Peer Influence On Academic Performance Of Form One Students In Girls Boarding Secondary Schools In Kanduyi Constituency: Kenya

Abstract

It is a common belief that children will thrive if educated amongst better schoolmates, and this belief guides many parents in their choice of school. Many studies have tried to measure this peer-group effect, and this project was to extend this literature by looking at the influence of peer group on form one girl student’s performance in end of year examinations in Kanduyi constituency, Bungoma County. The study was guided by the following objectives, To establish how peer group prior achievements influence form one girl students academic performance in girls boarding secondary schools, To investigate how peer group composition influence form one girl students academic performance in girls boarding secondary schools and to examine the how peer group teaching environment influence form one girl students academic performance in girls boarding secondary schools. The study adopted a descriptive survey design with a sample size of 95 respondents comprising of 90 students and 5 teachers from the guiding and counseling department. Questionnaires were used to collect data. Validity of data collection tools was achieved through consultation with research experts and reliability of data collection instruments of this study was determined using the coefficient alpha (also known as Cronbach’s alpha) before the actual collection of data. The data collected was analyzed using the chi-square test items and presented using APA table format. Peer group members who scored good marks in KCPE had positive influence to girl student academic performance in girl secondary schools. It was deduced that student’s prior entry marks had more influence on girl student content mastery; therefore teaching could proceed faster in higher entry marks groups, or could start from a higher base-line when the group’s prior attainments are higher. The findings showed that majority of respondents indicated that little pocket money spend per month had a positive influence to girl student performance. It was also deduced that a rich family background positively influenced girl student academic performance, it was deduced that students learning environment had a positive influence on girl student academic performance. The study recommends that Students and school stakeholders should be made aware of the benefits of peer group prior achievements as it greatly influences academic performance of students in secondary schools; Schools administration and other stakeholders should advise the parents on the amount of money to give to their daughters as pocket money as it has influence on the academic performance of the students in secondary schools and lastly the School administration and stakeholders should provide good teaching and learning environment in order to achieve good academic performance. The study recommended that further research should be done in a similar topic in other counties so as to compare the study findings.