Students’ Academic Achievements in Social Studies: Any Peer Group Influence? (Published)
This work used the causal-comparative research design to explore the relationship between peer group influence and students’ academic achievements in Social Studies. The sample comprised 160 Junior Secondary School (JSS) IIIA students randomly selected from ten out of nineteen secondary schools in Calabar South Local Government Area of Cross River State, Nigeria. Two instruments were used: The Peer Group Influence Assessment Questionnaire (PGIAQ) on a 4-point Likert and a 50-item multiple choice questions in Social Studies. The instruments were trial-tested and a reliability coefficient of 0.87 obtained. Data generated were analysed using Pearson Product Moment Correlation analysis (r) at 0.05 level of significance. The result permitted the conclusion that there was a significant positive relationship between peer group influence and students’ academic achievements in Social Studies. This underscores the need to study group dynamics from the point of view of the development of students whose needs are, in the main, related to group living. This finding instructs parents, guardians and caregivers to keep a close watch on the companies their children and wards keep as such surely impact significantly on the academic performances of the affected children.
Keywords: : Academic Performance, Group, Influence, Peer-Group, Social Studies
The Effect of Using Metacognitive Strategies for Achievement and the Trend toward Social Studies for Intermediate Schools Students in Saudi Arabia (Published)
This study aims at determining the effect of metacognitive strategies in achievement and trend towards social studies for students of intermediate schools in Hafer Al Batin City in Saudi Arabia. In order to achieve the objectives of the study, the study uses sample consisting of (40) One-Grade male students selected by purposeful sampling In” tahfiidh al Quran School.” The sample of the study was divided into two groups such that the experimental group consisted of (20) students who studied using the traditional method. The results of the study showed statistically significant differences in the achievement and trend towards social studies. From the research findings, the study gives recommended actions that Hafer Al Batin City stakeholders should apply in order to achieve the best in their educational system
Keywords: Achievement, Metacognitive Strategies, Social Studies, the Trend