Biological Factors As Predictors Of Hyperactive Behaviour Among Pupils In South East Nigeria

Abstract

This study investigated the extent biological factors predict hyperactive behaviours of pupils in South East, Nigeria. The study adopted a correlational research design. Two research questions and two null hypotheses tested at 0.05 level of significance, guided the study. The research questions and hypotheses sought to establish the extent of relationship that exists between biological factors and hyperactive behaviours of pupils. The sample for the study consisted of 1,566 (713 males and 853 females) respondents drawn through multi-stage sampling procedure from 3915 (1857 males and 2058) primary five pupils with hyperactive behaviour in 5477 public primary schools in South East, Nigeria. The data obtained through the administration of the instruments were analysed using Pearson Product Moment Correlation Coefficient to answer research questions. Linear regression was used to test null hypotheses at 0.05 level of significance. The study revealed the following findings: Biological factors to a very highly positive and significant extent predicted hyperactive behaviours of pupils in the South-East Zone of Nigeria. Biological factors predicted 82.10% of the variance observed in hyperactive behaviours of pupils; there was no significant gender difference in the relationship between biological factors and hyperactive behaviours of pupils. Gender predicted only 11.4% of the variance observed in the relationship between biological factors and hyperactive behaviours of pupils. Among the educational implications was that the study could provide supportive frameworks from which one can assess how the pupils explore the environment and master the challenges within that environment. It was thus recommended that Educational psychologists, school counsellors and teachers should provide primary school pupils with hyperactive behaviour and their parents information from this study; which would help them understand the primary components of biological approach to hyperactivity and the impact of hyperactivity in the exploration of the environment of pupils with hyperactive behaviour.