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University Academic Dishonesty and Graduate Quality for National Development and Global Competitiveness: Nigerian Universities in Perspective
By Chris-Valentine Ogar Eneji
This study was carried out to assess how academic dishonesty in Nigerian universities influences university graduates' quality and how these graduates contribute to national development for global competitiveness. The study area is Nigerian universities (private, state, and federal owned). The inferential survey research design was adopted for this study. A sample of 18 universities (12%) out of the 154 universities in Nigeria was selected, 6 each from among private, state, and federal-owned universities, 3 from each geopolitical zone of the country. From these universities, 1440 respondents (academic staff and students) were selected as sample. Two sets of structured questionnaires (open- and closed-ended) were administered to the respondents between February 2019 and October 2019. Simple percentage, Pearson product-moment correlation analysis, and chi square analysis were used for data analysis. Respondents listed 14 causes of academic dishonesty. A significant correlation was found between academic dishonesty and poor graduate quality from Nigerian universities. In addition, the chi square analysis showed a significant relationship between university academic dishonesty, graduate quality, and contribution to national development for global competitiveness. It was concluded that universities where academic dishonesty is perpetrated usually produce low-quality graduates who at best may contribute little to national development for global competitiveness. One of the recommendations is that the government should overhaul the curriculum content of the Nigerian educational system to meet the development challenges of the Nigerian state, while also improving funding for Nigerian public universities. © Author.
Anxiety Disorder and School Adjustment among Secondary School Students in Calabar Education Zone, Cross River State, Nigeria
By Okon, Maureen Okang
The adjustment problem of students is an issue of global concern and militates against the effective attainment of learning outcomes. Efforts made so far in Nigeria to curb it have not been successful. This article thus examines the influence of anxiety disorder on school adjustment among secondary school students. A survey method was adopted for the study. Five hundred twenty six students drawn from the population of junior secondary school students (n = 8,829) were used for the study. A stratified random sampling technique was used in selecting the study subjects. To guide the study, 3 null hypotheses were stated and tested at a .05 level of significance. Data were collected with a’questionnaire made by the researchers which was validated through expert proofreading. The reliability of the instrument was established using the Cronbach Alpha reliability test which yielded reliability indexes for the various sub-scale as follow:, phobic anxiety = .73; panic anxiety = .81; obsessive-compulsive anxiety (OCD) = .88, school adjustment = .79. Data collected were coded and analyzed using one-way analysis of variance (ANOVA). Results of analyses revealed a significant influence of phobic, panic, and OCD anxiety disorders on school adjustments. It was concluded that anxiety disorders negatively impact students’ school adjustment. However, individuals differ in their school adjustment as a result of the level of anxiety disorder that provokes maladjustment in them. Thus, it was recommended that schools pay serious attention to the anxiety state of their students. The students should be examined to find out their anxiety disorder level, to suggest and offer an intervention that will enhance their school adjustment and the attainment of learning outcomes. © Common Ground Research Networks, Maureen Okang Okon, Catherine Boniface Ekarika, Janet Sunday Petters, Maria Ofie Sunday Maria Enemeba Ngwu, Veronica Ngozi Chidozie, Caroline Iserom Ita, All Rights Reserved.
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