RELATIONSHIP BETWEEN SOCIAL INTEGRATION AND SENIOR SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN ADAMAWA STATE, NIGERIA

Abstract

This study explores the relationship between social integration and senior secondary school students academic 
performance in English Language in Adamawa State, Nigeria. A correlational research design was employed, 
sampling 396 students from a total population of 35,525 across five educational zones using a multi-stage sampling 
technique. Data collection utilized the Social integration School Adjustment Scales (SISA), which was validated 
through convergent validity and demonstrated high reliability (α = 0.76) using cronbach alpha. Additionally, 
students' academic performance in English was recorded using a pro-forma, capturing results from the first to third 
terms. Pearson Product Moment Correlation analysis revealed a significant positive relationship (r = 0.51, p = 0.00) 
between social integration and English Language academic performance. The study concludes that social integration 
plays a crucial role in enhancing academic achievement in English among Senior Secondary School students in 
Adamawa State. It was recommended that English language proficiency and overall academic performance, 
educational strategies should focus on promoting inclusive and engaging school environments that encourage strong 
social connections among students.