BENJAMIN R.

ARBOLEDA Grade 12-ARTEMIS

List 3 problems from JUNIOR HIGH SCHOOL (Grade 7 to 10) and SENIOR HIGH SCHOOL
(Grade 11 and Grade 12 per STRANDS)

JUNIOR HIGH SCHOOL GRADE 7

1. Adjustment to a new environment: Junior high school Grade 7 students are often transitioning
from elementary school to a new environment with new teachers, new classmates, and new
expectations. This adjustment can be challenging, and some students may struggle to adapt to
the new environment and routine.
2. Increased academic demands: Junior high school Grade 7 students may face increased
academic demands compared to elementary school, with more challenging coursework, longer
hours of study, and higher expectations for performance. Some students may struggle to keep
up with the increased workload or adjust to the higher expectations for academic achievement.
3. Social and emotional challenges: Junior high school students in Grade 7 may face social and
emotional challenges as they navigate the complexities of adolescence and peer relationships.
Some students may struggle with issues such as bullying, anxiety, depression, or low self-
esteem, which can impact their academic performance and overall well-being.

 JUNIOR HIGH SCHOOL GRADE 8

1. Increased pressure and expectations: Junior high school Grade 8 students may face increased
pressure and expectations from parents, teachers, and peers as they are viewed as more
mature and capable than they were in Grade 7. This can lead to stress and anxiety as students
try to meet these expectations.
2. Social and peer pressure: Junior high school Grade 8 students may face social and peer
pressure to conform to certain social norms and behaviors, which can impact their self-esteem
and sense of identity. They may also experience pressure to fit in with certain peer groups or
to engage in risky behaviors such as substance use.
3. Academic stress and workload: junior high school Grade 8 students may face academic stress
and a heavier workload as they take on more challenging coursework and prepare for high
school. They may have to balance multiple subjects and assignments, as well as
extracurricular activities and other responsibilities, which can lead to stress and burnout.

 
JUNIOR HIGH SCHOOL GRADE 9

1. Career and future planning: junior high school Grade 9 students may face pressure to start
thinking about their future careers and make decisions about which academic or vocational
tracks to pursue in senior high school. This can be a daunting process, and some students
may struggle to identify their strengths and interests or to make informed decisions about their
future.
2. Peer relationships and social dynamics: junior high school Grade 9 students may face social
challenges as they navigate the complex social dynamics of adolescence. They may
experience issues such as bullying, exclusion, or conflict with peers, which can impact their
self-esteem and overall well-being.
3. Increased academic rigor and preparation for high school: junior high school Grade 9 students
may face increased academic rigor as they prepare for the demands of senior high school.
They may have to balance multiple subjects and assignments, as well as extracurricular
activities and other responsibilities, which can lead to stress and burnout. Additionally, they
may have to adjust to new teaching styles, such as lecture-based instruction, which can be
challenging for some students.

  JUNIOR HIGH SCHOOL GRADE 10

1. Preparing for national exams: Junior high school Grade 10 students may face the pressure of
preparing for national exams such as the Philippine National Achievement Test (PNAT) and
the National Career Assessment Examination (NCAE). These exams can have a significant
impact on their future educational opportunities and career prospects, and some students may
feel overwhelmed by the high stakes and the amount of preparation required.
2. Balancing academics and extracurricular activities: junior high school Grade 10 students may
have to balance their academic workload with extracurricular activities, such as sports, clubs,
or volunteer work. This can be challenging, as they may struggle to find time for both academic
and non-academic pursuits and may experience stress and burnout as a result.
3. Thinking about their future after junior high school: Grade 10 students may face the pressure
of thinking about their future after junior high school and making important decisions about
which senior high school strand to pursue, what career path to take, or whether to pursue
higher education. This can be a difficult and overwhelming process, and some students may
struggle to make informed decisions about their future.
SENIOR HIGH SCHOOL ABM

1. Heavy workload: The ABM strand is known for having a heavy workload, with many complex
and challenging subjects such as accounting, economics, and business management. This
can put a lot of pressure on senior high school students, who may struggle to keep up with the
demands of their coursework.
2. Career uncertainty: Many senior high school students in the ABM strand may feel uncertain
about their future career prospects. While the ABM strand can prepare students for a variety of
careers in the business and finance fields, it can be difficult for students to decide on a specific
career path or to know what steps to take to achieve their goals.
3. Lack of practical experience: While the ABM strand can provide students with a strong
theoretical foundation in business and finance, many students may feel that they lack practical
experience or real-world skills. This can make it challenging for them to apply their knowledge
in real-world situations or to compete for jobs with candidates who have more experience or
training.

SENIOR HIGH SCHOOL STEM

1. Difficult coursework: The STEM strand is known for having a rigorous and demanding
curriculum, with challenging subjects such as calculus, physics, and computer programming.
Senior high school students in the STEM strand may struggle with the difficulty of their
coursework, which can lead to stress and burnout.
2. Limited resources: Many senior high schools in the Philippines may lack the resources
necessary to provide students in the STEM strand with a high-quality education, including
access to laboratory equipment, technology, and research facilities. This can make it
challenging for students to fully engage with their coursework and develop the skills and
knowledge needed to succeed in STEM fields.
3. Gender gap: There is often a significant gender gap in the STEM fields, with fewer women
pursuing careers in science, technology, engineering, and math. Senior high school students in
the STEM strand may face gender bias and discrimination, which can impact their confidence
and sense of belonging in their classes and future careers.

 
 

 SENIOR HIGH SCHOOL HUMSS

1. Ambiguity of career options: Senior high school students in the HUMSS strand may face
ambiguity in their career options as their strand is a broad field that covers a range of
disciplines such as sociology, psychology, history, and political science. This ambiguity can
make it difficult for students to choose a specific career path or to know what steps to take to
achieve their career goals.
2. Lack of practical experience: While the HUMSS strand can provide students with a strong
theoretical foundation in the social sciences and humanities, many students may feel that they
lack practical experience or real-world skills. This can make it challenging for them to apply
 their knowledge in real-world situations or to compete for jobs with candidates who have more
experience or training.
3. Difficulty in grasping abstract concepts: The HUMSS strand involves a lot of abstract concepts
and ideas, such as critical thinking, logic, and argumentation. Some students may struggle with
these concepts, finding them difficult to grasp or apply. This can make it challenging for them
to excel in their coursework and to develop the skills needed to succeed in their future careers.

 SENIOR HIGH SCHOOL TVL

1. Stigma and stereotypes: There is often a stigma attached to vocational education, with many
people believing that it is a less desirable or prestigious option compared to academic
education. Senior high school students in the TVL strand may face stereotypes and
discrimination based on their choice of strand, which can impact their self-esteem and
motivation.
2. Limited career options: While the TVL strand can provide students with valuable vocational
skills and hands-on experience, some students may feel that their career options are limited
compared to those in academic strands. This can make it challenging for them to find fulfilling
and well-paying jobs after graduation.
3. Lack of resources: Many senior high schools may lack the resources necessary to provide
students in the TVL strand with high-quality education, including access to vocational
equipment, training programs, and work placements. This can make it difficult for students to
fully engage with their coursework and develop the skills and knowledge needed to succeed in
vocational fields.
RESEARCH PLAN

INITIAL RESEARCH TOPIC: The Relationship between Academic and Career Planning and Mental
Health among Senior High School HUMSS students

I. BASIC INFORMATION
A. Complete Name: BENJAMIN R. ARBOLEDA
B. Learner Reference Number (LRN): 10986110001
C. School and Address: MANFIL KAPAYAPAAN VILLE, CANLUBANG CALAMBA CITY
D. Track and Strand: ACADEMIC TRACK (HUMANITIES IN SOCIAL SCIENCES)
E. Complete Home Address: BLK 42 LOT 23 ASIA 2 CANLUBANG, CALAMBA CITY
LAGUNA
II. BACKGROUND

The relationship between academic and career planning and mental health among senior high school
HUMSS students is a research topic that explores the potential impact of academic and career
planning on the mental health of senior high school students who are enrolled in the Humanities and
Social Sciences (HUMSS) strand. This research topic is important because it aims to identify the
potential benefits and challenges of academic and career planning for students' mental health, which
can have significant implications for their overall well-being and academic success.

Senior high school students face a range of challenges as they navigate the transition from high
school to college or the workforce. Academic and career planning can play an important role in
helping students prepare for this transition by providing them with the tools and resources they need
to set goals, identify their strengths and interests, and develop a plan for achieving their academic
and career aspirations. However, academic and career planning can also be a source of stress and
anxiety for students, particularly if they feel overwhelmed by the demands of the process or if they are
unsure about their future plans.

Therefore, this research topic seeks to examine the relationship between academic and career
planning and mental health among senior high school HUMSS students. The research may explore
various aspects of academic and career planning, such as students' engagement in academic and
career-related activities, their perceived levels of support from parents and educators, and their
attitudes and beliefs about their academic and career goals. The study may also investigate various
aspects of mental health, such as students' levels of stress, anxiety, depression, and overall well-
being.

Overall, the research aims to shed light on the complex interplay between academic and career
planning and mental health among senior high school HUMSS students, with the goal of identifying
strategies and interventions that can help students navigate this critical period in their lives and
achieve their full potential.

III. OBJECTIVES AND METHODS

Objectives:
 1. To examine the extent to which academic and career planning is associated with mental health
outcomes, such as stress, anxiety, depression, and overall well-being, among senior high
school HUMSS students.
2. To identify the factors that may mediate or moderate the relationship between academic and
career planning and mental health outcomes among senior high school HUMSS students.
3. To explore the perspectives of senior high school HUMSS students on the role of academic
and career planning in their mental health and well-being.
4. To develop recommendations for educators, counselors, and policymakers to improve
academic and career planning programs and interventions for senior high school HUMSS
students.

Methods:

1. Quantitative survey: A survey questionnaire could be administered to a sample of senior high

school HUMSS students to collect data on their engagement in academic and career planning
activities, their mental health outcomes, and their perceptions of the relationship between
academic and career planning and their mental health. Statistical analysis could be used to
examine the association between these variables.
2. Qualitative interviews: In-depth interviews could be conducted with a subset of senior high
school HUMSS students to explore their personal experiences and perspectives on the
relationship between academic and career planning and their mental health. Thematic analysis
could be used to identify key themes and patterns in the data.
3. Focus groups: Focus groups could be conducted with educators, counselors, and
policymakers to gather their perspectives on the relationship between academic and career
planning and mental health among senior high school HUMSS students, as well as their ideas
for improving academic and career planning interventions. Thematic analysis could be used to
identify key themes and patterns in the data.
4. Literature review: A comprehensive review of existing literature on academic and career
planning and mental health among senior high school students could be conducted to inform
the study and provide a broader context for the findings. The review could involve a systematic
search of relevant databases and the synthesis of findings from multiple studies.

IV. WORKING FRAMEWORK

Background and context: Provide a brief overview of the importance of academic and career planning
for senior high school students, particularly those in the HUMSS strand. Describe the challenges that
students face in navigating the transition from high school to college or the workforce and the
potential role that academic and career planning can play in helping them prepare for this transition.
Explain the potential impact of academic and career planning on students' mental health and well-
being, highlighting the need for further research in this area.

Objectives: Outline the specific objectives of the study, such as those suggested in the previous
response.

Theoretical framework: Discuss the theoretical perspectives that will guide the study, such as theories
of career development, stress and coping, or resilience. Explain how these perspectives can help to
illuminate the relationship between academic and career planning and mental health among senior
high school HUMSS students.
Methodology: Describe the methods that will be used to collect and analyze data, such as those
suggested in the previous response. Provide a rationale for the chosen methods and discuss any
limitations or potential sources of bias.

Sample: Specify the characteristics of the sample population, such as age, gender, and academic
level. Explain how the sample will be selected and recruited.

Data collection: Describe the procedures that will be used to collect data, such as survey
administration, interviews, or focus groups. Explain how the data will be collected and managed,
including any measures that will be taken to ensure confidentiality and ethical considerations.

Data analysis: Outline the procedures that will be used to analyze the data, such as statistical
analysis or thematic analysis. Explain how the data will be interpreted and how the findings will be
used to address the research objectives.

Results: Present the results of the study, including any significant associations between academic
and career planning and mental health outcomes, as well as any mediating or moderating factors that
were identified. Provide examples of participants' perspectives on the relationship between academic
and career planning and their mental health.

Discussion: Discuss the implications of the findings for academic and career planning programs and
interventions for senior high school HUMSS students. Identify any strengths and limitations of the
study and suggest directions for future research in this area.

Conclusion: Summarize the key findings and conclusions of the study and provide recommendations
for educators, counselors, and policymakers to improve academic and career planning programs and
interventions for senior high school HUMSS students.

V. ASSUMPTIONS

1. Academic and career planning can have a positive impact on students' mental health by
reducing stress and anxiety related to academic and career decision-making.
2. Students who engage in academic and career planning activities are more likely to have higher
levels of self-efficacy and a stronger sense of purpose, which may promote better mental
health outcomes.
3. Certain demographic and contextual factors, such as gender, socioeconomic status, and
school resources, may affect the relationship between academic and career planning and
mental health outcomes.
4. The quality and accessibility of academic and career planning programs and interventions may
play a significant role in determining their impact on students' mental health.
5. Students' personal values, interests, and goals may influence their engagement in academic
and career planning activities and their mental health outcomes.
6. Students who have supportive relationships with educators, counselors, and family members
may be more likely to engage in academic and career planning and experience positive mental
health outcomes.
7. The COVID-19 pandemic and its associated disruptions to education and career opportunities
may have significant effects on the relationship between academic and career planning and
mental health among senior high school HUMSS students.
VI. TIMETABLE

Phase 1: Planning and Preparation (3–4 weeks)

 Week 1: Develop research questions, objectives, and hypotheses; review relevant literature;
finalize research design and methodology.
 Week 2: Obtain necessary approvals and permissions from school administrators, the ethics
committee, and participants; recruit participants.
 Week 3–4: Develop and pre-test research instruments; finalize the data collection plan.

Phase 2: Data Collection (4-6 weeks)

 Week 5–6: Administer research instruments to participants; collect and record data; ensure
quality control measures

Phase 3: Data Analysis (4-6 weeks)

 Weeks 7-9: Code and analyze data; perform statistical tests as appropriate; identify patterns
and themes in qualitative data
 Week 10–11: Interpret and summarize findings; develop conclusions and recommendations

Phase 4: Reporting and Dissemination (2–3 weeks)

 Week 12–13: Write up a research report; present findings to school administrators, educators,
and counselors.
 Week 14: Submit a research report for publication in academic journals; disseminate findings
through relevant conferences, workshops, and other platforms.

VII. REFERENCES
RESEARCH PLAN

INITIAL RESEARCH TOPIC: The Impact of Workload and Time Management on Burnout among
Senior High School STEM students

I.BASIC INFORMATION

A. Complete Name: BENJAMIN R. ARBOLEDA

B. Learner Reference Number (LRN): 10986110001
C. School and Address: MANFIL KAPAYAPAAN VILLE, CANLUBANG CALAMBA CITY
D. Track and Strand: ACADEMIC TRACK (HUMANITIES IN SOCIAL SCIENCES)
E. Complete Home Address: BLK 42 LOT 23 ASIA 2 CANLUBANG, CALAMBA CITY
LAGUNA

II.BACKGROUND

These students must also juggle multiple responsibilities, such as extracurricular activities, part-time
jobs, and family obligations. As a result, they may experience high levels of stress and burnout.

Burnout is a psychological condition characterized by emotional exhaustion, depersonalization, and a

reduced sense of personal accomplishment. Burnout can have negative consequences on academic
performance, mental health, and overall well-being.

Workload and time management are two factors that can significantly impact burnout among senior
high school STEM students. Excessive workload can lead to stress and burnout, while effective time
management skills can help students balance their academic and personal responsibilities, reducing
stress and preventing burnout.

Therefore, studying the impact of workload and time management on burnout among senior high
school STEM students is essential to identify effective strategies to help students manage their
academic workload and promote their well-being.

III.OBJECTIVES AND METHODS

Objectives:

1. To identify the level of workload and time management among senior high school STEM
students
2. To measure the level of burnout experienced by senior high school STEM students
3. To examine the relationship between workload, time management, and burnout among senior
high school STEM students
 4. To identify effective strategies to help senior high school STEM students manage their
workload and time more effectively and reduce burnout

Methods:

1. Survey: A survey can be conducted to collect data on the workload and time management
practices of senior high school STEM students. The survey can include questions about the
number of hours spent on coursework, extracurricular activities, and part-time jobs. It can also
include questions about time management strategies such as prioritization and scheduling.
2. Burnout Inventory: The Maslach Burnout Inventory can be used to measure the level of
burnout experienced by senior high school STEM students. This questionnaire can provide
insights into the emotional exhaustion, depersonalization, and reduced sense of personal
accomplishment experienced by students.
3. Interviews: Interviews can be conducted with senior high school STEM students to gain a more
in-depth understanding of their workload, time management, and burnout experiences.
Interviews can also provide an opportunity to explore effective strategies that students have
used to manage their workload and time.
4. Statistical Analysis: Statistical analysis can be used to examine the relationship between
workload, time management, and burnout among senior high school STEM students.
Correlation analysis, regression analysis, and other statistical methods can be used to identify
factors that are associated with burnout and effective time management strategies.

These are just some possible objectives and methods for studying the impact of workload and time
management on burnout among senior high school STEM students. The specific objectives and
methods used will depend on the research questions, available resources, and the context of the
study.

IV.WORKING FRAMEWORK

1. Introduction

 Background of the study

 Problem statement
 Research questions and objectives
 significance of the study

2. Literature Review

 Overview of burnout and its effects on students

 Theories of burnout
 Factors that contribute to burnout among students, including workload and time management
 Effective strategies for managing workload and time and preventing burnout

3. Methodology

 Research design (e.g., survey, interviews)

 Sampling strategy
 Data collection methods
 Measures used to assess workload, time management, and burnout
 Data analysis methods
 4. Results

 Description of the sample and demographic characteristics

 Analysis of the data on workload, time management, and burnout
 Findings on the relationship between workload, time management, and burnout

5. Discussion

 Interpretation of the results and their implications

 Comparison of the results with the literature
 Suggestions for future research
 Recommendations for interventions to reduce burnout among senior high school STEM
students

6. Conclusion

 Summary of the main findings

 Contributions to the study
 Limitations of the study
 Final remarks and conclusion

V.ASSUMPTIONS

1. Assumption about the study population: The study assumes that the participants are senior
high school STEM students who are currently enrolled in STEM programs and are
experiencing high levels of academic demands, coursework, and other responsibilities.
2. Assumption about burnout: The study assumes that burnout is a significant problem for senior
high school STEM students and is caused by various factors, including workload and poor time
management skills.
3. Assumption about workload: The study assumes that the workload experienced by senior high
school STEM students is high and can contribute to burnout. This workload includes academic
requirements, extracurricular activities, and other responsibilities outside of school.
4. Assumption about time management: The study assumes that poor time management skills
can lead to stress, burnout, and poor academic performance among senior high school STEM
students.
5. Assumption about effective strategies: The study assumes that effective time management
strategies can help senior high school STEM students manage their workload, reduce stress,
and prevent burnout. These strategies may include goal setting, prioritization, and scheduling.
6. Assumption about the impact of burnout: The study assumes that burnout can have negative
consequences on the academic performance, mental health, and overall well-being of senior
high school STEM students.

VI.TIMETABLE

1. Planning Phase (2 weeks)

 Define research questions and objectives.

 Conduct a review of relevant literature.
  Determine the research design and methodology.
 Establish the sample size and sampling strategy.
 Obtain the necessary approvals and permissions.

2. Data Collection Phase (4-6 weeks)

 Develop and pilot test data collection instruments (e.g., surveys, interview guides).
 Conduct data collection with senior high school STEM students.
 Ensure data quality through data verification and validation.

3. Data Analysis Phase (3–4 weeks)

 Organize and prepare the collected data.

 Analyze the data using statistical software and/or qualitative data analysis techniques.
 Interpret the findings and summarize the results.

4. Results Writing Phase (2–3 weeks)

 Write up the results and findings of the study.

 Develop tables, charts, and graphs to support the analysis.
 Check for consistency and accuracy in the results.

5. Discussion and Conclusion Phase (2–3 weeks)

 Summarize the main findings of the study.

 Discuss the implications of the results in relation to the research questions and objectives.
 Provide recommendations and suggestions for further research.
 Write a final report on the study.

6. Editing and Submission Phase (1-2 weeks)

 Proofread and edit the final report.

 Format the report according to the guidelines and requirements of the intended audience or
publisher.
 Submit the final report to the intended audience or publisher.

VII.REFERENCES
RESEARCH PLAN

INITIAL RESEARCH TOPIC: The Impact of Peer Relationships on Academic Performance among
Junior High School Grade 8 Students

I.BASIC INFORMATION

A. Complete Name: BENJAMIN R. ARBOLEDA

B. Learner Reference Number (LRN): 10986110001
C. School and Address: MANFIL KAPAYAPAAN VILLE, CANLUBANG CALAMBA CITY
D. Track and Strand: ACADEMIC TRACK (HUMANITIES IN SOCIAL SCIENCES)
E. Complete Home Address: BLK 42 LOT 23 ASIA 2 CANLUBANG, CALAMBA CITY
LAGUNA

II.BACKGROUND

Peer relationships refer to the social interactions and connections that students have with their peers,
including friendships, peer groups, and social networks. Academic performance, on the other hand,
refers to a student's level of achievement in their studies, such as grades, test scores, and overall
academic success.

Junior high school grade 8 students are typically around 13–14 years old and are in a critical
developmental stage where their social relationships with peers become increasingly important.
Research has shown that peer relationships can have a significant impact on various aspects of a
student's life, including their academic performance.

Studies have found that positive peer relationships can enhance academic performance by providing
students with emotional and social support, increasing their motivation to succeed academically, and
promoting positive behaviors and attitudes towards learning. In contrast, negative peer relationships,
such as peer pressure to engage in risky behaviors or bullying, can have a detrimental effect on
academic performance.
Understanding the impact of peer relationships on academic performance among junior high school
grade 8 students is important for educators and parents who want to support students' academic
success. By identifying factors that promote positive peer relationships and addressing issues that
contribute to negative relationships, educators and parents can help students thrive academically and
socially.

III.OBJECTIVES AND METHODS

Objectives:

1. to determine the relationship between peer relationships and academic performance among
junior high school grade 8 students.
2. to identify the types of peer relationships (positive or negative) that have the strongest impact
on academic performance.
3. to explore the potential mediating factors (such as motivation, self-esteem, or self-efficacy) that
may explain the relationship between peer relationships and academic performance.
4. to investigate the role of gender, ethnicity, and socio-economic status in the relationship
between peer relationships and academic performance.

Methods:

1. Survey: Conduct a survey among a sample of junior high school grade 8 students to gather
information on their peer relationships (such as number of friends, perceived social support,
and involvement in peer groups), academic performance (such as GPA, test scores, and
attendance), and demographic characteristics.
2. Observational study: Observe and record the behavior of junior high school grade 8 students in
their social interactions with peers and measure their academic performance over time.
3. Experimental study: manipulate peer relationships in a controlled setting and measure their
impact on academic performance. For example, randomly assign students to either a positive
or negative peer group and compare their academic performance over time.
4. Case study: Conduct in-depth interviews with a select group of junior high school grade 8
students to gather detailed information about their peer relationships and academic
performance and explore the potential mediating factors that may influence this relationship.

IV.WORKING FRAMEWORK

Introduction

 Background and significance of the study

 Research questions and objectives
 Definition of key terms

II. Literature Review

 Overview of previous studies on the relationship between peer relationships and academic
performance
 Theoretical framework (e.g., social learning theory, social support theory, social identity theory)
 Discussion of empirical evidence
  Identification of gaps in the literature

III. Methodology

 Research design (e.g., survey, experiment, case study)

 Sampling technique and sample size
 Data collection methods (e.g., questionnaire, interviews, observation)
 Data analysis techniques (e.g., descriptive statistics, correlation analysis, and regression
analysis)

IV. Results

 Presentation of the findings

 Interpretation of the results

V. Discussion

 Summary of the main findings

 Implications of the study for theory, practice, and policy
 Limitations of the study
 Suggestions for future research

VI. Conclusion

 Summary of the study

 contribution of the study to the field
 Recommendations for practice and policy

VII. References

 List of sources cited in the study

V.ASSUMPTIONS

1. Peer relationships significantly impact the academic performance of Junior High School Grade
8 students.
2. Positive peer relationships (such as having supportive friends, participating in group activities,
and receiving peer tutoring) positively affect academic performance.
3. Negative peer relationships (such as experiencing bullying, exclusion, or rejection) negatively
affect academic performance.
4. The impact of peer relationships on academic performance is mediated by factors such as
student motivation, self-esteem, and study habits.
5. Female students are more likely to be influenced by their peer relationships than male
students.
6. Students who are part of social networks with high academic expectations are more likely to
achieve high academic performance.
7. Students who have a strong sense of belonging to their peer group are more likely to perform
better academically.
 8. Peer relationships may have a greater impact on academic performance during adolescence
than at other stages of development.
9. The quality of the teacher-student relationship can affect the impact of peer relationships on
academic performance.
10. The socio-economic status of the students may also influence the impact of peer relationships
on academic performance.

VI.TIMETABLE

Week 1-2:

 Conduct a thorough literature review and identify key theories and empirical studies related to
the topic.
 Refine research questions and objectives based on the literature review.

Week 3-4:

 Develop research design and methodology, including sampling strategy, data collection
methods, and data analysis techniques.
 Obtain the necessary permissions and approvals to conduct the study.

Week 5-6:

 Conduct pilot testing of the survey instrument and make necessary adjustments.
 Recruit participants and collect data from the selected schools.

Week 7-8:

 Clean and code the data and perform initial data analysis.
 Check for missing data and potential outliers.

Week 9-10:

 Conduct advanced data analysis using appropriate statistical techniques (e.g., regression
analysis, correlation analysis).
 Interpret the results and identify patterns and relationships between peer relationships and
academic performance.

Week 11-12:

 Write up the results and discussion section, including a summary of findings, implications, and
limitations of the study.
 Revise and refine the research report.

Week 13-14:

 Finalize the report, including the introduction, methodology, results, and discussion sections.
 Prepare the abstract and conclusion sections.

Week 15:
  Proofread and edit the report for clarity, coherence, and consistency.
 Submit the final report.

VII.REFERENCES