Title: Flood Management Strategies And Students' Academic Achievement In Riverine Secondary Schools In Bayelsa And Delta States
Authors: BAINGI Edein-Otukpemi Augustine, Prof. (Mrs.) E. J. Egwuyenga, Prof. N. E. Akpotu, Prof. (Mrs) R. I. Asiyai
Volume: 9
Issue: 4
Pages: 543-550
Publication Date: 2025/04/28
Abstract:
: This study examined the relationship between flood management strategies and students' academic achievement in riverine secondary schools in Bayelsa and Delta States. Using an ex-post-facto research design and a correlational method, the study sampled 480 respondents-240 teachers and 240 students-from 48 public secondary schools located in flood-prone areas of these states. Data were collected using two primary instruments: "Flood Management Strategy Questionnaire" (FMSTQ) and "Academic Achievement Proforma" (AAP). The FMSTQ assessed various flood management strategies, including periodic risk assessments, early warning systems, awareness programs, flood-resistant infrastructure, emergency evacuation plans, and temporary learning spaces. The AAP collected academic achievement scores from students' third-term examination results for the 2019-2023 academic sessions. The findings revealed that essential flood management strategies were largely unavailable in the schools, with periodic risk assessments and early warning systems showing a significant positive relationship with students' academic achievement. Additionally, the study found that flood management strategies such as awareness programs, flood-resistant infrastructure, and emergency evacuation plans were either insufficient or nonexistent. These results highlight the crucial role that effective flood management strategies play in ensuring a conducive learning environment, thereby improving academic outcomes. The study concludes that government intervention is necessary to implement and enhance flood management strategies-particularly periodic risk assessments and early warning systems-to mitigate the adverse effects of flooding on students' academic performance in these regions. Based on these findings, it is recommended that the government conduct regular risk assessments in flood-prone schools and deploy early warning systems to improve preparedness and safeguard students' academic achievement during flood events.