INFLUENCE OF TEACHERS’ PERCEPTION OF SOCIAL SKILLS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL BOARDING STUDENTS ION OGUN STATE
| dc.contributor.author | Ogunleye, Tolu | |
| dc.contributor.author | Odule, Christopher Yemi | |
| dc.contributor.author | Oke, Tunde Dayo | |
| dc.date.accessioned | 2023-12-13T07:47:35Z | |
| dc.date.available | 2023-12-13T07:47:35Z | |
| dc.date.issued | 2013-01-03 | |
| dc.description.abstract | Successful learning requires students to interact closely with teachers and peers. In addition to their general importance for daily interaction, social skills can have a big impact on a child’s ability to succeed in an academic setting. The classroom, therefore, becomes both a training ground for development of social skills and an arena in which those skills are put to use. The study explores the teachers ’ perception of social skills of Junior Secondary School boarding students in relation to their academic achievement. The participants comprise 120 JS 2 boarding students selected from 6 schools across Ogun State using cluster sampling. Twelve homeroom teachers (2 from each school), who teach the students were also selected to assess their social skills. A 42-item questionnaire fashioned in line with MerrelTs School Social Behaviour Scales SSBS-2 was used to assess students ’ social skills while their academic achievement was measured by a multiple choice achievement test in English and Mathematics. The adapted SSBS-2 has high reliability coefficients, achieving internal consistency coefficients of 0.89 and 0.91 for the prosocial and the antisocial behaviour scales respectively. The achievement test has a 4-week test-re-test reliability coefficient of 0.83. Data were analysed using Pearson Product Moment Correlation statistic and Independent t-test technique. The results show that prosocial behaviour has a significant positive correlation with students’ academic achievement (r = 0. 748, N = 120, p < 0.05) and that girls have more prosocial behaviour (mean = 67.27) than boys (mean = 63.06). The study recommends among others that teachers should provide instruction and modeling of appropriate behaviours and responses to help children who have social skills deficits. | en_US |
| dc.identifier.citation | Oke, T.D. et. al. (2013). INFLUENCE OF TEACHERS’ PERCEPTION OF SOCIAL SKILLS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL BOARDING STUDENTS ION OGUN STATE | en_US |
| dc.identifier.uri | https://keffi.nsuk.edu.ng/handle/20.500.14448/4186 | |
| dc.language.iso | en | en_US |
| dc.publisher | Department of Educational Foundation, Nasarawa State University Keffi | en_US |
| dc.subject | Social skills, Prosocial behaviour, Homeroom teachers, School Social Behaviour Scales, Academic achievement test. | en_US |
| dc.title | INFLUENCE OF TEACHERS’ PERCEPTION OF SOCIAL SKILLS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL BOARDING STUDENTS ION OGUN STATE | en_US |
| dc.type | Article | en_US |