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Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
Peter Adonu
Faculty of Education
Department of Educational Foundations
INFLUENCE OF CULTURAL BACKGROUND ON
STUDENTS INTERPERSONAL RELATIONSHIP IN
FEDERAL COLLEGES OF EDUCATION IN SOUTH-EAST
GEOPOLITICAL ZONE
EJEH CHRISTOGONUS
PG/M.ED/10/57655
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INFLUENCE OF CULTURAL BACKGROUND ON
STUDENTS INTERPERSONAL RELATIONSHIP IN
FEDERAL COLLEGES OF EDUCATION IN SOUTH-
EAST GEOPOLITICAL ZONE
BY
EJEH CHRISTOGONUS
PG/M.ED/10/57655
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
MARCH, 2012
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TITLE PAGE
INFLUENCE OF CULTURAL BACKGROUND ON STUDENTS
INTERPERSONAL RELATIONSHIP IN FEDERAL COLLEGES
OF EDUCATION IN SOUTH-EAST GEOPOLITICAL ZONE
BY
EJEH CHRISTOGONUS
PG/M.ED/10/57655
PROJECT PROPOSAL PRESENTED TO THE DEPARTMENT
OF EDUCATIONAL FOUNDATIONS, FACULTY OF
EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: DR. (MRS.) A. N. OKOLO
MARCH, 2012
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APPROVAL PAGE
THIS PROJECT HAS BEEN APPROVED BY THE DEPARTMENT
OF EDUCATIONAL FOUNDATION UNIVERSITY OF NIGERIA,
NSUKKA.
BY
______________________ ______________________ SUPERVISOR INTERNAL EXAMINER DR (MRS.) A. N. OKOLO REV. FR. DR. EJIONUEME ______________________ ___________________ EXTERNAL EXAMINER HEAD OF DEPARTMENT PROF. G. C. UNACHUKWU DR. D. U. UGWOKE
____________________________ DEAN, FACULTY OF EDUCATION
PROF. I.C.S. IFEALUMINI
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CERTIFICATION
Ejeh Christogonus, a postgraduate student in the
Department of Educational Foundations with Registration
Number PG/M.ED/10/57655, has satisfactorily completed the
requirement for courses and research work for the Degree of
Master of Education in Education administration and planning.
The work embodies in this project is original and has not
been submitted in part or full for any other diploma or degree
programme of this university or to any other institution of higher
learning.
_________________ _________________ Dr. D. U. Ugwoke Dr. (Mrs.) A. N. Okolo Head of Department Supervisor
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DEDICATION
This work is dedicated to my beloved Mrs Sandra
Okwundu Chris Ejeh.
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ACKNOWLEDGMENTS
To the glory of the Almighty God, the researcher wishes to
express his sincere gratitude to his supervisor, Dr (Mrs) A.N.
Okolo for her guidance throughout the period of this work. In
spite of her busy schedule, Dr. Okolo still found time to discuss
and offer useful suggestions for the improvement of this work.
The researcher also wishes to thank Dr. E. N. Nwosu, Dr.
J. O. Chukwu and for reading and streamlining the work at the
proposal stage. To Dr. E. N. Onyedineke, the researcher is
grateful for his contribution in exposing me to the world of
research. To all students of Federal Colleges of Education in
South-East geopolitical zone, the researcher is grateful.
The researcher appreciates the encouragement and moral
support given to him by friends, Ibe Godwill, Nwachukwu
Chuks, Innocent Ogbuehi, IBB and host of others.
Finally, the researcher’s profound appreciation goes to his
parents Mr & Mrs Ejeh Christopher, Mr. & Mrs. Ejeh Gregory for
their live, encouragement and immense financial support
towards the successful completion of the work. Mention must
also be made of my siblings. Carlos, Ndubisi, Chika, Ngozi,
Chidimma, Oluchi, Enoch, confident, and my own victory.
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ABSTRACT
This study investigated influence of cultural background on students interpersonal relationship in Federal Colleges of Education in South-east geopolitical zone. Four research questions and four null hypothesis guided the study. A 24 item researcher developed questionnaire were administered to 1,875 students of Federal College of Education in the South-east geopolitical zone. The data collected were analyzed using mean scores and standard deviation while t-test statistics were used to test the null hypothesis at 0.05 level of significance. The study found that: cultural background influences the level at which students relates with one another in school, religion influences students interpersonal relationship in school, ethnic nationality and affiliation influences students’ interpersonal relationship in school and interpersonal relationship among students of different cultural background could be improved via cultural integration, inter-ethnic marriage, respect for cultural values and adoption of one language as a mode of communication in school.
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TABLE OF CONTENTS
TITLE PAGE- - - - - - - - - i
APPROVAL PAGE- - - - - - - - ii
CERTIFICATION- - - - - - - - iii
DEDICATION - - - - - - - - - iv
ACKNOWLEDGMENTS- - - - - - - v
ABSTRACT- - - - - - - - - vi
TABLE OF CONTENT- - - - - - - vii
CHAPTER ONE: INTRODUCTION
Background of the Study - - - - - - 1
Statement of the Problem - - - - - - 6
Purpose of the Study - - - - - - - 7
Significance of the Study - - - - - - 8
Scope of the Study - - - - - - - - 10
Research Questions- - - - - - - - 10
Hypotheses- - - - - - - - - 11
CHAPTER TWO:
Review of Literature- - - - - - - 12
Conceptual framework - - - - - - - 12
Concept of Culture- - - - - - - - 12
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Concept of Cultural Background - - - - - 14
Concept of Interpersonal Relationship - - - - 16
Factors Influencing Interpersonal Relationship- - 19
Effort made to improve Good Interpersonal Relationship
Among People of Different Cultural Background in
Nigeria.- - - - - - - - - - 21
Theoretical Framework - - - - - - - 25
The Symbolic-Interaction Theory - - - - - 25
Conflict Theory - - - - - - - - 26
Systems Theory- - - - - - - - 26
Empirical Studies - - - - - - - 27
Summary of Literature review - - - - - 31
CHAPTER THREE
Research Method- - - - - - - - 33
Design of the Study- - - - - - - - 33
Area of the Study- - - - - - - - 33
Population of the Study - - - - - - - 34
Sample and Sampling Techniques- - - - - 34
Instrument for Data Collection:- - - - - 35
Validation of the Instrument. - - - - - - 36
Reliability of the Instrument:- - - - - - 36
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Method of Data Collection - - - - - - 37
Method of Data Analysis- - - - - - - 37
CHAPTER FOUR
Presentation of results- - - - - - - 38
Research Question 1- - - - - - - 38
Research Question 2- - - - - - - 41
Research Question 3 - - - - - - - 43
Research Question 4- - - - - - - 46
Summary of the Findings- - - - - - - 51
CHAPTER FIVE
Discussion, Conclusion And Summary - - - - 53
Discussion of the Findings- - - - - - 53
Conclusion of the study: - - - - - - 56
Educational Implication of the Findings- - - - 56
Recommendations - - - - - - - 57
Limitation of the study- - - - - - - 58
Suggestion for further study- - - - - - 59
Summary of study - - - - - - - 59
References- - - - - - - - - 61
Appendix
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CHAPTER ONE
INTRODUCTION
Background of the Study
Differences in cultural values among Nigerian society has
been even before the coming of the colonial masters. Activities
prevalent in Nigeria society mostly takes cognizance of the
differences in people’s culture. For instance, the nature of the
formation of our political parties, trade, religion and profession
have some cultural attachment. Culture which is the way of life
of a people which is passed from one generation to another
which varies from one society to another. Charles (2012) in his
view described culture as the shared patterns of behaviour,
interaction, cognitive constructs, and affective understanding,
and these shared pattern identifies members of a cultural group
while distinguishing these from another-group. This observation
was in line with Hifstede (2004), when noted that culture is a
cumulative deposit of knowledge, experience, beliefs, values
attitudes, meanings, hierarchies, religion, spatial relations,
concepts of the universe and material objects etc. All these
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distinguishes members of one category of people from another
due to their varying cultural background.
Therefore, cultural background connotes the cultural
values which an individual is affiliated with, and which
influences his or her behaviour as he interacts with his or her
immediate environment. Njoku (2004) described cultural
background as variation based on ethnicity, race, socio-
economic status, orientation, ideology, geographical location
religion and languages of a group of people. This relates to the
opinion of Ezenwa (2008) who noted that cultural background is
a difference in people’s belief system, value, language, attitude,
moral, disposition and taboos which makes them unique from
other people. In the same vein, Otite and Ogionwo (2001) noted
that cultural background denotes the culture in which an
individual belongs to, and which influences his/her actions
within a social group with its high tendency of discriminating
behaviour. This differences in value system among people of
different cultural affiliations may affect their behaviour towards
others which may affect their level of inter personal relationship
negatively.
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Interpersonal relationship as the name implies is the
mutual understanding between people in an organization which
fosters progress in that organization. Okafor (2009) described it
as a nature of interaction that occurs between two or more
people. In the same vein, Ogbonna (2010) sees it as an
association between people which is based on love, solidarity
and social commitment with the aim of fostering peaceful
coexistence among members of the society, or organisation.
For the purpose of this study, one may deduced that group
interpersonal relationship is the positive and effective
coexistence among people of a group irrespective of their
differences in belief system, language social values and
ideologies. In a school setting, a good interpersonal relationship
can be likened to a situation where students respects each
other, interact freely, work as a group irrespective of their
differences in belief system, customs and tradition, language,
social class and ideologies with the aim of working towards the
achievement of the desirable goals.
However, with the way things are going on in the Nigerian
society, tertiary institution inclusive, where there had been
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series of ethno-religious cum political crisis, one may begin to
wonder whether there exist good interpersonal relationship
among Nigerian students who may be of different cultural
affiliations. This is because what goes on in the school are the
microcosom of what goes on in the large society. For instance,
Okeke (2011) observed that over five hundred thousand
Nigerians have lost their lives in ethno-religious crisis that have
engulfed the country since the enthronement of democracy in
1999. Property worth billions of naira were also lost. All these
arises due to distrust and hatred among Nigerian ethnic
nationalities. Recently the Boko haram insurgence in the
northern Nigeria have claimed lives and properties worth billions
of naira. All these were as a result of varying values systems,
belief and ideologies of Nigerians who never want to irrespective
of their differences co-exist as one nation. And this may have
contributed to the country’s inability to meet with the challenges
of the 21st century.
This problem initiated by differences in cultural
background among Nigerians, at the leadership level seems to
have exhibited its features on Nigerian students at the tertiary
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level. For example, during students union election in Nigerian
tertiary institution choice of whom to lead is usually influenced
by ethno-religious affiliation (Onyelukwe, 2005). there have been
constant cases of unhealthy relationship such as name calling,
exclusion of students name on the class list due to differences in
religion or language among Nigerian students in different
occasion. As observed by Onuoha (2007) that in Bayero
university Kano at least nine students were killed, churches,
business places and homes were burn in the university. This
was as a result of remours that Christians had drawn a cartoon
of the prophet Mohammed and displayed it on a wall of a
mosque. The incident echoes an uproar in the campus.
The nature of interpersonal relationship among Nigerian
students across cultural line in the tertiary institution may be
influenced by some cultural attachment such as roles assigned
by culture to male or female, thereby finding it uneasy to reach
out to those of other cultural background. It is against this
background that Keller (2009) noted that one of the barriers of
good interpersonal relationship among people is differences in
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cultural affinity and this has affected the affective interpersonal
relationship among people in an organization.
Based on the observed trend in the nation of interpersonal
relationship among Nigerian students which were occasioned by
the difference in cultural background, the researcher finds it
necessary to investigate the influence of cultural background on
students interpersonal relationship in federal colleges of
Education in North-central geo-political zone.
Statement of the Problem
Recently, Nigerian has recorded high rate of terrorism
resulting from ethno-religious mistrust and hatred among
diverse groups made up of what is known as Nigeria. This has
become a source of worry to all and sundry in that it has
retarded the country’s socio-economic development. This is an
evidence to the fact that there is no good interpersonal
relationship among Nigerians who were not of same tribe,
religion, political parties and ideologies perhaps due to
differences in language, norms, values, and attitude and if this
continues, it then means that this country is driving towards
anarchy.
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However, the scenario seems to have prevail even into our
tertiary institution. No wonder there were cases of religious and
even ethnic crisis in our tertiary institution. For instance, the
Danish Mohammed, cartons of 2006 caused a very serious
demonstration among Muslim students at Ahmadu Bello
University Zaria, where non-Muslim students were killed
(Onuoha 2007). This showed that, there are no good
interpersonal relationship among these students of varying
cultural affiliations.
Also, the way and manner in which these students behave
to their fellow students who are not of same background with
them, one may begin to ask whether there is good interpersonal
relationship among Nigerian students who are not of same
cultural background. This thus, arouses the interest of the
researcher to investigate the influence of cultural background on
students interpersonal relationship in Federal College of
Education in the south East geopolitical zone.
Purpose of the Study
The main purpose of this study is to investigate the
influence of cultural background on students interpersonal
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relationship in Federal Colleges of Education. Specifically, the
study seeks to
1. Investigate the extent to which students of different
cultural background relates in the school.
2. Find out the extent to which religion influences students
interpersonal relationship in school.
3. Find out the extent to which Ethnic nationality influences
students interpersonal relationship in school.
4. Find out how to improve interpersonal relationship among
student of different cultural background.
Significance of the Study
The benefits that shall accrue from this study will be of
both practical and theoretical importance. Theoretically the
study will help in building a theoretical framework that will be
depended upon when designing policy on how to solve problems
associated with fanaticism and tribalism.
Practically, the findings of the study will benefit students,
sociologist, educational administrators and policy makers.
This finding of this study will benefit students, since one of
the major aim of educating young people is to mould their
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characters thereby making them to become civilized citizen
capable of living with people of diverse culture and religion
background in an environment peaceful.
This work will be of benefit to policy makers in education,
in the sense that it will enable them in formulating policies that
will help in accommodating students of different cultural and
religious background to co-exist peaceful in school.
Educational Administrators, such as provosts of the
Colleges of Education, Rectors in the polytechnic and vice
chancellors in the case of universities, who are the implementers
of educational policies designed by the policy makers in
education, having realized the importance of the policies will
create enabling environment for peaceful co-existence among
students of different cultural background.
This study will be of immense benefit to the sociologist, in
the sense that it will help them in developing theoretical
framework that will be depended upon when designing policy on
how to solve problems associated with tribalism.
Finally, future researchers in the area of sociology,
sociology of education and cultural studies will benefit
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immensely from this study, in that it will serve as a source of
literature in their work.
Scope of the Study
The scope of this study is delimited to all the federal college
of education in South East geopolitical zone of Nigeria.
The content scope includes the extent to which cultural
background, religion, ethnic nationality influences students
interpersonal relationship in school.
Research Questions
The following researcher question will guide this study:
1. To what extent do students of different cultural
backgrounds relate in the school?
2. To what extent does religion influence students
interpersonal relationship in school.
3. To what extent does ethnic nationality influence students
interpersonal relationship in school?.
4. How would interpersonal relationship among students of
different cultural background be improved?
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Hypotheses
The following null hypotheses were formulated to guide the
study and will be tested at 0.05 level of significance.
H01: There will be no significant difference in the mean response
of male and female respondent on the extent to which students
of different cultural background relate in school.
H02: There will be no significant difference in the mean response
of male and female respondents on the extent to which religion
is capable of influencing students interpersonal relationship in
school.
H03: There will be no significant difference in the means
response of male and female respondents on the extent to which
ethnic nationality is capable of influencing students
interpersonal relationship in school.
H04: There will be no significant difference in the mean response
of male and female respondent on how interpersonal relationship
among student of different cultural background will be improve.
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CHAPTER TWO
Review of Literature
This chapter presents the related literature under the
following sub-headings: Conceptual framework, theoretical
framework, empirical studies and summary of literature review.
Conceptual framework
• Concept of Culture
• Concept of Cultural Background
• Concept of Interpersonal Relationship
Theoretical Framework
The symbolic interaction theory ____George Herbert Mead (1934)
Conflict theory ____ Karl Marx (1818-1883)
System theory ____ Niklas Luhmann (1964)
Empirical Studies
Summary of Literature Review
Conceptual Framework
Concept of Culture
The term culture according to Chamberlain (2005) is the
total life of a particular people which are learnt. According to
him, cultures represent value, norms and tradition that affect
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how individual of a particular group behaves and make
judgment about their world. In the same vein Okolo (2001)
defines culture as that aspect of human behvariour, transmitted
to members of a society, which includes knowledge, beliefs, art,
mores, law, customs, traditions and any other capabilities and
habits acquired by man as a full-fledged member of society.
Culture is an abstraction, a process, as well as instrument in the
society. No society can exist without culture. According to Agada
(2004) culture is the total way of life of a society. It is made up of
its members’ customs, traditions and beliefs, as well as their
behaviour, dress, language, work, way of living, relationship
network and attitudes to life, the focus of group loyalties and the
way they all perceive the world.
Culture according to Okafor (2006) is a system of shared
beliefs, values, customs, behaviours, and artifacts that the
members of society use to cope with their world and with one
another, and that are transmitted from generation to generation
through learning. In his own opinion Iwuoha (2005) defines
culture as the sum total of knowledge, attitudes and habitual
behaviour patterns shared and transmitted by members of a
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particular society. In his own contribution, Schaefer (2002)
defines culture as the totality of socially transmitted behaviour.
Igbokwe (2005) defines culture as a general term used to
encompass behaviours, beliefs and other aspects of human
thought and enterprise that are transmitted through
generations.
Culture according to Agada (2004) is the integrated pattern
of human knowledge, belief and behaviour. Culture consist of
language, ideas, beliefs, customs, taboos, codes, institutions,
tools techniques, works of art, rituals ceremonies and other
related components. Etymologically it is linked to words like
“cultivate” and “cultivation”, “agriculture” and “horticulture.
Concept of Cultural Background
Different societies have different ways of doing things in
their societies based on their cultural setting. In his own
contribution, Stark (1996) defines cultural background as a
primary source of identifying a person which differs from
another person from another society such as differences in
spoken language, values, dispositions and any other factors that
could differ between individuals that are learned. In the same
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vain Njoku (2004) defines cultural background as the context of
groups based on ethnicity, race, socioeconomic status,
orientation and geographical area. In his own opinion Ezenwa
(2008) defines cultural background “as a difference in people’s
belief system, value, language, attitude, moral, and disposition,
taboos, which makes them unique from other people”.
Onuoha (2008) defines cultural background as differences
which exists among cultural groups each responding to its
norms and values. Hence, these differences may result to
unhealthy interaction among people of diverse affiliation. Which
is related to the present study?
Each society has its own unique cultural background
which has developed throughout its history and which is passed
from one generation to another. New members born into the
society concerned do not inherit this cultural background
biologically but it has to be learned from childhood, this means
that everyone born into a particular society will have to learn the
way things are done in that society (Nnajieto 2008).
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Concept of Interpersonal Relationship
An interpersonal relationship according to Lawrence (2003)
is a relation between two people or more. The relation between
the two people can be based on love or employment; they can
occur in the work place, interpersonal relationship in the work
place occurs between the employee or employee and managers
(Iheme, 2006). Also, interpersonal relationships can occur in the
families, this is mainly between parents and children or children
and other family members; interpersonal relationship exists
between friends (Ezeocha 1991).
In a similar vain Firestone and Catlett (2009) defines
interpersonal relationship as a relationship that are
codependency. Codependency refers to behaviours and thoughts
that are extend the normal sacrifice and care taking. The
behaviours, thoughts and feelings affect ones relationship
negatively. They also affect the quality of life. Parties who show
codependence relationships put the needs of other parties at a
lower level than their needs. The parties concentrate on the
needs of other parties who seem important to them.
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Codependency can occur in the families, work and friendships.
The relationship is characterized by various factors.
In same vain Okafor (2009) defines interpersonal
relationship as a nature of interaction that occurs between two
or more people. People in an interpersonal relationship may
interact overtly, covertly, face to face or even anonymously.
Interpersonal relationships occur between people who fill each
other’s explicit or implicit physical or emotional needs in some
way.
In his own contribution, Ogbonna (2010) defines
interpersonal relationship as an association between two or
more people that may range from fleeting to enduring.
According to him, this association may be based on limerence,
love, solidarity, regular business interactions, or some other type
of social commitment. Strong interpersonal relationships exist
between people who fill many of each other’s emotional and
physical needs. For example, a mother may have strong
interpersonal relationships with her children, because she
provides her child’s shelters, food, love and acceptance.
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Interpersonal relationships are formed in the context of
social, cultural and other influences, the context can very from
family to family, and friendship to relationship with associates in
work place, clubs, neighborhoods, and place of worship. They
may be regulated by law, custom, or mutual agreement, and are
the basis of social groups and society as a whole (Obiduru 2005).
Haven seen interpersonal relationship as a relation between
two or more people with the aim of each helping one another
which result into peaceful co-existence in an organization,
society, school and any other place where human beings are
found, this could be liked to what goes on in the school sitting
because good interpersonal relationship among students
promotes team work, collective efforts and which ventural leads
to effective teaching and learning. Owning to Nigeria situation
where people (students) of diverse ethnic and cultural affiliation
come together for the purpose of learning, good interpersonal
relationship become necessary. So as to successful embark on
team work in school. However, the current situation in
Nigerian’s schools where students, school authority and policy
makers in Nigeria places much emphasizes on these differences
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(values, religion, races). It seems like good interpersonal
relationship among people of diverse cultural background does
not exist and these may be as a result of certain factors.
Factors Influencing Interpersonal Relationship
Some factors are been found to be responsible for good or
poor interpersonal relationship among human beings in an
organization. According to Charles (2010), language affects
interpersonal relationship in different ways, people have different
languages, vocabulary, dialects and accents. The difference in
language makes it difficulty for parties in an interpersonal
relationship to communicate effectively for instance, most
employees in an organization are of diverse language
background. This will result to poor communication and hence
poor interpersonal relationships. Likewise in some of our tertiary
institution, students come from diverse cultural background
with different languages and this may affects communication
between students thus affecting the interpersonal relationship.
In addition, semantic gaps may affect interpersonal
relationships, this is because multiple words can have different
meanings and the parties involves in an interpersonal
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relationship may interpret the words wrongly; this may lead to
poor communication as the message being conveyed is distorted.
(Firestone and Catlett, 2009).
Another factor that may affect interpersonal relationships
is culture. There is various kinds of cultural barriers. Such as
age, gender, social status. Each party in an interpersonal
relationship try to observe his or her cultures do and don’t and
this may also affect good interpersonal relationship.
Other factors include ethnics, religion. The composition of
school, the society and families is changing. This is because the
society encourages diversity. The students in the school are from
different cultural backgrounds. This makes it difficulty for the
students to communicate clearly and this may affects
interpersonal relationship. Differences in cultural backgrounds
may led to conflicts in schools, society, workplace and in the
families (Ottite & Ogionwu 2001).
Apart from cultural barriers and language barrier,
individual barriers also, may affect interpersonal relationships.
People have different perception and personality. This leads to
discomfort among the parties and results to poor interpersonal
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relationships. People think differently about the world and
things. So, they have different understanding and thinking
capacity, this may affects interpersonal relationships as they are
not able to communicate well. Also, the message being
communicated can be distorted or interpreted wrongly. Hence,
this way result to poor communication (Okafor 2008).
Furthermore, lack of knowledge of non verbal communication
may also affect the relationship. Most people are not able to read
the message being conveyed using facial expressions, body
language and gestures. This affect communication hence
influence good interpersonal relationship, (Njoke, 2004).
Effort made to improve Good Interpersonal Relationship
Among People of Different Cultural Background in Nigeria.
It is a known fact that Nigeria culture is a pot pourri of its
diverse ethnic history but the amalgamation of the various
culture prevalent in Nigeria. To make it work out, Nigeria
government at various time have enacted politics to encourage
cultural integration, though these politics may not have address
issues in cultural and ethnics question. Since then ethnic
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tension and bitter strives between ethnic and cultural diverse
groups in the country have continued.
However, Ogbonnaya (2009) noted that in a bid to promote
cultural integration among Nigerians, Federal government at
various time have come up with policy and ethnic affiliations
prevalent in Nigeria. Hence the following constitute efforts made
by government to address cultural and ethnic question post by
diverse ethnic background prevalent in the country.
Firstly, the introduction of National Youth Service Corp in
1973 by General Yakubu Gowon administration which aims at
assisting in attaining the then policy of reconciliation, re-
habitation and reconstruction. To them, when young minds are
sent to region not of theirs, it will enable acculturation and
national integration at large. Osuji (2000) observed that the
National Youth Service Corps (NYSC) is a program meant to
involve Nigeria graduates in the development of their country.
One of the expectations of the program is that “corps” members
should be posted to cities and states far from home and states of
origin. They are expected to mix with people of other culture,
tribes, school and family backgrounds, to learn the culture of
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the indigenes in the place they are posted to. In the same vein,
Dr. Nuhu Kwaghe said on interview with Daily Champion news
paperon 26 May 2011 in Jalingo that “the scheme was the
greatest unifying factor after the country’s unfortunate 30 month
civil war which ended in 1970”.
Introduction of unity colleges in 1973 by same General
Yakubu Gowon administration, have realized that Nigeria is
country made up people of different ethnic nationality where
language and values barriers are bound, the then government
thought it wise enough to establish a national secondary school,
where all Nigeria’s Youths irrespective of cultural religious
differences will come together to learn. Vehemently, this will go
along way in encouraging National integration in terms of
culture and values. Though, Adesina (1988) criticized the
Federal Government Colleges for being too elitist, too expensive
and too grandiose in their settings yet with rigidly controlled
admission system. That its admission is mainly consider for
children of the riche of privileged class because of its expensive
nature thereby defeating the aims for which it is establish. In the
same vein, Ogbonnaya (2009) condemned the admission process
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of unity college, where he observed that many Nigerians are been
deny admission simply because of their state of origin and their
place of birth. If some sectional set of people are been denied
opportunity simple because of where they come, it then mean
that aims of unity college in establishing national integration is
defeated.
According to Ezenwa (2011), the National festival for Arts
and culture (NAFEST) began in 1970 as a post civil war strategy
as a concept of using the cultural festival to promote National
Unity, as an annual festival organized by NCAC, hosting rights
rotate among the states of the nation. NAFEST has grown to be a
veritable flagship of the celebration of Nigeria’s unity in diversity.
The festival itself is a week long celebration of our cultural
heritage reflected through various competitive and non-
competitive events such as music and dance, traditional
wrestling and games, children moonlight games, colloquium,
drama, food fair indigenous circus, choral music, book fair
among other things. In the same vein, Onuoha (2004) in his own
contribution said that the National sports festival was conceived
as a socio-psychological elixir to bind the decimated psyche of
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25
the Nigerian Nation which was traumatized by civil war in the
late 60s. The games festival actually started in 1973, the festival
has been religiously held biennially as a multi-sports festival. In
other words, the national sports festival has become a veritable
instrument for National Unity, cohesion, peace, mutual
understanding, friendship, Cross-cultural affiliation as well as
other positive values among people of different cultural
background.
Theoretical Framework
This section reviews theories that are related to the present
study. They are include:- Symbolic Interaction Theory ( George
Herbert Mead 1934), Conflict Theory – (Karl Marx 1818-1883),
System Theory – (Niklas Luhmann 1964)
The Symbolic-Interaction Theory
The theory was propounded by George Herbert Mead in 1934.
The fundamental character of symbolic integrationist’s ideas was
suggested by the theoretical preposition that self reflects society,
organizes behaviour and by related imagery addresses the
nature of society and human being. The nature of human action
and interaction, the relationship between society and person.
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26
Interaction is symbolic that is conducted in terms of the
meanings persons develop in the course of their interdependent
conduct.
This theory is related to the present study because it
relates to the nature of human action and interaction, between
the society and human being.
Conflict Theory
The theory was propounded by Karl Marx (1818-1883).
According to Karl Marx in all Stratified Societies there are two
major social groups: a ruling class and a subject class. The
ruling class exploits and oppresses the subject class. As a result
there is a basic conflict of interest between the two classes. The
various institutions of society such as the legal, educational and
political system are instruments of the ruling class domination
and serve to further its interests.
This theory is related to the present study because it share
more light on how conflict can arise within the society
Systems Theory
The theory was propounded by Niklas Luhmann (1964).
The theory focuses on complexity and interdependence. A
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27
system is composed of regularly interacting or interdependent
groups of activities/parts that form a whole. As part of the
theory, system dynamics is a method for understanding the
dynamic behaviour of complex systems. The basis of the method
is the recognition that the structure of any system is as
important in determining the behaviours of the individuals
within the society.
This theory is related to the present study because it share
more light on groups activities and how to understand the
dynamic behaviour of individuals within the society.
Empirical Studies
The researcher reviews some of the related work previously
carried out by other researchers.
Okpo (1995) carried out a study on attitude of state and
federal government unity schools toward national unity and
social integration in Anambra and Enugu. The study adopted a
descriptive survey design. The population of the study was 150
students of two unity schools and a state school from the state
under study. Three research questions and one Null hypothesis
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28
guided a study. A 25 item attitude scale was instrument used for
data collection.
Descriptive and inferential statistics (mean and z-test) were
used. While mean were used to provide answers to the research
questions, z-test was used to test the null hypothesis at 0.05
level of significance. The finding include among others that;
there is no significant difference in the attitude of both
categories of students towards national unity and social
integration. The two categories of students were positively
inclined in direction in their attitudes toward National Unity and
Social Integration in Nigeria. This study is related to the present
study.
Mbanefo (1998) carry out a study on the background
characteristics and behaviour problems of students of Federal
Polytechnic Oko, Anambra State. The study adopted a
descriptive survey design. The population of the study consisted
of all final year students of Federal Polytechnic Oko. 500
students were chosen through stratified random sampling
technique involving balloting.
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29
To carryout the study, three research questions were used, and
two null hypotheses were tested at 0.05 level of significance. A
52-item questionnaire was used to elicit information from the
respondents. Mean and standard deviation were used to answer
the research questions while chi-square and percentage were
used to test the null hypotheses. The findings include that the
background characteristics of the students were found to be the
cause of the behaviour problem of students.; that the cause of
the behaviour problems of students include poor family or home
background, inadequate provision of educational facilities in the
institution, (lecture halls and libraries); inconsistent in policies
by polytechnic management, influence of the mass media study
also found the causes of behaviour problems of students to
among others.
This study is related to the present study because it discusses
on how background characteristics of students are capable of
generating behaviour problems among the students.
Onyedineke (2001) carried out a study on the relationship
between cultural background and language preference among
second year undergraduate students of federal colleges of
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30
education in the south-south Geopolitical zone. The study
adopted a descriptive survey design. Five research questions and
one null hypothesis guided the study. The population of the
study consisted 2270 second year undergraduate students. 227
second year undergraduate students were selected through
stratified random sampling technique involving balloting.
Correlation coefficient statistic and t-test statistic of independent
mean were used in analyzing the data collected. The finding of
the study include that despite the diverse cultural background,
most students use pidgin English in an informal
communication, they used English language in a formal
communication. Due to numerous ethnic backgrounds
discernable in the area, mother tongue were irrigated to the
background. This study is related to the present study.
Agbakeregbuem (2005) conducted a study on cultural
determinants which disintegrate Nigeria Nation among
secondary school students in FCT Abuja. It was a descriptive
survey study. Four research questions and one null hypothesis
guided the study. The population of a study consisted 4800 SS II
students. 480 SS II students were randomly selected from public
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31
secondary schools in the area of the study. Mean and standard
deviation was used for data analysis. The findings of the study
reveals that cultural determinants which affects integration
negatively include among others, religion intolerant, superiority
versus inferiority, difference in language background (Mother
tongue). The study concluded that to maintain integration, all
these aforementioned must be avoided.
This study is related to the present study because it
discusses the cultural determinants that causes disintegration
among Nigeria Nation.
Summary of Literature review
The review focuses on the concept of culture, cultural
background and concept of interpersonal relationship, factor
influencing interpersonal relationship, efforts made to improve
good interpersonal relationship among people of different
cultural background. The review discusses three sociological
theories which were found relevant to the present study. The
theories are as follows, the symbolic interaction theory and
conflict theory, and system theory and its relevant to the present
study were identified.
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32
The review discusses culture and reviews some definition of
culture by some authorities and at the end operational
background as differences which exist in peoples culture each
responding to its norms and values. The review went further to
discuss interpersonal relationship and different definition by
different authorities and factors influences interpersonal
relationship. Effort made to improve good interpersonal
relationship by different government at different levels were
equally discuss.
The review, discusses two sociological theories which are
symbolic interaction theory and conflict theory an its relevant
draw to the present study. The researcher reviews some
empirical studies which relate to the present study.
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CHAPTER THREE
Research Method
This chapter is organized under the following sub-
headings: research design, area of the study, population of the
study, sample and sampling technique, instrument for data
collection, validation of the instrument, reliability of the
instrument, method of data collection and method of data
analysis.
Design of the Study
The design of this study was an ex post facto research
design. Ex post facto design according to Ali (1996) is a study
which establishes relationships among variables by collecting
and analyzing data from few items considered to be
representative of the entire group. The design was considered
appropriate because Ex post facto design will enables the
researcher to establish the relationship between cultural
background and interpersonal relationship.
Area of the Study
This study was carried out in South-East geopolitical zone
of Nigeria. This Zone is made up of five (5) states. Namely Abia,
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34
Anambra, Enugu, Ebonyi and Imo. There are three (3) federal
colleges of education in the zone. The choice of South-East
geopolitical zone was based on frequent cases of ethnic Religious
crisis existing in other geopolitical zones of Nigeria.
Population of the Study
The population of this study consisted of all second year
female and male students of the three federal colleges of
education in zone. The choice of all second year female and male
students of the federal college of Education was based on the
fact that the first year students are still new in the system and
will not be able to provide the needed information and the final
year students are almost out of the system, so the choice of
second year were considered appropriate. Available statistic
showed that there are 18,750 students in the three federal
colleges of education in the zone (source National Commission
for College of Education N.C.C.E 2011).
Sample and Sampling Techniques: - The sample of the study
were made up of 1,875 students. Stratified random sampling
technique will be used in obtaining the 10 percent of the total
population. Among the three federal colleges of education in
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35
south eastern Nigeria geopolitical zone where population of the
students amounted to 18750 students. The researcher found it
worthy to make use of 10% of total population through a
stratified random sampling technique.
Instrument for Data Collection:-
The instrument for data collection was a researcher
developed questionnaire titled: Influence of cultural background
on student’s interpersonal relationship (ICBSIRQ). The
instrument have two Parts: A and B. Part A contain personal
information of the respondents while Part B consist (24) twenty
four item questionnaire developed in four Clusters, (A-D) each
Clusters covers one research question. Cluster A deals with
extent to which students of different cultural background co-
exists in school; Cluster B Extent to which school environment
promote good interpersonal relationship among student of
different cultural background. Cluster C factors that militates
against good interpersonal relationship among students of
different cultural background and Cluster D seeks information
on how to improve interpersonal relationship among student of
different cultural background. The instrument was based on a
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36
four point likert scale of: Very great extent (VGE) (4), Great
Extent (GE) (3), Little Extent (LE) (2), Very Little Extent
(VLE)
Validation of the Instrument.
The instrument was face validated by three experts, two in
sociology of education and one from measurement and
evaluation of faculty of education, University of Nigeria, Nsukka.
These experts were requested to critically examine the
instrument in terms of relevance of the content and clarity of the
statement; they were also requested to advice the researcher on
the suitability of the rating scale. The comments from these
experts were taken into consideration in the final modification of
the instrument (see Appendix II)
Reliability of the Instrument:-
To determine the reliability of the instrument, (20) copies of
the instrument were trial tested at federal college of education
Asaba. It was done to generate data needed to determine the
internal consistency of instrument. Cronbach alpha statistics
were used to determine the degree of internal consiatency of the
instrument. The following coefficients were obtained according to
Clusters. 0.72, 0.71, 0.62 and 0.69 respectively (see appendix ii)
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37
Method of Data Collection
The researcher used direct delivery method to administer
the instrument to respondents. The researcher used the services
of four trained research assistants for both distribution and
collection of the filled instrument.
Method of Data Analysis
The data collected was analyzed using mean scores and
standard deviation, while t-test statistic were used to test the
four null hypotheses that guided the study at 0.05 level of
significance.
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CHAPTER FOUR
Presentation of Results
The chapter contains the data obtained in this study and
the analysis of the said data. The results of the analysis are
presented according to the research questions and hypotheses
for the study. The analysis was therefore based on the four
research questions and four null hypotheses of the study. All the
hypotheses were tested at 0.05 level of significance.
Research Question 1
To what extent do students of different cultural backgrounds
relates in the school?
Mean rating of male students on the extent to which student of
different cultural background relate in school.
Table 1
S/N ITEMS N = 1300
MEAN
SD DECISION
1 There is a cordial
relationship among students
in the school irrespective of
their cultural background
3.00 0.64
2 Most students find it difficult
to associate with other
students who are not of the
same language background
3.80 0.40
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39
3 Collective task is readily
achieved in the school due to
de-emphasis of differences in
cultural affiliation of
students
3.40 0.49
4 Many students live according
to norms and values of their
background as thus make
integration uneasy
3.60 0.49
5 Students prefer to live with
those who are of the same
cultural background
3.20 0.40
6 Most students do not like to
associate with those who are
not of the same religion.
3.40 0.81
Overall mean 3.40 0.53
Key: Decision Range 2.50
Table 2
Mean Rating of female students on the extent to which
students of different cultural background relate in school
S/N ITEMS N=575
MEAN
SD DECISION
1 There is a cordial relationship
among students in the school
irrespective of their cultural
background
3.00 0.40
2 Most student find it difficult to
associate with other student who
are not of the same language
background
3.40 0.69
3 Collective task is readily achieved 3.80 0.40
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40
in the school due to de-emphasis of
differences in cultural affiliation of
students
4. Many students live according to
norms and values of their
background as this make
integration uneasy
3.80 0.81
5 Students prefer to live with those
who are of the same cultural
background
3.40 0.64
6 Most students do not like to
associate with those who are not of
the same religion
3.40 0.60
OVERALL MEAN 3.46 0.59
Research question one (table 1&2) showed with an overall
mean of 3.40 and 0.53 of standard deviation for male and 3.46
for female that students of different cultural background relates
to a very great extent irrespective of their difference in school
although most of the students find it difficult to associate with
other students who are not of the same language background,
many of them live according to norms and values of their
background, they prefer living with those whom are of the same
cultural background with them. Finally, Religion plays important
role on the extent to which they associate.
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41
Research Question 2
To what extent does religion influence students’ interpersonal
relationship in school?
Table 3 (male respondents) S/N ITEMS N=1300
MEAN
SD DECISION
7 Most students prefer associating
with those whom they feel they
share the same faith.
3.40 0.48
8 Even in the class, in the activities
such as group work, presentation,
students prefer to belong to a
group where they share the same
faith.
3.40 0.81
9 Students usually see themselves
as district persons due to their
differences in religious affiliation
3.40 0.81
10 Students feel that certain
societies, such as rotact clubs,
lion club are meant for only those
who believe in a particular religion
3.60 0.49
11 Most students at the times during
students’ union’s elections give
support to those who belong to the
same faith with them.
3.00 0.00
12 Most students place more
emphasis on religious association
more than the social association
within the campus
3.20 0.75
Overall mean 3.33 0.55
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42
Table 4
Mean Rating of female students on the extent does religion
influence students’ interpersonal relationship in school?
S/N ITEMS N=575
MEAN
SD DECISION
7 Most students prefer associating
with those whom they feel they
share the same faith.
3.00 0.48
8 Even in the class, in the activities
such as group work, presentation,
students prefer to belong to a
group where they share the same
faith.
3.40 0.81
9 Students usually see themselves as
district persons due to their
differences in religious affiliation
3.60 0.49
10 Students feel that certain societies,
such as rotact clubs, lion club are
meant for only those who believe in
a particular religion.
3.00 0.75
11 Most students at the times during
students’ union elections give
support to those who belong to the
same faith with them.
3.40 0.49
12 Most students place more
emphasis on religious association
more than the social association
within the campus
3.00 0.40
OVERALL MEAN 3.23 0.57
(Table 3&4) provided the answer to research question 2
which dealt on the extent to which religion is capable of
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43
influencing students’ interpersonal relationship in school. With
the average mean of 3.33 and 0.55 of standard deviation for
male and 3.23 for female. The respondents reveal that: most
students prefer associating with those whom they feel they share
the same faith, Even in the class, the activities such as group
work, presentation, students prefer to belong to a group where
they share the same faith, they usually see themselves as
district persons due to their differences in religious affiliation,
students feel that certain societies, such as rotact clubs, lion
clubs are meant for only those who believe in a particular
religion, most students at times during students’ union’s
elections give support to those who belong to the same faith with
them and most students place more emphasis on religious
association more than the social association within the campus.
Research Question 3
To what extent does ethnic nationality influence students’
interpersonal relationship in school?
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44
Table 5 (male respondents) S/N ITEMS N= 1300 SD DECISION
13 Students prefer associating with
those who speak the same
mother tongue with them
3.60 0.49
14 Those who are unable to
communicate in the major
language are usually isolated.
3.60 0.49
15 Some times students
encourages their fellow students
who cannot speak their
language frequently
3.40 0.49
16 Is ethnic affiliation usually a
determinant factor for political
victory among students
3.80 0.47
17 Students prefer associating with
teacher who are of the same
tribe
3.60 0.50
18 Even admission of students are
usually based o ethnic affiliation
3.20 0.41
Overall mean 3.5 047
Table 6
Mean rating of female students on the extent does ethnic
nationality influence students’ interpersonal relationship in
school.
S/N ITEMS N=575
MEAN
SD DECISION
13 Students prefer associating
with those who speak the
same mother tongue with
them
3.40 0.49
14 Those who are unable to 3.80 0.47
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45
communicate in the major
language are usually
isolated.
15 Some times students
encourages their fellow
students who cannot speak
their language frequently
3.20 0.50
16 Is ethnic affiliation usually a
determinant factor for
political victory among
students
3.60 0.41
17 Students prefer associating
with teacher who are of the
same tribe
3.20 0.45
18 Even admission of students
are usually based on ethnic
affiliation
3.60 0.49
OVERALL MEAN 3.46 0.46
(Table 5&6) provided the answer to research question 3
which dealts on extent to which ethnic nationality influences
students interpersonal relationship in school. With the average
mean of 3.50 and 0.47 of standard deviation for male and 3.46
for female. The respondents reveal that: students prefer
associating with those who speak same mother tongue with
them, those who are unable to communicate in the major
language are usually isolated, some times students encourages
their fellow students who can not speak their language
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46
frequently, whether ethnic affiliation is usually a determinant
factor for political victory among student, students prefer
associating with teachers who are of the same tribe and even
admission of students are usually based on ethnic affiliation.
Research Question 4:
How would interpersonal relationship among students of
different cultural background be improved?
Table 7 (Male respondents)
S/N ITEMS N= 1300
MEAN
SD DECISION
19 Cultural integration will enable good
interpersonal relationship among
students of different cultural
background
4.00 0.00
20 Discouragement of use of native
language in the school
3.40 081
21 Equal treatment of the students
irrespective of cultural background
3.00 0.64
22 Inter-ethnic marriage is encouraged
among students
2.80 1.18
23 Respect for cultural values 2.60 1.03
24 Adoption of one language will
promote peaceful co-existence
3.00 0.91
Overall mean 3.1 0.76
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TABLE 8
Mean rating of female students on how would interpersonal
relationship among students of different cultural background be
improved.
S/N ITEMS N=575
MEAN
SD DECISION
19 Cultural integration will enable good
interpersonal relationship among
students of different cultural
background
3.00 0.00
20 Discouragement of use of native
language in the school
3.40 0.81
21 Equal treatment of the students
irrespective of cultural background
2.60 0.60
22 Inter-ethnic marriage is encouraged
among students
3.60 0.47
23 Respect for cultural values 3.00 0.40
24 Adoption of one language will
promote peaceful co-existence
2.80 0.45
OVERALL MEAN 3.06 0.45
Table 7&8, provided the answer to research question four
which dealts on ways of improving interpersonal relationship
among students of different cultural background with the
average mean of 3.1 for male and 3.06 for female. The
respondent unanimatously endorse the following: that cultural
integration will enable good interpersonal relationship among
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students of different cultural background, discouragement of
use of native language in the school, equal treatment of the
students irrespective of cultural background, inter-ethnic
marriage is encouraged among students, respect for cultural
values and adoption of one language will promote peaceful co-
existence.
Table 9
t-test analysis of the mean scores of male and female on
extent to which students of different cultural background relate
in school.
Variable N X SD df Calculated
t-value
Critical
t –value
Signif.
Level
Result
Male 1300 3.40 0.53 1873 0.262 1.960 0.05 Accept
Female 575 3.46 0.59
The above table showed, t-test analysis of the null
hypotheses which states that no significant difference exist
between the mean responses of male and female on the extent to
which students of different cultural background relate in school.
With the average mean scores of 3.40 and 3.46 for male and
female respectively with calculated t-value of 0.262 and critical
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49
t-value of 1.960 at 0.05 level of significance we therefore
accepted the null hypotheses.
Table 10
t-test analysis of the mean scores of male and female on to
what extent does religion influence students’ interpersonal
relationship in school.
Variable N X SD df Calculated
t-value
Critical
t –
value
Signif.
Level
Result
Male 1300 3.33 0.55 1873 0.262 1.960 0.05 Accept
Female 575 3.23 0.57
The above table showed, t-test analysis of the null
hypothesis which states that no significant difference in the
mean response of male and female respondents on the extent to
which religion is capable of influencing students’ interpersonal
relationship in school. With the average mean score of 3.33 and
3.23 for male and female respectively with calculated t-value of
1.262 and critical t-value of 1.960 at 0.05 level of significance,
we therefore accept the null hypothesis.
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50
Table 11
t-test analysis of mean scores of male and female on extent
does ethnic nationality influence students’ interpersonal
relationship in school.
Variable N X SD df Calculated
t-value
Critical
t –
value
Signif.
Level
Result
Male 1300 3.5 0.47 1873 1.741 1.960 0.05 Accept
Female 575 3.46 0.46
The above table showed, t-test analysis of the null
hypothesis which states that no significant difference in the
means response of male and female respondents on the extent to
which ethnic nationality is capable of influencing students’
interpersonal relationship in school. With the average mean
score of 3.5 and 3.46 for male and female respectively with
calculated t-value of 1.741 and critical t-value of 1.960 at 0.05
level of significance, we therefore accept the null hypothesis.
Table 12
t-test analysis of mean scores of male and female on How
would interpersonal relationship among students of different
cultural background be improved.
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51
Variable N X SD df Calculated
t-value
Critical
t –
value
Signif.
Level
Result
Male 1300 3.1 0.76 1873 0.261 1.960 0.05 Accept
Female 575 3.06 0.45
The above table showed, t-test analysis of the null
hypothesis which states no significant difference in the mean
response of male and female respondent on how interpersonal
relationship among student of different cultural background will
be improve. With the average mean score of 3.1 and 3.06 for
male and female respectively with calculated t-value of 0.261
and critical t-value of 1.960 at 0.05 level of significance, we
therefore accept the null hypothesis.
Summary of the Findings
From the results presented in this chapter, the following
major findings of the study were made:
1. Cultural background influences the level at which students
relates with one another in school.
2. Religion influences students’ interpersonal relationship in
school.
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52
3. Ethnic nationality and affiliation influences students’
interpersonal relationship in school.
4. Interpersonal relationship among students of different
background could be improved via cultural integration,
inter-ethnic marriage, respect for cultural values and
adoption of one language as mode of communication in
school.
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CHAPTER FIVE
Discussion, Conclusion and Summary
The research findings based on the data presented in
chapter four are interpreted and discussed in this chapter. The
outline of the chapter is as follows:
1. Discussion based on the findings.
2. Conclusion reached from the findings of the study.
3. Educational implications of the findings of the study
4. Recommendations
5. Limitations of the study
6. Suggestions for further research
7. Summary of the study.
Discussion of the Findings
Evidence obtained from this study as presented in table 2
reveals that cultural background influences the level of
relationship among college of Education students. This is as a
result of the positive mean scores of male and female
respondents 3.40 and 3.64 regarding the extent to which
students of different cultural background relates. There was no
significant difference between the opinion of male and female
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54
respondents. Therefore, based on the opinion of male and female
respondents, students interpersonal relationship depends on
their cultural background.
The findings of this study is in line with the work of
Onuoha, (2004) who describes cultural background as a
differences which exists among cultural groups each responding
to its norms and value. Hence, this difference may result to
unhealthy interaction among people deviance affiliation.
Results in table 9, also supported the above idea when it
reveals a no significant difference between the opinion of male
and female respondents regarding the extent to which cultural
background influence students interpersonal relationship in
school. Evidence in table three and four indicates that religion
influences students interpersonal relationship in school. With
the mean scores of 3.33 and 3.23 of male and female
respectively, the findings of this study is in line with the work
Charles (2010) who observed that language and religion affect
interpersonal relationship in different ways because people have
different languages and religion and this diversity make it
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55
difficulty for parties in interpersonal relationship to
communicate effectively.
The findings of this study as evidences in table 5 and 6
reveals that ethnic nationality/affiliation influences students
interpersonal relationship. With average mean of 3.50 and 3.46
for male and female respondents respectively, shows no
significant differences in the mean responses regarding the
extent to which ethnic nationality influences students
interpersonal relationship. The findings of this study is in line
with the work of Charles (2010) who re-treated that differences
in language background makes it difficult for parties in
interpersonal relationship to communicate effectively. For
instance, most employee in an organization are of deviance
language background, this thus result into poor communication
and hence poor interpersonal relationship. The author stress
that students comes from different cultural and language
background and this thus affect the communication pattern and
thus affect the interpersonal relationship.
Lastly, findings as evidences in table 7 and 8 showed that
with the average mean of 3.1 and 3.06 with the standard
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56
deviation of 0.76 and 0.45 respectively indicates that
interpersonal relationship among students of different cultural
background can be improved through cultural interaction, inter-
ethnic marriage, respect for cultural values and discouragement
of use of native language in school.
Conclusion of the study:
The findings and discussion of this study serves as the
basis for making the following conclusion. This study which
aims at find the extent with which cultural background
influences students’ interpersonal relationship in the federal
college of Education reveals that cultural background, religious
affiliations, ethnic affiliations determines the level of
interpersonal relations among college students. However, the
study went further to identify ways of solving this problems such
as cultural integration, inter-ethnic marriage, use of one
language as common language in school and discouragement of
use of native language in school.
Educational Implication of the Findings
The findings of study has the following educational
implications.
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1. It have been observed that one of the factors limiting good
interpersonal relationship among college students is
differences in cultural background. Therefore, school
managers, programme developers, curriculum designer
should endeavour to design politics that are capable of
taking care of these differences.
2. It have also be observed that religion plays very important
role in establishing cordial relationship among college
students, hence religions leaders should endeavour to
inform adherence to importance of physical co-existence.
3. From the study, the researcher also observed that despite
difference in cultural, religions and ethnic background,
these differences can be taken care of by ways of cultural
integration and inter-ethnic marriage.
Recommendations
Data collected from this study have been interpreted and
result discussed, based on discussion, its educational
implications were derived, hence the recommendation stated
below are as a result of these implications.
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1. Policy makers in educational industry should endeavour to
design a programme that is capable of accommodating all
and sundry irrespective of their differences.
2. The use of one official language is available.
3. Inter-ethnic marriage should be encourage, so as to clear
the double of fear of domination among vary ethnic group.
Limitation of the study
The following limitation was discernable in the course of
the study.
1. Inadequate funds compelled the researcher to make use of
limited number of respondents.
2. The validity of the data and consequently the results
depend very much on the honestly and the sincerity of the
respondents in making available the needed information.
3. The students used for this study was considered based on
their sex. Other factors like age, religious affiliation and
ethnic background were not considered and they may affect
the result of this study.
Nevertheless, inspite of this limitation, the study was deem to
have achieve its purpose.
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Suggestion for further study
Based on the findings of this study, the researcher suggest
that further research should be undertaken in the following
areas:
1. Influence of religious background on students
interpersonal relationship.
2. This same topic can be replicated in another area with
similar subject.
3. Co-relates of religion and ethnic affiliation on interpersonal
relationship among college workers.
Summary of study
The study investigated influence of cultural background on
students interpersonal relationship in Federal Colleges of
Education in Southeast geopolitical zone. The need for the study
arises due to problem initiated by differences in cultural
background among Nigerians at the leadership level which
seems to have exhibited its features in Nigerian students at
territory level. Four research questions and four null hypothesis
were formulated to guided the study. 24 researcher developed
items were designed and administrated to 1875 students of
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Federal Colleges of Education in South-East geopolitical zone.
The data collected was analysis using mean scores and standard
deviation, where a mean score of 2.50 was adopted as the base
line for acceptance and rejection. T-test statistics was used to
test the null hypothesis.
The Study found that: Cultural background influences the
level at which students relates with one another in school.
Religion influence students interpersonal relationship in school.
Ethnic nationality and affiliation influences students’
interpersonal relationship in school and interpersonal
relationship among students of different cultural background
could be improved via cultural integration, inter-ethnic
marriage, respect for cultural values and adaptation of one
language as a mode of communication in school. The finds have
some educational implications which were put into consideration
while making recommendation for the study.
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APPENDIX I QUESTIONNAIRE ON INFLUENCE OF CULTURAL BACKGROUND ON STUDENTS INTERPERSONAL
RELATIONSHIP IN FEDERAL COLLEGES OF EDUCATION IN SOUTH-EAST GEOPOLITICAL ZONE
Personal data of the respondent Please tick (√ ) as appropriate Status: Male ( ) Female ( ) Read through the following items and indicate the answer that best corresponds to your experience by ticking ( ) in the appropriate column, use the key stated below to answer the questions VGE = Very Great Extent GE = Great Extent LE = Little Extent VLE = Very Little Extent
CLUSTER DONE EXTENT TO WHICH STUDENT OF DIFFERENT CULTURAL BACKGROUND CO-
EXISTS IN SCHOOL
S/NO ITEMS VGE GE LE VLE
There is a cordial relationship among students in the school irrespective of their cultural background
Most student find it difficult to associate with other students who are not of the same language background
Collective task is readily achieved in the school due to de-emphasis of differences in cultural affiliation of students.
Many students live according to norms and values of their background as thus make integration uneasy.
S/NO ITEMS VGE GE LE VLE
Students prefer to live with those who are of the same cultural background
most students do not like to associate with those who are not of the same religion.
CLUSTER TWO
EXTENT TO WHICH RELIGION INFLUENCES STUDENT INTERPERSONAL RELATIONSHIP IN SCHOOL
Most students prefer associating with those whom they feel they share the same faith
Work presentation, students prefer to belong to a group where they share the same faith.
Students usually see themselves as district persons due to their differences in religious
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affiliation.
Student fell that certain societies, such as rotact clubs, lion club are meant for only those who believe in a particular religion.
Most students at times during student’s union’s elections give support those who belong to the same faith with them.
Most students place more emphasize on religious association more than the social association within the campus.
CLUSTER THREE
EXTENT TO WHICH ETHNIC NATIONALITY INFLUENCES STUDENTS’ INTERPERSONAL RELATIONSHIP IN SCHOOL
Students prefer associating with those who speak the same mother tongue with them.
Those who are unable to communicate in the major language are usually isolated.
Some times students encourages their fellow students who can not speak their language frequently.
Ethnic affiliation is usually a determinant factor for political victory among students.
Students prefer associating with teachers who are of the same tribe.
Even admission of students are usually based on ethnic affiliation.
CLUSTER FOUR
HOW TO IMPROVE INTERPERSONAL RELATIONSHIP AMONG STUDENTS OF DIFFERENT CULTURAL BACKGROUND
Cultural integration will enable good interpersonal relationship among students of different cultural background.
Discouragement of use of native language in the school
Equal treatment of the students irrespective of cultural background.
Inter-ethnic marriage is encouraged among students
Respect for cultural values
Adoption of one language will promote peaceful co-existence.
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APPENDIX II Determination of the reliability estimate of cluster A using
crombach alpha statistics. Extent to which students of
different cultural background co-exist in school.
X F FX X X-X (X-X)2 ∑F(X-X)2
52 3 156 31.31 20.69 428.08 1284.23
48 1 48 31.31 16.69 278.56 278.56
30 1 30 31.31 1.31 1.72 1.72
28 2 56 31.31 -3.31 10.92 21.91
26 3 78 31.31 -5.31 28.20 84.59
13 3 39 31.31 -18 335.26 1005.78
Total 13 407 2676.78
∑x ƒ x =407 X = ∑ ƒx ∑x
= 407 13 N = 31.31 SD ∑ƒ(x-N)2
X N-1 2676.78 13
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SD = 223.0 SD = 14.91
Variance = 223.07
a = alpha = n 1-∑s1) n s1
Where S = standard deviation
N = No of items of the instrument
S21 = variance of the total rating
S21 = 29.88
a n 1-∑s2
1 n-1 s2
1
a = 6 29.88 6-1 223.07 a 6 (0.33948984) 5 a = 1.083333x 0866051015
a = 0.72
Determination of the reliability estimate of cluster B using
crombach alpha statistics. Factors that militate against good
interpersonal relationship among students of different cultural
background.
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X F FX X X-X (X-X)2 ∑F(X-X)2
28 1 28 14.14 13.86 19210 192,10
15 1 15 14.14 0.86 0.74 0.74
9 2 18 14.14 -6.14 37.70 75.70
24 1 24 14.14 9.86 97.22 97.22
7 2 14 14.14 -7.14 50.96 101.96
25 1 6 14.14 -5.2 27.7 0.70
Total 8 105 14.4 467.42
∑ ƒx = 105 = ∑ ƒx ∑ ƒ = 105 8 14.14 SD = ∑ ƒ(x-n)2 x N-1 SD = 467.42 7.4 SD = 77.90 SD = 8.83 Variance = 77.90 a = n 1-∑s2
1
n s21
a = 6 1- 17.65
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6-1 77.90 a = 6 1-0.226605558 5 a = 1.1666667X0.7733
a = 0.7122935
a = 0.71
Determination of the reliability estimate of cluster C using
crombach alpha statistics. Extent to which school environment
promote good interpersonal relationship among students of
different cultural background.
X F FX X X-X (X-X)2 ∑F(X-X)2
24 1 24 16.9 7.1 50.41 50.41
6 2 12 16.9 -10.9 118.8 237.6
18 1 18 16.9 -1.1 1.21 1.21
8 2 16 16.9 -8.9 79.21 158.42
13 1 18 16.9 -3.9 15.21 15.21
26 1 52 16.9 9.1 82.81 82.81
Total 8 135 545.66
a = n 1-∑s21
n-1 s1
6 1- 17.64 6-1 77.95 a = 6 1-0.229229 5 a = 1.142 = 0.62
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Determination of the reliability estimate of cluster D using
crombach alpha statistics. How to improve interpersonal
relationship among students of different cultural background.
X F FX X X-X (X-X)2 ∑F(X-X)2
29 2 58 25.2 3.8 14.44 28.88
42 1 42 25.2 16.8 282.24 282.24
30 1 30 25.2 4.8 23.04 23.04
26 2 52 25.2 0.8 0.64 1.28
28 2 56 25.2 2.8 7.84 15.68
13 3 39 25.2 -12.2 148.84 446.52
Total 11 277 797.65
a = n 1-∑s21
n-1 s21
s2
1 = 17.86
n = 6
521 = 79.76
a = n 1-∑s21
n-1 s21
6 1- 17.86 a = 6-1 79.76 a = 6 1-0.2239212 5 a = 1.2 0.7760788 a = 0.69