A Comparative Analysis of Well Behaved and Delinquent Students
Content Structure of A Comparative Analysis of Well Behaved and Delinquent Students
- The abstract contains the research problem, the objectives, methodology, results, and recommendations
- Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
- Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
- Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
- Chapter four contains the data analysis and the discussion of the findings
- Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
- References: The references are in APA
Abstract of A Comparative Analysis of Well Behaved and Delinquent Students
The study focused on the comparative analysis of the academic performance of the well-behaved and delinquent students, in Esan-West Local Government Area. Three research questions were used to guide the study. The sample of the study comprised of one hundred and fifty (150) students who are senior secondary two of five selected secondary schools in Esan-West Local Government Area. Data for this study was collected using questionnaire and the response was based on a 4-point Likert scale of Always true AT, Often true OT, Sometimes true ST and Never true NT. Data collected were analyzed using T-test. The findings revealed that; there is no difference in the academic performance of well-behaved boys and delinquent boys, there is no difference in the academic performance of well-behaved girls and delinquent girls and there is no difference in the academic performance of students from intact and broken homes.