ROLE OF CONFLICT RESOLUTION SKILLS IN PREDICTING UNDERGRADUATE STUDENTS' ACADEMIC PERFORMANCE AND INVOLVEMENT IN ACADEMIC CONTROVERSY AT YABATECH'S EPE CAMPUS IN LAGOS STATE

Abstract

This study investigated conflict resolution abilities as indicators of academic success and involvement in academic disagreement among undergraduate students at Yabatech's Epe Campus in Lagos State. The study used a cross-sectional survey design and was based on the Constructive Controversy Theory, which was created by David W. Johnson and Roger T.

Johnson. Using proportionate sampling, a sample of 333 pupils was chosen from a population of 2,000. Academic performance was evaluated using self-reported CGPA categories, and data were gathered using validated four-point Likert-scale instruments measuring academic dispute engagement and conflict resolution abilities. Multiple regression and hierarchical regression analyses were used, and reliability coefficients varied between.86 and.88. The results showed that academic controversy engagement (β =

.62, p <.001) and academic performance (β =

.41, p<.001) were significantly predicted by dispute resolution abilities. Academic controversy engagement also significantly predicted academic performance (β =.38,p <

.001) and partially mediated the relationship between conflict resolution skills and academic performance. The study concludes that constructive conflict management enhances cognitive engagement and academic success. Recommendations for curriculum integration of conflict resolution training are discussed.