Relationship between Emotional Disorder and Academic Achievement for Sustainable Quality Education in Public Senior Secondary Schools in North Central Zone Nigeria

The study examined the relationship between emotional disorder and academic achievement for sustainable quality education in senior secondary schools in North Central Zone, Nigeria. Correlation research design was adopted for the study. The population of the study consisted of 205,073 SS 2 students from public senior secondary school in six states of North Central zone and from it a sample size of 1530 respondents was selected for the study using the multistage sampling technique. The instruments used to collect data were Emotional Disorder questioner” (EDQ) Mathematics Achievement Test (MAT) and English Language Achievement Test (ELAT). The three instruments were validated by two experts, which gave a logical validity index of 0.83 for EDQ, 0.86 for MAT and 0.82 for ELAT. The reliability coefficient yielded 0.82 for EDQ, 0.78 for MAT and 0.77 for ELAT. Pearson Product Moment Correlation Coefficient (PPMCC) was used to answer the research questions and test the hypotheses at 0.05 level of significance. Findings from the study indicated there is a significant relationship between anxiety, depression and academic achievement for sustainable quality education in Mathematics and English language. Based on findings, it was concluded that emotional disorder had a significant relationship with students’ achievement in Mathematics and English Language for sustainable quality education. It was therefore recommended among many that school education stakeholders should pay close attention to the emotional needs of students, for classroom learning to be desirable and enjoyable to foster academic excellence and sustained quality education.