Effect of Peer Influence on the Girl-Child Interest in Science, Technology, Engineering and Mathematics (STEM) Subjects in Imo State, Nigeria

The enthusiasm, confidence, and success of women and men differ significantly in the fields of science, technology, engineering, and mathematics (STEM). Several factors at individual, environmental and policy levels such as teaching methods, lack of female role models with very little evidence on the link between peer influence and interest of females students in STEM. Multi-stage sampling was deployed to select seventy- four (74) schools from nine (9) local government areas in the three senatorial districts of Imo state, Nigeria. Five thousand one hundred and eighty (5180) students from SSS two and three participated in this survey along with three hundred and seventy teachers (370). Six research questions and five hypotheses were tested at p<0.05 level of significance. Pearson product moment correlation, one-way ANOVA and multiple statistical tests was used to test hypotheses. Findings from this study reveal that peer influence is central to building and sustaining the Girl-Child interest in STEM. A group of learners collaborating to find a solution to a challenge, finish a task, or produce an end result is known as peer learning (Johnston, 2009) [3]. Research has shown that peer learning: promotes students learning and academic achievement; increases student retention of subject matter; helps students develop social and communication skills; improve students self- esteem, enhances student satisfaction with their learning experience and stimulates and motivates interest in the STEM related task or topic.