THE EFFECT OF PEER GROUP INFLUENCE ON THE CHOICE OF HISTORYAS A COURSE: A CASE STUDY OF UNIVERSITY OF BENIN, NIGERIA
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Abstract
This study explored how peer group influence affects students’ decisions to choose History
as a course at the University of Benin, Nigeria. It examined peer interest, pressure, discussions, and
approval or disapproval as key social factors influencing academic choices. Using a descriptive survey design, the study targeted 100 final-year History Education students from the Department of Educational Foundations. A census method was adopted, and data were collected through a validated, reliable questionnaire (Cronbach Alpha = 0.83) distributed via Google Forms on departmental WhatsApp groups. Findings showed that peer interest and discussions strongly shaped students' positive perceptions of History, often making the course more appealing. Peer discussions also helped reinforce the relevance of the discipline, indicating that academic choices are socially constructed. While peer encouragement and approval had moderate effects, peer disapproval appeared to have little influence, suggesting students maintained a degree of autonomy. The study recommends fostering structured peer interactions in academic settings to support informed course selection. It also emphasizes the need for educators and policymakers to value
intrinsic motivation while recognizing the important role of peer networks in shaping academic
decisions, particularly in less vocationally driven disciplines like History
as a course at the University of Benin, Nigeria. It examined peer interest, pressure, discussions, and
approval or disapproval as key social factors influencing academic choices. Using a descriptive survey design, the study targeted 100 final-year History Education students from the Department of Educational Foundations. A census method was adopted, and data were collected through a validated, reliable questionnaire (Cronbach Alpha = 0.83) distributed via Google Forms on departmental WhatsApp groups. Findings showed that peer interest and discussions strongly shaped students' positive perceptions of History, often making the course more appealing. Peer discussions also helped reinforce the relevance of the discipline, indicating that academic choices are socially constructed. While peer encouragement and approval had moderate effects, peer disapproval appeared to have little influence, suggesting students maintained a degree of autonomy. The study recommends fostering structured peer interactions in academic settings to support informed course selection. It also emphasizes the need for educators and policymakers to value
intrinsic motivation while recognizing the important role of peer networks in shaping academic
decisions, particularly in less vocationally driven disciplines like History
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