Republic of the Philippines

Laguna State Polytechnic University

College of Education
Los Bańos Laguna

THE EFFECTS OF PEER GROUP IN CONDUCTING ACTIVITIES

IN MAPEH SUBJECT AT NEREO R. JOAQUIN

NATIONAL HIGHSCHOOL

A thesis

Presented to the Faculty of Graduate Studies and Applied

Research College of Teacher Education Laguna State

Polytechnic University Los Baños Campus

In Partial Fulfillment of the Requirements for the Degree of

Master of Arts in Education

By

Aram, Noereen Faye C.

Balisi, Renalyn B.

Delen, Avery Blessa

Largado, Mary Jane B.

Ochoa, Ethel D.

September 2019
 Republic of the Philippines
Laguna State Polytechnic University
College of Education
Los Bańos Laguna

Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Peer is defined as a group of students who got along together. They got along
because of some reasons or factors. First, if they have common interests like favorite
foods, colors, movies, hobbies, and the like. Second, if they have the same social status
(not all but mostly). Then, if they are close in age. A peer could also have a distinct
pattern of behavior that influences one’s beliefs or behavior.
In other definition, peer was originated from the Latin word “par” which means
equal. Now, who is considered a peer? Basically, when you are on par with someone,
you are their peer. (https://www.vocabulary.com/dictionary/peer) There is also a saying
“tell me who your friends are, and I’ll tell you who you are”, which means that to whom
you are with describes what person you are. But of course, there could be an exception.
Peer groups mainly categorized as Cliques and Crowd. Cliques are those groups
which have the basis of common friendship or say interest towards each other. This
group can have minimum 2 members too and largely 12-14 members too. For example,
people working in same job occupation develops a bond of friendship and comes under
this category. A crowd, as the name, shows it is just a collection of people in large
numbers in a disorganized way. They may or may not know each other. For example,
candle marches for a cause can be termed as a crowd. The marathons arranged for a
social cause comes under the crowded category.
(https://www.sociologygroup.com/peer-group-role-types/)

Along with the peer group’s category, are examples of peer group. It could be
simply the students’ classmate, school organizations and/or clubs. With these group of
students getting along together is a peer’s influence. A peer’s influence could be
positive or negative. Positive influence is helping each other in building one’s self
confidence, personal and professional growth, and the like.

On the other hand, negative influences of a peer could be in a form of peer

pressuring. Pressuring an individual by means of drinking alcoholic beverages, using
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cigarettes or drugs, cause of self-destruction, stress or depression, etc. In other words,

dragging someone down. Changing someone to become who he is not in a bad way.
Making him or her a bad version of him/herself.
Peer group helps an individual or to be specific the students to feel less lonely.
In that way, the peer group that the students belong may affect their behavior or
performance inside or outside the school premises. But what if a student does not have
any peer group? Will he or she able to do or perform better?

There are different ways on how to improve the students’ performance in

school. Since peer group is one of the factors that affect an individual’s behavior, it will
be a good point to see what are their effects. Students should be involved in different
culminating activities. So, this study will be focusing on the effects of peer group in
conducting activities in MAPEH of grade 8 students. This research will find out if peer
group greatly affect the students to perform better in school’s different activities.

In this study, the researchers will give a survey questionnaire to the Grade 8
students of Nereo R. Joaquin National High School. This instrument contains questions
if their peer group has an effect on their MAPEH performance. And if yes, what are the
factors or reasons. Then, the researchers will also determine the frequency of these
factors. It will be composed of two sections having the same MAPEH teacher.

BACKGROUND OF THE STUDY

The reason why the researchers will conduct the study is because they wanted
to determine the effects of peer group in conducting activities in MAPEH of the
students, specifically to the grade 8 students of Nereo R. Joaquin National High School.
It should be determined for better teaching-learning process outcome. And it could be
determined by using instruments like activities which can be integrated in their subject
MAPEH, and survey questionnaires.

THEORETICAL FRAMEWORK
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According to Social Learning Theory, theorized by Albert Bandura, posits that

people learn from one another, via observation, imitation, and modeling. The theory
has often been called a bridge between behaviorist and cognitive learning theories
because it encompasses attention, memory, and motivation.
People learn through observing others’ behavior, attitudes, and outcomes of
those behaviors[1]. “Most human behavior is learned observationally through modeling:
from observing others, one forms an idea of how new behaviors are performed, and on
later occasions this coded information serves as a guide for action.” (Bandura). Social
learning theory explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral, and environmental influences. (https://www.learning-
theories.com/social-learning-theory-bandura.html)
This theory supports the idea that the peer group of the students help them in
improving their selves. It is stated in the theory that people learn from another. One
could learn from another by means of observing or imitating, and the like. And it can
be done if the student is always with his or her peer group. With this, one can conclude
that peer group really has an effect to every individual.
On the other hand, Instructional scaffolding, also known as “Vygotsky
scaffolding” or just “scaffolding,” is a teaching method that helps students learn more
by working with a teacher or a more advanced student to achieve their learning goals.
The theory behind instructional scaffolding is that, compared to learning independently,
students learn more when collaborating with others who have a wider range of skills
and knowledge than the student currently does. These instructors or peers are the
“scaffolding” who help the student expand her learning boundaries and learn more than
she would be able to on her own. Vygotsky scaffolding is part of the education concept
“zone of proximal development” or ZPD. The ZPD is the set of skills or knowledge a
student can’t do on her own but can do with the help or guidance of someone else. It’s
the skill level just above where the student currently is.
(https://blog.prepscholar.com/vygotsky-scaffolding-zone-of-proximal-development)

In line with this theory, for the students to be able to improve their performance
in different learning areas specifically in MAPEH, the peer group will serve as the guide
or support. This guide or support is the “scaffolding”. Since scaffolding was mentioned
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as a teaching method, the teacher could consider the students’ peer group in conducting
activities in different learning areas, especially in MAPEH. In that way, the goal for
better outcome for learning could be achieved.

CONCEPTUAL FRAMEWORK

OUTPUT
INPUT PROCESS  The (Effects
 Curriculum  Survey of) Peer
Guide Questionnaire group in
 References  Activities conducting
activities in
MAPEH
The researcher came up with an input-process-output research design. In the
input, basis will be the curriculum guide and other references. Then, in the process, the
survey questionnaires, and activities to be used in subject MAPEH will be used as
instrument in this study. The survey questionnaires were not self-made questions but
downloaded from reliable resources. Lastly, in the output will be the outcome of
determining if peer group has an effect on the performance of the students in conducting
activities in MAPEH Subject.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 PERFORMANCE OF
THE STUDENTS
 PRETEST
 CONTROL GROPUP
 POSTTEST
 EXPERIMENTAL
 SURVEY
GROUP
QUESTIONNAIRES
 QUARTERLY
The independent variable contains the control and experimental group from
grade 7 students of Nereo R. Joaquin National High School, who willPERFORMANCE
be the participants
RESULT
of this study. Whereas, the dependent variable contains the performance of the students,
survey questionnaires, and the quarterly performance results of the students.
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STATEMENT OF THE PROBLEM

This study aimed to determine the effects of peer group in conducting activities
in MAPEH of Nereo R. Joaquin National High School, S.Y. 2019-2020.
It sought to answer the following questions:
1. What is the level of performance of the control and experimental group in the
pretest?
2. What is the level of performance of the control and experimental group in the
posttest?
3. Is there any significant difference between the pretest and posttest of the
experimental group?
4. Is there any significant difference between the pretest and posttest of the control
group?
5. Is there any significant difference between the posttest results of the
experimental and traditional group?
6. What implications can be derived from the outcome of the study?

HYPOTHESES
Based on the statement of the problem, the following null hypotheses are formulated:
1. There is no significant difference between the results of pretest and posttest of
the experimental group.
2. There is no significant difference between the results of the pretest posttest of
the control group.
3. There is no significant difference between the posttest results of the
experimental and traditional group.

SIGNIFICANCE OF THE STUDY

This study is essential to the following:
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Learners – This study will help the learners to improve their performance in MAPEH.
In that way, there is a high tendency of active participation in the teaching-learning
process.
Teachers – This study will help the teachers to identify their students’ needs including
the influence or effects of peer group in terms of improving their performance.
School Principal/Heads – This study will help the School Principals and/or School
Heads to become aware of the students’ performance level. With that, he/she can give
technical assistance to the teachers in terms of improving the students’ performance not
only in MAPEH but also in all learning areas.
Researcher/s – This study will help the researcher/s to identify if peer group has an
effect in the students’ performance through conducting activities in MAPEH subject.
Future Researcher – This study will help the future researcher/s to have a reference
that will serve as their guide in conducting their (future) studies.

SCOPE AND LIMITATION OF THE STUDY

The participants in this study will be the two sections of Grade 7 students of
Nereo R. Joaquin National High School, S.Y. 2019-2020. Nereo R. Joaquin National
High School is located at St. Rose 2, Brgy. Casile, Biñan City, Laguna. The main
purpose of this study is to determine if peer group has an effect on the students in
conducting activities in MAPEH. The researchers will be focusing on the influence of
peer group. In line with this, they will be using survey questionnaires and activitiesas
their instrument in this study.

DEFINITION OF TERMS
The following words were defined by the researcher:
Activities – These are the outputs, works, or performance of the students that needed
to be done because of purpose.
Conduct – This refers on how something is managed, done or directed.
Effect – This could refer to the result of something to someone or to other things. It
means the change of someone’s or something’s state or condition.
Factors – It refers to the indicators or things that can cause something to happen.
Frequency – It refers how often are the factors being done or repeated.
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MAPEH – Is one of the subjects in Secondary level. It is composed of four (4)

components which are Music, Arts, Physical Education, and Health.
Participants – These are the selected Grade 7 students of Nereo R. Joaquin National
High School, S.Y. 2019-2020.
Peer Group – This refers to group of people having the same interest.
Instrument – This will be the survey questionnaires to be used by the researchers in
determining the effects of peer group in conducting activities in MAPEH.
Survey Questionnaires – These are the downloaded questionnaires which contain
questions on different factors about the effects of peer group.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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According to Castrogiovanni (2002) a peer group is defined as a small group of

similarly aged; fairly close friends, sharing the same activities. In general, peer groups
or cliques have two to twelve members, with an average of five or six. Peer groups
provide a sense of security and they help adolescents to build a sense of identity. The
Oxford Advanced Learners Dictionary, (2001) defined peer group as a group of people
of same age or social status. The peer group is the first social group outside the home
in which the child attempts to gain acceptance and recognition. Peer group is an
important influence throughout one’s life but they are more critical during the
developmental years of childhood and adolescence.
According to Santrock (2010), Peers are the individuals who are about the same age or
maturity level. Peer pressure is defined as when people your own age encourage or urge
you to do something or to keep from doing something else, no matter if you personally
want to do it or not (Ryan, 2000). The more subtle form of peer pressure is known as
peer influence, and it involves changing one’s behaviour to meet the perceived
expectations of others (Burns & Darling, 2002). In general, most teens conform to peer
pressure about fairly insignificant things like music, clothing, or hairstyles. When it
comes to more important issues like moral values, parents still remain more influential
than the peer.

What Peer Groups Provide for Adolescent Students

Educators and parents should be aware that peer groups provide a variety of
positive experiences for adolescents. Castrogiovanni (2002) cited the following: the
opportunity to learn how to interact with others; support in defining identity, interests,
Abilities, and personality; Autonomy without control of adults and parents;
Opportunities for witnessing the strategies others use to cope with similar problems,
and for observing how effective they are; involved emotional support and; Building and
maintaining friendships.
According to Black (2002), peer groups provide a forum where teens construct
and reconstruct their identities. Castrogiovanni (2002) stated that at no other stage of
development is one’s sense of identity so unstable. A peer-labeling process may be
contributing to the construction of positive identities for some adolescents but negative
identities for others (Downs & Rose, 1991). Unfortunately, members of groups may
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accept negative labels, incorporate them into their identity, and through the process of
secondary deviance, increase levels of deviant behaviour. Teenagers learn about what
is acceptable in their social group by “reading” their friends’ reactions to how they act,
what they wear, and what they say. The peer group gives this potent feedback by their
words and actions, which either encourages or discourages certain behaviours and
attitudes. Anxiety can arise when teens try to predict how peers will react, and this
anxiety plays a large role in peer influence.
Burns and Darling (2002) stated that self-conscious worrying about how others will
react to future actions is the most common way adolescents are influenced by their
peers. When a teen who takes an unpopular stand and goes against the expectations or
norms of the peer group, he or she is at risk for being ridiculed. Ridicule is not an easy
thing to accept at any age, let alone when you are twelve or thirteen years old. This
leads to the topic of peer pressure.
Positive Peer Group Influence
Contrary to popular belief, not all peer influence is negative. Spending more
time with peers does not always translate into trouble. Peer influence can, in fact, keep
youth participating in religious activities, going to meetings, and playing on sports
teams, even when they are not leaders (Lingren, 1995). The peer group is a source of
affection, sympathy, understanding, and a place for experimentation. This factor is
consistent with Bowmeister and Leary’s “belongingness hypothesis” in that there is a
genetically based need to belong. The basic premise is that people of all ages seek
inclusion and avoid exclusion. Influence in these primary peer groups can vary from
joining the track team or drama club to motivation, engagement, and achievement in
algebra class. (Nicole, 2004).
As already suggested, students define themselves by the groups with which they
affiliate. Values that are important to most adolescents include: school learning and
achievement; social activities; and whether or not to engage in delinquent activities.
(Landau, 2002). Fischhoff, Cromwell, and Kipke (1999) cited a systems theory
perspective, arguing that groups that provide a lot of positive feedback encourage action
to maintain good feelings. These good feelings are often reported in peer groups, and
actions could lead to engaging in risky behaviours to keep the “fun” going.
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According to Ryan (2000), students who were identified as “jock-populars”

perceived more pressure in the area of school involvement and less pressure toward
misconduct than students identified as “druggie-toughs.”

Negative Peer Group Influence and its causes

While it is clear that peer groups can be positive for identity formation, negative
peers groups do exist and should be of concern to education-related professionals. One
aspect that may contribute to the continuation of negative peer groups is passive
acceptance of peer-group structure. Teachers expect that students will behave in a
certain way that is consistent with their peer group affiliation and consequently make
no attempt to intervene with the structure. In other words, teachers passively accept the
“brain-nerd” differentiation. Another problem that arises in the school is favouritism
toward athletes. Athletes often receive more esteem in school and are often seen by
other students as receiving special treatment. Special treatment could come in the form
of more teacher-Student interaction or more academic help from advisors. This extra
attention given towards athletes can be very discouraging for non-athletes and can spark
jealousy. If educators focus too much on the athletes and/or popular students, they may
not even fully notice a struggling student slip through the cracks. (Nicle, 2004).
An additional drawback in the eyes of Alderman (2000) is ability tracking.
Ability tracking to him involves separating students based on their achievement in
school in the past. Ability grouping forces isolation among students at different
achievement levels, with each group forming its own peer culture. Low achievers are
isolated from models of achievement motivation and more effective strategies to
succeed. In essence, ability tracking forces students to form groups that may not result
in the best outcome. High achieving students can benefit from interacting with low
achieving students and “vice versa”.

According to Nocole, (2004) effort may be diluted when adults use stereotypical
images to either excuse or blame students on social identity categories and crowds to
which they belong. For example, a teacher may excuse poor student test performance
on the basis of family lifestyle, or instead blame the family background for the
performance. Blaming poor performance on situational factors gets the student
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nowhere. Regardless of background, students should be given equal opportunities to

succeed and be treated just like everyone else. Standards should be upheld and
consequences for not performing well on a test are not always a bad thing. Otherwise,
the student may also begin to blame the situational factors and give up trying.

Ways of Combating Negative Peer Pressure

Diminishing negative pressures involves walking a fine line between taking an
authoritative role and stepping back to allow individual freedom. Teachers can increase
their personal awareness of adolescent social systems by investing more energy in
getting to know their students and the groups to which they belong. In the classroom,
teachers should avoid making achievement a game of winners and losers. One step to
accomplish this is to use criterion-based grading instead of grading on a curve. Most
importantly, the school system and community should enhance the status of academic
achievement. (Nocole, 2004).
Schools should recognize academic excellence in areas outside of the core
curriculum by having trade fairs. It is important to avoid sending mixed messages about
the relative worth of academic versus non academic achievement. This involves being
aware of the peer-group social structure that operates in a particular school, the norms
that operate within each group, the relationship of one group to another, as well as the
loyalty student’s display towards their own group (Alderman, 2000). Harnessing the
power of peers can be important to create a school climate supportive of academic
excellence (Burns & Darling, 2002).
Nicole, (2004) further pointed out that it would also be beneficial for adults and
families to abandon the stereotype of peer groups always being negative, promoting
positive peer relations, and perhaps setting up parent education programs for families
with teenagers. Establishing peer intervention programs could target teens with poor
social skills and aggressive tendencies. These groups could teach appropriate ways to
communicate, deal with anger, and even raise self-esteem. There are some ways parents
can cultivate teens’ self-confidence so they are not at risk for the negative peer
influences. For instance, adults can praise smart choices and compliment adolescents’
accomplishments. It is important for parents to get involved and know their child’s
friends, which could be accomplished by inviting them to the home, carpooling, and
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asking appropriate questions. Questions like: “Where are you going?” “Who will you
be with?” and “When will you be home?” are traditional, but crucial for parental
involvement. Parents can also encourage activities that are likely to include teens they
approve of. These activities might include after school clubs, church youth groups, and
scouts. When teens are secretive about new friends, they may be hiding individuals they
know their parents will not approve of.
If a parent finds out that their teen is engaging in unacceptable behaviour with
their friends, the adult should be direct in addressing the issue and make their
expectations clear. It is always possible for parents to talk with school counsellors and
professionals to help with the problem. Overall, parents need to be present in their
adolescent’s lives. They should never underestimate the value of quality time spent
together. If parents have a busy schedule and cannot be physically present, they should
still make their presence felt in the home through phone calls, personal notes, or other
forms of communication.
Black (2002) stated that teenagers with close ties to their parents were far less
likely to become delinquent or suffer depression than students who felt distant from
their families. The bottom line is that it is of utmost importance for parents to be
tolerant, patient, and show unconditional love during the teen years, and to realize that
adolescence is not terminal, it just feels like it.

Peer Group Motivation, Engagement, and Academic Performance

Another important aspect of adolescent peer groups is motivation. The

difference between motivation and engagement is that motivation is more focused on
student cognition underlying involvement in schoolwork (i.e., beliefs) and engagement
is more focused on actual involvement in schoolwork (i.e., behaviour). Ryan (2000)
found that peer groups were influential regarding changes in students’ intrinsic value
for school (i.e., liking and enjoying) as well as achievement (i.e., report card grades).
The peer group was not, however, influential regarding changes in students’
utility value for school (i.e., importance and usefulness). It was found that associating
with friends who have a positive affect toward school enhanced students’ own
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satisfaction with school, whereas associating with friends who have a negative affect
toward school decreased it (Ryan, 2000). Landau (2002) stated that an adolescent’s
expectancy of success was the primary predictor of academic effort and grades. A sense
of belonging and support of a peer group was also significantly associated with these
outcomes.
Athletics, dating, and sexual behaviour, as well as alcohol, drug, and tobacco
use have been shown to be important to friendship choice in adolescence. For some
adolescents, other interests may compete with or take charge over similar academic
motivation and engagement as criteria for selecting a peer group. This could put an
adolescent’s motivation and engagement in school in a precarious position (Ryan,
2000). Through selection, some adolescents may place themselves in peer group
situations that support or foster their achievement-related beliefs and behaviours.
Others may place themselves in contexts that weaken achievement-related beliefs and
behaviours.

Effect of peer group influence on academic achievement of Adolescent students

Gest et al. (2005) argued that peer academic may influence children’s
academic motivation and achievement, even if it is not veridical. This argument is
consistent with research on the effect of teacher expectations on achievement, which
demonstrates that teacher perceptions of children’s academic ability, whether accurate
or not, affect students’ grades and scores on standardized achievement tests (Brophy,
1983; Jussim, Eccles, & Madon, 1996; Jussim & Harber, 2005). The teacher expectancy
research has identified ways in which teachers treat high and low expectation students
differently that may account for the expectancy-confirming impact of teacher
expectations. For example, relative to low expectancy students, teachers demonstrate a
positive bias in evaluating the work of high expectancy students (Jussim,1986; Jussim
et al., 1996); provide more response opportunities and praise and less criticism. Brophy,
(1983); provide more challenging instruction (Brophy, 1983; Jussim, 1986), and
interact in ways that are warmer and more accepting (Babad, 1992).
In a similar fashion, peers’ perceptions of classmates’ academic competencies
may influence their interactions with classmates in ways that impact their achievement.
The limited research on peer perceptions of classmates’ academic ability is consistent
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with such a view. Studies with older elementary and middle school students found that
students prefer to work with students whom they perceive as more academically
capable on school-related tasks, but this preference does not extend to non-academic
tasks (Droege & Stipek, 1993; Plummer & Graziano, 1987), suggesting that peers’
perceptions of children’s abilities may influence peer interactions in the classroom. It
is likely that classmates discuss among themselves the relative abilities of classmates.
Through such shared discourse, individual members of the class develop a reputation
that is largely shared by and reinforced by members of the class (Filby & Barnett, 1982).
Peers may give children with reputations as academically capable more response
opportunities when working in groups and may approach them more often for help with
academic problems. They also may offer more support and acceptance to children
perceived as academically competent. Indeed, peer perceptions of ability are associated
with their liking for classmates (Ladd et al., 1999), especially in classrooms in which
cues regarding students’ performance are more available (Hughes & Zhang, 2007).

Peer Group Influence affects a child’s friendships

Children tend to select friends and social networks based on similar levels of
academic achievement and achievement motivation (Kindermann, 1993; Kiuru,
Aunola, Murmi, Leskinen, & Salmela-Aro, 2007). Thus, children with reputations as
academically capable may be more likely to affiliate with high achieving peers.
Longitudinal studies suggest that the academic characteristics of one’s friends may
influence a child’s academic engagement and achievement (Altermatt & Pomerantz,
2003; Berndt, Laychak, & Park, 1990; Kiuru et al., 2007).
Hurlock (1975) the influence of a peer group is intensified by the person’s desire
to be an accepted member of the peer group. To achieve this desire he tries to conform
in everyday to the patterns approved by the group. When group members are attached
to their groups, they are motivated to behave in accordance with the wishes of the group
and in ways which would make them accepted, this motivation is attributes to peer
group influence. In school the peer group maybe a dominant factor to consider in
academic achievement. Acceptance by the group depends on conformity. Most
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education takes place in group situations the group’s impacts and influence on its
members is so strong that it takes the group as a whole to support the learning process.
A peer group is a learning group most education takes place in group situations
the group impact and influence on its members is so strong that it pushes the group as
a whole to support a learning process.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents research design, respondents of the study,

sampling technique, research instrument, research procedure and statistical
treatment.

Research Design
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The study will employ a Quasi-Experimental Research Design. An

experimental design is a blueprint of the procedure that enables the researcher
to test his hypothesis by reaching valid conclusions about relationships
between independent and dependent variables. It refers to the conceptual
framework within which the experiment is conducted.

The pre-test - post test non-equivalent control group design will be used
in the experimental part. In this design, which uses two groups, one group will
be given treatment and the results will be gathered in the end. The control group
will receive no treatment over the same period of time, but will undergo exactly
the same test. Pre-test - post test designs are the preferred method to compare
participant groups and measure the degree of change occurring as a result of
treatments. At the start of the study, the researcher will empirically assess the
differences in the two groups. Therefore, if the researcher finds that one group
performs better than the other on the post test, he can rule out initial differences
(Shuttleworth, 2009).

In this study, two comparable groups will be employed as experimental and

control groups. The experimental group will be exposed to the Peer Group in
conducting activities while the control group will be exposed to no treatment at
all.
This design was chosen to meet the objectives of the study, which is to
determine the Effects of Peer Group in Conducting Activities in MAPEH Subject
at Nereo R. Joaquin National Highschool.

Respondents of the Study

The respondents of this research study are the selected Grade seven
students with a total population of 100 from Nereo R. Joaquin National
Highschool S.Y. 2019-2020. Slovin’s Formula is applied to determine the
sample size.
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The researcher will be using match-pairing technique to identify who will

be joining the first and the second group of respondents.

Sampling Technique
The researcher will be using match-pairing technique to identify who will
be joining the first and the second group of respondents. Since, the participants
that will be used are selected Grade 7, this sampling technique is appropriate
in this study.

Research Instrument
The tools to be used in this study are the researcher-made questionnaire

to identify the knowledge of students using Peer Group, the valid pre-test and

post-test which will determine the level of performance of the two groups of

respondents.

Upon approval of the request letter, the researcher will personally

administer the questionnaires to the selected respondents.

The respondents will be given a test on activities in MAPEH subject.

The researcher will construct a 50-item pre-tests and post-tests that will
be answer by both control and experimental group. The scores from the given
test will be organized for its analysis and interpretation. In order to determine
the achievement of the student-respondents, before and after the instructions,
they will undergo to pre-test and post-test.

Statistical Treatment of Data

For the analysis and interpretation of the data gathered, the following
statistical tools will be employed:
 Republic of the Philippines
Laguna State Polytechnic University
College of Education
Los Bańos Laguna

Frequency counts, percentages, and sample mean were used to

describe the respondents’ profile.

This study seeks to Effects of Peer Group in Conducting Activities

in MAPEH Subject at Nereo R. Joaquin National Highschool. In order to answer
the specified questions, sort of statistical means will be applied.

To determine the level of performance of the respondents in pre-test,

formative assessment and post test, percentage score will be utilized. The table

below shows the verbal interpretation of the scores:

Point Scale Percentage Range (%) Verbal Interpretation

5 91 - 100 Excellent

4 85 - 90 Very Satisfactory

3 80 - 84 Satisfactory

2 75 - 79 Fair

1 74 and below Poor

 Republic of the Philippines
Laguna State Polytechnic University
College of Education
Los Bańos Laguna

To determine the significant difference between the level of performance of

the two groups of respondents, Single Factor Analysis of Variance (ANOVA)

will be used.

REFERENCES

Berndt TJ, Laychak AE, Park K. (1990) Friends’ Influence on Adolescents’

Academic Achievement Motivation: An Experimental Study. Journal of
Educational Psychology. 82:664–670.

Bierman, K. L. (2004) Understanding and Treating Peer Rejection. New

York: Guilford Press.

Black, S. (2002). When students push past peer influence. The Education
Digest, 68, 31- 36.
 Republic of the Philippines
Laguna State Polytechnic University
College of Education
Los Bańos Laguna

Buhs, E. S. Ladd, G. W. and Herald, S. L. (2006). Peer exclusion and

Victimization: Processes that mediate the relation between peer group rejection
and children’s classroom engagement and achievement. Journal of Educational
Psychology. 98: 1–13.

Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved from:

http://www.ianr.unl.edu/pubs/family/nf211.htm.

Gest, S. D., Domitrovich CE, & Welsh JA. (2005). Peer academic reputation
in elementary school: Associations with changes in self-concept and academic
skills. Journal of Educational Psychology. 97:337–346

Oxford Advanced Learners Dictionary, (2001) Definition of Peer Group

Influence. Available at:
http://www.advancedlearnersdictionary.com/definition_of_Peer_group
_influnce