PEER SUPPORT AND ADOLESCENT DEVIANT BEHAVIOR: THE IMPLICATION OF TEACHING LEARNING PROCESS IN MEZAM DIVISION, NORTHWEST REGION OF CAMEROON

The study was carried out to investigate the influence of peer support on adolescent deviant behavior in some selected secondary schools in Mezam Division, Northwest Region of Cameroon. Through a comprehensive mixed-methods approach utilizing a concurrent nested research design, the researchers gathered data from multiple perspectives, including 533 students, 25 disciplinary masters, and 20 guidance counselors across selected secondary schools. The methodological rigor of the study was enhanced by employing various data collection instruments, including questionnaires, interview guides, and focus group discussions. This triangulation of methods allowed for a deeper understanding of the complex dynamics between peer support and behavioral outcomes. The quantitative analysis, conducted using both descriptive and inferential statistics, provided a systematic examination of the relationships between variables. Specifically, the use of Spearman's rho correlation test was justified by the non-normal distribution of the data, as confirmed by normality assumption testing. The qualitative component of the study, analyzed through thematic analysis, complemented the quantitative findings by providing rich, contextual insights into the phenomenon. The study's findings demonstrated a significant negative correlation between peer support and deviant behavior (R-value = -0.237**, p-value 0.000 < 0.05). This inverse relationship indicates that as peer support increases, there is a corresponding decrease in deviant behavior among adolescents. This finding has important implications for educational practice and policy, suggesting that fostering positive peer relationships and support systems within schools could serve as an effective strategy for reducing behavioral problems among adolescent students.