Peer Influence and Academic Achievement in Biology among Senior Secondary Two Students in Abuja Municipal Area Council, Nigeria

This study examined the relationship between peer influence and academic achievement in Biology among Senior Secondary Two (SS2) students in the Abuja Municipal Area Council (AMAC), Federal Capital Territory, Nigeria. It was guided by four research questions and four null hypotheses addressing four indices of peer influence: study habits, examination preparation, class attendance and group participation. A descriptive correlational survey design was adopted. From a target population of 390 SS2 Biology students across three purposively selected schools, a target sample of 197 was drawn using Yamane's (1967) formula with proportionate stratified random sampling; 170 usable questionnaires were returned and analysed (86.3% usable-response rate). Data were collected with the researcher-developed Peer Influence and Academic Achievement Questionnaire (PIAAQ), a 40-item, four-point scale (Cronbach's alpha = .78-.84 across subscales in the pilot; .74-.85 in the main study), and achievement was measured using students' Biology continuous-assessment and end-of-term examination records. Research questions were answered using mean and standard deviation against a 2.50 criterion, and the hypotheses were tested with the Pearson Product-Moment Correlation Coefficient (t-distribution, alpha = .05, df = 168). The descriptive extent of peer influence was low across all four indices (grand means 2.33-2.44), yet each index was significantly and positively related to Biology achievement: study habits (r = .314), examination preparation (r = .334), class attendance (r = .583) and group participation (r = .371); all four null hypotheses were rejected, with class attendance the strongest correlate. The study concluded that peer influence, though not perceived as a dominant force, is significantly and positively associated with Biology achievement, and recommended structured peer study groups, peer-led revision, a peer attendance buddy system and structured small-group discussion to strengthen it.

peer influence, academic achievement, biology education, study habits, class attendance

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