Impact of Adjustments on Academic Performance among Senior Secondary School Students in Jere Local Government Area of Borno State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025190Keywords:
Adjustment, Academic Performance & StudentsAbstract
This study investigated the Impact of Adjustments on Academic Performance of Senior Secondary School Students in Jere Local Government Area (LGA), Borno State, focusing on academic, social and emotional adjustments. Three (3) research questions were answered and 1 (one) hypothesis was tested in the study. Descriptive survey research design was used in the study. The target population for the study consists of all the 5,543 SS II and SS III senior secondary school students in Jere LGA. A sample of 500 students were selected using stratified simple random sampling technique in accordance with Kriejcie and Morgan (1970). A researcher-developed questionnaire titled ‘Students’ Adjustments and Academic Performance Questionnaire (SAAPQ)’ was used for data collection. The instrument was validated by three (3) experts in the field of educational psychology from University of Maiduguri and Borno State University. The instrument was pilot tested on 50 students and the reliability was calculated through test-retest method and reliability index of .76 was obtained. The instrument consists of four (4) sections and Eighteen (18) items. Data collected were analyzed using frequency count and percentage scores to assess the demographic information of students, descriptive statistics of (mean, standard deviation, frequency) to analyse the impact of adjustment on students’ academic performance and t-test was used to assess the gender difference in adjustment and academic outcomes. The hypothesis was tested at the 0.05 level of significance using the Statistical Package for Social Science. The findings of the study revealed that academic, social and emotional adjustments significantly impact the academic performance of senior secondary school students in Jere LGA, Borno State. Based on the findings, the study recommended that Ministry of Education and SUBEB should enhance counselling services, life skills education, teacher training on psychosocial support and adjustments and increased involvement from parents, communities and NGOs to foster better adjustment and academic success
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