Journal Information
|
| Research Areas |
| Publication Ethics and Malpractice Statement |
| Guidelines for Authors |
| For Authors |
| Instructions to Authors |
| Copyright forms |
| Submit Manuscript |
| Call for papers |
| Guidelines for Reviewers |
| For Reviewers |
| Review Forms |
| Contacts and Support |
| Support and Contact |
| List of Issues |
| Indexing |
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study assessed the relationship between school-community relations and students’ academic achievement in secondary schools in Esan West Local Government Area of Edo State. Specifically, the study sought to determine the relationship between school-community relations (principal-community, teachers-community and parents-community) and students’ academic achievement in secondary schools in Esan West Local Government Area of Edo State. Hence, three hypotheses were formulated and tested. This study adopted the correlational research design. All the 16 principals in the 16 public senior secondary schools representing 100% were drawn for the study. One instrument titled - School-community Relations Survey Questionnaire (SCRSQ) was used to gather data. On the other hand, the data on Students’ Achievement in English Language for 2019 school year was collected from the school broadsheet through their relevant school authorities. The reliability index of SCRSQ using the test retest reliability method was 0.78.On the other hand, the data while the second is the Students’ Achievement Broadsheet in English Language for the 2019/2020 school year. The data gathered wereused to test the hypotheses using the Pearson's Product Moment Correlation coefficient (PPMCC) technique. The entire hypotheses were tested at 0.05 level of significance. correlation coefficients showed that the school community relation indicators which include: principal- community relations (r = 0.546, p<0.05); teachers- community relations (r = 0.651, p<0.05) and parents-community relations (r = 0.603, p<0.05) all had positive significant relationship with academic achievement of public secondary school students in English Language in secondary schools in Esan West Local Government Area of Edo State at 0.05 level of significance. It was therefore concluded that school community relations promotes students’ academic achievement in English Language. It was recommended that principals and teachers should encourage good rapport between them and the community leaders. They should make more efforts to see community involvement in school affairs not as a threat but as one way of enhancing its quality. |
| Keywords: School-Community Relations, Academic Achievement, English Language, Secondary School. |
| Download full paper |
