Chapter 1

INTRODUCTION

Background of the Study

Peer pressure, defined by Hartney E. (2022) as the process by which members of the same

social group influence other members to do things that they may be resistant to, or might not

otherwise choose to do. Peers are people who are part of the same social group, so the term "peer

pressure" refers to the influence that peers can have on each other--- is a prevalent influence on

individuals, most especially students as they experience it on constant basis. It can have significant

impacts on their development, and most especially, their academic performance. According to Alegre

(2017), peer

groups influence social and academic developments, and that these influences begin at the very start

of formal education. Influences and motivations for all kinds of adolescents’ behavior, including study

habits and personal academic development, come mostly from their peers to whom they come into

close contact. It influences educational choices strongly and whether students make significant

investments to improve academic performance or achievement (Anwanane et al., 2019).

The effects of peer pressure can be seen around the world (Alcantara et al., 2019). That’s what

an individual is like Vulnerable to temptation in the concept of social contextualization. In our

interactions with others, we tend to perform certain activities such as: Napping or drinking alcohol

during class or work (Bonein & Denont-Boemont, 2013).The social environment of adolescence can

influence teenagers, as they are mainly prone to this during this period. Enhance communication

through colleagues. As children get older, they become more dependent on their peers. Family,

especially in decision-making in life and the reinforcement of moral values. Human development is

influenced by socialization with other people in the environment. Especially academic ones Student

performance is thought to be correlated with support from teens ,parents, teachers, and classmates It

affects their academic performance level (Chen, 2008).In general, teenagers spend more time with
their peers. Peer pressure is having been described as having positive and negative effects on the

individual and even having no effect on the individual as peer pressure plays a role. Continuous

learning (Gulati, 2017). Peer pressure often appears to have different effects on students’ academic

performance. Young people must seek solace from others, it is found in their presence. They don't

even know how other students are influencing them academically.

Peer pressure is common in teens as they often seek comfort from their peers. Going to do

what others are doing without knowing whether it’s good or bad. Adolescence is a period for

individuals. It is temporary as the child reaches the stage of transition from childhood to adulthood

(Adeniyi & Kolawole,2015). According to Alcantara et al. (2019) in a recent research study on one of

the Universities of the Philippines, teenagers aging between 11-17 often feel internal pressure to do

things that they think their peers are doing. Since students face many new situations in high school

and college, they might find themselves in a position of not having the knowledge or tools to free

themselves from a bad spot. Students often give in to peer pressure because they don't want to be

rejected by friends. Students have encountered different factors in relation to students’ peer pressure

in school and its association in their studies in terms of social belongingness and

education (Mainit et al., 2022). Out of hundred students, most of them said that they were being

influenced by peers in a positive way. It is also said that peers support students with regards their

academic performance (Calingayan, 2017).

This study aims to ascertain the true influence of peer pressure on students, as they tackle

through their academic journey all throughout the early stages of their lives, and their adulthood.

Understanding the true extent of this influence is crucial for educators, parents, and policymakers as

they work to support students in achieving their academic goals. Ultimately, this study aimed to

clarify the relationship between peer pressure and academic performance among Senior High School

Performance.
Statement of the Problem

This study aims to identify the relationship of peer pressure on senior high school students'

performance among Grade 12 students of Doña Hortencia Salas Benedicto National High School-

Senior High School during the school year 2023-2024 as measured by their academic performances'

scores.

Specifically, this study seeks to answer the following questions:

1. What is the academic average of students?

2. What is the level of peer pressure students face?

3. Is there a significant relationship between peer pressure and academic performance of senior high

school students?

Hypothesis

HA: There is a significant relationship between peer pressure and academic performance among

students.

HO: There is no significant relationship between peer pressure and academic performance among

students.

Conceptual Framework

In figure A, the independent variable shows Peer Pressure, defined by Hartney E. (2022) as

the process by which members of the same social group influence other members to do things that

they may be resistant to, or might not otherwise choose to do. Figure B shows the Academic
Performance which is the dependent variable, and the one that the independent variable will be

influencing.

Independent Variable: Dependent Variable:

Peer Pressure Academic Performance of

Students

Theoretical Framework

Social Learning Theory (Bandura, 1977): Albert Bandura's Social Learning Theory,

proposed in 1977, suggests that individuals learn through observation and imitation of the behaviors

exhibited by those around them. Within the context of peer pressure and academic performance, this

theory holds particular relevance. It implies that students have a tendency to absorb and mirror the

academic behaviors and attitudes of their peers. The Social Learning Theory serves as a fundamental

underpinning for understanding how peer pressure influences the academic choices and outcomes of

students.

Peer Conformity Theory (Cialdini & Goldstein, 2004): Cialdini and Goldstein's Peer

Conformity Theory, dating back to 2004, posits that individuals inherently gravitate towards

conforming to the behaviors and norms of their peer group. Within an academic context, this theory

takes on substantial significance. It implies that students are inclined to conform to peer expectations

concerning various academic behaviors, such as studying habits, cheating, or class attendance. The

Peer Conformity Theory emphasizes the role of social norms and the power of peer influence in

shaping students' academic behaviors.

Social Comparison Theory (Festinger, 1954): Festinger's Social Comparison Theory,

originating in 1954, is another significant framework for understanding how peer pressure interplays

with academic performance. According to this theory, individuals frequently engage in comparisons
with their peers. In the context of peer pressure, this means that students often compare their own

academic achievements and progress with those of their peers. Peer pressure can lead students to set

their academic goals and expectations based on the performance of their peers. Consequently, the

Social Comparison Theory underscores the role of peer comparisons in influencing students' academic

objectives, which in turn has implications for their academic performance. This theory highlights the

impact of peer pressure on academic goal setting and achievement.

These theories collectively provide a solid theoretical foundation for comprehending how

peer pressure shapes students' academic behaviors and outcomes. They underscore the intricate

dynamics of social influence within an educational context, shedding light on how peers can

significantly impact students' academic choices, attitudes, and ultimately, their academic performance.

Understanding these theories is crucial for educators, parents, and researchers seeking to address the

multifaceted challenges posed by peer pressure in educational settings.

Scope and Delimitations

The main purpose of the study was to identify The Relationship between Peer Pressure on

Senior High School Student Performance at Dona Hortencia Salas Benedicto National High School

Senior High School. The study covers how peer pressure affects the student's grades, and does it

matter how often or strongly they experience it, how providing assistance to students affects their

academic performance amidst negative outcomes of peers' pressure and student's belief about how

vulnerable they are to peer pressure influence their academic performance. The primary subject of this

research study will consist of senior high school students enrolled for the 1 st semester during the

academic year 2022-2023. The researcher utilized a purposive sampling technique in selecting the
respondents for the study. This study will focus on students enrolled on grade 12 Humanities and

Social Sciences (HUMSS) students exclusively. Only senior high school students from Doña

Hortencia Salas Benedicto National High School Senior High School. We will use a survey

questionnaire. The students selected will be limited from each section to prevent bias and acquire

accurate answers.

Significance of the Study

Students. Understanding the impact of peer pressure on academic performance is immensely

significant for students. It fosters self-awareness, allowing them to recognize when they might be

influenced by negative pressures and make more informed decisions about their academic priorities.

This knowledge empowers students to develop coping strategies to resist detrimental influences and

seek positive peer support, potentially leading to improved academic outcomes.

Researchers. This study contributes to the body of research on the complex interplay

between social dynamics and academic performance, offering valuable insights in the field of

educational psychology. It provides a foundation for further research, enabling researchers to explore

specific aspects of peer pressure and academic outcomes or conduct longitudinal studies to understand

the long-term effects. Researchers can build on this knowledge to expand the understanding of this

critical relationship.

Teachers. For educators, the study's significance lies in the opportunity to provide tailored

support to students. Understanding how peer pressure affects academic performance allows teachers

to offer targeted guidance, mentorship, and interventions to help students navigate these challenges

and maintain their focus on learning. It also opens the door to the development of classroom strategies

that promote positive peer interactions and minimize the negative impact of peer pressure on the

learning environment.

Parents. Parents can benefit from the study by using its findings to better guide their children

in making decisions about friendships and academic priorities. Understanding the influence of peer
pressure on academic performance enables parents to engage in open and constructive communication

with their children, fostering discussions about the challenges they may face. It equips parents with

the knowledge they need to provide guidance and support to their children effectively.

Future Researchers. The study's significance extends to future researchers as it serves as a

foundation for further investigations. It can be a stepping stone for those wishing to delve deeper into

specific subtopics, such as the influence of different types of peer pressure or the impact of

interventions. Additionally, the findings can inform policy changes and educational reform,

contributing to the creation of more supportive and conducive learning environments.

Definition of Terms

1. Academic Performance. Conceptually, The measurement of student achievement

across various academic subject. (https://ballot pedia.org)

Operationally, refers to the measurable result achieved by student base on their grades

and other relevant indicators. It serves as an indication of the extent educational objectives

and standards set by institutions.

2. Peer Pressure. Conceptually, peer pressure is the process by which members of

the same social group influence other members to do things that they may be resistant to, or

might not otherwise choose to do. (Hartney, 2022)

Operationally, refers to the specific way in which an individual's peers effect their

behavior, attitudes and beliefs. This can include direct pressure to engage in certain behaviors,

indirect influence through modeling of behaviors, social norms and expectations within the

peer group.
 Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research design, subject and respondents of the study, population

and sampling size, sampling techniques, data gathering instrument, validity, and relatability of the

research instrument, data gathering procedure, and data analysis.

Research Design

The research adopted a quantitative approach, opting for the correlational technique to delve

into the intricate relationship between Peer Pressure in Senior High School and the Academic

Performance of grade 12 HUMSS students at Doña Hortencia Salas Benedicto National High School-

SHS.

The core focus of this investigation is to discern the nuanced dynamics shaping the

correlation between Peer Pressure and Students' Academic Performance. Specifically targeting grade

12 HUMSS students, the research unfolds within the context of Doña Hortencia Salas Benedicto

National High School-SHS.

To ensure a comprehensive understanding, the researcher employed meticulous efforts in data

collection, striving to capture detailed and nuanced information about the subject matter. This

methodological choice aimed to provide a nuanced and thorough analysis of the interplay between

Peer Pressure and Students' Academic Performance in the context of senior high school education.

Subjects and Respondents of the Study

The subjects of this study were taken from ten (10) sections of the grade 12 Humanities and

Social Sciences strand from Doña Hortencia Salas Benedicto National High School - Senior High
School who were officially enrolled in Learner Information System of Department of Education for

the first semester of Academic Year 2023-2024.

Population and Sample Size

The Researchers used Slovin’s Formula to get the sample size required from the population of

515 Grade-12 HUMSS students.

Formula: n =
Where:

N = population size

n = sample size

e = margin of error (0.05)

The total population of Grade 12 HUMSS is five hundred fifteen (515). Using the Slovin
formula, two hundred twenty-five (225) is the obtained sample size.

n=

n=

n=

n=

n=

n = 225.13 = 225
Sampling Technique

To determine the numbers needed per section, and participants for this study, The

Researchers used the stratified random sampling which involves dividing the population into

subgroups or strata based on specific characteristics. Subsequently, a random sample was

taken from each stratum, ensuring a balanced representation of variables in the study.

Nh
n h= ∗n
N

Where:

n h = is the sample size for stratum

N h = the population size of stratum

N = the total population sizes

n = the desired overall sample size

Table 1. Distribution of Respondents by Sections of Grade 12 HUMSS of Doña Hortencia

Salas Benedicto National High School-Senior High School.

Section Population Sample (n)

(N)
Faith 52 23
Honor 50 22
Hope 55 24
Humility 53 23
Integrity 52 23
Justice 55 24
Piety 43 19
Purity 55 24
Valor 49 21
Wisdom 51 22
Total 515 225

Research Instrument

The research instrument that the Researchers opted to use when conducting the study

will be questionnaires, because it is easily acquired at less expense, and easier to disseminate

to the respondents. This also allows the respondents to ask and clarify questions in the

questionnaire, as the Researchers will be present during the distribution of this instrument.
 The Researchers have made the instrument, and have gotten it validated to ensure

accurate collection of data. It contains two (2) parts, Part 1 includes the academic average of

students from their first semester of Academic Year 2023-2024, Part 2 consists of the ten (10)

questions to measure the correlation between Peer Pressure and Academic Performance.

Data Gathering Procedure

To collect data, the Researcher must first obtain permission from the principal of

Doña Hortencia Salas Benedicto National High School-Senior High School. After receiving

approval, the researchers will then ask permission from the respondents to conduct a survey.

Following approval, the respondents will be given these survey questionnaires. Thus, the

researcher will use this to collect data. The survey form will be collected immediately by the

researcher to secure confidentiality of information after giving enough time the respondents

of the study to accomplish it.

Data Analysis

After the data are gathered, the researchers tally, tabulate, analyze and interpret the

data with the utilization of different statistical tools.

To answer the statement of the problem no. 2, which states, what is the academic

average of students, frequency and percent distribution will be used

To answer the statement of the problem no. 2, which states, what is the level of peer

pressure students face, frequency and percent distribution will be used

To answer the statement of the problem no. 3, which states, is there a significant

relationship between peer pressure and academic performance of senior high school students,

Pearson correlation coefficient (r) percent distribution will be used.

 Chapter 2

Review of Related Literature

According to Mora et al., (2020), “Peer pressure” means the influence that peers can have on

each other within their social group. Peer pressure is the direct influence or control on people by their

peers that might make them feel obligated to follow or copy certain activities or actions they do not

typically do. Peer pressure may affect each individual, but that does not immediately imply that peers

are always a bad influence; they can be good or bad. Although peer pressure is not incessantly a

negative subject matter, the terminology of “pressure” implies that the actions lead by the influences

may not be willingly performed, against the person’s will, and would have chosen not to do otherwise.

The previous definition was agreed upon by Hartney (2022), who defined peer pressure as

“the process by which members of the same social group influence other members to do things that

they may be resistant to, or might not otherwise choose to do. Peers are people who are part of the

same social group, so the term "peer pressure" refers to the influence that peers can have on each

other. Usually, the term peer pressure is used when people are talking about behaviors that are not

considered socially acceptable or desirable, such as experimentation with alcohol or drugs. Though

peer pressure is not usually used to describe socially desirable behaviors, such as exercising or

studying, peer pressure can have positive effects in some cases.”

According to Alcantara et al. (2019), who delved deeper on the reasonings behind giving in to

peer pressure, “it is defined as the way that people of the same social group can influence on another

individual to take a certain action, adopt certain values, or otherwise conform in order to be accepted.”

A person does not need to be someone who is seeking validation from another person or a group of

people to be affected by peer pressure, because being influenced by others without personal contract

or agreement can still be considered as peer pressure. This issue is can commonly be applied to

younger people, more notably, teenagers. To gain the sympathy and respect they desire, some
individuals are inclined to do things they are not comfortable with doing in order to fit in and build an

image that they view as respectable for people around them. Students often succumb to peer pressure

in order to not be criticized or ostracized by their friends. In the Philippines, many of the teenagers are

unfortunately letting peer pressure take control of their actions, despite their morals contradicting.

Peer pressure plays a consequential role, particularly within the context of academic

performance of students. But what is academic performance? Well according to Thirunavukkarasu et

al. (2021), academic performance refers to the evaluation and measurement of a student's

achievements and progress in their educational pursuits.

Peer level factors also have a relationship with students’ academic performance. Students

whose friends engage in negative activities such as use of drugs, sneaking out of school and being

absent from school chronically are likely to have lower academic performance. The principals of

district public secondary schools should develop a rapport and understand the feelings and needs of

their students. Students should be encouraged to choose their friend wisely as some have negative

influence on their academic performance, especially those who sneak out of school, use drugs and

those who do not attend school regularly (Korir, 2014).

In the study conducted by Moldes et al. (2019), the researchers concluded that graduating

senior high school students have encountered different factors in relation to students’ peer pressure in

school and its association in their studies in terms of social belongingness, curiosity, cultural-

parenting orientation of parents and education. The results declared that there are several factors that

could affect students’ academic performance in school regarding to peer pressure. This suggests that

peer pressure does not give negative impact directly to student toward their peers.

Generally, students peer pressure in school affects the academic performance among students

in term of various content. Furthermore, cultural parenting among parents and social belongingness
can affect student academic performance in school. Hence, whatever the effects of student peer

pressure are based their approach towards their peers.

The influence of peers can be both positive and negative. On the positive side, it can serve as

an important incentive for adolescents to perform well in school. On the negative side, peer influence

can lead to discipline problems and delinquent behaviors both inside and outside school. Thus, the

values of peers can play an important role in students’ educational experiences and outcomes

(Moneva, 2019).

Determining the effect of peer pressure to the academic performance of the students can be

challenging however there can be several methods to define it. Peer pressure decreases student

motivation in learning during classes. Hence, affecting their academic performance but control

measure can be done to prevent it such as cooperative learning. Further, cooperative learning is a good

method in using peer pressure to motivate students since the whole class will be involve in group

activities that allows them to exchange ideas and work together to solve an academic challenge

(Fragata and Limpot, 2023).

The Relationship Between Peer Pressure and Senior High School Students’ Academic

Performance

A Research Paper Presented to The Faculty of Senior High School of Doña Hortencia Salas

Benedicto National High School-Senior High School

In Partial Fulfillment of the Requirements in

Practical Research 2

GRADE 12 – HUMSS INTEGRITY

Members

Duco, Julianna V.

Javier, Ezra Dawn H.

Bantula, Jezrah Milchaella

Patricio, Jhonneza

Dasas, Riza Mae

Suriaga, Rizamae

Sardeña, Reign

Francisco, Eliaquim Kian

Magbanua, Ralche