Title: Peer Acceptance And Academic Performance Of Upper Basic Social Studies Students In Delta State
Authors: TONUKARI, Juliet and Prof. P.O. Dania
Volume: 9
Issue: 8
Pages: 346-351
Publication Date: 2025/08/28
Abstract:
The study examined the relationship between peer acceptance and academic performance of Social Studies students in Delta State. Two research questions and two hypotheses were formulated and tested. A correlational ex-post facto research design was adopted. The population comprised 77,658 Upper Basic 9 Social Studies students, from which a sample of 384 students was drawn. Data were collected using a structured questionnaire. The instrument's validity was confirmed by experts in Measurement and Evaluation, whose suggestions were effected. To determine content and construct validity, the instrument was pretested on 50 students outside the sampled schools. Reliability was established using the Pearson Product Moment Correlation (PPMC), yielding coefficient of 0.78. The questionnaires were administered directly to respondents in their schools with the assistance of three trained research assistants. Data were analyzed using Pearson Product Moment Correlation to answer research questions, while linear and multiple regression were employed to test hypotheses at the 0.05 level of significance. The results showed a significant relationship between peer acceptance and academic performance of Social Studies students in Delta State. However, no significant relationship was found between peer acceptance and academic performance with regard to gender. The study concluded that peer acceptance is a strong predictor of academic performance among students, irrespective of gender. It was therefore recommended that school principals and Social Studies teachers should organize sensitization programmes, seminars, and interactive sessions to promote healthy peer relationships and improve students' academic performance.