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TABLE OF CONTENTS
Title Page
Abstract
Table of Contents
Operational Definition of Terms
CHAPTER ONE: INTRODUCTION
1.1 Background to
the Study
1.2 Statement of
the Problem
1.3 Objectives of
the Study
1.4 Research
Questions
1.5 Research
Hypotheses
1.6 Significant of
the Study
1.7 Basic
Assumptions
1.8 Scope and
Delimitation
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual
Framework
2.2.1 Traumatic Stress
2.2.2 Academic Adjustment
2.2.3 Relationship between Traumatic Stress and Academic
Adjustment
2.3 Theoretical
Framework
2.3.1 Stress Response
Theory
2.3.2 Information Processing Theory
2.3.3 Conditioning Theory
2.3.4 Psychoanalytic Theory
2.3.5 Mechanisms of Defence
2.3.6 Eric Erikson’s Theory of Psychosocial Development
2.4 Review of
Empirical Studies
2.5 Summary
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Research
Design
3.3 Population of
the Study
3.4 Sample and
Sampling Procedure
3.5 Instruments
for Data Collection
3.6 Validity of
the Instruments
3.7 Pilot Study
3.8 Reliability of
the Instruments
3.9 Procedure for
Data Collection
3.10 Procedure for
Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Introduction
4.2 Analysis of
Bio-data Variables
4.3 Answering the
Research Questions
4.4 Hypotheses
Testing
4.5 Summary of
Major Findings
4.6 Discussion of
the Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.3 Recommendation
5.5 Suggestion for
Further Studies
References
Appendices
ABSTRACT
This study examined the influence of traumatic stress on
academic adjustment among tertiary institution students in Potiskum,Yobe state,
Nigeria. To guide the study, four research objectives, four research questions
and four hypotheses were raised. Ex post factor design was employed to carry
out this study. Proportionate sampling technique was used to select a sample of
364 students from a population of 6767 students of Federal College of Education
(Technical) and College of Administrative and Business Studies, both in
Potiskum. Two instruments, Traumatic Stress Questionnaire and Academic
Adjustment Questionnaire were used for data collection. Data collected was
subjected to statistical analysis using the t-test of independent sample. Four
null hypotheses were tested at 0.05 alpha level of significance. Analysis of
the data showed that there is significant difference in academic adjustment of
male and female students who experienced traumatic stress (t=6.593, p=0.000),
in favour of male students. While there is no significant difference in
academic adjustment of students who experienced traumatic stress based on
school (t=0.421, p=0.674), schooling system (t=0.687, p=0.493), and age groups
(t=0.772, p=0.440). On the basis of these findings, it was recommended that
educational psychologists, parents, counsellors and teachers should provide maximum
support to the traumatized students and continually reassure them of positive
future in order to improve their academic adjustment.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Traumatic stress involves exposure to terrible events that
are threatening to one’s life or wellbeing. American Psychiatric Association in
Walsh (2003) describes traumatic stress as events that involve actual death or
threat of injury or death to oneself or significant others. Exposure or
witnessing traumatic events generate feelings of being unsafe, powerless or
vulnerable (Beckham and Beckham, 2004). While trauma entails the sudden
intrusion of new and unexpected information into the memory due to
confrontation with violence or death, leaving the sufferer often confused
between the previous memory and trauma memory, and in turn causing a psychic
separation in consciousness which often leave the survivor confused, frightened
and disturbed (Brewin and Holmes,2003).
People generallygot relieved immediately when a traumatic
event finally passes (Beckham & Beckham, 2004). But sometimes the impact
becomes chronic, complex and persistent and continues to intrude the memory of
the sufferer often in forms of disturbing flashbacks and nightmares, occurring
and reoccurring while the sufferer struggles for a difficult avoidance. In this
case the person may have posttraumatic stress disorder (PTSD) which is the
severest form of traumatic stress. Post-traumatic stress disorder often
prevents the individual from concentration, socialization and getting adjusted
which are necessary for educational achievements. Van der kolk (2001) observes
that, PTSD sufferers’ problems with negotiating satisfying interpersonal
relationship play a significant role in preventing them from leading a
satisfying life. Perry (2013) argues that the likelihood of developing PTSD is
not the same for all individuals, but is based.....
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