Assessing Causes of Emotional Irregularities and its Effects on Academic Learning of Secondary School Learners

Abstract

Present study investigates causes of emotional irregularities and its effects on the academic learning of secondary school learners. The objective was to explore the relationship between emotional irregularities and academic performance of secondary school learners. Researchers employed descriptive and correlational research designs. 200 randomly selected learners sample was for the study. A self-developed five-point Likert scale questionnaire was used as the research instrument. Pilot study was conducted to validate the instrument. The Cronbach’s Alpha value of the instrument was 0.87 indicating good internal consistency and reliability. Data were analyzed using standard deviation, Pearson correlation and regression. Research identified peer influence (M = 3.64, SD = 0.70) and family issues (M = 3.58, SD = 0.72) were the major causes of emotional irregularities. Regression analysis showed a significant negative effect of emotional irregularities on academic learning (β = −0.73, p < .001, R² = 0.54). The study concluded that emotional stability was essential for academic success. Research recommends establishment of counseling services, improve the school environment and strengthen parental support to reduce emotional irregularities.