RELATIONSHIP BETWEEN INSURGENCY AND ACADEMIC ACHIEVEMENT OF PUBLIC SENIOR SECONDARY SCHOOL STUDENTS IN NORTH EAST GEO-POLITICAL ZONE, NIGERIA

Abstract

The study investigated the relationship between insurgency and academic achievement of public senior secondary school students in North East Geo-political Zone, Nigeria. Correlation research design was adopted for the study. The population comprised 173,567 SS2 students and a sample size of 540 students were used for this study. Multi-stage sampling procedure was used to compose the sample. Two research questions were answered while two hypotheses were tested   at 0.05 level of significance. Three instruments were used to collect data. Questionnaire on Insurgency (QOI), Mathematics Achievement Test (MAT), and English Language Achievement Test (ELAT). The instruments yielded validity indices of 0.86 for questionnaire on insurgency (QOI), 0.83 for Mathematics Achievement Test (MAT), and 0.82 for English Language Achievement Test (ELAT) with reliability Coefficients of 0.77, 0.74 and 0.78 respectively. Pearson Product Moment Correlation was used to answer the research questions and also tested the hypotheses at 0.05 level of significance. It was found that a significant negative relationship between insurgency and academic achievement of public senior secondary schools in North East Geo-Political Zone, Nigeria. It also showed a significant negative relationship between banditry and academic achievement of public senior secondary school students in North East Geo-political Zone, Nigeria. Based on the findings, it was recommended that Government and Stakeholders should implement robust security measures and collaborate with local and national authorities to combat the effect of insurgency in the North East Geo-political Zone. The study concluded that Boko Haram and banditry activities greatly relate with students’ academic achievement.

Key Words: Insurgency, Academic Achievement, Students, Environment, Psychological Trauma