THEORITICAL LENS

This theory is anchored on the theory of the relation of peer influence on academic performance of the
students as posited by Walberg (1981). According to this hypothesis, a student`s immediate psychological environment and
psychological qualities might affect their educational performance in cognitive, behavioral, and attudinal (Reynolds & Walberg,1992).
One of the few theories of academic accomplishment is Walberg’s (1981) theory of educational productivity. moreover, Walberg’s
research identified nine major factors that affect educational outcomes as student ability/prior achievement, motivation,
age/developmental level, quantity of instruction, quality of instruction, classroom climate, home environment, peer group, and
exposure to mass media outside of school (Walberg, Fraser, & Welch, 1986).

A number of educational researchers have pospulated links between learning characteristics and student`s
academic outcomes (Bennett, 1978; Carroll, 1963; Glaser, 1976; Walberg, 1981). Each theoretical model specifically takes into
account the learner`s qualities, the learning environment, and the caliber of education they get (Haertel, Walberg, & Weinstein,
1983). Wang, Haertel, and Welberg’s (1993) analysis of empirical research on the correlations and predictors of academic
accomplishment, student attributes have the biggest direct impact on success. According to research that academic environments
sorroundings help students develop their skills, interests, and attitudes (Feldman, 1988; Feldman, Ethington, & Smart, 2001).
According to (Holland (1997) that environment encourage the development of competencies, motivate people to engage in variety
of activities,help them build their abilities and reward students for exhibiting certain values and attitudes. So environment therefore
influences personal and professional self-perceptions, competencies, attitudes, interests, and values of the student.

According to Olalekan (2016), peer groups have been found to have a significant impact on students. This is
evident from the significance that peer groups have in a child`s development and learning; numerous studies have shown that
students are more at ease and relaxed in the company of their peers. A talented and academically inclines student who hangs out
with uninterested ones will lose interest in school. Katz in Olalekan (2016) wrote that the composition of a peer group affects its
member`s motivation and accomplishments. He further suggests that one group may have a negative impact on its members while
the other may have positive impact on its members as well.

Astin (1993), Fraser, Walberg, Welch, and Hattie (1987), and Fullarton (2002) all conducted studies on learning
environments and found that the psychosocial aspects of classroom learning settings had incremental validity in predicting student
accomplishment. Studies on curriculum evaluation can benefit from these psychosocial traits, which include self-concept, attitudes,
actions, intrinsic motivation, and general student participation in learning. To tap students' individual, rather than collective,
perspectives on classroom life, researchers focusing on the assessment of learning environments have created and verified
constructivist-based, personal learning environment measures (Fraser, Fisher, & McRobbie, 1996; Rugutt, Ellett, Culross, 2003).

Also, because it is crucial to students' academic success, it is necessary to take into account students' involvement in learning (such
as working on individual projects, discussing coursework with other students, or studying with other students). Although the
professors give the learning materials, it is the student's duty to complete the assigned tasks in order to gain a deeper
comprehension of the subject. Research has emphasized the advantages of web-based learning for students with the usage of
technology in the teaching and learning contexts. According to research, using educational technology gives students more privacy
and opportunities to practice a variety of general skills (such as managing oneself, others, tasks, and information, for example)
(Howe, 1998; Oliver & McLoughlin, 2001).
OTHER INFOS

Most research has focused on student and faculty interactions in the classroom context (Astin, 1993; Kuh &
Hu, 2001). Few studies, however, have examined the relation between student-faculty interaction outside of classroom and student
involvement in learning (Kuh, 2001). Determining whether faculty or the student have an impact on student overall academic
performance is important. Additionally, it isimportant to considerstudents’involvement in learning (e.g., working on independent
projects, discussing coursework with other students, studying with other students), as it plays a key role in students’ academic
According to Olalekan (2016), it is generally observed that peer group has a lot of influence on students. This is seen from the
role played by the peer group in the life and learning of a child, evidence abound that students feel more comfortable and
relaxed among fellow students. A child who is brilliant and surrounded by dull friends would lose interest in learning. On the
other hand, a peer group which is prone to study would have positive effect on a dull member towards learning and stimulate
his/her interest on learning. Katz in Olalekan (2016) wrote that the nature of a peer group determines the impact on the
motivation of and achievements of its member. He further suggests that one group may have a negative impact on its members
while the other may have positive impact on its members as well.