IMPACT OF SOCIAL SKILLS ON HIGH SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

Abstract

This research explores the relationship between social skills and academic performance among students of high school s in District Jhang. Social skills, encompassing communication, empathy, interpersonal abilities, and problem-solving, play a crucial role in an individual's success in various life aspects. The study aims to assess the correlation of social skills and academic achievement , and propose measures for enhancing social skills and academic performance .The research employs a descriptive survey design, involving a sample of 300 students of high school from both public and private schools. A self-constructed questionnaire with 34 items is used to collect data on social skills and academic performance. The questionnaire is validated through expert opinions, demonstrating a satisfactory level of reliability. Findings indicate that students generally perceive themselves as having strong social skills, with significant agreement on aspects such as communication, problem-solving, and emotional regulation. The study establishes a positive correlation between collaboration and self-regulation with academic achievement. However, no significant relationships are found for engagement with others, open-mindedness, compound skills, task performance, emotional regulation, ambiguity tolerance, and hierarchical relationship management. The study concludes that social skills are positively correlated with academic achievement, emphasizing the importance of fostering these skills in educational settings. Recommendations include integrating social skills instruction into the curriculum, providing teacher training, and implementing prevention and intervention programs to enhance social skills and academic progress. In summary, this research contributes valuable insights into the intricate interplay between social skills and academic achievement, providing a foundation for educational stakeholders to create effective strategies that promote holistic student development. Further studies and interventions are suggested to validate and extend these findings.