Relationship between Social Support and Academic Performance among Undergraduate Students of Madonna University, Nigeria

Abstract

Students’ academic performance is of very critical importance to parents, 
guardians, as well as other significant stakeholders. Among other factors, 
Social Support has been identified as a key variable influencing the academic 
performance of students. This study examined the relationship between Social 
Support and academic performance among undergraduate students of 
Madonna University. 270 students, selected through convenience sampling 
method participated in the study. It was hypothesised that Social Support 
would be significantly and positively related to academic performance. The 
Social Support variable was measured using the Social Support Behavior (SSB) 
Scale by Vaux et al. (1987); while the Cumulative Grade Point Average 
(CGPA) was used to measure the academic performance of students. 
Correlation analysis was carried out to measure the relationship between Social Support and academic performance. Results of correlation analysis 
indicated that there was a positive significant relationship between Social 
Support and academic performance (r = 0.88). This result validates the 
positive linear relationship between Social Support and academic 
performance. In other words, the higher the Social Support availed and 
accessed, the higher the quality of academic performance delivered. The 
findings of this study will be of immense utility to parents, guardians, 
educators, counselors, and significant others, in the development of 
strategies, for the facilitation and sustenance of enhanced academic 
performance of students.