A Study of Determining the Relationship between Academic Achievement and Problem Behavior of Urban Secondary School Students in Bangladesh

The present study attempts to examine the relationship between academic achievement and problem behavior of students of secondary schools. It also contributes facts and insights about the prevalence of problem behavior among students. A total 1208 respondents including students (grade IX), teachers and experts were engaged in collecting data through questionnaire, interviews and focus group discussion (FGDs). Students’ academic achievement was assessed using their cumulative grade point average (CGPA). Problem behavior was assessed from self report Bengali version of strengths and difficulties questionnaire (SDQ). An explanatory sequential mixed method research design was applied where initial quantitative data collection and analysis was followed by a qualitative data collection and analysis. The findings show that as per the SDQ scale 22% of the total students either lie in the borderline or in the abnormal band. The prevalence of hyperactivity-inattention is the most and peer problem is the least among students. There remain gender differences in terms of problem behavior of students. Emotional problems are more prevalent among girls on the other hand the prevalence of hyperactivity-inattention is more among boys. The correlation analysis indicates that academic achievement of students has considerable negative and significant relationship with all the attributes of problem behavior (Emotional symptoms, Conduct problems, Hyperactivity-inattention and Peer problems). Hyperactivity-Inattention has the most and conduct problem has the least association with academic achievement.