Peer Influence As Predicator Of Perceived Academic Achievement Among Ambo Secondary School Students, West Showa, Oromia

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.