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Social Support And Interpersonal Competence As A Predictor Of Academic Performance Among Senior Secondary School Students
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The study examined social support and interpersonal competence as a predictor of academic performance among senior secondary school students, a case study of 2 private and 2 public schools at ilishan-remo, ogun state. The study employed the survey design and the purposive sampling technique to select 450 students across all faculties. A well-constructed questionnaire, which was adjudged valid and reliable, was used for collection of data from the respondents. The data obtained through the administration of the questionnaires was analyzed using the Pearson correlation analysis.
The results showed that there is positive and significant relationship between social support and academic performance (r=0.772; p<0.05). Furthermore, a positive and significant relationship interpersonal competence and academic performance (r=.896; p<0.05). Also, a positive and significant relationship between social support and interpersonal competence (r=0.772; p<0.05).
The study concluded that social support and interpersonal competence are crucial factors and strong predictors of academic performance among senior secondary school students.
The study suggested that; Children should be given financial supports by there parents so they won't be intimated when seeing there friends; The government should give all brilliant secondary school students scholarship, as that will enhance there academic performance; Children should be given free hands at home and schools sometimes to enable the teachers and parents know what they are capable of doing, which will be seen as competence test; Parents should should make an educational investment for there children, either in the banks or insurance companies, as that will enhance the student future confidence, even if the parent dies.
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CHAPTER ONE - [ Total Page(s): 4 ]Teacher support
Researchers have defined teacher support as the “degree to which
students feel supported, respected and valued by their teachers†(Doll,
Zucker and Brehm, 2004). The literature has consistently shown positive,
supportive teacher-student relationships to be fundamental to fostering
desirable academic outcomes (Hamre and Pianta, 2006). For instance,
positive teacher-student relationship serve as a resource for helping
students at risk of academic ... Continue reading---
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CHAPTER ONE - [ Total Page(s): 4 ]Teacher support
Researchers have defined teacher support as the “degree to which
students feel supported, respected and valued by their teachers†(Doll,
Zucker and Brehm, 2004). The literature has consistently shown positive,
supportive teacher-student relationships to be fundamental to fostering
desirable academic outcomes (Hamre and Pianta, 2006). For instance,
positive teacher-student relationship serve as a resource for helping
students at risk of academic ... Continue reading---
ABSRACT -- [Total Page(s) 1]
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ABSRACT -- [Total Page(s) 1]
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