Effects of Self-Efficacy and Transactional Analysis Techniques in Enhancing Social Competence among Socially-Isolated Pupils in Private Primary Schools in Ibadan Metropolis, Nigeria
Keywords:
Ibadan, Pupils, School, Gender, Friendship, Socialcompetence, Social-isolation, Transactional analysis, Self-efficacyAbstract
The negative impact of social isolation on the developmental life span of children
can result to social maladjustment. Affected children could find it difficult to
initiate, maintain and sustain social interpersonal relationship and this has
implications on their well-being. Therefore, this study determines the effects of
self-efficacy and transactional analysis techniques in enhancing social
competence among socially isolated pupils in private primary schools in Ibadan,
Nigeria. It also examines the moderating effects of friendship ability making
skills and gender on social competence. The study adopted pre-test-post-test,
control group experimental design with a 3x2x2 factorial matrix. Multi-stage
sampling technique was used to select three local governments and 60
participants from three private primary schools in Ibadan. The participants
were randomly assigned to treatment and control groups. Participants in the
two treatment groups were exposed to eight weeks of self-efficacy and
transactional analysis techniques training. Three instruments used were:
Loneliness questionnaire, Scale of Social Competence and School Adjustment
and Peer Attachment Inventory (PAI). Data were analysed using Analysis of
Covariance and Sheffe post hoc. It is revealed among others that there was a
significant main effect of treatment on social competence score of socially isolated
pupils. Also, there was significant main effect of friendship ability making skills
on social competence of participants. However, there was no significant main
effect of gender on the social competence of male and female participants. Hence,
teachers should endeavour to create interactive environment that would enable
pupils relate with each other during and after classroom teaching learning
situation. This would motivate pupils to overcome their social incompetence
and be socially competent.
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