Easjehl 47 302-308
Easjehl 47 302-308
Literature
Abbreviated Key Title: East African Scholars J Edu Humanit Lit
ISSN: 2617-443X (Print) & ISSN: 2617-7250 (Online)
Published By East African Scholars Publisher, Kenya
Volume-4 | Issue-7 | July- 2021 | DOI: 10.36349/easjehl.2021.v04i07.006
to skip classes, steal, cheat, use of drugs or alcohol, or not fitting in, not being good enough, and not being a
become involve in other risky behaviours. Majority of part of the “group” overwhelms and takes over the
adolescents with substance abuse problems began using mindset of a regular student. High stress and hurtful
drug or alcohol as a result of peer pressure. Negative experiences seem to always be the result to give in to
peer pressure may influence in various ways like peer pressure because of the endless amount of negative
joining group who drink alcohol, smoke cigarette and aspects that can come with it. Statistics say between
Indian hemp among others. It may also lead to the 20% – 30% of adolescents report symptoms of
decision to have a boyfriend/girlfriend. Peer pressure depression because of peer pressure.
indulges youth into loitering about in the streets,
watching films and attending parties during school Psychology means the mental, emotional, and
hours, taping as alternative to stealing which may behavioral characteristics pertaining to a specified
eventually graduate into armed robbery (Adekunle, person, group, or activity. Psychological effect is
2013). pertaining to, dealing with, or affecting the mind,
especially as a function of awareness, feeling, or
However, it can also have positive effects motivation.
when youth are pressured by the peer toward positive
behaviour. Such as volunteering for charity or excelling Brett Laursen, psychologist claims that when a
in academics (Kikiolu, 2013). It also helps to motivate new school year begins, students are dealing with
one to do his best and boost his academic performance classes, sports and other extra co-curricular activities.
e.g. forming reading group, going to the library, anxious Most students will also face an entirely different set of
to join others in answering questions in the classroom. challenges with peer pressure. There are some children
who are susceptible to influence from anyone, that is to
Peer pressure may also result in one doing say that whatever comes down the pike they are likely
thing that may not fit with one’s sense of what is right to follow. But, it is also the case that some people are
or wrong. In other words, when peer pressure makes more influential and so, if you hang around with people
one do things that people frown at, it is a negative peer who tend to be particularly influential, you will look
pressure. Operationally peer pressure is a force exert by susceptible even though you are not particularly
people that is influenced by ideas, values and behavior susceptible. It just happens to be that you are hanging
either positively or negatively and always associated around with others who are highly influential. So, we
with adolescents. Study has shown that many popular know that susceptibility is greater for children who do
students who do not manage their time well make lower not have a lot of friends. They want to protect the
grades than less socially accepted adolescent (Howard, friendships that they have, and so they are more likely
2011). This is possibly due to the fact that popular to do what their friends say because they are worried
students may spend more time worrying about their about losing their friends and have difficulty making
social life rather than studying. The most common types others. Younger children who hang around with older
of peer group to be investigated are the secondary children are susceptible to influence.
school children who fall into the same group that could
have negative influence on their learning. Paradoxically, being popular may make you
susceptible to influence. But it may be that popular kids
Gabriel (2016) feel that acceptance by a peer in some domains worry about protecting their status and
group improved social relation. These have beneficial so, they are more likely to be influenced to be seen
effects on individual learning insecurity that arises from doing things that they should be seen doing even if they
satisfying emotional tension enables him to concentrate do not want to do them because otherwise they fear
more on his assigned learning tasks. This indicates that their status will diminish in the eyes of their peers.
acceptance by the group may have positive effect on the
child. A child who is not brilliant enough may do better Academic performance refers to how well a
if he is accepted by a group that is inclined to study. It student is accomplishing his or her tasks and studies
has been observed that a child learns more easily within (Sanusi, 2012). Grades are certainly the most well-
his peer group. Where he is wrong, he prefers to be known indicator of academic performance. Grades are
corrected by a member of his peer group than by the the student’s “score” for their classes and overall
teacher. In support of this view, Ezewu (2012) advised tenure. Grades are most often a tallying or average of
that the school must therefore use peer group energies assignment and test scores and may often be affected by
to promote rather than impede good learning. It is factors such as attendance an instructor opinion of the
therefore necessary to let students realize why they have student as well. Grading systems vary greatly by
to be careful in choosing their friends so that their county and school; common scales include a percentage
attitudes toward learning would be improved as the peer form 1-100, lettering systems from A-F, and grade point
group they belong can have effect on their learning averages (GPA) from 0-4.0 or above.
negatively and positively. Peer pressure is something
that causes conflict in an individual's life. The feeling of
Table-1: Responses on the effect of peer pressure on the academic performance of students
S/N STATEMENT VT (%) T (%) NT (%) NV (%) TOTAL
1 I prefer to study with my 50 42% 30 25% 26 21% 14 12% 120(100)
friends
2 My friends affect my academic 55 46% 35 29% 18 15% 12 10% 120(100)
work positively
3 My performance in class has 56 47% 39 33% 15 12% 10 8% 120(100)
been great since I started
moving with my friends
4 My friends and I sneak out of 17 14% 20 17% 43 36% 40 33% 120(100)
school
Table 1.1 above shows that the students Also, table 1.3 shows that 47% responded that
responded that the statement was 42% very true, 25% the statement was very true and 33% true while 12%
true while 21% and 12% responded not true and never and 8% responded not true and never respectively.
respectively.
The data on table 1.4 shows that the statement
Table 1.2 shows that 46% responded that the was 14% very true, 17% true while 36% and 33%
statement was very true and 29% true while 15% and responded not true and never respectively.
10% said not true and never respectively.
Research Question 2
Do parents show interest in knowing the peer
group association of their children?
Table-2: Responses on the interest of parents in knowing the peer group their children associate with
S/N STATEMENT VT (%) T (%) NT (%) NV (%) TOTAL
1 My parents know many of my friends 18 15% 25 21% 45 37% 32 27% 120(100)
2 My parents encourage me to study 20 17% 16 13% 58 48% 26 22% 120(100)
with friends
3 My parents encourage me to move 38 32% 12 10% 40 33% 30 25% 120(100)
around with students who are
intelligent
4 My parents teach me how to relate 30 25% 25 21% 45 38% 20 17% 120(100)
with friends
From table 2.1 above, the data shows that the and 25% shows not true and never respectively. This
statement was 15% very true and 21% true while 37% shows that a total of (33%, 25%) do not encourage their
and 27% responded that the statement was not true and children to keep intelligent friends.
never respectively. Hence, the parents do not know
many of children’s friends. Table 2.4 above showed that the statement was
25% very true and 21% true while 38% and 17%
Table 2.2 shows that the statement was 17% showed not true and never respectively. This also shows
very true and 13% true while 48% and 22% responded that majority of the parents do not teach their children
that the statement was not true and never respectively. on how to relate with their peers; either good or bad.
This reveals that most parents do not bother or
encourage their children to study with friends. Research Question 3
Does the economic status of peer affect their
Also, the data on table 2.3 shows that the learning and academics?
statement was 32% very true and 10% true while 33%
Table 3.1 above shows that 17% responded that the statement was not true and never respectively.
that the statement was very true and 18% true while This shows that some students borrow textbooks from
40% and 25% responded that the statement was not true their rich friends.
and never respectively. This shows that making friends
does not have any thing to do with their economic Table 3.4 shows that 17% responded that the
status. statement was very true and 12% true while 42% and
29% responded that the statement was not true and
Table 3.2 shows that the statement was 43% never respectively. This reveals that majority do not
very true and 25% true while it shows that the statement have the necessary textbooks.
was 23% and 9% not true and never respectively.
Hence, this reveals that majority of the students like to Research Question 4
associate with friends from rich families. Do parents show interest in knowing the
academic performance of their children?
Table 3.3 also shows that the statement was
30% very true and 21% true while 25% and 24% shows
Table-4
S/N STATEMENT VT (%) T (%) NT (%) NV (%) TOTAL
(100)
1. My parent checks and monitors my 20 17% 17 14% 35 29% 48 40% 120 (100)
assignment
2. My parents encourage me to study hard 40 33% 25 21% 30 25% 25 21% 120 (100)
3. My parents check my result at the end of 45 38% 28 23% 25 21% 22 18% 120 (100)
the term
4. My parents scold me for failing 30 25% 12 10% 42 35% 36 30% 120 (100)
From table 4.1 above, 17% responded that the Also, table 4.3 shows that 38% responded that
statement was very true and 14 % true while 29% and the statement was very true and 23% true while 21%
40% responded not true and never respectively. Thus, and 18% responded not true and never respectively.
the data shows that majority of the parents do not
monitor their children’s assignment. Table 4.4 shows that 25% responded that the
statement was very true and 10% true while 35% and
Table 4.2 shows that 33% responded that the 30% responded not true and never respectively. This
statement was very true and 21% true while 25% and shows that majority do not scold their children for
21% responded not true and never respectively. This failing
reveals that most parents encourage their children to
study hard. Research Question 5
Do teachers show concern about the academic
performance of their students?
Table-5
S/N STATEMENT VT (%) T (%) NT (%) NV (%) TOTAL (100)
1. My teacher motivates me to 45 37% 32 27% 20 17% 23 19% 120 (100)
read and study well
2. My teacher does not care 20 17% 12 10% 58 48% 30 25% 120 (100)
about my academic
performance in class
3. My teacher is loving, caring 40 33% 38 32% 20 17% 22 18% 120 (100)
4. My teacher teaches well 35 29% 42 35% 30 25% 13 11% 120 (100)
From table 5.1, it shows that 37% responded The analysis of data on research question 4 on
that the statement was very true and 27% true while Table 4 reveals that most parents fails to monitor their
17% and 19% responded not true and never children’s assignment and scold them for poor
respectively. performance. The findings further reveal that some
parents encourage their children to study hard and
Table 5.2 shows that 17% responded that the checks their results at the end of the term. Hence, we
statement was very true and 10% true while 48% and can still conclude that some parents show interest in the
25% responded not true and never respectively. academic performance of their children.
Also, table 5.3 shows that the statement was The findings are in agreement with that of
33% very true and 32% true while 17% and 18% Owoyele and Toyobo (2008) shows that many parents
responded not true and never respectively. determine virtually all academic decisions for their
children. They choose the school to attend, the books to
Table 5.4 shows that the statement was 29% read, the subjects to study in school and even friends to
very true and 35% true while 25% and 11% responded move with.
not true and never respectively.
The findings on the research question 5 reveals
that teacher show interest and concern about the
DISCUSSION OF THE FINDINGS academic performance of their students. This indicates
The analysis of data on research question 1 that teachers influence the academic performance of
reveals that peers can affect students’ academic students through motivation or reinforcement which in
performance and it can be negatively or positively return enhances effective teaching and learning.
based on the kind of friends they keep. Thus, the According to Adeyemi (2017) Students look up to their
finding shows that peer pressure has an effect on teachers to provide role models and so might want to
students’ academic performance. According to Ajibade improve their academic performance.
(2016) the findings revealed that peer group could
positively influence the academic performance of
students and that peer group could also be used to CONCLUSION
motivate student's class achievement. The extent to which the peer group determines
the academic ability of students had been investigated
The results and data shown in table 2 also in this study revealed that a dull student may become
answers the research question 2. The findings show that study inclined when he finds himself in a group that
most parents do not show interest in knowing the peer encourages effective learning. The study also revealed
group their children associate with and even encourage that when students are not well monitored they fall in
them to study with the intelligent ones among them. bad groups. However, the study has also shown that a
Related study by Mustapha (2010) shows that family high percentage of the students are more interested in
members can provide information and guidance, relating to their friends than to their teachers and
directly or indirectly to influence the peer group of a parents.
child.
This may be as a result of the attitude of the
The results in table 3 also answers the research parents and teachers. It is indicated in the finding that
question 3 does the economic status of peers affects teachers may be able to use the peer group effectively
their learning. The findings reveal that their economic for classroom interaction and participation. The peer
status does not affect their learning and academics, they group could also be used in a group to motivate
make friends with one another without minding their student’s class achievements.
status; either from a rich or poor family. Most of them
even borrow textbooks from their rich friends. The
findings also agrees with the findings of Okunnuga
RECOMMENDATION
(2014) who examined the relationship between the Based on the findings from the study, a
socio-economic status of parent and academic number of recommendations could be made as follows:
performance of students in Orlu Division of Imo state. Students should endeavour to form or join groups
A sample of twenty families was used. He came to the that are study inclined and encourage learning so
conclusion through his findings that two variables, that their learning can be effective.
socio-economic status of parents and students Parents should make sure their children are well
achievement were not related. He found out that there is monitored and they should encourage them to have
no significant difference between the performance of friends that would have a positive influence on
students of high socio-economic status and other their learning both at home and at school.
student from low socio-economic status. Teachers should understand that the peer group is
an important factor in child’s learning and therefore
should use it encourage learning.
Cite This Article: Olowolabi Segun (2021). Peer Pressure and its Psychological Effect on the Academic Performance of Students in
Akoko North East Local Government Area, Ondo State, Nigeria. East African Scholars J Edu Humanit Lit, 4(7), 302-308.