Psychosocial Variables and Mathematics Performance of Pupils with Attention-Deficit Hyperactivity Disorder (ADHD) in Port Harcourt Metropolis, Rivers State
Keywords:
Academic performance, Attention-Deficit Hyperactivity Disorder, Inclusive education, Parental involvement, Socioeconomic statusAbstract
Attention-Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition that affects a substantial proportion of school-aged children and is frequently associated with difficulties in academic settings. This study examined the relationship between selected psychosocial variables and academic performance in mathematics among pupils with ADHD in Port Harcourt Metropolis, Rivers State. The psychosocial variables investigated were impulsiveness, inattentiveness, parental socioeconomic status, parental involvement in children’s learning activities, and gender. A correlational survey design was adopted. The entire population of 20 pupils diagnosed with ADHD in selected inclusive and special education settings within the metropolis formed the sample through a census approach. Data were collected using the Psychosocial Scales (PSS), the Parental Readiness Scale (PRS), and pupils’ previous Mathematics Performance Test (MPT) scores. Pearson’s product-moment correlation and an independent samples t-test were employed for analysis at the 0.05 level of significance. Results indicated that impulsiveness, inattentiveness, and parental socioeconomic status showed weak and non-significant relationships with mathematics performance. In contrast, parental involvement demonstrated a strong positive and statistically significant relationship with mathematics performance (r = .905, p < .05). No significant gender difference was found in mathematics performance. The findings highlight the central role of parental engagement in supporting the academic progress of pupils with ADHD. Recommendations include targeted teacher training in inclusive classroom strategies and structured programmes that promote active parental participation in the education of children with ADHD.
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