IDENTIFICATION WITH SCHOOL AND ACADEMIC ACHIEVEMENT OF STUDENTS.

ADEOYE-OLADAPO, O.O; AKINNUBI, R.T AND IJATUYI, F. E.

Dept. of Physics, Adeyemi College of Education, Ondo

Email Address:oluwakeminike@yahoo.com

The study was carried out to investigate identification with school and the academic achievement of students in secondary schools in Ondo West Local Government Area, Ondo State, Nigeria. A descriptive survey design was adopted for the study and three hypotheses were tested. The population comprised of one hundred (100) secondary schools students randomly selected within the study Area. A 15-item structured questionnaire was developed and administered for data acquisition. Chi-square (x2) was used to test the hypotheses at 0.05 level of significance. The results of the study revealed that students’ identification with school (sense of belongings, social influence and students’ attitude) has significant relationship with their academic achievement. Based on the findings of the study, some recommendations were made among others that policies directed at increasing students engagement need to consider students’ sense of belonging and their participation as separate issues, prompt and special attention should be given to students who tend to misidentify with school very early in life, as this is a way to guard against the threat of negative stereotypes, effective discipline should be enforced in secondary schools to ensure that students develop good attitude towards their studies.

Keywords: Identification, Negative Stereotype, Attitude, Sense of Belonging, Academic Achievement.