ATTITUDINAL DIFFERENCE IN HOSTEL BEHAVIOUR ON SOCIAL AND ACADEMIC ORIENTATION AMONG UNDERGRADUATE FEMALE STUDENTS
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ATTITUDINAL
DIFFERENCE IN HOSTEL BEHAVIOUR ON SOCIAL AND ACADEMIC ORIENTATION AMONG
UNDERGRADUATE FEMALE STUDENTS
ABSTRACT
This study
examined the attitudinal difference in hostel behaviour on social and academic
orientation among undergraduate female students in University of Lagos, who
were randomly selected from the five female hostels of the University of Lagos.
Questionnaires
were administered and results obtained and findings show that attitude towards
hostel behaviour, religious value, socio-economic status and sex education
influence the social and academic orientation of undergraduate female students.
CHAPTER ONE
1.1
BACKGROUND TO THE STUDY
Attitude is
often defined as a tendency to react favourably or unfavourably towards a
designated class of stimuli, such as a national or ethnic group, a custom, or
an institution. Here, we want to look at the hostel behaviour of female
students as it concerns their social and academic orientation.
According to
Anastasi (1982), attitudes have three components. These are cognitive,
affective and behavioural components. The cognitive component refers to the
belief or factual knowledge about the person, idea or object. The affective
component refers to one’s emotional response to or feelings toward a person,
idea or object. The behavioural or action component refers to one’s disposition
to do something about one’s feelings, beliefs and knowledge. To this effect,
some students see hostel accommodation as a means of escape from family control
(freedom) instead of a means of concentrating on their studies and getting away
from outside influence.
According to
Johnson (1975), the reliance on attitudes is part of a fundamental
psychological economy referred to as the ‘least-effort’ principle. The
principle states that whenever possible, apply past solution to present
problems or wherever possible, apply past reactions to present experiences. The
hall administrators, who ought to set the rule, put up the I-do-not-care
attitude as they tend to turn a blind eye to what is going on in the hostels.
Students go out and come back in the early hours of the morning without anybody
showing any concern. Some students travel out of the school environment for
months without being noticed, sometimes in the company of non-students living
with them in the hostels.
According to
Krumbolt and Thorenson (1976), behavioural counselling is a process of helping
people to learn how to solve certain interpersonal, emotion and decision
problems. With training, a client can be taught to change his behaviour. Some
of these students need the services of a guidance counsellor to help them
overcome their mal-adjusted behaviour.
Yates (1970)
defined behaviour modification as the attempt to alter human behaviour and
emotion in a beneficial manner. Behaviour modification according to Anastasi
(1982), represents the direct utilization of major learning principles in the
practical management of behaviour change. It involves the application of
conditioning principles to the acquisition and strengthening of wanted
behaviour and the elimination of unwanted behaviour.
There was a
time university education was seen as a veritable platform for the acquisition
and development of virtues. Students were thought to be productive, morally
upright, disciplined, decent and virtuous. Not anymore, now, a typical female
student does not bat an eyelid over flaunting her escapades with rich “Aristos”
(sugar daddies) to her friends. And why not, when she has so much to show for
it- a flashy car, vacations abroad, expensive clothes and gifts etc. These “Aristos”
spend on their flirtatious girls what they cannot afford with their wives at
home.
It has
equally become fashionable for married men to boast to one another about their
dates with female undergraduates. Some girls go as far as keeping multiple
boyfriends including students, whom they maintain with money from their rich
sugar daddies. Fights between girls competing over a man are quite common.
There exists
in the female hostels a worrisome situation in which non-students buy bed space
and occupy rooms in order to run their business. It is said that a lot of
prominent people outside who patronize these girls, prefer undergraduates.
These commercial sex hawkers, some of whom may have failed to gain admission
either through JAMB or the diploma programme, remain on campus for prestige’s
sake, giving away the impression that they are students.
These
undesirable attitudes lead some students into truancy and absenteeism. They
keep late nights or travel out for weeks on end. The consequence is that they
are absent from lectures. During these times however, their friends help them
mark attendance registers during lectures, complete assignments or even
continuous assessment tests. There are mercenaries who are adept at these. They
are not easily detected by the school authorities either.
It is common
knowledge that girls always have problems staying together unlike male
students. Fights, quarrels, vulgar exchange of words, malice and open jealousy
are bad traits found commonly among girls in hostels. There are those who
persist in noise making, the blaring of music from radio sets, dirty habits or
stealing anything including underwear.
Cult
membership is another problem on campus. Female students, seeking influence or
sheer pleasure often secures membership of these nocturnal groups. Others are
intimidated into joining or forced through peer pressure. Yet some others seek
protection from fellow students in cults. Some students see hostel
accommodation as a means of escape from family or parental control. They see
their undergraduate programme as an opportunity to explore the world. So they
delve recklessly into vices such as late night parties, indecent dressing,
prostitution, cult membership etc.
It is
instructive to note that some of these girls have returned with incurable
sexual diseases and mysterious illnesses which usually lead to death. There are
also those who were not properly brought up or given parental care and
instruction. Such delinquents are often given to the above-mentioned
behavioural traits.
The problem
of student’s adjustment to university life is of paramount importance. The way
people adjust or fail to adjust to demanding problems or new environments have
been subjected to a sequential series of attitudinal patterns over the ages.
The university environment is not only known for the pursuit of academic
excellence but also for multifarious innovations and challenges for each
student. To adjust to university life, it is not uncommon that a student passes
through psychological strains and stresses such as worry, frustration, anxiety
and conflict to mention a few. Left without help, a student may find it
extremely difficult to cope with life at a university.
Woman (1973)
describes adjustment as a relationship between the individual and the environment
as he strives to survive the various physical and psychological stresses. It
requires a lot of discipline on the part of the student to be able to hold
his/her own without undue influence in such an environment as the University of
Lagos. Eysenck et al (1976) define adjustment as a process of activities geared
towards survival in a given environment.
Education is
a process of influencing, reinforcing and changing people’s knowledge,
attitudes and behaviours, and then the university, as an educational
institution, can assume the role of creating an environment conducive to the
optimal growth and development of an educated person with the following
characteristics:
a. She has an open mind and allows reason and
scholarship to guide her in her decisions. At the same time, his emotions are
alive and sensitive to the world around her.
b. Such woman has some understanding of
herself. She is aware of her prejudice; she also knows her own limitations. In
order words, she has the vision to know where she is going and where she has
been.
c. She understands the society and the world
in which she lives and she is alert to her responsibilities to all segments of
society. Thus she accepts her jobs with grace and performs them with all
possible integrity and ability.
d. A well education person has developed a
philosophy of life that is grounded in an intellectually grasped set of values.
Hence, her life has meaning and the way is paved for the achievement of future
goals.
Our hopes
and aspirations to have educated and well cultured citizens of the
characteristics listed above will not be accomplished throughout university
education unless our students are well adjusted to university life. Failure of
a student to adjust adequately to the university life may lead to adverse
consequences some of which may be frustration, inability to cope with studies,
repetition of course due to failure, drop-out or even expulsion from the
institution. Failure of a student to benefit from university education may also
lead to wastage of human and material resources can ill-afford. (Olayinka, M. S
and Omoegun O.M)
The first
perennial problem is lack of accommodation for the efficient adjustment of
students to university life. Acute shortage of accommodation is notable in
halls of residence, in the library, the lecture rooms and lecture theatres.
Lazarus
(1969) describes adjustment as man’s efforts, successful or unsuccessful, to
deal with life in the face of environmental demands, internal pressures, and
human potentialities. These university facilities built around 1962 for an
optimum student population of about five thousand are now expected to serve the
need of over twelve thousand students. Some students have to stand outside to
listen to lectures as there is no room to stand inside.
Classrooms
are also grossly inadequate because many students peep through the windows to
glance at what the lecturers write on the boards. Provision for accommodation
in halls of residence is shockingly inadequate as only about 40% of the student
population can hope to get campus lodging.
The
University Library and faculty libraries are incapable of providing reading
spaces and adequate books and journals for the numerous anxious students who
are desirous of drinking of the fountain of knowledge that a university is
expected to supply. Many students go to the university with different goals and
objectives. The great silent majority of students normally go about their
lectures with a view to passing their examinations with good grades and later
obtain good certificates and degrees.
The vocal
minority among students tend to be trouble shooters who champion the cause of
student confrontation with the police as a method of bringing about more
amenities for students. Such students are apt to block the roads, destroy,
molest innocent students and precipitate a breakdown of law and order.
Student
unrest cannot be completely eliminated but our students should learn to apply
constitutional procedures to bring about a desirable change. They should be
informed that negotiation and not confrontation is a better method of seeking
redress. They should always keep open the channel of communication with
significant others who are in a position to listen to their grievances with
sympathy.
The role of
cohort advisers should be well explained to the students in this wise. Students
should be motivated to be achievement oriented and to re-order their
priorities. They should not allow side issues to detract them from their main
objective of coming to the university.
1.2 STATEMENT
OF THE PROBLEM
The problem
to be investigated here is the difference in hostel behaviour of undergraduate
female students living in the hostel.
This is a
problem because students are from different socio-economic backgrounds but some
of them fail to recognize this as they strive to live up to the expectation of
their peer group. In the hostels you will find call-girls who take up residence
in various halls pretending to be students because it has become fashionable
for men to come to campus and pick girls supposed to be undergraduates.
The
non-students make a lot of money from the men. Their rooms are heavily
furnished with every gadget that makes life comfortable. They ride in flashy
cars and exhibit wealth. They generate noise through their electronic gadgets
and the type of visitors they receive. They engage in scandalous activities,
going out at odd hours with men to night parties and come back in the early
hours of the day disturbing those that are sleeping.
Some
students want to emulate their lifestyle believing them to be enjoying life.
They join the non-students in their nefarious activities. The students get
distracted from their studies; they begin to lag behind in their academic work.
In order to meet up they pay people to do assignments and write tests for them.
There is
therefore need for a form of orientation for new intakes who are confronted
with different lifestyles mostly confusing upon entry into the university. If
we accept the assumption that education is a process of influencing,
reinforcing and changing people’s knowledge, attitudes and behaviour, then the
university as an educational institution can assume the role of creating an
environment conducive to the optimal growth and development of an educated
person.
1.3 PURPOSE
OF THE STUDY
i. To determine the extent to which
attitude towards hostel behaviour affects the social and academic orientation
of undergraduate female students.
ii. To examine whether religious values
influence attitudinal difference in hostel behaviour.
iii. To
assess whether socio-economic status influence the attitudinal difference in
hostel behaviour.
iv. To determine to what extent sex
education affects the attitudinal difference in hostel behaviour.
1.4 RESEARCH
QUESTIONS
In order to
do an in depth study on the attitudinal difference in hostel behaviour on
social and academic orientation among undergraduate female students, the
following questions have to be addressed:
i. To what extent does the attitudinal
difference in hostel behaviour influence the social and academic orientation of
undergraduate female students?
ii. To what extent do religious values
influence the attitudinal difference in hostel behaviour of undergraduate
female students?
iii.
Does socio-economic status
influence the attitudinal difference in hotel behaviour among undergraduate
female students?
iv.
To what extent does sex education affect the attitudinal difference in
hostel behaviour of undergraduate female student?
1.5 RESEARCH
HYPOTHESES
1. There is no significant influence of
attitudinal difference in hostel behaviour on social and academic orientation
among undergraduate female students.
2. There is no significant influence of
religious values on the attitudinal difference in hostel behaviour among
undergraduate female students.
3. There is no significant influence of
socio-economic status on the attitudinal difference in hostel behaviour among
undergraduate female students.
4. There is no significant influence of sex
education on the attitudinal difference in hostel behaviour among undergraduate
female students.
1.6
SIGNIFICANCE OF THE STUDY
i. This research will help students to
know how their attitude and hostel behaviour affect their social and academic
orientation.
ii. It will help parents/guidance know
how hostel behaviour affects the social and academic orientation of their
children.
iii. It will help the school authority
to know how attitude and hostel behaviour affect social and academic
orientation of students.
iv.
It will put the society in the knowing that attitudinal difference in
hostel behaviour affects social and academic orientation of students.
1.7 SCOPE
AND LIMITATION OF THE STUDY
This study
will be carried out among female undergraduate students of University of Lagos.
It will study the attitudinal difference in hostel behaviour on social and
academic orientation among female undergraduate students. The limitation is
that it will exclude male students and Post graduate students of the Institution.
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