Effects of film-modeling and direct-teaching techniques on self-concept of schooling adolescents

Thesis Overview

<p> </p><div><p><strong>INTRODUCTION</strong><strong></strong></p><strong><p><strong>Background of the Study</strong></p><p>Human society is constantly being changed by the physical<br>environment just as the latter is changed by human activities. Thus, the<br>observation by Ekpo (1996) that the difficulties being experienced by the<br>adolescents in educational, socio-personal and vocational adjustments could<br>be attributed in part to environmental changes due to the increasing<br>complexity of the contemporary world in both developed and developing<br>countries. These difficulties create psycho-social problems among the<br>schooling adolescents that have potential impact on their low self-concept<br>formation.</p><p>In Nigeria, specifically during the civil strife of between 1967 and<br>1970 the resultant imbalance in the social, economic and political systems<br>reached alarming stages. The psycho-social decay distorted and disoriented<br>the moral development of the citizens, particularly those of the children and<br>adolescents. As a result, such social vices as vandalization of public<br>properties, stealing, armed robbery, cultism, forgery, examination<br>malpractice, sex abuse among others became enthroned among the youthful<br>1<br>2<br>adolescents (Ekpo, 1996). These vices may be, were the products of the<br>prevalent low self-concept formation in some Nigerian adolescents.<br>The above scenario experienced among Nigerian adolescents<br>conforms with the later findings expressed by Olowu (1983, 1985) in<br>Nigeria, Mwanalushi (1979) in Zambia and Krystall (1973) in Kenya, that<br>the changes in the socialization environment and the process of people,<br>particularly the youths in developing/transitional societies had a warping<br>effect on the self-concepts of adolescents. They listed such transitional<br>societies as mainly African, Asian and Latin-American societies that are<br>moving from their traditional ways of life to the new ways of the Western<br>cultures. These changes which are by-products of such transition, are often<br>accompanied by uncertainty and unpredictability, which in turn engender<br>insecurity and anxiety which ultimately affect the self-concept of people and<br>adolescents.</p><p>Perhaps in realization of the obvious negative consequence of society<br>infested with psychologically maladjusted adolescents that the Federal<br>Government of Nigeria in the National Policy on Education (FRN, 2004,<br>Revised) entrenched a formal guidance and counselling Programme in her<br>secondary school system aimed at taking care of such students’<br>maladjustment problems.</p></strong></div><strong><h3></h3></strong><br> <br><p></p>