EFFECT OF TIME-OUT COUNSELLING TECHNIQUE ON CLASSROOM AGGRESSIVE BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN MINNA EDUCATIONAL ZONE, NIGER STATE, NIGERIA

Abstract

This study examined the effect of time-out counselling technique on classroom aggressive behaviour among secondary school students in Minna educational zone of Niger State, Nigeria. Two (2) null hypotheses were tested. Pre-test and post-test quasi experimental design was employed for this study. The population consisted of fifty-six (56) identified students with classroom aggressive behaviour from Senior Secondary School II. The sample size of twenty (10) students with high incidence of classroom aggressive behaviour as indicated by their scores on the instrument tagged Bussy-Perry`s Aggressive Behaviour Scale exhibited by Students was used to select the participants through purposive sampling technique. Data collected was analyzed using paired sample t-test at 0.05 alpha level of significance. The findings revealed that time-out counselling technique had significant positive effects on physical and verbal dimensions of classroom aggressive behaviour among senior secondary school students with t=13.89, t=16.50 and p=000 which is lower than at 0.05 level of significance. Based on these findings, it was recommended that School counsellors, School psychologists, psychotherapists should be courageus enough to used time-out counselling techniques in handling classroom aggressive behaviour among senior secondary school students.

Keywords: Time-out Technique, Physical, Verbal and Classroom aggressive Behaviour.