PEER VERSUS PARENTAL INFLUENCE ON CHEMISTRY STUDENTS PERFORMANCE

PEER VERSUS PARENTAL INFLUENCE ON CHEMISTRY STUDENTS PERFORMANCE

BACKGROUND OF THE STUDY

People of the same age and ability might be considered to be members of the same peer group. These individuals are tied together by a sense of camaraderie that stems from their shared pursuit of goals that are considered to be desirable for the group. The child's own buddies make up the child's peer group, and members of the group frequently have features or interests in common with one another. The interests of the peer group are transient and of limited duration (Ezewu 2002).

In addition, children often switch which peer groups they are a group of as they go through the many phases of their own development, and they frequently belong to more than one peer group at the same time (Ezewu, 2002). In certain situations, the functions of members are not well defined, and they are subject to frequent change. In other circumstances, it may not be quite evident who is a member and who is not. Within the group, the child is assigned a certain role, and everyone has specific expectations for how he or she should think and act. The peer group determines specific standards for the larger group, and in addition, they have norms and values that everyone adheres to.

The influences of children's peers are more readily apparent and noticeable in secondary school than they are in primary school. This is due, in part, to the fact that some of the students in secondary school attend boarding schools, which have fewer opportunities for parental supervision and contact. There is a propensity for members of a peer group to feel comfortable adhering to the group's rules and values, which contributes to the significant effect that the peer group has on a child both inside and outside of the classroom. There are situations when the influence of a peer group may lead to aggressive behavior such as (rioting in school).

Students are encouraged to establish cliques with nicknames such as "Terror," "Shark," "Snake," "Tempo," "Blue Queen," "Black Angel," and so on as a result of the influence of their peers. Students are constantly eager to introduce their peers, regardless of whether those peers are good or negative; as a result of their peers' impacts, they may desire to visit a church or a mosque. They may also join other groups such as Girls Guides, Boys Scout, Brigade, Red Cross, Savan, and other similar organizations (Owuamanam, 2001). Before a child may be accepted into or excluded from a group, the members of the group must first take into account the organization's predetermined standards for "acceptance." Friendship, friendliness, and introversion are some of the traits that increase the likelihood of a child being accepted into a group. A lot could also rely on the characteristics that a certain group looks for in its members and places the most importance on (Piaget, 1998).

When a group begins to feel frustrated as a consequence of conflicts with family members, adults, or society conventions, it's possible that they may begin to form peer groups. In most cases, effects are produced as a means of making up for rejection while also making profitable use of free time. Because of the development of a peer group, the child will develop the freedom to spend more time away from home in order to demonstrate loyalty to the group.

According to Adeola et al. (2002), "creation of peer group may arise from each lengthy engagement with others to commence relationship development, and through these interactions key attitudes and values are developed." This might be interpreted in a different manner. The child's academic performance may be favourably or negatively impacted by the attitudes, depending on which one prevails. The negative component that might be damaging to the academic work of students is the situations of group behavior such as truancy, continuous lateness to school, juvenile delinquency, theft, absence from school, disobedience, laziness, disrespecting school rules and regulations, etc.

On the other hand, the influence could be geared toward positive aspects of students' academic performance. For instance, the students could be influenced socially, psychologically, intellectually, etc., and all of these boost academic performance. Examples of this include forming a reading group, going to the library, anxious to join others in answering questions in the classroom, and making friends with brilliant students, particularly in the areas of mathematics, English language, social studies, etc.

​​​​​​​​​​​​​​STATEMENT OF THE PROBLEM

It has come to our attention that the amount of influence that students get from their parents and peers is one of the main factors that is contributing to their poor academic performance. Students have to struggle with a wide array of challenges, many of which may induce stress and even tiredness, both of which can result in poor academic performance as a direct and indirect consequence. It has been theorized that variables such as peer and parental influence are frequently the cause of high rates of stress or burnout among students. [Case in point:] [Case in point:] According to some other hypothesis, the level of performance attained by students is the single most crucial determinant of whether or not they would go on to face the aforementioned adverse effects (Mallick, & Kaur, 2016).

In a perfect society, the impact of the positive peer pressure exerted by like-minded individuals would be felt. It is more probable for young people to engage in antisocial behavior if they are brought up in an environment that encourages indifference, ignorance, social turmoil, and poor familial care and guidance. Because of this element, a student may evolve into a person who is poorly schooled, socially maladjusted or fiddle-minded, and to some degree uncaring during the course of their academic development. Because of this situation, the student's educational potential is severely limited. This is a very unfortunate education. The efforts that are being undertaken by the government, which are being coordinated by the Ministry of Education in order to install a guidance and counseling teacher in each and every school with the purpose of supporting students in overcoming this difficulty, are now underway. In addition to this, the government offers financial aid to students of all grade levels, with the goal of ensuring that these students continue their education and ultimately get a degree. 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. In addition, this has been demonstrated through the construction of classrooms using CDF (Mallick, & Kaur, 2016).

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