GENDER DIFFERENCES IN RESPONSE TO COGNITIVE BEHAVIOURAL THERAPY AND REALITY THERAPY AMONG ACADEMICALLY UNDERACHIEVING HIGHER SCHOOL STUDENTS

Abstract Academic underachievement in higher school students is a pressing concern globally, with far-reaching implications for students' future prospects and overall development. This paper investigated gender differences in response to cognitive behavioural therapy and reality therapy among academically underachieving higher school students. A sample of 120 students was selected using a multistage sampling technique. Research instrument used was the Academic Achievement Test (AAT). Two null hypotheses formulated were tested using linear regression analysis at .05 significance level. Findings revealed that participants exposed to CBPT and reality therapy showed a significant reduction in academic underachievement compared to those not so exposed(F(2, 116) = 17.07, p < .0005) and that gender does not moderate the effectiveness of CBPT or reality therapy (F(2, 116) = 1.33, p > .05).It is subsequently recommended, among others, that educators and therapists working with academically underachieving higher school students in Nigeria should consider incorporating CBPT and reality therapy into their intervention strategies.