THE INFLUENCE OF PEER PRESSURE TOWARDS

THE ACADEMIC PERFORMANCE OF THE GRADE 11

STEM STUDENTS

A Qualitative Research Paper

Presented to
The Faculty of the Senior High School
Tabon M. Estrella National High School
Tabon, Bislig City

In Partial Fulfillment of the Requirements

In Practical Research 1

by:

Gretchen S. Berondo
Crestina Consigna
Janelle T. Estrada

June, 2022
Q2Teacher’s Note
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
 CHAPTER I

The Problem and It’s Background

1.1 INTRODUCTION

Adolescence social environment may affect teenagers during their adolescence, because

teenagers tend to communicate more with their peers during this period. As children grow and

reach adolescence, teenagers become more reliant on their peers that their parents, particularly in

making decisions and developing moral values in life (Uslu, 2013).

Peer pressure as the influence exerted by a peer group, observers, or individuals on others

to change their attitudes, values or behaviour in order to conform to group norms. Membership

groups in which individuals are “formally” members are affected, as are social cliques in which

membership is not clearly defined. A person who is subjected to peer pressure may or may not

want to be a member of these groups. They may also recognize dissociative groups with which

they do not want to associate and, as a result, act negatively toward the behaviors of that group.

Peer pressure is most commonly associated with youth, in part because most youth spend a

significant amount of time in schools and other fixed groups that they do not choose, and are

perceived as lacking the maturity to deal with it (STANDS4 LLC, 2022).

In the Philippines, because of the pressure that students face from their peers, being

frustrated can have an impact on their behaviour. Good communication can motivate students

and lead to positive relationships with others. Pressure can cause distraction, and as a result, the

student may lose interest in learning. Loneliness or feeling out of place can lead to mental health

issues in students. Peer pressure and competition have a significant impact on students’ academic
performance, but the extent to which this impact varies depending on the students. Some students

have negative outcomes, while others have positive ones. Peer pressure and competition have a

positive impact on students by making them to actively participate in any activity (Gelido et., al

2020).

Within the City of Bislig, peer pressure is still very much alive. The current generation is

under severe stress, particularly during the pandemic’s peak, with teen students being the most

affected group in the society. It appears to have a positive or negative consequences, but it truly

depends on how the students will handle and fight peer pressure.

Hence, the purpose of this study is to evaluate the students in Tabon Maximino Estrella

National High School (TMENHS), specifically the Grade 11 STEM students on how peer

pressure influences their academic performance.

1.2 Statement of the Problem

In the recent days, students faced a lot of problems they have to deal with. Undoubtedly,

one of these problems is the peer pressure that is still alive and well among today’s generation.

Thus, this study aims to answer the specific questions below:

1) What strategies can help handle negative peer pressure?

2) What can peer group pressure influence in terms of academic performance?

3) How does peer pressure affect STEM students on their academic performance?

4) What are the main reasons why peer group plays a large role when it comes to academic

developments of students?

5) How does peer learning happen in group work?

1.3 Statement of the Problem

The study will focus on the influence of peer pressure among the students towards their

academic performance. The study will be assessed inside the campus of Tabon Maximino

Estrella National High School. The study will use 10 respondents from (set A and B) Grade 11

STEM students to obtain answers in each section. The respondents were chosen because they are

suitable to answer specific questions. In gathering of data, researchers will request permission to

the school principal, and also for the students who are chosen to be one of the respondents in the

study. The researchers will conduct online interviews via Google Forms and will send open-

ended questions. The interview takes place at their respective homes on June, 2022. In collecting

data, the responds will be then collected by the researcher and will be used to analyse and

interpret it.
1.4 Significance of the Study

This section will provide a brief overview of the study’s various significances of the

study. The primary purpose of the research is to provide students with a comprehensive and

balanced education while avoiding peer pressure. Thus, the findings of the study will be a great

benefit to the students, school administrators, teachers (in all subjects), and most importantly, the

parents who are concerned about their children’s behaviour. This study will serve as the

foundation for future plans of action by school administrators or a few psychiatrists who are

responsible in terms of recovery of the students’ deteriorating moral values.

The study will serve as a reference guide for students in avoiding peer pressure. It will

also assist students in developing self-esteem and confidence in their own abilities and actions.

Moreover, if the existing problem has penetrated in this case in the future, this study will serve as

the model for future researchers in the same nature. This study will benefit future researchers by

providing them with the data they need to compare on their studies.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter covers both foreign and local literature. This chapter also includes a

summary of previous studies, which contributes to the report’s credibility. In regard to the

previous chapter, this section provides more information and knowledge that will be necessary

for the study’s completion.

2.1 Related Literature

Foreign

According to studies, the influence of peer groups on students can increase their anxiety,

particularly when it comes to their education (Kadir, Atmowardoyo & Salija, 2018). Because the

group’s relationships with its peers are intertwined, the direction of these relationships should be

monitored while taking into account all possible factors correlated with the group’s outcome

(Wilson, 2016).

Peer pressure experienced by many teenagers in society, and professionals understand

the concept of peer influence, which can negatively affect teenagers and can be avoided by

educating and preparing teenagers to face the negative aspects caused by peer pressure

(Temitope & Ogunsakin, 2015). Similarly, peer influence does not directly affect teenagers in a

negative way, but it varies in how much and how the students receive the climate of the group’s

peers (Mosha, 2017).

 When a student is influenced and motivated by his peers, he performs well in school and

achieves high grade in Mathematics (Boechnke, 2018). With the necessary peer support, students

tends to excel and exceed their capabilities, concentrating more on their studies and performing

well in academic tasks at school (Olalekan, 2016).

Local

Peer pressure is defined as when people your own age encourage or pressure you to do

something or refrain from doing something, regardless of whether you want to do it or not (Ryan,

2000). Teenagers face a lot of pressure in their efforts to conform to their peer group because” it

cultivates self-esteem if you are accepted by the group; “Everything is part of the game” (Dr.

Ma. Cecilia Conaco).

According to Elena T. Sabandon’s research, the influence of school administrators’

motivational skills was significant. It implies that school administrators’ motivational skills were

manifested to high degree in terms of involvement in decision making, giving challenges of

teaching job promotion of teachers, and human relations in the organization or school. Teachers

demonstrated a high level of teaching task behaviour. The correlation and multiple regression

results between teachers’ teaching task behaviour and school administrators’ motivational skills

revealed a significant relationship and influence. This descriptive research employed a simple

random sampling method, descriptive and inferential statistics. Based on findings, students have

good stress coping skills, self-motivation, and family and peer relationships.
2.2 Related Studies

Foreign

Teens make quick and accurate decisions on their own and in situations where they have

time to think. However, when they are forced to make decisions in the heat of the moment or in

social situations, they are frequently influenced by external factors such as peers. Teen

volunteers played a video driving game, either alone or with friends watching, in a study funded

by the National Institute of Drug Abuse (NIDA). The researchers discovered that when their

friends were watching, the number of risks teens took in the driving game more than doubled

when compared to when the teens played the game alone. This finding suggests that teens may

find it more difficult to control impulsive or risky behaviors when they are surrounded by friends

or in emotionally charged situations (Dr. B.J. Cassy , 2008). Several studies have been conducted

in order to identify the situational factors that are likely to influence cheating. One of these

studies focuses on the influence of peers on dishonest behaviour. For example, it was discovered

that when friends are involved, students are more likely to cheat (Chapman, Davis, Toy &

Wright, 2004; Teodorescu & Andrei, 2009).

Local

Bester (2004) conducted a study to determine whether peers and parents have a different

impact on adolescent personality development. An empirical study involving 98 students from

Grade 8 to 11 was conducted (53 boys and 55 girls). Respondents completed questionnaires

assessing parent-child relationships, peer relationships, self-concept, and personality traits. The

result showed that, when compared to parents, the peer group had a stronger relationship with the
adolescent’s personality development. Parents also played an important role in determining peer

pressure.

In their study, Charlotte and Geary (2005) proposed the adolescents who are independent

of their parents become dependent on their peers and vulnerable to peer pressure. They

investigated the link between adolescent autonomy within the family and susceptibility to peer

pressure. When the teens were 16 years old, their autonomy was measured using teen reports,

parent reports, and observed family interaction. The susceptibility to peer pressure was then

measured using teen reports when they were 18 years old. These findings suggest that adolescent

may not move from a reliance on parents to a reliance on peers. Instead, autonomy appears to be

a consistent trait across time and different social relationships.

2.3 Importance of the Present Studies

By conducting a research entitled, “THE INFLUENCE OF PEER PRESSURE

TOWARDS THE ACADEMIC PERFORMANCE OF THE GRADE 11 STEM STUDENTS” in

both local and foreign studies are highly beneficial as it gives an overview of current knowledge.

Additionally, this will serve as a guide to assists the study in determining it significance in

relation to peer pressure.

 Chapter III

RESEARCH METHODOLOGY

This chapter gives an outline that was followed in the conduct of the study. It provides

the information about the following: Research Design used, Research Locale, Research

Instrument, Research Participants, Data Gathering Procedure, and Ethical Considerations.

3.1 Research Design

This study is a Qualitative Research and mainly used a phenomenological approach since it

investigates what people experienced and focuses on their perception about the influence of peer

pressure. It is typically conducted through the use of in-depth interview of small samples of

participants. Moreover, it attempts to set aside biases and preconceived assumptions about the

participant’s experiences, the feelings and responses to the particular situation.

3.2 Research Locale

The study will be conducted at P-4A Sugala Street, Tabon, Bislig City, Surigao Del Sur.

This place was selected because the researchers will obtain important information, various

thoughts and distinct viewpoints from the respondents, all of which are required for the study. To

gather the respondents, Messenger will be used as a platform to inform them about the interview

through Google Forms. The link that was created by the researchers will be sent to them to

access and submit their response.

3.3 Research Instruments

To reach the participants, Facebook Messenger will be used. Google Form as an

instrument will also be used to create the survey questionnaire in collecting data. This is used

because it gathers faster than any other method. The researchers will provide a ten survey

questionnaires with ten items open-ended questions, allowing respondents to elaborate their

responses. The questionnaires will be validated by Sir Ramon D. Luga, the facilitator of the said

research.

3.4 Research Participant

The participants of this study will be limited to 10 participants from Grade 11 students,

with the strand of Science, Technology, Engineering and Mathematics (STEM) from Tabon M.

Estrella National High School. Since, the class is divided into two (2) sections, Set A and B, five

(5) will be selected from set A and five (5) from set B.
3.5 Data Gathering Procedure

To prevent the transmission of virus, the researchers consider in observing health and

safety protocols. Due to this reason, the researchers were unable to conduct face-to-face

interviews, so online via Google Form was conducted.

The researchers gather the data by the following step-by-step process:

1) First, the researchers made an approval letter to address a formal permission to the

school principal in order for the researcher to administer the interview.

2) Second, after the principal approves the request, the researchers send a soft copy of the

letter through Messenger to the respondents asking for permission to conduct an online

interview.

3) Third, after the respondent approves the request, an online interview will be followed

through Google Form.

4) Lastly, the answers will be recorded. After gathering all the responses, the researchers

will organized, analysed and interpret the data.

3.6 Ethical Consideration

In this study, the researchers observe health and safety protocols being implemented, this

will surely be maintained to make sure that everyone is safe. The researchers will also explore

the dimensions of ethics and all forms will be applied. The researchers guaranteed that

objectivity and integrity were also considered in gathering all the needed information. The

gathered data will be remain valid and true so that there will be no misinterpretations and

possible biases in the results.

 Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter presents the presentation, analysis and interpretation of data. This chapter

will describe the qualitative data collection methods used by the researchers, as well as the

analytic techniques used, and interpretation of the results.

Chapter V

CONCLUSIONS AND RECOMMENDATIONS

REFERENCES:

 Uslu, M. (2013). Relationship Between Degrees of Self-esteem and Peer Pressure in High

School Adolescents. International Journal of Academic Research Part B; 117122.

Retrieved from: https:// www.researchgate.net/publication/314524207

 STANDS4, LLC(2022). “Peer Pressure.” Definitions.net. Retrieved from:

<https://www.definitions.net/definition/peer+pressure>.https://ojs.aaresearchindex.com/

index.php/aasgbcpmjmra/article/view/2642

 Kadir, H., Atmowardoyo, H. and Salija, K. (2018). The Influence of Peer Group to

Students’ Anxiety in efl Learning. ELT. Worldwide,, 5 (1) 78. Retrieved from:

https://eprints.unm.ac.id/8893/1/ARTICLE.pdf

 Mosha, M. (2017). The Influence of Peer Group on Academic Performance of

Adolescent Students in Secondary Schools in Tanzania. Research Journal of Educational

Studies and Review3 (1), 18-26. Retrieved from:

http://pearlresearchjournals.org/journals/rjesr/index.html

 Temitope, B. and Ogunsakin, F. (2015). Influence of Peer Group on Academmic

Performance of Secondary School Students in Ekiti State. International Journal of

Innovative Research & Development, 4(1), 324. Retrieved from:

http://www.ijird.com/index.php/ijird/article/view/59780
 Boechnke, K. (2018). Peer Pressure: A Cause of Scholastic underachievement? A cross-

cultural study of mathematical achievement among German, Canadian and Israeli Middle

School Students. Soc Psychol Educ 11, 149-160. DOI: 10 1007/11218-007-9041-Z

 Olalekan, A. (2016). Influence of Peer Gropu Relationship on the Academic Performance

of Students in Secondary School (A case study of selected secondary school in Atiba

local government area of Oyo State). GLOBAL JOURNAL OF HUMNA SOCIAL

SCIENCE: A ARTS & HU ANITIES PSYCHOLOGY, 16 (4), 35 Version 1.0. Retrieved

from: https://socialscienceresearch.org/index.php/GJHSS/article/view/1826
 APPENDICES

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CURRICULUM VITAE

RUTCHELLE MAE J. BONIEL

P-3 Cumawas, Bislig City
mariangchandrea@yahoo.com

Contact No. (09) 304 694 010

PERSONAL DATA
Full Name Rutchelle Mae J. Boniel
Sex Female
Age 17
Civil Status Single
Birthdate January 30, 2002
Place of Birth Cumawas, Bislig City
Nationality Filipino
Religion Roman Catholic
Name of Mother Marivic J. Boniel
Name of Father Romulo D. Boniel
EDUCATIONAL ATTAINMENT
Senior High School 2018-Present
Tabon Maximino Estrella National High School
Waray-Waray Campus, Tabon, Bislig City

Junior High School April 2018

Tabon Maximino Estrella National High School
Sugala St., Tabon, Bislig City

Elementary School March 2014

Mangagoy North Elementary School
Mangagoy, Bislig City