Vol. 1 Issue 1 - 2024
The worrying of the students' declining academic performance and emotional distress in secondary schools has led to a focus on socio, emotional learning (SEL) as a way to support the traditional academic education. The study mainly looked at how socio, emotional learning skills and academic performance relate to each other. A descriptive correlational research design was used. The population was senior secondary students of public secondary schools in Osun State. A sample of 360 students was selected through multistage sampling techniques. Data were obtained through a structured questionnaire named: Socio, Emotional Learning and Student Outcomes Questionnaire (SELSOQ), whose face and content validity was judged by the panel of experts. The instrument was validated by experts in educational psychology and counselling and its reliability was determined through Cronbach's alpha coefficient (r = 0.84). Data were analyzed using Pearson Product Moment Correlation and independent samples t, test at a 0.05 level of significance. The results showed that there was a significant relationship between socio, emotional learning skills and academic achievement (r = 0.62, p < 0.05). The research also confirmed that there is a strong correlation between SEL competencies and students' well, being. Besides, no significant gender difference was found in socio, emotional competencies, whereas a minor difference in academic achievement scores was evident. It is inferred from the report that socio, emotional learning is a major factor in promoting not only students' academic performance but also their mental health among secondary school students. Hence, the authors suggest that formal SEL programs should be included in the secondary school curriculum in Osun State and school counsellors and teachers be trained on SEL, based interventions.
Socio-Emotional Learning, Academic Achievement, Student Well-Being, Secondary School Students,
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