CULTURAL PRACTICES AND PRIMARY SIX PUPILS' ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES IN CALABAR SOUTH LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA

ABSTRACT This study, titled Cultural Practices and Primary Six Pupils' Academic Achievement in Social Studies in Calabar South Local Government Area of Cross River State, Nigeria, examined the influence of cultural practices on primary six pupils' academic achievement in Social Studies, adopting a survey research design and selecting a sample of 345 primary six pupils from eight public primary schools in the area. The Cultural Practices and Primary Six Pupils' Academic Achievement in Social Studies Questionnaire (CPPSPAASSQ) was used to collect data, which was analyzed using descriptive statistics and inferential statistics (Pearson correlation and independent t-test). The study found that cultural practices significantly impact academic achievement, with belief systems and value systems having a substantial influence on pupils' performance, while gender differences were not significantly correlated with academic outcomes. The study concludes that cultural factors play a crucial role in shaping pupils' engagement and success, underscoring the need for culturally responsive pedagogical approaches. Recommendations include integrating local cultural content into the curriculum, teacher training on culturally responsive pedagogy, community involvement and collaboration, gender-inclusive educational strategies, policy formulation and implementation, and further research on cultural influences to enhance academic achievement, promote educational equity and inclusivity, and foster social cohesion and cultural preservation within the community.