PERCEIVED EFFECTS OF PEER INFLUENCE ON STUDENTS' ACADEMIC

PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN CHESUMEI SUB-

COUNTY.

A RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF EDUCATION,

HUMANITIES AND SOCIAL SCIENCES

UNIVERSITY OF EASTERN AFRICA, BARATON

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

BACHELOR OF EDUCATION ARTS

OMUSARI SHEILA SOMUSH2212

GLORIA CHELANGAT MUTAI SGLOCH2211

CHEPTOO VIVIAN SCHEVI2212

11TH APRIL, 2024

 DECLARATION

DECLARATION BY THE CANDIDATES

We Omusari Sheila, Gloria Chelangat Mutai, and Cheptoo Vivian hereby declare that the

thesis proposal entitled Perceived Effects of Peer Influence on Students' Academic

Performance in Public Secondary Schools in Chesumei Sub-County is our original work and

has not been presented by any other person as partial fulfillment of another course in institution

of higher learning.

Student Name; Sign. Date

Omusari Sheila (SOMUSH 2212) …………………. ……………….

Gloria Chelangat Mutai (SGLOCH2211) …………………. ……………….

Cheptoo Vivian (SCHEVI2212) …………………. ……………….

DECLARATION BY THE SUPERVISOR (S)

This research proposal has been submitted with my approval as the UEAB Supervisor.

Supervisor’s name Signature Date

Dr. Benson Kinuthia ……………… …………….

The UEAB Lecturer

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 ABSTRACT.

The purpose of this study is to investigate peer group influence on student academic performance

in public secondary schools in Chesumei sub-county. The objectives of this study is to

investigate the perceived effects of peer influence on students academic performance in public

secondary schools in Chesumei sub-county. To determine the relationship between peer

influence and academic performance of students in public secondary schools in Chesumei sub-

county. To find out to what degree do friendship and peer group influence student motivation,

decision making, goal setting and overall academic performance. To investigate between boys

and girls, who are more affected than others by peer influence in academic performance of public

secondary school students in Chesumei sub-county. This study employs a descriptive design that

is a type of research design undertaken with the aim of describing characteristics of variables in a

situation. The target population of the study is form two students in public secondary schools in

Chesumei Sub-county. Data will be collected from a sample of public secondary school students

in Chesumei sub-county and statistical analysis will be conducted to compare peer influence and

academic performance.

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 COPYRIGHT© 2024
Omusari Sheila (SOMUSH2212)

Gloria Chelangat Mutai (SGLOCH2211)

Cheptoo Vivian (SCHEVI2212)

All rights reserved. No part of this proposal may be reproduced, stored in any retrieval system or
transmitted in any form or means: electronic, mechanical, recording, reprographic, photographic
or otherwise without permission of the author or University of Eastern Africa, Baraton on that
behalf.

iv | P a g e
 ACKNOWLEDGEMENT

We would like to acknowledge the following people in their various capacities who have

selflessly contributed towards our education and generation of this piece of work.

First we are much grateful to Dr. Kinuthia Benson, our supervisor for his corporation and

continuous guidance throughout the various stages in this proposal, everytime we approached for

consultation. We also gratefully acknowledge the contribution of all our lecturers in the

department of Education in the University of Eastern Africa, Baraton for their free will to help

us.

May God bless you all.

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 TABLE OF CONTENTS

DECLARATION.............................................................................................................................ii

ABSTRACT...................................................................................................................................iii

COPYRIGHT© 2024.....................................................................................................................iv

ACKNOWLEDGEMENT...............................................................................................................v

TABLE OF CONTENTS...............................................................................................................vi

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

Background of the study..............................................................................................................1

STATEMENT OF PROBLEM....................................................................................................5

RESEARCH QUESTIONS..........................................................................................................6

HYPOTHESIS.............................................................................................................................6

SIGNIFICANCE OF THE STUDY.............................................................................................7

JUSTIFICATION OF THE STUDY...........................................................................................8

THEORICAL FRAME WORK...................................................................................................9

SCOPE.......................................................................................................................................10

LIMITATIONS..........................................................................................................................11

DEFINITION OF TERMS.........................................................................................................11

CHARTER TWO...........................................................................................................................13

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 Literature Review.......................................................................................................................13

CHAPTER THREE.......................................................................................................................51

RESEARCH METHODOLOGY...............................................................................................51

Introduction................................................................................................................................51

Research Design.........................................................................................................................51

Target population.......................................................................................................................52

Data Collection Instruments.......................................................................................................53

Piloting...................................................................................................................................55

Validity of the Instruments........................................................................................................56

Reliability of the research instruments.......................................................................................56

Data Collection Procedures........................................................................................................57

Statistical analysis of data..........................................................................................................57

Ethical Considerations...............................................................................................................58

Conclusion.....................................................................................................................................59

APPENDICES...............................................................................................................................69

Appendix I: Questionnaire for Students.....................................................................................69

Appendix II: Questionnaires for Teachers In Charge Of Students Guidance and Counseling..74

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 CHAPTER ONE

INTRODUCTION
Background of the study

Peer influence among secondary school students is a kind of a social pressure on them to adopt a

type of behavior,dress or attitude in order to be accepted as part of the group. Peer influence may

affect students both positively or negatively. The work of Castillo (2010) suggested the there are

students who influence others positively as they display discipline and become role model for

others to emulate or negatively as they potray social problems like immoral behaviors because at

this level,the youths seek to establish their independence from their parents due to new life styles

,growth of unruly character epitomized by drug addiction,alcoholism ,strikes in schools and

carefree sex behaviors.

Negative peer influence which can bring about dropping out of school is one of the most

important issues being emphasized by the developing governments of the world

(UNICEF,2001) .

Consequently, at present Kenyan education system ,it's students live a pressure filled life

demanding excellence inform of an external reward and marks or grades.Kenya is moving

towards modernization in the new system of education and there is a lot of competition over the

children and it is creating a pressure on children. When pressure held by those people who are

similar,it is called peer pressure. Sometimes peer pressure works positively and sometimes

negatively. Depending on the make up of the group,peer influence has a greater impact on

academic performance of students both positively and negatively.( Abderrahim E, 2016).

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Peers play a crucial role in achieving behavioral changes among students. Directly or indirectly,it

has influence on the academic achievement as well as social and emotional development of

students. Contextually ,it needs to be installed here that pressure means influence of friends on

one another and inducing changes in their mental and emotional oriented behavior.

As mentioned earlier,that the influence of peer pressure can be either positive or negative, it is

positive when youth are pressured by their peers towards positive behavior like better academic

achievement, increase in social skill,companionship, support and it seems to be negative

behavior or antisocial activities and risky behaviors among youths such as smoking,drug abuse

and drinking alcohol.( Jack el al 2017).

Peer pressure is generally associated with episodes of adolescent risk taking such as

deliquescency, drug abuse and sexual behaviors because these activities commonly occur in

company of peers.

When students enter secondary school where they find ample opportunities to have new

friendship, peer group factors often keep changing the children (Menka 2016) .In adolescence,

period, student primarily attach with friends who seem similar to themselves in terms of

attitudes behavior,interests and characteristics subsequently induced in each other which

brought them all together in the initial period of friendship ( Alice et al, 2013). Sometimes peer

pressure helps in the progress but peer pressure is not always positive,it may have negative effect

too.

Peer pressure impacts greatly on students academic achievement of the and the present study

seeks to find out the relationship between these two variables.

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Peer pressure becomes most important in all aspects of lives of teenages from social structure

and situations to performance in the classroom situation . Some students having relationships

with peers promote their academic engagement others join peer groups that becomes as cause of

disangagement from school and impact on academic practice. Negative peer pressure can create

such problems in school like lower school attendance and even drop grades. In this study the

researcher examines effects of peer influence on academic performance in public secondary

school.

Meanwhile, Whitney (2020) states that negative peer pressure is when it encourages a person to

do harmful or dangerous things and also encouraging a student to do something that detracts

from their studies. Students are more susceptible to negative peer pressure leading them in risk

behaviors because they give in to peer pressure to be accepted and relevant in a group.

Individuals often find themselves conforming to the group’s norms, behaviors, attitudes, speech

patterns, and dress code to earn acceptance and approval (Chirban, 2014). Conformity makes the

problems to the students as they engage in deviant activities that greatly affects their academic

performance. Negative peer pressures can make a person feel bad about the things they are doing

because they continue doing them to feel connected to their peers (Whitney, 2020). Peer pressure

is the influence from members of one's peer group but negative peer pressure can persuade teens

to engage in risky behaviors or break rules such as influencing another to drink, smoke, cheat on

a test, participate in sexual activities, lying, and skipping class (Damm, 2018).

Peer pressure, with its advantages and disadvantages, is never entirely one-sided. It is believed to

have both positive and negative impacts on individuals, serving as a continuous learning

experience even if it does not directly affect a person (Gulati, 2017). Peer pressure can influence

academic performance in school, depending on whether peers have a positive or negative impact

3|Page
on students. A peer group, composed of friends of the same age with shared interests, can

provide a valuable intermediary for students to acquire skills, tackle challenges, and solve

problems. When students are motivated and influenced by their peers, their academic

performance can significantly improve (Boechnke, 2018). Peer pressure can serve as a positive

role model for students, encouraging them to strive for high academic goals if they are part of a

group that values academic achievement. It can also push individuals out of their comfort zones,

allowing them to explore new opportunities (Whitney, 2020). Additionally, with the support of

their peer group, students may excel beyond their perceived capabilities, focusing more on their

studies and performing well academically (Olalekan, 2016).

Grade 11 students are particularly susceptible to peer pressure as they are in a developmental

stage where they are distancing themselves from parental control but have not fully formed their

own beliefs and understanding of human relationships and their consequences. During this phase,

they are often seeking social acceptance and may engage in behaviors that go against their better

judgment in order to fit in. Peer pressure is a common experience for everyone, and it can have

both positive and negative effects, although it is commonly associated with negativity. As Morin

(2019) explains, the determining factor is the outcome of the influence - if peers encourage a

student to engage in something that ultimately benefits them, it is considered positive peer

pressure.

During adolescence, seeking social support from peers is crucial for coping with various

challenges and illnesses by expressing emotions through communication. Peer support is

essential for teenagers to mitigate the impact of stressors and stressful situations with the

assistance of their peer group (Esen & Gundogdu, 2010). Despite numerous studies investigating

the influence of peer groups on students' academic performance, the exact nature of peer effects

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remains elusive (Zhang, 2010). Understanding how teenagers interact with their peers, how peer

interactions influence academic achievement, and how the presence of peer groups impacts the

educational system as a whole is vital for various aspects of education (Leka, 2015).

Peer pressure is often described as peers encouraging their peers to engage in certain behaviors

(Santor, Messervey & Kusumakar, 2000). Parental lack of supervision during adolescence can

contribute to peer pressure as teenagers seek companionship and spend more time with their

peers during this developmental stage (Puligni, 1993). Various factors, such as family guidance

and motivation, can affect students' academic performance by fostering healthy interactions with

their environment (Ezzarrooki, 2016). Collaborating with peers can enhance students' abilities

and boost academic performance as they receive support and motivation from their peers, which

is often more motivating than working alone (Sotinis, Mirco & Michael, 2013).

Peer groups in school play a significant role in socializing teenagers and facilitating interactions

that aid in adolescent development (Uzezi & Deya, 2017). Interactions among students and their

peers can influence decision-making and have a substantial impact on student performance (De

Giorgi, n.d.).

STATEMENT OF PROBLEM

Ideally, peer influence from negative minded people have an impact and same applies to the

positive minded one. The increasing cases of effects of negative peer influence on secondary

school students in their academic performance such as drug and substance abuse ,school drop out

and poor performance has been a subject of much discussion. The government through the

ministry of education has put in effort to appoint guidance and counseling teacher in all schools

with the aim to overcome this challenges. Despite the efforts and attempts , the negative peer

5|Page
influence has been still persisting therefore the need to establish the effects of negative peer

influence on academic performance of secondary school students in Chesumei sub county. The

study aims at examining these negative effects and providing solutions on ways to curb them and

promote the positive effects in schools to improve the academic achievement.

RESEARCH QUESTIONS

The study will answer the following questions;

1. What are the perceived effects of peer influence on student’s academic performance in public

secondary schools in Chesumei Sub County?

2. What is the relationship between peer influence and the academic performance of students in

public secondary schools in Chesumei Sub County?

3. To what degree do friendship and peer group influence student motivation, decision making,

goal setting and overall academic performance?

4. Between boys and girls, who are affected more than the others by peer influence in their

academic performance of secondary school students in Chesumei sub-county.

HYPOTHESIS

The following hypothesis is to be tested;

The perceived effects of peer influence on academic performance of students in public secondary

schools in Chesumei sub county

There is a significant relationship between peer influence and academic performance of students

in public secondary schools in Chesumei subcounty.

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The impact that group relationship has on the academic performance of secondary school

students.

The impact that economic status of peers has on the academic performance of secondary school

students.

The impact that parents have on the peer group that their wards belong to and how it affect their

academic performance.

The extent to which socio-cultural background of peers affects the membership of peer groups

and how it affects academic performance of students

SIGNIFICANCE OF THE STUDY.

The significance of this study is entrusted and thus undertaken to study how peer influence affect

public secondary school students in relation to their academic performance/ achievement.

The study will be helpful in the field of education to recognize peer influence and it's effects on

educational out come.

The study will make contribution in providing the knowledge of peer pressure and academic

achievement of secondary school level student.

Through this study, teachers and parents can guide their children in appropriate way for better

academic achievement and adequately adjust in society.

The study is also important for students, parents and educators and policy makers in

understanding the way that how peer influence affect academic performance.

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Thus, the study is significant in the present day educational arena to provide the way of solving

problems related to peer influence in public secondary schools in Chesumei subcounty.

JUSTIFICATION OF THE STUDY

Development of a child depends on different factors that need to be taken into consideration for

proper direction towards the development. Peer pressure/ influence is present in everyone's lives

in many different ways . Peer influence the success or failure of their future.

As a teenager, one is at a critical stages in ones life , forming ones identity , choosing one's

friendships and shaping ones life as an adult . By the time an individual is a teenager they have

already been exposed to peer pressure in countless situations and thus peer effects in education

are usually been accepted to be of significance (Paul ,T,2015) .

Socialization is a life - long process and it cannot be limited to the family members alone . As a

child grows older ,and more matured ,it become more necessary duty to socialize the children in

the existing social condition. In this regard , school as an academic institution can play a

remarkable role to sharpen the behavior of students and make them ideal social human being.

However, there is no general agreement on the direction of the effect of peers have on one

another. Different therioes attempts to explore that the average capability of fellow classmates

has negative impact on ones outcomes while others imply that it enhances ones achievements.

The exact causal mechanism of peer effects in education is confusing one possible effect of peer

pressure is that students instruct each other ,another one is classroom disruptions and classroom

situations. Pupils could also be directly or medially affected by their peers. Therefore what

actually peer influence do in other life need to be investigated.

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THEORICAL FRAME WORK

This study is anchoren on the following theories:

Erick Ericksons theory of social development state that peer pressure is needed for a person to

develop, learn and grow to form into individuals.

It is both through positive and negative peer pressure that people form and develop their

individuality and social status and this often start in adolescence.

The impact exerted by apeer group on its separate members to fit in with or conform to group

expectations by thinking feeling and acting in alike or approved way is called peer

influence/pressure. Positive and negative peer influence are used to form an individual. People

learn and develop personalities and traits from their social influence such as friends and family.

The theory of interpersonal influence in social and developmental psychology endorse that

people are influenced by attitudes, behaviors, and other characteristics of their friends. For

example students effort on their school work will decrease if their friends put little efforts into

their school work. Conversely, students Academic achievement will increase if their friends are

high in academic achievement. Our research is yet to confirm that students Academic

performance can be negatively or positively influenced depending the friends characteristics.

The effects of friendship that differ in important features especially their quality and stability can

be linked on the development theories of interpersonal relationships ( Sullivan 1953) and general

theories of supportive social relationships in childhood and adulthood (Berndt 1989, Veiel and

Baumann 1992). Friend ls that are high in quality are marked by a high frequency of positive

interaction and few negative interaction.

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However, considering a student who has a high quality friendship with a friend/ classmate who

regularly misbehaves, instead of having a positive effect, the high quality of students friendship

might magnify the negative peer influence of the misbehaving friends. This means, the student

might begin to misbehave more than if this friendship was low in quality.

SCOPE
The scope of the study is based on the perceived effects of peer influence on academic

performance of public secondary schools students of Chesumei sub-county.

This study is to investigate how peer groups influence academic performance in secondary

schools under Chesumei sub county.The study will find out the following

i. The study will analyze possible effects of peer influence on academic performance of public

secondary schools students of Chesumei sub-county including including factors that enhance

both positive and negative peer influence on Academic performance.

ii. The study will also provide insight to the various stakeholders such as parents, teachera ,

educators and policy makers in understanding the way and how peer influence affect academic

performance of students and which measures can be put in place to curb negative peer influence

and promote positive peer influence in schools.

iii. The positive or negative influence of peer group relationship on academic performance of

students. This study is important for students in the secondary school level to be aware of the

significant role played by the peer groups in learning and for them to reason and be conscious of

the group they join and move with.

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LIMITATIONS

The study delimits only to peer pressure/influence and academic performance and it will not

attempt to measure this variable in other environment.

The researcher work will be limited to the analysis based onthe questionnaire administered.

In this study, the researcher is 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 Chesumei sub-county secondary schools.

DEFINITION OF TERMS

1. Peer pressure/Influence.

Peers are people who are similar in age , interest or in some other way, pressure/Influence means

any kind of force. Peer pressure is transpire when one person are influenced by other person's to

act in a certain way. Peer influence/pressure is a kin to the idea of conformity, it occurs when an

individual feels as though they need to do the same things as people of their own age or in their

social group to be liked or accepted.To gain that affinity and respect, some individuals will do

things they don't feel they should or things that they might not feel ready for, in order to fit in

and be like those around them. Peer influence may be negative or positive.

2. Academic achievement/ performance.

Is the learning that takes place during a definable course if instruction in achievement testing.

Achievement testing is the assessment of outcomes of formal instructions in Cognitive domain

with instructions. Therefore, Academic achievement is the educational goal that is achieved by

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the students. It helps to display the candidate level of acquired knowledge of skills which has

been gained as a result.

3. Positive peer pressure/ Influence

It is when peer influence is directed towards producing a successful academic performance or

Results.

4. Negative peer pressure.

It is when peer influence is directed towards producing failure, poor, bad or harmful academic

performance in secondary schools.

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 CHARTER TWO

Literature Review

The impact of peer groups on teenagers' academic performance has been extensively studied.

Santrok (2008) discovered that there are strong connections between how well students adapt to

school and their acceptance by their peers. It was also noted that the quality of peer relationships

can influence whether a student performs well or poorly academically and successfully

transitions through school. Negative peer influence, a commonly mentioned form of peer

influence, is prevalent because adolescents often spend significant amounts of time in fixed

groups such as schools and their subgroups, regardless of their personal feelings about these

groups. Furthermore, adolescents may lack the maturity to effectively manage negative

influences. Additionally, teenagers naturally tend to exhibit negative behavior towards those

outside of their peer groups. However, peer influence can also have positive effects. For instance,

being part of a group of ambitious and success-oriented individuals may motivate one to strive

for success in order to avoid feeling excluded from the group. In this way, positive peer influence

can impact teenagers in a beneficial manner.

Positive peer influence on academic performance is dependent on a student's self-identity, self-

esteem, and self-reliance. Peers can inspire students, mobilize their energy, and motivate them

towards success. They can also serve as positive role models, guiding students away from

negative behaviors that go against their values. Conversely, negative peer influence can have a

detrimental impact on a student's academic performance. Strong students can positively influence

their peers, leading to an overall improvement in academic performance. For instance, students

who are friends with high school dropouts may exhibit lower attendance rates, receive lower

grades, and have less positive attitudes towards school. They may also be less popular and less
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likely to plan on attending higher education institutions. However, if dropouts maintain

connections with friends who continue their education, these friends may offer moral support for

returning to school. The attitudes, aspirations, expectations, and standards of peers can

significantly influence an individual's efforts and achievements in school. For many high school

students, excelling academically may conflict with gaining acceptance from their peers.

Negative peer influence can be identified as a significant factor contributing to the

underperformance of many students academically. This can be attributed to the considerable time

spent on extracurricular activities. Frequently, academic responsibilities are overlooked, leading

to a substantial impact on academic achievement.

Research by Caltern (1998) has highlighted the significant impact of peer relationships on

academic performance. The study revealed a strong correlation between school adjustment

behavior and peer acceptance, indicating that the quality of peer associations can influence

academic success and successful transitions within the educational system. Negative peer

influence, a commonly cited issue, stems from the unavoidable nature of spending extensive time

in fixed groups, such as schools and their subgroups, regardless of personal preferences. This

lack of autonomy coupled with immaturity can lead students to exhibit negative behaviors

towards those outside their peer groups. On the other hand, positive peer influence can also occur

when students are surrounded by ambitious individuals striving for success, motivating others to

follow suit to avoid feeling left out or excluded from the group.

According to Olalekan (2016), it is widely recognized that peers have a significant influence on

students. The role of peer groups in a child's life and education is evident, with students often

feeling more at ease and comfortable among their peers. Olalekan (2016) suggests that a bright

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student surrounded by less academically inclined friends may lose interest in learning, while a

peer group focused on studying can positively influence a less motivated member and spark their

interest in learning. Olalekan (2016) also points out that the nature of a peer group determines its

impact on the motivation and achievements of its members, with some groups having a negative

effect and others having a positive impact on their members.

Students who were previously perceived as underperforming in primary school but showed

significant improvement in secondary school are often influenced by their peer groups. It is

important to distinguish between dull students and more playful students in order to identify

those who may benefit from peer influence. The focus should be on students in their first three

years of secondary education, as they are particularly susceptible to the influence of their peers.

During this time, many students may not have clear goals until they are faced with the reality of

important exams like the WAEC. This group is also prone to imitating each other and fears

rejection by their peers.

According to Kessler (2012), being accepted by a peer group can enhance social relationships. In

junior secondary school, students tend to have a lower response rate compared to senior

secondary school students. Teachers are more successful at engaging students in senior

secondary school classes than in junior secondary school classes. However, teachers can leverage

the influence of peer groups to elicit the necessary responses from students in junior secondary

school.

The study by Ide, Parkerson, Haerted, and Walberg (2006) highlights the crucial role that peers

play in socializing newcomers and maintaining group norms and codes of conduct, particularly

in the context of secondary school. Peers often provide a framework for social interactions and

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help guide individuals on how to behave in order to be accepted and remain part of the group.

This informal socialization process can have a significant impact on the behavior and attitudes of

students during their formative years in secondary school.

Peer influence can be either positive or negative and is based on the individual's desire to belong

or fit in a certain group. Children develop the desire to be liked in early childhood and through

personal interactions especially in the school setting, they cull with their friends according to the

way they desire and need a term which is called homophily. Homophily is a form of modeling, a

term coined by sociologists in the 1950s and defined as love of same. (New York Times, Dec 10,

2006). In peer relationships, homophily occurs when individuals form connections and

relationships with each other due to shared interests, preferences, and other social characteristics.

Studies have indicated that, modelling plays an important role in shaping behavior and occurs

within peer groups. This applies to academic performance among adolescents observing a

friend's commitment to school work or voicing a believe about meaning of school could

introduce an individual to new behaviors and view points.

Bryant and colleagues (Citation2003) investigated the circumstances that contribute to either

positive or negative peer influences among a nationally representative group of teenagers.

Consistent with the theory of peer contagion, they discovered that peer involvement in negative

behaviors was linked to the onset of substance use at 14 years old and was associated with a rise

in usage over time. Conversely, they observed that factors such as school attachment, interest in

school, effort in school, and academic performance were associated with reduced rates of

substance use over time.

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Peer groups play a significant role in the social, emotional, and academic growth of children.

Gardner and Steinberg (2005) emphasize that the influence of peer groups commences early in

life and continues to evolve throughout adolescence. Recognizing the potential and limitations of

peer groups is crucial for enhancing educational outcomes and shaping school structures to boost

student academic success.

Filade et al. (2019) highlight the importance of friendships as crucial channels for psychological

development and social empathy, fostering self-assessment among students. This underscores the

profound impact of peer groups on various aspects of teenage development, extending beyond

social and emotional realms to influence attitudes towards educational pursuits. Research

indicates that these factors can significantly impact students' academic performance.

Negative peer influences can contribute to decreased academic achievement among students, as

they may prioritize extracurricular activities over academic responsibilities. This diversion of

focus from academic priorities due to negative peer influences can hinder academic success.

Peer pressure has been described as exerting both positive and negative effects on individuals,

with some individuals remaining unaffected by it due to its continuous presence as a learning

experience throughout life (Gulati, 2017).

Clark (2009) notes that peer group influence typically emerges when children seek independence

from their parents and elders to connect with their peers. Adolescents often mirror the behaviors

of their peer groups rather than those encouraged by their parents. Tarshis (2010) suggests that

parental guidance is crucial in shaping adolescent behavior, as parents serve as role models and

should monitor their children's development to instill proper discipline. Research by Peterson

(2011) indicates a significant correlation between peer pressure and academic performance, with

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negative peer pressure potentially leading to issues such as smoking, drinking, teenage

pregnancy, substance abuse, and academic underachievement among adolescents (Tarshis,

2010).

A study conducted by Kadir et al. (2018) suggests that peer networks can heighten student

anxiety, particularly in relation to their academic pursuits. When students are influenced and

motivated by their peers, they are more likely to excel in school and achieve positive academic

outcomes (Boehnke, 2008).

Understanding the impact of peer pressure, as highlighted by Zhang (2010), remains a complex

challenge, with the full extent of its effects on academic life still not completely understood. Peer

pressure often arises from parental supervision gaps during adolescence, as children at this stage

tend to gravitate towards their peers and prioritize their companionship (Vangie et al., 2019).

Engaging with peers can enhance students' abilities and academic achievements in school, as

they can seek support and motivation from their peers rather than working in isolation, as noted

by Sotinis et al. (2013). Interactions with peers can significantly influence students and play a

crucial role in decision-making processes, ultimately impacting their academic performance

(Vangie et al., 2019).

Educational economists have emphasized, in theoretical and empirical studies, the significance

of peer group quality on student performance (Epple and Romano, 1998; Hoxby, 2000). Peer

groups impact student achievement in several ways: members interact in learning, assist each

other in their studies, share crucial information, create externalities by their behavior (such as

disruptive or positive influences), contribute to the formation of values and aspirations, and

more.

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Understanding the nature and magnitude of peer group effects in education is crucial for the

effectiveness of educational processes and the design of school systems. For example, to enhance

student outcomes, it is important to identify which inputs have the most influence on their

performance and the relative importance of peer effects compared to other inputs like teacher

quality or school resources.

Students who are in the same class typically collaborate on studying and reviewing course

material together, resulting in significant externalities. However, not all classmates may have

close interactions with each other, even if they attend the same courses. To address this issue, we

propose a peer group measure that considers the number of exams taken together as a way to

gauge the quality of peer relationships. It is observed that students who consistently sit exams in

the same session often study together, sharing course materials and information. By analyzing all

students who pass an exam on the same date, we can establish a secondary measure of peer

group quality that factors in the abilities of each student based on the number of exams taken

together (Eppe and Romano, 1998).

Organizing students in classrooms based on their abilities can also have a notable effect on

student success, contingent upon the extent of peer influences. The impact of desegregation

policies on academic performance relies not just on potential spillovers from average ability

levels, but also on whether various peers have varying degrees of influence on individual results.

( Angrist and Lang 2004; Cooley 2007, Fryerand and Torelli 2005)

If peer effects are at play, educational outcomes are influenced by how students are grouped in

classes, and the choice between comprehensive schools (mixing students of different abilities)

and stratified schools (grouping students based on abilities) depends on the magnitude and non-

19 | P a g e
linearity of peer effects. Additionally, university admission policies' selectivity produces varying

results in the presence of peer effects. The nature of peer effects also has fundamental

implications for a family's choice regarding whether they believe their children would benefit

from schools that sort students based on abilities (Foster, 2006).

Emilly (2018) examined the impact of peer groups on the academic performance of secondary

school students in Bukwo district and discovered that peer groups have a positive influence on

academic achievement.

Uzezi. J & Deya. G (2017) conducted a study on the correlation between peer group influences

and students' academic achievement in Chemistry at the secondary school level. The findings

revealed a significant relationship between peer groups and students' academic performance.

Mary A (2017) investigated the effects of peer groups on the academic performance of

adolescent students in secondary schools in Tanzania. The study demonstrated that both positive

and negative peers have an influence on academic performance, with a higher level of peer

influence observed in government schools compared to private schools.

Temitope, Ogunsakin (2015) conducted a study on the influence of peer groups on the academic

performance of secondary school students in Ekiti State, revealing a significant difference in the

influence of peers based on gender (male and female) on students' academic performance.

Abdulrahman (2020) conducted a study on how peer groups impact the academic performance of

adolescents in secondary schools in Ilorin metropolis, Kwara state. The findings suggested that

peer groups can have a positive influence on students' academic performance.

20 | P a g e
In a similar vein, Bassey (2020) examined the influence of peer groups on the academic

performance of secondary school students specifically in English Language. The results

indicated that peer groups had a significant impact on students' performance in English

Language.

Furo & Kagu (2020) investigated how peer groups influence the academic performance of

undergraduate students in the faculty of education at the University of Maiduguri, Nigeria. The

study revealed that the relationships within peer groups had a positive influence on learners'

academic performance.

Afolabi (2019) explored the effects of peer pressure on the academic performance and social

behavior of students with physical and health impairments. The research showed that negative

peer pressure had detrimental effects on these students.

Hussain, Ali, Zaman, Ghaffar, Aamir & Minaz (2013) studied the influence of peer groups on

the academic success of secondary school students, revealing that students' educational choices

such as school selection and subject preferences were strongly influenced by their peer groups.

Shafqat & Majoka (2011) explored the impact of peer group activity-based learning on students'

academic performance in physics at the secondary level, indicating that peer group activity-based

learning was more effective than the traditional lecture method of teaching.

Scoppa & Paola (2008) investigated the effects of peer groups on the academic achievements of

Italian students, finding a significant positive influence of peer groups on academic performance.

21 | P a g e
Xinyin. C, Lei. C & Yunfeng. H (2003) conducted a study on peer groups as a context,

examining the mediating and moderating effects on the relationship between academic

achievement and social functioning in Chinese children. The study revealed that peer groups

showed high homogeneity in terms of academic achievement.

Adeyemii (2019) conducted research on the impact of peer pressure on the academic

performance of junior secondary school students in Social Studies in Mushin Local Government

Area, Lagos State. The study revealed that peer pressure had a moderate influence on academic

performance but did not significantly affect other areas of students' performance.

Academic motivation pertains to students' capacity to complete their tasks and studies. The

relationship between peer groups and academic motivation is seen as interdependent. A student's

academic performance is believed to be connected to the social group they are part of. Peer

influence can have both positive and negative effects. Negative peer influence can hinder a

student's academic performance, while stronger students can positively impact their peers and

help enhance overall academic performance.

Lashbrook (2000) suggests that peer influence can serve as a source of inspiration for students'

academic drive and determination to succeed. However, the positive impact of peer influence on

academic performance relies on an individual's self-identity, self-esteem, and self-reliance.

During adolescence, which is the age group focused on in this study, peer relationships play a

significant role. Adolescents spend more time interacting with peers than adults do, finding high

levels of happiness in peer contexts and placing great emphasis on peer norms for behavior

(Brown et al., 2009). This stage of affiliation motivation appears to be consistently strong among

22 | P a g e
peers. The poll reported that the youths suggest that one of the best ways to prevent future

occurrences is to find a way to foster better communication among students and to break down

the barriers that apparently creates hostility between groups in todays secondary schools. This

results shows that peer influence can be a scary phenomenon for both adolescents and adults in

the school setting.

Additionally, Jack et al. (2017) conducted a study titled "Relationship Between Peer Group

Influence and Students' Academic Achievement in Chemistry at Secondary School Level." Their

research uncovered a notable disparity in the academic performance of students who are part of

peer groups compared to those who are not involved in such groups in the subject of chemistry.

The study highlighted a positive and significant correlation between peer group influence and

students' academic success in chemistry. As a result, the researchers recommended that educators

and school administrators prioritize fostering peer group interactions in schools, particularly

through activities like group discussions.

Leka (2015) elucidated the impact of peer relationships and social interactions on the academic

performance of adolescents. The research findings indicate that peers create networks that result

in an exaggerated perception of group influences within the conventional model, prompting

adolescents to modify their academic aspirations. Additionally, it has been noted that adolescents

experience heightened social motivation, which is often accompanied by a decline in academic

motivation, leading to manifestations of academic struggles. These observations suggest that the

acceptance or rejection by peers plays a crucial role in shaping both positive and negative school

experiences for adolescents.

23 | P a g e
Several research studies have investigated the link between peer pressure and academic success.

In a study by Deepika and Prema (2017), it was found that there is no notable disparity between

male and female students in terms of how peer pressure influences academic achievement. The

influence of friends on deviant behavior was more prominent in the 16-18 age group compared

to younger age groups. Additionally, the study identified a negative relationship between peer

pressure and academic performance, highlighting the significant role peer pressure plays in

reducing students' academic success.

Several research studies have explored the connection between peer influence and academic

success. Bankole Emmanuel Temitope and Ogunsakin Funmi Christy discovered that factors

such as peer relationships, social interactions, environment, motivation, and substance abuse

significantly impact the academic performance of high school students. Deepika and Prema

(2017) noted that the influence of friends on deviant behavior was more pronounced in the 16-18

age group compared to younger age groups.

In Kenya like in many other countries, there has been an ongoing debate on effects of peer

influence on academic performance in their secondary school education [Sheratta, T. Brittni, BB,

and Jonesc ,D [2015] [2,9]study revealed that little scholarships explore how adolescents belief

about school and peer influence on the academic of African American boys and girls. According

to Olalekan [2016] the findings of the study revealed that peer groups influence learning and

certain factors like socio-economic status and parental factors determines the membership in

most group. The review will provide a foundation for our research and help us finding gaps in

the literature that our own study can fill.

24 | P a g e
Moldes and Bitton [2019] conclude that adolescent have higher tendency to experience peer

pressure in school. Peer pressure is clustered in four categories such as social belongings,

curiosity, cultural parenting orientation of parents and education. Generally students are expected

to face effects of peer pressure optimistically to cope up with negative impact of peer pressure in

their studies.

When discussing how peer pressure influences students’ choices, Castillo [2010] Mooney et al

[2007] and FAWE [1994] stated that the kind of friends that students in high school make differs

according to students gender, social class, race ethnicity and academic background, consequently

some students are more likely to have friends who are careless about school learning and are less

likely to associate with peers who care about school. Students may drop out of secondary school

due to pressure of rejection by peers making the to feel lonely and dissociated from having

friends to fit into the group. [Mutwol, Cheseret, Boit and Mining 2012]

Effects on academic performance can be the result of positive or negative peer influence, either

through friends, or as peer group influence. According to M .H. Jones et al, [2012] it should be

noted that there is often not a direct relationship from friends behaviors to students’ academic

performance. Rather friends affect ones’ self -beliefs, which may then alter academic behaviors

[Jones ,Audley piotrowski,Kiefer , 2012 Peer influence among students are of various natures .

according to Ombuya et al [2012] and Rumberge [2001] they asserted that there are three

categories of peer influence that can lead to school drop -out. These are the outside influences

brought by friends and peer pressure from other high school drop -out, lack of interest in gaining

education and teen pregnancies which has accounted for a higher percentage of girls who drop

out of secondary school. Rejected students by peers are normally discounted by themselves and

their relationships with other students may be wanting.

25 | P a g e
For decades educators and social scientists have studied the role of peer influences and

friendship bonds on students’ motivation relative to academic performance in an attempt to

garner a clear understanding of the dynamics of those relationships. The importance of studies of

peer influences, bonds of friendship and motivation lie in our increasing opportunity to expand

our knowledge- base to better understand .predict and reinforce positive future outcomes in

student academic achievement and motivation .The question that remains is to what degree do

friendship and peer groups influence student motivation decision making, goal setting and

overall academic performance?

Another important aspect of adolescent peer groups is motivation. The difference between

motivation and engagement is that motivation is more focused on student cognition underlying

involvement in school work and engagement is more focused in actual involvement in school

work. Ryan [2000] found that peer groups were influential regarding changes in students’

intrinsic value for school as well as achievement. It was found that associating with friends who

have positive affect toward school enhanced students’ own satisfaction with whereas associating

with friends who have negative affect toward school decreased it. [Ryan 2000] Landau [2002]

stated that an adolescent’s expectancy of success was the primary predicator of academic effort

and grades. A sense of belonging and support of a peer group was significantly associated with

these outcomes.

However contrary to popular belief, not all peer influence is negative spending more time with

peers does not always lead to trouble, peer influence can keep youth participating in religious

activities going to 4-4 meetings, and playing on sports teams’ [Lingren 1995]peer group is a

source of affection, sympathy, understanding and a place of experimentation. Values that are

important to most adolescents include school learning and achievement and social activities

26 | P a g e
Landau [2002]. fischoff, Cromwell and kipke[1999] argued that groups that provide allot of

positive feedback encourage action to maintain good feelings and these good feeling are often

reported in peer groups. According to Ryan [2000] student who were identified as “jock-

populars” perceived more pressure in the area of school involvement and less pressure toward

misconduct than students identified as “druggie-toughs”

Risk taking behaviors such as substance abuse and sexual activities have been shown to increase

the likely hood of affecting school performance in a negative way. Santor et al [2000]. A number

of teenagers learn about what is acceptable in their social group by reading their friends reaction

to how they act, where and what they say. Anxiety can rise when teens try to predict how peers

will react and this anxiety plays a large role in peer influence. Burns and Darling [2002] state

that self- conscious worrying about how others will react to future actions is the most common

way adolescents are influenced by their peers.

Educators and parents should be aware that peer groups provide a variety of positive experiences

for adolescents. Castrogiovanni [2002] cites the following; the opportunities to learn how to

interact with others, support in defining identity, interest, ability and personality, autonomy

without control of parents and adults, opportunities for witnessing the strategies others use to

cope with similar problems and for observing how effective they are and involve emotional

support and building and maintaining friendship.

It is unfortunate that many adolescents do not have parents who are actively involved in their

lives, do not provide appropriate supervision and are unable to clearly communicate their values.

This puts adolescents in an even greater danger of giving into negative peer pressure. Cohen

[1977] found existence for similarity regarding the use of alcohol, drugs, cigarette and also issues

27 | P a g e
concerning academic outcomes. Best friends have been found to be similar in regards to

frequency of cutting class and time spend on homework. Thomas and Landau [2002] support this

by stating that students who care about learning are likely to associate with peers who share this

interest in academic than those who have less interest in learning.

Goethe [2001] found out that weak students do better when grouped with other weak students. It

shows that students’ performance improves if they are with students of their own kind. Sacerdote

[2001] found out that grades are higher when students have unusually academic strong peers.

The results of Zimmerman [2003] were somehow contradictory Goethe results but again it

proved that students’ performance depends on the number of different factors. It says that weak

peers might reduce the grades of middling or strong students. Having friends allows students to

learn many skills, group interaction, conflict resolution and trust building. Peer rejection during

adolescence is a good predictor of social and academic problems [Buhrmester, 1990]

Human development is attached by its socialization with other people in the environment.

Specifically the academic performance/ achievement of students are conjectured to be

correlational by the support given by the parents and parents. In general, teenagers spend more

time with peers. Peer influence if described to have a positive and negative impact among

individuals and even without effect to a person because peer influence is a continuous learning

[Gulati 2017]

Peer influence seems to have various effects towards student’s academic performance in school.

It is how their peers affect then whether in a positive or negative way. Teenagers need to seek

comfort from others that they found in the presence of their peers and they are not even aware on

how their peers influences them academically. Eventually this study aims to know the

28 | P a g e
relationship of peer influence on the public secondary school students and their academic

performance.

International journal of scientific and research publications volume 9, issue 1, January 2019.

ISSN 2250-3153. Studies show that the influence of peer groups among students can boost the

anxiety especially pertaining to the education

Peer pressure could easily affect the self –esteem of students that an important factor

adolescence. Individual adapt attitudes towards a certain aspect that they encountered or they are

aware of [Uslu, 2013] in many events students fantasizing and visualizing what they dreamed to

become through with their colleagues atmosphere. Eventually they pursue their chances through

with the influence of peer pressure [Owoyele and Toyobo, 2008] .The pressure among peer

group among its member may engage to do undesired things or negative behavior with the

presence of a particular peer group leader who engage its member to do deviant acts or promote

undesirable things to the group [Dumas, Ellis, and Wolte, 2012

Peer group is important in the social context that plays a vital role in society and to determine the

academic achievement that affects during development relatively with each other [Chon 2008]

adaptive behaviors of the development increases, become broader and complex and as the age

increases [yonus, Mushtaq, and quiser]school that the students attend to serve an institution

among students to determine their learning capacity based on the school environment that gives

the learning experience toward students[ Korir 2014]. Thus choosing major courses within an

institution are major choices a student intents to make but it is affected by their interactions

among other students [Portor and Umbach, 2006]

29 | P a g e
Effects on academic performance can be the result of positive or negative peer influence, either

through friends or as peer group influence. According to M.H. Jones, et al, [2012] it should be

noted that there is often noted direct relationship from friends’ behaviors to student’s academic

performance. Rather friends affects one’s self beliefs, which may then alter academic behaviors

[Jones, Audley- Piotrowski, Kiefer, 2012]. Johnson [2000] proposes that negative peer pressure

is a factor in lower test score about as much as a Hispanic or black minority group member – and

more than living in a low income family.

This literature review is offering a discussion of the role of peer influences, friendship bonds,

motivation and goal setting relative to academic performance. Researcher Thomas Berndt

described four types of support that the bond of friendship provide: informational, instrumental,

companionship and esteem [Burndt 2004]. Each of these support- types reinforce a sense of

interdependence among group members while simultaneously reinforcing an increase in

autonomy.

Researcher T. Burndt A. Laychak,and K. Park [1990] designed an experiment for the purpose of

studying the effect of peer influence in academic motivation among adolescent friends.

According to Burndt et al [1990]. Most prior studies were lacking indirect assessment of peer

influence. Peer influences also play an important role in helping students to achieve

academically. Models of the same sex and age as children and whom children view as similar in

competence might not only teach children skills but also promote their self –efficacy for

acquiring those skills [Schunk and Hanson, 1985] observing peer acquiring skills can instill the

belief in children that they are capable of learning which enhances tusk motivation and skill

development [Schunk 1985]

30 | P a g e
Peer groups are essential to social and general development, communication with peers

increases significantly during adolescence and peer relationship become more intense than in

other stages( Papalia Feldman and Kruk,2004) and more influential to the teen ,affecting both

the decisions and choices being made ( Swanson, Edwards, and Spencer, 2010) . High quality

friendship may enhance students' development regardless of the characteristics of those friends.

As students begin to bond with various people and create friendship, it later helps them when

they are adolescence and peer groups( Berndt and Thomas ,2002) .

During formative years , educational goals take form and youth make a series of decisions that

shape their educational trajectories,even as their friendship networks gain influence upon these

decisions. Unfortunately,the peer effects literature is lacking in two main areas. The first is that

peer affects are assumed to be uniform across class gender and races and ethnicity. Race and

ethnicity is especially likely to be important because adolescents are more likely to choose

friends of the same racial and ethnic group( Hamm,Brown and Heck 2005; Hynie,south and Bose

2006; Quillian and Campbell 2003). Introducing the possibility that peers have differing effects

by race and ethnicity.

Peer groups are especially important during adolescence, a period of development characterized

by a dramatic increase in time spent with peers and a decrease in adult supervision ( Larson and

Richard ,1991) . Adolescents also associated with friends of the opposite sex much more than in

childhood Brown ( 1990) and tend to identify with larger groups of peers based on shared

characteristics ( Eder, 1985). It is also common for adolescents to use friends as coping devices

in different situations ( Brown 1990) .

31 | P a g e
Peer influence can be both negative and positive . Negative peer influence leads teens to engage

in unhealthy and unsafe behavior. Positive peer influence can actually motivate youth to study

harder in school , volunteer for community and social services and participate in sports and

other productive endeavors ( De Guzman ,2007)

Instructional materials are any materials that are assumed in the process of teaching together with

the learning and learning practices, both human and non- human . Igiri and Effiong (2015) ,

study examined how teaching as well as learning in schools.

Negative peer influence leads an adolescents students to be involved in antisocial behavior,

hence lead to the formation of negative peer group ( Howard and ,2004).

Burke and Sass (2003) ,study focused on how achievement in respondents . The study found

that the effects of peers largerly rely on the ability of students ' individual and peer level put

under consideration. The study also found that peer effects decrease due to inclusion of teacher

effects there are more effects on peer groups in classrooms than the level of grade. Focus of the

current study will be to examine how peer groups influence affects the performance in

academics in public secondary schools.

Korir and Kipkemboi (2014) investigated on peer influence on academic results of

students .The research took place in public secondary schools.The technique utilized was a

straight forward arbitrary examining strategy. Surveys were utilized to gather information and

different relapses were utilized to decipher the reactions . The investigation found that both the

school climate and friends altogether affected understudies scholarly achievement. The study

attempted to demonstrate the connection between school atmosphere and peer impact on student

32 | P a g e
academic performance, but the current research would focus on how peer groups influence

student performance in public secondary schools.

Nafees, Farooq, Tahirkheli and Akhtar ( 2012) , study on how peer influence affect the

academic achievement in high school argue that choosing the right peer group ensures that the

specified instructional goal is met effictively . This study concurs with what Onweh and Akpan

(2014) ,study revealed. They found that students taught using discussion strategy performed

well in national examinations than those taught using lecture strategies. Students academic

success is affected by their home environment. According to A desehinwa and Aremu ( 2010) a

student who attend their schools living with their parents or relatives had a higher likelihood of

performing better that those who were living alone

The reviewed literature illustrates that instructional materials, instructional strategies, home

environment and peer group influences students performance in academic to a large extent .

Concerning instructional material Igiri and Effiong (2015) , tracked down that instructional

materials assume a vital part in the educating and learning measure . They further survey that

instructional materials upgrades the memory level of students . The results of this study

corroborate those of Nsa ,Ikot, and Udo (2013) , who discovered a substantial difference

between students who were not . Similarly Kurgat (2014) discovered that students who attend

schools with sufficient and appropriate learning opportunities are more likely to do well in exams

Peer influence at secondary level are their adolescent level of growth. Hamm et al. (2013) have

shown that this is a rather confusing stage for the young adult and to help wide through this

confusion, the adolescent turns to peer groups for support. With a culture of its own, the peer

group carries within it prescribed rules, customs and an entire language that seeks to include the

33 | P a g e
members while excluding those deemed outside the group. As such, such an association with a

peer group has attendant effects on the academic performance of its members, and in our case

adolescents at secondary school level (Bellmore et al., 2013). Erlich and Russ-Eft (2011) have

shown that in the quest to comprehend, understand and construct views of the world, individuals

resort to groupings/peers for attitudinal, emotional and intellectual support. Peer groupings serve

as pillars towards individual self- conceptualization. By this very nature, these groupings and

peer interactions acquire a dual aspect – they can lead to either positive or negative outcomes

(Farmer, 2010). He further articulates that at this stage, the worldview of the adolescent is seen

from the perspective of their peers. The young person’s characteristics, self-esteem, social skills

and self-confidence depend on the feedback from their peers. In some instances, young people

have been known to sacrifice individual growth and academic prospects at the altar of group

needs, goals and culture. The students in secondary schools learn how to relate with their peers

and how to cope in life. Peers can also offer an opportunity to develop various social skills, such

as leadership, teamwork and empathy. When the students relate in peer groups, the group norms

are very important. The group psyche in academics can be an inspiration towards high academic

achievement. On the other hand, it has also been noted that some students often perceive.

The school as another symbol of adult authority, full of restrictions and rules (Ongwae, 2016;

Muthikwa, 2016). To the boy child in secondary school, their attitude towards school initially

tends to be positive, learning is generally an exciting adventure as new skills are discovered - this

is illustrated in their performance as they begin school. However, something happens with time.

Scholars have attributed this change in attitude to various factors including boredom with

repetitive tasks and schedules, harsh learning environments permeated by unsupportive teachers,

lack of understanding between the boys and adults, difference between aspirations of boys and

34 | P a g e
the pre- determined goals set by the adults in their social and academic lives, among others

(Mudemba, 2013; Misanya, 2013). Okarie (2014) and Misanya (2013) have observed that this is

the stage in which peer influence starts to affect academic performance. Being a normally

rebellious stage, the adolescent is likely to find the goals set by the school to be at odds with his

or the peer group’s goals. Consequently, the school environment, and by extension academic

performance, become a contested site of goals with the peer group holding more sway for the

boychild. However, since more power rests with the school, the student becomes disillusioned

and finds the academic venture to be of less interest.

The current paper used a narrative review method to review the literature on the academic

performance of students at secondary Schools and various factors affecting students’

performance. The paper shows how these factors negatively affect academic performance and

the need for them to be minimized to improve students’ academic performance. The study found

out that, truancy affects academic performance drastically and sometimes even leads to school

dropout. Also, the study found out that other factors such as students’ parental levels of

education and income, textbooks availability and accessibility, libraries, practical laboratory,

meals provision and teachers have tremendous effects on the academic performance of students

at school. Students who are above average academically and are positively exposed to these

factors are likely to perform better as compared to those who are less exposed to these factors.

The study recommends that factors such as truancy, parental levels of education and income,

textbooks availability and accessibility, libraries, practical laboratory, meals provision and

teachers should be regularly monitored and adjusted to meet students’ needs and aspirations.

This will go a long way to improve the academic performance of students and hence allow them

to achieve their aims in life.

35 | P a g e
In the learning environment, both teachers and peers are influential social agents. In the present

study, we differentiated between positive and negative aspects of teacher and peer relationships

and examined how they predict adolescent students’ academic interest and self-concept, which in

turn lead to different levels of academic achievement and subjective well-being at school.

Additionally, we explored whether father absence moderated these predictive relationships.

Relationships were more closely related to interest, self-concept, and well-being than negative

ones. The predictive paths from teacher relationships to motivation and achievement were

stronger than those from peer relationships. However, peers played a prominent role in helping

students with absent fathers build a positive self-concept, which led to improved achievement.

Academic achievement and well-being at school are central outcomes of students’ learning

quality (Clement, 2010; Halle, 2003; Langford et al., 2014). These two outcome variables are

influenced by both intrinsic and significant social environment factors, including parents,

teachers, and peers (Martin & Dowson, 2009; Wigfield et al., 2015). Perceived relationships with

teachers and peers are crucial to students’ academic performance (Dotterer & Lowe, 2011) and

school well-being (Wentzel, 1997) because students spend most of their time at school with

teachers and peers (Ellerbrock & Kiefer, 2013).

During the course of the students academic, the social relationships between adolescent students

and their teachers and peers can change dramatically. Particularly throughout secondary school,

studies have revealed a clear upward trend in the quality of adolescents’ peer relationships and a

downward trend in teacher–student relationships (Collins & Laursen, 2004; Lynch & Cicchetti,

1997). Despite these changes, both teacher and peer relationships are essential for adolescents’

development (Martin & Collie, 2016; Roorda et al., 2017; Wentzel, 2017; Wentzel et al., 2021).

Similarly, parent–child relationships also significantly affect students’ development (Amato,

36 | P a g e
2005; Barger et al., 2019; Boonk et al., 2018; Jiang et al., 2014). For instance, fathers can

influence the quality of teacher–student and peer relationships that their children develop at

school (Epstein & Connors, 1995). Additionally, the quality of father–child relationships is also

closely associated with children's learning experiences, academic achievement, and well-being

(Becker & Luthar, 2002). However, father absence is becoming more prevalent in contemporary

families (Amato, 2005). Typically, father absence is accompanied by low paternal involvement,

which may be associated with decreases in students’ learning motivation, academic performance,

and subjective well-being, as well as increases in problematic learning behavior and maladaptive

academic functioning (Dawson, 1991; Moore et al., 2001).

Therefore, in this study we examined how perceived teacher and peer relationships predict

adolescent students’ learning motivation, resulting in varied academic achievements and

subjective well-being at school. Furthermore, we explored whether father absence moderates the

predictive paths from perceived social relationships to academic motivation and educational

outcomes.

Adolescent students, especially those in the transition stage from primary to middle school,

experience profound physical and psychological changes (Crone & Dahl 2012). Early

adolescents are likely to seek assistance from their teachers and peers in establishing a new

social network and adapting mentally and physically to their new learning environment.

Consequently, multiple cross-sectional and longitudinal studies have concluded that early

adolescents’ perceptions of their relationships with teachers and peers are crucial for academic

achievement and well-being (e.g., Barger et al., 2019; Kiuru et al., 2020; Wentzel & Ramani,

2016).

37 | P a g e
While student relationships tend to deteriorate during adolescence, adolescents invest

significantly more time and value in their peer relationships (Goodnow, 1993). Therefore, peer

relationships are another key factor influencing adolescent students’ academic learning and well-

being. For instance, high-quality peer relationships can provide opportunities for informal peer

tutoring outside of class, thereby indirectly improving students’ academic achievement

(Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Ryan & Shin, 2018; Wentzel et al., 2021).

Perceived peer relationships may directly influence students’ subjective well-being in school as

well. For example, feeling accepted and recognized increases students’ subjective well-being,

whereas feeling isolated and excluded decreases it (Wentzel, 1997). According to longitudinal

studies, peer rejection and maltreatment are strong predictors of low academic achievement and

depression in school (e.g., Liu et al., 2014).

It is crucial to acknowledge that social relationships at school are complex and multidimensional.

For example, Roorda et al. (2011) suggested that students tend to differentiate between positive

and negative aspects of their social relationships. Wentzel (1998) noted that these various

dimensions have distinct effects on the academic achievement and well-being of students. For

instance, students who perceive positive relationships with their teachers and peers are more

likely to pay greater attention to their studies and thus attain higher academic performance (King,

2015; Zee et al., 2013). In addition, positive relationships can alleviate loneliness and reduce the

likelihood of being bullied, thus promoting student well-being (Ryan & Shin, 2018; Wentzel &

Ramani, 2016). Conversely, perceived negative social relationships have a reverse effect on

academic performance and well-being among students (Buhs & Ladd, 2001). Core elements of

negative social relationships are value conflicts, emotional rejection, or excessive stress from

teachers and peers, which can lead to a lack of contact and support in class, further diminishing

38 | P a g e
students’ school well-being (Erkman et al., 2010; Roorda et al., 2011; Roorda et al., 2017).

Perceived negative social relationships can also hinder students’ ability to engage in learning

activities, resulting in poor academic performance (Buhs & Ladd, 2001). Research has clarified

the impact of both perceived teacher and peer relationships on adolescent students’ academic

functioning. However, there is little research that differentiates the potentially distinct roles of

perceived teacher and peer relationships for students’ learning outcomes and the different aspects

of social relationships (i.e., positive vs. negative relationships) simultaneously in an integrated

model. Therefore, in this study we distinguished the positive and negative aspects of perceived

teacher and peer relationships and explored their impacts on students’ academic achievement and

well-being at school.

Academic achievement and well-being at school are central outcomes of students’ learning

quality (Clement, 2010; Halle, 2003; Langford et al., 2014). These two outcome variables are

influenced by both intrinsic and significant social environment factors, including parents,

teachers, and peers (Martin & Dowson, 2009; Wigfield et al., 2015). Perceived relationships with

teachers and peers are crucial to students’ academic performance (Dotterer & Lowe, 2011) and

school well-being (Wentzel, 1997) because students spend most of their time at school with

teachers and peers (Ellerbrock & Kiefer, 2013).

During the course of their education, the social relationships between adolescent students and

their teachers and peers can change dramatically. Particularly throughout secondary school,

studies have revealed a clear upward trend in the quality of adolescents’ peer relationships and a

downward trend in teacher–student relationships (Collins & Laursen, 2004; Lynch & Cicchetti,

1997). Despite these changes, both teacher and peer relationships are essential for adolescents’

development (Martin & Collie, 2016; Roorda et al., 2017; Wentzel, 2017; Wentzel et al., 2021).

39 | P a g e
Similarly, parent–child relationships also significantly affect students’ development (Amato,

2005; Barger et al., 2019; Boonk et al., 2018; Jiang et al., 2014). For instance, fathers can

influence the quality of teacher–student and peer relationships that their children develop at

school (Epstein & Connors, 1995). Additionally, the quality of father–child relationships is also

closely associated with children's learning experiences, academic achievement, and well-being

(Becker & Luthar, 2002). However, father absence is becoming more prevalent in contemporary

families (Amato, 2005). Typically, father absence is accompanied by low paternal involvement,

which may be associated with decreases in students’ learning motivation, academic performance,

and subjective well-being, as well as increases in problematic learning behavior and maladaptive

academic functioning (Dawson, 1991; Moore et al., 2001).

Therefore, in this study we examined how perceived teacher and peer relationships predict

adolescent students’ learning motivation, resulting in varied academic achievements and

subjective well-being at school. Furthermore, we explored whether father absence moderates the

predictive paths from perceived social relationships to academic motivation and educational

outcomes.

Adolescent students, especially those in the transition stage from primary to middle school,

experience profound physical and psychological changes (Crone & Dahl 2012). Early

adolescents are likely to seek assistance from their teachers and peers in establishing a new

social network and adapting mentally and physically to their new learning environment.

Consequently, multiple cross-sectional and longitudinal studies have concluded that early

adolescents’ perceptions of their relationships with teachers and peers are crucial for academic

achievement and well-being (e.g., Barger et al., 2019; Kiuru et al., 2020; Wentzel & Ramani,

2016).

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As the students in schools, peers have a significant impact on the academic achievement and

well-being of students (Roorda et al., 2017; Martin & Collie, 2016; Wentzel, 2016). Interactions

and teaching styles in the classroom can shape students’ perceived relationships with their

teachers and influence their academic performance (Becker & Luthar, 2002). Positive teaching

behaviors, supportive teaching practices, and patient guidance, for instance, contribute to high-

quality students relationships, which may enhance students’ academic performance. Further,

perceived teacher relationships can also affect students’ adaptation to the classroom and school,

as positive student relationships are closely related to students’ ability to withstand the negative

effects of certain school-related events and assist students in better adapting to academic pressure

and achieving greater subjective well-being (Roorda et al., 2017; Wentzel, 2016; Wubbels et al.,

2016). Despite the importance of teacher relationships to students’ academic functioning,

longitudinal studies have revealed that adolescent students usually report lower-quality teacher

relationships after transitioning to middle school (e.g., Feldlaufer et al., 1988; Goodnow, 1993).

While student relationships tend to deteriorate during adolescence, adolescents invest

significantly more time and value in their peer relationships (Goodnow, 1993). Therefore, peer

relationships are another key factor influencing adolescent students’ academic learning and well-

being. For instance, high-quality peer relationships can provide opportunities for informal peer

tutoring outside of class, thereby indirectly improving students’ academic achievement

(Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Ryan & Shin, 2018; Wentzel et al., 2021).

Perceived peer relationships may directly influence students’ subjective well-being in school as

well. For example, feeling accepted and recognized increases students’ subjective well-being,

whereas feeling isolated and excluded decreases it (Wentzel, 1997). According to longitudinal

41 | P a g e
studies, peer rejection and maltreatment are strong predictors of low academic achievement and

depression in school (e.g., Liu et al., 2014).

Simultaneously, it is crucial to acknowledge that social relationships at school are complex and

multidimensional. For example, Roorda et al. (2011) suggested that students tend to differentiate

between positive and negative aspects of their social relationships. Wentzel (1998) noted that

these various dimensions have distinct effects on the academic achievement and well-being of

students. For instance, students who perceive positive relationships with their peers are more

likely to pay greater attention to their studies and thus attain higher academic performance (King,

2015; Zee et al., 2013). In addition, positive relationships can alleviate loneliness and reduce the

likelihood of being bullied, thus promoting student well-being (Ryan & Shin, 2018; Wentzel &

Ramani, 2016). Conversely, perceived negative social relationships have a reverse effect on

academic performance and well-being among students (Buhs & Ladd, 2001). Core elements of

negative social relationships are value conflicts, emotional rejection, or excessive stress from

and peers, which can lead to a lack of contact and support in class, further diminishing students’

school well-being (Erkman et al., 2010; Roorda et al., 2011; Roorda et al., 2017). Perceived

negative social relationships can also hinder students’ ability to engage in learning activities,

resulting in poor academic performance (Buhs & Ladd, 2001).

This research has clarified the impact of both perceived teacher and peer relationships on

adolescent students’ academic functioning. However, there is little research that differentiates the

potentially distinct roles of perceived teacher and peer relationships for students’ learning

outcomes and the different aspects of social relationships (i.e., positive vs. negative

relationships) simultaneously in an integrated model. Therefore, in this study we distinguished

42 | P a g e
the positive and negative aspects of perceived teacher and peer relationships and explored their

impacts on students’ academic achievement and well-being at school.

Studies have shown that pattern plays a significant role the molding of behavior and occurs

within peer group. This especially applies to academic achievements among adolescents.

Observing a friends devoting himself to schoolwork or voicing a belief about the meaning of

school, could introduces learners to new behaviors and new viewpoint. Bandura [1986], stated

that depending on the outcomes, observation of a model can strengthen or weaken the likelihood

that the observer students’ academic performance. An illustration of this point might involve

interaction between student in social or romantic activities, and devoid of mutual involving

academic performance.

Students often look for peers for social and emotional support, as students graduate from

elementary to middle school, changes in venue [ new school,] peers and teachers may create

anxieties detrimental to the learning process. Coupled with developmental changes, adolescents

often rely on friendship and peers to cope with day to day both during and after school. Relative

to students moving from elementary level to middle school, The researcher, Eccles [2004], stated

that such moves has been shown to be associated with declines in academics engagement and

achievement.

Adolescent have always been exposed to peer influence, but the kinds of peer influence that they

encounter have changed tremendously in the past years. Peer can influence everything from the

individuals choose to wear to whether or not an individual engages in drug related or other

delinquent behavior. This is an important issue to be studied because if society and education

related professionals understand the issue surrounding negative peer influence, they are more

43 | P a g e
likely to prevent it and be more adequately prepared to help a teenager facing negative aspect of

peer influence.

Teachers, parents and peers all provide adolescent with suggestion and feedback about what they

should think and how they should behave in social situations. These models can be a source of

motivations or a lack thereof. Modeling refers to individual changes in cognition, behavior or

effects that result from the observation of others [ryan,2002]. Observing others perform a

particular behavior or voice of a certain opinion can introduce an individual to new behavior and

viewpoint that may be different from his or her own. Observation also enlightens an individual

on the consequence of such behavior and opinions. Depending on this consequences, observation

of a model can strengthen or weaken the likelihood the observer will engage in such behavior or

adopt such beliefs in the future.

Peers influence each other in several ways. Not all of them are bad, variables of peer influence in

this context include the ethnicity of the student, the socio-economic background of the students,

family relationship and group influence, also the positive and the negative influence is going to

be considered. Many peer groups can exert a positive influence on their friends. It is thought that

intelligent student do help their peers bring up the academic performance. Likewise girls with

good friends who are considered intelligent tend to do better in schools, all attributable to the fact

that they share a common team of similar aspiration [Landau 2002].

Also there are some peer groups who can exert negative influence on their friends and these

groups tend to share low aspiration of going to tertiary institution or pursuing certain careers.

There may be values in place, such as taking care of the family or making quick money rather

than pursuing tertiary education first [Ide 2006].

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So far, it is assumed that peer influence can have both positive and negative on adolescent’s

academic performance and socialization. It is also assumed that peer group may not allow an

adolescent to be ‘’themselves’’ in the truest sense of the world. Adolescents sometimes need to

put on an act in order to gain acceptance from the specific groups with which they would like to

be associated. Finally it is assumed that peers as well as parents, siblings and teachers, all play a

large role in how adolescent function in everyday living.

Declines in academic achievement among adolescents have been documented, and linked to an

increase in expedient help seeking, as students move from elementary to middle school.

Juvonen, et al. (2004) stated that the idea that some peer interactions around academics may be

maladaptive for learning is especially relevant during early adolescence, a stage characterized by

declines in motivation, engagement, and achievement (Juvonen, Kaganoff, Augustine, &

Constant, 2004). Thus, early adolescence and the transition to middle school may be a stage

when both peer culture and alienation contribute to peer interactions that undermine learning and

achievement (Ryan and Shim, 2012).

The role of the teacher during adolescents’ earlier stages of academic development is critical to

student success. Equally important are the students’ perceptions of the teacher. Although

teachers vary in teaching-styles, the end-goal lies in the teacher’s ability to foster intrinsic

motivation, thus leading the student toward autonomous learning strategies.

Academic programs throughout the United States are similar in structure, whereas elementary

school students maintain the same teacher throughout most of the day. Beginning in middle

school, students move from classroom to classroom and experience several different teachers on

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a daily basis. The diversity of the middle school curriculum lends to diversity in teachers,

teacher expectations, and teaching-styles.

Whether students choose to aspire to higher levels of academic performance, or not; the process

of socialization cannot be avoided. Interactions between students and teachers form patterns of

behavior and friendship bonds begin to develop within the peer group. Wentzel and Wigfield

(1998) describe these interactions as social-motivational processes, to wit: Goals to achieve

social relationship outcomes have been related to social-behavioral effectiveness, orientations

toward others, and peer acceptance. Goals to behave in socially appropriate ways have been

related positively to social acceptance by classmates and teachers as well as to displays of

socially appropriate behavior (Wentzel and Wigfield, 1998). Wentzel and Wigfield (1998)

further postulate: Attributional styles and control beliefs have been related to a range of social

outcomes, including aggression, peer rejection, and help giving. Beliefs about social competence

and efficacy also have been related to a range of social outcomes, including helping control of

aggression, peer acceptance, and social assertiveness (Wentzel and Wigfield, 1998).

The constructs of student motivation, academic performance, and peer/friendship influences, are

rooted in the socialization process and not strictly within the confines of peer relationships alone.

Interactions between students, teachers, school counselors, and parents, are catalyst in the

creation of parameters for student behavior, decision-making, achievement motivation, and goal

setting. According to Wentzel and Wigfield (1998): Interpersonal relationships also represent

contexts that can lead to engagement with, or alienation from, classroom activities (Juvonen and

Wentzel, 1996). Students who pursue social goals that promote group cohesion and positive

interpersonal interactions (such as to be prosocial and responsible), will most likely be those

students who also feel as if they are an integral part of the social group (Wentzel and Wigfield,

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1998). Summary The impact of peer pressure, both negative and positive, has a lasting effect; not

only throughout students’ school experience, but for a lifetime. Students engaged in help-

seeking strategies run the risk of academic difficulty if not properly applied, and teachers who

employ performance task goal methods create (in students) near-indelible behavior strategies that

could have a negative impact for future decision-making and coping skills. The most effective

teachers and peer role models (e.g., friends) are actively involved in identifying problems in peer

group pressure, motivation, and goal setting strategies and effectively utilize available resources

toward minimizing negative effects.

It is these teachers and role models that guide students toward positive goal-setting strategies,

increasing positive outcomes for future success. Teachers, parents, peers, and students that

utilize mastery goals as learning strategies enjoy higher academic performance levels and self-

efficacy.

Schools often tend to be judged on the kind of children they enroll, rather than on the quality of

teaching or rather the facilities they offer. This observation has led many to argue that the

background and abilities of a pupils’ school mate must have an important influence on his own

achievement at school. Motivated by this, a rich international literature has evolved to try a

model and measure the consequences of social interaction between pupils- so called ‘’peer group

influence’’- spanning the economic, education, sociological and psychological fields.

Peer groups are among the most influential social forces affecting adolescent behavior- from

mundane decisions concerning clothing, hairstyle, music, and entertainment, to more significant

decisions concerning short and long term education planning. During the formative adolescent

years, peers are arguably even more important than parents, teachers and counselors and the peer

47 | P a g e
influence decision of youth can have long-lasting consequences [ Colenman, 1966; Sewell,

Haller and Portes 1969; Sewell, Haller and Ohlendorf 1970].

Academic activities are directed towards ensuring that students gain mastery of educational

objectives. In schools, the extent to which these objectives have been met is determined greatly

by the interaction of peer groups which could possibly reflect in student’s academic

performance. Peer groups could play a large roles in the social, emotions and academic

development of students.

Hamm et al.in Lavy and Schlosser [2007] argued that for many students, friendship are critical

interpersonal vehicle that moves them towards psychological growth and maturity, allowing

social compassion which influence the development of self-evaluation. The above statement

suggest strongly, the unprecedented effects of peer groups in almost all faces of adolescents

growth. Such effects could be seen in social and emotional lives of young people, which does not

end at the above mentioned, but could also manifest in their attitude towards educational

activities and careful consideration of these elements has shown that they reflect in the academic

performance of the students.

A negative peer influence could be seen as one of the militating forces why most students record

poorly in academic performance, the reason for this is not farfetched; they spend large amount of

time in extra curriculum. More often than none, academic priorities are neglected and thus

academic performance grossly affected. Peer relations are never more prominent than in

adolescence which falls within the age group under this study. They spend more time than adults

interacting with peers and recording a very high degree of happiness in peer context, while

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giving the greatest priority to peer norms for behavior [ Brown and Larson, 2009]. This

developmental stage in affiliation motivation appears to highly preserved across peers.

Most literature often refers the shared institutional settings as common shock. For instances, all

students in the same classroom doing well academically may reflect nothing but the high quality

of the teacher. A shared characteristics is the other part of correlated effects which arises when

individual tend to self-select into a group with members sharing different behaviors. For example

families that are supportive of children education are more likely to sort themselves across the

schools in order to seek for better peers.

Lavy and Schlosser [2007] examined classroom level peer influence, and find that a greater

percentage of female classmates improve both boys and girls’ academic performance. The study

predetermined peer characteristics, such as peer race and gender. Peer influence may be

presented in the workplace, at school or within the society; it can affect people of all ages. It may

affect people in different ways but here, the focus is on the activities of peer groups as it

influence academic performance of secondary schools students. Peer groups may have a positive

influence and held to challenge or motivate one to do best. Peer group influence may also results

in one doing things that may not fit in one sense of what is right or wrong. In other words, when

peer group makes one do things that people frown at, it is a negative peer influence.

Operationally peer group influence is a force to exert by people that is pressured by ideas, values

and behavior either positively or negatively and always associated with adolescents. Studies have

shown that students who do not manage their activities with peer group make lower grades than

less socially accepted adolescent [Hartney, in Manski, 1993].

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Students learn about what is acceptable in their social group by reading their friends reaction to

how they act, what they wear, and what they say. The peer groups gives this potent feedback by

their words and action, which either encouraged and discourages certain behaviors and attitudes.

Anxiety can arises when teens try to predict how peers will react, and this anxiety plays a large

role in peer influence. In fact, Burns and Darling [2002] state that self-conscious worrying about

how others will react to future actions is the most common way students are influenced by peers.

When a student takes unpopular stand and goes against the expectations or norms of the peer

group, he or she is at risk of being ridiculed. Ridicule is not an easy thing to accept at any age, let

alone when in form one or two that is between twelve or thirteen years old. This leads to real

peer group influence.

As one can clearly see from this study, peer groups do have an influence on adolescents whether

positive or negative. Even within stable peer relationship, the socialization process is active and

constantly developing. Parents during this time can feel a sense of rejection and loss as the child

who previously loved to bake cookies or toss around a football with mom and dad now prefers to

spend every free minute with friends. Typically reinforce family values, but they do have the

potential to encourage problem behaviors as well. Although the negative influence of peers is

overemphasized in the minds of most adults, more can be done to help teenagers experience both

the family and the peer group as a positive environment. The community, families, and schools

must all become involved to raise healthy, well adjusted young adults.

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 CHAPTER THREE

RESEARCH METHODOLOGY

Introduction
This chapter describes the research design as well as the methods that are used to sample the

population and the target population bringing out the sample size.The chapter further looks at

methods of data collection, research instruments, their validity and reliability, operational

definition of variables, methods of data analysis and the ethical considerations.

Research Design
This study employs a descriptive design that is a type of research that describes phenomena

associated with or characteristics of a subject population. According to Best and Khan (2009),

descriptive design is concerned with conditions or relationships that exists, opinions that are

held, processes that are going on, effects that are evident, or trends that are developed,

(Kerlinger,1969). The descrptive designed enables collection of data without manipulating the

research variables. The descriptive designed optimized on the strengths of both quantitative and

qualitative research methodology. The design method allows collection of data from a large

sample population and generated findings that are a representation of the whole population at a

lower cost (Saunders,2007). Bloomberg and Volpe (2008) states that this is a method of

collecting information by interviewing or administering questionnaire to a sample of individuals.

The design was identified as the most convenient and could ensure that the data obtained gave

answers to the research questions. Descriptive design is used when a researcher intends to

describe a situation or a condition as it is (Kothari, 2004).

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Target population
The study is to be carried out in 5 public secondary schools within Chesumei Sub-county

(Ministry of Education, 2024). The study targets specifically 316 form two students (because

they are prone to peer influence as adolescence stage is at the pick and adolescents are

experiencing identity crisis) To generate data 5 guidance and counseling teachers from the

secondary schools will be involved. The institutions are selected based on their geographical

positions within the sub county and on the provision on the nature of the school (day/boarding

mixed or boys/girls boarding) and therefore the findings are to be generalized for schools in the

whole sub-county

Sampling Size and Sampling Techniques

In this study, two groups of respondents namely; students, and guidance and counseling teachers

will be involved. The sample frame is 5 public secondary schools within Chesumei SubCounty.

The selection of guidance and counseling teachers is purposive because they oftenly interact with

their students during guidance and counseling sessions in school. Best and Kahn (2006) suggests

that when the sample size is small, all the entities can be considered. To select the students, the

researcher considers 20 percent of the total number of form two’s within the sub county that will

then be picked through random sampling after obtaining a list of names from the class teachers.

The entire sampling matrix will yield total of sample size of 178 for the purpose of the study.

Sample size is obtained through the formular above;

n=N/ (1+Ne²)

n= sample size

N = population size which is 321

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e=Margin of error (e<or equal to 0.05)

321 ÷ (1+321 × 0.05²) = 178.085992

Data Collection Instruments

Bourke (2005) simply states that questionnaires are used to obtain two different types of

Information: First the background in formation on students, teachers, or others, such as age,

Gender, amount of schooling, and secondly attitudinal information about some specific events,

Way of behaving, quality of life, other reasons. In the first case, even though the same

information could also be gathered in other ways. From institutional records, a questionnaire is

simply a convenient way of obtaning the information. In the second case, a number of items are

asked about each atttude or opinion in an attempt to tap various aspects underlying beliefs or

feelings which gives rise to the attitudes. Similary, Oppenhem(1996) affirms that the

questionnaires are one way of obtaining a measure of atttude. The attitudes have two

components: beliefs (cognitive) and feelings (emotional or affective). Responses to questionnaire

items are what respondents say their belief or say they would do, which are taken as indicators of

their beliefs, attitudes and likely behavior. According to Burns(1994) the use of questionnaires in

research is based on one basic underlying assumption: that the respondent will be both willing

and able to give truthful answers. He explains three kinds of terms which are generally used in

the construction of questionnaires, Namely, closed items, open-ended items, and scale items. The

close items allow the respondents to choose from two or more fixed alternatives, for exampe, the

dichotomous items which provide two alternative only: yes or no. The open-ended items simply

supply a frame of reference for respondents’ answer, couple with a minimum of restraint or

command on theirexpression. Thus, in open-ended items, respondents provide the answers in

there own words.The Scale is a set of items to which the respondents respond by indicating

53 | P a g e
degrees of agreement or disagreement.The key instrument applied in this study is the

questionnaire which is characterized by the three types of item construction mentioned

above.The questionnaire is adopted from Gamage (1996) for an empirical study in the New

South Waes (NSW) state schools system. On the basis of an extensive review of literature, it was

found that the research questionnaire which was modified to suit the context of this study was

the appropriate one. Further more, the questionnaire in the study consists of three major parts.

The first part begins with demographic information. The second part is to be completed by all

students and the third part is to be completed by teachers incharge of guidance and counseling

only. The research Instruments that are employed in this study as tools for data collection are

questonnaires namely:

(a)Student’s Questionnaire (SQ)

(b)Teacher's Questionnaire(TQ)

The two instruments are used to supplement each other and to give a deeper and wider

exploration into research perspective which gives the research more quality.

Piloting
Piloting is to be tried out of research instruments on the respondents who will not be used in the

main study:(Groll1986) Note that a pilot study was necessary because” a researcher embarking

on class room research for the first time and it found it vauable to spend some time in the

classroom using one or more established systems and looking at the kind of issues which will

arise in turning his own research questions into a set of criteria and definition for use in the

classroom.”

It was important for a pilot study to be carried out before any research was done as stated by

54 | P a g e
Peter (1994). He states “even the most carefully constructed instrument can not guarantee to

obtain a hundred percent reliable data”. Therefore it is necessary to pretest the instruments of the

research on a small sample of respondents in a preparatory exercise to find out if there is any

weaknesses so that it could be corrected. In this study two schools that will not take part in the

main study are to be selected for piloting.

Validity of the Instruments

Validity is the extent to which the instrument measures what it appears to measure according to

the researcher subjective assessment (Nachmias:1958).Validity deals with the adequacy of

the instruments for example,the researcher needs to have adequate questons in the written task

in order to collect the required data for analysis that can be used to draw conclusion. Frenekel

(1993)suggest that the individual who is supposed to render an intelligent judgment about the

adequacy of the instruments should be given the instruments before the instruments are

administered. The instruments will be amended according to the expert’s comments and

recommendations before being administered.

In this study, the researcher will seek help from the supervisors and lecturers in the school of

education to judge the validity of the questionnaire and the questions in the written task.

Reliability of the research instruments

Reliability concerns the extent to which a measurement of a phenomenon provides stable and

consist result (Carmines and Zeller, 1979). Reliability is also concerned with repeatability. For

55 | P a g e
example, a scale or test is said to be reliable if repeat measurement made by it under constant

conditions will give the same result (Moser and Kalton, 1989). Testing for reliability is important

as it refers to the consistency across the parts of a measuring instrument (Huck, 2007). A scale is

said to have high internal consistency reliability if the items of a scale “hang together” and

measure the same construct (Huck, 2007, Robinson, 2009). The most commonly used internal

consistency measure is the Cronbach Alpha coefficient. It is viewed as the most appropriate

measure of reliability when making use of Likert scales (Whitley, 2002, Robinson, 2009). No

absolute rules exist for internal consistencies, however most agree on a minimum internal

consistency coefficient of .70 (Whitley, 2002, Robinson, 2009).For an exploratory or pilot study,

it is suggested that reliability should be equal to or above 0.60 (Straub et al., 2004). Hinton et al.

(2004) have suggested four cut-off points for reliability, which includes excellent reliability (0.90

and above), high reliability (0.70-0.90), moderate reliability (0.500.70) and low reliability (0.50

and below)(Hinton et al., 2004). Although reliability is important for study, it is not sufficient

unless combined with validity. In other words, for a test to be reliable, it also needs to be valid

(Wilson, 2010)

Data Collection Procedures

Permission to carry out the study will be sought after presentation of study proposal to the

supervisors at the University of Eastern Africa, Baraton. The nature and purpose of the study

will be explained to the respondents by the researcher. The researcher will fill an application

form for a research permit and submit one copy of approved study proposal by the supervisor to

the University of Eastern Africa, Baraton.

56 | P a g e
Statistical analysis of data

Some researchers report that there are two broad categories of statstical approaches in

quantitative research, namely, descriptive (Creswell,2005; Spatz,2005; Salkind, 2004,

Mc Millan & Schumacher,2001). Descriptive statistics are used to summarize, organize, and

describe the characteristics of a data collecton. Inferential statistics is the most fundamental way

to summarize data and it was a prerequisite for interpreting the results of quantitative research,

while descriptive statistics are Commonly used in reporting results (Mc Millan &

Schumacher,2001). Similarly, in the context of analyzing quantitative data using statistical

techniques, Creswell(2005:181) explains that descriptive statistics summarize a single variable in

a data set or compare how one score relates to all others, while inferential statistical tests are

used to assess the differences, relationships, and correlatons among variables in the data set. In

this study the researcher will use inferential research question in the second research question;

which is "What is the relationship between peer influence and the academic performance of

students in public secondary schools in Chesumei sub-county?" And descriptive research

question in the research question number one, which is, "What are the perceived effects of peer

influence on academic performance in public secondary schools in Chesumei sub-county?" The

data collected will be edited, coded and analyzed using inferential statistics. This will involve the

use of measures of distributions and presentation of infomation in APA tables.

Ethical Considerations

Permission to carry out the study will be given after presentation of study proposal to the

supervisors at the University of Eastern Africa Baraton. The nature and purpose of the study will

be explained to the respondent’s by the researcher. The researcher will treat all the information

57 | P a g e
given by the respondents with alot of confidentiality to safeguard the respondent’s personal

integrity in regard to University’s ethical considerations.

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 Conclusion

The study in this chapter discussed the research design as well as the methods that will be used

to sample the population and the target population bringing out the sample size.The chapter

further looked at methods of data collection,research instruments~their validity and reliability;

operational definition of variabes and methods of data analysis.

59 | P a g e
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 APPENDICES

Appendix I: Questionnaire for Students

INSTRUCTUCTIONS

Please circle the response applicable to you.

1. Participant; school...............................................................

Class...............................................................

Sex...................................................................

Age..................................................................

2. How often do you consult with your parents on issues relating to peer group influence?

A. Never

B. Sometimes

C. Often

D. Always

3. What is the attitude of your parents towards your friends at school?

A. Not important at all

B. Not very important

C. Pretty important

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D. Very important

4. Do you receive any reward and encouragement from your friends when you perform better in

class.

A. Never

B. Sometimes

C. Often

D. Always

5. Do you always discuss academic issues with your friends?

A. Never

B. Sometimes

C. Often

D. Only when there is no other work

6. Do parents show any concern about my academic performance in class?

A. All the time

B. Most of the time

C. Sometimes

D. Never

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7. Do my parents attach high value to my homework?

A. Strongly agree

B. Agree

C. Disagree

D. Strongly disagree

8. The groups I move with affect my Academic performance in school.

A. Strongly agree

B. Agree

C. Disagree

D. Strongly disagree

9. How often do you stay with your friends instead of studying?

A. All the time

B. Most of the time

C. Sometimes

D. Never

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10. Peer group influence leads to low academic performance.

A. Strongly agree

B. Agree

C. Disagree

D. Strongly disagree

11. Friends influence has an effect on the way I perform in class.

A. Never

B. Sometimes

C. Often

D. Always

12. Having discussion with friends in time is important in determining my performance in class.

A. Not important at all

B. Not very important

C. Pretty important

D. Very important

13. It is not only peer group that influences my academic performance in class.

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A. Strongly agree

B. Agree

C. Disagree

D. Strongly disagree

14. How best do you think peer group influence can be

controlled? .........................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

..............................................................................................................

15. Any additional information you would like to give related to our topic under investigation.

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

.................................................................................................

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Appendix II: Questionnaires for Teachers In Charge Of Students Guidance
and Counseling
Section A

Please circle the response applicable to you.

Participant details.

1. Age.

A. 25 - 34

B. 35 - 44

C. 45 - 54

D. 55 - 60

2. Sex.

A. Female

B. Male

3. Level of your school.

A. District

B. Provincial

D. National

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4. Type of your school.

A. Public

B. Private

SECTION B

5. Would you please state your role as a guidance and and counseling

teacher? .............................................................................................................................................

............................................................................................................................................................

..........................................................................................,.................................................................

......................................

6. How do you rate the effects of peer influence on students' academic performance in their

assessment?

A. High

B.low

C. Very high

D. Very low

7. In your opinion, what are the peer group effects that influence students' academic performance

in their assessment that have come out to be so

effective..............................................................................................................................................

............................................................................................................................................................

...............

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8. As a guidance and counseling teacher, what motivates or steers you to intervene during peer

group

influence ............................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

.......................................

9. In your opinion, what effects of peer group influence students' academic performance in their

assessment that should be relied on when a student join peer group?

............................................................................................................................................................

............................................................................................................................................................

................

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