Abstract:
The purpose of the study was to investigate the Influence of Psychosocial Environment on Student’s Academic Achievements in Basic Electricity in Government Technical Colleges in Niger State. Six research questions guided the study while six null hypotheses were formulated and tested at 0.05 level of significance. Population of the study comprised all the teachers and students of Basic Electricity in Government Technical Colleges in Niger State. The sample of the study consisted of 295 made up of 29 teachers and 266 students. The researcher selected the respondents through simple random sampling technique. The study adopted ex-post facto research design. The instrument used for data collection was structured questionnaire. Three experts validated the instrument. Internal consistency of the questionnaire was determined using Cronbach alpha reliability method and reliability coefficient values of 0.92, 0.93, 0.93, 0.95, 0.94 and 0.89 were obtained for section A, B, C, D, E, and F respectively, while overall reliability coefficient 0.98 was obtained for all sections. Pearson’s Correlation were used to analyze the data for answering research questions while correlation Analysis was used to test the hypotheses of no significance difference at 0.05 level of significance. The study found that, there is direct positive teacher - students’ relationship , high positive students’-students’ , direct negative teacher- students’ involvement, high positive Teacher- student Basic Electricity Task orientation, direct negative students’- students’ competition, direct negative Teacher- students classroom management as an influence on academic achievement in Basic Electricity. It was recommended that more task orienting exercises should equally be organized for Basic Electricity students to keep them more socially related as well as up competing. This could be achieved organizing quizzes, group work, individual and group presentations.
