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P e alence o Educa ional Adjus men Diso de among P e-NCE S uden s in
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IJED Jou nals
In e na ional Jou nal o Educa ion De elopmen
ISSN: 1119-74-98 Uni e si y o Uyo
Vol. 24 (1) 2019 Page 1
P e alence o Educa ional Adjus men Diso de among P e-NCE S uden s in Fede al
College o Educa ion Kano
Abubaka Sadiq Ha una
Depa men o Psychology and Counselling
Fede al College o Educa ion, Kano
[email p o ec ed]
&
Uma Hassan
Depa men o Gene al S udies
Kano S a e Poly echnic
uma [email protected]
Abs ac
This s udy in es iga ed p e alence o Educa ional Adjus men Diso de among P e-NCE s uden s in
Fede al College o Educa ion, Kano. To achie e his, c oss-sec ional su ey was employed in which
322 pa icipan s we e p opo ionally sampled om a cumula i e popula ion o 1,930 P e-NCE
s uden s in Fede al College o Educa ion (FCE), Kano. Th ee esea ch ques ions wi h co esponding
hypo heses we e pos ula ed and es ed. Da a used o hypo heses es ing was ob ained h ough a
scale de eloped by he esea che s called Educa ional Adjus men Diso de Assessmen Scale
(EADAS) whose eliabili y o 0.74 was es ima ed ia C onbach’s Alpha p ocedu e. Pe cen age o he
dis ibu ion o cases o Educa ional Adjus men Diso de (EAD) was compu ed and used o answe
he esea ch ques ions. Whe eas, One-sample Kolmogo o -Smi no (K-S) Z-sco e p ocedu e was
used o es H01, - es and chi-squa e we e employed o analyze H02 and H03 espec i ely a 0.05
con idence le el. Resul s ob ained om he analysis e ealed ha ; whe eas 27.6% o pa icipan s had
EAD, highes cases (30% o he esponden s) a e in school o A s and Social Sciences. Simila ly,
emale s uden s eco ded 55% incidence while hei male coun e pa s had 45%. Also, p e alence o
EAD was ound o be signi ican (Z-sco e = - 48.63 a P < 0.05). As o gende and le el di e en ials
in he p e alence o EAD, no signi ican di e ence was ound be ween male and emale s uden s and
among he i e schools. A majo ecommenda ion o e ed sugges s ha ; psycho-educa ional
in e en ion should be used by psychologis s o assis s uden s wi h symp oms o EAD.
Keywo ds: P e alence, Educa ional Adjus men Diso de , P e-NCE s uden s
In oduc ion
The en i onmen in which s uden s o p e-Nige ia Ce i ica e in Educa ion (P e-NCE) lea n is
cha ac e ized by s ess, auma, anxie y and o he ela ed psychological a iables ha a e necessa y
o lea ning. These a iables a e po en ial impedimen s o s uden s' adjus men in school se ings.
While some a e able o o e come he p oblems, many ind i di icul o cope wi h hem. P e-NCE is
a one-yea cou se ha p epa es s uden s o admission in o he Nige ia Ce i ica e in Educa ion
p og amme. As a emedial cou se, many o he s uden s admi ed in o he p og amme a e hose who
could no gain admission in o he NCE cou ses, which may pa ly be due o de iciencies in hei
Senio Seconda y Ce i ica e Examina ion (SSCE) esul s. Such de iciencies may be a ibu ed o
some di e en ial di icul ies in cogni i e p ocessing ha a e undamen al o lea ning (C ouse, 2010),
such as A en ion De ici Diso de s (ADD) and gene al educa ional maladjus men (s igma due o
pa en al po e y, e a ded in ellec ual abili y, insul and co po al punishmen e c).
Apa om he s esso s ( igge s o s ess) o passing and quali ying o admission in o NCE
p og amme, P e-NCE s uden s a e embodied wi h he s ess o si ing and passing he JAMB exams
wi h a esul o no less han 160 poin s. Mo e so, popula ion explosion in class ooms (a s esso )
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does no only unde mine he e o s o eache s in ca ing o indi idual di e ences, bu complica es
lea ning p ocess (Ha una, 2008). Thus, s uden s wi h adjus men di icul ies a e le o s uggle wi h
he challenges o adjus ing o lea ning en i onmen (Odogwu, 2008). And i such challenges pe sis
o mo e han h ee mon hs, may lead o Adjus men Diso de (Don el, 2017).
Na ional Ins i u e o Men al Heal h (2015) opined ha adjus men diso de is a change o
eg ession in beha iou o emo ion in esponse o a speci ic en i onmen al change. This implies ha
indi idual s uggling wi h diso de no mally espond o he s ess in a way ha is excessi e when
compa ed o wha was no mal o ha indi idual. In he same ain, Don el (2017) main ains ha
adjus men diso de is s ess- ela ed. In o he wo ds, s ong and long las ing eac ion o an upse ing
e en migh cause adjus men diso de . Such e en s migh be a dea h o a amily membe , pa en al
di o ce, excessi e labou , accumula ed daily hassles like a ic jam, in e up i e sleep delayed meals,
(Sa a, 2017). E ica (2016) View adjus men diso de as a “ empo a y condi ion caused by s ess
which is linked wi h psychological and some imes physical symp oms ha can in e e e wi h ones'
e e yday li e.”
In educa ional se ings howe e , adjus men is o en a di icul ask o some s uden s (Ha una,
2016). Al hough, mos indi iduals a e able o adjus o change in school se ings wi hin a ew mon hs,
hose wi h adjus men diso de con inue o eel sad and sel -des uc i e, and may become
o e whelmed wi h hei daily ou ines and make eckless decision ha can lead o se ious
consequences, such as d opping ou om he school, suicidal hough (Ha una, 2015). The pe sis ence
o such beha iou s among s uden s in educa ional en i onmen ha is o en e e ed o as Educa ional
Adjus men Diso de (EAD).
Some o he signs o educa ional adjus men diso de as s a ed by Don al (2017) include bu
no limi ed o lack o enjoymen , ouble sleeping, di icul y o concen a e, wo y, anxie y, igh ing,
poo pe o mance in school, skipping school, andalizing school p ope ies, socially wi hd awn om
amily and iends e c hus educa ional adjus men diso de can a ec all a eas o indi idual li e.
Adjus men diso de is o se e al ypes. E ica (2016) iden i ied six ypes o adjus men
diso de ; he i s ype is adjus men diso de wi h dep essed mood in which an indi idual end o
expe ience eeling o sadness and hopelessness, i is also associa ed wi h c ying and indi idual wi h
his ype o diso de will no longe enjoy ac i i ies ha he o mally enjoyed. Secondly, adjus men
diso de wi h anxie y which include eeling o e whelmed, anxious and wo ied, people wi h his
diso de may also ha e p oblem wi h concen a ion and memo y, i is usually associa ed wi h
sepa a ion anxie y om pa en and lo ed ones. The hi d one is adjus men diso de wi h mix anxie y
and dep ession, in which people expe iences bo h dep ession and anxie y. E ica (2016) also iden i ied
he ou h ype as adjus men diso de wi h dis u bance o conduc . Symp oms o his diso de mainly
in ol ed beha io al issues like d i ing ecklessly, s a ing igh ing, s ealing, andalizing o p ope y
as well as missing school. The i h ype is adjus men diso de wi h mixed dis u bance o emo ion
and conduc . This includes dep ession, anxie y and beha io al p oblems. Finally, is adjus men
diso de unspeci ied, people wi h his ha e symp oms ha a e no associa ed wi h he o he ypes o
diso de , his o en include physical symp oms o p oblems wi h iends, amily wo k o school.
Se e al heo e ical pos ula ions ha e es ablished basis o adjus men diso de . Fo ins ance,
Joseph and Linelys (2005) in hei o ganismic aluing heo y o g ow h h ough ad e si y emphasis
on in insic mo i a ion owa d g ow h, ha leads o he s a e o in usion and a oidance. The heo y
iden i ies h ee possible ou come o cogni i e-emo ional p ocessing as induce s o psychological
wellbeing, namely; assimila ion, nega i e accommoda ion and posi i e accommoda ion (Joseph &
Linelys, 2005). The heo y explains how o ganismic aluing p ocess will au oma ically lead o
ac ualiza ion o posi i e changes in psychological well-being , h ough he posi i e accommoda ion
o he new auma ela ed in o ma ion , p o ided ha he social en i onmen is able o suppo his
posi i e accommoda ion p ocess.
Ano he heo y o adjus men diso de is he cogni i e adap a ion by Tylo (1983). He a gued
ha he adjus men p ocess cen e s on h ee heme; a sea ch o meaning in he expe ience, an a emp
o egain mas e y o e he e en in pa icula and an e o o es o e sel -es eem h ough sel -
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enhancing e alua ions. The heo y main ained ha success ul adjus men depends, in a la ge pa on
abili y o sus ain and modi y illusion ha bu e no only agains he p esen h ea bu agains
possible u u e se back.
S udies conduc ed on adjus men diso de ha e e ealed signi ican indings. The s udy by
Asani, Fa ouk and Gambo (2016) on p e alence o pe cei ed s ess among clinical s uden s o
Baye o Uni e si y, Kano employed a c oss-sec ional s udy. They used Cohen's pe cei ed s ess scale
o access he se e i y o s ess among s uden s. Resul s o hei s udy show a p e alence o 59.8%. No
gende di e en ial was howe e e ealed. Al hough indings by Asani and associa es do no di ec ly
co obo a e wi h he p esen s udy, he a iable in es iga ed is ela i ely ele an o he p oblem
unde s udy.
Abdullahi (2016) s udied he in luence o auma ic s ess on academic adjus men among
e ia y ins i u ion s uden s in Po iskum, Yobe S a e. In he s udy, ex-pos ac o design was employed
and 364 s uden s we e sampled om 6767 popula ion. Resul s show a signi ican gende di e ence in
auma ic s ess exis s. I also e eals ha academic adjus men does no di e among s uden s wi h
auma ic s ess. S udy by Abdullahi does e eal he in e play o some indica o s o adjus men
diso de as auma and s ess a e ea u es ha mos o en p e ail among s uden s wi h EAD.
A closely ela ed s udy conduc ed by Ha una (2016) on p e alence o s ess and a en ion
diso de among p e-NCE s uden s in Fede al College o Educa ion, Kano e eals signi ican indings.
The main objec i es o he s udy we e o ind ou he p e alence o s ess; de e mine he associa ion
be ween s ess and ADD and e eal gende di e ence in he p e alence o ADD among s essed p e-
NCE s uden s. C oss-Sec ional Co ela ion Design was employed in which 333 (Male = 65%; Female
= 35%) s uden s we e p opo iona ely sampled and adminis e ed S ess Assessmen Scale [SAS
=0.74) and hose iden i ied wi h s ess we e he ea e a ed wi h Cogni i e P ocessing In en o y
[CPI], Resul s e ealed signi ican p e alence o s ess [Z-calcula ed = 2.24; Z-c i ical= ±1.96], and a
posi i e ela ionship be ween S ess and ADD among P e-NCE s uden s [ -calcula ed =0.450; -
c i ical =0.138]. Howe e , he e was no gende di e ence in he p e alence o ADD among s essed
P e-NCE s uden s in he college [ -calcula ed =1.49; -c i ical =1.645]. The s udy concludes ha while
s ess and ADD a e posi i ely associa ed, he e was no gende di e ence in he p e alence o ADD
among s essed p e-NCE s uden s. The signi ican o he s udy by Ha una is ha , bo h s ess and
ADD a e sub-uni s o educa ional adjus men diso de .
A c oss-sec ional s udy by Koochaki, Cha kazi, Hasanzadeh, Saedani, Qo bani & Ma jani,
(2010) measu ed he equency o sel - epo ed s ess symp oms among a weigh ed andom sample o
medical s uden s in Is ahan, Islamic Republic o I an. The da a we e ga he ed using he Kessle 10-
i em psychological dis ess scale. The o e all p e alence o s ess among 222 s uden s was 61.3% and
he e we e no s a is ically signi ican di e ences in s ess le els be ween s uden s in he p e-clinical
and clinical phases o di e en yea s o s udy. Ma ied s uden s had signi ican ly lowe sco es han
single s uden s bu he e we e no di e ences be ween he sexes. S uden s who chose o s udy
medicine had lowe s ess sco es han hose who we e in luenced by amily o had no choice abou
he subjec . S uden s wi h mild o mode a e s ess we e signi ican ly mo e likely o su e physical
p oblems (OR = 4.42). Signi ican issues es ablished by Koochaki and associa es' s udy a e ha ;
s ess as a psychological ac o o adjus men can make indi idual su e physical p oblem which is a
e y c i ical symp om ha pe sis s among s uden s wi h educa ional adjus men diso de .
Re iew o s udies p esen ed abo e ha e depic ha mos (Asani, Fa ouk & Gambo, 2016;
Abdullahi, 2016; & Ha una, 2016) o he esea ches conduc ed ocused on some indica o s o
educa ional adjus men diso de , such as s ess, a en ion de ici diso de , auma ic diso de .
Al hough, some o he s udies ha e lec ed on EAD we e o eign based, none adequa ely add essed
i s p e alence among p e-NCE s uden s in Fede al College o Educa ion, Kano. The p esen s udy is
designed o b idge he gap. The e o e he h us o he s udy is o in es iga e he p e alence o
Educa ional Adjus men Diso de among p e-NCE s uden s in Fede al College o Educa ion, Kano.
To achie e his pu pose, h ee objec i es along wi h h ee esea ch ques ions and co esponding
hypo heses we e pos ula ed as ollows:
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Objec i es o he S udy
1. To es ablish he p e alence o Educa ional Adjus men Diso de among p e-NCE s uden s in
Fede al College o Educa ion, Kano;
2. To de e mine di e ence in Educa ional Adjus men Diso de be ween male and emale p e-
NCE s uden s in FCE Kano;
3. To e eal di e ence in he p e alence o Educa ional Adjus men Diso de s among s uden s
in he i e schools unning p e-NCE p og amme in Fede al College o Educa ion, Kano.
Resea ch Hypo heses
1. The e is no signi ican p e alence o Educa ional Adjus men Diso de among p e-NCE
s uden s in Fede al College o Educa ion Kano.
2. The e is no signi ican di e ence in he p e alence o Educa ional Adjus men Diso de
be ween male and emale p e-NCE s uden s in he college.
3. The e is no signi ican di e ence in he p e alence o Educa ional Adjus men Diso de
among s uden s in he i e schools unning p e-NCE p og amme in FCE Kano.
Resea ch Me hodology
C oss-sec ional Su ey design was employed, hus da a was collec ed om a ep esen a i e
sample o he popula ion (Ha una, 2012). To achie e his, he en i e popula ion (P e - NCE s uden s)
was so ed in o i e (school sys em) sec ions and samples we e selec ed om he c oss - sec ion. This
ensu ed a comp ehensi e s udy o a p oblem wi hin a dis inc popula ion (P e - NCE s uden s, FCE
Kano), o e a sho pe iod o ime. The popula ion o he s udy was 1,930. Tha is 926 (48%) male
and 1,004 (52%) emale P e-NCE (2015/2016 session) s uden s in he i e schools o he college
(Fede al College o Educa ion, Kano 2017).
Table 1: Popula ion o he s udy (N = l, 930)
School
Male
Female
To al
A s & Social Sciences
257
278
535
ECCE & PES
167
180
347
Languages
238
259
497
Sciences
166
180
346
Voca ional Educa ion
98
107
205
To al
926
1,004
1,930
%
48
52
100
Academic Reco ds O ice, FCE, Kano, 2015/2016 session
In line wi h app op ia e p ocedu e o sample size as ecommended by The Resea ch
Ad iso s (2006), a o al o 322 pa icipan s we e p opo ionally d awn ollowing Simple S a i ied
Random Sampling echnique. This echnique was employed in o he o ensu e ep esen a i eness o
he samples (Olayiwola, 2008).
Table 2: Sample size (n = 322)
School
Male
Female
To al
A s & Social Sciences
43
46
89
ECCE & PES
28
30
58
Languages
40
43
83
Sciences
28
30
58
Voca ional Educa ion
16
18
34
To al
155
167
322
%
48
52
100
Academic Reco ds O ice, FCE, Kano, 2015/2016 session
Guided by he dis ibu ion in Table 2, andom sampling was used o selec pa icipan s om
each s a um. Since he s udy equi ed a ho ough unde s anding o adjus men diso de among
pa icipan s, 10 s uden s (5 males & 5 emales) we e engaged as Resea ch Assis an s. The Assis an s
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we e ained on he udimen s o he exe cise, such as adminis a ion and sco ing o da a collec ion
ins umen . Pa icipan s' consen was sough h ough hei espec i e Heads o Depa men .
The ins umen used o da a collec ion was an Educa ional Adjus men Diso de Assessmen
Scale (EADAS) (de eloped by he esea che s) whose eliabili y coe icien measu ed ia C onbach
alpha was 0.74. Con en alidi y o EADAS was demons a ed by examining he consis ency o he
in en o y wi h esea ch and heo e ical li e a u e as well as assessmen by expe s. Resea ch
Assis an s ha en been ained on usage o he in en o y, adminis e ed i on pa icipan s. A o al o
322 EADAS copies we e gi en o he Resea ch Assis an s o enable hem ca y ou he a ing
exe cise. Ex a copies o he in en o y we e also p o ided o e a ing/ eplacemen o damaged scale
whe e necessa y. In a nu shell, a ou week pe iod was ea ma ked o da a collec ion.
Resul s Da a ob ained ia he comple ed scale was analyzed using S a is ical Package o Social
Sciences (SPSS e sion- 17.0 so wa e) o de e mine pa icipan s' adjus men diso de . One-sample
Kol nogo o -Smi no (K-S) Z-sco e p ocedu e was used o es null hypo hesis 1, (H01) whe eas, -
es was employed o analyze Ho2, chi-squa e s a is ic was applied on Ho3. A o al o 89 cases
(27.6%) o BAD we e eco ded h ough assessmen o s uden s, Table 3 shows summa y o he
assessmen .
Table 3: A Summa y o assessmen o s uden s wi h EAD (n=89)
School
Male
Female
To al
A s & Social Sciences
10 (11.2%)
17 (19.1%)
27 (30.3%)
ECCE & PES
05 (5.6%)
06 (6.7%)
11 (12.3%)
Languages
12 (13.5%)
10 (11.2%)
22 (24.7%)
Sciences
06 (6.8%)
09 (10.1%)
15 (16.9%)
Voca ional Educa ion
07 (7.9%)
07 (7.9%)
14 (15.8%)
To al
40 (45%)
49 (55%)
89 (100%)
%
48
52
100
Da a on Table 3 shows he equencies and pe cen ages o Educa ional Adjus men Diso de
ac oss i e schools and be ween gende s. School o A s and Social Sciences eco ds highes cases
(30.3%) while school o Voca ional Educa ion had 15,8% o he cases. Simila ly, emale s uden s had
55% incidence while hei male coun e pa s eco ded 45%.
H01: The e is no signi ican p e alence o Educa ional Adjus men Diso de among p e- NCE
s uden s in Fede al College o Educa ion Kano.
This hypo hesis was analyzed using one-sample Kolmogo o -Smi no (K-S) Z-sco e p ocedu e and
esul is p esen ed in able 4 below:
Table 4: Z-Sco e calcula ion signi ican p e alence o Adjus men Diso de
Pa ame e s
Values
Popula ion Size
1, 930
Popula ion Mean
386
Popula ion Va iance
14080.8
Sample Size
322
Sample Mean
64.4
Z-sco e
-48.63
P-Value
0.000
Decision
Rejec H01
The abo e s a is ics in Table 4 show calcula ed Z-Sco e o he signi ican p e alence o
Educa ional Adjus men Diso de among p e-NCE s uden s in FCE, Kano. The Z-sco e o -48.63 is
signi ican a P- alue o 0.000 less han he h eshold (0.05). The e o e, null hypo hesis 1 is he eby
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ejec ed. This implies ha , he e is a signi ican p e alence o Educa ional Adjus men Diso de s
among p e-NCE s uden s in FCE Kano.
H02:The e is no signi ican gende di e ence in Educa ional Adjus men Diso de among p e-NCE
s uden s in FCE Kano.
To es his hypo hesis, wo ailed - es was employed a 0.05 le el o signi icance and esul is
p esen ed in able 5 below:
Table 5: - es analysis o gende di e ence
Gende
N
Mean
SD
D
- alue
p- alue
Decision
Male
40
8.0
2.9
87
-0.77
0.462
Re ain H03
Female
49
9.8
4.3
Figu es p esen ed in Table 5 e eal ha P- alue o 0.462 is g ea e han he h eshold o 0.05
p obabili y. The e o e null hypo hesis 2 is e ained.
H03 The e is no signi ican di e ence in he p e alence o Adjus men Diso de among s uden s
in he i e schools unning p e-NCE p og amme in FCE Kano.
To analyze his hypo hesis, a 5X5 con ingency Chi-Squa e was used and esul ob ained is p esen ed
in able 6 below:
Table 6: Chi-Squa e s a is ic on di e ence in p e alence o EAD among schools
Schools
Male Ca ego y
Female Ca ego y
A s & Social Sciences
10 (12.13) [0.38]
17 (14.87) [0.31]
ECCE & PES
5 (4.94) [0.00]
6 (6.06) [0.00]
Languages
12 (9.89) [0.45]
10 (12.11) [0.37]
Sciences
6 (6.74) [0.08]
9 (8.26) [0.07]
Voca ional Educa ion
7 (6.29) [0.08]
7 (7.71) [0.07]
Column To al
40
49
*Chi-squa e s a is ic is 1.7958. The p- alue is .773252. Resul is no signi ican a p< .05
The chi-squa e s a is ics on able 6 abo e did no e eal signi ican di e ence in p e alence
o Educa ional Adjus men Diso de among s uden s in he i e schools in FCE, Kano. Figu es in he
able show ha he chi- alue o 1.7958 is no signi ican (P- alue: 0.773252) a 0.05 p obabili y
h eshold. The e o e, he pos ula ed null hypo hesis 3 is he eby e ained.
Discussion o Findings
Analysis o da a ob ained ia EADAS has e ealed signi ican esul s. Finding on he i s
hypo hesis indica es ha calcula ed Z-Sco e o he p e alence o Educa ional Adjus men Diso de
among p e-NCE s uden s in FCE, Kano (-48.63) is signi ican a P- alue o 0.000 less han he
h eshold (0.05). I shows ha 27.6% o he pa icipan s assessed had educa ional adjus men
diso de . This esul co obo a es s udy by Asani, Fa ouk and Gambo (2016) on p e alence o
pe cei ed s ess among clinical s uden s o Baye o Uni e si y, Kano. They used Cohen's pe cei ed
s ess scale o access he se en y o s ess among s uden s. Resul s o hei s udy show a p e alence o
59.8%. Al hough a iables in es iga ed by Asani and associa es di e om he p esen s udy, hey
a e howe e sub-uni s o he p oblem s udied. Simila ly, Abdullahi (2016) examined he in luence o
auma ic s ess on academic adjus men among e ia y ins i u ion s uden s in Po iskum, Yobe S a e
and ound a posi i e associa ion be ween academic adjus men and auma ic s ess. S udy by
Abdullahi does e eal he in e play o some indica o s o adjus men diso de as auma and s ess a e
ea u es ha mos o en p e ail among s uden s wi h EAD. Al hough, his s udy is limi ed o
associa ion be ween academic adjus men and a po en ial indica o ( auma ic s ess) o adjus men
diso de , such ela ionship could signi y likelihood o he p oblem. Also, in Ha una's s udy o 2016
on p e alence o s ess and a en ion de ici diso de , esul s e ealed signi ican p e alence o s ess
[Z-calcula ed =2.24; Z~c i ical= ±1.96], and a posi i e ela ionship be ween S ess and ADD among
IJED Jou nals
In e na ional Jou nal o Educa ion De elopmen
ISSN: 1119-74-98 Uni e si y o Uyo
Vol. 24 (1) 2019 Page 7
P e-NCE s uden s [ -calcula ed =0.450; -c i ical =0.138]. This esea ch u he indica es he p esen
s udy on he ac bo h s ess and ADD a e ea u es o EAD.
Finding ob ained om analysis o he second hypo hesis on gende di e ence in p e alence
o BAD e eals ha P- alue o 0.462 is g ea e han he h eshold o 0.05 p obabili y. This s a is ics
suppo he pos ula ed null hypo hesis which says ha males and emales do no di e in he
p e alence o educa ional adjus men diso de . This inding is simila o ha o Abduilahi (2016) who
s udied he in luence o auma ic s ess on academic adjus men among e ia y ins i u ion s uden s in
Po iskum, Yobe S a e. In he s udy, ex-pos ac o design was employed and 364 s uden s we e
sampled om 6767 popula ion. Resul shows a signi ican gende di e ence in auma ic s ess. A
ela ed s udy by Ha una (2016) shows ha he e was no gende di e ence in he p e alence o ADD
among s essed (po en ial ea u es o BAD) p e-NCE s uden s. This was con i med by Asani, Fa ouk
and Gambo (2016) in hei s udy on p e alence o pe cei ed s ess among clinical s uden s o Baye o
Uni e si y, Kano. They ound no di e ence be ween males and emales in p e alence o s ess.
The chi-squa e analysis on he hi d hypo hesis does no show any signi ican di e ence in
p e alence o Educa ional Adjus men Diso de among s uden s in he i e schools in FCE, Kano.
Figu es in he able e eal ha he chi- alue o 9.9504 is no signi ican (P- alue: 0.8692) a 0.05
p obabili y h eshold. A c oss-sec ional s udy by Koochaki, Cha kazi, Hasanzadeh, Saedani, Qo bani
& Ma jani, (2010) suppo s he p esen esul . Koochaki and associa es measu ed he equency o
sel - epo ed s ess symp oms among a weigh ed andom sample o medical s uden s in Is ahan,
Islamic Republic o I an. Da a we e ga he ed using he Kessle 10-i em psychological dis ess scale.
The o e all p e alence o s ess among 222 s uden s was 61.3% and he e we e no s a is ically
signi ican di e ences in s ess le els be ween s uden s in he p e-clinical and clinical phases o
di e en yea s o s udy. S uden s wi h mild o mode a e s ess we e signi ican ly mo e likely o su e
physical p oblems (OR = 4.42).
Conclusion
Educa ional Adjus men Diso de no doub is one o he psychological issues ela ing o
s uden s li e and successes in school. The p e alence o he p oblem in Fede al College o Educa ion,
Kano is ala ming. The diso de may show up in di e en o ms; ei he as a speci ic p oblem (s ess,
emo ional, anxie y, unde achie emen e c.), o may occu as a combina ion o wo o mo e
psychological p oblems. Wha is signi ican abou EAD is ha i has he po en ial o dis o ing he
en i e li e o s uden s. Finally his pape posi s ha despi e no mal challenges and day o day p essu e
o li e ha go wi h an e e dynamic socie y and social s uc u e as mani es ed in he ecen se ious
secu i y si ua ion in Nige ia, he a he endu ing economic ecession, inc easing a e o u ban- u al
mig a ion may lead o educa ional adjus men diso de among s uden s in Nige ia, The e o e
app op ia e he apeu ical in e en ion is equi e in o de o assis s uden s wi h symp oms o he
diso de .
Recommenda ions
Based on he indings ob ained om he p esen s udy, he ollowing ecommenda ions a e o e ed:
1. Psycho-educa ional in e en ion should be employed by psychologis s in he Guidance and
Counselling cen e o he College o assis s uden s wi h symp oms o EAD. This would help
hem o sel -explo e hei di icul ies and iden i y iable managemen s a egies o hei
p oblem.
2. School counsello s and psychologis s should employ s ess managemen echniques/ p og am
aimed a educing po en ial s esso s ha can lead adjus men di icul ies.
3. Guidance and counselling cen e o he college should men o ing p og amme o s uden s
wi h pe sis en educa ional diso de so ha hey can gain om skills and he li e expe iences
o hei men o s who ha e a lo expe ience in li e hassles.
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In e na ional Jou nal o Educa ion De elopmen
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Vol. 24 (1) 2019 Page 8
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