POST-TRAUMATIC STRESS DISORDER AS PREDICTOR OF POST BASIC SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ADAMAWA STATE, NIGERIA

Abstract

This study investigated whether Post-Traumatic Stress Disorderis a predictor of Post Basic School Students Academic Achievement in Mathematics in Adamawa State, Nigeria. One research question and one hypothesis were formulated for the study. A correlation research design 
(predictive) was adopted. The population comprised 3,314 SS II mathematics students using 10%. Multistage sampling was used to select 336 students. Mathematics Students’ Post-Traumatic Stress Disorder Questionnaire (PTSDQ)” and a student’s pro forma result were used for data collection. The PTSDQ was validated by three experts. Cronbach’s alpha method was used to determine the reliability of the instrument and a reliability of 0.74 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research question while the hypothesis was tested at a 0.05 level of significance using linear regression analysis. The findings of the study showed an average mean score of 3.38, indicating that these students were moderately stressed when it comes to Post Traumatic Stress Disorder, Hypothetically, Post-traumatic stress disorder predicts Post Basic schools’ students’ academic achievement in Mathematics (r =0.85; β = 0.67; t = -1.27, p < 0.05). In conclusion, the study found that Post-Traumatic Stress Disorderpositively predicts Post Basic School Students Academic Achievement in Mathematics in Adamawa State. Therefore, it was recommended that the government should create concern for a supportive and inclusive school environment, implementing trauma-informed practices, establishing counselling services, providing academic support, encouraging parental involvement, and monitoring progress are crucial steps for educators and school administrators  to consider.