Peer Pressure

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IMPACTS OF PEER PRESSURE TO THE ACADEMIC PERFOR-

MANCE OF SENIOR HIGH SCHOOL HUMSS STUDENTS
A Research
Presented to
The Faculty of Senior High School Department
Humanities and Social Sciences (HUMSS) Track
DON VICENTE RAMA MEMORIAL NATIONAL HIGH SCHOOL
Macopa St., Basak Pardo, Cebu City
In Partial Fulfillment
of the Requirements for
INQUIRIES, IINVESTIGATION, AND IMMERSION SUBJECT
KIMBERLY D. ABANID BARBBY BRE C. DACLAN
ALEXESS RUZZEL G. ABELLANOSA JOHN ROBERT B. DETUYA
JAYA JANE B. AGAD SONY MARK IMPERIAL
MAE CATHERINE ALINABON JEZREL CHLOE JABELLANA
STEILSHEE DYNE P. BACALSO JAMAICA VALLEJO
ARIEL E. BARON LOUIE CHRISTIAN VILLACORA
ADRIENNE NICHOLE C. CANDADO LEBRON JASON VILLARTA
Grade 12 - HUMSS 1
July 2023
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ACKNOWLEDGEMENT
The researchers would like to express their sincere appreciation to the following
people who offered their untiring support and helped make this research complete:
First and foremost, a big thanks to Almighty God for giving us the strength,
knowledge, ability, and opportunity to undertake this research study. Without His
guidance and protection, we would not be able to accomplish this research and all of
our daily endeavors. To God be the glory!
To Mrs. Jane P. Canoy for the constructive criticism, patience in checking the
grammatical errors, and invaluable guidance, support, advice, comments, suggestions,
and provisions that helped in the completion and success of this study. It was a great
privilege and honor to work and study under her guidance.
To Mrs. Evelyn R. Pielago, School Principal IV of Don Vicente Rama Memorial
National High School (DVRMNS), for support through signing the transmittal letter
for the researchers to perform this study inside the campus.
To our parents, who sustained and motivated us throughout this whole semester,
for willingly giving us the moral and financial support for this study.
To our friends, who were really there to make us smile when things went wrong,
and for their cheers and inspirational comments when we were so down.
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To our fellow researchers for the cooperation and hard work that everyone put
into accomplishing this research study.
It was really wonderful to have all your support during the process of completing this
study. Thank you very much.
THE RESEARCHERS
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TABLE OF CONTENTS
TITLE PAGE i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii
CHAPTER 1 THE PROBLEM AND ITS SCOPE 1
Introduction 1
Theoretical/Conceptual Framework 3
Statement of the Problem 5
Statement of the Hypothesis 6
Significance of the Study 7
Scope and Limitations of the Study 9
Definition of Terms 10
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES 11
CHAPTER 3 RESEARCH METHODOLOGY
Research Method 15
Research Respondents 15
Research Environment 16
Research Instrument 17
Research Procedure 17
Statistical Treatment of Data 19

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Ethical Consideration 19
CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA 21
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS 69
Summary of Findings 69
Conclusions 70
Recommendations 70
REFERENCES 71
APPENDICES 73
A. Letter of Transmittal 73
B. Questionnaire 74
CURRICULUM VITAE 82
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LIST OF TABLES
TABLES PAGE
1.1 Grade level and gender of the HUMSS Students 22
1.2 Age of the Respondents 22
1.3 HUMSS Students’ First Semester Average Grade 23
2 How Peer Pressure Impacts Students in their Academic
Performance 35
3 Students’ Perception on Peer Pressure’s Influence of their
Academic Performance 39
4 Students’ Ways of Managing Peer Pressure 52
5 Program Suggestions on Addressing Peer Pressure in School 60

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LIST OF FIGURES
FIGURES PAGE
1 Self-Determination Theory (SDT) developed by Edward 3
Deci and Richard Ryan (2008)
2 Percentage of Respondents’ Experiencing Peer Pressure in 21
relating to the Academic Performance
3 Percentage of Respondents by Amount of Time Spent with 24
Peers Daily
4 Respondents’ Frequency of Contact with Peer Members per 25
Week.
5 Respondents by Size of Peer Group 26
6 Number of Peer Groups Engaged In 27
7 Perceptions of Peer Influence on School Life 28
8 Places where Students Stay with Peer Members 29
9 Peer Socializing during Different Times. 30
10 Extent of Academic Discussion with Peers among Students 31
11 Frequency of Students’ Peer Engagement on Academic and 32
Non-Academic Issues.
12 Frequency of Habits Among Peer Members in the Peer Group 33

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ABSTRACT
The study aimed to determine the Impact of Peer Pressure to Academic
Performance of Senior High Humss Student at Don Vicente Rama Memorial National
High School. The type of research method used in this study was Mixed - Methods. A
combination of qualitative and quantitative research methods. The reseacrhers apply
random sampling to identify the respondents. The total population size 51 Senior
High school student. There are 25 students from grade 11 Humss and 26 of them
from grade 12 Humss. Using the survey questionnaire that compose qualitative and
quantitative questions, the research found out that Grade 11 and 12 Humss
Student experienced both positive and negative effects of peer pressure on their
academic performances. In order to deal with the detrimental impacts of peer pressure
on their academic performance, students are typically advised to approach these
effects with optimism. Students may use positive or negative approach towards peer
pressure. Teacher and parents may guide and help them in facing the problems.
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Chapter I
INTRODUCTION
Rationale
Aspirations in life can be achieved or thwarted by the influence of one’s peers.
Peer pressure is occurring more and more in teens because of the fear that friends can
leave if they do not conform to the norms and values of the peer group. (Rim Orillana,
2018) suggests that peer pressure is a social pressure from peers to do something,
embrace specific values, or otherwise adapt to be accepted. When starting college life,
it is sometimes normal for students to feel influenced by their peers to negotiate and
manage new structures around friendships, belief systems, and where they fit in. Peer
pressure can cause students to do or say things they would not normally do or say. Lo
is always a bad thing: pressure from a student’s peers to study harder or to stand up
from bullying can have positive results. But on the other role, some influences can be
negative such as pressure from peers to treat some people badly or to engage in risky
behaviors, such as smoking (Rima, 2008). This type of peer pressure can impact to the
student’s academic performance and life.
According to Lashbrook (2000), adolescents are well aware that they influence
one another. Peer influence can provide many positive elements in an adolescent’s life.
It is important, however, to remember that peer influence can potentially have a deadly
impact or negative effects. It is important for educationalists and other related
professionals to understand the complexity of peer influence in order to nib it the bud.
It is assumed that peer groups can have both positive and negative effects on an
adolescent’s academic performance and socialization. It is also assumed that peer
groups may not allow adolescents to be “themselves” in the truest sense of the word.
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Adolescent sometimes need to put on an act in order to gain acceptance from the
specific group with which they would like to be associated with. Furthermore, it is
assumed that peers, as well as parents, siblings, and teachers, all play a major role in
how adolescents function in everyday life.
Academics are most important since they investigate educational backgrounds
when applying for a decent job, this will help today and future learners have a brighter
future ahead of them. This study aims to find answers as to how peer pressure impacts
the academic performance of competent students in several ways. The research seeks
to help the targeted subject on how to cope or what coping mechanism suits the best
depending on their situations.

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Theoretical Framework
Self Determination Theory

By Edward Deci & Richard Ryan (2008)
Peer Pressure
3 Basic Human Needs
Autonomy Competence Relatedness
Impacts
On the academic performance of the students

linked to their profile of peer groups
Figure 1: Self-Determination Theory (SDT) developed by Edward Deci and
Richard Ryan (2008)
Self-Determination Theory have a important role in influenced behavior that is
connected with peer pressure affecting their academic performance. According to the
Self-determination theory, relatedness is the desire to feel connected and close to
others. This provides a credible explanation for the motivational power of peer
influence in that as humans, we want to feel connected to others, which motivates us

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to behave in ways that are consistent with those around us. As a result, we can adopt
peer relationships and satisfy the innate need for relatedness.
The motivation to achieve autonomy from parental influence may lead an
individual to be more susceptible to peer influence. As a result, the motivational
power of peer influence may stem from adolescents need for autonomy from parental
influence. Students’ interactions with their peers can help them improve their
capability and academic performance in school because they can seek help from their
peers, which can serve as motivation rather than working alone. Competence, the
need to produce desired outcomes and to experience mastery. The need to produce
outcomes relates to peer pressure in order to be recognized by the people who
surrounds them. To look into the peer groups of the students can help us to determine
the impact of peer pressure.
The relevance of the theory to the presented study in it aims to determine the
impacts of peer pressure to senior high school students of Don Vicente Rama
Memorial National High school. Determining the impacts of peer pressure will help
the researchers investigate the positive or negatives impacts of peer pressure.
Furthermore, it helps students to attain a better academic performance.
The researchers formulated the expected theory and concepts to be faced along
the studies where as it contains the impacts of peer pressure to the students
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Statement of the Problem
The purpose of this study aims to determine the impacts of peer pressure to the
academic performance of senior high school humanities and social sciences students.
This study will be conducted at Don Vicente Rama Memorial National High School
within the academic school year 2020-2021.
Specifically, the study attempts to answer further the following questions:
1. What is the Profile of the Peer Groups in the study area?
2. What are the Impacts of Peer Pressure to the Academic Performance?
3. How does victims of Peer Pressure managed the influence of their peers?
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Statement of the Hypothesis
1. There is no significant relationship between the students' peer influence
towards the School’s Performance when it comes to their Academic Performance.

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Significance of the Study
Research Development has fascinated educators, parents and researchers for
decades. Peer Pressure has different impacts on people. According to Lashbrook
(2000), Peer Pressure can potentially lead to a deadly impact of negative effects
including the Adolescent's Academic Performance and socialization many students
are influenced by their peers as they negotiate and manage new structures around
friendship, belief systems and where they fit in. This study serves as a tool in
determining the Impact of peer pressure to the academic performance of senior high
school HUMSS students in Don Vicente Rama Memorial National High School. On
the practical aspect the the findings from this study will immense benefits to students,
school administrator, parents and to future researchers.
Students. Students can determine the Impact of Peer Pressure and provide
them information on why a lot of people are experiencing it. This study will also help
them determine what they need to improve their decision making skills and help them
to determine their academic goals.
School Administrator. This will be able to make use of the findings of the
study as an evidence that these subjects of Peer Pressure. To gain more insights into
the topic and add it to their academic curriculum to guide learners how to prevent peer
pressure.
Parents. To help guide their children properly with guidance and
understandings, their children could have an easier time by themselves or even with
their peers.
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Future researchers. The ideas offered may be used as reference data in future
studies. This study will also act as a cross-reference for individuals, providing
background or an overview about the Impacts of Peer Pressure in school.

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Scope and Delimitations of the Study
The main purpose of the study is to determine the Impact of Peer pressure to
the Academic Performance of Senior High School HUMSS students at Don Vicente
Rama Memorial National High School within the Academic Year 2022 - 2023. The
Senior High School, Humanities and Social Sciences (HUMSS) are the total subject
of this study with a total population of four-hundred three (403) students. The
researchers will conduct a survey using the Assessment on the Effects of Peer
Pressure on Academic Performance of Students in the case of Aleta Wondo
Secondary Schools, Sidama Zone, Southern Ethiopia by Moges Desta (2019).
The primary subject of this research study are the Senior High School students
enrolled in Academic Track Humanities and Social Sciences (HUMSS) within the
Academic year 2022-2023. Instead of the whole population of Grade 11 and Grade 12
HUMSS which cover the population of four hundred three (403), the researchers only
choose fifty one (51) students.

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Definition of Terms
Academic Performance -Students are being measured by their performance in
school and see if they improve for attaining short or
long term of educational goals. It is being used as the
independent variable in the study.
Don Vicente Rama Memorial National High School. An institution located at
Macopa
St. Basak Pardo, Cebu City. In this study, it is where the
researchers perform their study.
HUMSS (Humanities and Social Sciences) - A strand that focuses on the study
of social change, human behavior, and the examination of politics, the
arts, culture, and literature. An Academic strand that are the main
respondents of the study.
Impacts - The action of one object coming forcibly into contact with another. It
is being used as the dependent variable.
Peer Pressure - A feeling that in order to be liked or respected by others of the
same age and social group, one must act in the same way. The
main idea of the study.
Senior High School. A specialized upper secondary education; students may
choose
a specialization based on aptitude, interests, and school
capacity. In this study they are being used as the dependent
variable and also the respondents of the study.
.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This Chapter presents the literature and studies which provide relevant facts
about the Impacts of Peer Pressure to the Academic Performance of Senior High School
Humanities and Social Science Students in Don Vicente Rama Memorial National High
School.
Related Literature
This section presents the literature which are relevant to the proposed study.
Peer Pressure
Each individual's personality can be hereditary, ecologically shaped, or
acquired. The hereditary type is typically nurtured by parents and guardians, whereas
the immediate environment can also influence behavior. A peers can alter the original
formed behavior. The change can be formed as a result of peer pressure to adopt new
attitudes, values, or behaviors in order to conform to the group's norms. This can have
a positive or negative impact. (Stuart, 2001)
Peer pressure is the influential you feel from another person or group of people
to do something you would not normally do. It's natural to want to fit in with a group
and feel like you belong in a community, especially if you're new or have less
experience than the people around you. Peer pressure is frequently applied because you
do not want to be alone or excluded. So you conform to what others think in order for
them to accept you. A peer can be anyone your age or younger, such as a friend, a
classmate, or someone you admire on TV. You might try to live up to other peoples
perceptions, but it's important not to let other people's expectations cloud your vision
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of what you want. You aren't the only one if you are subjected to peer
pressure.(Ramteke, 2014)
Peer groups, according to Black (2002), serve as a forum for teens to construct
and reconstruct their identities. According to Castrogiovanni (2002), no other stage of
development causes such instability in one's sense of identity. Peer labeling may aid in
the formation of positive identities for some adolescents but negative identities for
others (Downs & Rose, 1991). Unfortunately, members of groups may accept and
internalize negative labels.
The generalization, however, that peer relationships are harmful does have truth
to it. Peers can influence others to become rebellious and take risks. This often leads to
low self-esteem and self-destruction.
Related Studies
This section presents the studies which are relevant to the proposed study.
Orillana (2018) suggests that peer pressure is a social pressure from peers to do
something, embrace specific values, or otherwise adapt to be accepted. For instance,
inside the school, students think that they are required to belong to a group. Peer influ-
ence has a direct or indirect impact on academic performance accomplishment. The
development of emotional and social skills, as well as educational goals, are both im-
portant. It influences educational choices strongly and whether students make signifi-
cant investments to improve academic performance or achievement (Anwanane et al.,

13
2019). For instance, a college course that a senior high school student wants to pursue
is not an "in-demand job." They will choose the stand and course they do not want to
take because their parents or friends teach them to be practical and choose a more "sus-
tainable career path." It may cause them to have difficulties finishing the degree they
are not happy taking. In other words, peer pressure profoundly affects students' deci-
sions and willingness to accept opportunities (Waters, L. 2014)
According to Lyness (2015), it can be beneficial or harmful. For example, par-
ents push their children at an early age to study hard to get more opportunities in the
future. The child will bring this positive peer pressure while growing up, and it can be
their motivation to be successful in the future. On the negative side, it occurs when
someone or a group member makes you feel obligated to do something to be accepted
and influences individuals to do dreadful things that can destroy a student's entity. One
example of this is underage drinking. A friend convinced someone to drink alcohol
because they must be “in.” This negative peer leads teens into an unpleasant situation.
Therefore, a person does not have to seek membership in a group to be impacted by
peer pressure.
Researchers believed that peers, especially teachers, highly affects student’s
performance (Sultan and Shafi, 2014). Peers play a significant role in students' aca-
demic performance. Hence, their study proved that perceived teachers’ competence af-
fects students’ performance Professionalism, teaching skills, and classroom atmosphere
are three significant aspects that teachers may regulate and impact students' academic
goals. Effective teaching is dependent on an engaging setting and an effective teaching

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approach. Teachers who are influential in fostering an environment of warmth and sup-
port will encourage more student.
Academics are most important since they investigate educational backgrounds
when applying for jobs. If you succeed in applying for a decent job, this will help todays
and future learners have a brighter future ahead of them. This study aims to find an-
swers as to how social pressure affects the academic performance of competent
students in several ways. The research seeks to help the targeted subject on how to cope
or what coping mechanism suits them best depending on their situation. Mental health
and decision-making skills are heavily involved in this matter. It is a relevant factor to
focus on, reflecting on their academic performance. This will help future generations
of students and researchers be aware of this matter and their outcomes, even of the most
straight forward decisions they must make.
Overall Summary of the Review
The cited literature and studies are relevant to the proposed study because it
discussed theories explaining the Impact of Peer Pressure to the students and to the
readers. The factors examined in the propose study; further, some of the Impact of Peer
Pressure previously mentioned are similar to oes mentioned in the proposed study.
However, the respondents may vary respectively as this proposed study uses HUMSS
(Humanities and Social Sciences) students compared to randm individuals. To sum up
everything that has been stated, the proposed study iss more specific compared to cited
literature and studies since some of the impacts are not tackled in the said literature and
studies yet were acknowledged and stated in the proposed study.

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Chapter 3
RESEARCH METHODOLOGIES
This chapter presents the methods, environment locale, ethical considerations,
respondents, sampling technique, instruments, data gathering procedure, and the dat
analysis of the present study.
Research Method
Mixed-method was utilized in this study to collect qualitative and quantitative
data simultaneously. To gather the quantitative and quantitative data, the researchers
are conducting a survey. The study is non experimental and correlational in nature,
looking at the significant difference between the students’ peer influence towards the
school performance when it comes to their Academic Performance. In this study, the
researchers used the Assessment on the Effects of Peer Pressure on Academic Perfor-
mance of Students in the case of Aleta Wondo Secondary Schools, Sidama Zone, South-
ern Ethiopia by Moges Desta (2019) and are conducting a face-to-face data gathering
procedure.
Research Respondents
The study is limited to Senior High School, Grade 11 and Grade 12 HUMSS
(Humanities and Social Sciences) students. Out of four-hundred three (403) total pop-
ulation of HUMSS students in Don Vicente Rama Memorial National High School
which includes sections HUMSS 1, HUMSS 2, HUMSS 3 and HUMSS 4 for Grade 11
and HUMSS 1, HUMSS 2, HUMSS 3 and HUMSS 4 for grade 12. Among the four-
hundred three (403) students, only fifty one (51) students answered the survey ques-
tionnaire. The researcge

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Research Environment
This study was conducted in Don Vicente Rama Memorial National High
School located at Macopa Street, Basak, Cebu City which was the first national high
school in the south of Cebu City. It was opened on June 7, 1993, having the name as
Cebu City Don Carlos A. Gothong Memorial National High School Extension through
DECS order no. 5, series of 1989. This was made possible through the joint effort of
the Department of Education, Culture and Sports, now DepEd and the Division of Cebu
City headed by Dr. Dolores P. Abellanosa and Cebu City Government with Honorable
Alvin b. Garcia as the Mayor. The school started with 300 first year students with 50
students per section Dr. Matilde R. Mayonila as their first principal.
The school became independent with national funding on October 9, 1993. A
year after, the school acquired its new name Basak National High School. Through
Sangguniang Panglungsod Resolution in 2004, it was converted to Don Vicente Rama
Memorial National High School. The School’s namesake was the representative of
Cebu’s 3rd district instrumental author and sponsor of the bill of creating the City of
Cebu and was enacted into a law as Commonwealth Act. 58 by the Philippine Congress
on October 20, 1936. Don Vicente Rama is also known as the “Father of the Cebu City
Chapter”.
The school mainly serves the entire portion of Basak San Nicolas and Basak
Pardo with its vision-mission that students do ordinary things extra-ordinary well to
achieve Culture of Excellence. It also serves the nearby barangays of Mambaling, Punta
Princesa, Tisa, Kinasang-an and Quiot.
At present, the school is managed by Mrs. Evelyn R. Pielago, Secondary School
Principal IV, together with Mr. Noel Nacorda, Assisting to the Prinicipal of the Senior
17
High Department. Currently, there are ten buildings, seven (7) of which accommodates
Junior High School students and the remaining three (3) accommodates the Senior High
School students. The researchers will conduct the study to Senior High School HUMSS
(Humanities and Social Sciences) under the building 4 and 5.
Research Instrument
The research instrument used was the Assessment on the Effects of Peer Pres-
sure on Academic Performance of Students in the case of Aleta Wondo Secondary
Schools, Sidama Zone, Southern Ethiopia by Moges Desta (2019). In the preparation
of the instrument, relatable situations were chosen into consideration to assist the
knowledge preparedness of the respondents. The questionnaire is composed of four
parts, the first part was section A, which is the Demographic Profile in this part, Grade
Level and Sections, gender, age and the first semestral grades is asked. The second
part, is the Profile of the Peer Groups in the study area wherein number or average of
hours is asked. The third part, is the Likert Scale which consists of five statement indi-
cators asking the respondents their answers regarding the Impacts of Peer Pressure to
the Academic Performance and Lastly, Interview Questions as which consist of three
questions that are answered by brief statements.
Research Procedure
Dry Run Procedure
A 28-item survey questionnaire are given to Grade 11 and Grade 12 Senior High
School HUMSS (Humanities and Social Sciences) students as part of the pilot testing
to ensure that all the questions are relevant and will work properly for the respondents
in terms of determining whether the participants are knowledgeable about the topics
discussed in the questions. The researchers randomly selects two (2) students for the
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dry run: For Grade 11, there are two (2) respondents in HUMSS 1, two respondents
(2) in HUMSS 2 and one respondent in HUMSS 3. For Grade 12, there are two (2)
respondents in HUMSS 2, two (2) respondents in HUMSS 3 and one (1) respondent in
HUMSS 4. The researchers utilizes the 15 items likert scale to determine the Impacts
of Peer Pressure. After the dry run procedure, the researcgers are expecting to receive
various feedbacks and constructive criticisms from the respondents that will be a pos-
sible help to improve the Final data gathering procedure.
Preparation Stage
First, the research advisor provided the researchers a template to use as a guide.
Upon receipt, the researchers send a transmital letter to Don Vicente Rama Memorial
National High School's principal requesting for permission for conducting the study
there. After receiving a copy of the transmittal letter that had been signed, the research-
ers wrote to the senior high school's grade leader requesting the following data: a list of
the HUMSS sections for grades 11 and 12, the number of male and female students in
each section, the number of Class Advisors, and the total number of HUMSS students.
The Class Advisors were informed in writing that the data gathering procedure would
be taking place. Finally, the researchers provided a Parental permission and Informed
Consent and Assent Consent to respondents under 17 years old or minor.
Data Collection
Upon the approval of the research instrument after series of revisions, the re-
searchers formally sent a Transmittal Letter to Mrs. Evelyn R. Piellago, Secondary
Principal IV of Don Vicente Rama Memorial National High School (DVRMNHS), sent
an informed consent to Class Advisers and Parental and Assent Consent to the Parent
19
or Guardians of the respondents. This is to ask their permission to conduct a data gath-
ering procedure to Senior High School Humanities and Social Sciences (HUMSS) stu-
dents. The researchers are conducting a face to face data gathering procedure. For the
researchers are getting ready half an hour before we proceed to each classrooms for the
researchers are not allowed to interrupt during class hours. Before handing the survey
questionnaires, the researchers gave them an overview about the background of the
Study, its benefits and instructions on answering the survey questionnaires. The re-
spondents of the study are given 8-10 minutes to complete their answers. The respond-
ents can rest assured that their answers data the gathered will be kept confidential be-
tween the researchers.
Statistical Treatment of Data
The respondents will calculate each of the respondents’ 28 item which consists
of open-ended and close-ended questions. The research instrument is a combination of
qualitative and quantitative questions to determine the Impacts of Peer Pressure to the
Academic Performance of Senior High School Grade 11 and Grade 12 students. The
survey results are interpreted and summarized by the researchers based on the data
gathered from the respondent. The researchers then transfers the information to an Ex-
cel Spreadsheet for analysis and desciprtive statistics to represent and measure the re-
sponses of the students in meaningful way. Their greatest results will be used as deci-
sive measures to find out the Impacts of Peer Pressure to the Academic Performance of
Senior High School Humanities and Social Sciences students.
Ethical Consideration
The researchers uses the Assessment on the Effects of Peer Pressure on Aca-
demic Performance of Students in the case of Aleta Wondo Secondary Schools, Sidama
20
Zone, Southern Ethiopia by Moges Desta (2019) which undergoes through a series of
reliability and validity tests. The research instrument has been used in various studies.
The researchers asked for the approval from the School Principal and Class Advisers
and Parental/Informed Consent to the Parents or Guardians of participants. Before, con-
ducting the data gathering procedures, the researchers provided an overview of study
its goals and how it will benefit the future researchers. The respondents are asked to
answer the survey voluntarily and assures that all of the asked data will be kept confi-
dential. Moreover, personal informations are not asked and not required to state in the
survey questionnaire.The respondents of the study are asked to answer the survey ques-
tionnaires voluntarily. The researchers ensure that the study is ethical and free of pla-
giarism and misconduct.

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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter provides the graphical and tabular presentation of the data
gathered, its analysis and interpretation on the Impacts of Peer Pressure on the
Academic Performance of Senior High School HUMSS Students. The corresponding
analysis and interpretation of data are incorporated in this portion of the study.
Figure 2: Percentage of Respondents’ Experiencing Peer Pressure in relating to
the Academic Performance
Figure 2 Shows that out of 96 respondents, there are fifty-one (51) students
who experienced Peer pressure, which is 53.1% of the respondents while there are
forty-five (45) who don’t, covering 46.9%. This means that majority of the
respondents do experience Peer Pressure to the Academic Performance
The Demographic Profile of the Respondents
The researchers have gathered that shows the demographic profile of HUMSS
students. This information can provide insights into the characteristics and
backgrounds of the HUMSS students.

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Table 1 presents the results of how many grade levels participated in the
study.
TABLE 1.1
Grade level and gender of the HUMSS Students
Grade 11 Grade 12
Grade No. of No. of No. of No. of

Total:
Level Respondents Respondents Respondents Respondents
(%) (%)
Male 9 18% 2 4% 11 22%
Female 16 31% 24 47% 40 78%
Total 25 49% 26 51% 51 100%
Table 1. There are 51 Grade 11 and 12 HUMSS students who voluntarily
participated in the study. 22 percent of them are male, 9 (18%) percent from grade 11
and 2 (4%) from grade 12 in total of 11 males students covering 22%. While other 78
percent are females, 16 (31%) from grade 11 and 24 (47%) from grade 12 in total 40
females covering 78%.
Table 1.2 frequency and percentage distribution of respondents according to
age.
TABLE 1.2
Age of the Respondents

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Age Frequency Percentage
16 years old 8 16%
17 years old 14 27%
18 years old 18 35%
19 years old 8 16%
20-22 years old 3 6%
Total 51 100%
Table 1.2 shows the frequency and percentage distribution of the respondents
according to age. Among the 51 respondents, 8 of them are 16 years old that represent
16%. Followed by the respondents who are 17, 18.19, and 20-22 years old
representing 27%, 35%, 16%, and 6% respectively.
Table 1.3 shows the data of the HUMSS student’s first semester average grade
for the academic school year 2022 – 2023.
TABLE 1.3
HUMSS Students’ First Semester Average Grade
First Semester Average Grade Frequency Percentage
75-80 0 0%
81-85 10 20%
86-90 12 23%
91-95 22 43%
24
96-100 7 14%
Total: 51 100%
Table 1.3 shows the frequency and percentage of students who received a
certain range of average grades in the first semester. Out of 51 students, no one
received a grade between 75-80. The majority of students (43%) received an average
grade between 91-95, while 20% received a grade between 81-85, and 23% received a
grade between 86-90. Only 14% of students received a grade between 96-100.
Profile Peer Groups in the Study Area
The following data presents the profile of peer groups in the study area as
identified by the researchers. The data aims to provide a better understanding of the
characteristics of the peer groups involved in the study.
Figure 3 shows the data on how much time each student spend their time with
peers on average per day.
Figure 3: Percentage of Respondents by Amount of Time Spent with Peers Daily

25
The majority, with 27 responses (52.9%) of the 51 respondents said they spent
more than 4 hours a day with their peers, while the two choices had the same number
of percentage (7.8%) and said they spent less than an hour a day, and some of them
spent 3-4 hours with their peers.
According to the data, the vast majority of respondents spend a significant
amount of time with their peers every day, which may have an effect on how well
they perform academically. The 52.9% of respondents who said they spent more than
4 hours a day with peers may be more vulnerable to distractions and peer pressure,
both of which could harm their academic performance.
Figure 4 shows the graphical data on how many times the respondent contacts
with their peer members.
Figure 4: Respondents’ Frequency of Contact with Peer Members per Week.
There are 26 respondents with the highest percentage of respondents (51%)
reported contacting their peer members more than four times a week, while 6 of the
respondents with the lowest percentage (11.8%) indicated that they spoke with their
peer members more than four times per week, respectively.

26
With over half (51%) of respondents reporting contacting them more than four
times a week, this data suggests that the majority of respondents are in regular contact
with their peer members. Frequent interactions with peers may raise the possibility of
peer pressure and derailment from academic duties.
Figure 5 exhibits the data on the number of member in each peer group a
respondent has.
Figure 5: Respondents by Size of Peer Group
There are 22 of the respondents, which is the majority of respondents (43.1%)
said they were in peer groups with two to four people, while only 2 (3.9%) said they
were in groups with ten or more people.
The data gathered suggests that the majority of respondents are a part of peer
groups that have a manageable number of participants. In order to minimize
distractions and harmful peer influences, smaller peer groups may offer more
individualized support and be more supportive of academic success.

27
Figure 6 shows the graphical data on how much number of peer group a
respondent engages.
Figure 6: Number of Peer Groups Engaged In
Of the 51 respondents in total, 20 (39.2%) said they participated in more than
four peer groups, and only 6 (11.8%) said they participated in just one peer group.
According to the data, quite a few of the respondents are active in multiple
peer groups, which may increase the risk of peer pressure and failure from academic
obligations. However, only a small portion of respondents (11.8%) said they
participated in just one peer group, which might suggest a more committed and
focused approach to academic endeavors.
Figure 7 presents the data on the intensity of peer pressure a HUMSS student
has in school.
28
Figure 7: Perceptions of Peer Influence on School Life
Only three respondents (5.9%) out of the total 51 reported having a low
influence from peers, while 27 (52.9%) said peers had a medium impact.
According to the data, the majority of respondents believe that their peers have
a medium level of influence over them in school, while a sizeable minority believe
that they have a high or very high level of influence. Only a small portion of
respondents believe that their peers have little influence over them.
Figure 8 displays the data on the preference of the respondent when it comes
to staying.
29
Figure 8: Places where Students Stay with Peer Members
Out of the total 51 respondents, the majority of them, which is 24 (47.1%)
reported that they stay more with their peer members at the peer's house. Only a small
minority of respondents reported staying more at cinema and refreshment areas 3
(5.9%) or the sports field 2 (3.9%). Interestingly, no participants reported staying
more with their peers at the library.
According to the data, fact that the majority of respondents reported staying
more with their peer members at the peer's house suggests that socializing in private
settings may be more common among students in senior high school.
Figure 9 exhibits the data on the time preference of the respondent when
staying.
30
Figure 9: Peer Socializing during Different Times.
Of the 51 respondents in total, 30 (58.8%) said they stay more with their peer
members more during rest time. This could include lunch breaks, free periods, or
other times during the school day when students have time to socialize. While the
lowest response with 3 (5.9%) answered during after class.
According to the data gathered, spending time with peers is a common
occurrence for this particular group of respondents, with the majority of them
reporting doing so more than an hour a day. The majority of respondents stated that
they preferred to spend their free time at school rather than at the homes of their
peers. This indicates that respondents prefer more private settings for socializing and
that schools also offer significant social contexts.
Figure 10 presents the graphical data on what extent do peers discuss
academic issues with each other.

31
Figure 10: Extent of Academic Discussion with Peers among Students
The majority of respondents (52.9%) reported that they discuss academic
issues with their peer members sometimes. Only a small number of respondents
(3.9%) reported rarely discussing academic issues with their peers, and no one
reported never doing so.
The majority of respondents who said they occasionally discussed academic
issues with their peers suggest that even though this is not a common topic of
conversation, academic issues are still a pertinent and significant element of their peer
interactions. This could imply that adolescents' social interactions are not exclusively
focused on academic issues, but that these issues are still seen as being important to
their social and personal growth.
Figure 11 shows the graphical data on which type of issue do peers engage.
32
Figure 11: Frequency of Students’ Peer Engagement on Academic and Non-
Academic Issues.
According to the data, 33 out of 51 (64.7%) respondents, the majority of those
surveyed, claimed to interact with peers about both academic and non-academic
issues. This may indicate that adolescents view their peer relationships as having
multiple dimensions and are not just concerned with academic matters.
It is also notable, however, that a sizable minority that 17 out of 51 (33.3%)
respondents reported interacting with their peers primarily about academic matters.
This might suggest that for some people, peer relationships might matter more to their
academic success.
Figure 12 exhibits the graphical data on which habit is frequently engaged on
the respondent’s peer groups.

33
Figure 12: Frequency of Habits Among Peer Members in the Peer Group
Out of the 51 respondents, 21 (41.18%) indicated that peer group members
work together on assignments. These responses were followed by 21 (41.18%) that
indicated that peer group members discuss academic issues. Peer members also
frequently read together, according to 5 (9.80%) responses, and share books for
reference, according to 2 (3.92%) responses. Only a small percentage of the
respondents mentioned other habits such as drinking alcohol, going to the library, and
engaging in sexual activities.
Based on the results, it can be inferred that the respondents prioritize academic
activities within their peer group. This can be a positive indication of the influence of
peer groups on academic performance. The data also suggests that the peer group
members have a healthy and constructive relationship, where they engage in academic
activities and support each other with their schoolwork.

34
Limitations
Upon doing the survey, some of the respondents were not able to follow the
instructions carefully. Some of them missed to answer the Questions in the last part.
The reason maybe is that, they were not concentrated enough in comprehending some
of the instructions, questions, and filling up the questionnaire. To overcome these, the
researchers must guide the repondents while filling out the questionnaire. The
respondents must be taught by the researchers on what to fill out especially the
necessary informations.
35
Determining the Impacts of Peer Pressure to Student’s Academic Performance
The researchers collected and analyzed data from various schools and
universities to provide insights into the relationship between peer pressure and
academic achievement.
Table 2 shows the data on how peer pressure is affecting the students in term
of their Academic Performance.
Table 2
How Peer Pressure Impacts Students in their Academic Performance
Indicator Weighted Mean Interpretation Rank
1. I enjoy learning and
interacting in class
4.59 Agree 1
because of my
classmates.
2. Me and my
friends encourage
4.55 Agree 1
each other to fin-
ish tasks on time.
3. My classmate’s
academic perfor-
mance motivates
4.41 Agree 1
me to excel more
in my perfor-
mance.
36
4. I am comparing my
academic achieve-
2.14 Rarely 4
ments to my class-
mates.
5. I feel intimidated
and pressured by
my classmate’s per- 2.35 Rarely 4

formance during
recitation in class.
6. My classmates
help and guide

3.88 Most of the times 2
me in what I need
to do at school.
7. My classmates
keep me posted
whenever there
are newly an-
nounced assign-
ments.
8. My friends moti-
vate me to study 4.1 Most of the times 2
harder.
9. My peers force 1.78 Never 5

37
me to do some-
thing terrible like
cheating to get
good scores.
10. I prepare for class
beforehand and
3.24 Sometimes 3
review what I
have learned.
11. I am submitting
my school re-
quirement on
time.
12. I am submitting
my school re-
4.39 Agree 1
quirement on
time.
13. I am unprepared
and out of focus

2.71 Sometimes 3
when I am in
class.
14. I procrastinate
first before I
2.67 Sometimes 3
make my school
requirements.
38
15. I do not feel moti-
vated to learn in
class because I
2.62 Sometimes 3
cannot keep up on
the lessons like
my classmates do.
Range
4.21-5.00- Agree
3.41-4.20- Most of the times
2.61-3.40- Sometimes
1.81-2.60- Rarely
1.00-1.80- Never
The table 2 presents the survey results on how peer pressure affects students’
academic performance. The survey consists of 15 indicators with a weighted mean
score and interpretation The higher the weighted mean score, the more the students
agree with the statement and the lower the weighted mean score is means it is closer
to never or it indicates to never.
Table 3 shows the students’ perception on peer pressure influence in terms of
their academic performance
Table 3
39
Students’ Perception on Peer Pressure’s Influence of their Academic
Performance
R1 “It’s sometimes affect me by the means of I am more active to do
some activities with them rather than doing school activities”
(Usahay kini makaapekto kanako pinaagi sa paagi nga ako mas
aktibo sa pagbuhat sa pipila ka mga kalihokan uban kanila kay sa
pagbuhat sa mga kalihokan sa eskwelahan)
R2 “Your pressure influence me in terms of on prepared and out of
focus when I am in class”
(Ang akong presyur nakaimpluwensya kanako sa mga termino sa
andam ug wala sa focus kung naa ko sa klase)
R3 “Peer pressure can motivate students to work harder and achieve
better academic results. For, example if a student sees their peers
achieving good grades a me feel inspired to are harder to achieve
similar results”
(Isip ekspresyon sa estudyante, nga maayo ka sa pasundayag sa
akademiko sa eskwelahan. Ang pagpamugos sa kaubanan
makadasig sa mga estudyante sa pagtrabaho og mas maayo ug
pagkab-ot sa mas maayo nga mga resulta sa akademiko.

40
Pananglitan, kung ang usa ka estudyante nakakita sa ilang mga
kaedad nga nakab-ot ang maayo nga mga grado nga ako mobati
nga nadasig nga mas lisud nga makab-ot ang parehas nga mga
resulta)
R4 N/A
R5 N/A
R6 “Peer pressure can have both positive and negative effects on
academic performance”
(Ang pagpamugos sa kaubanan mahimong adunay positibo ug
negatibo nga epekto sa pasundayag sa akademiko)
R7 “They are not pressuring me but I am working hard”
(Wala ko nila gipugos pero nagkugi ko)
R8 “They are not pressuring me but I am working hard”
(Wala ko nila gipugos pero nagkugi ko)
R9 “By studying together and making projects together”
(Pinaagi sa dungan nga pagtuon ug paghimo og mga proyekto nga
magkauban)
R10 “Some are in good and some are bad because sometimes we talk in
academic sometimes in non-academic related”

41
(Ang uban naa sa maayo ug ang uban dili maayo kay usahay
magstorya mi tungkol sa pagiskwela usahay sa dili tungkol sa
iskwelahan)
R11 “It helps me motivate myself to do my best in doing performances
in school”
(Kini makatabang kanako sa pagdasig sa akong kaugalingon sa
pagbuhat sa akong labing maayo sa pagbuhat sa mga pasundayag
sa eskwelahan)
R12 “It helps me motivate myself to do my best in doing performances
in school”
Kini makatabang kanako sa pagdasig sa akong kaugalingon sa
pagbuhat sa akong labing maayo sa pagbuhat sa mga pasundayag
sa eskwelahan.
R13 “Peer pressure influenced me in terms of my performance in school
such as school works and recitation in class”
(Ang pagpamugos sa kaubanan nakaimpluwensya kanako sa natad
sa akong performance sa eskwelahan sama sa mga buluhaton sa
eskwelahan ug recitation sa klase)
R14 “Peer pressure influenced me in terms of my performances in
school such as oral recitation”

42
(Ang pagpamugos sa kaubanan nakaimpluwensya kanako sa mga
termino sa akong mga pasundayag sa eskwelahan sama sa oral
recitation)
R15 N/A
R16 “It influences me through seeing my friend score is higher than
mine ( My friend’s score 10/100, and My Score 7/100) so I work at
a lot or surpass them”
(Pinaagi sa pagtan-aw sa akong higala nga marka nga mas taas kay
sa ako ( Ang score sa akong higala 10/100, ug ang Akong Score
7/100) nagtrabaho sa usa ka daghan o milabaw kanila)
R17 “Its pressure because everytime we have to report we only get
nervous or pressured”
(Ang pressure niini kay kada report namo makulbaan o pressure
lang)
R18 “Peers never influenced me in terms of my academic performance”
(Ang mga barkada nako wala gayud makaimpluwensya kanako sa
mga termino sa akong academic performance)
R19 “Peers never influenced me in terms of my academic performance”
(Ang mga barkada nako wala gayud makaimpluwensya kanako sa
mga termino sa akong academic performance)

43
R20 “Sometimes it does because most of them are trying to motivate
me”
(Usahay mahitabo tungod kay ang kadaghanan kanila naningkamot
sa pagdasig kanako)
R21 “As a student, peer pressure influence me in a good way. They
always remind of this and that and this and that”
(Isip usa ka estudyante, ang pagpit-os sa kaubanan
nakaimpluwensya kanako sa maayong paagi. Kanunay nilang
gipahinumdoman sa mga bulahaton.)
R22 “As a student, peer pressure influence me in a good way. They
always remind of this and that and this and that”
nakaimpluwensya kanako sa maayong paagi. Kanunay nilang
gipahinumdoman sa mga bulahaton)
R23 “In terms of academic performance, sometimes it makes me
pressured because sometimes they forced me to buy things I don't
want to do”
(Sa mahitungod sa performance sa pageskwela, usahay ma-
pressure ko kay usahay pugson ko nila sa pagpalit sa mga butang
nga dili nako gusto)

44
R24 “It can be influenced to me because some topics of our subjects i
can't understand”
(Ma-influence ni nako kay ang ubang mga topic sa among mga
subjects dili nako masabtan)
R25 “Peer pressure influences my academic performance in a positive
way especially with my circle of friends because we have the urge
to finish the tasks immediately. I don't/never experienced peer
pressure that affected my academic performance negatively”
(Ang pagpamugos sa kaubanan nakaimpluwensya sa akong
akademikong pasundayag sa positibo nga paagi labi na sa akong
mga higala tungod kay kami adunay gana nga tapuson dayon ang
mga buluhaton. Wala ako / wala gayud makasinati sa pagpamugos
sa kaubanan nga nakaapekto sa akong akademikong pasundayag
nga negatibo)
R26 “In terms of academic performance, sometimes it makes me
pressured because sometimes they forced me to buy things I don't
want to do”
45
(In terms of academic performance, usahay ma-pressure ko kay
usahay pugson ko nila sa pagpalit sa mga butang nga dili nako
gusto)
R27 “In terms of academic performance, my peers and I have the same
goal of completing our SHS life as good students. We motivate
each other most of the time to complete our task”
(Termino sa academic performance, ang akong mga kaedad ug ako
adunay parehas nga tumong sa pagkompleto sa among SHS nga
kinabuhi isip maayong mga estudyante. Kanunay namon nga
gidasig ang usag usa aron makompleto ang among buluhaton)
R28 “As a student, peer pressure influence me in terms of academic
performance by reminder me of what we need to do and pass”
(Isip usa ka estudyante, ang pagpamugos sa kaubanan nag-
impluwensya kanako sa natad sa akademikong pasundayag pinaagi
sa pagpahinumdom kanako sa kinahanglan natong buhaton ug
ipasa.)
R29 “Positive peer pressure can motivate students to work harder and
achieve better grades”

46
(Ang positibo nga pagpamugos sa isigkaingon makapadasig sa mga
estudyante sa pagtrabaho og mas maayo ug pagkab-ot sa mas
maayong mga grado)
R30 “Most of my peers are academic achievers. I am pressured to do
better every day which is good for my academic performance since
I improve every single day”
(Kadaghanan sa akong mga kaedad mga academic achievers.
Gipugos ko sa pagbuhat og mas maayo matag adlaw nga maayo
alang sa akong akademikong pasundayag tungod kay nag-uswag
ako matag adlaw)
R31 “Everytime I am with them, they pressured me on things they did
and that consumed a lot of my time, instead to spend that time in
doing that academic task”
(Sa matag higayon nga kauban nako sila, gipugos nila ako sa mga
butang nga ilang gibuhat ug nag-usik sa daghang oras sa akong
oras, imbes nga igugol kana nga oras sa pagbuhat sa kana nga
buluhaton sa akademiko.)
R32 “As a student, peer pressure encourages me to do better in terms of
my academic performance”
47
(Isip usa ka estudyante, ang pagpamugos sa kaubanan nag-awhag
kanako sa pagbuhat og mas maayo bahin sa akong akademikong
pasundayag)
R33 “Sometimes, it can give me a positive and negative impact in my
academic performance”
(Usahay, makahatag kini kanako usa ka positibo ug negatibo nga
epekto sa akong pasundayag sa akademiko)
R34 “I don’t pressure myself to my peers because I am not thirst at
grades. It is what it is”
(Wala nako gipugos ang akong kaugalingon sa akong mga kaedad
tungod kay dili ako uhaw sa mga grado. Mao kini kung unsa kini)
R35 “It makes me a better student”
(Kini naghimo kanako nga mas maayong estudyante)
R36 “As a student, peer pressure influenced me both positive and in
negative way. Positive because I am motivated to work and focus
on my academic performance, just because they did well. Negative
because I am too pressured to start my academic performance”

48
nakaimpluwensya kanako sa positibo ug negatibo nga paagi.
Positibo tungod kay nadasig ako sa pagtrabaho ug pag-focus sa
akong akademikong pasundayag, tungod lang kay maayo ang ilang
nahimo. Negative tungod kay pressured kaayo ko nga sugdan ang
akong academic performance)
R37 “They pushed me to do my best in my academic performance”
(Giduso nila ako nga buhaton ang akong labing maayo sa akong
pasundayag sa akademiko)
R38 “It will help me finish tasks early”
(Makatabang kini kanako nga makahuman og sayo sa mga
buluhaton)
R39 “They influence me in a way that they motivate me to make my
performance better”
(Giimpluwensyahan nila ako sa usa ka paagi nga sila nagdasig
kanako sa paghimo sa akong performance nga mas maayo)
R40 “It molds me to become a good student”

49
(Kini nag-umol kanako nga mahimong maayong estudyante)
R41 “A peer pressure influence on my academic achievement depends
on a student self identity , self esteem and self reliance. if a student
is influenced negatively, it affects his academic performance”
(Usa ka peer pressure nga impluwensya sa akong akademikong
kalampusan nagdepende sa usa ka estudyante sa kaugalingon nga
pagkatawo, pagsalig sa kaugalingon ug pagsalig sa kaugalingon.
kung ang usa ka estudyante maimpluwensyahan sa negatibo, kini
makaapekto sa iyang akademikong pasundayag.)
R42 N/A
R43 "The peer pressure on a student academic achievement and have
concluded that the level of peer pressure has a positive and
negative impact on student academic performance at various levels
particularly in highschool"
(Ang peer pressure sa usa ka estudyante nga nakab-ot sa
akademiko ug nakahinapos nga ang lebel sa peer pressure adunay
positibo ug negatibo nga epekto sa estudyante sa akademikong
performance sa lain-laing lebel ilabina sa highschool)
R44 N/A
R45 “As a student, peer pressure influence me in terms of academic
performance by motivating me to do a good in my performance

50
and there are also times they influence me to submit school
assignment after the deadline and not on time”
(Isip usa ka estudyante, ang peer pressure nag-impluwensya
kanako sa natad sa academic performance pinaagi sa pagdasig
kanako sa pagbuhat og maayo sa akong performance ug adunay
mga higayon usab nga maimpluwensyahan nila ako sa pagsumite
sa buluhaton sa eskwelahan human sa deadline ug dili sa oras.)
makaapekto sa iyang akademikong pasundayag)
R47 "For me, it really helps me on my academic performance. It
motivates me to well on my performance task so that I wont left
behind. In addition, it also help me to learnd new knowledge I
didn't know that exist"
(Para nako, nakatabang gyud ni sa akong academic performance.
Kini nagdasig kanako nga maayo sa akong buluhaton sa pagbuhat

51
aron dili ako mabiyaan. Dugang pa, nakatabang usab kini kanako
nga makakat-on og bag-ong kahibalo nga wala nako nahibal-an
nga naglungtad)
R48 “They influence me in a positive manner”
(Nakaimpluwensya sila kanako sa positibo nga paagi.)
R49 N/A
makaapekto sa iyang akademikong pasundayag.)
R51 "They influence me to do my best about ny academic performance"
(Sila nag-impluwensya kanako sa pagbuhat sa akong labing maayo
mahitungod sa akong academic performance)
Table 3 showed the insights of grade 12 HUMSS students on how peer
pressure influenced themselves in terms of their academic performance. In accordance

52
to the respondents listed above, peer pressure can have both positive and negative
influence on students' academic performance because some students may feel
pressured to adopt their peers' study habits. Peer pressure can either encourage
students to work harder and earn better grades or it may distract their attention from
their studies and have a negative impact on their performance. Peer pressure can,
however, have a negative impact on students' decision-making when it comes to
academic decisions, such as choosing particular courses or engaging in academic
dishonesty.
Table 4 Students who experienced or have not experienced peer pressure and how they
manage peer pressure
Table 4
Students’ Ways of Managing Peer Pressure
R1 “Yes I can barely manage because I sometimes cannot keep up with their
activities and so at the times I focus on improving my academic
performance by doing school activities so it can be submitted in an early
date or on time”
(Oo, halos dili ko makadumala tungod kay usahay dili ako makapadayon
sa ilang mga kalihokan ug mao nga sa mga panahon nga ako nagpunting
sa pagpauswag sa akong akademikong pasundayag pinaagi sa pagbuhat sa
mga kalihokan sa eskuylahan aron kini masumite sa sayo nga petsa o sa
oras)
R2 “Yes because of my pressure in my school works”
(Oo tungod sa akong pressure sa akong school works)

53
R3 “No”
(Wala)
R4 N/A
R5 N/A
R6 “If a student is struggling with negative air pressure there are several
strategies that can help”
(Kung ang usa ka estudyante nakigbisog sa negatibo nga presyur sa
hangin adunay daghang mga estratehiya nga makatabang)
R7 “No”
(Wala)
R8 “No”
(Wala)
R9 “No/Maybe”
(Wala/tingali)
R10 “No”
(Wala)
R11 “No”
(Wala)
R12 “No”
(Wala)
54
R13 “Sometimes, when I get home “
(Usahay pag uli nako)
R14 “Sometimes when my task almost in deadline”
(Usahay kung hapit na sa deadline ang akong buluhaton)
R15 N/A
R16 “No”
(Wala)
R17 “I manage my pressure if i finish my academic performances and if you
struggling are pressure don't make this pressure “
(Gidumala nako ang akong presyur kung mahuman nako ang akong mga
pasundayag sa akademiko ug kung naglisud ka kay pressure ayaw
paghimo niini nga pagpit-os)
R18 “No”
(Wala)
R19 “No”
(Wala)
R20 “No”
(Wala”
R21 “Not that much and I thank you”
(Dili kaayo ug salamat)

55
R22 “Not that much and I thank you”
(Dili kaayo ug salamat)
R23 “Yeah it's struggle for me sometimes but i keep on managing it secret
nalang kung gi unsa nako pag manage”
(Oo kini usa ka pakigbisog alang kanako usahay apan nagpadayon ako sa
pagdumala niini)
R24 “Yes because sometimes we can take restime because or the assignment
etc. I manage my pressure by talking nonsense”
(Oo, kay usahay maka pahulay ta kay or assignment etc. I manage my
pressure by talking nonsense.)
R25 “No”
(Wala)
R26 "Yeah it’s struggle for me sometimes but I keep on managing it secret
nalang kung gi unsa nako pag manage”
(Oo kini usa ka pakigbisog alang kanako usahay apan nagpadayon ako sa
pagdumala niini)
R27 “No”
(Wala)
R28 “Yes, I just keep on the flow”
(Oo, padayon lang ko sa dagan)

56
R29 “First, it is important to recognize and acknowledge the pressure being
placed on them. Student can try to avoid the situation or people that may
negatively influence them”
(Una, importante ang pag-ila ug pag-ila sa pressure nga gibutang kanila.
Ang estudyante mahimong mosulay sa paglikay sa sitwasyon o mga tawo
nga mahimong negatibong makaimpluwensya kanila)
R30 “In some aspects, namely social and relationship wise, I am kind od
pressured to engage as much as they do. However, I refrain from doing
things that do not contribute in in my well-being by reminding myself
about the things that really matter”
(Sa pipila ka mga aspeto, nga mao ang sosyal ug relasyon nga maalamon,
ako medyo napugos sa pag-apil sama sa ilang gibuhat. Bisan pa, gilikayan
nako ang pagbuhat sa mga butang nga dili makatampo sa akong kaayohan
pinaagi sa pagpahinumdom sa akong kaugalingon bahin sa mga butang
nga hinungdanon)
R31 “Sometimes yes, because there’s a time that I can benefit from it and
overcome too”
(Usahay oo, tungod kay adunay panahon nga ako makabenepisyo niini ug
mabuntog usab)
R32 “Yes, sometimes I struggled to keep up with them, but they motivate me
to do better”
(Oo, usahay maglisud ko sa pag-uban kanila, apan sila nagdasig kanako
sa pagbuhat sa mas maayo)

57
R33 “Yes, and I manage my peer pressure with my friends, because they
understand my feelings.”
(Oo, ug gidumala nako ang akong peer pressure sa akong mga higala,
tungod kay nasabtan nila ang akong gibati)
R34 “No”
(Wala)
R35 “No”
(Wala)
R36 “No”
(Wala)
R37 “No, because all they did to me is helping me with my academic
performance”
(Dili, tungod kay ang tanan nga ilang gibuhat kanako mao ang pagtabang
kanako sa akong akademikong pasundayag)
R38 “Yes, by listening to music”
(Oo, pinaagi sa pagpaminaw sa musika)
R39 “No”
(Wala)
R40 “No”
(Wala)
58
R41 "Yes because everyone has peers , get support from a trusted adult such
as parents and teachers can listen to them with strategies that might work
in their situation"
(Oo, tungod kay ang tanan adunay mga kaedad , pagkuha og suporta
gikan sa usa ka kasaligan nga hamtong sama sa mga ginikanan ug mga
magtutudlo nga maminaw kanila uban sa mga estratehiya nga mahimo sa
ilang sitwasyon)
R42 "Yes, is because it can also affects mental health. It can decease self
confidence and lead to poor academic performance, and how Im adjusting
time to more focused and not to left behind on every performance"
(Oo, tungod kay kini makaapekto usab sa mental health. Kini
makapakunhod sa pagsalig sa kaugalingon ug mosangpot sa dili maayo
nga pasundayag sa akademiko, kung giunsa nako pag-adjust ang oras
aron mas nakapokus ug dili mabiyaan sa matag pasundayag)
R43 N/A
R44 “No”
(Dili)
R45 "Yes because everyone has peers , get support from a trusted adult such
as parents and teachers can listen to them with strategies that might work
in their situation"
59
(Oo, tungod kay ang tanan adunay mga kaedad , pagkuha og suporta
gikan sa usa ka kasaligan nga hamtong sama sa mga ginikanan ug mga
magtutudlo nga maminaw kanila uban sa mga estratehiya nga mahimo sa
ilang sitwasyon)
R46 "Yes, sometimes that is why I am always trying my best so that I won't be
left behind"
(Oo, usahaya, mao an akong ginapaning kamotan na dili ko ma ulahi sa
mga buhatonon)
R47 “No”
(Dili)
R48 N/A
R49 “Yes, I am struggling with peer pressure because they can do better than
me, my way of dealing to this peer pressure is by reassuring myself that at
least my works are average. I also just tend to ignore the feeling to not
bother myself anymore”
(Oo, nanlimbasug ako sa pagpamugos sa kaubanan tungod kay mahimo
nila ang labi ka maayo kaysa kanako, ang akong paagi sa pag-atubang sa
kini nga pagpit-os sa kaubanan mao ang pagpasalig sa akong kaugalingon
nga labing menos ang akong mga buhat kasagaran. Ug ang ako nalang
pasagdaan ang akong mga ge bati
R50 “Yes, because can also affect mental health it can decrease self
confidence and lead to poor academic performance and distancing from
family members or an increase in depression and axiety”

60
(Oo, tungod kay mahimo usab nga makaapekto sa kahimsog sa pangisip
mahimo’g makunhuran ang pagsalig sa kaugalingon ug mosangput sa dili
maayo nga pasundayag sa akademiko ug pagpalayo gikan sa mga
miyembro sa pamilya o pagtaas sa depresyon ug kabalaka)
R51 N/A
Table 4 showed thoughts of grade 12 HUMSS students if they are struggling
with peer pressure and how they manage peer pressure. The question aims to
determine whether or not students are having problems with peer pressure and how
they handle it. Different responses are given. Students who struggle with peer
pressure may do so for a variety of reasons, including feeling pressured to engage in
unhealthy behaviors, compromising their own morals, or encountering social
exclusion. Responses may shed light on the methods students use to combat peer
pressure, such as asking for help from dependable friends, speaking up for
themselves, establishing personal boundaries, or growing confident. There are still
students, though, who are able to resist peer pressure.
Table 5 showed the opinions of students on how should an organization address the
negative influence of peer pressure.
Table 5
Program Suggestions on Addressing Peer Pressure in School
R1 “An orientation it is best to orient the students who are influenced by peer
pressure and are greatly affected on their academic performances. An open

61
orientation should be fit for this there should be a host discussing the
advantages and disadvantages of peer pressure and also ways to address
the problem”
(Usa ka oryentasyon labing maayo nga i-orient ang mga estudyante nga
naimpluwensyahan sa peer pressure ug naapektuhan pag-ayo sa ilang mga
pasundayag sa akademiko. Usa ka oryentasyon kinahanglan nga angay
alang niini kinahanglan adunay usa ka host nga maghisgot sa mga bentaha
ug disbentaha sa pagpamugos sa kaubanan ug usab mga paagi aron
matubag ang problema)
R2 “I suggest missing class with peer members”
(Gisugyot nako nga dili magklase kauban ang mga miyembro)
R3 “Mindfulness program: this program teaches students to be more mindful
and present in the moment. It helps them to develop self-awareness
emotional regulation and stress management skills”
(Ang programa sa pagkamahunahunaon kini nga programa nagtudlo sa
mga estudyante nga mahimong mas mahunahunaon ug presente sa higayon
nga kini makatabang kanila sa pagpalambo sa pagkaamgo sa kaugalingon
nga emosyonal nga regulasyon ug mga kahanas sa pagdumala sa stress)
R4 N/A
R5 N/A
R6 “By building positive relationships, here mentors can help them says
negative peer pressure and achieve academic success”

62
(Pinaagi sa pagtukod og positibo nga mga relasyon, dinhi ang mga
magtutudlo makatabang kanila sa pagsulti sa negatibo nga pagpamugos sa
kaubanan ug pagkab-ot sa akademikong kalampusan)
R7 N/A
R8 N/A
R9 “By doing assignments at the same time or projects (Depends)”
(Pinaagi sa pagbuhat sa mga buluhaton sa samang higayon o mga proyekto
pero mag depende kini)
R10 “IDK, maybe talking about yourself and have conversations”
(Wako kabalo, tingali maghisgot ka bahin sa imong kaugalingon ug
adunay panag-istoryahanay)
R11 “An orientation and open forum”
(Usa ka oryentasyon ug open forum)
R12 “An orientation and open forum”
(Usa ka oryentasyon ug open forum)
R13 “Addressing to suggest about discussing on academic issues”
(Pagtubag aron isugyot bahin sa paghisgot sa mga isyu sa akademiko)
R14 “Addressing to suggest about involving on group violence”
(Pagtubag sa pagsugyot bahin sa pag-apil sa kapintasan sa grupo)
R15 N/A
R16 “Nothing”
63
(Wala)
R17 “I suggest don't pressure your health this is challenge your life”
(I suggest ayaw pugsa imong health kay hagit sa imong kinabuhi)
R18 “Nothing that I can suggest”
(Wala koy ikasugyot)
R19 “Nothing that I can suggest”
(Wala koy ikasugyot)
R20 “It about a good behavior of a student”
(Mahitungod kini sa maayong pamatasan sa usa ka estudyante)
R21 “Counselling”
(Pagtambag)
R22 “Counselling”
(Pagtambag)
R23 N/A
R24 “Playing sports to avoid thinking of the work assignment”
(Pagdula og mga sports aron malikayan ang paghunahuna sa buluhaton sa
trabaho)
R25 “Counselling and Consultation”
(Pagtambag ug konsultasyon)
R26 N/A
64
R27 “Counselling or having an open forum”
(Pagtambag o adunay open forum)
R28 “Counselling or having an open forum”
(Pagtambag o adunay open forum)
R29 “By building positive relationship with their mentors, your mentor can
help them resist negative peer pressure and achieve academic success”
(Sa pagtukod og positibo nga relasyon sa ilang mga magtutudlo, ang
imong magtutudlo makatabang kanila sa pagsukol sa negatibo nga
pagpamugos sa kaubanan ug pagkab-ot sa akademikong kalampusan.)
R30 “Not very specific but it would be beneficial for students to engage in
programs that promote individuality. They must develop a strong sense of
identity in order for them to not be suffocated with the pressure from their
peers”
(Dili kaayo espesipiko apan kini mahimong mapuslanon alang sa mga
estudyante nga moapil sa mga programa nga nagpasiugda sa
indibidwalidad. Kinahanglan nila nga mapalambo ang usa ka lig-on nga
pagbati sa pagkatawo aron sila dili maluya sa pagpit-os sa ilang mga
kaedad)
R31 ‘Let every students have their personal time”
(Himoa nga ang matag estudyante adunay ilang personal nga oras)
R32 “I suggest to join academic clubs”
(Gisugyot ko nga moapil sa mga akademikong club)

65
R33 “Yes, and I manage my peer pressure with my friends, because they
understand my feelings.”
(Oo, ug gidumala nako ang akong peer pressure sa akong mga higala,
tungod kay nasabtan nila ang akong gibati)
R34 “No”
(Wala)
R35 “No”
(Wala)
R36 “No”
(Wala)
R37 “More teachings about good and bad effects of peer pressure whether face
to face or virtual”
(Dugang nga mga pagtulun-an mahitungod sa maayo ug dili maayo nga
mga epekto sa pagpit-os sa isigkaingon sa face to face man o virtual)
R38 “Art program that illustrate people experiencing peer pressure”
(Art program nga nag-ilustrar sa mga tawo nga nakasinati og pagpit-os sa
isigkaingon)
R39 “Programs about being independent in dealing with academics”
(Mga programa bahin sa pagka-independente sa pag-atubang sa mga
akademiko)
66
R40 “None”
(Wala)
R41 N/A
R42 "Teaching students communication skills to students, particularly assertive
communication"
(Pagtudlo sa mga estudyante sa mga kahanas sa komunikasyon ngadto sa
mga estudyante ilabi na sa assesrtive communication skills)
R43 "Teaching communication skills to students particularly assertive
communication skills is a useful strategy to help them to stand up
bullying"
( Ang pagtudlo sa mga kahanas sa komunikasyon ngadto sa mga
estudyante ilabi na sa mapugsanon nga mga kahanas sa komunikasyon usa
ka mapuslanon nga estratehiya sa pagtabang kanila sa pagbarog sa
bullying)
R44 “Program that I can suggest for addressing peer pressure in school would
be program that will help an individual to know himself/herself more by
recognizing his/her strength and a program were everyone can just enjoy
each others company”
(Ang programa nga akong masugyot alang sa pagsulbad sa pagpit-os sa
kaubanan sa eskuylahan mao ang programa nga makatabang sa usa ka

67
indibidwal nga mas mailhan ang iyang kaugalingon pinaagi sa pag-ila sa
iyang kusog ug usa ka programa nga ang tanan makatagamtam sa usag usa
nga kompanya)
R45 "If I were to say my suggest I would suggest raising awareness of each
people on how peer pressure in school realky affect the mental health,
relationship with others and academic performance od each students"
(Kung akong isulti ang akong sugyot isugyot nako ang pagpataas sa
kaamgohan sa matag tawo kung giunsa ang pagpit-os sa kaubanan sa
eskuylahan makaapekto sa kahimsog sa pangisip, relasyon sa uban ug
pasundayag sa akademiko sa matag estudyante)
R46 I'm not really specific on what kind of program but I'm hoping that
we will be more open and talk about peer pressure.
(Dili gyud ko espesipiko sa unsa nga klase sa programa apan nanghinaut
ko nga mas bukas ta ug maghisgot bahin sa pagpamugos sa kaubanan)
R47
R48 "Teaching communication skills to students particularly assertive
communication skills is a useful strategy to help them to stand up
bullying"
( Ang pagtudlo sa mga kahanas sa komunikasyon ngadto sa mga
estudyante ilabi na sa mapugsanon nga mga kahanas sa komunikasyon usa
ka mapuslanon nga estratehiya sa pagtabang kanila sa pagbarog sa
bullying)
R49 N/A
68
R50 “None”
(Wala)
R51 N/A
Table 5 showed the opinions of grade 12 HUMSS students on what programs
should be implemented in assessing peer pressure, and there are various responses from
the respondents. Students can suggest initiatives that encourage education and
awareness of the negative effects of peer pressure, giving them the information they
need to make wise decisions. Implementing peer support or mentoring programs that
give students a safe place to talk about and deal with peer pressure are some suggestions
that might be made. Lastly, students may suggest programs aimed at fostering a positive
school climate, fostering inclusivity, and fostering student resilience to fend off harmful
peer pressure.
69
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the summary of the findings undergone, conlusion
drawn and recommendations suggested as an outgrowth of the study: Impacts of Peer
Pressure to the Academic Performance of Senior High School (HUMSS) Humanities
and Social Sciences students in Don Vicente Rama Memorial National High School.
Summary of Findings
The study was conducted for the purpose of determining the Impacts of Peer
Pressure to the Academic Performance of Senior High School HUMSS (Humanities
and Social Sciences) students in Don Vicente Rama Memorial National High School.
It specifically answered the following sub problems: the profile of peer groups, the im-
pacts of peer pressure to the academic performance and how does the subjects of peer
pressure managed their academic performance. The Mixed-Method approach was uti-
lized and Convenience Sampling Technique was used to gather the data from the ran-
domly selected fifty-one (51) respondents from Grade 11 and Grade 12 (HUMSS) Hu-
manities and Social Sciences Students who experienced Peer Pressure using the As-
sessment on the Effects of Peer Pressure on Academic Performance of Students in the
case of Aleta Wondo Secondary Schools, Sidama Zone, Southern Ethiopia by Moges
Desta (2019) as the research instrument. The inquiry was done during the Academic
School Year 2022 - 2023.
Based on the gathered results, these are the findings:

70
1. There are 53.1 % of the respondents experienced peer pressure. Which means,
majority of the respondents experienced peer pressure.
2. The influence of Peer Pressure has impacted the Academic Performance of Sen-
ior High School Students with the weighted mean of 4.59.
3. The Primary ways of victims in managing peer pressure is by being surrounded
with the right circle or peers that motivates them to improve and excell in their
academic performance.
Conclusion
From the given findings, the researchers concluded that Peer Pressure is expe-
rienced by majority of Senior High School (HUMSS) Humanities and Social Sciences
Students in Don Vicente Rama Memorial National High School. Majority of the stu-
dents has great and positive impacts with their peers in terms of Academic Performance.
Recommendations
With the given conclusio, the researchers recommend that:
Students Experiencing Peer Pressure. Students must surround themselves
with the right people that helps them to improve and excell in their Academic Perfor-
mances.
School. The principal, teachers, parents should remind and check the people
that their sons/daughters are surrounded with. They must have a meeting regarding the
Peer Pressure and might as well raise awareness about the issue.
71
REFERENCES
Anwanane, B. Bello, A. Filade, B. Nwangburuka, K.& Uwaoma, C. (2019). Peer
group influence on academic performance of undergraduate students in
Babcock University, Ogun State. ERIC - Education Resources Infor-
mation Center. https://files.eric.ed.gov/fulltext/EJ1221210.pdfStuart, D.
(2001). The growing up child. New York: Palgrave.
Castrogiovanni, D. (2002). Adolescence: Peer groups. Retrieved January 24, 2004,
from: http://inside.bard.edu/academic/specialproj/darling/adolesce.htm
Downs, W.R., & Rose, S.R. (1991). The relationship of adolescent peer groups to
the incidence of psychosocial problems. Adolescence, 26, 473-493.
Lashbrook, J. T. (2000). Fitting in: Exploring the emotional dimension of adoles-
cent peer pressure. Adolescence, 35,747-758.
Lyness, D. (2015). Dealing with peer pressure. Nemours KidsHealth - the Web's
most visited site about children's health. https://kid-
shealth.org/en/kids/peer-pressure.html
Orillana, R. (2018). PEER PRESSURE: Getting in the way of Student Learners.
Tulong-tulong Sa Pagsulong Ng Udyong!. https://udyong.gov.ph/in-
dex.php?option=com_content&view=article&id=9600%3Apeer-pres-
sure-getting-in-the-way-of-student-learners&catid=90&Itemid=1267
Ramteke, R. (2014). A Project on Peer Pressure. Retrieved from https://www.aca-
demia.edu/7965855/A_PROJECT_ON_PEER_PRESSURE
Rima, B. M. D. (2008). Causes of peer pressure. [Online]Available on
www.well.sphere.co/wellpage/causesofpeerpreesure
72
Sultan, S., & Shafi, M. (2014). IMPACT OF PERCEIVED TEACHERS' COMPE-
TENCE ON STUDENTS' PERFORMANCE: EVIDENCE FOR MEDI-
ATING/ MODERATING ROLE OF CLASS ENVIRONMENT. ERIC -
Education Resources Information Center.
https://files.eric.ed.gov/fulltext/EJ1098630.pdf
Waters, L. (2014, December). The Impact of Peer Pressure on Student Achieve-
ment. NJ Education Reporthttps://www.njedreport.com/2014/12/04/the-
impact-of-peer-pressure-on-student-achievement.
73
APPENDIX A
LETTER OF TRANSMITAL
74
APPENDIX B
SURVEY QUESTIONNAIRE
IMPACTS OF PEER PRESSURE TO THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL HUMSS STUDENt
Introduction:
Dear Respondents,
The purpose of this study is to determine the Impacts of Peer Pressure to the Academic
Performance of Humanities and Social Sciences Students of Don Vicente Rama Memorial
National High School.
Your sincere response to the questions will be highly appreciated and every information
given will be a confidential treatment\.
Yours sincerely,
The Researchers
Part I: Demographic Profile of Respondents.
Please write a Check (✔) in the box and state the information asked.
1. School:
__________________________________________________________________________
2. Grade
Grade 11 Grade 12
3. Sex
Female Male
4. Age
_____ years old
75
5. First semester average grade _____ for the Academic School Year 2022 - 2023.
Part II: Profile of Peer Groups in the Study Area.
Directions: Choose the best answer from the given alternatives and please encircle the letter only.
1. How much time do you spend with peers on average per day?
a. Below 1 hour
b. 1 - 2 hours
c. 2 - 3 hours
d. 3 - 4 hours
e. Above 4 hours
2. How many times do you contact your peer members on average per week?
a. Once/week
b. Twice/week
c. Three times/week
d. More than four times a week
3. How many members does your peer group contain?
a. Two – four
b. Five – seven
c. Eight – ten
d. More than ten
4. In how many peer groups do you engage?
a. Only one
b. Two
c. Three
d. Four and above
5. The influence of peer in your school life is:
a. Very high
b. High
c. Medium
76
d. Low
6. In which places do you stay more with your peer members?
a. Peer’s house
b. Cinema and refreshment areas
c. Library
d. Sports fields
e. Any other please specify __________
7. In which times do you stay more with your peer members?
a. Rest time
b. While lesson going at school
c. After class
d. At weekend
8. To what extent do you discuss academic issues with your peer members?
a. Always
b. Frequently
c. Sometimes
d. Rarely
e. Never
9. Most of the time, on which issue do you engage with your peer members?
a. Academic
b. Non – academic
c. Both
10. Which one of the following do you think is the most frequent habit of peer members in your
peer group? Please encircle the letter only.
a. Drinking alcohol
b. Going to library
c. Missing class with peer members
d. Working assignments with peer members
e. Sharing of reference books
f. Reading together
77
g. Use of drugs
h. Discussing on academic issues
i. Engaging in sexual activities
j. Involving on group violence
k. Any other, please specify ____________________
Part III:
Directions: The indicators are designed to determine the Impacts of Peer Pressure on the Academic
Performance. Check the most appropriate answer based on your experience.
AGREE MOST SOMETIMES RARELY NEVER
OF
THE
TIME
QUESTIONS 5 4 3 2 1
1 I enjoy learn-
ing and inter-
acting in class
because of my
classmates.
2 Me and my
friends en-
courage each
other to finish
tasks on time.
78
3 My class-
mate’s aca-
demic perfor-
mance moti-
vates me to
excel more in
my perfor-
mance.
4 I am compar-
ing my aca-
demic
achievements
to my class-
mates.
5 I feel intimi-
dated and
pressured by
my class-
mate’s perfor-
mance during
recitation in
class.
6 My classmates
help and guide
me in what I
79
need to do at
school.
7 My classmates
keep me
posted when-
ever there are
newly an-
nounced as-
signments.
8 My friends
motivate me to
study harder.
9 My peers
force me to do
something ter-
rible like
cheating to get
good scores.
10 I prepare for
class before-
hand and re-
view what I
have learned.
11 I am submit-
ting my school
80
requirement
on time.
12 I am submit-
ting my school
requirement
on time.
13 I am unpre-
pared and out
of focus when
I am in class.
14 I procrastinate
first before I
make my
school require-
ments.
15 I do not feel
motivated to
learn in class
because I can-
not keep up on
the lessons
like my class-
mates do.
81
Part IV. Interview Questions
1. As a student, how does peer pressure influence you in terms of academic performance?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Are you struggling with peer pressure? If yes, why, and how do you manage peer pressure?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What program can you suggest addressing peer pressure in school?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Comments/Suggestions:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Approved by:
Mrs Jane P. Canoy
III Adviser/Mentor
82
CURRICULUM VITAE
ABANID, KIMBERLY DUGADUGA
Sitio Tayud, Basak Pardo, Cebu City
[email protected]
09972650277
Personal Data
Age: 18
Gender: Female
Date of Birth: May 27, 2005
Place of Birth: Cebu City
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Erlindo B. Abanid
Mother’s Name: Nora D. Abanid
Education
Elementary
Name of School: Basak Community School
Address : Cabreros ST., 6000 Cebu City
Year Graduated : 2016

83
Junior High School
Name of School: Don Vicente Rama Memorial National High School
Address : Macopa St. Cebu City, Cebu
Senior High School
Gr. & Section : 12- HUMSS 1

84
ABELLANOSA, ALEXESS RUZZEL G.
Abellanosa, Alexess Ruzzel G.
187 Rizal Ave. Ext. Basak San Nicolas
[email protected]
Personal Data
Age: 17
Gender: Female
Date of Birth: January 30,2005
Religion: Born again
Father’s Name: Antonio B. Villanueva
Mother’s Name: Maricel G. Abellanosa
Education
Elementary

85
Address : Basak San Nicolas Cebu City
Junior High School
Senior High School

86
AGAD, JAYA JANE BIABADO
Zodiac Drive, Pleasant Homes Punta Princesa, Cebu City
[email protected]
09953276720
Personal Data
Age: 18
Gender: Female
Date of Birth: July 07, 2004
Father’s Name: Agad, Cedrick Von Fernandez
Mother’s Name: Agad, Juanita Genon
Education
Elementary
Name of School: Don Vicente Rama Memorial Elementary School

87
Junior High School
Senior High School

88
ALINABON, MAE CATHERINE Q.
Sitio Cogon Basak Pardo Cebu City
[email protected]
09695145783
Personal Data
Age: 18 years old
Gender: Female
Date of Birth: July 18, 2004
Father’s Name: Perlon E. Alinabon
Mother’s Name: Zenaida Q. Alinabon
Education
Elementary
Address : Macopa Street Basak San Nicolas Cebu City

89
Junior High School
Senior High School
Gr. & Section : 12 – HUMSS 1

90
BACALSO, STEILSHEE DYNNE P.
Sitio Laguna, Bulacao, Cebu City
[email protected]
09564809636
Personal Data
Age: 18
Gender: Female
Date of Birth: March 16, 2005
Father’s Name: Romeo S. Bacalso
Mother’s Name: Denisa P. Bacalso
Education
Elementary
Name of School: Bulacao Community School
Address : Villa Manga,, Cebu, 6000 Cebu

91
Junior High School
Name of School: Bulacao Community High School
Address : Cabancalan 1, Bulacao, Cebu City
Senior High School

92
BARON, ARIEL JR. E.
Kanipaan, katangkungan Basak Pardo Cebu City
[email protected]
09704628376
Personal Data
Age: 18 years
Gender: Male
Date of Birth: April 04, 2004
Religion: Catholic
Father’s Name: Ariel C. Baron
Mother’s Name: Alesia E. Baron
Education
Elementary

93
Junior High School
Address : Macopa St. Basak Pardo Cebu City
Senior High School
Gr. & Section : 12 - HUMSS 1

94
CANDADO, ADRIENNE NICHOLE CABRERA
847- Bayabas St. Basak San Nicolas Cebu City
[email protected]
092213241776
Personal Data
Age: 17
Gender: Female
Place of Birth: Mandaue City
Father’s Name: Arvin L. Candado
Mother’s Name: Merlina C. Candado
Education
Elementary
Name of School: Mambaling Elementary School
Address : N. Bacalso Avenue

95
Junior High School
Name of School: Don Vicente Rama Memorial National Highschool
Senior High School

96
DACLAN, BARBBY BRE CUEVA
Tagunol St., Sitio San Roque, Basak San Nicolas, Cebu City, 6000
[email protected]
09661859080
Personal Data
Age: 18
Gender: Female
Date of Birth: October 22,2004
Father’s Name: Bubby F. Daclan
Mother’s Name: Aubrey C. Daclan
Education
Elementary

97
Junior High School
Senior High School

98
DETUYA, JOHN ROBERT BINARAO
040 Bayanihan Village, Basak Pardo, Cebu City
[email protected]
09682006855
Personal Data
Age: 18
Gender: Male
Date of Birth: October 09, 2004
Father’s Name: Detuya, Romano Legara
Mother’s Name: Detuya, Lydia Binarao
Education
Elementary

99
Junior High School
Senior High School

100
IMPERIAL, SONY MARK R.
Sitio Villabuena Kinasang-An Pardo Cebu City
[email protected]
09950980641
Personal Data
Age: 18 years
Gender: Male
Date of Birth: MAY 3, 2004
Religion: Catholic
Civil Status: SINGLE
Father’s Name: Mario D. Imperial
Mother’s Name: Susan R. Imperial
Education
Elementary

101
Junior High School
Senior High School
Gr. & Section : 12 - HUMSS 1

102
JABELLANA, JEZREL CHLOE C.
Sitio Caimito Cogon Pardo
[email protected]
09260379065
Personal Data
Age: 17
Gender: Female
Date of Birth: June 17, 2005
Father’s Name: Wilfredo P. Jabellana
Mother’s Name: Ma. Fatima P. Jabellana
Education
Elementary
Name of School: Pardo Elementary School
Address : Poblacion Pardo Cebu City

103
Junior High School
Name of School: Pardo National High School
Address : Poblacion Pardo Cebu City
Senior High School

104
VALLEJO, JAMAICA
37 – F Cyco, Barangay Basak San Nicolas, Cebu City, Cebu 6000
[email protected]
09695334431
Personal Data
Age: 18
Gender: Female
Date of Birth: September 23, 2004
Father’s Name: Anghel Alfeche
Mother’s Name: Jemella Numeran Vallejo
Education
Elementary
Name of School: Basak Community Elementary School

105
Address : Rizal Avenue Extension, Basak San Nicolas, Cebu
City
Junior High School
Senior High School

106
VILLACORA, LOUIE CHRISTIAN ABABA
798 Tabada Street, Mambaling Cebu City
[email protected]
09519977950
Personal Data
Age: 18
Gender: Male
Date of Birth: October 01, 2004
Father’s Name: Villacora, Louie Saloma
Mother’s Name: Villacora, Cristine Ababa
Education
Elementary
Name of School: Mambaling Elementary School
Address : N. Bacalso Avenue

107
Junior High School
Senior High School

108
VILLARTA, LEBRON JASON A.
Brgy Quiot Granada, Cebu City
[email protected]
09750650001
Personal Data
Age: 18
Gender: Male
Place of Birth: Bato Leyte
Father’s Name: Lydio A. Villarta Jr.
Mother’s Name: Donnabelle A. Villarta
Education
Elementary

109
Junior High School
Senior High School

Peer Pressure

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i

IMPACTS OF PEER PRESSURE TO THE ACADEMIC PERFOR-

The Faculty of Senior High School Department

Humanities and Social Sciences (HUMSS) Track

DON VICENTE RAMA MEMORIAL NATIONAL HIGH SCHOOL

Macopa St., Basak Pardo, Cebu City

of the Requirements for

INQUIRIES, IINVESTIGATION, AND IMMERSION SUBJECT

KIMBERLY D. ABANID BARBBY BRE C. DACLAN

ALEXESS RUZZEL G. ABELLANOSA JOHN ROBERT B. DETUYA

JAYA JANE B. AGAD SONY MARK IMPERIAL

MAE CATHERINE ALINABON JEZREL CHLOE JABELLANA

STEILSHEE DYNE P. BACALSO JAMAICA VALLEJO

ARIEL E. BARON LOUIE CHRISTIAN VILLACORA

ADRIENNE NICHOLE C. CANDADO LEBRON JASON VILLARTA

our daily endeavors. To God be the glory!

grammatical errors, and invaluable guidance, support, advice, comments, suggestions,

privilege and honor to work and study under her guidance.

To Mrs. Evelyn R. Pielago, School Principal IV of Don Vicente Rama Memorial

for the researchers to perform this study inside the campus.

into accomplishing this research study.

study. Thank you very much.

LIST OF FIGURES vii

CHAPTER 1 THE PROBLEM AND ITS SCOPE 1

Statement of the Problem 5

Statement of the Hypothesis 6

Significance of the Study 7

Scope and Limitations of the Study 9

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES 11

CHAPTER 3 RESEARCH METHODOLOGY

Statistical Treatment of Data 19

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

1.1 Grade level and gender of the HUMSS Students 22

1.2 Age of the Respondents 22

1.3 HUMSS Students’ First Semester Average Grade 23

2 How Peer Pressure Impacts Students in their Academic

3 Students’ Perception on Peer Pressure’s Influence of their

4 Students’ Ways of Managing Peer Pressure 52

5 Program Suggestions on Addressing Peer Pressure in School 60

1 Self-Determination Theory (SDT) developed by Edward 3

Deci and Richard Ryan (2008)

2 Percentage of Respondents’ Experiencing Peer Pressure in 21

relating to the Academic Performance

3 Percentage of Respondents by Amount of Time Spent with 24

4 Respondents’ Frequency of Contact with Peer Members per 25

5 Respondents by Size of Peer Group 26

6 Number of Peer Groups Engaged In 27

7 Perceptions of Peer Influence on School Life 28

8 Places where Students Stay with Peer Members 29

9 Peer Socializing during Different Times. 30

10 Extent of Academic Discussion with Peers among Students 31

11 Frequency of Students’ Peer Engagement on Academic and 32

12 Frequency of Habits Among Peer Members in the Peer Group 33

The study aimed to determine the Impact of Peer Pressure to Academic

combination of qualitative and quantitative research methods. The reseacrhers apply

on their academic performance, students are typically advised to approach these

Aspirations in life can be achieved or thwarted by the influence of one’s peers.

student’s academic performance and life.

impact or negative effects. It is important for educationalists and other related