Peer Relationships, Social Support, and School Climate on Educational Outcomes of Secondary School Learners in Epe, Lagos State

Abstract

Academic performance among secondary school learners is influenced by multiple psychosocial and environmental factors. Peer relationships, social support, and school climate are critical determinants of educational outcomes, yet their relative and joint contributions remain underexplored in the Nigerian context, particularly in Epe, Lagos State. Understanding these factors can inform interventions aimed at improving student achievement and overall learning experiences. The study adopted a quantitative survey design, targeting students from public secondary schools in Epe. A multi-stage sampling procedure was employed to select 198 students from six randomly chosen schools. Standardised instruments were used, including the Peer Relationship Scale, Multidimensional Scale of Perceived Social Support, and School Climate Inventory, alongside self-reported academic outcomes corroborated with teachers’ records. Data were analysed using Pearson’s correlation and multiple regression to examine relationships, joint contributions, and relative contributions of the independent variables to educational outcomes. Findings revealed that all three predictors were positively associated with educational outcomes. Peer relationships showed a moderate positive correlation with academic performance (r = .42), social support exhibited a moderate correlation (r = .38), and school climate had the strongest correlation (r = .46). Collectively, the three variables jointly explained 39% of the variance in educational outcomes. Regarding relative contributions, school climate emerged as the strongest predictor, followed by peer relationships, and then social support, indicating that teacher support and perceived safety have the greatest unique impact on student achievement. The study concludes that educational outcomes are significantly shaped by both relational and environmental factors. Stakeholders should prioritise enhancing school climate, promoting positive peer interactions, and strengthening social support networks. Integrated interventions targeting these areas are recommended to maximise student achievement. Future research could investigate additional contextual factors such as socio-economic status and teacher-student relationships.