Conflict Between Parental Monitoring and Peer Group on the Academic Performance of Secondary School Students in Ondo State, Nigeria

Toyin David Aladejebi, Samuel Olanrewaju Oladapo


Academic activities are geared towards ensuring that students obtain comprehensive knowledge of educational objectives. There has been argument that the extent to which these objectives are attained or achieved in school, is therefore determined by the level of their parental engagement in the school activities, and the peer group they share similar characteristics with in school or even at home which in turn are shown in their academic performance. This study therefore look at the conflicts between the two variables. The study adopted a descriptive research design of survey type. The target population of this study is both the teachers and the students of selected schools and the estimated population is six hundred (600). A structured, self-constructed questionnaire was used as the instrument for collection of data for the study. The questionnaire is divided in two (2) sections A and B. Section “A” of the instrument contains respondent’s socio demographic information such as gender, occupation and the likes. Section B focuses on items or statements generated on the variables of the study as contained in the research questions. The findings from the study show that the children of the parents who monitor the academic progress of their wards make them to perform well and to choose good friends that results in joining peer group that enhances their performances in school. It is therefore, concluded that parental monitoring is an antidote to joining good peer group as well as good academic performance. It recommended among others, that curriculum designer should design curriculum in such a way that it will force or encourage parental monitoring of the academic performance of their wards.


Parental monitoring; Peer group; Academic performance

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