Social Identity Groups and the Academic Performance of Social Studies Students in Colleges of Education in Delta State, Nigeria
Keywords:
Social identity group, academic performance, age, gender, socioeconomic statusAbstract
The study investigated social identity groups and the academic performance of social studies students in Colleges of Education in Delta State. Three null hypotheses were formulated and tested in the study. This research is a correlational study design. The population comprised all the Social Studies students in the two Colleges of Education in Delta State. The researchers adopted the purposive sampling technique using eighty (80) year three (3) Social Studies students as the sample. A self-developed questionnaire titled Social Identity Groups and Academic Performance Test (SIGAPT) was used for data collection. The instrument was based on the four-point scale of measurement weighed as Strongly Agreed (SA) (4 points), Agree (A) (3 points), Disagree (D) (2 points), and Strongly Disagree (SD) (1 point). The correlation coefficient of determination and linear and multiple regression were used to analyse data using the SPSS software. The findings revealed that social identity can influence students’ academic performance, while age, gender, and socioeconomic status showed no significant relationship. It is concluded that there is a positive relationship between social identity groups, as an individual's self-concept of belonging to a social group, with emotional and valuation significance and students' academic performance. Consequently, proper sensitization of social identity group behaviour to control or curb students’ engagement in social identity group activities is preferred.
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