Effect of token economy counselling technique on disruptive classroom communication behaviour among secondary school students in Zaria Metropolis

Abstract

The study focused on determining the Effects of Token Economy Counselling Technique on Disruptive Classroom Communication Behaviour among Secondary School Students in Zaria, Metropolis Kaduna State Nigeria. In spite of the awareness of classroom rules and regulations and most efforts put in by classroom teachers to maintain disciple and quietness needed for effective teaching and learning, some students still find themselves coming short of these expectations by breaking classroom rules thus falling short of expected classroom communication behaviour. This study investigated how Token economy counselling technique can serve as an intervention to the exhibition of disruptive classroom communication behaviour among secondary school students in Zaria metropolis. The study employed a quasiexperimental pre-test, post-test control group design. The purposive sampling technique was used to select two private Secondary Schools in both Zaria and Giwa Local Government Areas (LGAs), while twenty-four Students were also purposively selected to participate in the study during the Third Term of 2014/2015 academic session (twelve students from each school). Disruptive Classroom Communication Behaviour Rating Scale (DCCBRS) which was adapted from Coulby and Harper (1985) was the instrument used for the collection of data in this study. Paired sample t-test and ANCOVA were used in testing the hypotheses. As regards hypotheses, for hypothesis one, Token Economy Counselling Technique has significant effect in reducing Disruptive Classroom Communication Behaviour of Secondary School Students (p = 0.000< 0.05). For hypothesis two, there was no significant differential effects of Token Economy Counselling Technique on male and female students’ reduction of the exhibition of Disruptive Classroom Communication Behaviour (p = 0.314>0.05). It was recommended that school Counsellors, Psychologists and classroom teachers should use Token Economy Counselling Technique in managing Disruptive Classroom Communication Behaviour among Secondary School Students. In addition, Token Economy Counselling Technique should be used to reduce the exhibition of Disruptive Classroom Communication of male and female students without fairness of its effect.