_____________________________________________________________________________________________________ *Corresponding author: E-mail: evangadeoye2002@gmail.com; Journal of Education, Society and Behavioural Science 27(1): 1-9, 2018; Article no.JESBS.14134 ISSN: 2456-981X (Past name: British Journal of Education, Society & Behavioural Science, Past ISSN: 2278-0998) Differential Effectiveness of Cognitive Self Instruction and Contigency Management on Peer Victimization of Secondary Students in Nigeria. Implication to School. Management and Counselling S. Tayo Ademola 1 , O. Adeoye Ayodele 1* and A. Filade Bankole 1 1 Department of Educational Foundation, School of Education and Humanities, Babcock University, Ilishan Remo, Nigeria. Authors’ contributions This work was carried out in collaboration between all authors. Author OAA designed the study, wrote the protocol and supervised the work. Author OAA carried out all laboratories work and performed the statistical analysis. All authors managed the analyses of the study. Author AFB wrote the first draft of the manuscript. All authors managed the literature searches and edited the manuscript. All authors read and approved the final manuscript. Article Information DOI: 10.9734/JESBS/2018/14134 Editor(s): (1) Dr. Shao-I Chiu, Associate Professor, Taipei College of Maritime Technology of Center for General Education, Taiwan. (2) Dr. Rajendra Badgaiyan, Professor, Psychiatry and Neuromodulation Scholar, University of Minnesota, Minneapolis, MN, USA. Reviewers: (1) Beatriz Pereira, Institute of Education, University of Minho, Portugal. (2) Diana Tapia, National Autonomous University of Mexico, Mexico. Complete Peer review History: http://www.sciencedomain.org/review-history/26445 Received 20 September 2014 Accepted 12 January 2015 Published 29 September 2018 ABSTRACT Violence cuts across generations. It affects every segment of the society and it is particularly common among school-going adolescents. Peer victimization is an important aspect of behavioural problem which makes students to be afraid of going to school and inhibits their learning potentials. It is a serious problem for school age children and for which they receive limited adult help. This study examined the differential effectiveness of cognitive self-instruction and contingency management on peer victimization among Secondary School Students in Ogun State, Nigeria. It was moderated by gender. Public Secondary school students in Ogun state who exhibit peer victimization were used as Original Research Article