Analyzing the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State

Analyzing the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State

ABSTRACT

This study analysed the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State. Five research questions guide the study. The study adopted descriptive survey research design. Population of the study comprised of 3,419 male and female junior secondary school students in 20 public secondary schools in Aniocha South Local Government Area of Delta State. Simple random sampling was used to select five schools from the study area. In each selected school, 40 students were sampled, resulting in a total sample size of 200 junior secondary school students. The instrument for data collection was a questionnaire titled “Juvenile Behaviour and Academic Performance Questionnaire.  The validity of the questionnaire was established through face validation. This process involved my supervisor and two other experts in measurement and evaluation reviewing the questionnaire. To determine the reliability of the instrument, a pilot study was conducted with a small group of students who are not part of the main study sample. The reliability was assessed using Cronbach’s alpha, with a coefficient of 0.70 or higher indicating acceptable reliability. Data collection involved administering the questionnaire to the selected students in the five schools. The questionnaires were distributed in person, allowing for any immediate questions or clarifications to be addressed. The data collected was analyzed using mean and standard deviation to summarize the responses. The findings revealed among others that relationship exist between juvenile behaviours (such as defiance and impulsivity) and the academic performance of junior secondary students. It was recommended based on the findings that teachers should collaborate with parents to ensure that certain juvenile behaviours are associated with academic disengagement among junior secondary students are reduced to the barest minimum.

CHAPTER ONE

INTRODUCTION

• Background to the study

The formative years of adolescence, particularly during junior secondary education, are crucial in shaping a student’s academic trajectory and overall development. During this period, students undergo significant physical, emotional, and cognitive changes that can profoundly impact their behaviour and academic performance. They tend to exhibit different kinds of juvenile behaviours which significantly impact their academic performance.

Juvenile behaviour, according to Smith (2018) refers to the actions, attitudes, and decision-making processes characteristic of individuals who have not yet reached full cognitive and emotional maturity.  This recognizes that young people are in a state of ongoing cognitive and emotional growth. The actions they take are often a reflection of their incomplete maturation process. Their attitudes may be shaped by limited life experience and an evolving worldview. The decision-making processes mentioned highlight that juveniles may not yet have fully developed capacities for judgment, especially in complex or emotionally charged situations. It implies that juvenile behaviour is transitional and subject to change as the individual grows and develops. It also suggests that we should view juvenile actions through the lens of developmental psychology, rather than applying adult standards of behaviour. Johnson & Lee’s (2020) defines it as a set of age-specific conduct patterns influenced by neurological development, social learning, and environmental factors during the transition from childhood to adulthood. This recognizes that behaviour patterns are closely tied to the individual’s age and developmental stage. The mention of neurological development acknowledges the crucial role of brain maturation in shaping behaviour, particularly the ongoing development of areas like the prefrontal cortex, which is responsible for executive functions. Social learning refers to the ways in which juveniles acquire behaviours through observation, imitation, and reinforcement from their peers, family, and broader society. Environmental factors could include socioeconomic conditions, cultural norms, educational opportunities, and exposure to risk or protective factors. By framing juvenile behaviour as part of a transition, this definition emphasizes its dynamic and evolving nature. It also implies that juvenile behaviour is the result of complex interactions between biological, psychological, and social factors, rather than being determined by any single influence. According to Garcia-Lopez (2019), Juvenile behaviour encompasses a range of actions and reactions exhibited by young people as they navigate the complex interplay between biological maturation and societal expectations. The term “range of actions and reactions” suggests that juvenile behaviour is diverse and can vary significantly between individuals. The idea of “navigating” implies that juveniles are actively trying to find their way through this period, rather than passively experiencing it. Biological maturation refers to the physical and neurological changes that occur during adolescence, including hormonal shifts and brain development. Societal expectations encompass the norms, rules, and roles that culture imposes on young people. This recognizes that juvenile behaviour often emerges from the struggle to reconcile these internal and external forces. It also suggests that what we consider “juvenile behaviour” may differ across cultures and historical periods, as societal expectations vary. Thompson’s (2021) sees it as the manifestation of cognitive, emotional, and social development in individuals who are legally considered minors, often characterized by increased risk-taking and peer influence. He emphasizes the legal aspect of juvenile status, reminding us that the concept of “juvenile” is partly a social and legal construct. It breaks down development into three key areas: cognitive, emotional, and social. Cognitive development involves the maturation of thinking processes, including reasoning, problem-solving, and decision-making. Emotional development refers to the ability to understand and regulate one’s own emotions, as well as empathize with others. Social development encompasses the acquisition of interpersonal skills and the navigation of increasingly complex social relationships. The mention of increased risk-taking acknowledges a well-documented tendency among adolescents to engage in potentially dangerous behaviours. This is often linked to the mismatch between a rapidly developing reward system in the brain and a slower-maturing impulse control system. The reference to peer influence highlights the heightened importance of social relationships during this period, where the opinions and actions of friends often carry more weight than those of family or authority figures.

Similarly, Patel & Ramirez’s (2017) defines juvenile behaviour as a dynamic spectrum of conduct observed in young people, reflecting their ongoing neurobiological development, evolving social relationships, and emerging sense of identity. They portray juvenile behaviour as a “dynamic spectrum,” emphasizing its variability and capacity for change. The term “ongoing neurobiological development” refers to the continuous process of brain maturation throughout adolescence and into early adulthood. This includes the refinement of neural networks, changes in neurotransmitter systems, and the maturation of different brain regions at different rates. “Evolving social relationships” points to the changing nature of interpersonal connections during this period, including the shift from family-centered to peer-centered social networks, the emergence of romantic relationships, and the development of more complex friendships. The “emerging sense of identity” refers to the psychological process of identity formation, where young people begin to develop a more stable sense of self, including their values, beliefs, and goals. This definition suggests that juvenile behaviour is not just a set of actions, but a reflection of profound developmental processes. It also implies that understanding juvenile behaviour requires considering biological, social, and psychological factors in combination, rather than in isolation. Chen (2022) sees juvenile behaviour is the observable outcome of the interaction between genetic predispositions, environmental influences, and developmental stages in young individuals. This takes a broad, integrative approach to understanding juvenile behaviour. By referring to “genetic predispositions,” it acknowledges the role of inherited traits in shaping behaviour. This could include tendencies toward certain personality traits, cognitive abilities, or vulnerabilities to mental health issues. Environmental influences encompass a wide range of external factors, from family dynamics and peer groups to broader societal and cultural influences. The mention of developmental stages recognizes that juvenile behaviour is not uniform throughout adolescence, but changes as individuals progress through different phases of physical, cognitive, and emotional development. By framing juvenile behaviour as an “observable outcome,” this definition reminds us that what we see is the result of complex, often hidden processes. It suggests that to fully understand juvenile behaviour, we need to consider multiple levels of analysis, from genes to society. This definition also implies that juvenile behaviour is not deterministic – while genes and environment play a role, the interaction between these factors and the individual’s current developmental stage allows for considerable variability and potential for change.

Williams & Brown (2018) defines it as a collection of actions and reactions exhibited by adolescents and young adults, often marked by impulsivity, emotional volatility, and a heightened sensitivity to social cues. This definition focuses on some of the characteristic features of juvenile behaviour. Impulsivity refers to the tendency to act without fully considering the consequences, which is often attributed to the incomplete development of impulse control mechanisms in the adolescent brain. Emotional volatility describes the rapid and intense mood swings that many teenagers experience, which can be linked to hormonal changes and ongoing development of emotion regulation systems. The heightened sensitivity to social cues reflects the increased importance of social relationships during this period, as well as the development of more sophisticated social cognition. By including both adolescents and young adults, this definition acknowledges that juvenile behaviour isn’t confined to the teenage years but can extend into early adulthood. The use of “actions and reactions” suggests that juvenile behaviour includes both proactive behaviours and responses to environmental stimuli. This definition implies that what we often consider typical “teenage behaviour” has identifiable neurological and psychological underpinnings, rather than being merely a cultural phenomenon. They tend to influence students’ academic performance.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

There are different juvenile behaviours displayed by students at the secondary school level. Some of the behavour includes defiance and rebellion; Junior secondary students often exhibit defiant behaviour towards authority figures, including parents and teachers. This can manifest as talking back, refusing to follow rules, or deliberately disobeying instructions (Steinberg & Morris, 2018). Impulsivity: Adolescents in this age group may engage in impulsive actions without considering the consequences. This can lead to risky behaviours or poor decision-making (Casey, 2018).Peer influence and conformity: Junior secondary students are highly susceptible to peer pressure and may engage in behaviours to fit in with their social groups. This can include both positive and negative behaviours (Brown, 2018). Mood swings and emotional volatility: Hormonal changes during adolescence can lead to frequent and intense mood swings, affecting students’ behaviour and interactions with others (Larson, 2020). Risk-taking behaviour: Adolescents may engage in various risk-taking activities, such as experimenting with substances or participating in dangerous physical challenges (Steinberg, 2017). Academic disengagement: Some students may show a decline in academic motivation and engagement during this period, potentially leading to decreased performance in school (Robert, 2020). Technology overuse: Excessive use of smartphones, social media, and video games is common among this age group, potentially leading to addictive behaviours and impacting social interactions (Twenge, 2017). Identity exploration: Junior secondary students often experiment with different identities, which can manifest in changing appearance, interests, or social groups (Kroger, 2017).

These behaviours are typically part of the normal developmental process for adolescents. The behaviours have significant relationship with their academic performance in the areas such study habit, motivation, participation in learning activities and strategies. Study habits are defined as those techniques such as summarizing, note taking, outlining or locating materials which learners employ to assist themselves in the efficient leaning of the materials which is at hand.  It plays a vital role in the development of human capital and is linked with an individual well – being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individuals to increase in their productivity and improve in their quality of life. Paivio (2020), noted that habits of study, which are formed in school, have greater significance and students must realize the need to acquire these effective study habits. Effective studying will help students to prepare schoolwork in less time to achieve greater degree of mastery of the lesson. Students who study effectively and efficiently utilize methods of learning which aid the acquisition, retention, application of knowledge, facts and information from textbook and class discussion, lectures and other resources. According to Pascual (2019), Study habits or study strategies are approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one’s life. There are arrays of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonic, which aid the retention of lists of information, effective reading and concentration techniques, as well as efficient note taking. Effective study habits are often up to the students and their support, however there is an evidence that they are increasingly taught at Secondary Schools and university levels. It is believed that the development of study habits helps a person become successful and productive.

Study habits refer to the consistent routines that students follow to engage in academic tasks. These routines include how often, when, and where students study. Effective study habits lead to better academic performance because they promote time management and regular engagement with course materials (Amani, 2017). Developing consistent habits helps students reduce last-minute cramming and improve long-term retention of information (Burhanuddin, 2019). Study habits are the strategies that students employ systematically to make learning more efficient and effective. This includes breaking down complex subjects into manageable parts, scheduling study time, and using methods like summarizing or questioning (Ogunmakin, 2021). A well-planned study habit enables students to organize their learning and avoid cognitive overload, improving their ability to understand and recall information (Chuks, 2018). Study habits involve how students allocate and manage their time in relation to academic work. Time management in study habits means setting aside specific times for studying, ensuring a balance between academic and non-academic activities (Roberts & Styron, 2018). Efficient time management as part of study habits helps students meet academic deadlines and reduces stress from overwhelming workloads (Ojo & Ogunde, 2020). Study habits are the techniques and methods tailored by individuals to suit their learning preferences and styles. This can include note-taking, the use of mnemonic devices, or adopting different learning environments (Nuthana & Yenagi, 2018). Personalized study habits increase motivation and make learning more engaging because students adapt methods that align with their strengths (Okeke, 2021).

Study habits are viewed as the discipline required for maintaining focus and commitment to academic work. This includes the ability to avoid distractions, prioritize tasks, and remain consistent in studying, even when faced with external pressures (Onyinye, 2020). Discipline in study habits fosters resilience and perseverance, which are crucial for achieving long-term academic success (Ugwoke, 2017). Study habits are actions taken by students to invest intellectually in their academic pursuits. This involves active engagement with learning materials, asking questions, and seeking deeper understanding of subjects (Bassey, 2022). Such habits encourage critical thinking and improve intellectual growth, allowing students to connect theory with practical applications (Benneth, 2021). Study habits also refer to the practice of regularly reviewing and reflecting on what has been learned. This process involves revisiting past lessons, summarizing key points, and assessing one’s understanding (Akpan, 2019). Reflective study habits promote metacognition, which enhances students’ ability to monitor and adjust their learning strategies (Lawrence & Seidu, 2021). Study habits are practices that focus on achieving specific academic goals. Setting objectives for each study session—whether it’s mastering a topic or preparing for an exam—makes study time more productive (Smith & Turner, 2021). A goal-oriented approach to study habits increases motivation and helps students track their progress (Aslam & Bashir, 2020). Study habits are essential tools for lifelong learning, not just for academic purposes but also for personal development. Developing effective study habits equips students with skills like critical thinking, information organization, and self-discipline, which are valuable in all areas of life (Ali & Malik, 2019). Lifelong learners benefit from strong study habits, as they continually adapt to new knowledge and challenges (Ebenezer, 2022). Study habits can also be seen as a way to reduce academic stress. By organizing study sessions, prioritizing tasks, and preparing ahead of time, students can prevent feelings of being overwhelmed during exams or assignment deadlines (Osei, 2020). When stress is managed effectively through good study habits, students are more likely to perform better and maintain a healthy balance between their academic and personal lives (Singh & Kaur, 2021).

Similarly, there seems to be a relationship between juvenile behavoiur and students’ motivation towards learning. Motivation refers to the internal processes or external stimuli that drive individuals to initiate, direct, and sustain behaviours toward achieving a goal. In the context of learning, motivation is what encourages students to engage in learning activities, persist through challenges, and strive to improve their performance. Motivation can be intrinsic (internal) or extrinsic (external). Intrinsic motivation refers to engaging in learning activities for the inherent satisfaction rather than for some separable consequence. Learners who are intrinsically motivated tend to learn because they find the process rewarding and interesting in itself (Ryan & Deci, 2017). This type of motivation is often linked to personal interests, curiosity, or a sense of accomplishment. Students with intrinsic motivation are more likely to engage deeply with the material and persist in challenging tasks (Ormrod, 2016) while extrinsic motivation involves participating in learning activities for external rewards or to avoid negative outcomes (Deci & Ryan, 2015). Learners may focus on grades, recognition, or approval from others as their main drive for studying. While extrinsic motivation can be effective in the short term, it may not foster deep learning or long-term retention of knowledge (Gagné & Deci, 2018). However, combining it with intrinsic motivation can enhance academic performance (Schunk, 2016). Self-Determination Theory (SDT) in Learning posits that motivation exists on a spectrum ranging from intrinsic to extrinsic, with self-determined forms of motivation being the most beneficial for learning (Ryan & Deci, 2017). The theory emphasizes the importance of autonomy, competence, and relatedness in fostering motivation. Learners who feel in control of their learning, capable of succeeding, and connected to others are more motivated to engage in academic tasks (Deci & Ryan, 2015). These factors help students develop a deep, sustained interest in learning.

Expectancy-value theory explains that learners are motivated when they expect to succeed in a task and value the outcome of completing it (Wigfield & Eccles, 2020). If students believe they can accomplish a task and see its importance, they are more likely to engage actively in learning. The theory emphasizes both cognitive (expectancy) and emotional (value) components. Positive experiences in learning can enhance students’ expectations of success and their valuation of education (Schunk, 2016). Goal orientation theory distinguishes between two main types of motivation: mastery and performance goals (Ames & Archer, 1988; Dweck, 2017). Students with mastery goals are motivated to learn for the sake of understanding and personal improvement, while those with performance goals focus on demonstrating their ability to others. Mastery-oriented students tend to engage more deeply in learning and develop more effective learning strategies. In contrast, performance orientation can lead to surface-level learning and anxiety (Kaplan & Maehr, 2007). Attribution theory explores how learners’ perceptions of the causes of their successes and failures influence their motivation (Weiner, 2014). Students may attribute their performance to internal factors (effort, ability) or external factors (luck, task difficulty). Those who attribute success to their own effort are more motivated to persist in learning tasks, while attributing failure to controllable factors can lead to more effort and better outcomes (Graham & Taylor, 2016). Understanding these attributions can help educators foster more resilient, motivated learners. Self-efficacy, a concept from Bandura (1997), refers to a learner’s belief in their ability to successfully perform a task. Students with high self-efficacy are more likely to take on challenging tasks, persist through difficulties, and recover from failures. They are motivated because they believe their actions will lead to success (Schunk & DiBenedetto, 2016). Building students’ self-efficacy can significantly enhance their motivation and overall academic performance (Bandura, 2012). Interest-based motivation refers to learning that is driven by a student’s interest in a subject (Renninger & Hidi, 2016). When students find a topic intriguing, they are more likely to engage deeply and voluntarily in learning activities. Interest can be situational (triggered by the environment) or individual (a personal preference), both contributing to sustained engagement in learning tasks (Hidi & Renninger, 2019). Teachers can foster this type of motivation by connecting material to students’ real-life interests. Learners motivated by a sense of competence seek tasks where they can demonstrate their abilities and improve over time. This motivation is closely related to self-efficacy, as students feel more competent when they achieve success through effort (Ormrod, 2016). Providing students with constructive feedback and opportunities for improvement can enhance this type of motivation.

Students’ participation in learning activities simply means taking part in the teaching and learning process. Not as passive listeners, but active participants. Active participation in class improves objective and subjective students’ performance in any given school subject. Active learning techniques and the associated student engagement during teaching leads to a greater number of students meeting the learning outcomes and thus, by extension, improved academic performance (Olaniyi, 2021). Student participation requires the mental and emotional involvement of students in order for them to achieve their aims (Frymier & Houser, 2018). Their participation in class is usually spontaneous, and occurs naturally (Abdullah, Bakar & Mahbob, 2020). Participation of students in group activities is usually not the same and they participate in different ways. The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explore issues and ideas in-depth, from a variety of viewpoints. Certain students will raise their voices more than others; this variation is a result of differences in learning preferences, as well as in personalities. Teamwork can help overcome many shortcomings of traditional learning methods and provide benefits for the students and teachers, where students become more active (Brown, 2012). Students can learn better when they are participating, involved mentally, and are committed in the process of investigation, discovery, and interpretation (Tesfaye & Berhanu, 2018).  Hence the need to analyze relationship between juvenile behaviour and academic performance of junior secondary students.

• Statement of the problem

The relationship between juvenile behaviour and academic performance has been a subject of increasing concern in educational research. As adolescents navigate the complex transition from childhood to adulthood, their behaviour can significantly impact their educational outcomes.

In recent years, educators and policymakers have observed a concerning trend of behavioural issues among junior secondary students, ranging from minor disciplinary infractions to more serious delinquent behaviours. Concurrently, there have been fluctuations in academic performance across schools in the  study area. Despite these observations, there is a lack of comprehensive research examining the potential link between these behavioural trends and academic outcomes in this local context.

The impact of juvenile behaviour on academic performance is multifaceted and can manifest in various ways. Disruptive behaviour may lead to decreased engagement in class, while positive behaviours like self-discipline and goal-setting may enhance academic success. The question begging for answers is how does these juvenile behaviours affects students’ study habit, motivation towards learning and participation in learning activities? It is against this backdrop that this study is carried out to analyze relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State.

• Aim and Objectives of the study

The main aim of the study is analyzing the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State. Specifically, the study seeks to:

1. To identify the specific juvenile behaviours that most significantly affect academic disengagement and performance among junior secondary students.
2. To examine the influence of juvenile behaviours on the academic performance of junior secondary students.
3. To investigate the impact of study habits on the academic performance of junior secondary students.
4. To analyze the relationship between student motivation and academic performance in junior secondary education.
5. To assess the role of student participation in learning activities and its effect on academic performance.

1.4 Research Questions

1. Which specific juvenile behaviours are most strongly associated with academic disengagement among junior secondary students?
2. What is the relationship between juvenile behaviours (such as defiance and impulsivity) and the academic performance of junior secondary students?
3. How do effective study habits influence the academic performance of junior secondary students?
4. What role does motivation (both intrinsic and extrinsic) play in the academic success of junior secondary students?
5. To what extent does participation in learning activities affect the academic performance of junior secondary students?
   • Significance of the study

The study would be of great benefit to student, teachers, school management, policy makers and future researcher. This section shall present the areas in which the study would be benefit to the groups of persons stated above.

The study would be of benefit to students by creating self-awareness and behaviour modification in them.  Understanding how juvenile behaviour, such as truancy, disobedience, or aggression, impacts their academic performance, students can become more aware of how their actions and habits influence their education. This may encourage students to adopt more positive behaviour that can improve their academic outcomes. Insights gained from the study can guide students toward better behaviour management, leading to improved academic performance. For instance, reducing distractions like disruptive behaviour or peer pressure may result in better focus on studies and higher grades. Students may understand the role of peer influence in shaping both behaviour and academic performance. Positive peer relationships can foster better study habits, while negative influences may detract from academic success. The study highlights the importance of taking responsibility for one’s actions and how behaviour directly affects academic achievements. Students who understand this connection may take more responsibility for their learning and personal development. Understanding the link between behaviour and academics, students can work on fostering better relationships with teachers, classmates, and even their parents. This could contribute to a more positive learning environment and encourage academic growth. The study can serve as a guide for students in personal development, helping them understand the value of discipline, respect for authority, and focus on goals, which are not only crucial for academic success but also for future life challenges. Awareness of the academic consequences of certain behaviours might deter students from engaging in juvenile delinquency, helping to reduce cases of misconduct in schools and potentially improving the overall learning atmosphere.

Teachers can use insights from the study to identify students who exhibit juvenile behaviour that may negatively impact academic performance. Early identification allows for timely interventions to address behaviour before it escalates and hinders learning.  Understanding the behaviour-academic performance link, teachers can develop teaching strategies that cater to students with behavioural issues. This may include adjusting classroom management techniques, lesson plans, and support systems to ensure students remain engaged and focused despite behavioural challenges. The study provides teachers with data and insights on how to manage classroom disruptions more effectively. Knowing how certain behaviours correlate with poor academic performance can help teachers create a more conducive learning environment, reducing distractions for all students. Understanding juvenile behaviour gives teachers an opportunity to build better relationships with their students. Teachers can approach students with empathy, understanding the underlying factors behind their actions, and offering appropriate support, which can improve trust and classroom dynamics. Teachers can use the findings of such studies to implement data-driven interventions that target both academic and behavioural improvement. For example, they may introduce mentorship programs, counseling, or extra-curricular activities aimed at improving both behaviour and academic outcomes. Insights from the study allow teachers to work more closely with parents and school counselors to address juvenile behaviour. By sharing information on how certain behaviours affect academic performance, teachers can encourage a team approach to supporting the student’s overall development. Addressing juvenile behaviour can lead to an improvement in academic performance, which benefits both students and teachers. Teachers may experience more engagement, better class participation, and improved test scores from students who modify their behaviour based on the support they receive. The study helps teachers identify students who may require special attention, whether through behavioural interventions or academic support. Teachers can then provide or seek appropriate resources to ensure that every student has a fair chance to succeed academically. Managing a classroom with students exhibiting juvenile behaviours can be challenging and contribute to teacher burnout.

The study provides valuable data that can guide school management in creating policies aimed at reducing juvenile behaviour that negatively impacts academic performance. This includes policies related to discipline, attendance, and student conduct, ensuring they are both effective and fair. By addressing the root causes of poor academic performance, such as behaviour issues, school management can implement strategies that improve overall student performance. This could lead to better academic results, which enhance the school’s reputation and success in external examinations. Insights from the study can help management allocate resources effectively for support services such as counseling, mentorship, and behavioural intervention programs. This ensures that students exhibiting problematic behaviours receive the help they need to succeed academically. Understanding the link between behaviour and academic performance allows school management to implement strategies that promote a positive and safe learning environment. Reducing instances of juvenile delinquency like bullying, truancy, or vandalism creates a more conducive atmosphere for both teaching and learning. School management can organize professional development programs for teachers based on the findings of the study. Training in behaviour management, conflict resolution, and student engagement can empower teachers to handle behavioural issues effectively, improving the classroom environment. The study highlights the need for stronger collaboration between the school and parents in addressing student behaviour. School management can use this data to create initiatives that involve parents more actively in monitoring and improving their children’s behaviour and academic performance. School management can develop early intervention programs that target students at risk of engaging in juvenile behaviour. These programs may include behaviour monitoring, academic counseling, and social support services to prevent further decline in academic performance. By addressing behavioural problems that lead to poor academic performance, schools can reduce dropout rates. Many students with behavioural issues tend to disengage from school, leading to dropouts. Tackling these issues can help keep students on track to complete their education. Schools that effectively manage behaviour-related issues and improve academic outcomes strengthen their reputation among parents, communities, and education authorities. This can attract more students to the school, increasing enrollment and maintaining high standards. The study emphasizes the importance of addressing both academic and behavioural needs for holistic student development. School management can ensure that students receive a balanced education that focuses on academic achievement as well as social, emotional, and behavioural growth.

The findings can serve as a foundation for future research on related topics, such as specific types of juvenile behaviour or different demographic groups. Researchers can build on existing knowledge to explore new dimensions or validate previous findings. This study can help identify gaps in current knowledge and areas that require further investigation. Future researchers can focus on unexplored aspects or refine the study’s methodologies to gain deeper insights into behaviour-performance dynamics. Insights gained can contribute to refining theoretical models related to behaviour and academic achievement. Future research can test and expand these models, leading to a more comprehensive understanding of the relationship between behaviour and academic performance. Research outcomes can inform the development of new, evidence-based interventions aimed at addressing behavioural issues and improving academic performance. Future researchers can evaluate the effectiveness of these interventions and propose new strategies. The study can provide valuable lessons on research design and methodology. Future researchers can learn from the study’s approaches, methods, and limitations to enhance their own research designs and ensure robust and reliable results. Future researchers can apply the findings to different educational contexts, such as different regions, educational systems, or age groups. This can help in understanding how the behaviour-performance relationship varies across different settings and populations. The study opens up opportunities for interdisciplinary research, integrating insights from psychology, education, sociology, and other fields. Future researchers can explore how various factors interact and impact both behaviour and academic performance. Research findings can be used to inform educational policy and practice. Future researchers can continue to explore how policies and school practices impact the behaviour-academic performance relationship and propose evidence-based recommendations. Future research can focus on the long-term implications of juvenile behaviour on academic and life outcomes.

• Delimitation of the study

This study is focused on analyzing the relationship between juvenile behaviour and academic performance among public junior secondary students in Aniocha South Local Government Area of Delta State. The scope of the research is intentionally narrowed to specific factors that influence academic performance. In this context, the independent variables include study habits, motivation, participation in learning activities, and learning strategies. These variables are essential for understanding the various dimensions of juvenile behaviour that can affect students’ academic success. Conversely, the dependent variable in this study is academic performance, which serves as the outcome that the independent variables are presumed to impact. By concentrating on these particular variables, the study aims to provide a clear understanding of how juvenile behaviour influences students’ academic outcomes within the selected region. This delimitation ensures that the research remains focused and manageable while addressing the critical issues related to academic performance in the context of juvenile behaviour.

• Area of the study

The study is being carried out in Aniocha South Local Government Area of Delta State. Aniocha South Local Government Area is one of the twenty-five Local Government Areas in Delta state. Aniocha South local government area is located within Delta state, Southsouth Nigeria. The headquarters of the LGA is in the town of Ogwashi Ukwu. Aniocha South LGA comprises several towns and villages which include Nsukwa, Ubulu ukwu, Ewulu, Ogwashi ukwu, Ukwu-Oba, Umute, Adonte, and Ashama. Aniocha south is home to several ethnic affiliations which include the itsekiri, urhobo and Ijaw. The common languages spoken in Aniocha south are English and Pidgin English while the local dialects are also spoken extensively. A majority of the dwellers of Aniocha south LGA are Christians with the rest being traditional religious practitioners. Aniocha south has a rich cultural heritage with festivals such as the Isheagu festival, Ine festival, and the NewYam festival.

The total area covered by Aniocha south LGA is 868 km squared with the humidity of the area estimated at 91 percent. The area has two major seasons which are the rainy and dry seasons and the landscape is characterized by the presence of several rivers and tributaries. Aniocha south LGA has an estimated total precipitation of 3350 mm per annum. Aniocha South has a rich agricultural heritage and has a number of plantations such as the oil palm plantation in the towns of Nsukwa, Ashama, and Ubulu ukwu; and the Rubber plantation in Egbudu Akah. Fishing is also a very important enterprise in Aniocha south. The area also has abundant reserves of crude oil and natural gas. Trade is also an important economic feature of the area with the presence of several markets such as the Umuehim and Ashafor markets. Aniocha South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 20 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

1.9 Definition of Terms

Juvenile Behaviour: This refers to the actions and conduct of individuals who are not yet considered adults, typically between the ages of 12 and 18. Juvenile behaviour can range from socially acceptable activities to problematic or delinquent actions that may require intervention.

Academic Performance: Academic performance refers to how well a student achieves their educational goals. It is commonly measured through grades, test scores, or other forms of assessment that reflect a student’s knowledge, skills, and proficiency in a given subject.

Secondary School: Secondary school is the stage of education that follows primary school and precedes higher education or vocational training. In most educational systems, secondary school typically includes students from ages 12 to 18, covering both lower secondary (middle school) and upper secondary (high school) education.

Study Habit: Study habits are the consistent practices and routines that students develop to enhance their learning and academic success. These can include time management, note-taking, effective reading strategies, and regular review of materials.

Motivation: Motivation refers to the internal drive or external stimuli that inspire an individual to take action and pursue goals. In an educational context, motivation can be intrinsic (driven by personal satisfaction or interest) or extrinsic (driven by external rewards, such as grades or recognition).

Participation in Learning Activities: Participation in learning activities refers to the active engagement of students in educational tasks, such as discussions, group work, problem-solving exercises, and other interactive processes. Active participation can enhance understanding and retention of material.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.