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

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*¹, Olufemi R. Yewande, PhD²; Folake O. Osadebe³, Folashade G. Akinkunmi⁴, Eyitayo O. Olaleye⁵

¹Department of Literacy, Elementary, and Early Childhood Education, Central Connecticut State University, New Britain, CT, U.S.A.

²Department of Science and Technology Education, University of Lagos, Lagos, Nigeria

³Department of Educational Management, University of Ibadan, Ibadan, Nigeria

⁴Department of Teacher Education, National Teachers’ Institute, Kaduna, Kaduna State, Nigeria

⁵Department of Transportation Planning, Naugatuck Valley Council of Governments, Waterbury, CT, U.S.A.

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000555

Received: 16 August 2025; Accepted: 23 August 2025; Published: 20 September 2025

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.

Keywords: Peer Influence, Students’ Academic Performance, Commerce

INTRODUCTION

Academic performance of students is very important for the realization of the goals and objectives of education. Given the current state of underdevelopment, unemployment, economic deterioration and consumption based economy of Nigeria today. There is therefore need for academic performance of students especially in subjects like Commerce. Commerce is a subject taught at the senior secondary school level that is geared towards disseminating in learners the requisite trading and business competences, knowledge, attitudes and behaviours needed to thrive and attain success in the marketplace (Wokocha & Brown, 2017).

Academic performance of students in commerce represents their understanding of the different concepts and skills developed in the subject (McCoy et al., 2019). It is how well a student is able to assimilate, retain, recall, master, and communicate his or her knowledge of what he or she has learnt in Commerce (Kenni, 2020). It has however been observed that students’ academic performance in Commerce subject in Oyo State has not been encouraging because the available reports from various studies show low percentage performance of students in commerce in Oyo State (Adegoke & Orekelewa, 2020; Azeez et al., 2020; Suleman, 2017). A reason for this low academic performance of students in Commerce could be due to peer influence. This is because of the significant place of peers in the lives of learners.

Within the context of this study, peer influence refers to the pressure exerted by a peer group in encouraging a student to change his or her attitudes, values sometimes against their wish in order to conform to the norms of the group (Oyeboade, 2017). Peer influence can be seen as a social pressure from members of the same age group in public secondary schools in Oyo state to believe a certain thing or behave in certain ways in order to be accepted. Students want to be accepted by their age mates and as such do things that will thrill other students to key into their concept (Olaleru & Owolabi, 2021; Oyeboade, 2017).

Closely related studies on peer influence and students’ academic performance in Oyo state has yielded mixed findings. For instance, studies have shown that peer group relationship, influence and pressure significantly relates to academic performance of students in secondary schools in Atiba, Iseyin and Akinyele Local Government Areas of Oyo State (Ajibade, 2016; Ojo, 2016; Ukpabi & Akinyemi, 2021). However, Aderinto et al. (2020) showed no significant relationship between peer pressure and students’ study habits in senior secondary schools, Ogbomoso Metropolis, Oyo State. Besides, the above studies did not explore peer influence on academic performance of students in Commerce. This study was therefore carried out to close this identified gap in knowledge by examining peer influence and students’ academic performance in commerce in Ibadan North local government area of Oyo State.

Problem Statement

It has been observed that students’ academic performance in Commerce subject has not been encouraging because the available report from various studies show low to average level of performance of students in commerce in Oyo State (Adegoke & Orekelewa, 2020; Azeez et al., 2020; Suleman, 2017). Various factors could be responsible for this decline. However, a salient factor such as peer influence has not been given enough attention. A thorough search of literature shows a dearth of studies on the role of peer influence on academic performance of students in Commerce in Ibadan North local government area of Oyo State. This study was therefore carried out to close this identified gap in knowledge.

Aim and Objectives

The aim of this study was to investigate peer influence and students’ academic performance in public secondary schools in Ibadan North Local Government Area of Oyo State. The objectives were to;

1. Ascertain the level of academic performance of the students in commerce in Ibadan North Local Government Area of Oyo State;
2. Find out the level of peer influence among the students in Ibadan North Local Government Area of Oyo State; and
3. Examine the level of peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State.

Research Questions

This study provided answers to the following questions:

1. What is the level of academic performance of the students in commerce in Ibadan North Local Government Area of Oyo State?
2. What is the level of peer influence among the students in Ibadan North Local Government Area of Oyo State?
3. What is the level of peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State?

Hypothesis

H₀1: There will be no significant peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State.

Significance of the Study

This study is very significant in the sense that it would provide useful knowledge on the current level of peer influence and its impact on the students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State. It would therefore be a useful reference point for teachers and parents. The teachers can use the information provided from this study in ensuring that they teach students how to take positive advantage peer groups and also form valuable peer groups among the students that encourage academic performance. The parents can use the findings of this study to ensure that their children or wards keep peers that have positive influence on their lives. They would also use this information to ensuring that their children are not swayed by bad peer groups or relationships that harm their academic success.

Scope of the Study

The variable scope consisted of one independent variable (peer influence) and one dependent variable (academic performance in Commerce). Peer influence and academic performance in commerce were treated as single variables. The geographical spread of this study covered seven selected public secondary schools in Ibadan North Local Government Area of Oyo State. These schools were – Abadina College, Abadina Grammar School, Methodist Grammar School, Community Grammar School 1 Mokola, Oba Akinyele Memorial High School Idi-Ape, Ibadan, Immanuel College High School, Junior School I Ibadan North, Along UI Sango Road Ibadan, and Ikolaba Grammar School (Senior), Agodi Gra Ibadan, Ibadan I. The population scope comprised all the senior secondary school two (SSS2) commerce students in all the seven selected public secondary schools in the LGA.

LITERATURE REVIEW

Theoretical Review

In Eric Erikson‘s theory of “Identity versus Identity Confusion” adolescence which usually comprises of senior secondary school students is viewed as a developmental stage in which individuals are more susceptible to peer influence due to the shift in emotional dependence from parents to peers (Berk, 2004, as cited in Aderinto et al., 2020). Peer influence is often used to describe instances where individuals feel indirectly swayed into changing their behaviour to match that of their peers (Eder & Nenga, 2003, as cited in Aderinto et al., 2020). It can be described as the pressure exerted by a peer group in encouraging a person to change his or her attitudes, values, or behaviours to conform to their peers (Aderinto et al., 2020). It is generally observed that peer group has a lot of influence on students. This is seen from the role played by the peer group in the life and learning of a child, evidence abound that students feel more comfortable and relaxed among fellow students. A child who is brilliant and surrounded by dull friends would lose interest in learning. On the other hand, a peer group which is prone to good academic performance in commerce would have positive effect on a dull member towards learning and stimulate his/her interest on learning (Olalekan, 2016). Olalekan (2016) also noted that the nature of a peer group determines the impact on the motivation of and achievements of its member. It was further suggested that one group may have a negative academic performance in commerce impact on its members while the other may have positive academic performance in commerce impact on its members as well. This theory is relevant to this paper in that it shows the crucial role that peer group influence plays in changing the attitudes, values, or behaviours of students to conform to their peers which invariably affects their academic life and success in schools.

Conceptual Model

The conceptual model for the study showed the relationship between the independent variable (peer influence) and dependent variable (students’ academic performance in Commerce) as illustrated in figure 2.1:

Figure 2.1: Conceptual Model (Source: Adeyeye, A. O.  2025)

METHODOLOGY

This research employed the descriptive survey research design. The main population comprised 730 senior secondary school two (SSS2) students offering commerce in seven selected public secondary schools in Ibadan North Local Government area of Oyo State as shown in table 3.1.

Table 3.1: Population of the Study (N = 7 schools; 730 Commerce Students)

Source: Ministry of Education, 2024

The above schools were chosen at random and over 10% of the total number (42) of public senior secondary schools in Ibadan North Local Government Area were chosen which is appropriate. Yamane (Slovin) sample size determination formula was used to sample two hundred and fifty eight (258) students for the study. The formula by Yamane (1967) is shown below.

\[ n = \frac{N}{1 + N e^{2}} \]

Where n is the sample size, N is the population size, and e is the level of precision. The level of precision is known as the level of significance which is 0.05. The sample size (258) was evenly distributed across the seven schools based on their population of students as shown in table 3.2.

Table 3.2: Sample Number of Students (n = 258 Commerce Students)

Source: Yamane (Slovin) sample size determination formula

Primary data were collected with the aid of a self-developed questionnaire titled: “Peer Influence and Academic Performance Questionnaire” (PIAPQ). This questionnaire consisted of three sections. The first section contained demographic variables such as students’ gender and age. The second section consisted of five items on the level of peer influence among the students. The rating technique was a four point scale of High Level (HL) = 4; Moderate Level (ML) = 3; Low Level (LL) = 2; Very Low Level (VLL) = 1. The third section consisted of five items on the influence of peer influence on students’ academic performance in commerce. The rating technique was a four point scale of Strongly Agree (SA) = 4; Agree (A) = 3; Strongly Disagree (SD) = 2; Disagree (D) = 1.

The questionnaire was validated using content and face validity and subjected to Cronbach’s alpha for estimation of its internal consistency. A reliability value of .844 was obtained for PIAPQ which meant that it was reliable. The instrument was made into several copies and administered to the sample number of commerce students (258). However, only 252 questionnaires were retrieved and valid for the study. Secondary source of data were also obtained from the first and second term performances of the commerce students in internal examinations in the seven selected public secondary schools. 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. The bio-data of the students were presented using frequency and percentage. Research questions were answered using frequency, percentages, mean, and standard deviation while inferential statistics such as Pearson product moment correlation was used to analyse the hypothesis at 0.05 level of significance.

RESULTS

Presentation of Bio-Data of Students

Table 4.1: Frequency Distribution of Students’ Bio-Data (n = 252)

Source: Fieldwork, 2025

Table 4.1 revealed that 43.3% of the students are males while 56.7% are females. Majority of the students (59.1%) are within 15-18 years of age, few of them (22.6%) are above 18 years of age while very few of them (18.3%) are below 15 years of age.

Research Questions

Research Question One: What is the level of academic performance of the students in commerce in Ibadan North Local Government Area of Oyo State?

Table 4.2: Students’ Academic Performance in Commerce (n = 252)

Rating scale: Excellence = 5; Very Good = 4; Good = 3; Credit = 2; Fail = 1

Threshold mean value of 1.000-1.800 = Fail; 1.801-2.600 = Credit; 2.601-3.400 = Good; 3.401-4.200 = Very Good; 4.201-5.000 = Excellence.

Source: Field Work, 2022

In table 4.2, the weighted mean value of 2.042 showed that generally, the students had credit pass in commerce in their first and second terms examinations.

Research Question Two: What is the level of peer influence among the students in Ibadan North Local Government Area of Oyo State?

Table 4.3: Level of Peer Influence among the Students (n = 252)

Source: Fieldwork, 2025

KEY: High Level (HL) = 4; Moderate Level (ML) = 3; Low Level (LL) = 2; Very Low Level (VLL) = 1; Std. Dev. = Standard Deviation; x̅ = Mean

***Threshold: mean value of 1.000-1.750 = Very Low Level; 1.751-2.500 = Low Level; 2.501-3.250 = High Level; 3.251 – 4.000 = Very High Level

In table 4.3 the weighted mean (x̅ = 2.770) showed a high level of peer influence among the students in Ibadan North Local Government Area of Oyo State.

Research Question Three: What is the level of peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State?

Table 4.4: Peer Influence and Students’ Academic Performance in Commerce (n = 252)

Source: Fieldwork, 2025

KEY: SA = Strongly Agree (4); A = Agree (3); D = Disagree (2); SD = Strongly Disagree (1); Std. Dev. = Standard Deviation; x̅ = Mean

***Threshold: mean value of 1.000-1.750 = Strongly Disagree (Very Low Level); 1.751-2.500 = Disagree (Low Level); 2.501-3.250 = Agree (High Level); 3.251 – 4.000 = Strongly Agree (Very High Level)

In table 4.4 the weighted mean (x̅ = 2.656) showed that there exists a high level of peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State as agreed by the students.

Test of Hypotheses

H₀1: There will be no significant peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State

Table 4.5: Pearson Product Moment Correlation for Peer Influence and Students’ Academic Performance in Commerce

*r value is significant at the P<0.05 level (2-tailed).

Source: Field-work, 2025

The result in table 4.5 showed a negative significant peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State (r = -.300, P< 0.05). This result showed that peer influence negatively and significantly influence the students’ academic performance in commerce.

DISCUSSION OF FINDINGS

This research work investigated peer influence and students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State. The finding from research question one showed that generally, the students had credit pass in commerce in their first and second terms examinations. This finding is partially supported by that of Aderinto et al. (2020) who revealed that there is low level of academic performance in commerce in senior secondary schools in Ogbomoso Metropolis, Oyo State. This result agrees with that of Ojo (2016) which established a credit pass in performance among secondary school students in economics in Iseyin LGA, Oyo State. This result is in line with that of Ukpabi and Akinyemi (2021) which showed a credit pass in the level of performance of students in Commerce in selected secondary school students in Akinyele Local Government Area, Ibadan, Oyo State.

The finding from research question two showed a high level of peer influence among the students in Ibadan North Local Government Area of Oyo State. This finding is supported by that of Aderinto et al. (2020) which revealed that there is high level of peer pressure among students in senior secondary schools in Ogbomoso Metropolis, Oyo State. This finding aligns with that of Ajibade (2016) which showed high level of peer group influence among students in selected secondary schools in Atiba Local Government Area of Oyo State. The students were found to be closer to their friends than to their teachers and parents. This result also agrees with that of Ojo (2016) which established a high level of peer group influence among secondary school students in Iseyin LGA, Oyo State. This result is in line with that of Ukpabi and Akinyemi (2021) which showed a high level of peer group influence among selected secondary school students in Akinyele Local Government Area, Ibadan, Oyo State as agreed by the students.

The finding from research question three showed that there exists a high level of peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State as agreed by the students. This finding corroborates that of Aderinto et al. (2020) who showed that there is a high level of peer pressure on study habits among students in senior secondary schools, Ogbomoso Metropolis, Oyo State. This finding aligns with that of Ajibade (2016) which showed high level of peer group influence on academic performance of students in selected secondary schools in Atiba Local Government Area of Oyo State. This result also agrees with that of Ojo (2016) which established a high level of peer group influence on secondary school students’ academic performance in economics in Iseyin LGA, Oyo State. This finding completely agrees with that of Ukpabi (2021) which showed a high extent of peer pressure on academic performance of female secondary school pupils in Ibadan Metropolis, Oyo State, Nigeria. This result is in line with that of Ukpabi and Akinyemi (2021) which showed a high level of peer group influence on academic performance of selected secondary school students in Akinyele Local Government Area, Ibadan, Oyo State.

Test of hypothesis one showed a negative significant peer influence on students’ academic performance in commerce in Ibadan North Local Government Area of Oyo State. This result implies that peer group is negatively affecting the performance of the students in the subject in the study area. This finding do not corroborate that of Aderinto et al. (2020) which showed that there is no significant relationship between peer pressure and study habits among students in senior secondary schools, Ogbomoso Metropolis, Oyo State. This finding is partially supported by that of Ajibade (2016) which showed positive significant peer group influence on academic performance of students in selected secondary schools in Atiba Local Government Area of Oyo State. This result partially aligns with that of Ojo (2016) which established a significant peer group influence on secondary school students’ academic performance in economics in Iseyin LGA, Oyo State. This finding partially agrees with that of Ukpabi (2021) which showed positive significant influence of peer pressure on academic performance of female secondary school pupils in Ibadan Metropolis, Oyo State, Nigeria. This result is in line with that of Ukpabi and Akinyemi (2021) which showed a negative significant peer group influence on academic performance of selected secondary school students in Akinyele Local Government Area, Ibadan, Oyo State.

CONCLUSION

It can be concluded based on the findings that the high level of peer influence could negatively be responsible for the credit pass among the students in Commerce in public secondary schools in Ibadan North Local Government Area of Oyo State.

RECOMMENDATIONS

1. Attention should paid by the teachers to the quality of association and peer influence among the students. The teachers should ensure that they closely monitor the students so as to keep right peers/friends and encourage peer group relationships that positively impacts their academic lives; and
2. Parents should create time to ensure that they properly monitor the peers or associations that their children or wards keep so that they do not indulge in practices, activities or habits that will mar their academic performance.

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