Climate Change Impacts, Socio-Demographic Securities and Graduate Student’s Perceived Academic Achievements in The University of Calabar, Nigeria
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Abstract
This paper explores the interrelationship between climate change impacts, socio-demographic securities and perceived academic achievements of graduate students in the University of Calabar, Nigeria. This study adopted mix method using correlation survey and secondary data from other research materials. Three research objectives were pursued and translated into three research questions and three null hypotheses. Stratified and proportional random sampling technique was used to select a sample of 462 graduate students (masters and doctoral programs) from 6 faculties and 18 departments. Data was collected using a structured questionnaire designed by the researchers in three sections and validated by experts in Test and Measurement in the University of Calabar. The researchers personally administered the instruments and collected same on the spot. Simple percentage, Pearson Product Moment Correlation and multiple regressions were used for data analyses. Result of the analyses shows that there is a significant relationship between climate change impacts and graduates student’s socio-demographic securities (r-cal - 0.333, r-crit- .000, 0.05 and 460 df), the second hypothesis also shows a significant relationship between graduate students socio-demographic securities and their perceived academic achievement (r-cal-.973, r-crit-0.00, 0.05, 460 df). While the third hypothesis was analyzed using multiple regression which shows that the 5 factors identified all contribute to influence graduate student’s academic achievements in the University of Calabar, Nigeria. It was concluded that climate change has a significant influence on the socio-demographic securities of graduate students and also on their academic achievements in the University of Calabar. It was recommended among others that there should be climate smart infrastructural improvements, targeted financial support and the integration of climate resilience into educational policies and the introduction of climate change education into the general study courses in the university.
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