TRUANCY AND ACADEMIC PERFORMANCE OF BASIC SCIENCE STUDENTS IN JUNIOR SECONDARY SCHOOLS IN IKOT EKPENE LOCAL GOVERNMENT AREA OF AKWA IBOM STATE

• <p> </p><div><div>                   <b>TABLE OF CONTENTS</b> </div><div><br></div><div> Cover page - i</div><div> Title page -&nbsp; ii </div><div><br></div><div> Declaration -&nbsp; iii</div><div>&nbsp; </div><div>Certification -&nbsp; - iv </div><div><br></div><div> Dedication -&nbsp; v </div><div><br></div><div> Acknowledgement- vi </div><div><br></div><div>Table of contents - - vii-xi </div><div><br></div><div> List of tables - xii </div><div><br></div><div> Abstract - - xiii </div><div><br></div><div><b>

Chapter ONE

INTRODUCTION

• </b> </div><div><br></div><div>
• 1.1Background of the study - 1-7</div><div>&nbsp; </div><div>
• 1.2Statement of the problem - - 7-8 </div><div><br></div><div>
• 1.3Purpose of the study - - 8-9&nbsp;</div><div><br></div><div>
• 1.4Significance of the study - 9-10 </div><div><br></div><div>
• 1.5Research questions - - 10</div><div><br></div><div>
• 1.6Research hypotheses - - 10-11</div><div><br></div><div>
• 1.7Basic Assumptions of the study - 11 </div><div><br></div><div>
• 1.8Delimitation of the study - 11-10</div></div><div><br></div><div><div> </div><div>
• 1.9limitation of the study - 12 </div><div><br></div><div>
• 1.10Definition of terms - 12-13 </div><div><br></div><div><b> </b></div><div><b>

Chapter TWO

LITERATURE REVIEW

• </b> </div><div><b><br></b></div><div>
• 2.1Theoretical framework - - 15 </div><div><br></div><div>2.
• 1.1Herzberg’s two factor theory - 15-17 </div><div><br></div><div>2.
• 1.2Reinforcement theory - 17-18 </div><div><br></div><div>
• 2.2Conceptual framework - 18 </div><div><br></div><div>2.
• 2.1Concept of truancy - - 18-20 </div><div><br></div><div>2.
• 2.2Truancy as a disciplinary problem in secondary school-&nbsp; 20-23</div><div><br></div><div>2.
• 2.3Peer group influence and academic performance of basic science students - 23-24</div><div><br></div><div>2.
• 2.4Parents socio-economic status and academic performance of basic science students -&nbsp; 24-26</div><div><br></div><div>2.
• 2.5Self-concept and academic performance of basic Science students - 26-28</div><div><br></div><div>2.
• 2.6Teacher’s personality and academic performance of basic science students - - 29-31</div><div><br></div><div>
• 2.3Related empirical studies - - 31-33 </div></div><div><br></div><div></div><div><div><br></div><div> </div><div>
• 2.4Summary of reviewed related literature - - 33-35 </div><div><br></div><div> </div><div><b>

Chapter THREE

RESEARCH METHODOLOGY

• RESEARCH METHODS</b> </div><div><b><br></b></div><div>
• 3.1Area of the study - 36-37 </div><div><br></div><div>
• 3.2Design of the study - - 37 </div><div><br></div><div>
• 3.3Population of the Study - - 37 </div><div><br></div><div>
• 3.4Sample/sampling technique - 38 </div><div><br></div><div>
• 3.5Instrumentation - - - 39 </div><div><br></div><div>
• 3.6Validation of the instrument - - 39 </div><div><br></div><div>
• 3.7Reliability of the research instrument - 40 </div><div><br></div><div>
• 3.8Administration of the instrument - - 40 </div><div><br></div><div>
• 3.9Method of data analysis - - - 40 </div><div><br></div><div> </div><div> </div><div><b>

Chapter FOUR

DATA PRESENTATION AND ANALYSIS

• RESULTS AND DISCUSSION OF FINDINGS</b> </div><div><br></div><div>
• 4.1Research questions - - - 41 </div><div><br></div><div>4.
• 1.1Research question one - 41-42 </div><div><br></div><div>4.
• 1.2Research question two - - 42-43 </div><div><br></div><div>4.
• 1.3Research question three - - 43-44</div><div>&nbsp; </div></div><div></div><div><div><br></div><div> </div><div>4.
• 1.4Research question four - - 44-45 </div><div><br></div><div>
• 4.2Testing the research hypotheses - 45 </div><div><br></div><div>4.
• 2.1Hypothesis one - - 45-46 </div><div><br></div><div>1.
• 2.2Hypothesis two - - 46-47 </div><div><br></div><div>4.
• 2.3Hypothesis three - - 47-48 </div><div><br></div><div>4.
• 2.3Hypothesis four - - 48-49 </div><div><br></div><div>
• 4.3Discussion of the findings - - 49-53 </div><div><br></div><div> </div><div> </div><div><b>

Chapter FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

• CONCLUSION AND RECOMMENDATIONS</b></div><div><b><br></b></div><div>
• 5.1Summary of the study - - 54-55-</div><div><br></div><div>
• 5.2Conclusion - - 55 </div><div><br></div><div>
• 5.3Educational implications of the findings - - 55-56 </div><div><br></div><div>
• 5.4Recommendations - - 56-57</div><div>&nbsp; </div><div>
• 5.5Suggestion for the further studies - - 57 </div><div><br></div><div>References - - - - 58-61</div><div>&nbsp; </div><div>Appendix I - - - 62-64 </div></div><div></div><div><div><div><div><div><br> </div></div></div></div></div><br><p></p>