i

EFFECTS OF PEER PRESSURE ON THE HABIT-FORMING BEHAVIOR OF GRADE

6 PRIMARY LEARNERS: BASIS FOR ACTION PLAN

An Undergraduate Thesis
Presented to the faculty of the College of Teacher Education
Ramon Magsaysay Memorial Colleges-Marbel Inc.
Koronadal City

In Partial Fulfillment of the Requirements for the Degree

of Bachelor of Elementary Education

APREAL LYN C. CABAYA

May 2024
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RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC.

Purok Waling – Waling, Arellano Street, Koronadal City, South Cotabato
Tel. No.: (083) 22/ - 2880

COLLEGE OF TEACHER EDUCATION

____________________________________________________________

APPROVAL SHEET

The undergraduate thesis entitled “EFFECTS OF PEER PRESSURE ON THE

HABIT-FORMING BEHAVIOR OF GRADE 6 PRIMARY LEARNERS: BASIS FOR
ACTION PLAN” prepared and submitted by APREAL LYN C. CABAYA in partial
fulfillment of the requirements for the degree BACHELOR OF ELEMENTARY
EDUCATION, has been examined and is recommended for ORAL EXAMINATION.

ROSE E. USERO, PhDEM

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination.

CONSES DIANNE P. FAJARTIN, MaED, LPT

Chairman

FERNANDO P. LAGRADILLA, MIM NATHANIEL F. BANGOC II,

PhDEM
Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of
BACHELOR OF ELEMENTARY EDUCATION.

JOHNNY S. BANTULO, EdD

Program Director, College of Teacher Education

MAY 2024
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ABSTRACT

This thesis investigates the positive and negative impact of peer pressure on the
habit-forming behavior of grade 6 primary learners. Through a comprehensive
examination of peer dynamics and behavioral patterns, the study aims to elucidate the
extent to which peer influence shapes learners habits and behaviors during their
formative years. Utilizing a survey method and observational data, the research explores
the various facets of peer pressure, including its manifestations, underlying mechanisms,
and effects on learners academic performance and social development. Highlighted here
are the pervasive influence of peer pressure on learners habit formation, particularly in
areas such as study habits, social interactions, and decision-making processes. Our
findings show that peer pressure really does influence learners habits, like how they
study and make decisions. We also found things that make peer pressure worse or
better and like how strong learners are on their own. This study shows that it’s important
for schools to help learners build good relationships with their peers and learn to stand
up to negative influences. These findings support educational practice and intervention
strategies are discussed, with a focus on promoting positive peer relationships, fostering
resilience, and empowering learners to resist negative peer influences. It is
recommended that learners should surround themselves with friends who share similar
goals and values, as being part of a supportive peer group can significantly impact their
academic performance and personal development.

Keywords: peer pressure, habit-forming behavior, grade 6 learners, social dynamics,

academic performance.
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TABLE OF CONTENTS

Contents Page

Title Page i

Approval Sheet ii

Abstract iii

Table of Contents iv

Acknowledgment ix

Dedication x

Chapters

I INTRODUCTION

Rationale 1

Research Objective 2

Review of Related Literature 3

Synthesis 22

Theoretical Framework 22

Conceptual Framework 24

Significance of the Study 24

Scope and Delimitation 25

Definition of Terms 26

II METHODS

Research Design 27

Research Locale 27

Population and Sample 28

Research Instrument 29

Data Collection 29

Statistical Tool 30
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Ethical Consideration 30

III RESULTS 31

IV DISCUSSIONS 39

Discussion of the Study 39

Conclusions 41

Recommendations 42

REFERENCES 44
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APPENDICES Page

A Letter to the Validators 51

B Validation Sheet for the Research Questionnaire /Developed

Materials 54

C Research Questionnaire or Developed Materials 57

D Summary of Validators’ Rating on Questionnaire 60

E Letter of Permission to Conduct Study 61

F Certificate of Appearance 64

G Documentation 65

CURRICULUM VITAE 66
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LIST OF TABLES

Tables Page

1. The Result of the Study 31

2. Proposed Action Plan 37

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LIST OF FIGURES

Tables Page

1. Conceptual Framework 22

2. Map of the Study 28

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ACKNOWLEDGMENT

The researcher would like to express his heartfelt gratitude to all the people who

showed kindness and compassion in the creation of this endeavor. This study would not

have been possible without the help of the people behind it.

Special acknowledgment and appreciation are extended to the following people

to whom the researcher owes the completion and realization of this study:

Usero E. Rose, PhDEM, for the continuous support of his thesis study and

research and his patience, motivation, enthusiasm, and immense knowledge; Chairman

of the Panel Examiners Conses Dianne P. Fajartin, MAEd, Lpt., for his expertise and

effective guidance to improve this study; and to the panel members Fernando P.

Lagradilla, MIM, and Nathaniel F. Bangoc II, PhDEM, for their valuable and insightful

suggestions, encouragement, and provoking questions and insightful comments and

revisions to improve this study.

Richard S. Celo, the Surallah Central Elementary School principal, for giving me

permission and support in conducting this study.

The researcher also wants to thank the Surallah Central Elementary School

grade 6 learners and teachers for their cooperation and willingness to answer the

questionnaires given to them for the survey.

Above all, the researcher would like to extend his heartfelt thanks to the Almighty

God for her life, good health, divine guidance, and outpouring of blessings throughout

the study's writing.

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THE RESEARCHER

DEDICATION

This research is wholeheartedly dedicated to the effort, and I dedicate this study

to Mrs. Unicy C. Cabaya, Mr. Randy A. Cabaya, Mrs. Riza Jessica Z. Bantug and

Mr. Jay Mark A. Bantug, the parents and guardians of the researcher, who have been a

source of inspiration and strength, who have molded and helped her to provide moral,

spiritual, emotional, and most especially financial support towards her relatives to make

this study possible.

Moreover, to the helping instructors (Sir Arnel, Sir Ludimer), who shared their

insights and imparted knowledge for the organization of the process and content of the

research. To the best friend of the researcher, Mark Angel A. Garcia, who motivates,

inspires and support the researcher at his utmost best. To friends (Cheryl, Charilyn,

Jana, Pauline), classmates, and schoolmates who helped make this study successful,

this is all dedicated to all of you.

Furthermore, the researcher dedicated this book to the Almighty God. Thank God

for the guidance, strength, presence of mind, protection, and skills, and for giving the

researcher a healthy life throughout her thesis journey. All of these are offered to God

the Father.

APREAL LYN C. CABAYA

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Chapter I

INTRODUCTION

Rationale

Peer pressure plays a big role on a student’s academic behavior and most often,

the influence confronted by learners decline their desire to improve their performance

and without proper support, they never handle the effects accordingly.

This study indicates that peer pressure significantly impacts adolescent behavior,

both positively and negatively globally. This review explores why adolescence is

particularly susceptible to such influence. We propose the Influence‐Compatibility Model,

which combines the idea of heightened conformity in early adolescence with the concept

of peer influence fostering similarity among peers. These dynamics facilitate the

formation of friendships, group integration, and the reduction of differences that could

lead to social exclusion (Laursen et al,. 2021).

According to Aziz et al, (2020) peer influence in university settings would be

complex and nuanced, with considerable and potentially variable influences on

academic achievement, partly due to varying motivating outcomes resulting from

different peer interactions. Peers are seen as a continuous and essential feature of

university environments, having a significant impact on overall development. This is

especially true for university learners, who frequently display an increased demand for

social acceptability.

The study conducted by Packer (2023) states that peer pressure is the process

by which members of a relevant social group, such as friends and peers of a similar age,

apply social pressure on others to adhere to social standards that describe acceptable

feelings, ideas, or behaviors.

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According to Mora et al. (2020), in Abraham H. Maslow’s hierarchy of motivation

model, which he first presented in 1954, the prerequisites for success are love and a

feeling of belongingness. A child that has poor connections, for example, will find it more

difficult to participate in educational activities in the classroom. Emotionally secure

relationships with others form the foundation of classroom learning, which is all about

learning with and around people, including classmates and family.

With these preceding ideas, the researcher plans to conduct this study to

investigate the effects of peer pressure on the habit-forming behavior of grade 6 primary

learners as well as the action plan of dealing these habits.

Research Objectives

The aim of this study is to find out the effects peer pressure on the habit-forming

behavior of grade 6 primary learners with the objective of providing insights with regards

to the factors impacting the habits of learners and how it is related to the pressure of

their peers.

Specifically, this study will answer the following:

1. To determine the positive and negative effects of peer pressure on the habit- forming

behavior of grade 6 primary learners.

2. To design action plan.

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Review of Related Literature

This part reviews the literature related to the effects of peer pressure on the

habit-forming behavior of grade primary learners. These consisted book, thesis and

articles from the internet written, global and local authors.

Concept of Peer Pressure

Peer pressure is the direct or indirect influence on peers; members of social

groups with similar interests, experiences, or social statuses. Members of a peer group

are more likely to influence a person's beliefs, values, and behavior. A group or

individual may be encouraged and want to follow their peers by changing their attitudes,

values or behaviors to conform to those of the influencing group or individual. For the

individual affected by peer pressure, this can have both a positive or negative effect on

them.

According to Singh and Chandel (2022), peers are the important component of

everyone’s life. Children grow, learn, and imitate each other with peers. They often feel

more comfortable sharing ideas and thoughts, whether good or bad, with their peers

than they do with their parents. Peers teach many things in life that parents and

teachers cannot teach in the family or in schools. Generally, children imitate the behavior

of their peers and follow the rules of the group in order to fit in and feel a sense of

belonging. This is the stage where the influence of parents and teachers is less and the

influence of peers is greater.

In addition, Harrel (2020) asserts that peer pressure can be beneficial for

learners, as it can create a desire to fit in, teach them what not to do, help them grow,

develop a sense of support, take them out of their comfort zone, and lead them to make

independent choices. However, it is crucial to recognize that peer pressure can be

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detrimental when decisions and beliefs are set aside just for acceptance in a particular

peer group. It is up to the individual to determine the effect of peer pressure on their

lives.

Furthermore, Morin (2024) states that peer pressure is the influence wielded by

people who are members of the same social group. It is also the term used to describe

the effect this influence has on a person to conform in order to be accepted by the

group. Often, peers are thought of as friends. And while your child's friends are their

peers, peers can also be anyone of a similar status, such as people who are the same

age, who have the same abilities, or who share a social status.

According to Umashankari (2020), peers play a crucial role in a child’s social and

emotional development by shaping the child’s normative beliefs and interpretation of

information regarding risk activities. Peer influence begins at an early age and increases

through the teenage years. It is natural, healthy, and important for children to have and

rely on friends as they grow and mature. Peers can be positive and supportive, helping

each other develop new skills or stimulating interest in books, music, or extracurricular

activities.

The study conducted by Liu (2023) mentioned that peer interactions are seen to

be an essential component of adolescents' interpersonal relationships, which inevitably

helps to shape their psychological wellbeing. Adolescence is a critical developmental

stage that lays the groundwork for an individual's future self. The main focus of this

review is on the function that peer relationships. Teenagers' conduct is shaped by their

relationships with their peers since they often imitate the actions of those around them.

Peer interactions, on the other hand, can complement adult supports, such those found

in schools and homes, and thus further enhance the psychological health of teenagers.
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In addition, Gupta et al. (2020) states that peer pressure, also known as social

pressure, refers to the direct influence that peers have over individuals, or the effect that

peers have on an individual who is urged to follow them by adopting the attitudes,

beliefs, or behaviors of the influential group or individual. This may have a positive

impact, a negative impact, or both. Peers typically encourage an individual to make

changes. their dispositions and personalities in an attempt to emulate them.

Study done by Johnson (2023) also mentioned that social media are constantly

exposed to images and messages from their peers. This can create a sense of pressure

to conform to certain standards of appearance and behavior. Adolescents need to learn

how to critically evaluate the images and messages they see on social media and how to

resist peer pressure to engage in harmful or unhealthy behaviors. Open communication

about this topic with parents is essential, along with guidance in developing strong self-

esteem and fostering positive social connections.

Furthermore, Bestlink College of the Philippines found that peer pressure

positively impacted the academic performance of Grade 12 HUMSS Strand learners in

two variables: examination (3.51) and recitation (3.94). However, for the remaining

variables, attendance (3.44) and activities and projects (3.34), the learners were

undecided on whether peer pressure had a positive or negative effect. The study found

that peer pressure impacts individuals differently, with peers either positively or

negatively influencing learners , and the impact on academic performance ultimately

depends on the individual student (Bo et al., 2020).

Description of Habit-Forming Behavior

According to Juratowitch (2021), repeated actions form habits, forming new

connections in the brain, leading to reflexive behavior. A new habit takes a lot of work to
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develop, but once it is, it doesn’t take much cognitive effort to maintain it. He added that

in the beginning, learners frequently attempt to modify their habits, but it is difficult to do.

Breaking old habits and forming new ones requires time, effort, and commitment, but is

achievable if highly motivated. A new habit forms when a person repeats a single action,

and once established, it will naturally come to you without concerning it.

A study by Yadav (2023) also mentioned that behavior is a pattern of repeated

acts that develops into subconsciously held beliefs. It can also be viewed as a type of

practice or learning in which the individual who is doing the action gets so used to it that

they stop changing how they go about things. Behavior is the system’s natural reaction

to its environment, and it can occasionally be prevented.

In addition, Britannica (2021) states that habit in psychology refers to regularly

repeated, learned behaviors that require little thought and are part of various activities.

These habits are developed through reinforcement and repetition, with the behavior

becoming more automatic with each repetition. Some habits may form based on a single

experience, especially when emotions are involved, making them more innate.

Furthermore, Van Der Weiden (2020) mentioned that the study aimed to

investigate the impact of self-control capacity on the development of good habits in real

life over 90 days. Results showed that habit formation increased significantly over three

months, particularly for participants who consistently performed desired behaviors.

However, self-control capacity did not seem to affect the habit formation process,

contrary to expectations. The study suggests that future research should focus on self-

control and other potential moderators in the formation of good habits to better

understand the relationship between long-term goals and short-term behaviors.

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Asserted by Orbell et al. (2020), learned behaviors can become habits, triggered

by cues in memory. These habits function automatically, requiring little conscious

thought or specific goals. They are observable in a person's environment and can persist

even when the initial motivation behind them fades. Understanding how habits form is

crucial for developing interventions that promote lasting behavioral change.

The research conducted by Gardner et al. (2022) delves at how habit formation

shapes behavior, especially in practical contexts. They stated that Intentional motivation

is not always necessary for people to sustain actions they want since habits develop into

behaviors that behave naturally in related situations. Methodological standards for

monitoring the development of habits in real life are suggested in this work, along with

possible modifiers of the impact of repetition on habit formation. Key components for

simulating habit development in realistic environments were extracted from a narrative

overview of habit theory.

Locally, a study conducted at Jagobiao National High School found that peer

influence significantly impacts learners' performance tasks. The study involved 243

senior high learners who answered a Likert scale questionnaire. The results showed that

peers can influence learners' performance tasks, and learners often receive low grades

from skipping classes with their peers. The study concluded that peer influence is

associated with academic performance, indicating that peer involvement plays a

significant role in learners' academic engagement and success. (Legaspino and

Moneva, 2020).

Role of Peer pressure on the Habit-Forming Behavior

According to Dedhiya (2020), positive peer pressure can come from peers and

influence individuals to take actions that are beneficial that they might not have taken on
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their own. For instance, the study shows other members of the group may be more

inclined to study diligently if their friends are studying hard. Everyone can benefit from

stronger relationships and academic success as a result. Positive peer pressure can

help individuals make better decisions and develop into better versions of themselves by

encouraging others to read regularly, as people tend to follow their friends' lead.

In addition, Valente et al. (2020) asserts that teens are influenced by their peers

to adopt a range of healthy habits, such as eating a balanced diet and getting enough

sleep. Adolescents are more likely to exercise, eat well, and get enough sleep if they

have friends who conform to these habits. However, teenagers who hang out with

friends who eat poorly, don’t exercise, or don’t get enough sleep are more likely to do

these things themselves.

Further, Williams (2021), peer pressure has detrimental effects on mental health

of learners. Teens who are subjected to negative peer pressure may be more prone to

suicidal thoughts, anxiety, and depression. This is due to the fact that unfavorable peer

pressure can cause emotions of worthlessness, inadequacy, and loneliness. Teenagers

who experience ongoing pressure to engage in risky behaviors or to live up to unrealistic

expectations may come to feel inadequate or like outsiders. Mental health may

deteriorate as a result.

Study done by Engels et al. (2020) examines the influence of peer influence on

adolescents' healthy behavior. It identifies two key factors: perceived peer norms, which

influence adolescents' choices and can either encourage or discourage healthy

behaviors, and self-efficacy, which is their belief in their ability to make positive

decisions. The research highlights the complex interplay between these factors in

shaping adolescents' health behaviors.

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As what Haynie et al. (2021) found out, peer pressure has the potential for

protecting people from risky behaviors like substance abuse and delinquency. This is

due to the fact that teenagers with healthy peer relationships are more likely to be

prosocial and healthy behaviors inspired by their peers. He added that teenagers who

have healthy peer relationships are more likely to feel sense of belongingness and are a

part of their community. This may be able to protect them from the harmful effects of

peer pressure, which could otherwise encourage risky behavior.

Peer pressure levels among teenagers were to be evaluated in this study by Nc

(2020), which took into account age, birth order, education, family income, and parent's

work. The 'Peer Pressure Scale' was employed to gather data from 123 adolescents

between the ages of 16 and 21. The results demonstrated that peer pressure patterns

were similar in all age categories, with fourth-born teens exhibiting significant levels of

peer pressure. Based on the study, in order to help teenagers to have better lives

adolescents should be educated on the pros and cons of peer pressure and taught

coping skills to improve their lifestyle.

The study by Keletsositse (2021) analyzed the impact of peer influence on

learners ' behavior and academic performance in a private school in Botswana. Results

showed that boarding schools have two main peer groups: female and male, with male

dominance exhibited through aggression and coercion. The study also found a

significant relationship between peer influence and academic performance.

According to Kwak et al. (2023), peer pressure can encourage teenagers to

participate in civic engagement activities like volunteering, as they are more likely to

follow the activities of their friends. Peer pressure can also instill in teenagers a sense of

social duty and obligation, which encourages them to become active in their

communities. Peer pressure is a powerful tool in promoting social change, as it creates a

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sense of social norms and encourages people to view certain behaviors or attitudes as

appropriate and normal, leading to a more likely adoption of the habit or mindset.

In addition, the study conducted by Kishore (2021) states that peer pressure is

healthy when it inspires an individual to work harder and better for themselves. But the

same instances of peer pressure may also be detrimental to an individual wellbeing if

they cause emotions of inadequacy, or if someone begins to worry that their peers are

able to easily do things that they find difficult. The capacity to establish and sustain

meaningful connections is one of the most significant effects of peer pressure.

Furthermore, Admin (2021) said that the quality of the people in your groups

matters because it affects how well you perform as a student. For this reason, they

should carefully select their peers. Learners experience peer pressure when they

experience an unexpected need for acceptance and recognition. This is the reason they

become tense and anxious, which can lead them to cram their schoolwork and worry

about the grades. Because it will make them feel better, they will put more importance

on fitting in with a certain group than on their studies. Adolescents experience instability

during this time because of social, physical, and emotional changes.

For instance, Admin (2021) stated, that this point is the ideal time to provide

additional parental guidance. Student outcomes are influenced by the peer group effect.

People make direct improvements to their academic performance by talking to each

other and observing what others do. While peer collaboration can be inspiring, it can

also have a detrimental impact on our academic performance and future.

Locally, the study examined how peer pressure influences the habit-forming

behavior of academically proficient senior high school learners at Nazareth School of

National University. The researchers employed a descriptive quantitative research

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approach to assess the impact of peer pressure on academic component habit-forming

behavior. Most learners utilize peer pressure to excel in all facets of the educational

component, resulting in improved grades and the attainment of their desired learning

outcomes (Absin et al., (2022).

Importance of Habit-Forming Behavior

According to Juratowitch (2021), modifying a single action can be simpler when a

habit is broken down to its most basic form. A habit is created by a sequence of discrete

behaviors that may need to be changed. This study emphasizes the importance of

conscious change in habits by outlining the reasons for change and providing a clear

explanation. Consistent motivation is necessary for action to take place, and deliberate

effort is required to implement new behaviors. The relationship between actions, habits,

values, and destiny is significant.

A study by Strong (2022) found that, habits can have a significant impact on a

variety of aspects of your life, such as relationships, self-esteem, productivity, and

mental and physical health. It’s always possible to break bad habits and form new ones

that serve your needs better. He added that it can take some time to form new habits

and have them stick, so during the process, practice self-compassion and patience.

Furthermore, Murnal (2021) states that, the benefits of building good habits are

highlighting achieving goals, enhancing productivity, and ultimately improving overall

quality of life. The author added that experiences provide big impact on developing a

habit that boosted confidence, and cultivating positive habits. Key strategies include

starting small and setting manageable goals, consistency and positive reinforcement.

The study by Bordia (2023) cited that academic success requires hard work and

perseverance, and learners should develop healthy habits to achieve it. These habits
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help learners concentrate on their studies, overcome stress, improve memory and

concentration, and establish positive relationships with parents, teachers, and peers. A

calm mindset is essential for good exam scores, and these habits can help learners build

these skills. By adopting healthy habits, learners can overcome external factors, improve

their memory and concentration, and achieve academic success.

According to Fiorella (2020), habits play a crucial role in long-term goal

attainment, student learning, and well-being. However, educational research often

overlooks the role of habits in student self-regulation. Habit theory can explain failures in

motivation or self-control due to contextual factors. Habit-based interventions can

support lasting changes in learners' recurring behaviors by disrupting bad habits and

creating supportive contexts for beneficial ones. Educational settings offer a new area to

test and adapt existing habit models.

Also, Schwartz (2022) stated that positive habits are crucial for learners to

achieve their character goals, such as integrity and kindness. To become their best

possible self, learners need to plan their habits and develop a wide range of positive

habits. Planning is key, as failure to plan can lead to failure. Creating new positive habits

requires discovering optimal cue/action patterns and intellectual humility to anticipate

weaknesses or flaws in habit design.

The study by Styx (2022) reveals that humans are habitual creatures, developing

routines and repeating behaviors that can be both beneficial and destructive.

Researchers conducted two studies to understand this concept. One involved participant

recalling a positive or negative event before completing a task that trained them in a

habit. Both studies found that participants underemphasized habit and overvalued inner

states like mood and fatigue. Previous research has also found that emotions and mood

play a larger role in behavior than habits.

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In addition, Salva (2022) argues that the study aimed to assess the study habits

of 4,056 secondary learners from nine junior and senior high schools in the Philippines

during the COVID-19 pandemic. The results showed that the learners had an overall

mean of 4.14 or often, indicating positive academic practice. However, when the mean

scores were grouped according to sex, socio-economic status, education level, and

preferred learning delivery method, the study habits were significantly different. This

suggests that the disparities in study habits among secondary learners are significantly

different when grouped by demographic factors. The study highlights the need for better

understanding and support for learners to maintain their academic success.

Locally, a study of 290 junior high school learners in a public school in Southern

Mindanao, Philippines, found that peer pressure significantly impacted learners'

motivation in learning Filipino. The independent variables were student motivation, peer

pressure, and cooperative learning. The study found a significant relationship between

peer pressure and learners' motivation in learning Filipino, as well as a partial mediation

effect between peer pressure and cooperative learning (Fragata et al., 2023).

Furthermore, cooperative learning was found to reduce the negative effect of

peer pressure on learners' motivation to learn Filipino. The high level of cooperative

learning in the relationship between peer pressure and student motivation in Filipino

suggests the need for group activities within the classroom, where learners can

exchange ideas and work together to solve academic problems. This suggests that

cooperative learning is a crucial component in promoting student motivation in learning

Filipino. (Fragata et al., 2023).

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Problem/Challenge encountered by Learners on Peer Pressure

According to Jain (2023), negative peer pressure can create an environment in

which academic success is treated with contempt or even abuse. Peers who place a

lower value on education and give priority to immediate satisfaction may discourage

learners from pursuing their academic goals. Learners may view schoolwork negatively

and view it as a hindrance to their social lives. Peer pressure can lead to unhealthy

habits like drug abuse, which can harm their physical and mental health, affect cognitive

function, and make it harder to learn and retain new concepts.

In addition, Devitt (2023) argues that negative peer pressure can lead to poor

and impulsive decisions, potentially affecting academic goals and personal growth. The

attraction of acceptance and belonging can influence young people's minds, leading

them to conform to peer expectations even when they contradict their moral principles.

This can result in performing against their own judgment, engaging in risky activities, or

compromising their moral character.

For instance, Devitt (2023) added that when learners put their peers' approval

ahead of their academic responsibilities, their performance at school may decline, which

can lower their grades and decrease their enthusiasm in learning. Their future

opportunities and goals may be hindered by this pattern of behavior, which can continue

outside of the classroom and affect other facets of their lives.

Furthermore, Babu (2020) mentioned that peers can have a negative influence,

encouraging each other to skip classes, steal, cheat, use drugs or alcohol, or become

involved in other risky behaviors. In behavioral health, a peer is usually defined as

someone who shares the experience of living with a psychiatric disorder or addiction. In

this narrow context, two people living with these conditions are peers.
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A study by Gupta et al. (2020) also claim that a person's personality is impacted

by peer pressure. Someone who is subjected to peer pressure never feels confident or is

unable to make independent decisions. Someone should talk to their parents, teachers,

or any individual who they believe to be trustworthy if they feel pressured by their peers.

Same with Vallejo (2023) as he cited that excessive academic pressure can

cause depression, anxiety, stress, and physical conditions like fatigue. While mild

pressure is beneficial, it's crucial to address the root cause of academic pressure. Stress

management tools can help, but it's essential to prioritize the well-being of learners, as

they are the future of the world.

According to Banik et al. (2022), peer pressure can cause learners to neglect

their studies in preference for activities that their peers favor of, even if those activities

are not academically useful. As a result, grades and academic performance might

decrease. Furthermore, learners who are under peer pressure are more likely to disrupt

class by talking during their consequently, creating disturbances, or engaging in other

disruptive behaviors. This can lead to a negative learning environment in the classroom

for everyone. Learners who do not feel like they fit in with their peers may also lose

interest in school and become less motivated to learn.

The study conducted by Lan et al. (2023) reveals that the degree of peer support

among teenagers is inversely connected with their sensation of loneliness, whereas the

degree of academic pressure is favorably correlated with it. The association between

peer support, loneliness, and academic pressure was shown to be mediated by social

connectivity. (3) Compared to adolescents with low academic pressure and good peer

support, those with high academic pressure and poor peer support showed less social

connectivity. (4) Teenagers who experienced both high and low levels of academic
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pressure and peer support were more socially attached than those with low academic

pressure and low peer support.

Locally, teenagers may face negative peer pressure, which can persist

throughout childhood and adulthood, can lead to harmful or illegal activities like

substance abuse, skipping school, vandalism, and stealing. Despite the consequences,

teenagers may succumb to this pressure due to their desire for acceptance and fear of

rejection. This can cause significant emotional distress, including low self-esteem, social

dissatisfaction, loneliness, depression, and later-life problems like dropping out of

school, juvenile delinquency, and mental health issues (Espinosa et al., 2023).

Benefits of Peer Pressure

The study of Leka (2020) investigates the impact of peer group acceptance on

academic achievement in adolescence. It reveals that successful learners form positive

peer relationships, leading to better academic performance. The study also considers

other factors such as the social context, academic culture at home, and the support and

encouragement received from school instructors. The findings can help inform future

strategies for enhancing academic performance.

Furthermore, Leka (2020) mentioned that peer influence and selection are

complementary processes that shape adolescent social conditions. It's crucial for

educational reform to eliminate the negative effects of peer academic accomplishment.

Studies have examined the relationship between peer orientation and group rates in

adolescents, highlighting the importance of addressing these factors.

According to Jain (2023), peer pressure can motivate learners to strive for

academic excellence. Observing their peers' accomplishments and receiving recognition

from their social group can create a healthy competitive environment that encourages
 17

learners to work harder, set higher goals, and achieve better results. Positive peer

pressure can foster a sense of accountability and inspire learners to engage in

constructive study habits, such as participating in group study sessions or seeking help

from classmates.

In addition, Pugle (2024) studied the phenomenon of constructive peer pressure

may be seen as a strong social reinforcement system. Individuals are exposed to an

example of the availability of support, encouragement, and a sense of belonging within a

certain social group through seeing peers engage in positive activities. Observing such

behaviors especially ones that might seem difficult at first can encourage self-reflection.

Individual may evaluate their own life decisions, objectives, and the manner in which

they allocate their time. In the end, this process of self-reflection can inspire people to

take on more constructive habits and completely incorporate themselves into the

encouraging social milieu that their peers represent.

Furthermore, Verma (2021) states that peer pressure also possesses the

potential for immense positive influence. By motivating individuals to achieve more,

boosting their confidence, and establishing their credibility, positive peer pressure can be

a powerful tool for personal and professional growth. However, it's important to

remember that discernment is key. Surrounding oneself with positive influences who

support an individual's ambitions is crucial for harnessing the power of peer pressure for

good.

A study by Morin (2024) mentioned that positive peer pressure can be a valuable

part of learning how to socialize and grow. The type of peer pressure the children are

experiencing depends on the peer group they socialize with and the larger social groups

they interact with, both in person and online.

 18

According to Stephen et al. (2021), peer group pressure is in two ways, both

negative and positive. The teacher should employ several tactics to assist these peer

kids in steering clear of notable effects, as children' poor growth can affect their

academic performance. It was also demonstrated that peer pressure might be

advantageous in some situations. Many learners have believed in their friends and show

that they may gain intellectually from spending time together as it promotes knowledge

expansion and academic advancement.

In addition, Alonzo et al, (2022) states that adolescents will experience change

when they reach their teenage years and shift their focus to what interests them the

most, including their peers. Moreover, with their peers, teens may acquire a sense of

belonging and acceptance within their group, which in return helps them grow

independently. Peer influence may have opportunities for growth for young adults, but it

also has disadvantages. Given the results of the Research, despite the deviant risk of

negative peer influence on adolescents' behavior, many or the majority of adolescents

do not expose themselves to certain risks.

The study conducted by Laursen (2021) highlights the compelling data that

suggests peer influence is a ubiquitous force during adolescence, shaping both

maladaptive and adaptive attitudes and behaviors. The components that contribute to

adolescence's particular vulnerability to peer pressure are the subject of this summary of

the study. The Influence-Compatibility Model that we present here combines evidence

demonstrating the rising affiliate similarity caused by peer influence with convergent

beliefs about early adolescence as a period of increasing conformity. Collectively, these

developmental processes promote harmony both within and across groups, ease the

formation of alliances and absorption into the peer group, and eliminate barriers that

may result in social marginalization.

 19

The study was conducted through online survey in a public school of Division of

Davao del Sur during the school year 2021-2022. It results showed that cooperative

learning helps to reduce the negative effect of peer pressure on learnersearner'

motivation to learn Filipino. The high level of cooperative learning in the relationship of

peer pressure and student motivation in Filipino is a good indication that this is

necessary to take place within the class such as group activities in which ls have of

exchanging ideas and working together to solve an academic problem (Limpot et al,

2023).

Ways to Earn Positive Effect of Peer Pressure

According to Smith (2023) maintaining personal and professional goals can be

achieved by surrounded by supportive, motivated individuals who share one's values

and aspirations. This can boost confidence and drive individuals to work harder towards

achieving their goals. A strong network of people who care about one's well-being and

offer guidance, inspiration, and support during difficult times is beneficial.

A study by Raypole (2021), asserts that there are several methods to promote

positive peer pressure. Becoming a good role model for your peers is one way that

works well. The study shows that a person is more likely to inspire their peers to make

healthy choices when they make them on a regular basis. Furthermore, peers can be

used to support one another and discuss with one another the significance of making

wise decisions.

In addition, Jones (2022) highlights the transformative power of finding a peer

group with similar interests and values. This group can inspire, support, and help

learners grow into their best selves. Peers can act as role models, encouraging learners

to participate in extracurricular activities. Learners find enjoyable and meaningful

 20

activities more appealing when they see their friends engaging in them, leading to

increased participation and learning.

According to Brown (2021), spending time with innovative and imaginative

people can broaden one’s perspective on the world and stimulate creative thought.

Spending time with individuals who are continuously questioning the status quo and

expanding the realm of possibility can spread like wildfire. Their enthusiasm and

determination can inspire others to think more imaginatively and outside the box.

Another excellent strategy to stay motivated and on track with your goals is to make

promises to your peers and hold each other accountable.

In addition, Brown (2021) study shows that learners are less likely to give up

when they are aware that there are others who depend on them. Learners are less likely

to give up when they are aware that there are others who depend on them. He clarified

that during trying times, like when learners are feeling worried, anxious, or overwhelmed,

peers can offer emotional and practical support and encouragement. Learners who feel

understood, appreciated, and accepted by their peers are more likely to be able to

handle these difficulties successfully.

Furthermore, Williams (2020) highlights the importance of intellectually

stimulating peers in fostering critical thinking, personal growth, and personal

development. These peers can help individuals learn new skills, expand knowledge, and

reach their full potential. They also help learners stay on track with their academic goals

by holding them accountable for their actions. Research indicates that learners are

more likely to succeed academically when their peers support, motivate, and encourage

each other, leading to productive study habits and techniques.

 21

According to Leka (2020) a variety of categories and even the entire educational

system are crucial to a student’s success because they understand how teenagers

interact with and communicate with one another, as well as how the presence of a peer

group influences a student’s academic achievement in the classroom. Peer pressure is

best described as teens encouraging other teenagers to do things.

For instance, Leka (2020) states that when parents provide their children with

appropriate guidance during adolescence and peer pressure is present, children are

more likely to enjoy their friends’ company and spend more appropriate time with them

during this stage of life. Teens derive significant advantages from social support, as it

provides them with the assistance of their friends in managing difficult circumstances

and stressors. Many studies have been conducted to gain a greater understanding how

peer groups affect learners’ academic achievement.

As a support, Admin (2021) highlighted the quality of the people in learners’

groups matters because it affects how well they perform as a student. For this reason,

they should carefully select their peers. Learners experience peer pressure when they

experience an unexpected need for acceptance and recognition. This is the reason they

become tense and anxious, which can lead them to cram their coursework and worry

about the grades. Because it will make them feel better, they will put more importance

on fitting in with a certain group than on their studies.

Furthermore, Admin (2021) study argues that adolescents experience instability

during this time because of social, physical, and emotional changes. One influence on

the results that the learners experience is the peer group effect. By talking to each other

and observing what others do, people can learn from one another.
 22

An online survey was conducted in a public school in Division of Davao del Sur

during the 2021-2022 school year. The results showed that peer pressure significantly

lowered learners’ motivation to learn Filipino. However, when cooperative learning was

implemented, the negative effect of peer pressure was reduced. This suggests that

cooperative learning can be an effective way to mitigate the negative impact of peer

pressure on student motivation (Fragata et al,. 2023).

Synthesis

This chapter presents the Foreign Literature, Local Literature, Foreign Studies,

Local Studies, and Synthesis that would locally and internationally support the study. It

contains different information about peer pressure on the habit-forming behavior of

grade 6 primary learners.

It is considered that the purpose of peer pressure in learners have different

effects from one another in terms of how they perceived and controlled it. It was clearly

stated that peer pressure has positive or negative effect depending on who they

socialize with and who they wanted to influence. It is not clearly proven to be very

beneficial all the time in education for there are instances that peer pressure serves as a

disadvantage to the learners. However, some supporting details show that peer pressure

is difficult to define as it presents a complex process that leads to different challenges in

the learning process.

Theoretical Framework

This study was anchored mainly in Erickson’s Theory on Social Development.

Ramkumar (2023) explains that this theory highlights the importance of personal values

and self-examination in children's development, the role of role models, both positive

and negative, in shaping a person's self-perception and status in society.

 23

Additionally, Group Socialization Theory posits that peer pressure has a greater

impact on children’s social skills, norms, and values than parental influence. Colley

(2020) asserts that a person’s personality and behavior are more influenced by their

peer groups than by their parents. Teenagers make a greater amount of time with their

friends than with their parents. Peer groups therefore correlate significantly more with

personality growth than do parental figures.

Moreover, Social Comparison Theory proposed by Leon Festinger emphasis that

peer pressure can lead to individuals comparing themselves to their peers, aiming to

maintain a positive self-perception. Cherry (2022) explains that people evaluate their

own attitudes, abilities, and traits who share similar characteristics in order for them to

know themselves through the social comparison process.

Furthermore, Interest-Driven Creator (IDC) Theory posits that learners are more

likely to form learning habits when they work together on interesting and difficult learning

tasks. According to Chen et al. (2020), learners form learning habits through

collaborative work on challenging tasks, with peer pressure acting as a cue or reward for

participation in these activities.

Conceptual Framework

Figure 1 shows the conceptual framework of the study. It consists of the input,

process and output. The input pertains to positive and negative effects of peer pressure

on the habit-forming behavior of grade 6 primary learners at Surallah Central Elementary

School. The process pertains to validation of instruments, sending of letters to conduct

study, survey questionnaire for analysis and interpretation of the data gathered.

Meanwhile, the output pertains to the action plan that will be developed to address the

peer pressure.
 24

INPUT PROCESS OUTPUT

Validation of
Instruments
Positive and Negative
Effects of Peer Sending of letters to Action Plan
Pressure on the conduct study
Habit-Forming
Behavior of Grade 6 Survey Questionnaire
Primary Learners for analysis and
interpretation of the
Data Gathered

Figure 1. Conceptual Framework

Significance of the study

The finding of the study is beneficial to the following:

Globally, peer pressure is the influence wielded by people who are members of

the same social group and are seen as essential component of adolescents’ however

peer pressure can lead to poor and impulsive decisions, potentially affecting academic

goals and personal growth. This research provides valuable insights for learners to

consider different factors among them with regard to their peers and acquire essential

strategies that support habits forming behavior, highlighting the importance of integrating

a more engaging, successful learning experience and peer support activities into school

curriculum worldwide. By managing peer pressure, this study aims to reduce its negative

impact among learners and foster a generation of positive and supportive peer

socialization.

Locally, the relevance of this study is particularly significant for the filipino

primary learners. Focusing on learners of Surallah Central Elementary School, the

research offers a microcosmic view of the broader national issue. The data gathered can

inform local policies and educational programs, identifying gaps and areas for

improvement. By assessing the current state of habits and behavior among learners, the

study guides the development of targeted interventions, crucial for fostering a culture of
 25

skilled and socially developed learners This, in turn, can lead to broader changes and

improvements in choosing quality peer groups across the nation.

Scope of Delimitation

The study will be conducted at Surallah Central Elementary School. The

researcher only focused on role of peer pressure in the habit-forming behavior

encountered by primary learners and its action plan can be drawn based on the study

result. The respondents of the study are the grade 6 learners.

Definition of Terms

The student’s terms that are used in this study are conceptually and operationally

defined to clarify and specify each.

Peer Pressure. Conceptually, it is a direct influence that peers have over

individuals, or the effect that peers have on an individual (Gupta et al. 2020).

Operationally, it was defined as factors affecting learners’ behavior either in a positive or

negative way depending on its results.

Habit. Conceptually, it refers to regularly repeated, learned behaviors that

require little thought and are part of various activities (Britannica, 2021). Operationally, it

defined as diverse practices that can be developed or influenced by others particularly

from peers.

Behavior. Conceptually, it is a pattern of repeated acts that develops into

subconsciously held beliefs (Yadav, 2023). Operationally, it refers to actions that can

possibly be acquired or formed from own self of from socializing with peers personally or

with the help of others.

 26

Habit Formation. Conceptually, it refers to repeated actions form habits, forming

new connections in the brain, leading to reflexive behavior (Juratowitch (2021).

Operationally, it was defined as practices that directly affects one’s own preference done

by connecting or evaluating different actions made by others towards any kind of learner.

Primary Learners. Conceptually, children from the ages of about five to nine, or

an elementary school. Operationally, it was defined as individuals that behaviors are

formed base on how they perceive others’ actions and how others respond towards

them.

Action Plan. Conceptually, it is a document that lists what steps must be taken

to achieve a specific goal (Hanna, 2022). Operationally, an action plan is defined as a

strategic approach that can be considered as basis for progress and improvement of

learners’ preference in perceiving peer pressure.

 27

Chapter II

METHOD

This chapter presents the research design, research locale, respondents and

sampling technique, data gathering procedure, research instrument, and statistical

treatment for the study.

Research Design

This study utilized descriptive-evaluative design. According to Mishra and Alok

(2022), the descriptive-evaluative method does not have direct control over the

variables; it can only report what is happening or what has happened. Evaluation

research, sometimes called program evaluation, refers to the purpose of research rather

than to any specific research methods.

Moreover, it is appropriate when the research aims to identify characteristics,

frequencies, trends, and categories. The researcher investigates the peer pressure on

the habit-forming behavior of primary learners. In this study, the researcher investigates

the learners’ experiences in socializing and their ways and strategies in the learning

process in dealing with various practices created by their peers.

Additionally, it evaluates the role of peer pressure in socializing because it

provides learners positive or negative influence and creates an ideal environment for

learning that will either positively enhance their social skills, competence, social and

emotional development or negatively affect student’s wellbeing.

Research Locale

This study will be conducted at Surallah Central Elementary School, which is

located at Brgy. Libertad, Surallah, South Cotabato, Philippines. SCES is one of the
 28

educational institutions for elementary education in the Philippines which offers learner-

centered education and promotes excellent quality of education. The researcher

selected Surallah Central Elementary School due to its accessibility to both the

researcher and the study participants.

Figure 2. Map of the Study

Population and Sample

The study’s respondents are all the grade 6 learners at Surallah Central

Elementary School. Grade 6 has 7 sections and with the total population of 337 learners.

The sample population is 298 and it was chosen using stratified random sampling.

According to Simkus (2023), stratified random sampling is a technique for

choosing a sample in which researchers make a random selection from each stratum to

create the final sample after first dividing the population into smaller subgroups, or

strata, based on common features with each other. One other name for stratified random
 29

sampling is proportional random sampling. Stratified random sampling allows

researchers to obtain a sample population that best represents the entire population

being studied.

Research Instrument

This study will utilize an adapted and modified questionnaire from Dalay et al.

(2022) entitled A Quantitative Study on the Effects of Peer Pressure on the Habit-

Forming Behavior of Academically Competent Senior High School learners at Nazareth

School of National University. The authorized validators also validated it. The

questionnaire is composed of five indicators with a total of twenty-five (25) items. To

answer the statements on the questionnaire, a 4-point Likert Scale was used 4, “Strongly

Agree”, 3, “Agree”, 2, “Disagree”, 1, “Strongly Disagree”.

Data Collection

Before commencing the study, the researcher first sought permission from the

Education Department by sending a formal letter, explaining the purpose and scope of

the research. This step was taken to ensure that the Education Department was

adequately informed about the nature of the research. Additionally, permission was also

sought from the head of the Surallah Central Elementary School (SCES), as well as the

teachers and learners involved. Once permission was obtained, the researcher

proceeded to distribute the questionnaires to the participants in a face-to-face manner.

This approach allowed for direct interaction and ensured that any queries or concerns

regarding the questionnaire could be addressed promptly. Participants were given the

flexibility to answer the questions at their convenience, allowing them to provide

thoughtful and considered responses. Throughout the data collection process, the

researcher carefully recorded and tallied all answers provided by the participants.
 30

Maintaining confidentiality was of utmost importance, as it guaranteed the privacy and

anonymity of the participants. This commitment to confidentiality further ensured the

trust and willingness of the participants to provide honest and accurate responses. The

primary focus of the study was to analyze and evaluate the responses given by the

participants to the prepared set of questions. These responses formed the basis for the

subsequent analysis and exploration of the research objectives.

Statistical Tools

The study used statistical treatment to determine the commonly effects of peer

pressure that affect learners habit-forming behavior.

To determine the level of peer pressure on the habit- forming behavior of grade 6

primary learners, mean will be used.

Ethical Consideration

To complete the research, it must have appropriate guidelines and ethics. The

respondents of this study are well informed that personal information could be optional

for the sake of their identity. The data was gathered through a questionnaire, and the

respondents were given enough time to answer the questions. The researcher

approaches the respondent with respect and in a healthy manner. Respondents should

participate based on informed consent. The principle of informed consent involves the

researcher providing sufficient information and assurances about taking part to allow

individuals to understand the implications of participation without the exercise of

pressure. Any research-related communication should be done with honesty and

transparency.
 31

Chapter III

RESULTS

This chapter covers the presentation of data gathered from the questionnaires. It

covers the analysis, and interpretations of data from the responses of the respondents.

Those data were analyzed, discussed and interpreted according to the responses and

researcher’s basis of interpretations to give emphasis to the final result of the study.

The effects of peer pressure on the habit- forming behavior of grade 6 primary

learners were evaluated and was addressed accordingly. Tables were given appropriate

explanation after analyzing and interpreting them.

Table 1.1

Positive effects of peer pressure on the habit- forming behavior of grade 6 primary

learners

No. Statements Mean Description

1. I enjoy learning and interacting in class because of my classmates. 3.21 Agree

2. I and my friends encourage each other to finish tasks on time. 3.20 Agree
3. I am motivated of my classmate’s academic performance to excel 3.13 Agree
more on my performance.
4. I am comparing my academic achievements to my classmates. 2.71 Agree
5. I am monitored by my classmates to keep me posted whenever 3.01 Agree
there are newly announced assignments.
6. I am starting to share my personal matters to my classmates when 3.00 Agree
we are talking to each other.
7. I am encouraged by my peers to be more confident when 3.03 Agree
interacting with them
8. I prepare for classes beforehand and review what I have learned. 3.10 Agree
9. I am submitting my school requirements on time even my friends at 3.03 Agree
school are not.
10. I and my classmates enjoy helping and guiding each other of what 3.17 Agree
we need to do at school.
11. I feel like being motivated if my classmates are active and I am not. 2.88 Agree
12. I am motivated by my friends to study harder. 3.19 Agree
13. I am encouraged to adopt positive study habits when I am inside 2.73 Agree
and outside the school because of my classmates’ actions.
14. I am motivated to excel academically to also surpass the 3.14 Agree
achievements of my other classmates because of my friends.
15. I am provided opportunities for the development of important social 3.14 Agree
skills such as communication, cooperation, and conflict resolution
because of my peers at school.
Weighted mean 3.04 Agree
 32

Legend:
3.26-4.00 Strongly Agree
2.51 3.25 Agree
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

Table 1.1 above shows the positive effects of peer pressure on the habit-

forming behavior of grade 6 primary learners. Among the 15 statements, statement

number 1 " I enjoy learning and interacting in class because of my classmates " got

the highest mean of 3.21, interpreted as agree. This was followed by statement

number 2 " I and my friends encourage each other to finish tasks on time” which

got the second highest mean of 3.20 and interpreted as agree. Third with the

highest mean of 3.19 and interpreted as agree is statement number 12 " I am

motivated by my friends to study harder”.

While, among the 15 statements, statement number 4 “I feel am comparing

my academic achievements to my classmates” got the lowest mean of 2.71 which

interpreted as agree. This was followed by statement number 13 “I am encouraged

to adopt positive study habits when I am inside and outside the school because of

my classmates’ actions” which got the second lowest mean of 2.73, interpreted as

agree. Third with lowest mean of 2.88 and interpreted as agree was statement

number 11 “ I feel like being motivated if my classmates are active and I am not

Overall, the 15 statements got a 3.04 as a weighted mean and interpreted

as agree. This means that the learners agree that peer pressure is positively

affecting their behavior formation at school.

 33

Table 1.2

Negative effects of peer pressure on the habit- forming behavior of grade 6 primary

learners

No. Statements Mean Description

1. I do not feel motivated to learn in class because I cannot keep 1.96 Disagree
up on the lessons like my classmates do.
2. I feel intimidated and pressured by my classmate’s 2.31 Disagree
performance during recitation in class.
3. I feel like I have to be popular, so I do things I don’t really want 2.14 Disagree
to do
4. I feel like I have to fit in with my friends, even if it means doing 2.23 Disagree
things I’m not comfortable with.
5. I am forced by my peers to do something terrible like cheating 2.04 Disagree
to get good scores.
6. I feel pressured if there are a lot of my classmates around me. 2.28 Disagree
7. I feel nervous every time speak in front of the class because of 2.35 Disagree
the judgement of my classmates.
8. I am convinced by my friends to do things I don’t want to do. 2.15 Disagree
9. I’m afraid of being made fun of or excluded if I don’t do what 2.19 Disagree
my friends want me to do.
10. I am unprepared and out of focus when I am in class. 2.25 Disagree
11. I procrastinate first before I make my school requirements. 2.23 Disagree
12. I have been bullied for not doing what my friends were doing. 1.98 Disagree
13. I’m afraid of being alone, so I go along with what my friends 2.31 Disagree
want to do, even if it’s not the best thing for me.
14. I engage in risky behaviors such as vices or engaging in 1.69 Strongly Disagree
delinquent activities because my friends encourages me.
15.I have developed negative self-image or low self-esteem in me 2.30 Disagree
that I feel pressured to conform to unrealistic or unhealthy
standards set by my peers.
Weighted mean 2.16 Disagree
Legend:
3.26-4.00 Strongly Agree
2.51 3.25 Agree
1.76-2.50 Disagree
1.00-1.75 Strongly Disagree

Table 1.2 above shows the negative effects of peer pressure on the habit-

forming behavior of grade 6 primary learners. Among the 15 statements, statement

number 7 “I feel nervous every time speak in front of the class because of the

judgement of my classmates." got the highest mean of 2.35, interpreted as

disagree. This was followed by statement number 13 “I’m afraid of being alone, so I

go along with what my friends want to do, even if it’s not the best thing for me.”
 34

which got the second highest mean of 2.31 and interpreted as disagree. Third with

the highest mean of 2.28 and interpreted as disagree is statement number 6 " I feel

pressured if there are a lot of my classmates around me”.

While, among the 15 statements, statement number 14 “I engage in risky

behaviors such as vices or engaging in delinquent activities because my friends

encourages me” got the lowest mean of 1.69 which interpreted as strongly

disagree. This was followed by statement number 1 “I do not feel motivated to learn

in class because I cannot keep up on the lessons like my classmates do” which got

the second lowest mean of 1.96, interpreted as disagree. Third with lowest mean of

1.98 and interpreted as disagree was statement number 12 “I have been bullied for

not doing what my friends were doing”.

Overall, the 15 statements got a 2.16 as a weighted mean, and interpreted

as disagree. This means that the learners disagree that peer pressure is negatively

affecting their behavior formation at school.

 35

Proposed Action Plan

Action Plan for Effects of Peer Pressure on the Habit-forming Behavior of Grade 6

Primary Learners

Rationale

Upon the findings of the study entitled “Effects of Peer Pressure on the Habit-

forming Behavior of Grade 6 Primary Learners,” various indicators were analyzed to

understand the impact of peer pressure on learners’ behavior. The composite means of

indicators related to peer pressure were consistently high in interpretation, indicating a

significant influence on the habit-forming behavior of grade 6 learners. This suggests

that peer pressure plays a substantial role in shaping learners’ habits and behaviors

during their formative years.

The study revealed that learners perceive peer judgment as a significant source

of nervousness, particularly when speaking in front of the class and comparing their

performance to others. The composite mean of this indicator was notably high, indicating

an agreement among respondents. This highlights the critical need to address the issue

of peer pressure, specifically in the context of public speaking and classroom

participation.

Considering the findings of the study, the proposed action plan aims to mitigate

the positive and negative effects of peer pressure on learners’ confidence and habit-

forming behaviors. By implementing confidence-building exercises and discussions

focused on managing peer pressure and building self-esteem, the action plan seeks to

empower learners to overcome their nervousness and self-doubting, and engage more

actively in classroom activities. The action plan acknowledges the importance of

addressing specific areas for improvement identified through the research. By tailoring

interventions to target the root causes of learners’ nervousness and reluctance to speak

in front of their peers, the action plan aims to create a supportive learning environment
 36

where learners feel empowered to express themselves confidently and develop positive

habits for academic success.

Proposed action plan is based on the findings of the study, which highlight the

pervasive influence of peer pressure on learners’ habit-forming behaviors and the need

to address specific challenges, such as nervousness when speaking in front of the class.

By targeting these areas for improvement, the action plan aims to foster a positive and

supportive classroom environment conducive to learners’ personal and academic

growth.

Therefore, this action plan was designed to enhance the use of peer pressure on

the habit-forming behavior of grade 6 primary learners. This action plan is believed to aid

learners and teachers in educating and assisting on how to handle those pressure from

peers in a positive way.

To determine the action plan and the actions that needed to be improved, he

researcher evaluated the results of the data gathered and selected indicators that have

means verbally interpreted as "agree" in the positive concept and “disagree” in the

negative concept.

Vision

This proposed action plan envisions teacher, learners, and school

administrators to implement this plan effectively and efficiently to achieve its primary

goal.

Mission

To improve the learners' engagement in peer pressure on their habit-forming

behavior.

Goal or Objective

1. To improve learners in peer pressure on their habit-forming behavior as grade

6 primary learners.
 37

PROPOSED ACTION PLAN

Proponent: Apreal Lyn C. Cabaya BEED-3

1.1 Peer pressure on the habit-forming behavior of grade 6 primary learners

Key Objectives Activity Person Time Funds Materials Means Of Success

Result Involved Frame Verification Indicator
Area (MOV)

1.Compa -To further -Seminar -Grade 6 -June 2024, -Local -Projector -Pictures -Increased
ring improve the Program Learners every Fund -Power- point attendance and
academi effect of Title: Friday -MOOE -Speaker -Certificates participation in
c students’ “Comparison -Class (3:00-4:00 (5,000) -Microphone peer support
achieve- comparison to Adviser PM) -Laptop - Attendance group sessions
ments to of their Confidence: -Chairs records of -100% improved
classmat academic Student -Principal -Tables peer support self-reported
es. achievement Achiever’s -Posters group attitudes towards
s to others by Weekly Peer -School -Printed sessions academic
emphasizing Support counselor Handouts achievement and
the Program” or - Optional: -Pre- and peer comparison
importance psychologis Resource post-surveys as one
of proper t (optional) materials on assessing -Enhanced
peer stress learner’s academic
interaction. management perceptions performance and
and coping of peer self-efficacy
mechanisms pressure and demonstrated
academic through grades
performance and classroom
engagement
-Academic
progress
reports
 38

2. Feel -To reduce -Skill- -Public -August -Local -Projector -Observation - 100% increase
nervous nervousness building speaker 2024, every Fund -Power- point by the in learners self-
every and improve workshop Friday -MOOE -Speaker teacher reported
time they confidence Title: -Class (3:00-4:00 (5,000) -Microphone during class confidence levels
speak in among grade “Overcoming Adviser PM) -Laptop activities when speaking in
front of 6 primary Public -Chairs front of the class
the class learners Speaking -Grade 6 -Tables -Feedback - Decrease in the
because when Anxiety: Learners -Posters from learners number of
of the speaking in Practical -Printed through learners
judgeme front of the Techniques Handouts surveys or expressing
nt of class by for Confident -Whiteboard discussions nervousness due
classmat addressing Public and markers to peer judgment
es. peer Speaking” -Comparison
pressure. of students’ - Improvement in
self-reported the quality and
levels of frequency of
nervousness learner’s
before and participation in
after the class discussions
intervention and
presentations.
 37

Chapter IV

DISCUSSIONS

This chapter presents the conclusions derived from the conduct of the study,

which was to investigate the " Effects of Peer Pressure on the Habit-Forming Behavior of

Grade 6 Primary Learners: Basis for Action Plan." It also provides recommendations that

future researchers can pursue, and additionally, it provides an action plan to be used as

a basis to improve areas that requires action.

The study was conducted at Surallah Central Elementary School specifically in

the grade 6 learners. The respondents were the two hundred ninety-eight (298)

elementary learners enrolled in the school year 2023-2024. The study employed a

descriptive-evaluative research design, and they were selected using stratified random

sampling.

Positive Peer Pressure on the Habit-Forming Behavior of Grade 6 Primary

Learners

On the positive effect of peer pressure, the results showed that the learners

agrees that they get highly motivated to learn and interact in class because of their

classmates, learners encourage each other to finish tasks in time and learners feel

supported and motivated by their friends to study harder. While for the lowest means it

showed that learners agrees that they feel motivated if their classmates are active and

they’re not, they also assent that they adopt positive study habits inside and outside the

school because of their classmates and peers’ performance encourage them to compare

their academic achievements to their classmates. This suggests that even then mean

score is low, the respondents generally agree with the statement to some extent.

Dedhiya (2020) mentioned that positive peer pressure can come from peers and

influence individuals to take actions that are beneficial that they might not have taken on
 40

their own. Everyone can benefit from stronger relationships and academic success as a

result. Positive peer pressure can help individuals make better decisions and develop

into better versions of themselves by encouraging others to read regularly, as people

tend to follow their friends’ lead. Additionally, Umashankari (2020) concluded that peers

play a crucial role in a child’s social and emotional development by shaping the child’s

normative beliefs and interpretation of information regarding risk activities. Peer

influence begins at an early age and increases through the teenage years. It is natural,

healthy, and important for children to have and rely on friends as they grow and mature.

Peers can be positive and supportive, helping each other develop new skills or

stimulating interest in books, music, or extracurricular activities. Furthermore, Kwak et al.

(2023) asserts that peer pressure can encourage teenagers to participate in civic

engagement activities like volunteering, as they are more likely to follow the activities of

their friends. Peer pressure can also instill in teenagers a sense of social duty and

obligation, which encourages them to become active in their communities. Peer pressure

is a powerful tool in promoting social change, as it creates a sense of social norms and

encourages people to view certain behaviors or attitudes as appropriate and normal,

leading to a more likely adoption of the habit or mindset.

Negative Peer Pressure on the Habit-forming Behavior of Grade 6 Primary

Learners

On the other hand, the negative effects of peer pressure, the results showed that

students disagree that they’re afraid of being alone, so they don’t go along with what

their friends want to do because they know if it’s not the best thing for them, they also

don’t feel nervous every time they speak in front of the class despite of the judgement of

their classmates and they don’t feel pressured even if there are a lot of my classmates

around them. Also, learners strongly disagree that they engage in risky behavior such as
 41

vices or engaging in delinquent activities because of their friends encourages them and

disagree that they do not feel motivated to learn in class because they cannot keep up

on the lessons like their classmates do and disagree also that they’ve been bullied for

not doing what their friends were doing. The study conducted by Leka (2020) support

this claim. He mentioned that entire educational system is crucial to a student’s success

because they understand how teenagers interact with and communicate with one

another, as well as how the presence of a peer group influences a student’s academic

achievement in the classroom. Peer pressure is described as not always giving negative

impact to learners’ academic performance, but rather provides significant support to their

development. Additionally, Orbell et al. (2020) asserts that learned behaviors can

become habits, triggered by cues in memory. These habits function automatically,

requiring little conscious thought or specific goals. They are observable in a person’s

environment and can persist even when the initial motivation behind them fades.

Understanding how habits form is crucial for developing interventions that promote

lasting behavioral change. Furthermore, Haynie et al. (2021) found that, peer pressure

has the potential for protecting people from risky behaviors like substance abuse and

delinquency. This is due to the fact that teenagers with healthy peer relationships are

more likely to be prosocial and healthy behaviors inspired by their peers. He added that

teenagers who have healthy peer relationships are more likely to feel sense of

belongingness and are a part of their community. This may be able to protect them from

the harmful effects of peer pressure, which could otherwise encourage risky behavior.

Conclusion

Based on the foregoing data and information gathered the following conclusions

are made:
 42

This study determines the influence of peer pressure on the habit-forming

behavior of grade 6 primary learners, indicating learners’ perception of its beneficial

effects. It is evident that positive peer pressure encourages the grade 6 learners to adopt

beneficial actions they might not have pursued independently, fostering stronger social

relationships and academic success. Verma (2021) states that peer pressure possesses

the potential for immense positive influence by motivating individuals to achieve more,

boosting their confidence, and establishing their credibility. Positive peer pressure can

be a powerful tool for personal and professional growth. Negative impact of peer

pressure on the habit-forming behavior of grade 6 primary learners was also studied

indicating learners’ perception that peer pressure does not significantly affect their

behavior formation negatively. Peer pressure is depicted as not always detrimental to

learners’ academic performance, but rather as providing significant support to their

development by understanding how peer interactions and group presence influence

academic achievement. As what Haynie et al. (2021) found out, peer pressure has the

potential for protecting people from risky behaviors like abuse and delinquency. This is

due to the fact that teenagers with healthy peer relationships are more likely to be

prosocial and healthy behaviors inspired by their peers. He added that teenagers who

have healthy peer relationships are more likely to feel sense of belongingness and are a

part of their community. This may be able to protect them from the harmful effects of

peer pressure, which could otherwise encourage risky behavior. However, result of the

research indicate that action plan can be tailored to address determined areas for

improvement, as peer pressure plays a crucial role in learner’s social skills and

interpersonal development. Although there were no perceived disagreement

respondents who generally agree with the factors presented might not strongly endorse

them, suggesting these factors aren’t seen as highly influential or motivating.

 43

Recommendations

This study presents the Effects of Peer Pressure on the Habit-forming Behavior

of Grade 6 Learners: A Basis for an Action Plan of the Grade 6 primary learners of

Surallah Central Elementary School. Thus, the following recommendations are now

presented:

Globally, it is recommended and encouraged that the educational institution

needs to cultivate an inclusive and nurturing school practices, one that knows the

concept of cooperation and collective effort. By fostering a culture that values

collaboration and teamwork, learners are empowered to support and motivate one

another, fostering an environment where competition is replaced by harmonious and

conducive learning environment. Through these approach, seasoned learners can exert

a positive influence on their junior counterparts, thereby fostering increased academic

involvement and promoting constructive conduct within the school community.

Locally, it is recommended that school administrators use the insights from this

study to design more relevant and engaging peer activities in curricula. Teachers should

incorporate these motivating factors into their teaching strategies to enhance learning

activities and students’ engagement and address issues that may demotivate learners.

Parents are also encouraged to go beyond simply encouraging children to surround

themselves with positive influences, encouraging regular check-ins and discussions

about friendships and build trust through open communication towards their children.

Additionally, Learners also need to develop assertiveness skills for them to navigate

social situations and resist negative peer pressure effectively and surround themselves

with friends who share similar goals and values, as being part of a supportive peer group

can significantly impact their academic performance and personal development.

 44

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APPENDIX A.1
Letters to Validators
 51

APPENDIX A.2
Letters to Validators
 52

APPENDIX A.3
Letters to Validators
 53

APPENDIX B.1
Validation Sheet for the Research Questionnaire
 54

APPENDIX B.2
 55

Validation Sheet for the Research Questionnaire

 56

APPENDIX B.3
Validation Sheet for the Research Questionnaire
 57

APPENDIX C
Research Questionnaire/Developed Materials
58
59
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APPENDIX D
Summary of Validation of Research Instrument

RAMON MAGSAYSAY MEMORIAL

COLLEGES – MARBEL, INC.
Purok Waling – Waling, Arellano Street, Koronadal City,
South Cotabato
Tel. No.: (083) 22/ - 2880

COLLEGE OF TEACHER EDUCATION

_________________________________________________________________

Ratings of the Researcher’s Instrument

Name of Expert Validators Average Rating Description

1. Nathaniel F. Bangoc II, PhDEM 4.43 Very Good

2. Fernando P. Lagradilla, MIM 4 Very Good

3. Christine Joy P. Ilustry, MaEd 4 Very Good

General Average 4.14 Very Good

LEGEND:
4.50 – 5.00 - Excellent
3.50 – 4.49 - Very Good
2.50 – 3.49 - Good
1.50 – 2.49 - Fair
1.00 – 1.49 - Poor
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APPENDIX E.1
Letter of Permission to Conduct Study
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APPENDIX E.2
Letter of Permission to Conduct Study

APPENDIX E.3
 63

Letter of Permission to Conduct Study

APPENDIX F
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Certificate of Appearance

APPENDIX G
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Documentation

CURRICULUM VITAE
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PERSONAL PROFILE

Name : Apreal Lyn C. Cabaya

Date of Birth : April 05, 2003

Age : 21 years old

Sex : Female

Place of Birth : Surallah

Nationality : Filipino

Religion : Baptist

PARENTS

Father : Randy A. Cabaya

Mother : Unicy C. Cabaya

Address : Prk. Rosas, Brgy. Little Baguio, Surallah,

South Cotabato

EDUCATIONAL INFORMATION

Tertiary : Bachelor of Elementary Education

: Ramon Magsaysay Memorial Colleges- Marbel Inc.
: Purok Waling-Waling, Brgy. Zone II, Arellano Street,
Koronadal City

Senior High School : Accountancy, Business and Management

: Libertad National High School
: Brgy. Libertad, Surallah, South Cotabato
: 2018-2020

Junior High School : Talisay Integrated School

: Brgy. Talisay, Lake Sebu, South Cotabato
: 2015-2018

Elementary : Little Baguio Elementary School

: Brgy. Little Baguio, Surallah, South Cotabato
:2008-2015