Relationship between classroom-based sociometric variables and academic achievement of Nigerian primary school pupils in Oyo State

Abstract

One of the ways by which learning needs of Nigerian children can be met is to provide enabling environment for them both at the school and classroom contexts for their holistic development. However, when both contexts are not conducive, it will be impossible to meet children's learning needs. This study therefore investigated relationship between some selected classroom-based sociometric variables and academic achievement among Nigerian primary school pupils in Oyo State. A survey research design of the ex-post facto type was adopted, using 587primary 5 pupils from fourteen randomly sampled primary schools in five local government areas of Oyo State. Two research questions were raised and answered. Four instruments were developed and validated for the study. Data collected were analysed, using both descriptive and inferential statistics. The findings showed a significant positive relationship between social behaviour, sociometric status, friendship status and academic achievement, but there was no significant relationship between group membership and academic achievement. It was concluded that social behaviour, sociometric status and friendship status can predict academic achievement of primary school pupils. Appropriate recommendations were therefore made.