DEVIANT BEHAVIOUR AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNIVERSITY UNDERGRADUATE STUDENTS IN ABIA STATE: IMPLICATION FOR COUNSELLING

Abstract

This study investigated the relationship between deviant behaviour and academic achievement among university undergraduate students in Abia State. The study employed both correlational research designs. Two research question and one hypotheses guided this study. This study also sought relationship between deviant behaviour and academic achievement among undergraduate students in Abia State and investigated the influence of gender on the relationship between deviant behaviour and academic achievement. For this study, two universities in the state were selected. A simple size of 600 students (male and female) were randomly designated from the two universities. Data were collected through a researcher-designed survey tilted deviant behaviour as correlate of academic achievement among university undergraduates students in Abia State: implications for counselling (DBCAAUUS). Data collected were statistically examined using mean, standard deviation, t-test and correlational statistics. Analysis of the data indicated a strong negative correlation (0.68) between deviant behaviour and academic achievement suggesting that deviant behaviour increases students' disposition for low academic performance as deviant behaviour increases so does academic performance declines. High significant difference was found in academic achievement based on gender, showing that female students (2.71) outperformed male students (2.32,). These results again highlight the impact analogous deviant behaviour on students academic performance and gender differences in academic outcomes. Based on the findings, they recommended counselling services be strengthened, disciplinary measures be utilized to heightened limits, and interventions and varieties of counselling that is gender sensitive is created to limit deviant behaviour and help students’ successful academic performance. The results have implications for university educational policy makers, school administrators and or school counsellors in Nigeria.