Technologically Marital Conflicts and Academic Activities of Married Undergraduates in Public Universities

The study focused on the relationship between technologically based marital conflicts and academic activities of married undergraduates in public Universities. Six research questions guided the study and six hypotheses were tested at 0.05 level of significance. A correlation survey design was adopted for the study. The population of the study was 4069 married undergraduates. 400 undergraduates were sampled using multi-stage sampling procedure. Instrument for data collection was a 4-point rating scale questionnaire titled Technologically Based Marital Conflict and Married Undergraduates’ Academic Activities Questionnaire (TBMCMUAAQ). It was validated by three experts. The internal consistency of the instrument was tested using Crombach Alpha procedure which yielded an overall index of 0.89. Data collected were analyzed using linear regression model in order to show the relationship between technologically based marital conflicts and married undergraduates’ school attendances, study habits, concentration in school, participation in individual training and participation in teaching practice. The result from the study showed there exist a significant relationship between technologically based marital conflicts and married undergraduate adults school attendance, study habits, and classroom work participation. It implies that emotionally disturbed students are frustrated in their studies and end up having low academic activities. It was recommended among other things, that married students should strategize ways of mitigating marital conflicts consequent on the use of technology in order to enable them participate actively in their academic activities.