EFFECT OF PSYCHO-EDUCATIONAL PROBLEM THERAPY ON SPEAKING PHOBIA MANAGEMENT AMONG ENGLISH LANGUAGE STUDENTS IN SENIOR SECONDARY SCHOOLS IN NORTH WEST, NIGERIA

This study investigated the effect of Psycho-Educational Problem Therapy (PEPT) on the management of speaking phobia among English language students in senior secondary schools in North West Nigeria. The study utilized quasi-experimental research design which involved an experimental group exposed to PEPT and a control group that received conventional instruction. The objective of this study was to examine the effectiveness of Psycho-Educational Problem Therapy (PEPT) in managing speaking phobia among senior secondary school students learning English in North West Nigeria. Participants consisted of English language students from selected senior secondary schools in North West Nigeria. The sample is drawn using purposive and random sampling techniques to ensure appropriate representation. The experimental group received psycho-educational problem therapy sessions over a fixed period, while the control group received no such intervention. Data was collected using validated Speaking Phobia Assessment Scale (SPAS) and Speaking Performance Test (SPT) and analyzed using Analysis of Covariance (ANCOVA) to determine the treatment effects. The findings of the study revealed that Psycho-Educational Problem Therapy significantly reduced speaking phobia among students in the experimental group compared to those in the control group. The therapy also led to notable improvements in students’ English-speaking performance. Furthermore, students’ speaking phobia negatively influenced their speaking performance, significantly indicating that as students’ phobia decreased, their speaking performance increased. The study concluded that Psycho-Educational Problem Therapy is an effective intervention for managing speaking phobia and enhancing English-speaking performance among senior secondary school students.