Researching teaching and learning 2

Group topic: Student engagement

Sub topic: Peer influence on student engagement

Part A Literature review

There are a range of factors that have a significant influence on student engagement. One of
the most significant is peer influence. Peers and peer influence effects student engagement in
direct and indirect ways. A students peers can both positively and negatively affect the
attitude they develop towards education and learning as well as their motivation to achieve
academically. If these peer influences are negative they can lead to lower student
participation in learning and consequently lower achievement. The opposite is also true, if
peers have a positive influence on students this can lead to higher achievement.

Numerous studies have been conducted to explore the relationship between peer influence
and student engagement. One such study by Wentzel and Caldwell (1997) found that
friendships, peer acceptance, and group membership had varying levels of influence on
young adolescents engagement. This study also suggested that peer relationships have a
significant influence in not only promoting but also enforcing sets of norms and values that
can have both positive and negative impacts on academic engagement and achievement
(Wentzel and Caldwell, 1997). An article by Stewart (2008) agrees with this stating that the
attitude and outlook students adopt towards learning is greater when the peers are close
friends. This is further explored by Ryan (2001) who claims that most students associate with
peers who have similar academic characteristics. Ryan (2001) found that high achieving
peers were more likely to form peer groupings with other high achievers. The same was true
for lower achieving students as they formed peer groups with other lower achieving students.
Ryans (2001) article further asserts that on average students showed a decrease in
achievement as they began adolescents. However, students peer groups influenced the rate of
decline with students in high achieving peer groups showing less of a decline and students in
low achieving peer groups showing a greater decline. One possible reason for a students
peers having such a great influence over their achievement is due to the strength of the
relationships formed throughout adolescence. Peer groups are likely to be extremely
important during adolescence due to the volume of time spent together during this period
(Wentzel & Wigfield, 1998). As a student begins to develop into adolescents they spend more
time in the company of their peers and less with their parents or other adults (Wentzel &
Wigfield, 1998). Another factor that makes peer influence so significantly is that adolescents
perceive these peer relationships as more important, they are stronger and more intense than
friendships they had formed during childhood (Wentzel & Wigfield, 1998).

Peer influence has a far greater effect on young adolescent students due to the increased need
during this time to conform and fit in. This need to conform can be a result of peer pressure
and have negative impacts on a students achievement (Eren, 2017). Eren (2017) found that
peer pressure relating to school and class involvement significantly impacted on students
individual attitudes and behaviour towards school. Peer influence or pressure can take many
forms such as modelling and observation in which students observe members of their peer
group and are influenced by the groups commitment or attitudes towards school (Eren,
2017). Students may also be influenced and exposed to these attitudes through more indirect
ways such as gossiping and teasing. This form of peer pressure inadvertently communicates
behaviour the group deems as unacceptable. Behaviour a group deems as unacceptable could
include positive or negative attitudes towards school and education. This form of peer
pressure is most effective at indirectly setting the values and standards students develop
towards school engagement and achievement (Eren, 2017). This effect is also supported by
Ryan (2001) who states that peer groups led to changes in students attitudes towards school.
Ryan (2001) states that students whose friends disliked school began to show a greater
decrease in their own enjoyment of school than students whose friends liked school. Horvat,
McNamara & Lewis (2003) explore adolescent students need to conform and how this leads
to peer pressure having such an influence on their achievement. Students in this age group
reported that they placed more emphasis on creating and maintaining peer relationships than
school achievement (Horvat, McNamara & Lewis, 2003). Students were more likely to make
decisions at school based on fun and socialisation and in line with what their friends were
doing. These decisions often had a negative impact on student engagement in learning.

Peer groups can have profoundly positive impacts on students engagement and achievement.
Peer groups also play a valuable role in students motivation, goals and their skills related to
self-regulation, social interaction, and problem solving (Wentzel & Watkins, 2002). As
teachers strive to improve pedagogy there is more emphasis on students engaging in
collaborative learning activities. Collaborative learning is very important for students as it
encourages social interaction and is effective in increasing engagement and achievement
(Wentzel & Watkins, 2002). Collaborative learning increases engagement through peer
tutoring, increasing students self-esteem, attitudes toward school and social adjustment.
Collaborative learning increases achievement through the development of skills such as
advanced strategic thinking skills (Wentzel & Watkins, 2002). Collaborative learning is
particularly effective when it is used in the form of peer tutoring. This strategy pairs a less
competent student with a high achieving student, providing the less competent student with
opportunities and explanations. It also encourages active participation as a result of the
encouragement from the high achieving student (Wentzel & Watkins, 2002). When students
partake in collaborative learning they interact with their classmates mostly as acquaintances
and not necessarily as friends. If students interact not as close friends, the way they influence
each others academic development differs from that of the peers with which they have
formed a stronger relationship. Research shows that collaborative learning is most effective
when students work with students they have a strong relationship with (Wang, 2009). This is
due to the fact that students from the same peer group have already established constructive
interaction patterns and students are naturally more engaged with peers they get along with
(Wang, 2009).

Previous research shows that there is a comprehensive link between peer influence and
student engagement and achievement. Peer influence can affect engagement and achievement
in many ways and these effects can be either positive or negative. The research however does
not provide sufficient evidence to show that students are aware of how their peers influence
their engagement and achievement. Further research can explore whether students are fully
aware of the effects of peer influence and if this affects how they chose their peer groups.
Ryan (2001) states that students associate and form peer groups with other students who have
similar academic characteristics but it is not clear why this is. Further research needs to be
conducted to identify how and why students chose certain peer groups. If students form or
join peer groups for various reasons and then conform to the groups level of achievement
this research would be valuable in identifying at risk students and promoting engagement and
student achievement.
Part C Data Collection Protocol Explanation

The data collection protocol that has been designed is a survey. This was done using Google
Forms to create a survey that includes several modes of extracting information through
multiple choice questions, true or false and short answer response questions. The Survey was
created online through Google as this allows it to be administered and data collection easier
by using ICT. This survey is intended for student participants from a Western Sydney high
school. The survey can be administered to students in any grade. This is done to elicit a range
of perspectives of students and why they form peer and friendship groups. To ensure accurate
results survey data should only be compared against other student responses within the same
grade as most of the question apply to peer and friendship groups within the school
environment. The survey is 30 questions long and begins with questions designed to gain
background knowledge on participants and their attitude towards school achievement. The
selection of multiple choice questions ensures comparative data can be collected. The likert
scale (Likert, 1932) questions allow participants to express their thoughts through a graded
medium and allows more in-depth responses. The protocol focuses on developing an
understanding as to how and why students form peer and friendship groups. The study is
aiming to determine whether a students peers and friends can negatively or positively
influence their engagement. Another aim of the study is to investigate whether students are
aware of the impact their peer group has on their engagement. These aims have been devised
based on the past studies and literature that has been reviewed. The literature identified that
students are likely to choose peer groups that have the same academic characteristics as them
however it is not clear as to why. The literature has further identified gaps in previous
research surrounding the impact of peer pressure on student engagement. This will contribute
to the groups overarching topic of student engagement as it can help provide an
understanding of choices young students make in regard to engagement and to what extent
peers influence engagement. This is important as the literature review shows that peer groups
can have a major influence on achievement. Whether students are aware of the impact their
peers have on their engagement can be used to identify at risk students. It can also provide
useful information that can be used to develop a program that can be implemented in schools
to assist students who may be victims of peer pressure. Using the online platform of Google
Survey is designed to ease the synthesising results as well as allowing researchers view who
has done the survey and provide them with immediate results.
Part B Survey
References

Eren, O. (2017). Differential Peer Effects, Student Achievement, and Student Absenteeism:
Evidence From a Large-Scale Randomized Experiment. Demography, 54(2), 745-773.

Hanushek, E. A., Kain, J. F., Markman, J. M., & Rivkin, S. G. (2003). Does peer ability
affect student achievement?. Journal of applied econometrics, 18(5), 527-544.

Horvat, E. M., & Lewis, K. S. (2003). Reassessing the" burden of'acting White'": The
importance of peer groups in managing academic success. Sociology of education, 265-280.

Ryan, A. M. (2001). The peer group as a context for the development of young adolescent
motivation and achievement. Child development, 72(4), 1135-1150.

Saxe, S. (1988). Peer influence and learning. Training & Development Journal, 42(6), 50-54.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and
parental involvement: The influence of school-and individual-level factors on academic
achievement. Education and urban society, 40(2), 179-204.

Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers

& Education, 53(4), 1138-1146.

Wentzel, K. R., & Watkins, D. E. (2002). Peer relationsips and collaborative learning as
contexts for academic enablers. School Psychology Review, 31(3), 366.

Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influences on
students' academic performance. Educational Psychology Review, 10(2), 155-175.