Relationship between peer attitudes towards school, selected peer group activities and academic achievement of secondary school students in Nairobi
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Date
2004
Authors
Mukolwe, Asakhulu Newton
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study was designed to investigate the relationship between peer group
attitudes towards school, peer group activities, and academic achievement of
secondary school students in Nairobi urban area. Rapid socio - cultural situation
in Nairobi, and the nature of the adolescence period itself, are among factors that
have predisposed students to peer group influence more than before. Gender
and residential status of the students (that is, boarder and day scholar), as
categorical variables, were also investigated in relation to peer influence on
academic achievement.
Eight public and eight private secondary schools - Single sex and Co -
educational, and, Boarding and Day schools - were selected using purposive,
stratified and random sampling techniques, in that order. A sample of 240
randomly selected form four students from these schools completed the peer
effect questionnaire. The students' mock examinations marks were also collected
and used as a measure of their academic achievement.
Descriptive statistics were used to describe and summarize the data. Pearson
Product Moment Correlation at P<0.05 was used to test the hypotheses related
to peer group attitudes towards school, selected peer group activities, and
students' academic achievement. Hypotheses on gender and students'
residential status at school, were tested using the Kruskal - Wallis Non
Parametric test at P<0.05
The statistical analyses indicated a significant relationship with regard to peer
group attitudes towards school, selected peer group activities and students
academic achievement. A statistically significant difference was also found in the
selected peer group activities between borders and day scholars. However, no
statistically significant differences were found between boys and girls in relation
to peer group attitudes towards school and selected peer group activities.
Likewise, there was no statistically significant difference between borders and
day scholars in relation to peer group attitudes towards school.
Nonetheless, the results indicate that the incidence of students peer group
relationships' at school is a significant variable in their academic achievement.
Hence, recommendations were made such that both Students, Teachers,
Parents, School Counselors and Education Planners, should be aware of the
role played by peer group relations in students, and how this role can be
manifested in to positive outcomes in students' academic achievement at school,
in particular, and school life, in general.
Further research is recommended with respect to factors such as age, socio -
economic class, race, introversion and extroversion; which may bring variations
in peer group influence in students. Research is also recommended in different
geographical settings to bring harmony in the understanding of the phenomenon
of students peer group influence.
Description
A thesis submitted in partial fulfillment for the degree of Master of education (psychology) to the school of Education and human resource development Kenyatta University