EVALUATING PEER INFLUENCE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Peer influence in schools has been around for as long as anyone can remember: various studies indicate that peer groups are formed in order to provide support, information and guidance to one another (Stumpers, Breen, Pooley & Pike, 2005). In boarding schools, peers spend a significant amount of time together, socializing and learning from each other (Poynting & Donaldson, 2005); these interactions provide opportunities for peer pressure to take place. Mugove (2017) asserted that when adolescents are left in boarding schools, it is the hope of parents that the school authorities take over the roles of parents as ‘loco-parentis’ to ensure that all peer interactions are done in the spirit of collegiality. Carlisle and Rofes (2007) further added that it is because when adolescents transition to a new environment, they experience another level of complexity in their lives, where they have to adapt to a temporary while building new relationships with their peers in the boarding school.

Some very bold claims have been made about the potency of peers in child development (Rich, 1999), yet the Findings of numerous studies are very mixed, finding strong, weak or non-existent effects across a wide range of outcomes. The estimation of peer influences at school has received intense attention in recent years (Moffit, 2001). Recent examples include Angrist and Lang (2004) on peer influences through racial integration; Hoxby (2000) ; Lavy & Schlosser (2007) on gender peer influences; and Gould, Lavy & Paserman (2009) on the effect of immigrants on native students. 

Students exist within dynamic environments such as homes, schools, churches and within communities of different cultures (Swearer, 2011). Teenagers usually form groups in school, which are amongst the most influential social forces that affect their behaviour; from mundane decisions concerning clothing, hairstyle, music and entertainment to more significant decisions concerning short and long-term educational plans (Mapesa, 2013). 

`Research reveals that adolescents are influenced by what their peers do and this also determines the type of peer groups that they affiliate with; these afflictions are principled around similar interests (Sarita, 2015). A study by Olalekan (2016) observed that peer groups which students belonged to influence their learning because they are faced with the urge to belong and to be accepted by members. Other, studies indicated that students in the midst of their group usually reveal their true behaviour, since they feel more comfortable in the presence of their peers (Olalekan, 2016). Furthermore, Olalekan (2016) affirmed that the most important influence on student behaviour to learning is not always about the teacher but sometimes it is all about peer students. Another similar study by Taiwo (2004) affirms that within the peer group dynamics, each child strives to abide with the ethics of the group that they take membership with. This study therefore is bent on evaluating peer influence on the academic performance of private secondary boarding students.

1.2 Statement of the problem 

Many factors contribute to student-behaviour outcomes and academic achievement either directly or indirectly, more especially at secondary boarding schools. Therefore, there is need to look into peer group relationships and individual approaches to learning, membership of peer group affiliations in order to find out how factors such as behaviour, age, social status and ethnicity determine peer group compositions and existence in boarding school environments. 

Understanding the nature and the magnitude of peer group influence in education is crucial for this study as well as the organisational design of school systems. Peer group influences are a distinct class of influences arising from social interactions, which encompasses different types of behaviours that involve interdependency with the behaviour or characteristics of others. 

The estimation of peer influence in school on a continental perspective has received intense attention in recent years and literature reflects the difficulty it has in defining the peer group, isolating causal peer group effects from other influences (Hoxby, 2000; Moffit, 2001; Lavy & Schlosser, 2007). Therefore, given the nature of peer group influences that have been observed in secondary boarding schools, this study sought to evaluate the extent to which peer influence impact on the academic achievement amongst students in the context of a private boarding school.

1.3 Objectives of the Study

This study was conducted in order to establish how peer groups influence the academic performance of students in a private boarding secondary school located in Mayo Belwa Local Government Area in order to determine workable solutions towards addressing challenges that are experienced by schools in Adamawa State. 

The study was guided by the following specific objectives: 

1.To establish types of predominant peer groups existent in private boarding schools. 

2.To evaluate how peer group composition influence academic performance. 

1.4 Research questions 

The study was guided by the following research questions: 

1.Which types of peer groups are predominant in private boarding schools? 

2.How does peer group influence academic performance? 

1.5 Significance of the study 

These findings would be of great importance in establishing factors associated to peer group in relation to academic performance. This would also help develop and provide solutions to challenges faced by students and teachers regarding peer influence outcomes. Furthermore, these findings would provide some background information for research on the topic area.

Parents will learn to appreciate the contribution of the government and in the establishment and management of secondary schools for the future and wellbeing of their children and wards. The study is also expected to provide parents with knowledge on the influence of peer group on each other. Policy makers especially educational planners and curriculum experts will learn to appreciate the effort of the private individuals who have ventured into the educational sector by formulating policies that will help them in the smooth running of their schools.

1.6 Scope and Limitation of the Study

The study shall evaluate peer influence on the academic performance of private secondary boarding students. The study is limited to Mayo Belwa Local Government Area.

1.7 Operational Definition of Terms

Peer Group-a peer group is defined as a small group of similar age, fairly close friends, sharing the same activities.

Students- This refers to senior secondary school students that fall within the age range of 13-19 years in Mayo Belwa Local Government Area.