Project – An assessment of the effects of peer group influence among senior secondary school students. A case study of Bwari Local Government Area

CHAPTER ONE

GENERAL INTRODUCTION

1.1    Background to Study

Academic performance (public secondary school students) has been largely associated with many factors. Most students in secondary schools in Nigeria are daily confronted with challenges of coping with academic under serious emotional strains occasioned by long walk to school, poor school environment, and being taught by unmotivated teachers. Couple with this, is an uncooperative-to-study teaching related factors and learning style of students may make or mar academic success. Academic performance is undoubtedly a research after the heart of educators, teachers, psychologists, policy makers, parents and guardians, social workers. In their attempts to investigate what determines academic outcomes of learners, they have come with more questions than answer. In recent, prior literature has shown that academic performances (academic achievement or academic performance) have been determined by such variables as; school factors, teachers’ factors and students’ factors.

To achieve success in learning, students should be given the opportunity to communicate, reasoning critically, develop self-confidence to solve oriented and difficult topics. One of the ways this can be done is through peer-group. In peer-group, students study in small groups to achieve the same goals using   social skills. Many studies show that peer-group can improve performance, long-term memory and positive   attitudes   towards Business studies, self concept and social skills. More opportunities should be given to peer-group, discussion, problem solving, creating solutions and  working with peers.

Shimazoe and Aldrich (2010)   provides several benefits on the use of peer group approach for students. First, peer-group promotes deep learning of materials. Second, students achieve better grades in peer-group compared to competitive   or individual learning. Third, students learn social skills and civic values. Fourth, students learn higher-order, critical thinking skills. Fifth, peer-group promotes personal growth. Finally, students develop   positive attitudes toward autonomous learning.

Apart from academic performance, attitude is also a major focus in peer-group. A study conducted by Ifamuyiwa and Akinsola (2008) found that students in the experimental group showed   a   positive attitude towards Business studies. Similarly, Brush (2007), also found that students in the experimental group showed positive attitudes towards their subjects.

Project – An assessment of the effects of peer group influence among senior secondary school students. A case study of Bwari Local Government Area