ABSTRACT
The study investigated the effect of modelling and token reinforcement techniques on shy behaviour among secondary school students in Kano metropolis, Nigeria. A Quasi-experimental design involving pretest-posttest control group was employed for the study. Purposeful sampling technique was used in selecting the sample of thirty shy students out of the population of one hundred and six identified shy students. The sampled shy students were assigned to two experimental and one control group. One of the experimental groups was treated with modelling technique while the other one was treated with token reinforcement technique. Shy behaviour observational checklist was adapted and used in the study by teachers in selecting the shy students. All the three groups were pre-tested and post-tested using shyness personality scale (SPS) designed by Akinade (2012). Five null hypotheses guided this investigation and the hypotheses were tested at 0.05 level of significance. The data collected were analyzed using paired sample t-test, t-test for independent samples and one way analysis of variance (ANOVA). The finding revealed that modelling treatment had significant effects in reducing the shy behaviour among the respondents (t=2.26, p=.000), token reinforcement treatment was also effective in reducing shy behaviour among the respondents (t=2.26, p=.000), modelling and token reinforcement have no relative effects on reducing shy behaviour among the respondents, modelling had more effects on reducing shy behaviour of the respondents than token reinforcement technique (t=2.10, p=.009), the finding also revealed that significant effects of the modelling and token reinforcement was found in reducing the shy behaviour between male and female (t=2.10, p=.000), the result also revealed that the two techniques had significant effects in reducing shy behaviour of respondents of different age levels (f=12.493, p=.000). Based on the findings, it was recommended among others that Counsellors, Psychologists and Teachers should be exposed to training on modelling and token reinforcement counselling techniques in addressing shy behaviour among secondary school students.