INTRODUCTION
Marital
relationships, though often rewarding, can present a unique set of challenges,
particularly for individuals who are also balancing the demands of academic
life. For married female students, the combination of marital responsibilities
and academic commitments may lead to heightened stress and conflict within
their marriages. The academic journey, which involves rigorous study schedules,
assignments, and examinations, can clash with marital expectations and family
obligations, often resulting in significant interpersonal strain. In many
cases, these students face societal expectations that prioritize traditional
marital and family roles, which can further complicate their pursuit of higher
education. These conflicting demands often lead to marital conflict, which can
impact the well-being, mental health, and academic performance of married
female students. Research shows that the prevalence of marital conflicts among
university students is influenced by factors such as financial strain,
communication challenges, and psychological stress. For married female
students, these issues are compounded by the need to navigate academic
commitments alongside familial obligations. This situation has highlighted the
need for conflict management skills and strategies that can help maintain
harmony in their relationships while supporting their educational goals.
Assertiveness and discipline training have emerged as promising tools in time
management, as they enable individuals to communicate effectively, set
boundaries, and resolve disputes constructively.
Assertiveness
training and discipline training are two strategies posited to manage these
conflicts effectively. Assertiveness training encourages individuals to express
themselves confidently while respecting others' perspectives, thereby reducing
misunderstandings and enhancing mutual respect (Alberti & Emmons, 2008).
Discipline training, on the other hand, emphasizes self-regulation and structured
behavioral strategies that support boundary setting, stress management, and
problem-solving within relationships (Baumeister & Tierney, 2011). Both
training styles aim to equip individuals with tools for conflict management,
potentially leading to reduced marital discord and improved relationship
satisfaction. In the context of this study, assertiveness training is
conceptualized as the ability to communicate openly and confidently, fostering
an environment of transparency and reduced resentment in relationships
(Lazarus, 2000). Discipline training, conversely, is understood as the practice
of self-control and the establishments of boundaries, helping married female
students manage marital demands without compromising their academic
responsibilities (Duckworth & Gross, 2014). These concepts, when
implemented, are expected to positively influence marital harmony and student
well-being.
Statement
of the Problem
The increasing
enrollment of married female students in higher educational institutions has
brought to light the need for tailored support systems that address their
unique challenges. In Shehu Shagari College of education, the demands of both
academic and marital roles often create stress, which can exacerbate marital
conflicts. Despite the potential for personal and professional growth through
education, many of these students struggle to balance these dual roles, and
without effective conflict resolution strategies, marital discord may arise.
This research seeks to determine whether assertiveness and discipline training
styles can serve as effective interventions in reducing marital conflicts among
married female students at Shehu Shagari College of Education. Identifying
effective strategies to help these students manage marital conflict can
contribute to their academic success and overall well-being.
Objectives of the
Study
This research aimed
to achieve the following objectives:
1. Examine the
effectiveness of assertiveness training in reducing marital conflicts among married
female students.
2. Investigate the
impact of discipline training on time management in marriage.
3. Compare the
effectiveness of assertiveness and discipline training styles in enhancing
emotional well-being and academic performance among married female students.
Research Questions
The following
questions were used to guide this research
1. How effective is
assertiveness training in reducing marital conflicts among married female
students?
2. To what extent
does discipline training influence time management in marriage?
3. Which training style
assertiveness or discipline is more effective in enhancing emotional well-being
and supporting academic performance?
METHODOLOGY
The methodology of
this study outlines the research design, population, sampling methods, data
collection tools, procedures, and data analysis techniques used to investigate
the effectiveness of assertiveness and discipline training styles on marital
conflict among married female students at Shehu Shagari College of Education,
Sokoto. This section is designed to ensure explicability, reliability, and
validity of the findings.
Research
Design
This study employs a
quasi-experimental research design with a pretest-posttest approach. The quasi-experimental
design allows the researcher to assess the impact of assertiveness and
discipline training on marital conflict levels before and after the
intervention. The participants are divided into two treatment groups an
assertiveness training group and a discipline training group and a control
group that does not receive any training. This design enables comparison of the
effectiveness of each training style on managing marital conflict among married
female students.
Population
and Sample Size
The population for
this study includes all NCE I married female students with the total number of thirty-five
currently enrolled at Shehu Shagari College of Education. These students are
balancing the dual responsibilities of marital and academic roles, which make
them relevant for the study. Their experiences in managing marital conflict
provide a meaningful context for understanding the effectiveness of
assertiveness and discipline training.
Sample Size and
Sampling Technique: A sample size of 36 married female students was selected
for this study, following the general guidelines for adequate sample sizes in
quasi-experimental research (Creswell, 2013). This sample is divided into three
groups: 12 participants in the assertiveness training group, 12 in the discipline
training group, and 12 in the control group.
A stratified random
sampling technique was used to ensure a representative sample. The sampling
involved three steps: Identifying married female students across different
departments. Randomly selecting participants from each stratum to form the
assertiveness training, discipline training, and control groups.
Data
Collection Instruments
Questionnaire on
Marital Conflict: A structured questionnaire, adapted from the Marital Conflict
Scale (MCS) (Braiker & Kelley, 1979), was used to
measure levels of marital conflict before and after the intervention. The scale
includes dimensions such as communication issues, emotional stress, time
management conflicts, and role expectations. The questionnaire uses a 5-point
Likert scale ranging from "1 - Strongly Disagree" to "5 -
Strongly Agree" to capture participant responses. The reliability of the
Marital Conflict Scale has been established in previous studies, with
Cronbach’s alpha typically ranging between 0.80 and 0.85 (Fincham & Beach,
1999). Also interview guide was used for post-intervention interviews to gather
qualitative insights from participants about their experiences with the
training sessions. The interview guide included open-ended questions related to
their perception of marital conflict, effectiveness of training in managing
conflicts, and any behavioral changes they noticed. These interviews were
conducted with 10 randomly selected participants from each group, providing a
deeper understanding of the impact of the training styles.
Procedure: The study
was conducted over 8 weeks with three main phases:
Phase 1: Pretest and
Baseline Assessment
Participants in all
groups (assertiveness, discipline, and control) completed the Marital Conflict
Scale, Assertiveness, and Discipline Self-Assessment Scales as a baseline
measure of their conflict levels, assertiveness, and discipline skills. All
participants also received a briefing about the study’s purpose and provided
informed consent.
Phase 2: Intervention
(Training Sessions)
The assertiveness and
discipline training groups each attended a8-week training program, with
sessions held twice weekly. Each training session lasted approximately 1.5
hours and included a mix of presentations, role-playing, and group discussions
led by trained facilitators.
Assertiveness
Training Program: Focused on skills like expressing needs without aggression,
managing confrontation, and communicating effectively within marital
relationships. Techniques such as role-playing and modeling were used to
develop participants' assertive communication skills (Alberti & Emmons,
2008).
Discipline Training
Program: Centered on techniques for setting boundaries, managing time
effectively, and developing self-regulation skills. Topics included setting
academic and personal priorities, emotional regulation, and goal-oriented
behavior management (Baumeister & Tierney, 2011). The control group did not
receive any training but was monitored throughout the study to account for any
external variables that could influence the outcomes.
Phase 3: Post-test
and Follow-Up Interviews
After the
intervention, all participants completed the Marital Conflict Scale again to
measure any changes in marital conflict levels, assertiveness, and discipline. Semi-structured
follow-up interviews were conducted with a subset of participants from each
group to explore their experiences and perceptions of the training sessions in
greater depth.
Data
Analysis
The quantitative data
collected from the pretest and posttest questionnaires were analyzed using
Statistical Package for the Social Sciences (SPSS). Analysis involved:
Descriptive
Statistics: To summarize demographic information and baseline characteristics
of the participants. Paired Sample t-tests: Used to assess differences in
marital conflict levels, assertiveness, and discipline scores before and after
the intervention within each group. ANOVA (Analysis of Variance): Conducted to
compare mean scores of marital conflict, assertiveness, and discipline between
the three groups (assertiveness, discipline, and control) post-intervention.
Post-hoc tests (Tukey’s HSD) were applied to identify specific group
differences.
RESULTS
AND DISCUSSION
The analysis of the
effectiveness of assertiveness and discipline skills training among married
female students at Shehu Shagari College of Education, Sokoto, provided
significant findings across all variables: Assertiveness, Time Management,
Academic Performance, and Emotional Well-being. The results showed a
significant improvement in assertiveness after the training (Pre-Test Mean =
45.3, Post-Test Mean = 68.7). The paired t-test yielded a high t-value (t =
15.30, p < 0.001), indicating a substantial difference between pre- and
post-test scores. This suggests that the training effectively equipped
participants with skills to express themselves confidently in their academic
and personal lives. The significant improvement in assertiveness observed in
this study aligns with Otu and Ekanem's
(2019) findings, which emphasized that assertiveness training enhances
self-confidence and the ability to communicate effectively. This skill is
particularly critical for married female students, who often face societal and
familial pressures that may limit their expression (Yusuf et al., 2018.
Participants also
exhibited a marked improvement in time management skills (Pre-Test Mean = 40.1,
Post-Test Mean = 62.8). The t-value (t = 16.10, p < 0.001) confirms a
significant difference. This finding implies that the training successfully
addressed challenges in balancing academic, domestic, and personal
responsibilities, a common issue among married students. The results
corroborate the work of Ekechukwu and Etuk (2020), who found that time management training improves
productivity and reduces stress. Married female students often juggle multiple
responsibilities, making time management training essential for academic
success.
Academic performance
improved significantly (Pre-Test Mean = 55.2, Post-Test Mean = 73.4). The
analysis (t = 9.40, p < 0.001) highlighted the impact of assertiveness and
discipline skills training in enhancing students' ability to focus and achieve
better academic outcomes. This improvement may stem from enhanced
self-confidence and effective time management. The observed improvement in
academic performance is consistent with the findings of Okoro and Adeyemo
(2021), who reported that discipline and structured training positively affect
academic outcomes. Training programs that combine assertiveness and discipline
skills help students remain focused and motivated despite external pressures.
The training also
positively impacted emotional well-being (Pre-Test Mean = 36.7, Post-Test Mean
= 58.5). The paired t-test (t = 12.49, p < 0.001) demonstrated a significant
difference. This result underscores the role of assertiveness and discipline
skills in reducing stress and improving overall mental health, enabling married
female students to cope better with academic and familial pressures. The
positive impact on emotional well-being supports the research by Ibe and Okafor (2017), which
highlighted that assertiveness training reduces anxiety and promotes emotional
stability. This is particularly relevant for married female students, who often
experience higher stress levels due to their dual roles as students and
homemakers.
The findings of this
study suggest that both assertiveness and discipline training can be effective
interventions for managing marital conflict among married female students.
Assertiveness training, by promoting open communication, helped participants
negotiate household roles and express academic needs, leading to greater
marital satisfaction. This is consistent with previous studies that found
assertiveness training to be effective in reducing conflict by fostering
respectful self-expression (Lazarus, 2000).
Discipline training,
on the other hand, supported self-regulation and boundary setting, which
allowed participants to manage both academic and marital demands more
efficiently. These findings align with research by Baumeister and Tierney
(2011) on the role of self-discipline in managing competing demands and
reducing stress in relationships.
From a theoretical
perspective, the results support Social Learning Theory’s premise that behaviors
such as assertiveness and self-regulation can be learned and reinforced,
contributing to positive relationship outcomes. Additionally, Conflict Theory's
assertion that power dynamics and unmet needs often drive conflict was evident
in the control group, where participants without training showed no improvement
in marital conflict levels. The training provided participants with tools to
address these underlying power imbalances, fostering mutual understanding and
reducing tension.
CONCLUSION
This study examined
the effectiveness of assertiveness and discipline training on marital conflict
among married female students at Shehu Shagari College of Education. The
findings demonstrated that both training styles significantly reduced marital
conflict, with assertiveness training slightly more effective for enhancing
relationship satisfaction and discipline training beneficial for managing
academic and marital responsibilities. Assertiveness training empowered
participants to communicate more openly, addressing issues that often lead to
misunderstandings in marriage, while discipline training enabled better time
and role management, reducing the stresses associated with dual roles. The
results confirm that targeted skills training can be effective in addressing
marital conflict and promoting marital harmony among married students, helping
them to balance academic demands with family responsibilities.
Recommendations
This research has
drawn the following recommendations:
1. It is recommended that Shehu Shagari College
of Education and similar institutions integrate assertiveness and discipline
training into their student support services. These programs can be part of college
counselling services and specifically targeted at married students balancing
academic and marital roles.
2. College of
Education should provide ongoing support through workshops and seminars on
communication and time management skills for married students. Periodic
refresher sessions could help reinforce these skills, fostering long-term
marital harmony and academic success.
3. Counselling
services should consider creating customized programs that address specific
challenges faced by married female students, such as managing household duties
and academic pressures, enhancing their ability to navigate dual roles
effectively.
ACKNOWLEDGEMENT
We wish to express
our sincere gratitude to Shehu Shagari College of Education, Sokoto for
nomination of IBR Research to Tertiary Education Trust Fund (TETFUND, Abuja)
for Sponsorship.
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