Influence of the Peer Group on the Academic Achievement of Tertiary Institution Students in Elementary Mathematics: An Analysis of SocioPsychological Factors

Abstract

This study evaluates the influence of peer groups on the achievement of tertiary
institution students in elementary mathematics from a socio-psychological perspective.
Although mathematics is a fundamental discipline that develops an individual's cognitive
and scientific thinking abilities , students' academic outcomes are frequently subject to
fluctuations under the pressure of their social environment, specifically their circle of
friends. The study was conducted utilizing a descriptive survey design. It encompassed
400 students selected through simple and proportionate stratified random sampling from
two tertiary institutions located in Ogun State: Tai Solarin University of Education
(TASUED) and Olabisi Onabanjo University (OOU). A specifically designed
questionnaire and a mathematics achievement test with a proven reliability coefficient
of 0.87 were utilized for data collection. When the acquired results were analyzed using
the Chi-square statistical tool, it was proven that the peer group exerts a significant
influence on academic achievement in elementary mathematics (p=0.05). Furthermore,
significant statistical differences were identified between male and female peer
influence, as well as between the achievements of students under positive versus
negative peer influence. The author concludes that social adjustment and intragroup
values play a decisive role in improving students' performance indicators. Consequently,
it is recommended that parents and educational professionals adopt a strategic approach
to cultivating healthy social competition and a positive peer environment among
students.