Effect of Self-Instructional Training on the Reflective Thinking of Impulsive Children in Middle Basic Schools in Ilorin, Nigeria

Children are uniquely vulnerable to poor impulse control. This can therefore develop into a
behavioural problem and prevent them from fulfilling their potentials as they transit from childhood
to adulthood. This study therefore investigated the effect of self-instructional training on the
reflective thinking of impulsive children in middle basic schools in Ilorin, Nigeria. The study
adopted quasi-experimental design. The study sample comprised of 103 middle basic school pupils
in Ilorin, Nigeria. In sampling the research participants, National Institute for Children’s Healthcare
Quality -Vanderbilt Assessment Scale- Teacher Informant (NICHQ-VAS-TI) were given to class
teachers to assess pupils with impulsivity. The research participants were tested before and after
training with Matching Familiar Figures Test (MFFT). Training Package with Self-instructional
Statement (TPSS) developed by Orjales (2007) was adopted to train children with impulsivity.
Percentage was used to describe the demographic characteristics of the participants, while t-test was
used to test the formulated hypotheses. This study observed significant effect of Self-instructional
Training on the reflective thinking of impulsive children in middle basic schools in Ilorin, Nigeria.
Also, there was no significant gender difference in the effect of Self-instructional Training on the
reflective thinking of impulsive children in middle basic schools in Ilorin, Nigeria.