Peer Versus Parental Influence On Chemistry Students Performance

Project and Seminar Material for Chemistry Education

Peer Versus Parental Influence On Chemistry Students Performance


Abstract


This study was carried out on peer versus parental influence on chemistry students performance using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of chemistry students and teachers of the selected secondary schools in Arewa Dandi local government Area of Kebbi State. In determining the sample size, the researcher purposefully selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using chi-square statistical tool. The result of the findings reveals that parental influence have a negative effect chemistry students performance. The study also revealed that peer pressure have a negative effect chemistry students performance.

Therefore, it is recommended that the government and ministry of education in all levels should ensure that trained counselors are posted in all schools and colleges so as to provide preventive counseling services and modify the behaviors of students who perchance have been negatively influenced by peers. And there is need for teacher to have greater supervision and regulations on students while they are in school, this will enhance the type of group they belong to. To mention but a few.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Peer group can simply be said to be people of the same age and ability that is people who are knitted together by a feeling derived by a common concern as seekers of what was desirable for the group. The peer group is the child own friends, and equal member of the group often have common characteristics or interest. The peer group interests are short rage and temporary (Ezewu 2002).

Moreso, the children changes their peer group membership as they for through different stages of development and can belong to a number of peer group at the same time (Ezewu, 2002). In some cases, members roles are less defined they change frequently in some, it may not be clear who is a member and who is not. In-group, the child holds a certain position and each he is expected to think and behave in a certain way. The peer group sets out certain standard for the group and they also have norms and values, which they follow.

The peer group influences are more pronounced and noted in secondary school than in primary schools, partly because some of the children go away from home and stay in boarding schools where parental supervision and contact is very limited. The influence of peer group on the child is great both in and out of the school, because there is the tendency for members to be comfortable with the group norms and values. Sometimes peer group influence may lead to aggressive behaviour such as (rioting in school).

Peer group influence also prompt students to form clique with nicknames such as, Terror, Shark, Snake, Tempo, Blue Queen, Black angel etc. students are always anxious to initiate their peers whether good or bad, they would want to go to the church or mosque due to their peer influences. They may also join different clubs like Girls Guides, Boys Scout, Brigade, Red Cross, Savan, etc (Owuamanam, 2001). The peer group has their own “acceptance” which they have to consider before a child could be accepted or rejected from a group. Some of these characteristics that are likely to make a child to be accepted to a group are friendship, sociability and introversion. Much may also depend on what a particular group values as qualities in its members (Piaget, 1998).

Formation of peer group may occur when frustration sets in as a result of conflict with family members, adult and societal norms. Effects are usually made to compensate for rejection and uses leisure profitably. Through the formation of peer group, the child will want to gain freedom from home in order to be loyal to the group.

In another way, Adeola et al (2002) says, “formation of peer group may occur from each extensive interaction with others initiate relationship develop and by these contacts important attitudes and values are formed. The attitudes may influence the child’s academic performance either positively or negatively. The negative aspect which could be detrimental to students academic work are the cases of group behaviour such as truancy, persistent lateness to school, juvenile delinquency, stealing, absenteeism from school, disobedience, laziness, disregarding school rules and regulations etc.

On the other hand, the influence could be geared towards positive aspect of students academic performance for instance, the students could be influenced socially, psychologically, intellectually etc and all these boost academic performance e.g. forming reading group, going to the library, anxious to join others in answering questions in the classroom, and making friends with brilliant students especially in the area of mathematics, English language, social studies etc.


1.2 Statement of the Problem

It has been discovered that one of the significant variables that is working against the performance of students is the amount of peer and parental influence. Students have to contend with a variety of obstacles, many of which can cause stress and even exhaustion, which in turn can result in poor academic performance. It has been hypothesized that factors, such as peer and parental influence, are often the cause of high rates of stress or burnout among students. Other hypotheses have suggested that students’ performance is the most important factor in determining whether or not they will experience these negative outcomes (Mallick, & Kaur, 2016).

In an ideal world, the influence of positive-minded people’s peer pressure would be felt. Youth who are raised in a setting that promotes apathy, ignorance, social strife, and inadequate family care and direction are more likely to engage in antisocial conduct. A student’s development as a person who is poorly taught, socially maladjusted or fiddle-minded, and to some extent heartless might be attributed to this factor. The student’s capacity for education is severely hindered as a result of this condition. The efforts made by the government, which are being coordinated by the Ministry of Education, to place a guidance and counseling teacher in each and every school with the intention of assisting students in overcoming this obstacle. In addition to this, the government provides assistance to students of all grade levels, ensuring that they continue their education and graduate. This has been demonstrated through the distribution of scholarships, the implementation of school food programs, the construction of classrooms using Constituency Development Funds (CDF), and the distribution of discounted tuition for secondary schools (Mallick, & Kaur, 2016).


1.3 Objectives of the Study

The main aim of this study is to examine peer versus parental influence on chemistry students performance. Other aims of this study is to:

  1. To investigate whether there is a any significant correlation between peer pressure and students performance.
  2. To determine whether there is a any significant correlation between parental influence and students performance.
  3. To ascertain whether parental influence have a negative effect chemistry students performance.
  4. To ascertain whether peer pressure have a negative effect chemistry students performance.

1.4 Research Questions

The following research questions will be answered:

  1. Does any significant any significant correlation exist between peer pressure and students performance.
  2. Does any significant correlation exist between parental influence and students performance.
  3. Does parental influence have a negative effect chemistry students performance.
  4. Does peer pressure have a negative effect chemistry students performance.

1.5 Research Hypotheses

The following null hypotheses will validate this study:

  • H01: Parental influence does not have a negative effect chemistry students performance.
  • H02: Peer pressure does not have a negative effect chemistry students performance.

1.6 Significance of the Study

This study will help in knowing more about the peer group and their stages. It will help in findings out the peer group influence on pre-adolescent and the implication on them.

The work will help in finding out the influence of the peer group on the academic performance of students. The research will help in findings solutions to the problems caused by poser group influence. It will also help in relating the peer group of male and females together in terms of the relationship.

The project will also help to find out the bad and good aspect of peer group.


1.7 Scope of the Study

This study focuses on peer versus parental influence on chemistry students performance. Specifically, this study focuses investigates whether peer pressure can influence chemistry students performance, determines the extent peer pressure affects academic performance, investigates whether parental influence can affect chemistry students performance, and investigate the role of parents in the academic achievement of chemistry students. The study will cover some selected secondary schools in Arewa Dandi local government Area of Kebbi State.


1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

Peer Influence:

Peer pressure is the direct or indirect influence on people of peers, members of social groups with similar interests, experiences, or social statuses. Members of a peer group are more likely to influence a person’s beliefs and behavior.
Peer influence comprises a set of group dynamics where by a group in which one feels comfortable may override personal habits, individual moral inhibitions or idiosyncratic desires to impose a group norm of attitudes and/ or behaviour.

Influence:

This is what makes an individual to take action whether positive or negative.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on peer versus parental influence on chemistry students performance using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on peer versus parental influence on chemistry students performance using some selected secondary schools in Arewa Dandi local government Area of Kebbi State as a case study. The study is was specifically set to investigate whether there is a any significant correlation between peer pressure and students performance, determine whether there is a any significant correlation between parental influence and students performance, ascertain whether parental influence have a negative effect chemistry students performance, and ascertain whether peer pressure have a negative effect chemistry students performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent are chemistry students and teachers of the selected secondary schools in Arewa Dandi local government Area of Kebbi State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. There is a significant correlation between peer pressure and students performance.
  2. There is a significant correlation between parental influence and students performance.
  3. Parental influence have a negative effect chemistry students performance.
  4. Peer pressure have a negative effect chemistry students performance.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. The government and ministry of education in all levels should ensure that trained counselors are posted in all schools and colleges so as to provide preventive counseling services and modify the behaviors of students who perchance have been negatively influenced by peers.
  2. School counselors should play a prominent and leading role in the matter of peer group influence by organizing lectures, seminars, career talk and symposiums that can create positive awareness on influence of peer group on academic performance of students.
  3. School authorities/teachers should pay attention towards encouraging peer group activities in schools especially in the area of group discussion.
  4. There is need for teacher to have greater supervision and regulations on students while they are in school, this will enhance the type of group they belong to.

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