Academic Resilience and Education Development in Higher Education Institutions

The study investigated assessing the relationship between academic resilience and education development in higher education institutions. The study was guided by three objectives from which three research questions and hypotheses were drawn. The correlational research design was adopted in the study, and the population of the study consisted of 97,699 students and 9,440 lecturers, totaling 107,139 respondents in higher institutions in Rivers State. The sampling technique applied in selecting 398 respondents was simple random sampling using the Taro Yamane formula. The instruments used for data collection was a questionnaire titled Academic Resilience Questionnaire (ARQ) and Students Educational Development Questionnaire (SEDQ). The reliability of the questionnaire was estimated using Cronbach’s alpha Statistic which gave reliability indices of 0.86, 0.83 and 0.87 for the clusters. The research questions raised were answered using Pearson Product Moment Correlation statistics, while Linear Regression analysis was used to test the null hypotheses at a 0.05 level of significance. The findings of the study revealed among others that there is a moderate positive relationship between students’ learning styles and their educational development in higher institutions in Rivers State. It was concluded that the findings of this study indicate significant relationships among learning styles, peer relationships, and time management concerning students’ educational development in higher institutions in Rivers State. Base on the findings, it was recommended among others that educational institutions in Rivers State should integrate training on various learning styles into their curriculum. This approach will help students recognize their preferred learning methods and apply them effectively in their studies, thereby enhancing academic performance.