DECLARATION

I, ATUHAIRE CAROLINE, declare that this is my original work and it has never been
presented to any University or any other institution for any award.

Signature: ………………………………….. Date:…………………………………..

ATUHAIRE CAROLINE

i
 APPROVAL

This research report has been done under my supervision and is now ready for submission.

Signature………………………… Date:…………………………………..

Mr. KANANURA ELLY

SUPERVISOR

ii
 DEDICATION

I dedicate this work to my Uncle Mr. Bakamamnyisa Eldard, my Brother Mr. Muramuzi
Expedito, Bakashaba Justus and my friend Twinomujuni Anthony.

iii
 ACKNOWLEDGEMENT

I want to thank almighty God for his continued sustenance and assistance. I whole heartedly
extend my sincere gratitude to my supervisor Mr. Kananura Ellyand all lecturers of Faculty of
Education Kampala International University Western campus for their support and guidance
throughout my study.

My very deep and heartfelt appreciation to my Uncle Mr. Bakamamnyisa Eldard, my Brother
Mr. Muramuzi Expedito, Bakashaba Justus and my friend Twinomujuni Anthony. I thank for
their support emotionally, intellectually and financially. Your encouragement and instrumental
ideas spurred me to excel. Also I wish to appreciate my classmates for their true comradeship
and assistance in various study groups and presentations.

iv
 TABLE OF CONTENTS
DECLARATION..............................................................................................................................i

APPROVAL....................................................................................................................................ii

DEDICATION...............................................................................................................................iii

ACKNOWLEDGEMENT..............................................................................................................iv

TABLE OF CONTENTS................................................................................................................v

LIST OF TABLES.......................................................................................................................viii

ABSTRACT.................................................................................................................................viii

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background of the study............................................................................................................1

1.2 Problem Statement.....................................................................................................................5

1.3 Purpose of the study...................................................................................................................5

1.4 Objectives of the study..............................................................................................................6

1.5 Research Questions....................................................................................................................6

1.6 Scope of the study......................................................................................................................7

1.7 Significance of the Study...........................................................................................................8

1.8 Definition of Terms...................................................................................................................9

CHAPTER TWO.........................................................................................................................10

LITERATURE REVIEW...........................................................................................................10

2.0 Introduction..............................................................................................................................10

2.1 The causes of peer group influence.........................................................................................10

2.2 Factors for aggressive misbehavior.........................................................................................11

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2.3 The relationship between peer group influence and aggressive misbehavior.........................12

CHAPTER THREE.....................................................................................................................15

METHODOLOGY......................................................................................................................15

3.0 Introduction..............................................................................................................................15

3.1 Research Design......................................................................................................................15

3.2 Area of a study.........................................................................................................................15

3.3 Target Population.....................................................................................................................15

3.4 Sample Size and Sampling Procedure.....................................................................................16

3.4.1 Sampling technique..............................................................................................................16

3.5 Research Instruments...............................................................................................................16

3.6 Quality control of research instruments...................................................................................17

3.6.1 Validity of Instrument...........................................................................................................17

3.6.2 Reliability of Instrument.......................................................................................................18

3.7 Data collection procedure........................................................................................................18

3.8 Data Analysis...........................................................................................................................19

CHAPTER FOUR.......................................................................................................................20

DATA ANALYSIS, PRESENTATION AND INTERPRETATION OF FINDINGS...........20

4.0 Introduction..............................................................................................................................20

4.1 Background characteristics of the respondents........................................................................20

4.2 Discussion of objectives..........................................................................................................22

4.2.1 The causes of peer group influence in selected secondary schools......................................22

4.2.2 Factors for aggressive misbehavior in selected secondary schools in Katerera Town
Council Rubirizi District................................................................................................................23

4.2.3 The relationship between peer group influence and aggressive misbehavior in selected
secondary schools in Katerera Town Council Rubirizi District....................................................25

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CHAPTER FIVE.........................................................................................................................27

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS...................27

5.0 Introduction..............................................................................................................................27

5.1 Summary of findings...............................................................................................................27

5.1.1 The causes of peer group influence in selected secondary schools......................................27

5.1.2 Factors for aggressive misbehavior in selected secondary schools in Katerera Town
Council Rubirizi District................................................................................................................27

5.1.3 The relationship between peer group influence and aggressive misbehavior in selected
secondary schools in Katerera Town Council Rubirizi District....................................................28

5.2 Conclusions of the study..........................................................................................................29

5.3 Recommendations of the study................................................................................................29

5.4 Areas for further research........................................................................................................30

REFERENCES............................................................................................................................31

APPENDICES..............................................................................................................................33

APPENDIX I: LETTER OF CONSENT TO PARTICIPANTS...................................................33

APPENDIX II: QUESTIONNAIRE FOR THE RESPONDENTS...............................................34

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 LIST OF TABLES

Table 1: Sample size

Table 2: Questionnaires ratings

Table 3: Sex Distribution of the respondents

Table 4: Respondents’ age differences in years

Table 5 Showing Head teachers and Teachers’ responses on the causes of peer group influence
in selected secondary schools in Katerera Town Council Rubirizi District

Table 6 showing student’s responses on the causes of peer group influence in selected
secondary schools in Katerera Town Council Rubirizi District

Table 7 Showing Head teachers and Teachers’ responses on the factors for aggressive
misbehavior in selected secondary schools in Katerera Town Council Rubirizi District

Table 8 showing students’ responses on factors for aggressive misbehavior in selected

secondary schools in Katerera Town Council Rubirizi District.

Table 9 showing Head teachers and Teachers’ responses on the relationship between peer
group influence and aggressive misbehavior in selected secondary schools in Katerera Town
Council Rubirizi District.

Table 10 showing Students’ responses on the relationship between peer group influence and
aggressive misbehavior in selected secondary schools in Katerera Town Council Rubirizi
District.

viii
 ABSTRACT

The purpose of the study was to investigate the impact of peer group influences on aggressive
behaviour in learners in selected secondary schools in Katerera Town Council Rubirizi District.
The objectives of the study were as: to identify the causes of peer group influence in selected
secondary schools in Katerera Town Council Rubirizi District, To find out factors for aggressive
misbehavior in selected secondary schools in Katerera Town Council Rubirizi District and to
investigate if the relationship between peer group influence and aggressive misbehavior in
selected secondary schools in Katerera Town Council Rubirizi District.

This study adopted a descriptive survey research design. The main rationale for using this design
was that it allows in-depth study of the subject matter and it is suitable to describe attitudes,
views or opinions and behavior patterns of people. The findings revealed that majority of head
teachers and Teachers respectively (75%) & (75%) agreed that drinking of alcohol and smoking
of cigarettes is the major cause of peer group influence. Students (28.8%) revealed that cultural
diversity is the factor that influence aggressive misbehavior. The study concluded that drinking
of alcohol and smoking of cigarettes was the major cause of peer group influence, domestic
violence also cause peer group influence among students. It also concluded that cultural diversity
is the factor that influences aggressive misbehavior, and also community instability. The study
recommended that interventions should be provided to improve school environments such as
setting disciplinary standard guidelines that will be implemented in all schools despite their
nature of existence. Interventions should be supplied to adolescents who are involved in
misbehaviour at school. Examples of these programs could be youth clubs, recreational activities
for adolescents during weekends/school holidays and after school programmes that will occupy
them whilst parents are at work. Form compulsory social clubs e.g. sports clubs which will also
accommodate the less privileged adolescents who cannot afford to affiliate to current expensive
clubs that are in existence.

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 CHAPTER ONE

INTRODUCTION

1.0 Introduction
This chapter presented background of the study, statement of the problem, research objectives,
research questions, scope of the study and significance of the study, limitation and delimitations
of the study.

1.1 Background of the study

A peer group consists of people or individuals that are within ages that are close in years, for
instance between range of one to four years, the school serves as primary setting for the
membership of peer group, they may be in the same class, the same sex and close interaction is
of equals.

Adolescents’ misbehavior in schools has become a cause of concern in most schools in Namibia
and indeed many other countries worldwide (Owens, 2002). Many adolescents have problem
behaviour that sometimes becomes serious (Mattessich & Hosley, 2004). Teachers are
challenged in dealing with children, who display certain behaviours that are not tolerated.

Literature offers insight into the conceptualization of the influence of peer pressure on
adolescents’ misbehavior within different school set ups (Mattessich & Hosley, 2004; Owens,
2002; Rima, 2008). Owens (2002:462) describes some school children, who misbehave as:
“Children, [who] are very aggressive, disruptive, extremely active, and talkative, give less
attention in the classroom, less co-operative and do not interact well with others, bully others,
fight and in general just display inappropriate behaviour.”

On other hand, not all peer influence is negative. Spending more time with peers does not always
translate into trouble. Peer influence can, in fact, keep youth participating in religious activities,
going to meetings, and playing on sports teams, even when they are not leaders (Lingren, 1995).
The peer group is a source of affection, sympathy, understanding, and a place for

1
experimentation. This factor is consistent with Bowmeister and Leary’s “belongingness
hypothesis” in that there is a genetically based need to belong. The basic premise is that people
of all ages seek inclusion and avoid exclusion. Influence in these primary peer groups can vary
from joining the track team or drama club to motivation, engagement, and achievement in
algebra class. (Nicole, 2004).

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, it is believed that students feel
more c brilliant and surrounded by dull friends would lose interest in learning. On the other hand,
a peer group which inclined to study would have positive effect on a dull member towards
learning and stimulate his/her interest on learning.

Katz(1960) wrote that the nature of a peer group determines the impact on the motivation of
students and achievements of its member. The attractiveness of the group, the nature of
conformity demanded by the group and the morals of the group determine whether a group is
likely to have positive or negative impact on members’ motivation and achievement. If the
atmosphere of the group is warm, understanding and supportive, the group influence or
motivation, task performance and achievement will most likely be positive.

Adolescents, in who engage in misbehavior, break laws and commit crimes such as murder,
stealing and abusing drugs at school (Rima, 2008). A study that was done by Mattessich and
Hosley (2004), found that adolescents’ misbehavior rarely occurs in isolation, and that children
with severe behavioural problems usually have a collection of problems. This creates a barrier
that is very important to identify when working with them. For example, research suggests that
teenage substance use such as drinking, taking illicit drugs, and smoking are often related to
delinquent behaviour, conduct disorder, depression, adjustment problems, learning problems, and
attention problems.

Mattessich and Hosley (2004) suggest the importance of approaching these problems in
collectively, rather than treating each issue separately. One of the factors contributing to
problems is the socio-economic status of the school (Kozol, 1991; Oakes, 1990; Ingersoll, 1990
as cited in Rima 2008). This showed that students who were identified as “jock-populars”

2
perceived more pressure in the area of school involvement and less pressure toward misconduct
than students identified as “druggie-toughs.”

According to Nocole, (2004) effort may be diluted when adults use stereotypical images to either
excuse or blame students on social identity categories and crowds to which they belong. For
example, a teacher may excuse poor student test performance on the basis of family lifestyle, or
instead blame the family background for the performance. Blaming poor performance on
situational factors gets the student nowhere. Regardless of background, students should be given
equal opportunities to succeed and be treated just like everyone else. Standards should be upheld
and consequences for not performing well on a test are not always a bad thing. Otherwise, the
student may also begin to blame the situational factors and give up trying.

According to (Kozol, 1991; Oakes, 1990; Ingersoll, 1990 as cited in Rima 2008). The school’s
socio-economic status plays a big role in shaping learners’ behaviour especially in most deprived
schools, due to shortage of learning and teaching equipment, and unqualified teachers. Major
settings that influences the way children and adolescents grow up include families,
neighbourhoods, and schools (Owens, 2002). The qualities of these settings, whether they are
supportive and nurturing or dangerous and destructive, have a profound influence on
adolescents’ adult lives.

Bandura (2003) noted that through observing and imitating the behaviour of others, learners can
bypass much wasteful random behaviour and come close to reproducing the behaviours of which
members are recognized. A child may not be dull but playful. If he is well monitored and he falls
into a group of brilliant students who are not playful, he imitates them and this changes his
attitude towards learning for better. This is why it is important for teachers to be able to
distinguish a playful child from dull one.

Bang (1999) wrote that the effectiveness of the school depends on large measures on the
development of effective small groups. In groups where there are both boys and girls, there is
free interaction between sexes, which help to avoid sex discrimination and each group is likely to
understand other better.

3
James (1996) wrote that a person is controlled in his conduct by identification controlled in
various groups. The loyalty of the individual to these groups is often a very strong force in his
life. Cooley (1992) in support of this wrote that the child in his imagination acquires first in
image of himself as he appears to others, he forms an idea of how others judge him and finally he
experiences a feeling of pride depending on what he imagines they think of him. Thus, a member
of a group puts up behaviour of his own part from the one of the group.

Fatinwa (1974) wrote that age groups in many ethnic societies in Nigeria have been well used for
community development educational purposes, citizenship training in general or for purely
political activities. It is essential for the continuation of the peer group to sort out the role of
leaders and followers.

Landgren (1969) define leadership as the influence that a group member has over the motives
and behaviour of other members. Leadership may be agreed upon willingly and quietly accepted
or asserted over by one member. It has been observed that most children from high socio-
economic status form peer group with children from similar socio-economic status

(Gutek, 1984). These deprived schools face difficulties of being unable to equip learners with
effective skills and education. This then in turn leads learners to start indulging in misbehavior
due to a general lack of school activities and idleness. Those learners that are well behaved are
then exposed to negative peer pressure or to misbehave. Misbehaviour leaves parents and
teachers frustrated, angry and anxious (Owens, 2002). The purpose of this study was to establish
the influence of peer pressure on misbehaviour of adolescents at school in Namibia. Specifically,
this study compared this relationship within advantaged and disadvantaged schools.

Educators and parents should be aware that peer groups provide a variety of positive experiences
for adolescents. Castrogiovanni (2002) cited the following: the opportunity to learn how to
interact with others; support in defining identity, interests, Abilities, and personality; Autonomy
without control of adults and parents; Opportunities for witnessing the strategies others use to
cope with similar problems, and for observing how effective they are; involved emotional
support and; Building and maintaining friendships.

4
According to Black (2002), peer groups provide a forum where teens construct and reconstruct
their identities. Castrogiovanni (2002) stated that at no other stage of development is one’s sense
of identity so unstable. A peer-labeling process may be contributing to the construction of
positive identities for some adolescents but negative identities for others (Downs & Rose, 1991).
Unfortunately, members of groups may accept negative labels, incorporate them into their
identity, and through the process of secondary deviance, increase levels of deviant behaviour.
Teenagers learn about what is acceptable in their social group by “reading” their friends’
reactions to how they act, what they wear, and what they say. The peer group gives this potent
feedback by their words and actions, which either encourages or discourages certain behaviours
and attitudes. Anxiety can arise when teens try to predict how peers will react, and this anxiety
plays a large role in peer influence.

1.2 Problem Statement

Peer pressure is one of the possible reasons for the prevalence of adolescent misbehavior (Bussey
& Bandura 1999; Graham & Weiner 1996; Rima, 2008; Stuart, 2001; Wickert, 2002). According
to Vandivere et al. (2004), the percentage of misbehaviour incidents in adolescents from
privileged schools is higher than that of their counterparts from deprived schools. According to
Graham & Weiner (1996), and Wickert (2002), peer pressure is the main cause of adolescent
misbehaviour at school. Peer Group Influence also affects a child’s friendships. Children tend to
select friends and social networks based on similar levels of academic achievement and
achievement motivation. This shows that friendships and group membership requires fair
exchanges (reciprocity), leading to conformity of behaviour between friends and group members.
But little of this information was documented thus the researcher proposed to examine the extent
to which peer group influences aggressive behaviour in learners in selected secondary schools in
Katerera Town Council Rubirizi District.

1.3 Purpose of the study

The purpose of the study was to investigate the impact of peer group influences on aggressive
behaviour in learners in selected secondary schools in Katerera Town Council Rubirizi District.

5
1.4 Objectives of the study

The objectives of the study were as:

1. To identify the causes of peer group influence in selected secondary schools in Katerera
Town Council Rubirizi District.
2. To find out factors for aggressive misbehavior in selected secondary schools in Katerera
Town Council Rubirizi District.
3. To investigate if the relationship between peer group influence and aggressive
misbehavior in selected secondary schools in Katerera Town Council Rubirizi District.

1.5 Research Questions

The following research questions were formulated as:

1. What are the causes of peer group influence in selected secondary schools in Katerera
Town Council Rubirizi District?
2. What are factors for aggressive misbehavior in selected secondary schools in Katerera
Town Council Rubirizi District?
3. What is the relationship between peer group influence and aggressive misbehavior in
selected secondary schools in Katerera Town Council Rubirizi District?

6
1.6 Scope of the study
1.6.1 Content Scope

Contextually, the study focused on the causes of peer group influence in selected secondary
schools in Katerera Town Council Rubirizi District, factors for aggressive misbehavior in
selected secondary schools in Katerera Town Council Rubirizi District and the relationship
between peer group influence and aggressive misbehavior in selected secondary schools in
Katerera Town Council Rubirizi District.

1.6.2Geographical Scope

The study was carried out in Katerera Town Council Rubirizi district. Rubirizi District is a
district in Western Uganda. Like most Ugandan districts, the district is named after its 'chief
town', Rubirizi, where the district headquarters are located. Rubirizi District is bordered by
Kasese District to the north, Kamwenge District to the northeast, Ibanda District to the east,
Buhweju District to the southeast, Katerera Town Council Rubirizi District to the south,
Rukungiri District to the southwest and the Democratic Republic of the Congo to the west. The
study further selected four secondary schools and these included; Archbishop Bakyenga
Vocational Secondary School, Katerera Comprehensive High School, Mwongyera Secondary
School and Mugombwa Secondary School.

7
Key

Katerera Town Council

1.6.3 Time Scope

The study covered a period of 3 months that is from October 2020 to December, 2020

1.7 Significance of the Study

The findings of this study will strongly enlighten various stakeholders in education and thus
stimulate them to provide good learning environments and instil good social attitudes to learners
while moulding adolescents’ behaviours in schools.

8
The study will motivate Head teachers in education to improve school environments in such a
way as to promote good behaviours and also offer possible interventions.

Policy makers, students, parents and educators it will help them in understanding the
way social interactions affect academic achievement

This study will become a new referral point for further research on the influence of peer
pressure on adolescence misbehaviour at schools in Katerera Town Council Rubirizi District and
Uganda at large.

1.8 Definition of Terms

Adolescence - Adolescence: is defined as the transitional stage of development between

childhood and adulthood, represents the period of time during which a person experiences a
variety of biological changes and encounters a number of emotional issues (Pereira &
Altmann,1985).

Misbehaviour- is a negative response of an individual, group, or species to its environment

(Eyberg & McDiarmid, 2005).

Antisocial behaviour– is “[opposition] to society or to existing social organization and moral

codes” and “aggressive, impulsive and sometimes violent actions that flout social and ethical
codes such as laws and regulations relating to personal and property rights” (Corsini, 2002).

Peer pressure - is the influence of a social group on an individual. It can be positive or negative
(Wickert, 2002).

School- an educational institution offering studies at differentiated levels to groups of pupils of

various ages; instruction may be given by one or more teachers. It may be contained in a single
structure or a group of separate buildings; may be under private or public auspices (Gutek,1984).

Socio-economic status (SES) - any measure which attempts to classify individuals, families, or
households in terms of indicators such as occupation, income and education (Lareau, 2003).

9
 CHAPTER TWO

LITERATURE REVIEW
2.0 Introduction
This chapter presents relevant related literature on the causes of peer group influence, Factors for
aggressive misbehavior and relationship between peer group influence and aggressive
misbehavior

2.1 The causes of peer group influence

According to Le Beau and Yonder (2009), the type of behavior these adolescents expose is
believed to be highly motivated by peer pressure which leads them to commit crimes under the
influence of alcohol. Such crimes include beating other children, bullying others at school,
stealing, school absenteeism. In addition, there are many reported cases of suicide among
adolescents. They kill themselves due to the consequences of negative influences from peers
(Global School–based Student Health 2004). Once influenced, adolescents may continue the
slide into problems with the law, substance abuse, school problems, authority defiance and gang
involvement (Health Outlook, 2005).

During this stage, adolescents feel that they are better off spending time with peers as compared
to spending time with their parents or any adult. Bussey and Bandura (1999) concur that during
this developmental stage, adolescents in general, increase the amount of time spent with their
peers. Their interactions are not always positive. For the period of adolescence, peer groups
become increasingly vital, with conformity to peers peaking at 11–13 years (Costanzia & Shaw,
1966; as cited in Vandivere et al. 2004). About 90% of adolescents identify themselves with a
peer group (Palmonari, 1989; as cited in Vandivere, et al, 2004). Research shows that
adolescents usually spend nearly eight hours of the day communicating with their age mates, and
only eight percent of this time is spent talking to adults. Peers can encourage either pro-social
behaviour which peaks at 11–12 years, or anti- social behaviour, which peaks at 14–15 years
(Bendt, 1979; as cited in Graham & Weiner, 1996).

10
2.2 Factors for aggressive misbehavior.
Globally, the most common risk factors found in a youth are the family life, school experience,
peer relationships and community (Rima, 2008; Mattessich & Hosley, 2004; Vandivere et al.,
2004; Owens, 2002 & Reid et al., 2002). Continued efforts to decrease the number of delinquent
acts have led many researchers to investigate these underlying factors that may lead youth to act
out in delinquent ways. Without doubt, these factors have been suggested to have a relationship
and/or causal link to delinquency. Webber (1997) has suggested that these can essentially be
reduced to three fundamental factors: family, individual/peer relations and the environment.
Peers / Peer pressure. Stuart (2001) defines peer pressure as, “The influence exerted by a peer
group in encouraging a person to change his or her own attitude, values, or behaviour in order to
conform to the group norms.” This can be positive or negative influence. Wickert (2002) in
agreement defines peer pressure as the influence of a social group on an individual; it can be
constructive or unconstructive. Young adolescents easily conform to behaviour patterns of their
peers (Owens, 2002). Research has proven that peer pressure may lead individuals to behave in a
way that they do not usually do and also that adolescents are more vulnerable to peer influence
because it is their time for experimenting with new identities and experiences (Stuart, 2001).

Rima (2008)’ findings suggest that peer pressure is occurring more and more in teens. This is
because of the assumptions that teens succumb to peer pressure because they still want to feel
like they fit in or belong to a group (Owens, 2002). Adolescents are not yet very mature and they
think that their friends can leave them if they do not conform to the norms and values of the peer
group. This forces them to conform to their friends’ way of behaving. Corsaro (1985: 65)
mentions that, “As children interact day after day, they invent routines that reflect age-related
concerns and perceptions of the adults world and create a sense of group identity.” Gouws and
Kruger (1994) mention that the peer group is then perceived as a sounding board for the
adolescent’s ideas, thoughts, acts and their concerns.

11
The influence of the environment of school. The term school can be defined as an educational
institution offering studies at differentiated levels to groups of pupils of various ages; instruction
may be given by one or more teachers (Gutek, 1984). According to the social cognitive view,
schools do more than merely support the diffusion of knowledge between one age group and the
next.

2.3 The relationship between peer group influence and aggressive misbehavior
It is also clear to note that peers attachment and their intention to involve in aggressive behaviour
may be as well cause by peers merely witnessing any attacks can be negatively influenced and as
well as harsh punishment (Nishina&Juvonen, 2005; Pepler et al, 2008). Research also suggests
that when peers behave aggressively towards others, using harsh physical discipline with friends
and then their friends are more likely to involve in intention of aggressive behavior
(Smokowski&Kopasz, 2005).

Moreover, peer’s reactions on intention of aggressive behaviour, and their perceptions of

themselves and of their own safety, is influenced by others (Salmivalli et al, 1998; Gini et al,
2008). In the other hand, the social environment of individual classes or year groups can also
influence peers to intention of aggressive behaviour(Sharp, 1996; Karna et al, in press). Clearly,
peers/school children always have reasons to believe that their behavior helps enhance their peer
status, and studies have shown that intention of aggressive behaviour among peers/school
children can be perceived as cool, powerful, and popular even in mainstream peer groups
(Caravita, DiBlasio&Salmivalli, 2009; Rodkin, Farmer, Pearl& Van Acker, 2006).

Currently, research has shown that peer social attachments and related experiences contributed
to the explanation of intention toengage in aggressive behaviour (Murray & Greenberg, 2006).
More sure, intention to engage in aggressive behaviour may be caused by a number of factors
like teachers style which is inconsistent or contradictory, family problems, child neglect,
separation or bereavement, injury or chronic illness and greed (Giannakopoulos, Mihas &
Dimitrakaki, et al,2009; Stadelmann, Perren & Groeben, et al., 2010). Intention to engage in
aggressive behaviour among peers are often multi-factorial and the manner in which they are
expressed may be influenced by a variety of problems such as developmental stage,
temperament, adaptive and coping abilities of school and family as well as the nature of their

12
stress. In addition, peers may show attachment disturbances with friends, school, family, poor
school performance and behavioural worsening to an earlier stage of development, and
psychological disorders like phobia (Dogan-Ates, 2010; Dufton, Dunn & Compas, 2009).
Moreover, researchers from many disciplines such as sociology and psychology have expressed
fear concerning the consequences of intention of aggressive behaviour exhibited by student’s
attachment (Shonkoff & Phillips, 2000).

Specifically, peers intention to engage in aggressive behaviour is influenced with subsequent

problems in socialization, school adjustment, school success and vocational adaptation in
children (Campbell, 1995).According to Smith and Fox (2003) intention of aggressive behavior
is “any repeated pattern of behaviour, or perception of behaviour, that interferes with or is at risk
of interfering with optimal learning or engagement in pro-social interactions with peers.In
western nations, intention of aggressive behaviour largely involves older pupils victimising
younger children, mainly by physical and verbal means (Smith, 2004).

The peer group was not, however, influential regarding changes in students’ utility value for
school (i.e., importance and usefulness). It was found that associating with friends who have a
positive affect toward school enhanced students’ own satisfaction with school, whereas
associating with friends who have a negative affect toward school decreased it (Ryan, 2000).
Landau (2002) stated that an adolescent’s expectancy of success was the primary predictor of
academic effort and grades. A sense of belonging and support of a peer group was also
significantly associated with these outcomes.

Athletics, dating, and sexual behaviour, as well as alcohol, drug, and tobacco use have been
shown to be important to friendship choice in adolescence. For some adolescents, other interests
may compete with or take charge over similar academic motivation and engagement as criteria
for selecting a peer group. This could put an adolescent’s motivation and engagement in school
in a precarious position (Ryan, 2000). Through selection, some adolescents may place
themselves in peer group situations that support or foster their achievement-related beliefs and
behaviours. Others may place themselves in contexts that weaken achievement-related beliefs
and behaviours.

13
Hirschi (1969) in his explanation of Oetting and Donnermeyer (1998) social bonding theories
suggest that adolescent peer group effects will be stronger in the absence of strong social bonds
with family and school. Social identity theory (Terry, Hogg, and White, 2000) suggests that
adolescents try on various identities and adopt the norms that are central to the social identity of
the peer group to remain in good standing. Similarly, social exchange theory (Kelley and Thibaut
1985) argues that friendships and group membership requires fair exchanges (reciprocity),
leading to conformity of behaviour between friends and group members. Of course, the nature of
the relationships of group members greatly influences the nature of this reciprocity (Plickert,
Cote, and Wellman 2007). Social network theory suggests that social norms are shaped by
information shared among members of a social system (Scott 2000; Valente 1995)

Norms also figure prominently in the literature on persuasion and social marketing (Hastings and
Saren 2003). Indeed, social influence is the basis for two-stage communication strategies in
which persuasive communications are directed not at the ultimate target, but at opinion leaders
whose attitudes and behaviour influence others in their social groups (Rogers, 2003).

Hurlock (1975) the influence of a peer group is intensified by the person’s desire to be an
accepted member of the peer group. To achieve this desire he tries to conform in everyday to the
patterns approved by the group. When group members are attached to their groups, they are
motivated to behave in accordance with the wishes of the group and in ways which would make
them accepted, this motivation is attributes to peer group influence. In school the peer group
maybe a dominant factor to consider in academic achievement. Acceptance by the group depends
on conformity. Most education takes place in group situations the group’s impacts and influence
on its members is so strong that it takes the group as a whole to support the learning process.

14
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter focused on overall methodology that was used in the study. It included the research
design, discussion of the study area, target population, sample size, the research instruments used
to collect the data for the study, the data analysis techniques among others.

3.1 Research Design

This study adopted a descriptive survey research design. According to Mugenda and Mugenda
(2003) descriptive survey design entails a systematic and empirical inquiry in which the
researcher does not have a direct control of independent variables as their manifestation has
already occurred. The main rationale for using this design is that it allows in-depth study of the
subject matter and it is suitable to describe attitudes, views or opinions and behavior patterns of
people. Descriptive survey design also allows the researcher to study how the independent
variable affects the dependent variable.

3.2 Area of a study

The study was carried out in Katerera Town Council Rubirizi district. Rubirizi District is a
district in Western Uganda. Like most Ugandan districts, the district is named after its 'chief
town', Rubirizi, where the district headquarters are located. Rubirizi District is bordered by
Kasese District to the north, Kamwenge District to the northeast, Ibanda District to the east,
Buhweju District to the southeast, Katerera Town Council Rubirizi District to the south,
Rukungiri District to the southwest and the Democratic Republic of the Congo to the west.

3.3 Target Population

Target population is the entire group of individuals or objects to which a researcher is interested
in generalizing the conclusions of a research (Best & Karn, 1996). The target population for this
study was students, Head teachers and class teachers of the secondary schools in Katerera Town

15
council Rubirizi District. It included 200 students, 60 teachers and 04 Head teachers. Class
teachers were involved in the study because they were involved in monitoring students’ school
attendance, assessment and evaluation of students and they also knew the students well in terms
of their weakness, strength and general behaviors. Students were also involved in the study
because they are the ones directly affected by peer influence status thus they are rich informants.
3.4 Sample Size and Sampling Procedure
A sample is a group in a research study from which information is obtained (Hunt & Tyrrell,
2001). According to Best & Kahn (1993) the ideal sample is that which is large enough to serve
as an adequate representation of population about which the researcher wishes to make
generalization and small enough to be selected economically in terms of expense and complexity
of data analysis. The researcher used 4 schools Total samples of 104 respondents were generated.
These included 04 head teachers, 20 teachers and 80 students in selected secondary schools in
Katerera Town council Rubirizi District.
Table 1: Sample size
Category Target population Sample size Method
Head teachers 4 04 Purposive sampling
Teachers 60 20 Simple random sampling
students 200 80 Simple random sampling

3.4.1 Sampling technique

For the purpose of this research, the researcher used simple random sampling technique. This
technique was used because it allows every member of population to be selected without bias
and it is also easy to use (Mugenda and Mugenda, 2003). The researcher employed manual
lottery method to generate a simple random sample whereby each member of the population
group was assigned a number. Next, numbers were drawn at random to comprise the sample
group thus each member had an equal chance of being selected.

3.5 Research Instruments

3.5.1 Questionnaire: Is a set of formalized questions that is used in survey to collect information
and is later analyzed to provide results necessary for solving a given research problem. Like any
good test, questionnaires ask for information that respondents have (kakooza T, (1996). In this
instrument, the researcher used both closed and open ended questions. The researcher used the

16
questionnaire method as data collection instrument because it is cheap, time saving easy to
administer, effective and it’s the best form of obtaining information from the respondents.

3.5.2 Interview guide

The researcher used interview guide to collect information from the students and teachers as
target respondents. The interview guide collection instrument was both structured and semi
structured in nature for the convenience of the interviewer. It also involved meeting respondents
face to face and collecting information from the selected respondents. The method also involved
probing in addition to asking predetermined questions so as to create a report between the
interviewer and the respondents. This was used to ensure accurate information and it allowed
deeper investigation into the study problem. It was important because it was easier for the
researcher to observe nonverbal behaviors.

3.5.3Observation

The researcher also used observation schedule in observing students behaviors in school

3.6 Quality control of research instruments

The quality of the instruments constructed were determined by measuring their validity and
reliability.

3.6.1 Validity of Instrument

Validity is the extent to which a measuring instrument provides adequate coverage of the topic
under study (Mugenda et al, 1999). This study used content validity which is the type of validity
that shows the extent to which elements of research questions and objectives are represented in
the study (Mugenda and Mugenda, 1999). The researcher requested the experts in the field of
research to evaluate the relevance of items contained in these instruments in deriving the
information sought by the study. Their input, suggestions and clarifications were incorporated to
improve the instruments. The instruments were then piloted in one school in Katerera Town
council Rubirizi District. Adjustments were made to assess the questionnaires in relation to the
objectives of the study. Content Validity Instrument (CVI) will then be computed as follows

Agreed items by both judges as suitable

17
 CVI =
Total number of items being judged

Table 2: Questionnaires ratings

Relevant items Not relevant items Total

Rater 1 36 5 41
Rater 2 40 8 48
76 13 89

CVI= 76/89 = 0.85

The established CVI may be 0.86 which indicates that the instrument was valid

3.6.2 Reliability of Instrument

Reliability refers to the extent the instrument would be consistent in measuring what they are
expected to measure (Mugenda and Mugenda, 1999). Random errors arise from unclear
instructions to the respondents, ambiguous questionnaires or attention deficit during interviews.
The researcher minimized random errors by cross checking the questionnaires during piloting.
This study used test-re-test technique to ascertain reliability of research instruments. The
questionnaires were administered twice by the researcher to the same group after two weeks
interval. This assisted the researcher to establish whether the responses given are consistent.

3.7 Data collection procedure

For the purpose of this study both primary and secondary data was used to acquire information
needed to make conclusion. The researcher obtained an introductory letter from the school of
education, Kampala International University. The researcher, upon being granted research
permit, reported to the Katerera Town council Rubirizi District, Director of Education and
District Education Officer Rubirizi District for further permission to conduct research in their
areas of jurisdiction.

18
Permission to conduct research in a particular school was sought from the Head teachers of the
concerned schools. The researcher distributed the questionnaires to the respondents personally.
The students were given instructions by the researcher on how to fill and complete the
questionnaires. All items in the questionnaires were filled up before being collected by the
researcher from the respondents on the same day for analysis.

Document analysis is a method of data collection from documented sources. The method was
used to gather information that was captured in the responses in the questionnaires and
interviews. The information was collected from paper documents as well as computer databases
and policy documents of the selected schools. Document analysis is advantageous in data
collections because the documents are expected to be complete, detailed, consistent and
structured.

3.8 Data Analysis

According to Polit & Hungler (1997), data analysis means to organize, provide structure and
elicit meaning. The data collected in this study was coded and tested for completeness and then
was analyzed using Microsoft excel.

19
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION OF FINDINGS

4.0 Introduction
This chapter analyzed, presented, and interpreted the data collected in relation to the topic of
study.

Data was analyzed according to the research objectives that were formulated in chapter one.

The objectives of the study were; to identify the causes of peer group influence in selected
secondary schools in Katerera Town Council Rubirizi District, to find out factors for aggressive
misbehavior in selected secondary schools in Katerera Town Council Rubirizi District, to
investigate if there is a relationship between peer group influence and aggressive misbehavior in
selected secondary schools in Katerera Town Council Rubirizi District.
Data was generated, and analyzed and presented in form of frequencies, percentages, tables and
basing on the responses got from the respondents.

4.1Background characteristics of the respondents

The background characteristics of the respondents were studied and they included age and sex.
This information was obtained from Head teachers, Teachers and students from selected
secondary schools in Katerera Town Council Rubirizi District.

20
4.1.2 Sex dimension of the respondents

Gender mainstreaming is an important aspect in the process of collecting the data from the field.
It is better to understand the roles played by each sex when carrying out this study. Today
development has integrated both male and female to achieve their objectives.

Table 3: Sex Distribution of the respondents

Gender Frequency Percentage

Male 65 65
Female 35 35

Total 100 100

Field data, 2018

Out of 40 respondents, majority was found to be males (65%) and the females were 35% as
shown on the table above. The reason for this was that, most of the male respondents were
willing in giving information about the topic of study.

Table 4: Respondents’ age differences in years

Age range Frequency Percentage
15-20 17 17
21-30 20 20
31-40 22 22
41-50 26 26
51-above 15 15
Total 100 100
Field data, 2019
With regard to age, 26% of the respondents were between the age of 41 and 50, 22% were
between the ages of (31-40), 20% were between the age differences of (21-30), while 17%
belonged to the age difference of (15-20) and 15% were between 51 and above.

21
4.2 Discussion of objectives

4.2.1 The causes of peer group influence in selected secondary schools.

To address the above objective, head teachers and Teachers were asked to give the causes of peer
group influence in secondary schools in Katerera Town Council Rubirizi District and the results
were summerised in the table 4 below

Table 5 Showing Head teachers and Teachers’ responses on the causes of peer group
influence in selected secondary schools in Katerera Town Council Rubirizi District
Statement Teachers Head teachers
frequency Percentage Frequency Percentage
Drinking of alcohol and 10 50 3 75
smoking of cigarettes
Domestic violence 6 30 1 25
Low self-esteem. 4 20 0 0
Total 20 100 4 100

From the table findings, majority of head teachers and Teachers (75%) & (75%) agreed that
drinking of alcohol and smoking of cigarettes is the major cause of peer group influence,30% &
25% of Teachers and Head teachers respectively responded that domestic violence also cause
peer group influence among students unlike (20%) of Teachers showed that low self esteem also
cause peer group influence. These findings showed that students engaging in undesirable acts
like drinking alcohol can affect them and form pear groups.

Students were also asked the causes of peer group influence in selected secondary schools in
Katerera Town Council Rubirizi District their results are recorded in the table5 below.

22
Table 6 showing student’s responses on the causes of peer group influence in selected
secondary schools in Katerera Town Council Rubirizi District
responses frequency percentage
Drinking of alcohol and smoking of 23 27.8
cigarettes
Domestic violence 19 23.8
Low self-esteem. 16 20
Guilt at having escaped punishment 11 13.8
and extreme fear for the future.
Behaviour problems often blamed on 7 8.6
the victim.
Socio-economic status of parents 5 6
Total 80 100
From the findings, (23%) of students showed that drinking of alcohol and smoking of cigarettes
is the cause of pear group influence among students, (23.8%) cited on domestic violence, (20%)
revealed on low self-esteem, (13.8%) agreed that guilt at having escaped punishment and
extreme fear for the future also cause peer group influence, (8.6%) cited on behaviour problems
often blamed on the victim unlike (6%) cited on socio-economic status of parents as the cause of
peer group influence among students

4.2.2 Factors for aggressive misbehavior in selected secondary schools in Katerera Town
Council Rubirizi District.

Table 7 Showing Head teachers and Teachers’ responses on the factors for aggressive
misbehavior in selected secondary schools in Katerera Town Council Rubirizi District
Statement Teachers Head teachers
Frequency Percentage Frequency Percentage
Cultural diversity 8 40 2 50
Community instability 7 35 1 25
Intergroup relations 5 25 1 25
Total 20 100 4 100
Majority of Teachers and Head teachers (40%) and (50%) respectively agreed that cultural
diversity is the major factor that influence aggressive misbehavior, (35%) & (25%) cited on

23
community instability unlike (25%) of both Teachers and Head teachers cited on Intergroup
relations. This showed that in order to facilitate harmonious (or even inharmonious)
relationships, people seek out groups, which comprise any number of people who share similar
identities, norms, values and expectations.
Students were also asked to express their views and the results are shown below

Table 8 showing students’ responses on factors for aggressive misbehavior in selected

secondary schools in Katerera Town Council Rubirizi District.
responses frequency percentage
Cultural diversity 23 28.8
Community instability 12 15
Intergroup relations 14 17.5
Peer pressure. 10 12.5
Poor family background. 13 16.2
poor school environment 8 10
Total 80 100

The results from students were not far different from those of Head teachers and Teachers.
Students (28.8%) revealed that cultural diversity is the factor that influence aggressive
misbehavior, (15%) cited on community instability, (17.5%) agreed upon on intergroup relations,
(12.5%) revealed on peer pressure, (16.2 %) showed that poor family background can influence
aggressive misbehavior unlike (10%) cited on poor school environment

24
4.2.3 The relationship between peer group influence and aggressive misbehavior in selected
secondary schools in Katerera Town Council Rubirizi District.

Table9 showing Head teachers and Teachers’ responses on the relationship between peer
group influence and aggressive misbehavior in selected secondary schools in Katerera
Town Council Rubirizi District.
Statement Teachers Head teachers
Frequency Percentage Frequency Percentage
Peer pressure leads them to commit 8 40 2 50
crimes under the influence of alcohol.
Peer pressure then becomes a dominant 7 35 1 25
role during adolescence leading to in-
appropriate behaviours.
Students, who are very aggressive, 5 25 1 25
disruptive, and talkative, give less
attention in the classroom, fight and in
general just display inappropriate
behaviour.”
Total 20 100 4 100

From the table above, (40%) and (50%) of Teachers and Head teachers revealed that peer
pressure leads them to commit crimes under the influence of alcohol, (35%) & (25%) showed
that on peer pressure then becomes a dominant role during adolescence leading to in-appropriate
behaviors, (25%) of both respondents agreed that Students, who are very aggressive, disruptive,
and talkative, give less attention in the classroom, fight and in general just display inappropriate
behaviour.

25
Table 10 showing Students’ responses on the relationship between peer group influence
and aggressive misbehavior in selected secondary schools in Katerera Town Council
Rubirizi District.

Responses frequency percentage

Peer pressure which leads them to commit crimes under the 23 27.8
influence of alcohol.
Peer pressure then becomes a dominant role during adolescence 19 23.8
leading to increases in display of in-appropriate behaviours.
They encourage co-operation and close relationships of 16 20
intimacy and mutuality.
Students learn appropriate and inappropriate social behaviours 11 13.8
through their interaction with other students.
peer groups do not only provide positive settings but peer 7 8.6
pressure can also lead to norms of risky behaviour and
irresponsibility
Play groups develop leaders and stake out turf, opportunities 5 6
for fighting abound.
Total 80 100

Students revealed that (27.8%) agree d that peer pressure leads them to commit crimes under the
influence of alcohol, (23.8) showed that peer pressure then becomes a dominant role during
adolescence leading to increases in display of in-appropriate behaviours , (20%) agreed showed
that they encourage co-operation and close relationships of intimacy and mutuality,(13.8%)
agreed that students learn appropriate and inappropriate social behaviours through their
interaction with other students, (8.6%) revealed that peer groups do not only provide positive
settings but peer pressure can also lead to norms of risky behaviour and irresponsibility un like
(6%) cited on play groups develop leaders and stake out turf, opportunities for fighting abound

26
 CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS

5.0 Introduction
This chapter involves a summary of findings, discussions, and recommendations that are based
on the objectives, the problem statement and findings.
5.1 Summary of findings

5.1.1 The causes of peer group influence in selected secondary schools.

The findings revealed that majority of head teachers and Teachers respectively (75%) & (75%)
agreed that drinking of alcohol and smoking of cigarettes is the major cause of peer group
influence, 30% & 25% of Teachers and Head teachers respectively responded that domestic
violence also cause peer group influence among students unlike (20%) of Teachers showed that
low self esteem also cause peer group influence. These findings showed that students engaging
in undesirable acts like drinking alcohol can affect them and form pear groups. The study
conquer with Le Beau and Yonder (2009), argued that the type of behavior these adolescents
expose is believed to be highly motivated by peer pressure which leads them to commit crimes
under the influence of alcohol. Such crimes include beating other children, bullying others at
school, stealing, school absenteeism. In addition, there are many reported cases of suicide among
adolescents. They kill themselves due to the consequences of negative influences from peers
(Global School–based Student Health 2004). Once influenced, adolescents may continue the
slide into problems with the law, substance abuse, school problems, authority defiance and gang
involvement

5.1.2 Factors for aggressive misbehavior in selected secondary schools in Katerera Town
Council Rubirizi District
Students (28.8%) revealed that cultural diversity is the factor that influence aggressive
misbehavior, (15%) cited on community instability, (17.5%) agreed upon on intergroup relations,
(12.5%) revealed on peer pressure, (16.2 %) showed that poor family background can influence
aggressive misbehavior unlike (10%) cited on poor school environment. In support of the a

27
above statement, the learners of an ignored cultural group may try to protect their self-esteem by
developing ineffective coping styles that alienate them from school and are harmful to academic
achievement. Sometimes, they may have a diffused identity, low self-esteem and alienation from
both their culture and mainstream. The findings are in line with Reid et al., (2002) opined that
the most common risk factors found in a youth are the family life, school experience, peer
relationships and community, Continued efforts to decrease the number of delinquent acts have
led many researchers to investigate these underlying factors that may lead youth to act out in
delinquent ways. Without doubt, these factors have been suggested to have a relationship and/or
causal link to delinquency. Webber (1997) also suggested that these can essentially be reduced to
three fundamental factors: family, individual/peer relations and the environment.
Peers / Peer pressure.

5.1.3 The relationship between peer group influence and aggressive misbehavior in selected
secondary schools in Katerera Town Council Rubirizi District.

Students revealed that (27.8%) agree d that peer pressure leads them to commit crimes under the
influence of alcohol, (23.8) showed that peer pressure then becomes a dominant role during
adolescence leading to increases in display of in-appropriate behaviours , (20%) agreed showed
that they encourage co-operation and close relationships of intimacy and mutuality,(13.8%)
agreed that students learn appropriate and inappropriate social behaviours through their
interaction with other students, (8.6%) revealed that peer groups do not only provide positive
settings but peer pressure can also lead to norms of risky behaviour and irresponsibility un like
(6%) cited on play groups develop leaders and stake out turf, opportunities for fighting abound.
The findings are also in relation with Hurlock (1975) the influence of a peer group is intensified
by the person’s desire to be an accepted member of the peer group. To achieve this desire he tries
to conform in everyday to the patterns approved by the group. When group members are attached
to their groups, they are motivated to behave in accordance with the wishes of the group and in
ways which would make them accepted, this motivation is attributes to peer group influence. In
school the peer group maybe a dominant factor to consider in academic achievement.
Acceptance by the group depends on conformity. Most education takes place in group situations
the group’s impacts and influence on its members is so strong that it takes the group as a whole
to support the learning process.

28
5.2 Conclusions of the study

The study concluded that drinking of alcohol and smoking of cigarettes was the major cause of
peer group influence, domestic violence also cause peer group influence among students.

It also concluded that cultural diversity is the factor that influences aggressive misbehavior, and
also community instability. The instability of a community can be traced to political violence,
social violence, suicides and crimes such as hi-jacking, kidnapping, rape, hostage, house
breaking, senseless killing, gangsterism, et cetera. Such a community or environment may place
learners in a stressful situation and compel them to be aggressive. Learners may experience
psychological problems in adjusting to normality and end up believing that violence is the only
way to address problems

The study also concluded that peer group influence leads to commit crimes under the influence
of alcohol, peer pressure then becomes a dominant role during adolescence leading to increases
in display of in-appropriate behaviours , they encourage co-operation and close relationships of
intimacy and mutuality and students learn appropriate and inappropriate social behaviours
through their interaction with other students

5.3 Recommendations of the study

Interventions should be provided to improve school environments such as setting disciplinary

standard guidelines that will be implemented in all schools despite their nature of existence.

Interventions should be supplied to adolescents who are involved in misbehaviour at school.

Examples of these programs could be youth clubs, recreational activities for adolescents during
weekends/school holidays and after school programmes that will occupy them whilst parents are
at work.

Form compulsory social clubs e.g. sports clubs which will also accommodate the less privileged
adolescents who cannot afford to affiliate to current expensive clubs that are in existence.

29
To provide teachers with workshops on how to deal with adolescents who influence others with
bad behaviour and set strong measures on them and to let it known to adolescents what will
become to them if they influence others and if they respond positively to peers pressure.

To educate children from early years on how to make the right choices and the rewards that are
brought by making either the right choice or the wrong one.

To provide learners with sporting activities within the school set-up and change the time of
knocking off from 1300hrs to 1600hrs to minimize time spend by adolescents on their own.

5.4 Areas for further research

Thus further research could:

Investigate whether the reason that most adolescents do not live with their biological parents is
the cause for them being exposed to peer pressure and reasons for misbehaving.

Find out whether the reasons for many adolescents staying in large household might be the cause
of them being prone to peer pressure and negative behaviour at school.

30
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 APPENDICES

APPENDIX I: LETTER OF CONSENT TO PARTICIPANTS

RE: PARTICIPATION IN EDUCATIONAL RESEARCH

I am Atuhaire Caroline a student at Kampala International University (KIU) pursuing bachelor’s
degree of science in education carrying out research on the Peer Group Influences And
Aggressive Behaviour in Learners in Selected Secondary Schools in Katerera Town
Council Rubirizi District. I hereby request you to allow me to collect data for the research. I
wish to assure you that the identity of all the respondents will be confidential.

Thank you.

Yours faithfully.
Atuhaire Caroline

33
 APPENDIX II: QUESTIONNAIRE FOR THE RESPONDENTS

I am Atuhaire Caroline a student of Kampala International University pursuing pursuing

bachelor’s degree of arts with education carrying out research on the Peer Group Influences
And Aggressive Behaviour in Learners in Selected Secondary Schools in Katerera Town
Council Rubirizi District. You are therefore kindly requested to provide the necessary
information.
Your response will be kept with confidentiality.

Please tick where applicable

Section A: Demographic Data
(i)Gender

Male Female

(ii) Age 15-20 21-30 31-40 41-50 51-above

SECTION B
The causes of peer group influence in selected secondary schools

Choose from the suggested list below your level of agreement or disagreement to the following
factors and indicate how each motivates employees in the baking sector.

responses A D
Drinking of alcohol and smoking of
cigarettes
Domestic violence
Low self-esteem.
Guilt at having escaped punishment
and extreme fear for the future.
Behaviour problems often blamed on
the victim.

34
 Socio-economic status of parents
Total

Factors for aggressive misbehavior in selected secondary schools in Katerera Town Council
Rubirizi District.

responses A D
Cultural diversity
Community instability
Intergroup relations
Peer pressure.
Poor family background.
poor school environment
Total

The relationship between peer group influence and aggressive misbehavior

Statement A D
Peer pressure leads them to commit
crimes under the influence of alcohol.
Peer pressure then becomes a dominant
role during adolescence leading to in-
appropriate behaviours.
Students, who are very aggressive,
disruptive, and talkative, give less
attention in the classroom, fight and in
general just display inappropriate
behaviour.”
Peer pressure leads them to commit
crimes under the influence of alcohol.

35