Multi-Causal Predictors of Academic Performance Among Senior Secondary School Students: Peer Influence, Social Network Use, and Gender
Abstract
The study investigated the causal relationship between peer influence, social network usage, gender, and academic performance of senior secondary school students. A descriptive survey research design was used for the study. Both the independent and dependent variables were measured with standardized instruments, which included peer influence factor scale (α = .81), social network questionnaire (α = .78) and student achievement scale (α = .83). The result showed that academic performance has a significant relationship with all the independent variables when put together, with the value of R adjusted = .626 and R2 adjusted = .386; the analysis of variance yielded an F ratio value of 63.62 at 0.05 significant level. In terms of the magnitude of contributions, peer influence made the most with (beta = .554, t = 11.772, p<0.05) followed by social network usage (beta = .168, t = 3.562, p<0.05), while gender had no significant contribution (beta = -.094, t = -2.064, p>0.05). Therefore, it is advised that parents, guardians, and other interested parties be made aware of the consequences of uncultured use of social media among peers and that students be encouraged to make effective and efficient use of their time, especially their free time.
Downloads
References
Aagard, J. (2015). Drawn to distraction: A qualitative study of off-task use of educational technology. Computer Education 87, 90-97. https://doi.org/10.1016/j.compedu.2015.03.010 2
Abdulqader, M., & Almunsour, Y. (2020). Investigating the effects of social media on higher education with a case study. Journal of Information & Knowledge Management 19(1). https://doi.org/10.1142/S0219649220400237
Adewuyi, H. O. (2019). Religiosity, family back ground and occupational prestige as predictors of career preference among secondary school adolescents in Osun State. American Journal of Psychology and Behavioral Sciences, 6(2), 8-16.
Adewuyi, H. O. (2021). Mode deactivation, coherence therapies and self-acceptance among in-school adolescents with negative body image in Osun state, Nigeria [Doctoral dissertation, University of Ibadan]. UI Postgrade Collage Repository. http://hdl.handle.net/123456789/1212
Adewuyi, H. O. (2023). Delinquency among senior secondary school adolescents: Psycho-personological factors. International Journal of Curriculum and Instruction, 15(3), 2145 –2165.
Adewuyi, H. O., & Dwarika, V. (2023). Psycho-personological correlates of academic help-seeking among in-school adolescents. Studies in Learning and Teaching, 4(1), 195-204. https://doi.org/10.46627/silet.v4i1.210
Adeyemi, B. A. (2019). Influence of peer pressure on junior secondary school student's academic performance in Social Studies in Mushin Local Government Area, Lagos State. South Asian Research Journal of Humanities and Social Sciences, 1(3), 233-239.
Al-Emran, M., & Malik, S. I. (2016). The impact of google apps at work: Higher educational perspective. International Journal of Interactive Mobile Technologies, 10(4), 85–88. https://doi.org/10.3991/ijim.v10i4.6181
Al-Emran, M., & Shaalan, K. (2015). Attitudes towards mobile learning: A case study from the Gulf region. International Journal of Interactive Mobile Technologies, 9(3), 75–78. https://doi.org/10.3991/ijim.v9i3.4596
Anderson, J. Q., & Rainie, L. (2012). Millennials will benefit and suffer due to their hyperconnected lives. Pew Research Center.
Aremu, A. O., & Sokan, B. O. (2002). Multi-casual evaluation of the academic performance of Nigerian learners: Issues and implications for national development. Department of Guidance and Counselling, University of Ibadan, Nigeria.
Arshad, M. A., Zaidi, S. M. I. H., & Mahmood, K. (2015). Self-esteem & academic performance among university students. Journal of Education and Practice.
Ayanwale, M. A., Adewuyi, H. O., & Afolabi, O. W. (2023). Learning through radio and television during COVID-19: Perspectives of K-12 stakeholders. EUREKA: Social and Humanities, (2), 61-72.
Azizi, S. M., Soroush, A., & Khatony, A. (2019). The relationship between social networking addiction and academic performance in Iranian students of medical sciences: a cross-sectional study. BMC Psychol, 7(28). https://doi.org/10.1186/s40359-019-0305-0
Azman. (2014). Constraints and remedies to students dread for the sciences. Scientific Journal of Educational Administrators, 3(8), 9-19.
Babalola J. O., & Fayombo, G. A. (2009). Investigating the combined and relative effects of some student-related variables on science achievement among secondary school students in Barbados. European Journal of Scientific Research, 37(3), 481 - 489.
Bankole, E. T., & Ogunsakin, F. C. (2015). Influence of peer group on academic performance of secondary school students in Ekiti State. International Journal of Innovative Research and Development, 4(1), 324-331.
Bekkering, E., & Ward, T. (2020). Class participation and student performance: A tale of two courses. Information Systems Education Journal.
Burnett, S., Sebastian, C., Cohen Kadosh, K., & Blakemore, S. J. (2011). The social brain in adolescence: Evidence from functional magnetic resonance imaging and behavioral studies. Neuroscience and Bio-behavioral Reviews, 35, 1654–1664.
Castrogiovanni, D. (2002). Adolescence: Peer groups. http://www.ianr.unl.edu/pubs/family/nf211.htm
Cavilla, D. (2017). The effects of student reflection on academic performance and motivation. SAGE Journals.
Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distance Learning, 13(1), 87-104.
Chi-Chau, Y. (1997). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child development, 74(3), 710-727.
Connolly, M. (2011). Benefits and drawbacks of social media in education. Wisconsin Center for Education Research. http://www.wcer.wisc.edu/news/coverstories/2011/benefits_and_
drawbacks.php
Domizi, D. P. (2013). Microblogging to foster connections and community in a weekly graduate seminar course. TechTrends, 57(1), 43-51.
Englander, F., Terregrossa, R. A., & Wang, Z. (2010). Internet use among college students: Tool or toy? Educational Review, 62(1), 85-96.
EU. (2009). Safer Social Networking Principles for the EU. European Commission.
Fagbule, O. F., Kanmodi, K. K., Aliemeke, E. O., Ogunniyi, K. E., Ogbeide, M., Victor, S. O., ... & Kanmodi, P. A. (2020). Knowledge of HPV and HPV vaccine among senior secondary school students in Ogun State, Nigeria. Open Science Journal of Psychology, 7(1), 1-10.
Filade, B. A., Bello, A. A., Uwaoma, C. O., Anwanane, B. B., & Nwangburka, K. (2019). Peer group influence on academic performance of undergraduate students in Babcock University, Ogun State. African Educational Research Journal, 7(2), 81-87.
Gao, J., Luo, Y., & Zhang, J. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 43(5), 783-801.
Gopalan, K., Srinivasan, N., & Dharmalingam, V. (2022). Public opinion on the New Education Policy 2020. Journal for Educators, Teachers, and Trainers, 183-192. https://doi.org/10.2139/ssrn.3786606
Greenwood, S., Perrin, A., & Duggan, M. (2016). Social media update 2016: Facebook usage and engagement are on the rise, while other platforms' adoption is steady. Pew Research Center.
Hampton, K. N., Sessions-Goulet, L., Rainie, L., & Purcell, K. (2011). Social networking sites and our lives. Pew Research Center.
Hand, S., Rice, L., & Greenlee, E. (2017). Exploring teachers' and students' gender role bias and confidence in STEM fields. Social Psychology of Education, 20, 929-945. Springer. https://doi.org/10.1007/s11218-017-9408-8
Harrath, Y., & Alobaidy, H. (2016). Impact of social networking sites on student academic performance: The case of the University of Bahrain. Journal of Cases on Information Technology (JCIT), 18(2), 35–50.
Hodgkinson, H. (1991). Reform versus reality. Phi Delta Kappan, 73(1), 9-16
Hussain, S., Ali, R., Zaman, A., Ghaffar, A., Aamir, S. M., & Minaz, M. (2013). The impact of peer groups on the academic achievements of secondary school students. Journal of American Science, 9(11), 13-16.
Josiah, O. & Etuk-Iren, O. A. (2014). Effect of gender, age and mathematics anxiety on college students. Achievement in Algebra. American Journal of Educational Research, 2(7), 474-476.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132.
Kagu, B. (2020). Peer group influence on academic performance of undergraduate students in Faculty of Education, University of Maiduguri, Nigeria. International Journal of Social Sciences & Educational Studies, 7(3).
Kanmodi, K., Fagbule, O., Ogunniyi, K., Ogbeide, M., Samuel, V., Aliemeke, E., Olatunji, Y., Isola, T., Adewuyi, H., & Musa, S. (2020). Determinants of sexual practices among secondary school students in nigeria: Focusing on socio-cultural and school-related factors. Rwanda Medical Journal, 77(4), 32-37.
Kircaburun, K. (2016). Effects of gender and personality differences on Twitter addiction among Turkish undergraduates. Journal of Education and Practice, 7(24), 33–42.
Klein, J. (2004). Who is responsible for gender differences in scholastic achievements: Pupils or teachers? Educational Research, 46(2), 183-193.
Lachheb, A. (2014). Information technology effects on tunisian college students; tunisian english majors as a case study. Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE).
Lenhart, A. (2009). Teens and social media: An overview. Pew Internet & American Life Project.
Moreno, J., Niebla, J., & Serrano, E. (2019). Variables associated with the academic performance of psychology graduates: the case of the UABC. Revista De Investigacion Educativa De La Escuela De Graduados En Educacion, 9(8).
Mosha, M. A. (2017). The influence of peer group on academic performance of adolescent students in secondary schools in Tanzania. Research Journal of Educational Studies and Review, 3(1), 18-26.
Omoponle, A. H. (2019). Religiosity, family back ground and occupational prestige as predictors of career preference among secondary school adolescents in Osun state. American Journal of Psychology and Behavioral Sciences, 6(2).
Onyemah, T. N., & Omoponle, A. H. (2022). Child abuse and family background as predictors of poor academic performance among adolescents in special schools of Ibadan-Nigeria. Journal of Lexicography and Terminology, 6(1), 106-119.
Opesemowo, O., Ayanwale, M. A., Opesemowo, T., & Afolabi, E. (2023). Differential bundle functioning of national examinations council mathematics test items: An exploratory structural equation modeling approach. Journal of Measurement and Evaluation in Education and Psychology, 14(1), 1-18. https://doi.org/10.21031/epod.1142713
Pintrich, P. & Schunk, D. (1996). Motivation in education: Theory, research, and applications. Prentice Hall.
Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111. https://doi.org/10.1207/S15326985EP3502_4
Tsui, M. (2007). Gender and mathematics achievement in China and the United States. Gender Issues, 24, 1–11. https://doi.org/10.1007/s12147-007-9044-2
Wonu, N., & Anaekwe, E. (2014). School effects on students’ mathematical achievement in Obio/Akpor Local Government Area of Rivers State. International Journal of Educational Development, 4(1), 69-77.
Yusuf, H. T., Odutayo, A. O., Akintola, M. A., & Yusuf, A. (2018). Social media exposure and materialistic values- a dilemma for undergraduates of Lagos State University. International journal for social studies, 4, 107-116.
Copyright (c) 2024 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
