CHAPTER 1

INTRODUCTION
Background of the study
Peer group can be defined as a small group sharing similar activities with the
same age and relatedly close friends. Generally, peer group consists of two to twelve
members of individuals with same age and interest, having an average member of five
or six. Adolescents gain a sense of identity because peer groups supply the safety and
assistance (Castogravanni, 2002).
There could be an effect between the teenagers and their social environment
during adolescence; it is because they mostly like to socialize with their friends whom
have the same interest and outlook with them. When searching the stage of
adolescence, children who become teenagers tend to be more dependent with their
peers instead of depending with their family particularly in decision making and
developing one’s moral values and the aspect of life (Uslu, 2013).
The importance of adolescent peers is increasing. Adolescents tend more to
likely look for similar or different behaviors in their peer’s behavior (Kuppsmit et al 1995).
Peer interactions differ in the quality of teenage friendship. Relationships with peers (for
instance, “At school, other students care how much I learn”) are related to optimism
about rural teenage goals and engagement. Wentzel, Battle, Russell, and Looney (2010)
found that peer expectations about participation in education (for example, “My class is
trying to make classes interesting”) have raised interest in classes among ethnic groups.

As a matter of fact, the progress of humans can be affected through socializing

with other individuals in the environment. The support coming from the parents,
educators and as well as peer of teens can especially affect the level of academic
performance of students, wherein it is guess to be related to the academic achievements
(Chen, 2008).
According to Alvarado and Truly (2007) peer groups can be the most influential
social force that could change the behavior of one’s individual, including simple
decisions like clothing, hairstyle, and even entertainments to the long term decisions like
the educational planning. It is also very significant in terms of the academic attainment,
where it is highly influential in the reading and linguistic skills, as well as one’s
commitment in education that could affect his or her educational and professional
attainment.
Dr. Karina Galang Fernandez’s (2011) paper revealed within the Psychological
Studies Journal investigates Filipino adolescents’ conceptualization of social support.
Whereas Western literature suggests that adolescents, in their organic process task of
growing towards independence and individuality, like emotional support and acceptance
in achieving these goals, it absolutely was worthy to find what Filipino adolescents
outline in their lives, given a collectivist and mutualism cultural background. It absolutely
was additionally found that Filipino adolescents price fellowship support. This type of
support isn't as separated out as different Western typologies. The highest reasonably
support, emotional support, conveys overtures of comfort and care on the occasions
once the recipient faces a specific downside.

Companionship support appears to counsel that, for Filipino adolescents, support

does not even have to be directed towards the matter at hand. Simply outlay time along

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is categorized as corroborative similarly. This might be influenced by the worth of cluster
harmony or pakikisama. Filipinos concern being the odd man out; to be isolated is like
being ostracized. The mere accessibility of mother, somewhere within the house, is
detected and appreciated. Hanging around having dish or progressing to the mall along
are considered valuable sorts of relating.

It is a necessary part in determining the student’s results. A typical student can

understand from discussions of his or her friends can be affected through their
personality and as well as the characters in regards to learning. Students with their
friends also are motivated through teamwork. It is said that the quality of peers can affect
a big level of results among students from school performance to the general condition
or the minor criminal behavior. According to Economists, peer group influence can affect
based on peers such as schoolmates (Sacerdote, 2001) or linkage based peer, such as
friendship (Cooley 2009, Bramoulle, 2004).
Within the vicinity of Panabo City, there are students who are affiliated with their
peers and helps them in class, this could make a greater impact in their academic
performance and other aspects related. Perhaps there will be an influence between the
peer group and the student’s academic performance.
In line with this, the researchers would like to conduct a study on the effects of
peer group influence in the students’ academic performance within the vicinity of Panabo
City Senior High School. The researchers of this study aim to analyze the factors and to
know how the research will greatly affect them and their study.
Significance of the Study
This research study holds the significance to find out the possible answers to the
factors and effects of peer group influence in the vicinity of Panabo City Senior High
School, as well as in many people.
Benefiting the study are the various sectors as follows:
Students -The students will be the first beneficiaries of this study since this
paper will give them the awareness about choosing their peers if it can affect them in a
positive or negative way; the effect as well as the factors of peer group influence towards
their academic performance in class. This might cause them to gain more knowledge on
how to properly manage situations if their peer group will bring them to a different path or
encounter this kind of situation along their academics.
Parents- Through the dissemination of the data given it will help the parents to
guide their individual child and to prevent their child’s struggle (if there is any) in school
because of peer groups. The findings would also help them to be aware that their
children are engaging with their peers.
Teachers – The data provided will serve as the teachers’ guide in order to asses
peer group that needs development in terms of their academic performances. The fact
that it will also be aid the teachers and give action to peers group in class.
School Guidance Counselor- Immediate action, help, assessment and
guidance will be given to both peer group and students. As well as giving orientations to
the institution. This study will serve as the guide to the School Guidance Counselor.

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 School Administrator- They are the ones who will suggest programs and
policies that will develop both the individual student and the group in terms in promoting
good relationships with others specifically to their peer group.
Scope and Delimitation
This study mainly focuses on the Grade 11 Humanities and Social Sciences
Senior High School students that are studying at Panabo City Senior High School,
located at New Visayas, Panabo City. Respondents for the study are the Grade 11
HUMSS.
This research centers about the interaction between the individual student and their
peer group influence towards academic performance.
In order to discuss the factors and effect of students who encounter to the said
problem for the school year 2019-2020, survey method will be use.
Statement of the Problem
This study seeks to find the answers about the effects of peer group influence
towards the academic performance of students in Panabo City Senior High School. This
paper will be answering the following questions.
1. What is the level of Peer group influence of the students when analyzed in terms
of:

1.1 Sense of Belongingness

1.2 Motivation

2. What is the level of Academic Achievement when analysed in terms of:

2.1 Grades
3. Is there a significant relationship between Peer Group Influence and Academic
Performance?

Null Hypothesis

There is no significant relationship between Peer Group Influence and Academic

Performance.

Review of Related Literature

Castrogiovanni (2002) stated that peer group is a group of individual with same
age, circle of friends, sharing the same activities peer group can be a positive approach,
for example, if one is involve with a group of young men that are ambitious and do
hardworking just to attain high academic goals, by this an individual with follow what
her\his group do.
In a recent study, it was discovered these children who are good in
communication with others and at least have one close friend tend to have better

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adjustment to first grade, achieving high and learning, are those likely to have a healthy
mentality. One of the fundamental functions of the peer group is providing resources in
terms of information and comparing the world that is outside the family (Birch & Brooks,
2009).
Another research, conducted had found out that adolescents were intertwined in
dropping out of school and varying delinquent behavior because of being poor in terms
in having peer relation and their childhood (Ruff Sells & Golden, 2012).
Moreover, it is observed in general that peer group has big impact in terms in
influencing the students. From the role that each of them played in the group to the life
and performance. The stronger the student, the more they influence on their peers and
also helping for the improvement of their overall academic performance.
In addition, the positive regard or peer influence is depending on the group self-
identity, self-esteem and self-reliance. Peer influence can also make us a motivation and
vigor on a student academic in terms of their achievements (Lashbrook, 2000).
In such school environment, educators might make an advantage in terms of the
peer group in planning activities that will learn and promote peer counseling. There are
instances that peer groups may communicate others negatively, an example of that is
when they behave differently, immoral conduct, the usage or experimentation in drugs
and other substances (Thungu, et al., 2008).
The time of adolescence in peers is very essential and plays a role in the lines of
youth. Adolescents start to develop friendships that are more ultimate exclusive and
more constant than in earlier years. These friendships are very fundamental in the
development. Providing the safety where teenagers can discover their identities where
acceptance is existing and develop the feeling of belongingness. This also enables
teens to develop the practice of fostering social skill that is important in future success
(De Guzman, 2007).
Peer influence may come out with negative and positive effect. There is an
interrelated relationship between peer group and academic performance. Students’
academic performs greatly effects on what group he or she belongs. A student should
have an impact to their peers and help improve their overall academic performance. A
student must also influence other depends if he or she possess a good self-identity self-
esteem and self-reliance. Peer influence is also the key to inspire student to strive and
have motivation in academic achievement (Steinberg, 2005).
Katz in Olalekan (2016) tells that the peer group influence brings an impact
on the motivation of the students in learning. In that way, he suggested that one group
may have a negative impact or its member while the other may have positive impact on
its members as well. This can be thought if a child is surrounded with brilliant friends he
or she will be influenced to learn more while if a child is surrounded with dull friends he
or she will lose his\her interest in learning.
According to Steinberg (2005), peer influence starts at an early age of an
individual and maintains until an individual reaches its adolescent stage. On 2007 Hamm
in Lavy and Chlosser argued that for many young men friendship could be away that
affects someone especially on their psychological growth and maturity. Furthermore,
peer group has a big role on someone’s adolescent and could manifest on their attitude
towards educational activities.

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 Steinberg (2005) postulated that academic performance encompasses
student’s ability and performance and can be intricately associated with human growth
and cognitive, also emotional and social physical development. There is a firm
connection between peer group and academic performance. Peer group has either a
negative and positive effect. If the peer group badly influences him or her, it might lead
him to have a bad grade. On the contrary stranger students do have an impact on their
peer and really help to improve their overall academic performance. On the good side,
positive peer influence on academic performance depends on someone's self-identity,
self-esteem and self-reliance.
Peer influence can be a tool that could help an individual to be inspired on and
motivated acquiring learning and also to obtain an excellent academic achievement
(Lashbrook, 2000)
A peer group that communicates makes the teenagers to discover their
senses and identity as well as the progresses and evaluation of social skills. Providing
the members opportunity to enhance social skills just like having empathy, sharing and
leadership. Through this kind of bonds, adolescents can be more accepting of whom
they want to be come. Teenagers could express their concerns and emotions without
being afraid of rejection or the judgment. It can have positive influence to the individuals
because of the peer group this includes the academic motivation and performance
(Brown, 2004).
The peer influence could be a positive or negative regard. People tried to think
that peer influence could lead to engaging in not healthy and not safe manner. It can
also motivate the teens to study harder in school, be in a volunteer in community and
social services, and a participative in sports and such endeavours (De Guzman, 2007).
Negative influence does exist and leading teenagers to do such anti-social behaviors
and results to the formation of negative peer groups (Howard & Medway, 2004).
In the modern generation many teenagers faced peer pressure professionals
understood the concept of peer influence that could affect them in a negative way but it
can be presented by teaching them how to cope up this kind of pressure they with be
facing along the way (Temitope and Christy, 2015).
On the other side peer influence among students do not directly affect them in a
negative way but it depends on how the students receive the climate of the peers
coming from the groups (Mosha, 2017).
Receiving much support coming from the peer groups, a student tends to excel
and exceeds its capability and put focus on his studies and do good in the academic
tasks in school (Olalekan, 2016).Motivation is also another aspect to the peer group
influence. It focused more on the educational involvement, and found out that it is very
influential in terms of changing one’s value (Ryan, 2000).
A lot of peer groups can be a positive influence on their other peer. It is said that
intelligent students aid their peer to bring up their academic performance. Moreover, a
group of girls with an intelligence mind lend to do better in class because of they are
sharing the same similar aspiration (Landau, 2002).
Studies from Goethe (2001) discovered that those weak learners can be better
and class when they are group with the other weeks students. It is illustrated that the
learner academic performance develops when they are with their own kind of peers.
Peer groups influence on behaviors that are risky such as abusing substance and

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activity there are explicit have been shown to increase the like hood of affecting the
student academic achievement in a negative way (Santor et al., 2016).
Definition of Terms
Adolescence- It is a stage of development prior to maturity. A process of growing up
when a child develops into an adult.
Adolescent- A young person developing into an adult in the state of
Peer- It is a person who belong to the same societal group based on age, grade or
status.
Peer group- is a group of individuals with same ages and who share the same interest
and hobbies.
Students- A person who attend a school either, college or university. One who studies
through learning.
Teenagers- It is relating to a person who are between to in and 19 years old.
Influence- It is the power to cause changes and affects someone or something in an
important way without directly forcing them to happen.

Conceptual Framework

Peer Group Student’s Academic

Influence Achievement

Figure 1. Variable A can affect Variable B

This shows the paradigm of the study which represents the procedure on how the
research study is completed. This framework provides a guide for the researchers in
synthesizing. In this figure shown, the first box represents the factors that will affect the
independent which is the peer group influence.
Theoretical Framework
Attachment Theory
Cotterell (1994), describe as the bonding with peer groups when an individual
feels a sign of belongingness as well as the 'sense of place' within the group, having also
the sense of security where they are at home with her\his friends. The peer group also
provides the feeling of positive emotion to the other members by accepting and
recognizing the person. The reason w1hy they consider their group identity because
they supply the sense of belonging and solidarity in their group.

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Behaviorism Theory
This theory explains the emergence of motivation in learning and interactions
with peers. Relationships between the people can affect the learning only as much as
people reinforce each other (or not) in the academic arena.
In instances, if the peer group give encouragement in terms in education and
learning, then the individual learner in that group will give importance to learning
because that individual student is reinforced or rewarded for the behavior that the
learner values learning.
Those who lacks the stimulation and reinforcement that is needed to pursue
learning do not value education and learning (Vygotsky 1978). Meaning, an individual
student will not reach his\her own potential without the help of other peers. Values and
attitudes of the peer group is a necessary thing for the motivations and learning of a
student.
Social Identity Theory
It describes the person’s self-concept that is influenced by the "in-groups" he
or she belongs to. Having the motivation in attaching positive evaluations to their "in
groups" can be seen as different when comparing to the "outgroups" with how they are
not connected. Attaching to an in-group could lead to positive associations that result to
having a positive self-concept and high self-esteem. The fundamental role of peer
groups in the enhancement of identity must be supervised to ensure it will not reinforce
negative identity (Tajfel and Turner, 1979).
Chapter 2
METHODOLOGY
This chapter represents the presented methods and procedures used in
conducting the study. This includes the Research Design, Research
Locale/Environment, and Respondents of the study, Research Instrument, Data
Gathering Procedure and Data Analysis.
Research Design
This study used the descriptive method of research in order to determine the
level of peer group influence towards Senior High School Student. It was define that
descriptive research is a valid method for researching specific subjects and as a
precursor to more quantitative studies.
Research Environment
This study will be conducted within the vicinity of Panabo City Senior High School
located at Brgy. New Visayas, Panabo City right in front of the Brgy. Hall of New
Visayas. It is a newly created institution with 4 story building having 25 rooms, with a
maximum of 5-9 classrooms per floor. Classes in PCSHS include one section of General
Academic Strand (GAS), 5 sections of Accountancy, Business and Management (ABM)
strand, 13 sections of Humanities and Social
Sciences (HUMSS) strand, and 7 sections of Technical, Vocational and Livelihood
Program (TVL).

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 Panabo City Senior High School caters senior high school students enrolled in
General Academic Strand (GAS), Humanities and Social Sciences (HUMSS),
Accountancy, Business and Management (ABM), Technical, Vocational and Livelihood
(TVL). With 25 classrooms building often tagged “Stand Alone”.
Research Procedure
The researchers will be sending letter of request to the principal to ask
permission to conduct a study among identified Grade 11 Humanities and Social
Sciences students of Panabo City Senior High School who are involved in peer group
influence. The researchers, after permitted by the school principal, will consult the
students concerning for the purpose of the study through survey.
Research Instrument
In this study, the researchers adapted a research tool from the previous
researchers’ studies. The first part of the questionnaire was a (6) item Likert scale that
will answer the Level of Peer Group Influence in terms of the Sense of Belongingness.
The second part of the questionnaire was a (5) item Likert Scale that inquired the Level
of Peer Group Influence in terms of the Motivation.
Below shows the Likert Scale, the Interval, the description and the verbal
interpretation were used to reveal the mean response of the respondents:
Scale Interval Description
5 4.99-5.98 Strongly Agree
4 3.99-4.98 Agree
3 2.99-3.98 Fairly Agree
2 1.99-2.98 Does not Agree
1 0.99-1.98 Strongly does not Agree
Research Participants
The respondents of the said study will be the Grade 11 HUMSS students of
Panabo City Senior High School that belongs with a ceratin group in school for the
reason that they are the ones who are accurate and more fit to answer the questions
related in this study since they came from different schools that lead them to interact
with other students that most probably have different learning context and to make a
bond with one another that creates peer group whom they can be with.
Data Gathering Technique
Request a permission to conduct the study. The researchers will send a letter to
the principal in order to obtain permission to conduct the study.
Questionnaires. The close ended questionnaire that consist of rating scales that
measures attitudes and even opinions. Through this, respondents are asked from the
options of agreement (Bertram, 2016). Likert Scale with strongly agree to strongly
disagree options to answer will be administered to the respondents using random
sampling.
Gathering and Tabulation of Data. Upon gathering the information, the
researchers will be using the statistical tools that coincides with the study.
Data Analysis

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 In analysing the data gathered the researchers will apply the statistical treatment.
Descriptive statistical analysis will be used throughout analysing the data. Researchers
will be using mean on gathering the average data and standard deviation to measures
the spread out or range of mean. As well as the use of regression to determine if there is
any significance between the two variables.
Variables
This study seeks to determine the probable effects of peer group influence
towards academic performance of Grade 11 HUMSS students of Panabo City Senior
High. Below are the following variables:
Independent Variable- Peer group influence is the independent variable of this
study since it can stand alone.
Dependent Variable- The dependent variable of this study is the student’s
academic performance since it can be change or be affected by the peer group
influence.
Statistical Tools
The data to be gathered will be tabulated and be analysed with the following
statistical tools.
Mean- this will be used to identify the average data of the answers of the
respondents.
Standard Deviation- This will be used to determine the spread out or range of
the mean.
Regression- This will be used to determine if there is any significant relationship
between variable A which is the peer group influence and the variable B which is the
grades or the students’ academic performance.
Ethical Consideration
The researchers of the study will serve a letter of invitation to the participants for
the said activity. When the consent is approved, it is expected that the participants are
already informed about the survey. The questionnaires will be personally addressed to
the participants once they are available for the survey. The interview that will be
conducted and the collected information will be done honestly and with transparency as
well as the representation of primary findings in a biased way will be avoided.

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 Chapter 3
RESULTS AND DISCUSSIONS
This chapter represents the analysis of the study as well as the interpretation of
the gathered data coming from the said research. The corresponding discussions are
coming from the parts of the analysis and interpretation. The sequence of this chapter is
based on the study’s statement of the problem.
Table 1 Profile According To Gender

Gender Frequency Percent

Male 56 29.63 %

Female 133 70.37%

Total 189 100%

This table shows the total population of the respondents of Grade 11 Humanities
and Social Sciences Strand students. Divided between genders of male and female who
answered the questions of the study. Wherein 29.63% are male and 70.37% are female.
Table 2 The Level of Peer Group Influence of Students

  N Mean Std. Deviation Description

Sense of Belongingness 189 3.394179894 0.683714813 Fairly agree

0.613371216 Fairly Agree
Motivation 189 3.761904762

Table 2 shows the level of peer group influence among the Grade 11 HUMSS
students. The weighted mean is shown and also the standard deviation. It is revealed
that the student fairly agree with the concept in terms of both in the sense of
belongingness and in motivation.
Since they are in the same group, can feel acceptance on who they are and what
they want to become. They will not be afraid to express their emotions as well as their
concerns without rejection and judgments (Brown, 2004). Peer group has big function in
terms of being an adolescent that could manifest the attitude in academic performance
(Lavy & Chlosser, 2007).
Another impact is the motivation, Ryan (2000) stated that motivation is an
influential part in terms in changing one’s value. Lashbrook (2010) mentioned that the
peer group influence can be an instrument that can aid an individual to be motivated
when it comes in learning and also to get a high achievement in school.
Table 3 The Level of Academic Performance of Students Analysed in Terms of
General Percentage Average (GPA).

Academic Performance Average Frequency 1st Quarter Percentage

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 (# of students)

90-100 (Outstanding) 73  38.6%

85-89 (Very Satisfactory) 95 50.3%
80-84 (Satisfactory) 19 10.05%
75-79 (Fairly Satisfactory) 0 0
Below 75 (Did Not Meet
Expectations) 2 1.06%
 

In this table, it shows the presentation of the academic performance of the Grade
11 HUMSS students. The 1st Semester, around 38.6% had an outstanding level on
academic performance with the 73 numbers of students, 50.3% had a very satisfactory
level on academic performance with the 95 numbers of students, 10.05% had a
satisfactory level with 19 numbers of students, and 1.06% did not meet the expectations
with 2 numbers of students.
Table 4 The Significant Relationship Between Peer Group Influence and Academic
Performance

Number of p-
  respondents Mean r-value df value Decision
Variables            
No
Peer Group Influence 189 3.578042328 1 0.54 Significance
 0.045  
(accepts null
Grades 189 87.98133412    hypothesis)

According to the table above, the p-value helps the data to determine if there will
be significance on the results. A small p-value (<0.05) means the researchers will reject
the null hypothesis and has a strong evidence. A large p-value (>0.05) means it has a
weak evidence and the researchers will accept the null hypothesis. The r- value
represents the strength and direction of a linear relationship between Variable A and
Variable B. As the computation revealed, the r- value is 0.045 and the p-value is 0.54
which is greater than 0.05 then, the result accepts the null hypothesis. Meaning, two
variables which are the peer group influence and the academic achievement has no
significant relationship at all.
In this case, it was mentioned on the last part of the Review of Related Literature
that researchers are not on the same opinion about the peer group influence on
academic performance. There were several issues that stated on studies that there is no
significant relationship between peer group influence and the students’ academic
performance in school (Sarcedote, 2010).

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 Chapter 4

SUMMARY

Synthesis

This chapter presents the summary of findings, the conclusions, and the
recommendations of the study entitled, “The Level of Peer Group Influence Towards
Academic Performance Among the Grade 11 Humanities and Social Sciences of
Panabo City Senior High School.”
The researchers investigated the level of peer group influence towards academic
performance. Through the indicators: Sense of Belongingness and Motivation, the 1st
Semester grades and also answering the question about the significant relationship
between the two variables.
Conclusion
The findings are as follows: The results show that the level of peer group
influence based on the two indicators:
a. Sense of Belongingness- Students is fairly agreeing with the concept that the
peer group can influence academic performance based on knowing that you
belong to a group where there is acceptance and security.
b. Motivation-Students are fairly agreeing with the concept that the peer group can
influence the academic performance based on the encouragement or the
motivation of peers to the individual.
c. The finding also revealed that the two variables which are the peer group
influence and the academic performance have no significant relationship since
the p-value is 0.54 that is greater than 0.05, based on the computations on the
third chapter of the study.

Recommendations

These are the recommendations that the researchers have come up after
reaching the conclusion of the study:
1. Students – one must strive hard and stand on themselves in school in order not
to depend from other peers.
2. Parents –parents must help, guide and support their children in terms of being
independent to be more prepared to face the struggles not only in the class but
in reality.
3. Teachers –improving one’s teaching style for the students might be a great idea.
The teaching style must focus more on students being more independent in
class, engaging students more in an individual activities help them to know their
strengths and enhance their weaknesses.
4. School Counselor –conduct interesting programs or symposiums that dwell
more on self-empowerment and independency among students in the institution.
Also, assessing the students who struggle and who need to cope up in school.
5. School Administrator –the support of the School Administrator is a big factor.
Making policies in the institution that focuses more in the empowerment of
individuals in school. Through this, students will be equipped on any fields they
will face in the near future.

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