Effect of a Trauma-Informed Chemistry Instructional Model on Reintegration and Academic

Achievement of Displaced Senior Secondary Students in Benue State, Nigeria

Jane Ngunan Adzape & Paul Terkura Torkula

Abstract

This study investigated the relationship between administrative support and the academic performance of internally displaced secondary school students in Benue State, Nigeria. A correlational survey research design was adopted. Three research questions were raised, and three hypotheses were formulated to guide the study. The population comprised 1,380 internally displaced secondary school students residing in IDP camps and host community schools across Benue State. Using stratified random sampling, a sample of 200 students, 112 males and 88 females, was drawn from six purposively selected IDP learning centres and host community schools. Two instruments were used for data collection: the Administrative Support Scale (ASS), a 15-item, four-point Likert questionnaire with a Cronbach’s Alpha reliability of 0.86; and students’ cumulative academic performance scores, retrieved from official school records, as the measure of academic performance. Mean scores and standard deviations were used to answer the research questions, while Pearson’s product-moment correlation coefficient (r) was employed to test the hypotheses at 0.05 level of significance. Findings revealed a strong positive and statistically significant relationship between administrative support and students’ academic performance overall (r = 0.71, df = 198, p < 0.05); a strong positive and statistically significant relationship between administrative support and academic performance by school location (r = 0.68, df = 198, p < 0.05); and a moderate positive and statistically significant relationship between administrative support and academic performance by gender (r = 0.61, df = 198, p < 0.05). The study recommends that school administrators strengthen IDP-specific enrolment and documentation procedures, that the Benue State Ministry of Education develop comprehensive IDP administrative frameworks, and that gender-sensitive administrative policies be institutionalised in all IDP schools to ensure equitable academic outcomes for all displaced learners.

Keywords: Administrative Support, Academic Performance, Correlational Survey, Internally Displaced Students, Secondary School, Benue State