REDUCING TRUANCY RATES THROUGH SOCIAL LEARNING AND COGNITIVE BEHAVIOR THERAPIES AMONG SENIOR SECONDARY SCHOOL STUDENTS IN LAGOS STATE, NIGERIA

Abstract

This study investigated the effectiveness of social learning and cognitive behavior therapies as counseling strategies in reducing truancy among senior secondary school students in Lagos State, Nigeria. The quasi-experimental pre-test/post-test control group research design was employed, with 130 participants. The Truancy Questionnaire and school disruptive questionnaire were used to gather data and mean, standard deviation, and analysis of covariance statistics were used to test hypotheses. The study found that social learning and cognitive behavior therapies were effective in reducing the rate of truancy among senior secondary school students compared to the control group. The study recommends the use of these therapies as counseling strategies to alleviate truancy and disruptive behavior among students.