There are various teaching methods developed in order to attain successful delivery of a subject without prior knowledge of the interaction among the students in a class. Social network analysis can be used to identify individual, intermediate and group measures of interaction in a classroom. The idea is on identifying ways to boost the students performance by means of lecturers intervention based on their interaction. The case study was conducted involving third year batch that consisted of 76 female and 24 male students. A friendship network was drawn based on the information obtained at the end of semester 5 and it was investigated based on two metrics namely centrality measures and Girvan Newman algorithm. At the end of semester 5, grades were added as the attributes of the network. 12 clusters were found in this batch and a distinct pattern was identified between performing and poor achieving students. At the beginning of the 6th semester, the students were given the option to choose between 2 groups. Group 1 was unperturbed without any lecturers intervention whereas the performing students clusters in Group 1 were preserved but the students in poor performing clusters were distributed among performing clusters. The students were then asked to carry out assignments and quizzes in their respective groups. The final grades indicated that the performance of the students of Group 1 was much superior and there was clear evidence that those poor performing students in the 5th semester performed much better in semester 6. This shows that by understanding the students interaction and incorporating instructors minimal intervention, the performance of the students can be improved by creating a social contagion effect through group assignment clustering.