Relationship between School Connectedness and Secondary School Students’ Academic Outcomes in English Language in Anambra State, Nigeria
- November 11, 2020
- Posted by: RSIS Team
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue X, October 2020 | ISSN 2454–6186
Gladys Uzoechina, Pearl Nwabuogo Okoye
Department of Educational Foundations, Faculty of Education
Chukwuemeka Odumegwu Ojukwu University,
Igbariam, Anambra State, Nigeria
Abstract: The study sought to determine relationship between school connectedness and secondary school students’ academic outcomes in English language in Anambra State, Nigeria. The study was guided by three research questions. The research design was correlation survey. Stratified disproportionate sampling technique was used to select a sample size of 420 students from SS2 students in Anambra state public secondary schools. A questionnaire was used to collect data which was administrated through direct delivery approach. Research questions were answered using Pearson Product Moment Correlation Coefficient. Findings from the study revealed among others that the relationship between school connectedness and academic achievement of in-school adolescents in English language is high and positive.Based on the findings, it was recommended that there School authorities should provide a conducive school environment that encourages mutually beneficial relationship between the students and the school staff for effective teaching and learning.
Keywords: School, connectedness, Secondary School, Students, Academic Outcomes, English Language
INTRODUCTION
School connectedness is an important construct to consider when examining a variety of student outcomes, particularly those related to academic and school success. Going by the idea that many societiesin the world today, places so much emphasis on education as an important avenue for national development,it becomes important to examine critical constructs that are likely to contribute or affect the outcome of education.For example, it could be that higher achieving students are able to build stronger relationships with teachers, that stronger student–teacher relationships enhance student achievement, or that there is a reciprocal, mutually reinforcing relationship between school connectedness and achievement.
Ricarda, Anja, Anne, Linda (2014) defined academic outcome as a performance result that indicates the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college and University. The role of academic outcome as one of the predicators of one’s life success, in the aspects of academic placement in schools for higher educational pursuits as well as the level employability in one’s career is inevitable. Thus the view of Chapman (2010) high academic outcome predicts students’ high level of marketability, enabling them to choose their own placement. Therefore, in the context of this study, academic outcome is defined as the formal demonstration of learning attained by a student as measured by standardized academic achievement tests.
