Randomized trial finds social competence significantly predicts chemistry achievement in students, suggesting instructional adaptations.
Key Points
The study aims to investigate the role of social competence as a predictor of academic achievement in chemistry among secondary school students in Enugu State.
Examined a population of 4934 SS2 Chemistry students; sampled 347 students (186 males, 161 females) using multistage sampling.
Utilized two validated instruments: Social Competence Scale (10 items) and Chemistry Achievement Test (40 questions).
Analyzed data using correlation coefficients (r, R²) and tested hypotheses with P values.
Moderate predictive power of social competence on overall academic achievement in chemistry (r = 0.510, R² = 0.260, P-value = 0.000).
High predictive strength of social competence on male students' achievement scores (r = 0.850, R² = 0.723, P-value = 0.000).