As proposed [ CITATION Sin16 \l 1033] by Many studies have been conducted to determine student performance (Applegate and Daly, 2006; Hedjazi and Omidi, 2008; Ramadan and Quran, 1994; Al-Rofo, 2010; Torki, 1988; Hijaz and Naqvi, 2006). ; Nassar and Peel, 1998; Abdullah, 2005). All these studies used GPA as a general measure of student achievement. Kochhar (2000) states that good leadership is needed to help students with issues such as lack of correlation between talent and achievement, improper teaching practices, and incomplete learning methods. Studies have shown that student performance depends on many factors, such as: educational institutions, age and gender differences. The most important factor affecting student performance is student English aptitude. Students with good communication skills increase student performance (Abdullah, 2011). William and Bordin (1997) found that language classes inspire students with the belief that they use the new language to communicate, discuss and develop new ways of learning and meaning from failures and successes. Robert and Sampson (2011) investigated that students who are effectively involved in the learning process have a higher CGPA (cumulative grade point average). Noble (2006) reported that students' academic activities, perceptions of adaptation strategies, and background quality (eg, family salary, parental guidance, number of negative situations in the home, parents' educational level), grades Was found to be indirectly related to Academic performance at secondary school. Direction is a factor that helps students learn how to develop learning approaches and curricular, and directly addresses academic achievement. Students who were properly instructed by legal guardians passed the exam. Educator guidance also affects student performance. The guidance of legal guardians and educators indirectly affects student performance (Hussain, 2006). Raychauduri et al. (2010) considered the completion of various studies to identify these variables that affect student academic performance. School performance also depends on a variety of socio-economic variables, such as student participation in classes, family salaries and teacher-to-student ratios, the presence of qualified teachers at school, and gender of students. Several studies have also been done on the impact of peer influence on student performance (Gonzales et. al., 1996; Goethals, 2001; Hanushek et. al, 2002) investigated that peer influence has more influential effects than family.