Abstract

This study investigates the impact of postmodern trends on students' academic achievements in Catholic Mission Secondary Schools in Delta State. Employing an ex-post facto research design, the study used a correlational survey method to explore the relationship between postmodern trends and academic outcomes. The research involved a sample of 790 respondents from the population of Catholic Mission Secondary Schools in Delta State, utilizing a self-developed questionnaire and a checklist for data collection. The validity and reliability of the instruments were established through expert review and test-retest methods. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS) Software Version 23.0, with mean scores and Pearson Product Moment Correlation Statistics applied to address research questions and hypotheses. Findings indicate a significant relationship between postmodern trends, including decentralized management structures and empathic pedagogy, and students' academic achievement. The study concludes that integrating postmodern pedagogical approaches can positively influence academic outcomes in Catholic Mission Schools. Recommendations are provided for enhancing educational practices and administration