JONAED

The study investigated the relationship between Attention Deficit Disorder (ADD) and students’ achievement in Basic Science and Technology in Bassa Local Government Area of Plateau State, Nigeria. The sample comprised 10junior secondary schools and 304 Junior Secondary one (JSI) students (males=142, females=162) selected from 2000 students in 23 public (18) and private (5) schools using systematic and simple random sampling techniques, respectively. The study employed a correlation research design while Students’ Attention Deficit Identification Questionnaire was used to collect data from the students. Achievement scores of students in Basic Science and Technology for second term of 2015/2016 academic session were also collected from the examinations records of the schools used in the study. Three research questions and two hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. Results obtained revealed that ADD (M=47.94,SD=10.94) was significantly related to achievement of students in Basic Science and Technology [r (302) =.25, p<.05].It was further revealed that there were no gender differences in ADD and achievement of students in Basic Science and Technology, respectively. It was recommended that Basic Science and Technology teachers should work hand in hand with special needs specialists in identifying students with ADD in inclusive classrooms, as well as, engage them meaningfully in Basic Science and Technology activities with innovative and strategic teaching methods in line with best practices across the globe. These would help them acquire scientific, critical and reflective thinking skills, as well as provide opportunities for the students to develop life manipulative skills required for effective living in the technology-based society and global relevance.