Social Capital and Science Academic Achievement: A Study of Senior Secondary Students in Kogi State

This study examined the relationship between social capital and science academic achievement among senior secondary students in Kogi State, Nigeria. Social capital, encompassing the networks, norms, and trust that facilitate collective action, has been theorised as an educational resource that can supplement formal teaching by connecting students to science-supportive relationships. A descriptive correlational design was employed. A sample of 500 SS2 students from secondary schools across Kogi East, Kogi West, and Kogi Central senatorial zones was drawn using multistage sampling. A validated Science-Focused Social Capital Scale measuring bonding capital within peer groups, bridging capital through teacher relationships, and linking capital through community connections to science professionals was administered, alongside a Science Achievement Proforma. Reliability coefficients were above 0.79. Structural path analysis was used. Results showed that linking capital, particularly access to science professionals and alumni mentors, was the strongest predictor of science achievement, followed by bridging capital through teacher relationships. Bonding capital showed a moderate positive association. Rural students demonstrated lower linking capital scores and correspondingly lower achievement outcomes. Recommendations included formalised school-community scientist linkage programmes, alumni mentoring databases, and community science outreach events targeting rural Kogi State secondary schools. Keywords: social capital, science achievement, secondary students, Kogi State, educational sociology.