PSYCHOLOGICAL INFLUENCE OF BOKO HARAM INSURGENCY ON ACADEMIC MOTIVATION AND PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN POTISKUM, YOBE STATE, NIGERIA
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- NGN 3000
ABSTRACT
This study examined the Psychological Influence of Boko Haram Insurgency on Academic Motivation and Performance of Senior Secondary School Students in Potiskum, Yobe State, Nigeria. Six objectives, six research questions and six hypotheses guided the study. The population of the study was 3885 male and female SS II students, and a sample of 136 students who were victims of Boko haram insurgency and 164 non-victims students making a total of 300 students were used as sample size for this study. The study employs ex-post facto design. Three research instruments were used to collect data; Psychological Influence of Boko Haram Insurgency scale which measure anxiety and traumatic stress with respect to Boko haram insurgency; Academic Motivation scale; English language Achievement test and Mathematic achievement test. The Academic Motivation scale and the Influence of insurgency scale were face validated and had reliability of .866 and .675 respectively after pilot testing while English Language Achievement Test and Mathematic Achievement Test has a reliability coefficient of .812 and .769 respectively. Simple percentages, frequency, mean, standard deviation, and Pearson product moment correlation and also independent t-test statistics was used to analyze the data collected. The findings revealed that there is significant, negative relationship between Anxiety and Academic Motivation of senior secondary school students who are victims of Boko haram insurgency (r=-.398, p =.003); there is significant, negative relationship between Anxiety and Academic performance of senior secondary school students who are victims of Boko haram insurgency (r=-.548, p =.001); there is significant, negative relationship between Traumatic stress and Academic motivation of senior secondary school students who are victims of Boko haram insurgency (r=-.468, p =.001); there is also a significant, negative relationship between Traumatic stress and Academic Performance of senior secondary school students who are victims of Boko haram insurgency (r=-.465, p =.000). Similarly, there is significant difference in the academic performance of senior secondary school students who are victims and those who not victims of Boko haram insurgency (t=8.912, p=.000); there is also significant difference in the in the academic motivation of senior secondary school students who are victims and those who not victims of Boko haram insurgency (t=6.759, p=.000).The study therefore recommends that, teachers and school administrators should pay more attention to traumatized students when teaching and refer them to school psychologist and counsellors where necessary, the students should also be motivated; Students who experiences traumatic stress and high level of anxiety should be given relevant therapy; Conducive atmosphere should be provided by government to improve security in schools and enhance teaching and learning, this will go a long way in reducing the traumatic stress and anxiety; and also there is need for Non-Governmental organization to provide mental health and psychosocial support for affected individuals especially those that are traumatized.
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