IMPACT OF EMOTIONAL DISORDER ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN NORTH CENTRAL STATES, NIGERIA

Abstract

This study investigated the impact of emotional disorder on academic achievement of
 secondary school students in North Central States, Nigeria. The study adopted ex-post facto survey research design. The population of the study consists of 96, 972 public secondary school students in North Central States (States Ministry of Education 2024). The sample of the study consist a total of 398 secondary school students in North Central States, Nigeria. Five instruments were adapted and used for the study. To ascertain the reliability of the instruments, a trial test was carried out on a sample of 20 students from Government Day Secondary School, Bwari-Abuja. Data collected were analyzed using Cronbach Alpha coefficient to estimate the internal consistency of the instruments. The reliability coefficients of 0.77, 0.80, 0.82, 0.81, and 0.78 were obtained. The study used descriptive and inferential statistics. Mean and standard deviations were used to answer the research questions, while the test was used to test the null hypotheses at 0.05 level of significance. Findings from the study revealed that depression has impact on academic achievement of secondary school students in North Central States, Nigeria. The study also revealed that anxiety among students can
negatively affect their academic achievement. Based on the findings of the study, it was concluded that students’ emotional disorder play a crucial role in shaping their academic achievement. The study recommended among others that Schools should establish
confidential school-based counseling services where students experiencing symptoms of depression can receive regular psychological support, screening, and appropriate referrals to
mental health professionals.