Title: Impact Of Instructional Practices And Community Engagement On Academic Performance Of Secondary School Students In Delta South Senatorial District, Delta State
Authors: Andrew Moyioritse MEGBELE, Barnabas Othuke UMUOIGHORO & OKEKE, Ogechi Juliet
Volume: 9
Issue: 4
Pages: 575-580
Publication Date: 2025/04/28
Abstract:
This study investigated the impact of instructional practices and community engagement on the academic performance of secondary school students in Delta South Senatorial District of Delta State. A correlational research design was employed to determine the nature and strength of the relationships among the variables. The population comprised 97,575 students enrolled in public secondary schools within the district. A sample of 384 students was selected using multistage sampling techniques, including proportionate and simple random sampling. Two instruments were used for data collection: The Instructional Practices and Community Engagement Questionnaire (IPCEQ), and a proforma for obtaining students' academic performance from school records. The questionnaire was validated by experts in Measurement and Evaluation, and its reliability was established using the test-retest method, yielding a reliability coefficient of 0.84. Data collected were analyzed using Pearson's correlation coefficient. The findings revealed a significant and positive relationship between instructional practices and academic performance, indicating that effective teaching practices enhance students' academic outcomes. Similarly, a moderate to strong positive relationship was found between community engagement and academic performance, suggesting that increased involvement of community stakeholders contributes positively to students' academic success. Based on the findings, it was recommended that teachers should be trained regularly on modern instructional strategies and that schools should promote strong partnerships with the community to foster a more supportive educational environment.