Adolescent Classroom Peer Interactions and Academic Work: A Case Study of Three Senior Secondary Schools in Cape Coast

Abstract

The study sought to investigate whether adolescent classroom peer interactions impact on students academic work either positively or otherwise. This was done through a case study of students’ interactions during the teaching and learning process in three senior secondary schools (S.S.S.). The study involved 92 mid and late adolescent boys and girls ranging from 16-20 years, the mean being 18 years for both genders. The results from the case study revealed that the quality of peers’ interaction in the classroom impact on students academic work. The major findings were three in all, namely, a) In single sex schools, both boys and girls were equally supportive of one another academically while in the co-educational schools, girls were more supportive of one another academically, b) Unaccepted and victimized students were often subjected to peers teasing and ridicule which made them withdraw from academic activities) c) Peer tutoring was a regular feature among peers in the classroom as a complementary work to formal classroom instructions.