Dr Jackson Ter Azever Inguran, Dr Margaret Wanhungur Wombo & Dr Ruth Nguzan Wombu
Abstract
The study, guided by a research question and one hypothesis, investigated impact of communal conflicts on students’ academic adjustment in secondary schools in Benue State of Nigeria. The descriptive survey research design was adopted for the study. The population of this study was made up of all 2923 teaching staff from the 34 public secondary schools in Benue State. The sample size of the study was 400 teachers. Communal Conflict and Academic Adjustment Questionnaire (CCAAQ) was developed and administered to gather data. The data were analyzed based on the research question using descriptive statistics of mean and standard deviation, while the hypothesis was tested using the Chi-square (χ2) goodness of fit test at .05 level of significance. The findings of the study revealed that communal conflicts have significant impact on class participation of secondary school students. Based on the findings of the study, it was concluded that communal conflicts have significant impact on students’ academic adjustment in secondary schools in Benue State of Nigeria. It was recommended, among others, that education policymakers, school administrators, teachers, social workers and non-governmental organizations (NGOs) should formulate strategies for addressing the ills of communal conflicts and encourage socially inclusive intervention mechanisms.