Effectiveness of Self-instructional and Bully-proof Strategy on the Management of School Violence Among Transitional Students in Junior Secondary Schools in Ibadan, Nigeria
Abstract
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
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DOI: http://dx.doi.org/10.3968/j.hess.1927024020130502.2590
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