CHAPTER FOUR

DATA PRESENTATION AND INTERPRETATION

4.1 Introduction

This Chapter entails the result of the responses of respondents used in the study. The analyses are

illustrated with discussions and tables. In analyzing the data, mean is used to determine which

item expressed a positive or negative attitude of respondents. It will be discussed under the

following headings:

● Percentage of Demographic Data

● Demographic characteristics of respondents

● Discussion of Findings

Data Presentation

4.2 Percentage of Demographic Data

The demographic data was analyzed using frequency and simple percentage. The result are

presented in Table 1
Table 1: Sex Distribution of Respondents

SEX

Frequenc Perce Valid

y nt Percent Cumulative Percent

Va MALE 71 71.0 71.0 71.0

lid FEMAL 29 29.0 29.0 100.0

Total 100 100.0 100.0

Source: Field study, 2025.

The table presents the gender distribution of respondents. Out of 100 participants, 71% were

male, while 29% were female. This indicates a higher representation of male adolescents in the

study. The cumulative percentage confirms that all responses were accounted for, reaching

100%.

Table 2: Age Distribution of Respondents

AGE GROUP

Frequency Percent Valid Percent Cumulative Percent

Vali 12-15 30 30.0 30.0 30.0

d 16-18 40 40.0 40.0 70.0

ABOVE 30 30.0 30.0 100.0

18

Total 100 100.0 100.0

Source: Field study, 2025.

while the majority, 40%, fell within the 16-18 age range. Additionally, 30% were above 18 years

old, indicating a balanced representation of adolescents across different age groups. The

cumulative percentage reaches 100%, confirming that all responses were recorded.

Table 3: Class Level Distribution of Respondents

CLASS LEVEL

Frequen Percen Valid

cy t Percent Cumulative Percent

Val JSS 1- 5 5.0 5.0 5.0

id JSS3

SSS1- 95 95.0 95.0 100.0

SSS3

Total 100 100.0 100.0

Source: Field study, 2025.

The table presents the class level of respondents. Only 5% of the participants were in JSS1-JSS3,

while the majority, 95%, were in SSS1-SSS3. This indicates that most respondents were senior

secondary school students, who are more likely to experience significant cognitive challenges

related to academics. The cumulative percentage confirms full data representation at 100%.

Table 4: Living Arrangement of Respondents

LIVING ARRANGEMENT
 Frequen Percen Valid

cy t Percent Cumulative Percent

Val BOTH 66 66.0 66.0 66.0

id PARENTS

SINGLE 10 10.0 10.0 76.0

PARENT

GUARDIAN 24 24.0 24.0 100.0

/OTHER

Total 100 100.0 100.0

Source: Field study, 2025.

The table shows the living arrangements of the respondents. 66% of the adolescents live with

both parents, while 10% are under the care of a single parent. Additionally, 24% live with a

guardian or others, which may indicate alternative caregiving structures. This distribution

highlights the potential influence of family structure on cognitive development and academic

performance.

Table 5: Educational Aspiration of Respondents

EDUCATIONAL ASPIRATION

Frequen Percen Valid

cy t Percent Cumulative Percent

Val SECONDARY 24 24.0 24.0 24.0

id SCHOOL

GRADUATE
 HIGHER 76 76.0 76.0 100.0

EDUCATION

Total 100 100.0 100.0

Source: Field study, 2025.

The table indicates that 24% of respondents aim to complete only secondary school, while 76%

aspire to pursue higher education. This suggests a strong academic ambition among adolescents

in Oredo LGA. The high percentage of students aiming for higher education may reflect parental

influence, socio-economic factors, or personal motivation toward academic success.

4.3 Demographic characteristics of respondents

Research Questions

Table 6: Descriptive Statistics

Descriptive Statistics

Minimu Maximu Std.

N m m Mean Deviation

I often struggle to make 100 1.00 4.00 3.4600 1.00925

decisions that affect my

academic progress
I find it hard to 100 1.00 5.00 3.7000 1.34465

prioritize school work

over other activities

My ability to solve 100 3.00 5.00 4.1100 .44710

problems quickly impact

my academic success

I often feel 100 2.00 5.00 3.8000 .68165

overwhelmed by

emotions, which affect

my school work

I can manage stress 100 2.00 4.00 2.2800 .63691

effectively when dealing

with academic tasks

Emotional support from 100 3.00 5.00 4.4000 .58603

family or friends helps

me perform better in

school

I struggle with forming 100 1.00 4.00 2.7800 .75985

relationships thet

support my academic

goals
Group work or 100 1.00 4.00 3.1600 1.06097

collaborative learning is

challenging for me

Peer pressure negatively 100 2.00 5.00 4.0700 .74203

affects my academic

performance

My academic 100 3.00 5.00 4.0100 .70345

performance is directly

affected by my decision

making skills

Emotional difficulties 100 2.00 5.00 4.0500 .80873

lower my concentration

during studies or exams

Positive relationships 100 3.00 5.00 4.2500 .53889

with classmate and

teachers boost my

academic success

I perform better in 100 2.00 5.00 3.0900 .88871

subjects where i receive

individual attention

from teachers
 Balancing social 100 1.00 5.00 3.9000 1.01005

activities and academic

work is a challenge for

me

My academic goals are 100 3.00 5.00 4.3000 .55958

influenced by the

support i receive from

my environment

Valid N (listwise) 100

Source: Field study, 2025.

The descriptive statistics provide insights into how cognitive challenges influence academic

performance among adolescents in Oredo LGA.

● Decision-Making: Respondents reported difficulty making academic decisions (M = 3.46,

SD = 1.00) and prioritizing school work over other activities (M = 3.70, SD = 1.34).

However, decision-making skills were seen as directly affecting academic performance

(M = 4.01, SD = 0.70).

● Emotional Regulation: Many students admitted that emotional struggles impact

schoolwork (M = 3.80, SD = 0.68) and lower concentration during exams (M = 4.05, SD

= 0.80), yet emotional support from family and friends significantly improved

performance (M = 4.40, SD = 0.58).

academic success (M = 4.25, SD = 0.53), some students struggled with forming

relationships that support academic goals (M = 2.78, SD = 0.75).

● Academic Performance: Balancing social activities with academics was a challenge (M =

3.90, SD = 1.01), and students acknowledged that their academic goals are influenced by

environmental support (M = 4.30, SD = 0.55).

These findings highlight the interconnected impact of cognitive challenges on adolescent

academic performance, emphasizing the need for supportive interventions.

4.4 Discussion of findings

This study explored the impact of cognitive challenges—decision-making, emotional regulation,

social interactions, and academic performance—on adolescents in Oredo Local Government

Area (LGA). The findings provide significant insights into how these cognitive factors influence

students' educational experiences and outcomes. The study revealed that many adolescents

struggle with making academic-related decisions, which affects their overall academic

performance. The findings indicate that a substantial number of respondents find it difficult to

prioritize schoolwork over other activities, as reflected in a mean score of 3.46 (SD = 1.00). This

challenge aligns with Piaget’s Theory of Cognitive Development, which suggests that

adolescents in the formal operational stage are still developing abstract thinking and decision-

making abilities. Additionally, the study found that decision-making skills directly impact

students' academic performance (M = 4.01, SD = 0.70). Poor decision-making may lead to

procrastination, ineffective study habits, and ultimately lower academic achievement. These
findings highlight the need for interventions that equip students with critical thinking and

problem-solving skills to enhance their academic decision-making abilities.

Emotional challenges were identified as a significant factor influencing students’ academic

performance. A considerable number of respondents reported feeling overwhelmed by emotions,

which negatively impacted their schoolwork (M = 3.80, SD = 0.68) and concentration during

exams (M = 4.05, SD = 0.80). These findings suggest that adolescents often experience stress

and emotional difficulties that hinder their academic success. However, emotional support from

family and friends was found to have a positive impact on academic performance (M = 4.40, SD

= 0.58). This underscores the importance of providing students with emotional support

structures, such as counseling services, peer support groups, and mentorship programs, to help

them manage stress and maintain academic focus.

The study also examined the role of social interactions in academic success. The findings

indicate that positive relationships with classmates and teachers significantly boost students’

academic performance (M = 4.25, SD = 0.53). However, some students reported struggling to

form relationships that support their academic goals (M = 2.78, SD = 0.75). Furthermore, group

work and collaborative learning were identified as challenges for some respondents (M = 3.16,

SD = 1.06). These findings suggest that fostering positive social interactions in schools through

group-based learning, mentorship programs, and teacher-student engagement initiatives could

enhance students' academic success.

A significant challenge identified in the study is the difficulty adolescents face in balancing

social activities with academic responsibilities (M = 3.90, SD = 1.01). Many students admitted

that peer pressure negatively affects their academic performance (M = 4.07, SD = 0.74),
reinforcing the need for guidance in making informed social choices. Schools should implement

programs that teach time management skills and responsible social engagement to help students

maintain a balance between academics and social life.

The findings highlight the need for targeted interventions in schools to address cognitive

challenges affecting students. Educators and policymakers should focus on decision-making

skills training, emotional support programs, and strategies for fostering positive peer interactions.

Creating structured support systems through parents, teachers, and counselors can help students

navigate the complexities of adolescence while achieving academic success.

Conclusion

This study underscores the significant impact of cognitive challenges on adolescent academic

performance in Oredo LGA. Decision-making difficulties, emotional struggles, and social

interactions all play crucial roles in shaping students' educational outcomes. Addressing these

challenges through well-structured interventions and supportive environments can enhance

students’ ability to succeed academically.