The peer influence on academic performance among Makerere University students in Uganda.

Abstract

Peer influence plays a critical role in shaping the academic behaviors, attitudes, and outcomes of university students. This study investigates the influence of peer influence on academic performance among Makerere university students in Uganda. Peer influence in this context refers to the positive or negative impact that students’ social interactions and networks exert on their academic motivation, study habits, and achievement. While some peers encourage academic discipline, collaboration, and goal-setting, others promote disengagement, absenteeism, and academic neglect, making peer influence a double-edged factor in higher education outcomes. The study is anchored on Bandura’s Social Learning Theory, which explains learning through observation and modeling; Astin’s Theory of Student Involvement, which emphasizes the role of peer engagement in academic success; and Tinto’s Student Integration Model, which highlights the importance of social and academic integration in retention and performance. A descriptive cross-sectional design will be used, integrating both quantitative and qualitative methods to provide a comprehensive analysis. Data will be collected using structured questionnaires, focus group discussions, and key informant interviews. The study population will include undergraduate students from selected public and private universities, with the sample size determined through Yamane’s (1967) formula and selected using stratified random sampling for representativeness. Data analysis will combine descriptive statistics, correlation, and regression techniques for quantitative data, while thematic analysis will be employed for qualitative findings. Ethical standards including informed consent, confidentiality, and voluntary participation will be maintained. Anticipated challenges such as non-responses and time constraints will be mitigated through proper planning and pilot testing of research tools. The study is expected to provide evidence on how peer influence shapes academic performance in Uganda’s higher education sector, filling a critical gap in African-based educational research. Findings will inform policy makers, university administrators, lecturers, and student support services on strategies to harness positive peer influence while reducing the effects of negative peer behaviors.