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A
STATISTICAL ANALYSIS OF Psychological DYSFUNCTION ON STUDENTS’ ACADEMIC
PERFORMANCE
CHAPTER ONE
INTRODUCTION
Background
of the study
The
psychology of individual differences originated in attempts to predict
scholastic performance. Binet and Simon’s (1916) work showed that children’s
individual cognitive capacities explained variability in educational
performance and, in doing so, laid the foundations for extensive research into
intelligence and intelligence testing (Neisser et al., 1996). Theoretical
debate focused on the psychological nature of intelligence, and applied
research explored how differences in intelligences can be most usefully
assessed (e.g., Carpenter, Just, & Shell, 1990; Gardner, 1983; Spearman,
1927). Subsequent research has identified a variety of individual differences
that predict scholastic performance and prompted construction of a wide range
of assessment instruments. Yet this diverse literature has not clarified how
and to what extent separate measures of academic potential are related. Greater
conceptual and methodological integration would help focus future research
questions and facilitate optimal assessment of students’ academic potential. In
order to achieve this objective we reviewed 13 years of research into
correlates of tertiary-level academic performance, where “tertiary-level”
refers to postsecondary, undergraduate university, or college education. We investigated
(a) which individual differences are associated with better performance, (b)
how strong these associations are, and (c) whether a parsimonious
evidence-based, additive model of predictors can be constructed. Distinct
strands of evidence indicate that predictions of academic performance may be
more accurate if they are based on assessment of a variety of individual
differences, not just of past achievement and cognitive capacity. First, in
tertiary education, student selection procedures reduce variation in
intelligence scores, especially at selective institutions (Furnham,
Chamorro-Premuzic, & McDougall, 2002). Consequently, at this level, factors
others than intelligence may be critical to accurate prediction of performance.
Second, and more generally, research has identified a variety of
non-intellective factors associated with academic performance. For example,
Ackerman and Heggestad (1997) provided an informative analysis of relationships
between intelligence, personality, and interests; Poropat (2009) demonstrated
that academic performance is associated with five-factor personality traits.
The latter review showed that the relation between conscientiousness and
academic performance was largely independent of intelligence and that when
academic performance at secondary level (i.e., high school) was controlled,
conscientiousness added as much to the prediction of tertiary academic
performance as did intelligence. Less stable tendencies including motivation,
self-regulatory learning strategies, and learning styles have also been found
to predict academic performance, controlling for the effects of intelligence
and personality (e.g., Chamorro-Premuzic, & Furnham, 2008; for a review,
see Robbins et al., 2004). In addition, traditional tests of cognitive ability
have limitations. Following the construction of the Stanford–Binet intelligence
test (Terman, 1916), the Scholastic Aptitude Test was developed in 1925. This
test is now referred to as the SAT and is the most widely used, standardized,
college admissions test in North America (Everson, 2002). Yet, doubts have been
raised regarding cultural and socioeconomic biases in the SAT and, in a more
recent test of academic reasoning, the ACT (e.g., Zwick, 2004). In combination,
these findings suggest that development of comprehensive, accurate, predictive
models of academic performance necessitates a broader representation of student
capacities and tendencies. We aimed to provide a foundation for such work by
presenting an integrative overview of the evidence supporting a wide range of
predictors of tertiary educational performance. Our research focused on
individual differences that have the potential to enhance the prediction of
academic performance over and above levels achieved by traditional measures of
intelligence or cognitive capacity.
STATEMENT OF
THE PROBLEM
The
challenges emanate from psychological disorder is very fetal to the academic
life of every students irrespective of the student intelligent quotient.
Research has shown that most student who are intelligent tend not to do well in
examination and other academic work as a result of psychological trauma. This
led to serious challenge as any psychological disorder has an adverse effect on
the central nervous system and the medullar oblongata. It is in view of this
that the researcher intends to diffuse the effect of psychological dysfunction
on student’s academic performance.
OBJECTIVE OF
THE STUDY
The main
objective of the is to analyze the psychological dysfunction on student’s
academic performance; but for the successful completion of the study
Study the
researcher intends to achieve the following sub-objective:
To ascertain
the effect of psychological dysfunction on student academic performance
To
investigate the role of parent in combating psychological dysfunction
To
investigate the relationship between student academic performance and
psychological dysfunction
To determine
the impact of psychological dysfunction on student academic and social well
being.
RESEARCH
HYPOTHESES
For the
successful completion of the study the following research hypotheses are
formulated by the researcher;
H0:
psychological dysfunction does not have any significant effect on student’s
academic performance.
H1:
psychological dysfunction does have a significant effect on student’s academic
performance
H02: The
parent does not play any role in combating psychological dysfunction in
students
H2: The
parent does play a significant role in combating psychological dysfunction in
students
1.5
SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study the findings will be useful to
parents and guardian to ensure that their ward get the psychological and
emotional balance so as to aid their progress academically. The study will also
be useful to the teachers who have the responsibility of guiding and counseling
the student if any of them have any psychological challenge. The study will
also be beneficial to researchers who intend to embark on study in similar
topic as the study will serve as a guide to their study. Finally the study will
be beneficial to academia’s students and the general public.
SCOPE AND
LIMITATION OF THE STUDY
The scope of
the study covers the statistical analysis of psychological dysfunction on
students academic performance. In the cause of the study the researcher
encounters some constrain which limited the scope of the study.
(a)Availability
of research material: The research material available to the researcher is
insufficient, thereby limiting the study.
(b)Time: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
(c)Finance:
The finance available for the research work does not allow for wider coverage
as resources are very limited as the researcher has other academic bills to
cover
1.7
DEFINITION OF TERMS
Psychological
Dysfunctions
Psychological
dysfunction refers to the cessation of purposeful functioning of cognition,
emotions or behavior. The comedian Maria Bamford has obsessive-compulsive
disorder (OCD), which is expressed in cognitive dysfunction. Psychosocial
Dysfunction
Psychology
Psychology
is the science of behavior and mind, embracing all aspects of conscious and
unconscious experience as well as thought. It is an academic discipline and a
social science which seeks to understand individuals and groups by establishing
general principles and researching specific cases
Education
Education is
the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research. Education frequently
takes place under the guidance of educators, but learners may also educate
themselves.[1] Education can take place
in formal or informal settings and any experience that has a formative effect
on the way one thinks, feels, or acts may be considered educational. The
methodology of teaching is called pedagogy. Psychosocial Dysfunction
1.8
Organization of the study
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview,
of the study), statement of problem, objectives of the study, research
question, significance or the study, research methodology, definition of terms
and historical background of the study. Chapter two highlight the theoretical
framework on which the study its based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the
study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five
gives summary, conclusion and also recommendations made of the study. Psychosocial
Dysfunction
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