Abstract:
This study aimed to assess peer influence as predicator of perceived academic achievement
among Ambo Secondary school students. A total of 353 (157 male and 196 female) students
were selected based on cluster systematic random sampling technique from grade nine, ten,
eleven, and twelve. Peer pressure inventory scale questionnaire, student demographic
questionnaires were used to collect data. The study adopted quantitative approach with
descriptive and inferential statistics. Descriptive statistics such as frequency and percentage,
mean, standard deviations and inferential statistics like independent sample t - test, Pearson
product-moment correlation, and multiple linear regressions were used to analyze the data.
The findings of the study indicate that secondary school students are generally low in
academic achievement and perceive moderate level on peer group pressures. Pearson
product-moment correlation showed that there were significant negative relationship between
level of academic achievement and vulnerability to peer-pressure and there were significant
positive relationships between academic achievements and families SES. Finally, multiple
linear regressions indicated that the SES of students had no significant effect to the variance
in academic achievement (SES: β = .055, t=1.139 p > .01). Whereas, the result showed that
negative peer group pressure was found to be the most influential variable that affects
academic achievement of student (β = -.512, t= -10.586 p < .01).That means the more
adolescents exposed to pressure by their peers, the more likely they are to be decreased in
their academic achievement. Independent sample t – test results indicated that there was
statistically significant mean difference between males and females in academic achievement
and peer group pressure. This result revealed that female students were significantly higher
in their academic achievement than male students whereas, male students were higher than
female students in their perceived peer pressure. Therefore, it was recommended that
concerned bodies, i.e. students’, parents and school administrators should minimize the
influence of peer groups in cooperation to enhance students’ academic achievement by
making peer group environment constructive and in-school counseling service on how to
avoid negative peer pressure.
