ABSTRACT
This study examined the peer group influence and the
teaching and learning environment (A case study of the academic performance of
students in selected secondary schools in Mainland Local Government Area of
Lagos State). In this study, relevant and extensive literatures were reviewed
under some sub-headings. The descriptive research survey was used in this study
for the assessment of respondents’ opinions using the questionnaire and the
sampling techniques. One hundred and sixty (160) respondents were used as
samples for this study to represent the entire population of the study.
A
total of five null hypotheses were formulated in this study and analysed, using
the independent t-test statistical tool at 0.05 level of insignificance. At the
end of the analyses, the following results were obtained:
1.
A significant relationship exists
between teaching and learning environment and academic performance of students
in school.
2.
A significant relationship exists
between peer influence and academic performance of students.
3.
A significant relationship exists
between students’ study habit/skill and their academic performance in secondary
schools.
4.
It was found also, that there is
significant difference between male and female students’ performance in
schools.
5.
Finally, it was revealed in hypothesis
five that a significant relationship exists between examination malpractice and
academic performance of students in school.
Based on the conclusions and summary of the study, the
following recommendations were forwarded:
1.
Adolescent
should endeavour to make sure that they do not follow peers or friends who have
negative attitudes or bad influence.
2.
Parents
should ensure that their children and wards are reared towards the right
direction. They should therefore, ensure that they learn good behaviour and
character needed in their youthful development.
3.
Teachers
should indicate in the children how best to identify and avoid keeping bad
friends by adolescents and youths in our schools.
4.
The
society should ensure that it does not encourage the adolescents to act in bad
ways, by way of showing bad example or bad role model.
TABLE
OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of contents vi
CHAPTER ONE: INTRODUCTION 1
1.0
Background to the Study 1
2.0
Statement of the Problem 6
3.0
Purpose of Study 6
4.0
Research Questions 7
5.0
Research Hypotheses 8
6.0 Significance of the Study 8
7.0
Scope and Limitation of the Study 9
8.0
Definition of Terms 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE 11
2.1
Peer influence 12
2.2
Concept of teaching 13
2.3
Concept of learning 19
2.4
Development of peer influence 27
2.5
Negative Peer Influence 29
2.6
Positive peer influence 31
2.7
Family relationship and peer influence 32
2.8
Peer group pressure 35
2.9
Peer group pressure during adolescence and coping techniques
38
2.10 Significance of
adolescent peer group relationship 39
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY 42
3.0
Introduction 42
3.1 Research Design 42
3.2
Population of the Study 42
3.3
Sample and Sampling Technique 43
3.4
Research Instrument 43
3.5
Procedure for Data Collection 44
3.6
Data Analysis Procedure 44
CHAPTER FOUR: DATA ANALYSIS AND
INTERPRETATION OF RESULT 45
4.1 Introduction 45
4.2
Testing of Hypotheses 45
4.3
Summary of Findings 51
CHAPTER
FIVE: DISCUSSION, SUMMARY, CONCLUSION,
AND RECOMMENDATIONS 52
5.1 Introduction 52
5.2
Discussion of Findings 52
5.3
Summary of the Study 57
5.4
Conclusions 58
5.5
Recommendations 59
5.6
Suggestions for Further Studies 62
References 63
Appendix 67
CHAPTER ONE
INTRODUCTION
1.1 Background to the
Study
As children enter
adolescence, changes in the nature of friendships also take place. In general,
the amount of time spent with friends increases dramatically,
adolescents/students spend more time with their peers than they do with family
members or by themselves (Larson, 1994).
At early stage, adolescents strive to
establish personal identities that are independent of those of their parents,
they also look increasingly to their peers for security and social support
(Furman and Buhrmester, 1992).
Eriskon (1968), from his life-crisis
perceptive, points out that friends offer constructive feedback and information
on self-definitions and perceived commitment.
Social-cognition theorists, such as
McCandless (1990), are inclined to see groups as important because of their
reinforcing nature. While other scholars viewed peer-group formation from
either an intergenerational-conflict perspective (Davis, 1990) or a dest continuity perspective
(Benedict, 1998).
Although students are peer-centered,
their interactions with their peers may be egocentric. In a naturalistic-observation
study of group discussions by male adolescents (Newmann, 1996), notes that most
of the subjects comments reflected joking, exaggeration, elaborations of truth
or perceived invulnerability.
However, when these adolescents were
interacting with an adult leader, many of their comments showed discouragement.
Indicating discontent with the adult world, boys remarked that adult leaders
were unable to take them seriously. East (1989), elaborates on this point in a
study of several hundred students who asked to identify socially supportive
adults. These young people identified social support (affection, nurturance,
and instrumental help) coming most from their mothers significantly less from
their fathers, and uniformly withheld by their teachers.
The nature of peer relationships in
students/adolescence has been characterized in terms of social status and peer
crowds.
Popular and well accepted adolescents
tend to display positive conflict resolution and academic skills, prosocial
behaviour and leadership qualities, whereas rejected and low-accepted
adolescents tend to display aggressive and antisocial behaviour and low level
of academic performance (Parkhurst and Asher, 1992; Wentzel, 1991, Wentzel
& Erdley, 1993).
Adams (1996), contends
that adolescence is a period of increasing influence of one’s peers and peer
values and a diminishing role of one’s parents as a primary reference group.
The main values of peer group is social
participation, group-loyalty and individual achievement and responsibility.
However, the extent of peer group
influence is better appreciated when viewed against the seven essential
functions the peer services as postulated by Ausubel (1994) but modified by Adams (1996);
A.
A replacement for family to some extent.
B.
A stabilizing influence.
C.
A source of self esteem.
D.
Opportunities for modelling.
E.
Opportunities for practice by doing.
F.
A source of behavioural standards.
G.
There is security in numbers.
Therefore, peer acceptance is very
crucial during adolescence or among students. It is far more crucial and
important for us not to see this intense need to be accepted as a negative
characteristic because students who are liked or accepted by their peers are
more likely to be psychologically healthier and self-confident than those
rejected by their peers.
When a student is rejected, he feels
isolated, withdraws or acts in a hostile manner. This reaction may even deepen
his rejection. At this point an older adult, preferably an understanding elder,
parent, counsellor or teacher to intervene. The intervention may lead to the
beginning of a more constructive interpersonal relationship for a rejected
student. (Achuzie, 2000)
In relation to peer group influence, an
understanding of the relationship between the students and the school
environment will take cognizance of the fact that the student is not a passive
recipient of whatever the school offers. He is an active participant in the
actual social situation who may or may not decide that he wishes to co-operate
at the level required.
The heart of Skinner’s message, is that
we are all at the mercy of environmental controls. What we do, who we are, what
we become – all result from the particular set of environmental stimuli that
has impinged on us and that will impinge on us. (Adamson, 1990)
It has been established that good
sitting arrangement, good ventilation and un-crowded classroom situation
positively encourage and enhance learning. Whereas uncondusive environment like
over crowdedness, non availability of seat and the likes adversely affect or
hinder learning. (Uzor, 1998)
However, Onwuka (1981), remarks that
methodology is the study and practice of various methods of teaching. Those
include the mastering and application of different principles of learning.
This is to say that the teaching and
learning environment should be planned and organised in such a way that it will
enhance positive performance.
All these problems may cumulatively
lead to educational deficiencies such as poor study habit, academic
underachievement, poor self concept, low self esteem and lack of motivation to
learn. (Main, 1990)
Thus, this study is undertaken to
examine how peer group influence the teaching and learning process and how
environment can determine the academic performance of students in secondary
school.
1.2 Statement of the
Problem
The adolescents
have peculiarity with their attitudes and behaviour from the agelong. The peer
group influence is one of the factors of these peculiarity associated to
adolescents. Similarly, the teaching and learning environment could be an
influence militating against academic performance of adolescents. (Edet, 2000)
In the Nigerian society, the problem of
young school leavers that could not gain entrance into higher school could be
as a result of inadequate preparations, and poor infrastructure.
The influence of poor on the
adolescents engaging in examination malpractices which may include cheating,
impersonation, sourcing for examination questions etc and other
indiscipline.
1.3 Purpose of Study
The main purpose of
this work is to examine; “Peer group influence and the teaching and learning
environment”.
Other possible factors influencing the
performance of adolescents will be examined which include study habit and
various forms of indiscipline.
The study would also find out the
relationship between teaching and learning environment on students’ academic
performance.
1.4 Research Questions
The following
questions were proffered to enable the researcher gather data for the study.
1.
Is there any significant relationship between peer group
influence and academic performance?
2.
Will there be any significant difference between male and
female students academic performance?
3.
Will there be any significant relationship between
teaching/learning environment and academic performance of students?
4.
Will there be any significant relationship between students’
study skill and academic performance?
5.
Will there be any significant relationship between
examination malpractice and academic performance.
1.5 Research Hypotheses
1.
There will be no significant relationship between peer group
influence and academic performance.
2.
There will be no significant difference between male and
female students’ academic performance.
3.
There will be no significant relationship between
teaching/learning environment and academic performance.
4.
There will be no significant relationship between students’
study skill and academic performance.
5.
There will be no significant relationship between
examination malpractice and academic performance.
1.6 Significance of the Study
This study is essential when we
consider the power of peer group influence on the students and the need for
guidance to enable the students understand and adjust well within the school
environment.
The work would be a contribution to
knowledge and literature in the area that the study covered.
It will help to check some re-occurring
problems which may hinder the attainment of well planned curriculum.
9.0
Scope and
Limitation of the Study
This study will be
restricted to students in senior secondary classes two and three of three
selected secondary schools in Apapa Local Educational District of Lagos State.
Moreover, the study is limited both in
scope and sample size. It is also limited to the variation in time, location
and definition of terms and other extraneous variables that may be encountered
during the course of this study.
1.7 Definition of Terms
1.
Peer group: A social group
consisting of people who are equal in such respect as age, education or social
class.
2.
Influence: The ability of
someone or something to affect the course of event or somebody’s thinking or
actions by means of argument, example, or force of personality.
3.
Environment: Surroundings,
natural world or all the external factors influencing the life and activities
of people within the environment.
4.
Performance: The outcome of an
event or action.
5.
Student: A person studying
in order to qualify himself for some occupation or devoting himself to some
branch of learning at the university or other place of higher education.
6.
School: The second social
institution circle (after home) of influence to which a child is subjected. It
is a mimature of the society.
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