THE FACTORS AND EFFECT OF PEER GROUP

INFLUENCE ON ACADEMIC PERFORMANCE OF

ADOLESCENT STUDENTS IN NIGER STATE
BY
IDRIS ABDULLAHI

ABSTRACT
This research work was carried out to examine the factors and effects of peer
group influence on academic performance of Adolescent Students in Niger
State. The research methodology utilizes descriptive statistics with simple
numbers and percentages and correlation analysis in the analysis and
synthesizing of primary sources of data collected via questionnaire, as well as
diverse literature on the area of study. Chi-square was used in the testing of
hypothesis posited. However, this study revealed that; peer group has a
significant influence on the academic performance of adolescent students. It is
therefore, recommended that, Teachers and other education practitioners and
those in related professional training, need to have knowledge of the effects of
peer group pressure and understanding of the issues surrounding negative peer
influence to prevent negative peer group influence and be more adequately
prepared to help a teenager facing negative aspects of peer pressure.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Adolescence is a time of transformation in many areas of an individual’s

life. In the midst of these rapid physical, emotional, and social changes, youth

begin to question adult standards and the need for parental guidance. (Nicole,

2004 in Castrogiovanni, 2002). It is also a time for individuals to make

important decisions about their commitment to academics, family, and

perhaps religion. Young adults begin to ask questions such as, “Is school

important to me?” and “How do I want to spend my time?” The choices that

adolescents make regarding their motivation, engagement, and achievement

in school (and in life) and the satisfaction they obtain from their choices

depend, in part, on the context in which they make such choices (Ryan, 2000 as

cited in Castrogiovanni, 2002).

Teachers, parents, and peers all provide adolescents/students with

suggestions and feedback about what they should think and how they should

behave in social situations. These models can be a source of motivation or a

lack thereof. Modelling refers to individual changes in cognition, behaviour, or

effects that result from the observation of others (Ryan, 2000 in

Castrogiovanni, 2002). Observing others perform a particular behaviour or

voice a certain opinion can introduce an individual to new behaviours and

viewpoints that may be different from his or her own. Observation also

enlightens an individual on the consequences of such behaviour and opinions.

Depending on these consequences, observation of a model can strengthen or

weaken the likelihood the observer will engage in such behaviour or adopt

such beliefs in the future.

 Peer group effect/influence is an important component in determination

of student outcomes. A typical student learns from discussions with his peers

and can possibly be affected by their personality and attitude towards learning.

Peer students can also be motivated by working together. It is well established

that the quality of peers could affect a wide range of student outcomes from

school performance to health conditions or even juvenile criminal behaviour.

Economists have investigated in the peer effects for a variety of peers include

proximity based peers such as schoolmates. (Evans et al., 1992, Sacerdote,

2001, Hoel et al., 2005), classmates (Ammermueller and Pischke, 2009), or

linkage based peer, such as friendship (Cooley 2009, Bramoulle et al.,

2009).Children’s peer relationships in the early grades have consequences for

children’s short-term and long-term school adjustment, including academic

achievement (Bierman, 2004; Ladd, 1990). The most frequently studied aspects

of peer relations are peer acceptance/rejection and friendships. Low peer

acceptance (or high peer rejection) forecasts school avoidance and disaffected

patterns of engagement from kindergarten through the middle grades (Buhs &

Ladd, 2001; Furrer & Skinner, 2003; Ladd, Birch, & Buhs, 1999; Wentzel, 1998).

Longitudinal studies with elementary students have clarified processes

responsible for the impact of peer acceptance on achievement, highlighting

the mediating roles of both classroom participation (Buhs, Ladd, & Herald,
2006) and self-perceived academic competence (Flook, Repetti, & Ullman,

2005). With respect to the role of friends on achievement, having a close friend

may promote academic achievement due to the buffering effect of friendships

on children’s feelings of loneliness, which predicts lower academic motivation

and achievement (Kochenderfer & Ladd, 1996).

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 their 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 in interaction with other

persons and those which occur through integration, a child learn more through

interaction with peers. (Bierman, 2004; Ladd, 1990).

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 mature adult. (Bierman,

2004; Ladd, 1990).

According to Peter and Pellegrini, (2001) 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 t he 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. 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 opportunity for the child to play many social roles such as

that of a leader, a follower, teacher or student. The peer group also help the
child to win his/her independence easily from domination and set before him a

goal which is more 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, if the parents work extra

jobs and are largely unavailable, their children may turn 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. (Peter and Pellegrini, 2001). 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. Socialization such as family,

religion, mass media, and school among others help in modifying the

behaviour of the child.

1.2 Statement of problem

Research has shown that most children who have positive peer

relationship (i.e. have friends and/or are liked by classmates) also do well

academically (Cohen, 2004; Ladd, Birch & Buhs, 1999; Ladd, Kochenderfer, and

Coleman, 1996; Ladd & Price, 1987; Wentzel & Caldwell, 1997); and that

children who are rejected by peers early on tend to encounter more academic

difficulties in later years (Ladd, 1990; Wentzel and Caldwell, 1997). However, it

remains unclear if children perform better academically during the years they

have more positive peer group experiences.

Children socialize with the people with which 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

or peer group influence 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.

1.3 Objective of the study

The objectives of the study include:

I. To examine the relevant existing literature on the positive and negative

effects of peer influence on adolescent students academic

performances.

II. The research work also focuses on how peer group influence relates to

academic performance of adolescent students, socialization, and other

areas of concern to education-related professionals.

III. To identify the positive and negative influence of peer group.

1.4 Research Questions

To guide this study, the following research questions were formulated:

I. What are the influences of peer group on Adolescent student’s academic

performances?

II. What do peer groups provide for adolescents?

III. How does peer group influence affect an adolescent’s socialization?

IV. What are some positive aspects of peer influence?

 V. What leads to negative peer groups?

1.5 Research Hypothesis

Akuezilo, (1990) defined hypothesis as “a provisional statement given to

guide an investigation.” It is a tentative statement about a phenomenon which

may or may not be true.

The following hypothesis will be tested in the course of this study:

 Peer group influence has no any significant effects on the academic

performance of Adolescent students.

 Bad Peer group influence is not the cause of student’s negative attitude at

home and school.

1.6 Significance of Study

The study will be helpful in the field of education. It is important

for students, parents, educators and policy makers in understanding

the way social interactions affect academic achievement. In particular

academic achievement and the often corresponding level of the

educational attainment tend to predict the average earnings an

individual may secure over a lifetime. For this reason, isolating the

peer effects on academic achievement will make a significant

contribution to education reform.

 This study will also provide an insight into the impact of peer group on

academic performance of adolescents.

1.7 Scope and delimitation of the study

The scope of the study is based on the influence of Peer group on the

academic performance of Secondary School Students in Shiroro Local

Government Area.

The research work will be limited to the analysis based on the

questionnaire administered, and the relevant text (literature). Other limitation

of the study is: inability of the researcher to cover the entire population of the

study, money, time and distance.

1.8 Definition of Terms

I. Peer Group: Refers to a group of people of same age or social status.

II. Influence: The power of persons or people to be a compelling force on

effects on the action, behaviour of another person.

III. Academic performance: Evaluation of students’ expected performance

on academic activities in the classroom.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework

Meaning of Peer Group

According to Castrogiovanni (2002) a peer group is defined as a small

group of similarly aged; fairly close friends, sharing the same activities. In

general, peer groups or cliques have two to twelve members, with an average

of five or six. Peer groups provide a sense of security and they help adolescents

to build a sense of identity. The Oxford Advanced Learners Dictionary, (2001)

defined 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.

According to Santrock (2010), Peers are the individuals who are about

the same age or maturity level. Peer pressure is defined as when people your

own age encourage or urge you to do something or to keep from doing

something else, no matter if you personally want to do it or not (Ryan, 2000).

The more subtle form of peer pressure is known as peer influence, and it

involves changing one’s behaviour to meet the perceived expectations of

others (Burns & Darling, 2002). In general, most teens conform to peer
pressure about fairly insignificant things like music, clothing, or hairstyles.

When it comes to more important issues like moral values, parents still remain

more influential than the peer.

What Peer Groups Provide for Adolescent Students

Educators and parents should be aware that peer groups provide a

variety of positive experiences for adolescents. Castrogiovanni (2002) cited the

following: the opportunity to learn how to interact with others; support in

defining identity, interests, Abilities, and personality; Autonomy without

control of adults and parents; Opportunities for witnessing the strategies

others use to cope with similar problems, and for observing how effective they

are; involved emotional support and; Building and maintaining friendships.

According to Black (2002), peer groups provide a forum where teens

construct and reconstruct their identities. Castrogiovanni (2002) stated that at

no other stage of development is one’s sense of identity so unstable. A peer-

labeling process may be contributing to the construction of positive identities

for some adolescents but negative identities for others (Downs & Rose, 1991).

Unfortunately, members of groups may accept negative labels, incorporate

them into their identity, and through the process of secondary deviance,

increase levels of deviant behaviour. Teenagers 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.

Burns and Darling (2002) stated that self-conscious worrying about how

others will react to future actions is the most common way adolescents are

influenced by their peers. When a teen who takes an unpopular stand and goes

against the expectations or norms of the peer group, he or she is at risk for

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 the topic of peer

pressure.

Positive Peer Group Influence

Contrary to popular belief, not all peer influence is negative. Spending

more time with peers does not always translate into trouble. Peer influence

can, in fact, keep youth participating in religious activities, going to meetings,

and playing on sports teams, even when they are not leaders (Lingren, 1995).

The peer group is a source of affection, sympathy, understanding, and a place

for experimentation. This factor is consistent with Bowmeister and Leary’s

“belongingness hypothesis” in that there is a genetically based need to belong.

The basic premise is that people of all ages seek inclusion and avoid exclusion.
Influence in these primary peer groups can vary from joining the track team or

drama club to motivation, engagement, and achievement in algebra class.

(Nicole, 2004).

As already suggested, students define themselves by the groups with

which they affiliate. Values that are important to most adolescents include:

school learning and achievement; social activities; and whether or not to

engage in delinquent activities. (Landau, 2002). Fischhoff, Cromwell, and Kipke

(1999) cited a systems theory perspective, arguing that groups that provide a

lot of positive feedback encourage action to maintain good feelings. These

good feelings are often reported in peer groups, and actions could lead to

engaging in risky behaviours to keep the “fun” going.

According to Ryan (2000), students who were identified as “jock-

populars” perceived more pressure in the area of school involvement and less

pressure toward misconduct than students identified as “druggie-toughs.”

Negative Peer Group Influence and its causes

While it is clear that peer groups can be positive for identity formation,

negative peers groups do exist and should be of concern to education-related

professionals. One aspect that may contribute to the continuation of negative

peer groups is passive acceptance of peer-group structure. Teachers expect

that students will behave in a certain way that is consistent with their peer
group affiliation and consequently make no attempt to intervene with the

structure. In other words, teachers passively accept the “brain-nerd”

differentiation. Another problem that arises in the school is favouritism toward

athletes. Athletes often receive more esteem in school and are often seen by

other students as receiving special treatment. Special treatment could come in

the form of more teacher-Student interaction or more academic help from

advisors. This extra attention given towards athletes can be very discouraging

for non-athletes and can spark jealousy. If educators focus too much on the

athletes and/or popular students, they may not even fully notice a struggling

student slip through the cracks. (Nicle, 2004).

An additional drawback in the eyes of Alderman (2000) is ability tracking.

Ability tracking to him involves separating students based on their

achievement in school in the past. Ability grouping forces isolation among

students at different achievement levels, with each group forming its own peer

culture. Low achievers are isolated from models of achievement motivation

and more effective strategies to succeed. In essence, ability tracking forces

students to form groups that may not result in the best outcome. High

achieving students can benefit from interacting with low achieving students

and “vice versa”.

 According to Nocole, (2004) effort may be diluted when adults use

stereotypical images to either excuse or blame students on social identity

categories and crowds to which they belong. For example, a teacher may

excuse poor student test performance on the basis of family lifestyle, or

instead blame the family background for the performance. Blaming poor

performance on situational factors gets the student nowhere. Regardless of

background, students should be given equal opportunities to succeed and be

treated just like everyone else. Standards should be upheld and consequences

for not performing well on a test are not always a bad thing. Otherwise, the

student may also begin to blame the situational factors and give up trying.

Ways of Combating Negative Peer Pressure

Diminishing negative pressures involves walking a fine line between

taking an authoritative role and stepping back to allow individual freedom.

Teachers can increase their personal awareness of adolescent social systems

by investing more energy in getting to know their students and the groups to

which they belong. In the classroom, teachers should avoid making

achievement a game of winners and losers. One step to accomplish this is to

use criterion-based grading instead of grading on a curve. Most importantly,

the school system and community should enhance the status of academic

achievement. (Nocole, 2004).

 Schools should recognize academic excellence in areas outside of the

core curriculum by having trade fairs. It is important to avoid sending mixed

messages about the relative worth of academic versus non academic

achievement. This involves being aware of the peer-group social structure that

operates in a particular school, the norms that operate within each group, the

relationship of one group to another, as well as the loyalty student’s display

towards their own group (Alderman, 2000). Harnessing the power of peers can

be important to create a school climate supportive of academic excellence

(Burns & Darling, 2002).

Nicole, (2004) further pointed out that it would also be beneficial for

adults and families to abandon the stereotype of peer groups always being

negative, promoting positive peer relations, and perhaps setting up parent

education programs for families with teenagers. Establishing peer intervention

programs could target teens with poor social skills and aggressive tendencies.

These groups could teach appropriate ways to communicate, deal with anger,

and even raise self-esteem. There are some ways parents can cultivate teens’

self-confidence so they are not at risk for the negative peer influences. For

instance, adults can praise smart choices and compliment adolescents’

accomplishments. It is important for parents to get involved and know their

child’s friends, which could be accomplished by inviting them to the home,

carpooling, and asking appropriate questions. Questions like: “Where are you

going?” “Who will you be with?” and “When will you be home?” are

traditional, but crucial for parental involvement. Parents can also encourage

activities that are likely to include teens they approve of. These activities might

include after school clubs, church youth groups, and scouts. When teens are

secretive about new friends, they may be hiding individuals they know their

parents will not approve of.

If a parent finds out that their teen is engaging in unacceptable

behaviour with their friends, the adult should be direct in addressing the issue

and make their expectations clear. It is always possible for parents to talk with

school counsellors and professionals to help with the problem. Overall, parents

need to be present in their adolescent’s lives. They should never

underestimate the value of quality time spent together. If parents have a busy

schedule and cannot be physically present, they should still make their

presence felt in the home through phone calls, personal notes, or other forms

of communication.

Black (2002) stated that teenagers with close ties to their parents were

far less likely to become delinquent or suffer depression than students who felt

distant from their families. The bottom line is that it is of utmost importance
for parents to be tolerant, patient, and show unconditional love during the

teen years, and to realize that adolescence is not terminal, it just feels like it

Peer Group Motivation, Engagement, and Academic Performance

Another important aspect of adolescent peer groups is motivation. The

difference between motivation and engagement is that motivation is more

focused on student cognition underlying involvement in schoolwork (i.e.,

beliefs) and engagement is more focused on actual involvement in schoolwork

(i.e., behaviour). Ryan (2000) found that peer groups were influential regarding

changes in students’ intrinsic value for school (i.e., liking and enjoying) as well

as achievement (i.e., report card grades).

The peer group was not, however, influential regarding changes in

students’ utility value for school (i.e., importance and usefulness). It was found

that associating with friends who have a positive affect toward school

enhanced students’ own satisfaction with school, whereas associating with

friends who have a negative affect toward school decreased it (Ryan, 2000).

Landau (2002) stated that an adolescent’s expectancy of success was the

primary predictor of academic effort and grades. A sense of belonging and

support of a peer group was also significantly associated with these outcomes.

Athletics, dating, and sexual behaviour, as well as alcohol, drug, and

tobacco use have been shown to be important to friendship choice in

adolescence. For some adolescents, other interests may compete with or take

charge over similar academic motivation and engagement as criteria for

selecting a peer group. This could put an adolescent’s motivation and

engagement in school in a precarious position (Ryan, 2000). Through selection,

some adolescents may place themselves in peer group situations that support

or foster their achievement-related beliefs and behaviours. Others may place

themselves in contexts that weaken achievement-related beliefs and

behaviours.

Effect of peer group influence on academic achievement of Adolescent

students

Gest et al. (2005) argued that peer academic may influence children’s

academic motivation and achievement, even if it is not veridical. This argument

is consistent with research on the effect of teacher expectations on

achievement, which demonstrates that teacher perceptions of children’s

academic ability, whether accurate or not, affect students’ grades and scores

on standardized achievement tests (Brophy, 1983; Jussim, Eccles, & Madon,

1996; Jussim & Harber, 2005). The teacher expectancy research has identified

ways in which teachers treat high and low expectation students differently that

may account for the expectancy-confirming impact of teacher expectations.

For example, relative to low expectancy students, teachers demonstrate a

positive bias in evaluating the work of high expectancy students (Jussim,1986;

Jussim et al., 1996); provide more response opportunities and praise and less

criticism. Brophy, (1983); provide more challenging instruction (Brophy, 1983;

Jussim, 1986), and interact in ways that are warmer and more accepting

(Babad, 1992).

In a similar fashion, peers’ perceptions of classmates’ academic

competencies may influence their interactions with classmates in ways that

impact their achievement. The limited research on peer perceptions of

classmates’ academic ability is consistent with such a view. Studies with older

elementary and middle school students found that students prefer to work

with students whom they perceive as more academically capable on school-

related tasks, but this preference does not extend to non-academic tasks

(Droege & Stipek, 1993; Plummer & Graziano, 1987), suggesting that peers’

perceptions of children’s abilities may influence peer interactions in the

classroom. It is likely that classmates discuss among themselves the relative

abilities of classmates. Through such shared discourse, individual members of

the class develop a reputation that is largely shared by and reinforced by

members of the class (Filby & Barnett, 1982). Peers may give children with

reputations as academically capable more response opportunities when

working in groups and may approach them more often for help with academic
problems. They also may offer more support and acceptance to children

perceived as academically competent. Indeed, peer perceptions of ability are

associated with their liking for classmates (Ladd et al., 1999), especially in

classrooms in which cues regarding students’ performance are more available

(Hughes & Zhang, 2007).

Peer Group Influence also affects a child’s friendships. Children tend to

select friends and social networks based on similar levels of academic

achievement and achievement motivation (Kindermann, 1993; Kiuru, Aunola,

Murmi, Leskinen, & Salmela-Aro, 2007). Thus, children with reputations as

academically capable may be more likely to affiliate with high achieving peers.

Longitudinal studies suggest that the academic characteristics of one’s friends

may influence a child’s academic engagement and achievement (Altermatt &

Pomerantz, 2003; Berndt, Laychak, & Park, 1990; Kiuru et al., 2007).

Hurlock (1975) the influence of a peer group is intensified by the

person’s desire to be an accepted member of the peer group. To achieve this

desire he tries to conform in everyday to the patterns approved by the group.

When group members are attached to their groups, they are motivated to

behave in accordance with the wishes of the group and in ways which would

make them accepted, this motivation is attributes to peer group influence. In

school the peer group maybe a dominant factor to consider in academic

achievement. Acceptance by the group depends on conformity. Most

education takes place in group situations the group’s impacts and influence on

its members is so strong that it takes the group as a whole to support the

learning process.

A peer group is a learning group most education takes place in group

situations the group impact and influence on its members is so strong that it

pushes the group as a whole to support a learning process.

2.2 Theoretical frame work

Bandura's social learning Theory

Bandura's social learning theory speaks precisely to the human

interactions involved in learning. Observational or "vicarious" learning is based

upon learning by watching then "modelling" or acting similarly to others. If the

student views and works with people who appreciate learning by engaging in

learning activities, then the student too will engage in learning and might work

harder at learning. Peers with positive attitudes and behaviours toward

education will allow and teach each other to set goals that include

opportunities to learn and achieve. If peer models do not convey positive

attitudes toward learning, then the students observing these models will not

prioritize learning in their own lives. They will learn to prioritize other goals.

(Bandura, 1996).
 Bandura (1996) Social cognitive theory also emphasizes the importance

of cognitive representations in the form of expectations about social norms

that arise from observational and experiential learning. Reasoned action

(Fishbein and Ajzen 1975) emphasizes the importance of perceived social

(subjective) norms on intentions.

Social Bonding Theory

Hirschi (1969) in his explanation of Oetting and Donnermeyer (1998)

social bonding theories suggest that adolescent peer group effects will be

stronger in the absence of strong social bonds with family and school. Social

identity theory (Terry, Hogg, and White, 2000) suggests that adolescents try on

various identities and adopt the norms that are central to the social identity of

the peer group to remain in good standing. Similarly, social exchange theory

(Kelley and Thibaut 1985) argues that friendships and group membership

requires fair exchanges (reciprocity), leading to conformity of behaviour

between friends and group members. Of course, the nature of the

relationships of group members greatly influences the nature of this

reciprocity (Plickert, Cote, and Wellman 2007). Social network theory suggests

that social norms are shaped by information shared among members of a

social system (Scott 2000; Valente 1995). Norms also figure prominently in the

literature on persuasion and social marketing (Hastings and Saren 2003).

Indeed, social influence is the basis for two-stage communication strategies in

which persuasive communications are directed not at the ultimate target, but

at opinion leaders whose attitudes and behaviour influence others in their

social groups (Rogers, 2003).

Social Identity theory

Social Identity theory proposes that an individual’s self concept is

influenced by the “ingroups” he or she belongs to. Individuals are motivated to

attach positive evaluations to their ingroups when compared with “outgroups”

with whom they do not have a relationship. Positive associations one attaches

to an ingroup may then extend to having a positive self concept and high self

esteem. The important role of peer groups in the development of identity must

be monitored within the peer program context to ensure that peer-based

programs do not reinforce negative identity and negative role stereotypes

associated with the target group. Without monitoring and guidance,

participants may begin to dwell on issues and adopt the identity of ‘being a

teenage mum’ or ‘being a gay or lesbian youth’ rather than constructing more

positive identity descriptions and roles e.g. being a positive role model for

others, advocating for equal rights. (Tajfel and Turner, 1979).

Attachment theory

Cotterell, (1996) in his explanation of Attachment theory in relation to

peer influence states that in bonding with peer groups the person experiences

a sense of belonging and endorsement, a ‘sense of place’ in the group and the

secure feeling of being ‘at home’ with her/his mates or chums” Peer groups

supply positive emotional experiences to their members through acceptance

and recognition of the individual. They provide a sense of belonging and

solidarity within the group which confirms their group identity”.

Maslow's model

Maslow (1954) viewed the need for love and belongingness as a step

toward achievement in his hierarchy of motivation model, which he described

in. In this view, the deprivation of more basic needs hinders progress along the

path to achievement. In Maslow's model, people must have love and

belongingness issues satisfied in order to address needs of achievement. For

example, a student with deprived relationship concerns will be less able to

participate in classroom learning opportunities. The ability to learn is built on a

foundation of comfortable relationships with others, including peers and

family, and classroom learning is all about learning with and in the presence of

others.
Expectancy by value Theory

Expectancy by value theory define motivation as the product of the

amount of success on a task that an individual expects to earn times the

amount of value the individual places on the task. Thus, a task that the

individual values and expects to be successful at will be motivating compared

to a task with lower expected success or value. Whereas past experience can

predict the expectancy aspect of this model (e.g., the student has done well on

prior essay exams), the value placed on the task is more mediated by outside

factors, such as peers and family (e.g., the student's opinions are respected).

Related motivational theories include the incentive or rewarding aspects of

motivation, which may also stem from relationships with others. (Eccles, 1983).

Behaviourism Theory

Behaviourism provides one way to explain the association between

motivation to learn and peers interactions. In basic behaviourist theories,

relationships between people affect learning only as much as people reinforce

each other (or not) in the academic arena. For example, if the peer group

encourages education and learning, then the individual student within that

group will value learning, because the individual is reinforced, or rewarded, for

behaviour that indicates that learning is valued. Students in peer groups that

do not value education lack the stimulation and reinforcement needed to

encourage personal learning. These peer groups presumably stimulate and

reinforce other values.

Vygotsky (1978) also presented ideas on the facilitation of learning

through experiences mediated by other people. In his explanations, the learner

cannot reach full potential without the aid of others. The processes of guiding

the learner to higher stages of cognitive functioning rely on interactive human

relationships. Mentors–for example, teachers or more capable peers–can raise

the student's competence through the zone of proximal development (ZPD).

ZPD is defined as the gap between what a student can do alone and what the

student can achieve with assistance. In this view assistance is transitional, a

"scaffold" that is removed when it is no longer needed and the student has

internalized another's support.

In summary, varied theories agree that the values and attitudes of the

peer group are essential elements in motivation and learning. Students who

surround themselves with academically focused, goal-oriented peers will be

more likely to appreciate, internalize, and exhibit these features themselves.

2.3 Empirical Studies

Empirical evidence shows links between peer relationships and

academic performances. (Ladd, 1990; Ladd, Kochenderfer, & Coleman 1996).

The research conducted by NAEP (1998) asked a most interesting question to

gauge the effect of peers on academic achievement. The survey asked the child

to strongly agree, agree, disagree, or strongly disagree with the following

statement: "My friends make fun of people who try to do well in school." This

question is particularly useful in measuring the effect of peers on academic

achievement. First, it focuses on the group of children with which the sampled

child most closely associates. Second, it does not ask whether the child's

friends make fun of him or her, which would be more likely to elicit a defensive

or otherwise inaccurate answer ("My friends do not make fun of me").

A study conducted by Johnson (2000) revealed that peer effects become

more important as time passes, peaking somewhere during adolescence. At

the same time, children must foster positive peer groups early in order to

become well-adjusted adolescents and adults. Having friends in school allows

the child to learn a host of skills: group interaction, conflict resolution, and

trust building, among others. Without positive peer group interactions, serious

social problems may develop. Peer rejection in early childhood and early

adolescence, for example, is a good predictor of social and academic problems

later.

Goethe (2001) found out that weak students do better when grouped

with other weak students. It shows that students’ performance improves if

they are with the students of their own kind. Sacerdote (2001) found that
students’ grades tend to be higher when students have unusually strong

academic peers. The results of Zimmerman (2003) were somehow

contradictory to Goethe results but again it proved that student’s performance

depends on a number of factors. Having friends allows the child to learn many

skills: group interaction, conflict resolution and trust building. Peer rejection

during adolescence is a good predictor of social and academic problems

(Buhrmester, 1990).

Wentzel and Caldwell (1997; Wentzel, 2003), conducted a similar line of

research on peer relationships and academic performance, but focused on the

middle the limited research on younger children, it seemed reasonable to on

adolescents in this review. Wentzel and Caldwell (1997) further provide

support of the linkage between peer relationships and academic performance.

In the second portion of their two-part, longitudinal study, these researchers

followed 404 children from the beginning of sixth-grade to eighth-grade in

order to explore peer relations and academic performance. An index of

academic was based on end of the year GPAs (averaged english, science, social

studies and maths final grades). Final grades were obtained from school

records at the end of grade and eighth-grade academic years and were coded

(0=failing grade, 1= D, 2=C, 3=B and 4=A). Reciprocated friendships were

measured by obtaining best friend nominations. Children were given a list of

same-sex classmates and were asked to circle their three best friends.

Students’ nominations were matched with peers’ nomination in order to see

which friendships were reciprocated. Peer acceptance was measured by using

a rating system in which children indicated how much they liked to participate

in school activities with particular peers by rating them on a 5-point scale

(1=not at all, 5 = very much). Results suggest that reciprocated friendships,

peer acceptance and group membership are significantly related to academic

performance.

Further evidence supporting the relation between sociometric status

adjustments suggests that being a member of a particular status group predicts

changes in academic adjustment over time.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter deals with the procedure for data collection, the research

design adopted in the study, research instrument and sampling techniques as

well as method of data collection and analysis.

3.2 Research Design

The research used a correlation research design. Gay (1996) points out

that correlation research attempts to determine whether, and to what degree,

a relationship exists between two or more quantifiable variables.

3.3 Population of the Study

According to Orodho, (2008) specifying the population that is targeted

for study is important as it helps researcher to make decisions on sampling and

resources to use. The population was all the students in the (7) seven selected

secondary schools in Niger State.

3.4 Sample and Sampling Technique

Simple random sampling technique was used to select seven secondary

schools in Niger State. In particular, a table of random numbers was used to

select schools that were used in the study. Purposive sampling was used to

select the students from the sampled schools.

3.5 Instruments for Data Collection

The instrument being used in this research work is the questionnaire,

which consists of series of question design and expected to be answered by

the respondent on the column provided appropriately.

3.6 Validity of Instrument Used

In order to ensure validity, the instrument was given to the experts

in which useful and constructive suggestions, observations and corrections

were made before they were administered to students. From the initial a total

of 15 questions were designed, but 10 questions were finally used based on

expert input.

3.7 Method of Data Collection

The researcher personally went to the field and administered the

Instrument i.e. questionnaire to the respondents of the sampled schools in

Chanchaga local government area of Niger state

However, the researcher went there physically to distribute the

questionnaire in order to gather first hand information for the study as this

could ensure validity and reliability of the findings.

3.8 Method of Data Analysis

Likert-type questionnaires were used to collect data on the factors and

effects of peer group Influence and/on the performance of adolescents/

students. The questionnaire was used since the study was mainly concerned
with variables that could not be directly observed or manipulated. A

questionnaire was also preferred because it takes care of confidentiality. Data

was analyzed using descriptive and inferential statistics.

 CHAPTER FOUR

RESULTS

4.1 Introduction

This chapter is concern with data presentation, analyses and

interpretation of the result of data collected from the questionnaire

administered to the area of study.

4.2 Data Presentation

Table 1: Students’ Response to the relationship between peer group

influence and Adolescent Students’ academic performance

RESPONSE
QUESTIONS SA A SD D Total
S/NO

Most of my friends in 66 90 26 30 210(100%)

1 school perform well in (31.4%) (42.9%) (12%) (14%)
examinations

My friends encourage 98 79 9 23 210(100%)

2 me to work hard in (46.7%) (37.6%) (4%) (11%)
school
My friends affect my 78 87 14 30 210(100%)
3 academic work (37.1%) (41.4%) (7%) (14%)
positively
My friend make fun of 62 71 44 33 210(100%)
4 students who try to do (39.5%) (33.8%) (21%) (16%)
well in school
I spend most of my 210(100%)
5 time In school with 71 99 19 21
friends discussing (33.8%) (47.1%) (9%) (10%)
 academic work/revising
for examination
My friends are drug 24 36 42 117 210(100%)
6 addicts (11.4%) 17.1%) (20%) (56%)
Most of my friends are 47 78 19 40 210(100%)
7 disciplined in school (22.4%) (37.1%) (8%) (9%)
and at home
My friends attend 78 91 12 18 210(100%)
8 school Regularly (37.1%) (43.3%) (6%) (9%)

210(100%)
9 My friends engage in 54 80 58 63
sexual relations (25.7%) (38.1%) (28%) (36%)

My friends sneak out of 54 83 19 44 210(100%)

10 School (25.7%) (39.5%) (9%) (21%)

Table 1 above shows that 66 students representing (31.4%) of the

respondents strongly agreed to the assertion that their friends performs well in

school examination, 90 (42.9%) has agree with the assertion, while, fourteen

percent (14%) and twelve percent (12%) of the students strongly disagreed and

agree that their friends perform well in academics. Another ninety eight

percent (98%) of the students strongly agreed that their friends encourage

them to work hard in school, with 79(37.6%) agreeing with the statement and

4% strongly disagreeing with the statement. 78(37.1) strongly agree that their

friends affect their academic work positively, 87(41.4%) agreed with the
statement, 7% of the respondent strongly disagree, while 14% of the students

disagree.

39.5% of the students strongly agreed that their friends make fun of

students who try to do well in school, 33.8% agreed, 21% of the students

strongly disagreed with the statement, while the rest of 33(16%) disagreed.

Another 71(33.8%) of the respondents strongly agreed that they spent most of

their time in school discussing with friends, 99(47.1) agreed on the same issue.

Nine percent strongly disagree on the issue, while 21(10%) of them disagreed.

11.4% representing 24 of the students strongly agreed that their peers are

drug addicts, 17.1% also agreed, 20% of the students strongly disagreed and

the rest of 117(56%) disagree with the assertion.

Furthermore, 22.4% of the respondents strongly agreed that their

friends are discipline in school and at home, 78(37.1%) agreeing on the same

item, eight percent strongly disagreed, with the statement, while 9% disagreed

respectively. 37.1% of the respondents indicated that their friends attends

school regularly, 91(43.3%) agreed with the issue, 6% strongly disagreed, while

the remaining 18(8%) disagreed. 25.7% of the respondents indicated that their

friends engage in sexual relations, 38.1% are in support of the statement, 28%

strongly disagreed, while 36% totally disagreed with the assertion.

 Finally, 54(25.7%) of the respondents strongly agreed with the assertion

that their friends sneaks out of school, 83(39.5%) of the respondents share the

same view, 9% of the students strongly disagreed, while 44(21%) disagreed

with the statement that their friends sneak out of school.

Table 2: Regression Analysis on Peer group influence and Students’ Academic

Performance (SPSS)

Model Un-standardized Coefficients Standardized Coefficients

B Std. Error Beta t Sig

(Constant) 49.120 5.921 8.296 .000

Peer Group .025 .167 .012 .147 .883

The data was also subjected to regression analysis as shown in Table 2.

The relationship between peer group influence and students’ academic

performance was .012, significant at .883. However, while the relationship is

low if compared to students’ role performance, peer group influence had a

positive effect on student’s academic performance. This conforms to the

research hypothesis which posited that there are concurrent, positive

associations between peer group relationships or influence and academic

performance of adolescent/students.
Hypothesis Testing

Hypothesis One: Peer group influence has no any significant effect on the

performance of adolescent students. This hypothesis will be tested using chi-

square as follows:

Computation

O E O-E (O-E)2 Σ (O-E)2

E
93 50 43 1849 36.5

65 50 15 225 4.5

X2 = 41.0

The critical value of 3.84 is obtained from the chi-square table at alpha

level of 0.05 or 5% and the calculated value is obtained at 41.0, the calculated

value is greater than the critical value and as such the researcher rejected the

null hypothesis which state that peer group influence has no any significant

effect on the academic performance of Adolescent students, and accepted the

alternative hypothesis which state that peer group influence has a significant

effect on the academic performance of Adolescent students.

Hypothesis Two: Bad Peer group influence is not the cause of

adolescent/student’s negative attitude at home and school. This hypothesis

will be tested using chi- square as follows:

 Computation

O E O-E (O-E)2 Σ (O-E)2

E
47 19 28 784 41.26

78 40 38 1444 36.1

X2 = 77.4

The critical value of 3.84 is obtained from the chi-square table at alpha

level of 0.05 or 5% and the calculated value is obtained at 77.4, the calculated

value is greater than the critical value and as such the researcher rejected the

null hypothesis which state that Bad Peer group influence is not the cause of

adolescent/student’s negative attitude at home and school, and accepted the

alternative hypothesis which state that Bad Peer group influence is not the

cause of adolescent/student’s negative attitude at home and school.

4.3 Discussion of Findings

The analysis above shows that 66(31.4%) of the respondents strongly

agreed to the assertion that their friends performs well in school examination,

90 (42.9%) has agree with the assertion, while, fourteen percent (14%) and

twelve percent (12%) of the students strongly disagreed and agree that their

friends perform well in academic. Another eleven percent (11%) of the

students strongly disagreed that their friends encourage them to work hard in
school, with four percent (4%) strongly disagreeing on the same item. Fourteen

percent (14%) strongly agreed that their friends affect their academic work

negatively. Seven percent (7%) agreed on the same issue. Twenty-four percent

(24%) of them strongly agreed that their peers make fun of those who do well

academically constituting. Another sixteen percent (16%) agreed on the same

issue. Ten per cent (10%) strongly disagreed that they spend most of their time

with their friends discussing academic work or revising for examinations.

Another nine per cent (9%) disagreed on the same issue. This makes nineteen

percent (19%) of the students under study. With seven per cent strongly

agreeing and twelve per cent agreeing that their friends use drugs giving a

total of nineteen percent (19%) of their friends who use drugs. Seventeen

percent (17%) indicated that their peers were not disciplined at home and in

school.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The aim of this study was to find out if there is any form of relationship

between peer group influence and academic performance of students. The

hypothesis was tested, and related literatures were reviewed. The instrument

used in collecting data was questionnaire and the data collected was analyzed

in the previous chapter.

5.2 Conclusion

The findings of this study show that peer group forms 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. It is therefore, concluded that peer group has a significant

influence on the academic performance of adolescent students.

Peer group influence also have a relationship with students’ academic

performance, as students whose friends engage in negative activities such as

use of drugs, sneaking out of school and being absent from school chronically

are likely to have lower academic performance. “Vice versa”.

5.3 Recommendations

The following recommendations/suggestion based on the findings was

put forward:

i. Teachers and other educational practitioners and those in related

professional training, need to have knowledge of the effects of peer

group pressure and understanding of the issues surrounding negative

peer influence to prevent negative peer influence and be more

adequately prepared to help a teenager facing negative aspects of

peer pressure.

ii. Students should be encouraged to choose their friend wisely as some

have negative influence on their academic performance, especially

those who sneak out of school, use drugs and those who do not

attend school regularly.

iii. Parent/guardian should be aware of friends their children keep to

reduce the chances of peers influence on their children.

iv. Teachers should focus on promoting classrooms of acceptance. They

should avoid playing favourites and abandon negative images of

students that they already possess.

v. Additionally, teachers should avoid placing students in groups based

on ability level. Mixed groups provide integration and allow students

 to get to know a variety of students they might not otherwise

interact with.

vi. School psychologists should focus on creating school-wide

acceptance and appreciation for diversity. They should also not

display favouritism towards any particular group of students in the

school, by treating all students with respect. A crucial element for the

role of a school psychologist or a school counsellor is simply being

available.

vii. Students should know that these individuals are there for them and

that they can talk about peer groups or most any other issue

confidentially. Awareness is a key component to creating an optimal

learning environment for all students.

viii. Educators should praise the positive choices that students make in

regards to peers and work to combat the negative ones. It is obvious

that peer groups are not a fad or a trend, they are around to stay. For

this reason, peer group influence is a phenomenon that will be

studied throughout time.

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