ISSN 2360-7963
This study examines the influence of peer interactions—specifically, exclusion, lack of cooperation, and peer pressure—on student engagement, behaviour, and academic performance in secondary school. Using a mixed-methods approach, the research combined qualitative interviews with students, teachers, and school leaders alongside quantitative surveys. A total of 268 students, 94 teachers, and 30 school leaders from various secondary schools in Rwanda participated in the study. The data were analysed using inferential statistics, graphical representations, triangulation, and thematic analysis. The findings show key patterns: 54% of students report experiencing exclusion as "occasional" (mean = 3.1, SD = 1.3), with 16% feeling excluded as "often" (mean = 3.0, SD = 1.4). Furthermore, 31% of students exhibit social withdrawal (mean = 2.3, SD = 1.1), and 48% miss collaborative opportunities (mean = 2.3, standard deviation = 1.2). Additionally, 41% face challenges accessing peer support (mean = 2.6, SD = 1.0), and 33% struggle with group collaboration (mean = 2.6, SD = 1.0). Furthermore, 47% feel their contributions are not valued (mean = 2.5, SD = 1.0), and 34% experience social exclusion during class activities (mean = 2.4, SD = 1.2). Concerning academic performance, female students outperform their male counterparts, with 94.83% of females passing compared to 38.82% of males. Boarding students also performed better, with 92.79% meeting the minimum passing standard compared to 42.04% of day students. These findings highlight the significant link between social dynamics, peer pressure, and academic success. The study highlights the need for inclusive environments, peer support programs, and targeted interventions to address the challenges students face.
Keywords: Social Interactions, Social Exclusion, Lack of Cooperation, Peer pressure and Academic Performance