IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 10 NO. 1 2024
DOI: 10.56201/ijee.v10.no1.2024.pg487.497

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Relationships Among Home Background Factors, Conduct Disorder and Academic Achievement of Senior Secondary School Students In FCT, Abuja, Nigeria

GIDADO, Bello Kumo, DIFFANG, Abel Dayo

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Abstract

The interplay among home background, conduct disorder and academic achievement can have profound effect among adolescents in senior secondary schools. Therefore, understanding the relationship among home background, conduct disorder and academic achievement is crucial for developing targeted interventions and support systems for students in FCT. This study investigated the relationship among home background, conduct disorder and academic achievement of senior secondary school students in Federal Capital Territory (FCT), Abuja, Nigeria. A mixed-method approach (qualitative & quantitative) methods were adopted for the study. Descriptive survey research design was employed for the study. A researcher structured questionnaire based on the 4-point Likert scale, and a researcher-structured questions from West African Examination Council (WAEC) 2023, Mathematics and English objectives test questions were the instruments used for the study. Twenty (20) public senior secondary schools within the FCT were randomly selected for the study. Simple random sampling technique was used to select three hundred (300) students consisting of 15 students from each of the selected senior secondary schools (15x20=300). The hypotheses were tested using Pearson product moment correlation (PPMC) parametric statistics. The findings from the study amongst others highlighted that the overall academic performance of students in the FCT was somewhat slightly above average. The study also indicated that there is statistically significant relationship between Home Background and Conduct Disorder of Senior Secondary School Students in FCT. It was recommended among others that: Stakeholders within the school and its environs should Provide access to mental health services and academic support so as to improve the academic outcomes of vulnerable students in the FCT. Educators, policymakers, and parents should collaborate to create a supportive and nurturing env

keywords:

Relationship, Home Background, Conduct Disorder, Academic Achievement

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