meowmeoweeLITERATURE:

PEER INFLUENCE IN RELATION TO ACADEMIC PERFORMANCE AND SOCIALIZATION AMONG

ADOLESCENTS: A LITERATURE REVIEW

CHAPTER TWO

LITERATURE REVIEW

This chapter is a review of the existing literature relevant to the topic of peer influence among
adolescents. More specifically, this chapter is a review of topics including: what peer groups provide for
adolescents; facts about adolescent peer relations; how peer influence affects academic performance
and socialization; gender and SES differences and how they manifest in adolescent peer groups; positive
peer influence; contributing factors to negative peer groups; and ways to combat negative peer
influence.

What do Peer Groups Provide for Adolescents?

Educators and parents should be aware that peer groups provide a variety of positive
experiences for adolescents. Castro giovanni (2002) cited the following: (1) the opportunity to learn how
to interact with others; (2) support in defining identity, interests, abilities, and personality; (3) autonomy
without control of adults and parents; (4) opportunities for witnessing the strategies others use to cope
with similar problems, and for observing how effective they are; (5) involved emotional support and; (6)
building and maintaining friendships.

According to Black (2002), peer groups provide a forum where teens construct and reconstruct
their identities. Castro giovanni (2002) stated that at no other stage of development is one’s sense of
identity so unstable. A peer-labeling process may be contributing to the construction of positive
identities for some adolescents but negative identities for others (Downs & Rose, 1991). Unfortunately,
members of groups may accept negative labels, incorporate them into their identity, and through the
process of secondary deviance, increase levels of deviant behavior.

Teenagers learn about what is acceptable in their social group by “reading” their friends’
reactions to how they act, what they wear, and what they say. The peer group gives this potent
feedback by their words and actions, which either encourages or discourages certain behaviors and
attitudes. Anxiety can arise when teens try to predict how peers will react, and this anxiety plays a large
role in peer influence. In fact, Burns and Darling (2002) stated that self-conscious worrying about how
others will react to future actions is the most common way adolescents are influenced by their peers.
When a teen who takes an unpopular stand and goes against the expectations or norms of the peer
group, he or she is at risk for being ridiculed. Ridicule is not an easy thing to accept at any age, let alone
when you are twelve or thirteen years old. This leads to the topic of peer pressure.

Peer pressure is defined as when people your own age encourage or urge you to do something
or to keep from doing something else, no matter if you personally want to do it or not (Ryan, 2000). The
more subtle form of peer pressure is known as peer influence, and it involves changing one’s behavior to
meet the perceived expectations of others (Burns & Darling, 2002). In general, most teens conform to
peer pressure about fairly insignificant things like music, clothing, or hairstyles. When it comes to more
important issues like moral values, parents still remain more influential than the peer group (Black,
2002).

Biddle, Bank, and Marlin conducted a study to examine parental and peer influence on
adolescents. The data collected was part of a field study of expectations and reported behaviors
conducted by interviews with American adolescents. Subjects for the study consisted of 149
adolescents, then enrolled in public high schools in a Midwestern state. The respondents constituted a
quota-sample design that was approximately balanced for age, sex, social class, race, and community of
residence. In comparison with the total population, the sample contained more blacks and
disproportionately few who lived in rural areas; and the sample was obtained within a single,
Midwestern state and consisted only of adolescents who were then enrolled within public schools. In
other respects the sample was presumably representative.

The researchers found that peer behaviors are more likely to affect the adolescent than parental
behaviors, whereas parental norms are more likely to affect the adolescent than peer norms. Parents
have had a longer time to influence adolescents and retain a responsibility to represent the standards of
the adult world. Peers, in contrast, may be shunned if they attempt to impose standards on their
adolescent friends but are likely to be omnipresent as behavioral models within schools (Biddle, Bank, &
Marlin, 2001). It is unfortunate that many adolescents do not have parents who are actively involved in
their lives, do not provide appropriate supervision, and are unable to clearly communicate their values.
This puts these adolescents in an even greater danger of giving in to negative peer pressure.

James Jaccard, professor of psychology at the University at Albany in New York, noted that
young people might be influenced as much by what they think their peers are doing as by what they are
really doing. A young person may think that everyone issmoking or everyone is sexually active and may
therefore feel pressure to try thosebehaviors (cited in Fischhoff, Cromwell, & Kipke, 1999).

Facts about Peer Relations

Peer groups are constantly evolving and many factors play a role in how peer groups function
today. Lingren (1995) cited some interesting facts about peer relations. These facts may help adults
better understand the potential foundation of some peer group behaviors during adolescence. Adults
should understand the facts surrounding peer relations before forming an opinion about adolescent
groups in general.

First, during adolescence, parents and their children are more physically and psychologically
distant from each other. This is a normal process, but it is shown in decreases in emotional closeness
and warmth, increases in parent-adolescent conflict/disagreement, and an increase in time adolescents
spend with peers. Second, increases in family strains, such as economic pressures and divorce, have
prompted teenagers to depend more on peers for emotional support. Third, in ten to twenty percent of
families, parents and adolescents are in distressed relationships characterized by emotional coldness
and frequent outbursts of anger/conflict. Fourth, youth gangs commonly associated with inner-city
neighborhoods are becoming a more common phenomenon among youth in smaller cities, suburbs, and
even rural areas. Fifth, formal dating patterns have been replaced with informal socializing patterns in
mixed-sex groups. This may encourage casual sexual relationships that heighten the risk of teenage
pregnancy, AIDS, and other sexually transmitted diseases. Sixth, ethnicity is replacing Individual abilities
or interests as the basis for defining peer “crowds.” Finally, the increase in part-time employment
among youth has had little effect on peer relations. In order to spend time with peers, teenagers drop
extracurricular activities, reduce time spent on homework, and withdraw from family functions.

It is clear that everything from family strain to ethnicity plays a role in how peer groups develop
and operate. All of these factors have the potential for creating greater peer influence in or outside of
school, and sometimes have the consequence of generating increased pressures on adolescents to
engage in problematic behaviors. Some parents may assume that they are the only family experiencing
frustration with some of their adolescent’s behaviors when, in reality, frustration between parents and
adolescents is a fairly universal occurrence.

Similarity and Socialization

According to Ryan (2000) an important component of interpersonal attraction and selection of

friends is similarity. Brown, Mounts, Lamborn, and Steinberg (1993) also suggested that adolescent peer
group members select each other based on similar characteristics just as adults do. It is unusual for a
young person to select a friend who uses cigarettes or alcohol if they do not. Even when a non-using
adolescent has a best friend who uses cigarettes or alcohol, research has shown that peer influence was
relatively small and was mediated by family factors, such as parental monitoring (Fischhoff, Cromwell, &
Kipke, 1999). This finding is further evidence that parents can still have strong influence over their sons
and daughters.

In earlier years, Cohen (1983) suggested that whether socialization results in reinforcement or
change depends on initial similarity. If individuals are similar on a particular characteristic, then the
pressure will be to remain the same on that characteristic. On the other hand, if individuals are different
on a particular characteristic, the pressure will be for change to occur so that similarity may be achieved.
Because it is impossible to select friends who are similar in all characteristics, Ryan (2000) stated that it
makes sense that selection focuses on the characteristics that are most central to an individual’s identity
(i.e., the characteristics most valued). In general, adolescents overestimate how similar they are to their
friends and perception is vital to influence.

As far as socialization is concerned, there are two important dimensions when friendships are
formed that influence the socialization process. These two dimensions are similarity and value. Similarity
on any given characteristic affects the pressure that exists among peers to change. High similarity results
in pressure to stay the same or at least no pressure to change and low similarity results in pressure to
change. This information corresponds with the similarity principle in that we like people who are like us.
Cohen (1977) found evidence for similarity regarding the use of alcohol, drugs, cigarettes, and also
issues concerning academic outcomes. Best friends have been found to be similar in regards to
frequency of cutting class and time spent on homework.

Ide, Parkerson, Haertel, and Walberg (1981) conducted a meta-analysis of studies published
from 1966 to 1978 which examined similarity of best friends and students’ lists of close friends in the
academic realm. Across the ten studies reviewed, friends were similar in regards to academic
achievement: An individual and his or her friends’ grades and test scores were moderately correlated. In
addition, friends were similar regarding college aspirations. Landau (2002) supported this conclusion by
stating that students who care about learning are more likely to associate with peers who share this
interest in academics than those who have less interest in learning. The personal value that an individual
attaches to a characteristic also affects the individual’s response to change. High value results in
resistance to change, and low value results in receptiveness to change (Ryan, 2000).

Motivation, Engagement, and Academic Performance

Another important aspect of adolescent peer groups is motivation. The difference between
motivation and engagement is that motivation is more focused on student cognition underlying
involvement in schoolwork (i.e., beliefs) and engagement is more focused on actual involvement in
schoolwork (i.e., behavior). Ryan (2000) found that peer groups were influential regarding changes in
students’ intrinsic value for school (i.e., liking and enjoying) as well as achievement (i.e., report card
grades). The peer group was not, however, influential regarding changes in students’ utility value for
school (i.e., importance and usefulness). It was found that associating with friends who have a positive
affect toward school enhanced students’ own satisfaction with school, where as associating with friends
who have a negative affect toward school decreased it (Ryan,2000). Landau (2002) stated that an
adolescent’s expectancy of success was the primary predictor of academic effort and grades. A sense of
belonging and support of a peer group was also significantly associated with these outcomes.

Athletics, dating, and sexual behavior, as well as alcohol, drug, and tobacco use have been
shown to be important to friendship choice in adolescence. For some adolescents, other interests may
compete with or take charge over similar academic motivation and engagement as criteria for selecting
a peer group. This could put an adolescent’s motivation and engagement in school in a precarious
position (Ryan, 2000).Through selection, some adolescents may place themselves in peer group
situations that support or foster their achievement-related beliefs and behaviors. Others may place
themselves in contexts that weaken achievement-related beliefs and behaviors.

(Howard,M,2004)https://www.academia.edu/13443824/PEER_INFLUENCE_IN_RELATION_TO_ACADEMI
C_PERFORMANCE_AND_SOCIALIZATION_AMONG_ADOLESCENTS_A_LITERATURE_REVIEW?fbclid=IwAR
24J-ALUxMXjzQHSrK-jefan6Z7d68uEP_iTYw_qXgZfbTCSqxWbi-GxbE
 Students, Peer Pressure and their Academic Performance in School

Studies show that the influence of peer groups among student can boost their anxiety especially
pertaining to their education (Kadir, Atmowasdoyo & Salija 2018). The relationship within the group
with its peers are co-related with each other, hence the direction of this particular relationship should
be monitored were these relationships should go considering all possible factors correlated within the
groups outcome (Wilson, 2016). Peer pressure faced by many teenagers of the society, professionals
understood the concept of peer influence that could affect teenagers in a negative way which can be
prevented by educating and preparing teenagers to face the negative aspects caused by peer pressure
(Temitope & Og0nsakin, 2015). Similarly peer influence among teenagers does not directly affect them
in a negative way but it varies in how much and how the students receive the climate of the peers
coming from the group (Mosha, 2017). When a student is influenced and motivated by peers he will
perform excellent at school and got good grades in mathematics (Boechnke, 2018). Getting the support
needed coming from the peer group, student tend to excel and exceed its capability and concentrate
more pertaining to his studies and do good in the academic tasks in school (Olalekan, 2016).

Adolescence gaining social support from its peers is an important factor to cope with different
problems and illnesses by letting go of emotions by talking someone. Social support plays an important
role for teenagers to lessen the effects of stressful situations and stressors through the support of the
peers in the group (Esen & Gundogdu 2010). Despite the various studies conducted for understanding
the effects of peer group in student’s academic performance, no one has yet understood the nature of
peer effects among students (Zhang, 2010). Knowing how the teenagers interact with their peers and
how they interact with each other and how presence of peer group affect student’s academic
achievement in school plays an important role for various categories and even the whole educational
system (Leka, 2015). Peer pressure is commonly described as peers encouraging other teenagers to do
things (Santor, Messervey & Kusumakar, 2000). Peer pressure is also caused by parent’s lack of
supervision towards their children during adolescence, children tend to enjoy their peers company and
spend with their peers more during the adolescence period (Puligni, 1993). There are different factors
that could affects student’s academic performance in school whether it’s their family is giving proper
guidance and motivation to their children with the healthy and harmonies interaction with their
surroundings (Ezzarrooki, 2016). Students interactions with its peers could help enhance their capability
and increase their academic performance in school because they could seek help from their peers that
could serve as a motivation than working alone (Sotinis, Mirco & Michael, 2013). Student peer group in
school plays as an in socializing teenager with the peers to socialize with each other that help should the
child adolescents (Uzezi & Deya, 2017). Interaction of students between its peer are likely to influence
the students and can be crucial for the student to determine their choice and could affect student
performance ( De Giorgi ,n.d.).
 Understanding peer influence towards teenagers is important for developing and
understanding how to improve socioeconomic policies (Carman & Zhang, 2011). Peer among youth plays
a vital role during the adolescence of a teenager. This is the time when teenagers develop deep
friendship among their peers and become permanent during their adolescence (Guzman, 2017). Peer
pressure towards persons behavior is said to be a social phenomenon where the members of a
particular society or may not be influence negatively but majority are affected by the undesirable
behavior of those people who resist what others do (Gulati, 2017). Looking to the different group of
factors that influence adolescence in their completion of their academic excellence it is further hindered
by developmental challenges (Chen, 2008). An individual seek emotional support towards
communicating publicly and showing his private objectives or goals. Indeed through showing your
emotions to others individual can get emotional benefits from it because it could help them to
overcome temptation and could give them emotional benefits. (Borein & Boemont, 2013). Also, peer
groups answer questions from teenager different concern from adolescence stage including physical
appearance or changing bodies (Ademiyi & Kolawole, 2015).

Peer pressure could easily affect the self-esteem of students that an important factor
adolescence. Individual adapt attitudes towards a certain aspect that they encountered or they are
aware of (Uslu, 2013). In many events student fantasizing and visualizing what they dreamed to became
through with their colleagues atmosphere. Eventually, they pursue their choices through with the
influence of peer pressure (Owoyele & Toyobo, 2008). The pressure among peer group among its
member may engage to do undesired things or negative behavior with the presence of a particular peer
group leader who engage its member to do deviant acts or promote undesirable things to the group
(Dumas, Ellis, & Wolfe, 2012).

Peer group is important in the social context that plays a vital role in society and to determine
the academic achievement that affect during development relatively with each other (Chen, 2008).
Adaptive behavior of the development increases become broader and complex and as the age increases
(Yonus, Mushtaq & Qaiser n.d.). School that the students attend to serves an institution among students
that determine their learning capacity based on the school environment that gives the learning
experience toward students (Korir, 2014). Thus choosing major courses within an institution are major
choices a student intends to make but it is affected by their interactions among other students (Porter &
Umbach, 2006). Hence, the behavior of an individual have seen similarities among the group due to the
effect of their peers, it is still difficult to relate the consequences that the individual within the group are
similar with each other or social to be pursuing their intentions together to have similar outcomes
(Kremer & Levy, 2008). Interactions between students with their agemates appeal to enhance their
learning capacity under the guidance of an adult educator (Kinderman, 2016).

Therefore, Peer Pressure cannot directly be shown to have negative or positive impact towards
students’ academic performance but one can realize the appropriate coping mechanism for a problem
as a technique to avoid and fight peer pressure optimistically.
(Moldes, V, Biton, C, Gonzaga, D, Moneva, J, 2019) http://www.ijsrp.org/research-paper-0119/ijsrp-
p8541.pdf

THE FACTORS AND EFFECT OF PEER GROUP INFLUENCEON ACADEMIC PERFORMANCE OF

ADOLESCENTSTUDENTS IN NIGER STATE

CHAPTER TWO

OF RELATED LITERATURE

2.1 Conceptual framework

According to castrogiovanni (2002) a peer group is defined as a small group of similarly aged;
fairly close friends, sharing the same activities. In general, peer groups or cliques have two to twelve
members, with an average of five or six. Peer groups provide a sense of security and they help
adolescents to build a sense of identity. The Oxford Advanced learners Dictionary, (2001) defined peer
group as a group of people of same age or social status. The peer group is the first social group outside
the home in which the child attempts to gain acceptance and recognition. peer group is an important
influence throughout one’s life but they are more critical during the developmental years of childhood
and adolescence. According to Santrock (2010), Peers are the individuals who are about the same age or
maturity level. Peer pressure is defined as when people your own age encourage or urge you to do
something or to keep from doing something else, no matter if you personally want to do it or not (Ryan,
2000). The more subtle form of peer pressure is known as peer influence, and it involves changing one’s
behaviour to meet the perceived expectations of others (Burns & Darling, 2002). In general, most teens
conform to peer pressure about fairly insignifcant things like music, clothing, or hairstyles. When it
comes to more important issues like moral values, parents still remain more influential than the peer.

What Peer groups Provide for Adolescent students

Educators and parents should be aware that peer groups provide a variety of positive
experiences for adolescents. Castrogiovanni (2002) cited the following: the opportunity to learn how to
interact with others; support in defining identity, interests, Abilities, and personality; Autonomy without
control of adults and parents; opportunities for witnessing the strategies others use to cope with similar
problems, and for observing how effective they are; involved emotional support and; Building and
maintaining friendships.

According to Black (2002), peer groups provide a forum where teens construct and reconstruct
their identities. Castrogiovanni (2002) stated that at no other stage of development is one’s sense of
identity so unstable. A peer-labeling process may be contributing to the construction of positive
identities for some adolescents but negative identities for others (Downs & Rose, 1991). Unfortunately,
members of groups may accept negative labels, incorporate them into their identity, and through the
process of secondary deviance, increase levels of deviant behaviour. Teenagers learn about what is
acceptable in their social group by “reading” their friends’ reactions to how they act, what they wear,
and what they say. The peer group gives this potent feedback by their words and actions, which either
encourages or discourages certain behaviours and attitudes. Anxiety can arise when teens try to predict
how peers will react, and this anxiety plays a large role in peer influence.

Burns and Darling (2002) stated that self-conscious worrying about how others will react to
future actions is the most common way adolescents are influenced by their peers. When a teen who
takes an unpopular stand and goes against the expectations or norms of the peer group, he or she is at
risk for being ridiculed. Ridicule is not an easy thing to accept at any age, let alone when you are twelve
or thirteen years old. This leads to the topic of peer pressure.

Positive Peer group Influence

Contrary to popular belief, not all peer influence is negative. Spending more time with peers
does not always translate into trouble. Peer influence can, in fact, keep youth participating in religious
activities, going to meetings, and playing on sports teams, even when they are not leaders (Lingren,
1995). The peer group is a source of affection, sympathy, understanding, and a place for
experimentation. This factor is consistent with Bowmeister and Leary’s “Belongingness hypothesis” in
that there is a genetically based need to belong. The basic premise is that people of all ages seek
inclusion and avoid exclusion. Influence in these primary peer groups can vary from joining the track
team or drama club to motivation, engagement, and achievement in algebra class. (Nicole, 2004).

As already suggested, students define themselves by the groups with which they affilliate.
Values that are important to most adolescents include: school learning and achievement; social
activities; and whether or not to engage in delinquent activities. (Landau, 2002). Fischhoff, Chromwell,
and Kipke (1991) cited a systems theory perspective, arguing that groups that provide a lot of positive
feedback encourage action to maintain good feelings. These good feelings are often reported in peer
groups, and actions could lead to engaging in risky behaviours to Keep the “fun” going.

According to Ryan (2000), students who were identified as “Jock-populars” perceived more
pressure in the area of school involvement and less pressure toward misconduct than students
identified as “druggie-toughs.”

Negative Peer group Influence and its causes

While it is clear that peer groups can be positive for identity formation, negative peers groups
do exist and should be of concern to education-related professionals. One aspect that may contribute to
the continuation of negative peer groups

is passive acceptance of peer-group structure. Teachers expect that students will behave in a
certain way that is consistent with their peer group affilliation and consequently make no attempt to
intervene with the structure. In other words, teachers passively accept the “brain-nerd” differentiation.
Another problem that arises in the school is favouritism toward athletes. Athletes often receive more
esteem in school and are often seen by other students as receiving special treatment. Special treatment
could come in the form of more teacher-Student interaction or more academic help from advisors. This
extra attention given towards athletes can be very discouraging for non-athletes and can spark jealousy.
If educators focus too much on the athletes and-or popular students, they may not even fully notice a
struggling student slip through the cracks.(Nicle, 2004).

An additional drawback in the eyes of Alderman (2000) is ability tracking. Ability tracking to him
involves separating students based on their achievement in school in the past. Ability grouping forces
isolation among students at different achievement levels, with each group forming its own peer culture.
Low achievers are isolated from models of achievement motivation and more effective strategies to
succeed. In essence, ability tracking forces students to form groups that may not result in the best
outcome. High achieving students can benefit from interacting with low achieving students and “vice
versa”.

According to Nocole, (2004) effort may be diluted when adults use stereotypical images to
either excuse or blame students on social identity categories and crowds to which they belong. For
example, a teacher may excuse poor student test performance on the basis of family lifestyle, or instead
blame the family background for the performance. Blaming poor performance on situational factors gets
the student nowhere. Regardless of background, students should be given equal opportunities to
succeed and be treated just like everyone else.8tandards should be upheld and consequences for not
performing well on a test are not always a bad thing. Otherwise, the student may also begin to blame
the situational factors and give up trying.

(Abdullahi,I,2019)
https://www.academia.edu/11666401/THE_FACTORS_AND_EFFECT_OF_PEER_GROUP_INFLUENCE_ON
_ACADEMIC_PERFORMANCE_OF_ADOLESCENT_STUDENTS_IN_NIGER_STATE
 Peer Pressure in Relation to Academic Achievement of Deviant Students

People with similar interest, age group, background and social status forms a part of the Peer
Group. This type of peer group is both social and primary group of like-minded and aesthetics group.
The student’s behavioural change happens in the school wherein peers have a vital role in achieving
such a change. Role of peer influence has direct or indirect influence in the academic achievement.
Social and emotional development and educational objectives are influenced by peer group. (Allen
2005). Peers play an increasing role of influence from early age to teenage. Adolescents have healthy
relationship with their peers and give importance to them compared to other age groups and their trust

on them is more pronounced. Peer can be anyone who has same thought, same behavior and
equality to age or ability (Hardcastle. 2002) Pressure means giving force to any activities. Peer pressure
means influence of friends on each other and inducing changes in the mental and emotional behavior by
the people belonging to same group with similar interest, age, background and social status (Weinfied
2010). Peer pressure normally linked with adolescent risk taking behavior; such as crime, drug abuse and
sexual behaviours. These behaviours are associated with peer influence. The positive result also seen
due to the effect of peer pressure, for example a marked increase in the achievement, voluntary charity,
public work etc. (Kellie 2013). But contrarily, the maximum result is for negative behaviour. Normally,
the student skips classes, steals, and cheats, takes to drugs or alcohol as a cause of peer pressure.
Influences of peer may be in all ages and places, such as in work place, in school, or in society. Peer
pressure tends to influence the group to loiter in the street, watch films, bunk class, tease others, steal,
spoil public properties. ( Arief , 2011)

Academic achievement are accomplished by these students in their studies are nothing (Scortt’s
2012). Academic achievement means the students’ ability to write or orally communicate exactly the
fact or the content. This also reflects to what extent the educational system has achieved their goals.
Academic achievement indicates the extent to which the students have a mastery of the subject.

Peer group composition often keeps changing the children, when he or she enters middle
school and have more opportunities to have new friendships. Hartup (1996) reviewed evidence showing
that adolescents initially associate with peers who resemble themselves in terms of behaviour, interests,
and attitudes, and subsequently reinforce in each other those characteristics that brought them
together in the first place. This leads to conventional friendship to further comply with social norms,
whereas antisocial friends engage in increasingly problematic behaviour. The term selection refers to
this process of “asssortative pairing” through which, individuals choose friends who share their attitudes
and behavior, and socialization refers to friends’ mutual influence on their respective behaviours and
attitudes (Kandel, 1978). Both are important aspects of early adolescent changes in academic
engagement and in problem behaviour (Reitz, Dekovic, Meijer, & Engels, 2006; Woolley, Kol, & Bowen,
2009). Friends’ characteristics therefore, constitute an important factor to take into account when trying
to predict changes in an individual's adjustment trajectory.

Literature Review Mary Gifford-Smith et al( 2005)“Peer Influence in Children and Adolescents:
Crossing the Bridge from Developmental to Intervention Science”this study explains high level of
correlation between academic and deviant Bankole Emmanuel Temitope( 2015) “Influence of Peer
Group on Academic Performance of Secondary School Students in Ekiti State”in this study explains that
peer factor also influence academic achievement “ Impact o f deviant behaviour on the academic
performance of senior secondary school students” this study explains negative impact on academic
achievement Jack Gladys Uzezi , Gamnjoh Dennis Deya ( 2017)”Relationship between Peer Group
Influence and Students’ Academic Achievement in Chemistry at Secondary School Level” it says that
teacher should encourage peer group

(Deepika, K., Dr. Preema, N., 2017) http://www.ijese.net/makale_indir/1952

SURVEY:
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww-suathelight-
com.cdn.ampproject.org%2Fv%2Fs%2Fwww.suathelight.com%2Fsingle-
post%2F2018%2F05%2F07%2FSUA-Statistics-on-Peer-
Pressure%3Famp_js_v%3Da2%26amp_gsa%3D1%26usqp%3Dmq331AQCKAE%253D%26fbclid%
3DIwAR3RamRgeZt4v8yKHpgyMwIJBdTlrRX8tBGntDEJBe0gyNFVTLJCE9QwlIU%23aoh%3D1569
6741710918%26amp_ct%3D1569674829472%26referrer%3Dhttps%253A%252F%252Fwww.go
ogle.com%26amp_tf%3DFrom%2520%25251%2524s%26ampshare%3Dhttps%253A%252F%252
Fwww.suathelight.com%252Fsingle-post%252F2018%252F05%252F07%252FSUA-Statistics-on-
Peer-
Pressure&h=AT3WfhfPmZ2NCOHDUtPRRy5SYNWHCCGCQN_TgVcDJRWvi75wwZRB7s5vo6VAlz
ZKQuelyl6mwtGEfF2DEzRTmDxSzsGNYwNnW5fHPkWogt7E6R9jD_LB0pR8_RVB0sTB-KK3CA