TY  - EJOU
AU  - 
T1  - Drug Use and Anti-Social Behaviour as Correlates of Secondary School Students’ Achievement in Biology in Makurdi Local Government Area of Benue State
T2  - International Journal of Education and Practice

PY  - 2015
VL  - 3
IS  - 4
SN  - 2310-3868

AB  - This study investigated drug use and anti-social behaviour as correlates of secondary school students’ achievement in Biology in Makurdi Local Government Area of Benue State. The study adopted the ex-post facto method and a sample size of 375 Senior Secondary two (SS II) students was drawn. Students Drug Use Questionnaire (SDUQ), Anti-social Behaviour Influence Questionnaire (ABIQ) and Students Performance Test (SPT) were used for data collection.  The data collected were analyzed using Pearson Product Moment correlation method to answer the research questions. Also, t-test statistical tool was used to test the six null hypotheses at 0.05 level of significance.  The study found that involvements in anti-social behaviour by secondary school students have significant relationship with their achievement in Biology; there was a significant relationship between academic achievement and anti-social behaviour of male students; male students academic achievement and  drug abuse had no significant relationship; there was significant relationship between academic achievement and anti-social behaviour of female secondary students but there was significant relationship between academic achievement and drug abuse among female secondary Biology students. Based on these findings, the study concluded that indiscriminate drug use and anti-social behaviour indulged in by both male and female students are strong indices of academic achievement by students. Consequently, for a student to be outstanding in his or her achievement there is every need to shun indiscriminate drug use and indulgence in anti-social behaviours. The study recommended among others that both secondary school male and female students should desist from anti-social behaviours or social vices that are detrimental to their academic performance, among others.
KW  - 
DO  - 10.18488/journal.61/2015.3.4/61.4.199.211