Aremu and Sokan (2003) submit that the search for the causations of poor academic achievement is unending and some of the factors they put forward are; motivational, orientation, self-esteem/self-efficacy, emotional problems, study habits, teacher consultation and poor interpersonal relationships.
Bakare (1994) also made efforts to categorize factors militating against good academic performance into four principal areas which are:
i. Causation resident in the child such as basic cognitive skills, physical and health factors, psycho-emotional factors, lack of interest in school programmes.
ii. Causations resident in the family such as: cognitive stimulation/basic nutrition during the first two years; type of discipline at home; lack of role model and finance.
iii. Causation resident in the school such as school location and physical building; interpersonal relationship among the school personnel.
iv. Causations resident in the society such as instability of educational policy; under-funding of educational sector, leadership; job losses.
Bakare (1994) also made efforts to categorize factors militating against good academic performance into four principal areas which are:
i. Causation resident in the child such as basic cognitive skills, physical and health factors, psycho-emotional factors, lack of interest in school programmes.
ii. Causations resident in the family such as: cognitive stimulation/basic nutrition during the first two years; type of discipline at home; lack of role model and finance.
iii. Causation resident in the school such as school location and physical building; interpersonal relationship among the school personnel.
iv. Causations resident in the society such as instability of educational policy; under-funding of educational sector, leadership; job losses.
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