Continental J.

Education Research 7 (2):19 - 25, 2014

ISSN: 2141 - 4181
Wilolud Journals, 2014
http://www.wiloludjournal.com
Printed in Nigeria
doi:10.5707/cjeducres.2014.7.2.19.25

STUDENTS ACADEMIC INTEREST AND THEIR ADJUSTMENT TO ACADEMIC DEMANDS IN

TERTIARY INSTITUTIONS IN SOUTH-SOUTH ZONE OF NIGERIA
Victor James Effiong and Anangabor, Angela Victor
School of Education, Cross River State College of Education, Akamkpa
ABSTRACT
This study investigated students academic interest and their adjustment to handle academic
demands in tertiary institution in South-South Zone of Nigeria. Students adjustment variables
were regularity to lectures, interaction with lecturers, interaction with fellow students, use of
library and other learning resources and response to tests and assignments. Hypothesis was
stated and the sample for the study consisted 1200 subjects. Questionnaire obtained
respondents view. The data collected was analyzed using one-way ANOVA and a pair-wise
post hoc multiple comparison analysis (LSD). The major finding was a significant influence of
students academic interest on their adjustment to academic demands on the five dimensions.
Based on the finding it was recommended that administrators of tertiary institutions should
include expressed interest in test batteries designed to facilitate the accurate placement of
students in particular courses and curricular.
KEYWORDS: Academic demands, South South, assignments, learning, young people
Received for Publication: 11/9/14 Accepted for Publication: 07/11/14
Corresponding Author: effiong-v@ymail.com
INTRODUCTION/LITERATURE REVIEW
Deway was the first to attempt to define interest, asserting that it comes from within a person, resulting from the
connections of the self to an object (Kenkyu, 2000). Kenkyu, opined that interest is a self expressed activity. He
proposed that the learners interest is the key to learning.
Decision making by the student is not considered realistic as they are bound to change their minds. Young people
are likely to change their ideas about possible things as they develop new interests. As the individual grows older, he
begins to explore the world and receive more information coupled with their knowledge about who they are. They
begin to change their minds about the earlier preferred things to the one they feel interest them most. Onyejiaku
(1987), defines interests as likes and dislikes for things related to work. He opines that no individual can perform in
any chosen career without an element of interest, whether in an expressed form or manifest interest. To him interests
are not necessarily related to abilities.
According to Denga(1987), the measurement of interest is predicted on the assumption that people have a tendency
to excel, to be devoted or to be committed to and to exert more efforts in those activities they like. To him, interest
can thus, be defined as likes and dislikes or aversions. Interest affects an individuals interpersonal relationships, his
attitude towards something, adjustment, as well as his total personality. Denga(1987), opined that interest, attitudes
and values intertwine or overlap in such a way that they are difficult to separate.

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Victor James Effiong and Anangabor, Angela Victor: Continental J. Education Research 7 (2):19 - 25, 2014

According to Joshua (2005), interest refers to likes, dislikes, preference and aspirations that tend to distinguish
individuals in their daily activities. According to him, students tend to pay more attention and become more
dedicated to what interest them most. Interest spurs students to learn willingly with receptive minds that will lead to
academic success. Interest can affect persons enjoyment derived from academic activities. However, interest could
be defined operationally as organistic condition that results in a desire for further stimulation from a particular type
of object or experience. Interest starts early in life when the infants derive pleasure from sensory stimulation, an
activity that is essentially biological. It could be displayed by the desire to embark on a particular response when
faced with alternatives.
It is possible that interest develops in classroom activities that are satisfying, a situation that tends to stimulate
further activities. Derived enthusiasm from this process enhances learning. Students come to the classroom with
certain interest and are interested in things or activities that stir them, or to some extent, tease them. A teachers
effective interaction with students will not only stir their interest but will fulfill basic academic functions as well as
impact positively in the training of their mind toward developing a good adjustment mechanism. Alexander,
Kulikowich and Jetton (1994), have found that students are able to sustain their attention more continuously and
process information at a deeper level when a particular knowledge domain attracts their personal interest. Positive
interest among students encourages love, team-work, discipline, understanding, tolerance and cooperation. Edem
(2003) explains that students effective participation in academic related activities is based on keen interest and if
they see equal keenness and interest expressed by their counterparts. Interest backed up with intellectual ability is
the key to individual success.
Interest pattern may change as a result of development of dislikes for certain things that originally attracted
favourable attitude. Students locate interest related activities that match their current knowledge and skills levels,
with the level of challenge embedded in the activities. In consonance with the experience of flow, domain specific
knowledge and skills are developed as students pursue their interest. Students interest generally can be explored by
giving them spontaneous opportunities to express their wishes. Their expressed interest changes as they grow and
engage in wider range of activities. Interest among individuals tends to differ in terms of age groups, organized
games, gender and gang activities and so on.
According to Edem (2003), interest contributes to the social, emotional, physical and intellectual development of
students. For example, a students interest in membership of a debating society could improve his use of English
language, character formation, social and physical development as well as for health and mental growth.
Jordan (1991), conducted a study to investigate the interest of 231 boys ages ranging between 11 to 15 years in five
school subjects namely history, English language, mathematics, geography and French. For each subject, he
constructed an interest scale in order to assess the boys interest in connection with the boys scores on the scales to
their own attainment in the subjects. His results revealed that a greater number of boys 36 indicated interest in
mathematics, 26 in French, 25 in English, 21 each in geography and history. It is therefore necessary for the school
counselors to assist and direct their students to devote much of their time on the school subject that will help them to
specialize in desired careers.
On the other hand, adjustment is individuals reactions to the pressure and demands imposed upon him by the
physical and social environment. Theses demands and pressure could be external or internal depending on what the
individual is reacting to.
The concept of adjustment according to Onyejiaku (1991) is as old as human race and the process starts from the
birth of the child and continues until his breath ceases in death. According to him a man is most of the time preoccupied with adjusting to ever changing circumstances at home, in the society, in his social relationship, in his
work role and in several aspects of his life. Man is made of three (3) major components: body, soul and spirit. Each
of these human components has certain needs which the individual must have to satisfy, whether these needs are

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Victor James Effiong and Anangabor, Angela Victor: Continental J. Education Research 7 (2):19 - 25, 2014

physiological, psychological, social or spiritual. Whenever any of these needs arise it creates tension in the
individual. The individual in turn must try to minimize or avoid the tension or excitement the need has generated.
Whatever means the individual uses to reduce or avoid this tension is a form of adjustment.
Educational adjustment is concerned with the extent to which a child works harmoniously in the school and finds the
subject, courses and academic programmes compatible with his needs.
Adjustment is often seen as fitting into ones society, abiding by the laws and living within the bounds of customary
behaviour and maintaining the ideas of ones group. As stated by Denga (1987), the term adjustment connotes
harmony, congruence and a goodness-of fit between an individual and the standard against which the individual is
judged. It is concerned with the extent to which an individual maintain a congruent relationship with other people,
the family, peers, and teachers and so on. In fact, the pattern of this relationship impacts on the students adjustment
in school.
Farley and Allen (1987), noted that school adjustment of a child is rooted in a number of factors such as childs
environment, opportunities to obtain education, parental education attainment, the childs own individual
characteristics and other basic historical differences. However, adjustment to the school includes positives interest
towards the school and its environment. Poor adjustment in school is manifested in negative attitude towards the
school. A student, who is maladjusted, fights with little provocation, aggressive, unnecessarily anxious and nonconforming.
Adjustment to academic demands in this work is viewed in terms of students ability to cope and react positively to
school and its environment. It is measures by students regularity to lectures, interaction with lecturers, interaction
with fellow students on academic matters, use of library and other learning resources and response to texts and
assignments in tertiary institutions.
METHODOLOGY
The study adopted a survey design. Three states were randomly selected from the six states that make up the SouthSouth Zone of Nigeria, using the hat and draw procedure of random sampling. The same procedure was adopted to
select three Universities and three Colleges of Education, faculties/schools and departments. At the end, sample of
1200 students, 620 from universities and 580 from the College of education representing 52% and 48% respectively
were selected. Of this figure males were 666 and 534 females, 56% and 44% respectively. Students Opinion Survey
Questionnaires (SOSQ) was constructed, validated and the reliability coefficient ranged from 0.63 to 0.82 was
obtained.
Hypothesis
There is no significant influence of students academic interest on their adjustment to academic demands in tertiary
institution.
The independent variable in this hypothesis is student academic interests, while the dependent variable is students
adjustment for academic demands (which has five sub-variables of regularity of lectures interaction with lecturers,
interaction with fellow students, use of library and other learning resources and response to tests and assignments).
Students in the sample were categorized into three groups, of those with low level of interest (group 1 scoring half
standard deviation below the mean and below) moderate level of interest (group 2 scoring between half standard
deviation below and above the mean), and high level of interest (group 3 scoring half standard deviation above the
mean and above). The statistical analysis technique deployed to test the hypothesis was one-way analysis of variance
(ANOVA), and the testing was done on each of the five sub-variables of adjustment. The results of the analysis are
presented in Table 1 and 2. Table 3

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Victor James Effiong and Anangabor, Angela Victor: Continental J. Education Research 7 (2):19 - 25, 2014

TABLE 1
Group means and standard deviation of students adjustment to academic demands based on their level of
academic interest
S/N Adjustment Variables
Groups
N
Mean
SD
1
Regularity to lectures
1(low)
180
17.00
1.06
2(moderate) 472
16.84
2.65
3(high)
548
17.78
3.30
Total
1200
17.28
2.84
3.74
2
Interaction with lecturers
1(low)
180
15.89
3.06
2(moderate) 472
12.86
3.16
3(high)
548
14.95
3.42
Total
1200
14.27
3
Interaction with fellow students
1(low)
180
13.33
2.50
2(moderate) 472
15.86
2.74
3(high)
548
15.47
2.55
Total
1200
15.30
2.75
4
Use of library and other learning 1(low)
180
11.00
3.03
resources
2(moderate) 472
10.31
3.15
3(high)
548
11.45
2.63
Total
1200
10.93
2.95
5
Response to tests and assignment
1(low)
180
18.33
1.83
2(moderate) 472
18.35
1.96
3(high)
548
18.80
1.83
Total
1200
18.55
1.89
TABLE 2
Analysis of variance of influence of students academic interest on their adjustment to academic demands
S/N
Adjustment
Source of variation
Sum of
df
Mean
F
Variables
squares
1
Regularity to
B/w groups
231.70
2
115.85
14.67*
lectures
Within groups
9451.97
1197
7.90
Total
9683.67
1199
2
Interaction with
B/w groups
1666.75
2
833.38
80.61*
lecturers
Within groups
12375.45
1197
10.34
Total
14042.20
1199
3
Interaction with
B/w groups
857.39
2
428.69
62.62*
fellow students
Within groups
8194.61
1197
6.85
Total
905200
1199
4
Use of library and
B/w groups
334.83
2
167.42
19.84*
other learning
Within groups
10099.83
1197
8.44
resources
Total
10434.67
1199
5
Response to tests
B/w groups
60.87
2
30.44
8.60*
and assignment
Within groups
4236.13
1197
3.54
Total
4297.00
1199
*p<.05,Critical f2,1197=3.00
The results presented in table 2 have shown that the calculated f-values of 14.67 (for regularity to lectures) 80.61
(for interaction with lecturers), 62.62 (for interaction with fellow students), 19.84 ( for use of library and other
learning resources) and 8.60 (for response to tests and assignments) are each greater than the f-value of 3.00 at 0.5 of
significance with 2 and 1197 degrees of freedom. With these results the null hypothesis is rejected in each of these
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22

five instances. This implies that there is a significant influence of students academic interests on their adjustment to
academic demands on the five dimensions.
In order to understand the pattern of the significant influence, a pair-wise post hoc multiple comparison analysis was
carried out using Fishers least significant difference (LSD) analysis. The results of the LSD analyses are presented
in Table 3
TABLE 3
Fishers least significance different (LSD) analyses of significant influence of students academic interest on
their adjustment o academic demands
S/N
Adjustment Variables
Groups
Low
Moderate
High
(N=320)
(N=480)
(N=400)
1
Regularity to lectures
Low
17.00a
0.16b
-0.76
Moderate
0.65c
16.84
-0.92
High
-3.15*
-5.21*
17.76
MSW=7.90
2
Interaction with lecturers
Low
15.89a
3.03b
0.94
Moderate
10.76c
12.86
-2.09
High
3.40*
-10.35*
14.95
MSW=10.34
3
Interaction with fellow students
Low
13.33
-2.53b
2.14
Moderate
-11.03a
15.86
0.39
High
-9.52
2.37*
15.47
MSW=6.85
4
Use of library and other learning
Low
11.00a
0.69b
-0.45
resources
Moderate
2.71*c
10.31
-1.14
High
-1.80
-6.25*
11.45
MSW=8.44
5
Response to tests and assignments
Low
18.33a
-0.02b
-0.47
Moderate
-0.12c
18.35
-0.47
High
-2.91*
-3.81*
18.80
MSW=3.54
a
Group means are placed along the diagonals
b
Difference in group means are placed above the diagonal
c
Fishers t-values are placed below the diagonal
*
Significant at .05 level (critical t=1.96)
The result of the post hoc multiple comparison analysis presented in Table 3 have shown that:
i)
For regularity to lectures, the significant t-values of -3.15 and -5.21 indicate that the level of
adjustment of those with high level of academic interest (x=17.76) is significantly higher than the
levels of adjustment of students with low level of academic interest (x=17.00) and those with moderate
level of academic interest (x=16.84) respectively.
ii)
For interaction with lectures significant t-values of 10.76 and 3.40 imply that those with low level of
academic interest (x=15.89) are significantly more adjusted than both those with moderate level of
academic interest (x=12.86) and those with high level of interest (x=14.95), respectively. Also,
significant t-value of -10.35 implies that students with high level of academic interest are significantly
more adjusted than students with moderate level of academic interest.
iii)
For interaction with fellow students, students with moderate level of interest (x-15.86) are significantly
more adjusted than both students with low level of academic interest (x=13.33) (t= -11.03,p<.06), and
those with high level of interest (x=15.47)(t=2.37;p<.05). Also students with high level of interest are
significantly more adjusted than students with low level of interest (t=9.52; p<.05).
iv)
For use of library other learning resources, student with high level interest (x=11.45) are significantly
more adjusted than student with moderate level of interest (x=10.31) t=-635;p<.05), but are not
significantly more adjusted than students with low level of interest (x=11.00)(t=1.80;p>.05). students

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Victor James Effiong and Anangabor, Angela Victor: Continental J. Education Research 7 (2):19 - 25, 2014

v)
vi)

with low level of interest are significantly more adjusted than students with moderate level of interest
(t=2.71, p<.05).
For response to tests and assignments significant t=values of -2.91 and -3.81 implied that students with
high level of interest (x=18.80) are significantly more adjusted than both students with low level of
interest (x=18.33) and students with moderate level of interest (x=18.35) respectively. Students with
low and moderate levels of interest are not significantly different in their adjustment (t=-0.12,P>.05)

DISCUSSION
On the influence of students academic interest on their adjustment to academic in tertiary institutions, the result
revealed a significant influence of students academic interest on their adjustment to academic demands in tertiary
institution in South-South Zone of Nigeria.
This finding is in line with the assertion that, interest comes from within a person resulting from the concentration of
the self to an object (Onyejiaku 1987). According to him, interest is a self expressed activity. Jones (1994), in his
study incorporated students interest in predictive batteries study and found it to predict students academic success.
He also found that variance provided by the interest made a unique contribution in significantly increasing the
validity of predicting grade point average of students. In another study, Kenkyu (2000), conducted a study on career
interest and self-efficacy (using Hollands realistic, investigative, artistic, social, enterprising and conventional types
for both) and the big five personality dimensions (openness, conscientiousness, extraversion, agreeableness, and
neuroticism) were used to predict college students career exploration behaviours. He found that among 113 College
students, none of the predictors was associated with subsequent environmental exploration. However, after
controlling for gender and year in school, five of six interest types, one self-efficiency type, and two personality
dimensions were associated with subsequent self exploration. Whereas realistic, artistic, conventional interest,
artistic self-efficacy and openness were positively associated with self exploration, investigative, enterprising
interests and extraversion were negatively associated with such exploration.
In a learning situation, students that perceive school tasks as boring or too demanding would pay little or no
attention in class and may transfer such dislikes to even other people and object around him. This is so because
interest affects an individuals interpersonal relationship, his attitude towards something, adjustment as well as his
total personality. According to Denga (1987), interest, attitudes and values are intertwining in such a way that they
are difficult to separate. From the foregoing, students develop interest in classroom activities that are satisfying,
show readiness to carry out school tasks when a situation stimulates further activities, and derived enthusiasm from
this process enhances learning and adjustment.
Interest results from a connection between an individual and an object. When a strong bond or connection exists the
result is positive and vice-vesa. From the finding of this study, it is pertinent to also conclude that forcing students
against their own interest for higher education would not only be useless but wasteful. This is so because a
meaningful and optimum learning and academic achievement can only be attained when the students find school
learning interesting and exciting due to the anticipated outcome. Such student would see the need to attend lectures
regularly, consult lectures and colleagues on issues of academic and would appreciate the use of the library and
other available learning resources as well a take his/her tests and assignments seriously.
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Denga, D.I.(1987). Moral and sociological foundations of education. London: Dean House Publishers.
Edem,D. A (2003). Introduction to educational administration in Nigeria. New York: John Willey & Sons.

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Victor James Effiong and Anangabor, Angela Victor: Continental J. Education Research 7 (2):19 - 25, 2014

Farley, N. and Allen, U (1987). Difference in the colour line and the quality of life. New York: Russell Sage
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