This study examined the influence of single parenting and peer group relationships on the academic performance of senior secondary school students in Accounting in Iseyin Local Government Area, Oyo State, Nigeria. A descriptive survey research design was adopted. A sample of 200 students was selected using purposive and simple random sampling techniques. Data were collected using a structured questionnaire and an Accounting Achievement Test (AAT). Reliability was confirmed using Cronbach’s alpha (0.90). Data were analyzed using descriptive statistics, independent samples t-test, Pearson correlation, and multiple regression analysis at 0.05 significance level. Findings revealed no significant difference in academic performance based on family structure (t(198) = -0.354, p > 0.05). However, peer influence showed a significant positive relationship with academic performance (r = 0.412, p < 0.05) and significantly predicted academic outcomes (β = 0.38, p < 0.05). The study concludes that peer group interaction is a stronger determinant of academic performance than family structure. Recommendations include strengthening peer mentoring, collaborative learning, and parental involvement.
B. et al. (Sun,) studied this question.