I
2 JUNE, 2016
UNIVERSITY OF IBADAN LIBRARY
AFRICAN JOURNAL OF 
EDUCATIONAL MANAGEMENT
ISSN 0975 -  0065 Volume 17, No. 2 June 2016
A JOURNAL OF THE DEPARTMENT OF 
EDUCATIONAL MANAGEMENT, 
UNIVERSITY OF 1BADAN
UNIVERSITY OF IBADAN LIBRARY
Table of Contents
Technical Skills Acquisition, Job Creation 
Strategies and Employability of Technical 
College Graduates in Oyo State, Nigeria
Abiona, O. A. & Akinwumi F. S. 1
Pre-Service Teachers' Preparedness towards 
Inclusive Education in Nigeria
Adeniyi S. O. Oluwatayo G. K. & Otunla A. 0. 15
Students' Personality Factors as Correlates of 
Academic Performance among Gifted 
Underachievers in Selected 
Secondary Schools in Ibadan
G.A Adelodun & T.Y Okesanjo 33
Benefits of Employee Assistance 
Programmes in Industriai Organisations
E. M. Ajala 51
Pre-Service Teachers Online Interaction:
Issues of Gender and Area of Specialisation
Gloria Adedoja 69
Factors Predicting Mathematics 
Teachers' Use of Laptops
Adedeji Telia 83
Impact of Attitude Modification Method on 
Students' Attitude to Pre-Marital Sex in Oredo,
Edo State, Nigeria
Igbinosa V., Lawal k. K, Ikuburuju 0. & Abidemi A. 99
Teacher Motivation and Classroom 
Management as Correlates of Students'
Interest and Achievement in Biology
T. A. Ige & C. O. Chukwu 117
UNIVERSITY OF IBADAN LIBRARY
Academic Achievement Deficits of 
Adolescents with Learning Disabilities: 
Implications for Regular and Special Needs 
Education Teachers in Nigerian Secondary Schools 
K. U. Lazarus 135
Creating an Effective School- 
Community Based Relationship 
Nkechi Obiweluozor &
Osamiro E. Osagiobare 149
Assessment of Curriculum Implementation in 
Private Secondary Schools in Ibadan 
North Locai Government Area of 
Oyo State: Implications and Limitations
O. I. Awolola & D. O. Ogunmola 161
School Size and Quality of Graduates 
Output in Oyo and Ekiti State 
Colleges of Education 
Oluwole Taiwo & Ajibola I. Akintayo 173
Inclusion of Technical and Vocational 
Education Training (TVET) in 
Emmanuel Alayande College of Education NCE 
Programme: Challenges and Way Forward 
Oyelade Oluwatoyin 195
Influence of Repeated Braille Reading and 
Reading Speed on Comprehension Skill of 
Students with Visual Impairment in Ibadan 
South-East Oyo State 
Adebayo F. K. & Olofindahun S. O. 209
Correlational Study of Self-Concept and 
Study Habit on Mathematics Anxiety Among 
Secondary School Students in Oyo North 
Senatorial District, Nigeria 
'J .  W. Owoyele & K. O. Muraina 225
UNIVERSITY OF IBADAN LIBRARY
Knowledge and Training Needs of 
Pre-Primary School Teachers in Managing 
Nigerian Early Childhood Education 
Olowe P. K. & Ayoola N. O.
Evaiuation of Teachers and Students 
Perception of Problems Encountered in 
Biology Laboratory Class In Senior 
Secondary Schools in Nigeria 
E. O. Babatunde
An Anaiysis of School Location, School 
Facilities and Resource Utilization on Students'
Academic Performance in Senior 
Secondary School Certificate Examination 
Results in Ogun State, Nigeria 
Ajayi K. O. & Akinsanya O. O
A Survey of Pre-Service Physics Teachers 
Disposition to Professional Practice in 
South - West Nigeria 
Edidiong E. Ukoh
Enhancing Osun State Secondary School 
Students' Achievement in Basic Science through 
Cognitive Apprenticeship and Criticai 
Exploration Teaching Strategies 
A.M. Olagunju & V.O. Animasahun
Evaiuation of Teaching and Learning of 
Photography Trade and Its Curriculum 
Implementation in Osun State Senior Secondary Schools 
Adekunle O. Otunla & Ismaila T. Sanusi
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STUDENTE PERSONALITY FACTORS AS CORRELATES OF ACADEMIC 
PERFORMANCE AMONG GIFTED UNDERACH1EVER5 IN SELECTED 
SECONDARY SCHOOLS IN IBADAN
G. A. Adelodun
Department of Special Education, 
Faculty of Education, 
University of Ibadan 
Dradelodun2@gmail.Com 
08164358664
T. Y. Okesanjo
Department of Special Education, 
Faculty of Education, 
University of Ibadan 
X ti e toyin @G mai I. Com 
07039574558
Abstract
The study investigated students' personality factors as correlates of 
academic performance among gifted underachievers in selected 
secondary school in Ibadan, Nigeria. It exami ned thè relationship 
between thè students' personality and their academic performance 
especially gifted underachievers. The population consisted of gifted 
underachievers in selected senior secondary schools in Ibadan. A total 
sample of 100 gifted under achieving students were randomly selected 
from five out of eleven locai government areas in Ibadan. A volidated 
instrument titled International Personality Item Pool was used to elicit 
information from thè students. Results showed that conscientiousness, 
extraversion, neuroticism, agreeableness, and openness jointly predict 
students' academic performance (p<0.05). This implied that when these 
five variables jointly influence students' academic performance. 
Openness was highly significant (t 6.880; p<0.05), and affect students 
academic performance. However, there are no significant relationship 
between neuroticism and students' academic performance; extraversion 
and students' academic performance; agreeableness and students
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34 Students' Personality Factors as...
acodemic performance; and conscientiousness and students academic 
performance, (p> 0.05).
Keywords: Students' personality Factor, Academic Performance, 
Gifted Underachievers, Five Big Factors
Introduction
Academic performance of students is highly valued in thè educational 
sector in both thè developing and developed countries. Although, 
measuring performance has brought a debate among scholars, 
howbeit, it has been widely known that students' academic grades are 
efficient ways of measuring academic performance. Understanding thè 
factors influencing academic performance has always been a great 
concern for different parastatals in educational set up especially thè 
educational psychologists. Many researchers are anxious to know in 
advance who will perform well or not in any academic activity. 
Therefore, identifying thè factors determining academic success is a 
major concern for researchers for thè purpose of developing an 
education curriculum aimed at improving levels of academic 
performance.
In this study, emphasis would be on academic performance of 
gifted underachievers. Gifted underachievers are those individuai who 
have been identified to be gifted and who have thè potentials to exhibit 
superior performance on measures of expected achievement (i.e. 
standardized achievement test scores or cognitive or intellectual ability 
assessments), but their actual performance always fall below what their 
potentials indicate (Reis and Me Coach, 2000).
Gifted underachievers are a fairly heterogeneous group. They 
exist in all communities and are often found within, but are not limited 
to, cultural diverse populations. Although, some underachievers may 
display low level of characteristics associated with underachievement, 
others score high on measures of these same characteristics. Therefore, 
checklists of characteristics of gifted underachievers have limited value. 
Moreover, thè variability of motivational and attitudinal measures 
within samples of gifted underachievers tend to be higher than thè 
variability for comparing groups of average or high achievers (McCoach 
and Siegle, 2003).
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G.A Ad el od un & T.Y Okesonjo 35
Students' personality factor is another very important variable 
of interest in this study. Personality can be defined as a dynamic and 
organized set of characteristics possessed by a person that uniquely 
influences his or her cognitions, motivations, and behaviors in various 
situations. Personality is conceptualized by many theorists as thè 
pattern of behavior exhibited by an individuai cuiminating in 
personality traits. It is often asserted that, beside cognitive abilities, a 
biend of personality characteristics is necessary for people to be 
successful in their academic pursuit. In recent years, there has been 
emerging consensus among personality psychologist that thè myriad of 
personality characteristics measured by various personality inventories 
can be grouped under five higher order personality factors, namely: 
extraversion, agreeableness, conscientiousness, neuroticism and 
openness to experience. Effort has been made below to explain thè 
meaning of each of these five higher order personality factors 
otherwise known as 'five big factors'.
Extraversion implies an energetic approach to thè social and 
material world and includes traits such as social ability, activity, 
assertiveness, and positive emotionality. Agreeableness contrasts a 
pro-social and communal orientation toward others and includes traits 
such as altruism, tender-mindedness, trust, and modesty. Some 
characteristic adaptations of agreeableness include a forgiving attitude, 
belief in cooperation, inoffensive language, and a potential reputation 
as a pushover. Conscientiousness describes socially prescribed impulse 
control that facilitates task and goal-directed behavior, such as thinking 
before acting, delaying gratification, following norms and rules, 
planning, organizing, and prioritizing tasks.
Neuroticism contrasts emotional sta bility and even- 
temperedness with negative emotionality, such as feeling anxious, 
nervous, sad, and tense. Neuroticism has facets such as anxiety, angry 
hostility, depression, self-consciousness, impulsiveness, and 
vulnerability. Openness in its own case describes thè breadth, depth, 
originality, and complexity of an individual's mental and experiential life 
(John & Sriuvastava, 1999).
As mentioned in thè early part of this study, thè dependent 
variable that emphasis is being laid upon in this study is thè academic 
performance of gifted underachievers. Many'researches have been 
carried out on factors that could be regarded as correlates of academic
UNIVERSITY OF IBADAN LIBRARY
36 Stude tot* Pei. , u i . ~tor$ as
performance among gifted underachievers. However, iiterature 
revealed that little has been done on students' personality factors as 
correlates of academic performance of thè aforementioned group of 
underachievers. In essence, this is actually what prompted this study.
Statement of thè problem
The problem of gifted underachievement has assumed a worrisome 
dimension in thè Nigerian educational System. Students appearto have 
become desperate to achieve success in their examination not minding 
thè approach they employ. Unfortunately however, this has exerted 
some form of pressure on thè academic System. Examination 
malpractice has risen steadily to become a seemingly untamable 
monster. It is increasingly becoming difficult to equate competence of 
people with supposed academic performance as represented in their 
certificates. There are a significant number of causes outside of thè 
school setting that can lead to high ability students not realizing their 
full potential. Important among these are those that relate to thè 
family and thè community in which one lives. For example, many gifted 
individuate underachieve simply because their parents do not stress thè 
importance of academic performance and how it can translate into 
success in thè future. These parents do not set high standards or expect 
their children to reach them. Another problem in vogue is thè 
environment where thè gifted underachievers find themselves where 
academic excellence is not valued by many students so in order to 
avoid such criticism and be accepted by their social group, gifted 
students often perform below expectations.
In recent time research seems to be approaching a consensus 
on thè identification of thè personality factors that may account for a 
significant proportion of variance in academic performance, such 
identification has focused on super-traits (e.g. Neuroticism and 
Extraversion) rather than primary traits (e.g. anxiety, activity, and 
dutifulness). Identification of thè specific personality traits associated 
with academic performance speculative interpretations about thè 
predictive nature of super-traits, that is, which aspects of Neuroticism, 
Extraversion, Openness, and Conscientiousness are actually related to 
academic performance.
Furthermore, gifted underachievers have bee#n denied thè 
opportunity to build confidence since they have not experienced thè
UNIVERSITY OF IBADAN LIBRARY
G.AAdeìodun & T. YOkesanjo
reiationship between process and outcome, between effort and 
achievement. They become trapped in thè underachievement cycie and 
as this cyde continues they feei less and less capabie. They want to do 
better but don't know how. They lack important learning skills and 
sometimes have knowledge gaps. Their fear of failure increases. Their 
sense of efficacy decreases. They feel helpiess and hopeless as thè gap 
between where they are and where they should be widens. Persistent 
low grades iead to low expectations of self which lead to even lower 
performance.
In thè light of thè foregoing, this study seeks to investigate thè 
reiationship between students' personality factors and academic 
performance of gifted underachieving students.
Purpose of thè study
The purpose of this study is to investigate thè reiationship between thè 
students' personality factors and academic performance of gifted 
underachieving students.
Research Questions
Attempts were made to provide answers to thè following research 
questions:
1. To what extent when combined will thè Independent variables 
(Neuroticism, Extraversion, Openness, Agreeableness, and 
Conscientiousness) predict dependent variable (academic 
performance) of gifted underachievers?
2. To what extent will each of thè Independent variables 
(Neuroticism, Extraversion, Openness, Agreeableness, and 
Conscientiousness) predict dependent variable (academic 
performance) of gifted underachievers?
3. Would demographic characteristics of students have significant 
influence on thè reiationship between thè joint independent 
variables (Neuroticism, Extraversion, Openness, Agreeableness, 
and Conscientiousness) and thè dependent variable (academic 
performance) of gifted underachievers?
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38 Stuc/ents' Personality Factors as...
Methodology
Research Design and Sampling Technique
The design adopted for this study is thè descriptive survey research 
design of correlative type. A random sampling technique was used in 
this study. There are eleven Locai Government Areas (LGAs) in Ibadan, 
from which five loca! government areas were randomly selected. 
Furthermore, one school was randomly selected from each of thè five 
locai governments. In selecting thè gifted students, thè researcher 
depended on thè teachers and peer group. In addition, Slossons' 
Intelligent test was also administered to screen thè gifted students'. 
After identifying thè gifted students' in order to identify gifted 
underachieving students among them thè researcher made use of thè 
students JSS3 final results as well as their Continuous Assessment (C.A) 
record in thè lst, 2nd and 3rd term of SS1. Students' whose 
performance dropped consistenti in thè JSS3 examination and for 
three terms in SS1 were selected to be gifted underachievers.
Twenty gifted underachieving students' were selected from 
each secondary school. The implication of this is that a total number of 
one hundred (100) gifted underachieving students' were drawn from 
thè five selected secondary schools in Ibadan.
Instrument
The instrument that was used for this study is thè questionnaire 
adapted by thè researcher. The instrument consists of thè following 
sections namely: demographic characteristics, extraversion,
agreeableness, conscientiousness, openness to experience, and 
neuroticism. In addition, thè extraversion, agreeableness,
conscientiousness, openness to experience and neuroticism scale was 
structured in a four likert scale items.
The instruments used for personality traits and constructs was 
a standardized instruments from thè International Personality Item 
Pool (2001), thè authors provided their reliability test coefficient. 
Coefficient alphas for each dimension were provided by International 
Personality Item Pool (2001): extraversion (a=.87), agreeableness 
(a=.76), conscientiousness (a=.78), emotional stability (Neuroticism) 
(a=.85), and openness to experience (a=.76). This shows that thè 
instrument were highly reliable for thè study. The items in each section
UNIVERSITY OF IBADAN LIBRARY
6. A Ad si od un & T.Y Ckescnjc
were presented in a four likert scale ranging from 1-4. A respondent is 
expected to choose from one of thè strongiy agreed, agreed, disagreed 
or strongiy disagreed, with strongiy agreed having a score of four and 
so on.
Although thè instrument was for a society alien to our own 
culture, thè researcher pilot tested it in some chosen schools that were 
not part of thè schools used for thè reai study. The Cronbach Alpha was 
used for thè reliability analysis. A high coefficient alpha of 0.84 was 
obtained.
The openness to experience scale was obtained from thè 
International Personality Item Pool (2001), and a likert scale of 1-4, 
which ranges from strongiy disagree to strongiy agree was used. This 
was done in order to simplify and minimize thè likert scale from its 
originai level of ten to five so as to ease filling by respondents and also 
ease analysis by thè researcher. The questions 1-10 addressed thè 
openness scale on thè questionnaire. The conscientiousness scale was 
obtained from thè International Personality Item Pool (2001), and a 
likert scale of 1-4, which ranges from strongiy disagreed to strongiy 
agree was used. This was done in order to simplify and minimize thè 
likert scale from its originai level of ten to five so as to ease filling by 
respondents and also ease analysis by thè researcher. The questions 
11-20 addressed thè conscientiousness scale on thè questionnaire.
The extraversion scale was obtained from thè International 
Personality Item Pool (2001), and a likert scale of 1-4, which ranges 
from strongiy disagree to strongiy agree was used. This was done in 
order to simplify and minimize thè likert scale from its originai level of 
ten to five so as to ease filling by respondents and also ease analysis by 
thè researcher. The questions 21-30 addressed thè extraversion scale 
on thè questionnaire.
The agreeableness scale was also obtained from thè
International Personality Item Pool (2001), and a likert scale of 1-4,
which ranges from strongiy disagreed to strongiy agree was used. This
was done in order to simplify and minimize thè likert scale from its
originai level of ten to five so as to ease filling by respondents and also
ease analysis by thè researcher. The questions 31-40 addressed thè
agreeableness scale on thè questionnaire. The neuroticism scale was
obtai*n ed from thè International Personality Item* Pool (2001) and a 
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40 Students' Personality Factors as...
likert scale of 1-4, which ranges from strongly disagreed to strongly 
agree was used.
Procedure for Data Collection
General instruction was provided on each questionnaire, and thè, 
respondents were given thè privilege to ask questions where there 
might be confusion. In addition, three research assistance were 
employed for time constraint and also to easy thè stress on thè 
researcher. However, a training class was organized for thè research 
assistant to ensure that they know thè purpose of thè study. Eventually, 
thè questionnaires were successfully administered on thè respondents.
Method of Data Analysis
The Data collected in this study were analyzed using ANOVA, ANCOVA 
and Multiple regression analysis.
Results
Research Question One: To what extent when combined will thè 
Independent variables (Neuroticism, Extraversion, Openness, 
Agreeableness, and Conscientiousness) predict dependent variable 
(academic performance) of gifted underachievers?
Table 1: ANOVA Result for Joint Relationship of Independent and 
Dependent Variables___________________________________________
ANOVA
Model Sum of Df Mean F Sig.
Squares Square
1 Regression 4124.298 5 824.860 12.103 .000
Residuai 4975.038 73 68.151
Total 9099.335 78
b. Dependent Variable: Academic performance
The joint relationship of thè independent variables and thè dependent 
variable was presented in table 1. The result revealed that 
conscientiousness, extraversion, neuroticism, agreeableness, and 
openness jointly predict students' academic performance (p<0.05). This 
implied that w hw  these five independent variables are joined Jtogether, 
they jointly influence students' academic performance.
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G. A Ad e! od un & T.YCkssanjo
Research Question Two: What is thè relative contribution of thè 
independent variables (Neuroticism, Extraversion, Openness, 
Agreeableness, and Conscientiousness) to thè dependent variable 
(academic performance) of gifted underachievers.
Table 2: Regression Analysis Result of Relative Relationship between 
Element of Students' Personality and Student Academic Performance
Coefficients
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Beta
Error
1 (Constant) 43.960 8.445 5.206 .000
Neuroticism -.274 .301 -.082 -.910 .366
Extraversion .270 .221 .114 1.219 .227
Openness 1.797 .261 .644 6.880 .000
Agreeableness .085 .383 .020 .223 .825
Conscientiousness -.058 .425 -.012 -.136 .892
a. Dependent Variable: Academic performance
The result in table 2 reveals that openness was highly significant (t= 
6.880; p<0.05), and affect students academic performance. Other 
factors such as neuroticism, extraversion, agreeableness, and 
conscientiousness were not statistically significant (p>0.05), which 
shows that there are no significant relationship between neuroticism 
and students academic performance; extraversion and students 
academic performance; agreeableness and students academic 
performance; and conscientiousness and students academic 
performance.
Research Question Three: Would demographic characteristics of 
students have significant influence on thè relationship between thè 
joint independent variables (Neuroticism, Extraversion, Openness, 
Agreeableness, and Conscientiousness) and thè dependent variable 
(academic performance) of gifted underachievers?
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42 Students' Personality Focìors as...
Table 3: Influence of Demographic Characteristics ori thè joint 
Relationship between thè personality traits and thè academic 
performance ________________________________________
Tests of Between-Subjects Effects
Dependent Variable: Academic perform
Source Type III Df Mean F Sig.
Sum of Square
Squares
Corrected Model 4317.708a 29 148.886 1.526 .094
Intercept 560.145 1 560.145 5.740 .020
Students 608.349 1 608.349 6.234 .016
personality
School Attended 292.415 4 73.104 .749 .563
Gender 234.281 2 117.140 1.200 .310
Course of study 96.391 2 48.196 .494 .613
School Attended 129.864 4 32.466 .333 .855
* Gender
School * course of 623.768 7 89.110 .913 .504
study
Gender * course 242.333 3 80.778 .828 .485
of study
School * Gender * 685.105 6 114.184 1.170 .338
course of study
Error 4781.628 49 97.584
Total 333772.250 79
Corrected Total 9099.335 78
a. R Squared = .475 (Adjusted R Squared = .164)
The result in table 3 revealed that thè demographic characteristics of 
students do not have significant influence on thè joint relationship 
between personality traits of students and their academic performance 
(p<0.05). The demographic characteristics used in this study are school 
attended, gender and thè course of study of students. However, thè 
result in table 3 showed that thè students personality have an influence 
on students academic performance (p<005). This implies that students' 
demographic characteristics do not have a significant effect on thè joint 
relationship of students' personality traits and academic performance.
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G.A Ade! od un & l .Y Okesonjo 43
Discussion of Findings
The results of this study for research question one revealed that, 
students' personality factors do affect students' academic performance 
however their demographic characteristics do not have significant 
influence on thè joint relationship between personality factors and 
academic performance. The result of this study corroborates that of 
Starr (2002), Diaz (2003), Schacter & Thum (2004), Komarraju, Steven, 
and Ronald (2009) that personality and personality traits of students 
play important roles on students' academic performance. Also, among 
thè gifted underachievers, openness and extraversion traits are major 
factors that affect student academic performance. This could be 
because openness individuals as stated by Gupta (2008) are those that 
are imaginative, creative, cultured, originai, broadminded, intelligent, 
and artistically sensitive. The result of this study buttressed Rothmann 
and Coetzer (2003) and John, Ekaterina and Ekaterina (2013) that, 
openness to experience is related to as task performance and creativity. 
Academic performance could be referred to task performance. This also 
bolstered why Lim and Ng Abdullah (2012) clearly noted that, at thè 
education level, academic performance is more related to thè openness 
to experience dimension. De Raad and Schouwenberg (1996) argued 
that students who have higher extraversion perform better 
academically because of higher energy levels, along with a positive 
attitude that leads to a desire to learn and understand.
Furthermore, for research question one; there was a joint 
relationship of thè conscientiousness, extraversion, neuroticism, 
agreeableness, and openness of students on their academic 
performance. This also corroborated Starr (2002), Diaz (2003), Schacter 
&Thum (2004), Komarraju, Steven, and Ronald (2009) that personality 
and personality traits of students play important roles on students' 
academic performance. The result of this findings also supported John, 
Ekaterina and Ekaterina, 2013) in their study, big five personality traits 
and academic performance in Russian Universities that, extraversion 
was significant to academic variables such as academic performances 
and learning among others.
For research question two openness was highly significant and 
affects student's academic performance. One of thè following studies 
categorized mainly according to educational level supported this 
findings*The first category consisted of research that focused soleiy on
UNIVERSITY OF IBADAN LIBRARY
44 Students' Personali tv ? ictorsas..
primary students, such as thè large scale study carried out by Laidra, 
Pullnann and Allik (2007). The second category included studies that 
involved a combination dimension of primary and secondary students, 
such as research done by Gray and Watson (2002) as well as Noftle and 
Robins (2007). The third category involved research that focused mainly 
on university students (Lieven, Coetsier, Fruyt, & Maeseneer, 2002; 
Chamorro-Premuzic & Furnham, 2003a; Chamorro-Premuzic & 
Furnham, 2003b; Nguyen, Alien & Fraccastoro, 2005). At thè primary 
level, Laidra et al. (2007) sampled a total of 3,618 primary and 
secondary students (male, n=l,746; temale, n=l,872) in thè Republic of 
Estonia, Northern Europe. Two instruments were employed in thè 
study. These findings suggest that students who are conscientious and 
open to learning experiences are more likely to attain academic success 
than those who are lacking in these two personality traits. The 
literature reviews also suggest that primary school students' academic 
performance is more related to thè openness domain, while secondary 
school students' performance is more affected by thè 
conscientiousness domain (Laidra et al., 2007). The findings also 
revealed that students' performance at thè primary level was more 
associated with openness to experiences, i.e. primary school children 
who are keen to explore new learning experiences have greater 
academic success which corroborated thè result of this study. (Laidral 
et al., 2007).
Conclusion and Recommendations
Students' personality factors are important variables to be considered 
to enhancing students' academic performance. This implies that school 
administrators, school heads, principals, vice principals and teachers 
should consider understanding and developing students' personality to 
enhancing their academic performance. Also, parents and guardians 
should to understand and develop their children personality to enhance 
their academic performance in school. In addition when students have 
thè extraversion and openness traits affect each other and this may 
also have affection students' academic performance. There is therefore 
an urgent need for:
a) Academic underachievement at times to be best handled 
psychological therapy. Psychological tests are therefore needed 
to make therapy p [potent and result oriented. Examples of
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6. A Ad el od un & T.YOkesanjo 45
such psychological tests include: study habit inventory (SHi), 
student problem inventory (SPI), Slosson inteiligent test (SIT), 
adoiescent personal data inventory (APDI), Academic 
performance 5 -  factor inventory and a host of others. When 
these tests are administered on thè students, one would be 
able to discover where their problem lies. 
b) Meaningful academic performance must take place in an 
emotionally loaded environment. It does without saying that 
efforts should be made to foster good and positive 
interpersonal relationships among thè various personnel 
associated with teaching learning situation. It is therefore 
recommended that relationship networking skills like: contact, 
formation, starting , sustaining and nurturing friendship, asking 
for obligation, assertiveness, basic influencing skills, conflict 
resolution skills, problem solving skills and thè likes should be 
imbibed by all to promote good academic performance
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