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The Impact of School Socialization on the Academic Achievements in

Social Studies at Kokote M/A Grade Seven

Francis Asare, Vincent Emmanuel Antwi

Research Assistant, Ghana, Department of Social Science Education, University of Cape Coast

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000734

Received: 02 November 2025; Accepted: 10 November 2025; Published: 22 November 2025

ABSTRACT

This study investigates the impact of school socialization through peer interactions, teacher-student

relationships, and participation in school activities on social studies academic achievement among 25 grade

seven learners at kokote m/a junior high school. using an action research design with pre-test and post-tests,

observations, and interviews, results demonstrate significant improvements in social studies scores following

targeted socialization interventions. despite the limited sample and intervention duration, findings suggest that

school socialization can enhance learner engagement and academic performance. the study recommends

implementing sustained peer learning, teacher mentorship, and extracurricular involvement to support better

educational outcomes. future research with larger samples and more rigorous analysis is advised to validate

these findings.

Keywords- School socialization, students’ academic performance, social studies education, students learning

development, elementary education, early childhood education.

INTRODUCTION

School socialization the process of internalizing social norms and behaviors through school structures is critical

in shaping students’ academic motivation and performance (Owusu & Appiah, 2020). Social Studies, by nature,

requires active social engagement, collaborative learning, and understanding of societal values, especially in

Ghanaian Junior High Schools (Kyei & Owusu, 2019).

At Kokote M/A Grade Seven, academic performance in Social Studies has been sub-optimal, with observed

deficiencies in peer collaboration, teacher-student rapport, and school activity participation. While prior studies

have emphasized socialization’s link to academic success (Mensah & Appiah, 2022; Baidoo & Ntim, 2020),

these often lack focus on resource-restrained rural schools.This study examines how enhancing school

socialization influences social studies achievement among Kokote M/A grade seven learners.

Background To the Study

School socialization plays a critical role in shaping students’ attitudes, behaviors, and ultimately their academic

achievements. Socialization within the school environment involves interactions between students, teachers,

and peers that influence learning experiences and performance outcomes. At Kokote M/A grade seven, the

influence of socialization in Social Studies is significant due to the subject's emphasis on civic values, cultural

integration, and social responsibility. According to Owusu and Boakye (2020), students who engage positively

with their peers and teachers are more likely to excel academically because social interactions foster

motivation and a conducive learning environment. Similarly, research by Mensah and Appiah (2022) revealed

that 68% of students in selected Ghanaian elementary schools who frequently engaged in group learning

activities performed better in Social Studies than those who did not participate in such activities. This trend

highlights how interaction and collaboration key components of school socialization enhance learning

outcomes.

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A study by Asiedu et al. (2021) indicated that students from schools with strong co-curricular programs, peer

mentoring systems, and student-teacher engagement strategies recorded a 15% higher average in Social Studies

performance compared to schools lacking these structures. This demonstrates that structured socialization

efforts in schools contribute to improving academic outcomes. In schools like Kokote M/A grade seven, social

clubs and interactive classroom practices not only help learners grasp concepts more effectively but also foster

confidence and communication skills, all of which are essential for excelling in Social Studies (Teye &

Asamoah, 2023).

Additionally, statistical data from the Ghana Education Service (GES, 2023) shows that in the Central Region,

schools that emphasized positive school culture and student participation in academic and social activities

recorded a 72% pass rate in Social Studies compared to 55% in schools where such activities were limited. At

Kokote M/A grade seven, observations have revealed that when teachers actively encourage discussion-based

learning, student interest and achievement in Social Studies increase substantially. According to Amponsah and

Koomson (2024), learners exposed to interactive teaching approaches rooted in school socialization principles

often develop better problem-solving and analytical skills, which are crucial in Social Studies assessments.

This suggests that enhancing socialization structures in schools is a practical pathway to boosting academic

performance, especially in subjects like Social Studies that rely on real-world social experiences.

Despite these positive indications, some schools continue to underutilized the potential of school socialization

due to inadequate teacher training, large class sizes, and limited extracurricular activities. At Kokote M/A JHS

One, challenges such as teacher workload and lack of resources can hinder effective student engagement and

limit the benefits of social learning. However, Kwesi and Dede (2025) argue that with targeted interventions

such as peer-led study groups and regular teacher-student feedback sessions, even under-resourced schools can

harness school socialization for academic improvement. Empirical evidence from a study conducted in the

Ashanti Region showed that after implementing a school socialization program focused on collaborative

learning, Social Studies scores improved by 20% over two academic terms (Baidoo & Ntim, 2020). These

findings support the assertion that when school socialization is deliberately structured and sustained, it can

significantly enhance students' academic performance in Social Studies and beyond.

Statement Of the Problem

School socialization remains an essential factor in shaping students’ academic experiences and success,

particularly in subjects such as Social Studies which demand interaction, dialogue, and active participation.

Despite its importance, there is growing concern that many students at Kokote M/A grade seven are not

achieving optimal academic outcomes in Social Studies, potentially due to limited school socialization

opportunities. Studies have shown that students who lack exposure to peer collaboration, teacher engagement,

and interactive learning environments are often at a disadvantage in mastering social-oriented subjects

(Ampofo & Boateng, 2019). At Kokote M/A grade seven observations suggest that while Social Studies is a

compulsory subject, students often struggle to relate classroom content to their social environment, which may

be a result of insufficient peer influence, lack of mentorship, and weak classroom interactions (Asare &

Dankyi, 2021).

Furthermore, a significant gap exists between students' potential and actual performance due to the limited

integration of school socialization strategies into teaching practices. According to Owusu and Appiah (2020),

school socialization enhances student confidence, participation, and comprehension, especially in subjects that

require contextual understanding such as Social Studies. However, the lack of structured peer-group learning,

minimal teacher-student rapport, and poor extracurricular engagement at Kokote M/A grade seven could be

contributing to a noticeable decline in Social Studies grades. National data from the Ghana Education Service

(GES, 2022) indicates that schools with robust social engagement frameworks reported up to 25%

improvement in Social Studies outcomes compared to those without such systems. This disparity raises critical

concerns about whether Kokote M/A grade seven is leveraging the full potential of school socialization to

support academic achievement.

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The problem is further compounded by socio-economic challenges and infrastructural limitations that hinder

the effective practice of school socialization. In many rural schools like Kokote M/A grade seven, class sizes

are often large, and teacher workload is high, leaving little room for interactive teaching methods that support

social learning (Agyeman & Mensah, 2023). Moreover, some teachers lack the training to incorporate

socialization elements such as group work, role-play, and discussions into their lesson plans. According to

Baidoo and Asiedu (2018), the absence of such pedagogical strategies can result in students perceiving Social

Studies as abstract and disconnected from their lived experiences. Therefore, it is crucial to investigate the

specific ways in which school socialization affects Social Studies achievement at Kokote M/A grade seven,

with the aim of recommending strategies that could improve student performance and engagement in the

subject.

Purpose Of the Study

The purpose of this study is to examine how school socialization influences the academic achievement of

students in Social Studies at Kokote M/A grade seven. It aims to explore the roles of peer interaction,

teacherstudent relationships, and participation in school activities in shaping learning outcomes. Understanding

these dynamics can help educators implement more effective strategies for student engagement and

performance (Owusu & Appiah, 2020; Agyeman & Mensah, 2023). This study seeks to provide empirical

evidence to enhance academic success through improved socialization practices (Baidoo & Asiedu, 2019;

GES, 2022).

1.4 Research Objectives

The study seeks to measure the relationship between socialization and academic performance.

1. To assess the influence of peer interactions on students’ Social Studies achievement.

2. To determine the effect of teacher-student relationships on academic performance in Social Studies.

3. To examine how participation in school activities relates to Social Studies scores.

1.5 Research Questions

These questions guide the collection of measurable data for analysis.

1. What is the relationship between peer interactions and academic achievement in Social Studies?

2. How does teacher-student interaction influence students’ performance in Social Studies?

3. To what extent does participation in school activities affect Social Studies scores?

1.6 Significance of the Study

This study is significant as it provides valuable insights for teachers on how school socialization affects

students’ academic achievement in Social Studies. Teachers at Kokote M/A grade seven and similar schools

will better understand how peer interactions, teacher-student relationships, and group learning can influence

performance and classroom engagement. By identifying effective socialization practices, educators can adopt

teaching methods that foster collaborative learning environments to enhance students’ understanding and

participation (Owusu & Appiah, 2020; Agyeman & Mensah, 2023). This will help improve classroom

dynamics and ultimately raise the overall academic performance in Social Studies (Asare & Dankyi, 2021).

For learners, the findings will clarify how their interactions and participation in school activities can positively

or negatively influence their academic outcomes. It also informs school administrators and parents of the

importance of promoting social involvement both within and outside the classroom. Parents will be more

informed about their role in encouraging constructive peer engagement and supporting school activities, which

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can boost their children’s academic success (Baidoo & Asiedu, 2019; Ghana Education Service, 2022).

Additionally, schools can use the study’s outcomes to develop policies and programs that enhance student

socialization, fostering a more supportive and achievement-oriented school environment (Ampofo & Boateng,

2019; Owusu & Appiah, 2020).

1.7 Scope of the Study

This study focuses on assessing the impact of school socialization on the academic achievements of students in

Social Studies at Kokote M/A JHS One. It specifically examines how peer interactions, teacher-student

relationships, group learning, and participation in school activities influence academic performance. The scope

is limited to Junior High School One students within the Kokote M/A elementary school, making it

geographically specific and academically centered on Social Studies. The study covers only school-based

socialization factors and does not extend to home or community socialization. Additionally, it employs a

quantitative research approach to collect and analyze data from students and teachers, providing measurable

insights into how socialization contributes to learning outcomes. The time-frame of the study spans the

2024/2025 academic year.

1.8 Delimitations of the Study

This study is delimited to examining how school socialization affects the academic achievements of students

specifically in Social Studies at Kokote M/A grade seven. It focuses solely on Junior High School One students

and does not include other grade levels or subjects. The research is limited to school-based socialization factors

such as peer interaction, teacher-student relationships, and participation in school activities, excluding external

influences like family background or media exposure. The study also adopts a quantitative approach, using

structured questionnaires, thereby excluding qualitative perspectives like interviews or focus groups

(AduGyamfi & Ankomah, 2020; Asare & Dankyi, 2021). Furthermore, the research is geographically confined

to the Kokote community and does not consider other schools or districts, which may limit the generalizability

of findings. These delimitations help to narrow the study's focus for in-depth analysis within the chosen scope

(Owusu & Appiah, 2020; Agyeman & Mensah, 2023).

1.9 Limitations of the Study

The study on the impact of school socialization on academic achievements in Social Studies at Kokote M/A

grade seven is subject to several limitations. First, the use of a action research approach restricts the depth of

understanding that could be gained from qualitative insights such as interviews or focus group discussions

(Asare & Dankyi, 2021). Second, the findings may not be generalizable to other schools or subjects, as the

research focuses solely on Social Studies and one school in a specific locality (Agyeman & Mensah, 2023).

Additionally, self-reported data from students may be influenced by social desirability bias, potentially

affecting the accuracy of responses (Owusu & Appiah, 2020). Time constraints and limited resources also

posed challenges in covering a broader sample size, which might affect the robustness of the conclusions

drawn (Adu-Gyamfi & Ankomah, 2020). Despite these limitations, the study offers valuable insights into how

school socialization affects learning outcomes.

1.10 Organization of The Study

This study is organized into five chapters. Chapter One introduces the study, outlining the background,

problem

statement, objectives, research questions, significance, scope, delimitations, and limitations. Chapter Two

reviews relevant literature on school socialization and academic achievement, including theoretical and

empirical frameworks. Chapter Three explains the research methodology, detailing the research design,

population, sample size, data collection instruments, and analysis procedures. Chapter Four presents and

analyzes the data collected, offering interpretations in relation to the research objectives. Finally, Chapter Five

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summarizes the findings, draws conclusions, and provides recommendations for educators, policymakers, and

future researchers based on the study’s outcomes.

LITERATURE REVIEW

Introduction

This chapter reviews relevant literature on school socialization and its impact on academic achievement,

particularly in Social Studies at the junior high school level. It begins by exploring the concept of school

socialization, including its definitions, types, and the critical role schools play as socializing agents through

peer influence, teacher-student relationships, and school norms. The chapter also discusses key theoretical

frameworks, such as Bandura’s Social Learning Theory and Mead’s Symbolic Interactionism, which explain

how social interactions shape learning outcomes. Furthermore, it examines academic achievement in Social

Studies, highlighting its importance, influencing factors, and performance trends. The relationship between

school socialization and academic success is explored through the effects of social relationships, norms, and

school culture. Finally, an empirical review of both local and international studies provides evidence on

socialization, school environment, and social factors in Social Studies learning, while identifying gaps in

existing research.

2.1 The Concept of School Socialization

2.1.1 Definition of Socialization

Socialization is the lifelong process through which individuals learn and internalize the values, beliefs, norms,

skills, and behaviours that are essential for functioning effectively within a society. It is a fundamental aspect

of human development, enabling individuals to fit into various social roles and settings. According to Ahmed

and Hussain (2019), socialization helps in shaping personality, guiding behavior, and promoting social

integration. In the context of education, school socialization plays a vital role in transmitting societal values

and preparing students for social life. This process involves the acquisition of language, norms, cultural beliefs,

and appropriate conduct within school and society at large. Socialization within the school context thus

contributes not only to academic development but also to the cultivation of civic responsibilities and

interpersonal skills (Mensah & Osei, 2021).

2.1.2 Types of Socialization (Primary, Secondary)

Socialization is often categorized into primary and secondary types. Primary socialization occurs during early

childhood and is primarily facilitated by family members. It is the initial phase through which children are

introduced to basic norms, language, and moral frameworks. According to Antwi and Owusu (2020), the

family lays the foundation for an individual's belief system, emotional orientation, and sense of identity. In

contrast, secondary socialization begins when a child enters school or interacts with formal institutions. This

phase involves exposure to broader social structures such as peers, teachers, and societal rules. School,

therefore, becomes the central institution for secondary socialization, refining and expanding upon the values

instilled during primary socialization. Studies by Amponsah and Armah (2022) reveal that secondary

socialization is crucial for academic orientation and helps children align with academic expectations and

societal norms. The distinction between primary and secondary socialization highlights the significance of

school in shaping students' educational and social outcomes.

2.1.3 The Role of the School as An Agent of Socialization

Schools are pivotal agents of socialization as they systematically transmit knowledge, cultural values, and

social norms. They serve as formal structures where children interact with authority figures (teachers) and

peers, learning rules of behavior, discipline, cooperation, and competition. School settings also foster respect

for diversity, tolerance, and teamwork, all of which are vital for academic achievement and holistic

development. Agyemang (2018) emphasizes that schools play an essential role in building students’ self-

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concepts and influencing their attitudes towards learning. Furthermore, teachers act as role models and

authoritative figures who guide the academic and moral development of students. Through the formal

curriculum and co-curricular activities, schools socialize students into societal roles and expectations.

According to Boateng and Agyei (2023), this institutional socialization prepares students for future roles as

responsible citizens and productive members of society. Consequently, the school’s influence extends beyond

academics to include emotional, behavioral, and social development, which are indispensable for success in

subjects like Social Studies.

2.1.4 Elements of School Socialization (E.G., Peer Influence, Teacher-Student Relationships, School

Norms and Culture)

Several elements contribute to the process of school socialization, including peer influence, teacher-student

relationships, and the prevailing school norms and culture. Peer groups are influential in shaping students’

attitudes, behavior, and academic performance. As observed by Frimpong and Asiedu (2021), positive peer

interactions can enhance motivation and academic engagement, while negative peer pressure can lead to

delinquency and academic decline. Additionally, the relationship between teachers and students plays a crucial

role in student achievement. Trust, respect, and effective communication within this relationship can

significantly impact a student's self-esteem, motivation, and academic performance (Addai & Adusei, 2022).

Teachers who demonstrate empathy, fairness, and encouragement tend to create a supportive learning

environment that fosters academic excellence. School norms and culture, encompassing shared values, rituals,

and disciplinary practices, also contribute to school socialization. These norms shape students' behavior and

influence their orientation toward learning. Research by Oppong and Gyasi (2020) shows that schools with a

strong academic culture and inclusive practices are more likely to produce students who are academically

motivated and socially competent.

2.2 Theoretical Framework

2.2.1 Social Learning Theory (Albert Bandura)

Social Learning Theory, proposed by Albert Bandura, underscores the importance of observational learning,

imitation, and modeling in human behavior. According to this theory, individuals learn new behaviors and

norms by observing others, especially those perceived as role models. In the school context, students observe

and emulate the behaviors of teachers, peers, and other influential figures. This theory is particularly relevant

to school socialization as it explains how students internalize behaviors and attitudes through their interactions

within the school environment. For instance, a student who consistently observes punctuality, hard work, and

respect for authority figures among peers and teachers is likely to adopt similar behaviors. Bandura’s concept

of reciprocal determinism—where behavior, personal factors, and environmental influences interact—further

illustrates the dynamic nature of school socialization (Bandura, 2018). The theory also highlights the role of

reinforcement, where positive behaviors are strengthened through rewards or recognition. When applied to

academic achievement in Social Studies, Social Learning Theory explains how exposure to positive academic

attitudes and behaviors can lead to improved performance and engagement with the subject (Owusu &

Kwakye, 2023).

2.2.2 Symbolic Interactionism (George Herbert Mead)

Symbolic Interactionism, rooted in the work of George Herbert Mead, emphasizes the role of social

interactions and the use of symbols in the development of self and society. This theory posits that individuals

develop a sense of self through interactions with others and the meanings they ascribe to those interactions.

Within the school environment, the daily interactions between students, teachers, and peers contribute to

identity formation and academic self-concept. According to Teye and Mensah (2020), students internalize the

labels, expectations, and feedback provided by their teachers and peers, which in turn shape their academic

behavior and performance. For instance, a student frequently praised for effort in Social Studies may develop a

strong academic identity in that subject, leading to improved performance. Conversely, negative interactions or

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stigmatizing labels can result in disengagement and poor academic outcomes. Symbolic Interactionism also

draws attention to the importance of symbols such as grades, uniforms, and rules, which serve as tools for

regulating behavior and reinforcing norms within the school. The application of this theory to school

socialization illustrates how meaning-making processes influence students’ academic trajectories, particularly

in subjects that require critical thinking and societal awareness like Social Studies (Abubakar & Asamoah,

2021).

2.3 Academic Achievement in Social Studies

2.3.1 Definition and Indicators of Academic Achievement

Academic achievement refers to the extent to which a student has attained their educational goals and

objectives, typically measured through assessments, examinations, grades, and other performance indicators. It

reflects both cognitive and affective outcomes and serves as a benchmark for evaluating the effectiveness of

educational interventions. According to Ayim and Darko (2022), academic achievement is a multifaceted

concept that encompasses not only test scores but also students’ motivation, engagement, and application of

knowledge. In the context of Social Studies, academic achievement includes the ability to understand social

phenomena, interpret historical events, engage in civic responsibilities, and demonstrate critical thinking.

Indicators such as continuous assessment scores, examination results, classroom participation, and project

work are commonly used to measure achievement in this subject. These indicators provide insights into

students’ comprehension, retention, and application of knowledge within the broader social context.

2.3.2 Importance of Social Studies in Elementary School Education

Social Studies is a core subject in Ghanaian Elementary School education, designed to promote civic

competence, social responsibility, and informed decision-making. The subject integrates elements of history,

geography, economics, and political science, offering students a holistic understanding of their environment

and society. As noted by Kyei and Owusu (2019), Social Studies equips learners with the knowledge, skills,

and attitudes necessary for active citizenship and national development. The subject helps students appreciate

the values of democracy, human rights, environmental sustainability, and cultural diversity. It also fosters

critical thinking, problem-solving, and interpersonal skills, all of which are essential for personal and societal

development. In the context of Kokote M/A grade seven, the importance of Social Studies lies in its potential

to shape students’ perceptions of their community and empower them to contribute positively to social

transformation. Moreover, the subject promotes national unity and identity, making it an indispensable

component of the basic education curriculum.

2.3.3 Factors Influencing Academic Performance in Social Studies

Several factors influence students’ academic performance in Social Studies, including individual

characteristics, teacher quality, instructional methods, school environment, and socio-cultural background.

According to Aidoo and Tuffour (2021), students’ motivation, study habits, and attitude toward the subject

significantly affect their performance. Teacher-related factors such as subject knowledge, pedagogical skills,

and classroom management also play a crucial role. When teachers employ interactive and student-centered

approaches, learners are more likely to engage actively and perform better. Additionally, the school

environment, including availability of learning materials, class size, and leadership support, impacts academic

outcomes. Socio-cultural factors such as parental involvement, language of instruction, and community support

also shape students’ learning experiences. For instance, students from supportive families with access to

educational resources often perform better in Social Studies (Boakye & Mensah, 2023). The interplay of these

factors underscores the complexity of academic achievement and highlights the need for a holistic approach to

educational improvement.

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2.3.4 National or Regional Performance Trends in Social Studies

In recent years, performance trends in Social Studies across Ghana have shown varying patterns influenced by

regional disparities, resource allocation, and teacher preparedness. National assessment reports indicate that

while some students demonstrate proficiency in Social Studies, others struggle with basic concepts due to

inadequate instructional support and limited access to resources. The Ministry of Education (2021) reported

that schools in urban areas tend to perform better than those in rural communities like Kokote, largely due to

better infrastructure and teacher availability. Regional performance data from the Ghana Education Service

(GES) also reveal significant gaps in student achievement, with factors such as poverty, cultural barriers, and

limited parental involvement contributing to low performance in certain districts (GES, 2022). These trends

highlight the importance of addressing systemic challenges and promoting equitable access to quality

education in Social Studies. Understanding these patterns is essential for developing targeted interventions that

enhance academic performance and promote inclusive education.

2.4 Relationship Between School Socialization and Academic Achievement

School socialization is a critical factor influencing students’ academic achievements, particularly in subjects

like Social Studies, which inherently involve social interaction and the understanding of societal norms. The

process of socialization within the school environment encompasses various components, including

relationships with peers and teachers, the school’s culture, and the prevailing social norms and values. It is

widely accepted in educational research that socialization acts as a catalyst for cognitive development and

academic success, fostering essential skills such as cooperation, communication, and discipline (Nguyen &

Nguyen, 2020). Socialization within schools provides the platform where students learn not only academic

content but also interpersonal skills and social behaviors that significantly affect their academic motivation and

performance. This connection between socialization and achievement in Social Studies is particularly

significant since the subject deals with societal structures, ethics, and citizenship, areas that require active

engagement with social norms and peer interaction (Amponsah & Oduro, 2022).

2.4.1 How Social Relationships in School (Peers, Teachers, School Environment) Affect Learning

The role of social relationships in school, especially those involving peers and teachers, has a profound impact

on student learning. Peer interactions contribute to shaping attitudes towards school, motivation, and learning

outcomes. According to Mensah and Asare (2019), positive peer relationships enhance students' engagement

and foster collaborative learning, which is essential in subjects like Social Studies where discussions and

debates are integral. Peers can provide emotional support, share knowledge, and encourage academic

persistence, which collectively improve students’ academic achievement. Contrastingly, negative peer

influences such as bullying or exclusion can impede learning and lower academic motivation (Johnson &

Johnson, 2021).

Teachers, as primary socializing agents in schools, significantly influence students' academic behavior and

success. The quality of teacher-student relationships determines students’ self-esteem, classroom engagement,

and willingness to participate actively in lessons (Adeyemi, 2023). Supportive teachers who foster an inclusive

and respectful classroom climate encourage students to take intellectual risks and develop critical thinking,

crucial for mastering Social Studies concepts. Moreover, the broader school environment—including physical

infrastructure, safety, and the availability of learning resources—creates the context in which social

relationships flourish or falter. Schools that maintain a positive and stimulating environment tend to produce

higher academic outcomes because they nurture effective socialization processes (Kumi & Boakye, 2020).

Thus, social relationships within the school context are intertwined with the academic experiences and

achievements of students.

2.4.2 Impact of Social Norms and Values on Academic Behavior

Social norms and values prevailing within a school setting significantly shape students' academic behaviors

and attitudes towards learning. Norms represent the shared expectations about how individuals should behave,

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while values denote the principles regarded as important by the school community. These elements influence

students' sense of belonging, discipline, and motivation. For instance, schools that uphold values such as

respect, diligence, and integrity tend to cultivate positive academic behaviors among students (Boateng, 2021).

When students internalize these norms and values, they are more likely to engage seriously with their studies

and demonstrate perseverance in subjects like Social Studies.

Research has shown that students in schools with clearly defined and consistently enforced norms exhibit

higher levels of academic discipline and responsibility (Owusu-Ansah & Darko, 2023). The internalization of

social values encourages students to conform to academic expectations and reduces incidences of misconduct,

absenteeism, and disengagement. Furthermore, social norms related to cooperation and respect promote group

learning and collective responsibility, which are beneficial in Social Studies where collaborative projects and

group discussions are frequent (Gyamfi, 2022). The interaction between social norms, values, and academic

behavior is therefore a dynamic process that significantly contributes to student achievement, providing a

moral and behavioral framework that supports academic success.

2.4.3 Influence of School Culture and Routines on Student Engagement and Performance

School culture defined as the shared beliefs, traditions, and practices within a school plays a vital role in

shaping student engagement and academic performance. A positive school culture fosters a sense of

community and belonging among students, which increases their commitment to learning. Research by

Kwarteng and Ababio (2022) indicates that schools with cultures emphasizing high expectations,

inclusiveness, and student support report better academic outcomes compared to those with fragmented or

negative cultures. The routines established in schools, such as regular assemblies, morning exercises, and

classroom procedures, reinforce cultural values and provide stability, which help students to develop self-

discipline and organizational skills.

Consistent school routines create a predictable environment conducive to learning, reducing anxiety and

distractions that can hinder academic performance. Studies reveal that students who feel emotionally and

socially connected to their schools show higher levels of engagement in academic tasks and extracurricular

activities, leading to improved performance in Social Studies and other subjects (Addo & Nyarko, 2023).

Moreover, a school culture that promotes respect for diversity and encourages democratic participation aligns

well with the goals of Social Studies, which often includes learning about civic duties and social justice. In

such environments, students are motivated to actively participate and excel academically. Hence, the influence

of school culture and routines is instrumental in fostering an environment that supports student engagement

and academic achievement.

2.5 Empirical Review of Related Studies

Numerous studies both locally and internationally have examined the linkages between school socialization

and academic achievement, providing valuable insights into how social factors within educational settings

impact learning outcomes. The empirical evidence underscores the multifaceted nature of school socialization

and its critical role in academic success, particularly in subjects like Social Studies that require social and

cognitive integration.

2.5.1 Review of Local and International Studies On

Research conducted within Ghana and other countries highlights the importance of socialization in academic

achievement. For example, a study by Asante and Ofori (2019) on Ghanaian junior high schools found that

students who experienced positive socialization—characterized by supportive peer relationships and teacher

encouragement—showed significantly better performance in Social Studies. This finding aligns with similar

international research by Li and Wang (2021), who investigated Chinese middle schools and reported that

effective socialization in schools was positively correlated with academic achievement in social sciences.

These studies collectively suggest that social interactions within schools are vital in shaping students’ academic

trajectories.

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2.5.2 Socialization and Academic Performance

Empirical findings consistently demonstrate that socialization processes influence academic performance. A

quantitative study by Owusu et al. (2020) revealed that students with strong peer support networks and positive

teacher relationships were more likely to have higher academic achievement scores. Furthermore, longitudinal

research by Martínez and González (2022) in Spain established that students’ social skills, developed through

school socialization, predicted their academic success, especially in subjects requiring critical thinking and

social awareness like Social Studies. The mechanisms identified include increased motivation, enhanced self-

esteem, and better classroom behavior resulting from healthy socialization.

2.5.3 School Environment and Learning Outcomes

The school environment is a foundational element influencing learning outcomes. In a study conducted by

Frimpong and Nkansah (2021) in Ghana, the quality of the physical and social environment in junior high

schools was directly associated with students’ academic performance in Social Studies. This supports global

findings such as those by Smith et al. (2023), who noted that conducive environments characterized by safety,

adequate resources, and supportive staff enhance cognitive and social development, translating to improved

learning outcomes. The environment shapes not only students’ cognitive engagement but also their social

interactions, which collectively affect academic achievement.

2.5.4 Social Factors in The Teaching and Learning of Social Studies

Social factors play a particularly crucial role in the teaching and learning of Social Studies. Since the subject

covers societal norms, history, governance, and citizenship, it demands active participation and social

engagement from students. A study by Boateng and Mensah (2022) found that Social Studies students who

experienced collaborative learning environments and inclusive classroom discussions exhibited greater

understanding and retention of content. Similarly, Akoto and Yeboah (2020) documented that social integration

within the classroom, including teacher encouragement and peer cooperation, improved students’ interest and

academic performance in Social Studies. These studies emphasize the necessity of a socialized learning

environment to foster deeper comprehension and application of Social Studies content.

2.5.5 Identify Gaps or Inconsistencies in The Reviewed Studies

Despite the abundance of research affirming the positive impact of school socialization on academic

achievement, some gaps and inconsistencies remain. Firstly, many studies focus predominantly on quantitative

data without sufficiently exploring the qualitative nuances of social interactions and their complex effects on

academic performance (Nyarko & Agyeman, 2024). Secondly, few studies specifically isolate Social Studies as

a subject area, often grouping it with other social sciences, which obscures subject-specific dynamics related to

socialization and learning outcomes. Moreover, the influence of emerging digital socialization platforms on

school social dynamics and academic achievements remains under-explored, particularly in rural settings like

Kokote M/A JHS (Boateng & Amoah, 2023). Addressing these gaps through mixed-method approaches and

context-specific investigations would provide a more comprehensive understanding of how school

socialization impacts academic achievements in Social Studies.

RESEARCH METHODOLOGY

3.0 Introduction

This chapter outlines the methodology adopted to explore the impact of school socialization on academic

achievements in Social Studies among learners at Kokote M/A grade seven. It discusses the research design,

population, sampling procedures, research instruments, data collection procedures, data analysis techniques,

and ethical considerations. The study is grounded in a practical classroom-based investigation to better

understand how school-based social interactions influence students’ academic performance. The methods

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adopted ensure the reliability, validity, and relevance of findings in addressing the academic and social

dynamics in the school setting.

3.1 Research Design

An action research approach, suitable for practical school-based interventions, was used to implement

socialization strategies and evaluate their impact (Mertler, 2021). This design facilitates immediate

improvements but may limit generalizability due to researchers involvement.

3.2 Population

According to Ary, Jacobs, Irvine, and Walker (2022), a population is defined as the entire group of individuals

relevant to the research question from which a sample is drawn. These learners were chosen based on their

shared exposure to school socialization structures such as group work, school rules, teacher guidance, and

extracurricular participation. The population is considered accessible and manageable, making it suitable for

indepth investigation in a single school term.

3.3 Sample and Sampling Procedure

The study population comprised all 32 Kokote M/A grade Seven students. Using purposive sampling, 25

students with diverse academic levels and social engagement were selected to ensure a focused analysis, while

acknowledging that this non-probabilistic method may introduce selection bias. This sampling technique

involves selecting participants based on specific criteria that align with the objectives of the study (Etikan,

Musa & Alkassim, 2020). These criteria ensured that the sample reflected the different ways school

socialization might impact achievement. The selection was informed by teacher reports and prior assessment

records, ensuring that the sample was representative of both academically strong and struggling students.

3.4 Research Instruments

Pre-test and Post-test: Standardized social studies assessments measured cognitive achievement before and

after intervention.

Observation Checklist: The researcher used structured observation over a two-week period to document

students’ behavior in class, during group work, and in co-curricular settings. The checklist captured elements

such as peer cooperation, adherence to school norms, leadership roles, and participation levels.

Semi-structured Interviews: Interviews were conducted with selected learners and teachers to understand

their perspectives on how social interactions within the school affect academic motivation and performance.

Interviews allowed for probing into experiences of inclusiveness, peer influence, and school engagement

(Creswell & Guetterman, 2021).

Academic Records: Learners’ end-of-term results in Social Studies were reviewed to measure academic

achievement. This provided quantifiable data for correlating academic performance with social behaviors

observed. Using these instruments together allowed for triangulation and increased the reliability of findings

(Yin, 2020). While instruments were developed based on established frameworks, formal validation and

reliability testing were not conducted, limiting the robustness of findings.

3.5 Sources Of Data

Over six weeks, learners participated in:

Structured peer learning groups with rotating responsibilities Teacher-led mentorship focusing on feedback and

engagement. Encouraging involvement in academic clubs and school events. Gathered directly from the

learners and teachers through observations and interviews.

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Secondary Data: Sourced from school academic records, class registers, and behavior tracking sheets

maintained by teachers.

3.6 Data Collection Procedure

Data collection was conducted over a six-week period and divided into four key phases:

Week 1 – Observation Phase

The researcher observed classroom and non-classroom interactions using a structured observation checklist.

The goal was to identify specific social behaviors—such as collaboration, leadership, participation, and rule

adherence that may influence academic outcomes.

Week 2 – Pre-Test and Group Profiling

Learners’ Social Studies scores from the previous term were reviewed to establish a baseline for academic

performance. In addition, learners were profiled according to their involvement in school activities like clubs,

group projects, and leadership roles.

Weeks 3–5 – Socialization Intervention and Monitoring

During this period, activities aimed at promoting positive socialization were enhanced. These included

assigning cooperative learning tasks, rotating leadership roles in class presentations, and encouraging

participation in school clubs. The researcher monitored changes in classroom engagement and social behavior

using weekly checklists.

Week 6 – Post-Assessment and Interviews

Final assessments in Social Studies were collected to measure academic achievement after the intervention.

Semi-structured interviews with selected learners and teachers were conducted to gain deeper insights into

perceived impacts of the socialization practices. All phases were carefully monitored to ensure that external

influences were minimized and that authentic school-based interactions were recorded.

3.7 Data Analysis Procedure

The data collected were analyzed both quantitatively. Quantitative test scores were analyzed descriptively (

means, percentages) due to sample size constraints and the absence of inferential statistical tools.Qualitative

data underwent thematic coding guided by research questions. Future studies should incorporate more rigorous

statistical analyzes to establish significance. This process allowed for a deeper understanding of how

socialization practices impacted learning experiences (Nowell et al., 2020).

3.8 Pre-Intervention Phase

The pre-intervention phase of the study served as a foundational step to assess the current academic standing of

the students in Social Studies, particularly in relation to the influence of socialization within the school

environment. Before implementing any structured teaching strategies focused on enhancing school

socialization, it was necessary to understand the learners’ academic strengths and weaknesses and how

socialization might already be playing a role in shaping their learning behaviors.

During this phase, the researcher spent one full week observing classroom interactions and student

engagement. Using an observation checklist, behaviors such as peer collaboration, participation in group

discussions, attention during lessons, respect for school norms, and interactions with teachers were monitored.

These behaviors were linked to the concept of school socialization, defined as the process through which

students internalize the norms, values, behaviors, and social skills necessary for academic and social success

(Bandura, 2021).

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A diagnostic test was administered in the second half of the week to all 32 students. The test consisted of 20

multiple-choice and short-answer questions covering the following Social Studies topics:

Importance of Social Institutions Functions of the Family Roles and Responsibilities of Citizens Importance of

Rules and Laws in Society Social Conflicts and How They Are Resolved.

Few sample questions used in the pre-intervention assessment:

What is a social institution? Give two examples. State two ways the family contributes to the development of

the child. Why is it important to obey school rules?

Mention two ways you can help resolve conflicts among your classmates.

Observations and Findings:

Low collaboration: Many students preferred working individually and avoided group tasks. Uneven

participation: Out of the 32 students, only 7 consistently participated in class discussions. Limited critical

thinking: Most students gave shallow responses to open-ended questions.

Gender gap: Girls showed more engagement during moral/social topics while boys were more engaged with

conflict and rights-related topics.

Test Scores: Of the 32 students, only 10 scored above 60%. The remaining 22 scored between 25% and 55%,

indicating the need for targeted intervention.

These findings confirmed that many students had not yet internalized key social concepts and did not fully

benefit from social learning structures within the school.

3.9intervention Phase

The intervention was designed and executed over a six-week period and aimed at leveraging school

socialization techniques to improve learners’ academic achievements in Social Studies. The strategy combined

interactive group learning, peer teaching, debates, role play, group research projects, and cooperative

assignments, all of which are rooted in social constructivist principles (Vygotsky, 1978; Slavin, 2022).

Teaching was conducted five times a week, with each session lasting 45 minutes.

Below is a week-by-week breakdown of the intervention, followed by a summary table:

Week 1: Establishing Classroom Social Norms and Expectations The first week was dedicated to creating a

positive and socially supportive classroom environment. Learners were guided in developing class rules,

norms, and group behavior codes. Students were grouped into mixedability and mixed-gender teams to

promote inclusiveness.

Activities included:

Class discussion on values such as respect, teamwork, and punctuality. Group formation exercises (icebreakers

and identity charts).

Introduction to the topic: Importance of Social Institutions Group task: Each group researched a different social

institution (school, family, church, police) and presented to the class.

Instructional Techniques: Brainstorming, group formation, rule creation.

Teacher Role: Facilitator and moderator.

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Week 2: Family as a Socializing Agent

This week focused on understanding how the family shapes individuals. Emphasis was placed on peer-to-peer

discussion and storytelling.

Activities:

Students shared personal stories on how their families influence their choices. Group skits: “A Day in My

Family” – performed in front of the class. Group discussions on responsibilities within the home. Key

Socialization Skill: Sharing experiences and empathy. Assessment Question: List three responsibilities of

parents and explain how they affect children's academic performance.

Week 3: Citizenship and National Identity

Learners explored their roles as citizens and the value of respecting laws and authority figures.

Activities:

Class debate: “Should students report wrongdoing by classmates to teachers?”

Poster creation: “My Duties as a Ghanaian Citizen”

Group presentations on roles of institutions like the police and judiciary.

Instructional Strategy: Cooperative learning and visual representations.

Teacher Role: Guide and discussion leader.

Week 4: Conflict Resolution in School and Society

This week dealt with conflict as a social experience and how students could develop peaceful conflict

resolution skills.

Activities:

Role play: “Settling a Fight on the School Field” Case study discussion: Resolving family disputes. Creation

of a “Peace Agreement Charter” by each group.

Key Questions Asked:

What would you do if your friend took your pen without asking?

Mention two peaceful ways to settle a misunderstanding.

Remarks from Teacher: Students began to exhibit greater tolerance and openly discussed how they had

resolved recent disputes with classmates.

Week 5: Social Roles and Peer Influence

This week examined peer influence in both positive and negative forms.

Activities:

Small group discussion: "When has a friend influenced your decision—good or bad?"

Letter writing: Learners wrote letters to imaginary younger siblings advising them on how to choose good

friends.

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Peer mentorship: Stronger students were paired with weaker ones to help explain past Social Studies topics.

Learning Outcome: Students began taking more initiative during group discussions and supported peers

academically.

Week 6: Review and Practice Test

This final week was used to consolidate all concepts taught and to conduct a mock test under exam conditions.

Activities:

Class quiz competition: Group vs. group on Social Studies content. Review of errors from the pre-test and

earlier assignments. Administering a structured post-test.

Summary Table: Weekly Intervention Plan

Week

Topic/Theme

Key Activities

Teaching

Strategy

Expected Outcome

Classroom Social

Norms

Group formation, rule

creation, presentations on

institutions

Group work,

discussion

Established social

structure, active

participation

Family as Agent of

Socialization

Skits, storytelling, group

discussions

Storytelling,

role play

Improved empathy and

understanding of family

roles

Citizenship and

National Identity

Debates, posters, group

presentations

Visuals, debate

Better understanding of

civic duties and values

Conflict Resolution

Role play, peace charter

creation, case studies

Case analysis,

acting

Developed conflict

management skills

Peer Influence and

Roles

Peer mentoring, letter

writing, group discussions

Peer teaching,

narrative

Promoted positive

influence and academic

help

Review and Testing

Quiz, correction, post-test

Testing,

revision

Reinforced learning and

preparation for assessment

3.10 post-intervention phase

The post-intervention phase involved evaluating the effectiveness of the six-week socialization-based

instructional approach on the academic achievements of the learners in Social Studies. A post-test comprising

20 questions (both multiple-choice and short answer) was administered to all 25 participants of the study.

Sample Questions Included:

List three responsibilities of a good citizen.What are two ways of resolving a misunderstanding among

classmates?

Explain how a school rule you know helps to promote discipline. What are social institutions? Give two

examples and state their importance.

Assessment Results:

18 learners (72%) scored between 60%–85%, showing significant improvement from pre-test levels. 5 learners

scored between 50%–59%, while only 2 learners scored below 50%, compared to 22 learners scoring below

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60% in the pre-test. Learners displayed enhanced critical thinking, clearer explanations, and better use of

examples.

Teacher’s Remarks:

“Students are now more confident in expressing their ideas during class discussions.”

“Group work has become more focused and cooperative.”

“Most students showed improved writing skills and structure in their responses.”

Students’ Feedback (from interviews):

“I now enjoy learning with my group because we help each other.”

“The skits helped me understand family roles better.” “I learned how to solve issues with friends without

fighting.”

Conclusion Of Post-Intervention:

The intervention significantly boosted academic performance and reinforced positive social behaviors.

Socialization strategies such as cooperative learning, role-playing, and mentorship not only helped students

internalize Social Studies concepts but also improved their interpersonal skills, discipline, and classroom

engagement.

3.11 Ethical Considerations

Approval from school authorities and informed consent from participants and guardians were obtained.

Confidentiality and voluntary participant were ensured. Ethical principles were strictly followed throughout the

study. Permission was sought from the headteacher of Kokote M/A grade seven, and informed consent was

obtained from the participating learners and their guardians. Participants were assured of confidentiality,

voluntary participation, and the right to withdraw at any point. Data collected was used solely for academic

purposes and stored securely to protect participants' identities. The study adhered to the Ghana Education

Service ethical guidelines for school-based research (GES, 2023).

ANALYSIS AND DISCUSSIONS

Introduction

Chapter Four presents the analysis and discussion of data collected to examine the impact of school

socialization on students’ academic achievement in Social Studies at Kokote M/A grade seven. The chapter

focuses on the influence of peer interactions, teacher-student relationships, and participation in school

activities. Data gathered from pre-test and post-test scores are presented in tables and charts, followed by

interpretations and supported with relevant scholarly references to highlight key findings and their

implications.

Discussion

While broken homes are known to affect children’s learning experiences, the precise ways they influence

academic performance, particularly in Cape Coast Metropolis, have not been thoroughly explored. Existing

research often lacks qualitative depth and is limited in geographic scope. Given the prevalence of broken

homes in the region, a focused study is needed to understand both the academic consequences and the

contributing factors to inform supportive interventions.

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4.2 The findings suggest that school socialization positively affects academic performance in Social Studies at

Kokote M/A Grade Seven. Peer groups create collaborative learning spaces aiding comprehension; supportive

teachers foster academic confidence, and extracurricular activities develop social and cognitive skills needed

for success.

However, the study’s small sample size, purposive sampling method, and absence of inferential statistics limit

external validity and the ability to infer causality. The researcher's presence in the intervention phase may have

influenced participant behavior (observer effect). Moreover, the lack of instrument validation reduces

measurement reliability.

Despite these limitations, the results concur with theoretical frameworks (Bandura’s Social Learning Theory

and Mead’s Symbolic Interactionism) and prior empirical findings (Baafi & Kwakye, 2024; Owusu & Appiah,

2020). The study underscores the need for continued integration of socialization strategies in curricula,

especially in resource-challenged schools

Research Questions

These questions guide the collection of measurable data for analysis.

1. What is the relationship between peer interactions and academic achievement in Social Studies?

2. How does teacher-student interaction influence students’ performance in Social Studies? iii. To what

extent does participation in school activities affect Social Studies scores?

4.3 Influence of Peer Interactions on Students’ Social Studies Achievement

TABLE 4.2.1: Pre-Test Scores Distribution Based on Peer Interaction Levels

Class Boundaries

(Learners)

Marks Boundaries (out

of 20)

Frequency

(f)

fx (Frequency ×

Marks)

Percentage

(%)

1 – 5

0 – 4

24%

6 – 10

5 – 8

32%

11 – 15

9 – 12

28%

16 – 20

13 – 16

16%

21 – 25

17 – 20

Total

196

100%

Source field 2025

From Table 4.2.1 above, 25 learners were assessed on their Social Studies achievement prior to the

intervention, categorized by levels of peer interaction. The results show that the highest proportion of students

(32%) scored between 5 and 8 marks, followed by 28% who scored between 9 and 12 marks. Notably, only

16% achieved between 13 and 16 marks, while no learners scored in the highest bracket of 17 to 20 marks.

These findings suggest that prior to improved peer interaction, most students performed within the low to

average range. This supports the view that peer interaction is critical to cognitive development and academic

achievement (Wentzel et al., 2018; Omodan & Ige, 2021). According to Fuh and Ackah (2023), peer

collaboration fosters active engagement and enhances academic outcomes, particularly in Social Studies.

Similarly, Baafi and Kwakye (2024) emphasize that constructive peer influence contributes significantly to

learners’ motivation and understanding of subject content. Thus, minimal peer engagement may hinder

academic success in Social Studies.

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TABLE 4.2.2: Post-Test Scores Distribution Based on Peer Interaction Levels

Class Boundaries

(Learners)

Marks Boundaries (out

of 20)

Frequency

(f)

fx (Frequency ×

Marks)

Percentage

(%)

1 – 5

0 – 4

6 – 10

5 – 8

16%

11 – 15

9 – 12

28%

16 – 20

13 – 16

135

36%

21 – 25

17 – 20

16%

Total

317

100%

Source field 2025

From Table 4.2.2 above, 25 learners participated in the post-test assessment after engaging in structured peer

interactions. The data reveals a significant improvement in academic performance compared to the pre-test

results. A majority of learners (36%) scored between 13 and 16 marks, while 28% attained between 9 and 12

marks. Notably, 16% reached the highest performance bracket (17–20 marks), and only 4% remained in the

lowest category (0–4 marks). This shift demonstrates that increased peer interaction positively influenced

learners’ achievement in Social Studies. According to Wentzel et al. (2018), peer collaboration enhances

problem-solving and deepens conceptual understanding. Similarly, Omodan and Ige (2021) assert that

interactive learning environments promote active engagement and academic success. Recent findings by Baafi

and Kwakye (2024) also support the notion that students exposed to positive peer influence show increased

motivation and better learning outcomes. These results affirm that peer interactions significantly contribute to

improved academic performance.

TABLE 4.2.3: Summary Of Peer Interaction Impact