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Student Behavior And Academic Achievement

Student Behavior And Academic Achievement

For complete project materials and assignments call us with 07068634102


This study was undertaken to determine the students’ behavioural pattern and their academic achievement secondary schools in Uruan Local Government Area. The population of this study consists of all the Nine (9) public Secondary Schools with total a number of three thousand, seven hundred and fifty-four (3,754) students in Uruan Local Government Area, 350 students were randomly sampled out from the five selected schools in the studied area. This represents the population of the study. The instrument used for data collection was through the administration of three hundred and fifty (350) copies of questionnaires to students. The data were analyzed using a simple percentage statistical technique. Two research questions were formulated to guide the study. The result of the findings revealed that behavioural pattern exerted a lot of influence on the learning. And that home background also poses some problems in learning among students in secondary schools. Recommendations were made to promote positive changes on students’ behavioural pattern on the learning in secondary schools such that: That parent should ensure proper upbringing of their children through proper   home training and discipline; That parents should monitor the group their children belongs or associates to avoid joining a bad company; Teachers should monitor peer behavioural pattern avoid hostility among peer groups and Government should provide an enabling environment in the secondary schools with necessary facilities that enhance social and learning process.

Student Behavior And Academic Achievement


1.2       Background to the Study

1.3       Statement of Problem

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1.4       Purpose of the study

1.5       Significance of the study

1.6       Research Questions

1.7       Delimitation of the Study

1.8       Limitation of the Study

1.9       Definition of Terms


2.1       Students’ Cognitive Abilities and Learning

2.2       Students’ Personal Interest and Learning

2.3       Students’ Perception and Learning

3.4       Emotional Characteristics and Learning

Student Behavior And Academic Achievement


3.1       Area of the Study

3.2       Research Design

3.3       Population of the study

3.4       Sample and Sampling Technique

3.5       Instrumentation

3.6       Procedure for Data Collection

3.7       Method of Data Analysis


4.1       Presentation of the Result

4.2       Discussion of Findings


5.1  Summary

5.2  Recommendations

5.3  Conclusion



Student Behavior And Academic Achievement


1.1       Background to the Study

A student is the most important element in the teaching/learning setting because he is the one who learns. He is a free agent who thinks, observes, measures and reacts to issues in his own world. Day by day, he sets his own goals, cultivates new values and learns to orientate himself to the existing social standard. The learner is not a passive entity. He enquires, explores experiments and searches for truths. Depending on the strength of his curiosity, he undertakes, self-analysis, examines the beliefs of the strength of his curiosity of his society d reaches out beyond the orthodoxy of his time. He has enormous energy that drives him toward set goals. Sometimes, his drive to inquire, explore or experiment is restricted by social pressure to conform to the societal norms and values.

Student’s learning has a lot to do with others attitude. Students enjoy learning and can learn it very fast if their parents at home assist them to succeed. The behavioural pattern of the student includes his trait as a biological entity, his actions, and behaviour as a social being and his psychological properties as an intrapsychic being. The learner is viewed from the background of a self-conscious biosocial entity, which has his own behaviour and ways of responding to self and environment. The extent of learning readiness is predicted upon the quality of the behavior and the appropriateness of his responses, reflecting on Bloom’s taxonomy of knowledge, this behaviour is examined in point of views of the cognitive, affective and the psychomotor.

Student Behavior And Academic Achievement

In a study that has become classic in developmental psychology, Morgan (1993) observed the activities of students and classified their social participation into three forms:- the parallel activity, association activity and organized a supplementary activity. He said that parallel activity describes situations in which a student plays beside other students, but not with them. He does not openly influence them nor do they try to influence him. In the associative activity, the student is more actively involved in the activity and play of other students. The students are engaged in activities that are identical or similar. Thus, it may affect the learning habits of other students.

There exist several predetermined activities noted and are observed on daily basis exhibited among students of the same age bracket or ‘class’ which may influence or that are responsible for any given behaviour that is acquired by students.

Crandall (2006) maintains that most of these behaviors are the students’ self-discovery innovation, observation of what other students or peers are doing and imitating. He describes this behaviour as such which influence, decide, regulate and monitor student behaviour as inevitable influences. This behaviour predetermines to a large extent the ways in which students develop their abilities in their studies. Most students hardly differentiate their behaviour and the real study situation. Some do not really understand how to study, read look practice what is taught in school or use instructional materials or models during the learning process.

Cartel (2003) stressed that the majority of students do not possess personal behaviour because playing and other activities have overwhelmed their thinking. In other words, the learning process of a child is influenced by their activities outside academic work. This clearly shows that the influence of peer groups on the academic performance of a student is linked to how the student associates himself with peers that have educational activities and studies.



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