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Influence of Peer Group Relationship on the Academic Performance of

Students in Secondary Schools (A Case Study of Selected Secondary Schools in
Atiba Local Government Area of Oyo...

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DOI: 10.13140/RG.2.2.19746.15049

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 Global Journal of HUMAN-SOCIAL SCIENCE: A
Arts & Humanities - Psychology
Volume 16 Issue 4 Version 1.0 Year 2016
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-460x & Print ISSN: 0975-587X

Influence of Peer Group Relationship on the Academic Performance

of Students in Secondary Schools (A Case Study of Selected
Secondary Schools in Atiba Local Government Area of Oyo State)
By Ajibade Basit Olalekan
Emmanuel Alayande College of Education
Abstract- This research study sought the influence of peer group relationship on the academic
performance of the students in secondary schools. The study was limited to five secondary
schools in Atiba Local Government Area of Oyo state. Three research questions guided the
study. The findings of the study revealed that the peer group influences learning and certain
factors like the social economic status and parental factor as they determine membership in
most groups.
The study also found out that pupils are closer to their friends than to their teachers and
parents concerning their academics and that parents monitor their children’s peer group
association.The findings were discussed and recommendations were made.
GJHSS-A Classification : FOR Code: 130309

InfluenceofPeerGroupRelationshipontheAcademicPerformanceofStudentsinSecondarySchoolsACaseStudyofSelectedSecondarySchoolsinAtibaLocalGovernmentAreaofOy o State

Strictly as per the compliance and regulations of:

© 2016. Ajibade Basit Olalekan. This is a research/review paper, distributed under the terms of the Creative Commons
Attribution-Noncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial
use, distribution, and reproduction in any medium, provided the original work is properly cited.
 Influence of Peer Group Relationship on the
Academic Performance of Students in
Secondary Schools (A Case Study of Selected
Secondary Schools in Atiba Local Government
Area of Oyo State)

2016
Ajibade Basit Olalekan

Year
Astract- This research study sought the influence of peer role played by the peer group learning is more that other
group relationship on the academic performance of the factors because the attitude of students to learning are 35
students in secondary schools. The study was limited to five not always encouraging. The most common types of
secondary schools in Atiba Local Government Area of Oyo

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

peer group to be investigated are the secondary school
state. Three research questions guided the study. The findings
of the study revealed that the peer group influences learning
children who fall into the same group that could have
and certain factors like the social economic status and negative influence on their learning.
parental factor as they determine membership in most groups. Manheim (1998) claims that children throughout
The study also found out that pupils are closer to their school career will be grouped with their
their friends than to their teachers and parents concerning contemporaries so they will become accustomed to
their academics and that parents monitor their children’s peer having the limitations and addition of each age group
group association.The findings were discussed and intensified. Taiwo (2004) wrote that the peer group
recommendations were made. outside the home from which does not always conform
I. Introduction with adult standard, and each child strive to abide with
the ethics of the group they takes membership with
a) Background to the Study because rejection by the group may have negative

A
dolescents are categories of children that usually effect on the learning of the child.
form groups in the schools. Truly speaking, Grulund (1990) feel that acceptance by a peer
adolescence is the most chaotic and stressful of group improved social relation. These have beneficial
all stages in human life (Wikipedia). In addition, the effects on individual learning insecurity that arises from
complexities of contemporaries’ life have made satisfying emotional tension enables him to concentrate
adolescence a major developmental period compared more on his assigned learning tasks.
to the ritualized transition; it has been in traditional This indicates that acceptance by the group may have
culture and past generation. positive effect on the child. A child who is not brilliant

-
Generally, it has been observed that a group enough may do better if he is accepted by a group that
which a child belongs to could influence his learning, is inclined to study. It has been observed that a child
studies from various cultures have shown that a child learns more easily within his peer group. Where he is
right from infancy to adolescence is faced with urge to wrong, he prefers to be corrected by a member of his
belong and to be accepted by the group. A basic peer group than by the teacher.
human need is to acquire an affiliation to a group in the In support of this view, Ezewu (1992) advised
society. Peer relationships are common in the schools that the school must therefore use peer group energies
and homes and this plays important roles in the to promote rather than impede good learning. It is
socialization of children in Nigeria. therefore necessary to let students realize the reason
Students in the midst of their group transformed
why they have to be careful in choosing their friends so
into the true picture of their behaviour, they feel more
that their attitudes toward learning would be improved
comfortable among fellow students but feel morose at
as the peer group they belong can have effect on their
home or at the presence of teacher. The most important
learning negatively and positively. Peers are so critical to
influence on student behaviour to learning is not always
an adolescent's should provide boundaries from which
the teacher but the fellow students.
With this, there is need to identify the influence teens form their identity, while peers form the cushion of
of peer group relationship on learning, although there support during the fragile time that identity is being
are other factors that can influence the learning but the formed. These boundaries that enables him to
internalize the values that form his character to foster his
Author: e-mail: [email protected]
© 20 16 Global Journals Inc. (US)
 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

learning that he acts accordingly without generating f) Scope of the Study

retribution from authority or rejection from his peers. The study will focus on the influence of peer
group relationship on the academic performance of
b) Statement of the Problem
students in secondary school. The study will be carried
The low academic performance in schools is
out in the selected junior secondary schools in Atiba
brought the need to investigate the factors influencing
Local Government Area of Oyo state. The scope will be
learning. The peer group influence is one of the factors
limited to five (5) secondary schools in the area and the
causing low academic performance.
respondents used are junior secondary school students.
There is need to look into peer group
relationship and individual approach to learning, g) Limitations of the Study
membership of the peer group they belong and find out In this study, the researcher is limited to some
how factors such as sex, age, social status or ethnicity factors which includes school size and time factor. The
determine their membership in a group. In addition what finances accompanying researches also confined the
2016

influence do parent and teachers have on the group. study to the selected secondary schools in Atiba Local
Government Area of Oyo state.
Year

c) Purpose of the Study

This study is to investigate how peer groups influence h) Definition of Terms
36 academic performance in secondary schools under Aristotle said that intelligent discussions must
Atiba Local Government Area of Oyo state. begin with definition of terms. Thus the researcher
deems it fit to give operational definition to the following
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

The study will find out the following:

i. The positive or negative influence of peer group concerned terms in the study.
relationship on academic performance of students. Peers: This refers to children of same sex and usually
This study is important for students in the secondary within the same age range.
school level to be aware of the significant role Peer Group: This is the association of close friends of the
played by the peer groups in learning and for them same sex, which are bound together by common
to reason and be conscious of the group they join emotional attachment and have a complex social
and move with. system of which they posses certain code of conduct
ii. The study will also examine the influence of such as dressing codes.
economic status of peers on the academic Peer Group Relationship: This is the form, way and why
performance of students in secondary schools. close friends of the same sex (peers) communicate
among themselves whether in public or exclusively.
d) Research Questions Academic Performance: This is the level of achievement
i. Does peer group influence the academic attained through efforts or skills during the learning
performance of secondary school students? processes (theoretical and practical) and has effect on
ii. Does the economic status of peer influence their the standard of education.
learning and academics? Influence: This refers to the effect which an element has
iii. Do parents show interest in knowing the peer on another specific element.
group association of their children?
II. Literature Review
e) Significance of the Study
-

The findings of this study will be helpful in In view of the importance of research in various
determining some of the factors associated to the peer factors of human existence and survival, the publicity of
groups in relation to their academic performance. work done on the influence of peer group on the
The factors when identified will form a base for academic performance of students is necessary to
proffering appropriate solutions to parents and teachers expose the researcher to what has already been done
to beware of the ways they can direct peer group on the area of study.
relationship. Therefore, this chapter of the research work will
The result will also guide counsellors to find the focus on giving a clear understanding on the issue of
best ways of handling peer groups relationship. poor performance of students and low achievement in
The students will also benefit from the study by academics. To this end, literatures are reviewed here
acquiring knowledge on peers that can hinder their under the following headings:
progress in academic. 1. Concept of peer group
The result will enable the teacher to know more 2. The effect of peer groups relationship on learning
about the peer group which in turn will continue to 3. Parents influence on pupil`s peer group relationship
enhance teaching and learning process. 4. Teachers influence on pupil`s group relationship
It is also hoped that the present research study 5. Summary of literature reviewed
will at least provide some background information for 6. Research hypotheses
future study on the topic.

© 2016 Global Journalss Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

a) Concept Of Peer Group primary school but became brilliant in secondary school
A peer group consists of people or individuals because of peer group influence.
that are within ages that are close in years, for instance Dull students should be identified from playful
between range of one to four years, the school serves students. Therefore, attention should be concentrated
as primary setting for the membership of peer group, on students in their first three years of secondary
they may be in the same class, the same sex and close education as these are the most easily influenced by
interaction is of equals. peer groups. This is because most of the time these
It is generally observed that peer group has a students do not have a set goal until they get to higher
lot of influence on students. This is seen from the role- level when they are faced with reality of WAEC and
played by the peer group in the life and learning of a subsequent examinations.
child, it is believed that students feel more comfortable
This group also tends to imitate each other
and relaxed among fellow students. A child who is
easily. They fear rejection by the group. Grulund (1990)
brilliant and surrounded by dull friends would lose

2016
feels that acceptance by a peer group improves social
interest in learning. On the other hand, a peer group
relations. Also response rate of students are lower in the

Year
which inclined to study would have positive effect on a
junior secondary school. Teachers are more likely to
dull member towards learning and stimulate his/her
hold the attention of students in the SSS than students
interest on learning. Katz(1960) wrote that the nature of
in JSS. However, the teachers could use the peer group 37
a peer group determines the impact on the motivation of
to get the needed responses in the JSS class.
and achievements of its member.

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

Bang (1999) wrote that the effectiveness of the
The attractiveness of the group, the nature of
school depends on large measures on the development
conformity demanded by the group and the morals of
of effective small groups.
the group determine whether a group is likely to have
positive or negative impact on members’ motivation and b) The Effect of Peer Groups Relationship on Learning
achievement. If the atmosphere of the group is warm, Sociologically, peer group is the aggregation of
understanding and supportive, the group influence or youths of approximately the same age level and status,
motivation, task performance and achievement will most Bernard (2008) describes a peer group as member of
likely be positive. individuals bound together by purpose or abilities.
A hostile atmosphere, constant frustration and Beckman (1996) viewed that members of a group
frequent conflicts produce a negative impact not only on perceive themselves to be alike in significant ways.
the member’s growth and behaviour but also on his
Blake and Davids (1997) support the view that a
motivation to work and achievement. The kind of person
peer group come into being because its members have
a child is dictates the type of group he/she is in, as
common goals, interests and motivations. Wattenberg
children tend to imitate each other.
(1998) also viewed that peer group is a potent force
Festigen (2006) also shares the same view that
which wields great influence, especially in the school
imitation of behaviour in a group occurs when a person
setting.
acts in a way that is likely to be joined by the rest of the
Dubey (1997) is also in the view that the peer
group.
Bandura (2003) noted that through observing group has come to be recognized as an association of
and imitating the behaviour of others, learners can by- those within the same age group and the concept can

-
pass much wasteful random behaviour and come close apply to both the adult and the young.
to reproducing the behaviours of which members are In socialization and education, it refers to a
recognized. A child may not be dull but playful. If he is group of boys and girls or both belonging to the same
well monitored and he falls into a group of brilliant age group. It has been found that in most cases, group
students who are not playful, he imitates them and this comprises of people of the same sex and age group.
changes his attitude towards learning for better. This is That is, girls are likely related to girls and vice-versa.
why it is important for teachers to be able to distinguish Case like this tends to have a competitive outlook to life
a playful child from dull one. and learning.
Students who are playful but have academic This is because some of these boys can read
traits should be encouraged to join a study inclined for hours and are inclined to study; the girls also would
group. want to meet up with them and as such, we find in some
Cressey (1992) found that peers were involved classes girls are on the lead.
in the socialization of novices, considerable sociable It has also been found that some pupils find it
interactions and the maintenance of loose, unwritten easier to relate more with people who are older than
code of conduct to be followed by those who wished to them and this have more natural outlook to life. In such
remain in the group. cases, such pupils have knowledge of things in all
This is more important to the secondary school sphere of life and could easily discuss issue outside the
level. There are students who found to be dull in their school curriculum. (Brent 2006)

© 20 16 Global Journals Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

In groups where there are both boys and girls, Pata (2004) stated that the peer is important because it
there is free interaction between sexes, which help to shelters and protects its members. It gives them
avoid sex discrimination s each is likely to understand psychological substance by meeting emotional needs of
other better. affection, understanding and acceptance. It invests
James (1996) wrote that a person is controlled individuals with specific status. And since it comprises a
in his conduct by identification controlled in various small number of people of equal rank, a peer group can
groups. The loyalty of the individual to these groups is operate as a medium of communication. As members
often a very strong force in his life. Cooley (1992) in can interact directly with one another, equivalence in
support of this wrote that the child in his imagination their status ensures that members have a common
acquires first in image of himself as he appears to basis of meaning which adds to ease off communication
others, he forms an idea of how others judge him and In all these, it is not doubtful that a peer group provides
finally he experiences a feeling of pride depending on and enhances effective learning. They relate more with
what he imagines they think of him. Thus, a member of a each other than with their teachers or parents. In a
2016

group puts up behaviour of his own part from the one of classroom situation, a pupil may be tongue tied at the
Year

the group. sight of his/her teacher and may find it difficult to relate
Fatinwa (1974) wrote that age groups in many with him/her. This is not because he/she does not know
38 ethnic societies in Nigeria have been well used for the answer but because of the negative attitude to the
community development educational purposes, teacher. The pupil could easily give these solutions and
citizenship training in general or for purely political suggestions in the midst of his/her peers.
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

activities. It is essential for the continuation of the peer Coleman (1981) wrote that peer group in many
group to sort out the role of leaders and followers. schools exert a strong influence on academic
Landgren (1969) define leadership as the performance, one of the reasons for this is that, pupils
influence that a group member has over the motives care so much about being liked and respected by their
and behaviour of other members. Leadership may be peers and therefore will try to impress them both in
agreed upon willingly and quietly accepted or asserted academics and other aspects.
over by one member. It has been observed that most Hollander and Hunt (1991) noted that children
children from high socio-economic status form peer especially school children do not rush to form groups.
group with children from similar socio-economic status They observe and evaluate one another before they
and vice-versa. form a formal peer group.
Katz (1994) wrote that people of particular In the secondary school, pupils come in contact
status level find themselves attracted to their peers that with peer from different geographical areas, provinces
is those equal to them in status because with them they and ethnic groups. The opportunity to mix with young
find themselves more socially and psychologically pupil from different social background is likely to readily
comfortable. mix up with another pupil of the same ethnic
Dubey (199) also support that social status help background Etim (1996).
to determine membership in most groups. However, Peer group should therefore be used for
there are exceptions of pupils from low or middle socio- effective teaching and learning in schools. In certain
economic status homes usually tend to live above their areas of problem solving, the group may do better than
-

means in schools, this is because of the children from any single member. Even if a single member proposes a
high socio-economic status homes in all ways, most of solution, it is likely to be discussed in the group,
the time, they want to be seen in the same clothes and supporting this, Brunner (1968) states that discussion is
shoes with them. And when they cannot get money to a social aspect in the domain of reasoning, logic and
do this from the appropriate source (i.e. from their problem solving.
parents) they resort to other means like stealing. Bary (1995) in support of this write up stated
Dubey (2006) also noted that most children that, in the larger social group, the group as a whole
from high and middle socio-economic status homes exercise control over the individuals.
tend to use English as their medium of communication Bary (1995) continues that interaction in the
right from home and also have access to textbooks and group is determined to some extent by the personal
other necessary materials for learning while most characteristics of each group member. The group is
children from poor homes mostly use their native influenced only to a degree by its individual members
language and lack textbooks and necessary materials. regardless of behaviours exhibited by each individual;
Therefore, the poor children`s English is the group develops behaviour on its own. He goes
improved as a result of their relationship with those further to say that group atmosphere and the morale of
children from high and middle class who have the the group determines whether the group is likely to have
textbooks and materials. Also these children may negative or positive effects on the productivity and
borrow textbooks which they cannot afford to buy from social behaviour of members. If the group is supportive
their affluent friends. and conducive and the morale is good, the group’s

© 2016 Global Journalss Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

influence on the development of members will be the world and he is struggling not only to make a place
positive. In a classroom situation, if group works are for himself in his own age group but in the world at
given, all members of the group would try as much as large. It is also the task of parents to continue to well
possible to contribute as they would not want to bring and to give good examples to the children. This is
the group down. On the other hand, if the groups told important because pupil`s imitation rate as discussed
repeatedly that the group is not doing as well as it earlier is very high and thus copy behaviour from the
should, a prolonged anxiety and possibly indecisiveness adults.
and difference may result as well as a gradual lowering Thus, it is likely that parents who smoke or keep
of morale and as the group morale lowers, each late nigh find such behaviours in their children. And as
individual is affected negatively. He cannot perform at such, the child would not resist such behaviours in their
an optimum level because low morale produces an children. And as such, the child would not resist joining
atmosphere that is not conducive to work. or forming a group of smokers or late nigh keepers. This
also invariably would have a negative influence on his

2016
In essence, if a group inclined, a single member
will do all he could to improve learning situation in the learning.

Year
group than impede it. It also enables pupils who are not Furthermore, findings showed that delinquent
serious towards studying work to buckle up. It has been children were more in homes characterized by parental
observed that competition in a group does not facilitate conflicts that often end up in divorce. It might also lead 39
work, as pupils in such a situation tend to withhold to absence of pro-social standard of behaviour in the
information that will aid progress or work to himself parents as evidenced by high rates of parental

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

alone. delinquency or failure to communicate stand in
Deatsch (1999) found that when groups are behaviour to the child (Hirsch 2009)
competitive rather than co-operative, a stress situation One of the most consistent findings of extensive
seemed to occur. On the other hand, competition can research on the origins of delinquent behaviour was that
also be used to advantage, for instance if a member of the delinquent child was more likely to come from a
a group scores a very high mark in a test, it enables home broken by divorce than non-delinquent child
others in the group to aim high in the next test. (Anderson 2002). However, the key factor related to the
development of delinquent behaviours was not divorce;
c) Parents Influence on Pupils Peer Group Relationship rather it was the absence of adequate parental control of
Taiwo (1996) wrote that the first people with the child`s behaviour. (Gluock and Chueck 2006),
whom the child comes in contact with are is parents. according to them, the child failed to develop
They transmit to him their own values of right and wrong appropriate standards of behaviour because these were
at a time when he is not in contact with any other neither taught nor modelled in the home.
influences. Unless the foundation laid by home is sound Greztel (2004) also asserts that the effect of
and solid, the school has nothing to build upon and the divorce felt much by children from nuclear family. He
child later becomes a problem not only to his parents feels that separation or divorce to them would like a loss
but also to the community. of the father when he has travelled out of the country or
It is therefore the home that the child comes the loss of the mother as in death. The needs, nurture
from that determines type of group the child would join. and love that were provided by any of the two parents

-
In essence a child from home that well disciplined would would be missed by them. They may lead them to
find it difficult to be in a group that comprises of “frustration and anxieties” which are signals to
delinquents and if he finds himself in such group, he concentration and the application of one`s energies to
would refuse to be influenced by their behaviours. In a serious academic work”
case where such a child is influenced by the group Children from broken homes are mostly
behaviour, the situation at home does not allow him to associated with cases of serious conflicts and disunity.
exhibit it and thus he pretends and become meek in the They tend to emulate their parents by resorting to
presence of his parents. It is important for the parents to constant fighting and quarrelling with friends,
know a child`s friends both at home and at school, in classmates and brothers or sisters at home and in the
order to achieve this, parents should make themselves other hand of forming bad gang in the school.
more accessible to their children. Juvenile delinquency is a common societal ill
Hake (2006) wrote that parents must be among our young people. Nowadays, it is a bi-product
properly educated on matters of discipline since it is of divorce, in this case creates problem to the law
dangerous to be too permissive or too strict. The enforcement agents. According to some research
content of parent education should include the rather experiences in Oyo state, a peer group who pays
special treatment required by the child at the adolescent truancy, who are aggressive, drug addicts and other
stage. At the secondary school level, parents should be social vices, are mostly from broken home. The
made to realize that the child is no longer toddler at this American child welfare specialist see broken home as
stage because he is experiencing a new awareness of the worst kind of abuse on the child, worst in the sense

© 20 16 Global Journals Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

that the effect could go deeper and could seriously Then the parents continue to provide a highly personal
threaten the child`s mental health , which is very difficult and emotionally involved relationship, which may be
to heal in comparison to physical injuries. characteristics of peer group influence. However, it
Many cases of peer group forming armed- should be noted that peer group influence increases in
robbery gang, drug addicts, alcoholism, prostitution and the secondary schools partly because many go away
juvenile delinquency could be attributed to parents. from home and stay in boarding institutions where the
Peter (2006) wrote that there are more broken parental contact is very limited but the main reason for
homes today than there were in the past. As large peer group influence is the location of the adolescent as
percentage of maladjusted and delinquent children marginal person who is not a child and not adult.
comes from broken home, they have no flag to follow The only reference group that meets his
and so fall among those adrift in the society. This could requirement is peer group identical.
happen where both parents are working and do not
d) Teachers Influence on Pupils’ Peer Group Relation-
come home until very late in the night and is even more
2016

ship
rampant in cases where the child is not enrolled in a
The effectiveness and success of the academic
Year

lesson after schools so that his time is not fully engaged

achievement of the school depends on a large measure
into beneficial activities.
of the development of success of small group. It
40 In a single parent home where responsibility of
supersedes working with youngsters individually.
taking care of the child falls on either the mother`s or
Teachers need to help the work group build its own
father`s shoulder and where they are busy working for
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

cohesion and continually resolves the group`s internal

means of survival, the child could also be influenced to
problems. The teacher`s job despite the myriad
a large degree by his peers.
requirements and changing conditions that affect him is
Coleman (2006) wrote that the adolescent
to help each learner form his optimum level. In order to
society is a reflection of a highly industrialized society in
do this, the teachers must create an effective learning
which the family has lost many of its former
environment; understanding of group characteristics
characteristics, especially those that made it self-
and social interactions makes the teacher more
sufficient economic unit. In turn, the family has little to
knowledgeable and behave in productive ways.
offer the child in the way of training him/her for his/her
Bary (2007) wrote that in schools, interpersonal
place in the community. Since the parents are not
relationships occur within the bounds of groups. And the
available to relate to, he finds his level with peers.
first thing one should examine in a classroom group is
However, in home where both parents are still
the awareness of a child’s social position in the
together, they endeavour to know their child and inquire
classroom has great deal of implication for his school
about the home background and academic ability of the
work. Schoolwork demand regular interaction between
child`s friends; because they know the great influence a
students and teachers.
child`s peer could have over his learning. In a situation
Boocook (2006) maintained that there are some
where both parents work, they came home early enough
evidence that the teacher-students relationship is strong
to meet their children with their peers and monitor their
by providing teacher with information on their students’
movements with such and they try to engage their
abilities, home, environmental problems, emotional
child`s time with useful activities. Children from such
problems and encourage them to use his information in
-

homes find it difficult to mix with bad peers because

planning their work.
they get instant discouragement from their parents and
even the fear instilled in them by their parents guide Rist (2005) wrote that much of the difficulties
them in choosing their peers at school. The parents who which culturally different pupils encounter in the schools
work late to meet up with the second time find it difficult may be attributed to how a teacher views the pupils.
to know their children`s peer group in school. Therefore, it is important that the teacher use peer group
Robinson (2008) wrote that parents once for effective teaching and classroom interaction. This
concerned with the achievement of their children try and above view is also supported by Mannhet (2007) that
train them for independent action and initiative. Such these physical relationships are important because they
parent would do everything in their power to see that give the very often unexamined basic framework on
their children mix with the right type of groups so as to which classroom relationships and the teacher-pupils
see them grow responsible adults. Thus, parents work attitudes are built up.
motivate their children into learning by making the home Moreover, the personality of the teacher is very
environment conducive for learning and by providing the important because pupils view the teacher personality
child with learning materials. before they relate on associate with them.
Mussen (2007) is of the view that parental Dollard (2009) supported that this how pupils
influence is more powerful than peer influence among achieve in schools, how they behave and particularly
the adolescence whose parent express affection, how they view themselves is to a remarkable degree
interest, understanding and willingness to be helpful. function of teacher`s personality.

© 2016 Global Journalss Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

Miner (2008) is also of the view that a pupil`s learning and encourage freedom of thought, a spirit of
academic performance is not just simply a function of inquiry and independence.
his innate ability or environmental factor but also of the Grumwald (2008) therefore suggested that
teacher`s personality variables. The teacher`s more emphasis should be given to the process of
personality is an aspect of his behaviour in groups. inquiry and discovery. In a situation where there is a
Teacher can resolve by centralizing the independence of stubborn pupil in a group who may impede the group
students (decentralizing authority) and the social access participation or classroom learning, the teacher should
of members. endeavour to have private moment with the child.
The later can be accomplished if the teacher
Woolf (2009) asserted that, there is evidence
talk less and provide more time for giving attention to
that giving the distributed pupils any kind of attention
student`s comments and questions. By spreading
may be helpful. In support of this view Ceane (2009)
verbal participation and using students idea whether
asserted that the key to successful teaching resides in
they are pertinent or off the subjects, he increased the

2016
acceptance, applause and attention to pupils need. In
leadership and prestige of the students.
case where a teacher identifies a brilliant pupils in a
Barnes (2004) said that there is a great need for

Year
group that is not incline to study, efforts should be made
teachers to understand how their communicative
to encourage him thus will improve his learning where
behaviour influences their pupils. The teacher must
teacher no longer dominates. 41
know that he/she is the centre of attention in the class,
as such; he should be a good model to his pupils. He e) Summary of Literature Reviewed

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

should not note their error or desist from correcting their The researcher has examined various items and
mistakes right in the class. He should rather help them factions that are necessary for effective and meaningful
to develop their recognition and production skills that is research into the factors that are responsible for low
listening, speaking, writing and reading. academic performance through the peer group.
Getzels (2009) wrote that group action is The review started with concept, the effect of
facilitated when teacher uses indirect rather than direct parents and teachers on the peer group and analysis in
influences. If the teacher is accommodating, creative relation to the contemporary of ethnicity and socio-
and intelligent, there will be active participation from the economic status that determine membership in groups.
pupils during class work and extra-curricular activities. It The researcher further takes a cursory look at
is believed that a teacher directs learning and the some empirical studies on the topic as evident from
degree in which he does this determines the total level home, teacher relationship in schools and how teacher
of effectiveness. could use the peer group for effective teaching and
The teacher should be aware that not all the learning process. This review is relevant to bring to
students who are in a group work facilitate or participate
focus what the study seeks to find out.
in the work, in support of this, Aldridge (2011) proposed
the theses that some youths joins the group not to f) Research Hypotheses
achieve but to avoid responsibility and confrontation of  The impact that group relationship has on the
life since other group members will sort the work out. academic performance of secondary school
They have no idea of what they want to do, so they find students.
unity in a free for all achievements. Aldridge therefore  The impact that economic status of peers has on

-
suggested that the antidote for these is a the academic performance of secondary school
dialogue/discussion and in short, interactive teaching students.
influence. Also, a teacher according to John (2009) may  The impact that parents have on the peer group that
capitalize on group function by getting pupils to discuss their wards belong to and how it affect their
group weakness. academic performance.
Dinkoneyer (2009) stated that one of the
 The extent to which socio-cultural background of
teacher`s difficulties in the ordinary classroom approach
peers affects the membership of peer groups and
is that, it permits some pupils to feel like their voice is
how it affects academic performance of students.
flat and is of no consequence. Ebuka (2009) stated that,
once pupils realize that their presence and opinion is III. Research Methodology
important, they became very involved in class activities.
Oliver (2006) is also of the view that there is no The chapter describes the procedure for
sure fine technique for generating effective decision but conducting this study, specifically; the chapter provided
class involvement is facilitated when pupils feel that the detailed information on research design, the target
group is theirs and they are more likely to feel this when population, the sample and sampling technique,
they have been allowed to make some suggestions and instrumentation and standardization procedure. The
decisions. There are considerable evidences that group chapter also presented the procedures followed in
method promote problem-solving skills, consolidate collecting data, scoring and method of data analysis.

© 20 16 Global Journals Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

a) Research Design respondent while part two contained other set of items
The study is a descriptive research study. The on different factors which can influence the respondents
study design seeks descriptive information on the in reference to their peer group.
influence of peer group on the academic performance of The questionnaire was scaled on the 4-point
secondary school students. This type of descriptive scale of Strongly Agree (SA), Agree (A), Strongly
research employed in this study is the survey research Disagree (SD) and Disagree (D). The respondents were
design. asked to indicate the extent of their agreement with the
The survey is an attempt to collect data from given items.
members of a population in order to determine the
current (performance of peer group) status of the e) Validity of the Instrument
population with respect to one or more variable(s) The instrument used for data collection was
validated by the researcher’s supervisor to check the
b) Area of Study face and content validity of the instrument. Her criticisms
2016

The study covered Atiba Local Government and recommendations were effect to produce a final
Area of Oyo state; it is surrounded by other local
Year

draft of the instrument.

governments like Oyo West, Afijio, and Oyo East e.t.c.
The population of this study consist of all J.S.S III f) Reliability of the Insturment
42 students in Atiba Local Government Area of Oyo state. The split-half method of testing reliability was
used to ensure the reliability of the instrument. The
c) Sample and Sampling Technique
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

scores gotten were correlated using Person Product

Random sampling technique was adopted and moment correlation co-efficient and a co-efficient
used to select schools for the study. Out of the existing reliability of 0.69 was arrived at.
public secondary schools in Atiba Local Government
Area, five (5) were randomly selected for this study g) Administration of the Instrument
which are The administration of instrument for the study
Oranyan Grammar School II, Saabo, Oyo was carried out by the researcher by taking the
Oke-Olola Grammar School, Oke-Olola, Oyo questionnaires to the respondents concerned with the
Alaafin High School, Oyo instruction on how to fill them.
Community Commercial Secondary School, Isale-Oyo Each subject was told the aim of the research,
Oba Adeyemi High School, Durbar, Oyo which is to ascertain the influence of peer group on their
academic performance.
The researcher made use of only J.S.S III
The students filled the questionnaire
students because this is where the influence is fully
independently and later retrieved individually.
manifested considering their age range between 12 and
16 years, which falls under adolescent stage. h) Method of Data Analysis
By using five above listed schools, it afforded The data collected from the subjects will be
the researcher the opportunity to direct information from analysed using Percentage based on the 4-points scale.
the subject that has direct impact on them with the To analyse the responses from the subjects, Simple
theme of the study in all the places used. Percentage method will be used.
The spread of the subjects across the places
-

used were given below. IV. Analysis of Data and Discussion of

S/N NAME OF SCHOOL Findings
MALE FEMALE TOTAL
This chapter analyse the data collected from
1 ORANYAN GRAMMAR 10 10 20
SCHOOL II
administration of questionnaire with simple percentage
2 OKE-OLOLA GRAMMAR 10 10 20 method of data analysis and the findings are discussed
SCHOOL below in the tables.
3 ALAAFIN HIGH SCHOOL, 10 10 20 A. Does peer group influence the academic
OYO performance of secondary school students?
4 COMMUNITY COMM. 10 10 20
SEC. SCH. ISAALE-OYO Table 1 : I prefer to study with my friends
5 OBA ADEYEMI HIGH 10 10 20 Option Responses Percentage (%)
SCHOOL, OYO Strongly Agree 43 43
TOTAL 50 50 100 Agree 24 24
d) Instrumentation Disagree 18 18
The main instrument used for the study was Strongly 15 15
Disagree
questionnaire, which was prepared in two parts. Part
Total 100 100
one contained questions on personal data about each

© 2016 Global Journalss Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

Table 1 above shows that 43 of the respondents Table 5 above shows that 20 strongly agreed,
strongly agreed, 24 Agreed, also 18 and 15 disagreed 38 agreed and 14 disagreed while 28 strongly
and strongly disagreed respectively. disagreed.
Based on the analysis, it can be concluded that Hence, it can be concluded that assistance by
secondary school students prefers to study with their peers in group discussion assisted in improving
friends. students’ grades.
Table 2 : I Discuss My Learning Problems with Friends
Table 6 : The upper grade of my friends encourages me
Option Responses Percentage (%) to work harder.
Strongly 38 38
Agree Option Responses Percentage(%)
Agree 28 28 Strongly 40 40
Disagree 20 20 Agree

2016
Strongly 14 14 Agree 30 30
Disagree Disagree 20 20

Year
Total 100 100 Strongly 10 10
Disagree
In table 2 above, 38 strongly agree, 28 agreed
Total 100 100
and 20 disagreed while 14 strongly disagreed with the 43
statement which shows that students prefer to discuss From table 6 above where 40 strongly agreed,

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

their learning problem with peers 30 agreed and 20 disagreed while 10 strongly
Table 3 : The group work helped me to boost my grades disagreed, it can be deduced from the results that
secondary school students are encouraged to work
Option Responses Percentage(%) harder because of upper grade of their friends.
Strongly Agree 30 30 B. Does the economic status of peers influence their
Agree 22 22 learning and academic performance?
Disagree 18 18
Strongly 30 30 Table 7 : My friends’ parents are educated
Disagree
Option Responses Percentage(%)
Total 100 100
Strongly 5 5
From table 3 above, where 30 strongly agreed, Agree
22 agreed and 18 disagreed while 30 strongly disagreed Agree 5 5
which shows that group work help to improve students’ Disagree 20 20
grades. Strongly 70 70
Disagree
Table 4 : I love to make friends with intelligent students Total 100 100
Option Responses Percentage(%) From the table above, 5 of the respondents
Strongly 30 30 strongly agreed that their friends’ parents are educated
Agree
while 5 also agreed with the statement but 20 of the
Agree 30 30
respondents disagreed while 70 of the respondents

-
Disagree 18 18
strongly disagreed.
Strongly 22 22
Disagree Table 8 : I hate to make friend with students from poor
Total 100 100 family
From table 3 above, where 30 strongly agreed,
Option Responses Percentage (%)
30 agreed and 18 disagreed while 22 strongly disagreed
Strongly 5 5
which shows that group work help to improve students’
Agree
grades.
Agree 10 10
Table 5 : My friends’ assistance in group discussion Disagree 55 55
assisted to improve my grades Strongly 30 30
Option Responses Percentage(%) Disagree
Strongly 20 20 Total 100 100
Agree
Agree 38 38 Table 8 above shows that 5 of the respondents
Disagree 14 14 strongly agreed that they hate to make friends with
Strongly 14 14 students from poor family, 10 of the respondents agreed
Disagree with the statement, 55 of the total respondents
Total 100 100 disagreed while 30 strongly disagreed.

© 20 16 Global Journals Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

From table 9 above where 35 of the Table 13 : My parents know many of my friends
respondents strongly agreed with the statement, 40
Option Responses Percentage
agreed and 20 disagreed while 5 strongly disagreed, it
(%)
can be concluded that students like to associate with
Strongly Agree 25 25
friends from rich family.
Agree 35 35
Table 10 : I borrow textbooks from my rich friends Disagree 20 20
Strongly 20 20
Option Responses Percentage(%) Disagree
Strongly 30 30 Total 100 100
Agree
Agree 40 40 From table 13 above, 25 of the total
Disagree 15 15 respondents strongly agreed that their parents know
Strongly 15 15 many of their friends, 35 also agreed to the statement
2016

Disagree and 20 disagreed while 20 also strongly or totally

Year

Total 100 100 disagreed with the statement.

Table 10 above shows that 30 of the Note: The greater percentages of agreed and strongly
44 respondents strongly agreed with the statement, 40 agreed were in relation to the female’s responses.
agreed and 15 disagreed while 15 also strongly Table 14 : My parents do not like my movement with
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

disagreed which indicated that students borrow friends

textbooks from their rich friends.
Option Responses Percentage(%)
Table 11 : I have every necessary textbook Strongly 10 10
Option Responses Percentage(%) Agree
Strongly 5 5 Agree 35 35
Agree Disagree 40 40
Agree 10 10 Strongly 15 15
Disagree 35 35 Disagree
Strongly 50 50 Total 100 100
Disagree
From table 14 above, 10 of the respondents
Total 100 100
strongly agreed with the statement above, 35 also
From table 11 above where 5 of the agreed and 40 of the respondents disagreed while 15
respondents strongly agreed to having every necessary strongly disagreed with the statement, which all in all
textbooks, 10 agreed with the statement and 35 indicate that parents like their children movement with
disagreed while 50 strongly disagreed with the friends.
statement, thus it can be concluded that secondary
Table 15 : My parents love to have many friends
school students does not have every necessary
textbooks. Option Responses Percentage(%)
Strongly 50 50
-

Table 12 : My intelligent friends are from rich homes Agree

Option Responses Percentage(%) Agree 30 30
Strongly 10 10 Disagree 10 10
Agree Strongly 10 10
Agree 30 30 Disagree
Disagree 25 25 Total 100 100
Strongly 35 35
From table 15 above where 50 of the total
Disagree
respondents strongly agreed that their parents love
Total 100 100
them to have many friends, 30 of the respondents also
From table 12 above where 10 and 30 strongly agreed to the statement and 10 of the respondents
agreed and agreed respectively to the statement while disagreed while, 10 strongly disagreed that their parents
25 disagreed and 35 strongly disagreed with the love them to have many friends.
statement, it can be concluded that peers intelligent Hence, it can be ascertained from the figures
friends are not from rich homes. that parents love their children to have many friends or
Do parents show interest in knowing the peer associate with peers.
group association of their children?

© 2016 Global Journalss Inc. (US)

 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

Table 16 : My parents encourage me to move around V. Conclusion

with students who are intelligent
Learning does not occur in isolation but through
Option Responses Percentage(%) interaction with certain factors one of which is the peer
Strongly 40 40 group. It can therefore be said that the peer group,
Agree which a child interact with will definitely affect learning.
Agree 30 30 On the peer group ensures positives or negative
Disagree 15 15 learning of a student.
Strongly 15 15 The extent to which the peer group determines
Disagree
the academic ability of students had been investigated
Total 100 100
in this study revealed that a dull student may become
From table 16 above which shows that 40 of the study inclined when he finds himself in a group that
respondents strongly agreed with the statement, 30 of encourages effective learning. The study also revealed

2016
the respondents also agreed and 15 of the respondents that when students are not well monitored they fall in
disagreed while 15 also strongly disagreed with the bad groups. However, the study has revealed the fact

Year
statement. that students associated in groups with other students
It can thus be concluded that parents of the same age and ethnic background. The study has
encourage their children in secondary school to move also shown that a high percentage of the students are 45
around with intelligent students. more interested in relating to their friends than to their

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

Table 17 : My parents’ encourages me to study teachers and parents.
This may be as a result of the attitude of the
Option Responses Percentage (%) parents and teachers. It is indicated in the finding that
Strongly gree 42 42 teachers may be able to use the peer group effectively
Agree 32 32 for classroom interaction and participation. The peer
Disagree 10 10 group could also be used in a group to motivate
Strongly 16 16 student’s class achievements.
Disagree
Total 100 100 a) Educational Implication
The observation from table 17 above shows that The findings of this study revealed the following
42 of the respondents strongly agreed that parents on education:
encourages them to study with friends, 32 also agreed 1. In order to change students performance positively,
but 10 disagreed while 16 strongly disagreed more attention should be devoted to their
Finally, the researcher concluded that parents relationship with their classmates both in classroom
encourage secondary school students to study with and outside.
friends based on the data presented in table 17. 2. A child who is not brilliant my do better in school if
he is accepted by a group that is study inclined.
Table 18 : My parents teach me how to relate with
3. Most students from high and middles socio-
friends
economic status home have high standard of
Option Responses Percentage(%) education performance and they should be

-
Strongly 21 21 encouraged to associate freely with children from
Agree poor home in order for this poor children to gain
Agree 38 38 and have access to what their elites children have to
Disagree 31 31 improve their education performance.
Strongly 10 10
Disagree b) Recommendation
Total 100 100 Based on the findings from the study, a number
Table 18 above shows that 21 of the total of recommendations could be made as follows:
respondents totally agree that parents teach them how i) Teachers should understand that the peer group
to relate or associate with friends, 38 also agree to the is an important factor in child’s learning and
statement and 31 disagreed while 10 of the respondents therefore should use it encourage learning.
strongly disagreed with the statement. ii) Teacher should use the peer groups a study
It can thus be concluded that parents teaches group to bring about effective classroom
students on how to relate with friends. interaction. The teacher must neither be too strict
This chapter is concerned with conclusion, nor too permissive so as to encourage good
educational implications for further studies and teacher-student relationship.
summary of the study. It gives priority to the details of
iii) Students should endeavour to form or join groups
major finding of this study as earlier postulated in the
that are study inclined and encourage learning so
research questions.
© 20 16 Global Journals Inc. (US)
 Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

that their learning would be effective or affected administered to the Junior Secondary School III students
properly. in the sampled schools in Atiba Local Government Area
iv) Parents should make sure their children are well of Oyo state.
monitored and they should encourage them to The result of data analysed can be summarized thus:
have friends that would have a positive influence
on their learning both at home and at school.  It is evident that the peer group that a child forms or
The peer group influence is a very important moves with influence his/her performance also feels
consideration in learning, so further efforts must be free to discuss their problems with their peers.
made both by teachers, parents and students alike to  Also, through the research questions, it was
ensure that it is effectively used to improve learning. discovered that students are pleased to make
friends with other students from rich home and the
c) Suggestions for Further Studies rich students are also pleased to associate with
Consequent on the limitations of this study, the fellow students from poor homes.
2016

following areas of further research were suggested:  Finally, the result findings also show the interest of
the parents in monitoring the peer group association
Year

1. The study should be further extended beyond Atiba

Local Government Area. If this could be done, it that their children move with especially the female
would make further revelation on the peer group children.
46
relationship and its influence on the academic
performance of students in schools. VI. Acknowledgement
Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

2. That the study should be replicated using interview All Gratitude And Acknowledgements Belongs To
and observation techniques for data collection, Almighty Allah Who Provided Me With Knowledge And
because it was observed that in few of the
Means To Carry Out This Research Work.
questionnaire items, some of the respondents
declined true comments. My Sincere Gratitude Also Goes To My Project
Supervisor In Person Of Mrs. Ogungboyega S.A. For
d) Summary of the Study Her Immeasurable Assistance, Guidance And Motherly
The study was designed to find about peer Advice Together With Constructive Criticism During
group relationship and its influence on the academic This Write Up.
performance of students in school. The researcher has
three research questions and questionnaires were

Emmanuel Alayande College of Education Oyo School of Vocational and Technical Education
Department of Business Education Questionnaire for Students
Dear Respondent,
The purpose of this questionnaire is to collect data for my research work titled “Influence of Peer Group
Relationship on the Academic Performance of Students in Secondary Schools” A Case Study of Selected Secondary
Schools in Atiba Local Government Area.
Your sincere response to the questions will be highly appreciated and every information will be given a
-

confidential treatment.
Yours sincerely,
Ajibade Basit O.

SECTION A:
Fill the gaps with your information
Date:……………………… Age: ………………………
Sex: ……………………… Class: ………………………
Religion: ……………………… Tribe: ………………………

SECTION B:
Tick (√) any of the 4-points rating scale to indicate your level of agreement: 4-points scale -

(SA) - Strongly Agree (A) – Agree (D) – Disagree (SD) – Strongly Disagree
To Be Filled By Students

© 2016 Global Journalss Inc. (US)

Influence of Peer Group Relationship on the Academic Performance of Students in Secondary Schools (A
Case Study of Selected Secondary Schools in Atiba Local Government Area of Oyo State)

A. Does peer group influence the academic performance of secondary school students?

S/N SA A D SD
1. I prefer to study with my friends
2. I discuss my learning problems with friends
3. The group work helped to boost my grades
4. I love to make friends with intelligent students alone
5. My friends assistance in group discussion assisted to improve my
grades
6. The upper grade of my friends encourage me to work harder

B. Does the economic status of peer influence their learning and academic performance?

2016
S/N SA A D SD
1. My friend’s parents are educated

Year
2. I hate to make friend with students from poor family
3. I like to associate with friends from rich family
4. I borrow textbooks from my rich friends 47
5. I have every necessary textbooks
6. My intelligent friends are from rich homes

Global Journal of Human Social Science ( A ) Volume XVI Issue IV Version I

C. Do parents show interest in knowing the peer group association of their children?

S/N SA A D SD
1. My parents know many of my friends
2. My parents do not like my movement with friends
3. My parents love me to have many friends
4. My parents encourages me to move around with students
who are intelligent
5. My parents encourages me to study with friends
6. My parents teach me how to relate with friends

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