Self–Regulatory Training: A Tool for Curbing Students Attitude towards Participation in Examination Malpractice in South West, Nigeria
Abstract
Examination malpractice has remained a serious clog in the wheel of educational progress across the globe. It seems that every effort geared towards curbing it are concentrated on external forces that predisposes individual towards cheating thus the scourge remained unabated. This study therefore investigated the effect of Self-regulatory training (a deliberate control of one’s behaviour) as a counselling tool for curbing examination malpractice amongsenior secondary school students in South West, Nigeria. The study was delimited to Senior Secondary School I in Ondo and Ekiti States. One hundred and eighty (180) respondents were drawn from the targeted sample using a multi-stage and stratified random sampling procedure. The study was a 3grouppre-test and post-test quasi experimental design. Three hypotheses were raised to guide the study and the research instrument were two structured questionnaires aimed at identifying students with low self-concept and those that are prone to examination malpractice. One treatment package on self-regulatory training was used to teach the two experimental groups after which a post test was carried out on both the experimental groups and the control group. Data collected were analysed using Analysis of Co – Variance and t - test statistics. The result showed a significant difference in the three hypotheses tested and the null hypotheses were rejected. Findings revealed that self-regulatory training is effective in assisting students to develop negative attitude towards examination malpractice while the therapy was more effective on boys than girls. It was recommended among others that Counsellors should internalize the results of this study and use them meaningfully for counselling on issues related to examination malpractice
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