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A STUDY OF PERSONAL VALUES AND VALUE SYSTEMS OF SCIENCE AND SOCIAL SCIENCE STUDENTS IN LAGOS STATE UNIVERSITY
CHAPTER ONE
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Value System and Standard of Education in Nigerian
Third Generation Universities: Implications for
Counselling
Omeje, Joachim Chinweike & Eyo, Mfon Edet
Abstract
This research was a correlation study of value system and standard of
university education in third generation universities in South-South
geopolitical zone. It sought to answer five research questions which
were derived from the five specific purposes of the study. Five
research hypotheses were also formulated and tested. A sample of 200
students were randomly drawn from the population of 7620 first year
and final year undergraduates of the Faculties of Education of the
University of Uyo and the Rivers state University of Science and
Technology, Port Harcourt. The instrument consisted of a Value
Measurement Inventory (VMI) and the school record. The data was
analysed using mean, Pearson Product correlation coefficient and ttest.
The findings indicated a significant and positive relationship
between the value system of the undergraduates and the standard of
university education.
Introduction
Value is a philosophical concept, diverse in nature and controversial
in content. Different schools of thought differ on issues like definition
of value, forms/classification of value, subjectivity/objectivity of
value, what is of value etc. Despite its controversial nature, it is still
widely acknowledged as an influential factor in the affairs of human
being. It is reputed to have the ability of influencing human being,
propelling them into doing certain things while avoiding doing others.
Value is an underlying factor in the concept of choice; it is as intrinsic
to human being as rationality; it determines what is cherished or
refused; it decides what is rejected or accepted. Little wonder, Carl
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Value System and Standard of Education in Nigerian Third Generation Universities…
Rogers defined value as the tendency to show preference (Okafor,
1992).
Value may be positive or negative. This is however a function of the
society; as what is considered a positive value in one society may be a
negative value in another society. For instance, same-sex marriage,
involving gay and lesbian relationships, is seen as a negative value in
Nigeria, but it is a positive value in Belgium where same-sex marriage
is legalized nation-wide. This position of positive and negative value
being a function of the society is with no prejudice to the fact that
there are some values that are positive or negative across the different
biases-across religious, social, cultural, geographical boundaries etc.
Example of such value is the sanctity of human life which is a positive
value across different biases.
It suffices to state here that the definition given above encompasses
the positive and negative forms of value. It is therefore pertinent to
give a description that sifts the positive from the negative forms of
value. For a value to be seen as positive both the set goals and the
means of attaining them should be good, worthwhile and desirable,
socially acceptable and legally permissible. The reverse is negative
value. Viewed in this perspective, value encompasses the norms and
ethics of any given society. If value has a role to play in setting goals
and choosing means of realizing these goals, value therefore has a role
to play in the teaching-learning process. Of course, the set goals and
the procedures adopted to achieve the goals, in the educational
process, influence the outcome of the educational process.
Researchers investigated the relationship between values and
academic achievement. In a bold attempt made in this direction,
Mogor (1977) investigated the relationship between personal values
and scholastic achievement. His findings indicated a positive
relationship between personal values of students and their scholastic
achievement. This finding however contrasted a similar investigation
conducted earlier. Nwachukwu (1974) studied values and academic
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achievement; and his findings indicated no relationship between a
student’s value orientation and his academic achievement. The
variability in these findings provided a justification for another study
in this area. In addition, both studies were done at the secondary
school level. There was therefore the need to conduct a similar study
at the tertiary level of education. These conditions consolidated the
need and importance of the present study.
According to the Constitution of the Federal Republic of Nigeria,
1999, dignity of labour, integrity, religious tolerance, and self-reliance
amongst other are attributes that are considered as values in the
national ethos. That they are cherished as values means that they are
positive. The National Policy on Education (NPE) (2004) also
specifies values system acceptable in the country and should thus be
inculcated in the learners through the quality of educational
instruction. These include moral/spiritual values, dignity of human
person, self-reliance, and communal responsibility, amongst others. It
particularly tasks tertiary institutions to “develop and inculcate proper
values” (NPE, 2004:36) implying that there are improper or negative
values that should be nipped in the bud.
Furthermore, though the Constitution of the Federal Republic of
Nigeria, 1999 and the NPE (2004) specify value system acceptable in
the country, it is worth mentioning that the values enshrined in a
document or professed openly might differ from what is being
practiced or exhibited. These were what Okafor (1992) called
conceived and operative values respectively. Specifically, conceived
value refers to the ideal values that are professed openly while the real
behavioural exhibitions and actions are the operative value. Apart
from these two national documents, which give the conceived value of
the Nigeria society, researchers also identified the Nigeria value
system through the scientific approach. Ella (1993) investigated the
value system in Idomaland. His findings showed that “respect for
elders, dignity of labour, chastity among women folk, patriotism,
hospitality, self-reliance and courage were positive values…in Idoma
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traditional value system.” This can be extrapolated to represent the
value system of a traditional Nigerian society.
However, there has been increasing concerns over the trend of value
system in the society generally. In Nigeria, many wondered if the
character aspect of assessing a candidate before conferring a degree by
Nigerian university on such candidate is still being considered as a
serious factor “given the values of graduates in workplace, the
incidents of cult violence, examination malpractices etc. that have
come to become pronounced aspects of the public view of the
contemporary Nigerian university” (Utomi, 2000:260). Pelikan
(1992), as cited in Utomi, also comments on this widely spread
eroding values. Describing the concern as “university bashing,” he
observed that it has become so regular that the “bashing” has turn to a
cottage industry, “with books bearings such titles as professors and
the Demise of Higher Education, Tenured Radicalism: How politics
has Corrupted our Higher Education, Killing the Spirit, Illiberal
Education, and The Moral Collapse of the University appearing one
after the another” (Utomi, 2000:258). Whether these fears are justified
or misplaced, they indicate a conscious acknowledgement of the place
of value in university education.
In his study, Ella (1993) reported “a wind of change which tend to
erode the quality of the Idoma traditional value system” (Ella,
1993:2). Other researchers express similar sentiment on the present
Nigerian value system. According to Ukeje (2002), indiscipline and
corruption have invaded the strata of our national ethics. He lamented
that in today’s Nigeria, “ethnicity, lack of patriotism, indiscipline and
corruption abound in all strata” (Ukeje, 2002:20). In the same vein,
violence, laxity in sexual morality, obsession for money/materialism
etc have been identified as constituting our present day value system
(Gana, 2002). President Olusegun Obasanjo added to the weight of the
presumptions that there are value crises in our society when he listed
corruption, armed robbery, cultism, amongst others as some of the
vices threatening the social fabric of the Nigerian society. He
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Omeje, Joachim C. & Eyo, Mfon Edet
observed that these contribute to “instability and weakening of all
public institutions” (Obasanjo, 2003; Obasanjo, 2003a; Obasanjo,
1999). These negative values are not only present but seem
widespread.
But to what extent has the university been affected by this trend?
Some stakeholders were of the view that the university is not faring
any better from the fate of the society. There seems to be a popular
opinion that educational institutions that were supposed to be the
custodians of the cherished values have been invaded and is
contaminated by vices such as forgery/admission irregularities,
cultism and senseless killings, examination malpractices, nude
dressing and shameless indulgence in sophisticated harlotry, amongst
others (Amao-kehinde, 2003; Okebukola, 2003; Gana, 2002; Nwana,
2000). A weeklong national Summit on Higher Education “noted the
existence of deep-rooted social vices in Nigerian tertiary institutions
that include indiscipline, cultism examination malpractice, rape,
apathy to work, extortion, excessive unionism amongst others”
(Olatunji, 2002).
The public is generally concerned on tertiary education, and university
education in particular (Hughes, 1998, Ginkel. 1998). This concern,
and the acknowledgement of the place of value in the realization of
the goals of education consolidated the justification for this study,
which sought to establish the relationship between the value system of
the undergraduates and the standard of education in the universities.
As a result of the importance of standard in university education,
deliberate measures were taken by different countries to ensure and
improve standard (Sim and Idrus, 2004; Mathus, 2001; Department
for Education and Skills (DFES), 2001). In Nigeria, while there is a
general opinion on the eroding value system, there is a corresponding
outcry over the decline in the standard of education Akpofure and
N’dupu (2000) listed some factors hindering the maintenance of
standard in university education. These included.
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Value System and Standard of Education in Nigerian Third Generation Universities…
Poorly planned expansion and enrolment, grossly
inadequate funding and management of resources,
policy instability, inadequate political commitment
to quality and to implementation of vital measures
and even a lack of real awareness of the impact of
certain policy decisions on the system” (Akpofure
and N’dupu, 2000: 128).
Researchers and experts also noted the sliding quality of university
education. They attributed the state of affairs to divers factors ranging
from poor funding, decayed infrastructures, poor teaching quality to
inadequate instructional materials. Other factors identified as
contributing to the poor quality include poorly paid and poorly trained
academic staff, unplanned enrollment expansion, outdated and
insufficient equipment, irrelevant curriculum, and irregular school
calendar (Achi, 2004; Anwabor, 2003; Nnadozie, 2003; Olatunji,
2002; Ajao, 2001; Ogunleye, 2001; Ogefere, 2001). Quite noteworthy
is the fact that few of these experts made mention of personal
commitment and value system of the students as a factor in the
eroding standard of university education (Ajao, 2001). The research
was therefore an identification of the relationship between the value
system of the university students and the standard of university
education.
Research Questions
The questions that the researchers posed to guide the study are:
(1) What is the extent of relationship between the value system of
the undergraduates and the standard of university education as
measured by their academic achievement?
(2) How does the academic achievement of undergraduates with
positive value system differ from those with negative value
system?
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Omeje, Joachim C. & Eyo, Mfon Edet
(3) How does the academic achievement of male undergraduates
with positive values system differ from their female
counterparts with positive value system?
Research Hypotheses
Three null hypotheses derived from the research questions were
formulated to guide the study. They were formulated and tested at.0.5
level of significance. These include the proposition that:
(1) There is no significant relationship between the value system
of the undergraduates and the standard of university education
as measured by their academic achievement.
(2) There is no significant difference between the academic
achievement by undergraduates with positive value system
and those with negative value system.
(3) There is no significant difference between the academic
achievement of male undergraduates with positive value
system and their female counterpart with positive value
system.
The present study is significant in a number of ways. Indeed, the value
system of any society determines the dynamics of such society. These
dynamics include the process for the fulfilment or otherwise of
national yearnings and aspirations. A study that therefore aimed at
establishing the relationship between the value system of the
undergraduates and the standard of education can therefore be said to
be invaluable. Indeed this study is a major contributor to national
development as it sought to establish the influence of a crucial factor
on the standard of the determinant of national development, which in
turn would help to shape the standard for the better.
Methodology
The study adopted a correlational design. It adopted a correlational
design because the study sought to establish the relationship between
the value system of the undergraduates and the standard of university
education.
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Value System and Standard of Education in Nigerian Third Generation Universities…
This study was targeted at the third generation universities in the
south-south geopolitical zone. The south-south geopolitical zone is
one of the six geopolical zones in the Federal Republic of Nigeria. It
is made up of six states including Akwa Ibom, Bayelsa, Cross River,
Delta, Edo and River States.
There are 54 universities in Nigeria. These include 25 Federal
Universities, 19 States Universities, and 10 private Universities. More
so, Universities that were established up to 1970 are categorized as
first generation Universities. Those that were established between
1971 and 1975 are grouped as second-generation Universities. Other
Universities outside the above two categories are seen as third
generation Universities. The south-south geopolitical zone has a total
of 10 Universities. These include four Federal Universities, four state
universities, and two private universities (JAMB 2004). With respect
to generation of establishment, the zone has seven third generation
universities. However, the study delimited itself to two thirdgeneration
universities in the south-south geopolitical zone-the
University of Uyo and the River State University Science and
Technology Port Harcourt.
The population for this study was the first year and final year students
of 2004/2005 academic session in the Faculties of Education in the
University of Uyo and the Rivers State University of Science and
Technology, Port Harcourt. It included the male and female students
of these faculties with no consideration to intelligence, tribe, socioeconomic
status or religion.
There were 178 and 3,369 first year students in the University of Uyo
and the River State University of Science and Technology
respectively in the Faculties of Education for year 2004/2005
academic session. Also there were 194 and 3,879 final year students in
the University of Uyo and the Rivers State University of Science and
Technology respectively in the Faculties of Education for year
2004/2005 academic session. Therefore, the population of this study
was 7620 first year and final year students in the Faculties of
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Education of the two universities as described above (data obtained
personally from the Education Faculty Officers of the two
universities).
The sample of this study was two hundred first year and final year
students in the Faculties of Education of the University of Uyo and the
River State University of Science and Technology. This was made of
one hundred students in each of the revels in the two Universities. The
students were drawn through simple random sampling.
At each of the levels in each of the schools, the researcher liaised with
a lecturer handling a faculty course that was compulsory to all the
students in the affected level. At the time for such lecture, the
researcher joined the lecturer to the class. When the students were
seated, equal sizes of paper, already cut and labelled up to 50 and the
rest left blank, were presented to the students to pick. Those that
picked the labelled ones were taken as the sample. This procedure was
used for both the first year and final year students in the affected
universities.
More so, first year and final year students from the Faculty of
Education in these universities were chosen for this study via stratified
random sampling. The first year and the final year students are in the
“transition state” in the universities. The first year witnessed transition
from the society to a university life, while the final year students
transit from the university to the reality of life in the society. They
were therefore viewed as a good combination for a research that has to
do with values, a concept that has influence on both the university and
the society. Simple random sampling was used in choosing the two
universities.
Instrument
The instrument used in this study was a questionnaire called Value
Measurement Inventory (VMI). This instrument was used to elicit
data on the value scores of the students. School continuous assessment
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record was used to get the academic achievement scores of the
students.
The researchers for this study developed the VMI. It has three
sections, named A, B, and C. The first section is an introductory note
that introduced the questionnaire to the respondents. The second
section elicited from the respondents’ data on personal information
and location. This included the university, gender of the respondent,
year of study etc. The last section is a 15-item construct that elicited
information on the values scores of the respondents. The section C of
the VMI is a Likert-like scale of measurement but with four points on
the scale. These four options formed the scoring pattern of the
instrument. Strong concurrence with the position of an item on the
questionnaire was given as STRONGLY AGREE and had a maximum
of one point; thus was followed by AGREE, two points, DISAGREE,
three points; while STRONGLY DISAGREE had four points. These
points were utilized in statistically manipulations, which provided the
bases for answering the research questions and testing the hypotheses.
Furthermore, the academic achievement of the respondents was
obtained on the continuous assessment score of one of the compulsory
general courses in the faculty. Where the scores were more than one
the average performance was taken. Moreso, where there was no
continuous assessment score, a lecturer handling a general course in
the faculty was encouraged to administer a test on the students; the
scores of which was used as the academic achievement of the
respondents. The continuous assessment score was converted to
percentage to serve as the academic achievement of the respondents.
Reliability of the Instrument
In order to ascertain the reliability of the instrument, the VMI was
administered on 20 final year students of the Department of
Educational Foundations, University of Nigeria, Nsukka. The data
generated was tested with Cronbach statistics, and the reliability was
found to be 0.87. The internal consistency of the VIP was therefore
adjudged to be reliable.
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Procedures
The instrument was administered by the researchers on the sampled
population in the different universities. The researchers personally
approached the Faculty Officers of the Faculty of Education in the two
universities and asked for approval to administer the questionnaire on
the first and final year students of the 2004/2005 academic session.
On getting the approval, the researchers then met a lecturer in the
faculty that was handling one of the faculty courses that involve the
entire students in the respective levels. At the time of such lecture, the
researchers joined the lecturer to the venue of the lecture. When the
students were all seated, the researchers liaised with the lecturer to
compose the sample as described earlier. After the composition of the
sample, the lecturer then introduced the researchers who addressed the
respondents, explained the purpose and importance of the study,
assured them of confidentiality, before administering the
questionnaire to them. The researchers administered the questionnaire
personally. This direct delivery technique had the multiple advantages
of ensuring large scale return of the questionnaire.
The researchers also got the continuous assessment score of the
respondents on the affected course from the affected lecturers. Where
the scores were more than one, the average score was used; and where
there was none, the lecturer was encouraged to administer a test on the
students. This served as a measurement of the academic achievement
of the respondents.
The data gathered and collated were analyzed using Pearson’s Product
Moment correlation coefficient, means and standard deviation, to
provide answers to the research questions.
Based on the four-point scale of the VMI, 2.50 was used as the
criterion value. The value score for each respondent was the mean
score of the respondent to the items on the VMI. This mean was then
compared with the criterion value to decide on which respondent had
a positive or negative value. If a respondent had a mean score of 2.50
or below, such respondent was considered as having a negative value
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system; if the respondent had a mean score above 2.50, the respondent
was considered as having a positive value system.
The t-test was used in testing the formulated hypotheses two and three
at .05 level of significance, while Pearson product moment correlation
matrix was used to test hypothesis one at .01 level of significance
Results
Research Question 1
The results of the analysis of research question 1 showed that there
was a strong and high relationship between the value system of the
undergraduates and the standard of university education as measured
by their academic achievement. From the presentation in the table 1, it
is quite clear that there is a strong and high relationship between the
value system of the undergraduates and the standard of university
education as measured by their academic achievement. This is
discernible from the Pearson product moment correlation coefficient
(r) of 0.713, which indicates high relationship. The relationship can
also be explained using the coefficient of determinate, represented as
r2. The r2 of 50.8% implies that the value system of the undergraduates
account for 50.8% of their academic achievement. The significance of
this relationship can be established by testing for the hypothesis
derived from research question 1
The Pearson correlation coefficient for the relationship between the
two variables is .713. It is also shown in the table 2 that the
probability is .000 while .0.5 is the level of significance. Since the
probability is less than the alpha, the null hypothesis that there is no
significant relationship between the value system of the
undergraduates and the standard of university education as measured
by their academic achievement is rejected.
Research Question 2
The results of the analysis of the research question 2 showed that the
academic achievement of undergraduates with positive value system
differs from those with negative value system. Also the formulated
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hypothesis used to throw more light on the question showed that there
was significant difference between the academic achievement of
undergraduates with positive value system and those with negative
value system.
As indicated in table 3, from the sample of 200 undergraduates used
for the study, 143 were identified as having positive value system,
while 57 had negative value system. The mean of academic
achievement of those with positive value system was 70.17 while
43.86 was the mean academic achievement of those with negative
value system. It was clear that the academic achievement of
undergraduates with positive value system differs from those with
negative value system, while an average student with positive value
scored about 70, only 44 was scored on an average by student with
negative value system. The mean difference of 26.32 was quite a big
difference. This research question was transformed into a hypothesis,
whose test is shown on table given.
The table 4 as could be seen showed that the degree of freedom for the
data presented was 198 while 20.29 was the t-calculated. The exact
probability of the calculation is .000 at .05 level of significance. Since
the probability is less than the alpha, the null hypothesis that there is
no significant difference between the academic achievement of
undergraduates with positive value system and those with negative
values system is rejected.
Research Question 3
The results of the analysis of research question 3 showed that there
exist a difference in the academic achievement of male
undergraduates with positive value system and that of their female
counterpart also with positive value system, with the males
performing better. Also, the hypothesis revealed that there was no
significant difference between the academic achievement of male
undergraduates with positive value system and their female
counterparts with positive vale system.
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From table 5, a total of 143 undergraduates were identified as having
positive value system. This number included 49 males and 94 females.
The mean academic achievement for the males with positive value
system was 71.22 while that of the female was 69.63. The data
indicated a mean difference of 1.60, which cannot be said to be a big
difference. This difference implied that there exists a difference in the
academic achievement of male undergraduates with positive value
system and that of their female counterparts also with positive value
system; with the male undergraduates performing better. However, the
statistical significance or otherwise of this difference can best be
determined by testing the third hypothesis.
Table 6 presents a t-test calculated for the academic achievement of
49 male and 94 female undergraduates with positive value system.
With a degree of freedom of 141, the t is 1.81 at .05 level of
significance. The null hypothesis that there is no significant difference
between the academic achievement of male undergraduates with
positive value system and their female counterparts with positive
value system is upheld as the probability was greater than alpha.
Discussion
The research questions, which guided the study, centered on the extent
of relationship between the value system of the undergraduates and
the standard of university education as measured by their academic
achievement, how the academic achievement of undergraduates with
positive value system differ from those with negative value system,
and how the academic achievement of male undergraduates with
positive value system differ from their female counterparts with
positive value system. The result of the above research questions are
as discussed as follows.
The Relationship between the Value System of the
Undergraduates and Standard of University Education
The first finding of the study was the answer to research question one,
which was also transformed into a hypothesis and properly tested.
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Omeje, Joachim C. & Eyo, Mfon Edet
This research question sought to find out the extent of relationship
between the value system of the undergraduates and the standard of
university education as measured by their academic achievement? The
finding indicated that the extent of the relationship was high, with
value system accounting for about 51% of the academic achievement
of the undergraduates. This high relationship between the value
system of the undergraduates and the standard of university education
was also tested and known to be statistically significant. This
statistically significant, strong and high relationship between the value
system of the undergraduates and the standard of university education
as measured by their academic achievement, as indicated by this
study, contradict the findings of Nwachukwu (1974). The said
findings by Nwachukwu indicated that there was no relationship
between the value orientation of students and their academic
achievement. The first finding however corroborated and supportd the
findings of Mogor (1977). In his own study, Mogor discovered a
positive relationship between personal values of students and their
scholastic achievement.
Academic achievement of undergraduates with positive value system
and those with negative value system
The second finding of this study emerged in an attempt to provide
answer to research question two. The said research question sought to
find out if the academic achievement of the undergraduates with
positive value system differs from those with negative value system.
The second finding indicated that the academic achievement of
undergraduates with positive value differ from those with negative
value system. It also indicated that the difference between the
academic achievement of undergraduates with positive value system
and those with negative value system was significant, implying that
the difference was not due to chance. This finding consolidated the
first finding. It established that not only was there a positive and
strong association between value system and academic achievement
of undergraduates but also that those with positive value system
perform academically better than those with negative value system. If
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there was a statistically significant difference between the academic
achievement of undergraduates with positive value system and those
with negative value system, it therefore implied that the value system
was strongly related to academic achievement. This finding was at
variance with the findings of Bassey (1991). Bassey sought to find out
the relationship between discipline and academic performance of
secondary school students and discover that there was no statistically
significant difference between the academic performance of
undisciplined and disciplined students. But the findings of this present
study agreed and supported the finding of Etuki (1989) and Stephen
(1977). Stephen noted in his findings that students who exhibited
socially acceptable conduct performed significantly better than those
with poor behaviour and conduct. On his part, Etuki discovered in his
study that disciplined students performed better academically than
undisciplined students. It was quite obvious that socially acceptable
conduct and discipline on the one hand, and poor behaviour and
discipline on the other hand can be taken to represent positive and
negative value systems respectively.
The academic achievement of male undergraduates with positive
value system and their female counterparts with positive value system
Furthermore, the study also gave finding with respect to gender
difference on value and standard of education. The third finding
indicated that there exists a difference, though small, in the academic
achievement of male undergraduates with positive value system and
that of their female counterparts also with positive value system; with
the male undergraduates performing better. It also established that this
difference between the academic achievement of male and female
undergraduates with positive value system is not statistically
significant, and can thus be ignored and regarded as being due to
chance. Gender was therefore not a factor on the extent of the
relationship between the value system of the undergraduates and
standard of university education. This meant that the positive
relationship between the value system and standard of university
education would hold no matter which gender was involved; meaning
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that a male or female student with positive value system would
perform academically better than the counterpart of any gender with
negative value system. This finding indisputably help in generalizing
the findings of this study across the gender divide. This finding agreed
with the findings of Bassey (1991) on the influence of gender factor
on the relationship between indiscipline and academic performance of
secondary school students. Bassey reported that there was no
significant difference between the academic performance of
undisciplined male and female students.
Implication and Recommendations
The findings of this study have far-reaching implications for
education. It has established that there was a significant and positive
relationship between the value system of the undergraduates and the
standard of university education. The hue and cry over low standard
of university education implies that the value system of the
undergraduates is negative. The implication of this is that the
curriculum contents of university education may not have been
fashion out to deliberately support the acquisition of positive value
system. It also implied that where there was such provision in the
curriculum, the objective has not been realized.
Another implication of the findings of this study was that poor
standard of university education was traceable to the preponderance of
negative value system amongst the undergraduates. This can be
extrapolated to mean that the universities may have taken the issue of
value with levity. This is confirmed by the public alarm on the fate of
university education, an indication that all was not well with the value
system of the undergraduates.
The present study was limited by the difficulty of not only getting the
respondents to attend to the questionnaire but also gathering them to
write a continuous assessment test where none had been given
already. Furthermore, the results could have been different if the
influence of socio economic status on the relationship between value
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system and standard of university education was included in the
variables investigated. The researchers then suggest such area for
further research.
Equally, the study recommends that the National Orientation Agency
(NOA), the agency of government that is vested with the issue of
value reorientation amongst others, should liaise with the different
institutions of learning to come up with efficacious value reorientation
programmes targeted at not only the students but the Nigerian
citizenry.
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Table 1: The relationship between vale system and standard of
university education of undergraduates
Groups Number r Coeff of
determinate
r2
Inference
Value
scores
200 .713 R2 = r2 x 100
= 50.8%
Relationship
is high
CAS 2oo
Key: CAS – continuous Assessment score
Table 2: The significance of the relationship between the value
system of the undergraduates and standard of university education
Groups No r a P Decision Inference
Values
score
CAS
200
200
.713*
.010 .000 Reject HO Correlation
is
significant
* Correlation is significant at the o.5 level (2- tailed)
174
Omeje, Joachim C. & Eyo, Mfon Edet
Table 3: The mean and standard deviation of academic achievement
of undergraduates with positive and negative value system
Groups No Mean SD Mean
difference
SE
Positive values 143 70.17 7.72 26.32 1.30
Negative values 57 43.86 9.54
Table 4: The significance of difference between academic
achievement of undergraduates with positive value system and those
with negative value system
Groups No Mean SD df T a P SE Decision Inference
Positive
values
14
3
70.17 7.72 198 20.29 .05 .000 1.30 Reject
HO
There is
Significant
Negative
values
57 43.86 9.54 difference
Table 5: The mean and standard deviation of academic achievement
of male and female undergraduates with positive value system
Groups No Mean SD Mean difference SE
Males 49 71.22 7.69 1.60 1.36
Females 94 69.63 7.73
Table 6: The significance of difference between the academic
achievement of male undergraduates with positive value system and
their female counterparts with positive value system
Groups No Mean SD df T a P SE Decision Inference
Males 49 71.22 7.67
141
1.18
.05
.242
1.36
Accept
HO
Difference
is not
Significant
Females 94 69.63 7.73
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