EFFECTS OF PEER PRESSURE ON GRADE 12 STUDENTS

IN PHINMA-ARAULLO UNIVERSITY

Members:

Liezel P. Mercado

Bianca A. Juliano

Janina B. Mendoza

Zyrene Jhoy M. Grospe

Christine Joy F. Igay

Ken Ruzzel M. Bombarda

Ms. Carlissle Anne N. Manzano

12-GHT-1

1
 Table of contents

Acknowledgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1. Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.1 Background of the study . . . . . . . . . . . . . . . . . 5

1.2 Statement of the Problem . . . . . . . . . . . . . . . 10

1.3 Significance of the study . . . . . . . . . . . . . . . . 11

1.4 Scope and delimitation . . . . . . . . . . . . . . . . . 12

1.5 Conceptual Framework. . . . .. . . . . . . . . . . . . 13

1.6 Theoretical Framework. .. . . . . . . . . . . . . . . . 15

1.7 Definition of terms . .. . . . . . . . . . . . . . . . . . 17

2. Chapter 2 (Review of Related Literature). . . . . . . . . . 18

3. Chapter 3 (Methodology) . . .. . . . . . . . . . . . . . . . . 32

3.1 Research Design. . . .. . . . . . . . . . . . . . . . . .32

3.2 Research Locale. . . . . . . . . . . . . . . . . . . . . 33

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 3.3 Research Respondents. . . . . . . . . . . . . . . . 33

3.4 Research Instrument . .. . . . . . . . . . . . . . . 33

3.5 Research Procedure.. . . . . . . . . . . . . . . . . . 34

3.6 Gathering of Data. . . . .. . . . . . . . . . . . . . . 34

3.7 Treatment of Data. . .. . . . . . . . . . . . . . . . .35

4. Chapter 4 ( Presentation, Analysis, and Interpretation of

Data). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

5. Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Summary of Findings . . . .. . . . . . . . . . . . . . 50

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . 53

Recommendation . . . . . . . . . . . . . . . . . . . . . 54

6. References. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 55

3
 Acknowledgement

First and foremost, we would like to thank God for his

unconditional guidance and wisdom as we make this

research.

Second, we would like to thank our Practical Research

Instructor, Ms. Carlissle Anne N. Manzano, for her

continuous support and active guidance throughout the

completion of this research. This gave us the experience on

how to cooperate and engage ourselves in serious project.

Third, our grade 12 senior high school respondents,

for lending their time to us. And Finally, We sincerely thank

our family and friends who provided advice and financial

support.

The product of this research paper would not be

possible without them, so thank you.

4
 Chapter I

1.1 Background of the Study

People cannot live in the society alone or without

someone to lean on or support them as the need for

social belonging would always be instinctual for us

human beings and it could also add the fact that man is

a social being. Generally speaking, people need social

belongings that they can mutually benefit from or they

associate themselves with someone who they feel a

strong sense of kinship. Mostly, adolescents find their

social belongings in their peers where together they

relax, go out, and participate in sports and other

activities. Peers are usually distinguished as the people

who belong in the same group as someone else. Being

a friend or part of a larger group, such as a clique,

5
classroom, grade, school, club, or activity; or loosely

affiliating with an amorphous crowd with similar

interests (e.g., sports, music, drugs) provides great

benefits of acceptance, friendship, and identity, but can

also demand conformity (Brown 1989). Group

members tend to share common attitudes and behavior

and this is particularly true for adolescent peer groups

(Eiser, Morgan, Gammage, Brooks, and Kirby 1991).

Also, Tarrant (2002) relationships with peers become

the centre of adolescents’ life. Additionally, according to

Cadey and Kenny (1997), adolescents who feel

accepted by their peer group and their parents are

likely to feel good about themselves. While according

to Reisman (1985) the adolescents who have poor peer

pressure are more likely to have adjustment difficulties

in adulthood. The two studies show the strong

attachment the peer and the person have. However,

this strong attachment more likely has serious

influence in the person’s attitudes, thinking, decision

making, likings, values, beliefs, living styles and

personality. However, when this influence affects the

6
decision, liking, attitudes and personality of a person

and a person feel forced to left his/her own beliefs,

values and virtues in order to be accepted and fit in

with others, this is called peer pressure. Robya Feller

(Everything You Need to Know about Peer Pressure,

1993) Peer pressure is what causes people to do things

that are popular in order to fit in with others. And

Weiten and Lloyd (2004) Peer pressure involves

expectations and demands that one behaves in a

certain manner.

Peer pressure can be a powerful driving force in

the lives of adolescents. According to Cauffman, E and

Steinberg, L (2000) adolescents are susceptible to peer

influence in that it has been observed that they are

more likely to engage in risk taking in groups than

alone. Adolescents, with their limited degree of self-

reliance, which interferes with their ability to act

independently of the influence of their peers, may be

more easily swayed towards engaging in risky

behavior. . In fact, Burns and Darling (2002) state that

7
self-conscious teenagers worry about how others will

react to their future actions; this made it the most

common way of how adolescents are influenced by

their peers. And Peer rejection during adolescence is a

good predictor of social and academic problems

(Buhrmester, 1990).

Peer pressure on social influence according to

Atwater and Duffy (1999) can occur at three levels. At

the first level one can publicly go with others but refuse

to change his private beliefs at this stage little peer

pressure can affect. The second level of social influence

is when people behave like others because they are

attracted with them. They change their style and adopt

the group or person has and when they apart one

returned on their own. At this stage one has no

personal intention; he/she will do the same as the

others in group will do. They can return to their original

beliefs when the peer pressure removed. The third

level is where someone has truly influenced and

changes his own forever. This is the crucial stage one

8
can build or destroy his future because of this influence

or pressure.

What concern peer pressure research, however is

that studies show that peer pressure has more

negative effect on adolescents. Survelum Public Data

Bank conducted a survey with 1738 respondents, 626

or 36% of the respondents said that peer pressure can

only distract a person from reaching their goals and

only 21% percent said that peer pressure is helpful.

Due to the rise of prevalence of peer pressure

there had been studies conducted suggesting on how

to deal with peer pressure such as demonstrative,

creative and role play activities. These activities will be

done by introducing the topic of peer pressure, its

effect and influence on a child's academic performance,

behavior and, of course, on his or her life as well. And

at the end, these activities will help the child on how

they should deal with the effects and influence of peer

pressure.

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 The main purpose of this study is to learn the

effects of peer pressure on the grade 12 students of

PHINMA-Araullo University. This study will also help the

researchers know what could be the possible effects of

peer pressure on the students. Specifically the study

will be concerned with the types of effect; these may

be negative, neutral or positive. This study could be

also a way for the students to find ways on to deal with

peer pressure.

1.2 Statement of the problem

This study aims to determine the effects of peer

pressure to the students and how could it possibly

affect the students. Specifically, it aims to answer the

following questions:

1. What are the causes peer pressure?

2. What are the effect of peer pressure on the

Grade 12 students of PHINMA Araullo University?

3. How could peer pressure possible affect

students?

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1.4. Hypothesis

The relationship between peer pressure and grade 12

students

1.4.1 Ha

There is significant relationship between peer

pressure and grade 12 students.

1.4.2 Ho

There is no significant relationship between peer

pressure and grade 12 students.

1.3 Significance of the study

The study of the Effect of Peer Pressure on the

Grade 12 Students of PHINMA-Araullo University is

beneficial to students and other teenagers, parents and

for the future researcher because it is about

determining what are the effects of peer pressure to

the students and how could it possibly affect the

students.

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 1. Student and other teenagers – the result of

this study will help the student and other

teenagers to work through on understanding the

topic of peer pressure, how it affects them or

other teenagers and how to deal with it.

2. Parents – This will serve as a reference for the

parents to have an idea what their child or

children are possibly going through and the

proper way on how they should guide their child.

3. Teachers – This will guide the teachers on how

they could manage their students and avoid

negative peer pressure.

4. Future Researchers – This study will serve as a

reference for those who are willing to embark in

the same matter or other related subject.

1.4 Scope and Limitation

The study will be conducted at PHINMA Araullo

University main campus during 2nd semester of

academic year 2017-2018 with grade 12

12
respondents that will be randomly selected, and

possibly affected by peer pressure.

The study was only being limited on the effects of

peer pressure on grade 12 students of PHINMA-

Araullo University. The respondents were guided

by the researchers as the survey was conducted

on the second week of February 2018.

1.5 Conceptual Framework

The study deals with the effects of peer pressure

to the Grade 12 students of PHINMA Araullo University.

To form a part of the discussion of the conceptual

framework of the study, the hereunder research

conceptual framework was illustrated and adopted.

The input includes the cause of peer pressure as

well as the effects of peer pressure on grade 12

13
students. On the contrary, the process includes the

data gathering technique used in the study. Likewise,

the different statistical treatment of data needed for

the validation of the study.

Furthermore, the output includes the identified

cause of peer pressure and identified effects of peer

pressure on grade 12 students.

INPUT

1. The cause of peer pressure.

2. Effects of peer pressure on

grade 12 students.

PROCESS
1. Data Gathering technique

- Survey questionnaire

2. Statistical Treatment 14
 OUTPUT

1. Identified cause of peer

pressure

2. Identified effects of peer

pressure on grade 12

students

Fig. 1

1.6 Theoretical Framework

Charles Horton Cooley theory of the looking-self

glass- states that a person’s self grows out of society’s

interpersonal interactions and the perceptions of

others. The term refers to people shaping their identity

based on the perception of others, which leads the

people to reinforce other people’s perspectives on

themselves. People shape themselves based on what

15
other people perceive and confirm other people’s

opinion of themselves.

There are three main components of the looking-glass

self:

 First, we imagine how we must appear to others.

 Second, we imagine the judgment of that

appearance.

 Finally, we develop our self through the

judgments of others.

George Herbert Mead theory of behaviorism-

believed that people develop self-images through

interactions with other people. He argued that the self,

which is the part of a person’s personality consisting of

self-awareness and self-image, is a product of social

experience. He outlined four ideas about how the self

develops:

 The self develops solely through social

experience.

 Social experience consists of the exchange of

symbols. 

16
  Knowing others’ intentions requires imagining

the situation from their perspectives. 

 Understanding the role of the other results in

self-awareness.

1.7 Definition of terms

 Effects –the word effects is defined as the

positive and negative contributions of peer

pressure on students.

 Students- the word students is define as the

respondents of this study who are possibly

affected of peer pressure.

17
 Peer- the word peer is define as the

individuals or people where the person

associated him/herself into like classmates,

and schoolmates.

 Peer Pressure- the term peer pressure is

define as strong driving force that makes a

person do things to follow fit in, or be accepted

in the group.

Chapter 2

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REVIEW OF RELATED LITERATURE AND

STUDIES

This chapter presents literatures and studies

related to the research developed through the guidance

of related topics the researchers have been gathered.

RELATED LITERATURE

Peers

The notion that peer relationships are important for

children’s development has always been central in

developmental psychology (Cairns & Cairns, 1994).

Peers are essential for social development, for learning

how to get along with others, for juggling individual

needs with the needs of a larger social structure, as

well as for learning how to receive help and support,

for aligning oneself to the larger peer culture, and for

making it through a year when things get tough. Peers

are also considered important for cognitive, affective,

and behavioral development, and they have been

described as crucial for identity development and for

19
experimenting with possible selves during adolescence

(Wentzel, 2005).

Peer is a person who is equal to another in ability,

qualification, age, background and social status. Peer is

a person who belongs to the same age group or social

group Salvador (2009.

Peers are crucial for adolescent’s development because

development needs to be in context which mainly

means family and peers (Oswald and Suss, 1988). As a

matter of fact, according to Boujlaleb (2006), peers

have a more powerful influence on adolescents as

compared to families. In fact, Kirke (2004) found out

Peer influence is also one of the top reasons given by

adolescents for why someone their age would pick up

smoking. Adolescents do offer cigarettes to their peers

and that smoking is typically initiated in the context of

peer groups. Cigarette offer by peers‘ was a common

reason given by adolescents for their picking up of their

first cigarette (43.3%) (Alexander, Piazza, Mekos,

Valente, 2001)

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Peers play a large role in the social and emotional

development of adolescents Allen (2005). Their

influence begins at an early age and increases through

the teenage years, it is natural, healthy and important

for adolescent to have and rely on friends as they grow

and mature. A peer could be any one you look up to in

behaviour or someone who you would think is equal to

your age or ability (Hardcastle, 2002).

If the peers with whom a person associates share his

or her attributes and also affect his or her attainment

(and are unobservable to the researcher), then we

might falsely attribute a peer effect where one does not

exist. For example, suppose people who associate with

low-ability friends tend to do worse in school. Perhaps

they would have done poorly even if they didn’t

associate with such people (Zimmerman 2003).

Peer Pressure

21
Peer pressure is defined as the influence exerted by a

peer group in encouraging a person to change his or

her attitude, values,behavior in order to confirm the

group norms (Elliot, 2001). Weiten and Lloyd (2004)

said that the “pressure involves expectations or

demands that one behave in a certain way”. The key

feature of this definition of peer pressure is that

individuals in your own age group are actively

encouraging or urging you to do something. Clearly,

the central feature of most notions of peer pressure is

that individuals are motivated to act and think in

certain ways because they have been urged,

encouraged, or pressured by a peer to do so (Santor,

Messervey, Kusumakar 1998).

Peer pressure can have negative and positive effects on

teenagers. Teens may aspire to get good grades and

join a club that a peer whom they admire leads. Teens

may also find themselves pressured into doing things,

such as drinking or stealing, that they likely wouldn't

engage in if they were on their own ( KLEINSCHMIDT,

22
2017). Because of developing characteristics, group

and peer pressure is the strongest for most in early

adolescence. (ML Manzoni, M Lotar, N Ricijaš 2011).

Mature adults, teens, young adults and children can be

seen doing things in order to be accepted by their

peers. Peer pressure is commonly associated with

episodes of adolescent risk taking (such as

delinquency, drug abuse, sexual behaviours), because

these behaviour commonly occur in the company of

peers. It can also have positive effects when youth are

pressured by the peer toward positive behaviour. Such

as volunteering for charity or excelling in academics

(Kellie, 2013).

However, peers can also have a negative influence.

They can encourage eachother to skip classes, steal,

cheat, use of drugs or alcohol, or become involve in

other risky behaviours. Majority of adolescents with

substance abuse problems began using drug or alcohol

as a result of peer pressure. Negative peer pressure

may influence in various ways like joining group who

23
drink alcohol, smoke cigarette and Indian hemp among

others. It may also lead to the decision to have a boy

friend/girl friend, Peer pressure indulges youth into

loitering about in the streets, watching films and

attending parties during school hours, taping as

alternative to stealing which may eventually graduate

into armed robber (Arief, 2011).

Drug abuse is an illustration of the dangerous negative

effects that peer pressure has on adolescents.

According to Lamsaouri (1994-1995) the cause of

substance over us among peers is that everyone else is

using it and there is no problem to use it.

Peer pressure is most often associated with risky or

problematic behaviours but what we must keep in mind

is the unbreakable link between the influence of peers

and the development of an adolescent’s own personal

sense of self and identity (ML Manzoni, M Lotar, N

Ricijaš 2011). Children who experience poor peer

relationships are at great risk for developing various

24
maladjustment problems, it should be noted that the

consequences for these children vary. (Moroz, 2001)

Although people assume that peer pressure is an

influential component of adolescent development, few

empirical studies have investigated the nature and

extent of its influence. One-third of both genders

identified peer pressure as one of the hardest things

they had to face as a teenager. Perceptions of peer

pressure were significantly associated with dating

attitudes, sexual activity, and use of drugs and alcohol,

but not with relationships with parents. (Brown BB. J

Youth Adolesc. 1982.)

Academic Perfomance

Academic performance of a child could be defined as

the learning outcomes of the child. This includes the

knowledge, skills and ideas, acquired and obtained

through their course of study within and outside the

classroom situation (Epunam, 1999).

25
School is a setting where interpersonal relations are

promoted, which are important for youngsters’

personal and social development (Ruini et al., 2009); it

is responsible for the transmission of behavioural

norms and standards and it represents an essential role

in the adolescent’s socialisation process. The school is

able to gather different peer communities and to

promote self-esteem and a harmonious development

between adolescents, which makes it a privileged space

for meetings and interactions (Baptista, Tomé, Matos,

Gaspar & Cruz, 2008). Adolescents spend a great part

of their time at school, which also makes it a privileged

context for involvement in or protection from risk

behaviours (Piko & Kovács, 2010). Camacho, Tomé,

Matos, Gamito and Diniz (2010) confirmed that

adolescents who like school were those that more often

were part of a peer group without involvement in risk

behaviours; whilst those that mentioned they did not

have any friends reported that they liked school less.

26
In previous findings, family was the only responsible

for adolescents’ behavior, yet recent research find out

that peers have a more powerful influence on

adolescents, especially in what concerns academic

achievement (Oswald and Suss, 1988). Peers are the

most potent influence on their [students’] day-to-day

behaviors in school (e.g., how much time they spend

on homework, if they enjoy coming to school each day,

how they behave in the classroom) (Furrer & Skinner

2003). Schools and classrooms are inherently social

places, and it seems likely that the peer group is an

important influence on adolescent achievements,

beliefs, and behaviors. An exploration of how the peer

group context influences adolescent motivation,

engagement, and achievement in school represents an

important direction for enriching our understanding in

this area (Ryan, 2000). Classroom peers can serve as

powerful sources of reinforcement in increasing or

maintaining both the positive and negative behaviors of

their classmates (SMITH & FOWLER 1984)Peer

relationships have a strong influence on achievement

27
(Ladd, 1990; Taylor, 1989; Dishion,1990).In fact, it

was found that

associating with friends who have a positive affect

toward school enhanced students’ own satisfaction with

school, whereas associating with friends who have a

negative affect toward school decreased it (Ryan,

2000). However, research into peer rejection (from

early childhood on) found this strongly associated with

unfavorable attitudes toward school, higher levels of

school avoidance, and lower academic performance

levels (Ladd, 1990). On the other hand, peer

acceptance and the ability to make new friends has

been associated with liking school, higher school

attendance rates, and higher academic performance

level (Ladd, 1990; Bukowski and Hoza, 1989).

Negative peer pressure is a factor in lower test

scores (Kirk A. Johnson,2000).

Behavior

28
According to Dr. B. J.(2008) teens are very quick and

accurate in making judgments and decisions on their

own and in situations where they have time to think.

However, when they have to make decisions in the

heat of the moment or in social situations, their

decisions are often influenced by external factors like

peers. Based on this finding, it was hypothesized that a

motive for this particular student's misbehavior was to

access to peer attention (Moroz, 2001). (Danish, 1993)

has shown that peer pressure has a much greater

impact on adolescent behavior than any other factor. A

teenager spends more of his/her time with peers than

with family members. The interaction of peer is direct,

and more powerful than the influence of teachers and

other authority figures. Peer pressure tends to have

more of an effect on children with low self esteem. If a

child feels compelled to fit in, the teen may do things

that go against his /her beliefs simply to be part of the

group (Kirk, 2000).

29
Peer pressure has a great influence on adolescent

behavior and reflects young people’s desire to fit in and

be accepted by others (Bern, 2010). Simpson (1962)

reported that the extent to which teenagers drank

alcohol depended heavily on the peer group to which

they belonged. Peers also can influence prosocial

behavior. Among both working- and middle-class

adolescents.

The peer group may on one hand, serve as a model

and influence behaviours and attitudes, whilst on the

other hand, it may provide easy access,

encouragement and an appropriate social setting for

consumption (Glaser, Shelton & Bree, 2010).

The type of friendship, which adolescents maintain with

their peer group: if friends are close they have a

greater influence on the other’s behaviours (Glaser,

Shelton & Bree, 2010).

Life

30
Adolescents care a lot about their appearance in the

teen age; however, peers add more pressure that in

most of times influence youth’s identity and make them

loose their choice and their personal way of expression

(Owens, 2006). Moreover, peers may strongly

determine preference in the way of dressing, speaking,

using illicit substances, sexual behaviour, adopting and

accepting violence, adopting criminal and anti-social

behaviours and in many other areas of the adolescent’s

life (Padilla, Walker & Bean, 2009; Tomé, Matos &

Diniz, 2008). An example of this is that the main

motives for alcohol consumption given by adolescents

are related to social events, which usually take place in

the company of friends, namely: drinking makes

holidays more fun, it facilitates approaching others, it

helps relaxing or facilitates sharing experiences and

feelings (Kuntsche, Knibbe, Gmel & Engels, 2005).

Perceptions of peer pressure, and self-reported

frequency of behavior concerning 2 major aspects of

teenage life: peer involvement (degree of socializing

31
with friends) and misconduct (drug/alcohol use, sexual

intercourse, and minor delinquent behavior).

Nevertheless, perceived peer pressure and conformity

disposition accounted for more of the variance in self-

reported misconduct than in self-reported peer

involvement. Age differences were modest and varied

among measures and samples (Brown, B.

Bradford,Clasen, Donna R.,Eicher, Sue A.,1986). The

presence of peers makes adolescents and youth, but

not adults, more likely to take risks. Laurence

Steinberg(2005). In fact, Haynie (2002) find out that

adolescents get their self-esteem from the group they

are belonging to and they cannot imagine themselves

outside that gathering. Without the group, youths have

a low self-esteem and they are powerless.

32
 Chapter 3

METHODOLOGY

This chapter discusses the research methodology used

in the study. This chapter will cover all aspects

concerning the overall data in the research this

includes the research design, research locale,

respondents of the study, research instrument,

research procedure, gathering of data and treatment of

data.

3.1 Research Design

This study used the descriptive method of

research. Our general procedure of describing had the

chief purpose of knowing the effects of peer pressure

that may have an effect to students’ academic

performance, behavior, and life.

This study focuses on the effects to every Grade

12 students that is being pressured by their friends to

33
do the things they don’t want to do. And the effects of

peer pressure whether its positive or not.

3.2 Research Locale

The school we have chosen is the school where

the researchers are assigned in their Field Study

subject. This School is PHINMA-Araullo University Main

campus located at Maharlika Highway Brgy. Bitas,

Cabanatuan City, Nueva Ecija.

3.3 Research Respondents

The study will use 322 students-respondents

from PHINMA-Araullo University, Cabanatuan City,

Nueva Ecija. The respondents are those students’ who

are officially enrolled in Grade 12 Senior High School.

3.4 Research Instrument

This research uses quantitative research design to collect

and gather the respondents’ opinion and view towards the

questions given.

34
 There are 17 questions in total that is divided

into 4 parts that can be answered by rating your

answers if you agree, disagree or not sure. The

questions were made to gather data to help the

researchers deduct the effects of peer pressure on the

Grade 12 students of PHNIMA-Araullo University.

3.5 Research Procedure

322 Grade 12 students will be randomly selected from

the whole population of 1647 through Slovin formula.

The researchers will mannerly ask the students for

permission. Next, the questionnaire will be given to the

respondents for the sake of the study itself. Their

responses will be and the information to be filled in will

beneficial in aiming for the completion of this research.

3.6 Gathering of Data

In gathering the data, the researchers will provide

questionnaires to a selected few grade 12 students of

PHINMA Araullo University.

35
 The researchers will personally handle and assist in

giving and retrieving of the questionnaires. This gives

the researchers the opportunity to observe and also

interview the students to get better results.

3.7 Treatment of Data

To interpret the data effectively, the researcher will

employ the following statistical treatment. The

percentage and the mean are the tools use to interpret

data.

I. Percentage

This will employ to determine the frequency

counts and percentage distribution

Formula: X=F/Nx100

F is the frequency

N is the number of cases

II. Mean

III. To find the mean of a set of scores, add them

all together and then divide this total by the

number of scores. In statistics notation:

36
 Formula: x= ∑x/N

CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the findings, analysis, and

interpretation of data whose main objective is to know

the effects of Peer Pressure on the grade 12 students

of PHINMA-Araullo University.

More specifically the respondents are sought to answer

the questions that the researchers have provided as

follows:

Part I.

1. I want to feel accepted by my peers.

TABLE 1

Frequency Percentage Mean

3. Agree 187 58% 0.580

37
 1. Not sure 21 7% 0.065

1. Disagree 114 35% 0.354

In this table, the students agreed that they want to be

feel accepted by their peers as one of the causes why

they are being pressured with the highest frequency of

187 and with the percentage of 58%. While the

number of respondents who say they are unsure has

the frequency of 21 and mean of 0.065 the number of

students who disagree that wanting to feel accepted by

their peers is the cause peer pressure have a frequency

of 114 and percentage of 35%.

2. I cannot do anything without my friends.

TABLE 2

Frequency Percentage Mean

3.Agree 116 36% 0.360

2.Not sure 62 19% 0.192

1.Disagree 114 35% 0.354

38
This table shows that many respondents agreed that

they cannot do anything without their friends with

frequency of 116 and 36%. The numbers of students

who disagree with this question has frequency of 114

not too far from those respondents who agrees and

mean 0.354. And the last 62 or 19% percent of the

respondents says that they are not sure.

3. I am afraid to get rejected.

TABLE 3

Frequency Percentage Mean

3. Agree 146 45.3% 0.453

2. Not 32 10% 0.099

sure

1. 114 35.4% 0.354

Disagree

As it shows here in the table many respondents

expressed that they are afraid to get rejected with the

39
frequency of 146 and a percentage of 45 and mean of

453. But there are also students who are not afraid of

getting rejected with frequency of 114 and with a 35

percentage of the respondents. Getting rejected with

frequency of 10 who are neutral about it.

4. I want to make lots friends.

TABLE 4

Frequency Percentage Mean

3. Agree 175 54.34% 0.543

2. Not 61 19% 0.189

sure

1. 86 27% 0.267

Disagree

The result of the question four is that majority of the

respondents says wants to make lots of friends with

the frequency of 175 and a percentage of 54. while

there are one’s who answered that they don’t mind

having few friends with a frequency of 86 and mean of

40
0.267. And some of the students with a frequency of

61 and a percentage of 19 said that they are not sure.

5. I worry that my friends might make fun of me if I

don’t go along with them.

TABLE 5

Frequency Percentage Mean

3. Agree 157 49% 0.487

2. Not 93 29% 0.288

sure

1. 72 22.3% 0.223

Disagree

This table shows that, 157 with a percentage of 49 and

mean of 0.487 of the respondents agree that they

worry that their friends might make fun of them if they

don’t go along with them.

93 of the respondents or 29 of the sample say that

they unsure and 76 or 22% of the respondents say

they disagree.

41
Part II.

1. My peers encourage me to bully others.

TABLE 1

Frequency Percentage Mean

3. Agree 168 52% 0.522

2. Not 62 19% 0.193

sure

1. 92 29% 0.286

Disagree

In this table, 168 or 52% and mean of 0.522 agreed

that their peers encourage them to bully others while

the frequency of 92 and mean of 0.286 of the

respondents disagreed completely and the remaining

62 or 19% said that they aren’t sure.

2. My peers taught me bad habits such as smoking

cigarettes, & drinking alcohol.

42
 TABLE 2

Frequency Percentage Mean

3. Agree 148 46% 0.460

2. 92 29% 0.286

Not .sure

1. 82 25% 0.255

Disagree

This table shows that, 46% or 148 said that their

friends did taught them bad habits while 92 or 29%

and mean of 0.286 answered that they didn’t know or

aren’t sure about it and the last 82 or 25% answered

that their friends didn’t teach them bad habits.

3. My friends encourage me to join school clubs or

organization.

TABLE 3

Frequency Percentage Mean

3. Agree 135 42% 0.420

43
 2. Not 92 29% 0.286

sure

1. 95 30% 0.295

Disagree

In this table, the highest frequency of 135 or the 42%

and mean of 0.420 said that their friends encourage

them to join school clubs, 95 or 30% of the respondent

denies this and 92 or 29% said that are not sure.

4. My friends taught to cheat at school.

TABLE 4

Frequency Percentage Mean

3. Agree 133 41% 0.413

2. Not 62 19% 0.193

sure

1. 127 39% 0.394

Disagree

In this table, respondent say that their peers taught

them to cheat at school with the highest frequency of

44
133 or 41% and mean 0.413. With a frequency of 127

or 39% denies or disagree with this and the 19% or 62

said that they don’t know.

5. I find it hard to resist my friends when they ask

for something.

TABLE 5

Frequency Percentage Mean

3. Agree 157 49% 0.488

2. Not 93 29% 0289

sure

1. 72 22% 0.224

Disagree

This table show that, with a frequency of 157 or

percentage of 49 and mean of 0.488 of respondents

answered that they find it hard to resist their friends

when they ask for something, while 29% or 93 said

that they don’t know and the last 22% or 72 students

disagree with this.

45
Part III.

1. Peer pressure has made me became a stronger

individual.

TABLE 1

Frequency Percentage Mean

3. Agree 209 65% 0.649

2. Not 33 10% 0.102

sure

1. 80 25% 0.248

Disagree

In this table, respondents with the highest frequency of

209 or 65% and mean of 0.649 of the respondents said

that peer pressure made them stronger individual.

While 80 or 25% and mean of 0.248 disagreed and 33

with a 10% answered that they are not sure.

2. I excel or do well in school because my friends

inspire me.

46
 TABLE 2

Frequency Percentage Mean

3. Agree 169 52% 0.525

2. Not 72 22% 0. 223

sure

1. 81 25% 0.251

Disagree

In this table according to the result 52% or 169 and

mean of 0.525 said that their friends inspire them to do

well in school, while 81 or 25% and mean of 0.251 of

respondents disagreed and the last 22% or 72 said that

they aren’t sure

3. I left my own belief, values, virtues, and norms

because of peer pressure.

TABLE 3

Frequency Percentage Mean

3. Agree 115 36% 0.357

2. Not 132 41% 0.410

47
 sure

1. 95 30% 0.295

Disagree

This table shows many respondents answered that they

aren’t sure if they did change this own beliefs, value,

and norms they with the highest frequency of 132 or

41% and mean of 0.410. While 115 or 36% agreed

that they changed they belief, values and norms

because or peer pressure and finally 30% or 95

disagreed completely.

4. I change my behaviour because of peer pressure.

TABLE 4

Frequency Percentage Mean

3. Agree 176 55% 0.547

2. Not 74 23% 0.230

sure

1. 82 25% 0.255

Disagree

48
In this table 176 or 55% of the respondents replied

that they do behave differently because of peer

pressure, while 82 or 25% denied this and the 74 or

23% said that they aren’t sure.

5. Since I started going out with my friends I no

longer read my books.

TABLE 5

Frequency Percentage Mean

3. Agree 124 39% 0.385

2. Not sure 105 33% 0.326

1. 93 29% 0.289

Disagree

This table shows, with the frequency of 124 or

percentage of 39 agreed that since they started going

out with their friends they no longer read their books.

while 105 or 33% said that they aren’t sure or haven’t

noticed and lastly 29% or 93 said that they still read

their books even if they did hang out with their friends.

49
 CHAPTER 5

SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

This chapter provides a summary of the findings of the

study, the conclusions based upon the obtained results,

as well as the recommendation.

This study was conducted for the purpose of

determining the Effects of Peer Pressure on the grade

12 students of PHINMA-Araullo University. The

descriptive method of research was utilized. The

questionnaire served as the research instrument for

collecting data. All the grade 12 students taking

academic tracks and 322 representative’s sample of

student were the respondents. The research was

conducted during school year 2017-2018.

50
 SUMMARY OF FINDING

1. What are the most influencing factor that causes

peer pressure?

Based from the data gathered, the respondents agree

that the factor that causes peer pressure on the

students are their want to be feel accepted by their

peer with frequency of 187 . Dependence on their peer

with the frequency of 116. Afraid to get rejected with

frequency of 146. Want to make lots of friends with

frequency 175. And 157 of respondents agree that they

worry that their friends might make of them if they

don't go along with their peers.

3. What are the major effects of peer pressure on the

grade 12 students of PHINMA-Araullo University?

Based from the data gathered, the effects of peer

pressure on the students are students is encourage by

their peers to bully others with frequency of 168 out of

51
322 or 52% of the respondents. 148 or 46 percent of

respondents also agree that they are taught bad habits

by their peer like smoking cigarettes and drinking

alcohol. Students agree that they are taught by their

peers to cheat at school with frequency of 133 and

mean of 0.413. Students also agree that encourage by

their peers to join school club and organizations with

response of 135 and 42% respondents. And lastly 157

of respondents with mean of 0.488 say that that its

hard for them to resist their friends when they asks for

something.

4. How could Peer Pressure could possibly affect

students in terms:

4.1 Academic Performance

Based from the data gathered, 169 or 52% of

respondents agrees that they do well in school because

their friends inspire them. And students response that

since they started going out with their friends they no

longer read their book with 124 of frequency and mean

of 0.385.

52
4.2 Behavior

As shown on the data, the students with 176 or 55

percent of respondents agrees that they changed their

behavior because of peer pressure.

4.3 Life

Based from the gathered data, respondents say with

the frequency of 209 and mean of 0.649 that peer

pressure made them became a stronger individual. And

132 or 41% of respondents also agree that they left

their own belief, values, virtues and norms because of

peer pressure.

53
 CONCLUSION

Based on the finding of this study, the following

conclusions were drawn:

1.Based on the results of the study, the most

influencing factors that causes peer pressure are the

want to be feel accepted by peers, unable to do

anything without peers, afraid to get rejected, make

lots of friends and worry to be different from others.

Based from here, it safe to say that students are who

are afraid of rejection, low self esteem, and wanting for

belongings are the one who often experience peer

pressure.

2. Based from the results gathered, because of peer

pressure students learned how to bully others, cheat at

school, bad habits, they forget to say no to their

friends wants but on the other side inspired to join

school clubs or organization. Based from this, the

researcher has found out that peer pressure has more

negative effects on students than positive.

54
3.Peer pressure has major effect on students in various

aspect: student’s academic performance, behavior and

life.

RECOMMENDATION

Based on the findings of the study and the conclusions

derived from the study, the following recommendations

are hereby forwarded:

1. Student and teens in general must know how to say

"No" when their friends ask them something that is

against their will.

2. Teachers should be aware and acquaint the students

about peer pressure. Peer pressure can be helpful in

students if its positive but can destroy if its negative.

3. The parents in general must be aware that their

child/children need parental guardians while they are

with their peers.

3. The researchers suggest to the future researcher to

use this as a guidelines in their future research in peer

pressure.

55
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