Assessing the impact of oppositional defiant disorder on academic performance in junior secondary students Ilorin, Nigeria

INTRODUCTION

Oppositional Defiant Disorder (ODD) is increasingly being recognised as a significant behavioural challenge in educational settings, impacting not only the social dynamics but also the academic performance of school-aged children.^[1-3] It is characterised by a persistent pattern of disobedience, hostility, and defiant behaviour. Oppositional defiant disorder presents unique challenges within the classroom, influencing learning processes and outcomes.^[4] The prevalence of ODD and its implications on educational attainment have become focal points in understanding how behavioural disorders affect academic development, particularly during the critical years of junior secondary education.^[5]

In Ilorin, as in many other regions, there is a growing concern about the impact of behavioural disorders like ODD on students’ academic achievements. Junior secondary school, a phase marked by crucial cognitive and social development, is susceptible to the disruptions caused by such disorders.^[6-8] The educational implications of ODD in this context are multifaceted, potentially affecting not only the individual student’s learning but also the classroom environment and overall academic outcomes.^[9]

Furthermore, the interplay of ODD with various socio-economic factors, including family background and school resources, adds complexity to understanding its impact.^[10] Differences in academic performance between students from diverse socio-economic backgrounds and school types further highlight the need for an in-depth examination of these factors concerning ODD.^[11-12] Additionally, the presence of comorbid conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD), Anxiety, Depression, substance use disorder, and Conduct Disorder among students with ODD in Ilorin brings out a broader perspective on the challenges faced by these students and the support required to address their needs effectively.

This study, therefore, aims to provide a comprehensive assessment of the impact of ODD on the academic performance of junior secondary school students in Ilorin. By examining academic outcomes concerning ODD and its associated factors, the research seeks to contribute valuable insights into developing effective educational strategies and interventions tailored to meet the needs of students affected by this disorder.

MATERIAL AND METHODS

The study employed a descriptive cross-sectional school-based design, conducted in selected private and public junior secondary schools in Ilorin, the capital city of Kwara state, Nigeria. Ilorin has a diverse population with a mix of urban settlers, mainly civil servants and subsistence farmers. Three local government areas (LGAs) in Ilorin were included: Ilorin East, Ilorin West, and Ilorin South. A total of 1,078 junior secondary students aged 9-18 years participated in the study over four months.

A multi-staged probability random sampling technique was used for subject selection. The sample size was determined using the formula for a single proportion, estimating a prevalence of Oppositional defiant disorder (ODD) at 60.4%. The calculated minimum sample size was 1,078, considering a 10% non-response rate. The sample was distributed proportionally across the three LGAs and selected private and public schools.

The study’s inclusion criteria involved students aged 9-18 in selected junior secondary schools, with parental consent and student assent. Exclusion criteria included students with diagnosed behavioural/neuropsychiatric disorders (excluding behavioural disorders such as ODD, ADHD, Conduct Disorder (CD), etc.), evidence of neurological sequelae of a previous illness, uncorrected sensory deficits, and chronic medical conditions affecting regular school attendance.

DATA ANALYSIS

The data were cleaned and entered into a Statistical Package for the Social Sciences (SPSS) version 21.0. After that, frequency tables and charts were generated. The mean, standard deviation, median, and interquartile ranges were used to summarise relevant variables. Cross-tabulations of relevant variables were used to determine the statistical inferences between the variables. Chi-square analysis was used to test proportions as appropriate. The strength of the association between significant variables was assessed using Chi-square. Spearman’s correlation analysis was used to check the relationship between variables. In all relevant statistical cases, the confidence interval (CI) was set at 95%, and the level of significance was set at p < 0.05

RESULTS

DISCUSSION

Our findings highlight the prevalence of comorbidities among students with ODD. Notably, ADHD and Conduct Disorder are significantly present, aligning with previous research that suggests a high comorbidity rate between ODD and other behavioural disorders.^[13] The co-occurrence of ADHD, in particular, may exacerbate attentional and behavioural challenges, complicating the management and intervention strategies for these students. Similarly, the presence of Conduct Disorder suggests more pronounced behavioural issues, which may impact academic performance and social interactions in school settings. These results underscore the importance of comprehensive diagnostic assessments in students with ODD to identify and address co-occurring conditions effectively. So also, the presence of comorbidities worsens the prognosis and outcome of children with ODD.

This study indicates a noticeable decline in academic performance in core subjects among students with ODD. This is particularly evident in Mathematics and Written Expression, where students with ODD are significantly below the average. Such findings are consistent with research by Staff et al. (2021),^[14] who noted the adverse effects of behavioural disorders on academic achievements. The cognitive demands of these subjects, combined with the behavioural challenges posed by ODD, may contribute to these difficulties. These insights call for the development of tailored educational strategies that accommodate the unique learning needs of these students, including individualised academic plans and behavioural interventions that foster a conducive learning environment.

The study demonstrates a correlation between social class and the academic performance of students with ODD. Students from the upper social class generally performed better than their middle and lower-class counterparts. This disparity may be attributed to the varying access levels to educational resources, extracurricular activities, and support systems, often more available to students from higher socio-economic backgrounds. Such findings resonate with the work of Liu et al. (2022),^[15] who emphasised the impact of socioeconomic status on educational achievement. This suggests a need for policies and interventions that address these socioeconomic disparities, ensuring that all students, regardless of their background, receive the support and resources needed to succeed academically.

Our analysis reveals significant differences in academic performance between students with ODD in private versus public schools, particularly in Reading. This suggests that the type of school may play a role in shaping the educational outcomes of students with ODD. Factors such as teacher-student ratios, curriculum differences, and resource availability, which often vary between private and public schools, could influence these outcomes. This aligns with the findings of Azzali et al. (2021)^[16], who reported varying educational outcomes between school types. It may also reflect the degree of individualised attention and support available in different school settings. These results highlight the need for equitable educational strategies and resources across various types of schools to ensure that students with ODD receive adequate support, regardless of their school.

The comparison between students diagnosed with ODD and their peers without the disorder shows a significant gap in academic performance. Students without ODD generally perform better than those with the disorder, a pattern consistent across subjects like Reading, Mathematics, and Written Expression. This disparity can be attributed to the behavioural and cognitive challenges associated with ODD, as described in the DSM-5 criteria for its diagnosis^[17] which may hinder learning and academic achievement. The findings align with the research by Burke et al. (2023),^[18], which suggests that behavioural disorders can significantly impact a student’s ability to engage and excel in academic settings. The data underscores the necessity for targeted educational interventions and support mechanisms for students with ODD to bridge this performance gap and provide an equitable educational experience.

Consequently, the negative correlation observed between ODD and academic performance in various subjects substantially impacts the disorder on educational outcomes. This correlation suggests that academic performance tends to decrease as the severity or presence of ODD increases. This relationship, as demonstrated by the Spearman correlation coefficients, points to the broader impact of behavioural disorders on educational achievement, aligning with findings by Barkley (2021).^[19] The results emphasize the importance of early identification and intervention for students with ODD, including cognitive and behavioural therapies, academic accommodations, and support systems at home and in school.

CONCLUSION

This study sheds light on the multifaceted challenges faced by students with ODD in junior secondary schools in Ilorin. It highlights the significant role of comorbidities, socio-economic factors, and school environments in influencing academic outcomes. The findings call for a holistic approach to education for students with ODD. This encompasses individualised educational plans, socio-emotional support, and collaboration between educators, healthcare providers, and families. Addressing these challenges through comprehensive strategies could improve students’ academic and personal outcomes with ODD, ultimately leading to more inclusive and effective educational systems.