INFLUENCE OF PARENTAL INVOLVEMENT AND PEER GROUP ON THE ACADEMIC PERFORMANCE OF STUDENTS-CASE STUDY OF SOME SELECTED SCHOOLS IN IJEBU-ODE LGA

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INFLUENCE OF PARENTAL INVOLVEMENT AND PEER GROUP ON THE ACADEMIC PERFORMANCE OF STUDENTS-CASE STUDY OF SOME SELECTED SCHOOLS IN IJEBU-ODE LGA

ABSTRACT

This study investigates the dynamic interplay between parental involvement, peer group influence, and the academic performance of students within the educational context of Ijebu-Ode Local Government Area. Recognizing the crucial roles that parents and peers play in shaping students’ academic experiences, the research aims to contribute insights into the multifaceted factors influencing educational outcomes.

Utilizing a mixed-methods approach, the study engages in both quantitative surveys and qualitative interviews to gather comprehensive data. The research focuses on a sample of selected schools in Ijebu-Ode LGA, targeting students across different academic levels. Parental involvement is assessed through measures such as communication with parents, parental engagement in school activities, and home-based support for learning. Peer group influence is examined by exploring the nature of peer interactions, study groups, and extracurricular activities.

The findings of this study are expected to shed light on the relative significance of parental involvement and peer group dynamics in the academic achievement of students. Additionally, the research explores potential correlations and interactions between these two factors, aiming to provide a nuanced understanding of their combined impact on academic performance.

The implications of the study extend to educators, parents, policymakers, and school administrators, offering insights into the areas that may require attention to enhance the overall academic well-being of students. By understanding the dynamics between parental involvement and peer influences, stakeholders can develop targeted strategies to foster a supportive educational environment that positively influences students’ academic trajectories.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The oxford advanced learners dictionary (2001) defined peer group as a group of people of same age or social status. The peer group is the first social group outside the home in which the student attempts to gain acceptance and recognition. Peer group is an important influence throughout one’s life but they are more critical during the developmental years of studenthood and adolescence. Adolescents always emulate their mates in whatever form of behaviour they exhibit, particularly that which interest them thus, since socialization only refer to changes in behaviour, attitudes having their origin in interaction with other persons and those which occur through integration, a student learn more through interaction with peers.

Socialization being a life-long process cannot be limited to the family members alone. As a student grows older and more matured, it become more necessary for the external bodies to be involved in his/her life. The family is not expected to provide all the education required by the growing student. The school which is an established academic institution in which the behaviour of an individual is sharpened to get him/her equipped for occupational socialization. In the school system, the student gets into the social group of “like minds” and interest. As a result of the various attitudes, skills, knowledge is acquired through role-play. Peer group as an agent of socialization is the most important socializing is the most important socializing agent for the developing student. Peer group is the pivot of social change and during interaction peers; the student’s life is transformed from the helpless student into a mature adult.

Each peer group has its code of conduct which does not always conform to adult standards. The important thing is that each student takes his/her membership of the per very serious and attempts to do anything to ensure he/she is accepted and recognized. Lack of acceptance by t he peer disturbs the student especially at adolescent age. Some studentren have been known to do badly in school not because they lack the academic ability to do well but because they are disturbed by the fact they are not accepted by their peer group. What makes learning comparative is the fact that the student has equal status with the other studentren. There is an atmosphere of freedom in which each student learns the way of the world from others. The peer group thus becomes more and more important to the student as he advances in age. Other ways in which the peer group can help the student include, teaching the culture of the society at large, making possible social mobility, providing opportunity for the student to play many social roles such as that of a leader, a follower, teacher or student. The peer group also help the student to win his/her independence easily from domination and set before him a goal which is more easily attainable than the expectation of adults. This in itself provides motivation for learning and is mainly responsible for the fact that all studentren at one stage or the other regard their membership of peer group as very important.

When the family is not supportive for instance, if the parents work extra jobs and are largely unavailable, their studentren may turn to their peer for emotional support. This also occur when the conflict between parents and studentren during adolescence or at any stage during a student’s development becomes so great that the student feels pushed away and seeks company elsewhere. Most studentren and adolescents in this position do not discriminate about the kind of group they join. They will often turn to a group simply because the group accepts them even if the group is involved in negative tendency (Peter Smith and Anthony Pellegrini, 2001). The need for affection or closeness is often greater than the need to do the right thing. For some adolescents who feel isolated and abandoned by members of their family being part of a peer group provides such individual with acceptance and security not available at home. In the Nigerian society today, the influence of peer group cannot be over emphasized in a student’s life most especially student education. Peer group has in one way or the other influenced the life of studentren both academically, socially, morally, psychologically and otherwise. It helps just like any other agent of school students in Oredo Local Government Area of Edo State. Socialization such as family, religion, mass media, and school among others help in modifying the behaviour of the student. In conclusion, therefore the influence of peer group on the academic performance of secondary school students cannot be over emphasized. The peer group forms the main basis through which the student learns lot of empirical facts about his physical and social environment, acquisition of skills and value as well as attitude for a better future.

So many reasons have been advanced for the poor performances of students in schools prominent among them are the negligence of duty of teachers and parents. Parents seems to depend only on teachers with the believe to change or transform their studentren to academic experts over night, and anything that falls below this expectation makes the teachers conduct unacceptable.

Few people care to think of other factors responsible for poor performances of students at school. Unfortunately, these factors are so weighty that, it renders the important efforts made by the teachers towards the realization of students academic useless. It is widely accepted that c student’s academic achievement does not only restrict to the school he attends but also the education and educational preparation that particular student has received outside the school. It could be from the family, in the community and from the peer group.

According to Peter Gorski (2004) Awake ‘student’s early years what should parents do?’ “It has been noticed that the foundational background of any student should be properly lay down, else such particular student will face a lot of difficulties in future. Some students who are very brilliant were negatively affected by the attitude of their parents, by not providing them the necessary materials needed in the school and at home.

Apparently, it is now noted that students whose parents encourages and provides their educational needs always perform excellently. It was discovered that many parents do not realized the importance of keeping their studentren at school beyond some certain level. They preferred to have their studentren working with them in their trade, and those that are interested in keeping their studentren at school, never bordered to give a follow up by checking their studentren’s note. This medium makes the studentren performance to go below average at school.

1.2 STATEMENT OF PROBLEM

Studentren socialize with the people with when they associate. Through interaction over many years, acceptable social customs are taught and fostered. Other studentren as well as adults can have a great impact on a broad range of issues in the student’s life including achievement in schools. The research is geared towards having a proper understanding of the way social interaction affect academic achievement and it is very important for parents, educators, and policy makers. The immediate environment such as peer, family, school, religion and other factors can encourage or discourage students academic performance. This research is thus an inquiry into the influence of peer group on the academic performance of secondary school students in Oredo Local Government Area of Edo State.

A lot of various factors have contributed to the effect of parents academic background on students performances in Egor L. G. A. of Edo State. Parents educational background can pose a positive or negative expectation from students performance. Such as provision of materials and resources which can support learning. Some families can hold firm to their cultural value which may affect their studentren. For example, the assumption parents make about choosing an occupational goal for their studentren.

According to Adefemiwa (1995) he said that when students are given academic assignment to perform at home, some respond to it positively and return with a poorly work done, while others do not make any attempt. In addition, when students are asked to bring materials from home to aid their learning, some responded positively while others responded negatively.

Therefore, the researcher intends to investigate the conditions surrounding the academic performances of students. To this end, the research work intends to provide answers to the following questions;

1) Broken home can lead to poor academic performance in school

2) Parents academic background can lead to low academic performance

3) Non-providing of educational needs can as well lead to poor result in academic performance of students.

4) The environment can also cause poor performances of the students

1.3 OBJECTIVE OF THE STUDY

The objectives of this study include:

1. To investigate whether parental involvement and peer group affect the academic performance of adolescent.

2. To determine whether parental involvement and peer influence has any effect on academic performance of studentren of studentren from broken homes.

3. To find out whether parental involvement and peer influence determines variation in academic performance of male and female students.

4. To investigate whether age does determine the extent to which peer influence affects academic performance of students.

1.4 RESEARCH QUESTIONS

To guide this study, the following research questions were formulated

1. Does parental involvement and peer group influence have great effect on the academic performance of students?

2. Does parental involvement and peer influence have any effect on academic performance of studentren from broken homes?

3. Does parental involvement and peer group influence have varying effects on academic performance of male and female students?

4. Does age determine the extent of peer group influence on academic performance of students?

1.5 SIGNIFICANCE OF STUDY

The research work is carried out to examine critically the influence of parental involvement and peer group on the academic performance in selected secondary schools in Oredo Local Government Area of Edo State. information gathered from this work is pertinent and will go along way in unveiling the influence of parental involvement and peer group on the academic performance of students. The importance of this study is to know whether peer group has any influence on the academic performance of a student as well as making an effect to strike a balance in the educational system in line with the national policy on education. This study will also provide an insight into the impact of peer group on academic performance of adolescents.

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