PREDICTIVE VALIDITY OF INTRINSIC EFFECTS OF STRESS ON SENIOR SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN BIOLOGY IN RIVERS STATE, NIGERIA
Abstract
This study examines the predictive validity of intrinsic effects of stress on senior secondary school students’ academic achievement in Biology in Rivers State, Nigeria. The study adopted the correlational research design. A sample of 936 respondents comprising 288 and 648 Biology teachers and students respectively were selected from 72 public senior secondary schools across six (6) randomly selected Local Government Areas in Rivers State. A 20-item self-structured instrument titled “Predictive Validity of Intrinsic Effects of Stress Questionnaire” (PVIESQ) and 50-item “Biology Achievement Test” (BAT) with reliability coefficients of 0.852 and 0.837 respectively necessitated their use for collecting data analyzed using regression analysis. The study revealed p-values of .000*, .011*, and .041* which indicated that the predictors of stress like depression, emotional insecurity and mental health disorder respectively significantly contributed to determine senior secondary school students’ achievement in Biology in Rivers State. The study recommended that the Ministry of Education should ensure that school administrators and supervisors regularly monitor teachers’ compliance to professionalism in teaching, guiding and giving students age-compliant tasks that would enhance their school interest rather that burdening them with tasks that could depress, traumatize and affect their academic achievement in Biology.
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Published in RHEMA UNIVERSITY JOURNAL OF MANAGEMENT AND SOCIAL SCIENCES
ISSN: 979-37999
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