Abstract:
This study was designed to investigate the relationship between selectedpsycosocial,student and
teacher interaction, economic status and academic achievement. Emphasis was put on trying to
establish the relationship between peer pressure, student-teachers interaction and academic
performance of students at Areka secondary school. The study employed the use of correlation
design to establish the nature of the relationships. The validity and reliability of research
instruments was established and data was collected from 246 respondents selected from areka
secondary school in the school using the simple random sampling method. To analyze the data,
1. the analysis of variance (ANOVA), 2.T-Test, 3.Multiple regressions (MR) and 4.Pearson
product moment correlation statistical tools were used with the aim of establishing the difference
and relationship between students’1.Peer influence, 2. Parents’ economic status,3.Studentteachers interaction 4 academic performance of students at Areka secondary school Findings
revealed the andexistence of a significant difference in academic performance in students of
different age, no significant difference in academic achievement of students from different
parental occupation level, no significant difference in parental education level and place of
residence. The findings also revealed that there was a significant positive relationship between
student-teachers interaction, peer pressure and academic performance and no significant
relationship between students’ socio-economic status and academic performance. On the basis
of the findings, the researcher made the following conclusions; peer pressure is the most
important issue that positively and negatively affects students’ academic success and need
special attention from school stakeholders. Although Parents’ social economic status is not
correlated with academic achievement in this study it is important because parents provide high
levels of psychological support for their children through environments that encourage the
development of skills necessary for success at school. Affection, advice and overall interaction of
teachers do count on motivating students to read, attend and interact with high commitment.
On the basis of the conclusion made, the researcher recommended that; Areka secondary school
its instruction by considering the influence of peer group and student teacher interaction.
