Aggressive Behaviour Of Male And Female Students As Related To Their Academic Achievement And Residential Background

Abstract

The study investigated the aggressive behavior of male and female students as related to their academic achievement and residential background. In an attempt to focus the study, four hypotheses were postulated. The hypotheses dealt with whether there were significant differences in the aggression of students based on academic grade, sex and residential background (location). The first-order correlation between aggression and academic achievement with the effect of locus of control adjusted for was also investigated. A review of literature was done to expose the researcher with a sound theoretical framework for the study. The review was based on materials from texts, journals, internet and past theses. An ex-post facto research design was used and simple random sampling was adopted in drawing a sample of 392 SS2 public secondary school students in Delta State. Two instruments, one developed by the researcher, Aggression Scale (AGS) and the other developed by Rotter, Locus of Control Scale (LOCS) were used to collect data for the investigation. Data were analyzed using descriptive statistics of mean and standard deviation and inferential statistics using three-way analysis of variance and partial correlation. Results show that the main effect of academic grade on students aggression is statistically significant in favour of students with high academic grade. That is, students with high academic grade are more aggressive than students with low academic grade. The main effect of sex and residential background on students aggression are statistically significant. There was also significant relationship between aggression and academic achievement with the effect of locus of control adjusted for.