Peer influence on academic performance of pupils in primary schools in Kapsoya zone

Abstract

Academic performance of the students can be affected by several factors. School and pupil factors have been widely documented as factors that significantly affect student’s achievement in school. Peer influence has been categorized under either school or pupil factors that may affect academic performance of the learners. Peer influence happen in small groupings of the students within the school environment. Most of schools’ management tend to avoid or pay little attention to those social groupings and networks and may blame other factors for poor pupils’ academic performance. This study sought to investigate the relationship between peer influence and pupils academic performance in primary schools in Kapsoya zone, Uasin Gishu County. This was a correlation study. This study adopted social development theory developed by Vygotsky (1978). This is because the study was focused on pupils’ social context in which they interacted, shared experiences and learnt from their peers. The study was done in 20 primary schools with a sample size of 424 pupils. The pupils were selected using stratified random sampling technique. Data was collected using questionnaires. Pupils’ scores were extracted from zonal examinations records at each individual school. Data was analysed using percentages, frequencies, means and standard deviation. Independent Sample t- test was used to establish whether there was a significant difference in academic performance based on type of school and gender of the pupils. This study found out that types of school and not age and gender of the pupils, had significant impact on the peer influence and academic performance. This implied that academic performance of the pupils in Kapsoya depends on the types of school and not age and gender of the pupils. The study also found out that there was no significant relationship between group discussion, peer group behaviour and peer group conflict and academic performance. However, there was weak and positive relationship between peer influence and academic performance. In nutshell, it can be concluded that the peer influence did have weak relationship with the academic performance. It is recommended that school managements should ensure there are regulations that govern the peer group organizations within the school environment. It is hoped that the findings of this study will be instrumental in informing schools’ management’s decisions on academic performance of the pupils. It will also be of importance to all education stakeholders implementing academic programs in schools.