Relationship Between Self-Concept, Social Adjustment on Academic Performance of English language Among Public Senior Secondary School Students in Bauchi Metropolis

Abstract

The study focused on the Relationship Between Self-Concept, Social Adjustment on Academic Performance of English language Among Public Senior Secondary School Students in Bauchi Metropolis The research has two specific objectives, two research questions that guided the study and two hypotheses correlational research design was used for the study the population of the study consists of 22 Senior Secondary Schools with a total population of 7,611 SSII students Out of the total population, 3958 were males and 3653 were female students. The sample of the study consisted of 386 senior secondary schools’ students multi-stage sampling technique and simple random sampling were used in the study. The instruments for data collection is an adapted questionnaire titled self- concept and social adjustment questionnaire (SCSA-Q) and 2018 English Language mock examination. Two research instruments were used for the study: questionnaire and English Mock Examination. The reliability of the instrument was established using Cronbach Alpha. The mean statistic was used in order to ascertain a typical response score. Pearson Product Moment Correlation was used to test all the hypotheses at 0.05 level of significance. Findings The result shows that there is significant positive relationship between social adjustment and academic performance. This implies that social adjustment significantly (positively) associated with SS II students’ academic performance in English Language. Recommendation Teachers should help students develop positive self-concept in order to help them have positive perception of themselves in the class room by giving them paper presentation and school debate. Government and school administrators should ensure that the causes of poor performance in English Language are unravel.

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