Constitutional Revolution of 1932 and the Development of Democratic

Treatment group III (Study Skills) Week 1 – General orientation

Week 2 – Pre – test administration

Week 3 – Doing well in school through right attitude Week 4 – Effective study habits to get work done

Week 5 – Development of schedule towards making the best of time for study Week 6 – Posttest administration

Experimental Group 4 (Control group) Week 1 – General Orientation

Week 2 – Pretest administration Week 3 - ---

Week 4 - --- Week 5 - --- Week 6 – Posttest administration.

The respondents have these to say to these questions.

1. Truancy is a bad behaviour

2. Students with the behaviour of truancy should not be supported.

3. Students with the history of truancy can improve to become better people in life.

4. Parents feel happy at the successful completion of their children‘s education.

A respondent has this to say about truancy being a bad behaviour;

- ―I never knew I was playing truancy anytime I leave the school before the school closes. I always think that since I have appeared in the school for the day, I could go about my other business of hawking sachets of pure water for me to have money at hand. I realize it affected my studies when I failed the class tests twice.‖

Another respondent lamented;

- ―I wish I could re-trace the time back now I have wasted much of time doing bus-conducting.‖

Another respondent said;

- ―To be candid, you cannot eat your cake and have it. One has to suffer. Either you have money in your hand and stop going to school, or go to school without having any money.‖

However, few respondents viewed truancy in different perception and I quote;

- ―Someone from a low background has to struggle in life to get to the top. I sponsored myself to this level of SS1 class. I have been truanting since I entered school. I have to keep soul and body together. I engage in business during school hours. I did not see anything wrong in what I am doing. I have to make ends meet. Now I realize it is wrong to truant.‖

Another respondent;

- ―Truanting is not a new thing. Everything works together for good. Now I have more knowledge about it. I will truant no more but endue to finish my education successfully.‖

Lots of responses from the respondents were verbally recognized. At the end of this discussion, the researcher said truancy is a bad behaviour that students need not engage in.

Second Question Discussed; Students with the behaviour of truancy should not be supported.

SsSSSSSsSStudents with behaviour of truancy should not be supported.

A respondent‘s comment;

- ―Truancy is a bad behaviour that need not be supported. If truant students are supported, truants will not recognize that truancy is bad. The level of truancy will increase, more students will play truancy.‖

A respondent said,

- ―Giving support to the students with the delinquent behaviour of truancy will encourage more students to be involved in the act. It should not be supported, nor encouraged.

Another respondent,

- ―Government, families, stakeholders, should try to support students in need during schooling so that truancy a delinquent behaviour among students would be eradicated.‖

Another respondent‘s view

- ―Lack of knowledge made students to play truancy. It is viewed as fun but now, I know better. There would be changes because I like to become a Lawyer in the future. I will stay more in school. I was fooling myself as I dash in, dash out of school. This discussion lengthened to about fifteen minutes. 37 students (92 %) agreed to quit truancy and face their studies in order to realize their dreams of being eminent someone in the future.

Questions four discussed;

Parents feel happy at the successful completion of their children‘s education;

A respondent said,

- ―In fact, there is no parent that would not jubilate at a child‘s success especially if the parents contributed to the successful completion of the course or study in the area of finance for such children.‖

Another respondent contributed,

- ―Parents joy seem even more than the successful student on the day of graduation hence the much cooking and felicitations.‖

Another respondent has this to say about her parents,

- ―My parents‘ happy mood on the day of my elder sister‘s graduation charmed me. I wish it was me graduating that day from high school. By the grace of God, I shall do my own too.

I shall quit truancy totally and be more serious than ever henceforth.‖

Yet another respondent said,

- ―Parents and the celebrant are very happy at the successful completion of children‘s schooling. I shall quit truancy and make my parents proud.‖

The above verbal responses from the respondents on delinquent behaviour of truancy supports literature as declared by Animashaun (2002) Bram (1998) Procter (1980) Agryle (1981) that early intervention of the three positive life skills on delinquent behaviour of truancy among in-school adolescent would bring about pragmatic changes in their behaviour as well as improvement of academic standard and moral excellence. These responses affirmed that the three positive life skills moral reasoning, social adjustment and study skills had significant effects on truancy reduction among in- school adolescent students in Ibadan metropolis. The confirmation was established when six weeks after, the researcher engaged in a follow up visits to the eight co-educational institutions of the study. Tremendous statements from the students rented the air at the sight of the researcher .The guidance counselors and the class teachers in each school confirmed regular attendance of the students in school and drastic reduction of truancy among the students. Some of the teachers and school counselors from the eight co- educational institutions of the study have these to say;

- ―Our students are more aware of their previous bad behaviour and they have changed‖

- ―I cannot believe it that our students can be socially cognizant in making a responsible decision to stay more in school instead of truanting.‖

- ―Actually, the truant students are more patient now. They are ready to learn.‖

- ―The students now perceived beliefs of ability to succeed by staying more in school instead of truanting."

- ―The students persistence in school now and their willingness to learn than before will in no time make them school achievers instead of being schools drop out.‖

These statements from some of the school guidance counselors and teachers supported Bandura (1977)‘s theory that affirmed that the belief in ones capabilities to execute a course

of an action determines the influence of the choice of the behaviour put up by that individual.

It also supported Animashaun (2002) that a facilitated thought of moral reasoning skills, encourages, motivates and promote perseverance towards good behaviour.