EFFECT OF BEHAVIOURAL MODELLING TECHNIQUE ON NAIL BITING BEHAVIOUR AMONG PRIMARY SCHOOL PUPILS IN NIGERIA'S AWKA, EDUCATION ZONE

Abstract

Nail biting (onychophagia) is a common maladaptive oral habit among primary school pupils that, if left unaddressed, may result in dental complications, nail bed injury, social embarrassment, and reduced self-esteem. Despite its prevalence, primary schools in Awka Education Zone of Anambra State rarely deploy structured, evidence-based interventions to help affected pupils overcome the habit. This study investigated the effect of behavioural modelling technique on nail biting behaviour among primary school pupils in Awka Education Zone. The study adopted a non-randomized quasi-experimental specifically the pre-test post-test non-equivalent control group designs. The population comprised all 350 Primary 4 to 6 pupils in the 190 public primary schools in Awka Education Zone, Anambra State, who exhibited observable nail biting behaviour, as identified through a preliminary screening exercise conducted by the researcher and class teachers using the Nail Biting Behaviour Rating Scale (NBBRS), from which a sample of 60 pupils (30 in the experimental group and 30 in the control group) was purposively selected following a screening exercise. Data were collected using the Nail Biting Behaviour Rating Scale (NBBRS), a 10-item researcher-developed rating scale validated by three experts in Guidance and Counselling alongside measurement and evaluation all from Nnamdi Azikiwe University Awka, with a Cronbach alpha reliability coefficient of 0.81. The experimental group received an eight-week behavioural modelling intervention combining live and video modelling with positive reinforcement, while the control group received no treatment except counselling. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA), with hypotheses tested at the 0.05 level of significance. Findings revealed a statistically significant reduction in nail biting behaviour among pupils exposed to behavioural modelling technique compared with those in the control group. It was recommended that school counsellors be trained to deploy behavioural modelling as a routine intervention for habit-related concerns among primary school pupils