EFFECTS OF SOCIAL SKILLS INTERVENTION ON STUDENTS’ SENSE OF SELF OF UPPER BASIC EDUCATION IN GOMBE METROPOLIS, NIGERIA

Abstract

 This study investigated the effects of social skills intervention on students’ sense of self in Gombe Metropolis, Nigeria. The study adopted a quasi-experimental design, specifically the non-equivalent pretest–posttest control group design. The population comprised 9,950 Upper Basic students (5,072 males and 4,878 females) from 24 coeducational schools in Gombe Metropolis. A sample of 134 Upper Basic II students was selected from two coeducational schools using simple random sampling. Within this sample, 64 students (26 males and 38 females) formed the experimental group, while 70 students (28 males and 42 females) constituted the control group. Data were collected using the Sense of Self Scale (SSS). Content and construct validity were established and a reliability coefficient of 0.925 confirmed internal consistency. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while inferential statistics of Analysis of Covariance (ANCOVA) and t-test were employed to test the hypotheses at 0.05 level of significance. The findings revealed that social skills intervention had a significant positive effect on students’ sense of self. The study concludes that social skills intervention is a vital and effective strategy for strengthening students’ sense of self, which serves as the foundation for their overall growth and development. By cultivating self-confidence, self-awareness, and a positive self-concept, such interventions empower learners to engage more meaningfully with their school environment. This demonstrates that social skills intervention, when systematically integrated into the school system, can significantly enhance students’ sense of self and foster holistic development. It is therefore recommended that schools embed social skills intervention programs into the curriculum to nurture a strong sense of self and promote holistic growth.