Assessment of the Impact of Attention Deficit Hyperactivity Disorder on Students’ Academic Achievement in Yenagoa Education LGA of Bayelsa State

Abstract

The study examined attention deficit and hyperactivity disorder of secondary school students in academic achievement in Yenagoa Education Zone of Bayelsa State and the evaluator’s role. An analytic descriptive research design was adopted in this study. The population of the study comprised all 14,387 senior secondary school students in the 40 public secondary schools in Yenagoa LGA of Bayelsa State. A sample of eighty (80) students, 40 males and 40 females, was used in the study. The instrument of the study was a closed-ended questionnaire designed by the researchers titled “Attention Deficit Hyperactivity Disorder of Students’ Academic Achievement questionnaire (ADHDSAAQ) and validated by experts. A reliability index of 0.89 was established using the Cronbach coefficient Alpha formula. The mean and standard deviation were used to answer the research questions, while the independent t-test was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students with ADHD lack concentration and suffer academic failure and that there exists no significant difference between male and female students on attention deficit and hyperactivity disorder in students’ academic achievement of secondary school students in Yenagoa LGA of Bayelsa State. The study, therefore, recommends, among others, that teachers, evaluators, parents, and stakeholders should identify students with “attention deficit, hyperactivity disorder and manage them appropriately for them to have equal rights to functional education and that students be encouraged by the educational evaluator to manage their attention by using the appropriate tools for learning. Also, teachers should avoid lengthy and difficult tasks that have high demand on students with ADHD.