Peer groups, parental factors, and students academic achievement in secondary school economics

The present study investigated the correlation among peer groups, parental factors, and the achievement of secondary school students in economics. Various factors, including pedagogical strategies, learning behaviours, and study habits, have been considered influential factors in students' achievement in economics. However, there is a lack of comprehensive research on the influence of students' peer groups and parental factors on students' achievement in economics. The study sampled 299 Nigerian secondary school students. The data collection methods employed included the administration of the Economics Achievement Test (adopted from WAEC 2021) and a questionnaire. The results of the investigation show a significant correlation among peer groups, parental factors, and students' achievement in economics. The correlation coefficients for these relationships were determined to be (r=- 0.10; p= .07), (r= 0.30; p< .01), and (r= 0.13; p= .03), respectively. This correlation between peer groups and students' achievement in economics is comparatively weaker when compared to the correlation between parental factors and students' achievement in economics. The observed mean difference of 1.25 between male and female students is not deemed to be significant (t(297) = 0.79; p=. 43). Conversely, the mean difference of 5.18 between rural and urban students is found to be statistically significant (t(299) = 3.18; p< . 01). To improve the performance of students in economics, educational institutions and policymakers should promote the involvement of parents in student schooling and encourage social groups among students in rural and urban areas.