RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS OF MADONNA UNIVERSITY, NIGERIA

Davies Ojeaga Ogbeide egheosase, Callistus Chinwuba Ugwu

Abstract


Students’ academic performance is of very critical importance to parents, guardians, as well as other significant stakeholders. Among other factors, social support has been identified as a key variable influencing the academic performances of students. This study examined the relationship between social support and academic performance among Madonna University students. 270 students, selected through convenience sampling method participated in the study. It was hypothesized that social support will be significantly and positively related to academic performance. The social support variable was measured using the Social Support Behavior (SSB) Scale by Vaux et al (1987); while the Cumulative Grade Point Average (CGPA) was used to measure the academic performance of students. Correlation analysis was carried out to measure the relationship between social support and academic performance. Results of correlation analysis indicated that there was a positively significant relationship between social support and academic performance (r = 0.88). This result validates the positive linear relationship between social support and academic performance. In order words, the higher the social support availed and accessed, the higher the quality of academic performance delivered. The findings of this study will be of immense utility to parents, guardians, educators, counselors, and significant others, in the development of strategies, for the facilitation and sustenance of enhanced academic performance of students.

Keywords


Social Support, Academic Performance

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