EFFECTS OF BRAINSTORMING AND THOUGHT-STOPPING COUNSELLING TECHNIQUES ON ACADEMIC TASK-AVOIDANCE AMONG SECONDARY SCHOOL STUDENTS IN MINNA METROPOLIS, NIGERIA
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ABSTRACT
This study investigated the effects of brainstorming and thought stopping counselling techniques on academic task-avoidance among secondary school students in Minna metropolis, Nigeria. Five research questions were formulated with their correspondinghypotheses to guide the study. The hypotheses postulated were tested at 0.05 Alpha level of significance. Quasi-experimental design was adopted for the study using pretest, post-test, control group design. A sample size of 48 participants was purposively selected from senior secondary school two students in Minna metropolis for the study. Samples were randomly assigned into treatments and control groups. Instrument of Behavioural Strategy Rating Scale by Aunola, Nurmi, Parrila and Onatsu-Arvilommi was adopted for the identification of the participants while Academic Task Avoidance Scale adapted from Rhodewalt (Self-Handicapping Scale) and Ottenbreit and Dobson (Cognitive and Behavioural Avoidance Scale) was administered at pre and post intervention phases to assess treatment outcome. Data collected were analyzed using both the descriptive and inferential statistical methods of mean, standard deviation, independent sampled t-test and Analysis of Covariance (ANCOVA). The finding revealed that: brainstorming counselling technique is effective in reducing academic task avoidance among secondary school students (p = 0.000); thought-stopping counselling technique is effective in reducing academic task avoidance among secondary school students ( p = 0.024); brainstorming counselling technique is effective in reducing academic task avoidance of both male and female secondary school students ( p = .200), significant difference did not exist between the genders; thought-stopping counselling technique is effective in reducing academic task avoidance of both male and female secondary school students (p = 0.024) significant difference does exist between the genders and comparing the two techniques, both are effective (p = .002), significant difference did not exist among the techniques. Based on the findings of the study, it was recommended among others that counsellors, school psychologists and class teachers should be encouraged to use brainstorming technique in managing academic task avoidance among students’ secondary schools.
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