Effects of Psycho-Education Intervention on Academic Stress among Students of Federal College of Education, Zaria, Kaduna State, Nigeria

Abdullahi Bashir BawanAllah,, Anakwe A. I., Agnes S. Ojile

Abstract


This study examined the effect of psycho-education intervention on academic stress among students of Federal College of Education, Zaria, Kaduna State, Nigeria. The study was guided by three objectives, three research questions and three null hypotheses. The study adopted a quasi-experimental pre-test-post-test non-equivalent control group design. The population comprised 7,372 NCE II students in the School of Sciences, Federal College of Education, Zaria. Through simple random sampling using balloting, two course combinations were selected, giving a sample of 105 students (82 in the experimental group and 23 in the control group). Data were collected using an adapted Students’ Academic Stress Questionnaire covering physiological, social and examination stress, which demonstrated acceptable reliability. The experimental group received a structured weekly psycho-education intervention, while the control group received a placebo programme on Family Life Education. Mean and standard deviation were used to answer the research questions, and analysis of covariance was used to test the null hypotheses at the conventional significance level, with pre-test scores as covariates. The results showed statistically significant effects of the intervention on overall academic stress, physiological stress and examination stress after controlling for pre-test scores, with large effect sizes; all null hypotheses were rejected. The study concluded that a structured psycho-education programme combining stress information, coping-skills training and emotional support reduced academic stress among college of education students. It was recommended that college management integrate such a programme into student support services and that counsellors be trained to deliver it using a standardised manual. 


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References


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