Philosophy of Omoluwabi on Greed-Prone Behaviour among the Basic Junior Secondary Students in Egbeda Local Government Area, Ibadan, Oyo State, Nigeria.

Abstract

This study investigated the effectiveness of philosophy of omoluwabi (PO) on greed-prone behaviour (GPB) of the Basic Junior Secondary Schools in Egbeda Local Government, Oyo state, Nigeria. One local government from eleven local governments in Ibadan was selected randomly. Two schools that are Bishop Phillips Academy, Iwo road and Kumapayi Secondary School were selected randomly among the twenty-five schools in Egbeda local government. Aclass of Junior Basic 9 (JSS3) was purposively selected from each school and Zeelenberg, Seuntjens, Van De Ven,and Breugelmans, Dispositional Greed Scale, (2022) was used to screen the anger-prone students and the forty students that found greed prone from the two schools were used as participants for the study. They were then divided into experimental and control groups. The instruments used as pretest was Greed Scale by Mussel and Hewig, (2016) (r=0.87). The gender of the participants was determined from the demographic aspect of the instrument used. The interaction lasted for seven sessions and the data was analysed using percentage distribution, mean, standard deviation, analysis of covariance and scheffe post hoc test at 0.05 level of significance. The participants' age range was between 14 and 17 years. There was significant main effect of treatments (PO) on (GPB). Mean score demonstrated that the intervention of PO has potency on anger control =x(12.35) than control groupx(4.52). There was no significant main effect of gender on GPB of the participants. Philosophy of Omoluwabi was found to be effective on greed prone behaviour and thus could be used as intervention tool on the control of greed behaviour.

Dr. Fehintola J. O. and Ibilola Florence Odewole. Philosophy of Omoluwabi on Greed-Prone Behaviour among the Basic Junior Secondary Students in Egbeda Local Government Area, Ibadan, Oyo State, Nigeria. Ibadan Journal of Educational Studies, 22(2), 68-77.