An investigation of the impact of peer pressure and academic performance of learners at a Linmeyer school in Johannesburg

Abstract

This study investigated the impact of peer pressure and academic performance of learners in a school located in the suburb of Linmeyer in Johannesburg South. The study aimed to explore the impact of peer pressure and academic performance of learners in the school. The researcher employed the qualitative research approach. One school was studied as a case study to determine the impact of peer pressure and academic performance of learners. Bronfenbrenner’s Ecological Systems Theory and Bandura’s Social Learning Theory were used to theoretically underpin the study. The interpretivism paradigm was used to collect data for this research study. Eleven participants were purposively selected to participate in this study. Data were collected using document analysis and semi-structured interviews. Thematic analysis and graphs were used to analyse the data. The findings indicated that the learners had minimal to no experience with the negative impacts of peer pressure on their academic performance. Participants acknowledged that peer pressure is, in fact, an issue that they have witnessed among other learner peer groups within the school. Peer pressure can result in positive or negative academic performance. It is, therefore, recommended that the school, teachers, school policy makers and stakeholders implement policies and academic strategies that will promote positive peer pressure and positive peer relationships that can lead to positive academic performance and social development of learners