Perception of school discipline and compliance with rules and regulations among public university students in Cross River state, Nigeria

Introduction: Tackling students’ non-compliance with school rules and regulations to ensure the attainment of the goals of higher education has become imperative. Purpose: This paper examined the influence of perception of school discipline on compliance with rules and regulations among university students in Cross River State. Methodology: The study adopted survey design. Purposive and accidental sampling techniques were used in selecting two public universities and the study participants numbering 431 undergraduates. Two hypotheses guided the study while data was collected using questionnaire. The instrument was duly validated and reliability established using Cronbach Alpha reliability test which yielded .84 and .83 values for perception of school discipline and compliance with school rules and regulation sub-scales respectively. Data collected were analysed using population t-test for hypothesis 1 and linear regression for hypothesis 2 at .05 level of significance. Results: Results of analyses revealed that the level of undergraduates’ compliance to rules and regulations in Cross River is significantly high and that perception of school discipline significantly contributes to compliance with school rules and regulations among undergraduates. Conclusion: In view of the results it was concluded that university undergraduates have a high level of compliance to school rules and regulations. Furthermore this compliance is impacted by their perception of school discipline. Recommendations: Universities should intentionally make students aware of school rules and regulations. Furthermore students should be involved in taking decisions in matters of discipline that concern them. This will further enhance their compliance to rules and regulations

Cumulative Rehearsal and Auditory Verbal Memory of Persons with Down Syndrome

One of the characteristics of persons with Down syndrome is poor memory, especially the Auditory-Verbal Memory (AVM). Lack of verbal memory among persons with Down syndrome is one major factor that inhibits learning. This is why the effort towards enhancing AVM of persons with Down syndrome is evolving. This study, therefore, investigated the efficacy of cumulative rehearsal on auditory verbal memory of persons with Down syndrome with speech production and gender as moderator variables. A 2 x 2 x 2 factorial matrix of pretest-posttest control group experimental design was used in the study. A sample of thirty participants was drawn from a population of 44 persons with Down syndrome and randomly assigned to control and experimental groups in two special schools; National Orthopaedic Special School, Igbobi, and Modupe Cole Memorial Childcare and Treatment Home/School, Akoka. Data was collected using a validated self-developed instrument, Auditory Verbal Memory Assessment Scale (AVMAS) (r-0.86). Two hypotheses were tested using ANCOVA. Findings from the study revealed that: cumulative rehearsal therapy significantly impacted the auditory-verbal memory of persons with Down syndrome, with significant improvement observed. There was no significant interaction effect of speech level and gender with the therapy. It was thus concluded that cumulative rehearsal therapy is effective in enhancing auditory-verbal memory and so recommended for the improvement of AVM of persons with Down syndrome