Problem Gambling Severity of Students Sports Bettors and Its Relationship among the Dimensions of Study Habits: Implications for Counselling

Abstract

Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.

What Teachers Expect: The Relationship between Student Learning Behaviour and Teacher Expectation

“…These factors range from home factors to school factors. Many African researchers have emphasised that, with the increase in the rate of divorce, teen parenting and separation, many students face a lot of challenges which, as a result, affect their academic performance (Kwarteng-Nantwi, Adu-Akoh & Edjah, 2022, Mefor, 2014Ndaku, 2013;Abudu & Fuseini, 2013;Chowa, Ansong & Osei-Akoto, 2012, etc.). The researchers' interactions with some teachers and head teachers in the selected schools reveal that students in Ghana, precisely the Aowin Municipality, exhibit poor learning behaviour in terms of their readiness for lessons, response to class exercises, group assignments and project work, punctuality, and regularity.…”