Peer Effects On Academic Achievement

"Peer Group Effects on Academic Achievement"
Of Government Girls High School Khyaban-e-Sirsyed

a!alpindi
"y
Aneela #a$eed
%%&-'SS(#AE)*+('O,
)epartment Of Education
'aculty of social Science
-nternational -slamic *niversity -slamabad
+./.
II
"Peer Group Effects on Academic Achievement"
Of Government Girls High School Khyaban-e-Sirsyed
a!alpindi
"y
Aneela #a$eed
%%&-'SS(#AE)*+('O,
A Pro$ect submitted for the partial
'ulfillment of the degree of
#aster of Arts in Education
0#A Education1
)epartment Of Education
'aculty of social Science
-nternational -slamic *niversity -slamabad
+./.
III

IV
Allah Almighty
I asked for strength
And Allah gave me difculties to make me strong
I asked for wisdom
And Allah gave me problems to solve
I asked for prosperity
And Allah gave me brain and brawn to work
I asked for courage
And Allah gave me danger to overcome
I asked for love
And Allah gave me troubled people to help
I asked for favors
And Allah gave me opportunities
I received nothing I wanted
I received everything I need
V
Dedicated To
First of all to Allah and Holy Prophet Mohammad Peace !e
"pon Him#$ to my
dearest %randmother$ my beloved Parents$ to my loving
siblings and friends&
May Allah's blessing upon them in this world and hereafter
Amen#
VI
Ac2no!ledgement
In the name of Allah The Most Beneficent and Most Merciful. I have no words to
express my deepest sense of gratitude to Almighty Allah, the only one who be praised,
without is help and blessings! I was unable to complete this pro"ect.
I also pay #arood$o$salam from the core of my heart to is beloved %rophet Mohammad
&%eace Be 'pon im( the ocean of )nowledge, guidance and the messenger of peace for
the whole universe.
'pon to complete of this pro"ect, I wish to record my highest appreciation to my
respective supervisor Miss *arina for her diligence and )indness for me to complete this
pro"ect. +he guided me and supervised my wor) through every phase of this research
wor). Indeed her constructive criticism has been of great value to me in the preparation
of this pro"ect.
I,m very than)ful to my grandmother who remembered me in her prayers and
motivated and encouraged me in studies.
My than)s also go to my parents for giving me such worth while, motivation,
financial support and love throughout my thic) and thin. And who also have been a
source of inspiration. I further extend my than)s to my siblings and friends for their
indirect contribution and helping me in completing this pro"ect.
-ast but not the least the special than)s to +ir I)ram and my younger brother
.unaid without their generosity it would have been very difficult for me to accomplish
this tas). May Allah bless you all .Than) you.
VII
Abstract
The study was designed to measure the effects of peer group on their Academic
Achievement. In order to achieve the ob"ectives of the study survey method was
employed.
/or this study population consisted of 0overnment 0irls igh +chool 1hyaban$e$
+irsyed 2awalpindi. A sample of 34 students was selected for the study.
The data was collected through 5uestionnaire. 6uestionnaire was distributed
personally from the students. #ata collected was analy7ed and interpreted. %ercentage
was used for this purpose.
The ma"or findings of the research in terms of percentage was! Agree &89:(,
#isagree &;<.;9:( and 'ndecided &8.39(
In the light of the findings the following conclusions were drawn=
The values of the peer group with whom the high school student spends the most
time are a stronger factor in the student>s level of academic success Academic
achievement is closely lin)ed to peer influences. +tudents in peer groups that do not
value education lac) the stimulation and reinforcement needed to encourage personal
learning. %eer group encourages education and learning, and then the individual student
within that group will value learning, because the individual is reinforced, or rewarded,
for behavior that indicates the learning is valued. +tudents agreed with the 5uestions as)
in research at 89:. They disagreed at ;<.;9: and undecided percentage was 8.39:.
VIII
At the end researcher made some recommendations on the basis of conclusions.
/ollowing were these ma"or recommendations=
The student should choose the right peers in order to improve their lifestyle,
attitudes, academic achievement and so on. The student are encourage analy7e the
attitudes of their friends before they become close. It is because the positive peer can
influenced and motivated them to be good in studies.
Teachers should arrange groups of students in class in such a way that it
should comprise of bright and dull students. In this way dull students will be able
to get benefit from the bright students and it will be add to their academic
acumen.
%arents should interact with their children with love, )indness, respect,
consistency, time, boundaries and encouragement. They should ta)e interest in their
child,s activities. This allows parents to )now their child,s friends and to monitor
behavior , which is crucial in )eeping children out of trouble.
I?
3A"4E O' 5O63E63S
5hapter / 77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 /8
@.@ Introduction= ...................................................................................................... @A
@.; +tatement of the problem= ................................................................................ @B
@.A Cb"ective= ........................................................................................................... @B
@.9 Theoretical frame wor)= .................................................................................... @B
@.B +ignificance of the study= ............................................................................... @B
@.8 2esearch 6uestion= ........................................................................................... @8
@.3 Methodology= ..................................................................................................... @8
@.3.@ %opulation= ................................................................................................. @8
@.3.; +ample= ...................................................................................................... @8
@.3.A +ample techni5ue= ..................................................................................... @3
@.3.9 2esearch Instruments= ............................................................................... @3
@.3.B #ata Dollection= ........................................................................................ @3
@.3.8 #ata Analysis= ........................................................................................... @3
@.3.3 #elimitation= .............................................................................................. @3
5hapter -- 777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 /,
+ evie! of elated 4iterature9 77777777777777777777777777777777777777777777777777777777777777777777777777777 /,
;.@ #efinition of %eer= ............................................................................................. @<
;.; #efinition of %eer 0roup= .................................................................................. @<
;.A %eer %ressure= .................................................................................................... ;4
;.9 %eer group Education= ...................................................................................... ;@
;.9.@ #efinitions ................................................................................................. ;@
;.B %eer 2elationships in Education= .................................................................... ;;
;.8 %eer %ressure Affect learning and motivation= ............................................ ;A
;.3 %ositive Effects of %eer %ressure= ................................................................. ;8
;.F Gegative Effects of %eer %ressure= .............................................................. ;3
?
;.< Encourage ealthy and %ositive 2elationships= ............................................ ;F
;.<.@ +pecifically %arents can show support by= ........................................... ;<
;.<.; Hhen %arents #on,t Approve= ................................................................... A4
;.@4 Teenage %eer %ressure= .................................................................................... A4
;.@4.@ /acts about /riendships, %eers, and Adolescence= ..................................... A;
;.@4.; /acts about the teen$parent relationship during the teen years= ................. AA
;.@4.A /acts about peer friendships= ..................................................................... AB
;.@@ Effective +trategies for Doping with %eer %ressure ........................................... A8
;.@@.@ Gurture teens, abilities and self$esteem so that they are e5uipped to foster
positive peer relationships and deflect negative pressures. ....................................... A8
;.@@.; Encourage positive relationships between significant adults and teens. . . . A3
;.@@.A Encourage diverse relationships. ............................................................... A3
;.@@.9 +upport parent education programs for families with teenagers. .............. A3
;.@@.B E5uip youth with the s)ills necessary to resist negative behaviors, as well
as to ma)e good decisions. ........................................................................................ AF
;.@@.8 Teaching youth exit strategies or ways to say Ino, to negative pressures. .AF
;.@@.3 2eview of 2elated 2esearch Articles= ..................................................... A<
5hapter --- 777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 :;
8 #ethodology and Procedure 77777777777777777777777777777777777777777777777777777777777777777777777777777777777 :;
A.@ %opulation of the study= .................................................................................. 9B
A.; +ample of the study= ....................................................................................... 9B
A.A 2esearch instrument= ........................................................................................ 98
A.9 #ata collection= ................................................................................................. 98
A.B #ata Analysis= ................................................................................................... 98
5hapter -< 77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 :=
: Analysis and -nterpretation of )ata 7777777777777777777777777777777777777777777777777777777777777777777 :=
Summary> 'indings> 5onclusion == s and ecommendations 7777777777777777777777777777777777777 ==
+ummary ........................................................................................................................ 3F
/indings ......................................................................................................................... 3<
?I
Donclusions= .................................................................................................................. FB
2ecommendations .......................................................................................................... FF
Bibliography .................................................................................................................. F<
Appendi?es 77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 &=
%ermission -etter= ........................................................................................................ <F F
Dovering -etter= ........................................................................................................... << <
2espondents -ist .......................................................................................................... @44
+urvey 6uestionnaire
JJJJJJJJJJJJJJJJJJJJJJJJJ.. @49 9
?II
-I+T C/ TAB-E+
Table @= ...................................................................................................................... 93
Table ;= .9F
TableA= ..9<
Table 9= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ B4
Table B= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ B@
Table 8= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ B;
Table 3= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ BA
Table F= . B9
Table <= .BB
Table @4= .................................................................................................................. B8
Table @@= ................................................................................................................... B3
Table @;= . .................................................................................................................. BF
Table @A= ................................................................................................................ B<
Table @9= .................................................................................................................. 84
Table @B= . ................................................................................................................. 8@
Table @8=.8;
Table @3= JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 8A
Table @F= . ................................................................................................................. 89
Table @<= .................................................................................................................. 8B
Table ;@= .................................................................................................................. 83
Table ;;= .................................................................................................................... 8F
Table ;A= .................................................................................................................. 8<
Table ;9= .................................................................................................................. 34
Table ;B= .................................................................................................................. 3@
Table ;8= .................................................................................................................. 3;
Table ;3=.3A
Table ;F= .................................................................................................................. 39
Table ;<= .................................................................................................................. 3B
Table A4= .................................................................................................................. 38
@A
5hapter /
1.1 -ntroduction9
Dhildren are sociali7ed by the people with whom they associate through
daily interaction over the course of many years, acceptable social customs are
taught and promote. In school, children learn the s)ills
of interpersonal interaction. They learn to share, to ta)e turns, and to compromise with
their peers.
The peer group exerts a most powerful social influence on the child. The peer
group is composed of status e5uals! that is, all children within a given peer group are the
same age and come from the same social status. A child must earn hisKher social position
within the peer group! this position does not come naturally, as it does in the
family. Interaction with a peer group loosens the child>s bonds to the family! it provides
both an alternative model for behavior and new social norms and values.
%eer effects are central to many important issues facing higher and lower
education. Hithin the educational system school choice, positive action, distance
learning, mainstreaming, selective admissions and the rise of merit scholarships
schools, all ac5uire the potential to alter the distribution of students. . At the
micro level, these policies can change the composition of one,s classmates along
various dimensions. /or example can ma)e them more or less racially, socially,
@9
geographically, or intellectually diverse. These changes may effect among other
things, student,s attitudes, values or academic performance. In short, changes in
the distribution of students may produce peer effects. &c.f. Hinston &@<<F((.
Cther children as well as adults can have a great impact on a broad range
of issues in the child>s life including achievements in school. +tudent achievement
is effected in many ways by the effects of a peer group. These effects may be
members of a group interaction in learning, helping each other in their studies,
share important information and so on.
Influences on student learning in an academic environment can be
numerous and contradictory. The interactions among peers are normal and essential
part of the learning process that influences the lifelong learning habits of students.
The potential effects of peer relationships are reciprocal. +ome students are more
receptive than others. Cn one extreme, for example is the student who values and
see)s peer input on every decision. Cn the other is the social isolate who avoids
interaction in and out of the classroom. +tudents may learn better when in the
company of other strong students. %eer groups have significant impacts on student
achievement, depending on the magnitude of peer influences.
Measuring peer effects is difficult. +tudent outcomes depend on numerous
factors other than the characteristics of one,s peers, and isolating peer influences
is particularly problematic since people typically choose those with whom they
associate. Indeed, when students select a college to attend, they are importantly
@B
choosing the peers with whom they will live and learn for the duration of their
college life.
1.2 Statement of the problem9
The study was designed to measure the effects of peer group on academic
achievement of the students.
/78 Ob$ective9
The ob"ective of the study was to measure the effects of peer group in
Academic Achievement.
1.4 3heoretical frame !or29
%eer grouping and its effects Koutcomes variable. %eer grouping is
independent and academic achievement is dependent variable.
There is positive relationship between both variables because if peer
relationship is strong then automatically it effects on the studies are positive.
/7; Significance of the study9
The study will be helpful in the field of education. It is important for
students, parents, educators and policy ma)ers in understanding the way social
interactions affect academic achievement. In particular academic achievement and
@8
the often corresponding level of the educational attainment tend to predict the
average earnings an individual may secure over a lifetime. /or this reason,
isolating the peer effects on academic achievement will ma)e a significant
contribution to education reform.
/7% esearch @uestion9
The research 5uestion is given below.
Is there any significant effect of peer group on academic achievement of the
studentsL
/7= #ethodology9
The following research methodology was used for the study.
/7=7/ Population9
The population of the study was the students of 0ovt 0irls igh +chool
of 1hyaban$e$+ir +yed 2awalpindi.
/7=7+ Sample9
+eventy students who were between the age of @9 to @F years old of
0ovt 0irls igh +chool of 1hyaban$e$+irsyed 2awalpindi was the sample of the
study.
@3
/7=78 Sample techniAue9
Donvenient sampling techni5ue was used to select sample.
/7=7: esearch -nstruments9
The instrument used to collect the data was 5uestionnaire. A set of 5uestionnaire
containing A4 5uestions was developed. The 5uestionnaire was chec)ed by Miss *arina to
asses its validity before it was distributed.
/7=7; )ata 5ollection9
#ata was collected through personal visit.
/7=7% )ata Analysis9
#ata was analy7ed in the light of the ob"ective of the study. %ercentage was
calculated for this purpose.
/7=7= )elimitation9
1eeping in view the available resources of the study was delimited to
0ovt 0irls igh +chool of 1hyaban$e$+irsyed 2awalpindi.
@F
5hapter --
+ evie! of elated 4iterature
@<
+7/ )efinition of Peer9
A person of the same legal status= a "ury of one>s peers.
A person who is e5ual to another in abilities, 5ualifications, age,
bac)ground, and social status.
+omething of e5ual worth or 5uality= a s)y$scraper without peer.
A member of any of the five degrees of the nobility in 0reat Britain and
Ireland &du)e, mar5uis, earl, viscount, and baron(.
Archaic. A companion.
+7+ )efinition of Peer Group9
A social group, consisting of people who are e5ual in such respects as age,
education, or social class Teenagers usually prefer to spend time with their own
peer group.
;4
+78 Peer Pressure9
%eers are people who are part of the same social group, so the term Mpeer
pressureM refers to the influence that peers can have on each other. Although peer
pressure does not necessarily have to be negative, the term MpressureM implies that
the process influences people to do things that may be resistant to, or might not
otherwise choose to do. +o usually the term peer pressure refers to socially
undesirable behaviors, such as tastes of fashion, music, television and academic
success etc
The level of peer influence generally increases as children grow, and
resistance to peer influence often declines as children gain independence from the
family or caregivers, and before they fully form an adult identity. %re$school
children tend to be the least aware of peer pressure, and are the least influenced
by the need to conform. owever with more social interactions outside the home
and more awareness of others, the influence of peers increases.
%re$teens and teenagers face many issues related to conformity and peer
pressure. They are pulled between the desire to be seen as individuals of uni5ue
value and the desire to belong to a group where they feel secure and accepted.
The result is that often teens re"ect family or general society values, while feeling
pressure to conform rigidly to the values of their peer group. An example of this
phenomenon is seen when young people "oin gangs. In "oining the gang they are
;@
re"ecting the community>s way of dressing and behaving. Net to belong to the
gang, they must conform to the gang>s own style of dress, behavior, and speech.
The changing ways of life of our peers often force us to change our ways of
loo)ing at life and leading it. It,s a human tendency to do what the crowd does.
/ew have the courage to resist the peer pressure and be their own selves rather
than being one among the lot.
+7: Peer group Education9
+7:7/ )efinitions
%eer group= Technically a peer group is any collectivity in which the members
share some common characteristics, such as age or ethnicity. It most commonly
refers to age groups in general, but more specifically to adolescent groups where
members are closely bound together by youth culture. Adolescent peer groups tend
to have=
A high degree of social solidarity,
ierarchical organi7ation,
A code which re"ects, or contrasts with, adult values and experience.
;;
/rom an adult perspective, peer groups are often deviant because
delin5uency is supported by the rewards of group membership.> &A peer is a
member of a peer group.(
&Abercrombie, @<FF(
>%eer group education is a method of information transference or role
modeling where a particular type of behavior is promoted or information
transferred. The peer educators closely match the target group in some manner!
whether it is by age, gender, etc.>
&BrammerKHal)er @<<B(
+7; Peer elationships in Education9
Hith entrance into education, the influence of the family plateaus, if not
decreases, as the importance of peers increases. Adolescence mar)s the pea) of
peer influence. The demands and opinions of friends can overwhelm the needs of
family and, at times, can overwhelm the individuals themselves. As the individual
matures biologically and cognitively, the culture of education also changes, moving
the student through a system mar)ed by a single class in early elementary school
to a system of hour$long classes in middle and high school. +tudent peer
preferences also change during these years. /riendships of two to three students
give way to larger group networ)s.
;A
It comes as no surprise, then, that the relative consistency of peers allows
them to ta)e precedence over academics and educators in later education. In
addition to school structure, factors such as biology, home life, and increased
personal responsibilities have also been explanations for students> decreased
academic motivation and increased receptivity to peer influence. Hhatever the
causes, the subculture of the peer group can be very telling in determining
students> motivation to succeed in academics.
In short, the relative influence of peers or peer groups typically increases
with the age and development of the student. +o, too, do the multiple functions
of peers increase. A younger student may be able to find the motivation and
desire to learn apart from classmates and friends, loo)ing instead to values from
home and teacher. Clder students are more apt to see) out those who have
similar interests and values.
2.6 Peer Pressure Affect 4earning and #otivation9
Age of the student is one consideration in weighing the importance and
application of motivation to learn. uman relationships have varying degrees of
importance in motivational and learning theories. Most approaches tend to agree,
however, that students who surround themselves with peers and influences who
value learning and the educational process will also value their own learning and
strive to enhance their education.
;9
Abraham . Maslow viewed the need for love and belongingness as a step
toward achievement in his hierarchy of motivation model, which he described in
@<B9. In this view, the deprivation of more basic needs hinders progress along the
path to achievement. In Maslow>s model, people must have love and
belongingness issues satisfied in order to address needs of achievement . /or
example , a student with deprived relationship concerns will be less able to
participate in classroom learning opportunities . The ability to learn is built on a
foundation of comfortable relationships with others , including peers and family ,
and classroom learning is all about learning with and in the presence of others.
MExpectancy by value M theories define motivation as the product of the
amount of success on a tas) that an individual expects to earn times the amount
of value the individual places on the tas) . Thus , a tas) that the individual values
and expects to be successful at will be motivating compared to a tas) with lower
expected success or value . Hhereas past experience can predict the expectancy
aspect of this model &e.g., the student has done well on prior essay exams (, the
value placed on the tas) is more mediated by outside factors , such as peers and
family & e.g., the student>s opinions are respected (. 2elated motivational theories
include the incentive or rewarding aspects of motivation , which may also stem
from relationships with others .
Behaviorism provides one way to explain the association between
motivation to learn and peer interactions. In basic behaviorist theories , relationships
;B
between people affect learning only as much as people reinforce each other & or
not ( in the academic arena . /or example , if the peer group encourages education
and learning , then the individual student within that group will value learning,
because the individual is reinforced, or rewarded, for behavior that indicates that
learning is valued . +tudents in peer groups that do not value education lac) the
stimulation and reinforcement needed to encourage personal learning. These peer
groups presumably stimulate and reinforce other values.
Albert Bandura>s social learning theory spea)s precisely to the human
interactions involved in learning . Cbservational, or MvicariousM learning is based
upon learning by watching then MmodelingM or acting similarly to others . If the
student views and wor)s with people who appreciate learning by engaging in
learning activities, then the student too will engage in learning and might wor)
harder at learning. %eers with positive attitudes and behaviors toward education will
allow and teach each other to set goals that include opportunities to learn and
achieve. If peer models do not convey positive attitudes toward learning, then the
students observing these models will not prioriti7e learning in their own lives .
They will learn to prioriti7e other goals.
In @<3F -ev Vygots)y also presented ideas on the facilitation of learning
through experiences mediated by other people . In his explanations, the learner
cannot reach full potential without the aid of others . The processes of guiding the
learner to higher stages of cognitive functioning rely on interactive human
;8
relationships . MentorsO for example, teachers or more capable peers O can raise the
student>s competence through the 7one of proximal development &*%#(. *%# is
defined as the gap between what a student can do alone and what the student
can achieve with assistance. In this view assistance is transitional, a MscaffoldM
that is removed when it is no longer needed and the student has internali7ed
another>s support.
In sum, varied theories agree that the values and attitudes of the peer
group are essential elements in motivation and learning. +tudents who surround
themselves with academically focused, goal oriented peers will be more li)ely to
appreciate, internali7e, and exhibit these features themselves.
+7= Positive Effects of Peer Pressure9
%eer pressure is not always bad. It can help you analy7e yourself and
contemplate on your ways of life. Nou may be able to change yourself for the
better. -oo)ing at what others do, can help you bring about a positive change in
your way of thin)ing. If you can pic) selectively, peer pressure can actually result
in a positive change in your way of life. If you are fortunate to get a good peer
group , your peers can play a vital role in the shaping of your personality. Their
way of loo)ing at life may influence you to change for betterment. +ome of your
peers are your close friends, who do not pressuri7e you to do things but rather
inspire you to change yourself. Nour peer group may actually persuade you to
bring about a constructive change in your personality .
;3
%eer pressure can lead you to ma)e the right choices in life. 0ood peer
pressure is being pushed in to something that you didn>t have the courage to do
or "ust didn>t cross your mind to do. 0ood peer pressure can also be a situation
when your friends convince you not to do something you were going to do
because it wasn>t in your best interest. 0ood peer pressure is when you get pushed
in to something that you didn>t want to do and it turned out well.
+7, 6egative Effects of Peer Pressure9
Hhen you do not li)e a particular idea or when you have no inclination
towards a particular field, it is obvious that you won>t li)e to go by it. /or sure,
you won>t li)e to go that way . But it is you peer group, which may compel you
on doing something you hate. In such cases, there are chances that you won>t do
well in those things. Things you do not en"oy doing cannot fetch you success.
Nou cannot emerge successful in something you have never li)ed doing. +o , it is
important that you do not lose happiness of your life by succumbing to peer
pressure.
Many a time, it so happens, that we are forced to lead a certain )ind of
lifestyle due to peer pressure. Nou may not li)e partying on every wee)end, using
drugs and smo)ing, but peer pressure may ma)e you do all that you had never
wished to There are many teenagers who experience great pressure from their
;F
peer group that forces them to ta)e to drin)ing. Nou may ta)e to something as
grave as drug use , and that too, only because of peer pressure. In such cases,
being overly pressuri7ed by you peers can be detrimental to your living. +ome
teenagers literally spoil their lives by giving in to peer pressure.
%eer pressure can lead to a loss of individuality. Extreme peer pressure may
lead you to follow what your peers feel right. Their pressure may compel you to
go by everything they thin) right. Nou tend to blindly imitate the masses! you
adopt their tastes of fashion, clothing, hair, music and general living . %eer
pressure can actually lead you to lose you tastes of life and force yourself to
begin li)ing what they li)e. %eer pressure is the human tendency to "oin the
bandwagon, in which, the person loses hisKher original way of loo)ing at life.
Bad peer pressure is being tal)ed into doing something that you didn>t want to do
because your friends said that you should. Bad peer pressure is usually the result
of wanting to be accepted by your peers.
2.9 Encourage Healthy and Positive elationships9
It is important to encourage friendships among teens. He all want our
children to be with persons who will have a positive influence, and stay away
from persons who will encourage or engage in harmful, destructive, immoral, or
illegal activities.
;<
%arents can support positive peer relationships by giving their teenagers
their love, time, boundaries, and encouragement to thin) for themselves.
+7&7/ Specifically Parents can sho! support by9
aving a positive relationship with your teen. Hhen parent$teen
interactions are characteri7ed by warmth, )indness, consistency, respect, and love,
the relationship will flourish, as will the teen,s self$esteem, mental health,
spirituality, and social s)ills.
Being genuinely interested in your teen,s activities. This allows parents to
)now their teen,s friends and to monitor behavior, which is crucial in )eeping
teens out of trouble. Hhen misbehavior does occur, parents who have involved
their children in setting family rules and conse5uences can expect less flac) from
their children as they calmly enforce the rules. %arents who, together with their
children, set firm boundaries and high expectations may find that their children,s
abilities to live up to those expectations grow.
Encouraging independent thought and expression. In this way, teens can
develop a healthy sense of self and an enhanced ability to resist peer.
A4
2.9.2 Bhen Parents )onCt Approve9
Nou may not be comfortable about your son or daughter>s choice of friends
or peer group. This may be because of their image, negative attitudes, or serious
behaviors &such as alcohol use, drug use, truancy, sexual behaviors(.
2.10 3eenage Peer Pressure9
Teenage is that phase of life when you are exposed to the world outside.
These are the years when you spend most of your time with your friends.
Teenage is the phase of beginning to become independent in life! the years of
forming your ideals and principles, the years that shape your personality and the
years that introduce you to your own self. Adolescents often spend most of their
daily time with friends and owing to this vulnerable age, they tend to imitate
their friends. The people around you are bound to influence you. owever, the
effect of the influences of the masses is greater during your teen years. %arents
have a vital role to play during this phase of a person>s life. %arents and teachers
need to be careful while dealing with teenagers, as they are most susceptible to
succumb to peer pressure during these years of their life. Teenage individuals
need to be taught to distinguish between the good and the bad, the right and the
wrong and should be taught to be thoughtful in life.
A@
A strong support from family, an ability to differentiate between the
positive and the negative and a s)ill to choose friends from the peers $ this three
O pronged strategy is the best way to )eep away from negative peer pressure.

/riendships are very much an important aspect of the teen years.
'nderstanding the nature of peer influence can help support youth as they enter
into this period and follow the path towards close friendships that are hallmar)s
of adolescence.
Adolescence is a time when peers play an increasingly important role in
the lives of youth. Teens begin to develop friendships that are more intimate,
exclusive, and more constant than in earlier years. In many ways, these
friendships are an essential component of development. They provide safe venues
where youth can explore their identities, where they can feel accepted and where
they can develop a sense of belongingness. /riendships also allow youth to
practice and foster social s)ills necessary for future success.
Gonetheless, parents and other adults can become concerned when they see
their teens becoming preoccupied with their friends. Many parents worry that their
teens might fall under negative peer influence or re"ect their families, values and
beliefs, as well as be pressured to engage in high$ris) and other negative
behaviors.
A;
In actuality, peer influence is more complex than our stereotype of the
negative influences from friends. /irst, peer influence can be both positive and
negative. Hhile we tend to thin) that peer influence leads teens to engage in
unhealthy and unsafe behaviors, it can actually motivate youth to study harder in
school, volunteer for community and social services, and participate in sports and
other productive endeavors. In fact, most teens report that their peers pressure
them not to engage in drug use and sexual activity.
+econd, peer influence is not a simple process where youth are passive
recipients of influence from others. In fact, peers who become friends tend to
already have a lot of things in common. %eers with similar interests, similar
academic standing, and en"oy doing the same things tend to gravitate towards
each other. +o while it seems that teens and their friends become very similar to
each other through peer influence, much of that similarity was present to begin
with.
2.10.1 'acts about 'riendships> Peers> and Adolescence9
/riendships that emerge during adolescence tend to be more complex, more
exclusive, and more consistent than during earlier childhood. Gew types &e.g., opposite
sex, romantic ties( and levels &e.g., best friends, cli5ues, and PcrowdsQ( of relationships
emerge, and teens begin to develop the capacity for very close, intimate, and deep
friendships.
AA
The adult perception of peers as having one culture or a unified front of dangerous
influence is inaccurate. More often than not, peers reinforce family values, but they have
the potential to encourage problem behaviors as well. Although the negative peer
influence is overemphasi7ed, more can be done to help teenagers experience the family
and the peer group as mutually constructive environments.
2.10.2 'acts about the teen-parent relationship during the teen
years9
Parent relationships are not necessarily undermined by peer relationships.
#uring adolescence, relationships between parents and teens are more often re$
negotiated rather than re"ected. #uring adolescence, teens become increasingly
autonomous and ta)e on more adult roles. They also develop their own ideas and start
mapping their own lives. They begin to spend more time with and value their friends
more than they used to. Thus, it might seem as if they are starting to cut ties with parents
and re"ect their ideals. In fact, rather than cutting off ties, teens are "ust renegotiating the
parent$child relationship. Hhat this means is that they are beginning to shift the
relationship to incorporate their increasing independence and maturity. As teens become
more mature, the type of relationship they have with their parents naturally begin to shift
as the teen begins to mature.
A9
Bhile it seems that teens are influenced by their peers> parents continue to be
the most influential factor in their lives7
#espite fears parents have about their teens re"ecting their values and beliefs,
parents continue to be of significant influence. Teens report having political, religious,
and general beliefs similar to their parents, and consider their parents as being highly
significant and influential in their lives. %ositive relationships between parents and teens
also e5uip youth to have healthy relationships with friends. Teens who have high 5uality
relationships with parents also report having a positive relationship with their peers.
Parent-adolescent conflict increases bet!een childhood and early adolescenceD
although in most families> its freAuency and intensity remain lo!7
Typically, conflicts are the result of relationship negotiation and continuing
attempts by parents to sociali7e their adolescents, and do not signal the brea)down of
parent$adolescent relations. %arents need to include adolescents in decision$ma)ing and
rule$setting that affects their lives.
Parents !ho continue to communicate !ith their teens> even !hen there are
conflicts> actually maintain closer relationships7
Hhile it might seem futile to tal) to teens when it leads to conflicts and
disagreements, most teens continue to report having a close relationship with their
parents, and as mentioned earlier, they still report parents as being a significant influence
AB
on their lives. +o parents need to continue tal)ing to their teens and maintaining an open
line of communication, rather than simply trying to avoid disagreements.
2.10.3 'acts about peer friendships9
3eens often have multiple layers and groups of friendships7
'nli)e in childhood, when friendships usually meant two or more close friends, teens
often have multiple friends and belong to multiple groups. They might have intimate and
close relationships with one or a handful of individuals, and might also belong to one or
more Icli5ues, or groups of friends that have similar demographics &sex, race,
socioeconomic status(, orientation towards school, and other interests.
Peer friendships are dynamic7
This simply means that peer friendships may change. /or instance, while teens can
have friendships that are long term, they often move from one cli5ue to another, and they
might develop new friendships and lose others.
Peers tend to choose those !ho are similar to themselves7
Hhether it is gender, age, socioeconomic status, ethnicity, or interests, teens tend to
gravitate towards those who are more similar to them.
Peer friendships can be a healthy venue for positive youth development7
%eer friendships can be a safe place for youth to explore their identity, learn about
social norms, and practice their autonomy. ealthy friendships provide youth with social
A8
support for dealing with some of the challenges of adolescence, and can also provide
youth with some of the most positive experiences during those years. Many teens report
having some of the happiest and most fun moments with their peers, li)ely due to shared
interests as well close relationships.
2.11 Effective Strategies for 5oping !ith Peer Pressure
Hhile the point has been made here that peer influence and peer pressure do not
necessarily have to be negative, peer pressure can lead youth towards unhealthy and
unsafe behaviors. To minimi7e the negative effects of peer pressure, youth, parents,
school and community leaders must come together to establish wor)able and effective
strategies to guide teen behavior and to support their transition from children to mature,
responsible adults. ere are several strategies to consider &partly based on Brown, @<<4(=
+7//7/6urture teensC abilities and self-esteem so that they are eAuipped
to foster positive peer relationships and deflect negative pressures7
Adolescents with positive self$concept and self$worth will be less li)ely to be
easily swayed to follow others, negative influences. It is essential that these aspects of
positive development should be encouraged in youth.
A3
2.11.2 Encourage positive relationships bet!een significant adults and
teens7
%arents, teachers, school counselors, other relatives and professionals should try
to have constructive and positive relationships with teens. These can serve as good
models for healthy relationships, and can be a venue through which the teens can feel
valued and where they can develop positive views about themselves. Nouth should )now
that they can go to these caring adults for help or advice about their peer relationships.
+7//78 Encourage diverse relationships7
%arents, teachers, community leaders, and clergy can model appreciation for
ethnic, gender, socioeconomic status, religious, and other differences and support cross$
group friendships. +chools and youth organi7ations can assist by encouraging youth from
diverse bac)grounds to wor) and play together.
+7//7: Support parent education programs for families !ith teenagers7
%arents need to be better informed about the dynamics of adolescent peer groups
and the demands and expectations teenagers face in peer relationships. Information is
available through various sources including boo)s, some parenting maga7ines, and other
publications such as this one. 1eep your eye out for programs particularly targeted
towards families and teen issues that might be available. +ee)ing information is not a
sign of wea)ness, and showing interest in these issues might actually show your teens
that you are concerned about them.
AF
+7//7; EAuip youth !ith the s2ills necessary to resist negative behaviors> as
!ell as to ma2e good decisions7
Teens will inevitably be confronted with situations where they will have to ma)e
a decision whether or not to engage in certain behaviors, whether to give in to peer
pressure, and also to ma)e other difficult decisions. It is essential that youth are given the
necessary s)ills to analy7e the situation and ma)e the appropriate decision. This includes
helping youth develop the s)ills for Icosts vs. benefits, analysis R teaching them to loo)
at both the negative and positive sides to ma)ing a decision. /or instance, if being
pressured to smo)e, the teen should be able to thin) about what the possible desired
outcomes are &e.g., peer acceptance, loo)ing Pcool,Q feeling excitement about trying
something new( with the possible undesirable outcomes &e.g., becoming hoo)ed, the
health issues, smelling bad, the financial costs(.
+7//7% 3eaching youth e?it strategies or !ays to say EnoC to negative
pressures7
It is best to try to deal with peer pressure before it even happens. Tal) to youth
about potential scenarios, and thin) through strategies together on how to deal with those
scenarios if they arise. This could be done by discussing hypothetical scenarios or even
role$playing. It is helpful to thin) about these things ahead of time rather than dealing
with situations as they occur or trying to recover after they happen.
A<
+7//7= evie! of elated esearch Articles9
Epple, Gewlon, and 2omano &;44;( states grouping students in
classrooms by ability can li)ewise have significant impacts on student
achievement, depending on the magnitude of peer influences.
&Epple, Eli7abeth Gewlon, and 2ichard 2omano. ;44;. PAbility Trac)ing,
+chool Dompetition and the #istribution of Educational Benefits.Q FA
.ournal of %ublic Economics, @$9F.(
/iglio &;44B( focuses on the effects of peer behaviour on student
outcomes. Employing data from a single large /lorida school district, he
estimates the impact of peer disruptive behaviour on individual student
behaviour and test scores. e controls for student heterogeneity via
student fixed effects, but does not include time$varying student covariates
or teacher controls. e employs a novel identification strategy! the
fraction of boys with female$sounding names in a classroom is used as an
instrument for peer behaviour. e finds that peer disruptive behaviour is
associated with both an increased li)elihood that a student is suspended
and a reduction in achievement test scores.
&/iglio. ;44B. PBoys Gamed +ue= #isruptive Dhildren and Their %eers.Q
GBE2 wor)ing paper no.@@;33. Dambridge, MA= GBE2.(
94
Betts and *au &;449( estimate classroom$level effects on standardi7ed
test$score gains in +an #iego, controlling for student fixed effects and for
several observed teacher characteristics, but they do not employ teacher
fixed effects. They also limit their tests to elementary school students, on
the grounds that only elementary students spend most of their time in a
single classroom and therefore, presumably, are more susceptible to the
influence of classroom peers than are students who move across
classrooms throughout the day.
&Betts, and Andrew *au. ;449. P%eer 0roups and Academic Achievement=
%anel Evidence from Administrative #ata.Q unpublished manuscript(
+tinebric)ner and +tinebric)ner &;44@( found Pcompelling evidence of
peer effects in first semester gradesQ for women, but not men, at Berea
Dollege &p. F(. They speculated that women may be more accepting of
roommates with different bac)grounds.
&+tinebric)ner, 2., S +tinebric)ner, T. &;44@( %eer effects among students
from disadvantaged bac)grounds. Mimeo(
9@
*immerman &@<<<, ;44@( found there were somewhat contradictory to
0oethe results but again it proved that students performance depends on
number of different factors, it says that wea) peers might reduce the
grades of middling or strong students.
+acerdote,s &;444( study with #artmouth students found that roommates
in the top ;B: on academic indices lift one,s own grades, and no gender
differences were reported.
&+acerdote, B. &;444( %eer effects with random room assignment= results
for #artmouth roommates. GBE2 wor)ing paper no. 398<(
#evadoss and /olt7 &@<<8( report significant positive effects of class
attendance on student performance from a survey$based analysis of
students, across for '+ universities.
1irby, A and B. McElroy &;44A(, The Effect of Attendance on 0rade for
/irst Near Economics +tudent in 'niversity Dollege Dor), The Economic
and +ocial 2eview, A9, A@@$A;8.
&#evadoss, +. and /olt7, .. &@<<8(, PEvaluation of factors influencing
student class attendance and performanceQ, American .ournal of
Agricultural Economics, 3F, 9<<$B43(
9;
2omer &@<<A( presented 5uantitative evidence on absenteeism and
performance in economics courses at A universities in the '+. 2omer
reported absenteeism to be Irampant,, with an overall absence rate of
about one$third. 2omer also reported evidence consistent with the
hypothesis that absence affects student performance adversely, while
ac)nowledging that no causal effect had been demonstrated given the
endogenous nature of the relationship between attendance and
performance.
&2omer, #. &@<<A( P#o students go to classL +hould theyLQ .ournal of
Economic %erspectives, 3,@83$@39(
Martins and Hal)er &;448( find no significant effects of class attendance
on performance for students in the Economics #epartment at a leading '1
'niversity, and also find no significant effects of smaller classes on
improved performance.
&Martins, %. and Hal)er, I. &;448( P+tudent achievement and education
production= a case study of the effect of class attendanceQ(
Tony +chwart7 &@<<<( clarifies the strongest correlation that exists to
future success is family income. This should come as no surprise. Dhildren
9A
who grow up in more affluent or highly educated families en"oy
advantages that begin at birth with a more intellectually stimulating
environment. They go on to attend better schools, en"oy more cultural
opportunities and travel more widely. Their parents also have the
educational bac)ground and resources to help them along the way and to
expose them to a culture of high expectations and high achievement.
&Tony +chwart7 &@<<4, .anuary @4(, Hhat really Mattters, The Gew Nor)
Times, p.A4(
*a"onc &@<38( describes family bac)ground variables are investment in
human capital. *a"onc found that more educated parents would transfer
some of their s)ills and )nowledge to their children.
&*a"onc, 2. B., M/amily Donfiguration and Intelligence,M +cience, ; April
@<38, ;;3$;A8(
+chmidt &@<FA( measured the impact of time commitments by students to
various course activities on the students> performance in the given class.
The most valuable and important time commitment in a course was the
time actually spent in the classroom. That time was the most important
determinant of student success and each unit of time in the class itself
provided, among all the class related activities, the greatest improvement
in student performance. The next most important time spent on a class was
99
any time spent in discussion sections that accompanied the lectures. Third
in importance was any time spent studying outside of class preparing for
the class session itself.
&2obert M. +chmidt, MHho Maximi7es HhatL A +tudy in +tudent Time
AllocationM American Economic 2eview, May, @<FA, pp. ;A$;(
1irby and McElroy &;44A( clarifies that attending lectures yields a
positive and significant impact on exam performance. They found that the
average effect of absences on performance is modest, but that there are
substantial adverse effects when absence exceeds certain threshold levels.
&1irby, A and B. McElroy &;44A(, The Effect of Attendance on 0rade for
/irst Near Economics +tudent in 'niversity Dollege Dor), The Economic
and +ocial 2eview, A9, A@@$A;8.(
%ar) and 1err &@<<4( found the role of class attendance was statistically
significant in explaining student grades in those classes.
&1ang . %ar) and %eter M. 1err, P#eterminants of Academic
%erformance= A Multinomial -ogit ApproachQ The .ournal Cf Ecnomic
Education,+pring@<<4,pp.@4@$@@@(
9B
5hapter ---
8 #ethodology and Procedure
This unit present the method and procedure which was used to conduct the study.
87/ Population of the study9
/or this study population consisted of 0overnment 0irls igh +chool
1hyaban$e$+irsyed 2awalpindi.
87+ Sample of the study9
1eeping in view the resources in terms of time and money available with
the researcher the following were ta)en as sample!
+eventy students of <th and @4th class of 0overnment 0irls igh +chool
1hyaban$e$+irsyed 2awalpindi were selected by using convenient sampling
techni5ue..
98
878 esearch instrument9
The instrument used to collect the data was 5uestionnaire. A set of
5uestionnaire containing A4 5uestions was developed )eeping in view the ob"ectives
of the study. The 5uestionnaire was chec)ed by Miss *arina to asses its validity before it
was distributed.
87: )ata collection9
The researcher personally visited the target area. The 5uestionnaire was filled
by the students in class.
87; )ata Analysis9
In order to ma)e the study meaningful, the collected data was presented in
the tabular form. %ercentage was calculated to analy7e the data the whole data
was analy7ed and interpreted in the light of the ob"ectives of the study.
93
5hapter -<
: Analysis and -nterpretation of )ata
This chapter deals with presentation, analysis and interpretation of data.
:7/ Presentation F Analysis of the @uestionnaire for Students9
4.1.1 3able /9 'riendship plays a part in studies
Agree 'ndecided #isagree Total
2esponses 8B 9 @ 34
%ercentage <;.FB3 B.3@9 @.9;< 34
Table no @ shows that most <;.FB3: students were agreed, B.3@9: students
undecided and @.9;<: were not agreed that friendship plays a part.
9F
4.1.2 3able +9 'riendship plays a 2ey role in studies
2esponses @B @3 AF 34
%ercentage ;@.9;< ;9.;F8 B9.;F8 34
Table no ; shows that most B9.;F8 : students were not agreed, ;@.9;<: were
agreed and ;9.;F8 : students undecided that friendship plays a )ey role in studies.
9<
4.1.3 3able89 Gou give value to your friendCs suggestions
2esponses B3 A @4 34
%ercentage F@.9;< 9.;F8 @9.;F8 34
Table no A shows that most F@.9;< : students give value , @9.;F8 :
students not give value to their friend,s suggestions and 9.;F8 : students undecided
that they give value or not.
B4
4.1.4 3able :9 Gou feel that group study is more effective than
individual study
2esponses 9F 8 @8 34
%ercentage 8F.B3@ F.B3@ ;;.FB3 34
Table no 9 shows that most 8F.B3@: students were agreed, ;;.FB3:
students were not agreed and F.B3@: students undecided that group study is more
effective than individual study.
B@
4.1.5 3able ;9 Group pro$ects are more creative than individual !or2
2esponses 8B A ; 34
%ercentage <;.FB3 9.;F8 ;.FB3 34
Table no B shows that most <;.FB3 : students were agreed, ;.FB3 :
students were not agreed and 9.;F8 : students undecided that group pro"ects are
more creative than individual wor) or not.
B;
4.1.6 3able %9 Gou Gossip more !hen you are in group study7

2esponses BF 8 8 34
%ercentage F;.FB3 F.B3@ F.B3@ 34
Table no 8 shows that most F;.FB3 : students were agreed, F.B3@ :
students were not agreed and F.B3@ : students undecided that they gossip more or
not when they are in group study.
BA
4.1.7 3able =9 Gou generate more ideas in group study rather than in
individual study
2esponses B8 F 8 34
%ercentage F4 @@.9;< F.B3@ 34

Table no 3 shows that most F4: students were agreed, F.B3@: students
were not agreed and @@.9;<: students undecided that they generate more ideas in
group study rather than in individual study or not.
B9
4.1.8 3able ,9 Gou thin2 problem can solve more easily in group study
2esponses 98 9 ;4 34
%ercentage 8B.3@9 B.3@9 ;F.B3@ 34
Table no F shows that most 8B.3@9: students were agreed, ;F.B3@:
students were not agreed and B.3@9: students undecided that they thin) problem can
solve more easily in group study or not.

BB
4.1.9 3able &9 Gou get bore during group study
2esponses ;< 9 A3 34
%ercentage 9@.9;< B.3@9 B;.FB3 34
Table no < shows that most students B;.FB3 : students were not agreed,
9@.9;<: students were agreed and B.3@9 : students undecided that they get bore
during group study or not.
B8
4.1.10 3able /.9 Gou believe that problem can solve more easily in
group study
2esponses B4 A @3 34
%ercentage 3@.9;< 9.;F8 ;9.;F8 34
Table no @4 shows that most 3@.9;< : students were agreed, 9.;F8 :
students were not agreed and 9.;F8 : students undecided that they believe that
problem can solve more easily in group study or not.
B3
4.1.113able //9 Gou believe that your s2ill set can improve more in group
studies
2esponses 89 @ B 34
%ercentage <@.9;< @.9;< 3.@9A 34
Table no @@ shows that most <@.9;< : students were agreed, 3.@9A :
students were not agreed and @.9;< : students undecided that s)ill set can
improve more in group studies or not.
BF
4.1.12 3able /+9 Gou believe the consumption of time is less in a
group study is time saving7
2esponses @F @; 94 34
%ercentage ;B.3@9 @3.@9A B3.@9A 34
Table no @; shows that ;B.3@9: students were agreed, B3.@9A : students
were not agreed and @3.@9A: students undecided that group study is time saving
or not.
B<
4.1.13 3able /89 Gou have the habit of ma2e friends only those
students !ho are only good in studies7
2esponses F F B9 34
%ercentage @@.9;< @@.9;< 33.@9A 34
Table no @A shows that the most 33.@9A: students were not agreed, @@.9;<
: students were agreed and @@.9;<: students undecided that they have the habit
of ma)e friends only those students who are good in studies
84
4.1.14 3able /:9 Gou believe that interest in studies may develop
more on seeing your friend effort on studies
2esponses BF @ @@ 34
%ercentage F;.FB3 @.9;< @B.3@9 34
Table no @9 shows that most F;.FB3: students were agreed, @B.3@9:
students were not agreed that interest may develop more on seeing friend efforts
on studies and @.9;<: students undecided that interest may develop or not on
seeing friend effort on studies.
8@
4.1.15 3able /;9 Gou are more interested in 2no!ing about your
friendCs completion of !or2 in studies7
2esponses 84 9 8 34
%ercentage FB.3@9 B.3@9 F.B3@ 34
Table no @B shows that most FB.39@: students were agreed, F.B3@ :
students were not agreed that they are more interested in )nowing about their
friend,s completion of wor) in studies and B.3@9: students undecided.
8;
4.1.16 3able /%9 Gou share your boo2s> ideas and study material
!ith your friends7
2esponses B@ @ @F 34
%ercentage 3;.FB3 @.9;< ;B.3@9 34
Table no @8 shows that most 3;.FB3: students were agreed, ;B.3@9:
students were not agreed that they share boo)s, ideas and study material with their
friends and @.9;<: students undecided that they share ideas, boo)s and materials or
not.
8A
4.1.17 3able /=9 Gou !ill help your friend incase if he(she is not
good in studies
2esponses 8B ; A 34
%ercentage <;.FB3 ;.FB3 9.;F8 34
Table no @3 shows that most <;.FB3: students were agreed, 9.;F8:
students were not agreed and ;.FB3: students were undecided that they will help
their friend incase if they were not good in studies.
89
4.1.18 3able /,9 Gou !ill help your friend incase if you find your
friend finding difficulty in an e?amination7
2esponses B8 B < 34
%ercentage F4 3.@9A @;.FB3 34

Table no @F shows that most F4: students were agreed, @;.FB3: students
were not agreed and 3.@9A: students were undecided that they will help their friend
incase if they found friend finding difficulty in an examination.
8B
4.1.19 3able /&9 Gou !ill remain Auite if you find your friend
bun2ing the class
2esponses 94 @ ;< 34
%ercentage B3.@9A @.9;< 9@.9;< 34
Table no @< shows that most B3.@9A: students were agreed, @9@.9;<:
students were not agreed that they will remain 5uite if found friend bun)ing the
class and @.9;< : students were undecided.
88
4.1.20 3able +.9 Gou !ill forbid your friend incase if he(she bun2s the
class
2esponses 98 A ;@ 34
%ercentage 8B.3@9 9.;F8 A4 34
Table no ;4 shows that most 8B.3@9: students were agreed, A4 :students
were not agreed that they will forbid their friend incase if heKshe bun)s the class
and 9.;F8: students undecided that they will forbid their friend or not.
83
4.1.21 3able +/9 Gou !ill !arn your friends incase if her attitude is not
serious in class 0laughing> playing> mischievous etc1
2esponses AA B A; 34
%ercentage 93.@9A 3.@9A 9B.3@9 34

Table no ;@ shows that most 93.@9A: students were agreed, 9B.3@9:
students were not agreed that they will warn their friends incase if their attitude is
not and 3.@9A: students are undecided.
8F
3able ++9 Gou believe that helping friends in e?ams by copying and
passing is good
2esponses ;@ 8 9A 34
%ercentage A4 F.B3@ 8@.9;< 34
Table no ;; shows that A4: students were agreed, 8@.9;<: students were
not agreed and F.B3@: students undecided that helping friends in exams by
copying and passing is good.
8<
4.1.22 3able +89 Gou feel proud if your friend tops the an2 in
studies
2esponses B3 4 @A 34
%ercentage F@.9;< 4 @F.B3@ 34
Table no ;A shows that most F@.9;<: students were agreed, B3@:
students were not agreed and 4: students were undecided that they feel proud if
their friend tops the ran) in studies
34
4.1.23 3able +:9 Gou !ill congratulate !ith heart your best friend
!ho tried her best to push you bac2 in this e?am
2esponses B; B @A 34
%ercentage 39.;F8 3.@9A @F.B3@ 34
Table no ;9 shows that most 39.;F8: students were agreed, @F.B3@:
students were not agreed and 3.@9A: students are undecided that they will
congratulate with heart their best friend who tried their best to push you bac) in
this exam.
3@
4.1.24 3able +;9 Gou feel selfish and envy at your friendCs success
in studies
2esponses ;3 8 A3 34
%ercentage AF.B3@ F.B3@ B;.FB3 34
Table no ;B shows that most B;.FB3: students were not agreed, AF.B3@:
students were agreed and F.B3@: students undecided that they feel selfish and
envoy at their friend,s success in studies.
3;
3able +%9 Gou feel happy at your friendCs success in studies
2esponses B< @ @4 34
%ercentage F9.;F8 @.9;< @9.;F8 34
Table no ;8 shows that most F9.;F8: students were agreed, @9.;F8 :
students were not agreed studies and @.9;<: students undecided that they feel
happy at their friend,s success.
3A
3able +=9 Gou !ant someone at your academic level to compete !ith you in
5lass
2esponses 9A 3 ;4 34
%ercentage 8@.9;< @4 ;F.B3@ 34
Table no ;3 shows that most 8@.9;<: students were agreed, ;F.B3@:
students were not agreed and @4: students undecided that they want someone at
their academic level to compete them in Dlass.
39
4.1.25 3able +,9 5ompetition among your friends affects your
personal relationship
2esponses ;3 B AF 34
%ercentage AF.B3@ 3.@9A B9.;F8 34
Table no ;F shows that most B9.;F8: students were not agreed, AF.B3@:
students were agreed and 3.@9A: students undecided that competition among friends
can affect personal relationships.
3B
4.1.26 3able +&9 Gou thin2 friends can be a leg pusher in studies
2esponses ;< F AA 34
%ercentage 9@.9;< @@.9;< 93.@9A 34
Table no ;< shows that most 93.@9A: students were not agreed, 9@.9;<:
students were agreed and @@.9;<: students undecided that friends can be a leg
pusher in studies.
38
4.1.27 3able 8.9 Gou !ould li2e to be have a sole of K-6G in
your class
2esponses 9@ A ;8 34
%ercentage BF.B3@ 9.;F8 A3.@9A 34
Table no A4 shows that most BF.B3@: students were agreed, A3.@9A:
students were not agreed and 9.;F8: students undecided that they would li)e to be
have a sole of 1IG0 in their class.
33
5hapter <
Summary> 'indings> 5onclusion
F
ecommendations
3F
Summary
The study was designed to measure the effects of peer group in their
Academic Achievement. In order to achieve the ob"ectives of the study survey
method was employed.
/or this study population consisted of 0overnment 0irls igh +chool
1hyaban$e$+irsyed 2awalpindi. A sample of 34 students was selected for the
study.
The data was collected through 5uestionnaire. 6uestionnaire was distributed
personally from the students.
#ata collected was analy7ed and interpreted. %ercentage was calculated for
this purpose.

3<
'indings
6uestion no @ shows that most <;.FB3: students were agreed and @.9;<:
were not agreed that friendship plays a part in studies.
6uestion no ; shows that most B9.;F8 : students were not agreed and
;@.9;<: were agreed that friendship plays a )ey role in studies .
6uestion no A shows that most F@.9;< : students give value and @9.;F8 :
students not give value to their friend,s suggestions.
6uestion no 9 shows that most 8F.B3@: students were agreed and ;;.FB3:
students were not agreed that group study is more effective.
6uestion no B shows that most <;.FB3 : students were agreed and ;.FB3 :
students were not agreed that group pro"ects are more creative than individual
wor).
F4
6uestion no 8 shows that most F;.FB3 : students were agreed and F.B3@ :
students were not agreed that they gossip more when they are in group study.
6uestion no 3 shows that most F4: students were agreed and F.B3@:
students were not agreed that they generate more ideas in group study rather
than in individual study.
6uestion no F shows that most 8B.3@9: students were agreed and ;F.B3@:
students were not agreed that they thin) problem can solve more easily in
group study.
6uestion no < shows that most students B;.FB3 : students were not agreed
and 9@.9;<: students were agreed that they get bore during group study
6uestion no @4 shows that most 3@.9;< : students were agreed and 9.;F8 :
students were not agreed that problem can solve more easily in group study.
6uestion no @@ shows that most <@.9;< : students were agreed and 3.@9A :
students were not agreed that s)ill set can improve more in group studies.
F@
6uestion no @; shows that ;B.3@9: students were agreed and B3.@9A :
students were not agreed that group study is time saving.
6uestion no @A shows that the most 33.@9A: students were not agreed and
@@.9;< : students were agreed that they have the habit of ma)e friends only
those students who are good in studies.
6uestion no @9 shows that most F;.FB3: students were agreed and @B.3@9:
students were not agreed that interest may develop more on seeing friend
efforts on studies.
6uestion no @B shows that most FB.39@: students were agreed and F.B3@ :
students were not agreed that they are more interested in )nowing about their
friend,s completion of wor) in studies.
6uestion no @8 shows that most 3;.FB3: students were agreed and ;B.3@9:
students were not agreed that they share boo)s, ideas and study material with
their friends.
F;
6uestion no @3 shows that most <;.FB3: students were agreed and 9.;F8:
students were not agreed that they will help their friend incase if they are not
good in studies.
6uestion no @F shows that most F4: students were agreed and @;.FB3:
students were not agreed that they will help their friend incase if they found
friend finding difficulty in an examination.
6uestion no @< shows that most B3.@9A: students were agreed and @9@.9;<:
students were not agreed that they will remain 5uite if found friend bun)ing
the class .
6uestion no ;4 shows that most 8B.3@9: students were agreed and A4
:students were not agreed that they will forbid their friend incase if heKshe
bun)s the class.
6uestion no ;@ shows that most 93.@9A: students were agreed and 9B.3@9:
students were not agreed that they will warn their friends incase if their
attitude is not serious in class.
6uestion no ;; shows that &A4:( students were agreed and 8@.9;<: students
were not agreed that helping friends in exams by copying and passing is good.
FA
6uestion no ;A shows that most F@.9;<: students were agreed and B3@:
students were not agreed that they feel proud if their friend tops the ran) in
studies.
6uestion no ;9 shows that most 39.;F8: students were agreed and @F.B3@:
students were not agreed that they will congratulate with heart their best friend
who tried their best to push you bac) in this exam.
6uestion no ;B shows that most &B;.FB3:( students were not agreed and
AF.B3@: students were agreed that they feel selfish and envoy at their
friend,s success in studies.
6uestion no ;8 shows that most &F9.;F8:( students were agreed and @9.;F8 :
students were not agreed that they feel happy at their friend,s success in
studies

6uestion no ;3 shows that most &8@.9;<:( students were agreed and ;F.B3@:
students were not agreed that they want someone at their academic level to
compete them in Dlass.
6uestion no ;F shows that most B9.;F8: students were not agreed and
AF.B3@: students were agreed that competition among friends can affect
personal relationships.
F9
6uestion no ;< shows that most 93.@9A: students were not agreed and
9@.9;<: students were agree that friends can be a leg pusher in studies.
6uestion no A4 shows that most BF.B3@: students were agreed and A3.@9A:
students were not agreed that they would li)e to be have a sole of 1IG0 in
their class.
FB
5onclusions9
@( The findings show that most of the respondents were agreed that friendship
plays a part in studies but they don,t believe that it plays a )ey role in
studies.
;( Based on findings, ma"ority of the students give value to their friend,s
suggestions.
A( Ma"ority of the respondents were agreed that group study is more effective
than individual study. Because group pro"ects are more creative and it
generates more ideas. But they thin) that students gossip more in group
study.
9( The study has shown that most of the students were agreed that problem
can solve more easily in group study and they don,t get bore during group
study.
F8
B( Most of the students were agreed that s)ill set can improve more in group
studies.
8( The findings show that most of the respondents were not agreed that the
consumption of time is less in a group study is time saving.
3( Based on findings, ma"ority of the students don,t have the habit of ma)e
friends only those students who are only good in studies.
F( Most of the students were agreed that interest in studies may develop
more on seeing your friend effort on studies and they ta)e interest in
)nowing about their friend,s completion of wor) in studies.
<( /rom the finding found that ma"ority of the students share their boo)s,
ideas and study material with their friends. They help their friend if their
friend find any difficulty in studies and examination.
@4( Most of the students remain 5uite when their friend bun)ing the class but
sometimes students forbid their friend and also warn incase if their
friend,s attitude is not serious during class.
@@( Ma"ority of the students was disagreed that helping friends in exam by
copying and passing is good.
F3
@;( Most of the students congratulate with heart their best friend who
tried her best to push her bac) in exam.
@A( /rom the finding found that ma"ority of the students feel proud if their
friend tops the ran) in studies. They don,t feel envoy and selfish at
their friend success in studies.
@9( The study shown that the most of the students want someone compete them
at their academic level.
@B( Ma"ority of the students was disagreed that competition among their friends
affect their personal relationship.
@8( The findings show that most of the respondents was disagreed that friends
can be a leg pusher in studies.
@3( Based on findings, ma"ority of the students li)e to have a sole )ing in
their class.
FF
ecommendations
Based on the conclusion I recommend the following!
@( The student should choose the right peers in order to improve their
lifestyle, attitudes and so on. The student are encourage analy7e the
attitudes of their friends before they become close. The positive peers can
influence them to be better person.
;( +tudent should choose the right peers. It is because the positive peer can
influenced and motivated them to be a good person
A( Teachers should arrange groups of students in class in such a way that it
should comprise of bright and dull students. In this way dull students will be
able to get benefit from the bright students and it will be add to their
academic acumen.
9( %arents should interact with their children with love, )indness, respect,
consistency, time, boundaries and encouragement. They should ta)e interest
F<
in their child,s activities. This allows parents to )now their child,s friends
and to monitor behavior , which is crucial in )eeping children out of
trouble.
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file=KKK/=Krelated:;4literature:;4of:;4pper.htm
file=KKK/=Kreport:;4writingK%eer:;42elations:;4and:;4-earning:;4$:;4%eer
:;42elationships,:;4-earning:;4Motivation:;4and:;42elationships,
:;4Dlassroom:;4#ynamics.htm
http=KKwww.eycb.coe.intKdominoKlin)sZ4B.html
file=KKK/=K7ip:;4of:;4peersK%eer:;4Effects:;4O:;4/2EE:;4%eer:;4Effects
:;4information:;4Z:;4Encyclopedia.comZ:;4/ind:;4%eer:;4Effects
:;4research.html
<8
http=KKwww.bu77le.comKarticlesKnegative$and$positive$effects$of$peer$
pressure.html
http=KKwww.bu77le.comKchaptersKhome$and$lifestyleZfriendships$and$familial$
relationships.asp
http=KKwww.sciencedirect.comKscienceLZob[Article'2-SZudi[B8VB<$
9?A@B1A$
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<3
Appendi?es
<F
Permission 4etter9
The %rincipal,
0ovt 0irls igh +chool 1hyaban$e$+irsyed
2awalpindi.
+ub"ect= %E2MI++ICG -ETTE2 for the Administration of 2esearch 6uestionnaire.
#ear Ma,am,
I have to conduct a study on the P%eer 0roup Effects on their Academic
AchievementQ. This underta)ing is part of the re5uirements for the completion of the
sub"ect on 2esearch %ro"ect.
The respondents of this study are the students of your school. I would li)e to give
the 5uestionnaire to those who will be randomly chosen to be the respondents of the
research.
In connection with this, I would li)e to re5uest your approval to allow me to
schedule the administration of the research.
-oo)ing forward for your much needed approval on this re5uest.
+incerely,
Aneela Ma"eed
The researcher
#ateZZZZZZZZZZZ +ignatureZZZZZZZZZZZ
<<
5overing 4etter9
#earJJJJJ,
I have the honor to re5uest your participation in the study presently conducted by
the researcher in 0ovt 0irls igh +chool 1hyaban$e$+irsyed 2awalpindi.
The study wants to )now the effects of your friendship on your academic
performance. Its respondents are the students of your school. +uch study is a re5uirement
for the completion of the sub"ect on 2esearch %ro"ect.
I,m therefore re5uesting you to give this 5uestionnaire your utmost attention. 2est
assured that your responses here will only be used for the study and therefore are
confidential from other persons not related in any way to the study.
Than) you very much.
+incerely,
Aneela Ma"eed
The researcher
#ateZZZZZZZZZZZ +ignatureZZZZZZZZZZZ
@44
espondents 4ist
Sr H Students 6ames 5lasses Age
/1 I5ra Ma"eed <th @9
;( Gadia 1ousar <th @9
A( Asma )han <th @B
9( +a"da Ali <th @9
B( 1ainat Ma"eed <th @B
8( I5ra isha5 <th @9
3( 2ida Bibi <th @9
F( 2imsha +abeen <th @9
<( Maimona I"a7 <th @B
@4( +idra +he7adi <th @B
@@( Meehreen <th @9
@;( Maria %arveen <th @B
@A( /atima Batool <th @B
@9( ira Ga7 <th @B
@B( Almas Mir7a <th @B
@8( +aima Bibi <th @9
@4@
@3( +aira +a5ee5 <th @B
@F( +ania *areen <th @B
@<( 2ida Asghar <th @B
;4( abiba <th @B
;@( Ayesha Ga7eer <th @B
;;( +aba Gia7 <th @9
;A( +itara 2afee5 <th @B
;9( Asma )han <th @9
;B( -ubna )han <th @B
;8( Aroosa Gasir <th @3
;3( I7at Begum <th @8
;F( +amra Goor <th @8
;<( +haheen Bibi <th @B
A4( 6uratulain <th @B
A@( Ayesha Binarus <th @8
A;( Aroo" Ali <th @9
AA( +ana 0ull <th @9
A9( Anum Isha5 <th @9
AB( *aiba Banarus <th @9
A8( Amber Ali )han <th @B
A3( asiba Bibi <th @9
AF( 1iran )hursheed <th @9
@4;
A<( /ai7a Abbasi <th @9
94( Murrium butt <th @B
9@( +apna )han @4th @B
9;( +adaf +ayyab @4th @B
9A( Ayesha 0ha7al @4th @B
99( +eher )han @4th @B
9B( Nusra +aurwar @4th @8
98( +aba Am"ad @4th @8
93( +haista Bibi @4th @8
9F( +habeera Bibi @4th @F
9<( 1in7a Ehsan @4th @B
B4( Maria A"mal @4th @8
B@( +aima )han @4th @F
B;( Ambreen Ayub @4th @B
BA( 6alsoom Begum @4th @3
B9( Mehrunisa @4th @3
BB( Mehmoona 2afee5 @4th @3
B8( Amina Ha5ar @4th @8
B3( +aba Am"ad @4th @8
BF( Binesh +adee5 @4th @8
B<( uma %arve7 @4th @3
84( 1hansa Tari5 @4th @3
@4A
8@( ina )alsoom @4th @3
8;( Maria +hei)h @4th @B
8A( Ayesha Arshad @4th @B
89( Iram )han @4th @8
8B( Murrium @4th @3
88( Amina Butt @4th @8
83( Ayesha Irshad @4th @8
8F( Banish Gaseer @4th @8
8<( Madiha +aleem @4th @8
34( /ariha )hanam @4th @B
@49
Survey @uestionnaire
Game= ZZZZZZZZZZZZZZ Dlass= ZZZZZZZZZZZZZ
Age= ZZZZZZZZZZZZZZ #ate= ZZZZZZZZZZZZZ
#irection= %lease put chec) & ( on the space that corresponds to what you are actually
doing, thin)ing, and feeling regarding the statement. 2est assured that your answers will
be treated in strictest and will be used only for this study.
Agree
'ndecided
#isagree
SH @uestions Agree *ndecided )isagree
/7 /riendship plays a part in studies
;. /riendship play a )ey role in studies
A. Nou give value to your friends suggestions
9. Nou feel that group study is more effective than
individual study
B. 0roup pro"ects are more creative than individual
wor)
8. Nou 0ossip more when you are in group study
@4B
3. Nou generate more ideas in group study rather
than in individual study
F. Nou thin) problem can solve more easily in
group study
<. Nou get bore during group study
@4. Nou believe that problem can solve more easily
in group study
@@. Nou believe that your s)ill set can improve
more in group studies
@;. Nou believe the consumption of time is less in
a group study is time saving
@A. Nou have the habit of ma)e friends only those
students who are only good in studies
@9. Nou believe that interest in studies may
develop more on seeing your friend effort on
studies
@B. Nou are more Interested in )nowing about your
friends completion of wor) in studies
@8. Nou share your boo)s, ideas and study material
with your friends.
@3. Nou will help your friend incase if heKshe is
not good in studies
@F. Nou will help your friend incase if you find
your friend finding difficulty in an examination
@<. Nou will remain 5uite if you find your friend
bun)ing the class
;4. Nou will forbid your friend incase if heKshe
bun)s the class
;@. Nou will warn your friends incase if her
attitude is not serious in class &laughing, playing,
mischievous etc(
;;. Nou believe that helping friends in exams by
copying and passing is good
;A. Nou feel proud if your friend tops the 2an) in
studies
;9. Nou will congratulate with heart your best
friend who tried her best to push you bac) in
this exam
;B. Nou feel selfish and envy at your friend,s
success in studies
@48
;8. Nou feel happy at your friend,s success in
studies
;3. Nou want someone at your academic level to
compete with you in Dlass
;F. Dompetition among your friends affect your
personal relationship
;<. Nou thin) friends can be a leg pusher in
studies
A4. Nou would li)e to be have a role of 1IG0 in
your class

Peer Effects On Academic Achievement

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Peer Effects On Academic Achievement

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"Peer Group Effects on Academic Achievement"

Of Government Girls High School Khyaban-e-Sirsyed

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