COPING AND SURVIVAL STRATEGIES ADOPTED BY UNDERGRADUATE STUDENTS OF FEDERAL COLLEGE OF EDUCATION PANKSHIN, PLATEAU STATE.

TABLE OF CONTENT
Contents Pages
Title page – – – – – – – – – – -i
Declaration – – – – – – – – – – ii
Approval page – – – – – – – – – – iii
Table of contents – – – – – – – – – iv
Abstract – – – – – – – – – – v
CHAPTER ONE
INTRODUCTION
1.1 Background of the study – – – – – – – – 1
1.2 Statement of the problem – – – – – – – – 5
1.3 Research Questions – – – – – – – – 7
1.4 Hypothesis – – – – – – – – – 7
1.5 Research objectives – – – – – – – – 8
1.6 Significance of the study – – – – – – – – 8
1.7 Scope of the study – – – – – – – – – 9
1.8 Definition of terms – – – – – – – – 9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction – – – – – – – – – 10
2.2 Review of Literature – – – – – – – – 10
2.3 coping and survival strategies adopted by undergraduate students in federal college of education pankshin. – – – – – – – – – 11
2.4 Factors that account for the adoption of these coping
And survival strategies. – – – – – – – – 15
2.5 Effectiveness Of These Coping And Survival Strategies And How It Working Per Federal College 0f Education Pankshin. – – – – – – – 17
2.6 Consequences Of The Coping And Survival Strategies Adopted By Federal College Of Education Pankshin. – – – – – – – – – 18
2.7 Review of Theoretical Literature – – – – – – 21
2.8 Merton theory of adaptation (Means ends theory). – – – – 21
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction – – – – – – – – – 24
3.1 Research Design – – – – – – – – 24
3.2 Population and Sampling Procedures – – – – – – 24
3.3 Instrument for Data Collection – – – – – – 25
3.4 Validity of Reliability of the Instrument – – – – – 26
3.5 Method of Data Analysis – – – – – – – 26
CHAPTER FOUR
DATA PRESENTATION AND DISCUSSION OF RESULTS
4.0 Introduction – – – – – – – – – 28
4.1 Data Analysis – – – – – – – – – 28
4.2 Hypothesis Analysis – – – – – – – – 40
4.3 hypothesis – – – – – – – – – 40
CHAPTER FIVE
SUMMARY, DISCUSSION OF MAJOR FINDINGS, CONCLUSION, RECOMMENDATIONS AND SUGGESTION
5.1 Summary – – – – – – – – – 45
5.2 Discussions of Findings – – – – – – – 46
5.3 Conclusion – – – – – – – – – 48
5.4 Recommendations – – – – – – – – 49
5.5 Suggestion for Further Studies – – – – – – 49
APPENDIX – – – – – – – – – – 50
REFERENCES – – – – – – – – –

Abstract
This project focused on the coping and survival strategies adopted by undergraduate students in federal college of education pankshin. In order to achieve the objectives, five research questions and two hypothesis were formulated. The design of the study was descriptive survey design and the population of the study consist of all the undergraduate students of federal college of education Pankshin Approximately 100 persons of The instrument was structured to be a four point scale. Mean score statistic was used to answer the research questions, while the formulated hypotheses were tested with simple percentage method of data analysis at 0.05 level of significance. The finding further revealed that more attention should be paid to improve the method of parents and guidance to advice on the kind of environment to study within the college or campus. In addition, the findings revealed that Some kind of students support should be available in the form of guidance to help in coping and survival strategy to educate the students about the consequences of the way the live on campus, It was further recommended that the students should adopt a healthy coping and survival strategy in the context of having a physical, psychological and spiritual wellbeing. This will go a long way in achieving the goals and objective of education.

CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
College life can be stressful, although it is undoubtedly one of the most memorable experiences in one’s life. It represents a critical development period for both adolescents and young adults (chikering 2003, pg 2) movement between chases of education for many students can be a stressful experience when transcending from secondary school to higher education, students are required to adopt to an environment that not once changes in respect of academic requirements but also in personal independence (Edward 2003). During this period students face many challenges such as movement from home as well as intellectual changes (e.g more demanding coursework). (Schunk and Pajares 2002). Many undergraduates’ students undergo considerable stress due to the demands associated with change healing home, becoming independent decision makers and competing against new students (Altmaler, 2004). Some undergraduate students can see this transitions as a positive experience that can be exciting, whereas others seem to be threatened by this change.
In light of (weight 2002) stated that university students are done to stress due to the transitional nature of university life. Stress seems be an especially common challenges for number of reasons. Some of the sources of stress include but are not limited to non-availability of sources of funding, scholarship, access to educational books, accommodation, conducive learning environment in terms of lecture halls, lecture theatre, shortage of academic staffs, protecting power supply and water supply, high price of food stuffs and many others.
To add to this dilemma, they have to cope with financial problems thus compelling them to work either full time or part time to support themselves and make a living, also giving the rate of poverty among students (Asyan, Hamarat, Simons, Steel and Thompson, 2002).
(Hudd, Yakozuka 2000) have posited that the role conflict is a common part of post-secondary education experienced as such, they suggested that students must learn to balance the competing demands of academics, developing new contacts and being responsible for their daily needs. According to (Ross 2002) there are several explanations for increased stress levels in college students; first students have to make significant adjustments to college life, secondly because of the pressure of studies there is strain placed on interpersonal relationships, thirdly, holleringarrangements and changing life style contribute to stress experienced by college students. Besides these, students in college experience stress related to academic requirements, support system and ineffective coping skills.
Coping can be defined as an individual’s cognitive and behavioral strategies to manage, reduce or tolerate the external demands uncounted in any situation (Crocker 2002, Folkman and Lazarus 2004) and is reflected in the self-protection strategies adopted by individual.
Three distinct categories of coping can be identified: appraisal focused coping strategies (adaptive cognitive) problem focused coping strategies (adaptive behavioral) and emotional focused coping strategies.
1. Appraisal focused coping strategies: these strategies occur when the person modifies the way they think, for example, employing denial or distancing oneself from the problem. People may alter way they think about a problem by altering their goals and values such as by seeing the humors in a situation.
2. Problem focused coping strategies: are strategies that try to deal with the cause of their problem. They do this by finding out information on the problems and learning new skills to manage them. Problems focused coping is aimed at eliminating the source of the stress.
3. Emotional focused strategies: involves realizing pent-up emotion, distracting oneself, managing hostile feelings, meditating or using systematic relaxation procedures emotion coping “is oriented toward managing the emotions that accompany the perception of stress”. (folkman and Lazarus 2004, Pg 12-13).
The above mentioned coping methods are scars and in determining the coping strategies of students.
Ineffective use of time can also be seen as another form of stress. Among the major task facing the modern day youth as how best to manage their time productively.
With the Rethora of problems facing the Nigerian undergraduates, it becomes necessary to find out how an undergraduate spends his/her time; being one of the limited resources used on the achievement of life goals. (Williams 2002:pg22) in addition to classroom of the transition process include: developing survival skills (e.g money and time managing skills, personal good setting); developing the self-discipline to just do it when a task or obligation was recognized; taking responsibility wellbeing and developing a clearer understanding of oneself and one’s goals through interaction with department and peers who held goals, attitude or values different from the students. Through the transition period to college for students is quite demanding it is not equally stressful for all options for investigating survival in this environment would include looking at the way in which a student’s cope with the stress of college which may also have an effect on their means of survival to the college environment (De Grauw and Nocross, 2000). Economic and financial wellbeing also tends to effect the coping and survival strategies adopted by the students in Federal College of Education, Pankshin.
1.2 Statement of Research Problem
The sinuousness of poverty among Nigerian college students is succinctly expressed by (Dalvodu 2000); presidents of the lamented that the Lagos state students. He lamented that the Lagos state government has not responded to the needs of students for financial assistance, leading to the increase in failure rate among them. The scenario pointed by (Dawodu 2000) pervades Nigeria tertiary education system. In this respect students these days engage in armed robbery to make ends meet, moreover, prostitution among the females as a survival strategy is rather not emphasized.
This has been a topical issues in federal college of education pankshin where most students engage in several criminal immoral acts to make ends meet. (Olugbile, Abu and Adelakun 2008), opened that sexual promiscuity is very rampant in our tertiary institutions average compels has several network. Most of these students stand outside their hostels and halls to soli at for business. The hardened one’s who their campuses as too boring do not operate inside the tertiary campuses. The brazenly lake their trade directly to their customers at night to nearby cities, clubs or hot spot that would give them maximum exposure to men who will like to patronize them, and the money gotten is used to meet academic demands and to tend themselves.
There are many students who have to work while in school in order to pay their way through college. This can pose a number of hazards for students when students have to work late at night and then do not have the time to study. This can then reflect on their academic work and on their grades. “More time spend at work can encroach on time otherwise available for studying” (Trockel, Barnes and Egget 2000, pg: 131).
The Nigerian tertiary students presently live under horrible condition on campus. Their accommodation is believed to be so bad and insanitary, congested and overcrowded impleading the capability to learn effectively. Some had to go live off campus stay five to a room or more. But with the issue of the removal of subsidy on fuel, and recently like in price of transportation, and also given the security challenge, students have to trek down to school as to reduce cost and others have to move back to the campus to squat therefore, increasing the number of students to a room which adds to the overcrowding nature that already exist (Scott 2003). And students find it difficult to have privacy that one’s room guarantees, such as having siesta after class during the day. Also in this overcrowded room students are exposed to some health infections like respiratory diseases.
The study of coping and survival strategies involves an assessment of how students make ends meet outside their homes with little or no interference from their parents.
1.3 Research Questions
1. What are the coping and survival strategies adopted by undergraduates students in Federal College of Education Pankshin.
2. What are the factors that account for the adoption of these coping survival strategies among Federal College of Education Pankshin.
3. How effective are these coping and survival strategies working for students in Federal College of Education Pankshin.
4. What are the consequences of the adoption of these coping and survival strategies on the Federal College of Education Pankshin undergraduate’s students?

1.4 Hypothesis
The null and alternative are stated below and will be tested at 2 = 0.05 level of significance.
1. Null hypothesis (Ho): there is no significance relationship between the coping and survival strategies among undergraduates students of Federal College of Education Pankshin.
2. Alternative hypothesis (Ha): there is a significance relationship between the coping and survival strategies among undergraduate students of Federal College of Education Pankshin.
1.5 Research Objectives
The general objectives of this research are to examine the coping and survival strategies among undergraduate’s students of Federal College of Education Pankshin. Has four objectives which are:
1. To examine the coping and survival strategies adopted by undergraduate students in Federal College of Education Pankshin.
2. To identify that factors that account for adoption of these coping and survival strategies among Federal College of Education Pankshin undergraduates students.
3. To ascertain how effective these coping and survival strategies are working for students in Federal College of Education Pankshin.
4. To critically examine the consequences of the adoption of the coping and survival strategies adopted by Federal College of Education Pankshin undergraduate students.

1.6 Significance of the Study
The study assess the coping and survival strategies among undergraduate students in Federal College of Education Pankshin. The study reveals the survival strategies adopted by undergraduates, those factors responsible for the adoption of survival strategies.
The study also examine the effectiveness of these strategies on student’s survival strategies. It reveals certain consequences uncounted by students as linked to the adoption of these survival strategies.
Finally the study may serve, both as reference and resource material to anyone conducting future research on related issues.
1.7 Scope and Limitations of the Study
This study is conducted within Federal College of Education Pankshin, it is limited to undergraduate students.
The confinement of the study of Federal College of Education Pankshin.is largely informed by limited time and economic constraint.
1.8 Operational Definitions of Terms
(FCE) Pankshin: Federal College of Education Pankshin.
Coping: As an individual cognitive and behavioral strategies to manage reduce or tolerate the external demand encounter in any situation.
SAP:Structural adjustment program
(UBE): Universal Basic Education
(UPE): Universal Primary Education.

COPING AND SURVIVAL STRATEGIES ADOPTED BY UNDERGRADUATE STUDENTS OF FEDERAL COLLEGE OF EDUCATION PANKSHIN, PLATEAU STATE.

TABLE OF CONTENT
Contents Pages
Title page – – – – – – – – – – -i
Declaration – – – – – – – – – – ii
Approval page – – – – – – – – – – iii
Table of contents – – – – – – – – – iv
Abstract – – – – – – – – – – v
CHAPTER ONE
INTRODUCTION
1.1 Background of the study – – – – – – – – 1
1.2 Statement of the problem – – – – – – – – 5
1.3 Research Questions – – – – – – – – 7
1.4 Hypothesis – – – – – – – – – 7
1.5 Research objectives – – – – – – – – 8
1.6 Significance of the study – – – – – – – – 8
1.7 Scope of the study – – – – – – – – – 9
1.8 Definition of terms – – – – – – – – 9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction – – – – – – – – – 10
2.2 Review of Literature – – – – – – – – 10
2.3 coping and survival strategies adopted by undergraduate students in federal college of education pankshin. – – – – – – – – – 11
2.4 Factors that account for the adoption of these coping
And survival strategies. – – – – – – – – 15
2.5 Effectiveness Of These Coping And Survival Strategies And How It Working Per Federal College 0f Education Pankshin. – – – – – – – 17
2.6 Consequences Of The Coping And Survival Strategies Adopted By Federal College Of Education Pankshin. – – – – – – – – – 18
2.7 Review of Theoretical Literature – – – – – – 21
2.8 Merton theory of adaptation (Means ends theory). – – – – 21
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction – – – – – – – – – 24
3.1 Research Design – – – – – – – – 24
3.2 Population and Sampling Procedures – – – – – – 24
3.3 Instrument for Data Collection – – – – – – 25
3.4 Validity of Reliability of the Instrument – – – – – 26
3.5 Method of Data Analysis – – – – – – – 26
CHAPTER FOUR
DATA PRESENTATION AND DISCUSSION OF RESULTS
4.0 Introduction – – – – – – – – – 28
4.1 Data Analysis – – – – – – – – – 28
4.2 Hypothesis Analysis – – – – – – – – 40
4.3 hypothesis – – – – – – – – – 40
CHAPTER FIVE
SUMMARY, DISCUSSION OF MAJOR FINDINGS, CONCLUSION, RECOMMENDATIONS AND SUGGESTION
5.1 Summary – – – – – – – – – 45
5.2 Discussions of Findings – – – – – – – 46
5.3 Conclusion – – – – – – – – – 48
5.4 Recommendations – – – – – – – – 49
5.5 Suggestion for Further Studies – – – – – – 49
APPENDIX – – – – – – – – – – 50
REFERENCES – – – – – – – – –

Abstract
This project focused on the coping and survival strategies adopted by undergraduate students in federal college of education pankshin. In order to achieve the objectives, five research questions and two hypothesis were formulated. The design of the study was descriptive survey design and the population of the study consist of all the undergraduate students of federal college of education Pankshin Approximately 100 persons of The instrument was structured to be a four point scale. Mean score statistic was used to answer the research questions, while the formulated hypotheses were tested with simple percentage method of data analysis at 0.05 level of significance. The finding further revealed that more attention should be paid to improve the method of parents and guidance to advice on the kind of environment to study within the college or campus. In addition, the findings revealed that Some kind of students support should be available in the form of guidance to help in coping and survival strategy to educate the students about the consequences of the way the live on campus, It was further recommended that the students should adopt a healthy coping and survival strategy in the context of having a physical, psychological and spiritual wellbeing. This will go a long way in achieving the goals and objective of education.

CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
College life can be stressful, although it is undoubtedly one of the most memorable experiences in one’s life. It represents a critical development period for both adolescents and young adults (chikering 2003, pg 2) movement between chases of education for many students can be a stressful experience when transcending from secondary school to higher education, students are required to adopt to an environment that not once changes in respect of academic requirements but also in personal independence (Edward 2003). During this period students face many challenges such as movement from home as well as intellectual changes (e.g more demanding coursework). (Schunk and Pajares 2002). Many undergraduates’ students undergo considerable stress due to the demands associated with change healing home, becoming independent decision makers and competing against new students (Altmaler, 2004). Some undergraduate students can see this transitions as a positive experience that can be exciting, whereas others seem to be threatened by this change.
In light of (weight 2002) stated that university students are done to stress due to the transitional nature of university life. Stress seems be an especially common challenges for number of reasons. Some of the sources of stress include but are not limited to non-availability of sources of funding, scholarship, access to educational books, accommodation, conducive learning environment in terms of lecture halls, lecture theatre, shortage of academic staffs, protecting power supply and water supply, high price of food stuffs and many others.
To add to this dilemma, they have to cope with financial problems thus compelling them to work either full time or part time to support themselves and make a living, also giving the rate of poverty among students (Asyan, Hamarat, Simons, Steel and Thompson, 2002).
(Hudd, Yakozuka 2000) have posited that the role conflict is a common part of post-secondary education experienced as such, they suggested that students must learn to balance the competing demands of academics, developing new contacts and being responsible for their daily needs. According to (Ross 2002) there are several explanations for increased stress levels in college students; first students have to make significant adjustments to college life, secondly because of the pressure of studies there is strain placed on interpersonal relationships, thirdly, holleringarrangements and changing life style contribute to stress experienced by college students. Besides these, students in college experience stress related to academic requirements, support system and ineffective coping skills.
Coping can be defined as an individual’s cognitive and behavioral strategies to manage, reduce or tolerate the external demands uncounted in any situation (Crocker 2002, Folkman and Lazarus 2004) and is reflected in the self-protection strategies adopted by individual.
Three distinct categories of coping can be identified: appraisal focused coping strategies (adaptive cognitive) problem focused coping strategies (adaptive behavioral) and emotional focused coping strategies.
1. Appraisal focused coping strategies: these strategies occur when the person modifies the way they think, for example, employing denial or distancing oneself from the problem. People may alter way they think about a problem by altering their goals and values such as by seeing the humors in a situation.
2. Problem focused coping strategies: are strategies that try to deal with the cause of their problem. They do this by finding out information on the problems and learning new skills to manage them. Problems focused coping is aimed at eliminating the source of the stress.
3. Emotional focused strategies: involves realizing pent-up emotion, distracting oneself, managing hostile feelings, meditating or using systematic relaxation procedures emotion coping “is oriented toward managing the emotions that accompany the perception of stress”. (folkman and Lazarus 2004, Pg 12-13).
The above mentioned coping methods are scars and in determining the coping strategies of students.
Ineffective use of time can also be seen as another form of stress. Among the major task facing the modern day youth as how best to manage their time productively.
With the Rethora of problems facing the Nigerian undergraduates, it becomes necessary to find out how an undergraduate spends his/her time; being one of the limited resources used on the achievement of life goals. (Williams 2002:pg22) in addition to classroom of the transition process include: developing survival skills (e.g money and time managing skills, personal good setting); developing the self-discipline to just do it when a task or obligation was recognized; taking responsibility wellbeing and developing a clearer understanding of oneself and one’s goals through interaction with department and peers who held goals, attitude or values different from the students. Through the transition period to college for students is quite demanding it is not equally stressful for all options for investigating survival in this environment would include looking at the way in which a student’s cope with the stress of college which may also have an effect on their means of survival to the college environment (De Grauw and Nocross, 2000). Economic and financial wellbeing also tends to effect the coping and survival strategies adopted by the students in Federal College of Education, Pankshin.
1.2 Statement of Research Problem
The sinuousness of poverty among Nigerian college students is succinctly expressed by (Dalvodu 2000); presidents of the lamented that the Lagos state students. He lamented that the Lagos state government has not responded to the needs of students for financial assistance, leading to the increase in failure rate among them. The scenario pointed by (Dawodu 2000) pervades Nigeria tertiary education system. In this respect students these days engage in armed robbery to make ends meet, moreover, prostitution among the females as a survival strategy is rather not emphasized.
This has been a topical issues in federal college of education pankshin where most students engage in several criminal immoral acts to make ends meet. (Olugbile, Abu and Adelakun 2008), opened that sexual promiscuity is very rampant in our tertiary institutions average compels has several network. Most of these students stand outside their hostels and halls to soli at for business. The hardened one’s who their campuses as too boring do not operate inside the tertiary campuses. The brazenly lake their trade directly to their customers at night to nearby cities, clubs or hot spot that would give them maximum exposure to men who will like to patronize them, and the money gotten is used to meet academic demands and to tend themselves.
There are many students who have to work while in school in order to pay their way through college. This can pose a number of hazards for students when students have to work late at night and then do not have the time to study. This can then reflect on their academic work and on their grades. “More time spend at work can encroach on time otherwise available for studying” (Trockel, Barnes and Egget 2000, pg: 131).
The Nigerian tertiary students presently live under horrible condition on campus. Their accommodation is believed to be so bad and insanitary, congested and overcrowded impleading the capability to learn effectively. Some had to go live off campus stay five to a room or more. But with the issue of the removal of subsidy on fuel, and recently like in price of transportation, and also given the security challenge, students have to trek down to school as to reduce cost and others have to move back to the campus to squat therefore, increasing the number of students to a room which adds to the overcrowding nature that already exist (Scott 2003). And students find it difficult to have privacy that one’s room guarantees, such as having siesta after class during the day. Also in this overcrowded room students are exposed to some health infections like respiratory diseases.
The study of coping and survival strategies involves an assessment of how students make ends meet outside their homes with little or no interference from their parents.
1.3 Research Questions
1. What are the coping and survival strategies adopted by undergraduates students in Federal College of Education Pankshin.
2. What are the factors that account for the adoption of these coping survival strategies among Federal College of Education Pankshin.
3. How effective are these coping and survival strategies working for students in Federal College of Education Pankshin.
4. What are the consequences of the adoption of these coping and survival strategies on the Federal College of Education Pankshin undergraduate’s students?

1.4 Hypothesis
The null and alternative are stated below and will be tested at 2 = 0.05 level of significance.
1. Null hypothesis (Ho): there is no significance relationship between the coping and survival strategies among undergraduates students of Federal College of Education Pankshin.
2. Alternative hypothesis (Ha): there is a significance relationship between the coping and survival strategies among undergraduate students of Federal College of Education Pankshin.
1.5 Research Objectives
The general objectives of this research are to examine the coping and survival strategies among undergraduate’s students of Federal College of Education Pankshin. Has four objectives which are:
1. To examine the coping and survival strategies adopted by undergraduate students in Federal College of Education Pankshin.
2. To identify that factors that account for adoption of these coping and survival strategies among Federal College of Education Pankshin undergraduates students.
3. To ascertain how effective these coping and survival strategies are working for students in Federal College of Education Pankshin.
4. To critically examine the consequences of the adoption of the coping and survival strategies adopted by Federal College of Education Pankshin undergraduate students.

1.6 Significance of the Study
The study assess the coping and survival strategies among undergraduate students in Federal College of Education Pankshin. The study reveals the survival strategies adopted by undergraduates, those factors responsible for the adoption of survival strategies.
The study also examine the effectiveness of these strategies on student’s survival strategies. It reveals certain consequences uncounted by students as linked to the adoption of these survival strategies.
Finally the study may serve, both as reference and resource material to anyone conducting future research on related issues.
1.7 Scope and Limitations of the Study
This study is conducted within Federal College of Education Pankshin, it is limited to undergraduate students.
The confinement of the study of Federal College of Education Pankshin.is largely informed by limited time and economic constraint.
1.8 Operational Definitions of Terms
(FCE) Pankshin: Federal College of Education Pankshin.
Coping: As an individual cognitive and behavioral strategies to manage reduce or tolerate the external demand encounter in any situation.
SAP:Structural adjustment program
(UBE): Universal Basic Education
(UPE): Universal Primary Education.