IMPACT OF MATURITY ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ETHIOPE EAST LOCAL GOVERNMENT AREA OF DELTA STATE

Abstract

This paper examined the impact of maturity on academic achievement of secondary school students in Ethiope East Local Government Area of Delta State. Research questions were formulated in line with the set objectives of the study. The paper adopted a descriptive survey research design. The population of the study comprised all the 5,200 senior secondary school students (SS1 to SS3) in public secondary schools in Ethiope East Local Government Area of Delta State. Purposive sampling technique was used to select 371 students for this study. Questionnaire was used as the instrument for data collection. The data collected were analyzed using descriptive and inferential statistical methods. The study revealed a statistically significant relationship between students' chronological age and their academic performance with the grand mean score of 3.1. Younger students within a grade level generally demonstrated better adaptability and motivation than their older counterparts, who often faced issues such as peer comparison and diminished confidence. The study further found that emotional and cognitive maturity play critical roles in students’ academic success. Students who could regulate their emotions, cope with academic stress, and maintain focus during examinations achieved higher academic scores. These were evident from the grand mean score of 3.2. Based on the findings of the study, it is recommended that schools should integrate emotional intelligence and maturity programs into the curriculum to help students build self-awareness, empathy, and stress management skills. Also, guidance counselors should work closely with students to address issues related to emotional imbalance, social challenges, and cognitive difficulties that may affect learning.