CHAPTER ONE

INTRODUCTION

Background of the Study

Leisure is regarded as the time given to freely chosen activities performed when not

involved in self-care or work and should result in satisfaction, mastery motivation, self-

efficacy, and commitment to the activity. Leisure as an activity helps people to keep

themselves engaged in different activities during their free time". When someone pursues

happiness, self-expression, and meaningful engagement in their free time, it is an activity

that they themselves approve and find intrinsically compelling. This research analyses the

leisure engagements of selected final year female students, Faculty of Arts Ahmadu Bello

University, Zaria. The research explores both the negative and positive dimensions of leisure

engagement within the larger framework of recreational activities and higher education. The

study draws on previous researches done with students, particularly in developed countries

like the United States with the insight of highlighting the implications for students in

Northern Nigeria and Nigeria as whole, where female student’s engagement in leisure and

recreation activities is still low despite several studies that indicate that Nigeria has one of

the fastest growing recreation and leisure activities globally.

This study has concentrated on several extracurricular activities that are popular among

university students generally. We looked at six categories of leisure activities, including

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dating (committed relationship, casual dating), reading (newspaper, research journal, blogs,

fiction, non-fiction), socializing (WhatsApp, Instagram, LinkedIn), indoor activities (art &

craft, online games, music), and physical activities (jogging, yoga, gyming, sports, dancing).

We also observed and reviewed various other research papers as well as those written by our

fellow students (shopping, spending time with friends and family, volunteering). Leisure

signifies individual choice to spend their discretionary time fulfilling certain interests or

needs or performing gratifying experience for the sake of wellness or personal development

(Alli, 2007; Barcelona 2002).

This study was therefore carried out, in order to highlight the potential advantages and

consequences of leisure engagement activities carried by final year female students of the

faculty of arts in the Ahmadu Bello University, Zaria. It is necessary at this introductory

point to understand this study within the broader scope of leisure engagement and Education

before properly foregrounding it in the leisure engagement activities.

A Brief History of Ahmadu Bello University, Zaria

Ahmadu Bello University, Zaria Nigeria was established in, October 1962 by the then

Northern Region Government of Sir Ahmadu Bello, the Sardauna of Sokoto. The vision of

Ahmadu Bello University (A.B.U) was proclaimed to be that of “a world-class University

comparable to any other, engaged in imparting contemporary knowledge, using high quality

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facilities and multi-disciplinary approaches, to men and women of all races, as well as

generating new ideas and intellectual practices relevant to the needs of its immediate

community, Nigeria and the world at large” (A.B.U @50, 2012). Moreover, it was asserted

that its mission would be to advance the frontiers of learning and break new grounds,

through teaching, research and dissemination of knowledge of the highest quality.

A.B.U as it is popularly called has earned the reputation of being the largest University in

Africa South of the Sahara because of its size in terms of land and the population of its

students and staff. As at the 2012/2013 academic session, the university registered a total

number of 39,366 students. The postgraduate total enrolment was 8,709 with 2738 female

post graduate students and 5971 male post graduate students. The total number of registered

undergraduate students was 30,657 with 9540 female undergraduate students and 21,117

male undergraduate students. The University has 12 Faculties, 78 Departments and 10

Institutes. According to the then Vice Chancellor, Professor Abdullahi Mustapha (2012: iv)

“The various Faculties, Departments, Research Institutes and Centres, Schools and Colleges,

Service units, Administrative complexes and business outfits of the University have

highlighted not only some of the achievements of the University but also the unavoidable

challenges facing the Institution.” The challenges faced by the University as stated by the

Vice Chancellor stemmed mainly from inadequate materials and human resources to

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accommodate the growing rates of student population. However, in the area of Information

and Communication Technology (ICT), A.B.U is one of the leading Universities in Nigeria,

having established the Iya Abubakar computer centre as far back as 1973 to facilitate digital

learning processes in the University.

Statement of the Problem

It has been argued that leisure engagement (recreational activities), as learning tools is

promising because youth participation with recreational activities would foster learning that

reinforces and complements what is taught in traditional classrooms. Leisure engagement is

said to foster important technological, educational and social skills, including confidence,

leadership, and communication because it allows for creation and collaboration through

sports, social networking sites, content communities and virtual worlds (Stynes, 2007).

However, while leisure engagement appears to present a new world of opportunities in

education, it also presents a new wave of potential problems in education in both the short

and long-term future. The problematic remains that both in the developed world, and in a

developing country like Nigeria, the full benefits of leisure engagement in the education

arena is still conjectural. And this requires further research for better understanding and

effective implementation. This study, therefore, makes a case for the necessity of

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understanding leisure engagement of some selected final year female students, Faculty of

Arts Ahmadu Bello University, Zaria.

Objectives of the Study

The objective of this research are the following:

i. To examine the various leisure time activities that final year female students of

Faculty of Arts Ahmadu Bello University, Zaria engage.

ii. To determine the relationship between marital status and the female leisure

engagements of final year female students of the Faculty of Arts Ahmadu Bello

University, Zaria.

Research Questions
In order to guide this study, the following questions have been drawn;

i. What are the various leisure time activities that final year female students of the

Faculty of Arts Ahmadu Bello University, Zaria engage?

iii. What are the relationships between marital status and the female leisure engagements

of final year female students of Faculty of Arts Ahmadu Bello University, Zaria?

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Significance of the Study
Given the dearth in leisure engagements (recreational activities) on Nigerian student’s

adjustment to university, this study is of importance as it provides the impetus for further

research in the area. By so doing it fills the gap by providing a Nigerian context especially

Northern Nigeria. A better understanding of the role of leisure engagement can help the

educationist plan better school curriculum that will help the female students to adjust

positively to campus life when they realize the importance of leisure to academic aspirations

as well as other areas of life and enable them make necessary adjustments.

The research will also help school counselors create awareness on the main, primary causes

of emotional Psychological and physical problems that students are faced with every day on

campus and as such help them proffer reasonable solutions that will help undergraduates

adapt sound reasonable patterns of leisure engagement (recreational activities).

Also, the outcome of this study may serve as a document which could be used to carry out

further work in related areas regarding participation in recreational activities. It will further

help in developing a healthy behaviour in the leisure activities engagement among its target

audience.

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Scope of the Study
This Research will be limited to selected final year students of the faculty of arts, Ahmadu

Bello University, Zaria Kaduna state. The research will concentrate on the current 400 level

undergraduate female students of the faculty of arts A.B.U, Zaria and will deal only with the

habits in which students engage in leisure activities while studying in A.B.U Zaria. These

habits will be looked at in relation to initial transition of academic life, social life, hall

residence life and interpersonal issues. The unit of analysis consisted of University

undergraduate students while the units of response were limited to only to final year female

students.

Definition of Terms
Leisure: the time when you are not working or doing other duties. Leisure has often been

defined as a quality of experience or as free time. Free time is time spent away from

business, work, job hunting, domestic chores, and education, as well as necessary activities

such as eating and sleeping.

Engagement: an arrangement to do something or go somewhere at a fixed time.

Selected: carefully choose as being the best or most suitable.

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Faculty: a group of university departments concerned with a major division of knowledge.

A faculty is a division within a university or college comprising one subject area or a group

of related subject areas, possibly also delimited by level.

Campus: A campus is any area or location or piece of land that contains main buildings that

house a university school or college.

Campus life: Campus life refers to the life of a group of people/students united with a

common purpose to receive an education that qualifies them for a life profession through

achievement of a university degree or shared duties at an institution of higher learning.

Academic life: Academic life is relating to education, scholarly or intellectual endeavor or

an individual person.

Organization of the Study

This study has five chapters. The first chapter is introduction covering background to the

study, statement of the problem, purpose of the study, limitation of the study, delimitation of

the study, definition of significant terms and organization of the study. The second chapter

deals with review of literature which covers general overview of concept of leisure, leisure

activities, demographic factors influencing leisure pursuits, theoretical perspective and

conceptual framework. The third chapter focuses on research methodologies which will

cover research design, target population, validity and reliability, data collecting procedures,

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data analysis techniques and ethical considerations. The fourth chapter focuses on data

analysis, interpretation and discussion of findings. The fifth chapter focuses on the summary

of the study, conclusions, recommendations, and suggestions for further research.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE

Introduction
This chapter seeks to address a number of issues related to the leisure engagements of

selected final year female students, Faculty of Art Ahmadu Bello University, Zaria by

examining some key points emerging from various related literature, journals, books,

newspapers, reports and other sources of information. It starts with a discussion on the

concept of leisure, leisure activities and constraints. It examines various attitudinal factors of

participation of female students in leisure activity, and commences with a discussion on the

impact and benefit of participation of female students in leisure (recreational) activity. The

chapter also identifies the impact of facilities, equipment on female student participation in

leisure (recreational) activity. The chapter concludes by highlighting key issues raised by the

literature that form the basis of this research.

Concept of Leisure
Leisure is non-work activities that are freely chosen. It is seen as recreational or

discretionary free time spent out of work, before or after compulsory activities like working,

schooling, doing housework, and other day to day normal activities. Leisure is what one

engages in during free time, and it can be different for individuals as it caters to the

personality. Incidentally, because leisure is essentially a non-obligatory activity, many tend

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to take it for granted. There are different options for leisure activities like active, passive,

sport or social. Forms of leisure, according to Vallanueva (2015), include sports, travel, art,

music, and they all have a role to play in the individual’s health and wellness, which will in

turn influence their ability to perform in their job. It is however good practice to engage in

one or more of such activities for relaxation (Otinwa, 2008).

Knudson (1986) stated that leisure (recreation) is unavoidably connected with the pursuit of

happiness, peace of mind, self-fulfillment, fun and appreciation. Adesanya (1987) pointed

out that recreation is concerned with those activities in which a person participates during

hours other than work. Torkildson (1992) submitted that leisure consists of activities or

experiences carried on within leisure usually chosen voluntarily by the participant either

because of satisfaction, pleasure and creative enrichment derived or because he perceives

certain personal or social value to be gained from them. Sinclair (1992) defined leisure

(recreation) as things that one does to exercise the body and mind when one is not working.

Adegoke (1993) pointed out that recreation is the refreshment of the mind and body through

some experiences in which there is pleasure.

Godbey (1985) defines leisure as ‘relative freedom from the external compulsive forces of

one’s culture and physical environment, so as to be able to act from internally compelling

love in ways which are personally pleasing and intuitively worthwhile’. Leisure is regarded

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as the time given to freely chosen activities performed when not involved in self-care or

work and should result in satisfaction, mastery motivation, self-efficacy, and commitment to

the activity (Jacobs & Jacobs, 2001). Leisure, according to Nixon (2003) is from the Latin

word- ‘Licere’, meaning to be allowed, or licensed. Leisure is the expenditure of time with

intent to gain some refreshment. It is a break from monotony and a diversion from the daily

routine. It is a positive change from the stereotypical lifestyle and involves an active

participation in some entertaining activity (Oak, 2010).

“Leisure as an activity helps people to keep themselves engaged in different activities during

their free time". When someone pursues happiness, self-expression, and meaningful

engagement in their free time, it is an activity that they themselves approve and find

intrinsically compelling. In the current generation, we have come a long way and see a

variety of other leisure activities that we can engage in that can develop us academically,

personally, socially, recreationally, and culturally through and provide a secure, encouraging

environment that gives a variety of possibilities. We have been able to engage ourselves in

various leisure activities from a very young age, be it reading a book during our free time or

going out and playing with our friends. Students participate in a variety of academic and

extracurricular activities, therefore it's critical to comprehend how they prioritize and

balance these activities in order to stay focused and maintain a healthy balance. One of the

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issues college students encounter most frequently is how distractions and difficulties can

make it difficult for many students to concentrate on their academic achievement.

Leisure Activities
Leisure activities help to develop physical, mental, emotional and social competencies of an

individual. There have been numerous research studies conducted on benefits of exercise for

mental health by supporting the theory that exercise is conducive to enhancing positive

emotion such as vigor, pleasure, and energy as well as decreasing anxiety, tension, tiredness

and anger. Caldwell, L. L. (2005). Leisure signifies individual’s choice to spend his/her

discretionary time fulfilling certain interest or needs, or performing a gratifying experience

for the sake of wellness or personal development (Alli, 2007 & Barcelona, 2002). Leisure

and how we use it is linked to virtually every aspect of life and the development of the

society-economic, culture and value system, social behaviour, the intellectual and spiritual

dimension of life and how people relate with each other and the nature (Strong, 2009).

Leisure activities involve an element of enjoyment and happiness obtained from engaging in

something one likes. Different recreational activities serve as the sources of immense

pleasure and provide relaxation to one’s mind and body. Boniface (1987) and Roberts

(2001) agree that recreations are the varieties of activities we choose to undertake during

leisure time. Recreation, therefore, are pursuits taken-up during leisure time other than those

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to which people have a high commitment. Recreation also, is a means of escaping from

work boredom and/or a body renewal in preparation for routine and necessary work.

Leisure, according to Boniface (1987) is a measure of time, usually used to mean the time

left over after work, sleep, personal and household chores have been completed.

Swann (2004) explains, leisure (recreation) is an essential component of emotional, physical

and cultural wellbeing required for balanced lifestyle and a complete person. Leisure

activities give us an opportunity to spend time with our near ones and ourselves. They give

us an opportunity to meet new people, make new friends and socialize. Some of the

recreational activities help us in developing leadership qualities and interpersonal skills.

Aside work to meet the basic needs of man (i.e. hunger, warmth and safety), recreation and

leisure are regarded as one of the basic human needs as sources of pleasure, relaxation and

excitement (Fadamiro, 2003).

Demographic Factors Influencing Leisure Pursuits

Several factors have been identified to be closely connected with Leisure pursuits of the

students. Brooks (1998) revealed that the decision to participate in recreation and sports

exercises is based on variables like physical condition, age, athleticism and gender.

Hardcastle and Taylor (2001) submitted that a complex interplay of physical, psychological,

social and environmental factors influences students’ Leisure pursuits.

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The leisure pursuits of male and female students shows some basic differences. Deem

(1982) held that university girls have less leisure and the use of their leisure time and money

is restricted by gender roles and responsibilities Robert (1983) stated that most girls in the

university lack adequate resources to nurture their own leisure network. He contended that

they have less cash to spare than boys because of lower pocket money plus higher self-

maintenance cost and house hold duties. Benneth, Howell and Simri (1983) held to the

belief that the place of the women should be in the home where they should be occupied

with domestic activities, introducing recreation to the women according to the authors will

take the femininal nature out of them and also affect their natural instincts and role in the

society.

Throughout history females are regarded as the weaker sex, thus sports and physical

recreation are therefore considered as the domain of the males (Lopiano (1995). Sport and

physical recreation are seen as destructive to the natural charm of the women. (Dada, 2005)

Orme (1991) pointed to self-consciousness about young girl’s appearance and body look as

strong factors in their recreation pursuits. A study revealed that while many university girls

wanted to be physically active, a tension existed between wishing to appear feminine and

attractive and having sweaty muscular image attached to active women (Cockbum and

Clarke 2002). Coakley and White (1999) revealed that boy friends’ preference for the choice

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of leisure activities are put first by the university girls in them of Leisure pursuits. Cheskin

and Friedman (2001) stated that health reasons are major motivation that drive men to

Leisure exercise.

A study by Rekers, Sanders, Rasbury, Strauss and Morey (1988) provided a strong

descriptive base of activities that occupy the lifestyle space of adolescent students. Facts

analysed still established a clear-cut gender differences among adolescent students.

Adolescent males according to the study involved themselves in more outdoor, aggressive

activities whereas the female involved themselves mostly in indoor feminine activities. It

was also found that males tended to prefer weight lifting and team sports whereas female

were more interested in aerobics, dance and yoga (Stone, Strikwerda-Brown and Gregg,

2000). Hodges (2001) was worried that opportunities for participation in sports and physical

recreation are less for girls than boys in Nigeria. He contended that while provision is

usually made for university boys to play football and other sports, girls are rarely provided

with such facilities. Siratton (1996) and Mckenzie, Marshal, Sallis and Conway (2000)

lamented that even when opportunity is provided, university girls’ participation is generally

less frequent and of lower intensity when compared to that of the boys. Flintoff and Scraton

(2001) cited the disruptive influence of university boys in physical education and recreation

classes as a major reason for university girls’ aversion for recreation. Some university boys

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are known to have actively discouraged their girlfriend from participation in sport and

recreation as they believe that it will make them look butch (Eccles and Harold 1991).

Even though differential parental treatment places female at a disadvantage in sport and

Leisure participation, early motor skills of girls are typically found to be more advanced

than those of the boys (Thomos and French 1985) Girls have been reported to exhibit better

balance, agility, accuracy of movement and greater degree of overall coordination of skills

than boys prior to the age of five (Schneider 1993) More so, in skills such as galloping and

skipping, girls perform more consistently at higher level than boys (Clark and Whitall 1989).

However, in the early middle childhood, boys begin to gain advantage in most activities

involving gross motor skills and this advantage increases through adolescence to adulthood

(Thomas and French 1985). A lot of cultural beliefs and superstitions have placed women in

an inferior position to men in Leisure engagement. Yager (1978) contended that nature gave

man strength of the body to enable him face great hardship and women was given a weak

and delicate constitution accompanied by softness and timidity which fit her for sedentary

role. Coakley and White (1999) reported the common beliefs that young university men

were more likely than the young women to see themselves as being physically active, with

negative stereotypes view about university girl’s abilities in sport and recreation. Dada

(2005) submitted a grave misconception of people that active female athlete will not bear

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children due to effect of sport and recreation participation on their reproductive system.

However, civilization and research findings have faulted these misconceptions and beliefs.

Ogu and Umeakuka (2005) maintained that today there are opportunities for women to

participate in almost all the sports and recreation. Despite the persistent male dominance,

Nigerian women including university girls have steadily continued to make their impact in

sports and recreation (Dada 2005). Investigation revealed that today’s women do not only

participate in recreation of their choice but can compete favourably with males in Leisure

participation (Ajibola 1982). Mitchell (1996) reported that in addition to broadened Leisure

pursuits of women which included badminton, tennis, swimming, football and basketball,

young girls still expressed preference for addition to the curriculum such as cycling and

aerobics. Kane and Greendorfer (1994) remarked that participation figure since the passage

of title ix legislation in America in 1972 revealed that more females are now engaged in

Leisure pursuits than any other period in American history. Also the 1979 United Nation

Convention on the elimination of all forms of discrimination against women has broadened

their recreation pursuits in Nigeria (WHO 2002).

Age of the participants (students) remain an important demographic correlate of Leisure

pursuits of the students. Pratt, Macera and Blanton (1999) showed that there is a decrease in

Leisure pursuits among boys and girls in their teenage period. An even greater decline has

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been noticed among adolescent girls (Wang and Biddle 2000). Funk (1993) attributed the

drop in physical recreation (activity) among today’s youth to new technology. A study he

conducted on the frequency of video game play showed that 4.2 hours per week is spent

playing video game by young students.

The recent Campbell survey on well-being in Canada also found that age-based decline in

participation does not occur in all the activities (Canadian Fitness and Lifestyle, Research

Institute 1999). Some Leisure activities according to the research finding have more stable

participation throughout life with slight decline over the age of 65 years. Kelly, Steinkampo

and Kelly (1987) pointed out that social interaction and some home-based activities like the

T.V watching, reading, and gardening tend to have relatively high participation throughout

life. Warnick (1987) discovered that in some activities, participation peaks in certain year of

ages and then decline gradually. They include golf, picnicking, visiting, museum and hiking.

Participation as a volunteer shows that older volunteer are known to contribute more hours

per week than younger volunteers (Dunn 1989). Research further revealed that more

strenuous activities are desired by young adult whereas creative, cultural and passive

activities are of interest to older adult particularly female (Alberta Bureau of statistics 1988).

Peer group is another milieu for student spare time as the group usually seek environment

that will accommodate their own informal organization. Alexandria and Carroll (1997) held

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that social groups within which individuals and the age group interact determine the

selection of their Leisure pursuits. Students select leisure activities not merely for their own

sake but for their compatibility with their social network. Porter (2002) reported that

pressure to conform to popular standard or ideals of beauty in a given period is an important

reason for teenage girl’s interest in recreation. Students prefer to spend their leisure among

people who share their own taste and interest (Allender, Cowburn and Foster 2006). The

girls are invited to use cosmetics and fashion to make themselves attractive appendages to

male peer groups and objects for university boys’ leisure.

Report further confirmed that student’s independent attachments are normally to same sex

clique and special friends with whom to practice masculine and feminine behaviour (Hendry

1979). Robert (1983) reported that university adolescent male who are boisterous in nature

are more likely to be noticed than the teenage girls culture of indoor leisure where they meet

friends, listen to music, practice make-up and dancing, discuss clothes, compare sexual

notes and generally gossip. The study further revealed that sex is frequently a topic of

discussion than direct action. Consequently, the peer groups tend to dissolve and special

friendship with same sex lose prominence as students mature. Hobson (1979) pointed out

that for some university girls, thinking, talking about, preparing and then actually going out

with boyfriends become virtually a whole of leisure. Subsequently students begin to use

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peers rather than family as reference group for their taste in dress, music, hair style and

argot. Peers replace parents and teachers as architect of the framework for play (Corsaro and

Eder 1990) Mason (1995) added that fear of negative evaluation from peers can even be a

constraint on Leisure pursuits. Harris (1993) advised that social support from friends is very

important in sustaining continual participation in Leisure activities.

The year of study of the students is closely related to the level of interest in Leisure pursuits.

It is logical to expect students to improve their level of Leisure pursuits as their years in the

school increases (Keatung, Huang, Guan Deng, Zhu and Dwan 2006). But the finding of the

study indicated that there was a decline of participation after the second year in the

university suggesting that activity level of the students decline as their years of study in the

university increases (Pinto and Marcus 1995).

More so, educational attainment and nature of occupation influences the type of leisure

choice of the people. Parker (1983) stressed that one’s job makes a difference in the kind of

leisure experiences that are possible thereby creating of wide disparity in each individual

disposition to enjoy and appreciate various kinds of leisure. Jones, Kennaugh, Parry and

Ross (1996) submitted that the more affluent a society is in terms of economical, educational

and political stability, the more recreation it is likely to encounter.

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Leisure pursuits change through the life course as resource expectations, tasks and desires

alter when people move from childhood through adolescent to adult married life. Rapport

and Rapport (1975) added that they may bring about either a weakening or strengthening

family ties, create conflict or relieve stress within the marriage dyad particularly during the

establishment phase. Cheek and Bunch (1976), submitted that recreation often encourages

companionship, intimacy, primary bond, and expression of marital relationship and

nurturing of the children. Collins and Strelitz (1982) contended that family and marital roles

associated with the life cycle stage may influence recreation to great extent. They maintain

that there is a strong positive correlation between conjugal relationships and family leisure’s

as leisure activities are likely to affect family and marital cohesiveness. Kelly (1988) held

that the type of activities and quality of Leisure interaction has much implication on the

quality of marital and family life.

Horna (1987) discovered that parenthood is a major turning point as its early stage makes an

impact in the amount of time available for leisure activities. Lack of time and opportunity

was particularly a problem among married students. Allexandris and Carrols (1997)

remarked that married individuals are significantly more constrained than single persons on

time related factors due to household responsibilities. Mulvihil Rivers and Aggleton (2000)

pointed out that young university students also complained of the difficulty in incorporating

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Leisure activities into what they regarded as extremely busy academic schedule in their

universities.

Religious affiliation is known to have close connection with the Leisure pursuits of

university students. Religion is clearly recognized as a continuing force in the emerging

philosophy and practices of recreation. It has been the most popular and most universal

focus of human celebration and self-renewing activity. Dahl (1972) pointed out that in

addition to primary relief and sole respite from life-long drudgery that religion offers to

mankind, it also provides the legitimate and socially acceptable alternative to productive

work. He further submitted that most religious activities and organization are channels that

expand Leisure opportunities.

More so, religious force support campaigns against abusive and pathological uses of leisure

such as alcoholism, drug abuse, pornography, prostitution, illegal gambling and cruel use of

animals for entertainment. In drama, literature and music, religious themes and spiritual

insight usually dominate the finest expression. (Hansel, 1979).

Furthermore, it was observed that early Christian paramount consideration of all living was

to save the soul, the body was looked upon as hindrance and to exalt the soul, the body was

ignored, punished and bruised (Kraus 1982). He contended that anything that expressed the

livelier feelings of instinctive human nature was brandished. The general idea of salvation is

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through masochistic deprivation. Leisure was condemned as it was believed to hinder

godliness, it was seen as a snare of the devil. Dada (2005) stressed that certain beliefs and

doctrine makes university girls to see participation in sports and recreation requiring the

wearing of shorts, tight clothes, pants or swimming suits as immoral and sinful.

The situation is somewhat worse among Muslim communities where the female folk are not

permitted to engage in some recreation and physical activity. Kamiyole (1986) noted that in

all Islamic school there was no provision for the teaching of physical education and

recreation. Miller (1993) added that married women are forbidden from social contact with

the opposite sex in leisure pursuit. Their dress code and practice of Purdah system in line

with the Sharia law has negative implication on general recreation participation by students.

However, most religious denominations are becoming more liberal by allowing their

adherents to participate in organized leisure programme. Although the Muslim faithful are

still restrictive to women participation, in co-recreation, good enlightenment will improve

the trend. Mgbo (2003) opined that there is need to continue to sensitize the public

particularly parents, policy makers and students on the importance of physical education and

recreation programme through conferences seminar and workshop.

Several factors have been identified to be correlated with Leisure pursuits. This study

however investigated five of those factors. The selected five factors include age, gender,

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year of study (educational level) marital status and religious affiliation. These five factors

were considered since previous studies (Torkildson 1992, Boslaugh, Kreuter, Nicholson and

Naleid 2006 and Carrol and Allexandris 1997) showed that they are most likely to have

strong correlation with Leisure pursuits of university students.

Theoretical Framework
Literature abounds with many theories of recreation. Each theory tries to provide

explanation of recreation as part of human behaviour and a necessity for man’s survival and

welfare in the society. Some of the theories are discussed below

Instinct theory, Hornby (2000) defined instinct as natural tendency to behave in a certain

way without reasoning or training. Instinct is the motive force that gives impetus for play

behaviour. In other words, the impulses aroused within an individual push him to play.

Groos (1901) the proponent of this theory recognized that in play people express certain

natural instincts like courtship, love for contest, dance, reading, creativity etc.

This study is anchored on instinct theory as recreation offers gratifying opportunities for

instinctual discharge in socially acceptable channel. The demographic correlate of gender is

very much influenced by this theory. It confirms that the differential choice of recreational

pursuit among male and female students is as a result of the nature of their biological

constituents. It is a common knowledge that college girls use their leisure to make

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themselves attractive to boys while the boys mostly prefer outdoor activities (Lewis and

Weigert 1981).

Relaxation theory propounded by Patrick (1916) pointed out that human body needs some

forms of recreational pursuits as a means of revitalization. Recreation serves as a medium of

refreshing the body after long hours of work. Kraus (1982) maintained that the general

wellbeing of individuals is strengthened if they are able to maintain a healthy balance of

work and recreation. Okunbor (1995) added that recreation provides a way of restoring or

conserving energy expended during work.

This study is anchored to relaxation theory in realization that academic pressure in the

college continues to put students under extreme stress. The implication of this theory is very

relevant to students in various years of academic study in the college especially the final

year students who do not usually show much interest in recreation due to pressure in

academic work. “All work and no play they say make jack a dull boy.” (Adeyanju and

Ladani 2002). Recreational pursuits therefore provide compensating outlet for recuperation

from social and academic stress and tension prevalent in the college.

Preparation theory, Groos (1901) being the proponent of this theory conjectured that play

helped animals in the struggle for survival by enabling them to practice and perfect the skills

they would need in adult life. In this theory, recreation is seen as the nature’s way of

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preparing an individual for the future roles (Ogu and Umeakuka 2005). It implies that

recreational experience should provide people ample opportunities to identify and

understand the values, attitudes, knowledge and skills necessary for survival in life.

This study is further anchored to preparation theory on the premise that today youth are the

leaders of tomorrow. The theory has particular implication on the demographic correlate of

marital condition of the students as remarked by Larson (2002) that recreation should be

seen as the time of preparation for family life, employment and good citizenship. Onu

(2006) equally added that proper orientation of the students towards quality recreational

pursuit will assist them to gain the opportunity of improving themselves and the society.

Self-expression theory: Rogers (1961) the proponent of this theory held that fully

functioning man would always strive to experience life in full and achieve satisfaction

through the optimal use of his potentials. Bucher (1979) held that this theory emphasizes

mans urge to be active in his environment by using his facilities and equipment to improve

himself and his environment. Ugwueze (2005) affirmed that recreation affords man the

opportunity to satisfy his desire to create, share, achieve, win, approve and express his

personality.

This study is anchored to self-expression theory as research confirms that opportunities in

art, craft, etc seem to be beneficial to college student’s quest for creativity, personal

27
satisfaction and higher levels of achievement (Cicarelli and Copper 2001). This theory is of

much relevance to demographic correlate of age variation among the students. Opportunities

for the use and display of skills and talents by students of various ages through appropriate

recreational experience will maximize their potentials. In fact, talent haunt undertaken by

some service providers and corporate organization in Nigeria for showcasing of role models

in the society is usually achieved through recreational shows and exhibition.

Psychoanalytic (accommodation) theory. Torkildson (1992) held that it is one of the recent

classical theories that has its origin from Groos (1901). It is a situation where a child alters

existing structure to meet with the demand of reality. Hence the child modifies feelings and

thought when confronted with an object or situation which appears novel. What he thinks is

known must be altered to match what is encountered in the environment. Thus, the

environment is altered and restructured to match experience and existing knowledge.

This study is anchored on the psychoanalytic accommodation theory in recognition of the

individual differences that exist among the students and the role recreation can play through

imbibing in the students the tenets of tolerance and adaptation in one’s social environment.

The theory is particularly relevant in the demographic correlate of religious affiliation as it

will task the students to develop positive attitude towards recreation by designing,

28
encouraging, accommodating and supporting adequate recreational pursuits in the college

despite their religious, differences.

Summary of Review of Related Literature

The modern technology which has resulted in an increase of leisure hours (Ward, Higson

and Campbell 1994) has necessitated more emphasis for adequate opportunity in

recreational pursuits. Agbo (2002) described leisure as activities one voluntarily engages in

and voluntarily withdraws from during one’s leisure hours for the purpose of refreshment of

the body and soul. Hornby (2000) defined pursuit as something or activity that one gives his

time and energy. Thus, leisure pursuits refer to one’s engagement during recreation period.

Umeakuka, (1997) and Davis, Bull, Roscoe and Roscoe (1997) presented a comprehensive

list of leisure activities which cut across the social, religious, physical, mental, aesthetical

and cultural life of the students.

The study identified and discussed five specific demographic variables that impinge on

students’ engagement in recreational pursuits. The five factors include age, gender, year of

study of the students, religious affiliation and marital status of the students. From the

literature reviewed it was discovered that students of Universities in Northern Nigeria are

not maximally involved in leisure pursuit in their various universities. The reason is linked

29
to the influence of demographic factors thereby creating a very dissatisfying situation in

recreational interest and pursuits of the students in the universities.

30
 CHAPTER THREE
RESEARCH METHODOLOGY

Introduction
The methodology is concerned with the procedures and techniques used in the collection and

analysis of data after identifying the research problem and completing the review of

literature. The purpose of this section is to facilitate understanding and the attainment of the

research objective. The purpose of this study is to analyses leisure engagements of selected

final year female students, Faculty of Arts Ahmadu Bello University, Zaria. To achieve this

purpose, the research design, population, sample and sampling technique, instrumentation,

the administration of the instrument, validation of the instrument, procedure for data

collection and statistical techniques were used in this study.

Research Design
This is a plan, structure and strategy operated by the researcher to provide answers to the

research questions and to control variances. It specifies how data relating to a given problem

was collected and how they are analyzed. Ex-post facto research design has been used in the

study. This is chosen because information required for the study is available with the

respondents. Kerlinger (1973), stated that the method is the best tools to be used in

descriptive research involving current events. In this design, opinions of respondents on

leisure engagements of selected final year female students, Faculty of Arts Ahmadu Bello

31
University, Zaria has obtained and determined. It also uses to find out the relationships that

exist, effects that are evident, opinions that are held and trends that are developing on a

group of people under study by collecting and analyzing data from a sample considered to

be representative of the entire group (Asika, 2001).

Study Location and Population

Ahmadu Bello University, Zaria came into being on October 4th 1962 as the first University

in Northern Nigeria by the then northern region government and was taken over as a federal

institution in 1975. The university was created to, among other things produced high level

manpower, secured the diffusion of knowledge, there is research and community service in

northern Nigeria and Nigeria in general to function as a centre of excellence (Ahmadu Bello

University, 2016). The Ahmadu Bello University, whose Law was enacted on 14th October,

1962, has its origins in the defunct Nigerian College of Arts, Science and Technology, Zaria,

founded in 1955; the Clerical Training Centre, Kongo, founded 1957; the Samaru

Agricultural Research Station established in 1924, and the Shika Stock Farm started in 1928

(Ahmadu Bello University, 2016).

A month before independence in October 1960, the Ashby Commission on Post-School

Certificate and Higher Education appointed by the Federal Government in 1959

recommended that a University should be created in Zaria to serve the then Northern Region

32
of Nigeria. The Northern Region Government requested the British Secretary of State for

Commonwealth Relations, to send a delegation from the Inter-University Council to plan a

University for Northern Nigeria. The delegation, headed by Sir Alexander Carr-Saunders,

arrived in April 1961 and in the same month issued its recommendations on the scope and

activities of the University (Ahmadu Bello University, 2016).

In April 1961, a Law establishing a Provisional Council of the University of Northern

Nigeria was passed by the Legislature of Northern Nigeria, and the Provisional Council was

established in November 1961 under the Chairmanship of the Hon. Shettima Kashim, CBE,

now Sir Kashim Ibrahim KCMG, CBE (a member of the Ashby Commission who later

became Governor of Northern Nigeria and Visitor to the University). Sir Norman Stanley

Alexander, a New Zealander, and Professor of Physics at the then University College,

Ibadan was appointed the First Principal (later Vice-Chancellor) in July 1961, and assumed

office in November. The University was named after Sir Ahmadu Bello (1901-1966),

Sardauna Sokoto and Premier of Northern Nigeria, who, as the first Chancellor of the

University, performed the Opening Ceremony on October 4, 1962 (Ahmadu Bello

University, 2016). The University opened with just four Faculties – Agriculture,

Engineering, Law and Science – fifteen Departments and 426 students. Under the successive

Vice-Chancellorships of Professor Norman Alexander 1961-1966, Professor Ishaya Audu

33
1966-1975, Professor Iya Abubakar 1975-1978, Professor Oladipo Akinkugbe 1978-1979,

Professor AngoAbdullahi 1979-1986, Professor Nayaya Mohammed 1986-1991, Professor

Daniel Saror 1991-1995.

Major General Mamman Kontagora (rtd) as Sole Administrator 1995-1998, Professor

Abdullahi Mahadi 1998-2004, Professor Shehu Usman Abdullahi, 2004-2009 and the Vice

Chancellor Professor Abdullahi Mustapha from 2010 to 2015, Professor Ibrahim Garba from

2015 to 2020 and Professor Kabiru Bala from 2020 to date, Ahmadu Bello University

increased its size, scope and depth of its academic work.

By a Decree (the Ahmadu Bello University (Transition) Provisions Decree of 1975) the

University was taken over by the then Federal Military Government, and now enjoys the

status of a Federal University (Ahmadu Bello University, 2016). Within the over 50 years

of existence, the University had to a great extent, met the development needs for which it

was founded, especially with regards to the production of high-quality graduates and

Community Service in Engineering, Environmental Design, the Medical Sciences,

Agriculture, the Humanities, Education and the Natural Sciences. The University's five

hundred thousand alumni are found in all parts of Nigeria, Niger Republic, the Cameroon,

South Africa, Europe, Asia and the United States.

34
Its products occupy important positions in the public and the private sectors of the economy,

at all levels of government, and in educational Institutions of higher learning in and outside

Nigeria. In research terms, population is all possible members or elements to which the

investigation relates. It is to be noted that population in a study could be a sample in another

study. The population of this study as at the time of this research consisted of four hundred

and twenty-one (421) females’ final students of Faculty of Arts, Ahmadu Bello University,

Zaria (ABU MIS Unit, 2023).

Sample and Sampling Technique

The study employs the probability sampling technique especially the cluster sampling. A

common motivation for cluster sampling is to reduce the total number of the population to a

cluster in order to achieve a degree of representativeness. A total of one hundred and fifty

(150) persons will be sampled using proportionate sampling procedure along with Krejci

and Morgan (2001) population and sample size selection. Number of final year female

student that will be selected from seven department of the faculty of art; Hausa, Archeology,

English Language, English Literature, History, Theater and Performing Arts, French and

Arabic randomly) every department was based on the total number available. The selections

were therefore distributed proportionately across all the departments of the of the faculty.

Instrumentation

35
The instruments are the means by which the data are collected. There are various types of

instruments used in research studies. These includes among others; observation, interview,

questionnaire, achievement test, inventories and attitude scales. A questionnaire on analysis

leisure engagements of selected final year female students, Faculty of Arts Ahmadu Bello

University, Zaria will be designed by the researcher. The questionnaire contained six (2)

sections: Section A to B. Section A consists of six (6) statements on demographic

characteristics, Section B has statements based on research questions. The self-designed and

validated questionnaire has followed the multiple response type format. It consisted of

several items and the respondents were required to tick any of the response option of “Very

Often”, “Often”, “Rarely’ and “Never’ that best describe the student’s participation in

leisure pursuits.

Data Collection Procedure

The researcher obtained a letter of introduction from the Department of English Literature

Faculty of Arts, Ahmadu Bello University, Zaria in order to formalize the process that grant

the researcher access to carry out the research on analysis of leisure engagements of selected

final year female students, Faculty of Arts Ahmadu Bello University, Zaria. A total of one

hundred and fifty (150) copies of the questionnaire were administered to the selected

respondents. Instruction on how to fill the questionnaire was explained in details to the

respondents with the help of two research assistants.

36
Data Statistical Analysis Techniques

The data collected for the study were organized and presented in tables and the statistical

techniques include: Descriptive statistics such as frequencies, percentages and means for

socio-economic characteristics of the respondents and views on each of the research

questions.

Summary
The research method that was employ in this study were mainly field survey and the

administration of 150 copies of questionnaire were allocated to selected respondents in equal

chance from departments in the faculty providing answers with the aid of the achievement of

the research objectives.

37
 CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
Introduction
This chapter is presented under the following sub-headings: Socio-Demographic Attribute of

Respondents, Analysis and Interpretation of Tables of Research Question.

Socio-Demographic Attribute of Respondents

This section examines the Socio-Demographic attributes of respondents such as their age,

marital status, religion, ethnic group, department and number of children they have if any.

These attributes are necessary as it is useful to see what influences they have leisure

engagements

Table 4.2.1: Percentage Distribution of Respondents Socio-Demographic Attributes

Variable Frequency Percentage (%)

Marital status
Married 52 37.0%
Single 89 62.0%
Divorced 9 1.0%
Total 150 100.0%
Age
18 – 25 112 75.0%
26 – 35 28 19.0%
36 – 45 7 4.0%
46 – 55 3 2.0%
Total 150 100.0%

38
Table 4.2.1 shows a higher number of respondents 62% (89) are single than married 37%

(51). A larger number of the respondents are of age bracket of 18 – 25 years, 75% (108)

which is expected since the study is on females.

Table 4.2.1: Percentage Distribution of Religion

Religion Frequency Percentage

Muslim 80 53.0%
Christian 70 47.0%
Total 150 100%

Table 4.2.1 indicated a higher representation of Muslims than Christians as shown by 53% (80) of

the respondent, this could be because two of the study areas are mostly dominated by Muslims.

Tribe
Hausa/Fulani 77 51.0%
Yoruba 26 17.2%
Igbo 19 12.8%
Others 28 19.0%
Total 150 100.0%
Department
Arabic 20 13.0%
Archeology 20 13.0%
English Lang. 25 17.5%
English Lit. 25 17.5%
French 20 13.0%
History 20 13.0%
Theatre Arts 20 13.0%
Total 150 100.0%

39
Number of Children
0 119 79.0%
1 11 7.0%
2 7 5.0%
3 7 5.0%
4 - Above 6 4.0%

Total 150 100.0%

The Table indicates that majority of the respondents were in Hausa/Fulani 51% (77) while

17.2% (26) were Yoruba and 12.8% of the respondents were Igbos while 19% of the

respondents are from the different Nigeria Tribes. Concerning departments, but are equally

represented. Concerning the number of children of the respondents, most of the respondents

didn’t had any childs.

Analysis and Interpretation of Tables of Research Question

SECTION B: (RESEARCH QUESTIONS)
How do you spend your leisure time?
Leisure Activities Married Unmarried
a listen to music 40 110
b Play instruments, sing in a choir, etc. 45 105

40
c Watch TV, video 51 99
d Meet friends 30 120
e Play cards or board games 43 107
f Play computer games 41 109
g Read books, magazines and newspapers 39 111
h Do sport in a club or sport stadium 33 127
i Do sport individually 44 106
j Attend sport events 47 103
k Go to discos 39 111
l Go to the cinema, theatre, concerts 52 98
m Spend time on hobbies 40 110
n Visit family 75 75
o Do nothing 47 103
p Play with peers 39 111
q Others 52 98

In which forms of leisure time physical activity do you participate?".

Forms of motor Never Rarely Often
activity Married Unmarrie Married Unmarried Marrie Unmarried
d d
a) running 43 107 45 105 51 99

41
b) swimming 41 109 51 99 30 120
c) cycling 39 111 30 120 43 107
d) roller-skating 33 127 43 107
e) basketball 45 105 41 109 51 99
f) volleyball 51 99 39 111 30 120
g) football 30 120 33 127 43 107
h) handball 43 107 44 106 33 127
i) aerobics 41 109 43 107 44 106
j) gym 39 111 43 107 51 99
k) skateboarding 33 127 45 105 45 105
l) skating 44 106 51 99 51 99
m) gymnastics 51 99 30 120 30 120
n) martial arts 30 120 43 107 43 107
p) others 43 107 41 109 41 109

I participate in a variety of physical activities because: . . .

Motives to take physical activity in free time Married Unmarried

a want to make a sports career 13 137

42
b this is an opportunity to make new friends 33 127
c like competing 44 106
d want to be in good shape 43 107
e this is relaxation for me 43 107
f for health 45 105
g this is an opportunity to meet friends 51 99
h for fun 50 100
i I’m encouraged by friends and siblings 40 110
j to gain material benefits 75 75

I take physical activities in my free time mostly with

I take physical activities most often with… Married Unmarried

a With friends 51 99
b With siblings 50 100
c With course mates 40 110
d On my own 75 75
e With others 47 103

43
 CHAPTER FIVE
CONCLUSION
Conclusion
The study analyse demographic variables of age, year of study, religious affiliation, marital

status and the leisure engagement of some selected final year female students, Faculty of

Arts Ahmadu Bello University, Zaria. The study employed structure and strategy operated

by the researcher to provide answers to the research questions and to control variances. It

specifies how data relating to a given problem was collected and how they are analyzed. Ex-

post facto research design has been used in the study. This is chosen because information

required for the study is available with the respondents.

Three research questions and were formulated to achieve the above study. A structured

researcher made questionnaire was used to collect data. A sample of 150 students was used

for the study. The data collected for the study were organized and presented in tables and the

statistical techniques include: Descriptive statistics such as frequencies, percentages and

means for socio-economic characteristics of the respondents and views on each of the

research questions.

They result shows that female students of the Faculty of Arts, Ahmadu Bello University,

Zaria rarely participated in recreations pursuits.

44
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 APPENDIX I

INTRODUCTORY LETTER
Ahmadu Bello University, Zaria

Faculty of Arts,

Department of English
Literature

Dear Sir/Madam/Miss/Mr.

I am a student of the above Institution; I am undertaking a research study titled “An

Analysis of Leisure Engagements of Selected Final Year Female Students, Faculty of Arts

Ahmadu Bello University, Zaria” in fulfillment for the award of Bachelor Degree of English

Literature.

You have been selected as one of my respondents in answering this questionnaire. All

answers given shall be treated with utmost confidentiality and shall be purposefully be used

only for the research work. Please you should sincerely answer these questions to the best of

your knowledge.

Thank you for your cooperation.

Yours faithfully,

52
Danladi, Jamila Kaka
Researcher

APPENDIX II
QUESTIONNAIRE
AN ANALYSIS OF LEISURE ENGAGEMENTS OF SELECTED FINAL YEAR FEMALE
STUDENTS, FACULTY OF ARTS AHMADU BELLO UNIVERSITY, ZARIA
Guide line: [√] tick as appropriate and write your response where necessary
SECTION A: (DEMOGRAPHIC DATA)
1. Marital Status:
Married [ ]
Single [ ]
Divorced [ ]

Widowed [ ]
2. Age:
18 - 25 [ ]
26 - 35 [ ]
36 - 45 [ ]
46 - 55 [ ]
3. Department:
Arabic [ ]
Archeology [ ]
English Lan. [ ]
English Lit [ ]
French [ ]
History [ ]
Theatre Arts [ ]
4. Religion
Muslim [ ]
Christian [ ]
5. Tribe:
Hausa/Fulani [ ]
Yoruba [ ]
Igbo [ ]
Others Specify ……………………………………………………………………
6. Number of Children if Any:

53
1 [ ]
2 [ ]
3 [ ]
4 - Above [ ]

54
 SECTION B: (RESEARCH QUESTIONS)
How do you spend your leisure time?
Leisure Activities Married Unmarried
a listen to music
b Play instruments, sing in a choir, etc.
c Watch TV, video
d Meet friends
e Play cards or board games
f Play computer games
g Read books, magazines and newspapers
h Do sport in a club or sport stadium
i Do sport individually
j Attend sport events
k Go to discos
l Go to the cinema, theatre, concerts
m Spend time on hobbies
n Visit family
o Do nothing
p Play with peers
q Others

In which forms of leisure time physical activity do you participate?".

Forms of motor Never Rarely Often
activity Married Unmarrie Married Unmarried Marrie Unmarried
d d
a) running
b) swimming
c) cycling
d) roller-skating
e) basketball
f) volleyball

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g) football
h) handball
i) aerobics
j) gym
k) skateboarding
l) skating
m) gymnastics
n) martial arts
p) others

I participate in a variety of physical activities because: . . .

Motives to take physical activity in free time Married Unmarried

a want to make a sports career
b this is an opportunity to make new friends
c like competing
d want to be in good shape
e this is relaxation for me
f for health
g this is an opportunity to meet friends
h for fun
i I’m encouraged by friends and siblings
j to gain material benefits

I take physical activities in my free time mostly with

I take physical activities most often with… Married Unmarried

a With friends
b With siblings
c With course mates
d On my own
e With others

56
57