Effects of Social Interaction Intervention on Honesty and Punctuality among Public Secondary School Students in Gombe State, Nigeria

Abstract

This study investigated the effects of Social Interaction Intervention (SII) on honesty and punctuality among public secondary school students in Gombe State, Nigeria. The quasi-experimental design was adopted for the study which involved all the Senior Secondary School (SSS2) students in all the senior secondary schools in Akko LGA of the State for the 2019/2020 academic session. The sample comprised 100 Senior Secondary School (SSS2) students, with 47 in the experimental group and 53 in the control group who were assigned to two respective intact classes using simple random sampling technique. The experimental group received SII, while the control group received a placebo Civic Education Values. A rating scale on students’ moral character development which was developed by the researcher was used to collect data for the study. The development of the instrument followed the five principles of development of an instrument and was validated by three experts as well as tested for its reliability using Cronbach’s alpha method. Descriptive mean and inferential statistics of ANOVA was used to analyze the data collected for the study. Results showed significant improvements in punctuality and honesty among students exposed to SII compared to those who were not.