Republic of the Philippines

Department of Education
Region IV – A (CALABARZON)
CITY SCHOOLS DIVISION OF DASMARIÑAS DR. JOSE P. RIZAL SENIOR HIGH
SCHOOL
Sto. Cristo, City of Dasmariñas, Cavite

The Relationship between Peer Pressure and Academic

Achievement among the Students of Dr. Jose P. Rizal Senior
High School

Members:

Sandow

Marcaida

Sibayan

CSS12A

July 3, 2019

1
 Abstract

The aim of this paper is to examine whether there is a relationship

between peer pressure and the academic performance of the students of Dr.

Jose P. Rizal Senior High School. Specifically, the sample size of the

respondents is two-hundred and four (204), coming from each section of all

strands, was acquired through Calmorin’s formula. Self-made questionnaires

was then used to gather data, which were analyzed by using weighted mean and

Pearson R correlation. The study established that the extent of peer pressure fall

mainly on the side of positive influence to the respondents rather than the

negative influence. Moreover, the negative influence doesn’t have a significant

relationship with the academic achievement of the students while the positive

influence has a relationship, but it is still weak. Since the study failed to reject

the null hypothesis, future researchers must select a larger sample size and get

the truest data from those respondents.

2
 Table of Contents

I. INTRODUCTION …………………….…………………….…………….4

 Statement of the Problem ………………….……………..…..........4

 Research Objective ………………………………………………….5

 Scope and Delimitations …………………………………………….6

 Significance of the Study ……………………………………………6

 Definition of Terms……………………………………………………7

 Conceptual Framework………………………………………………7

II. REVIEW OF RELATED LITERATURE...………………….…………...8

III. METHODOLOGY …………………………………………..………........9

 Research Design ……………………………………………………10

 Population and Sampling ………………….……………………… 10

 Research Instrument ………………………………………………..12

 Data Gathering Procedure ………………………………………….12

 Statistical Treatment …………………………………………… …..12

IV. PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA………14

 Appendices……………………………………………………….20

V. SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATIONS……………………………………. …….41

 Summary of Findings ……………………………………………. 41

 Conclusions ………………………………………………… …….43
 Recommendations ……………………………………………......44
 References………………………………………………………….45
 Curriculum Vitae……………………………………………………46

3
 Chapter 1

Background of the Study

In this part of the study, the problem is presented and observed which the

researchers must find the solution for. This part also includes the Background of

the Study which defines and explains the importance of this research.

Introduction:

Millennial and Generation Z nowadays have been often seen outside

their homes with their friends rather than their families. And with this

phenomenon, some studies have proved that peer’s influence have been greatly

affecting the students’ academic achievement in school.

According to Kirk (2002), the term peer pressure refers to the exerted

influence of a peer group in an individual’s attitude and value in order to fit in in

the group norms. Kirk (2002) also added that most teachers believed that peer

pressure also affects the academic performance of a student.

The study of Korir and Kimpkemboi (2004), students tend to give

excessive attention to their friends’ reaction as to how they act, what are they

wearing and what they think is “acceptable” in their social group. In this case, the

peer’s feedbacks often encourages or discourage certain behaviors and attitudes

of a students.

This study focuses on the relationship of peer pressure in the academic

achievement of a student. This study also aims to determine the negative and

positive effects a social group could bring to a students’ performance

academically.

4
 Statement of the Problem

This study aims to determine whether there is a relationship between peer

pressure and academic achievement of the students of Dr. Jose P. Rizal Senior

High School.

Specifically, this study aims to answer the following question:

1. What is the level of academic achievement of the respondents?

2. What is the extent of peer pressure to the respondents?

3. Is there a significant relationship between peer pressure and

academic achievement of a student?

Hypothesis

This study that the researchers conducted is about the relationship of peer

pressure to the academic achievement of a student. The following are the

hypothesis for this study:

𝑯𝟎 There is a significant relationship between peer pressure and

academic achievement of a student

𝑯𝟎𝟏 : There is no significant relationship between peer pressure and

academic achievement of a student.

5
 Significance of the Study

This part of the study shows the beneficiaries of the outcomes this study

will address.

Students. The result of the study will help the students to be motivated

in studying since they will recognize their peer’s positive influence to

their academic performance. The students themselves are also referred

as the peer influence which means, they will also be encouraged to be a

good influence to their co-students.

Teachers. Teachers will identify what plans they will execute to teach

the students to be careful with the peer groups they are going to join.

School authorities. This study will help the school authorities to make a

plan on how to motivate the students to become a good influence to

each other.

Parents. The result of the research will help the parents to guide their

children to have better morality. Through that their children will be a

good influence to others.

Future Researchers. This study will help the future researchers have

more information and justify to their own research that is similar to this

topic or close to the topic of peer pressure’s effect to the academic

achievement of students.

Scope and Limitation

This study focuses on the relationship peer pressure to the

academic achievement of a student. It is limited to the two-hundred and four

(204) students of Dr. Jose P. Rizal Senior High School.

6
Definition of Terms

Peer pressure – Exerted influence of a peer group in an individual’s

attitude and values.

Academic achievement – It is defined as the student’s

accomplishments in educational aspect.

Academic – Relating to education

Morality – a system of values and principles of conduct; Distinction of

right and wrong.

Conceptual Framework

This part is an organized way of thinking about how and why this study

takes place, and how the researchers understand the activities. The basis for

thinking about what the researchers do and about what it means, influenced

by the ideas and research of others.

Academic
Peer
achievement
Pressure
of a Student

Peer pressure is the exerted influence of a peer group to the actions and

values of a person. In school, social group or peer group is never absent.

This means that the students are always influenced by peer pressure.

This study aims to identify how the academic achievement of a

student is affected by the effects of peer pressure.

7
 Chapter 2

Review of Related Literature

Friends have always been a great factor in the life of every humans. It has

been one of the main reasons why a person changes his/her decisions and

emotions from time to time. Especially to students and their academic

achievement.

According to Karir and Kimpkemboi (2014), Peer pressure is defined as

the peer’s influence in pushing a person to change his/her attitudes, beliefs and

values in order for a person to fit in on the peer group, which then Castrogiovanni

(2002) defined the peer group as a small group of people who often shares the

same age, fairly close friends and often shares the same activities. In

accordance to this, researcher Ryan (2000), defined peer pressure as when a

peer group urges someone to do or not do something despite the fact that he/she

didn’t want nor wanted to do it. Burns and Darlings (2002) also added that this

also involves changing one’s behavior to meet the expectations the peer group

he/she is in.

According to the study of Karir and Kimpkemboi (2014), plenty number of

students refer to their peers as their role models. But surely, students who prefer

doing the said action will have a good and bad impacts to them as a person. The

researchers also added that students observing others—specifically their

peers— with their particular behavior or opinion can present them an entirely

different one from their own.

Lashbrook (2000) stated that teenagers are very well aware of how much

of an impact peer pressure can cause to their lives. But Karir and Kimpkemboi

(2014) reminded that it is still very crucial to keep in mind that it can cause various

negative impacts to them.

8
 According to Starlet (2010), peer pressure can help a person in analyzing

and discovering one’s way in life. What the mass follows as their practices can

teach someone to understand the way of living. A person can also change

oneself for the better because of peer pressure. But in contrast to this, according

to Karir and Kimpkemboi (2014), it can also have a deadly impact in one’s life.

In the aspect of peer pressure to the academic achievement of a student,

it really does get affected greatly. Ryan (2000) proved this with his study. He

discovered that peer groups are very influential to a student’s entertainment (i.e.

liking and enjoying) and as well as achievement (i.e. report cards and

certificates) in school. His study also proved that a student associating with a

peer group that gives positive impact to them can increase their satisfaction in

school performance. Whereas peer group with negative impact to the students

decreased it. Through selection, teenagers are able to place themselves in peer

groups that could either foster their achievement-related beliefs and behaviors

or weaken it drastically.

This study aims to identify whether peer pressure influences a student’s

academic achievement in school, since this might help in preventing the further

outspread of the problem, and to help the students to become more invulnerable

and more careful in the selection of the peer group they are going to enter.

9
 Chapter 3

Methodology

In this chapter, the research design, the population, the instruments used

and the statistical treatment of the study were depicted.

Research Design

The research design utilized in this study described the strategy which

must be in a logical way, therefore must be ensured that it will effectively address

the research problem.

Correlational Research Design was used in this study, allowing the

researchers to have a deeper understanding whether peer pressure and

academic achievement has a relationship. According to Simon and Goes (2011),

this research design is purposed to determine if there is a relationship between

two variables.

As used in this study, the researchers were focused on identifying whether

there is a relationship between peer pressure and the academic achievement of

students through collecting the desired data.

Population and Sampling

The sampling used in this study was derived from using the Calmorin’s

formula, which is used if the population is more than 100. (Calmorin & Calmorin,

2003)

To be specific, this study involved two-hundred and four (204) students of

Dr. Jose P. Rizal Senor High School from different sections, mainly divided into

7 strands:

10
Computer system servicing (CSS); Cookery, Bread and Pastry and Food

and Beverages (CBF); General Academic Strand (GAS); Accountancy,

Business and Management (ABM); Humanities and Social Sciences

(HUMSS); Electrical Installation and Management (EIM) and; Technical

Drafting (TD).

The table below shows the specific distribution of sample using a

tabular form:
Section Number of Distribution
ABM-11A 12
ABM-12A 12
CBF-11A 12
CBF-12A 12
CBF-12B 12
CSS-11A 12
CSS-12A 12
CSS-12B 12
CSS12C 12
EIM-11A 12
EIM-12A 12
GAS-11A 12
TD-11A 12
TD-12A 12
HUMSS-11A 12
HUMSS-12A 12
HUMSS-12B 12
TOTAL 204

11
Research Instrument

The research instrument used in this study was a self-made questionnaire

which consists of: Part 1 – Profile of the students regarding their section; Part 2 –

The general average of the students last quarter of the first semester and;

Part 3 – questions regarding the influence of peer pressure to the respondents.

Data Gathering Procedure

In this study, the researchers followed certain procedures in gathering the

desired data.

The first step was to validate the survey questionnaires to the teachers.

Once it was proved to be valid and reliable, the researchers started to conduct a

room-to-room survey about the Relationship of Peer Pressure and the Academic

Achievement of the Students of Dr. Jose P. Rizal Senior High School. However,

the researchers made sure to explain what the survey is all about and how it must

be answered.

Once the survey was done, the researchers tallied the gathered data and

interpreted the results using statistical tools.

Statistical Treatment

This section presents the formulas and statistical methods used to interpret

the gathered data.

1.) A weighted mean is a formula that was helpful in this study since the

researchers must interpret the most frequent effects of peer pressure to the

academic achievement of the respondents. It is a kind of average but instead of

contributing each data point to the final mean equally, the other data points

12
contribute more weight than others. When you are studying populations, it is the

very common in statistics. The formula is shown below:

𝜮(ƒ ×𝒘)
Weighted mean =
𝒏

Where:

Σ = the sum of the total

w = the weights

n = the value

2.) Pearson correlation coefficient measures the relationship of one

variable to the other by using a mathematical formula. This formula is very helpful

in this study’s interpretation since the researchers aim to know whether there is

a relationship between peer pressure and the academic achievement of

students. The formula is shown below:

𝑛(∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)

𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 − ( ∑ 𝑦)2 ]

Where:

N= number of pair of scores

∑ 𝑥𝑦 = sum of the products of the paired scores

∑ 𝑥 = sum of the x scores

∑ 𝑦 = sum of the y scores

∑ 𝑥 2 = sum of the squared x scores

∑ 𝑦 2 = sum of the squared y scores

13
 Chapter 4

Presentation, Analysis and Interpretation of Data

In this chapter, the presentation, analysis and interpretation of data about

The Relationship between Peer Pressure and Academic Achievement among the

Students of Dr. Jose P. Rizal Senior High School is dealt with.

For this purpose, the study sought to answer the following questions:

1. What is the level of academic achievement of the respondents?

Table 1. Academic achievement of the respondents in terms of last quarter average

Overall Average for Each
Section Number of Distribution
Section
ABM-11A 12 85
ABM-12A 12 88
CBF-11A 12 83
CBF-12A 12 88
CBF-12B 12 83
CSS-11A 12 85
CSS-12A 12 83
CSS-12B 12 86
CSS12C 12 84
EIM-11A 12 83
EIM-12A 12 81
GAS-11A 12 82
TD-11A 12 83
TD-12A 12 84
HUMSS-11A 12 83
HUMSS-12A 12 88
HUMSS-12B 12 89
TOTAL 204
85.15
OVER-ALL AVERAGE OF THE RESPONDENTS

Table 2 shows the academic14

achievement of the respondents in terms of
 Table 1 shows the academic achievement of the respondents in terms of

their last quarter average. It has an over-all average of 85.15, meaning,

according to the DepEd grading system, the interpretation for this average is

VERY SATISFACTORY. This result will be then used to identify if peer pressure

has a significant relationship with the academic achievement of the students.

2. What is the extent of peer pressure as experienced by the respondents?

Table 2. Extent of Negative Peer Pressure to the Respondents

Item
Statement Mean Remark
No.

1 My current academic performance is not good. 2.3 Disagree

3 I often skip some classes to spend time with my Disagree

2
friends.
5 We often hang out rather than studying together. 2.1 Disagree

My friends don’t care if each other’s grades fail or Disagree

7 2.1
pass.
My current academic performance is better than the
9 2.5 Agree
previous one before I met my friends.

My friends are talkative and always talking to me

11 2.6 Agree
even if the class is ongoing.

My friends like to encourage me to drink alcohol after

13 1.6 Disagree
classes.

Over-all Mean 2.15 Disagree

Table 2 shows the extent of negative peer pressure to the respondents.

Statement 11 (My friends are talkative and always talking to me even if the

class is ongoing.) has an over-all mean of 2.6(AGREE), meaning this negative

influence of peer pressure has the widest extent to the respondents. While

statement 13 (My friends like to encourage me to drink alcohol after classes)

has the narrowest range to the respondents with a mean of only 1.6

(DISAGREE).

15
 S1 (My current academic performance is not good.) has an over-all

mean of 2.3 (DISAGREE), S3 (I often skip some classes to spend time with

my friends.) has an over-all mean of 2 (DISAGREE), S5 (We often hang out

rather than studying together.) along with S7 (My friends don’t care if each

other’s grades fail or pass.) has an over-all mean of 2.1 (DISAGREE), and

lastly, S9 (My current academic performance is better than the previous one

before I met my friends.) has an over-all mean of 2.5 (AGREE).

Table 3. Extent of Positive Peer Influence to the Academic Achievement of Respondents

Item Statement Mean Remark

No.
2 My current academic achievement is good. 2.9 Agree

4 I and my friends always attend all the classes. 3.3 Agree

6 We sometimes do group studies after class. 3 Agree

We always help each other with academic

8 3 Agree
difficulties.

10 I and my friends always strive for good grades 3.1 Agree

My friends like to persuade me to listen to the
12 2.9 Agree
class on going.

My friends like to encourage me to pass the given

14 3.4 Agree
assignments and projects on time.

Over-all Mean 3.07 Agree

Table 3 shows the extent of positive peer influence to the Academic

achievement of the respondents. Statement 4 (I and my friends always attend

all the classes.) with an over-all mean 3.3 (AGREE), it means this positive

influence of peer pressure has the largest extent to the respondents. While S2

(My current academic achievement is good.) has the smallest extent to the

students with mean 2.9 (AGREE).

16
S6 (We sometimes do group studies after class.) has an over-all mean of 3

(AGREE), S8 (We always help each other with academic difficulties.) has

an over-all mean of 3 (AGREE), S10 (I and my friends always strive for good

grades) has an over-all mean 3.1 (AGREE), along with S12 (My friends like to

persuade me to listen to the class on going.) has an over-all mean 2.9

(AGREE), and lastly, S14 (My friends like to encourage me to pass the given

assignments and projects on time.) has an over-all mean of 3.4 (AGREE).

The extent of negative peer pressure has a lower mean of

2.15(DISAGREE) than the positive extent with a mean of 3.07(AGREE). This

means that most of the respondents disagreed that peer pressure is a negative

influence to their academic achievement and it is more on the positive influence.

Though many studies have been continuously determining whether which

aspect—negative or positive—peer pressure falls, this research outcome

resulted that peer pressure proceeded mainly in to the positive influence to the

respondents.

According to Kindermann (2015), despite the prevalent focuses on the

negative influences of peer pressure, he stated that peer group is also

considered to be significant in cognitive, affective, and behavioral development

of a person. He also added that motivated students are observed around close

the teachers and peers. And in fact, engagement and disaffection of the

students result to motivation manifestation inside the classroom, and the core

people to address this phenomenon are the teachers, parents, and most

importantly, the peers (Skinner & Pitzer, 2012).

17
 4. Is there a significant relationship between peer pressure and academic

achievement of a student?

Table 4. Pearson R Correlational Coefficient

POSITIVE NEGATIVE
CATEGORY

3.07 2.15
MEAN

PEARSON R
0.20 -0.10
CORRELATION
COEFFICIENT
Markedly Low and
Very Low Positive
Negligible Negative
REMARK
Correlation
Correlation

The Pearson correlation coefficient of the positive influence is 0.20,

meaning there is a weak positive correlation between peer pressure and the

academic achievement of the respondents. This means that although both

variables tend to go up in response to each other, the relationship is not very

strong. And as for the Pearson correlation of the negative influence, the value is

-0.10, meaning there is a negligible negative correlation, which states that the

negative influence of the peer pressure doesn’t have a correlation with the

academic grades of the respondents at all.

18
Scatter Chart 1. Relationship of Negative Peer Influence to the Academic Achievement
of the Respondents

NEGATIVE INFLUENCE
7.00

6.00

5.00
MEAN (NEGATIVE)

4.00

3.00

2.00

1.00

-
70 75 80 85 90 95
Academic Grade

Scatter Chart 2. Relationship of Positive Peer Influence to the Academic Achievement

of the Respondents

POSITIVE INFLUENCE
4.50

4.00

3.50

3.00
Mean (Positive)

2.50

2.00

1.50

1.00

0.50

-
70 75 80 85 90 95
Academic Grade

Table 4 and 5 shows the relationship of negative and positive peer

pressure to the academic performance of the respondents, respectively.

19
Appendix A

Data Matrix for Negative Influence

No. 1 3 5 7 9 11 13 Mean
1 3 4 3 2 2 0 3 2.43
2 2 4 2 2 2 2 2 2.29
3 2 2 1 1 3 3 1 1.86
4 3 1 2 3 3 3 0 2.14
5 2 2 1 3 3 2 1 2.00
6 1 1 3 1 3 3 1 1.86
7 2 3 3 3 3 2 1 2.43
8 1 1 1 2 2 2 1 1.43
9 3 1 4 4 2 2 1 2.43
10 3 3 3 1 1 3 1 2.14
11 3 1 2 1 2 2 1 1.71
12 3 1 1 1 4 2 1 1.86
13 1 1 0 1 2 1 2 1.14
14 3 1 1 3 4 1 1 2.00
15 2 1 1 3 3 3 4 2.43
16 1 1 4 4 3 1 1 2.14
17 3 4 2 3 1 3 1 2.43
18 3 2 2 0 3 3 1 2.00
19 2 2 2 2 3 2 2 2.14
20 2 2 2 3 4 2 1 2.29
21 2 1 2 2 3 3 1 2.00
22 2 2 2 1 2 2 1 1.71
23 2 1 4 2 2 3 1 2.14
24 2 1 2 2 4 3 1 2.14
25 2 2 3 2 2 2 1 2.00
26 2 1 3 1 2 2 1 1.71
27 4 1 4 0 4 4 4 3.00

20
28 4 2 1 1 2 2 3 2.14
29 3 4 1 1 2 3 2 2.29
30 2 1 1 4 2 3 1 2.00
31 2 1 1 4 2 3 1 2.00
32 5 1 2 2 2 0 2 2.00
33 2 2 2 2 2 3 1 2.00
34 2 2 2 2 2 3 1 2.00
35 4 4 4 4 4 4 4 4.00
36 3 4 4 4 2 3 3 3.29
37 3 1 2 2 3 3 1 2.14
38 1 1 2 2 3 3 1 1.86
39 3 1 4 1 4 1 1 2.14
40 2 1 1 2 2 3 2 1.86
41 2 2 3 2 3 3 2 2.43
42 0 1 1 2 1 2 1 1.14
43 1 4 4 0 2 3 3 2.43
44 3 2 2 4 4 2 3 2.86
45 1 2 3 1 2 4 1 2.00
46 1 2 2 2 2 2 2 1.86
47 2 2 1 4 2 2 2 2.14
48 1 1 3 3 3 3 2 2.29
49 3 3 0 1 3 2 1 1.86
50 2 3 2 2 3 3 3 2.57
51 4 1 3 3 4 3 1 2.71
52 2 1 1 1 3 3 1 1.71
53 2 3 1 1 2 1 1 1.57
54 2 1 1 2 2 3 1 1.71
55 2 1 2 3 2 2 1 1.86
56 2 1 1 4 3 2 1 2.00
57 1 2 1 1 4 2 1 1.71
58 2 1 1 2 3 3 1 1.86
59 1 1 2 2 2 3 1 1.71

21
60 2 2 1 2 1 3 2 1.86
61 3 1 4 2 1 1 3 2.14
62 1 1 3 3 4 3 4 2.71
63 1 4 3 2 2 4 1 2.43
64 2 2 3 2 3 1 2 2.14
65 4 4 2 2 3 3 2 2.86
66 2 3 3 2 2 3 2 2.43
67 3 3 3 2 2 3 2 2.57
68 3 3 3 3 3 3 3 3.00
69 2 3 3 3 3 3 3 2.86
70 2 3 3 2 4 3 3 2.86
71 4 2 2 3 2 3 2 2.57
72 3 3 4 2 2 3 2 2.71
73 1 1 3 3 2 0 0 1.43
74 3 4 4 1 3 3 1 2.71
75 3 4 3 0 0 0 4 2.00
76 0 4 4 3 4 3 4 3.14
77 4 4 3 2 2 2 2 2.71
78 2 3 1 2 2 2 1 1.86
79 3 1 1 3 3 3 1 2.14
80 2 4 1 1 1 1 1 1.57
81 2 1 4 4 4 3 4 3.14
82 2 3 3 1 2 3 1 2.14
83 1 1 1 1 3 4 1 1.71
84 2 3 1 2 2 2 1 1.86
85 1 1 1 3 3 2 1 1.71
86 3 2 1 1 3 1 1 1.71
87 1 1 2 2 3 2 2 1.86
88 2 2 2 1 3 3 1 2.00
89 2 1 3 1 1 3 1 1.71
90 1 1 1 1 3 3 1 1.57
91 2 1 3 3 3 3 4 2.71

22
92 1 3 1 1 1 4 1 1.71
93 3 2 2 2 2 2 1 2.00
94 2 1 1 2 2 3 2 1.86
95 2 1 4 4 2 4 4 3.00
96 4 4 1 1 1 1 1 1.86
97 1 1 2 1 2 3 1 1.57
98 2 1 1 4 2 4 1 2.14
99 2 1 1 1 4 2 1 1.71
100 1 1 2 1 1 2 1 1.29
101 1 1 2 2 2 3 1 1.71
102 2 4 4 0 2 3 1 2.29
103 1 1 2 2 3 2 1 1.71
104 2 2 2 3 2 3 2 2.29
105 2 2 2 2 3 3 1 2.14
106 2 2 2 1 1 1 1 1.43
107 2 1 2 2 3 3 1 2.00
108 1 1 3 2 3 4 1 2.14
109 1 2 3 3 4 2 1 2.29
110 2 1 1 1 1 1 1 1.14
111 1 1 1 1 2 2 1 1.29
112 1 1 1 1 1 2 1 1.14
113 1 3 1 3 4 3 1 2.29
114 32 1 1 2 3 3 1 6.14
115 1 0 2 2 2 4 1 1.71
116 0 3 0 2 3 4 2 2.00
117 3 2 2 2 3 3 1 2.29
118 2 3 2 4 4 4 2 3.00
119 3 4 3 2 3 3 2 2.86
120 4 1 2 4 4 4 3 3.14
121 1 3 1 2 1 2 1 1.57
122 3 0 1 2 2 3 3 2.00
123 0 2 3 2 1 0 3 1.57

23
124 2 1 3 2 1 0 3 1.71
125 1 1 4 1 4 1 1 1.86
126 1 3 3 1 2 4 1 2.14
127 3 1 2 2 2 2 1 1.86
128 1 1 2 2 3 3 1 1.86
129 1 1 1 3 4 1 1 1.71
130 3 3 1 3 3 2 1 2.29
131 2 2 1 2 2 3 1 1.86
132 3 2 2 2 4 2 1 2.29
133 2 2 2 4 3 3 1 2.43
134 2 2 1 1 3 3 1 1.86
135 2 2 2 1 2 3 2 2.00
136 2 2 1 2 2 4 4 2.43
137 2 2 2 2 2 4 2 2.29
138 2 2 1 4 1 4 3 2.43
139 1 1 2 1 2 3 2 1.71
140 2 2 3 3 3 3 1 2.43
141 1 1 3 2 3 3 1 2.00
142 1 1 2 3 3 4 1 2.14
143 1 4 3 3 2 4 1 2.57
144 4 3 1 2 1 3 2 2.29
145 3 2 1 3 2 3 4 2.57
146 2 4 1 3 3 2 1 2.29
147 4 1 2 3 3 3 2 2.57
148 1 2 2 2 2 2 2 1.86
149 2 3 3 2 3 3 1 2.43
150 3 2 3 2 2 3 1 2.29
151 2 2 3 3 2 2 1 2.14
152 2 2 3 1 3 3 2 2.29
153 2 2 1 3 1 3 1 1.86
154 2 3 2 3 2 3 1 2.29
155 3 2 2 2 2 2 1 2.00

24
156 2 2 3 2 3 2 1 2.14
157 3 3 4 1 3 1 1 2.29
158 2 2 2 2 1 3 1 1.86
159 2 2 2 2 3 3 2 2.29
160 2 2 2 2 3 3 2 2.29
161 0 0 2 2 3 3 2 1.71
162 2 2 2 2 4 2 2 2.29
163 2 2 3 3 3 2 2 2.43
164 2 2 3 4 3 0 3 2.43
165 4 4 3 3 0 3 2 2.71
166 3 3 4 1 4 4 1 2.86
167 4 4 1 1 1 4 1 2.29
168 1 1 2 2 2 3 1 1.71
169 2 2 4 4 2 1 4 2.71
170 4 4 3 2 0 2 2 2.43
171 3 2 2 3 2 4 3 2.71
172 3 3 3 1 3 3 1 2.43
173 3 2 2 2 3 3 3 2.57
174 2 3 2 3 2 4 1 2.43
175 2 2 1 1 4 2 1 1.86
176 2 2 2 2 2 3 1 2.00
177 2 2 2 2 3 3 2 2.29
178 3 2 1 2 3 3 2 2.29
179 2 3 2 2 2 2 2 2.14
180 4 2 3 2 0 3 0 2.00
181 1 4 0 1 2 2 1 1.57
182 1 1 1 3 1 3 3 1.86
183 1 1 2 2 4 3 1 2.00
184 2 1 3 2 0 2 1 1.57
185 3 2 1 1 4 1 1 1.86
186 2 3 2 1 4 3 1 2.29
187 4 2 4 1 3 2 1 2.43

25
188 2 4 3 2 4 2 1 2.57
189 1 2 1 1 2 3 1 1.57
190 2 1 2 2 2 3 1 1.86
191 2 2 2 2 3 3 1 2.14
192 1 2 1 2 2 3 1 1.71
193 2 1 1 2 3 3 3 2.14
194 1 2 2 2 2 2 1 1.71
195 2 1 1 3 3 4 1 2.14
196 4 2 2 3 2 4 1 2.57
197 3 4 2 1 3 3 1 2.43
198 2 3 1 1 1 3 1 1.71
199 1 2 3 2 4 4 1 2.43
200 3 1 3 3 4 3 3 2.86
201 3 1 3 2 2 0 3 2.00
202 3 2 2 2 2 2 2 2.14
203 2 2 1 3 3 2 1 2.00
204 2 2 1 3 3 2 1 2.00
Mean 2.3 2 2.1 2.1 2.5 2.6 1.6 2.15

26
 Appendix B

Data Matrix for Positive Influence

No. 2 4 6 8 10 12 14 Mean
1 2 3 3 4 3 3 3 3.00
2 3 3 3 3 3 3 3 3.00
3 3 1 3 3 3 2 3 2.57
4 3 4 3 4 3 3 4 3.43
5 3 4 3 4 4 3 4 3.57
6 4 3 3 3 3 4 4 3.43
7 3 4 3 3 4 4 4 3.57
8 3 4 3 4 4 4 4 3.71
9 3 4 3 4 4 3 4 3.57
10 2 3 3 3 3 3 4 3.00
11 3 4 3 3 3 4 4 3.43
12 0 4 3 3 3 4 4 3.00
13 4 4 3 4 3 3 4 3.57
14 3 4 3 4 3 4 4 3.57
15 3 3 3 3 1 3 3 2.71
16 4 3 3 3 4 1 3 3.00
17 2 2 3 2 2 3 3 2.43
18 3 3 3 2 3 3 3 2.86
19 3 3 3 3 3 3 3 3.00
20 4 3 3 3 3 3 4 3.29
21 3 3 3 3 3 2 4 3.00
22 2 3 3 3 3 3 4 3.00
23 3 4 3 4 4 3 4 3.57
24 3 4 3 4 3 3 4 3.43
25 2 4 3 3 3 2 4 3.00
26 2 3 3 3 3 2 4 2.86
27 4 1 3 1 0 2 3 2.00

27
28 4 3 3 4 2 3 3 3.14
29 3 4 3 2 3 0 3 2.57
30 0 3 3 2 1 2 2 1.86
31 0 3 3 2 1 2 2 1.86
32 2 3 3 3 3 0 2 2.29
33 3 4 3 4 4 4 4 3.71
34 3 4 3 4 4 4 4 3.71
35 4 4 3 4 4 4 4 3.86
36 3 3 3 3 4 1 4 3.00
37 1 4 3 2 2 2 3 2.43
38 1 3 3 4 3 4 4 3.14
39 3 4 3 4 4 2 4 3.43
40 4 3 3 3 3 2 4 3.14
41 2 3 3 2 2 2 4 2.57
42 4 4 3 0 4 1 2 2.57
43 0 2 3 3 4 4 3 2.71
44 0 3 3 2 3 4 2 2.43
45 4 4 3 4 4 4 4 3.86
46 4 4 3 3 4 0 3 3.00
47 3 4 3 2 3 2 3 2.86
48 4 4 3 2 3 3 3 3.14
49 2 2 3 3 0 4 3 2.43
50 3 3 3 3 2 3 2 2.71
51 3 4 3 3 3 2 4 3.14
52 3 4 3 3 3 2 4 3.14
53 3 2 3 4 3 1 4 2.86
54 2 4 3 4 4 3 4 3.43
55 3 4 3 3 4 3 4 3.43
56 4 4 3 4 3 4 4 3.71
57 0 3 3 4 3 4 4 3.00
58 3 4 3 4 3 3 4 3.43
59 3 4 3 3 2 3 4 3.14

28
60 3 3 3 3 2 2 4 2.86
61 2 3 3 3 1 2 4 2.57
62 4 3 3 2 3 3 3 3.00
63 3 2 3 4 3 3 3 3.00
64 3 4 3 3 4 3 3 3.29
65 3 3 3 3 3 3 3 3.00
66 2 3 3 2 3 3 3 2.71
67 3 3 3 2 4 3 3 3.00
68 3 3 3 1 3 3 3 2.71
69 3 3 3 1 3 3 3 2.71
70 3 3 3 3 2 3 2 2.71
71 3 3 3 2 2 2 2 2.43
72 3 1 3 3 4 3 2 2.71
73 1 4 3 1 3 2 2 2.29
74 2 1 3 3 4 4 4 3.00
75 4 4 3 3 3 2 3 3.14
76 4 0 3 4 3 3 3 2.86
77 3 3 3 3 2 3 3 2.86
78 3 3 3 4 2 2 3 2.86
79 2 4 3 2 2 2 3 2.57
80 3 4 3 3 3 2 3 3.00
81 3 3 3 3 3 4 1 2.86
82 4 2 3 4 4 4 3 3.43
83 3 4 3 3 3 3 3 3.14
84 3 2 3 3 3 3 3 2.86
85 4 4 3 2 3 3 3 3.14
86 2 3 3 4 3 2 3 2.86
87 3 4 3 3 3 3 3 3.14
88 3 3 3 4 4 3 4 3.43
89 3 4 3 4 4 3 4 3.57
90 4 4 3 4 4 3 4 3.71
91 3 4 3 4 4 4 4 3.71

29
92 4 4 3 3 4 4 4 3.71
93 2 3 3 2 2 2 3 2.43
94 3 3 3 3 4 3 3 3.14
95 4 4 3 1 1 1 1 2.14
96 1 1 3 4 4 4 4 3.00
97 4 4 3 4 4 4 4 3.86
98 4 4 3 4 4 3 4 3.71
99 3 4 3 4 4 3 4 3.57
100 3 4 3 2 3 3 4 3.14
101 3 4 3 4 3 3 4 3.43
102 3 4 3 4 4 3 4 3.57
103 3 4 3 4 4 4 4 3.71
104 4 0 3 3 3 3 4 2.86
105 3 4 3 0 3 3 3 2.71
106 3 4 3 4 4 3 3 3.43
107 3 4 3 3 3 2 4 3.14
108 4 4 3 4 0 3 4 3.14
109 3 4 3 4 4 3 4 3.57
110 4 4 3 0 4 4 4 3.29
111 4 4 3 4 4 4 4 3.86
112 4 4 3 4 4 4 4 3.86
113 3 4 3 4 4 4 4 3.71
114 3 4 3 0 4 4 4 3.14
115 4 4 3 4 4 4 4 3.86
116 3 4 3 4 2 4 4 3.43
117 4 2 3 2 2 2 4 2.71
118 0 4 3 2 4 3 4 2.86
119 2 3 3 4 4 4 3 3.29
120 4 4 3 2 3 0 2 2.57
121 1 3 3 0 4 1 2 2.00
122 4 4 3 3 3 2 4 3.29
123 4 3 3 3 4 4 4 3.57

30
124 1 4 3 3 4 4 4 3.29
125 4 4 3 4 4 0 4 3.29
126 3 4 3 4 4 4 4 3.71
127 4 4 3 4 4 4 4 3.86
128 4 4 3 4 3 4 4 3.71
129 1 3 3 4 4 4 4 3.29
130 2 4 3 3 3 4 4 3.29
131 4 4 3 4 3 4 4 3.71
132 2 4 3 4 4 3 4 3.43
133 3 4 3 4 3 3 4 3.43
134 3 4 3 4 4 3 4 3.57
135 3 4 3 4 3 3 4 3.43
136 4 4 3 4 4 3 4 3.71
137 3 3 3 4 4 3 4 3.43
138 3 3 3 2 2 1 1 2.14
139 4 1 3 4 3 3 3 3.00
140 4 4 3 3 3 3 3 3.29
141 3 4 3 2 2 4 1 2.71
142 4 2 3 3 2 2 2 2.57
143 2 4 3 2 2 3 2 2.57
144 2 4 3 2 3 2 2 2.57
145 2 2 3 0 3 2 2 2.00
146 2 0 3 3 3 3 3 2.43
147 3 4 3 3 2 2 3 2.86
148 3 3 3 3 3 3 3 3.00
149 2 3 3 4 4 3 4 3.29
150 4 4 3 3 4 3 4 3.57
151 3 4 3 3 3 3 4 3.29
152 2 3 3 3 3 3 4 3.00
153 3 4 3 2 2 2 2 2.57
154 4 2 3 3 3 3 3 3.00
155 3 3 3 3 3 3 4 3.14

31
156 2 3 3 3 3 2 4 2.86
157 2 4 3 4 3 2 4 3.14
158 4 4 3 3 3 3 3 3.29
159 3 3 3 3 3 3 3 3.00
160 3 3 3 3 3 3 3 3.00
161 2 2 3 3 3 3 3 2.71
162 3 2 3 3 3 1 3 2.57
163 3 3 3 3 2 4 4 3.14
164 3 4 3 0 2 2 4 2.57
165 4 0 3 0 0 3 4 2.00
166 0 4 3 1 3 2 4 2.43
167 1 3 3 4 4 4 4 3.29
168 2 3 3 3 4 3 4 3.14
169 3 3 3 2 2 1 1 2.14
170 2 1 3 2 1 1 1 1.57
171 4 4 3 2 3 2 2 2.86
172 2 4 3 2 4 2 2 2.71
173 2 0 3 3 3 3 3 2.43
174 3 3 3 3 4 2 3 3.00
175 4 4 3 3 4 3 3 3.43
176 3 4 3 2 3 3 3 3.00
177 3 3 3 3 3 1 3 2.71
178 3 4 3 4 3 3 3 3.29
179 3 4 3 3 3 3 3 3.14
180 3 3 3 0 3 2 3 2.43
181 4 2 3 2 2 3 2 2.57
182 4 4 3 3 4 4 1 3.29
183 4 4 3 3 4 3 3 3.43
184 4 4 3 3 3 3 3 3.29
185 3 3 3 1 3 1 3 2.43
186 0 1 3 4 4 3 4 2.71
187 3 4 3 4 4 4 4 3.71

32
188 0 4 3 4 4 3 2 2.86
189 4 4 3 3 4 4 3 3.57
190 3 4 3 4 3 3 3 3.29
191 3 3 3 3 3 3 3 3.00
192 3 3 3 3 4 3 3 3.14
193 4 3 3 4 4 4 3 3.57
194 3 4 3 3 3 3 3 3.14
195 3 3 3 4 3 4 3 3.29
196 4 4 3 3 3 4 4 3.57
197 3 4 3 0 4 4 4 3.14
198 3 4 3 4 3 3 4 3.43
199 3 3 3 3 3 3 4 3.14
200 4 4 3 3 2 4 4 3.43
201 3 4 3 4 3 3 3 3.29
202 4 0 3 3 3 3 3 2.71
203 3 4 3 4 4 3 4 3.57
204 3 4 3 4 4 3 4 3.57
Mean 2.9 3.3 3 3 3.1 2.9 3.4 3.07

33
Appendix C

Data Matrix of Academic Grades

No. Verbal Interpratation

85 Very Satisfactory
1
2 93 Outstanding
3 88 Very Satisfactory
4 85 Very Satisfactory
5 86 Very Satisfactory
6 85 Very Satisfactory
7 82 Satisfactory
8 90 Outstanding
9 86 Very Satisfactory
10 84 Satisfactory
11 82 Satisfactory
12 87 Very Satisfactory
13 88 Very Satisfactory
14 85 Very Satisfactory
15 82 Satisfactory
16 89 Very Satisfactory
17 85 Very Satisfactory
18 90 Outstanding
19 85 Very Satisfactory
20 85 Very Satisfactory
21 87 Very Satisfactory
22 80 Satisfactory
23 85 Very Satisfactory
24 82 Satisfactory
25 83 Satisfactory
26 85 Very Satisfactory

34
27 86 Very Satisfactory
28 89 Very Satisfactory
29 90 Outstanding
30 79 Fairly Satisfactory
31 84 Satisfactory
32 82 Satisfactory
33 83 Satisfactory
34 88 Very Satisfactory
35 89 Very Satisfactory
36 87 Very Satisfactory
37 89 Very Satisfactory
38 85 Very Satisfactory
39 86 Very Satisfactory
40 84 Satisfactory
41 83 Satisfactory
42 82 Satisfactory
43 76 Fairly Satisfactory
44 85 Very Satisfactory
45 75 Fairly Satisfactory
46 77 Fairly Satisfactory
47 85 Very Satisfactory
48 86 Very Satisfactory
49 78 Fairly Satisfactory
50 84 Satisfactory
51 91 Outstanding
52 83 Satisfactory
53 82 Satisfactory
54 76 Fairly Satisfactory
55 86 Very Satisfactory
56 85 Very Satisfactory
57 85 Very Satisfactory
58 88 Very Satisfactory

35
59 90 Outstanding
60 87 Very Satisfactory
61 81 Satisfactory
62 82 Satisfactory
63 80 Satisfactory
64 85 Very Satisfactory
65 83 Satisfactory
66 83 Satisfactory
67 79 Fairly Satisfactory
68 81 Satisfactory
69 83 Satisfactory
70 79 Fairly Satisfactory
71 80 Satisfactory
72 80 Satisfactory
73 85 Very Satisfactory
74 87 Very Satisfactory
75 88 Very Satisfactory
76 89 Very Satisfactory
77 90 Outstanding
78 91 Outstanding
79 88 Very Satisfactory
80 80 Satisfactory
81 85 Very Satisfactory
82 86 Very Satisfactory
83 87 Very Satisfactory
84 85 Very Satisfactory
85 82 Satisfactory
86 81 Satisfactory
87 83 Satisfactory
88 84 Satisfactory
89 92 Outstanding
90 92 Outstanding

36
91 92 Outstanding
92 90 Outstanding
93 91 Outstanding
94 93 Outstanding
95 90 Outstanding
96 91 Outstanding
97 90 Outstanding
98 91 Outstanding
99 87 Very Satisfactory
100 91 Outstanding
101 84 Satisfactory
102 84 Satisfactory
103 85 Very Satisfactory
104 88 Very Satisfactory
105 81 Satisfactory
106 89 Very Satisfactory
107 90 Outstanding
108 91 Outstanding
109 89 Very Satisfactory
110 93 Outstanding
111 90 Outstanding
112 89 Very Satisfactory
113 87 Very Satisfactory
114 86 Very Satisfactory
115 89 Very Satisfactory
116 90 Outstanding
117 87 Very Satisfactory
118 87 Very Satisfactory
119 90 Outstanding
120 84 Satisfactory
121 85 Very Satisfactory
122 86 Very Satisfactory

37
123 89 Very Satisfactory
124 83 Satisfactory
125 85 Very Satisfactory
126 86 Very Satisfactory
127 84 Satisfactory
128 89 Very Satisfactory
129 87 Very Satisfactory
130 88 Very Satisfactory
131 85 Very Satisfactory
132 84 Satisfactory
133 90 Outstanding
134 84 Satisfactory
135 83 Satisfactory
136 85 Very Satisfactory
137 88 Very Satisfactory
138 88 Very Satisfactory
139 91 Outstanding
140 85 Very Satisfactory
141 85 Very Satisfactory
142 86 Very Satisfactory
143 84 Satisfactory
144 80 Satisfactory
145 81 Satisfactory
146 79 Fairly Satisfactory
147 80 Satisfactory
148 81 Satisfactory
149 82 Satisfactory
150 85 Very Satisfactory
151 86 Very Satisfactory
152 84 Satisfactory
153 81 Satisfactory
154 78 Fairly Satisfactory

38
155 79 Fairly Satisfactory
156 90 Outstanding
157 88 Very Satisfactory
158 86 Very Satisfactory
159 83 Satisfactory
160 87 Very Satisfactory
161 83 Satisfactory
162 87 Very Satisfactory
163 75 Fairly Satisfactory
164 83 Satisfactory
165 79 Fairly Satisfactory
166 80 Satisfactory
167 83 Satisfactory
168 80 Satisfactory
169 85 Very Satisfactory
170 86 Very Satisfactory
171 88 Very Satisfactory
172 82 Satisfactory
173 87 Very Satisfactory
174 83 Satisfactory
175 84 Satisfactory
176 80 Satisfactory
177 82 Satisfactory
178 85 Very Satisfactory
179 86 Very Satisfactory
180 88 Very Satisfactory
181 87 Very Satisfactory
182 89 Very Satisfactory
183 79 Fairly Satisfactory
184 80 Satisfactory
185 84 Satisfactory
186 83 Satisfactory

39
 187 82 Satisfactory
188 85 Very Satisfactory
189 90 Outstanding
190 91 Outstanding
191 77 Fairly Satisfactory
192 91 Outstanding
193 84 Satisfactory
194 86 Very Satisfactory
195 85 Very Satisfactory
196 83 Satisfactory
197 89 Very Satisfactory
198 82 Satisfactory
199 87 Very Satisfactory
200 81 Satisfactory
201 86 Very Satisfactory
202 89 Very Satisfactory
203 82 Satisfactory
204 83 Satisfactory
Over- all 85.15 Very Satisfactory
mean

40
 Chapter 5

Summary of Findings, Conclusion and Recommendations

This chapter presents the summary, findings, conclusion and

recommendations of the study. This part of the study focused on the Dr. Jose P.

Rizal students’ profile in terms of having a friend/s, the extent of peer pressure

to them In terms of motivation in studying harder, and identifying whether there

is a relationship between peer pressure and their academic achievement.

SUMMARY OF FINDINGS
The findings of this study are as follows:
1. What is the level of academic achievement of the respondents? – The

over-all academic grade of the respondents resulted to 85.15, which is

descripted as VERY SATISFACTORY according to the DepEd grading

system descriptor.

2. What is the extent of peer pressure to the respondents? – For the

extent of negative influence to the academic achievement of the students,

the mean of each statement were as follows: S1 (My current academic

performance is not good.) has a mean of 2.3 ; S3 (I often skip some

classes to spend time with my friends) has a mean of 2 ; S5 (We often

hang out rather than studying together) has a mean of 2.1 ; S7 (My friends

don’t care if each other’s grades fail or pass) has a mean of 2.1 ; S9 (My

current academic performance is better than the previous one before I met

my friends) has a mean of 2.5 ; S11(My friends are talkative and always

talking to me even if the class is ongoing) has a mean of 2.6 which is the

highest mean of all the negative influence statements and lastly ; S13 (My

friends like to encourage me to drink alcohol after classes) has a mean of

41
only 1.6, and has the lowest mean of all the statements. As for the extent of

positive influence to the academic achievement of the students, the mean of the

statements were as follows: S2 (My current academic achievement is good) has

a mean of 2.9 ;S4 (I and my friends always attend all the classes) has a mean of

3.3 ;S6 (We sometimes do group studies after class) has a mean of 3 ;S8 (We

always help each other with academic difficulties) as a mean of 3 ;S10 (I and my

friends always strive for good grades) has a mean of 3.1 ; S12 (My friends like to

persuade me to listen to the class ongoing) has a mean of 2.9 and lastly ; S14

(My friends like to encourage me to pass the given assignments and projects on

time) has the highest mean of 3.4 among all the statements for positive influence.

3. Is there a significant relationship between the peer pressure and

academic achievement of the students? – The Pearson correlation coefficient

for the positive influence has a value of 0.20 which is interpreted as VERY LOW

POSITIVE CORRELATION. And as for the extent of negative influence of peer

pressure, it has a value of -0.10 which is interpreted as MARKEDLY LOW AND

NEGLIGIBLE NEGATIVE CORRELATION.

42
CONCLUSIONS

The conclusions drawn from the results are as follows:

1. What is the level of academic performance of the students? – The

respondents’ level of academic achievement is in the region of

satisfactory.

2. What is the extent of peer pressure to the students? – Most of the

respondents were affected positively by their friend/s. And students were

less affected by the negative influence of peer pressure.

3. Is there a significant relationship between peer pressure and the

academic achievement of the students? – There is no significant

relationship between peer pressure and academic achievement of the

respondents in terms of negative influence. However as for the positive

influence of peer pressure, though it has a linear relationship that

responds to each other accordingly, the relationship between the two

variables is still weak.

43
RECOMMENDATIONS

Based on the findings and conclusions presented, the following

recommendations are suggested:

Future Researchers. This study will help the future researchers have

more information and justify to their own research that is similar to this

topic or close to the topic of peer pressure’s effect to the academic

achievement of students. Also, since the researchers of this study failed

to reject the null hypothesis, it is recommend to get the truest information

from the respondents to have a reliable outcome.

44
 Acknowledgement

First and foremost, praises and thanks to the God, the Almighty, for His

showers of blessing throughout the research work to complete the study

successfully.

I would like to express my deep and sincere gratitude to our research

teacher Ms. Lalaine Fetizanan for giving us the opportunity

to do research and providing invaluable guidance throughout this research. Her

vision, sincerity, and motivation have deeply inspired us. It was a great privilege

and honor to work and study under her guidance. I would also like to thank her

for her friendship, empathy, and great sense of humor.

We also acknowledge the presence of Mr. Garry Galit for his efforts and

time in validating our survey questionnaire and the research itself. We are also

extending our heartfelt gratitude to Mr. and Mrs. Sasis for shouldering all the

expenses for printing our research paper and other needed documents.

We are extremely grateful to our parents for their love, prayers, caring,

and sacrifices for educating and preparing us for our future. We also express

our gratitude to our fellow classmates for their support and valuable prayers.

45
References

Burns, & Darling. (2002). Peer Pressure is not Peer Influence. The Educational Digest,

68: 4-6.

Castrogiovanni. (2002). Adolescence: Peer Groups.

Kinderman. (2015). Peer Group Influences on Students' Academic Motivation.

Handbook of Social Influences in School Contexts.

Kirk. (2000). Riding the Bull:Reform in Washington, Kentucky, and Massachusettes.

Journal of Health Politics, Policy and Law, 133-173.

Korir, & Kimpkemboi. (2014). The Impact of School Environment and Peer Influences

on Student's Academic Performance in Vihiga County, Kenya. Journal of

Education and Practice.

Lashbrook. (2000). Fitting In: Exploring the Emotional Dimension of Adolescent

Pressure. Adolescence, 747-757.

Ryan. (2002). Peer Group as a Context for the Socialization of adolescents' Motivation,

Engagement, and Achievement in School. Educational Psychologist, 101-112.

Simon, & Goes. (2011). Correlational Research.

Skinner, & Pitzer. (2012). The Influence of Teacher and Peer Relationships on

Student's Classroom Engagement and Everyday Motivational Resilience.

National Society for the Study of Education, 101-123.

Uzezi, & Deya. (2017). Relationship Between Peer Group Influence and Students'

Academic Achievement in Chemistry at Secondary School Level. American

Journal of Educational Research, 350-356.

46
John Michael B. Marcaida

Talaba III Talaba III

Bacoor City, Cavite

Mobile No.: 09383355974

Email Add: jmmarcaida53@gmail.com

OBJECTIVE:

I want to be part of the success in an environment of growth and excellence and I am

seeking a competitive and challenging role where I can serve your organization and

establish an enjoyable career for myself.

PERSONAL INFORMATION

Birth date : September 13, 1999

Birth Place : Damariñas,Cavite

Height : 5’1 1/2

Weight : 99 lbs.

Gender : Male

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

47
EDUCATIONAL BACKGROUND

Elementary Year [From] - [To]

Victor O. Deguia Memorial Elementary School 2007-2014
Secondary
Dasmariñas North National High School 2014-2018
Senior High School
Dr. Jose P. Rizal Senior High School 2018-Present

SPECIAL SKILLS / INTERESTS

 Computer Literate software & hardware installation.

 Well-versed in oral and written English and Filipino.
 Able and easily adapting culture and customs.
 Can work with minimal supervision.
 Customer Oriented
 Leadership Skill

I here by certified that the above information is true and correct to best of my knowledge

and I am liable for any wrong

John Michael b. Marcaida

Applicant Signature

48
Mary Jhane S. Sandow

2350 Jose Abad Santos Street Salitran II

Dasmariñas City, Cavite

Mobile No.: 09472327069

Email Add: maryjhanesandow@gmail.com

OBJECTIVE:

I want to be part of the success in an environment of growth and excellence and I am

seeking a competitive and challenging role where I can serve your organization and

establish an enjoyable career for myself.

PERSONAL INFORMATION

Birth date : August 24, 2001

Birth Place : Damariñas,Cavite

Height : .5’1

Weight : 99 lbs.

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

49
EDUCATIONAL BACKGROUND

Elementary Year [From] - [To]

Salitran Elementary School 2007-2014
Secondary
Dasmariñas North National High School 2014-2018
Senior High School
Dr. Jose P. Rizal Senior High School 2018-Present

SPECIAL SKILLS / INTERESTS

 Computer Literate software & hardware installation.

 Well-versed in oral and written English and Filipino.
 Able and easily adapting culture and customs.
 Can work with minimal supervision.
 Customer Oriented
 Leadership Skill

I here by certified that the above information is true and correct to best of my knowledge

and I am liable for any wrong

Mary Jhane S. Sandow

Applicant Signature

50
Rhuthie Rose A.Sibayan

Blk. 45 Lot 30 Brgy. San Miguel II

Dasmariñas City, Cavite

Mobile No.: 09222965196

Email Add: rhuthie.sibayan@gmail.com

OBJECTIVE:

I want to be part of the success in an environment of growth and excellence and I am

seeking a competitive and challenging role where I can serve your organization and

establish an enjoyable career for myself.

PERSONAL INFORMATION

Birth date : March 12,2002

Birth Place : Damariñas,Cavite

Height : .4’11

Weight : 88 lbs.

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

51
EDUCATIONAL BACKGROUND

Elementary Year [From] - [To]

San Miguel Elementary School 2007-2014
Secondary
Dasmariñas North National High School 2014-2018
Senior High School
Dr. Jose P. Rizal Senior High School 2018-Present

SPECIAL SKILLS / INTERESTS

 Computer Literate software & hardware installation.

 Well-versed in oral and written English and Filipino.
 Able and easily adapting culture and customs.
 Can work with minimal supervision.
 Customer Oriented
 Leadership Skill

CHARACTER REFERENCES

Monica Pineda

Life Coach/ Businesswoman

09054613230

Lea Monzon Garcia

Real Life Coordinator

09165435027

I here by certified that the above information is true and correct to best of my knowledge

and I am liable for any wrong

Rhuthie Rose A. Sibayan

Applicant Signature

52