Effects of Logotherapy and Cognitive-attribution Therapy on the Academic Adjustment of Undergraduate Repeaters in Obafemi Awolowo University, Ile-Ife
- January 4, 2022
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186
Adeola Shobola (Ph.D)
Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria
Abstract: This study ascertained the effects of Logotherapy (LT) and Cognitive-Attribution Therapy (CAT) on the academic adjustment of undergraduate repeaters in Obafemi Awolowo University, Ile-Ife, Nigeria using experimental research design. From a population comprising all repeating undergraduate students of the university, a sample of 60 undergraduate repeaters was selected across three faculties using purposive, snowball and simple random sampling techniques. An instrument titled Academic Adjustment of Undergraduate Repeaters Questionnaire (AAURQ) was used to collect data andit was analyzed using Analysis of Covariance (ANCOVA)and post-hoc (Scheffe) test. The results showed a significant difference between the pretest and posttest levels of academic adjustment of the undergraduate repeaters (t = 2.04; p = 0.046 < 0.05), there was a significant effect of Logotherapy on the academic adjustment of the students (F (1, 37) = 8.87; p = 0.005 <0.05]; also a significant effect of cognitive-attribution therapy on the academic adjustment of the students [F (1, 37) = 26.8; p = 0.000 < 0.05] respectively. However, cognitive-attributive therapy (p = 0.000; p < 0.05) improved the participants’ academic adjustment more significantly than Logotherapy (p = 0.08; p > 0.05). The study therefore concluded that cognitive-attribution therapy could be employed in improving academic adjustment of repeating undergraduate students.
Keywords: Logotherapy, Cognitive-Attribution Therapy, Academic Adjustment, Undergraduate Repeaters
I. INTRODUCTION
University education is structured into courses which are offered in a specific number of semesters within a stipulated number of sessions, depending on the duration of the programme. A good number of disciplines/programmes in the university are scheduled to last for four years while several others, like those in the health sciences, law and engineering are of five or six-year duration. Among the stipulated courses to be offered by undergraduate students are the compulsory or core courses, the restricted elective courses and the special elective courses. Success in a specific number of these courses is a necessary requirement for the students’ graduation and a receipt of the award of the Bachelor of Science (B.Sc.), Bachelor of Arts (B.A.),
