Effects of Play Character Intervention on Mental Health Among Junior Secondary School Students in Zangon-Kataf Local Government, Kaduna State, Nigeria

Authors

  • REV. FR. Yahaya Emmanuel Yahaya Department of Educational Foundations, Faculty of Education, Kaduna State University Author
  • Prof. Katrina A. Korb Department of Educational Foundations  Faculty of Education, University of Jos Author
  • Prof. Agnes S. Ojile Department of Educational Foundations  Faculty of Education, University of Jos  Author

Abstract

This study examined the effects of play character intervention on the mental health of students in Zangon-Kataf Local Government Area, Kaduna State, Nigeria. A quasi experimental pre-test-post-test control group design was adopted. The population comprised 3,529 JSS II students from 43 public secondary schools, while a sample of 149 
students drawn from two schools was used, consisting of 76 in the experimental group and 73 in the control group. The instrument for data collection was an adapted Adolescents’ Mental Health Measures (AMHM), derived from standardized scales. The instrument was validated by two experts in Educational Psychology and Measurement and Evaluation, while a reliability coefficient of 0.78 was established using Cronbach’s 
alpha method. Data were collected through direct administration of the instrument to both groups at pre-test and post-test stages over an eight-week intervention period, during which the experimental group received structured play character sessions. Descriptive statistics (mean and standard deviation) were used to answer research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses 
at the 0.05 level of significance. The results revealed that play character intervention significantly improved students’ life satisfaction and happiness, but did not produce a statistically significant improvement in overall well-being. The study concluded that play character intervention is effective in enhancing specific dimensions of adolescents’ mental health. It was recommended that teachers and school counsellors implement 
structured play character programmes within classroom and guidance services, while school administrators and Ministries of Education should enforce and support policy integration, supervision, and resource provision for sustainable implementation. 


Keywords: Play Character Intervention, Mental Health, Life Satisfaction, Happiness, Junior Secondary School Students

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Published

2026-07-06

Issue

Vol. 2 No. 1 (2026): June 2026

Section

Articles