Peer Group Dynamics and Students' Academic Performance in English Language in Rivers State

This study investigated the relationship between peer group dynamics and students’ academic performance in English Language in Rivers State. The correlational research design was used to carry out the study. The population of this study consisted of 57,669 SS II students from 353 public senior secondary schools spread across the 23 local government areas of Rivers State. The sample of the study consisted of 397 SS II students from the three Senatorial Districts of Rivers State. The multi-stage sampling technique was used in selecting the participants for this study. Peer Group Dynamic Scale (PGDS) and English Performance Test (EPT) were used to collect the required data. Validity of PGDS and EPT were ascertained by experts from the field of Psychology and English Language. The pilot testing approach was used to determine the reliability coefficient of the instruments. Cronbach’s Alpha test was used to analyse the data, PGDS recorded a coefficient of 0.80, comprising Gang Group Scale (GGS) = 0.74 and Clique Membership Scale (CMS) = 0.85. The research questions were addressed, and the corresponding hypotheses were tested using the Pearson Product Moment Correlation coefficient at a 0.05 level of significance. The findings showed that gang group affiliation had no significant association with students’ academic performance in English Language, whereas clique membership demonstrated a significant association with students’ academic performance in the subject. The recommendations were that; school administrators should develop programmes that discourage student involvement in gang groups while promoting positive peer group interactions through mentorship and supervised extracurricular activities, among others.