STUDENT'-STUDENT RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA (original) (raw)
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Ogunsanya Muyiwa Solomon, 2023
This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, five research questions were formulated; How does peer group influence have great effect on the academic performance of students? Does peer influence have any effect on academic performance of children from broken homes? How does peer group influence have any effect on academic performance of children from broken homes? Does peer group influence have varying effects on academic performance of male and female students? What role does age play to determine the extent of peer group influence on academic performance of students? And how does the peer group utilize their time meaningfully to have positive results? The research instrument used to elicit responses for the purpose of this study was the questionnaire made up of five sections. The population sample one hundred (100) students was taken from four (4) secondary schools in Ondo West Local Government Area of Ondo State. Data were collected through the use of structural questionnaire designed by the researchers. Data collected were analysed using simple percentage. Furthermore, It is concluded that peer group have influence on the academic performance of secondary school students especially at the developmental years of adolescent. It is recommended that the school in general should ensure that there is a guidance and counselling serve within its environment to help and assist children being negatively influenced by peers and also, children students with peculiar problems especially those from broken home as they have been observed to conform more to peer pressure as compared to others from stable homes. Finally, the study 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. A significant relationship also exists between parental monitoring for homework and academic achievement. It is recommended that parents should offer psychological support to their children by way of communicating with their children about the value or utility of education, fostering educational and career aspiration in the child, linking of school work to current event, and making plans or preparations for the child's future. When students received such support, they become more determined to achieve academically.
Journal of Education and Practice, 2020
The study investigated the relationship between peer group influence, parental psychological support and student's academic performance in junior secondary schools in Jega educational zone, Kebbi state. The study used expost factor design. Cluster and simple random sampling were used to select the sample size. Four junior secondary schools with a total population of 504 and a sample size of 217 students were drawn and used for the study. The study made use of instruments adapted from Azua, (2016). The instrument is known as Peer support inventory and parental support inventory. The academic performance was obtained from the scores in English language and mathematics from the students' end of term examinations. Two hypotheses were formulated for this study and tested using Pearson Product Moment Correlation. The findings of the study show that there is a significant relationship between peer support and academic performance of junior secondary school students (r=0.731, p=0.004), also a significant relationship exist between parental psychological support and academic performance of junior secondary school students (r=0.743, p=0.002). It is recommended that parents should actively participate and offer psychological support to their children by way of interacting with their children about peer group influence and thus, repositioning them skillfully towards excellent academic performance.
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.
This study seeks to investigate the impact of peer group on the academic performance of primary school pupils in Ughelli North Local Government Area of Delta State. In order to attain this, four (4) research questions were formulated for this study, and the views of various authors were examined. The subjects used for this study were one hundred and fifty (150) pupils randomly selected from the selected five primary schools in the Local Government Area. The instrument used to collect required data for this study was the questionnaire, and the simple percentage procedure was adopted for analyzing the data collected. The findings in this research work revealed that peer group interaction to some extent result to absenteeism, peer group interaction to some extent result to poor study habits, peer group interaction do not lead to incidence of examination malpractice and peer group interaction lead to lack of concentration among primary school pupils.
STUDENT-TEACHER RELATIONSHIP AND ACADEMIC ACHIEVEMENT IN CROSS RIVER STATE, NIGERIA
Academic Journal Of Current Research, 2021
This study examined student-teacher relationship and academic achievement of secondary school students in Cross River State. One research question and one null hypothesis was used in the study. Literature was reviewed based on the variable under study. The ex-post facto design was adopted for the study. The population consisted of 15,080 SS2 students, in all the 272 public secondary schools in Cross River State. A sample of 1, 029 students was used for the study. An instrument named "Student-teacher relationship and academic achievement questionnaire was` used for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability method at .79. The study equally involved data from school administrative records which were students' academic achievement records for 2018 promotion examinations in English language, Mathematics and Biology obtained from school authorities. Data collected were analyzed using descriptive statistics and One way Analysis of variance (ANOVA). The findings from the results revealed that students-teacher relationship had positive significant influence on students' academic achievement. It is therefore concluded that student-teachers relationship influences academic achievement of senior secondary school students in Cross River State. Based on the above finding, it was recommended that positive teacherstudent relationship can bring about better academic achievement. Teachers should establish rapport and trustworthiness with students by being fair, caring, respectful and enthusiastic.
The student behavior and its relationship on academic achievement: A Study of Nigeria High Schools
Novelty Journals, 2020
Over the time. Academic achievement of student behaviour, the student behaviour and its relationship on academic achievement. Academic achievement in Obia/Akpor local government area of River state, the study used a sample of 170 populations, 120 for the student in Obia/Akpor local government area of River state and 50 for the teachers and counsellors. The total simple size was 170 populations as a part of this research and the statistical package for social science (spss) was used to carry out the analysis. Data were analysed using the regression of the correlation to own the t-test hypotheses. The findings of the study showed that exists positive relationship between the study behaviour and academic achievement of the students in Obia/Akpor local government area of River state. It was recommended that students be aided to develop effective study behaviour, so as to improve their academic achievement.
THE INFLUENCE OF PEER GROUP ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
mweusiiiiii chafuuuuu, 2018
This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, for research questions were formulated. Does peer group influence have great on the academic performance of students? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have varied effects on the academic performance of male and female students? Does age determine the extent of peer group influence of academic performance of students? The research instrument used to elicit responses for the purpose of this study was the questionnaire made up of four sections. The population sample was taken from four (4) secondary schools in Oredo Local Government Area of Edo State and the findings of this research study were. Peer group influence has significant effect on the academic performance of secondary school students. Peer influence has significantly varied effects on the academic performance of male and female students.
This paper examines peer group and parental support as correlates of the academic performance of Senior Secondary School Students in South West Nigeria. The study adopted an ex-post facto design and descriptive research design of survey type. The population comprises all Senior Secondary School Students in South West Nigeria. The sample of the study consisted of one thousand, one hundred and fifty (1,150) senior secondary school students (i.e. SS 3) drawn from three states out of the six states in the South West Geo-political zone; namely Osun, Ondo and Ekiti. The researcher made use of a questionnaire and an inventory to collect data. A self-designed questionnaire tagged " Motivation and Academic Performance of Senior Secondary School Students " (MAPSSS) was used to elicit information from the respondents. This consists of two parts. Parts A and B. Parts A consists of the bio-data of the respondents (students), while Parts B consists of 9 Sections, Sections A-I, Section H and I of the questionnaire support was used to measure the relationship between peer influence and parental support on students' academic performance. The two null hypotheses formulated were tested at 0.05 level of significance. The findings of the study revealed that there was a positive significant relationship between peer group, and parental support and the academic performance of students. On the basis of these findings, it was recommended that parents should monitor the type of peer group their children or ward mix or mingle with in school and provide the necessary support by providing all the educational needs of their children. They need to monitor the academic performance of their children/wards while they are in school.
This study investigated the relationship among peer group influence and academic performance of senior secondary school students in Sokoto metropolis. A total sample of 378 students and parents participated in the study from the population of 24,683(203 students and 175 parents). One (1) research question and one(1) research objective and one research hypothesis were formulated to guide this study. Descriptive research design was adopted for the study. purposive sampling method was used in drawing samples from the population. The person product moment correlation coefficient (r) statistical method was used to test the hypothesis. The findings indicated that there is a positive relationship between peer group influence and academy performance of students.Based on the findings, it was recommended among others that during P.T.A meetings parents should be assisted to understand the importance of Peer group Influence on their children, so as to have good academic performance.
Review of Psychology, 2007
The purpose of this study was to examine the relation between social and academic variables in different school periods and to investigate, whether affective and motivational factors can be regarded as mediating variables in the relation between social and academic variables in school. 1159 students from three different periods of schooling, covering the age range from late childhood through early to middle adolescence, participated in the study. Different models of relations between social and academic variables were tested using structural equation modeling. The results show that the included mediating variables (well-being in school and academic engagement) do not explain the relation between social relations and academic achievement. In younger students, peer relations are related to students' academic achievement, which does not hold true for both older age groups. Relations to teachers are related to students' academic outcomes in all periods of schooling. The results also suggest that the method of data assessment is a very important factor in establishing the relations between variables.