Background of the study

The research explores the impact of peer pressure on students

motivation and engagement in academic performances. Base on the data
we gathered many grade 10 students of Kitaotao National High School,
school year 2024-2025 experienced peer pressure. While peer pressure
influence can be positive fostering Collaboration and learning, it often
manifest negatively, hindering academic success. This study investigates
the relationship between peer pressure, motivation and engagement
among students. This Research aims to identify specific types of peer
pressure, and it's their affects on our motivation and engagement and it’s
strengthen on weaken effects. This research inform the negative effects of
peer pressure and to promote a positive learning environment.

Statement of the problem

In learning motivation is important and has different sides to it.

People define it in different way. Motivating means you mentally and
emotionally ready to do something, and you decide to keep trying to reach
a specific goal. Being active in class is important for students to learn and
get better. When students join in they can learn more show they
understand the lessons feel more sure of themselves and use what they
learned.

This questions will help the students to know what is the impacts and the
result of having an peer pressure to the grade 10 students of Kitaotao
National High School, and to help them what to do.

1. What to are the reasons of having an peer pressure on a student?

2. What is the causes and impacts of the student when they are having
an peer pressures?

Objective of the study

The objective of this study is to investigate the relationship

between peer pressure and academic motivation among high school

1
students. The impact of peer pressure on students dicisions making
processes and behavior. This research aims to evaluate the effectiveness
of a peer pressure, and also to explore the relationship between social
media usage and peer pressure among teenagers

The study conducted in grade 10 high schools in Kitaotao National

High School Bukidnon. The data we gathered is taken from February to
march 2025 and data analysis will be completed by last week of March.

Significance of the study

This study investigates the impacts of the peer pressure on academic

Performances and what is the main causes of the peer pressure and who
wil be the beneficiaries of this study.

Scope and delimitation

This study will determine how the peer pressure can affect a grade 10
student academic performances at Kitaotao National High School. This
study will discuss when a peer pressure attack our performances at
school.

Theoretical framework

The basis of a child’s education begins at home. This begins with informal
education, which starts with the parents, especially the mother. The child
will then be sent at school for final education where he will be exposed to
so many people like the teachers, classmates, and school environment. All
these people associated with the teaching of the child certainly influence
the academic performances of the child greatly because he spends most
of their time with them. As a result, the peer group is the first social group
outside the home where the youngers tries to earn approval and
recognition.

Review of related literatures and studies

2
According to Alvin (1982), the term peer group implies that members of
the group are on the same level, which means that one’s employee (for
example a house boy, maid) is usually not members of one’s peer group,
but two employees working for the same company maybe members of the
same group of people of the same age associate together and move
through developments stages with the same rule expectation. The effect
of age grades is strong in primary school because, most of the pupils
know each other, who are either from the same ethnic or cultural
background, in the primary school setting classroom brightens the effects
of age grades because children are separated according to age, bringing
several the same age together. Most of them remain together in the same
group through the elementary school, forming and increasing go ahead go
ahead sir bond with each passing year.

According to Oladele (1966) the pair groups is the first social groups
outside the home in which the child attempts to gain acceptance each
peer group has its code of conduct, which does not always conform to
adult standard. The important thing is that each child takes its
membership of the peer groupup very acceptable to the group. Lack of
acceptance by peer group is disturbing the child especially at adolescent
age. Some children have been known to do badly in schools, not because
they don’t have the academic ability to do well, but because they are
disturbed by the fact that they are not fully accepted by their peer group.
The children regard the peer group as a social setting in which she had
learned without anju interference from the adult cocommunity. What
makes learning comparatively easy in the peer group is the fact that the
child has equal status with the other children. There is an atmosphere of
freedom in which the child easily learns the way of the world from others
knowledge comes unsolicited in a friendly atatmosphere. The pair grew
thus, become more and more important to achieve recognition, other
ways the peer group can be of help to the child include teaching him the
culture of the wider society, making possible society social mobility,
providing opportunity for the child to play many social roles, such as that
of learning follower, teacher or students. The peer group also helps the

3
child to win his independence early from adult just domination and sets
before him goes, which is more easily attainable than the expectation of
adults. This chapter has been divided into six parts for the purpose of
easy understanding.

1. formation of peer group

2. self-concept
3. social/family factors
4. peer influence
5. the social achievement of the peer group
6. peer role in socialization.

Formation of peer group

The formation of peer groups follows a certain pattern. In early childhood,

parents are important adults in a child life. According to Stan-Salazar
(2005), peer groups are formed for different reason for example, if the
peer group is formed for the purpose of friendship, then it will generally
serve to provide a sense of belonging together with social and emotional
support for the group members. Some groups are formed to promote
academic

achievement among its members while others may promote oppositional

identity by encouraging its group‟s members to go against the school
rules and regulations or the school establishment in general.

According to Fafunwa (1979), a peer group comes into being because its
members have common goals, interests, and motivations. Age groups in
many ethnic societies in Nigeria have been used either for community
development, educational purposes, and citizenship training in general or
for purely political activities. According to Scott (1970), a peer group
policy fixes its values and codes of conducts, which are then followed by
individual members. The group decides what objectives and what goals
are to be preferred over others and then

4
define what means are acceptable for pursuing these goals. Ascribed
factors like sex, age, social status or ethnicity helps to determine
membership in most groups for example, and girls may identify with a
peer group of girls; it is this group which is likely to serve them as
reference group because of their sex roles. Children, who schools in
Nigeria are most likely to associate first with those who come from the
same area, speak the same local language and have common factors in
common. According to Holander (1971), school children do not rush to
form groups. They observe and evaluate one another before they form a
formal peer group. In countries where adolescents come to school from
variety of background, they remain strangers to each other for quite a
long time before they get to know each other well enough to develop
group norms.

According to Horton Cooley one of the first American sociologists who

introduce the notion of secondary groups was in (1909), the secondary
group was presented as having a face-to-face relationship marked by
among of cooperation performance and intimacy. The groups possess
some feelings of belonging. The face-toface aspect suggests that the
group is small. Cooley identified only a few groups that fit his definition.
The family, the play groups of children, and the neighbourhood or
community group of elders in such a group individual enjoys a warm and
seemingly unstructured existence. It is groups in which we can relax just
hang out and do what we want to do within these primary groups. People
learn the way and therefore social living. According to Godwin (1965),
peer groups are undoubtedly useful in many aspects such as giving
children from different families the opportunity to mix and by so doing
broaden the scope of friendship.

Mixing with peer group is a good preparation for the future because one
cannot but mix with other in later life. Those fail to mix well in their earlier
life will be unable to mix well in future. The child interaction with other
children and teachers from various background and with new problems

5
and concepts enables him to modify or change his behaviour, attitudes
and modification, peer groups give the child the opportunity to grow and
depend less on family authority, to grow here means getting mature be
able to take decision and accept their outcomes. Peer group is a form for
receiving information of new knowledge. When children come together
like that they later interact and talk. The peer group teach sex role by
mixing with other boys and girls. They learn how trailing for a stable
courtship and marriage. Peer group teaches unity, tolerance, and
collective behaviour. As a group, they

learn the spirit of living and let live and see themselves as group acting
in union and having one voice.

Self concept factor

Self-concept results from the subject internalization of his social image. It

is developed from different interaction with the social context and agent;
great importance assigned to acceptance or rejection from other
especially significant others. According to one researcher, Marsh parker
and Smith, who propose a hierarchical and multifaceted model of self-
concept in which there exist one general factor and several special one
the later including academic self-concept? According to Sonchez (2002),
“academic self” concept is at the base of future school success or failure.
Having been formed starting schooling early childhood education from
peer contact and teacher attitude and expectation. According to Edward
(2002), self-concept was found to better predict performance than
variables such as age or students‟ gender. According to Zsolnail (2002),
said that self-concept influence performance indirectly by means of its
influence on intrinsic motivation. According to Gonzailex (2002) in his
research show it by means of an analysis of structural equations, how
self-concept related casually to performance, but not vice-versa.

According to Nunez (1989), in his view find that the greater the student‟s
self-concept more learning strategies will be uses facilitating deep
information processing. According to Fullana (1995) study indicates

6
positive selfconcept as one risk reducing factors against academic failure
in the case of unfavourable family situations.

According to Perez (1998), using a casual explicative model emphasize

that academic self-concept directly influences the global performance of
the students.

Social/family factor

The educational condition attributed to the family is beyond all doubt as

there is an ever-increasing awareness of the importance of the parent‟s
role in the progress and education development of their children.
According to Adell, (2002), family background is the most important and
most weighty factor in determining the academic performance attained
by the students. Among family factors, of greater influenced are social
class variable and the educational and family environment. Regarding
socio class relevant research tells us that one‟s result and expectations
for the future are better than the higher one belongs to the social ladies.
One of the latest, studies carried out on performance in secondary
schools in Spain. According to Martin (2002), upper class students show a
better use of mutate cognitive strategies that those of a lower social
class. Liorente (1990), mentioned that the influence of social class is
mediated by cultural level which in turn determines family expectations,
values, and attitudes regarding education. In other words, motivation to
achieve depends more on the parent‟s level of learning than on their
income. Castejon &

Perez (1998) in their view remarked that the child perception of family
support directly affects performances while the mother level of studies
does so indirectly.

Other researchers indicate that the most influential family components on

performance are not socio-culture or economic but rather those
pertaining to the effective or psychological dimension that is although
good academic prepares the parents especially the mother and a positive

7
cultural environment, favour scholastic performance. It is effective and
relational variables which most stands out as factors in performance.

Peer influence

Peer group influence on the child‟s development occurs by similar

mechanism as those used by adults. Reinforcement, modeling and direct
teaching and skills interaction with peer also promotes acquisition of
social competencies such as controlling aggressive impulses and the
expression of pre-socio behaviour. According to Adeole (2007), each
extensive interaction with other ultimate relationship develops and by
these conflicts important attitude and values are formed. Mush Grave has
the view that in the family or school, the child is in a state of sub-service.
While the school or family is composed of heterogeneous age group. The
peer group is made up of homogenous age. The implication is that the
things that cannot be taught in the family or school are learnt by children
from the peers, fashion, dress, and mode of reading and educational
information (etc) are gotten from peers. Leadership position among peers
is achieved rather than ascribed; intellective leadership, physical strength
success in sport(etc) are all achieved status. An attractive and self-
assures students are easily accepted as a peer and students do this in
order to belong. Certain standard are set by the group as norms and
values. This peer pressure is associated in adolescents of all ethnic and
racial background with risk behaviours such as truancy, drug Abuse,
sexual activity again peer strength than do family values the level of
teenage alcohol use.

According to Castejon, &Perze (1998) in relation to academic

performance, the socio-metric status of the students influences
performance both directly and indirectly since it is influenced by
intelligence. Other research also shows that positive correction exists
between performance and peer relationship. Buote (2002) supported this
statement and Montero (1990), added by saying that students failures in
school are those most rejected by their group. In examine the effect of

8
peer group pressure on academic performance of students in Government
Secondary School Lamingo, Jos North Local Government Area; the
researcher also consulted some authorities who have dealt extensively
with these issues.

According to Mrs. J.J. Magdalene, a teacher in Government Secondary

School in Jos North Local Government Area in Lamingo, said that students
are influence by their peers positively, to my understanding some joined
their peers to the library to read and make research when they were
given assignment by their class teacher in school and they asked
question and answer it within themselves and from this the slow learners
gain from their peers and performed very well academically during
examinations and classroom assessment having gain from their peer
some knowledge, bringing good result in their academic performance, this
comment supported that there could be positive influence and negative
and so it is in two ways.

Young people claim to have negative habits of smoking, excess use of

alcohol, sex, gambling, and drugs(etc) at the early age because of
students. As some of these young people grow older, the influence of
parents‟ waves, a desire to be popular and to be accepted by peer grows.
Watch tower (2002), maintained that as some youths get older, the
influence of parent‟s wanes and a desire to be popular and to be
accepted by peers who grow strong. Others simply feel a need to talk with
some who understand or who will make them feel loved or needed to be
done by all that are concerned. These comments from the research have
help to understand that peer group pressure influence academic
performance in two ways positive and negatively.

From the above comment mentioned, the researcher strongly feels that
everybody must work together. Parents, teachers, guardians,
government(etc) should try to realize the importance of guidance and
counselling to help the children on the need to choose a good association

9
that will put them on the positive side and when this is done students‟
academic performance will improve positively for their future benefit.

The social achievement of peer group

According to Lippitt, &White (1985), not all adolescent leaders are

academically talented; there is none acceptance by ones peer since next
young people to succeed in school, and high status is awarded to those
who get good grades. The way good grades are attained is also important
for those who get „A‟ by cheating are not respected, non are those who
perceived as trying to gain unfair advantages with the teacher. The
student who is considered book worm may not have a high level of social
status as the one who gets good grades with an average amount of effort.

According to Bichlen, & Roberts (1974), the recognition the teacher gives
to students with high achievement can either help their standing with
their peer or it can be detrimental depending partly on the way the
recognition is given. Some students do not want to be helped up as an
example for other students, for that seems to isolate the students that
are singled out. On the other hand, students who are held in high regard
by the teacher are more likely to be admired by their peer than those
whom the teacher criticizes. Perhaps the ideal position from the standing
of students is to excel in classroom and remain one of the groups in which
other students can evaluate the students as like rest of us.

Peers tend to influence each other on matter pertaining to success,

power, prestige, respect, way of communicating with others and
behaviour. Through these interactions they learn how to relate to others
at different levels. Gronlund (1959) said that the improved moral derived
from satisfying social relationship in the classroom helps create in the
pupils a favourable attitude towards school in general.

Peer role in socialisation

In all societies since the beginning of time, adolescents have learned to

become adults by observing, limiting, and interacting with grown up

10
around them. The self is shaped and honed by feedback from me and
women who already know who they are and can help the young person
find out who he or she is going to be. The importance of the family
immediate and extended in an adolescent‟s life (in any life, for that
matter) is of paramount importance. It is therefore quite starting and very
distressing when we look around our society and see little time today
teenagers spend in the company of adults.

The adolescent‟s today is socializing more within the confines of their

peer than with any adults a situation that both parents and teachers fear
and distrust because it competes with adult socializing experiences for
the teenager‟s attention. According to Allen (1971), peer contributes to
our socialization three respects. Firstly, peer offers a kind of
companionship; attention and good will that parents cannot supply in
return for behaviour like skill at games with parents are indifferent to.

Secondly, to the extent that peer group include children of slightly

different ages and skill levels children can find models for what they will
be soon. Adults are models for the very distant future. Thirdly, the
contribution of the peer groups is that it gives children a chance to
develop close relationship of their own choice peer group in other words
are the place where we begin to become independent of our parents, a
place where we develop standards for judging ourselves quite separate
from those of the adult world.

According to Larson (1984), adults are afraid that the lives of their sons
and daughters will be shaped by their peers and the culture they have
built for themselves, knowing this adult themselves especially in today‟s
selfcentred society, are prepared to invest relatively little or their own
time, attention, and wisdom to provide the bridge. Except by parent‟s
manipulation through external rewards and punishment, teenagers are
more or less left on their own to choose among the directions available to
them. In essence, it is other people who socialize us by the support and
feedback they provide. George (1934) pointed out it is by relating to
others either concretely or in imagination, that we develop attention

11
pattern we call the self. According to Steinberg (1996), how much time
one spends with friends as opposed to adults will play a great part in the
development of the adolescents into the mature adult they will become
someday.

According to Kaplan (1993), peer group membership answers

adolescents‟ concerns about many things including their changing bodies
and discussing their fears with other young people experiencing similar
physical changes and asking similar questions about their impact helps
adolescents to accept their physical development. Larson (1984) said that
social structure is passed on through then family and the influence of the
family sustains if time and energy is spent by both parents and teenagers
towards a common set of goals leading to a climate of love and mutual
support. When parents and children cease to pay attention to each
other‟s goals, there is breakdown which is what is happening in society
today. As long as the child lives in the limited environment of his home,
he is influenced by his parents and siblings. In polygamous families and
extended family systems as those which operate in Nigeria, the
environment is greatly enlarged by comparison to the nuclear families. In
large families‟ members other than parents and siblings also become
models for imitation.

According to Mussen (1973), parental influence is more powerful than

peer influence among adolescents whose parents‟ express affection,
interest, understanding and willingness to be helpful. Thus, the parents
continue to provide a highly personal and emotionally involved
relationship which may be characteristics of peer group influence.
Conclusively, Burro (1964) in his contributions as to the role of peer group
in social changes quoted that social change is a process whereby some
modification occurs in the society. This change can be large or small,
gradual or rapid, violent or peaceful. Sociologists are concerned with low
process of change works. So far, we have found that society generally
moves from the simple to complex and that technology is an important
force in this alternation. The speed of change is also an important

12
question. Evaluation is a slow process. When people desire changes
because of dissatisfaction with societal conditions, they may resort to
revolution. Revolution is spurned by political, economic, and cultural
conditions.

However, we are not sure of the exact cause of revolution. Social changes
are a continuous process which is very similar to a widening stream that
makes its way to the mouth of the river. It is very difficult to chart its path
is speed up in place and slowdown in others. In some places the water is
claim, in others ranging. Social change through peer group is very much
like that. Its rate is not constant, by studying this phenomenon over the
years, sociologist is beginning to chart the cure of this historical view like
the behavioural outcomes of a child who interest with the group that is
either educationally inclined or otherwise. In generally conclusion, most
peer groups start in primary school in the form of best friends, alter as
they move into the adolescent stage, they tend to form cliques and crews.

Peer groups are an important part of adolescent‟s life as it reflects their

desire for autonomy and their preparation towards adulthood. Peer groups
have different function for friendship, sense of belonging and presocial
functions which are important in the development of the child‟s social,
emotional, and cognitive development.

Methodology

Research design

This study utilized the quantitative method research design with a

questionnaire to extract information from the respondents. The data
gathered was treated statistically using frequency count and percentage
was utilized. The population for this study was 134 which consist of the

13
secondary school students in G.S.S.S Lamingo, Jos North Local
Government Area of Plateau State and they were made to respond to the

questions drawn on the questionnaires. The instrument for the collection

of data used in this study was the use of questionnaire. The set of
questions were carefully written to accommodate the purpose of the
study. The examinations of these questions before administering them
were done to reduce type 1 error.

Conclusion and recommendation

A. Conclusion

Based on the finding, it has been discovered that peer group pressure is
in two ways, both negative and positive. There are ways the teacher could
help these students of peer to avoid serious influence since students
develop negatively and this could after their academic performance. it
was also discovered that peer influence is not always bad. The fact that
many students have confidence in their friends show also that they could
be helped in terms of studies when they are together especially boys, and
they help them to grow in knowledge and improve academically.

B. Recommendations

The line with the findings in the study, the researchers recommend the
following:

There should be an intervention program for the students which will help
and expose them to resist negative peer pressure and accept the positive
peer pressure. One of the best is known is the (Drug Abuse Resistance
Education), this enables them to resist the pressure to use drugs and
alcohol.

14
Teachers should use their teaching periods to teach and help these peers
so that peer pressure will not damage their future life.

Parents should help their children financially so that they will not because
of money follow bad gangs and Parents should also find about their
children emotional needs because some children may not tell them
problems but to their peers who is closer to them than their parents. This
research work will serve as a stimulant to other scholars who may wish to
carry out further research work on this area of study.

The researchers opinion in this research falls under the following area
which will be of great benefit.

1. Negative effect associated with peer group.

2. The causes credited to high rate of peer influence or group.

3. A similar study on female academic performance be undertaken to

compare the study.

15
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