Peer Influence and Student Academic Performance in Commerce in Public Secondary Schools in Ibadan North Local Government Area of Oyo State, Nigeria

Arinola O. Olaleye, Olufemi R. Yewande, Folake O. Osadebe, Folashade G. Akinkunmi and Eyitayo O. Olaleye
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Arinola O. Olaleye: Department of Literacy, Elementary, and Early Childhood Education, Central Connecticut State University, New Britain, CT, U.S.A.
Olufemi R. Yewande: Department of Science and Technology Education, University of Lagos, Lagos, Nigeria
Folake O. Osadebe: Department of Educational Management, University of Ibadan, Ibadan, Nigeria
Folashade G. Akinkunmi: Department of Teacher Education, National Teachers’ Institute, Kaduna, Kaduna State, Nigeria
Eyitayo O. Olaleye: Department of Transportation Planning, Naugatuck Valley Council of Governments, Waterbury, CT, U.S.A.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 6760-6770

Abstract: This study examined peer influence and student academic performance in commerce in public secondary schools in Ibadan North Local Government Area of Oyo State. Three research questions were raised and one hypothesis was formulated. Descriptive survey research design was employed. Population comprised 730 senior secondary school commerce students in 7 selected public schools in the LGA. 258 students were sampled using Yamane sample size formula. Primary data were collected using a self-developed questionnaire titled: “Peer Influence and Academic Performance Questionnaire†(PIAPQ, r = .813)†. Secondary source of data were obtained from the first and second term performances of the commerce students in internal examinations. The contextual grading criteria of Excellence (scores of 90-100), Very Good (scores of 80-89), Good (scores of 70-79), Credit (scores of 50-69) and Fail (scores of 0-49) were used to measure the academic performance of the students in Commerce. Data were analysed using descriptive and inferential statistics. Results showed that generally, the students had credit pass in commerce in their first and second terms examinations (x̅ = 2.042). Furthermore, there was a high level of peer influence among the students (x̅ = 2.770); and a high level of peer influence on students’ academic performance (x̅ = 2.656). Test of hypothesis showed a negative significant peer influence on students’ academic performance in Commerce (r = -.300, P< 0.05). It was concluded that the high level of peer influence could negatively be responsible for the credit pass among the students in Commerce. It was recommended that teachers and parents should monitor their students/children to ensure they stay away from bad associations and only keep peers that positively influence their academic performance so as to improve their grades from credit pass to excellence in Commerce.

Date: 2025
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