Relationship Between Peer Influence Parental Support And Academic Achievement Of Secondary School Students In Giwa Educational Zone Kaduna State

This study was designed to find out peer influence and parental support on the academicachievement of senior secondary school students in Giwa educational zone. The study used expostfactor design. Cluster and simple random sampling were used to select the sample. Foursenior secondary schools with a total population of 1606 and a sample size of 338 studentswere drawn and used for the study. Two questionnaires were used for the study, peer support iand of parental support inventories. The academic achievement was obtained from the scoresin English language and mathematics from the students mock qualifying examination. Threehypotheses were formulated for this study and tested using Pearson Product MomentCorrelation. The findings of the study show that there is a significant relationship between peersupport and academic achievement (r=0.742, p=0.018), parental psychological support andacademic achievement (r=0.756, p=0.003). A significant relationship also exist betweenparental monitoring for homework and academic achievement (r=0.838, p=0.002.) It isrecommended that parents should offer psychological support to their children by way ofcommunicating with their children about the value/utility of education, fostering educational andcareer aspiration in the child, linking of school work to current event, and makingplans/preparations for the child‟s future. When students received such support they become moredetermined to achieve academically.

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