Abstract
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
Highlights
Competent and qualified teachers are essential for effective teaching and for enhancing the quality of learning
There is substantive evidence that a good teacher is constituted by a blend of diverse characteristics, which relates to professional, personal and social characteristics
To realise good teaching and good learning, it is imperative that teachers with the correct blend of characteristics for good teaching are appointed in order to rescue rural schools from deteriorating teacher shortages and poor learner performance
Summary
Competent and qualified teachers are essential for effective teaching and for enhancing the quality of learning. The capabilities of a competent teacher as demonstrated in classrooms play a vital role in provoking efficient and effective learning on the part of the learners (Markley, 2004). There has been increasing attention and debates in literature on teacher quality and effectiveness relating to the mastery of learning outcomes by learners (Barley and Beesley, 2007; Rivkin et al, 2005; Rockoff, 2004). Researchers are in agreement that competent and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning (Shishavan, 2009). Effective teachers are critical in ensuring that optimal learning takes place in classrooms
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