SCHOOL SOCIAL ENVIRONMENT FACTORS AND ACADEMIC WELLBEING OF JUNIOR SECONDARY SCHOOL STUDENTS IN IBADAN RURAL COMMUNITIES
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the relationship between school social environment factors and the academic wellbeing of junior secondary school students in Ibadan rural communities. The social environment within schools plays a crucial role in shaping students’ overall academic experiences and outcomes. Understanding the factors that contribute to a positive school social environment can provide valuable insights for enhancing academic wellbeing and educational outcomes among students.
The study adopted a mixed-methods approach, combining both quantitative and qualitative methods to gather comprehensive data. A sample of junior secondary school students from Ibadan rural communities was selected using a stratified random sampling technique. Various dimensions of the school social environment, such as teacher-student relationships, peer relationships, school climate, and parental involvement, were examined to assess their impact on students’ academic wellbeing.
Quantitative data were collected using self-report questionnaires, while qualitative data were gathered through interviews and focus group discussions. The data were analyzed using descriptive statistics, correlation analysis, and thematic analysis to identify patterns, relationships, and themes related to the research objectives.
Preliminary findings suggest that positive teacher-student relationships, supportive peer networks, a conducive school climate, and active parental involvement contribute significantly to the academic wellbeing of junior secondary school students in Ibadan rural communities. Students who perceive strong connections with their teachers and peers, experience a positive and inclusive school environment, and receive adequate support from their parents tend to have higher levels of academic engagement, motivation, and achievement.
However, the study also revealed some challenges within the school social environment, including limited resources, overcrowded classrooms, and inadequate parental involvement. These factors were found to have a negative impact on students’ academic wellbeing.
The findings of this study have implications for educational policymakers, school administrators, and teachers. It underscores the importance of fostering positive teacher-student relationships, promoting peer support networks, improving school climate, and encouraging parental involvement to enhance the academic wellbeing of junior secondary school students in rural communities. Addressing the identified challenges through targeted interventions and resource allocation can contribute to creating a more conducive learning environment for students.
Keywords: school social environment, academic wellbeing, junior secondary school students, Ibadan rural communities, teacher-student relationships, peer relationships, school climate, parental involvement, academic engagement, motivation.
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