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Abstract
The study investigated the Differential Effectiveness of Cognitive Restructuring Therapy (CRT), Social Skills Training (SST) and Assertiveness Training (AT) Counselling Techniques in Handling Shyness using Students in Public Junior Secondary Schools in Egor Local Government Area of Edo State. The study determined the general level of shyness as well as among male and female students in junior secondary schools in Egor Local Government Area of Edo State. The study also determined if sex influenced the efficacies of the three counselling therapies in the handling of shyness among students in junior secondary schools in Egor Local Government Area of Edo State. To address the problem of the study, nine research questions were raised and seven of them were formulated into seven corresponding hypotheses and tested at 0.05 level of significance.
The target population of the study consisted of thirty thousand, five hundred and seventy-four (30,574) students enrolled in the 2022/2023 academic session in the Public Mixed Junior Secondary Schools Two (JSS2) in Egor Local Government Area of Edo State. The sample size comprised of two hundred (200) junior secondary school students which were selected using a multi-stage sampling technique. Quasi experimental research design which involved non-equivalent pre-test-post-test design was adopted for the study which consisted of three experimental groups. The instrument used for pre-test and post-test was the questionnaire titled; Shyness Inventory (SI). The validity of the instrument was ascertained by three experts-the researcher’s two supervisors and one test expert in the Department of Educational Evaluation and Counselling Psychology, Faculty of Education, University of Benin, Benin-City. The instrument was administered on thirty students outside the sample of the study to determine the reliability of the instrument. Cronbach Alpha statistics was used to obtain a reliability coefficient of 0.85. The Shyness Inventory (SI) was used to identify the shy students
The target population of the study consisted of thirty thousand, five hundred and seventy-four (30,574) students enrolled in the 2022/2023 academic session in the Public Mixed Junior Secondary Schools Two (JSS2) in Egor Local Government Area of Edo State. The sample size comprised of two hundred (200) junior secondary school students which were selected using a multi-stage sampling technique. Quasi experimental research design which involved non-equivalent pre-test-post-test design was adopted for the study which consisted of three experimental groups. The instrument used for pre-test and post-test was the questionnaire titled; Shyness Inventory (SI). The validity of the instrument was ascertained by three experts-the researcher’s two supervisors and one test expert in the Department of Educational Evaluation and Counselling Psychology, Faculty of Education, University of Benin, Benin-City. The instrument was administered on thirty students outside the sample of the study to determine the reliability of the instrument. Cronbach Alpha statistics was used to obtain a reliability coefficient of 0.85. The Shyness Inventory (SI) was used to identify the shy students
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