SELF-CONCEPT AND SCHOOL ADJUSTMENT OF SAFE SCHOOL INITIATIVE AND NON-SAFE SCHOOL INITIATIVE STUDENTS OF SOME SELECTED FEDERAL UNITY COLLEGES IN KEBBI AND SOKOTO STATES

Abstract

ABSTRACT This study examined self-concept and school adjustment of safe school initiative students: a case study of some selected Federal unity colleges in Kebbi and Sokoto states. Four research questions, objectives and research hypotheses guided the study. The study adopted a case study design. The population of this study was 350 safe-school initiative and non-safe school initiative students and thus, all the 350 students were used as sample for this study through purposive sampling technique. An instrument was adopted by the researcher to measure students’ self-concept and a researcher designed questionnaire was used to measure students’ school adjustment; the researcher designed questionnaire was validated by experts in the Department of Educational Foundations, Faculty of Education and Extension Services and a reliability index of 0.75 was obtained through Pearson Product Moment Correlation Coefficient statistics. Hypotheses Ho1, Ho2, Ho3, and Ho4 were subjected to t-test analysis using Statistical Package for Social Science (SPSS) version 21. The results of the study revealed a significant difference between self-concept of Safe School Initiative students and that of non-safe school initiative students; significant difference between the school adjustment of Safe School Initiative students and that of non-safe school initiative students; no significant differencesin self-conceptbetween male and female Safe School Initiative students; and no significant difference of school adjustment between male and female of non-safe school initiative students. Based on these findings, recommendations were made that since Safe School Initiative students and non-safe school initiative students differ significantly in their self-concept, thus, there is need for teachers and counsellors to help the safe-school initiative students to boost their self-concept by encouraging them to instill independence, self-regulation, and self-assertion and stay focus in their academic works and other related school activities.