This research is organized and released as follow:
Chapter 1: Introduction to Academic Development of Students
Chapter 2: Review of the Effects of Marital Conflict on Academic Development of Students
Chapter 3: Methodology, population & Sample
Chapter 4: Analysis of Results and Test of Hypotheses
Chapter 5: Conclusion & Recommendations
4.1 Data Presentation
This chapter presents the results of the data analysis. On the whole, two hundred and twenty-five (225) copies of the questionnaire were distributed. One hundred and eighty-five (185) copies of the questionnaire were completed and returned by the teachers. This gave a percentage return of 82.2% as shown in the table below.
Table 4.1.1 Total Number of Questionnaires Distributed and Percentage Returned
| No. Distributed | No. Returned | % Returned |
| 225 | 185 | 82.2% |
The returned questionnaire consists of 90 male and 95 female respondents. These questionnaires provided data for analysis. The respondents’ responses were tallied showing frequency distributions, means, and pooled means. The presentation of results is done below on the research questions posed.
4.2 Research Question One
Do marital conflicts have effects on the academic development of students in church-administered S.S.S in the Umuahia education zone?
Table 4.2a below gives the summary of the male responses on the effects of marital conflicts on the academic performance of students in church-administered Senior Secondary Schools (SSS) in the Umuahia education zone while table 4.2b gives the summary of female responses.
| Table 4.2a: Mean Rating of Male Teacher’s Responses on Effects of Marital Conflict on Academic Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It has effects on cognitive development of students | 248 | 30 | 12 | 12 | 302 | 3.36 | Positive | 3.14 |
| B | It has effects on affective development of students | 200 | 112 | 10 | 21 | 273 | 3.03 | Positive | |
| C | It has effects on psychomotor development of students | 168 | 63 | 30 | 12 | 273 | 3.03 | Positive |
Test of Hypotheses
Decision Rule: The mean of 2.50 and above is considered positive and below 2.50 negative. The table above shows acceptance that marital conflict affects cognitive (3.36), affective (3.03), and psychomotor (3.03) developments of students.
| Table 4.2b: Mean Rating of Female Teacher’s Responses on Effects of Marital Conflict on Academic Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It has effects on cognitive development of students | 204 | 96 | 12 | 6 | 318 | 3.38 | Positive | 3.30 |
| B | It has effects on affective development of students | 212 | 76 | 12 | 10 | 310 | 3.26 | Positive | |
| C | It has effects on psychomotor development of students | 208 | 78 | 14 | 10 | 310 | 3.26 | Positive |
Test of Hypotheses
Decision Rule: The mean of 2.50 and above is considered positive while the mean below 2.50 is considered negative.
Tables 4.2a and 4.2b above show that all the items and their pooled mean are positive, it is therefore concluded that male and female teachers agree that marital conflict affects the academic development of students in Church-administered Senior Secondary Schools. Table 4.2c below shows the summary of the mean ratings of the male and female teachers on marital conflict and academic development.
Table 4.2c: Summary of Male and Female Teachers’ Mean Ratings
| Male Teachers | Female Teachers | ||||
| Item No. | Statements | Mean | Decision | Mean | Decision |
| A | It has effects on the cognitive development of students | 3.36 | Positive | 3.38 | Positive |
| B | It has effects on affective development of students | 3.03 | Positive | 3.26 | Positive |
| C | It has effects on the psychomotor development of students | 3.03 | Positive | 3.26 | Positive |
| Total | 9.42 | 9.90 | |||
| Pooled Mean | 3.14 | Positive | 3.30 | Positive |
4.3 Research Question Two
Do marital conflicts have effects on the psychomotor development of students in church-administered S.S.S. in Umuahia education zone?
Table 4.3a below gives the summary of the male responses on the effects of marital conflicts on psychomotor development of students in church-administered Senior Secondary Schools (SSS) in the Umuahia education zone while table 4.3b gives the summary of female responses.
| Table 4.3a: Mean Rating of Male Teacher’s Responses on Effects of Marital Conflict on Psychomotor Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It leads to poor attendance to lectures | 120 | 84 | 20 | 12 | 236 | 2.62 | Positive | 3.07 |
| B | It leads to student mobility and referrals for behavioral problems | 200 | 45 | 10 | 20 | 275 | 3.06 | Positive | |
| C | It leads to suspension from school as affected students show behavioral problems | 180 | 90 | 20 | 5 | 295 | 3.28 | Positive | |
| D | It leads to unwillingness to experiment with new concepts | 188 | 93 | 14 | 5 | 300 | 3.33 | Positive |
| Table 4.3b: Mean Rating of Female Teacher’s Responses on Effects of Marital Conflict on Psychomotor Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It leads to poor attendance to lectures | 140 | 117 | 30 | 6 | 293 | 3.08 | Positive | 3.19 |
| B | It leads to student mobility and referrals for behavioral problems | 160 | 117 | 20 | 6 | 303 | 3.19 | Positive | |
| C | It leads to suspension from school as affected students show behavioral problems | 164 | 120 | 18 | 5 | 307 | 3.23 | Positive | |
| D | It leads to unwillingness to experiment with new concepts | 168 | 120 | 16 | 5 | 309 | 3.25 | Positive |
Test of Hypotheses
Decision Rule: The mean of 2.50 and above is considered positive while the mean below 2.50 is considered negative.
Tables 4.3a and 4.3b above show that all the items and their pooled mean are positive, it is therefore concluded that male and female teachers agree that marital conflict affects the psychomotor development of students in Church-administered Senior Secondary Schools. It leads to poor attendance to lectures, students’ mobility, and referrals for behavioral problems, suspension from school, and unwillingness to experiment with new concepts. Table 4.3c below shows the summary of the mean ratings of the male and female teachers on marital conflict and psychomotor development.
Table 4.3c: Summary of Male and Female Teachers’ Mean Ratings
| Male Teachers | Female Teachers | ||||
| Item No. | Statements | Mean | Decision | Mean | Decision |
| A | It leads to poor attendance at lectures | 2.62 | Positive | 3.08 | Positive |
| B | It leads to student mobility and referrals for behavioral problems | 3.06 | Positive | 3.19 | Positive |
| C | It leads to suspension from school as affected students show behavioral problems | 3.28 | Positive | 3.23 | Positive |
| D | It leads to an unwillingness to experiment with new concepts | 3.33 | Positive | 3.25 | Positive |
| Total | 12.29 | 12.75 | |||
| Pooled Mean | 3.07 | Positive | 3.19 | Positive |
4.4 Research Question Three
Do marital conflicts have effects on the cognitive development of students in church-administered S.S.S. in Umuahia education zone?
Table 4.4a below gives the summary of the male responses on the effects of marital conflicts on the cognitive development of students in church-administered Senior Secondary Schools (SSS) in the Umuahia education zone while table 4.4b gives the summary of female responses.
| Table 4.3.1: Mean Rating of Male Teacher’s Responses on Effects of Marital Conflict on Cognitive Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It leads to various learning difficulties | 156 | 90 | 30 | 9 | 285 | 3.17 | Positive | 3.11 |
| B | It imposes temporal interruption in the learning process | 172 | 99 | 14 | 7 | 292 | 3.24 | Positive | |
| C | It leads to a lack of learning materials as such parents suffer from insufficient income | 144 | 108 | 16 | 10 | 278 | 3.09 | Positive | |
| D | It affects the students’ class participation | 140 | 105 | 20 | 10 | 275 | 3.06 | Positive | |
| E | It affects the students’ long-term academic achievement | 136 | 111 | 18 | 10 | 275 | 3.06 | Positive | |
| F | It leads to examination malpractices | 132 | 111 | 18 | 11 | 272 | 3.02 | Positive |
| Table 4.4b: Mean Rating of Female Teacher’s Responses on Effects of Marital Conflict on Cognitive Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It leads to various learning difficulties | 116 | 93 | 30 | 20 | 259 | 2.73 | Positive | 3.03 |
| B | It imposes temporal interruption in the learning process | 144 | 108 | 20 | 13 | 285 | 3.00 | Positive | |
| C | It leads to a lack of learning materials as such parents suffer from insufficient income | 152 | 120 | 20 | 7 | 299 | 3.18 | Positive | |
| D | It affects the students’ class participation | 200 | 60 | 30 | 10 | 300 | 3.16 | Positive | |
| E | It affects the students’ long-term academic achievement | 116 | 135 | 32 | 5 | 288 | 3.03 | Positive | |
| F | It leads to examination malpractices | 160 | 90 | 30 | 10 | 290 | 3.05 | Positive |
Test of Hypotheses
Decision Rule: The mean of 2.50 and above is considered positive while the mean below 2.50 is considered negative.
Tables 4.4a and 4.4b above show that all the items and their pooled mean are positive, it is therefore concluded that male and female teachers agree that marital conflict affects the cognitive development of students in Church-administered Senior Secondary Schools. It leads to various learning difficulties, imposes temporal interruption in the learning process, lack of resource materials, class participation, long-term achievement, and exam malpractices. Table 4.4c below shows the summary of the mean ratings of the male and female teachers on marital conflict and psychomotor development.
Table 4.4c: Summary of Male and Female Teachers’ Mean Ratings
| Male Teachers | Female Teachers | ||||
| Item No. | Statements | Mean | Decision | Mean | Decision |
| A | It leads to various learning difficulties | 3.17 | Positive | 2.73 | Positive |
| B | It imposes temporal interruption in the learning process | 3.24 | Positive | 3.00 | Positive |
| C | It leads to a lack of learning materials as such parents suffer from insufficient income | 3.09 | Positive | 3.18 | Positive |
| D | It affects the students’ class participation | 3.06 | Positive | 3.16 | Positive |
| E | It affects the students’ long-term academic achievement | 3.06 | Positive | 3.03 | Positive |
| F | It leads to examination malpractices | 3.02 | Positive | 3.05 | Positive |
| Total | 18.64 | 18.15 | |||
| Pooled Mean | 3.11 | Positive | 3.03 | Positive |
4.5 Research Question Four
Do marital conflicts have effects on the affective development of students in church-administered S.S.S. in Umuahia education zone?
Table 4.5a below gives the summary of the male responses on effects of marital conflicts on affective development of students in church-administered Senior Secondary Schools (SSS) in the Umuahia education zone while table 4.5b gives the summary of female responses.
| Table 4.5a: Mean Rating of Male Teacher’s Responses on Effects of Marital Conflict on Affective Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It results to poor socio-emotional development which affects academic performance | 200 | 99 | 10 | 3 | 312 | 3.47 | Positive | 3.26 |
| B | It leads to students’ anxieties which affect academic performance | 188 | 66 | 20 | 11 | 285 | 3.17 | Positive | |
| C | It results to students’ loneliness which affects academic performance | 184 | 69 | 20 | 11 | 285 | 3.16 | Positive | |
| D | It leads to students’ depression and stress which affects academic performance | 196 | 66 | 20 | 9 | 291 | 3.23 | Positive |
| Table 4.5b: Mean Rating of Female Teacher’s Responses on Effects of Marital Conflict on Affective Development of Students | |||||||||
| Item No. | Statement | SA | A | D | SD | SX | ( | Decision | Pooled Mean |
| A | It results to poor socio-emotional development which affects academic performance | 200 | 105 | 10 | 5 | 320 | 3.37 | Positive | 3.33 |
| B | It leads to students’ anxieties which affect academic performance | 204 | 102 | 10 | 5 | 321 | 3.38 | Positive | |
| C | It results to students’ loneliness which affects academic performance | 196 | 99 | 16 | 5 | 316 | 3.33 | Positive | |
| D | It leads to students’ depression and stress which affects academic performance | 192 | 93 | 12 | 10 | 307 | 3.23 | Positive |
Test of Hypotheses
Decision Rule: The mean of 2.50 and above is considered positive while the mean below 2.50 is considered negative.
Tables 4.5a and 4.5b above show that all the items and their pooled mean are positive, it is therefore concluded that male and female teachers agree that marital conflict affects the affective development of students in Church-administered Senior Secondary Schools. It leads to poor socio-emotional development, students’ anxieties, students’ loneliness, and students’ depression and stress which affects academic performance. Table 4.5c below shows the summary of the mean ratings of the male and female teachers on marital conflict and psychomotor development.
Table 4.5c: Summary of Male and Female Teachers’ Mean Ratings
| Male Teachers | Female Teachers | ||||
| Item No. | Statements | Mean | Decision | Mean | Decision |
| A | It results in poor socio-emotional development which affects academic performance | 3.47 | Positive | 3.37 | Positive |
| B | It leads to students’ anxieties which affect academic performance | 3.17 | Positive | 3.38 | Positive |
| C | It results in students’ loneliness which affects academic performance | 3.16 | Positive | 3.33 | Positive |
| D | It leads to students’ depression and stress which affects academic performance | 3.23 | Positive | 3.23 | Positive |
| Total | 13.03 | 13.31 | |||
| Pooled Mean | 3.26 | Positive | 3.33 | Positive |
4.6 Discussion of the Results
This research studied the effects of marital conflict on the academic development of students in church-administered senior secondary schools in Umuahia Educational Zone using the survey method. The results of the questionnaires were presented and analyzed above to show the effects of marital conflict on the academic development, psychomotor development, cognitive development, and affective development of students. Using mean rating for both male and female teachers, accepting any statement which mean rating is 2.50 and above and rejected any statement which mean rating is less than 2.50.
The results of the responses to research question one show that marital conflict significantly affects the academic development of students in Senior Secondary Schools. According to the results, the male teachers have a pooled mean rating of 3.14 while the female teachers have a pooled mean rating of 3.30. This implies that the majority of the male and female teachers strongly affirm that marital conflict affects the cognitive development of students, affective development of students, and psychomotor development of students.
The results of responses to research question two also positively affirm that marital conflicts have effects on the psychomotor development of senior secondary school students. According to the results, the male teachers responded positively with a pooled mean rating of 3.07 to all the statements relating to the psychomotor development of students. Also, the female teachers responded positively to all the statements relating to the psychomotor development of students with a pooled mean of 3.19. The results show that marital conflicts lead to poor attendance to lectures: male teachers agreed to this statement with a mean rating of 2.62 while female teachers agreed to this statement with a mean rating of 3.08. Secondly, marital conflicts lead to students’ mobility and referrals for behavioral problems: the male teachers positively accept this statement with a mean rating of 3.06 while the female teachers accepted the statement with a rated mean of 3.19. Thirdly, it is observed that marital conflicts lead to suspension from school as affected students show behavioral problems. This statement was supported by male and female teachers with mean ratings of 3.28 and 3.23 respectively. Finally, it is noted that marital conflicts lead to an unwillingness to experiment with new concepts. According to responses to this statement, the male teachers agreed with a rating of 3.33 while female teachers agreed with a rating of 3.25.
Research question three tries to elicit responses on the effects of marital conflicts on the cognitive development of students. The results of the responses from both male and female teachers reiterate that marital conflicts have effects on the cognitive development of senior secondary school students. According to the results, the male teachers responded positively with a pooled mean rating of 3.11 to all the statements relating to the cognitive development of students. Also, the female teachers responded positively to all the statements relating to the cognitive development of students with a pooled mean of 3.03. The results show that marital conflicts lead to various learning difficulties: male teachers agreed to this statement with a mean rating of 3.17 while female teachers agreed to this statement with a mean rating of 2.73. Secondly, marital conflicts impose temporal interruption in the learning process of students: the male teachers positively accept this statement with a mean rating of 3241 while the female teachers accepted the statement with a rated mean of 3.00. Thirdly, it is observed that marital conflicts lead to a lack of learning materials as parents of such homes suffer from insufficient income to buy materials for their ward. This statement was supported by male and female teachers with mean ratings of 3.09 and 3.18 respectively. Fourthly, it is noted that marital conflicts affect students’ class participation. Similarly, male teachers agreed with a rating of 3.06 while the female teachers agreed with a rating of 3.16. Fifthly, the results show that marital conflicts affect the student’s long-term academic achievement. Male and female teachers responded positively to this with ratings of 3.06 and 3.03 respectively. Finally, it is gathered that marital conflicts lead to examination malpractices. According to responses to this statement, the male teachers agreed with a rating of 3.02 while female teachers agreed with a rating of 3.05.
Finally, the results of responses to research question four also positively affirm that marital conflicts have effects on the affective development of senior secondary school students. According to the results, the male teachers responded positively with a pooled mean rating of 3.26 to all the statements relating to the affective development of students. Also, the female teachers responded positively to all the statements relating to the affective development of students with a pooled mean of 3.33. The results show that marital conflicts lead to poor socio-emotional development which affects academic performance: male teachers agreed to this statement with a mean rating of 3.47 while female teachers agreed to this statement with a mean rating of 3.37. Secondly, marital conflicts lead to students’ anxieties which affect academic performance: the male teachers positively accept this statement with a mean rating of 3.17 while the female teachers accepted the statement with a rated mean of 3.38. Thirdly, it is observed that marital conflicts lead to students’ loneliness which affects academic performance. This statement was supported by male and female teachers with mean ratings of 3.16 and 3.33 respectively. Finally, it is noted that marital conflicts lead to students’ depression and stress which affects academic performance. According to responses to this statement, the male teachers agreed with a rating of 3.23 while female teachers agreed with a rating of 3.23.
Chi-square (X2) is used in testing the hypotheses.
Hypothesis One:
Ho: There is no significant difference in the opinions of male and female teachers over whether marital conflicts have effects on the academic development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
From the analyzed research question no. 1, the mean ratings of these opinions provide data for this testing.
Table 4.6a: Observed and Expected Means for Hypothesis one
| Male teachers | Female teachers | ||||
| O | E | O | E | Row Total | |
| (6.74) | 49.85% (3.36) | 48.73% | 50.15% (3.38) | 51.27% | 100% |
| (6.29) | 48.17% (3.03) | 48.73% | 51.83% (3.26) | 51.27% | 100% |
| (6.29) | 48.17% (3.03) | 48.73% | 51.83% (3.26) | 51.27% | 100% |
| Column Total | 146.19 | 146.19 | 153.81 | 153.81 | 300 |
Table 4.6b: Chi-square calculation for Hypothesis One
| O | E | O – E | (O – E)2 | ||
| A | 49.85 | 48.73 | 1.12 | 1.25 | 0.03 |
| A | 50.15 | 51.27 | 1.12 | 1.25 | 0.03 |
| B | 48.17 | 48.73 | 0.56 | 0.31 | 0.01 |
| B | 51.83 | 51.27 | 0.56 | 0.31 | 0.01 |
| C | 48.17 | 48.73 | 0.56 | 0.31 | 0.01 |
| C | 51.83 | 51.27 | 0.56 | 0.31 | 0.01 |
| 0.1 |
Degree of Freedom (df) = (C-1) (R-1) = (6-1)(2-1) = 5
Decision:
Since the X2 calculated (0.1) is less than the X2 table (11.070) at df 5 and at 0.05 level of significance, the null hypothesis is accepted. This means that there is no significant difference in the opinions of male and female teachers over whether marital conflicts have effects on the academic development of students in church-administered S.S.S in Umuahia education Zone.
Hypothesis Two:
Ho: There is no significant difference in the opinions of male teachers and female teachers over whether marital conflicts have effects on the psychomotor development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
From the summary of research question two, the mean ratings were used to compute the table below:
Table 4.7a: Observed and Expected Means for Hypothesis Two
| Male Teachers | Female Teachers | ||||
| O | E | O | E | Row Total | |
| (5.7) | 45.97% (2.62) | 48.98% | 54.03% (3.08) | 51.02 | 100% |
| (6.25) | 48.96% (3.06) | 48.98% | 51.04% (3.19) | 51.02 | 100% |
| (6.51) | 50.38% (3.28) | 48.98% | 49.62% (3.23) | 51.02 | 100% |
| (6.58) | 50.61% (3.33) | 48.98% | 49.39% (3.25) | 51.02 | 100% |
| Column Total | 195.92 | 195.92 | 204.08 | 204.08 | 400 |
Table 4.7b: Chi-square calculation for Hypothesis Two
| O | E | O – E | (O – E)2 | ||
| A | 45.97 | 48.98 | 3.01 | 9.06 | 0.19 |
| A | 54.03 | 51.02 | 3.01 | 9.06 | 0.18 |
| B | 48.96 | 48.98 | 0.02 | 0.00 | 0.00 |
| B | 51.04 | 51.02 | 0.02 | 0.00 | 0.00 |
| C | 50.38 | 48.98 | 1.4 | 1.96 | 0.04 |
| C | 49.62 | 51.02 | 1.4 | 1.96 | 0.04 |
| D | 50.61 | 48.98 | 1.63 | 2.66 | 0.05 |
| D | 49.39 | 51.02 | 1.63 | 2.66 | 0.03 |
| 0.53 |
Degree of Freedom (df) = (C-1) (R-1) = (8-1)(2-1) = 7
Decision: Since the X2 calculated (0.53) is less than the X2 table (14.067) at df 7 and 0.05 level of significance, the null hypothesis is hereby accepted.
Hypothesis Three:
Ho: There is no significant difference in the opinions of male and female teachers over whether marital conflicts have effects on the cognitive development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
The above hypothesis is computed from the summary of mean ratings of research question three.
Table 4.8a: Observed and Expected Means for Hypothesis Three
| Male Teachers | Female Teachers | ||||
| O | E | O | E | Row Total | |
| (5.9) | 53.73% (3.17) | 50.80% | 46.27% (2.73) | 49.20% | 100% |
| (6.24) | 51.92% (3.24) | 50.80% | 48.08% (3.00) | 49.20% | 100% |
| (6.27) | 49.28% (3.09) | 50.80% | 50.72% (3.18) | 49.20% | 100% |
| (6.22) | 49.20% (3.06) | 50.80% | 50.80% (3.16) | 49.20% | 100% |
| (6.09) | 50.25% (3.06) | 50.80% | 49.75% (3.03) | 49.20% | 100% |
| (6.07) | 50.41% (3.02) | 50.80% | 49.59% (3.05) | 49.20% | 100% |
| Column Total | 304.79 | 304.79 | 295.21 | 295.21 | 600 |
Table 4.8b: Chi-square calculation for Hypothesis Three
| O | E | O – E | (O – E)2 | ||
| A | 53.73 | 50.80 | 2.93 | 8.59 | 0.17 |
| A | 46.27 | 49.20 | 2.93 | 8.59 | 0.18 |
| B | 51.92 | 50.80 | 1.12 | 1.25 | 0.03 |
| B | 48.08 | 49.20 | 1.12 | 1.25 | 0.03 |
| C | 49.28 | 50.80 | 1.52 | 2.31 | 0.05 |
| C | 50.72 | 49.20 | 1.52 | 2.31 | 0.05 |
| D | 49.20 | 50.80 | 1.60 | 2.56 | 0.05 |
| D | 50.80 | 49.20 | 1.60 | 2.56 | 0.05 |
| E | 50.25 | 50.80 | 0.55 | 0.30 | 0.01 |
| E | 49.75 | 49.20 | 0.55 | 0.30 | 0.01 |
| F | 50.41 | 50.80 | 0.39 | 0.15 | 0.00 |
| F | 49.59 | 49.20 | 0.39 | 0.15 | 0.00 |
| 0.63 |
Degree of Freedom (df) = (C-1) (R-1) = (12-1)(2-1) = 11
Decision: Since the X2 calculated (0.63) is less than the X2 table (19.675) at df 11 and 0.05 level of significance, the null hypothesis is hereby accepted.
Hypothesis Four
Ho: There is no significant difference in the opinions of male teachers and female teachers over whether marital conflicts have effects on the affective development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
The hypothesis is computed from the summary of the mean rating of research question four.
Table 4.9a: Observed and Expected Means for Hypothesis Four
| Male Teachers | Female Teachers | ||||
| O | E | O | E | Row Total | |
| (6.84) | 50.73% (3.47) | 49.46% | 49.27% (3.37) | 50.54% | 100% |
| (6.55) | 48.40% (3.17) | 49.46% | 51.60% (3.38) | 50.54% | 100% |
| (6.49) | 48.69% (3.16) | 49.46% | 51.31% (3.33) | 50.54% | 100% |
| (6.46) | 50% (3.23) | 49.46% | 50% (3.23) | 50.54% | 100% |
| Column Total | 197.82 | 197.82 | 202.18 | 202.18 | 400 |
Table 4.8b: Chi-square calculation for Hypothesis Three
| O | E | O – E | (O – E)2 | ||
| A | 50.73 | 49.46 | 1.27 | 1.61 | 0.03 |
| A | 49.27 | 50.54 | 1.27 | 1.61 | 0.03 |
| B | 48.40 | 49.46 | 1.06 | 1.12 | 0.02 |
| B | 51.60 | 50.54 | 1.06 | 1.12 | 0.02 |
| C | 48.69 | 49.46 | 0.77 | 0.59 | 0.01 |
| C | 51.31 | 50.54 | 0.77 | 0.59 | 0.01 |
| D | 50.00 | 49.46 | 0.54 | 0.29 | 0.01 |
| D | 50.00 | 50.54 | 0.54 | 0.29 | 0.01 |
| 0.14 |
Degree of Freedom (df) = (C-1) (R-1) = (8-1) (2-1) = 7
Decision: Since the X2 calculated (0.14) is less than the X2 table (14.067) at df 7 and 0.05 level of significance, the null hypothesis is hereby accepted.
Conclusion
From the results tabulated above, we accept Ho in all the four (4) null hypotheses and conclude as follow:
- There is no significant difference in the opinions of male and female teachers over whether marital conflicts have effects on the academic development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
- There is no significant difference in the opinions of male teachers and female teachers over whether marital conflicts have effects on the psychomotor development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
- There is no significant difference in the opinions of male and female teachers over whether marital conflicts have effects on cognitive development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
- There is no significant difference in the opinions of male teachers and female teachers over whether marital conflicts have effects on the affective development of students in church-administered Senior Secondary Schools (S.S.S) in Umuahia education zone, Abia state.
Based on the results of the hypotheses testing, the researcher can conclude that the responses of the respondents were without bias and reflects the true opinions of the teachers on marital conflict and education development of church-administered senior secondary school students. Hence, the result can be generalized to reflect the true effects of marital conflicts on senior secondary school students.
