ABSTRACT

This study explores the impact of peer influence on the academic achievement of mentally challenged learners in primary schools in Limbe, Cameroon. Peer influence is a significant factor in educational settings, as students often look to their peers for social validation and support. For mentally challenged learners, the effects of peer interactions on their academic performance can be particularly pronounced.

A mixed-method research design was employed, integrating quantitative academic performance data and qualitative interviews with teachers, parents, and students. The study investigated how interactions with peers, including positive and negative influences, affect the academic outcomes of mentally challenged learners. It also assessed the role of inclusive classroom environments and peer support systems in promoting academic success.

The findings reveal that peer influence plays a critical role in shaping the academic achievement of mentally challenged learners. Positive peer interactions, such as encouragement and cooperative learning, significantly enhance academic performance and motivation. Conversely, negative peer influences, including bullying or exclusion, can hinder academic progress and self-esteem. Inclusive classroom environments that foster supportive peer relationships and collaborative learning experiences were found to benefit these learners substantially.

Teachers and parents reported that structured peer support programs and fostering a positive peer culture are essential for improving the academic outcomes of mentally challenged learners. However, challenges such as limited resources and insufficient training for teachers on managing peer dynamics were noted.

The study concludes that positive peer influence is crucial for enhancing the academic achievement of mentally challenged learners. It recommends implementing peer support programs, promoting inclusive practices, and providing professional development for educators to better manage peer interactions. These strategies can help create a more supportive learning environment and improve educational outcomes for mentally challenged students in Limbe.

Keywords: peer influence, academic achievement, mentally challenged learners, primary schools, Limbe, Cameroon, inclusive education, peer support.