PEER GROUP LEARNING ENVIRONMENT ON PERFORMANCE OF LEARNERS IN RHINO CAMP REFUGEES SETTLEMENT, MADI–OKOLLO DISTRICT. A CROSS–SECTIONAL STUDY.

Abstract

Introduction The purpose of the study was to examine how the peer group learning environment influences learners' performance in primary schools within the Rhino Camp Refuge Settlement.  Methodology The study adopted a descriptive correlational and cross-sectional survey design, utilizing a mixed research approach. Data analysis was performed using SPSS version 23. The target population of the study was 151 respondents, consisting of primary seven learners at three selected primary schools in the Rhino Camp settlement. The sample size of the study was determined to be 108 respondents.  Results 71% of the respondents were male and 29% were female. There was a positive correlation between peer group learning environment and learners' performance, with a Pearson correlation coefficient of 0.543**. This correlation was statistically significant at the 0.01 level (2-tailed). Peer group learning environment has a significant positive impact on learners' performance. A conducive and supportive learning environment within the peer group contributes to better academic performance.  Conclusion Group learning in a peer environment has a positive influence on learners' performance in primary schools within Rhino Camp Refuge Settlement. It fosters a favorable learning environment, promotes active participation, enhances motivation, improves communication skills, fosters cultural understanding, and provides emotional support. These findings highlight the potential benefits of implementing group learning strategies in primary schools in refugee settlements.  Recommendation Schools should create a conducive learning environment that promotes peer interaction and mutual learning.