- Author(s): Ushie, Doris E., Osim, Eteubi I., Nwaokolie, Immaculata T. and Edinyang, S. D
- Volume 11, No 2, 2023
This study looked into the social interaction patterns and academic performance of Social Studies students at tertiary institutions in Cross River State, Nigeria. This study employed a correlational research design. It was chosen because the researcher intended to fully study the relationship between the dependent variable (academic achievement) and the independent variable (social interaction patterns and social media usage). The study population consisted of all 2,670 students enrolled in 2019/2020 sessions in post-secondary institutions in Cross River State, Nigeria, that studied Social Studies. Public tertiary colleges were chosen over private schools for the study because they are more accessible. The sampling technique adopted for this study was stratified random sampling technique, specifically using the proportional method. The sample for this study was made up of 534 three hundred (300) level Social Studies students selected from tertiary institutions in the study area. Social Interaction Patterns Questionnaire (SIPQ) and a Social Studies Achievement Test (r = 0.73). The acquired data was analysed using basic linear regression, and the hypotheses were evaluated at the 0.05 level of significance. Findings revealed that cooperative learning interaction pattern, student-contents interaction pattern, student-parent interaction pattern, and student-teachers interaction pattern all significantly predict academic achievement of social studies students at public tertiary institutions in the study area. Based on the findings, it was recommended, among others, that the management of Nigerian tertiary institutions should ensure that school climate promotes cooperative learning interaction and positive student-teacher interaction should be encouraged at all times.