Examining How Students' Social Networks and Relationships at School and Home Affect Academic Performance: The Case of Selected Secondary Schools in Mangochi, Malawi
Saved in:
| Title: | Examining How Students' Social Networks and Relationships at School and Home Affect Academic Performance: The Case of Selected Secondary Schools in Mangochi, Malawi |
|---|---|
| Language: | English |
| Authors: | Bester Dinga, Kettie Chipeta, Judith Mtalimanja, Iman Salimu, John William Phiri, Mariseni Mwale |
| Source: | African Educational Research Journal. 2026 14(1):55-62. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, Social Networks, Peer Relationship, Family Relationship, Teacher Student Relationship, Academic Achievement, Peer Influence, Parent Participation, Educational Environment, Interpersonal Communication |
| Geographic Terms: | Malawi |
| ISSN: | 2354-2160 |
| Abstract: | This study investigated the influence of social networks and relationships on academic performance among students in two secondary schools in Mangochi. We used mixed methods, applying both qualitative and quantitative approaches. The findings indicated factors as low peer study habits, poor family involvement and lack of teacher-student relationships as impeding academic performance. A significant number of respondents (50%) reported that their friends discouraged them regarding academic efforts, highlighting a lack of supportive peer dynamics. Family engagement was also limited, as 58.3% of respondents stated that their parents rarely checked their academic progress, underscoring the importance of family support in students' educational journeys. Teacher-student relationships emerged as a critical factor, with many students feeling unsupported and perceiving their teachers as somewhat unapproachable. Only 41.7% of respondents reported receiving adequate academic guidance outside of class. The study highlighted the need for improved communication among peers, families, and educators to foster a supportive learning environment. The findings suggested several practical interventions, including enhancing peer collaboration programs, increasing parental involvement, and improving teacher training to promote approachability. The research emphasized the necessity for educational stakeholders to address issues of peer influence, family support, and teacher engagement to cultivate an environment conducive to academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502620 |
| Database: | ERIC |
| Abstract: | This study investigated the influence of social networks and relationships on academic performance among students in two secondary schools in Mangochi. We used mixed methods, applying both qualitative and quantitative approaches. The findings indicated factors as low peer study habits, poor family involvement and lack of teacher-student relationships as impeding academic performance. A significant number of respondents (50%) reported that their friends discouraged them regarding academic efforts, highlighting a lack of supportive peer dynamics. Family engagement was also limited, as 58.3% of respondents stated that their parents rarely checked their academic progress, underscoring the importance of family support in students' educational journeys. Teacher-student relationships emerged as a critical factor, with many students feeling unsupported and perceiving their teachers as somewhat unapproachable. Only 41.7% of respondents reported receiving adequate academic guidance outside of class. The study highlighted the need for improved communication among peers, families, and educators to foster a supportive learning environment. The findings suggested several practical interventions, including enhancing peer collaboration programs, increasing parental involvement, and improving teacher training to promote approachability. The research emphasized the necessity for educational stakeholders to address issues of peer influence, family support, and teacher engagement to cultivate an environment conducive to academic success. |
|---|---|
| ISSN: | 2354-2160 |
