Effects of Academic Peer Pressure on Senior High School Students

ST.
VINCENT COLLEGE OF CABUYAO

MAMATID CITY OF CABUYAO LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT
THE LIVED EXPERIENCES OF SENIOR HIGHSCHOOL

STUDENTS IN ACADEMIC
PEER PRESSURE
A Practical Research 1
Presented to the faculty of Senior High School Department of

St. Vincent College of Cabuyao
In Partial Fulfilment of the Requirements

for the Practical Research
Ma. Arlene Rose V. Edeza

Marjorie M. Caldito
Mariesa Jasmilona
2020-2021
ST.VINCENT COLLEGE OF CABUYAO
TABLE OF CONTENTS
PAGE
TITLE PAGE………………………………………………
ABSTRACT……………………………………………………
ACKNOWLEGDEMENT………………………………………
DEDICATIONS …………………………………………….
TABLEOFCONTENTS……………………………………………
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………………….
Theoretical Underpinnings…………………………………….
Central Questions…………………………………….
Corollary Statement………………………………….
Scope and Limitation……………………………………
Significance of the Study…………………………………

Definition of Terms………………………………………..
2 REVIEW OF RELATED LITERATURE AND STUDY
Academic Stress and Pressure……………………
Influences of Academic Pressure………………
Academic Competition…………………….
3 RESEARCH DESIGN AND METHODOLOGY
Research Design…………………………………………
Participants of the Study………………………………
Interview Guide Questions…………………………………….
Data Gathering Procedure……………………………
4 RESULTS AND DISCUSSIONS
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

‘ RECOMMENDATIONS
Findings…………………………………………………………..
Conclusions………………………………………………………
Recommendation………………………………………………..
ABSTRACT
Peer means friends or the individuals having same age group
who remain together for certain time as different places like residential,
school, college, work places, hostels, etc. for different purpose- give
support, pleasure and wish well or vice versa. Peer pressure is a
comparison of quality and position. It is also a mental plight raised due to
conflicts between inferiority and superiority complexes. Peer pressure is
one such invisible factor that can affect someone's decision. This pressure
can possibly boost confidence and it might also cause the opposite.
This study is about academic peer pressure of Senior High
School Students in St. Vincent College of Cabuyao. Peer group plays a
large role in the social, emotional and academic development of students;
therefore, understanding the prospects and challenges of peer group is
crucial for the productivity of educational processes and the organizational
design of school systems in order to improve student’s academic
performance. Interview was administered to ten (10) senior high school
students.
The result of this study revealed that, peer group has significant
influence on academic performance of senior high school students. Also,
there is significant relationship between peer group and academic
performance of students. Sequel to these findings, the researcher
therefore recommended that, there is need for teacher to have greater
supervision and regulations on students while they are in school, this will
enhance the type of group they belong to. Also, School counselors should
play a prominent and leading role in the matter of peer group influence by
organizing lectures, seminars, career talk and symposiums that can create
positive awareness on influence of peer group on academic performance
of senior high school students.
KEYWORDS: Peer Pressure, Influence, Conflicts,

ACKNOWLEDGEMENT
First and foremost, praises and thanks to the God, the Almighty for
showering his blessing throughout the research work. The researchers are
using this opportunity to express their deepest gratitude to everyone who
supported us throughout the whole research paper.
God Almighty, for his unconditional love and guide for us.
Mrs. Roxanne G. Carangalan, our research adviser who always help and
guide us every part of the research. The one who willingly answer every
question we had regarding on our paper.
St. Vincent College of Cabuyao, for allowing us to conduct our interview

to their selected pupils.
Ms. Marina A. Chavez, who allow us to interview in their school.
To the panelists, thank you for your time and help to get us more
necessary informations we need to make this research possible
Finally, to our Parents and Siblings, who encouraged us to keep going,

supporting us and believe in our capabilities that we will finish this
research paper.
DEDICATION
This research is dedicated for those people who help and believe in our
ability to complete this study.
I, Arlene Rose Edeza is warmly give my thank you for those people who
believe on me just to finish this study. To my parents and teachers who
give support and willingly help me when I feel bad by doing our research.
And lastly, to my best friend Clarisse Francisco who’ve been there when
I’m suffering with my sadness and who give her assistance just to finalize
this research paper.
I’m Marjorie Caldito, I dedicated this research to my parents, teachers,

friends and for those people who believe and trust me that we can do it.
Thank you for helping me doing this one, and giving me some motivational
or wisdom words just to ease my tiredness.
I’m Mariesa Jasmilona and I want to thank those people who help me and
my groupmates just to finish this study. To my teachers, parents as well as
my friends, thank you guys for your support and giving some advice when
I’m feeling down. This is all for you.
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Peer pressure is one such invisible factor that can affect
someone's decision. This pressure can possibly boost confidence and it
might also cause the opposite. Current and past generations had already
crossed this suffering peer pressure. Without even realizing, these
pressures forces an individual to move in a particular way they did not
wanted. This is not something controllable unless they realized the fact of
being pressured.
According to Castrogiovanni (2002) a peer group is defined as a
small group of similarly aged; fairly close friends showing the same
activities. Peer groups provide a sense of security and build a sense of
identity. But peer influence can be scary phenomenon for both
adolescents and students in the school setting. This influence might be the
reason for students to evolve and grow in their academe but to the fact
that life is not an easy road to drive, there will always be disadvantages
when it comes to peer’s influence.

This can have brought the student to even damage their
performance due to pressures. School serves as the second home for
every student. Spending 8 to 9 hours in sleeping, another 4 hours at home
with their family and the rest 11 or 12 hours at school. Hence, this shows
that schooling and bonding with friends are the most shared moments in
the life of a student. However, being at school doesn’t mean of purely
happiness. Competition can’t be set aside, whether it’s for extracurricular
activities, sporting events and in the level of their academics. This will be
more difficult if the students' peer group belongs to so called honor
students.
Competition is a word that sends shivers of excitement.
Whether you crave the thrill of battle or cringe at the very thought,
competition is a part of modern life. However academic competitions are
designed to inspire and enlighten. It can be Math, Science, Humanities or
multidisciplinary events. This can teach a student how to handle the
pressures of real life challenges. (Hopkins, n.d.) The pressure to succeed
has a array of sources, both externally and internally. Sources of pressure
may come from their parents, from their peers and or from themselves.
(Tang & Zuo, 1997)

Filipinos have high regard for education (Aldueza, 2006). Being rich
and poor are just equally the same when it comes to education. Parents
send their children to school in order to learn. They believed what Dr. Jose
Rizal has affirmed that children are the hope of Motherland.
It signifies that they are the future manpower for nation building. Due to
the responsibilities, children specifically students thought that they should
be brought up to the highest degree in order to prove that they are the
assets in the society.
As the level of competition between students continues to increase,
so may the number of the students who are willing to even disregard the
rules so they can keep their academic edge on their peers. (Brown &
Emmett, 2001) Most people can identify other or current classmates who
appear extremely conscious of academic ranking who are very
competitive in nature. (Cretsinger, 2003)
It is known to many that pressures can affect the lifestyle of a person
especially to students in terms of behavior, decision-makings and even
their academic performances. Peers can also provide a potential deadly
impact or other various negative effects.
Some of the factors are frustration, tension, teacher, environment and
family. But peers can also provide many positive elements in an

adolescents' life especially to a students' life and its academic
performance.
The main objective of the study was to find if
there exists academic stress among students. Another of our reason is the
increasingly stress, pressure, and the tension on students that the
academy is placing on students this past years. We also want to know
how much of an affect can the academic peer pressure can inflict to
students on their physical, mental, and also emotional health.
Theoretical Underpinnings
This study is anchored on the Lazarus Theory of Stress.
Lazarus states that stress is experienced when a person perceives that
the demands exceed the personal and social resources the individual is
able to mobilize.
This is called transactional model of stress and coping. Individuals'
evaluation of the significance of what is happening for their well-being, and
coping, individuals' efforts in thought and action to manage specific
demands (cf. Lazarus, 1993).
Stress is regarded as a relational concept, i.e., stress is not defined as a
specific kind of external stimulation nor a specific pattern of physiological,
behavioral, or subjective reactions. Instead, stress is viewed as a
relationship (`transaction') between individuals and their environment.
`Psychological stress refers to a relationship with the
environment that the person appraises as significant for his or her well-
being and in which the demands tax or exceed available coping resources'
(Lazarus and Folkman 1986, p. 63). This definition points to two
processes as central mediators within the person-environment transaction:
cognitive appraisal and coping. This concept is based on the idea that
emotional processes are dependent on actual expectancies that persons
manifest with regard to the significance and outcome of a specific

encounter. This concept is necessary to explain individual differences in
quality, intensity, and duration of an elicited emotion in environments that
are objectively equal for different individuals. It is generally assumed that
the resulting state is generated, maintained, and eventually altered by a
specific pattern of appraisals.
These appraisals, in turn, are determined by a number of personal and
situational factors. The most important factors on the personal side are
motivational dispositions, goals, values, and generalized expectancies.
Relevant situational parameters are predictability, controllability, and
imminence of a potentially stressful event.
Central Questions
1. What are the usual effects when you are under academic pressure.
2. How does the students now a day overcome their peer pressure?
Corollary Statement
1. Perceived support from peers can give students a sense of motivation.
2. Student nowadays overcome their peer pressure through their studies,
family and friends.
Scope and Limitation

This study focuses on determining the lived experiences of Senior
High School students of St. Vincent College of Cabuyao regarding their
academic peer pressures whether it is impelling or prostrating. It is only
limited on 10 (ten) students selected with concern to their level of abilities.
Three student who excels in class, three average student and four student
who finds difficulty in academics to answer five questions with sub-
question to draw meaning out their lived experiences.
Significance of the Study
Generally the importance of this study is to examine the positive
effects whether it is impelling and negative effects whether it is prostrating
on academic peer pressures to Senior High School students of St. Vincent
College of Cabuyao. More specifically, this research paper focuses on
how peer influences academic performance, socialization and other areas
concern to education.
In particular, this study is beneficial to the following group of people:
Students. This serves as their guides in knowing the effects of academic
peer pressure and techniques in dealing with it.

Teachers. This study gives them idea on how to help students having a
hard time dealing with pressures.
Parents. This study gives them idea on how to deal with their children and
in helping them coping with academic peer pressures.
Future Researchers. This study will serve as any reference to any future
researcher who will conduct similar study.
Definition of Terms
The following terms are defined conceptually and operationally in
this study.
Academic. Relating to literary or artistic rather than technical or
professional studies.
Academic Peer Pressure. Feelings or emotions felt by the students who
belong to a peer group.
Impelling. Causing a person to move forward; to motivate.
Peer. One that is of equal standing with another.
Peers Influence. Attitudes and behavior of a students gained from
socialization.
Prostrating. Causing a person to be helpless or defenseless; to bow
down.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies to provide
the reader as well the researcher to assess the academic peer pressures
concerned with students` academic performance.
Academic Stress and Pressure
The first underlying issue to address when discussing academic
pressure is the positive and negative effects of the students` academic
performance.
Students` academic success is greatly influenced by the type of school
they attend. School factors include school structure, school composition
and school climate. The school is the institutional environment that sets
the parameter of a students` learning experience. As schools are faced
with more public accountability for student academic performance, school
level characteristics are being studied to discover methods of improving
achievement for all students (Korin & Kipkemboi, 2014). Depending on the
environment, schools can either open or close the doors that lead to
academic performance (Barry, 2005).
Additionally, Korin and Kipkemboi (2014) examined the
impact of school environment and peer influence on the students`
academic performance. The study assessed school environmental factors
and peer influence in terms of the level of psychological impact they have
on learner.
The study established that school environment and peer influence made
significant contribution to the students` academic performance.
Meanwhile, academic stress and pressure among students has long been
researched on and researchers have identified stressors. Curriculum and
institution, team work, related issues, assessment, and placement which
are said to be the micro issues that are causing stress. (Nankamuri &
Gowthami, 2010).
Stress has become an important topic in academic circles. Many
scholars in the field of behavioral science have carried out extensive
research on stress and its outcomes and concluded that the topic
needed more attention. (Agolla, 2009). Stress and pressure in academic
institutions can have both positive and negative consequences if not well
managed. (Stevenson & Harper, 2006)
In addition, it is important to the society that students
should learn and acquire the necessary knowledge and skills that will in
term make them contribute positively to the development of the general
economy of any nation. Students have different expectations, goals, and
values are integrated with that of the institution and the environment.
(Goodman, 2006).
Researchers have identified academic stressors as too many
assignments, competitions with other students, failures and poor
relationship with other students or lecturers (Fairbrother & Wan, 2008).
The pressure to perform well in the examination or test and time allocated
makes academic environment very stressful (Erkutlu & Chafra, 2006). This
is likely to affect the social relations both within the institution and outside
which affects the individual person`s life in terms of commitment to
achieving the goals (Fairbrother & Wan, 2008)
Roa and Sabbakrishna (2006) of National Institute of
Mental Health and Neuro Sciences (NIMHANS) conducted an appraisal of
stress and coping behavior, on a group of 258 male and female

undergraduates. This study pointed out that the essential factors for the
formation of stress are frequent and strong. There is a related connection
between the results of stress and psychological and personality
characteristics.
However, past research found that collegiate stressors included:
academics, social relationships, finances, daily hassles and familial
relationships. Within each domain conflict, insufficient resources, time
demands, and new responsibilities had characterized stress.
Influences of Academic Pressure
Ryan (2010), defined peer pressure as when people of one`s
own age encourage or urging the person to do something or to keep from
doing something else, no matter if the person personally want to do it or
not (Ryan, 2000).
The subtler form of peer pressure is known as peer influence, and it
involves changing one`s behavior to meet the perceived expectations of
others.
On the other hand, Eamon (2006) shows that students who
trust their teachers are more motivated and as a result perform better in
school. School policies and programs often dictate the school climate.
Furthermore, if a school is able to accomplish a feeling of safety, students
can have success regardless of their family or neighborhood backgrounds.
According to Muleyi (2008), teachers do influence students` academic
performance. School variables that affect students` academic
performance include the kind of treatment with teacher`s accord the
students.
Kombo (2005) observes that the leadership style of the head teacher
creates a kind of learning environment. A cordial relationship between the
head teacher and leaners creates an environment conductive to learning
as discussions are encouraged and learners are listened to. The head
teacher works together with students on how succeed in life and in
academic work. In such a school, every member is useful in decision
making process and students are usually disciplined and possess positive
academic attitudes.
Ryan (2010) found that peer groups are influential regarding changes
in students` intrinsic value for school (i.e. liking and enjoying) as well as a
achievement (i.e. report card grades). The peer group is not, however,
influential regarding changes in students` utility value for school (i.e.
importance and usefulness). It was found that associating with friends who
have a positive affect toward school enhanced students` own satisfaction

with school, whereas associating with friends who have a negative affect
toward school decreased it (Ryan, 2010). Landu (2002), states that
adolescent`s expectancy of success was the primary predictor of
academic effort and grades. A sense of belonging and support of a peer
group was significantly associated with these outcomes
On the contrary, Kirk (2000) found that negative peer pressure
had less effect on students` academic performance. The expectation was
that the achievement gap would widen and not collapse as a result of the
peer effect between the fourth and eighth grades. There are two possible
explanations for the diminishing peer effects. First, older students may
mask their academic achievement from their friends. That is peers do not
necessarily know exactly what grades their friends achieve or how much
time they spend on homework in any given week. Thus, individual
students may be able to give their peers a false impression of their
academic performance, especially as they reach adolescence. Although
peer pressure could generally increase, students may be able to avoid
academic peer pressure more easily. Second, adolescent peer pressure
may focus on extracurricular behavior rather than on classroom behavior.
In other words, as children test their independence, they may focus
negative peer pressure on antisocial behavior outside of school rather
than on academic achievement.

For example, social experimentation with cigarettes, alcohol, and other
illicit substances generally begins in junior high schools. The attention paid
to this kind of peer pressure may supersede pressure regarding grades in
class.
Academic Competition
Academic achievement, or how well a student performs
in school, is suggested to be a related factor to motivation (Hancock,
2011). The degree to which a student is motivated in doing well on a task
will have an impact on their performance. Research was conducted that
focused on how motivation impacts a student`s academic achievement
(Hancock, 20011). What Hancock proposed from his findings was that “a
student`s motivation parallels their findings related to a student`s
achievement” (Hancock, 2011, p.6). in other words, the amount of
motivation a person feels towards obtaining their goal is equal to how well
they will succeed in obtaining the goal. Other researchers had similar
findings relating to how motivation relates to achievement.
Albaili (2007) looked at the differences between low, average, and high-
achieving college students. What he found was that motivation was the
most powerful factor that separated low-achieving students from high-
achieving students those students who were highly motivated to perform

well put forth the most effort preparing for their classes. They attended all
their classes and reviewed their materials every 2-3 hours. The students
consistently performed at a higher level than their peers.
Albaili`s research also suggested that student who do not perform well in
academics had a tendency to not be motivated and do not put in much
effort preparing for their classes. The literature suggests that a person`s
motivation drives their achievement in academics.
Chapter 3
RESEARCH METHODOLOGY
In this chapter, the researchers discussed the research design,
participants of the study, interview guide questions, interview guide
questions and data gathering procedures.
Research Design
In this study, the researcher utilized a qualitative approach.
According to Cresswell (2007), given the multiple perspectives on
qualitative research, it is helpful to establish some common ground before
proceeding to examine the varies of qualitative traditions. Qualitative
research is complex, involving fieldwork for prolonged periods of time,

collecting words and pictures, analyzing this information inductively while
persuasive language. Moreover, researchers frame this approach within
traditions of inquiry, and they engage in research to examine how or what
types of questions, to explore a topic, to develop a detailed view, to take
advantages of access to information, to write in expressive and persuasive
language, to spend time in the field and to reach audiences receptive to
qualitative approaches. The researcher`s motivation to use the qualitative
research approach is the possibility of developing a deeper understanding
in the lived experiences of students who battle academic peer pressure.
Participants of the Study
This study was focused on Senior High School students of St.
Vincent College of Cabuyao in the school year 2020-2021. A maximum of
ten (10) respondents will be used.
Interview Guide Questions
In gathering pertinent information, the researchers utilized guide
questions which will serve as an interview questions for the student who
lived experience academic peer pressure.
Thereafter, the researchers personally approached ten (10) students and
explain the endeavor of their inquiry and the purpose of the interview.
They used the following interview questions for the students who lived
experience academic peer pressure:
1. how do you feel when you feel peer pressure?
1.1 Ano ang nararamdaman mo pag nakakaramdam ka ng peer pressure?
2. Do you also feel pressure when you are with your parents especially when
they are talking about education?
2.1 Nakakaramdam ka rin ba ng pressure pag kasama ang mga magulang
mo lalo na kung ang pinaguusapan nila ay tungkol sa pagaaral?
3. does the peer benefit from learning?
3.1 Nakakabuti ba ang peer sa pagaaral mo?
4. have you ever been negatively influenced by your learning peer?
4.1 Minsan ba ay naimpluwensyahan ka ng negatibo ng iyong peer sa
pagaaral?
5. Does your friend have a good effect on you when you study?
5.1 Maganda ba ang epekto sa iyo ng peer mo kapag pagaaral na ang
usapan?
6. what does your friend do when you are ahead of them? are they angry or
not?
6.1 Anong ginagawa ng peer mo kapag ikaw ay nakakalamang sa kanila?
Nagagalit ba sila sayo o hindi?
Data Gathering Procedure
The first step in gathering the data was through the help of published
thesis, internet journals and books related to the study. The researcher
conducted the study at St. Vincent College of Cabuyao. Before the actual
interview with the participants, the researcher asked first the permission of
the interviewee if they are willing to answer specific questions about the
study. After that, the researcher proceeds in the observation and one-on-
one interview using semi-structured interview as the guide focused on the
lived experiences of the participants. It was done using a voice recorder
and later transcript this information for analysis.
Lastly is the formulating of conclusions found in the gathering of data from
the participants which lead to answer the questions about the study.
Chapter 4
RESULTS AND DISCUSSION
In this chapter it discuss and evaluate the data gathered from the
respondents.
1. What are the usual effects when you are under academic pressure in
terms of:
A. Peer Pressure
1.1 Ano ang nararamdaman mo pag nakakaramdam ka ng peer
pressure?
RESPONDENTS ANSWERS EXPLANATION/ THEORIES
OBSERBATION
Respondent #2 Nakakaramdam Scared. They According to
sila ng kaba are pressured to Chapell et al.
Respondent #3 dahil sa the point they (2005),
Respondent #5 presyon at hindi don’t know what Hembree
alam ang will they do. (1988) and
Respondent #6 gagawin dahil McDonald
Respondent #7 sa kabang (2001) cited by
Respondent #8 nararamdaman Putwain and

nila Daly (2013)
Respondent #9 evidenced that
Respondent #10 highly test
anxious
persons do not
perform as
well as the low
test anxious
persons on
time-
pressured
assessments.
Lowe et al.
(2008) c
Respondent #1 Iniisip ko na Positive. The According to
lang na may respondent (Bandura,
nakalaan na thinks that 1986)
ibang mabuting he/she can do
bagay para sa and he/she look Self-
akin at at the positive confidence is
makakayanan side. considered
ko rin ang mga one of the
nakakamit nila most
influential
motivators and
regulators of
behavior in
people's
everyday lives.
A growing
body of
evidence
suggests that
one's
perception of
ability or self-
confidence is
the central
mediating
construct of
achievement
strivings.
Respondent #4 Depende na Openess. When According to
lang sa we ask the Dr. B. J.
sitwasyon student, he/she Casey from
answered the Weill
straight. Maybe Medical
he tell the truth College of
that he pressure Cornell
by her friends in University,
any kind of teens are very
situation. 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.
1.2 Nakakaramdam ka rin ba ng pressure pag kasama ang mga

magulang mo lalo na kung ang pinaguusapan nila ay tungkol sa pagaaral?
RESPONDENTS ANSWER EXPLANATIONS THEORIES
/OBSERBATION
Respondent #1 Nakakaramda Understandable. According to
m sila ng They pressure Wong, Eugene
Respondent #4 presyon kapag about their H.; Wiest,
Respondent #5 magulang na parents, they Dudley J.;
ang kausap nila understand that Cusick, Lisa
Respondent #6 dahil they are B., (2002)
Respondent #7 pinapagalitan reprimanded
sila pero para because it’s for Perceptions of
Respondent #8 den naman sa their good. autonomy
ikabubuti nila support,
Respondent #9 parent
yun
attachment,
Respondent #10
competence
and self-worth
as predictors
of motivational
orientation and
academic
achievement:
An
examination of
sixth-and-
ninth-grade
regular
education
students.
Respondent #2 Di sila Calm. Maybe The theory of
nakakaramdam because the intelligence
Respondent #3 ng presyon parents (implicit theory
dahil di sila understand that of intelligence,
pine-presure ng their child need a intelligence
magulang nila break. mindset)
(Dweck and
Leggett,1988)
refers to
beliefs that
people hold
concerning the
nature of
intelligence,
namely, the
changeabilityof
intelligence
1.3 Nakakabuti ba ang peer sa pagaaral mo?

RESPONDENTS ANSWER EXPLANATION THEORIES
/
OBSERVATION
Respondent #2 Natutulongan Great. Maybe According to
sila ng they find a friend their analysis of
Respondent #3 kanilang mga who persued the Aristotelian
Respondent #4 kaibigan them in a theory of the
good/nice path. good life, a
Respondent #5 shared life
Respondent #6 between
friends is
Respondent #7 superior and it
is far better for
Respondent #8
the quality of
Respondent #9 the friendship if
the two friends
Respondent #10 partake
together in a
plethora of
activities.
Respondent #1 Minsan oo, Curiousity. According to
madalas hindi Maybe the Psychologist
dahil sa respondent is William James
ganitong edad, being carried (1899) called
masyado pang away by his curiosity “the
curious kaming friends. impulse
mga kabataan towards better
kaya minsan cognition,”
may mga meaning that it
nagagawa is the desire to
kami na hindi understand
na pala talaga what you know

tama at that you do not.
nakakaapekto Most of us tend
sa aming pag to be curious
aaral about what we
can’t
completely
understand,
especially if
there is some
mystery around
it. Because our
need to know
drives our
behavior.
2.1 Minsan ba ay naimpluwensyahan ka ng negatibo ng iyong peer sa
pagaaral?
RESPOND ANSWERS EXPLANA THEORIES

ENTS TION/
OBSERVA
TION
Responden Oo Honest. According to Sacerdote
t #3 naiimpluwens They (2001) found out that
yahan sila ng answered grades are higher when
Responden kanilang the students have unusually
t #5 kaibigan question academically
Responden with strong peers.
t #7 honesty. Peer group influence on
They didn’t risk taking behaviors such
Responden scared to as substance abuse and
t #9 tell the sexual activities have
truth. been shown to increase
Responden the likelihood of

t #10 affecting academic
performance in
Responden a negative way
t #1
Responden Hindi sila Confident. According to Mannet

t #2 naiimpluwens They al.,2004 Self-esteem is a
yahan ng friends are part of one's self-concept,
Responden kanilang good that is, one's knowledge
t #4 kaibigan ng influence to and beliefs about their
Responden negatibo them. personal attributes
t #6
Responden
t #8
2.2 Maganda ba ang epekto sa iyo ng kaibigan mo pag pag-aaral na ang
usapan?
RESPONDENTS ANSWERS EXPLANATION THEORIES
OBSERVATION
Respondent #2 Oo maganda Honest. Theit According to

ang epekto sa friends are really Wentzel, K. R.
Respondent #3 kanila ng focus and be a (2017).
Respondent #4 kanilang mga good example to Relationships
kaibigan pag them when it with peers are
dating sa pag- comes to study. of central
aaral importance to
children
throughout
childhood and
adolescence.
They provide a
source of
companionship
and
entertainment,
help in solving
problems,
personal
validation and
emotional
support, and a
foundation for
identity peer
relationships.
Respondent #5 Oo dahil mas Positive. They According to
uunahin namin have a goals in Wentzel, K. R.,
Respondent #6 ang makatapos life that they Jablansky, S.,
Respondent #7 ng pag-aaral want to achieve. & Scalise, N.
para makakuha R. (2021).
Respondent#8 ng magandang Relationships
Respondent #9 trabaho with peers are
of central
Respondent #10 importance to
children
throughout
childhood and
adolescence.
They provide a
source of
companionship
and
entertainment,
help in solving
problems,
personal
validation and
emotional
support, and a
foundation for
identity
development.
Respondent #1 Minsan Honest. The According to
respondent is Bible
honest to his/her
answer, maybe Honesty is a
because direct reflection
sometimes of your inner
his/her friends character. Your
are influence in actions are a
a bad way. reflection on
your faith, and
reflecting the
truth in your
actions is a
part of being a
good witness.
Learning how
to be more
honest will also
help you keep
a clear
conscious.
2. 3 Anong ginagawa ng mga kaibigan mo kapag ikaw ay nakakalamang
sa kanila nagagalit ba sila o hindi?
RESPONDENTS ANSWERS EXPLANATION/ THEORIES
OBSERVATION
Respondent #1 Hindi nagagalit Understable. The

sa kanila ang They incremental
Respondent #2 mga kaibigan understand that theory
Respondent #3 nila bagkus they are having assumes that
natutuwa pa a different skills intelligence is
Respondent #4 ang mga ito sa when it comes in malleable and
Respondent #5 kanila studying. changeable,

most notably
Respondent #6 through effort
Respondent #7 and
persistence,
Respondent #8 while the entity
Respondent #9 theory
assumes that
Respondent #10 intelligence is
fixed and not
easily changed
(Dweck and
Leggett, 1988).
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter shows the summary of findings, conclusions and

recommendations to further emphasize the concepts and the facts
analyzed in the former chapter as provided by the results of the analysis of
data for the research.
To solve the problems, the researchers used this following central
questions:
1. What are the usual effects when you are under academic
pressure?
Summary of Findings
The objectives of this research is to find if there exists academic

stress among students. Another of our reason is the increasingly stress,
pressure, and the tension on students that the academy is placing on
students this past years. We also want to know how much of an affect can
the academic peer pressure can inflict to students on their physical,
mental, and also emotional health.
To find it out, the researchers constructed the following central

questions:
1. On the Lived Experiences of Senior High School Students Who Battle

Academic Peer Pressure Based on the data gathered from the
participants, the theme that arose in the question about their ideas on
academic peer pressure is “Stress Induced Tasks are Justifiable”. On the
other hand, the theme that arose in the question about academic peer
pressures encountered by the participants is “Fallen Far Behind”. In
addition, the theme that arose in the question about how the participants
managed those academic peer pressures is “Aim for the Better”.
Meanwhile, the theme that arose in the question about Impelling or
prostrating to be surrounded by honor students is “Peer pressure is
Impelling". Lastly the theme that arose in the question about the lessons
the participants wanted to impart is “Anticipating through Motivation”
2. Peers influence your life, even if you don't realize it, just by spending time with you.
You learn from them, and they learn from you. It's only human nature to listen to and
learn from other people in your age group. Everyone knows the old saying, “If all
your friends were going to jump off a bridge, would you jump too?” It usually invokes
an eye roll, but the fundamental issue is one that almost everyone faces at some
time: how to deal with peer pressure. Peer pressure can be a powerful force, but
fortunately, increased awareness has led to numerous resources to help students,
parents and educators manage it effectively. Learn more about how peer pressure is
manifested—and how to face it.
Conclusions
The researchers came up with the following conclusions based on the

findings:
1. Based on the answered to the questions that we gave to the senior

high school students some of them experiencing stress because of
academics and also, they feel peer pressure because some of their
parents pursue them to have a high grade. There is a significant
relationship between Peer group and academic performance. It is clear
from the finding that peer does, in fact, have a relatively strong influence
over the daily functioning of students and their academic achievement.

Therefore, the choices those students make regarding their engagement
and academic performance in school depends on how they are guided
and supported by their parent.
2. Some of the students are reading books or watching kdrama just to

overcome their peer pressure. and some of students are hanging out with
their friends and have fun. Now that you're older, you decide who your
friends are and what groups you spend time with you and your friends
make dozens of decisions every day, and you influence each other's
choices and behaviors. But peer pressure will always be present as long
as there is a human need to rely on each other for our physical and
emotional needs. Peer pressure is a necessary and essential part of every
individual's life. Everyone should be aware of the negative effects, but
should focus on its positive effects that boost self-esteem, create social
relationships, and increase parallel options to facilitated needed change.
Acceptance, respect and encouragement from our peers have proven to
have a positive and essential effect on our individual and social well-being.
Recommendations
Based on the findings, the following are highly recommended:
1. Students should have more understanding that they, as an individual

doesn’t need to force themselves just to belong in a group. Every person
is unique in their own way and they must just believe in their capabilities.
2. In order to excel in some things it must be affiliated with hard work and
determination and not with being ashamed with their self. Hard work can
lead in achieving their goals in life or the key to success.
3. Stress and pressures must be turned out to positive sides despite of its
negativities.
4. This study may also serve in helping others to overcome the problem of
dealing with academic peer pressures and therefore the researcher
recommends this study to be of great help to those students who might
have experienced academic peer pressures.
5. For future researchers, conducting further study about academic peer

pressures is also recommended.

Effects of Academic Peer Pressure on Senior High School Students

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Effects of Academic Peer Pressure on Senior High School Students

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ST.

VINCENT COLLEGE OF CABUYAO

SENIOR HIGH SCHOOL DEPARTMENT

THE LIVED EXPERIENCES OF SENIOR HIGHSCHOOL

Presented to the faculty of Senior High School Department of

In Partial Fulfilment of the Requirements

Ma. Arlene Rose V. Edeza

SENIOR HIGH SCHOOL DEPARTMENT

1 THE PROBLEM AND ITS BACKGROUND

Scope and Limitation……………………………………

Significance of the Study…………………………………

SENIOR HIGH SCHOOL DEPARTMENT

2 REVIEW OF RELATED LITERATURE AND STUDY

Academic Stress and Pressure……………………

Influences of Academic Pressure………………

3 RESEARCH DESIGN AND METHODOLOGY

Participants of the Study………………………………

Interview Guide Questions…………………………………….

Data Gathering Procedure……………………………

4 RESULTS AND DISCUSSIONS

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

SENIOR HIGH SCHOOL DEPARTMENT

KEYWORDS: Peer Pressure, Influence, Conflicts,

SENIOR HIGH SCHOOL DEPARTMENT

St. Vincent College of Cabuyao, for allowing us to conduct our interview

Ms. Marina A. Chavez, who allow us to interview in their school.

Finally, to our Parents and Siblings, who encouraged us to keep going,

SENIOR HIGH SCHOOL DEPARTMENT

I’m Marjorie Caldito, I dedicated this research to my parents, teachers,

SENIOR HIGH SCHOOL DEPARTMENT

someone's decision. This pressure can possibly boost confidence and it

crossed this suffering peer pressure. Without even realizing, these

pressures forces an individual to move in a particular way they did not

According to Castrogiovanni (2002) a peer group is defined as a

activities. Peer groups provide a sense of security and build a sense of

identity. But peer influence can be scary phenomenon for both

when it comes to peer’s influence.

SENIOR HIGH SCHOOL DEPARTMENT

This can have brought the student to even damage their

performance due to pressures. School serves as the second home for

every student. Spending 8 to 9 hours in sleeping, another 4 hours at home

the life of a student. However, being at school doesn’t mean of purely

happiness. Competition can’t be set aside, whether it’s for extracurricular

more difficult if the students' peer group belongs to so called honor

Competition is a word that sends shivers of excitement.

competition is a part of modern life. However academic competitions are

designed to inspire and enlighten. It can be Math, Science, Humanities or

multidisciplinary events. This can teach a student how to handle the

pressures of real life challenges. (Hopkins, n.d.) The pressure to succeed

has a array of sources, both externally and internally. Sources of pressure

(Tang & Zuo, 1997)

SENIOR HIGH SCHOOL DEPARTMENT

Rizal has affirmed that children are the hope of Motherland.

the responsibilities, children specifically students thought that they should

assets in the society.

As the level of competition between students continues to increase,

appear extremely conscious of academic ranking who are very

competitive in nature. (Cretsinger, 2003)

It is known to many that pressures can affect the lifestyle of a person

especially to students in terms of behavior, decision-makings and even

their academic performances. Peers can also provide a potential deadly

impact or other various negative effects.

Some of the factors are frustration, tension, teacher, environment and