Effects of Psycho-Education Intervention on Self-Efficacy Among Students of Federal College of Education, Zaria, Kaduna State, Nigeria

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

Abstract


The study was motivated by the need for controlled evidence on structured programmes that strengthen self-efficacy among tertiary students in northern Nigeria. Self-efficacy influences the tasks students attempt, the effort invested, and persistence when difficulties arise, yet research on psycho-education has focused mainly on symptoms of illness and distress. The study therefore examined the effect of an eight-week psycho-education intervention on the self-efficacy of NCE II students at the Federal College of Education, Zaria, Kaduna State. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted with 105 students: 82 in the experimental group and 23 in the control group. The experimental group received the psycho-education intervention, while the control group received an attention-control programme on public health education. The Self-Efficacy Questionnaire, with an overall reliability coefficient of .87, was administered before and after the programmes. Data were analysed using mean, standard deviation, and Analysis of Covariance at the .05 level of significance. After controlling for pre-test scores, the experimental group scored significantly higher than the control group on overall self-efficacy, F(1, 102) = 278.23, p < .001, partial η² = .732; academic abilities self-efficacy, F(1, 102) = 71.20, p < .001, partial η² = .411; and financial self-efficacy, F(1, 102) = 61.43, p < .001, partial η² = .376. All three null hypotheses were rejected, and the effect sizes were large. The programme was most strongly associated with overall self-efficacy and least with financial self-efficacy, possibly because personal financial circumstances are less amenable to short-term intervention. The study concluded that structured psycho-education combining information, skills training, and group support improves students’ confidence in managing academic and financial responsibilities. Colleges of education should integrate such programmes into student support services and train counsellors to deliver the programmes. Because groups were non-equivalent and no follow-up assessment was conducted, the findings should be regarded as promising rather than definitive. 


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