CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

One of the most often debated topics in the learning environment is the relationship between the social environment and student academic achievement. The immediate physical and social surroundings in which people live or in which something occurs or develops may be characterized as the social environment (Ngwoke, 2005).

Importantly, our first school for social learning is our family. From there, we learn how to feel about ourselves and how others react to our feelings, how to think about our thoughts and the options we have for reacting, and how to read and communicate our hopes and anxieties.This social learning occurs not just through what parents say and do directly to their children, but also through the models they provide for dealing with their own feelings and those that flow between husband and wife (Bhattacharya, 2016). As a result, it is critical for parents to acquire self-awareness of their emotions and sentiments in order to instill that knowledge in their children. The better the parents understand their emotions, the better they can control their child's emotional personality.

Adolescents are affected positively or negatively by their parents' emotional competency or ineptitude. Many studies have found that children reared in a loving, caring, secure, consistent, and stable social environment have a better chance of growing socially, mentally, physically, emotionally, and morally (Harlock B. Elizabeth, 2014). Individuals begin to create a sense of self during adolescence, aim to develop more mature interactions with friends and family, and attempt to enhance independence (Bhatia & Bhatia, 2008). A supportive relationship with family members has been shown to influence a wide range of social, behavioral, emotional, and academic outcomes in adolescents, including depression, anxiety, self-esteem, delinquency, social competence, drug and alcohol involvement, achievement motivation, and academic achievement. (Mohanraj, 2005)

The social environment is a very effective informal learning context in which the family, particularly the parents, serves as an educator. According to (Sharma & Vaid, 2005), the family is a location where a wide range of human experiences take place. (Youniss & Smollar, 2005) also noted that what parents do at home is important for children's learning development. It goes without saying that a lack of encouragement, a low level of parental participation, and a lack of stimulating activities in the house will limit the efficacy of the home as a learning environment. According to (Feldman & Wentzel, 2000), the home environment has a greater association with cognitive development in general. Several studies have revealed links between social environment and academic success (McCullough, Ashbridge, & Pegg, 2004). Children who grow up in a pleasant social environment and with positive attitudes can excel academically. Parents differ in their relationships with their own children as well as their sentiments or reactions to their children's training.

1.2 STATEMENT OF THE PROBLEM

Every effective academic setting should have a better social environment. However, most government owned  schools  in Abia  State do not have a good social environment when it comes to students' way of life, their choice of peer group associations, and their desire to attend classes. According to Nchube (2015) these can have a significant impact on their academic performance, particularly during examinations or student performance assessments. Conversely, there have been several research on academic achievement and learning environment , but not a single study has attempted to link specifically the social environment and pupil' academic performance. In this regard, the researcher wishes to investigate the impact social environment and students' academic performance in Abia State secondary schools as a case study.

1.3 PURPOSE OF THE STUDY

The main aim of the research work is to examine social environment and it impact students’ academic performance in secondary schools in Abia State. Other specific objectives of the study are:

i.          To determine  types of types of learning environment affecting required for effective teaching and learning in secondary schools

ii.        To establish whether social social environment influences student  cognitive and affective behaviour during classroom instruction.

iii.      To identify factors within the social environment that affect students’ academic achievement in secondary school

iv.       To investigate whether social environment affects student academic performance in secondary schools .

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of the study. The research questions for the study are:

i.          What are the types of types of learning environment affecting required for effective teaching and learning in secondary schools?

ii.        Does  social social environment influences student  cognitive and affective behaviour during classroom instruction?

iii.      What are factors within the social environment that affect students’ performance in  classroom assessment in secondary school?

iv.      Does social environment significantly  impact  student academic performance in secondary schools?

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