Affective Variables and Tendency towards Sorting among University Undergraduates in Cross River State
- November 17, 2019
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XI, November 2019 | ISSN 2454–6186
Chukwuemeka Ifeanyi Offiah
Department of Educational Foundations, Faculty of Education, University of Calabar, Cross River State, Nigeria
Abstract: – This study investigated affective variables and tendency towards sorting among university undergraduates in Cross River State. The study adopted correlational research design. The sample for the study was 472 year three students out of a population of about 4,721 students. Data was collected using Affective Variables and Tendency Towards Sorting Questionnaire” (AVTTSQ). Data collected was analyzed using Multiple Linear Regression tested at .05 level of significance. The results revealed that affective variables had significant relationship with tendency towards sorting among the students and the affective variables collectively predicted tendency towards sorting. It was recommended that the students should be counselled on the need to manage their anxiety so as to boost their emotional intelligence and reduce their tendency towards sorting.
Key words: Affective variables, emotional intelligence, anxiety, attitude and tendency towards sorting.
I. INTRODUCTION
Among the factors generally implicated for the current deplorable quality and state of higher education in Nigeria is corruption among politicians, bureaucrats, and faculty and staff of many higher education establishments. Corruption is a form of dishonesty or criminal activity undertaken by a person or organization entrusted with a position of authority often to acquire unlawful benefits. According to Hallak and Poisson (2002), corruption in the education sector can be defined as the systematic use of public office for private benefit, whose impact is significant on the availability and quality of educational goods and services, and has impact on access, quality or equity in education.
Corruption is believed to be widespread in the Nigerian education system. Corruption in higher education is a universal problem (Hallak & Poisson, 2007; Heyneman, 2011; Johnson, 2007; Osipian, 2007b) which assumes diverse forms in the different regions of the world. The education sector is regarded as one of the most corrupt sectors in Nigeria. It was rated the fourth most corrupt at 63 per cent in 2005. By 2007 it had become the third most corrupt sector with 74 per cent of respondents reporting encounter with bribery in the sector (Adeniyi & Taiwo, 2011; Independent Advocacy Project, 2005, 2007).
