Nalah, Augustine BalaIshaya, Daniel LekuShekwolo, Mark David2023-12-142023-12-142020-06-20Baines, E. and Blatchford, P. (2019). School break and lunch times and young people’s social lives: A lollovv-up national study. Retrieved from htlps://www.nuffieldfoundation.org/sites/defauIt/files/files/Baines%2042402% 20BreaktimeSurvev%20-%20Main%20public%20report%20(Mavl9)- FinaK 1 f pdf. Bellmore, A., Chen, W., &Rischall, E. (2013). The reasons behind early adolescents’ responses to peer victimization. Journal of Youth and Adolescence, 42, 275- 284. doi 10.1007/s 10964-012-9825-0. Bettencourt, A. F., & Farrell, A. D. (2013). Individual and contextual factors associated with patterns of aggression and peer victimization during middle school. Journal of Youth and Adolescence, 42(2), 285-302. doi: 10. T007/s 10964-012- 9854-8. Butler-Bames, S.T., Estrada-Martinez, L., Colin, R.J., & Jones, B.D. (2015). School and Peer Influences on the Academic Outcomes of African American Adolescents. Journal of Adolescents, https://doi.Org/10.1016/j/adolescence.2015.07.007.https://keffi.nsuk.edu.ng/handle/20.500.14448/7278This study examines the peer group as a socialization agent for academic achievement with possibilities for erudite scholarship, among undergraduate students in Nasarawa State University, Kejfl, Nigeria. Two hypotheses were tested using Peer Group Influence Assessment Questionnaire (PGIAQ) to collect data on 150 samples; 75 male and 75 female having 52 living on-campus and 98 off-campus. Simple random sampling technique is used to ensure equal representation in the selection of the sample. The data were analyzed using independent t-test statistics at 0.05 level of significance and the analysis reveals: t- Cal=7.94; t-Obs.=-1.96; df=210; P<0.05 for Gender (male and female), and t-Cal=4.54; t-Obs.=-.63; df=97; P<0.05 for Residential Location (oncampus and off-campus). The result of the analysis reveals a statistically significant difference between the male and female perceived influence of peer group on academic achievement, the climax of which we capture as “erudite scholarship”. Also, a statistically significant difference was obtained on the perceived influence of peer group socialization on students1 academic achievement between the on-campus and off-campus students offering biology-related courses taught in the Department of Psychology, Nasarawa State University, Keffi. Rased on the findings, it is recommended that peer group activities should be monitored especially in the school environment and the off-campus extracurricular activities, in case of derailing, there should be a correctional measure to guide them right.enArticle