ABSTRACT
This study investigated the effects of film. Modelling and direct-teaching techniques on
self-concepts of schooling adolescents. The study adopted the quasi-experimental design.
The sample for the study comprised one hundred and fifteen (115) secondary school
students drawn from three (3) out of four (4) co-education public secondary schools in
Nsukka urban. All the SSI students in the four co-education schools made up the
population. Intact class of SSIA students in each of three schools were purposively
selected as sample for the study comprising twenty (20) male students and twenty (20)
female students from school (1) for direct-teaching experimental group, twenty (20) male
students and fifteen (15) female students from school (2) for film modelling experimental
group, while twenty (20) male students and twenty (20) female students from school (3)
for control group. Direct-teaching experimental group was taught on how to enhance
self-concept. Film-modelling experimental group was shown filmed drama on how to
enhance self-concept, while the control group did not received any treatment than the
normal counselling services with their school guidance counsellor. Eight research
questions and twelve null hypotheses guided the study. The instrument used for data
collection from the respondents in each group was modified Tennessee self-concept scale.
Data collected were analyzed using mean, standard deviation and analysis of covariance
(ANCOVA) at an alpha level of 0.05. In conclusion, summary of results reveal that the
students exposed to direct teaching technique and film modelling techniques each
performed better than the control group on the acquisition of physical, moral and social
self-concept. Further, the result of the study reveals that gender has no significant mean
effect on overall self-concept. Also it was revealed from the results that film modelling
technique proved more effective than direct teaching for improvement of moral selfconcepts
of schooling adolescents. Based on these findings the researcher made vital
recommendations and suggestions for further studies.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Human society is constantly being changed by the physical
environment just as the latter is changed by human activities. Thus, the
observation by Ekpo (1996) that the difficulties being experienced by the
adolescents in educational, socio-personal and vocational adjustments could
be attributed in part to environmental changes due to the increasing
complexity of the contemporary world in both developed and developing
countries. These difficulties create psycho-social problems among the
schooling adolescents that have potential impact on their low self-concept
formation.
In Nigeria, specifically during the civil strife of between 1967 and
1970 the resultant imbalance in the social, economic and political systems
reached alarming stages. The psycho-social decay distorted and disoriented
the moral development of the citizens, particularly those of the children and
adolescents. As a result, such social vices as vandalization of public
properties, stealing, armed robbery, cultism, forgery, examination
malpractice, sex abuse among others became enthroned among the youthful
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adolescents (Ekpo, 1996). These vices may be, were the products of the
prevalent low self-concept formation in some Nigerian adolescents.
The above scenario experienced among Nigerian adolescents
conforms with the later findings expressed by Olowu (1983, 1985) in
Nigeria, Mwanalushi (1979) in Zambia and Krystall (1973) in Kenya, that
the changes in the socialization environment and the process of people,
particularly the youths in developing/transitional societies had a warping
effect on the self-concepts of adolescents. They listed such transitional
societies as mainly African, Asian and Latin-American societies that are
moving from their traditional ways of life to the new ways of the Western
cultures. These changes which are by-products of such transition, are often
accompanied by uncertainty and unpredictability, which in turn engender
insecurity and anxiety which ultimately affect the self-concept of people and
adolescents.
Perhaps in realization of the obvious negative consequence of society
infested with psychologically maladjusted adolescents that the Federal
Government of Nigeria in the National Policy on Education (FRN, 2004,
Revised) entrenched a formal guidance and counselling Programme in her
secondary school system aimed at taking care of such students’
maladjustment problems. Its broad and major objectives are to assist
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