Project – Peer Group Influence and Time Management on the Academic Achievement of Selected Secondary School Students in Ikenne Local Government Area, Ogun State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Hello! Peer group influence and time management are two significant factors that have been extensively studied in relation to academic achievement among secondary school students. Peer group influence can either be positive or negative, depending on the behaviors and attitudes of the peer group (Brown, 2004). Positive peer influence can lead to improved academic performance, while negative peer influence can lead to decreased academic performance (Brown, 2004). On the other hand, time management is a skill that is crucial for academic success. Students who manage their time effectively are more likely to perform well acadically (Britton & Tesser, 1991).

The influence of peer groups on academic achievement has been a subject of interest for many researchers. According to Wentzel (2005), peer groups can provide both academic and social support, which can enhance academic achievement. However, peer groups can also lead to distractions and negative behaviors, such as procrastination and lack of focus, which can negatively impact academic achievement (Wentzel, 2005). Similarly, Steinberg, Brown, and Dornbusch (1996) found that students who associated with academically-oriented peers had higher academic achievement than those who associated with non-academically-oriented peers.

Time management, on the other hand, has been found to be a significant predictor of academic achievement. According to Britton and Tesser (1991), students who effectively manage their time have higher academic achievement than those who do not. This is because effective time management allows students to allocate sufficient time for studying and completing assignments, which leads to better academic performance. Similarly, Macan, Shahani, Dipboye, and Phillips (1990) found that time management behaviors, such as setting goals and prioritizing tasks, were positively associated with academic achievement.

However, the relationship between peer group influence, time management, and academic achievement is complex and can be influenced by various factors. For instance, a study by Crede and Kuncel (2008) found that the relationship between time management and academic achievement was moderated by personality traits, such as conscientiousness and self-efficacy. Similarly, Ryan (2001) found that the influence of peer groups on academic achievement was moderated by the individual’s susceptibility to peer pressure.

Despite the extensive research on peer group influence and time management, there is still a need for further research to understand the complex interplay between these factors and academic achievement. Future research should consider other potential moderating factors, such as socio-economic status, cultural background, and school environment. Additionally, longitudinal studies are needed to examine the long-term effects of peer group influence and time management on academic achievement.

Furthermore, both peer group influence and time management play a significant role in the academic achievement of secondary school students. However, the relationship between these factors and academic achievement is complex and can be influenced by various factors. Therefore, it is crucial for educators and parents to understand these factors and their interplay to effectively support students in their academic journey.

 1.2. Statement of the Problem

The problem of peer group influence and time management on the academic achievement of secondary school students is a multifaceted issue that has been the subject of numerous studies. The influence of peer groups on students’ academic performance is a complex phenomenon that can have both positive and negative effects. On one hand, peer groups can provide support, motivation, and a sense of belonging, which can enhance academic achievement (Wentzel, 2005). On the other hand, peer pressure can lead to distractions, negative behaviors, and decreased focus on academic tasks (Brown, 2004).

Time management is another critical factor that can significantly impact students’ academic performance. Effective time management skills can help students balance their academic responsibilities with other aspects of their lives, leading to improved academic outcomes (Britton & Tesser, 1991). However, many students struggle with time management, which can lead to stress, procrastination, and lower academic achievement (Claessens, Van Eerde, Rutte, & Roe, 2007).

Despite the extensive research on these topics, there is still a lack of understanding about how these two factors interact and their combined impact on students’ academic achievement. Some studies suggest that peer group influence can affect students’ time management behaviors (King, 2010), while others argue that time management skills can moderate the impact of peer group influence on academic achievement (Zimmerman, 2002).

Furthermore, most of the existing research has been conducted in Western contexts, and there is a need for more studies in different cultural and educational settings. The influence of peer groups and time management may vary depending on the cultural, social, and educational context (Steinberg, 2001).

Finally, there is a need for more research on effective interventions that can help students manage their time more effectively and navigate peer group influences in a way that supports their academic achievement. While some studies have shown promising results (Duckworth, 2011), more research is needed to identify the most effective strategies and how they can be implemented in different educational settings.

In conclusion, the problem of peer group influence and time management on the academic achievement of secondary school students is a complex and multifaceted issue that requires further research. Understanding the interplay between these two factors and how they can be effectively managed can have significant implications for educational policy and practice.

1.3. Aim and Objectives of the Study

The aim of the study is to examine peer group Influence and Time Management on the Academic Achievement of Selected Secondary School Students in Ikenne Local Government Area, Ogun State. The specific objectives of the study are:

1. To examine the extent of peer group influence on the academic achievement of selected secondary school students.
2. To investigate the role of time management in enhancing the academic performance of selected secondary school students.
3. To identify the correlation between peer group influence and time management in relation to academic achievement.
4. To evaluate the impact of peer group influence on the time management skills of selected secondary school students.

1.4 Research Questions

The research questions are buttressed below:

1. How does the peer group influence affect the academic achievement of selected secondary school students?
2. What role does time management play in enhancing the academic performance of selected secondary school students?
3. Is there a correlation between peer group influence and time management in relation to academic achievement?
4. What is the impact of peer group influence on the time management skills of selected secondary school students?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Peer group influence have no significant impact on the academic achievement of selected secondary school students.

H1: Peer group influence have significant impact on the academic achievement of selected secondary school students.

1.6. Significance of the Study

The significance of the study on the influence of peer groups and time management on the academic achievement of selected secondary school students in Ikenne Local Government Area, Ogun State, is manifold. Firstly, it provides an in-depth understanding of the role peer groups play in shaping a student’s academic performance. Peer groups can have both positive and negative influences. They can encourage academic excellence through healthy competition, or they can distract students from their studies. This study will help to identify the extent of these influences and how they can be managed to improve academic performance.

Secondly, the study highlights the importance of time management in academic achievement. Time management is a crucial skill that students need to master to balance their academic and non-academic activities effectively. By studying the relationship between time management and academic performance, educators and parents can gain insights into how to guide students to manage their time better, thereby improving their academic outcomes.

Thirdly, the study is significant as it focuses on students in the Ikenne Local Government Area, Ogun State. This specific focus allows for a detailed examination of the unique challenges and opportunities that students in this area face. It can provide valuable data that can be used to develop targeted interventions to improve academic performance in this specific region.

Fourthly, the study’s findings can be used to inform educational policies and practices. If peer influence and time management are found to significantly impact academic achievement, then these factors should be considered when developing educational strategies and interventions. This could lead to more effective educational practices that take into account the social and personal factors that influence academic achievement.

Fifthly, the study can also contribute to the existing body of knowledge on academic achievement. It can provide new insights and perspectives that can enrich our understanding of the factors that influence academic performance. This can lead to further research and studies, contributing to the continuous development of the field of education.

Lastly, the study can have practical implications for students themselves. By understanding the impact of peer influence and time management on their academic performance, students can make informed decisions about their study habits and social interactions. They can learn to manage their time more effectively and choose their peer groups wisely, leading to improved academic performance and overall personal development.

1.7. Scope of the Study

The study examines peer Group Influence and Time Management on the Academic Achievement of Selected Secondary School Students in Ikenne Local Government Area, Ogun State.

1.8. Operational Definition of Terms

1. Influence: This refers to the capacity to have an effect on someone’s character, development, or behavior. In the context of this study, it refers to how peer groups can shape the attitudes, behaviors, and academic performance of students.
2. Time Management: This is the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency, or productivity. In the context of education, it refers to how students allocate their time for studying, leisure, and other activities, and how this allocation impacts their academic performance.
3. Academic Achievement: This refers to the level of proficiency or mastery a student has achieved in their academic work. It is often measured through grades, test scores, and other formal assessments. In this study, it would refer to the students’ performance in their school subjects.
4. Secondary School: This is an educational institution where students usually receive secondary education, typically between the ages of 11 and 18, after primary school and before higher education. In the context of this study, it refers to the schools in the Ikenne Local Government Area where the research is being conducted.
5. Students: These are individuals who are engaged in learning, typically within a school. In this context, it refers to the secondary school students in the Ikenne Local Government Area who are the subjects of the study.

 

Project – Peer Group Influence and Time Management on the Academic Achievement of Selected Secondary School Students in Ikenne Local Government Area, Ogun State.