Impact of Adjustments on Academic Performance among Senior Secondary School Students in Jere Local Government Area of Borno State, Nigeria

The study sought to determine the relationship between home farming experience and the academic performance of senior secondary school students in Enugu State, Nigeria. The study adopted a correlational research design. The population of the study was 52,787 students in the 285 government secondary schools in the state. The sample size of 396 for the study was estimated using the Taro Yameni formula. The data for the study were collected using two sets of questionnaires comprising the Home Farm Experience Questionnaire (HFEQ) and the Students’ Academic Performance Questionnaire (SAPQ). The HFEQ contained 30 items while the SAPQ contained 10 items. The questionnaires consisted of 4-point rating scales of strongly agreed, agreed, disagreed and strongly disagreed with assigned values with weights of 4, 3, 2 and 1 respectively. The instruments were validated by 3 experts in Agricultural Education at Michael Okpara University of Agriculture, Umudike. The reliability of the instruments was 0.78 for HFEQ and 0.75 for SAPQ. The reliability was established through a pilot study on 30 students offering agricultural science in secondary schools in Abia State and the response was analyzed using Cronbach alpha coefficient. Data generated were analyzed using Pearson Product Moment Correlation for the research question and simple regression for testing the null hypotheses. Results showed a very strong relationship between home farm experience in animal production, crop production and soil conservation and the academic performance of agricultural science students in senior secondary schools in Enugu State. It was recommended that the state government through her Ministry of Agriculture should empower families with inputs to encourage them in their homestead farming since it has been revealed that it enhanced students’ performance in agricultural science.

This study determined extent to which parents’ economic support and educational background predict senior secondary school students’ academic performance in English Language in Maiduguri Metropolis, Borno State, Nigeria. Correlation research design was used in the study. The population of the study comprised four thousand five hundred SS I students from nine (9) selected public senior secondary schools in the study area. The sample was three hundred and fifty-four based on Krejcie and Morgan sample size determination table. Random sampling technique was used to draw sample of the population from each school. The instrument used to collect data in the study was self-developed questionnaire titled “Economic Status and educational Background as Predictors of Academic Performance in English Language (ESEBPAPEL)” and proforma. The data were analyzed using descriptive statistics and multiple regression. The findings of the study revealed that, parents’ Economic support and educational background predict senior secondary school students’ academic performance in English Language in Maiduguri Metropolis, Borno State, Nigeria. It was concluded that, students’ academic performance in English Language in Maiduguri Metropolis Borno State, Nigeria is predicted by Economic support and educational background of the parents. The researchers recommend that, parents of high economic status should provide necessary English Language learning materials at home and school. Government should support students from poor economic status with free education and free English language learning materials. Educated parents should be involving in their wards English Language learning activities at home. Uneducated parents should look for educated person(s) within the family to help their wards in academic learning activity at home.

This study investigated the Influence of Depression and Anxiety on Academic Performance of Secondary School Students in Katsina Zonal Education Quality Assurance, Katsina State, Nigeria. The study was guided by two (2) objectives from which two research questions and two null hypotheses were generated and analyzed. Correlational research design was adopted, with the sample of Three hundred and seventy (370) students randomly selected from a total population of twelve thousand three hundred and twenty eight (12,328) students distributed across twenty (23) public senior secondary schools of Katsina Zonal Education Quality Assurance. Two instruments tagged, Depression scale Questionnaire (DSQ) and Anxiety Scale Questionnaire (ASQ)were used to collect data. All hypotheses were tested using Regression analysis computed in Statistical Packages for Social Sciences (SPSS) version 23.0. Results of the study revealed that there is significant influence of depression on academic performance among senior secondary school students. There is significant influence of anxiety on academic performance among senior secondary school students. The study recommended that, Educational Psychologists, Counsellors should organize seminars and workshops to train and supportstudents were found to have depression and anxiety, providing appropriate counselling and assistance. Students should be guided generally on how to reduce issues that lead to depression and anxiety, so that their academic performance can be improved.

This study is intended to look into the effects of depression and stress on college life adjustment of ophthalmic optics students. To achieve this, a survey was empirically carried out to 142 male and female students majoring in ophthalmic optics at colleges in Gangwon-do. The findings are as follows: Depression had a significant effect on academic adjustment and social adjustment, but no significant effect on emotional adjustment and college satisfaction. Stress also had a significant effect on academic adjustment, but no significant effect on social adjustment, emotional adjustment and college satisfaction. The above results showed that depression and stress were major factors affecting academic and social adjustments, and academic adjustment, respectively. Which means that depression restricted the activities of academic adjustment and social adjustment, and did not have a close relationship with psychological mechanisms – emotional adjustment and college life satisfaction. Stress also had a significant effect on academic adjustment, but did not have a direct relationship with social adjustment, emotional adjustment and college satisfaction.

High achievement especially in Biology is usually enhanced by proper Biology laboratory practical. However, it is assumed that most Biology teachers resort strictly to the use of theoretical method in teaching. This has constantly led to poor performance of students in the Senior Secondary School Certificate Examination across Nigeria. Therefore, this study investigated the statistical analysis on influence of Biology laboratory practical on students’ academic performance of Senior Secondary Students in Ilorin East, Kwara State, Nigeria. The study was a descriptive survey type. One hundred and twenty (120) students were sampled for the study using proportionate and simple random sampling technique in Ilorin East L.G.A, Kwara State, Nigeria. A researched designed questionnaire was used to accumulate information from respondents. Three research questions and two research hypotheses formulated were tested using percentage, mean, frequency count and independent t. test and ANOVA at 0.05alpha level of significant. The result of findings revealed that Biology laboratory practical has a great influence on senior secondary school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence of Biology laboratory practical on students’ academic performance based on gender but not was significant based on class size. It is thus recommended that; all Biology teachers should engage students more in pratical activities more than the theory aspect to facilitate better understanding among the students, Ministry of Education should provide adequate laboratory equipment and good laboratory environment to promote spirit of curiosity in students and stakeholders should build more infrastructure such as laboratories, classrooms and others.

The study examined the effect of dyslexia on secondary school students’ academic performance in Jega Local Government Area, Kebbi State. It was guided by two research objectives and two null hypotheses. A descriptive survey research design was adopted, with a study population comprising 520 teachers and 1,200 students in public senior secondary schools. Using a proportionate sampling technique, a total of 306 participants comprising of 100 teachers and 206 students were selected from five sampled secondary schools. Data were collected using a researcher-developed instrument titled Dyslexia and Academic Performance Questionnaire (DAPQ), which yielded a reliability coefficient of 0.89 through the test–retest method. Data were analyzed using inferential statistics of Pearson Product Moment Correlation (PPMC) and independent t-test at a 0.05 level of significance. Findings revealed a strong and statistically significant positive relationship between dyslexia awareness and students’ academic performance in Jega Local Government. Additionally, there was a significant difference in the level of awareness and understanding of dyslexia among school personnel and instructors. The study recommended that the government, in collaboration with educational authorities, should organize regular workshops, seminars, and in-service training programs on dyslexia awareness and intervention strategies for teachers and school personnel. It also suggested that teacher training institutions and colleges of education should integrate comprehensive courses on learning disabilities, particularly dyslexia, into their curricula to ensure that future educators possess the necessary knowledge and skills to effectively support students with dyslexia and enhance their academic achievement.

The study determined the gender difference in academic performance in SSCE economics subject among senor secondary school students from 2006 to 2010 sessions in Maiduguri Metropolis, Borno State, Nigeria. Two objectives were stated, two research questions were answered and two hypotheses were tested. Ex-post factor research design was used. The population of the study consisted of all senior secondary school students who offered economics SSS 111 in Maiduguri metropolis from 2006 to 2010 sessions and all available students who took economics subject in SSCE, WAEC and NECO from 2006 to 2010 academic sessions. A purposive sampling technique was used to select sample from twenty-eight co-education secondary schools. The total number used for the study was 50715. A total of 8699 students’ results were used for academic performance, 5679 male students and 3020 female students, results in WASSCE. While in SCCE, NECO the total results used was 9074 males results was 5491 and females was 3583 in economics for 2006 to 2010 sessions. Descriptive statistics of percentages was used to answer the research questions while t-test statistics was used to test the hypotheses. The results of the analysis revealed that male students in senior secondary schools in Maiduguri metropolis have better grades than their female counterpart in economics for 2006-2010 sessions. The results further showed that there was no significant gender difference in the academic performance of students in SSCE, WAEC and NECO in economics, while SSCE, WAEC and NECO for 2006/2007 session in economics for 2008 to 2010 sessions showed consistent significant gender difference in the academic performance of students in favour of male students. Based on the findings it was recommended that there should be public enlightenment by the government and non- governmental organisations (NGOS) to address the issue on the need for gender equality in public schools in terms of enrolment to have equal chance for female students to do well as their male counterpart in economics.

This Study examined the influence of instructional material on Biology students’ academic performance in senior school in Ilorin West LGA, Kwara State. The negligence of the effective use of instructional materials and facilities in learning Biology by students has affected the successful performance of students in senior secondary schools across Nigeria. Three research questions were formulated while two hypotheses were tested for the study. The study was a descriptive research of the survey type. It was targeted at the Biology students in senior secondary schools in Ilorin West LGA, Kwara State, Nigeria. A random sampling technique was used to select 120 Biology students from senior secondary schools in Ilorin West LGA, Kwara State, Nigeria. A researched designed questionnaire was used to accumulate information from respondents. The data accumulated was analyzed using frequency count and percentage, mean and standard deviation while the research hypotheses were analyzed using an independent t- test to test the hypotheses 1 and 2. Findings from the study revealed that Biology instructional materials has a great influence on senior secondary students’ academic performance. The students taught with Biology instructional materials have excellent performance compared with those taught without. The findings shows that there was no significant based on gender while there was significant influence based on school type. Recommendations made were that; Ministry of Education should take responsibility in providing Biology instructional materials to schools, all Biology teachers should make use of Biology instructional materials in the delivery of their lessons to the students to facilitate competition among the male and female students, government should provide public schools with Biology instructional materials to enhance better performance of students in Biology.

The Study Examined Perspective of Administration on Senior Secondary School Students’ Academic performance in Ogoja Local Government Area of Cross River State, Nigeria. The Government of Nigeria has since achieved independence from Britain in 1960. This demonstrated a lot of interest in the development of secondary education by leading the country to two major policies; the Nation Policy on Education (N.P.E) in 1977 (post-independence) and the revised implementation of Universal Basic Education (U.B.E) in 2000 to provide free education for children at primary and junior secondary school levels. Other efforts to improve academic performance in schools includes: private-public partnership, school based management committee (SBMC), NGOs amongst others. These major efforts are aim at improving students’ academic performance in their terminals or final examinations. The research discussed administration, the school as a social system, students’ academic performance, school discipline et cetera. Methodological approaches are mixed-method design which allowed the researcher to triangulate data from the literature, and questionnaires are closed ended questions that stems from three objectives and research questions used for the study. The total population of students is one-thousand, nine hundred and fifty (1,950) students. Whereas, thirty-six (36) students in a school were picked for the sample and questionnaire administered. Students that were drawn from the twenty secondary schools are seven hundred and twenty (720) forming the population of the research. Result of the hypotheses tested indicated that there is a negative correlational relationship between principals’ administrative skills and students’ academic performance. Formula: r-1. The study retained null hypotheses at 0.05 level, since the calculated r-value is 0.93 less than the p-value at 0.997 and the alternate hypotheses is rejected. The research recommendations are: selection of school principals by the regulatory bodies should be based on ideals tenets of leadership qualities, and discipline in school should be re-emphasize by both the parents, teachers and school administrators to improve students’ academic performance.

This study investigated the impacts of child labour on school attendance and academic performance of secondary school students in Mushin Local Government Area of Lagos State, Nigeria. five hypotheses were tested. The descriptive research design was adopted for the study. A total of 300 respondent were selected from six (6) senior secondary school students within Mushin Local Government Area of Lagos State using simple random sampling technique. The research instrument used was a four point modified Rensis Likert Rating Scale Questionnaire type. Data analysis were done using descriptive statistics of frequency counts, percentage and mean to answer the research questions, while the hypotheses formulated were tested using Chi-square and independent t-test statistical tool at 0.05 level of significance. The study concluded that there was a significant effect of students’ exposure to child labour on the school attendance, academic performance and study habit of senior secondary school students in Mushin Local Government Area of Lagos State. Also, there was a significant difference in academic performance of students exposed to child labour and those that are not in senior secondary school students in Mushin Local Government Area of Lagos State. But there was no significant difference in school attendance of students exposed to child labour and those that are not in senior secondary school students in Mushin Local Government Area of Lagos State. The study recommended that the federal government of Nigeria should work towards the eradication of poverty by providing employments to its citizens, which is the primary cause of child labour, the Government/Community should develop positive strategies to labour reduction towards a fruitful fulfillment of children’s school attendance and academic performance, such as: introducing more subsidies such as free meal tickets and reduced school bills and that the Universal Basic Education (UBE) programs should be fully implemented and monitored to take care of these children exposed work.

The principal aim of this research paper was to examine the social, psychological, and economic factors that contribute to poor academic performance (PAP) among senior secondary school students with special reference to Wamakko Local Government Area (WLGA), Sokoto State, Nigeria. We utilized a semi-structured questionnaire, in-depth interviews (IDI), and focus group discussions (FGD) to collect data from 220 enrolled senior secondary school students, 10 teachers, and 5 school principals. The statistical results revealed that numerous factors harm the academic performance of students in secondary schools. The results indicate that poor time management (75%), language barriers (74%), and financial constraints (70%) adversely affect the academic performance of senior secondary school students in WLGA. The study concludes with suggestions aimed at improving students’ academic performance.

The study, examined the relationship between post-traumatic stress disorder on academic performance among senior secondary school Students in Potiskum Education Zone, Yobe state, Nigeria. The study was guided by six (6) objectives which include to determine the level of academic performance of senior secondary school students, level of post-traumatic stress disorder on academic performance, relationship between post-traumatic stress disorder and academic performance, relationship between anxiety and academic performance, relationship between depression and academic performance and gender difference of post-traumatic stress disorder among senior secondary school students in Yobe State, Nigeria. Six corresponding research questions and six hypotheses were raised, answered and tested. Descriptive survey design of correlational type was employed and used for the study. The population of the study consist of all senior secondary school students in Yobe State with the total population of thirty six thousand six hundred and sixty seven (36,667). A sample of 7,664 were employed. The sample size was (414) students that are from the affected schools of insurgency were selected. The size is based on Research advisor (2006) which was determined using proportionate sampling were each school contribute to the sample based on its percentile representation on the population. Three (3) instruments which include; post-traumatic stress scale; anxiety stress scale and depression scale developed by Snaith et al were adopted and used to collect data from the respondents which with reliability index of 0.76, 0.79 and 0.83. Academic performance scores of students was collected using Proforma. Descriptive statistics of frequency count, percentage, mean and standard deviation was used to analyze the research questions.t- test was used to test the hypotheses I &2, PPMC was used to test hypotheses 3-5 and t-test was used to test hypothesis 6. The findings of the study reveals that the level of student academic performance is low, there is high level of post-traumatic stress disorder. There was significant relationship between post-traumatic stress disorder and academic performance (r=.116, p= .018, p< .05); there was significant relationship between anxiety and academic performance (r=.166, p= .001, p< .05); there was significant relationship between depression and academic performance (r= .318, p= .000, p< .05); there is significant gender difference of post-traumatic stress disorder (t=3.084, p= .002, p< .05), there was significant relationship between post-traumatic stress disorder and academic performance (r= .116, p= .018, p^ .05); Based on the finding the study, it is concluded that there is significant relationship ^between post-traumatic stress disorder and academic performance. It is recommended that schools should employ educational psychologists who should provide psychological interventions that could help take care of symptoms of post-traumatic stress disorder such as depression, and anxiety so as to pave way for healthy living and improved academic performance of the students.

The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per cent) are from South of Borno State, 413 (49.9 per cent) from North of Borno State, respectively. An Achievement Goals Scale with a Cronbach alpha of 0.64 was used to measure achievement goals. Tests in English and Mathematics were used to measure academic performance in English and Mathematics and overall academic performance. The data was analysed using MANAVA statistics. The results reveal that male students are more learning goal oriented and also performed significantly better than females in English and overall academic performance but not in Mathematics. Students from Southern Borno State are more learning goal oriented and performed significantly better than those from Northern Borno State in English, Mathematics and overall academic performance. Geographic locations moderate the effects of gender on students' learning goal, Mathematics and overall academic performance.

The study examined the Impact of Teachers’ Competency on the Academic performance of Senior Secondary School Students in mathematics in Oyo State, Nigeria using Oyo metropolis as a case study. This study adopted a survey design. The population of this study involved all senior secondary school II students (SS2) in Oyo metropolis where a total of 200 students were drawn as sample. Three research questions guided the study and were answered using Pearson Product Moment Correlation Coefficient (PPMC). Self-structured and constructed validated questionnaire was used to collect data from the respondents. The findings revealed that there is a positive relationship between academic competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis; there is a very strong relationship between professional competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis and there is a weak significant relationship between personal competence and students’ academic performance in mathematics among senior secondary school students in Oyo metropolis. Based on the findings, it was recommended among others that teachers with good professional background as well as specialist in the field of mathematics education should be employed for teaching of the subject in schools.

The study investigated self-confidence as correlates of senior secondary school students’ academic performance in English language in Dutsin-Ma Local Government Area. Descriptive survey research was used for this study. The population for this study consisted of three thousand and twenty-six senior secondary two students. The researcher used purposive sampling technique to select one hundred and twenty-four senior secondary school two students for the study. Self-confidence Inventory (SCI) and English Language Performance Test (ELPT) were used for data collection with reliability coefficient of 0.87 and 0.90 for SCI and ELPT respectively. Data collected were analyzed using Pearson Product Moment Correlation and t-test statistics. Findings of the study showed that there is significant relationship between no significant relationship between self-confidence and academic performance of senior secondary school students in English Language (r = .498**, p ˂ 0.05) but there is no significant difference in the self-confidence (t = .661; df = 122; p > 0.05) and academic performance (t = -1.248; df = 122; p > 0.05) of senior secondary school students in Dutsin-Ma Local Government Area of Katsina State, Nigeria based on gender. It was recommended that secondary school management should encourage their students to prepare for the examinations in advance so that they will develop self-confidence which will improve their academic performance in English language.