PERCEIVED IMPACT OF PEER RELATIONSHIP ON THE EMOTIONAL AND SOCIAL DEVELOPMENT OF PUPILS IN ONITSHA SOUTH LOCAL GOVERNMENT EDUCATION AUTHORITY

Abstract

This study investigated the perceived impact of peer relationship on the emotional and social
development of pupils in Onitsha South Local Government Education Authority of Anambra State.
Three research questions guided the study. Descriptive survey research design was adopted to carry
out the research. The population of the study constituted 482 teachers in the 39 public primary
schools in the study area. Simple random sampling technique was used to select 100 teachers from
the total population. The instrument for data collection was an 18-item structured questionnaire titled
“Questionnaire on the Perceived Impact of Peer Relationship on the Emotional and Social
Development of Pupils” (QPIPRESDP) developed by the researcher. The instrument was validated
by three experts, two from the Department of Early Childhood and Primary Education, and one from
Measurement and Evaluation Unit in the Department of Educational Foundations, all from the
Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability was established using
Cronbach Alpha and test yielded reliability coefficient of 0.80, 0.85 and 0.78 respectively. The overall
reliability co-efficient of the instrument was 0.81. Mean was used for the analysis of data collected.
The result of the findings revealed that peer relationships positively impact the emotional and social
development of pupils in Onitsha South LGEA. Also, the findings identified the use of cooperative
learning activities, introduction of socioemotional learning programs, among others as the strategies
for improving peer relationships among pupils. Based on the findings, the researchers recommended
among others that schools should integrate cooperative learning activities into classroom practices
to encourage teamwork and strengthen positive peer interactions