CAUSES, CONSEQUENCES, AND COUNSELING STRATEGIES FOR CONTROLLING PEER GROUP INFLUENCE ON CLASSROOM BEHAVIOR AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE.

This study examined the influence of peer groups on classroom behavior among public secondary school students in the Awka South Local Government Area of Anambra State, Nigeria. The study adopted a descriptive survey design. The study was guided by five research questions and two hypotheses guided the study. The population was estimated to be 24,310 and comprised all SS II students in the 18 co-educational public secondary schools in the LGA, estimated at 24,310. A sample of 400 students was drawn using multi-stage sampling comprising purposive, simple random, and proportionate stratified techniques to select 10 schools and participants. The Peer Group Influence on Classroom Behaviour Questionnaire (PGICBQ), adapted from Santor, Messervey and Kusumakar (2000), with a 4-point rating scale. The instrument was validated by three experts and yielded a Cronbach alpha reliability coefficient of 0.83. Out of 400 copies administered, 389 were retrieved and analyzed using the mean, standard deviation, and independent samples t-test at the 0.05 level of significance. Findings revealed that developmental, family, and school-related factors, including the need for belonging, weak parental supervision and inconsistent school discipline. Consequences included inattentiveness, lateness, disrespect to teachers, decline in academic performance, and spread of disruptive behavior. The appropriate counseling strategies included individual behavior counseling training. No significant gender difference was found in the perceived, group counseling, social skills training, and assertiveness training causes and consequences of peer group influence on classroom behavior. The study concluded that negative peer group influence significantly undermines desirable classroom behavior and requires proactive counseling intervention. Functional counselling units should be strengthened in public secondary schools in Awka South to equip students with skills for resisting negative peer pressure and promoting positive classroom conduct