CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Academic activities are aimed at ensuring that students acquire proficiency of educational goals. In schools, the degree to which these goals have been met is determined significantly by the interaction of peer groups which might perhaps show in student's academic performance. Peer group play a big role in the social, psychological and academic development of students. Allen in Steinberg (2005) maintains that peer group influence starts at a very early age and increases through the teen years. Therefore, comprehending the prospects and challenges of peer group is essential for the efficiency of educational processes and the organizational design of school systems in order to enhance student's academic performance.
Students in the midst of their group transformed into real picture of their behaviour, they really feel more comfortable amongst other students however really feel morose at home or at the presence of their teachers. The crucial influence on students' behavior to learning is not always the teacher however the fellow students. With this, there is need to determine the peer group influence on the adolescent and their academic performance, although there are various other elements that can affect the academic performance however the role played by the peer group in academic performance is more than other factors since the attitude of students to learning are not often motivating. One of the most typical types of peer group to be examined are the secondary school children that fall under the same group that might have negative influence on their academic performance.
Bryman (2006) asserted that children throughout their school career will be grouped with their contemporaries so they will become familiar with having the restrictions and addition of each age group intensified. Buhs, Ladd and Herald (2006) explained that the peer group outside the home from which does not always conform with adult standard, and each child aim to follow with the ethics of the group they take membership with due to the fact that being rejected by the group might have unfavorable impact on the learning of the child. Carver, Joyner and Udry (2003) really feel that acceptance by a peer group improved social relationship. These have advantageous impacts on individual learning insecurity that occurs from rewarding emotional stress allows him to concentrate more on his assigned learning jobs. This suggests that acceptance by the group might have positive impact on the child. A child who is not brilliant enough might do better if he is accepted by a group that is inclined to study. It was observed that a child learns more quickly within his peer group. Where he is wrong, he chooses to be corrected by a member of his peer group than by the teacher.
The peer group can affect what the child values, knows, wears, eats, and learns. The degree of this influence, nevertheless, relies on other situational restrictions, such as the age and personality of children and the nature of the group (Collins & Steinberg, 2006). Socialization is especially vital for children with impairments, and it is the reason lots of programs consist of peers who are generally developing in special education programs or include children with impairments in general education classrooms.
In its many appropriate form, the peer group is a healthy coming-of age arbiter, whereby children grasp negotiating abilities and learn how to handle hostility and to address issues in a social context. In its most destructive setting, the peer group can need blind obedience to a group norm, which can lead to socially alienated gangs with pathological overviews (Haward & Medway, 2004). In spite of so much change in today's society, the basic tasks of growing up still endure - to find a location in a valued group that gives a sense of belonging; to identify and master tasks that are generally recognized as having value and for that reason can earn respect by acquiring skill to cope with them; to acquire a feeling of well worth as a person; and to develop dependable and foreseeable relationships with other people, particularly a couple of friends and loved ones (Mlowasa, Kalimanasi & Matias, 2014).
Secondary schools are institutions of learning that provides secondary education. Secondary education is the level of education after primary education; it consists of the final stage of compulsory education (Pandey, 2008). The significance of secondary education made the Federal Government to specify the wide objectives of secondary education to consist of preparation for beneficial living within the society, and for higher education. Nevertheless, students' social settings comprised of their peers have essential roles to play in making sure that the objective of secondary education as spelt out in the national policy on education. No matter the socioeconomic condition, parents desire their children to be surrounded by the very best possible social networks, particularly during adolescence, when youths are progressively independent from parents. During these developmental years, educational objectives take form, and young people make series of choices that shape their academic trajectories, also as their friendship networks gain influence after these choices. Understanding the nature and the magnitude of peer group influence in education is important for the productivity of educational processes and the organizational design of school systems. Thus, this study examines peer group influence on the adolescent and their academic performance in English language by using some secondary schools in Gombe metropolis as a case study.
1.2 Statement of the Problem
The low academic performance in schools has brought the need to examine the factors affecting learning. The peer group influence is just one of the factors causing low academic performance. Throughout teenage years, the amount of influence that peer group have on one's academic achievement is enormous. The ways and manners whereby peer influence impacts adolescents' academic efficiency have to be investigated. This will help parents and counselors to know the pattern of peer influence and methods to suppress negative influence.
Report have revealed that there has been a downward trend in academic performance of students in English Language in Nigerian secondary school in general and Gombe metropolis in particular. This is worrisome because of the main position of the subject as English language is really crucial to the Nigeria education system since it is not only the medium of instruction at all levels of education in the nation but also the language of text-books and various other reading materials in and outside the school system. it is with the vehicle of English language that teachers and learners transmit, look for and acquire knowledge in other subject areas. It for that reason becomes essential for learners to grasp English language to improve better academic performance not just in English Language, however in other subject areas.
As a result of the main role on English Language in the country's educational system, parents, teachers, curriculum experts have expressed considerable concern regarding students' poor performance both in internal and external examinations such as students' promotion examinations in addition to the West African Examination Council. So, also are teachers and school counsellors. Accusing fingers are being directed at negative peer influence, and direct peer influence as being responsible for poor academic efficiency amongst students. The adolescent period was described as one that is most likely to be under the control of their peer groups that might turn young people into such habits as drinking alcohol, cultism and other undisciplined behaviors that might distract them from academic excellence. There is need to explore peer group relationship and individual approach to learning, membership of the peer group they belong and discover how factors such as parent, socio-economic status and socio-cultural background determine their membership in a group.
1.3 Research Objectives
The is aimed to investigate the impact of peer influence on secondary school students’ academic performance in English Language in Gombe metropolis of Gombe State. The specific objectives are:
i) To understand the relationship between peer influence and academic performance of secondary school students
ii) To examine parents’ influence on secondary school students peer group relationship
iii) To investigate teachers’ influence on secondary school students peer group relationship
iv) To highlight ways to combating negative peer pressure among secondary school students
1.4 Research Questions
The following statements are regarded as the research questions for this study:
i) What is the relationship between peer influence and academic performance of secondary school students?
ii) Do parents have any influence on secondary school students peer group relationship?
iii) Do teachers have any influence on secondary school students peer group relationship?
iv) What are the ways of combating negative peer pressure among secondary school students?
1.5 Research Hypotheses
The followings are the research hypotheses for this study:
i) There is a significant relationship between peer influence and academic performance of secondary school students
ii) There is no significance influence of parents on secondary school students peer group relationship
iii) There is no significance influence of teachers on secondary school students peer group relationship
1.6 Significance of the Study
The findings of this study will be helpful in determining some of the factors associated to the peer groups in relation to their academic performance. The factors when identified will form a base for proffering appropriate solutions to parents and teachers to beware of the ways they can direct peer group relationship. The result will also guide counsellors to find the best ways of handling peer groups relationship. The students will also benefit from the study by acquiring knowledge on peers that can hinder their progress in academic. The result will enable the teacher to know more about the peer group which in turn will continue to enhance teaching and learning process. It is also hoped that the present research study will at least provide some background information for future study on the topic.
1.7 Scope of the Study
The study will focus on the impact of peer influence on the academic performance of students in secondary school. The study will be carried out in the selected junior secondary schools in Gombe metropolis of Gombe State. The scope will be limited to two (2) secondary schools in the area and the respondents used are junior secondary school students.
1.8 Limitations of the Study
In this study, the researcher was limited to some factors which includes school size and time factor. The finances accompanying researches also confined the study to the selected secondary schools in Gombe metropolis of Gombe State.
1.9 Definition of Terms
Aristotle said that intelligent discussions must begin with definition of terms. Thus, the researcher deems it fit to give operational definition to the following concerned terms in the study.
Academic Performance: This is the level of achievement attained through efforts or skills during the learning processes (theoretical and practical) and has effect on the standard of education.
Peers: This refers to children of same sex and usually within the same age range.
Peer Group: This is the association of close friends of the same sex, which are bound together by common emotional attachment and have a complex social system of which they possess certain code of conduct such as dressing codes.
Peer Group Relationship: This is the form, way and why close friends of the same sex (peers) communicate among themselves whether in public or exclusively.
Influence: This refers to the effect which an element has on another specific element.
