INTERPERSONAL SKILLS AND ADOLESCENTS’ SOCIAL ADJUSTMENT: THE IMPLICATION OF THE TEACHING LEARNING PROCESS IN THE UNIVERSITY OF BUEA, CAMEROON

The study investigated interpersonal skills as determinants of adolescents’ social adjustment in the University of Buea. The study employed a cross-sectional survey research design, specifically utilizing a sample survey approach. The research focused on a population of 5,736 adolescent students across three faculties. To determine an appropriate sample size, the researchers applied the Krejcie and Morgan model, which indicated that 361 students would constitute a representative sample. The sampling process combined purposive sampling to identify the population of interest, followed by random selection of individual participants. For data collection, the researchers developed and administered a questionnaire that included both open-ended and closed-ended questions. The data management process began with entering the collected data into EpiData version 3.1. To ensure data quality, the researchers then conducted rigorous data cleaning and validation checks using SPSS version 23.0, which helped identify and address any invalid codes in the dataset. To establish the reliability of the research instrument, the team assessed the internal consistency of responses using Cronbach's Alpha reliability coefficient. The statistical analysis employed two main tests: Chi-square analysis was used to examine and compare descriptive differences in the data, while Spearman's rho correlation test was selected for hypothesis testing due to the normal distribution of the data. This comprehensive methodological approach allowed the researchers to systematically collect, process, and analyze data while maintaining scientific rigor throughout the study. The combination of purposive and random sampling techniques helped ensure both the relevance and representativeness of the sample, while the statistical tests chosen were appropriate for the nature of the data and research objectives. The data analysis incorporated both descriptive and inferential statistical methods to examine the relationship between social adjustment and interpersonal relationships among university adolescents. The fundings yielded a statistically significant positive correlation (R = 0.411, p < 0.01) between interpersonal relationship formation and social adjustment outcomes in the university environment. This moderate correlation coefficient indicates that adolescent students who successfully establish and maintain quality interpersonal relationships demonstrate enhanced social adjustment within the university context. The strength of this correlation (R = 0.411) suggests a meaningful association between these variables, though it also indicates that other factors are likely to contribute to social adjustment outcomes. This empirical evidence underscores the importance of interpersonal relationship development as a key facilitator of successful social adaptation among adolescent university students.