Parents, Teachers and Pupils' attitudes towards peer-group influence on pupils' academic performance in selected High Schools of Sesheke District, Zambia

Abstract

The purpose of the study was to establish parents, teachers and pupils’ attitudes towards peer-group influence on pupils’ academic performance in selected high schools of Sesheke district. The objectives of the study were: to establish the attitudes of parents, teachers, and pupils towards Peer-group influence on pupils’ academic performance; to investigate measures that parents and teachers should take to minimize negative effects of peer-group influence on pupils’ academic performance; to investigate pupils’ views about parents’ and teachers’ attitudes towards peer-group influence on academic performance and to examine factors that make pupils vulnerable to peer-group influence on their academic performance. A descriptive survey design was used for this study. The descriptive survey design was chosen because the study is concerned with attitudes. The target population for the study comprised all parents, teachers and pupils in the selected two high schools of Sesheke district. A sample total of 120 respondents was selected. It consisted of thirty (30) parents, thirty (30) teachers, and sixty (60) pupils.The study followed Kerlinger’s generalization of attitudes. People’s attitudes towards peer-group influence on pupils’ academic performance can either be those of traditionalism or progressivism. The theory suggests that some people’s attitudes are generally conservative (traditional) while those of others are liberal (progressive).Data was collected using a questionnaire, interviews and Focus Group Discussions (FGDs). The questionnaire was administered to the teachers, interviews were held with the parents while Focus Group Discussions (FGDs) were carried out with the pupils. The study largely used the qualitative method. Data analysis was done qualitatively through categorization and coding of themes. Quantitative data was presented in percentages or frequency tables using a hand scientific calculator. The findings of the study revealed that: attitudes of both parents and teachers towards peer-group influence on pupils’ academic performance were negative while those of pupils were positive; counselling of peer-groups by teachers, parents and some of their peers was the best way of minimizing negative effects of peer-group influence on pupils’ academic performance, pupils’ views about parents’ and teachers’ attitudes towards peer-group influence on pupils’ academic performance was negative and that poverty was a major factor that made pupils vulnerable to peer-group influence on pupils academic performance.