Relationship Between Peer Group Dynamics and Students’ Academic Performance in Secondary Schools in Awka Urban of Anambra State, Nigeria

Abstract

This study investigated the relationship between peer group dynamics and academic performance in secondary schools in Awka Urban, Anambra State. The purpose of the study was to determine the relationship between peer academic support and academic performance of secondary school students, examine the relationship between peer pressure and academic performance of secondary school students, and determine whether gender moderates the relationship between peer group dynamics and academic performance of secondary school students. Three research questions guided the study. The study targeted the 8,642 senior secondary students (SS1–SS3) enrolled in the twelve public secondary schools of Awka Urban during the 2025/2026 academic session. The study utilized a sample of 384 students. The Peer Group Dynamics Questionnaire (PGDQ) is a 72-item instrument designed to measure academic support, peer pressure, social interactions, and peer modeling, employing a 4-point Likert scale for responses. Reliability was established through pilot testing with 50 students from two schools in Awka North, demographically similar to the study population. Internal consistency measured by Cronbach’s alpha indicated excellent reliability. The PGDQ achieved an overall alpha of .91, with subscales for Peer Academic Support (.87), Peer Pressure (.84), and Peer Modeling (.82). Pearson Product Moment Correlation examined relationships between peer dynamics dimensions and academic performance. The findings of the study revealed that peer academic support accounted for 48.6% of the variance in academic performance, highlighting its meaningful contribution to students’ academic outcomes. There is a significant moderate positive relationship between peer academic support and academic performance; peer pressure significantly affects academic performance, but its impact varies by type; and gender significantly moderates the relationship between peer group dynamics and academic performance. Based on the findings, the study recommended that schools should formalize peer tutoring and study group structures to leverage strong peer academic support effects and gender-responsive interventions should be designed, focusing on instrumental support for males and norm-based achievement cultures for females.