Determination Of The Relationships Among Peer Pressure, Time Management And Academic Performance Of In-school Adolescents
Chapter One
Preface
Background of the Study
Physical changes do as children grow and develop. These metamorphoses marshal them into nonage. nonage is the experimental stage between nonage and majority, characterized by natural, cognitive, and socio-emotional changes( theft; Brooks- Gunn & Peterson, 1996). nonage is a particularly tough time. This corresponds to what Pector( 2004) refers to as a delicate period in which physical, internal, and social growth do fleetly. In other words, nonage is a time of rapid-fire and significant change in physical, internal, and social development. It’s a moment of transition that comprises significant natural, social, emotional, and cognitive changes that do extremely presto over a fairly short quantum of time( Smith, 1998).
nonage has always been seen as a vital phase in development. nonage is portrayed as a period of storm and stress in popular converse, plays, flicks, drama, and novels, particularly in a more technologically sophisticated world( Nwachukwu, 2002). Adolescents in Nigeria are frequently appertained to as youths. This is harmonious with Ibeh’s( 1990) observation that teenagers in Nigeria attend secondary seminaries, polytechnics, institutions of education, and universities. numerous experts, including( Uba, 1987; and Adesomowo, 1988), believe that nonage is a period of transition between nonage and maturity. It refers to the time in a person’s life when physiological and cerebral processes are transitioning from puberty to majority.
Behavioural experts, similar as Erikson, generally agree that nonage is a time of bouleversement and stress( Nwachukwu, 2002). The physiological changes that do during puberty, as well as the need for adolescents to complete development tasks assessed by society, similar as the drive for independence, vocational medication, the development of a introductory gospel of life, and sexual adaptation, are some of the issues that adolescents face( Nwachukwu, 1993). It’s also seen to be a vital stage in cerebral development, causing abecedarian reorganizations in personality. Adolescents, according to Lewin( 1989), have a fleetly expanding life space along geographic, social, and unborn temporal confines, and are trapped in an uncertain imbrication between the duties of the child and the grown-up. The expanding of the living space in a dynamic and diversified society exposes the sprat to multitudinous nebulous or out- and- out conflict situations, which he’s ill- equipped to handle. Adolescents, in other words, parade psychosocial difficulties similar as acting- out actions similar as violence, rage, arguing exorbitantly loudly and impudently, fighting, truancy, depression, moodiness, disruptiveness, distractibility, hooliganism, and indeed cultism. With these issues, people are unfit to deal with or indeed escape from the conditions.
Adolescents in academy are scholars who are between the periods of 12 and 18 times old who are enrolled in academy. There’s enterprise that in- academy teenagers with these cerebral issues may not concentrate on their studies, which may affect their performance. query about one’s part, on the other hand, generates misgivings for the teenager, who’s anticipated to bear as an adult one moment and a sprat the coming.
numerous professionals, similar as( Lingren, 2001), believe that nonage is a psychologically demanding and important age marked by a range of unusual actions. connections with peers are among the most conspicuous cerebral processes of nonage. As children grow, develop, and enter early nonage, their commerce with their peers grows, as does their magnet to peer identity. Adolescents begin to misdoubt adult morals and the need for maternal supervision as they suffer fast physical, emotional, and social changes. They find it soothing to seek counsel from peers who understand and empathise with familiarity in analogous situations. They believe that by experimenting with their new ideals and putting their ideas to the test with their peers, they will be less hysterical of being mocked( Lingren, 2001).
A peer might be notoriety you look up to or someone you believe is your age or gift position. A peer can be a friend, a member of the community, or indeed someone on TV( Hardcastle, 2002). Peer pressure is related with nonage. Peer pressure may be a factor in academic achievement. This may be true because when an in- academy teenager is subordinated to negative peer pressure, he or she may lose sight of why he or she’s in academy, and this will really have an impact on his or her academic performance. Academics understand that a child’s peer can have an impact on success, but the quantum of that effect has been an open subject with no satisfying result, according to Kirk( 2000).
Peer pressure refers to the goods that people of the same rank or age have on one another. Again, peer pressure is defined as an emotional or internal force wielded by persons in the same social group( similar as the same age, grade, or position) to act or bear also to themselves(www.nation/tcc.org/tcc/). Peer pressure has a significant impact on teenage geste because it represents youthful people’s desire to fit in and be accepted by others. Peer pressure may be defined as an emotional sensation from individualities of the same age, grade, or position to do effects in a analogous manner to themselves(www.rho.org/htm/glossary.html).
Peer pressure is a set of group dynamics in which a group with whom one feels comfortable may stamp particular habits, individual moral inhibitions, or idiosyncratic preferences in order to put a group norm of stations and/ or actions(en.wikipedia.org/wiki/peer pressure). One may argue that peer pressure is the emotional force that persons in the same social group experience as a result of the duty of the group’s standard of station or geste .
Peer pressure may be a formative impact, challenging or motivating one to perform his or her stylish. When an in- academy teenager who performs inadequately in academic conditioning joins peers who conduct group study and read veritably well and comes out with a strong academic performance, similar peer may have a favorable influence on his members, which is excellent peer pressure. Peer pressure can occasionally lead to geste that contradicts one’s sense of what’s good and wrong. In other words, negative peer pressure occurs when peer pressure causes someone to do conduct that others find reprehensible. Peer pressure may impact one in a variety of ways, similar as joining a group that consumes alcohol and other medicines. It may also lead to the decision to have a swain/ gal, to join a group whose members are obsessed with what they wear, and to crawl. Peer pressure has been observed among Delta State scholars. In- academy youths might be observed by passersby roving around the thoroughfares, watching pictures, and attending parties during academy hours, as is customary. It has also been noticed that among in- academy classmates, kiddies are mocked for either replying or asking questions. When this occurs, the teenager develops depression, which might have an impact on his or her academic performance. Peer pressure can live in the plant, at academy, or in society. It may affect persons of all periods as well as the entire community. It can affect people in a variety of ways, but in this case, we’re concerned with peer pressure as it affects the academic performance of in- academy teenagers. Adolescents engage in loitering and truancy to acquire peer fractionalization.
throughout academy hours, which is mischievous to academic progress. likewise, the desire to engage in other negative actions, similar as consuming alcohol and smoking cigarettes, can beget pressure in teenagers, which can have an influence on their academic performance. There’s ongoing discussion about whether in- academy teenagers who are subordinated to negative peer pressure perform poorly academically, whereas those who are subordinated to positive peer pressure perform well academically. This work, on the other hand, will evoke the genuine station.
According to Lakein( 2003), the issue with teenagers is how they manage their time. It’s critical to get to know yourself so that you can make sound judgments about what you want to negotiate and how to stylish spend your time to attain your pretensions. We all have 168 hours each week to do anything we want with; nonetheless, it appears that some people make lesser use of this time than others. This means that individualities who manage their time well do so in order to achieve the given ideal, but those who can not manage their time have a tendency or probability of failing to reach their intended thing( Lakein, 2003). still, this exploration will offer an answer as to whether or not the capacity to manage time is told by peer pressure.
Time operation include planning and arranging conditioning, organizing tasks in a prioritized manner, assigning time to tasks in the order of significance, and aiding one in achieving pretensions( Achunine, 1995). The capacity to manage and regulate time is appertained to as time operation(www.organized-living.com/industryterms.htm/). The application of itineraries,
timetables and the suchlike are useful time operation tools. Routine perpetration is a way of scheduling tasks that put rules to fit with a person’s inflow of work and product conditioning. Time operation provides a variety of approaches that may be useful in boosting a person’s efficacity in getting effects done. Time operation is a bit of a misnomer because time moves anyhow of what we do; the only thing we can control is ourselves. As a result, time operation is substantially about tone- operation. It’s possible to define time operation as an existent’s or a group’s capacity to spend their time effectively in order to achieve specific pretensions.
The notion of time operation is defined as actions that are allowed to increase productivity and reduce stress( Misra, 2000). enforcing time operation tactics aids in the association of corridor of one’s life, furnishing one’s time to finish all conditioning needed to minimize one’s stress position. A pupil’s academic performance and accomplishment will ameliorate if he completes his liabilities on time and in an ordered manner. Time operation actions include beginning major assignments far ahead of their due dates, breaking large assignments down into lower bones , and completing little chores on a regular base. Other helpful strategies include thing expression and prioritization, the use of lists and mechanics, an orderly plant, and the perception of time control( Misra, 2000). According to Misra, an in- academy teenager who wastes his or her time on insignificant conditioning rather than concentrating on his or her academics may end up with low academic achievement or maximum failure.
The image of scholars wandering about on TV and on the thoroughfares suggests that Delta- State scholars don’t manage their timeproperly.However, academic performance may suffer as a result, If this is the case.
A child’s academic performance may be described as the child’s literacy results. This encompasses the information, capacities, and generalities gained and trained over their term of study both outside and outdoors of the classroom( Epunam, 1999). According to the West African Examination Council( WAEC) State Committee Meeting( 2008) on scholars’ performance in the West African elderly Secondary Certificate Examination( WASSCE)( 2005- 2007) in Nigeria, Delta State included, thirty percent( 30) of campaigners attained grades 1- 6( credit and over) in the same number of subjects( 23 subjects) in 2005, 2006, and 2007. still, the performance ranges weren’t the same. In 2005, performance probabilities ranged from31.76 percent to66.47 percent; in 2006, it ranged from 33 percent to 53 percent; and in 2007, it ranged from30.91 percent to63.09 percent.( See Appendix G for details.) This exploration will determine whether or not the assertion that peer pressure and time operation influence performance is correct. This is why exploration on the liaison between peer pressure, time operation, and academic achievement of in- academy teenagers in Delta State is necessary.
Statement of the Problem
Academic performance of utmost secondary pupils in Nigeria, including Delta State, has showed a declining trend( Atesenuwa, 2002). Experimenters and pens have both hypothecated on probable explanations for this low performance. The findings tend to point to peer pressure and time operation as factors. Because of their age, teenagers are more prone to be told by their musketeers, who may convert them to engage in habits similar as consuming alcohol, cultism, and other undisciplined geste that’s abstracting from academic work. This implies that acceptable time operation may be missing, particularly in Delta- State.
still, some authors and experts believe that teenagers aren’t simply governed by negative influences. In other words, peer pressure from teenage peers can lead to better time operation and, as a result, better academic success. All of these are wild suppositions that need to be verified. Given that peer pressure is current in that age group, there’s a need to explore the link that exists between teenagers’ peer pressure, time operation ways, and academic success. As a result, this study asks,” How does academic achievement of in- academy teenagers relate to time operation and peer pressure?
Purpose of the Study
Generally, the study sought to probe the connections among peer pressure, time operation and academic performance of in- academy adolescents in Delta State.
Specifically, the study intends to
1) Find out the situations of peer pressure and time operation among in – academy adolescents.
2) Determine academic performance of in- academy adolescents.
3) Determine prevalence of peer pressure and time operation practices of manly and womanish in academy adolescents.
4) Ascertain the relationship between peer pressure and time operation.
5) Ascertain the relationship between peer pressure and academic performance.
6) Ascertain the relationship between time operation and academic performance.
Exploration Questions
1) What’s the situations of peer pressure and time operation among in – academy adolescents?
2) What’s academic performance of in- academy adolescents?
3) what prevalence of peer pressure and time operation practices of manly and womanish in academy adolescents?
4) What’s the relationship between peer pressure and time operation?
5) What’s the relationship between peer pressure and academic performance?
6) What’s the relationship between time operation and academic performance?
Significance of the Study
The study will be of immense benefit to the following- counsellors, the society, academy and experimenters.
To the counsellors – it’s hoped that the result of the study will give a base for counsellors tore-orientate in- academy adolescents introductory time operation and peer pressure resistance and thus formally innate discipline in academy. When this is done, there will be reason, peace and order,
which will enhance the moral tone of the academy as well as the society. In addition, professional counsellors who deal on geste revision will find this study useful because it’ll produce mindfulness in the areas of modifying negative peer pressure.
Classroom preceptors will inversely profit from the finding of the study because the findings will help them know what’s anticipated of them in their part as character moulders.
Socially, when in- academy adolescents are chastened following the findings of this study, the society automatically becomes discipline and academic performance are enhanced. The findings of the study will directly lead to the caregiving of our standard of education because experience has shown that disciplined scholars learn briskly and achieve better academically than undisciplined scholars. In other words, the findings of this study will help the academy produce scholars who can contribute meaningfully towards the development of the nation in the nearest future.
The findings and suggestions of the study could add to the pool of available data in the field which unborn experimenters could fall on as a base for farther exploration. Eventually, the results of the work will be made given to public by organizing conferences, shops and forums to inform them of the results. This will help acclimatize in- academy adolescents by making them to be apprehensive of the graces of good peer groups and time operation, which will help them to devote further time to their studies for excellent academic performance.
In terms of proposition the work will probably further an understanding in operation of Bandura ‘s learning proposition in terms of usability to the adolescents in the Nigerian settings.
Compass Of The Study
This study is demarcated to in- academy adolescents in Delta State. The study is an disquisition of the connections among peer pressure, time operation and academic performance of in- academy adolescents. In- academy adolescents involved in this study are both males and ladies in the elderly secondary two( SS2 scholars).
Academic performance is demarcated to the scholars ‘ average score of core subjects in the alternate( 2nd) term examination( See Appendix F).