PEER PRESSURE AMONG FIRST YEAR ARCHITECTURE STUDENTS OF THE

UNIVERSITY OF MINDANAO

GE 4

Research Proposal

Submitted by:

Advincula, Kristine Dale A.

Bernal, Giname B.

Masagnay, Mychel Anne B.

Submitted to:

Ms. Jeramie C. Corsonado

 Background and Statement of the Problem

In a person's life, adolescence is a time of transition from childhood to adulthood.

Adolescence among the youth comes with both advantages and disadvantages. One of the
social issues that fall into the two categories is peer pressure. Teenagers frequently
experience peer pressure throughout adolescence because they seek solace in their friends and
make decisions without considering if they would benefit from them or if it would harm
them. People are often tempted by social contextualization ideas; for instance, while
interacting with people, there are habits that a person can adopt from others even though that
person doesn’t usually do (Moldes et al., 2019).
Peer pressure is the influence a peer group has on convincing individuals to change
their beliefs and behaviors. There are two ways that peer pressure might appear: explicitly
and covertly. Without the subjects' full knowledge, indirect tactics have a behavioral impact.
Peers may assist youngsters in making the transition from childhood to adulthood by helping
them work more effectively and mold their lives. Because teenagers lack experience with life
skills like independence and articulating one's values, the peer effect on self-efficacy is
intensified. They typically lack knowledge beyond the actions of their peers to assess their
level of self-efficacy (Kiran-Esen, 2012).
Peer group is significant in the social context since it is essential to society and affects
how well students perform academically. As people become older, their adaptive behavior
expands and becomes more complicated. The institution that the students attend is used to
assess their potential for learning based on the learning experiences that they get in the
classroom. As a result, selecting major courses within a university is a significant decision
that students aim to make, but it is also influenced by their relationships with other students.
As a result of the influence of their peers, each individual's conduct is comparable inside the
group. 
Although peer pressure is not necessarily a negative thing for it also contributes a
positive influence on a student’s academic performance, one may recognize the best coping
strategy for a situation as a method to successfully avoid and combat peer pressure when it
becomes a problem. At the University of Mindanao, first-year architecture students
experience peer pressure every day as they go to school which affects their academic
performance. With that, this research aims to evaluate the student's behavior and attitude
change while engaging socially. 
 Brief Literature Review

This chapter provides a strong frame of reference for the variables under evaluation
by giving theories, concepts, facts, information, points of view, and readings pertaining to the
influence of peer pressure on academic accomplishment and social acceptance. 
 

ACADEMIC PERFORMANCE AMONG STUDENTS

Academic achievement represents an important component of the constellation of

variables influencing student success. It also has a significant role in education, particularly
serving as a practical tool for assessing a student's learning process. The evaluation of a
student's success in various academic courses is based on their academic performance (Tus,
2020). Teachers and education administrators frequently utilize classroom performance,
graduation rates, and standardized test results to gauge student progress. Academic
performance is understood to be the knowledge acquired as indicated by a teacher's grades
and/or educational objectives established by students and instructors to be achieved over a
predetermined period (Narad, 2016).
 
THE NEED FOR SOCIAL ACCEPTANCE

The need to identify with and be accepted by other group members is known as the
need to belong, or belongingness. Examples of this include being accepted by coworkers,
being a part of an athletic team, or being a part of a religious organization. Knowing other
people won't be enough to make you feel like you belong. It focuses on getting the group's
endorsement, focus, and support while also giving the other members the same attention.
Members' desire to fit in with the group might cause them to change their behavior, beliefs,
and attitudes as they work to uphold the organization's norms and standards (Afroz & Tiwari,
2021).
 
 
 
CURIOSITY AMONG TEENS

It has long been believed that curiosity is a prerequisite for human learning and
development. Curiosity is crucial for acquiring knowledge, even at the earliest ages. From
infants' eagerness to study their immediate physical environment to kindergarteners' inquiries
about why the sky is blue, curiosity fosters our learning of new knowledge about the world.
Curiosity is a quality that includes the desire to learn new things and the exploration
necessary to do so. The need to learn more about recent, improbable, challenging, and
ambiguous events is referred to as curiosity. To better understand the material being taught,
students will be motivated by curiosity, which will lead to increased learning and deeper
information processing (Banupriya & Rajan, 2019; Walsh, 2022; Hassinger & Hirsh-Pasek,
2018).
On the other side, curiosity isn't typically associated with formulating moral
judgments. Instead, it's usually referred to as a curiosity that results in inappropriate behavior,
such as prying into other people's private life, which can be harmful to social relationships. If
curiosity is driven by a moral goal, curiosity can evolve into a competency that supports
cautious judgment and, in turn, aids in the growth of character strength in general. The
definition of curiosity is the eagerness to learn about unknown possibilities (Sekerka, Godwin
& Charnigo, 2014).
 Proposed Study

Data to be collected 

The process of obtaining information for use in commercial decision-making,

strategic planning, research, and other applications is known as data collection. Effective data
collection provides the information required to provide answers, analyze business
performance or other outcomes, and predict future trends, actions, and scenarios. It is a
crucial component of data analytics applications and research projects. (McLaughlin &
Stedman, 2022) 

The University of Mindanao's Matina Campus will be the site of the researchers'
investigation. The respondents will be First Year Architecture Students. The researchers will
offer the question based on the statement of the problem.

Methods of data collection and instruments to be used

The researcher in this study used a survey questionnaire to collect data; this survey
design provides a quantitative description of a subset of the population sampled during the
data collection procedure. The data gathering instrument for the study is a questionnaire. The
survey questionnaire measured the effect of peer pressure on their academic achievements.

 Research Procedure

  The researchers employed a survey method to investigate the impact of peer pressure
among first-year architecture students. When collecting data, the researcher will get
permission from the professor for that portion, as well as the students who have opted to
participate in the study as responders. 
 
 
Statistical Tool

The following statistical tools were used by the researchers to attain the sufficient
statistical data needed in the study.

Mean. This was used to measure the average responses of the respondents in each set of
indicators.
Standard deviation. This was used to measure the spread of the respondents in each set of
indicators.
P-Value. This tool described the probability of obtaining results as extreme and observed
results of statistical hypothesis tests. The p-value is needed to determine whether or not the
null hypothesis can be rejected or accepted.

Method of analyses

Data analysis in quantitative research is the process of examining data that is number-
based or easily convertible into numbers, quantitative data analysis is the process of
determining relevant information through evaluating data. As it tries to analyze the data
gathered through numerical variables and statistics, it is founded on describing and
interpreting objects with numbers and statistics. (Eteng, 2022)

Discussion of how the proposed study will address the problem identified

This study was carried out by the researchers to raise awareness for first-year
architecture students and determine if they were in the right peers or are they were being
pressured whilst staying academically oriented. The researchers will be able to ascertain the
change in behavior of the students as a result of their peer experience with the use of the
needed statistical tools and procedures utilized in the research. Additionally, future
researchers may use this research as a guide.
 References

Afroz, S., & Tiwari, P. S. N. (2021). Importance of Belongingness in Healthy Youth

Development. Sch J Arts Humanit Soc Sci, 6, 225-230. Retrieved from:
https://saspublishers.com/media/articles/SJAHSS_96_225-230.pdf

Banupriya, V., & Rajan, M. R. (2019). Curiosity, Happiness and Academic Achievement
among High School Students. Retrieved from:
https://www.academia.edu/download/64164549/18.01.055.20190702.pdf

Eteng, O. (2022, May 18). Quantitative data analysis: Methods and techniques simplifies 101.
https://hevodata.com/learn/quantitative-data-analysis/?
fbclid=IwAR00WT3WDg79kqUAgJ36UbuTendAGEflUMsuSD2u9BWRnJ4uFF-
AQiEYago

Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and
children’s academic achievement. Pediatric research, 84(3). Retrieved from:
https://par.nsf.gov/servlets/purl/10119313

Kiran-Esen, B. (2012). Analyzing peer pressure and self-efficacy expectations among

adolescents. Social Behavior and personality: an international Journal, 40(8), 1301-
1309. Retrieved from:
https://www.ingentaconnect.com/content/sbp/sbp/2012/00000040/00000008/art00009

Mclaughlin, E. & Stedman, C. (2022, February). What is data collection?. TechTarget.

https://www.techtarget.com/searchcio/definition/data-collection?
fbclid=IwAR2qCb3OWIqPLNFwNfbx7CtK_ndeawNud_ClYglLCb8sz59-vgvzIt-xPus
Moldes, V. M., Biton, C. L., Gonzaga, D. J., & Moneva, J. C. (2019). Students, peer pressure
and their academic performance in school. International Journal of Scientific and
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in-School.pdf
Narad, Anshu & Abdullah, Bilkees. (2016). Academic Performance of Senior Secondary
School Students: Influence of Parental Encouragement and School Environment.
Rupkatha Journal on Interdisciplinary Studies in Humanities. 8. 12.
10.21659/rupkatha.v8n2.02. 

Sekerka, L. E., Godwin, L. N., & Charnigo, R. (2014). Motivating managers to develop their
moral curiosity. Journal of Management Development. Retrieved from:
https://www.emerald.com/insight/content/doi/10.1108/JMD-03-2013-0039/full/html

Tus, Jhoselle. (2020). Academic Stress, Academic Motivation, and Its Relationship on the
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Walsh, C. (2022). Promoting Curiosity, Creativity and Clarity in Management Education.

Retrieved from: https://www.intechopen.com/online-first/80034