Relationship Between Perceived Cultural Practices and Academic Achievement in Social Studies in Calabar South Local Government Area: Implications for Development Sociology

@article{1710719,
      author = {Adalikwu, Rose Amokeye },
      title = {Relationship Between Perceived Cultural Practices and Academic Achievement in Social Studies in Calabar South Local Government Area: Implications for Development Sociology},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {6},
      pages = {578-585},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1710719.pdf},
      abstract = {This study investigated the relationship between cultural practices and academic achievement in Social Studies in Calabar South Local Government Area. Employing a survey research design, a structured questionnaire gathered data on individual perspectives. The population comprised 2,039 respondents from approved public secondary schools, with a sample of 349 selected via simple random sampling (Hat and Draw method) from eight schools. The Cultural Practices and Academic Achievement in Social Studies Questionnaire (CPASSQ), designed on a Likert scale and validated by an expert, demonstrated high reliability (test-retest coefficients: 0.88 and 0.92). Data analysis used descriptive statistics and Pearson correlation coefficient (0.05 significance level), revealing that gender, belief systems, and value systems significantly impact academic performance in Social Studies. The study recommends incorporating cultural practices and values into the Social Studies curriculum to enhance student engagement and achievement. In conclusion, this research underscores the significance of cultural practices and values in shaping academic outcomes in Social Studies, highlighting the need for culturally responsive education.},
      keywords = {Perceived, Cultural Practices, Academic Achievement and Development Sociology},
      month = {December},
  }