Abstract:

School Children in over ten important States in Nigeria are continuously plagued with chronic flooding disasters year in year out. This has posed a serious barrier in the Educational Attainment of children in these states. In many cases, the school children struggle to attend classes with their instructors in Flooded classrooms, conduct morning assemblies in Flooded school compounds, with no access to extra curricular activities. This barrier in learning is far from the cry of formal education as the only means to self actualization, growth and development of the nation. It has also made the indigenes of these communities to be backward in social amenities, social integration and psycho-social behavior. This paper therefore examined the academic achievement of the children in the flooded states compared with school children in other states without flood, in other to proffer solutions. Population of the study comprised ten thousand pupils, with a sample of one thousand pupils. An instrument for data collection was based on their core subjects: Mathematics Achievement Test ( MAT), English language Achievement Test ( ELAT) and Basics Science Achievement Test (BSAT). Three research questions were raised and three hypotheses were tested at 0.05 alpha level. The findings after analysis indicated that pupils in flood devastated communities in these states, with continuous obstructions of academic calendar had serious academic achievement effects, when compared to pupils in the states without flood. Recommendations based on the findings were made such as: creating awareness to the Federal Government of Nigeria, international Bodies such as UNESCO, of these communities in these states. In other to come for the rescue of school children in these states.

Keywords:

School Children, flooded states, academic achievement.