INVESTIGATING THE IMPACT OF SOCIO-EMOTIONAL LEARNING (SEL) ON STUDENTS’ WELL-BEING AND ACADEMIC PERFORMANCE IN NIGERIAN SECONDARY SCHOOLS

Abstract

The impact of socio-emotional (SEL) on the well-being and academic performance of
students in Nigerian secondary schools is a topic that has garnered significant attention
in recent years. The integration of SEL practices in the education system has shown
promising results in improving students’ well-being and academic success. This study
investigated the specific ways in which SEL can positively impact students in Nigerian
secondary schools in Anambra state in the south eastern Nigeria. Through a thorough
analysis of existing literature, the study utilized the quasi-experimental design using the
pretest /posttest control group design. The area of study covered three (3) education
zones in Anambra state; three (3) schools were drawn from the 3 zones. A sample of 149
participants was drawn using stratified random sampling. Independent samples t-test was
conducted to compare post-test scores of the SEL group and the control group. MANOVA
was used to analyze the combined effect of SEL on both academic performance and wellbeing.
Students exposed to SEL performed significantly better in post-test scores (78.5
vs. 70.3) compared to the control group. The results suggest that SEL intervention had a
positive impact on students' academic performance and well-being. The findings of the
study have the potential to inform and guide educators and policymakers in implementing
SEL in the curriculum of Nigerian Secondary schools, ultimately leading to positive
outcomes for students.

Keywords: Academic performance, mental well-being, secondary schools, socioemotional
learning (SEL), students