Socio-Economic Factors on Academic Adjustment of Undergraduate Students of Ignatius Ajuru University of Education

This study examined the influence of socio-economic factors on the academic adjustment of undergraduate students at Ignatius Ajuru University of Education, Rivers State. The investigation was guided by three research objectives and three hypotheses designed to determine the extent to which socio-economic variables influence students’ adjustment on university academic life. A descriptive survey research design was adopted for the study. The population comprised all undergraduate students of Ignatius Ajuru University of Education with an estimated student population of about 25,000 students according to higher education enrollment records (www.unirank.org/ng/), from which a sample of 200 students was selected using a stratified random sampling technique to ensure adequate representation across faculties and levels of study. Data were collected using a structured questionnaire titled Socio-Economic Factors on Academic Adjustment Questionnaire (SEFAAQ). The instrument was validated by experts in Educational Psychology and Measurement and Evaluation to ensure content and face validity. Reliability was established using Cronbach’s Alpha, which produced a coefficient of 0.82, indicating good internal consistency of the instrument. The data collected were analyzed using descriptive statistics such as frequency and percentage, as well as inferential statistics including independent t-test. All hypotheses were tested at a 0.05 level of significance. Findings from the study revealed that socio-economic factors including family income, parental education, housing conditions, and access to learning resources significantly influence students’ academic adjustment. The results further indicated that students from higher socio-economic backgrounds tend to exhibit better academic adjustment compared to their counterparts from lower socio-economic backgrounds. In addition, family income and parental education were found to be strong predictors of academic adjustment among undergraduate students. Based on these findings, the study concluded that socio-economic inequalities significantly shape students’ academic adjustment in higher education institutions. The study therefore recommends that government (Ministry of Education) and university authorities should strengthen financial aid schemes such as scholarships and bursaries, improve students’ welfare and support services, and enhance access to quality learning resources and conducive learning environments in order to promote better academic adjustment among undergraduate students.