Abstract

Understanding the relationship between learners’ emotions and how they achieve academically is a regular research emphasis. And in particular, knowing how to select adequate Behaviour Techniques (BTS) and subsume that in psychotherapy to enhance the academic potentials of the Distant Learners (DLS) still constitute a challenge. Participants in the study are 1057 DLS graduates of the four academic sessions (1997, 1998, 1999 and 2000) in Education and Guidance and Counselling Baccalaureate Programme, University of Ibadan, Nigeria. Using the Quasi-experimental and causal comparative research designs, participants were grouped along four interventions, with three BTS and the Control (CT); and were exposed to a four-week, face-to-face classroom lecture/review format. Adopting the descriptive statistics and ANCOVAR at the alpha level of 0.05, the findings showed that participants exposed to RT combined with AM(X=73.43) did better as compared to RT(X=71.23); REBT(X=69.56), AM (X=54.3) and the control(X=48.02) alone and was significant [F (3, 1053) =7.52; P<0.05] respectively. Overall, it further showed that participants’ research prowess improved tremendously with a significant treatment effect [F (7, 1049) =5.01; P<0.05].

Key word: Behaviour techniques, reframing, rational emotional behaviour technique, psychotherapies, assignment method, distance learners.