TABLE OF CONTENT
Title Page
Table of Content
Operational Definition of Terms
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Basic Assumptions
1.8 Scope and Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED STUDIES
2.1 Introduction
2.2 Conceptual Framework
2.2.1 Concept of Social Environment
2.2.2 Concept of School Adjustment
2.2.3 Concept of Attitude towards Schooling
2.3 School Environment and School Experience
2.3.1 Relationship between Students‘ School Adjustment and Attitude towards Schooling
2.3.2 Socialization Process of the Child
2.3.3 Gender and Students‘ Attitude to School
2.3.4 Gender and Student‘s Adjustment to School
2.3.5 Socio-Economic Background, Students‘ Attitude to School
2.3.6 Socio-Economic Background and Student‘s Adjustment to School
2.4 Theoretical Framework
2.4.1 Social Cognitive Theory
2.4.2 Theory of Adjustment
2.4.3 Theory of Attitude Change
2.4.4 Review of Related Studies
2.5 Summary
2.6 Uniqueness of the Study
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Samples or Sampling Technique
3.5 Instrumentation
3.5.1 School Environment Inventory
3.5.2 Attitude towards School Inventory (ATSI)
3.5.3 School Adjustment Questionnaire
3.6 Validity of the Instrument
3.7Pilot Testing and Reliability of the Instrument
3.8 Procedure for Data Collection
3.9 Procedure for Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSIONS
4.1 Introduction
4.2 Demographic Data
4.3 Hypotheses Testing
4.4Summary of the Findings
4.5 Discussion of the Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.5 Suggestion for Further Studies
REFERENCES
APPENDICES
ABSTRACT
This study investigated the influence of social environment on attitude towards schooling and school adjustment among secondary school students in Benue State, Nigeria.The social environment in the cause of this study included some of the elements with which the child interacts, which includes the family, neighbors, peer groups and the school system. The study adopted Correlational Design; the targeted population of the study was 7,500 students from junior secondary schools in Benue state. Simple Random Sampling was used to select 3 secondary schools, one from each of the 3 educational zones in Benue state. The sample of the study was 322 respondents drawn from the three secondary schools. Data was collected using social environment inventory (SEI), School Adjustment Questionnaire (SAQ) and Attitude towards Schooling Inventory (ATSI). The collected data was processed and analyzed using descriptive statistics (Frequencies, Mean and Standard Deviation) and inferential statistics (Pearson Product Moment Correlation). All tests were done at a 0.05 level of significance. The finding shows that social environment positively influenced both students’ attitude towards schooling and adjustment with the following values; Home Environment on attitude towards schooling r= .028, p=.001, Home environment on school adjustment r=.370 p=.000,
Neighborhood environment on students’ attitude r=.145 p=.020, Neighborhood environment on school adjustment r=.194 p=.003, Peer group on students’ attitude r=.134 p=.026, Peer group on school adjustment r=.125 p=.009, School environment on students’ attitude r=.232 p=.000 and School environment on school adjustment r=.017 p=.009.From the results of the findings, it is recommended that social environment should be made secure and conducive for the child in order to foster positive attitude to school and adjust when necessary.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Social environment refers to the interaction between the child and the social elements within the environment. The social elements in one way or the other have some degree of influence on the child‘s social life, adjustment and attitude. The growing body of research suggests the importance of social environment as a context for school success, student‘s relationship, and student‘s experiences in their neighborhood, school, family and peer group.
These have shown to influence specific student‘s adaptation outcome associated with school success powers, Bowen and Rose (2005). Moreover, each of these social environments may affect the individual differently over time, (Jessor, 1993).
Social environment factors include the neighborhood, school, family and peers. These factors are systems in a student‘s life that influences individual adaptation outcomes associated with success. A great deal of research has been conducted to identify the influential relationship between social and environmental systems and student school success. perception of students neighborhoods is directly and negatively related to their report of positive educational behavior at school. School attitude and behavior has an empirical relationship with the neighborhood context. Neighborhood support and safety have been shown to promote school engagement (Cook, Herman, Philips&Settersten, 2002). School is another factor of social environment, positive perceptions of school safety are related to a sense of school connectedness, which are related to student‘s perceptions of being affirmed and valued by adults at school (Whitelock, 2006).......
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