EFFECT OF SELF-MANAGEMENT COUNSELLING TECHNIQUE ON LATENESS BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN BIU EDUCATION ZONE BORNO STATE, NIGERIA

Abstract

This research examined the effect of self-management counselling technique on Lateness Behaviour among Secondary School Students in Biu Education Zone, Borno State, Nigeria. This research embraced the Quasi experimental research design involving pre-test and post-test without a control group. Three objectives guided the study; the effect of SMT on Habitual, Occasional and Accidental Lateness Behaviour among Secondary School Students in Biu Education Zone, Borno State, Nigeria. Three Hypotheses were formulated and tested. The study's population consists of 768 JSS 1 students of Government Day and Government science secondary schools in Biu, Borno state. Purposive sampling was used to select 30 students who exhibited lateness behaviour on a checklist. The tool used to get the data was a structured inventory designed by the scholars titled Lateness Behaviour Inventory (LBI). The LBI consisted of 20 items eliciting responses on habitual, occasional and accidental components of lateness behaviour, the LBI utilized a four scale ranging from 1-4 "never" to "always". Always=4, Many times=3, Sometimes=2 and Never=1. For this research, three null hypotheses were tested using the t-test on paired samples with a significance level of 0.05. It revealed that there were significant effects of self-management counselling techniques on two lateness behaviour components habitual p= 0.000 for Habitual lateness behaviour, p= 0.000 for Occasional lateness behaviour and there was no significant effect on accidental lateness behaviour component among secondary school students p= 0.589. Based on the findings, it was concluded that self-management counselling techniques was effective in treating habitual and occasional lateness behaviour among secondary school students, and was not effective in treating accidental component of lateness behaviour. This study, recommends that all school counsellors and psychologists should create awareness for the teachers and other stakeholders to stop using