Psychological Factors Contributing to Poor Academic Performance Among Slow-Learners of Upper Basic Education in Nassarawa Local Government, Kano State

Abstract

Despite the numerous policies by the Nigerian Ministry of Education, under the guise of the Universal Basic Education Commission (UBEC) to uplift the educational standard of basic education in Nigeria. Yet, slow-learning students emerged in the upper basic school due to a number of psychological factors, which contribute to poor academic performance and these factors are challenging to students, parents, and teachers. This study examined the psychological factors responsible for poor academic performance among slow-learning students of upper basic education in Kano State. The research employed a qualitative case study design through a purposeful sampling of six participants: Two teachers, two parents, and two students. Data were gathered, transcribed, and thematically analyzed through semi-structured interviews with the participants in which categories were identified and generated. Findings from the research revealed several major themes that are responsible for poor academic performance among slow-learning students of upper basic which include: Anxiety and stress, low self-esteem, and learning disabilities. Therefore, the researcher recommended that, school management under Universal Basic Education Scheme should organise and lunch an intervention programmes for teachers to provide enabling atmosphere for slow-learning students. Conclusively, these strategies may bring back the situation to normalcy in which the slow-learners may perform well in their academic pursuits.