Influence of Peer Group Pressure on Students Academic Performance in Ika South Local Government Area of Delta State

Influence of Peer Group Pressure on Students Academic Performance in Ika South Local Government Area of Delta State

ABSTRACT

This study assessed the influence of peer group pressure on students academic performance in Ika South Local Government Area of Delta State. Four research questions guide the study. Literatures were reviewed under conceptual framework and empirical related studies. The study adopted descriptive survey research design. Population of this study consists of eight hundred and eighty-eight (898) public secondary school students in Ika South Local Government Area Delta State. The sample size of 200 students were drawn from 10 selected secondary schools in Ika South Local Government rea of Delta State through simple random sampling technique. A well-constructed questionnaire titled “Peer Group Academic Performance Questionnaires (PGAPQ)” was used to get the desired information from the students. Validation of the instrument was done by a lecturer from National Teachers Institute (NTI, Asaba Study Centre. The research assistant administered the questionnaires in the selected classes. A total number of 200 copies of the questionnaire were distributed to elicit responses from the students’ and 195 retrieved. The data collected were analysed using mean and standard deviation. The research questions were answered using mean and standard deviation. The agreement points of 2.5 above were agreed while below 2.5 disagree. It was found among other that Peer group has both positive and negative impact on students on the academic performance of students in Ika South Local Government Area Delta State. It was recommended among other that students should be encouraged to stand peer pressure so as to enhance their academic performance of students in Ika South Local Government Area Delta State.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Peer group as a group of people of same age or social status. The peer group is the first social group outside the home in which the child attempts to gain acceptance and recognition. Peer group is an important influence throughout one’s life but they are more critical during the developmental years of childhood and adolescence.

Adolescents always emulate mates in whatever form of behaviour they exhibit, particularly that which interest them thus, since socialization only refer to changes in behaviour, attitudes having their origin interaction with other persons and those which they learn more through interaction with peers.

Socialization being a life-long process cannot be limited to the family members alone. As a child grows older and more matured. it become more necessary for the external bodies to be involved in his/her life. The family is not expected to provide all the education required by the growing child. The school which is an established academic institution in which the behaviour of an individual is sharpened to get him/her equipped for occupational socialization. In the school system, the child gets into the social group of “like minds and interest. As a result of the various attitudes, skills, knowledge is acquired through role-play. Peer group as an agent of socialization is the most important socializing is the most important socializing agent for the developing child. Peer group is the pivot of social change and during interaction peers: the child’s life is transformed from the helpless child into a matured adult (Steinberg, 2015)

Each peer group has its code of conduct which does not always conform to adult standards. The important thing is that each child takes his/her membership of the peer very serious and attempts to do anything to ensure he/she is accepted and recognized. Lack of acceptance by the peer disturbs the child especially at adolescent age. Some children have been known to do badly in school not because they lack the academic ability to do well but because they are disturbed by the fact they are not accepted by their peer group. What makes learning comparative is the fact that the child has equal status with the other children (Steinberg, 2015)

There is an atmosphere of freedom in which each child learns the way of the world from others. The peer group thus becomes more and more important to the child as he advances in age. Other ways in which the peer group can help the child include, teaching the culture of the society at large, making possible social mobility, providing follower, teacher or student. The peer group also help the child to win his/her independence easily attainable than the expectation of adults, this in itself provides motivation for learning and is mainly responsible for the fact that all children at one stage or the other regard their membership of Peer group as very important.

When the family is not supportive for instance, it the parents work extra jobs and are largely unavailable, their children may tun to their peer for emotional support. This also occur when the conflict between parents and children during adolescence or at any stage during a child’s development becomes so great that the child feels pushed away and seeks company elsewhere. Most children and adolescents in this position do not discriminate about the kind of group they join. They will often turn to a group simply because the group accepts them even if the group is involved in negative tendency (Smith & Pellegrini, 2013).

The need for affection or closeness is often greater than the need to do the right thing. For some adolescents who feel isolated and abandoned by members of their family being part of a peer group provides such individual with acceptance and security not available at home. In the Nigerian society today, the influence of peer group cannot be over emphasized in a child’s life most especially child education. Peer group has in one way or the other influenced the life of children both academically, socially, morally, psychologically and otherwise. It helps just like any other agent of school students in Ika South Local Government Area of Delta State. Socialization agents such as family, religion, mass media, and school among others help in modifying the behaviour of the child.

Education is a dynamic and multifaceted journey that extends beyond the confines of textbooks and classrooms. Within the intricate tapestry of a student’s educational experience, the influence of peer groups emerges as a potent force that shapes attitudes, behaviours, and ultimately, academic performance. The impact of peer groups on students is a complex interplay of social dynamics, encompassing factors such as gender, school types, and age. Understanding this intricate relationship is essential for educators, parents, and policymakers striving to create educational environments that nurture holistic student development.

Academic activities are directed towards ensuring that students gain mastery of educational objectives. In schools, the extent to which these objectives have been met is determined greatly by the interaction of peer groups which could possibly reflect in student’s academic performance. Peer group play a large role in the social, emotional and academic development of students. Allen in Steinberg (2015) maintains that peer group influence begins at an early age and increases through the teenage years. Thus, understanding the prospects and challenges of peer group is crucial for the productivity of educational processes and the organizational design of  school systems in order to improve student’s academic performance.

Hamm et al. in Lavy and Schlosser (2017), argued that, “for many students, friendships are critical interpersonal vehicle that move them towards psychological growth and maturity, allowing social compassion which influences the development of self-evaluation”. The above statement suggests strongly, the unprecedented effect of peer group in almost all facet of adolescent’s growth. Such effect could be seen in social and emotional lives of young people, which does not end at the above mentioned, but could also manifest in their attitude towards educational activities and careful consideration of these elements has shown that they reflect in the academic performance of students.

However, Castrogiovanni (2012) defined peer group as a small group of similar age, fairly close friends, sharing the same activities. In its most acceptable form, peer group is a healthy coming-of age intermediary, by which youth grasp negotiating skills and learn to deal with challenges and to solve problems in a social context. Peer group can also act as positive role model, for example, if one is involved with a group of people that are ambitious and working hard to attain high academic goals, one might feel pressured to follow suit to avoid feeling excluded from the group.

A negative peer influence could be seen as one of the militating forces why most student record poorly in academic performance, the reason for this is not farfetched: they spend large amount of time in extra curriculum. More often than none, academic priorities are neglected and thus academic performance grossly affected.

Academic performance refers to excellence in all academic discipline. Steinberg (2015) posits that academic performance encompasses students’ ability and performance; it is multi-dimensional; it is intricately associated to human growth and cognitive, emotional and social physical development. Academic performance also refers to how well a student is accomplishing his tasks and studies. There should be a interrelated relationship between peer group and academic performance. It was believed that student’s academic performance correlates with the group he or she belongs. Peer Influence can be either positive or negative. If a student is influenced negatively by peer, it affects his or her academic performance. Nevertheless, stronger student do have an impact on their peers and actually help improve their overall academic performance. Conversely, positive peer influence on academic performance depends on person’s self-identity, self-esteem and self-reliance. Peer influence can as well inspire student’s academic vigor and motivation for achievement (Lashbrook, 2020).

Peer relations are never more prominent than in adolescence which falls within the age group under this study. They spend more time than adults interacting with peers and recording a very high degree of happiness peer contexts, while giving the greatest priority to peer norms for behaviour (Brown and Larson, 2019). This developmental stage in affiliation motivation appears to be highly preserved across peers.

Moreover, several developmental studies on adolescents indicated that, relative to children and adults, they are sensitive and at a high response to a variety of social stimuli such as facial expressions and social feedback (Burnett et al., 2011).However, this evidence for hypersensitivity to social stimuli suggests that this age group may be more likely be exposed to either positive or negative peer stimuli in decision-making scenarios, thus setting the stage for a hyperbolic approach sensitization effect of peer context on decision making. It is well established that undergraduate students are more likely than adults to take risks, as revealed by elevated rates of experimentation with alcohol, tobacco, and drugs, unprotected sexual activity, violent and non – violent crime, and reckless driving (Steinberg, 2008). In fact, they actually possess the knowledge, values, and processing competence to evaluate risky decisions as proficiently as adults do (Reyna and Farley, in Bankole and Ogunsakin, 2015).

According to Olalekan (2016), it is generally observed that peer group has a lot of influence on students. This is seen from the role played by the peer group in the life and learning of a child, evidence abound that students feel more comfortable and relaxed among fellow students. A child who is brilliant and surrounded by dull friends would lose interest in learning. On the other hand, a peer group which is prone to study would have positive effect on a dull member towards learning and stimulate his/her interest on learning. Katz in Olalekan (2016) wrote that the nature of a peer group determines the impact on the motivation of and achievements of its member. He further suggests that one group may have a negative impact on its members while the other may have positive impact on its members as well.

The question at this point is, how many of the young people have the will power to choose a group that thus impact positively on them? However, the attractive nature and the morals of the group determine whether a group is likely to have positive or negative impact on members’ motivation and achievement. If the atmosphere of the group is warm, understanding and supportive, the group influence, task performance and achievement will most likely be positive. A hostile group will constantly, mostly such that does not place prominence to academics will frustrate and produce a negative impact not only on the member’s growth and behaviour but also on their drive to studies and academic achievement. Conversely, the kind of person a student is shows the type of group he or she is most likely to join. In the same vein Festigen as quoted in Lavy and Schlosser (2017) also noted that imitation of behaviours in a group occurs when a person acts in a way that is likely to be joined by the rest of the group. Students who are playful but have academic traits should be encouraged to join a study inclined group.

Stressing the positive benefits of a group, Bandura in Olalekan (2016), noted that through observing and imitating the behaviour of others, learners can avoid much wasteful random behaviour and come close to reproducing the behaviours of which members are recognized. A student may not be dull but playful. If he is well monitored and he falls into a group of brilliant students who are not playful, he imitates them and this changes his attitude towards learning for better. In the same vein a study by Bankole and Ogunsakin (2015) investigated the influence of peer group on the academic performance of students. The finding showed that peer’s relationship influence academic performance of students.

Manski (2020), in his article on peer influence as a social interaction postulated that the relationship between an individual’s behaviour and other group member’s behaviour comes from three diverse effects. In applying the concepts to the influence of peer group in education, he noted the following behavioural outcome: Endogenous effects (or simultaneous effects) referring to a person’s behaviour varies with the mean behaviour of the peer group. For example, the propensity of a student graduating from a university will be impacted by the proportion of students graduating from the university in the same school. Exogenous effects (or contextual effects), indicating that an individual’s action varies with the exogenous characteristics (pre-determined characteristics) of the peer group. For example, the tendency of a student graduating from university can be affected by the average level of mother’s education of other students in the university. Correlated effects: when a persons in same group tend to behave similarly because they are subject to a common institutional environment or they share the similar characteristics.

Most literature often refers the shared institutional settings as ‘common shocks’. For instance, all students in the same classroom doing well academically may reflect nothing but the high quality of the teacher. A shared characteristic is the other part of correlated effects which arises when individuals tend to self-select into a group with members sharing similar behaviour. For example, families that are very supportive of children’s education are more likely to sort themselves across schools in order to seek for better peers. Accordingly, research work on peer influence usually models the behaviour (outcomes) of an individual (Manski, 2020).

Another study was conducted by Lavy and Schlosser (2017) who examined classroom level peer influence, and find that a greater percentage of female classmates improve both boys and girls academic performance. The study predetermined peer characteristics, such as peer race and gender. Peer influence may be present in the  workplace, at school or within the society; it can affect people of all ages. It may affect people in different ways but here, the focus is on the activities of peer group as it influences academic performance of undergraduate students. Peer group may have a positive influence and help to challenge or motivate one to do best. Peer group influence may also result in one doing things that may not fit with ones sense of what is right or wrong. In other words, when peer group makes one do things that people frown at, it is a negative peer influence. Operationally peer group influence is a force exert by people that is pressured by ideas, values and behaviour either positively or negatively and always associated with adolescents. Studies have shown that students who do not manage their activities with peer group make lower grades than less socially accepted adolescent (Hartney, in Manski, 2018).

The researcher deem it necessary to look at an area that scholars do no often consider in their study of peer group influence, and that is parents influence on pupils peer group relationship. Taiwo in Olalekan (2016) noted that the first people with whom the child comes in contact with are the parents. They transmit to him their own values of right and wrong at a time when he is not in contact with any other influences. Unless the foundation laid by home is sound and solid, the school has nothing to build upon and the child later becomes a problem not only to his parents but also to the community. It is therefore the home that the child comes from that determines type of group the child would join. In essence a child from home that is well-disciplined would find it difficult to be in a group that comprises of delinquents and if he finds himself in such group, he would refuse to be influenced by their behaviours. In a case where such a child is influenced by the group behaviour, the situation at home does not allow him to exhibit it and thus he pretends and become meek in the presence of his parents. It is important for the parents to know a child`s friends both at home and at school, in order to achieve this, parents should make themselves more accessible to their children. Hake as quoted in Brown and Larson (2019) was of the opinion that parents must be properly educated on matters of discipline since it is dangerous to be too permissive or too strict. The content of parent education should include the rather special treatment required by the child at the adolescent stage. At the secondary school level, parents should be made to realize that the child is no longer toddler at this stage because he is experiencing a new awareness of the world and he is struggling not only to make a place for himself in his own age group but in the world at large. It is also the task of parents to continue to give good examples to the children. This is important because pupil`s imitation rate as discussed earlier is very high and thus copy conduct from the adults. Thus, it is likely that parents who smoke find such behaviours in their children. And as such, the child would not resist such behaviours in their children. More so, the child would not resist joining or forming a group of smokers or late nigh keepers which in turn reduces the child’s academic performance. This also invariably would have a negative influence on his learning outcome.

Goethe (2014) found out that weak students do better when grouped with other weak students. It shows that student’s academic performance improves if they are with the students of their own kind. Sacerdote (2013) found out that grades are higher when students have unusually academically strong peers. The results of Zimmerman (2013) were somehow contradictory to Goethe results but again it proved that student’s academic performance depends on number of different factors, it says that weak peers might reduce the performance of strong students. Bankole and Ogunsakin (2015) opine that drug use among students under peer group influence significantly influences academic performance, though in a negative way. Drug use like smoking, alcoholism and other odd behaviours were expression of peers’ non-conformity to adult value, while value and moral standard of the peer become increasingly moves away from the family, most especially during their school years. Peer group influence on risk taking behaviours such as substance abuse and sexual activities have been shown to increase the likelihood of affecting academic performance in a negative way Santor et al. in Olalekan (2016). Students learn about what is acceptable in their social group by “reading” their friends’ reactions to how they act, what they wear, and what they say. The peer group gives this potent feedback by their words and actions, which either encourages or discourages certain behaviours and attitudes. Anxiety can arise when teens try to predict how peers will react, and this anxiety plays a large role in peer influence. In fact, Burns and Darling (2002) state that self-conscious worrying about how others will react to future actions is the most common way students are influenced by their peers. When a student takes an unpopular stand and goes against the expectations or norms of the peer group, he or she is at risk of being ridiculed. Ridicule is not an easy thing to accept at any age, let alone when you are twelve or thirteen years old. This leads to real peer group influence.

Howard in Steinberg (2015) opined that students have always been exposed to the influence of peer group, but the kinds of influence that they encounter have changed tremendously in the past years. Peer groups can influence everything from what a student chooses to wear to whether or not the student engages in drug related or other delinquent behaviour.

Peer groups, comprising individuals of similar age, background, and interests, form an integral part of the social fabric within educational settings. These groups significantly influence how students navigate the educational landscape. The impact of peer groups on academic performance is profound, with both positive and negative influences shaping students’ learning experiences. Positive peer interactions within academically focused groups can enhance motivation, foster collaborative learning, and contribute to a positive school culture. Conversely, negative peer influences, such as academic disengagement or conformity to anti-academic behaviours, can hinder individual progress and impede the overall educational journey.

The influence of peer groups on academic performance is often nuanced by gender dynamics. Research suggests that boys and girls may experience peer influence differently, with gender-specific expectations and social norms shaping their interactions within peer groups. In some instances, gender-based stereotypes within peer groups can impact academic choices and achievement. For example, certain studies indicate that girls may be more influenced by peer expectations regarding academic achievement, leading to positive or negative impacts on their performance. Boys, on the other hand, may face unique pressures within peer groups that can influence their attitudes towards academics, potentially affecting their engagement and outcomes.

The impact of peer groups can vary across different types of educational institutions. In single-gender schools, peer dynamics may be influenced by a more homogeneous social environment, potentially intensifying the impact of peer influence. Coeducational settings, on the other hand, introduce additional dimensions to peer interactions, with diverse gender dynamics playing a role in shaping academic attitudes.

Furthermore, differences may emerge in the impact of peer groups in public versus private schools. The social dynamics, academic expectations, and resources available in these settings can influence how peer groups shape the academic experiences of students. The socio-economic backgrounds and cultural diversity within peer groups can also contribute to variations in the impact on academic performance.

As students progress through different stages of their educational journey, the impact of peer groups evolves. Younger students may be more susceptible to peer influence, with a desire for acceptance and conformity playing a significant role in shaping academic behaviours. As students mature, the impact of peer groups may shift towards more complex dynamics, including the formation of study groups, mentorship relationships, and the influence of peer expectations on academic choices.

Age-related influences also extend to the potential for positive or negative peer pressure. While younger students may be more prone to negative peer pressure that hinders academic engagement, older students may leverage positive peer relationships to enhance their academic experiences.

The impact of peer groups on students’ academic performance is a multifaceted phenomenon that intertwines with gender dynamics, school types, and age-related influences. Recognizing and understanding these complexities is crucial for educators, parents, and policymakers seeking to create environments that foster positive peer interactions and support academic success. By unraveling the intricate threads of peer influence within these diverse contexts, we can cultivate educational landscapes that empower students to thrive academically and navigate the challenges of their educational journey with resilience and success

The peer groups form the main basis through which the child learns lot of empirical facts about his physical and social environment, acquisition of skills and value as well as attitude for a better future.

1.2 Statement of the Problem

Children socialize with the people with they associate. Through interaction over many years, acceptable social customs are taught and fostered. Other children as well as adults can have a great impact on a broad range of issues in the child’s life including achievement in schools, The research is geared towards having a proper understanding of the way social interaction affect academic achievement and it is very important for parents, educators, and policy makers. The immediate environment such as peer, family, school, religion and other factors can encourage or discourage student’s academic performance. This research is thus an inquiry into the influence of peer group on the academic performance of secondary school students in Ika South Local Government Area of Delta State.

1.3 Aim & Objectives of the Study

The purpose of this study is to examine the impact of peer group influence on academic performance of secondary school stuents in Ika South Local Governemnt Area of Delta State. The specific objectives is:

1. To investigate how peer group influence student’s academic performance.
2. To determine the relationship between school type and student’s academic performance.
3. To find out whether peer influence determines variation in academic performance of male and female students.
4. To investigate whether peer pressure, real of imaginary affects students self-esteem.

1.4 Research Questions

1. How does peer group influence student’s academic performance?
2. Does a relationship exist between school type and student’s academic performance?
3. Does peer group influence have varying effects on academic performance of male and female students?
4. How does peer pressure, whether real or imagined, affect students’ self-esteem?

1.5 Significance of the Study

The study would be of great benefit to the students, teachers, parents, principal, school counselors, policy makers and the society at large

The study can help students understand how their peer group interactions influence their academic performance. This self-awareness can lead to more effective study habits and collaboration strategies. Knowledge about positive peer influences can encourage students to build supportive networks, fostering a positive learning environment.

Teachers can adapt their teaching methods to leverage positive peer influences and mitigate negative ones, promoting a more effective and engaging learning experience. Insights from the study can assist teachers in identifying students who may be negatively impacted by peer dynamics, enabling them to provide targeted support.

Parents can gain insights into their child’s social and academic life, allowing them to provide more targeted support and guidance.  Knowledge about the impact of peer groups can guide parents in fostering positive peer relationships, both within and outside the school environment.

School Counselors can use findings to develop intervention strategies for students facing challenges related to peer interactions, offering targeted counseling and support. Counselors can work with schools to implement peer support programs that positively impact academic performance.

Principals can use the study’s insights to create a school culture that values positive peer relationships and supports academic achievement. Findings can inform the development of school policies that address peer dynamics and contribute to a positive learning environment.

Policymakers can use the research to inform educational policies that foster positive peer influences and support academic success. Understanding the impact of peer groups can guide policymakers in allocating resources to programs that enhance peer support and collaboration.

Addressing negative peer influences early can contribute to preventing social issues such as academic disengagement, bullying, and academic failure. Students who experience positive peer influences may be better equipped to become productive and engaged members of society, contributing to the overall well-being and success of communities.

1.6 Delimitation of the Study

The study focused on the impact of peer group on students academic performance in Ika South LGA of Delta State. The study is delimited to four secondary schools in Agbor. The study being a survey will only collect primary data on the predisposing factors from students in secondary schools in Agbor. However, in spite of these limitations, the researcher will take all necessary steps to ensure the investigation remains valid and highly reliable.

1.7 Area of the Study

The study covered Atiba Local Government Area of Oyo state; it is surrounded by other local governments like Oyo West, Afijio, and Oyo East e.t.c. The population of this study consisted of all J.S.S III students in Atiba Local Government Area of Oyo state.

1.8 Definition of Terms

Peers: This refers to children of same sex and usually within the same age range.

Peer Group: This is the association of close friends of the same sex, which are bound together by common emotional attachment and have a complex social system of which they posses certain code of conduct such as dressing codes.

Academic Performance: This is the level of achievement attained through efforts or skills during the learning processes (theoretical and practical) and has effect on the standard of education.

Influence: This refers to the effect which an element has on another specific element that is the power that something or somebody has to make something of somebody behave in a particular way.

Pages:  103

Category: PGDE

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.