Influence of Peer Pressure and School Environment on Academic Performance of Secondary School Students in Ijebu East Local Government Area, Ogun State, Nigeria

Abstract

This study investigates how peer pressure and the school environment affect the academic performance of secondary school students in Ijebu East Local Government Area, Ogun State, Nigeria. Using a descriptive survey design, data were collected from 114 randomly selected senior secondary students across four public schools. A structured questionnaire assessed students’ perceptions of peer influence and school conditions. Analysis with SPSS version 23 revealed that 90.3% of students acknowledged peer pressure’s influence on their academic performance, often prioritizing peer approval over academic duties. While positive aspects of the school environment such as clean classrooms, safety, and good facilities were seen as supportive of learning, students also identified significant challenges, including poor infrastructure like inadequate laboratories, libraries, and utilities. The study found that the combined effects of peer pressure and environmental deficiencies negatively impact academic outcomes. To address these issues, the study recommends peer mentorship programmmes, improved infrastructure, continuous teacher training, and enhanced student support services such as counseling and feedback mechanisms. These strategies aim to build a more conducive school environment and encourage positive peer influence. The study highlights the importance of a comprehensive approach involving educators, parents, and policymakers to foster academic success among students.