University of Nigeria Research Publications

ADANU, Abu Adams

Aut

hor

PG/M.Ed/SD/01/32318

Title

Home Environment as Correlates of Adjustment Problems of Secondary School

Adolescents in Benue State

Facu

lty

Education

Dep

artm

ent

Educational Foundation

Dat

e June, 2004

Sign

atur

e

TITLE PAGE

HOME ENVIRONMENTA AS CORRELATES OF ADJUSTEMENT PROBLEMS OF SECONDARY

SCHOOL ADOLESCENTS IN BENUE STATE

APROJECTREPORTPRESENTEDTO DEPARTMENT OF EDUCATIONAL

FOUNDATIONS, UNIVERSITY OF NIGERIA NSUKKA

IN PARTIAL FULFILMEPT O F THE REQUIREMENTS FOR THE 'AWARD OF THE DEGREE OF MASTERS (M.ED) IN GUIDANCE

AND COUNSELLING

BY ADANU, ABU ADAMS

PG/MED/SD/01 /32318

APPROVAL PAGE

This project has hence approved for the department of'education

University of Nigeria, Nsukka.

External Examiner

/ I

,Heaa of Departme

CERTIFICATION

Adanu, Abu Adarns, a post graduate student in the Department of

educational foundations with Registration number PG/MED/SD/01/32318 has

satisfactorily completed the requirements for. courses and research works for

the degree of masters in guidance and counselling.

The work embodied in this project report is original and has not been

submitted in partial or full for any other diplorna or degree of this or any other

University.

DEDICATION

God Almighty a strong Rock when I stand. My son Abu Adanu, my

daughter Abu Ayanue Ajiya, Abu Adagoga and Abu Oyiwoja Habiba.

ACKNOWLEDGEMENT

The researcher wishes to express this gratitude to his supervisor

Doctor Olceke B. A. OT1 for her kindness, patience, constructive

criticisms, guidance and advice to bring this worlc to a fruitful

conclusion. The researcher also wishes to acknowledge the efforts of

Prof. D. N. Eze and Dr. Ike, C. S. Ifelunni during the process of

validation to make this research work a huge success.

The researcher wishes to express his sincere gratitude to Mr.

Olagbewo, lbrahim for his advice and encouragement during the

process of this research work.

The researcher also wishes to express his sincere gratitude to his

wife and children for their financial, spiritual and moral contributions,

which helped to make the research worlc a huge success.

Mostly importantly, the researcher thanks God Almighty for

seeing him through his educational endeavour up till this stage.

TABLE OF CONTENTS

Title Page-- -- --

Approval Page --- ---

Certification --- ---

Dedication --- ---

Acknowledgement --- Table of Contents------

List of Tables-- ---

Abstract --- --- ---

CHAPTER ONE: INTRODUCTION

Background of the Study ---- Statement of Problem-- -- Purpose of the Study -- --

Significance of the Study ----

Scope of the Study -- --

Research Questions -- --

Hypothesis ---- -- em

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework-- -- -- - -

Home Environmertal and Adjustment Problems of Adolescents---

The Nature of Parents - Adoloscents Unity -.. -- .. -

Psychological Adjustment Problems -- -- - - - - Social Adjustment Problems-- -- -- -- -- Studies on the Adjustment Problems of Adolescents ----

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design -- -- -- -- -- Area of Study -- -- -- -- --

Population --- -- -- -- --

Sample and Sampling Technique -- --

Instrument for Data Collection -- -- --

Adjustment Problem Inventory -- -- --

Validity of the Instrument ---- -- - -

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Reliability of the Instrument -- -- -- --- -- -- 22

Administration of Instrument -- -- -- - - -- --- 23

Method of Data Analysis ---- -- -- -- --- -- 23

CHAPTER FOUR: PRESENTATION OF RESULTS

Research Question 1 -- -- -- -- -- -- -- 24

CHAPTER FIVE: DISCUSSION OF RESULTS

Discussion and Interpretation of Results -- -- -- -- 30

Summary of Finding -- -- -- - - -- -- -- 33

Implication of the Study -- -- -- -- -- -- -- 34

Recommendations -- -- -- - - -- -- -- 35

Limitation of t h e Study -- -- -- -- -- -- -- 35

Suggestions for Further Research --- -- -- -- -- 36

REFERENCES -- -- -- -- -- -- -- -- - - 37

APPENDICES -- -- -- -- -- -- -- -- -- 40

LIST OF TABLES

Table PaCF

Mean and standard deviation of adjustment scores of male and female adolescents--- --- --- --- - - --- 24

Mean and standard deviation of adjustment scores of urban and rural adolescents-- --- --.. -- --- --- 2 5

Mean and standard deviations of adjustment scores of JS I! and SS II adolescents --- --- --- --- --- 2 6

Mean and standard deviations of adjustment scores of mate adolescents from urban and rural secondary schools--- 27

Mean and standard deviations of adjustment scores of female adolescents from urban and rural secondary schools--- 27

two-tailed z-test of connection between mean of male and female adolescents in secondary schools in Benue State--- 29

Abstract

This study was designed to investigate the extent to which home environmental factors such as family stability, preventing style, n ~ m b e r of wires in the house, number of children in the family, socio-economic status of the prevent on determine adjustment problems experience by schooling adolescents in Benue State.

The study was guided by fiye (5) research questions and one (1) hypothesis. The population for the study in made up of J.S.S-I1 and SS-It adolescents how the 15 selected secondary'behplds in the state.

Four hundred (400) students both make god females from Urban and Rural secondary schools, were selected for the s t u d y consisting of 154 as males and 216 as females.

The instruments were for the study were house environment and adjustment problem inventories. In analyzing the data, mean and standard deviation were used. Multiple regression was under to test the null hypothesis at 0.05 level of sufficient.

During the analysis, it was revealed that Both male and female adolescents experienced high adjustment problenis in connection with people and adjustment to school while male adolescent have high adjustment problerns in family unity female adolescents have family un~ty. Both adolescents from Urban and Rural secondary school experienced high adjustment problems in connection with people, adjustment to school and in family unity. That both JSS-II and SS-I1 adolescents experienced high adjustment problems in connection with people, adjustment to school while JSS-II adolescent experienced high adjustment problems to family uni.:y, SS-II adolescent have moderate adjustment problems to family unity. That both male adolescent from Urban and rural secondary school experienced high adjustment problems in connection with people, adjustment to school and in family unity. That both female adolescents from urban and rural secondary schools experienced high adjustment problems in connection with people and adjustnient to school while both of then experienced moderate adjustment problems in family unity. The null hypothesis stated that there will be no significance connection between adjustment problems experience by male and female adolescents is accepted.

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The need for adjustment is as old as human race. Systematic

emergence of the concept started with the work of Darwin (Chanham, 1992).

During Darwin's time, the concept of human adjustment was purely biological

and he used the term adaptation to mean reaction to the demand and

pressures which the physical environment empowered upon the individual.

This biological concept of adaptation has found its way into psychology as

adjustment. Onyejiaku (1991) explain that adjustment in "individual's struggle

to get along or survive in him or her social and psychological environment".

According to him, psychological adjustment consists of two kinds of

processes. One, fitting one's self into a given circumstance and two, changing

the circumstance to fit ope's need. Hall (1987) defines adjustment as a state

in which the needs of the individual on the one hand and the claims of the

environment on the other are fully satisfied. If they are not fully satisfied these

will be maladjustment among the organisms of the environment"

The dramatic of such problems is the high incidence in school of both

mild and severe maladjustment among the school adolescents manifesting in

tendency towards drug abuse rape, suicide, truancy, stealing, social and

school drop out, disobedience, involvement in secret society and other anti-

social behaviours. There may derive in reset from the home background of

the adolescents and from the nature of Nigerian society at present time.

Teachers and parents often focus on children adjustment to school based on

academic progress only but fail to observe the children's ability to establish a

satisfactory relation with teachers and class-mates. Nmeke, C.C. et al (1990)

define school adjustment as "a behavioural pattern that enable a student to

set along with both academic and social demands of schools setting. Those

who can not meet the expected school demands becomes frustrated and

maladjusted". Globally, the adjustment of students to school may be seem as

the ability to cope with- academic, personal social and emotional problems in

relation to teachers, psychological co~~nselors and classmates expectations.

The adjustment of an individual psychologically in referred to as states and

changes in the physical and biological environments. For all the school

adolescents, it is the growth that leads to change in strength which supply

energy for all behaviours when the adolescent fails to achieve this strength,

he may become frustrated to which will result into the state of disequilibrium.

The adolescent in this kind of state can be regarded as being maladjusted.

Nwachukwu (1 976) states that "what is crucial for man to write in a adjustment

process is that when circumstance change, he must necessary modify his

need". He observed that the key issue in adjustment is that need which is

generated by certain environment forces. The effective ways to satisfy such

environmental forces lead to adjustment.

Maladaptive behaviours manifest in individuals who are trying to deny

what they are not while at the same time trying to be something they are not.

For instance a student who is unable to exercise restraint in his social

behaviour either at school or outside, may end up being an under-achiever

and a nuisance to himself, family and society when interaction between

himself and others is determine he would be seen as a socia,ly and

emotionally maladjusted students. For this purpose, these in need to assist

him regain and maintain his mental health so that he may not be confused

when these in a state of disequilibrium or maladjustment. The maladjusted

individual's behaviour is characterized by a number of symptoms such as

drug abuse, aggression, delinquently, etc. In some cases the combination of

the above symptoms may occur together but varies significantly. The most

obvious symptoms of maladjustment in society which is an unpleasant

emotional experience accompanied by some of uncertainty and helplessness

which is common with adolescent is regarded as a critical period in

development which needs adjustment. Reference to "starm and stress" the

period in between childhood and nominal adult hood,

In Nigeria, adolescent as a developmental phase is witnessed in the

physical, emotional, social and intellectual domams. Also what Benard calls

the really important aspect of adolescents which include attitude and

behaviour are quite recognized. However, the adjustment of adolescent differ

in non-literate and literate groups, although, there is evidence of the

characteristics. "Conflict" between adolescents and adults in most cases their

parents but its frequently is not as lush as that noticed amongst educated

adolescents. Onyejiaku (1991) noted instances of non-literate adclescents

who ran away from home as a result of disagreement with parents. These

cases are not many because extended family control most of the conflicts.

Nweke C.C et a1 (1990) is of the view that some adolescents can easily adjust

properly to school sit~lations while others can not. They enumerated the

characteristics of such adoloscents as good level of aggrossian, talararlca,

honesty, cooperativeness etc. However, they failed to indicate whether the

characteristics are more pronounced in male adolescents than female ones.

To ascertain the level of the home environmental factors and

adjustment problems experienced by adolescents from urban and rural

secondary schools, Piaget (1 958) believed that adolescents realization can be

accelerated or retarded as a function of cultural and educational conditions.

He also added that a facilitative environment is essential for adolescents

normal development but the extent of such development is not known.

Onyejiaku (1991) in support of the view said that adolescents are

tremendously influenced by audio visual aids and facilities such as television,

radio, cinema etc.

Statement of Problems

With the destruction of family unit, we have began to see chemical

problems that once were rare, severe depressed obsessional neurosis and

emotional in capabilities.

Other writers here also identified mental health problems which now

exist in Nigeria as a result of modernization.

Blender (1986) posited that with rapid socials change, there is often

disintegration of the family unit increase neurosis and psychotic disorder both

in children and adolescents. This is true of Nigerian adolescent. Could this

psychological problems have arisen because of poor home environmental

factors as lack of proper parenting, disorganized and unstable marriages,

economic status of the parents, faulty stability number of wives in the home

and number of children in the family, Onyiejiaku (1991) or are they related to

vices in the home and s'bling accord, Hall (1987)

What are the dimensions of adjustment problems school adolescents.

According to Durojiaye (1976) and Nwachukwu (1989) stated that such

problems include lack of adjustment to school lack of proper unity within the

family and lack of association with other people.

Purpose of the Study

This study explored the dimension of adjustment problems o f .

adolescents students in Benue state and home. environmental correlates of .

such problems. The study sought to 'I

1. Identify the specific adjustment problems such as lack of family unit,

adjustment to school and lack of association with people of

adolescents students in selected secondary schools in Benue stateh 3 'l L . Explore how such home environmental factors as number of

children in the family stability of the parents, number of wives in the

home, sibling accord, parenting style, vices in the home and socio-

economic status of the parents predict the adjustment problems of

adolescents! )

3. to ascertain whether there is any difference in adjustment problems

experienced by late and early adolescents j

4. to find out whether male adolescents experience more adjustment

problems than female adolescents 1

5. to irquire whether urban adolescents experience more adolescent

problems than rural adolescents

Significance of the Study

This study was designed to investigate the extent to which some home

environmental factors as parenting style, family stability, sibling accord vice in

the home number of children in the family, number of wives in the home etc

correlate of adjustment problems of secondary school adolescents.

In view of the above, this study has several dimension of significance

not only to teachers but also to the parents, adolescent students, school

counsellors, educational development and nation at large.

A study of this nature can help parents gain insight and understanding

necessary to deal with physical, mental and emotional changes accruing at

adolescence and adolescent problems some of which might be alleviated

through counseling with parents of such adolescents rather than adolescents

themselves. It will high light the parents on the need to improve their parenting

style to minimize sense of frustration in their adolescents, because if parents

could bear in mind always that the dividing line between adjustment and

maladjustment they would become more careful with children as they grow

older particularly during adolescent period, a period commonly regarded as a

tine of non-conforminity to adult society.

As for adolescents themselves, the finding of this study will enable

them to know more about themselves and short comings of adult society with

which they are constantly in conflict. The study will facilitate early identification

and possible solutions to their problems.

It is even more relevant to investigate adjustment difficulties of

psychologists and school counsellors by beyorid intellectual ability, interest

and other traditional sources for the comers of under achievement in schools,

because it is possible for the child to be highly intelligent, much interested in

school work and that he would be under achieving if there is adjustment

problems.

The study is also considered useful to adolescent psychologists who in

this century may be constantly consulted to help in the modification of

adolescent frequent patterns of juvenile behaviour in Nigeria. And also to all

scholars in helping profession who may be involved in mounting psychological

support for adequate adjustment.

It is even more relevant to investigate the influence of home

environment on student's adjustment because any maladjustment on the part

of the adolescent is likely to ruin the school system and the society at large.

The study is also considered relevant specially in our setting because

exploring the effect of home environment on adolescent adjustment can act

as a check against maladjustment observed among the nation's adolescents

buy the fact that some parents, teachers and counselors do not have

adequate knowledge of the behaviour in put required by them through the

researcher's personal interactions with adolescents, it was observed that the

observant pattern of juvenile behaviour today derived in part from the nature

of their homes and Nigerian society at the present time.

In addition, within the field of educational psychology in several and

adolescent problems in particular, the data from the study could add on to the

pool of available data in the field with further research. It could also act as a

basis for any attempt at adjustment management among Nigerian teachers

and counsellors.

Scope of the Study

The study was limited to the adolescents in B e n u e State secondary

nahonlh, In t l~ in atnfn t hnrn rrrn thraa aduaolinnnl irnnPru nnmmly, Otukpa,

Gboko and Vvandekya. The study in particularly is limited to JSS -!I and SS -

II adolescents from urban and rural secondary schools. It explored the extent

to which such home environmental factors as parenting style, vices in the

home, sibling accord family stability, number of wives in the home, number of

children in the family, socio-economic status of the parents broken home etc

are associated with adjustment problems experienced by adolescents.

In the area of adjustment, only problems connected with adjustment to

school, family, unity and adolescent association with other people were

investigated.

Research Questions

1. To what extent do male adolescents experience more adjustment

'? problems than female adolescents. .

2. To what extent do adolescents from urban secondary schools

experience more adjustment problems than those form rural

secondary schools?

3. To what extent do late adolescents (SS - II students) experience

more adjustment problems than early (JSS - I I students)

adolescents?

4. To what extent do male adolescents from urban secondary schools

experience more adjustment problems than male adolescents from

rural secondary schools?

9

5. To what extent do female adolescents from urban secondary

schools experience more adjustment problem than female

adolescents from rural secondary schools?

Hypothesis

The study tested this hypothesis Hol; there will be no significant

difference between adjustmeni problems experienced by male and

female adolescents (PL 0.05).

change is likely to be accompanied by may potential difficulties. According to

him, adolescent is a period of transition from childhood which implies many

developmental changes. Hall called this period as period of storm and stress

brought within many problems in adolescent. Hilgand, Atkinson (1975) have

laid emphasis on the cultural conditions as the causes of problem in

adolescence. Although adjustment to continual change is characteristic of

human growth, adolescence constitutes the period of most striking and far

reaching changes. It is during this time that one m~rst take the transition from

childhood to adult life. The success with which the individual copes with the

demands and problems of adolescence will determine to a large extent, the

person he is as adult Blain Jones, S~mpson (1975).

This adolescent, because of his ambiguous status (being nerther a

child nor adult) frequently finds himself involved Ir, urnotiowl conflicts with

younger children and adults in the family, and other members of the

community. He wants to be grown up and sometimes feels that he is not

understood or not given enough responsibility for him own acts.

Adolescents are particularly sensitive with respect to the opinions of their

peers and generally value the judgment ot their age mates more highly than

those of adult. During adolescence, an extreme sensitivity is also exhibited in

regard to personal defects blsrnishers or some charactoristics that deviate

greatly from the norm. Many adolescents give the impression that many are

insecure, statistics have revealed that during this period, delinquently and

emotional problems of many types reach their peak.

For many adolescents the transaction to adult life process smoothly, for

others the problems and conflicts have a long history (and trouble in

adolescence are but further manifestaiion of earlier troubles). These problems

may relate to family unity, personal psychology to adjustment in school as well

as problems associated with adolescent cognitive development and problems

committed with parents adolescent conflicts. '

Home Environmental and Adjustment Problems of Adolescents

A child does not develop and grow in a vacuum and neither in

immutable. He grows within an env~ronment which is composed of a network

of forces. The home is one of such environment the child is exposed to and in

fact, the home environment produce, the frst and perhaps the most insistent

and suitable influence on the mental personality development of adolescents

adjustment is the home environment.

Onyehalu (1986) wrote that the home envir-onrnent many handicap a

child in life or it may be a source of special advantage. He opined that

extremely poverty gives birth to a home environment that man adversely

influence the child's performance in the society. This is because children from

poor horns environment do not as a r ~ ~ l e get enough intellectual stimulation. It

is generally found that parents in the homes are uneducated, and lack some

general knowledge and here less intellectual Interest to pass on to their

children there fore, it is not surprising that children from homes such as these

many find it difficult to keep up with those who live in healthier their and more

stimulating conditions.

Durojaiye (1976) contrtbuting to our understanding of how home

environment could nurture or retard a child said that parents should see the

need to educate their children provide facilities and opportunities at home for

child to support what he has learnt. A child who lack this conditicns depends

on nature rather than nurture because of the poor environmental stimulation

that should enhance but retards his potentials.

Many empirical studies have also delved into the connection between

and students school adjustment. These studies indicate that family

environment influence greatly student academic achievement in school, and

that the family environment itself is determined by socio economic educational

characterizes of the parents, parents style, vices in the home, family

instability, sibling and parents - child unity. This become more convincing

when he realize that parents desire an ability to provide a conducive

stimulating environment is hinged on their social material conditions and

awareness.

Landis (1954) for example, found that some of the serious conflicts

leading to much unhappiness for adolescents girls arise from mother's

absence from home environment, holding up a sibling at home as a model

criticism of porsorwl manners arid habits, poor connection pattern and

interference In choice of friend. Among tl~c twys Landis found that the

fnllawina i w m w aman0 othnrc Iml to parant - n d n l ~ s c ~ n f canflict~: R ~ U R R I 9f

permiss~on to use the family resources insistence by parents that child had tu

eat certain food, scolding on school marks, financial management refusal to

parent child to follow his chosen vocation, criticism of personal habit m c !

manners, Therefore, parents should just let adolescent by - pass as best they

can.

The Nature of Parents - Adolescents Unity

Adolescence in usually considered as a time of storm and stress when

conflict in natural, inheritable and even necessary. Nevertheless, this image of

the conflict - laden adolescents and generation - gap is not supported by all

authorities (Brecilin and Breilbin (1977). Even though adolescence is often

projected negatively some authors conclude that conflict is natural and or

caused by the adolescent or that a generation - gap actually exist. They

conclude that the generation gap is actually not a gap between generations,

but more actually a gap associated with socio-economic status, race and

religion.

How "parents" Obviously affect unity with adolescents. As Bybee

(1979) Observed that one problems confronting all parents is the definition of

disciple.

Do children have to be discipline? Does discipline means punishment?

Bybee pointed out that the natural of child and adolescent abuse exemplifies

in effective solutions to this ddemma. If the one of physical punishment

models this behaviours for children and justifies its use to solve problems,

abused children wil! become abusers themselves,

Alexander (1 973) states clearly that normal families appear to facilitate

more of the independent parent -- like styles of communication

(supportiveness) in their adolescent offspring while deviant families do not.

Although no reasoned difference in conflict is glven. Alexander implies that

the problems is generational. Bad parenting leads to conflict adolescent and

more bad parenting when these adalescents become parents.

Although there is no immediat4y apparent reason why some families

handle parent - adolescent conflict effective and some do not, the usual

socialization processes helps families gain the normal skills necessary to

resolve conflict. In addition, experience is probably a strong fact. A family that

I5

handles it effectively in future. However, as an adolescent moves towards his

peers, expectations and behaviours change and become focal point for much

conflict.

Schenk and Schenk (1978) suggest these alternatives when parents -

adolescents conflict occurs: (1) Throw the youth out of the home; (2) Hang on

as long as possible; (3) Teach the family new skills. Fog (1 973) who reviews

four classes of conflicts resolution aiid described many specific approaches

within these classes recommends the use of recreative peaceful approaches

where no norms exist before including skill acquisition in problem solving,

negotiation, not coming, and setting goals.

Approaching the problem from another angle, Wenz (1979) studied the

sociological correlates of adolescent suicide attempt were related to

alienation, he surveyed 200 subjects aged 13 - '1 9 years who had attempted

suicide in the past year. Wenz found the following eight variables to be

identified with a high degree ot alleviation (ranked from most to least

influential).

Lack of social contact with oears

Conflict with parents

Broken romance

Low economic status

Corrrmunication problems \;lith parents

Poor school perforrnanct:

Step parent presence at horre

Broken home.

Wenz concluded that commurication blockage may be viewed as a process

of deterioration between adolescent and familial others over a period of time

or over successive crisis of conflicts.

As is apparent from the trjne going, most of the studies concerning

parent - adolescent conflict define a basic theoretical orientation. How as

Bleuhim and Breulirv (1979) suggest psychoanalytic system and social

learning thoar-ios have contrih~lted to the popular motions of parent - adolescent conflict and generation gap, however, the result is a particular

variety of problem child.

In summary, SLT proposed that parent adolescent conflict is due to a

communication skill deficit. This deficit includes lack of problem solving skills

means knowing how specify a problem develop new and creative ways to

solve it think consequentially to solve the problem and cognitively evaluate the

success (or failure) of a chosen plan of action Spivak and Shive (1 974)

Psychological Adjustment Problems

It is natural that a new environment should affect the individual's

psychological make up. This agrees with the fact that there are

psychogenesis adjustment problems, that is pertaining to causes or conditions

that are psychological In origin. This section therefore reviews some of these

problems as they concern schooling adolescent in secondary !;chools. It is

true that disturbing stimuli threaten adolescent with all sorts of

unpleasantness to the extent that adolescents of necessity adopt themselves

with the variable created.

Mussen (1976) rightly pointed out the young adolescence by virtue of

educational pursuits find t h ~ ~szlves in a new human scciety, a new

environment, and environment often moulder of character needs foundational

adjustment in various habits of living. He also recognized the orientation

programmes as an answer to this acute psychological need. In this case, he

suggested that secondary schools must consider organizing an orientation

course for those students. This wili go a long way to psyche them up for the

task ahead.

In the study based on the transition from primary to secondary school,

Douglas (1952) noted that same behaviour patterns and attribl~tes are

transferred from the primary to secondary school. Therefore, a psychological

needs arise. Eventually, the need for them to shun excessive conservation so

as to fit in properly and easily into a new environment emerged.

Social Adjustment Problems

Social problems are those problems of imbalance in the ways of

association in the society on one had, and conversely an approach to

solutions to social problems. These solutions may be found in balanced

interconnection with the constant release of tensions associated with

imbalance.

The schooling adolescents have received a relatively low standard of

experiences. According to Chanhan (1991) this social intelligence is the

"ability" of an individual to react to social situation of daily life". But the

question is whether the form of school social envirur~ment of the schooling

adolescents is identical to the present one in thc socicty. These can not

definitely be the same hence the need for a social adjustment to the new

environment.

People show to what extent they have adjusted or adopted to their

social environment by their reaction of behaviour. This reaction could be

positive or negative.

Nweke, C. C et al (1 990) stated that in school situation, in terms of

adjustment, it is found that soma personalities c m easily adjust. to new

situation while some find it very difficult to do so. This is because personality

of individuals vary in terms of their temperament mood, motivational level,

native and stability of their emotions, their locus of control etc.

According to them, socially some adolescents have stable moods while others

have moods which fluctuate from positive to negative (good humour to bad

humour). Social adjustment problems are products of several courses like

lack of social participation and non-acceptance of set customs and traditions

of the society to which the individual is introduced. As a result of this, the

secondary school being a social group with its own different social classes

demands that the fresh students should make some social adjustment to fit in.

Studies on the Adjustment Problems of Adolescents

Shaikh (1974) carried out studies on two groups of secondary school

students, that is JSS -- II and SS - II who are made up of early and late

adolescents in child guidance clinic in Lagos. His investigation covered -

social, educatlona!, vocational and social personal problems. Through his

finding, all the students indicated difficult in setting along w~ th teachers. Both

JS -11 and SS - II students expressed concern about not knowing how to

study, having paor grade etc.

The JS - II group seemed to find the transition to secondary school

difficult which S - II group were concerned about subjects to choose notable

mathematic and French to lead them to future careers. This showed that they

were not yet concerned about the future.

Olornutirnehirn (1974) examined some factors related to Juvenile

delinquently in Nigerian children. The sample for the study was 91 children.

This number was taken from a group of boys aged 10 and 14 years. These

boys appeared before a Lagos Juvenule court between Janu~~ry and

February, 1968, and were committed to approved institutions in Lagos. There

was also a control group of 91 non-delinquent children also aged between 10

and 14 years who came from the same socio-economic background and

ethnic group as the sample. Also 76 fathers and 80 mothers each of the two

groups of boys were interviewed. The researcher found that the most

important factor associated with juvenile delinquently among Nigerian was

broken home.

For proper understanding of effect of home environmental factors of

adjustment problems of urban and rural adolescents, Piaget in Onyejiaku

(1991) asserted that adolescent's hope can be accelerated or retarded as a

function of cultural and educational conditions. This means when the above

mentioned conditions are not properly met, the adolescents actualization is

hindered. Therefore, they have to be properly taken care of.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter describes the research design, area of study, population,

sample and sampling technique. It .further -describes the instrument for data

collection, its validity, reliability as well as method of administration and it

describes method of data analysis.

Research Design

The design used in this study was correlational. It sought to establish

whether the home environment of aclolescents can predict their adjustment

problems.

According to Nworgu (199 I) , Ali (lW6), correlational studies include d l

those research in which attempt is made to discover whether a relationship

exist between two or more varial~les, the nature and scope of such

relationships. If exists or to clarifjr correlation whether it exists enables one to

make predictive with some degree of accuracy and truth.

Area of Study

The study was conducted in Gboko, Otukpo a d Vmcicilcyn of Benuc

State.

Population

The population consists of all students in the 15 secondary schools

from the three Local Government Area in the state. Junior secondary 11 (JSII)

and senior secondary II (SSII) students were involved in the study. The

r ~ t i o n ~ l a i~ thnt the JSll is mnde up of rnrly nclalrncmta nnd SSII represcrlts

students in their senior find stages in the later adolescent period.

It was considered necessary that a cornbination of junior and senior students

with varying ages would give a fairly representative sample of secondary

schools students characteristics.

Sample and Sampling Technique .

The sample for this study consists of 400 students from the three local .

government areas that were used for the study, the technique used in drawing

the sampling method. To account for this, the different locations of schools

were in urban and rural areas before they were randomly drawn.

In sampling, the procedure used was proportionate stratified sampling

method. For example, there are 35 mixed schools ten boys schools and 5

girls schools. Hence using 30% as the sample based on the total population

of the schools, 15 secondary schools were sampled for the study from the

three local government

areas.

From the above explanation, it was decided to select form the 15

secondary schools a total of 400 students made up of JS -11 and SS - II

groups for the entire study.

Instrument for Data Collection

The home environment inventory consists of two sections, the first

section d a d s with background lnformntion about the raspondonta such as

sex, age, class, number of children in the family etc. The second section

consists of 20 items index of homc environmental factors structured to elicit

the statements by using four (4) po~nt scale to asslgn value of -- To a very

large extent, To a large extent, To 3 least extent and To a very least extent

respectively. The second part of the instrument covered questions on four

major areas of home environment, namely sibling accord, parenting style, vice

in the home and family stability. The questions were structured in such a way

to elicit information from the adolescents on the extent to which the p-oblems

exist in their homes.

Adjustment Problem Inventory

The second part of the instrument, the adjustment problems ir~ventory

(ADPI) was used to measure the extent to which adolescents experienced

adjustment problems to school and family unity. This section consist of 28

item based on the two areas by using four (4) point scale to assign value of:

To a large extent, To a least extent, To a large extent, 7-0 a least extert and to

a very least extent.

Validity of the lnstrument

The instrument had been validated by my supervisor and was further

subjected to face validation by two lecturers from the department of education

of the university of Nigeria, Nsukka.

Reliability of the Instrument

Reliability is an estimate of how an instrument for data collection is

consistently accurate and stable Ali (1 996)

To account for the reliability of the instrument, a coefficient of internal

consistency was adopted using Cronbach alpha method.

Administration of Instrument

The questionnaires were administer to the students in their respective

schools by the researcher

After distributing copies of the instrumcntslinvcntories the researcher

read instructions slowly. Afterwards he handled further explanation as

required by the students.

Method of Data Analysis

In analyzing the data gena-ated from the study, descriptive and

inferential statistics were used.

Simple mean scores for research question 1 - 5 and standard

deviation was used to measure the variation on the distribution of scores. This

was interpreted by using the normal behaviour range prov~ded by the

researcher.

To test the null hypothesis, step wise multiple regress analysis was

used to determine the correlation between the criterion and predictor variables

using research question one (1). The rnultiple regression value obtained was

tested for significance at 0.05 using z - test.

CHAPTER FOUR

PRESENTATION OF RESULTS

This chapter deals with presentation analysis and interpretatior~ of data

generated from the study, The order of presentation is according to the

research questions and hypothesis listed in chapter one

The results are presented research question by research question.

Research question I: To what extent do male adolescents experience more

adjustment problems than female adolescent?

Table 1. Mean and standard deviation of adjustment scores of male and

female adolescents --

Adjustment Male

- Association

with people

Adjustment to 1 2.642064 1.066515

schools

Remarks

High

Family unity 1 2.673056 I

High

1 .O3396l High

Female Remarks ---

High

High

Moderate

The above table reveals that both male and female adolescents

experience high adjustment problems in association with people and

adjustment to school while male adolescents have high adjustment problems

in family unity, female adolescents have moderate adjustment problems

family unity of 2.3751 04 as a mean and 1 .Ol3942 as standard deviation

Research question 2: To what extent adolescents from urban secondary

schools experience more adjustment problems than those from rural

secondary schools?

Table 2. Mean and standard deviations of adjustment scores of urban

and rural adolescents

Adjustment Urban adolescent I Problems 7-

Remarks

Association 2.646281 0.9851 19

with people

-

i Rural adolescents I Remarks I

schools I I

2.61 8937 0.98002 High k m 2.581 81 5 1.097337 High /jh~-Tr

The above table reveals that both adolescents from urban secondary

schools and rural secondary schools experienced high adjustment problems

in association with people adjustment to school and family unity

High

Research question 3: To what extent do late adolescents (SS - II)

experience more adjustment problems than early adolescents (JS - I!)?

-- N = 186

2.886346 I

0.723422 High

26

Table 3. Mean and standard deviations of adjustment scores of JS - I 1

and SS - II adolescents

Adjustment

Problems

Association

wltk people

- Adjustment to

schools

Family unity

-- JSS - II IRemarks

I

2.612561 1 .040576 High

SS - I! Remarks

2.68389 1.091 1053 High

The above table shows that both JS - 1 1 adolescents and SS - II

adolescents experienced high adjustment problems in association with

people, adjustment to school while JSS - I1 adolescents experienced high

adjustment problems to family unity, SS - II adolescents experienced

moderate adjustment problems with the niean score of 2.388048 and

standard deviation of 1.032584.

Research question 4: To what extent do male adolescents from urban

secondary schools experience more adjustment problems than ma le

adolescents from rural secondary schools?

The above table shows that both female adolescents from u r x n and

rural secondary schoots experienced high adjustment problems in association

with people and adjustment to school while both female from urban and rural

secondary schools experienced moderate adjustment problems in family unity

with mean score of 2.341 967 and standard deviation of 1.021 756 far urban

females and mean score of 2.403024 and standard deviation of 0.925836 for

rural females.

Hypothesis

There will be no significance connection between adjustment problems

experienced by male and female aclolescents in secondary schools in Benue

state.

In view of ihe above nuli hypotheses, it reveals that there is

significance connection between adjustment problems experienced by and

female adolescents in secondary schools in Benue state because m ale

adolescent experienced high adjustment problems in association with people

adjustment to school and family unity, the female adolescents also

experienced high adjustment problems in association with people, adjustment

to school and moderate adjustment problems in family unity.

in addition since the calculated 2 - table value is less that the 2 critical

table, the null hypothesis is accepted. This means there is significant

connection between adjustment problems experienced by male and female

adolescents in secondary schools in Benue State.

Table 6

Two- tailed z - test of connection between mean of male and female

adolescents in secondary schools in Benue state -

~ n a l ~ s i s of Means

variables

Male /2642-~

CHAPTER FIVE

DISCUSSION OF RESULTS

In this chapter, the data were organized, presented and the results

analyzed. This chapter discusses the results and deals with implications of the

study. It also deals with the summary of the findings of the study,

recommendations, limitation o f t he study and suggestion for further study.

Discussion and Interpretation of Results

Here the researcher sought to know whether male adolescents from

secondary schools experience more adjustment problems than the female

ones. The result of this study shows that both male and female adolescents in

secondary school in Benue State experienced high adjustment problems in

association with people and adjustment to school but the female experienced

moderate adjustment problems in family unity with the mean score of

2.375104 and standard deviation of 1.013949. The result of this study is in

agreement with the opinion of Nweke, C.C. et al (1990) who stated that in

school situation the rate of adjustment depend on t he personality of an

individuals. They opinioned that some individuals can easily adjust to new

situation while some find it very difficult.

Onyejiaku (1991) in support of the above view asserted that

adolescents hope can be accelerated or retarded as a function of culture and

educational conditions and that those who failed to meet there conditions can

not actualize their hopes. This means those with moderate rate of adjustment

problems in family unity.

In research question two, the researcher sought to know whether

adolescent from urban secondary schools in Benue State experienced high

rate of adjustment problems than those from rural secondary schools.

The result of this research question presented in table two sliows that

both adolescents students form urban and rural secondary schools in Benue

state experienced high rate of adjustment problem. The result of this could

have been as a result of effective home environment properly planned school

instructions and good government as asserted by Akinbaye (1962). He

opinioned that the role of home, school and government in education of a

child can not be over emphasized and it has to be encouraged. This shows

that both the home, school and the government of the state favour the rate of

adolescent adjustment.

Onyehalu (1986) in support of the above view wrote that the home

envlronment may handicap a child in life or it may be a source of special

advantage. He opined that extreme poverty gives birth to a home enviror~rnent

that many adversely influence the child's performance in the society.

Durojaiye (1976) contributing to our understanding of how home environment

could nature or retard a child said that parents should see the need to

educate their ch~ldren providing adequate facilit~es and opportunities at home.

In research question three, the whether late adolescents (SS - 1 1

students) experienced more adjustment problems than JSS - II students in

Benue state.

The result of this research question in table three reveals that both SS

- II and JSS - II adolescents in secondary schools in Benue State

experienced high rate of adjustment problems in association with people and

in adjustment to school wh~le SS - II adolescents experienced moderate

adjustment rate in family unity. This agrees with how "parent1' Obviously affect

unity with a adolescents Bybee (1979). He observed that one problem

confronting all parents in the definition of discipline. He said do children have

to be discipline? Does discipline means punishment? Bybee's opinion in

relation to this research question revealed that some parents in Benue state

lack proper discipline towards their children and that is why the aspect of

family unit is moderate.

Alexander (1973) in support of the above view clearly stated that

normal families appear to facilitate more of the independent parent - like

styles of communicatinn in their adolescent off spring while deviant families do

not.

iandis (1954) in support of the above view said the following issue

among other led to parent -- adolescent conflict: Refusal to permission to the

family resources insistent by parents that child had to eat certain food,

scolding on school marks, financial management, refusal to permit child to

follow his chosen vocation, criticism of personal habit s and manners etc.

In research question four, the researcher sought to know whether male

adolescents from urban secondary schools in B e n ~ ~ e State experienced more

adjustment problems than those rural secondary schools in the State.

The result of this researdl clueslion is not far from what that was

obtained in research question two. This means for adolescents to maintain

high rate of adjustment with people in school and with their farnilic?~ it is

through the efforts of the home, the school and the government Akunboye

(1 962) and Onyehalu (1 986).

In research question fine (5) the researcher sought to investigate

whether female adolescents from urban secondary schools in Benue State

experienced more adjustment problems than those from rural secondary

schools in the state.

The result of this research question shows that both female

adolescents from urban and rural secondary schools in Benue State

experienced high rate of adjustment problems in association with people and

adjustment to school while they experienced moderate adjustment problems

in family unity.

The result of this research question is in agreement with Landis view.

Landis (1954) asserted that some of the serious conflict leading to much

unhappiness from adolescent girls were mothcr's assurance from home

environment, criticism of personal habits and manners, poor communication

pattern and interference in choice of friends.

Since both female adolescents from urban and rural secondary schools

in Benue State experienced moderate adjustment problems in family unity it

means some parents in Benue State exhibit the above attributes listed by

Landis (1 954).

Summary of Finding

The finding of the study can be summarized as follows:

Adolescents adjustment problems in research question two and four

were recorded high through out. This means there is no record of any

moderate adjustment problems In the two tables.

In research question 1 there is a record of moderate in adjustment in

respect of female in family unity. There is also a record of moderate

adjustment problems in family unity in respect of rural female adolescents in

table five (5).

In table four (4), there is also record of moderate adjustment problems

in family unity in respect of SS -- I1 adolescents.

Implication of the Study

Schooling adolescents in Benue State experienced adjustment

problems in association with people, adjustment to school and family unity. In

addition, their adjustment problems are directly related to the adolescents

home environment. One implication of this finding is that the adjustment

problems experienced by schooling adolescents stem from negative home

environmental factors as poor parenting style, sibling accord family instability

and vices in the home.

Since the parenting style and family instability home been found to be

among the prime determinant of students adjustment the need for parents to

improve their parentirig styles becomes obvious. This is so because a child

may be intelligent and interested in school work and be performing bad'y if the

parenting style adopted by parents is very poor.

Equally, the findings of this study implies t hat guidance and counseling

services in sctiools would be of great help in ti-~c effort towards making

learning pleasant and meaningful to students.

To crown it all, the effort of the government can not be over

emphasized in making rnoney available to prov~de the necessary materials

and implementation of different kinds of educational programmes.

Recommendations

Based on the findings of the study t he researcher recommends that:

Parents should be made to see importance of family stability in

determining their children adjustment in school especially the reutiliza?ion that

about 70% of the school in the state are day - schools. Tharefore,

psychological support for the day student becomes incumbent on the parents

as the students stay most of the time with them.

Government should ensure that the schools are supplied with qualified

teachers and counselors. They will in turn provide stimulating environment for

the students especially those from disadvantaged homes.

Parentslteachers association (PTA) meeting should also be used as

awareness of educating parents on the benefits of adolescent adjustment and

how potent parental influer~ce is predicting student adjustment.

Limitation of the Study

As with other human endeavour this research has been fraught with

some limitations.

The focus of the study was on the how environment as correlztes

adjustment problem of secondary school adolescents in Benue State. lnd~ted

all the secondary schools in Benue State are equally qualified to be used for

the study. However, the present study was limited to only 15 secondary

schools in the state

There are some noticeable lapses frorn the samples respondents

(particularly the JSS I I groups) lack ability to complete the inventory and some

timidity with information relating to their family background. With these tht

researcher believers the research is full of different kinds of limitation^ I

REFERENCES 37

Alcxmdcr, J. F. (1973). "Dcfcnsive and supportive comxnuniczltiox~ in facing systemn. Journal of Marriage and Family. 15 613-6 17.

Blair, U. M., Jones, R. S. Sampson, R. H. (1975). Educational psycholojg. New York: Macmillan.

Blender, R. F. (1986). Child development. An introduction. Baston Houshton Mifflin.

Bybee, R. (1 979). "Physical abuse of adolescents". Journal for social issues, 35 101-126.

Breculium, C. and Brecumlin, D. C. (1979). "The theory approach to adoIescents9 disturbances". Adolescents, 2 153-169.

Chauhan, S. S. (1991). Advanced Educational Psychology. New Dclhi: Vikas Publisher House P.V. 1'Y. Ltd.

Durojaiye, M. 0. (1976). Introduction psychology. London: Evans :Publishers.

Fogg, R. (1973). The creative peaceful class of conflict nmnagement approaches and repertoire of several dozen types. LJnpublished manuscript. State University College at Buffalo.

Hall, J. A. (1987). "Parent-adolescent conflict. An empirical reviewn. Adolescent xxii (88), 706-789.

I-laggc?rd, E. R., Akinson, R. C. (1971). Introduction to psychology. ITx-court Brace Jovanonic.

Landis, B. H. (1954). T h e ordering and forbidding techniclues and teenage adjustmentn. School and society New York: McGraw-Hill.

Mussen, P. (1976). The Psyclmlogical development of the child. New Jersey: Prersticc-I.I,dl lnc.

Nwachukwu, G. (1989).Guidance and Counselling. Principle and Practice. Calabar: Paico Publishers.

Nwelce, C. C. ct a1 (1990). Guidance 'and Counselling. Ca1n'):u: Paico Publishers.

Nworgu, W. G . (1991). Educational Resenrch Basic Issues and Methodology. Ibadan: Wilson Publishers Limited 51 Liberty Road Box 24084 Mapo. P. 0.

Onyehulu, A.A (1986). A psychological analysis of Juvenile Delinquency Nigerian Journal of Applied Psychology.

Oloruntimelium. 0. (1974). "Some factors related to Juvenile delinquency in Nigerian children" West African Journal of Education 18 (2), 1 17 -1 21

Schenk, of. And schenk, E.K. (1978). Filling up. Hots Englewood: Cliff prentice Hall.

Durojaiye, M. 0. (1 976). lrrfroductional psychology London: Evans publisher3

Fogg, R. (1973). The creative peaceful class of conflict management approaches and repertaire of several dozen types. Unpublished n~anucript. State university college at Buffalor.

Hall, J. A. (1987). " Parent -adolescent conflict. An empirical review." Adolescent xxii (1 8), 766 - 789.

Hilgard, E. R. Atkinson, R. C. (19710. introduction to psychology. Harcourt Brace Jovanonic.

Landis, 8. H. (1954). "The ordering and forbidding techniques and teenage adjustrmnt." School and society. New York: Ecgrow - Hill

Mussen, P. (1 976) The psychological Development of the child. New Jersey: Prentice Hall IIK.

QUESTIONNAIRE

I am a postgraduate students from University of Nigeria Nsukka please,

students the following information are confidential and I want you to attend to

them as they are to your best knowledge and understanding.

INSTRUCTIONS

In section A, fill in the box as appeal to you appropriately. Example, (1)

Sex Male [m] Female [ ] (2) Age [ ] etc. In section 5 , C and D, Use

four letter grades to rate the items that are most descriptive of your home by

ticking the appropriate box.

Example: To a very extent To a large To a least To a very least

extent extent extent - -- - - - -- -- - - - - - - - A -- - - . - - - - -- - - - - - - - - 1 My parents given me 1 To a very large 4 points

entire freedom extent

2 My parents are very strick 2 To a large 3 points

with me extent

3 To a least 2 points

extent

4 To a very least 1 points

extent --. . . -- - -. . . . - - - .. - A - . - . - - .- --

APPENDIX 1

HOME ENVIRONMENT INVENTORY

SECTION A

BACKGROUND INFORMATION

In the statement below, fill in the information that agree with your

opinion.

(1) Sex Male [ ] Female [ ]

(2) Age [ I Class [ ]

(3) Location [ ]

(4) Number of children in the farnily [ ]

( 5 ) Position in the family [ 1

(6) Number of wives in the family [ ]

(7) Number of brothers in the family [ ]

(8) Number of sisters in the family [ ]

(9) Types of home you are living in flat [ ] Room [ ] Bungalow [ ]

SECTION A, APPENDIX II

HOME ENVIRONMENT INVENTORY (CONNECTION WITH PEOPLE)

In this section, use four letter grades to rate the items that are most

descriptive of your home by ticking the appropriate box.

To a very least extent

T o a least extent

To a very large extent

To a large extent

-4 I

10

11

12

13

My parents give me free and control me 1 na woll I

----

My parents give n x entire freedom I My parents are very strict with me My parents favour my

14

15

16

17

18

- 19

i brother and sister than I My parents take my decision for me 1 am unable to discuss personal problem wlth my parents, - A -- Home duties are too many for me My parents do not allow me to use radio, television etc at home. There is no peace in my home. My parents do not

1

l

20

21

22

23

24

25

26

allow me to use e family car. My parents abuse and course children with harsh words. I My parents flog and beat children often. My parents do not give children food when they commit offence. My parents interfere with children's choice of friends. My parents drink too much alcohol My parents do not discuss freely w~th children My parents often come home late at night.

I

I I

I I

I

i

SECTION B, APPENDIX 1 ADJUSTMENT INVENTORY

(ADJUSTMENT TO SCHOOL)

In this section, use four point scale to rate the items that are most

descriptive of your adjustment to school.

To a v e r w l a r g e To a least To T larae extent I extent I least :xte:fl I do not like my school. I am afraid to take subject 1 do not like Teacher do students Senior students treat junior I 1 i 1 I

I l w e no suitabk pplce to studv I do not know how to study effectivelv. I am worry about examination There is little freedom in- the school. I am afraid to speak in the class discussion. Teachers glve assignment too f r e w n t . --- Teacher method of teaching are not effective. ----.-- Teachers prefer examination to continuous assessment.

meal. - 1 am disturbed because my

I have developed poor study habit.

- ----.-+- I !

My parents do not provide

not have enough pocket money.

me in with enough school materials. I am afraid to be punished by my teachers.

-

I fear to be given assignments. ----.. I am worry about school

4 3

SECTION B, APPENDIX II. ADJUSTMENT INVENTORY, FAMILY UNITY

Male adolescent relation to their parents th;in fernale adolescents. Young adolescent relate to their parents than old adolescents. Adolescents from ruler areas relate to their parents than those from Urban areas. Adolescents are given affection by their members of the family. Adolescents are not allowed to rely on their parents. Adolescents needs are shared by the parents. Adolescents do not weigh parents opinion but rely on their adjustment. - --- Adolescents are not aided in meeting their needs. My parents use iron hands in treating their children.

extent 1 least extent

APPENDlX 111

LIST OF SCHOOLS

List of schools in Obollo L.G.A

1. King commercial college Nkar

2. NKST secondary school Wuna

3. Commercial college Obollo

4. Government secondary school l kpa

5. Goko high school Gboko

List of schools in Oturukpo L.G.A

1. Methodist high school Obagaji

2. Ujo men. Secondary school Oturukpo

3. Holy Rosary secondary school Adoha

4. Methodist Girl I-ligh school Ogwule

Cornrnunity secondary schaul Olurukpo I .

List of schools in vandikya

1. NKS'1- Girls secondary school uavande

2. Bu i~ l i cornp. C o l l q c vandoikya

3. Our lady ot Arlostles girls seccjnciary sct~cjol val~duikya

4. Ute community secondary school Koti

5. Government secondary school Gumgur.