Self-Esteem, Locus of Control and Students’ Academic Underachievement in Rivers State, Nigeria (Published)
This study investigated the relationship between self-esteem, locus of control and academic underachievement among some secondary school adolescents. The study was carried out in Rivers State secondary schools. Purposive sampling techniques were used to draw a sample of 240 students identified as underachievers. Bakare’s (1977) progressive matrices adopted from Uwazurike (2008) was used to identify students with high mental ability while Basic Education Certificate Examination results of 2016 which is a cumulative record of examination and continuous assessment scores of the students’ three years in school, was used as a measure of students’ academic ability. Based on the attained mental ability performance and academic achievement of the students, the academic underachievers were identified. The various independent variables of the study were measured with a questionnaire whose reliabilities were statistically determined with Cronbach Alpha and reliability coefficients ranging from 0.51 to 0.74. The research questions were answered with mean and Pearson product moment correlation (r) while the null hypotheses were tested with special Z to determine the significance of r. It was found out that there was a very low relationship between self-esteem, internal locus of control, external locus of control and academic underachievement which showed no statistical significance. Based on the findings, three relevant recommendations were made.
Psychosocial Factors Predicting Academic Adjustment of First Year University Undergraduates in Rivers State, Nigeria (Published)
This study was designed to determine the extent to which emotional intelligence, social support, self-esteem and coping strategies predict academic adjustment of first year university undergraduates in Rivers State, Nigeria. Correlation design was adopted for the study. Seven research questions and seven corresponding hypotheses guided the conduct of the study at 0.05 alpha levels. A sample of 382 first year university undergraduates of Ignatius Ajuru University of Education, Port Harcourt, 2015/2016 academic session was chosen for the study through simple and proportional stratified random sampling techniques. Five instruments namely; Mangal Emotional Intelligence Inventory, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, Coping Strategies Inventory and Student Adaptation to College Questionnaire – Academic subscale were used for data collection. Simple and multiple regression analyses were used for data analysis. All data were subjected to analysis using statistical package for social science (SPSS). Results showed among others that; emotional intelligence, social support, self-esteem and coping strategies taken together significantly predicted academic adjustment of first year university undergraduates. Based on the findings, it was recommended amongst others that; university authorities should introduce personality programmes that will provide training in emotional skills that will help university undergraduates in their overall adjustment to the new university environment.
Social Support, Coping Strategies and Academic Adjustment of First Year University Undergraduates in Rivers State, Nigeria. (Published)
This study was designed to determine the extent to which social support, and coping strategies predict academic adjustment of first year university undergraduates in Rivers State, Nigeria. Correlation design was adopted for the study. Three research questions and three corresponding hypotheses guided the conduct of the study at 0.05 alpha levels. A sample of 382 first year university undergraduates of Ignatius Ajuru University of Education, Port Harcourt, 2015/2016 academic session was drawn from the population through purposive and proportional stratified random sampling techniques. Three instruments namely; Multidimensional Scale for Perceived Social Support, Coping Strategies Inventory and Student Adaptation to College Questionnaire – Academic subscale were used for data collection. Simple and multiple regression analyses were used for data analysis. All data were subjected to analysis using statistical package for social science (SPSS). Results showed that; social support statistically significantly predicted academic adjustment of first year university undergraduates; coping strategies (problem-focused and emotion-focused) taken together statistically significantly predicted academic adjustment of first year university undergraduates; on the basis of individual contribution, problem-focused was a significant contributor to academic adjustment of first year university undergraduates while emotion-focused was not. Based on the findings, conclusion and recommendations were made.
Assessing the Academic Writing Proficiency of EFL Learners at Qassim University: Honing the Skills of Young Writers (Published)
Four language skills, academic writing is the one most at casualty at the post intermediate level in KSA. Syntax, organization of materials and expression, all are severely affected so far as the EFL learners are concerned. This paper proposes to evaluate the problem from the pedagogical perspective by comparing the current teaching practices in teaching EFL writing with world trends. It highlights recent studies in EFL apart from showcasing the teaching community’s viewpoint. Finally, it presents recommendations aimed at attaining the desired learning outcomes.
CHILD ABUSE AND STUDENTS ACADEMIC PERFORMANCE IN BOKI LOCAL GOVERNMENT AREA OF CROSS RIVER STATE (Published)
Child abuse is an act of inflicting serious, physical injury and emotional torture on a child or person, which is intentional or unintentional and could endanger the physical, health, emotional, social, moral and educational wellness of the child. The contributing factor of child abuse can be identified as poverty and ignorance on the part of the parents or guardians and others. Observing the alarming endless cry of students and those hurt in the process and maltreatment, the researcher was therefore interested in investigating child abuse as it affect the academic performance of students in Boki LGA of Cross River State. To achieve this purpose two (2) null hypotheses were formulated to guide the study. A sample of 200 respondents were randomly selected for the study. The selection was done through simple random sampling technique. The questionnaire was the main instrument used for data collection. Test re-test reliability of the instrument was established, while Pearson product moment correlation analysis was the statistical technique considered appropriate. The critical level of .05 was used to test each hypothesis. The result of the analysis revealed that child physical abuse and sexual abuse were statistically related to students’ academic performance. Based on the findings recommendations were made on the need to affectionate and intensified campaigns for awareness creation on the menace of child abuse – physical and sexual abuse as they deaden the future of the child, family and society.
IFRS-Based Results and the Readiness of Nigerian Audit Committee: The Professional Accounting Academic Standpoint (Published)
This study investigated the level of readiness of the audit committee towards understanding and interpreting IFRS based result in Nigeria. This study adopted the survey research method to garner opinion of stakeholders especially the professional accounting academic. One hundred and twenty copies of questionnaires were administered making forty copies of questionnaire to each of the three university studied. The questionnaires were analyzed with the use of One-Sample t-test. The study found that the presently constituted audit committee in Nigeria is statistically significantly weak in understanding and interpreting IFRS based results. It is therefore recommended as a matter of urgency that the audit committee members be subjected to training that will specifically tailored towards the application of IFRS in their various sectors and industry they represent. This training should not however, be one off. It should be continuous and in timely manner as changes in IFRS is still ongoing