Lived experiences of criminology students in college of subic montessori- Dinalupihan

campus who suffered peer pressure

YEAR 2022-2023
____________________

A research paper submitted to the college department of college department of

College of subic montessori, inc.- Dinalupihan Campus
____________________

In partial fulfillment of the requirements in Understanding the Self

____________________

BY:
ABDANI ABDILLAH
LESTER BUGARIN
RALPH LOUIE GATCHALIAN
LANCE GIL MALLARI
WESLY MANALANSAN
JUSTINE JOY MANANSALA
RENSCE NAGUIAT
NORHANISAH PALAWAN
RONEL SAMPANG
ALEXIA FRANCINE TIMBANG
ANGELI RAINNE B. TUAZON
 CHAPTER I

THE PROBLEM AND IT’S BACKGROUND

INTRODUCTION

. Peer pressure is a natural human tendency. They think about other people's perspectives.
Peer pressure can sometimes have good benefits, even though it is not typically used to describe socially
acceptable actions like exercising or studying According to Lauren Hambrick (2018) It is common
knowledge that college students are more likely to experiment with or abuse alcohol and/or drugs. This study
examines whether college freshmen believe they are under peer pressure to engage in risky behaviors
including excessive drinking and drug usage. In the first stage of the project, freshmen students at Marshall
University are surveyed to learn whether they feel pressured by their friends to use drugs and/or alcohol, if it
is their personal choice, or if there is another factor, such as the use of relatives or family members, that
contributes to the prevalence of drug use and/or alcohol abuse among college students. The goal of this
study is to ascertain the causes behind the normalization of drug and alcohol use among college students.

In addition to this, According to reading of the article base on the researchers frequently take others'
opinions into consideration, especially if it could have a big impact on their lives. Most people make
decisions every day about things like where to go, what to wear, and which friends to hang out with, what
career to pursue, and what duties to carry out at work, home, and school. Even though the
substance and significance of these choices vary, they nonetheless share a typical structure Each time,
seeks to determine the optimum strategy for achieving a goal. Essentially, achieving success in life hinges
on being able to distinguish between options that will create favourable an unfavourable results Humans
naturally use this decision-making process throughout our entire lives. Peer pressure is a word that is
frequently used. Peer influence, on the other hand, is a better way to express how adolescents' behavior is
impacted by their need to feel like members of a friend or peer group. Influence and peer pressure can be
advantageous. For instance, your child might be persuaded to try new things, be more assertive, or
become more interested in school. The effect of peer on academic performance is influenced by a
student's sense of self, sense of self-worth, and sense of independence. Peer pressure can inspire children
to work hard and be successful. Position role models might be peers. A student's academic performance is
impacted badly if he is affected. Peer pressure can be detrimental or beneficial. Because it is vitality if a
peer is exerting pressure on you for a valid reason. Motivation is essential for a person's growth. While
peer pressure for a terrible purpose will always get you in a bad spot.

According to Steinberg (2002) one of the issues which studies have proven is that there is strong
impact of peer pressure on adolescents which may affect their decision making positively or
negatively. Peer pressure exists for all ages. Peers are the people with whom one identifies and
spends time with. In children and adolescents, it may be people of the same age group but in
adults, peers may be determined less by age and more by shared interest or profession. Peer
pressure can be defined as the mechanism through which peers influence each other to think and
act in a certain peer accepted way. It occurs when an individual experiences implied or expressed
persuasion to adopt similar values, beliefs and goals and participate in the same activities as
those in the peer group. Peer pressure by itself may neither be positive nor negative. But during
our teen years, our brains have unique characteristics that impact this calculation. One reason for
the difference in teen decision-making involves a chemical called dopamine in the brain’s reward
center. Dopamine helps transmit signals in the brain that make people feel happy. The number of
brain receptors interacting with dopamine is higher in adolescence than at any other time of life.
This means that when a teen is exposed to a reward such as a compliment the reward center
reacts more strongly than it would for an adult or a child. a feeling that one must do the same
things as other people of one's age and social group. Peer pressure is one of the common people's
weaknesses especially from students.

In addition to this, according to Lauren, Hambrick (2018) It is common knowledge that college
students are more likely to experiment with or abuse alcohol and/or drugs. This study examines whether
college freshmen believe they are under peer pressure to engage in risky behaviors including excessive
drinking and drug usage.
STATEMENT OF THE PROBLEM

This study focuses on analyzing the experiences of the students who suffered peer pressure in College of
Subic Montessori- Dinalupihan campus. This study also sought to answer the following questions:

1. How may the participants’ profile be described in terms of:

1.1. Age;
1.2. Gender;
1.3. Year level; and
1.4. Section

2. How may the following decisions be influenced by peer;

2.1. Satisfaction;
2.2. Personal interest; and
2.3. Goal

3. How do peer pressure affects the behaviour of the students in College of Subic Montessori- Dinalupihan
Campus

4. How do peer pressure affects the academics of the students in College of Subic Montessori- Dinalupihan
Campus?
SIGNIFICANCE OF THE STUDY

Study highlights on how students suffering peer pressure. The result of study will be a great benefit to the
following.

Students- In this study student will know the consequences of peer pressure especially on their
experiences. This research also helps to educate the students on the appropriate steps to
follow to be able to take right decisions and handle this experience even in the midst of pressure from a
group they belong to. Lastly, students can be able to develop independent critical thinking skills on the

decision making.

Parents- This research is very useful to the parents because it helps them to realize the need to
understand their adolescents and maintain a very cordial relationship with them. They can be
able to have the idea of the proper way of guiding their child so that teenagers would be able to
take chances of doing right things together with their peers.

Teachers- This research helps the teacher to know the positive and negative impact of peers
among the adolescents in terms of experiences of peer pressure.

Future Researcher- Surely, the future researcher will benefit with this study. They can
use this research as their guide, basis and reference when they conduct research in the future.
They can gain extra knowledge and provoke further research into peer pressure of
adolescents, through this it will help adolescents in their process of development in preventing peer pressure.
SCOPE AND DELIMITATION

This study focuses only on the lived Experiences of students who suffered peer pressure on college
students. This research includes the respondents which are the Students of College of Subic Montessori
INC. during the A.Y 202- 2023 in terms of Age, Gender, and year level. The variables being studied are
decision making skills of adolescents and how peer pressure may affect them. This focus was chosen
because theories have proven that the adolescents enjoy spending much time with peers more than the
parents or siblings because of the freedom they enjoy articulating their views. Therefore, the group
would have impact on most of their decisions and if they do how it will probably affect them in terms of
their decision making.

The study aimed to explore the skills adolescents possess for competent decision making and to
specially examine the extent to which adolescents experience peer pressure in decision making. It
examined the challenges students face in their decision making it be resolved. The grade school students
and the youth outside the campus will not cover in this study.

DEFINITION OF TERMS

The following words are defined operationally in this research.

Peer Pressure. According to Black (2002), peer pressure is defined as when people your own
age encourage or urge you to do something or to keep from doing something else, no matter if
you personally want to do it or not. The researcher defined peer pressure a feeling that one must
do the same things as other people of one’s age and social group in order to be liked by their
peers.

Decision Making. According to Sniezek and Buckley (1995), decision making comprises of
one or more people who, therefore, formulates and recommends alternatives that communicate to
the person in the role of decision making. The researcher defined decision making a thought
process of selecting a logical choice from available options. When trying to make a good
decision, a person must weigh the positives and negative impacts of their decision choice.

Profession. According to Christopher Lee (2018), profession as a distinct way to define work.
Those who were part of profession had to meet certain criteria, such as conforming to a code of
ethics and acquiring formal, specialized education. The researcher defined profession as a career
or job that student wants to be in the future.

Dopamine it is a chemical or signal that makes people happy. It also uses to send messages to our body and
brain

Brain receptors - transmitters that give signals and feedback to our brain.

Cliques is a narrow exclusive circle or group of persons; especially one held together by
common interests, views, or purposes. How to use clique in a sentence.

Neuroadaptation is a process involving a decrease in the number of specific brain receptors for
a particular neurotransmitter. Such a process can occur by genetic factors, an endogenous-increased
neurotransmission, or by the continued presence of an agonist drug.

Detrimental, is also known as harmful means that it tends to harm someone or something.

NOTES IN CHAPTER 1

https://academic.oup.com/jeea/article-abstract/8/1/62/2295858

Hambrick, Lauren. “Peer Pressure among College Students.” COLA Research and Creativity Conference,

20 Apr. 2018, mds.marshall.edu/colaconf/2018/day2/9/. Accessed 27 Oct. 2022.

Calvó-Armengol, Antoni, and Matthew O. Jackson. “Peer Pressure.” Journal of the European Economic

Association, vol. 8, no. 1, Jan. 2010, pp. 62–89, 10.1111/j.1542-4774.2010.tb00495.x.

 Chapter II

THEORETICAL FRAMEWORK

This chapter presents the related literature and studies, conceptual framework, assumptions and

definition of various relevant terms used in the study.

Relevant Theories

According to Ukwayi, Joseph K. (2012)As kids become older and start perceiving their friends as role

models, peer pressure turns into an upsetting and troublesome occurrence. Peer pressure is a social construct

that alters teenagers' behavior by encouraging harmful behavior, including smoking, at a young age. In fact,

this epidemic has spread among the young people who will be tomorrow's leaders as well as in our tertiary

institutions. In this study, University of Calabar undergraduate students in Nigeria were tested for peer

pressure and cigarette use. The University of Calabar's tiny entrance lies right across from two well-known

and often visited restaurants and pubs, where a structured questionnaire was administered to 120 respondents.

The results showed that peer pressure accounted for 46% of undergraduate students' tobacco use, and the

ANOVA result showed that peer pressure had a significant impact on undergraduate students' tobacco use

(F=4.069, p0.05).

According to Journal of Abnormal Child Psychology volume 38, pages815–827 (2010) The model

also showed that an increase of one unit in the peer influence factor would lead to an increase of one unit in

the percentage of undergraduates who use tobacco substance of 62%.The study recommended, among other

measures, the implementation of programs that will integrate concerned authorities in order to reduce the

number of adolescent smokers and realize the vision of better health for Nigerian youth who will be the
leaders of tomorrow by the year2020. This phenomenon has, in fact, made its way into our campuses. This

study looked at how pro-victim views, personal accountability, coping mechanisms in the face of bullying,

and perceived peer normative pressure explain passive bystander behavior and protecting the victim in

bullying. Additionally, but only in the presence of low levels of perceived peer pressure, self-reported

defending conduct was positively associated with personal responsibility for intervention.

According to Jennifer Wu Tucker, Chi Wan The Accounting Review (2018) We study firm-initiated

press releases pertaining to product development and offer a firm-specific measurement of the technological

side of competition known as technological peer pressure. We contend that in order to guarantee that

companies experience sizable proprietary costs of disclosure, voluntary disclosure must be relevant to the

competition dimension under investigation in empirical studies of the postulated negative link between

competition and disclosure. In other words, a lot of disclosures don't give rivals information they can use,

thus they shouldn't be impacted by that aspect of competition. Because product disclosure informs rival

businesses about the plans, budgets, and status of technology investments in product development, we

anticipate a negative relationship between the two.

According to Whitney A. Brechwald (February 2011) This article examines the previous ten years'

worth of theoretical and empirical work toward a comprehensive understanding of adolescent peer influence

mechanisms. The peer influence literature from this decade was categorized into five themes: expanding the

range of behaviors for which peer influence occurs; identifying the sources of influence; examining the

circumstances under which influence is amplified/attenuated (moderators); testing theoretically based models

of peer influence processes (mechanisms); and preliminary exploration of behavioral neuroscience

perspectives on peer influence. This review highlights developments in each of these fields, underlines

knowledge gaps regarding peer influence mechanisms, and identifies significant research concerns.
 According to  Mark E. Feinberg  (2015) Although peer pressure can affect adolescents' alcohol usage,

everyone is not equally susceptible to these influences. Due to the function dopamine plays in reward feeling

during social interaction, the dopamine receptor D4 gene (DRD4) is a potential candidate gene that may

affect teenagers' susceptibility to their peer environment. In our study (n = 414; 58.7% female; 92.8% White),

we expected that DRD4 genotype status would reduce the effect of 7th-grade antisocial peer pressure on

12th-grade lifetime alcohol use. The findings showed that antisocial peer pressure had significant main

effects, but that the DRD4 genotype had no main impact on lifetime alcohol use.

According to Elizabeth LevyPaluck (2011)In a particular circumstance, people frequently imitate the

inter group attitudes and behaviors exhibited by their peers. How much does peer impact on bias against

other groups 1) spread among a social network of peers, and 2) influence attitudes and behavior over time?

Over the course of five months, students recruited to be Peer Trainers in five control schools waited to be

taught while student leaders (or "Peer Trainers") in five randomly chosen high schools received training on

how to deal with inter group bias. According to independent social network analyses of peer trainers,

treatment peer trainers were much more likely than control peer trainers to be suggested by classmates as

students who face discrimination.

FOREIGN LITERATURE

Brown in 2014, analyzed the retrospective accounts of college students to assess the peer

pressure on their high school life and how did it affects their attitudes and behavior. One-third of

both genders identified peer pressure as one of the hardest parts of their teenage life, however, it
showed that females were more prone to the pressure than men. Moreover, perceptions of peer

pressure were generally associated with dating attitudes, sexual activities, alcohol, and drug

usage but not with their relationship with their parents.

As stated by Rubin, Bukowski, & Parker, (2016) peer pressure heavily influences one’s

behavior, and get one into doing something. Peer pressure occurs when an individual experiences

implied or expressed persuasion to adopt similar values, beliefs, and goals, or to participate in the

same activities as those in the peer group. It's something everyone has to deal with, even adults.

Paying attention to own feelings and beliefs about what is right and wrong can help in knowing

the right thing to do. Inner strength and self-confidence can help one to stand firm, walk away,

and resist doing something when they know better. The study revealed that peer pressure exists

for all ages and no one is immune to peer influence. It also shows that using strength and self-

confidence right can help to prevent peer pressure which will conduct in this research. The article

will help the researcher to know the factors that using by adolescents to resist peer pressure.

According to Treynor (2013), peer pressure is the influence exerted by a peer group or an

individual encouraging other individuals change their attitudes, values or behaviors in order to

conform to group norms. Social groups affected include membership groups in which individuals

are formally members and in which membership is not clearly defined. Among adolescents, it is

considered a rare phenomenon, though with the increasing competition for resources and
personal progress, peer pressure is an emerging area of interest. Peer pressure is not always a bad

thing because peer groups can actually have a very positive influence on individual's behavior.

For some adults, a peer group can be a source of security, a learning opportunity and a source of

encouragement among others. The difference between negative and positive peer pressure is the

impact it has on the person. While most forms of influence don't necessarily feel comfortable for

the person on the receiving end, the outcomes of the influence are likely to be mostly positive

Two Positive peer pressure results in a person feeling better, healthier or happier. Negative peer

pressure on the other hand, results in people feeling unhappy, unwell or uncomfortable. People

give in to peer pressure because they want to be accepted and fit in a group. Conformity may

create problems when peers influence each other to participate in deviant activities. Despite the

risk, peer groups remain a very essential part of an individual because they have several benefits

to an individual. Peer group is a safe place to meet like-minded individuals, allows one to take

positive risks and test out values and opinions of others, test out their strengths and limitations,

feel safe and boost their self-confidence, explore new and positive things including music, other

interesting activities, feel understood and accepted by others going through the same phase and

improve their ability to make personal choices. According to this study people give in to peer

pressure because they want to be accepted and fit in a group. It is connected to the study because

it includes on how individuals’ will react to the pressure of their peers. The literature will help

the researcher to know the positive and negative impact of peer pressure to students.
 According to Tourism Management Volume 31, Issue 6, December 2010, By analyzing the variables'

influence on the antecedents of intentions to travel to Australia using the theory of planned behavior, the

distinct effects risk and uncertainty have on decision-making regarding travel were investigated. Online

consumer panels in South Korea, China, and Japan were used to collect respondents. While the samples from

China and South Korea were drawn from the general population, the sample from Japan was drawn from a

group of overseas tourists. Between 21 and 44% of the variance in intentions was explained by the extended

model, which provided a good match to the data. Intentions were significantly influenced by subjective

norms and perceived behavioral control across all country groups, although attitudes against traveling to

Australia were only found to be significant in Japan. In all nation samples, subjective norms affected

attitudes and perceived behavioral control. Last but not least, perceptions of risk and uncertainty affected

attitudes against visiting Australia in China and Japan, whereas perceptions of uncertainty and perceived

behavioral control affected attitudes toward visiting Australia in South Korea, China, and Japan.

According to Popadiuk, Natalee Nov 2010 Few studies have been done with international students who

are unaccompanied as adolescents. In this qualitative study, I give a thematic analysis of the pivotal events

that participants from China, Japan, and Korea said helped or hindered their adjustment to life in Canada. I

conducted semi-structured interviews with 21 participants, ages 15 to 18, who were enrolled in three public

secondary schools in Vancouver, Canada, using the Critical Incident Technique. I discuss the results of seven

theme categories: making choices, confronting problems, getting help or guidance, being inspired by the

surroundings, and engaging in activities. Finally, I discuss the results of this study's limitations and

recommendations for future research, as well as the implications for school counselors who interact with

these adolescents.
 According to Bursztyn and Jensen (2014) who conducted a study entitled "How Does Peer Pressure

Affect Educational Investment?", tested two groups of Grade 11 students and asked them to a free SAT

preparatory class. In non-honors class, 25 % points less likely to apply in public rather than private. While, in

an honors class, 25 % points more likely to apply publicly. Concluding that, "students are highly responsive

to who their peers are and what the prevailing Cotterell (2007) indicated that peer pressure can be either

expressed or implied. In expressed peer pressure, an individual is challenged directly to comply with existing

norms while implied peer pressure is more subtle and can be harder to combat. For example, a group of peers

may make fun of the way another peer is dressed up, pressuring members of their group to dress only in one

acceptable style. Often young people who look, dress, or act differently, or who have significant interests that

differ from those of their age group become outcasts because of the pressure groups place on their members

not to associate with anyone unlike themselves. This can lead the rejected person to feel desperate and

depressed. Studies show that both peers are inclined to take risks they do not want to take because they

believe the risky behavior will increase their standing in the eyes of their peers and assure their acceptance in

the group. It is connected to the topic because peer pressure has a big impact that can cause a person to feel

desperate and depressed because of it. This study will help the researcher to examine on how adolescents

face their problems with their peers.

According to Bursztyn and Jensen (2014) who conducted a study entitled "How Does Peer Pressure

Affect Educational Investment?", tested two groups of Grade 11 students and asked

them to a free SAT preparatory class. In non-honors class, 25 % points less likely to apply in public rather

than private. While, in an honors class, 25 % points more likely to apply publicly. Concluding that, "students

are highly responsive to who their peers are and what the prevailing norm is when they make decisions.
LOCAL LITERATURE

As indicated by Angelica Y. Yang (2010), being one of the popular peers will make one be liked and

accepted by their fellow students. Students trying to protect their status so that they will remain cool, they

want to be accepted by the whole student body, so if one student doesn’t do what the others do, he or she

considered weird. If you’ve got self-confidence, self-reliance and responsibility, peer pressure will most

likely not affect the students as much as it affects others. Usually, students who give in to peer pressure are

those who are insecure, or those who lack friends or need a sense of assurance that they can be accepted.

Most of students consider their peers when doing a decision. Students should know their selves well to avoid

doing wrong decision that can lead to bad outcome. Choose friends carefully. Have a solid support system of

family, friends, teachers, and your faith. This study stated that peers are truly having an impact to students’

choice. It shows that adolescents should do first the wants of their fellow students to be accepted to the

group. The literature will help the adolescents to resist peer pressure and to choice their peers wisely.

According to Maria R. T. De Guzman (August 2013), friendship is very much important aspect of the

teen years. Understanding the nature of peer influence can help support youth as

they enter into this period and follow the path towards close friendship that are hallmarks of adolescence.

During adolescence, peers play a large part in young person’s life even the family continues to be significant.

In general, peer friendships offer youth with many positive opportunities despite the negative connotations

that peer relationships have too many for us. Peer relationships are actually important for healthy

development and essential for youth to develop into healthy adults and through this adolescence can have a

wise perception when it comes to their decision making. The literature stated that peers have a large part in

adolescent life. The study overview the positive outcome of peers to adolescents rather than negative. It also

mentioned that peers can help the adolescents to make a wise decision.
 As eloquently stated by Vicente ‘Tico’ Aldanese (2010), peer influence is not necessarily a bad thing.

We are all influenced by our peers, both negatively and positively, at any age. For teens, as school and other

activities take you away from home, you may spend more time with your friends than you do with your

parents and siblings. As you become more independent, your peers naturally play a greater role in your life.

Sometimes, though, particularly in emotional situations, peer influence can be hard to resist—it really has

become “pressure”—and you may feel compelled to do something you’re uncomfortable with, such as drug

use. There are two main features that seem to distinguish teenagers from adults in their decision making,

during early adolescence in particular, teenagers are drawn to the immediate rewards of a potential choice

and

are less attentive to the possible risks. Second, teenagers in general are still learning to control

their impulses, to think ahead, and to resist pressure from others. These skills develop gradually,

as a teen’s ability to control his or her behavior gets better throughout adolescence. Thereby

showing us the importance of Drug Awareness and Educational Programs as a means of helpin

our teens make the right decisions for themselves. 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. The literature explains that peer

influence has a positive and negative impact to the adolescents. It shows that an adolescent

makes a decision without thinking the consequences of it and that is because of their peers. This

article helps the adolescents to improve their decision making.

 According to Alegria V. Garcia (2017), there are several affecting the student’s choice. Some are

home, school, and students factors. Most of the factor is home related: family size, financial burden, work at

home, parental attitude towards education and parenting style. However, students himself or herself have a

big contribute to the case particularly the peer group influence. It reflects the student’s values and priorities

when it comes to the life’s choice. Parents play a very important role in the process. They should affect their

presence and availability in times that the students need their presence. They should support and sustain the

studies of their children through financial stability. But more than that is the affection, the love, and care

those students must feel so that they will be inspired to go further more. This literature helps to determine

several factors that affect the students’ decision. It shows that parents have a large role to adolescents to

avoid peer pressure which can help the issue to solve. Peers play an important role in the development of a

teenager. Each teen’s values and character somehow affects one another with regards to how they treat others

and act on certain issues. There are times that teenager won’t be comfortable to go against his friends’ wish.

Most of the teens are taught early on to differentiate the good and the bad, to know what an acceptable

behavior is and not; what the parents must emphasize would be the consequences of each action that a child

would take. It is of essential value that a child is aware of what can be the after effects of certain actions

especially if it involves.

CONCEPTUAL FRAMEWORK

Academic Performance
Lived
Demographic
Experiences
Design
of
1.1 Age Criminology
student who Family and friends influence
1.2 Sex
suffered peer
1.3 Grade/ pressure
Year Level
Student’s Financial
ASSUMPTION

The study is widely assumed that peer relationships may play a role in shaping behavior during adolescence.

Notes in chapter 2

Ukwayi, Joseph K., et al. “Peer Pressure and Tobacco Smoking among Undergraduate Students of the

University of Calabar, Cross River State.” Higher Education Studies, vol. 2, no. 3, 2012, pp. 92–101

https://eric.ed.gov/?id=EJ1081452

“How to Handle Peer Pressure | Fairfax County Public Schools.” Fcps.edu, 2019, www.fcps.edu/student-

wellness-tips/peer-pressure.

(Fairfax County Public schools, “How to Handle Peer Pressure | Fairfax County Public Schools”)

https://www.studymode.com/essays/The-Effect-Of-Peer-Presure-In-1020260.html

“Peer Pressure and Influence: Teenagers.” Raising Children Network, 10 Jan. 2019,

raisingchildren.net.au/teens/behaviour/peers-friends-trends/peer-influence.

https://raisingchildren.net.au/teens/behaviour/peers-friends-trends/peer-influence

ReachOut. “Peer Pressure and Teenagers - ReachOut Parents.” Reachout.com, 2019,

parents.au.reachout.com/common-concerns/everyday-issues/peer-pressure-and-teenagers.

https://parents.au.reachout.com/common-concerns/everyday-issues/peer-pressure-and-teenagers

Popadiuk, Natalee. “Asian International Student Transition to High School in Canada.” Qualitative Report,

vol. 15, no. 6, 1 Nov. 2010, pp. 1523–1548, eric.ed.gov/?id=EJ914021. Accessed 15 Nov. 2022.

https://eric.ed.gov/?id=EJ914021
Quintal, Vanessa Ann, et al. “Risk, Uncertainty and the Theory of Planned Behavior: A Tourism Example.”

Tourism Management, vol. 31, no. 6, 1 Dec. 2010, pp. 797–805,

www.sciencedirect.com/science/article/abs/pii/S0261517709001617, 10.1016/j.tourman.2009.08.006.

https://www.sciencedirect.com/science/article/abs/pii/S0261517709001617

Paluck, Elizabeth Levy. “Peer Pressure against Prejudice: A High School Field Experiment Examining Social

Network Change.” Journal of Experimental Social Psychology, vol. 47, no. 2, Mar. 2011, pp. 350–

358, 10.1016/j.jesp.2010.11.017.

https://www.sciencedirect.com/science/article/abs/pii/S0022103110002684

Griffin, Amanda M., et al. “Differential Susceptibility: The Genetic Moderation of Peer Pressure on Alcohol

Use.” Journal of Youth and Adolescence, vol. 44, no. 10, 26 Aug. 2015, pp. 1841–1853,

10.1007/s10964-015-0344-7.

https://link.springer.com/article/10.1007/s10964-015-0344-7

Brechwald, Whitney A., and Mitchell J. Prinstein. “Beyond Homophily: A Decade of Advances in

Understanding Peer Influence Processes.” Journal of Research on Adolescence, vol. 21, no. 1, 15 Feb.

2011, pp. 166–179, 10.1111/j.1532-7795.2010.00721.x.

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Pozzoli, Tiziana, and Gianluca Gini. “Active Defending and Passive Bystanding Behavior in Bullying: The

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 CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, population and sample, research instrument,

construction and validation of instrument, data gathering procedure, and qualitative coding and analysis of

data gathered in this study.

METHODS AND TECHNIQUES OF THE STUDY

The study made use of the descriptive phenomenology research approach. Researchers use

phenomenological research design research design to explore and describe about the lived experiences of

criminology students in College of Subic Montessori who suffered peer pressure. A set of questionnaires was

designed by the researchers to collect data and information.

The methods and techniques describe and explains the different procedures including research

method so that it gives research legitimacy and provides scientifically sound findings. Participant can best

inform the research questions and enhance understanding of the phenomenon under study. Population be able

to generalize results found from observations of the sample to the target population. Design data helps ensure

that your methods match your research aims, that you collect high-quality data, and that you use the right

kind of analysis to answer your questions, utilizing credible sources. Gathering instrument used developing a

good instrument is the most important part of conducting a high-quality research study. Construction enhance

the efficiency and effectiveness of construction activities while increasing the competitiveness in the global

market. Validation of the questionnaire helps to collect better quality data with high comparability which

reduces the effort and increase the credibility of data. Administration of the questionnaire collecting
phenomenological data. Data collection can enable the researcher to take decisions related to the information

available and also to understand how helpful is the information that will assist in carrying forward the

research work. Statistical treatment of the data allows us to investigate the statistical relationships between

the data and identify possible errors in the study. For Husserl, then, phenomenology integrates a kind of

psychology with a kind of logic. It develops a descriptive or analytic psychology in that it describes and

analyzes types of subjective mental activity or experience, in short, acts of consciousness.

SELECTION OF PARTICIPANTS

The respondents of this research are focused on Criminology Students of College of Subic

Montessori.

A sample of ten (10) participants were drawn from the 273 students who qualified to answer our

questionnaire. The researcher use the Student Qualification Checklist to identify the participants consisted of

six (6) females (60%) and four (4) males (40%). Their ages ranged from eighteen (18) to twenty-tree (23)

years old. Participants with their parents/guardians were oriented to the researcher purpose and advised that

their participation was voluntary.

Table 1

Distribution of Participants

No.1 Students Number of Cases

1. 1ST YEAR 3

2. 2ND YEAR 1

3. 3RD YEAR 3

4. 4TH YEAR 3

TOTAL 10
RESEARCH INSTRUMENT

The instrument was developed after a thorough review of literature. The main

instrument for the study was Questionnaire. The Questionnaire as an instrument helped produce numerical

data in a way that will allow the researcher to explain the results in determining the experiences of the

Criminology students in College of Subic Montessori who suffered Peer Pressure. This study was a

Quantitative work and required the use of a quantitative instrument.

Questionnaire was considered to be the most appropriate instrument for data collection because it

provided equal level of items that brought about responses for comparing early and late

adolescents. Questionnaire as identified by Kerlinger (1973) is widely used for collecting data in educational

research because if it is developed to answer research question, it is very effective for securing factual

information about practices and conditions of which the respondents are presumed to have knowledge. It is

also used for inquiring into the opinions and attitudes of subjects.

DATA GATHERING PROCEDURE

The researcher personally administered the research instruments to the respondents. The researcher

presents and discussed the significance of the study and accomplished the distribution of the instruments

properly. The researcher conducted unstructured interview questions to identify the participant’s emotions,

feelings and opinions regarding to the situation. Interviews are useful to explore experiences, views, opinions

or beliefs on the specific matters. As the interview is a product of interaction between the researcher and the

interviewee, the settings and skills of the researcher is important to build a sense of trust. Furthermore, it is

important to think about the type of the study. In the preparation of the instrument, the requirements in the

designing of good data collection instrument were considered. For instance, statement describing the
situations or issues pertaining was toned down to accommodate the knowledge preparedness of the

respondents. In this way, the instrument is authorized to obtain valid responses of the selected teenagers.

Preference for the use of the unstructured questionnaire is premised on several research assumptions such as

avoidance of personal bias, less pressure of immediate response, and giving the respondents a greater feeling

of anonymity. In the end, it encouraged open responses to sensitive issues at hand. The researcher also used

voice recording while listening to the respondent’s answers to be more reliable for the given information. In

addition, the instrument was validated by few consultant and former professors before it laid on the study.

DATA ANALYSIS

Several participants answered that peer pressure may be both positive and negative. The question

might be pointing in that direction, based on the initial thoughts from this set of data. Therefore, according to

Michael T. Ungar, the structure of peer pressure was examined in a quantitative study of mental health

determinants in 41 high-risk adolescents. While the concept of peer pressure allows adults to explain the

alarming behaviors of adolescents, content analysis of the participants' life stories shows that peer pressure is

one thing. Fiction. Young people report that adopting the behavior and appearance of their peers is a

consciously used strategy to build personal and social power. Links with peers have been used to build and

maintain health-promoting identities that challenge the stigmatizing labels others have of them. Three

developmental stages of this identity-building process have been identified. In the first stage, vulnerable

adolescents learn to maintain their own definition of themselves through interactions with peers. In the

second stage, young people deliberately used their relationships with peers to experiment with multiple

identities. In the third stage, young people cooperate with their friends as equal partners in building one or

more identities that they accept.

Ethical consideration

The Researchers used the American Psychological Association format (APA Format) for

present study on giving citation that helped the researchers avoid plagiarism and serious

consequences that come alone with it. Citing is professional courtesy that Acknowledge the work of

others in daily so, it also strengthens the credibility of the study. The Researchers will adhere to the

confidentiality of the data in the administrations of the questionnaire, the researchers will proper

disseminations of information and confirm to the ethical standards among the students that are

connected in this study. The survey questionnaire will be provided to the students and will promise

that the information and will collected will be used to determine the lived experiences of the students

in College of Subic Montessori-Dinalupihan Campus who suffered peer pressure.

NOTES IN CHAPTER III

Adolescence; Roslyn Heights Vol. 35, Iss. 137,  (Spring 2000): 167-80.

View at search.proquest.com

Dunn, K.A. and Fenwick Huss, H. (2004), "Mail survey reliability through follow‐up mailings: the case of
auditor changes", Managerial Auditing Journal, Vol. 19 No. 8, pp. 1048-
1054. https://doi.org/10.1108/02686900410557944
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 Chapter IV

The profile of the respondent is presented on the succeeding tables to provide background information about
the respondents described in terms of age, grade level and gender.

For clarity of presentation, this chapter is subdivided into four (4) parts
Corresponding to the statement of the problem in Chapter 1.
Part 1 describes the profile of the at-risk high school students in terms of age, grade level, and Gender.
Part 2 reveals the categories of the respondents as at-risk students based on the criteria set in the
At-Risk Students Qualification Checklist.
Part 3A presents the results of the qualitative coding analysis of the interview data gathered by the
researcher using the Interview Guide.
Part 3 B establishes the insights that can be drawn in the Narrative Case Stories of the participants.
Part 4 presents the Proposed Symbolic Representations Based on the Findings.

Part 1. Profile of the Participants

Table 2
Distribution of the Participants by Age
 RESPONDENT AGE
S
18y/ 19y/ 20y/ 21y/ 22y/ 23y/ 24y/
o o o o o o o
Student A 1
Student B 1
Student C 1
Student D 1
Student E 1
Student F 1
Student G 1
Student H 1
Student I 1

Student J 1
f 3 0 2 1 2 2 0

% 30.00 0.00 20.00 10.0 20.0 20.0 0.0

0 0 0 0

Based on the data above, students participants from first year to fourth year were categorized into three (3)
age groups, (18-20 years old), (21-23 years old) and (24above), As shown on table? (Table 2), the profile of
the respondents in terms of Age, the data shows that Three (3) or 30% of the respondents were 18 years old,
two (2) or 20% were 20 years old, one (1) or 10% of the respondents were 21 years old, two (2) or 20% were
22 years old and two (2) or 20% also were 23 years old.Middle Adolescence is an especially significant
period for the development of the capacity to stand up for what one believes and resist the pressures of one’s
peers to do otherwise. (Brown, 2004)
.
 Table 3

Distribution of the Participants by Grade/Year Level

RESPONDENTS YEAR LEVEL

1st year 2nd year 3rd year 4th year

101 - A 1

101 - B 1

101 - C 0

101 - D 1

201 - A 1

201 - B 0

301 3

401 3

frequency 3 1 3 3

percentage 30.00 10.00 30.00 30.00

Three (3) or 30 % of the participants are first year students, one (1) or 10% of the study are 2nd year students,
Three (3) or 30 % of the participants are 3rd year students, and Three (3) or 30 % of the participants are 4th
year. Erickson’s theory states that peer pressure is needed for a person to develop, learn and grow and to
form into an individual, it is through both positive and negative peer pressure that people form and develop
their individuality and social status, this is often start in adolescence.
Table 4 shows the profile of the participants according to grade level.

Table 4

Distribution of the Participants by Gender

Respondents GENDER
MALE FEMALE

0 1
1ST year (101A)
1 0
1st year (101 B)
0 0
1ST year (101 C)
1 0
1st year (101 D)
0 1
2nd year (201 A)
0 0
2nd year (201 B)
1 2
3rd year
3 0
4th year
Frequency 5 5

Percentage 60% 40%

Table 4 presents the profile of the participants according to gender. Five (5) or 50% of the participants from
1st year to 4th year are Male while Five (5) or 50% also the participants of 1st year to 4th year are Female.
These data show that peer pressure is generally understood as any external force that influences our decisions
and may have an impact on our physical or mental health.

Part 2. Categories of the participants as suffered peer pressure

Using the peer pressure Qualification Form, the researcher identified ten (10) participants to gauge
the severity of the peer pressure cases.

Table 6

Categories of the Participants as At-Risk Students

(Multiple Response)
A Column f %
1 Feeling anxious, tense, or unable to unwind. 6 60
2
Feelings of worthlessness and guilt.
7 70
3
Loss of interest in once-enjoyed activities.
4 40
4 Sadness threatened to overwhelm you. 8 80
5 Having a hard time falling asleep, waking up frequently, or waking
up early. 5 50
6 Not being hungry, eating much less than usual, or skipping meals 7 70
entirely.
7 Getting Low grades in academic. 2 20
8 Matching their friends’ hairstyles, jewelry, or fashion choices. 4 40
B Column
1 Claims that life isn’t worth living or that you want to give up 5 50
2 Smoking, drinking, or using other addictions. 9 90
3 Intentional self-harm due to mental illness or emotional issues, such 1 10
as slashing oneself:
4 Using excessive amounts of over-the-counter, prescription, and non- 0 0
prescription medicines.
5 Depression, crying, or a sense of helplessness. 6 60
It can be derive from table 6 that the highest of all the participants who are smoking, drinking or using other
addictions suffered peer pressure is nine (9) or 90% while the participants who tried self-harm due to mentall
illness or emotional issues is one (1) or 10%.
Erickson's theory states that peer pressure is needed for a person to develop, learn and grow and to form into
an individual, it is through both positive and negative peer pressure that people form and develop their
individuality and social status, this often starts in adolescence.

Student A, Female, 18 years old, 1st year

Student A has seeing peer pressure in positive way because she can make her own decisions without the
help of her peers. She is aware on how to avoid peer pressure.
"Hindi nagpapa apekto sa mga bagay na gustong ipagawa ng mga nakapaligid sakanya"

Student B, Female, 18 years old, 1st year

Student B is seeing peer pressure in a negative way because, according to her, he tried to commit suicide
because she feels unwanted to live because she is suffering from a family problem. Therefore, instead of
having someone to run to whenever she has a problem, his own family is the reason why he has peer
pressure. Because of this, it now has an effect on his studies; it became one of the reasons why his grades
dropped.
"Mayroon siyang sama ng loob sa magulang na hindi niya kayang sabihin sakanila sapagkat alam niya sa
sarili niyang hindi rin nila ito intindihin."

Student C, Female, 22 years old, 3rd year

Student C stated that her decision was solely influenced by her friends. She stated that he felt self-conscious
at times, so she invited her friends to console her. She can deal with her peers because she always bases her
decisions on what others say to her. She also stated that she has lost interest in and enjoyment from life.
"Naka depende nalang siya sa mga desisyon ng kaniyang nakakasama"

Student D, Male, 18 years old, 1st year

Claims that his peers had no influence on him because he makes decisions in a dogmatic manner. His family
is the foundation of his character. He prays first, then his parents tell him what to do. He occasionally
abandoned his friends, but when they reunite, they discuss it. He also attempted to commit or use illegal
drugs or medication. He also refuses to discuss his experiences with peer pressure.
Student E, Female, 20 years old, 2nd year
Based on her situation, she is sometimes asked before making decisions that may have an impact on others.
Because her peers and family have various connections to others. Even if they are her friends, she is not bad
as long as she does not agree with them.
She is dealing with family issues as well as personal financial issues. Nothing because she is not subjected to
peer pressure from others.
Her parents frequently tell her that she always helps her friends, even if they don't know who they are.
If she does not cooperate with them, they do not consider her decision.

Student F, Male, 20 years old, 3rd year

According to student F, it has a positive impact on his personal relationship with his family and provides
him with advice. He believes in his own thoughts and emotions. Confront him; it is preferable to speak with
them right away in order to fix the problems that need to be fixed. He can expect difficulty, make decisions,
and eventually feel anxious. Define yourself better, don't worry or think about what others say about you, set
limits, and learn to go. He believes his parents are afraid to talk about him.

Student G, Male, 23 years old, 4th year

According to student G, it helps him think straight and he doesn't have difficulty thinking, and his friends
give him advice to help him and have a better relationship with his family. He trusts his own feelings more.
He stated that it is better to focus on yourself rather than the people around you and what they say to him and
him, because his parents always advised him to set limits and learn to be cautious.

Student H, Male, 22 years old 4th year

Based on his experience, he has made a negative decision about what he likes and dislikes, which puts him
under a lot of pressure.
As a result of his poor life choices, he has had difficulties with his family relationships.
and he talked to his family so that he could understand his problem and sympathize with him and because of
his erratic decision, that was correct. And he talked to his family about that situation that he felt was a
weakness of heart that he thought was wrong but was right as an excuse to give him pressure and a big deal
in his life that put pressure on him in his studies and life.
Student I, Male, 21 years old 3rd year
Based on his situation, he is sometimes asked before making decisions that may have an impact on others.
because his peers and family have different connections to others. Even if they are his friends, he is not bad
as long as he does not agree with them. He has family issues, downtime, and some personal financial issues.
Nothing because he is not subjected to peer pressure from others. His parents frequently tell him that he
always helps his friends and that people his age always help him. If he does not cooperate with them, they do
not consider his decision.

Student J, Male, 23 years old, 4th year

According to student J, despite the fact that he couldn't give his based on decisions that would make his life
easier rather than more launches, he sometimes felt self-conscious and as a result, he invited his friends
because his home is not large enough or comfortable enough for him.
He was always positive about himself and believed that he was one of those people who did not live too high
or too low.
While doing his own thing, he keeps reminding himself that we are all on equal footing, that living an honest
honest life is perfectly acceptable, and that having friends with similar values-thoughts and beliefs is
perfectly acceptable.