in the EU limit discussion of religion's influence to its generic cultural impact, except regarding Middle East policy and European Muslims' beliefs.
- Scholarship on Israel evaluates how its "Jewish" designation relates to its democracy, but often marginalizes religiosity within Israel as a cultural matter of identity enforced by the state.
- The literature presents three perspectives on the association between religious beliefs and foreign policy:
1) Other factors like strategic, economic, and political interests influence policy more than religious beliefs.
The impact of bullying in adolescents on schoolDenni Domingo
This document is a research paper on the impact of bullying in adolescents at school. It was submitted by 6 students to their professor and discusses several key points about bullying:
1. Bullying is a widespread problem that affects millions of students worldwide and can have both short-term and long-term negative consequences for both bullies and their victims.
2. There are different types of bullying, including physical, verbal, cyber, and emotional bullying. Bullies often target victims due to perceived differences in appearance, race, religion, nationality or other factors.
3. Bullying can seriously impact a person's mental health, self-esteem and academic performance. Both bullies and their victims are more likely to
The document discusses bullying faced by LGBT students in schools. It notes that LGBT students are more likely to engage in risky behaviors like smoking, drinking, and drugs due to increased rates of depression and suicidal thoughts from bullying. The bullying can take various forms, including physical, verbal, sexual and emotional abuse. This causes many LGBT students to develop low self-esteem, negative body images, and mental health issues. Some strategies discussed to address the problem include adding gender identity and sexual orientation to anti-bullying policies, programs to support bullied LGBT students, and laws to protect LGBT students from discrimination.
‘‘I love my bones!’’ – self-harm and dangerous eating youth behaviours in Por...Teresa Sofia Castro
This document summarizes a research paper that analyzed 11 Portuguese-speaking blogs written by teenagers aged 13-19 who promoted anorexic lifestyles. The analysis found that peer pressure, need for acceptance, and family conflicts revealed how young people internalize thin ideals from sociocultural messages. Content was organized into three categories: common content in pro-anorexic blogs, celebrities/models worshipped as "thinspiration", and how youth deal with social pressures. The study aimed to increase understanding of problematic online content consumed by young people and raise awareness of its potential effects.
The document discusses the effects of bullying. It defines bullying and describes the different types, including emotional, verbal, and physical abuse. It also outlines some of the negative consequences of bullying for both the bully and the victim. Bullies are more likely to engage in criminal behavior later in life, while victims may experience depression, anxiety, and low self-esteem that impacts their school performance. The causes of bullying behavior are complex, but some characteristics of children who bully include a lack of empathy, pushing limits, and an ability to justify their actions.
Internal versus external control of reinforcement; where do nigeria science ...Alexander Decker
1) The study investigates the locus of control (belief in internal vs external control of reinforcement) of Nigerian junior secondary school science students and its relationship to academic performance.
2) 200 students completed a locus of control questionnaire, and results showed that 63% had an internal locus of control while 37% had an external locus.
3) Among students with an internal locus, girls comprised the majority at 57.1% compared to boys at 42.9%, indicating that girls were more internally oriented.
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement compared
"The Effects of Bullying Among Middle School Gifted and Talented Childre...Helen Tsipliareles-Pryor
ABSTRACT - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011
When Islamic beliefs and values are incorporated into therapeutic interventions for Muslim youth in residential care, it allows them to foster a greater sense of belonging and community. Incorporating clients' religious beliefs demonstrates cultural awareness and respect, helping clients feel more comfortable discussing religious experiences. Focusing on strong, trusting relationships between youth and practitioners is important, as it provides stability, safety and support for positive development.
This literature review explores adolescent suicide and alienation. Suicide is the third leading cause of death for those aged 15-24 and is often preceded by mental disorders like depression. Risk factors include a family history of suicide, substance abuse, damaged parent-child relationships, bullying, and social isolation. Protective factors include strong family support and problem-solving skills. While interventions aim to improve coping skills and screening, barriers include stigma and lack of coordination between mental health and other services. Further research is still needed to better understand demographic and cultural influences and determine the most effective prevention strategies, especially improving family connectedness.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Sex differences in academic self –esteem of secondary school students in abuj...Alexander Decker
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intention of aggressive behaviour among school children. This study involved 426school children using selfadministered
questionnaire from six government daily secondary schools. The school children were selected
using simple random sampling method. Respondents were males (199) and females (227) between 13-17 years
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attachment and intention of aggressive behaviour. Pearson’s correlation analysis revealed that there is a
significant with negative weak relationship between teacher attachment and school children intention of
aggressive behavior(r = -0.126, p < 0.05).Also the result of t-test analysis showed that there is no significant
difference between male and female school children in term of intention of aggressive behaviour (t=1.050;
p=0.294).Moreover, the relationship indicates that lack of teachers monitoring and cooperation influence
student to engage in intention of aggressive behaviour. It is recommended that policy makers and school
counselors should give more emphasis on the improvement of good and suitable environment in the school to
improvechildren satisfaction in the school environment and thus help improve their ability not to engage in
aggressive behaviour
Teacher Attachment and Intention of Aggressive Behaviour among School Children
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Anti Social Behavior, Prison Condition and the Development of Stable Personal...ijtsrd
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Perceived influence of sexuality education n the personal social development ...Alexander Decker
This document summarizes a study that investigated the perceived influence of sexuality education on the personal and social development of in-school adolescents in Nigeria. The study found that sexuality education should be taught in areas like moral instruction and science classes. It also found that sexuality education equips adolescents with positive attitudes towards relationships and enhances personal and social development. Finally, the study found no significant differences in perceptions between male and female adolescents or between junior and senior adolescents regarding the influence of sexuality education.
Perceived influence of sexuality education n the personal social development ...Alexander Decker
This document summarizes a study that investigated the perceived influence of sexuality education on the personal-social development of in-school adolescents in Nigeria. The study found that sexuality education should be covered in many areas like human anatomy, relationships, and abstinence. It is currently taught through classes like biology and guidance programs. The study also found that sexuality education equips adolescents with positive attitudes towards relationships and enhances their personal-social development. There were some differences found between male and female adolescents in their perceptions but not between junior and senior students. The study recommends expanding sexuality education in schools.
This document provides a final research proposal on enrichment opportunities for gifted junior high school students in Chicagoland schools. The research problem identified is the lack of enrichment programs for gifted students compared to support available for underperforming students. The research goals are to evaluate existing gifted programs and make recommendations to better challenge and engage gifted students. A literature review found more research on underachieving versus gifted students. The proposed methodology is qualitative, using interviews of 30 gifted students, 50 teachers/administrators from public and private schools to understand student and educator perspectives on challenges, social issues, and how interests are supported.
Chapter ii review_of_related_literaturebellesaguit
The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. Research has shown that high self-monitors are more influenced by social situations and cues from others regarding their behaviors and emotions, while low self-monitors rely more on internal traits. The literature review aims to provide context and background for the current study examining correlations between self-monitoring and English proficiency.
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The document provides a review of literature and related studies on self-monitoring and its relationship to English proficiency. It discusses Mark Snyder's original work developing a self-monitoring scale and describes key differences between high and low self-monitors. The literature notes that self-monitoring interventions can help students identify and increase positive behaviors to succeed academically.
Further, the differentiation between gender and sex came in the discourse to
define the secondary status of women. Historically it is widespread that different
traits, roles, responsibilities and characteristics between men and women in society
regulated by different social institutions are determined by their gender which is
acceptable and not changeable in society and it is because of their biological
differences which make women, accountable for their secondary status in society.
And this phenomenology existing naturally which highlight the issues of gender
discrimination, exploitation, inequalities and injustice in the society regulated by
norms and values .Gender roles vary greatly in different societies, cultures and historical periods
as well as they depend also on socio-economic factors, age, education, ethnicity and
religion. Although deeply rooted, gender roles can be changed over time, since social
values and norms are not static.
The document discusses gender sensitization and its importance in creating a more equitable society. It defines gender sensitization as raising awareness about gender equality and modifying behaviors to afford equal treatment and opportunities to men and women. The key aspects that need development for gender equality are more open-minded and unbiased thoughts, dismantling orthodox beliefs, and better work-life balance for both women and men. Schools and educators play an important role as agents of change, and gender sensitization training for teachers is recommended so they can help shape non-discriminatory attitudes in students from a young age.
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A survey of “bullying traits” as perceived by schooling adolescents in nigeriaAlexander Decker
This document summarizes a study on bullying traits as perceived by schooling adolescents in Nigeria. The study was conducted to identify bullying traits and determine assessment techniques to address bullying challenges among adolescents. A survey was administered to 150 adolescents from southeast Nigeria. Findings identified several bullying traits including name-calling, teasing, threatening, and social exclusion. The study also examined appropriate assessment techniques to measure bullying traits and help reduce bullying in schools.
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
MDM BRENDA THESIS DEFENSE presentation fMei Miraflor
The document summarizes a research proposal that aims to examine the academic performance and social experiences of abandoned children in Oriental Mindoro, Philippines. It will survey abandoned elementary students to understand their demographics, social interactions, grades in various subjects, and relationship between academic and social factors. The study is grounded in social cognitive and hierarchy of needs theories. It will use descriptive, causal-comparative, and correlational research methods to analyze survey and grade data. Findings may inform an action plan to support abandoned children's learning.
Indiscipline, parenting style and attitude to learning of students in seconda...Alexander Decker
This document summarizes a study that examined the influence of parenting styles and student attitudes toward learning on student indiscipline in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study found that parenting styles significantly influence student behavior, with students from autocratic parenting styles exhibiting more indiscipline than those from democratic parenting styles. It also found a significant relationship between student attitudes toward learning and indiscipline, with more disciplined students having more positive attitudes toward learning. The study concluded that parenting styles and home environment impact student discipline and attitudes toward school. It recommended that parents take primary responsibility for disciplining children from a young age to help teachers promote discipline in schools.
This document is a literature review on changing children's attitudes and behaviors toward disabilities. It summarizes research showing that while inclusion of disabled students is promoted, simply placing disabled students in regular classrooms does not ensure positive social interactions or acceptance. Studies have found discrimination toward disabled elementary students by non-disabled peers in the forms of social isolation and lack of friendships for disabled students. Research also examines how education about disabilities may help make non-disabled students more comfortable interacting with disabled peers, though personal experience may be more effective. The review defines key terms and explores literature on attitudes toward different types of disabilities and how factors like gender and culture can influence views of disability.
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
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Socio cultural factors affecting the teaching and learning ofAlexander Decker
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
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Pride Month Slides 2024 David Douglas School District
Effectiveness of Role Play and Bibliotherapy in Attitude Change of Primary School Pupils towards Learners with Special Needs in Aba, Abia State, Nigeria
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 4 Ver. II (Jul - Aug. 2015), PP 15-23
www.iosrjournals.org
DOI: 10.9790/7388-05421523 www.iosrjournals.org 15 | Page
Effectiveness of Role Play and Bibliotherapy in Attitude Change
of Primary School Pupils towards Learners with Special Needs in
Aba, Abia State, Nigeria
Dr. Nwachukwu, E. Kingsley1, Dr. Eleri, N. O. E2
Department of Earlychildhood, and Special Education, University of Uyo – Uyo, Akwa Ibom State
Deputy Director of Research, Special Needs Education & Braille, Nigerian Educational Research and
Development Council (NERDC) Sheda, Abuja
Abstract: The research addressed two major problems, namely, the persistent negative attitude towards
learners with special needs and the effectiveness of role play and bibliotherapy in attitude change of primary
school pupils. The main purpose of the research was to examine the effectiveness of role play and bibliotherapy
on attitude change of primary school pupils towards learners with special needs in Aba Abia State. The purpose
of the study was achieved through a research question and five null hypotheses which guided the conduct of the
study. The theory of Albert Bandura (social learning) provided the theoretical framework that guided the study.
Relevant literature was reviewed on the concepts of attitude, learners with special needs, bibliotherapy and role
play. Relevant literature were also reviewed on the concept of inclusive education and studies on attitudes and
the effectiveness of role play and bibliotherapy as attitude change techniques brought out the gaps in the field
which the study proceeded to fill. Two research designs, namely, survey and the Solomon four group designs
were adopted to respond to the problems of this study. All the primary six school pupils in Aba primary schools
in Abia State constituted the population while a sample of 104 was selected for the survey and 40 from two
schools were selected for the experiment from primary six pupils in Aba. One instrument and two programmes
were used for the successful implementation of the study which were validated by experts. The research question
was analyzed using mean and standard deviation methods, while the five hypotheses were tested using t-test for
correlated and independent samples, and two and one way analysis of variance at 0.05 level of significance. The
findings of the research indicated that the pupil’s attitude towards learners with special needs in Aba Abia State
is negative but improved significantly after they were exposed to the NRPEP and NBP respectively. This implied
the effectiveness of NRPEP and NBP in attitude change of primary school pupils.
Key Words: Role Play, Bibliotherapy, Attitude change, Primary school Pupils and learners with Special Needs
I. Introduction
Persons with special needs have been subjected to different forms of maltreatment from time
immemorial and there are documented evidence of this social injustice. According to Kisanji (2000), history is
replete with instances of persons with special needs worldwide who were ridiculed, killed, and abandoned to die
or condemned to permanent exclusion in asylums. The Greeks abandoned persons with special needs to drown
in rivers. In Europe, Nero Commodious is said to have shot bows and arrows on persons with physical
disabilities and that the church in the 15th
century sanctioned the extermination of people with special needs.
Coleridge (2002) traces through history the killing of people with special needs beginning with the
Spartans who killed persons with special needs as a matter of law; the endorsement by Martin Luther to kill
babies with special needs because they were incarnations of the devil. The English Eugenicists who eliminated
persons with special needs under the Darwinian evolution theory of survival of the fittest and the Nazi
euthanasia programme under Hitler. Who exterminated persons with special needs on the pretence that they
could not make contribution to the society are instances of society’s attitude towards persons with special needs.
In Nigeria, it was nothing different as persons with special needs were thrown into the evil forest to die,
and even some were killed as they were seen as evil children (Abang, 1992; Kisanji, 2000). Attitude is a tri-
element concept embodying beliefs, emotions and behavior which characterize human beings in intra-personal
and in social interaction. Attitudes are formed as a result of information/ misinformation about certain attitude
objects. People form likes and dislike not necessarily as a result of their contact with the attitude object but as a
result of information they get regarding the object from other people such as parents, peers or other older adults
who themselves may not have had contacts or enough information about the object. The information they have
about the object may have been passed to them by their own parents or other significant adults of their
environment.
Some attitudes may also be formed due to knowledge and contact with the people whom the attitude is
directed towards. In all, attitudes could be learnt and as a result could also be unlearned. The information we
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glean from the media such as the television, films, radio, journals, magazines and newspapers go a long way in
dictating and directing our attitude toward certain people or persons, objects and phenomena. Likes and dislikes
are formed as early as the childhood stages during which children imitate the significant adults in their
environment. Children begin to prefer certain persons to the others learn differences in physique and attach
themselves to models. Most of their actions are dictated not just by knowledge but by some kind of
indoctrination or uniformed reactions to the attitude object. The concept of “My parent, my uncle, my aunty, my
teacher and my grandparents said” are formed and held to religiously.
According to Ozoji, (2010) there are about twelve categories of persons with special needs. They
include persons with Learning disabilities, attention deficit hyperactivity disorders, emotional and behaviour
disorders, intellectual retardation, hearing and visual impairments and autism spectrum disorders. Others
include, low incidence disabilities (such as traumatic brain injury, multiple severe disabilities and deaf-
blindness). The list also includes persons with communication disorders of speech and language, those with gifts
and talents; those with physical and health impairments and those at risk who are to be included in the inclusive
classroom at the primary school level.
Hence psychologists believe that one’s beliefs, affect and behaviour dispositions can be altered using
techniques found in theory and research since attitudes are learned and are predicable. Attitudes toward persons
with special needs can be changed either incongruently (i.e. from positive to negative or negative to positive) or
congruently (i.e. increasing the negativity/positivity of an existing attitude) (Ozoji and Mugu, 1999). Attitude
change means the acquisition, reversal or intensification of an attitude (Johnson & Matros 1975; Ozoji 1991).
Formation of an attitude is also integral to change in attitudes, as individuals acquire new experiences and
information, attitudes undergo continual change which have necessitated theories and techniques used in
planned attitude change towards persons with special needs which the researcher tries to explore through the use
of role play and bibliotherapy. Bibliotherapy consists primarily of providing well chosen books to pupils to
increase self esteem and self knowledge and to find relief from personal conflicts. It is the use of books as
strategies of attitude change (Nwazuoke, 1996).
The use of bibliotherapy and role play has demonstrated marked effectiveness in attitude change over
the years. According to Afolayan (1992), the rise in popularity of role play and bibliotherapy may be due to the
societal and familiar problems in the United States of America in particular, and other nations of the world in
general which were faced with a rise in divorce, alienation of young people, excessive peer group pressure,
alcohol and drug abuse which TU (1999, p.2.) provides an explanation to when he stated that, “through books
and role play children understand that they are not alone in encountering problems”. In using role play and
books to help children cope with problems, teachers recognize that children today encounter many problems and
they can then better understand and relate to children’s feelings. Role play and bibliotherapy have thus been
used to enhance understanding, self-esteem and adjustment to developmental crisis (Morris-Vann 1983).
In a typical Nigerian regular primary school comprising children between 5 – 12 years, of diverse
socio-cultural backgrounds, gender and irrespective of the school location, different kinds of attitudes are
formed and expressed towards persons with special needs. They include name calling, marginalization, bullying
and acceptance or rejection. Studies have shown that both teachers and pupils express negative, minimally
positive and neutral attitudes towards persons with special needs and their inclusion into regular classroom
(Chukwu, 1991; Ejiasi, 1992; Dada, 2007; & Kolawole, 2008). These attitudes are manifested in various forms
of derogatory names and labels that are assigned to persons with special needs both in vernacular and in English
language such as deaf, dumb, idiot, moron, and crippled.
Studies have also shown that male children and children from rural communities’ exhibit more
pronounced prejudice towards persons with special needs than their female and urban counterparts. Women as
weaker vessels, tender, and accepting are more prone to soft emotional feelings, form likes and dislikes more
easily than the males and are more likely to respond to attitude change intervention programmes (Obinaju, 1996;
Ozoji, 1988). In order to meet the global demand for an all embracing inclusive school climate in the Nigerian
primary schools, role play and bibliotherapy become relevant tools for attitude change towards persons with
special needs.
Statement of the Problem
In Nigeria attitude towards people with disability is reported to be predominantly negative and
disability is often viewed as a form of deviance and dependency leading to patronization, prejudice and
exclusion from the rest of society (Getachew, 2011). Also pronounced is some media stereotype and negative
portrayal of persons with special needs in books, magazines, newspapers, on television and radio stations which
are marked evidence of the negative attitude towards them. For instance televangelism or telephilantropism as
feeding the disabled by Emmanuel TV, Kano and Bauchi State Governors wives, “Children in need” “Help and
need” are frequent programmes in the media. This negative view of people with disability appears regularly on
the news media, on television, books and in the press. For example Hubert Ogunde’s film the Dwarfs, Tiny Tum
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in Charles Dickens Christmas Carol, Porgy in George Gershwin’s Opera and Bess and Blind Pew in George
Orwell’s Treasure Island all show the pathetic/presumed evil nature of persons with special needs.
Furthermore, recent research findings in Nigeria have shown a marked negative attitude of Nigerians
towards persons with special needs such as Dada (2007), Kolawole (2008), who studied parental attitude
towards the handicapped children in Jos city and revealed that some parents still have negative attitudes towards
the handicapped children. Ozoji (2008) and Fakolade, Adeniji, and Adeyemi (2008) study which showed
negative attitude of teachers towards the inclusion of children with special needs in general education classroom
in selected schools in Nigeria are all documented evidences of the negative attitudinal dispositions of Nigerians
towards person with special needs.
Hence, many pupils are frightened when persons with special needs and or differences are
mainstreamed into their class. They have heard others use negative descriptions such as the afflicted, burden,
crippled, blind, deaf, idiot, unfortunate and victims’ to refer to them. As a result, psychological and school based
attempts have been made to modify and or change these negative attitudes to facilitate the inclusion of persons
with special needs into the global community. These attempts include persuasive communication, behaviour
modification, experiential approach and cognitive theories which to a large extent have not reversed this
negative trend.
There are still marked indicators, parameters and incidences of negative attitudes towards persons with
special needs in our communities necessitating the present attempt to use role play and bibliotherapy for attitude
change. Eliminating this persistent general negative attitude towards pupils with special needs and creating a
learning environment that enhances the potential for positive social interaction of all learners in an inclusive
classroom formed the basis for this study.
Purpose of the Study
The purpose of this study is to examine the effectiveness of role play and bibliotherapy on
attitude change of primary school pupils towards learners with special needs. The specific objectives are.
1. To determine the attitude of primary school pupils in Aba towards learners with special needs.
2. To determine the effectiveness of role play in changing attitudes of primary school pupils in Aba towards
learners with special needs.
3. To determine the effectiveness of bibliotherapy in changing attitudes of primary school pupils in Aba
towards learners with special needs.
4. To find out whether role play will be more effective than bibliotherapy in changing attitudes of primary
school pupils in Aba Abia State towards learners with special needs.
5. To find out whether there will be gender differences in the attitudes of primary school pupils in Aba
towards learners with special needs.
6. To find out whether location will make a difference in the attitudes of primary school pupils in Aba Abia
State educational zone towards learners with special needs.
Research Question
1) What is the attitude of primary school pupils in Aba Abia State towards learners with special needs?
Hypotheses
The following hypotheses are postulated and will be tested at 0.05 significant level.
1. There will be no significant difference between the pre-test and post-test mean scores of experimental group 1
on the attitude towards the disabled rating scale of primary school pupils towards learners with special needs as
a result of exposure to the role play treatment programme.
2. There will be no significant difference between the post-tests mean scores of control group 2 and
experimental group 2 on attitude towards the disabled rating scale of primary school pupils towards learners
with special needs after exposure to bibliotherapy treatment programme.
3. There will be no significant difference between the post-tests mean scores on attitude towards the disabled
rating scale of primary school pupils towards learners with special needs after exposure to the role play and
bibliotherapy treatment programmes.
4. There will be no significant difference between the pre-test and post-test mean scores on the attitude rating
scale of male and female primary school pupils towards learners with special needs as a result of exposure to
role play and bibliotherapy treatments.
5. There will be no significant difference between the pre-test and post-test mean scores on the attitude rating
scale of urban and rural primary school pupils towards learners with special needs as a result of exposure to role
play and bibliotherapy treatments.
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Population and Sample
The population for the study involved two hundred and fifty two primary six pupils in the selected
primary school in Aba, Abia State made up of one urban (Constitution Crescent Primary School) and one rural
(Ngwa Road Primary School).The choice of the two schools was based on information received from the Aba
North and South Local Education Authorities as primary schools having the largest population of primary six
pupils in the two local Government areas. They are also in strategic location of the two local Government areas
with similar characteristics to those of the main study.
The proportionate stratified and the hat and draw random sampling techniques were used in the
selection of samples. A total of 52 boys and 52 girls made up of 25 urban, and 27 rural boys and 28 urban and
24 rural girls were used for the survey aspect of the study. For the experimental aspect of the study, on the
recommendation of the class teachers of the two primary schools selected, based on pupils ability to read, write
and understand, Pupils punctuality and regularity to school, a pull of seventy pupils per school were selected.
Using the Hat and draw method, a total of forty pupils were selected per school for the experiment.
Further using the hat and draw method 20 pupils who picked even numbers and 20 that picked odd
numbers are grouped into the experimental and control groups respectively per school.
II. Instruments for Data Collection
Attitude towards the Disabled Rating Scale (ATDRS)
The Attitude Towards the Disabled Rating Scale (ATDRS) is used for both the survey and the pre-test
and post test data collection instrument.
Nwachukwu’s Role Play Exercise Programme (NRPEP) and Nwachukwu’s Bibliotherapy Programme
(NBP)
Two researcher developed programmes namely Nwachukwu’s Role Play Exercise Programme
(NRPEP) and the Nwachukwu’s Bibliotherapy Programme (NBP) are used as intervention programmes
designed to engender attitude change of primary school pupils towards learners with special needs.
Procedure for Data Collection
The researcher used a letter of introduction from the supervisor to seek permission and consent of the
Aba North and South Local Education Authorities and the Head teachers of the two selected primary schools
(See Appendix).
Consent granted the researcher used the first one week for selection of samples and the training of two
research assistants who assisted him in the pilot study. With the aid of the research assistants, the research
administered the ATDRS both at the pre test and post test intervention periods. The NRPEP and the NBP were
also administered on the two experimental groups respectively by the researcher with the aid of the research
Assistants.
Validity of Instrument
After extensive review of relevant literature and opinions of scholars, the decision to use the instrument
and programmes was arrived at. Furthermore, the researcher consulted some experts in the Department of
Special Education and Rehabilitation Sciences, University of Jos. Others include Special Education Professor at
the IBB University Lapai, English Language expert of IBB University Lapai, child Literature expert at the
University of Uyo, Akwa Ibom State and a research expert from the National Institute of Educational Planning
and Administration (NIEPA) Ondo- State for assistance in the construction of the instrument and programmes.
To ensure the face and content Validity of the instrument and programmes, they were given along with
the research question, hypotheses and purpose to these experts for further scrutiny and inputs where necessary.
The content validity of ATDRS, NRPEP, the NBP and RATP were judged to be adequate and age appropriate
by the experts. Moreso, the items in the ATDRS and the questions in the NBP were judged to be
comprehensive, suitable and relevant for the study.
Reliability of Instrument
The ATDRS was subjected to a test- re test analysis. The test- re test analysis had three weeks interval
and took place in Minna Niger State and was administered to 30 randomly selected primary six pupils, who
were not part of the study group.The scores were treated to a Pearson’s product moment correlation coefficient
and value of 0.72 was obtained as the reliability index of the ATDRS.
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III. Result
Research Question;
What is the attitude of primary school pupils in Owerri Educational zone towards learners with special needs?
Table 1: Summated mean and Standard Deviation Attitude Score of Pupils toward Learner with Special
Needs as Measured by the ATDRS
N= 104
KEY
Book Mean (BKM) = 79
Actual Mean (AM) = 73.63
Negative = AM 2 marks below the BKM
Positive = AM 2marks above or equals to BKM
Table 1 shows the summated mean and standard division attitude scores of pupils towards learners with special
needs as measured by the attitude Towards the Disable Rating Scale (ATDRS). The table shows the group
frequencies as indication of pupils who scored specific marks in the ATDRS. Since the least mark earned by the
pupils was 51 and the highest mark was 119, a group interval of 10 was used to group the pupils into 7 groups.
The data indicated that the group summated frequency mark for group 60-69 and 70-79 had the highest
frequency of 40 and 26 respectively. The table also shows that the summated group frequencies of groups 110-
119 and 100-109 which are 3 and 5 respectively as the lowest. The table further indicates a mean of 73.63 and a
standard deviation of 10.19.
The implication of the table is that there is a general negative attitude towards learners with special
needs, reason being that the individual summated mean score is less than the book mean (BKM) of 79. The
BKM is 2 marks greater than the calculated mean or actual mean (AM) of 73.63 with more of the respondents
scoring below 79 marks in the ATDRS. Since the individual summated score of the pupils in the ATDRS is
low, there is therefore an unfavourable or negative attitude of the pupils towards learners with special needs.
Fig. 1: Summated Mean and Standard Deviation Attitude Score of Pupils Toward
Learner with Special Needs as Measured by the ATDRS
KEY
77 out of 104 = Negative Attitude
27 out of 104 = Positive Attitude
74.04% = Negative Attitude
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25.96% = Positive Attitude
Research Hypotheses
Hypothesis one (H01) : There will be no significant difference between the pre-test and post test mean score of
experimental group 1 on attitude Towards the Disabled Rating Scale of primary school pupils towards learners
with special needs as a result of exposure to Role Play Treatment Programme (NRPEP)
Table 2: Result of t- test Analysis of Mean Difference Between Pre Test and Post Test (NRPEP) Attitude
Towards the Disabled Rating Scale (ATDRS)
Stages mean SD level of significance DF t- calculated t-critical
of test
Pre test 88.5
25.12 0.05 9 22.55 1.83
Post test 121.5
NB; Number 10
Table 2 shows that the mean ATDRS score for the pupils at the pre-intervention stage was 88.5 while
at the post intervention stage the mean is 121.5. The table also shows a calculated t- score of 22.55 and a critical
table value of 1.83 at 0.05 level of significance with a degree of freedom of 9. Since the calculated t is greater
than the t- table value, hypothesis one is rejected. This means that there is significant difference between the
pre-test and the post test mean scores of experimental group I on ATDRS after exposure to NRPEP.
Hypothesis Two (H02): There will be no significant difference between the post test mean score of control
group 2 and experimental group 2 on Attitude Towards the Disabled Rating Scale of primary school pupils
towards learners with special needs after exposure to the Bibliotherapy treatment programme (NBP)
Table 3: Result of t-test Analysis of Mean Difference Between Post Test Control Group 2 and Post Test
(NBP) Experimental Group 2 Attitude Towards the Disabled Rating Scale (ATDRS)
Stages of Group Mean SD DF t-Calculated t- critical
Test
Post Control 94.0
21.91 9 18.98 1.83
Post Experimental 122.0
NOTE: Number 10; Level of significance 0.05.
Table 3 shows the summated NBP mean score of the pupils at the post intervention stage for the
control group 2 and the experimental group 2 to be 94.0 and 122.0 respectively. The table further shows a
calculated t- score of 18.98 and a t- table value of 1.83 at 0.05 level of significance. The interpretation is that
since the calculated t- value (18.980 is greater than the table value of t 1.83) hypothesis two is hereby rejected.
This implies that the treatment had a significant effect on the pupils ATDRS scores. Hence there is a significant
difference between the post intervention mean score of the control group 2 and the experimental group 2 after
their exposure to the bibliotherapy treatment.
Hypothesis three (H03): There will be no significant difference between the post test mean scores on Attitude
Towards Disable Rating Scale of primary school pupils towards learners with special needs after their exposure
to Role Play (NRPEP) and Bibliotherapy treatment Programme (NBP).
Table 4: Result of t- Test Analysis of Mean Difference Between Post NRPEP and Post NBP Attitude
Towards the Disabled Rating Scale (ATDRS)
Stages of Group Mean SD DF t – calculated t-critical
Test
Post Experimental 1 121.5 2.72
18 0.33 1.73
Post Experimental 2 122.5 1.33
NOTE: Number 10: Significance level 0.05
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Table 4 shows the mean ATDRS score of the pupils in both experimental groups at the post
intervention stage after exposure to the NRPEP and NBP treatments to be 121.5 and 122.0 respectively.
The table also shows a calculated t- score of 0.33 and a critical t- table value of 1.73. The interpretation
is that since the calculated t value is less than the table value of t- at 0.05, H03 is accepted. It then mean that
neither of the two programmes the NRPEP and NBP is more effective in attitude change of primary school
pupils towards learners with special needs as measured by the ATDRS.
Hypothesis Four (H04): There will be no significant difference between the pre test and post test mean score
on Attitude Rating Scale of male and female primary school pupils towards learners with special needs as a
result of their exposure to role play(NRPEP) and bibliotherapy treatment (NBP).
Table 5: Result of Chi Square Analysis of Mean Difference by Gender between Pre Test, Post Test
NRPEP and Post Test NBPAttitude Towards the Disabled Rating Scale (ATDRS)
Gender Observed/Expected Frequencies Calculated x2 Critical x2
A B C
Male 397(428.37) 600(586.64) 606(589.05)
(Pre NRPEP) (Post NRPEP) (Post NBP)
Female 488(457.69) 615(628.35) 614(630.94) 5.8 4.50
(Pre NRPEP) (Post NRPEP) (Post NBP)
Note: DF= 2 @ 0.05 Significant level
Table 5 shows the calculated chi square analysis of mean difference of the male and female primary
school pupils at the pre and post intervention stages after exposure to NRPEP and the NBP. The table shows an
observed and expected frequencies of 397(428.37), 600 (586.64) and 606 (589.05) for the male and 488
(457.69), 615 (628.35) and 614 (630. 94) for the female. The table further shows a calculated t score of 5.8 and a
t- table value of 4.50 at 0.05 level of significance. The interpretation is that since the calculation chi square
value is greater than the table value, H04 as stated is rejected. It then means that there is a significant difference
between the pre test and post test mean scores on ATDRS of male and female primary school pupils towards
learners with special needs as a result of exposure to NRPEP and NBP.
Hypothesis five (H05): There will be no significant difference between the pre-test and the post test means
scores on the attitude rating scale of urban and rural primary school pupils towards learners with special needs
as a result of exposure to role play (NRPEP) and bibliotherapy treatments (NBP).
Table 6: Result of ANOVA Analysis of Mean Difference Between Urban and Rural Pre Test, Post
NRPEP and the Post NBP Attitude Towards the Disabled Rating Scale (ATDRS)
Source of DF SS MS F-ratio critical f @ 0.05
Variation
Between 2 2549.9 274.95
Groups
36.08 3.35
Within
Groups 27 954.1 35.33
Total 29 3504
Table 6 shows the Analysis of variance of the summated mean difference between urban and rural pre NRPEP,
post NRPEP and the post NBP on ATDRS. The table indicates a between group degree of freedom of 2, (DF)
sum of squares between (ssbt) of 2549.9 and a means squares between (msbt) of 274.95. While it also shows a
within group degree of freedom (DF) of 27, a sum of squares within groups (sswt) of 954.1 and means squares
within groups of (mswt) of 35.33. The table further shows an F- ratio of 36.08 and a table F- ratio of 3.35 at
0.05 level of significance. The interpretation is that, since the F calculated is greater than the table value,
hypothesis five (H05) is rejected.
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This means that there is a significant relative effect of treatment on urban and rural primary school
pupils’ attitudes towards learners with special needs.
IV. Summary of Findings
The summary of the findings of this research are hereby stated as follows
The study showed that the attitude of primary school pupils towards persons with special needs is
unfavourable and or negative. This is proved by the summated mean and standard deviation scores of the pupils
on the ATDRS which showed that more pupils scored between 60-69 and 70-79. The AM of 73.63 is more than
2 marks less than the BKM of 79. That is to say that, 74.04% of the respondents (pupils) scored low marks in
the ATDRS while 25.96% scored high marks.
The study also showed that the Nwachukwu’s Role Play Exercise Programme (NRPEP) is effective in
changing attitude of primary school pupils toward learners with special needs. This is authenticated by the result
of the t – test analysis of mean difference between the pre test and post test (NRPEP) ATDRS where the t-
calculated was 22.55 while the t-critical was 1.83 which showed that the post treatment scores were
significantly better than the pre treatment scores.
The study also revealed that Nwachukwu’s Bibliotherapy Programme (NBP) is effective in attitude
change of primary school pupils towards learners with special needs. This is authenticated by the result of the t –
test analysis of mean difference between the post test control group 2 and post test (NBP) experimental group 2
ATDRS where the t-calculated was 18.98 while the t-critical was 1.83 which showed that the post treatment
experimental group 2 scores were significantly better than the post treatment control group 2 scores.
The study revealed that the two treatment programmes NRPEP and NBP are effective in attitude
change but that the NRPEP is slightly more effective than the NBP with means of 121.5 and 122.5 respectively.
Though the t –test analysis for independent samples showed that the difference is not significant. It showed a
higher t- table value of 1.73 over the calculated t- score of 0.33.
The study also revealed that the female showed more positive or favourable attitudes towards learners
with special needs after treatment than the males. The data revealed a higher chi square value of 5.8 over the
table value of 4.50 at 0.05 significance level.
The study further revealed that urban pupils showed a more positive or favourable attitude towards
learners with special needs than the rural pupils after treatment. The data showed a higher F- ratio of 36.08 over
the 3.35 critical table value.
V. Conclusion
This study investigated among others, the effectiveness of role play and bibliotherapy in attitude
change of primary school pupils towards learners with special needs. It also looked at the relative effect of
gender and location on attitude towards learners with special needs. The results of the study have revealed that a
role play and bibliotherapy programme has the capacity to enhance attitude change of pupils towards learners
with special needs. The conclusion from the results is that education policy makers, ministry of education and
State universal basic education boards should recommend the use of inclusion book and encourage the practice
of role play in schools to engender empathy and positive attitude in pupils towards learners with special needs
for the success of inclusive education in Nigeria. This would in no small measure enhance the attitudes of pupils
and enable them to understand, interact and accept persons with special needs as patterns in the overall national
development and the success of the Universal Basic Education scheme.
Recommendations
The following recommendations were made in the light of the fore-going finding for enhancing attitude
change of primary school pupils towards learners with special needs and the practice of inclusive education.
Attitude Change and Success of Inclusion
Teachers should be retrained, re-skilled and encouraged by the education policy makers to engage
pupils in role play (such as sign language walking on blind fold) activities. Through conferences and workshops
be retrained and re-skilled on attitudes and attitude change strategies for the success of inclusive education and
the interpretation of persons with special needs into the large society and in the life of school and work.
State ministries of education as a matter of urgency needs to review books recommended for use in
schools. Only inclusive books should be recommended for use in schools. Books that project heroic deeds and
abilities of persons with special needs should be encouraged for use in schools.
Books and reading materials that project person with special needs as pathetic, evil, call them
derogative names and reduce their social status such as Charles Dickens Christmas carol, George Gershwin’s
opera and Bess and George Orwells Treasure Island should not be included in the school curriculum.
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