ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
IMPACT OF
SCHOOL ENVIRONMENT AND PEER GROUP INFLUENCE ON STUDENTS’ ACADEMIC ACHIEVEMENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Environment
plays major role in the life of every individual whether a student, teacher,
employer or employee. Though, some people are yet to believe that environment
brings about better performance. The school environment, which includes the
classrooms, libraries, technical workshops, laboratories, teachers’ quality, school
management, teaching methods, peers, etc are variables that affect students’
academic achievement (Orlu, 2013). Hence, the school environment remains an
important area that should be studied and well managed to enhance students’
academic performance.
The issue of
poor academic performance of students in Nigeria has been of much concern to
the government, parents, teachers and even student themselves. The quality of
education not only depends on the teachers as reflected in the performance of
their duties, but also in the effective coordination of the school environment
(Owoeye and Yara, 2011).
When
children move out from the family to child care centres, schools, and the
community at large, they begin to form attachments, and friendships emerge
through their play. Even infants and toddlers are observed reacting to other
infants by touching them, by crying when others cry and later by offering
nurturance or comfort. But about age three; early friendships begin to form and
children’s peers begin to have a more lasting influence (Barbour, Barbour and
Scully, 2002). These children begin to think and act like their friends and
they begin to see that there are other values, opinions, and rules besides
those set by their parents (Ajuba, 2011).
Young people
in their adolescence, join different peer groups and identify themselves with
these groups by participating in their activities in order not to be rejected.
A peer group is a source of great influence during the time of adolescence
(Majeed, 2010). In a contemporary society, peer groups have become an
increasingly important context in which adolescents spend time. Modernization
has led more and more to age segregation-in schools, work place, and in the
community. How much time one spends with friends will play a great part in the
development of the adolescent into the mature adult (Barbour, Barbour and
Scully, 2002).
The
adolescent spends much of his time with the members of his peer group. He
follows the ideals of the group; he would want to be fully accepted. Nothing
can be more devastating to the adolescent than to be rejected by his age mates
(Vishala, 2008). Adolescents are mainly influenced by their peers in such a way
that their attitudes, beliefs and behaviors are conditioned by what is
conceived to be okay by other people (Dewey, 2008). According to Castrogiovanni
(2002), a peer group is defined as a small group of similar age, fairly close
friends, sharing the same activities. It is against this backdrop that this
research seeks to examine the nexus between school environment and peer
influence on students’ academic achievement in economics with a special
reference to some selected secondary schools in Alimosho LGA of Lagos State.
1.2 STATEMENT OF THE PROBLEM
Many of the
studies on school environment, peer influence and students’ academic
achievement were done outside Nigeria. Moreover, in Nigeria, most of the few
available studies about school environment and peer influence and its possible
effect on students’ academic achievement were theoretical studies whose
findings were subjectively based on researchers’ personal opinions. It is noted
that the past studies did not give adequate attention to the problem under
investigation. Hence, this study will fill in the gap by empirically examine
the relationship between school environment, peer influence and students’
academic achievement in economics in Lagos State.
When it
comes to poor academic performance by students in economics, people are being
too quick to blame parents and their students. But the fundamental problems
facing education in Nigeria since independence are largely school environmental
factors, ranging from inadequate school structures, poorly equipped classrooms,
high rate of school enrolment, inadequate instructional materials, high
drop-out unto inadequate facilities; all these culminating to mass failure in
public examination in economics. These challenges led to the introduction of
the renowned 6-3-3-4 system. However, the problem of poor academic performance
in economics still persists.
Another
fundamental problem to students’ academic performance in economics at the
secondary school level is the dynamics of peer pressure. Research has shown
that over the last 50 years, peer pressure has emerged as the chief source of
values and behavioural influence in adolescence, replacing the influence of
parents (Oni, 2010). Along with this new trend has come an unprecedented rise
in antisocial behaviours, as students now tend to be directly or indirectly manipulated
and controlled by the party of friends they keep without a care for academic
excellence. In this vein, Abd-Elhamid et al (2014) carefully warned that
friends play an important role in both harmful and positive activities, and
that peer pressure predisposes adolescents to many forms of deviance, including
alcoholism, gangsterism, robbery and violent secret cult activities even to the
detriment of their academic dreams and eventual outcomes. Given the foregoing,
it can be expected that some of the social vices and poor academic achievement
that are recorded yearly in Nigerian senior secondary schools in subjects like
economics are the result of poor school environment and peer group influence on
adolescents.
1.3 PURPOSE OF THE STUDY
The purpose of
this study is to explore the impact of school environment and peer group
influence on students’ academic achievement in economics. Other specific
objectives are:
a.To
determine the impact of school environment on students’ learning outcomes.
b.To examine
the relationship between peer group influence and learning outcome of students
in economics in Lagos State.
c.To
identify the current challenges to students’ academic achievement in economics.
d.To provide
plausible recommendations on how to improve students’ academic achievement in
economics.
1.4 RESEARCH QUESTIONS
Based on the
problems discussed above, the study provided answers to the following research
questions:
1.What is
the impact of school environment on students’ academic achievement?
.What
influence does peer group have on academic achievement of students in
economics?
3.Does
teaching environment and peer pressure have any impact on students’ academic
performance?
1.5 RESEARCH HYPOTHESES
The
study tested the following hypotheses at
0.5 level of significance:
H01: There is no significant impact of school
environment on students’ academic
achievement.
H02: There is no significant relationship
between peer group and academic achievement of students in economics.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment