EFFECTS OF PSYCHOLOGICAL THERAPIES ON
MATHEMATICS SELF-CONCEPT OF STUDENTS ASSOCIATED
WITH BIG-FISH-LITTLE-POND IN ACADEMICALLY
SELECTIVE AND NON SELECTIVE JUNIOR SECONDARY
SCHOOLS IN OYO STATE
Students have been found to suffer from the big fish little pond effect
(BFLPE) because "potentially outstanding students” can be demoralised
if he/she is no longer a "big fish" within a new but highly competitive
school. There is the tendency that the students in this category may be
demoralised and frustrated. In order to reduce this demoralising effect ,
this study therefore was designed to give a therapy to those students who
have been identified as big fish in little pond. Appropriate therapy like
Cognitive Behavioural Group Therapy was used as intervention for the
students. Fifty-five schools stratified into academically selective (28) and
academically non-selective (27) were used. Intact classes were used and a
total of 3008 (1474 and 1534 from academically and non-academically
selective schools respectively) Junior Secondary School one (JSS I)
students made up the samples. ANOVA was used to collect data which were
analysed using Post Horc: Bonferonni Estimated Marginal Mean.
Keywords: Big-fish-little-pond-effect (BFLPE), Mathematics self-concept,
Mathematics achievement, Therapy, academically selective schools,
academically non-selective schools.
T. Adesewa Yusuf
EFFECTS OF PSYCHOLOGICAL THERAPIES ON MATHEMATICS SELF-CONCEPT OF STUDENTS ASSOCIATED WITH BIG-FISH-LITTLE-POND IN ACADEMICALLY SELECTIVE AND NON SELECTIVE JUNIOR SECONDARY SCHOOLS IN OYO STATE
Students have been found to suffer from the big fish little pond effect (BFLPE) because "potentially outstanding students” can be demoralised if he/she is no longer a "big fish" within a new but highly competitive school. There is the tendency that the students in this category may be demoralised and frustrated. In order to reduce this demoralising effect , this study therefore was designed to give a therapy to those students who have been identified as big fish in little pond. Appropriate therapy like Cognitive Behavioural Group Therapy was used as intervention for the students. Fifty-five schools stratified into academically selective (28) and academically non-selective (27) were used. Intact classes were used and a total of 3008 (1474 and 1534 from academically and non-academically selective schools respectively) Junior Secondary School one (JSS I) students made up the samples. ANOVA was used to collect data which were analysed using Post Horc: Bonferonni Estimated Marginal Mean. Keywords: Big-fish-little-pond-effect (BFLPE), Mathematics self-concept, Mathematics achievement, Therapy, academically selective schools, academically non-selective schools.