peer group influence and academic achievement in basic science

peer group influence and academic achievement in basic science

Background of the Study

Peer groups are among the most influential social forces affecting pupil’s behavior from mundane decisions concerning clothing, hairstyle, music, and entertainment, to more significant decisions concerning short and long-term education plans. During the formative adolescent years, peers are arguably even more important than parents, teachers, and counselors, and the peer-influenced decisions of youth can have long-lasting consequences Coleman (1966);

Sewell, Haller and Portes( 1969); Sewell, Haller and Ohlendorf (1970). Parents recognize the importance of peer groups and  through their choice of neighborhoods, schools, and activities Haynie, South and Bose (2006); Lareau (2003); Mouw and Entwisle (2006) attempt to guide and direct their Children’s friendship selections, which can be increasingly challenging during adolescence.

 Statement of the Problem

 Poor academic achievement of student in both internal and external examination has drawn the interest of educational statement. Understanding the nature and the magnitude of peer group influence in education is crucial for the “productivity” of student academic achievement and the organizational design of school systems. For example, in order to improve student outcomes, it is important to know which inputs influence their performance most and the relative importance of peer influence compared to other inputs, such as teacher quality or school resources.

Peer-group influences are a distinct class of influences arising from ‘social interactions’ a broad term which encompasses any type of individual behaviour that involves interdependency with the behavior or characteristics of others. Although the literature on peer effects in education dates back to 1960s with the publication of the famous Coleman Report (1966), the importance of peer-group effects is still disputed. Some very bold claims have been made about the potency of peers in child development (Rich,1999), yet the results of numerous studies are very mixed, finding strong, weak or non-existent effects across a wide range of outcomes.

This reflects the difficulty in defining the peer-group, isolating causal peer-group effects from other influences, lack of appropriate data, and different identification methodologies adopted by researchers. Indeed, as Manski (1993) and Moffit (2001) argue, the empirical analysis of social interactions is plagued by conceptual and data problems. The estimation of peer influences at school has received intense attention in recent years. Several studies have presented convincing evidence about race, gender, and immigrants’ peer influences. It was on the background that this study carried to examine peer group influence on student academic achievement in local government area.

peer group influence and academic achievement in basic science

 Purpose of the Study

The main purpose of the study is to investigate peer group influence and academic achievement in basic science among primary school pupils in Ikot Ekpene local government.

Specifically, the study sought to

1. Ascertain the influence of drug use on academic achievement of basic science among primary school pupil
2. Determine the influence of absenteeism on academic achievement of basic science among primary school pupil
3. Examine the influence of loitering on academic achievement of basic science among primary school pupil

Significance of the study

It is hoped that the findings of the study would be of great importance to researchers as it would help develop new literature in the area of peer influence on students’ achievement in local government area. It was also hoped that the study findings would benefit the government of Nigeria in developing and implementing policies that promote student performance in relation to peer influence

 Research Questions

The study will be guided by the following research questions:

1) How does drug use relate to academic achievement in basic science among primary school pupil?

2) How does absenteeism relate to academic achievement in basic science among primary school pupils?

3) To what extent does loitering relate to academic achievement in basic science among primary school pupil?

Research Hypotheses

1. There is no significant relationship between drug use and academic achievement in basic science among primary school pupil.
2. There is no significant relationship between absenteeism and academic achievement in basic science among primary school pupil.
3. There is no significant relationship between loitering and academic achievement in basic science among primary school pupil.

RESEARCH METHODS

This chapter would be focused on the research methods adopted for the study. This will be discussed under the following subheading; Research Area, Research Design, Population of the Study, Sample and Sampling Technique, Instrumentation, Instrument Validity, Method of Data Analysis

 Area of the Study

The study will be conducted in ikot ekpene local Government Area.  Ikot Ekpene is Located at North East of Akwa Ibom State, It shares boundaries with Essien Udim, Ikono, Ini, obot Akara Local Government Areas in Akwa Ibom State, and Ikwuano and Isiala Ngwa Local Government Areas in Abia State.

The people of Ikot Ekpene Local Government Area are of Annang extraction and speak the Annang language. The people of Obot Akara identify themselves with such traditional heritage as expressed in masquerades, folklores and dances such as Ekpo, Abiakpo, Uta, Asian Uboikpa, etc. The attachment of the people to culture and tradition is as strong as it is inexplicable.

Nonetheless, there are many who have embraced the Christian faith as noticed by the number of schools, hospitals and other facilities built by Christian organizations. Population Males Females TOTAL: 76,579 71,702 148,281 According to the 2006 National Census. Agricultural produce include the following: palm oil and kernel, cassava, yam and cocoyam, poultry farm, fish farm, etc, mineral deposits such as corked oil wells, limestone, clay, sand and gravels. The people are predominantly farmers. There are some who are into hunting and craft making.

peer group influence and academic achievement in basic science

Research Design

The survey method will be used in carrying out this research. This will involve using a questionnaire to receive data on the opinion of the respondents about the variables being investigated.

Population of the Study

The population was made up of all the students who offered basic science in secondary schools in all the schools in ikot ekpene Local Government Area. There are 10 public secondary schools in area  (State Secondary Education Board, 2013).

Sample and Sampling Technique

The random sampling method was used in this study. All the public secondary schools in the local government area were written and folded into a basket.  Four (4) secondary schools were randomly drawn from each school, 50 students who offered basic science were randomly selected using the class teacher’s register on basic science. This gave a total of 240 pupils who were used as the sample for the study.

Instrument for data collection

The instrument used for data collection in this study was a questionnaire, titled peer group influence and academic achievement questionnaire PGIAAQ), structured on four liked scale of strongly agreed (SA) agreed (A) disagreed (D) strongly disagreed (SD).

Instrument Validity

The questionnaire and test item were presented to the supervisor who proof read and corrected them before administration.

Method of Data Analysis

To establish the relationship among the study variables, the Pearson Product Moment Correlation (PPMC) (r) was used. In interpreting the correlation coefficient (r), the decision rule was adopted from Akuezilo and Agu (2003) as follows:

peer group influence and academic achievement in basic science

ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

This chapter presents the analysis of data and discussion of finding based on the research hypotheses.

4.1    Data Analysis

Hypothesis I: there is no significant relationship between drug abuse and academic achievement of pupil’s

Table I: Analysis of the relationship between drug abuse and academic achievement of pupil’s using Pearson product moment correlation.

Significant level: 0.05, df =238; N = 50

The result as shown in the table above indicates that r-cal value (0.886) is higher than the critical value (0.139) at 0.05 level of significance at 238 degree of freedom. Based on the result, the null hypothesis of no significant relationship between drug use and academic achievement of pupil’s in basic science is rejected, thereby retaining the alternative. This analysis shows that drug use has positives and strong relationship with pupil’s academic achievement.

Hypothesis II: There is no significant relationship between absenteeism and academic achievement of pupil’s in basic science

Table II: Analysis of the relationship between absenteeism and academic achievement of pupil’s in basic science.

        Significant level, 0.05, df = 238; N= 50

Data in the table shows that r-calculated value is 0.534, while critical r-value is 0.139. It can be observed that the calculated r-value is greater than the r-critical value at 0.05 level of significant at 238 degree of freedom. Therefore, the null hypothesis is rejected indicating that there is a significant relationship between the absenteeism and academic achievement of pupil’s in basic science.

Hypothesis III: There is no significant relationship between loitering and academic achievement of pupil’s in basic science.

Table III: PPMC Analysis of the relationship between loitering and academic achievement of pupil’s in basic science.

        Significant level, 0.05; df = 238; N = 50

The result presented in tables shows that r-cal is – 0.009, while r-critical value at 0.05 level of significance at 238 df is 0.139. This indicates a positive relationship. Hence, the null hypothesis is rejected the “there is a significant relationship between loitering and academic achievement of pupil’s in basic science.

REFERANCE

Coleman (1966); Sewell, Haller and Portes (1969); Sewell, Haller and Ohlendorf (1970). “The Encyclopedic Dictionary Of Psychology”. Great Britain : Basil Blackwell.

Haynie, South and Bose (2006); Lareau (2003); Mouw and Entwisle (2006) Growing Up in Poor Neighborhoods: How Much

Manski (1993) and Moffit (2001). Policy interventions, low-level equilibria, and social interactions.

Rich, A. (1999), “Adolescence: Its Psychology, and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education”. (2 Vols). New York : Appleton-Century-Crofts.

Department Biology

School of Science,

College of education

Afaha Nsit,

Dear Respondent,

REQUEST FOR THE COMPLETION OF QUESTIONNAIRE

I am a student of the above named institution, wishing to conduct a research on peer group influences and academic achievement in biology among secondary school students in Ikot Ekpene Local Government area.

You are kindly requested to respond honestly to the questions. Any information you give will be treated as confidential and used specifically for the purpose of this research.

Thanks for your anticipated cooperation.

Yours faithfully,