Chapter III

Methodology
This discusses the research design, participants and
sampling procedure, research instruments used, data gathering
methods, and data analysis and interpretation procedure.

Research Design
This study uses a mixed-methods research design, combining both
quantitative and qualitative approaches. The quantitative
component involves collecting numerical data through surveys to
evaluate the prevalence and impact of peer pressure on the
decision-making skills of Grade 12 HUMSS students. Meanwhile, the
qualitative aspect includes interviews and focus group
discussions to gain deeper insights into students’ experiences,
perceptions, and strategies concerning peer pressure and
decision-making.
The correlation method is to determine the relationship between
peer pressure and the decision-making skills of HUMSS students.
This correlational research design is appropriate for the study,
as it gathers, evaluates, and analyzes information about the
effects of peer pressure on the decision-making abilities of
HUMSS students.

Research Participants and Sampling Procedure

The research participants of this study were one hundred
eighty-one (181) senior high school HUMSS students who were
randomly selected using stratified sampling from a total of three
hundred twenty-nine (329) senior high school HUMSS students of
Capiz National High School in Roxas City for the school year
2023-2024.
 Slovin’s formula was used in determining the number of samples,
with a margin of error of 0.05 employed in calculating the sample
size, as shown in the formula below:

N = N
────────
1+N(e)²

Where:
N = sample size
N = total population
E = margin of error (0.05)
A sample computation is shown as follows:

N = 329
────────────
1+329(0.05)²

N = 181

Sample Size Determination

The sample size for each HUMSS section was determined
proportionally. Using a method called proportional allocation,
the sample size from each section was calculated by dividing the
population of each section by the total population of HUMSS
students and then multiplying by the total sample size.
The formula used is:

Where:

Ni = is the sample size for each HUMSS section.

Ni = is the population of each HUMSS section.
N = is the total population of HUMSS students (329).
N = is the total sample size (181).

Using this formula, the sample size for each section is

calculated as follows:

Table 1 shows the respondents distributed by HUMSS section of

senior high school student.

Table 1. Distribution of respondents by HUMSS section of senior

high school student.
 HUMSS Sample Percentage
Sections Population Size

Als 11 6 3.31

Deuteronomy 45 25 13.81

Hosea 46 25 13.81

Jeremiah 45 25 13.81

Joshua 44 25 13.26

Judges 45 24 13.81

Zecha 46 25 13.81

Zepha 47 26 14.37

Total 329 181 100%

Research Instrument Used

The research instrument used in this study is divided into 2

main part:

Part I: This section focuses on management skills. It includes

questions aimed at evaluating respondents’ levels of management
skills, such as planning, time management, and problem-solving.
Each item provides five response options, allowing respondents to
select the one that best reflects their experience: 5 – Always, 4
– Often, 3 – Sometimes, 2 – Rarely, and 1 – Never. These
questions are based on the statement of the problem, which seeks
to determine respondents’ management skill levels.

Part II: This section examines entrepreneurial intention,

gathering information on aspects like entrepreneurial passion and
self-efficacy. Similar to Part I, each question offers five
response options. The questions in this part are crafted to
address the second statement of the problem, assessing the
respondents’ levels of entrepreneurial intention.

Table 1a below shows how the responses to the questionnaire are

scored and interpreted:

Score/Interval Verbal Meaning of

Interpretation Verbal
Interpretation
The behavior is
clearly
5 displayed,
(4.21-5.00) Always regularly and
consistently
observed among
students. It
occurs frequently
and is a common
occurrence.
The idea is
clearly
4 demonstrated:
(3.41-4.20) Agree students
frequently
exhibit this
behavior, and it
occurs regularly
and is relatively
common.
The statement is
shown to a
3 moderate extent:
(2.61-3.40) Sometimes this behavior is
occasionally
observed among
students.
The behavior is
not exhibited at
all: this
2 Rarely behavior is
(1.81-2.60) virtually never
observed among
students, making
it an
 exceptionally
rare occurrence.
The behavior is
not exhibited at
all: this
1 Never behavior is
(1.00- 1.80) virtually never
observed among
students, making
it an
exceptionally
rare occurrence.

The standardized Instrument consists of fifty (50) statement

items designed to assess the impact of peer pressure, with
variables such as social influence, decision-making, and self-
confidence. Additionally, it evaluates students’ coping
mechanisms, covering two variables: resilience and self-efficacy.
This instrument specifically targets Senior High students in the
Humanities and Social Sciences HUMSS strand.

Data Gathering Procedure

To collect data, the researchers first obtained formal

approval from the Office of the Principal at Capiz National High
School, securing permission to conduct the study and distribute
the questionnaires.

Once approval was granted, the researchers personally

distributed the questionnaires to the selected participants.

A detailed explanation of the study’s procedures, participant

involvement, and potential benefits was provided to participants,
along with an introductory letter.

After data collection, the researchers carefully reviewed each

completed questionnaire to ensure all necessary data was
accurately captured. The data was then prepared for analysis
using IBM SPSS Statistics 28, enabling quantitative analysis and
correlation studies.

Data Analysis and Interpretation Procedure

The data analysis process began with evaluating the reliability

coefficient to confirm the consistency of the scored items. The
collected data was first coded in Excel, then imported into IBM
SPSS Statistics 28 for analysis. Descriptive statistics,
including means and frequency counts, were used to summarize the
data.

To examine potential relationships related to peer pressure

factors among HUMSS students, a correlational analysis was
conducted using Pearson’s correlation coefficient, with a
significance level set at 0.05. This approach helped determine
any significant relationships between variables under
investigation.

Ethical Considerations

Ethical considerations were prioritized throughout the study.

Researchers obtained informed consent from all participants,
ensuring they were aware of the study’s purpose and their rights.

To maintain confidentiality, respondents’ names and identifying

information were excluded from the questionnaires. Additionally,
participants were informed about the future use, storage, and
disposal of their data, with access to their records available if
needed.

The researchers adhered to ethical guidelines to ensure a

responsible and transparent research process.