Abstract
The purpose of this study was to determine the level of students’ academic social interaction, academic behavior and academic achievement: examine the relationship among academic social interaction, academic behavior and academic achievement: do students’ academic social interaction and academic behavior predict students’ academic achievement of grade nine and ten students in Woldia Secondary School. The design used in this study was correlational design. The total number of the target population grade nine students in the study area was 1040. Of the total population, 200 grade nine students were selected as the sample of the study using simple random sampling technique. The instruments used in the study were scale questionnaires that measure students’ social interaction and academic behavior and documents to access student’s academic achievement average score in different school subjects of the first semester of 2011 E.C. One sample t-test, Pearson correlation coefficient and regression analysis were employed as data analysis. The results of one sample t-test demonstrated that the mean value of students’ academic social interaction was significantly higher than the mean test value. The mean value of academic behavior was significantly higher than the mean test value. The mean value of students’ academic achievement was significantly higher than the mean test value. The results of the Pearson correlation coefficient demonstrated that there was a statistically positive significant correlation between students’ academic social interaction and academic achievement. The results of regression analysis revealed that there was statistically significant contribution of academic social interaction and academic behavior to academic achievement. The contribution of academic social interaction found to be positive predictor of academic achievement. Keywords: Social interaction, Academic behavior, Academic achievement DOI: 10.7176/RHSS/10-15-04 Publication date: August 31 st 2020
Highlights
The major problems facing the world today can be solved only if we improve our understanding of human behavior (Schlinger, 2005)
Educational leaders, teachers, school counselors, social workers, school psychologist have long argued that some student were under-preforming academically, because they lack proper social skills which affected their academic skill (studying skill, problem solving skill, critical and decision making skills, mastery and performance skills, task management skills(Rogel, 2014)
This research finding supported by Thomson (2014) states that academic social interaction seems above average perceived by students (80%)
Summary
The major problems facing the world today can be solved only if we improve our understanding of human behavior (Schlinger, 2005). Educational leaders, teachers, school counselors, social workers, school psychologist have long argued that some student were under-preforming academically, because they lack proper social skills (in attentive ness and un prepared during instructional periods, aggressive behavior toward classmates and educational staff, inability to engage cooperative learning and disruptive behavior in class room) which affected their academic skill (studying skill, problem solving skill, critical and decision making skills, mastery and performance skills, task management skills(Rogel, 2014) These all are academic behavior of students who struggled to master good social interaction skills faced more disciplinary consequences when they failed to engage in appropriate behavior. Others have argued that students lack of social skills and academic behavior affected their ability to acquire proper academic skills that would allow them to experience a successful educational experience during their years of matriculation in grade k-12 (Akey MT, 2006)
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