The purpose of this study at Wolaita Sodo University was to see if there was a link between student peer pressure and university academic accomplishment. In order to generate the landscape of relationships, the research design used in this study was correlation design. A pilot study was used to test the validity and reliability of research instruments. By employing a stratified and simple random sample procedure, 313 respondents were chosen from a target population of 1700 from three colleges and two schools within the institution. The analysis of variance (ANOVA), T-Test, and Pearson product moment correlation statistical techniques were used to evaluate the data with the goal of determining the difference and link between university graduating class students' peer pressure and their academic accomplishment. The findings demonstrated a significant difference in academic accomplishment between students of various ages, as well as a significant difference in academic achievement between students of different gender groups. Peer pressure and academic achievement had a substantial beneficial association, according to the data. Based on the findings, the researchers came to the following conclusions: peer pressure is the most important factor that influences students' academic progress in both positive and bad ways, and it requires special attention from university stakeholders. Counseling and psychosocial support, as well as advise and general support in peer selection and life skill training, can help students manage and reject bad peer influence. The study literature was strengthened using a theoretical model of ecological and psychosocial learning. The researchers concluded that Wolaita Sodo University should evaluate the positive and negative effects of peer pressure in its teaching and learning processes because students in their university years are highly exposed to peer pressure.
Keywords: Peer Pressure, Academic achievement