Influence of Peer Group Discussions on Academic Performance in Kenyan Primary Schools in Kapsoya Zone, Eldoret Municipality

Abstract

School and pupil factors have been widely documented as factors that significantly affect student’s achievement in school. Peer influence has been categorized under either school or pupil factors that may affect academic performance of the learners. This study sought to investigate the relationship between peer group discussions and pupils’ academic performance in primary schools in Kapsoya zone, Uasin Gishu County. This was a correlation study. This study adopted social development theory developed by Vygotsky. It was carried out with a sample size of 424 pupils from 20 primary schools. The pupils were selected using stratified random sampling. Data was collected using pupils and teachers questionnaires. Pupils’ scores were extracted from zonal examinations records at each individual school. SPSS was used to aid in analysis. Mean and standard deviation were used as descriptive statistics for continuous variables such as academic performance. The study found out that there was no significant relationship between group discussion and academic performance. However, there was weak and positive relationship between peer influence and academic performance. In nutshell, it can be concluded that the peer influence did have weak relationship with the academic performance. It is recommended that school managements should ensure there are regulations that govern the peer group organizations within the school environment. The findings of this study will be instrumental in informing schools management’s decisions on academic performance of the pupils.

Key words: academic performance, peer influence, group discussion, primary schools.