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Bibliotherapy as a remedy for aliteracy in a sample of secondary school students: reports from Ilesa, Southwest, Nigeria
Journal of Poetry Therapy Pub Date : 2022-03-20 , DOI: 10.1080/08893675.2022.2043118
Margaret O. Abimbola 1, 2 , Kolawole A. Aramide 2
Affiliation  

ABSTRACT

There had been a great deal of concern about lack of interest with poor attitude and behaviour being exhibited towards reading by secondary school students. This study examined bibliotherapy – the use of books to heal as a remedy for tackling aliteracy among secondary school students in Ilesa, Southwest, Nigeria. Pre-test–post-test control group quasi-experimental design was used and the data were analyzed by frequency distribution with Paired Sample Test. Out of the 18 students involved in the study, 8 (44.6%) were male while 10 (55.6%) were female. There was a significant main effect of bibliotherapy on aliteracy test (M = 71.28, SD = 15.32) and post-test groups (M = 49.53, SD = 10.63) t (17) = 4.34, p = 0.00 < 0.05 but there was no significant difference of treatment (bibliotherapy) (M = 1.38, SD = 0.50) and gender on aliteracy (M = 1.55, SD = 0.51) t (17) = 1.00, p = 0.33 > 0.05. Thus, the efficacy of bibliotherapy to tackle aliteracy is independent of the gender of the aliterates, provided both genders are exposed to the treatment without bias.



中文翻译:

阅读疗法作为中学生样本的扫盲补救措施:来自尼日利亚西南部伊莱萨的报告

摘要

中学生对阅读表现出的不良态度和行为缺乏兴趣,引起了很多关注。这项研究检查了阅读疗法——使用书籍来治愈作为解决尼日利亚西南部伊莱萨中学生识字问题的补救措施。采用前测-后测对照组准实验设计,采用配对样本检验的频率分布对数据进行分析。在参与研究的 18 名学生中,8 名(44.6%)为男性,10 名(55.6%)为女性。阅读疗法对读写能力测试 (M = 71.28, SD = 15.32) 和测试后组 (M = 49.53, SD = 10.63) t (17) = 4.34, p有显着的主效应 = 0.00 < 0.05,但治疗(阅读疗法)(M = 1.38,SD = 0.50)和性别对读写能力(M = 1.55,SD = 0.51)没有显着差异 t (17) = 1.00,p  = 0.33 > 0.05。因此,如果两性都无偏见地接受治疗,则阅读疗法解决识字问题的功效与识字者的性别无关。

更新日期:2022-03-20
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