Effect of Logotherapy on Students’ Attitude Towards Academic Activities Among Senior Secondary School Students in Zing Education Zone, Taraba State, Nigeria

Abstract

The study investigated the effect of Logotherapy on attitudes towards academic activities among Senior Secondary School students in Zing Education Zone, Taraba State, Nigeria. Specifically, the study examined the effect of Logotherapy on students’ class attendance, homework, and academic activities based on gender. The study adopted a quasi-experimental research design, employing a pre-test, post-test treatment group approach. The population comprised of all Senior Secondary School II (SSS II) students in public schools in the zone, from which a sample of thirty (30) students was selected using purposive sampling technique, based on their pre-test scores on attitudes toward academic activities. Data were collected using a researcher-developed Students’ Attitude Towards Academic Activities Questionnaire (SATAAQ), which demonstrated high reliability (Cronbach Alpha = 0.81). The intervention consisted of twelve Logotherapy sessions conducted over six weeks, focusing on meaning in education, responsibility, class attendance, test anxiety, group work, homework, and personal growth. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including paired sample t-tests 
for hypotheses without gender considerations and independent sample t-tests for gender-based hypotheses, all at 0.05 significance level. The study provides empirical evidence on the effectiveness of Logotherapy in improving students’ attitudes towards academic activities and offers insights for educational psychologists, teachers, and school administrators seeking to enhance student engagement and performance through meaning-centered interventions.