Relationship between School Social Environment and Students’ Academic Engagement in Secondary Schools in Ekwusigo, Anambra State, Nigeria

The study investigated the relationship between school social environment and students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. Three specific purposes and three research questions were raised and answered respectively in the study. A correlational research design was adopted for the study. The population for the study comprised all the 641 Senior Secondary School (SSS II) students from the eight public secondary schools in Ekwusigo Local Government Area of Anambra State; and a sample size of 160 Senior Secondary School (SSS II) students was drawn for the study using purposive sampling technique. Researcher-structured rating scale “School Social Environment Rating Scale (SSERS)” and Students’ Academic Engagement Rating Scale (SAERS)” were used for data collection. The instruments were face-validated by three experts in Faculty of Education Nnamdi Azikiwe University, Awka. Internal consistency coefficient values of 0.88 and 0.85 were obtained for SSERS and SAERS respectively using Cronbach Alpha statistical method. The researcher administered the instrument to the respondents with the help of three research assistants. Data were analyzed using Pearson Product Moment Correlation Coefficient (r). The findings revealed that there is a very strong positive relationship between school social environment and students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. The findings also found a very strong positive relationship between the school social environment and both male and female students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. Therefore, the study concluded based on the findings that schools must foster a supportive and inclusive social environment in schools to enhance academic engagement for all students in Ekwusigo Local Government Area of Anambra State. Based on the findings, the study recommended among others that the Ministry of Education should ensure continuous investment in creating and maintaining a conducive social environment in schools through policies that promote inclusivity, safety, and collaboration and school principals should foster a supportive and interactive school culture by encouraging extracurricular activities, open communication, and positive peer relationships.