Final Paper 1

Escuela De Sophia Of Caloocan, Inc.
SENIOR HIGH SCHOOL DEPARTMENT
Chapter 1 1
Introduction
Background of the Study
Adolescent growth and experience are greatly influenced by participation in peer
groups. The importance of peer groups in human development is likely to be felt
throughout one's life. Their impact begins at a young age and grows during the adolescent
years. Teenagers between the ages of 16 and 19 frequently experience internal pressure
to do things that they believe their peers are doing. Teens interact with the individuals
with whom they often engage. Teenagers gain interpersonal interaction skills in
school. They learn to share, take turns, and negotiate with their classmates.
Peer pressure occurs when someone chooses to do something they would not
normally do in order to feel liked and respected among peers. It's not always or even
mostly about doing something against their will. Peers are people with whom you socialize
or who are similar to you in age, interests, or some other way. All teenagers are social
creatures who want to fit in, make friends, avoid loneliness, and gain approval from others.
The fear of not having those things is enough to drive some people to extreme or
inappropriate behavior. Students frequently succumb to peer pressure because they do
not want to be rejected by their peers. Youth are also less likely to be certain of
themselves or what they want, making them more vulnerable to peer pressure that
pushes them to push boundaries. Furthermore, because students face many new
situations in high school they may find themselves in a position where they lack the
knowledge or tools to get themselves out of a bad situation. People who are unsure of 2
themselves, new to the group, or unfamiliar with peer pressure are more likely to
succumb. It is also demonstrated that there are two main characteristics that appear to
distinguish teenagers from adults in their decision making. Teenagers, in particular, are
drawn to the immediate rewards of a potential choice and are less attentive to the potential
risks during early adolescence. Second, teenagers in general are still learning to control
their impulses, think ahead, and resist peer pressure. These abilities emerge gradually
as a teen's ability to control his or her behavior improves throughout adolescence.
Intellectual level, personality, motivation, talents, interests, study habits, self-
esteem, and the teacher-student connection all have a role in academic performance.
Academic performance is the ability to study and remember facts and being able to
communicate one’s knowledge verbally or written on paper. According to Ward, Stocker
and Murray-Ward (2006) academic performance refers to the outcome of education; the
extent to which the student, teacher or institution has achieved their educational goals. In
the context of this study, academic achievement refers to the extent to which students
have achieved mastery of the objectives of the subjects they are exposed to in school.
There should be an interrelated relationship between peer group and academic
performance. It was believed that a student's academic performance correlates with the
group he or she belongs to. Conversely, positive peer influence on academic
performance depends on a person's self-identity, self-esteem and self-reliance. Academic
activities are aimed at ensuring that students master educational goals. In schools, the
amount to which these objectives have been accomplished is heavily influenced by the
interaction of peer groups, which may or may not reflect in students' academic 3
achievement.
Finally, the goal of this study was to see if there was a relationship between peer
pressure and academic performance among students in the General Academic Strand
(GAS). Since GAS students are experiencing peer pressure in online learning because
students are unsure and are still figuring out what is best for one ‘s future and finding the
courses in school. Being unsure and being a graduating understudy can be difficult when
a teenager who have dreams but figuring out what is best for oneself is the main concern.
The benefits of determining this include encouraging GAS students to be motivated in
everything, especially when classmates achieve success in school and in everyday life.
Statement of the Problem
The general problem of the study is: How does peer pressure affect the academic
performances of General Academic Strand students?
Specifically, this will opt to answer the following questions:
1. What is the perceived level of peer pressure as assessed by the student-
respondents in terms of:
1.1. Social belonginess; and
1.2. Curiosity?
2. What is the academic performance of the student-respondents?
3. Is there a significant difference between peer pressure and academic performance
of the General Academic Strand students?

Hypothesis 4
There is no significant relationship between peer pressure and academic
performance of General Academic Strand (GAS) students.
Scope and Delimitations
The study focused on the study regarding peer pressure and its relationship to
the academic performance of General Academic Strand Students. The research
focused on the Grade 11 & 12 General Academic Strand students in Escuela de Sophia
during the 1st semester of the school year 2021-2022.
The study will only be limited to twenty-five (25) participants to each Grade 11 &
Grade 12 GAS students. Any other strand or grade level from the school does not fall
upon this study.
Significance of the Study
The significance of this study is to determine how peer pressure affect academic
performance of GAS students. The following may benefit from this study:
Students. The research will be beneficial to the students to be able to recognize the
significance of peer pressure and its relationship to the academic performance of the
students. As a result, students will be encouraged to communicate with one another and
to pursue academic goals.
Parents. The findings of the study will assist the parents on determining the impact of
peers on their children. As a consequence, parents will serve as students' guides and
consider the importance of students dealing with peer pressure and academic success.
Teachers. The research will be beneficial to the teachers to be able to understand the 5
essence of peer pressure and its relationship to students’ academic performance.
Teachers can assess the effectiveness or how peer pressure works with students.
School administrators. The findings of this study will understand that the administrator
provides school curriculum, policies, and programs valuable in meeting not only the
intellectual but also the emotional, social, and spiritual needs of children and adolescents,
their level of participation in school activities and peer choice were significantly related to
academic performance. School administrators need school initiatives that enable
students with poor academic performance to interact with students who are academically
oriented, such as tutorial courses with academically advantaged classmates and friends.
The school can use cooperative learning practices so that academically gifted kids can
assist slow learners or those with learning disabilities.
Researchers. The research will be beneficial to the researchers to build knowledge for
researchers. Researchers can produce information about peer pressure and its
relationship to the academic performance of students and can help other students to
value peer pressure and academic performance.
Future Researchers. The study will encourage the future researchers to covers
information involving peer pressure and its relationship to the academic performance of
students. Thus, the results of this study can serve as a resource for future researchers
especially as it is a highly discussed topic.

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Definition of Terms
This section presents the definition of the key variables used in this study. The
keywords are defined to guide the readers in understanding the key concepts involved in
this study.
Academic performance - is the measurement of student achievement across various
academic subjects. Teachers and education officials typically measure achievement
using classroom performance and results from standardized tests. (Ballotpedia, 2019).
Cognitive - It is a general mental capability involving reasoning, problem-solving,
planning, abstract thinking, complex idea processing, and learning from experience is
defined as cognitive ability (Fredson, 1997).
Peer group – a group that similar status, such as people who are the same age, who
have the same abilities, or who share a social status. (Chen, 2012).
Peer pressure - is the influence wielded by people within the same social group. It is also
describing the effect this influence has on a person to conform in order to be accepted by
the group. Often, peers are thought of as friends, but peers can be (Morin, 2020).
Social-belonginess - refers to the state in which an individual, by assuming a role, is
characterized by inclusion in the social collectivity. (Weber, 2008).

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Chapter 2
Review of Related Literature and Studies
This chapter discusses the related literature and studies after the thorough and
in-depth research done by the researchers. Those that were included in this chapter helps
familiarize information and are defined for better comprehension of the study.
Peer Pressure
“Wrong is wrong even if everyone is doing it. Right is right even if no one is doing
it”. Students nowadays spend more time with their friends. According to Starlet (2010),
the changing ways of life of our peers often force us to change our ways of looking at life
and leading it. In today’s generation most of the students are highly influenced by their
peer groups and it has an impact with their performance in class. Peer pressure is when
a peer group or an individual exerts influence on others to encourage them to modify their
views, values, or behaviors in order to comply with group norms (Treynor, 2009). Groups
in which individuals are formally members but whose membership is not precisely defined
are among the social groups affected. Peer pressure is a rare occurrence among teens,
but with the increasing struggle for resources and personal advancement, it is becoming
more prevalent.
According to Steinberg (2005), peer group influence begins at a young age and
grows throughout the adolescent years. Thus, understanding the prospects and
challenges of peer groups is critical for the productivity of educational processes and the
organizational design of peer contexts, with peer norms for behavior receiving the highest
priority (Brown and Larson, 2009). This stage of affiliation motivation appears to be highly 8
conserved among peers.
As an adolescent, you've almost certainly been influenced by your peers in a
variety of ways, from the clothes you wear to the music you listen to. (Steinberg, et al.,
2008) Peer influence isn't always a negative thing. Teens may spend more time with their
friends than with their parents and siblings when school and other activities take them
away from home. Peers naturally play a larger part in your life as you become more
autonomous. However, peer pressure can be difficult to resist at times, especially in
emotionally charged situations, and you may feel pushed to do something you don't want
to do.
Peer pressure isn't always a terrible thing; in fact, peer groups can have a
powerful influence on people's conduct. The socialization effect of peer groups
(Brechwald and Prinstein, 2011) has received a lot of attention recently. Peers might act
as prestigious role models in a beneficial way (Wentzel et al., 2004). For some teens, a
peer group can provide protection, educational opportunities, and encouragement,
among other things. The influence of negative and positive peer pressure on a person is
the difference between the two. While most forms of influence are uncomfortable for the
individual on the receiving end, the results of the influence are almost always favorable.
A person will feel better, healthier, or happier as a result of positive peer pressure.
Negative peer pressure, on the other side, causes people to feel unhappy, sick, or
uneasy.
As a result, previous peer pressure may reemerge in the present. People will go
to tremendous lengths, even as teenagers, to be accepted and appreciated in both their

academic and personal life. After all, everyone wants to hear good things about 9
themselves and feel good about themselves, and others have noticed and admired you
(Bibb and Darley, 2010). The goal of this study was to find out which students enjoy
peer pressure, what causes peer pressure, and how peer pressure among specific peers
affects academic performance.
Academic Performance
Academic performance encompasses achievement in all academic disciplines.
According to Steinberg (2005), academic performance includes students' ability and
performance; it is multidimensional; and it is intricately linked to human growth and
cognitive, emotional, and social physical development. As a result, students' performance
is defined by their performance on coursework-related tests as well as their success on
other forms of examinations (Kyoshaba, 2009).
Academic performance is critical for an institution in order to achieve positive
outcomes that will contribute to future job performance (Kuncel et al., 2005). According
to (Hijazi & Naqvi, 2006), age, gender, or place of residence have little impact on
academic performance. It facilitates communication between both parties, such as
students and professors or lecturers. Someone gave a lecture in front of the class, which
is referred to as teaching (Caroline, 2016). Meanwhile someone who receives the
knowledge is called the learning process (Leki et al., 2006). Through this, it can build a
better and improve students' attitudes also in thinking and writing (Bonwell & Eison, 1991).
According to (Chickering & Gamson, 1999), educators and students who maintain contact
with one another, even through an online platform, inspires students to be more
motivated.
Various studies on the elements that influence students' academic performance 10
or achievement in schools, colleges, and universities have been conducted. Student
effort, previous or prior educational performance, self-motivation, the social-economic
status of the students' parents, the students' age, number of hours of study per day,
admission points, different entry qualifications, tuition trends, and the students' area of
residence (rural or urban) are some of the factors identified and reported to have affected
the academic performance of students in these different settings (Farooq et al, 2013).
According to Bratti and Staffolani (2002), the most important indicator or determinant of
students' future academic achievement is the measurement of their former educational
results or performance. As this study focuses on the academic performance of students
admitted with various entry credentials, pressure is defined as the results of prior or
previous academic performance that are likely to affect the students' future academic
performance.
The Relationship of Peer Pressure and Academic Performance to Students
According to Olalekan (2016), the peer group has a significant influence on
students. This is evident from the role of the peer group in a child's life and learning;
evidence abounds that student feel more comfortable and relaxed among their peers. A
brilliant child who is surrounded by dull peers will lose interest in learning. A peer group
that is prone to study, on the other hand, would have a positive effect on a dull member's
learning and stimulate his/her interest in learning. Peer influence has a negative impact
on a student's academic performance. Students actively, on the other hand, have an
impact on their peers and can help them improve their overall academic performance.
Positive peer influence on academic performance, on the other hand, is dependent on a

person's sense of self-identity, self-esteem, and self-reliance. Peer influence can also 11
inspire students' academic zeal and motivation to succeed (Lashbrook, 2000).
According to Goethe (2001), weak students perform better when they are placed
in groups with other weak students. It demonstrates that when students are with students
of their own kind, their academic performance improves. Sacerdote (2001) discovered
that when students have unusually academically strong peers, their grades improve.
Zimmerman's (2003) findings were somewhat contradictory to Goethe's findings, but it
once again demonstrated that a student's academic performance is dependent on a
variety of factors, stating that weak peers may reduce the performance of strong students.
Conceptual Framework
Figure 1. The Conceptual Framework for Peer Pressure and Its Relationship to
Academic Performance of GAS Students.
The figure shows the concept of this research entitled “Peer Pressure and Its
Relationship to Academic Performance of GAS Students''. The independent variable of
this research is peer pressure which is the influence of the small groups on one another
with similar age, interests, and behavior. Besides, it determines the struggles, and
pressure of peer groups on students. It has a sublevel part which is the social
belonginess and curiosity that is determined by their level of peer pressure. The
dependent variable of this research is the factors that affect the academic performance
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of every GAS Student. Additionally, peer pressure has a significant relationship to the
academic performance of every GAS student since numerous students are surrounded
by their peers which has a positive effect on the student's overall academic
performance. The purpose of this research was to assess the association between peer
pressure and academic performance among GAS students. The benefit of determining
this is that it encourages GAS students to be motivated in all they do, especially when
their peers excel in school and in everyday life.

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Chapter 3
Research Methodology
This chapter covers the research methodology including the research design,
the research setting, the instruments used and the research method that assisted the
researchers who carried out this study.
Research Design
The researchers utilized correlational research design in a quantitative approach
to determine the relationship between peer pressure and academic performance of
General academic Strand students in Escuela de Sophia. Because this research will
define the research questions based on trends in the field of research site, a quantitative
approach was used. A quantitative approach is used when researchers want to identify a
research problem based on trends in the field or when they need to explain why
something happens (Creswell, 2012). The degree of correlation between two variables is
expressed as a correlation coefficient. In this study, the correlation method is used to
investigate the relationship between the variables (Arikunto, 2007). In correlational
research designs, investigators use the correlation statistical test to describe and
measure the degree of association (or relationship) between two or more variables or sets
of scores. This viewpoint also implies that the researchers in this study do not attempt to
control or manipulate the variables as in an experiment; instead, they relate two or more
scores for each person using correlation statistics. This is where the researchers conduct
interviews to find a suitable candidate.

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Research Setting
This research took place at Escuela de Sophia of Caloocan, Inc. SY 2021-
2022. Located at Narra Street, Rainbow Village 5, Bagumbong, Caloocan City. Initially,
the school served Preschool through High School and EDSCI was able to
accommodate the introduction of senior high education, starting with the General
Academic Strand and other senior high school strands. EDSCI is committed to creating
basic education graduates who will contribute to the progress and development of the
community and nation. The researchers chose this location because they focused on
the individuals who could be significant to their research, which are the General
Academic Strand students at the aforementioned school.
Respondents of the Study
The students from Escuela de Sophia of Caloocan, Inc. SY 2021-2022 in 1st
Semester that took part of the study are from the Grade 11 & 12 General Academic
strand. The number of participants in this study will be limited to 25 students from each
senior high school GAS level, with a total of 50 GAS students participating.
Sampling Technique
The sample technique used in this study will be simple random sampling. This
strategy is thought to be the most representative of the population. Nonetheless, like with
other sampling methods, sampling error continues with this strategy. Random sampling
ensures that the findings that the researchers get from the sample are close to what to
get if researchers measured the complete population (Shadish et al., 2002). The most
basic random sample ensures that every unit in the population has an equal chance of 15
being chosen.
In order to utilize the simple random approach effectively, a sample size of more
than a few hundred people is ideal (Lewis & Thornhill, 2012). It may be claimed that while
this strategy is simple in theory, it is difficult to implement in practice. This is because
working with a big sample size is difficult and obtaining a realistic sampling frame might
be difficult. The researchers took 50 students from grade 11 and in grade 12. It was
chosen at random and without any prior knowledge The advisers allowed the researchers
to select 50 random GAS students from 11-Moriones and 12-Sinulog.
Research Instrument
A standardized questionnaire was used to gather data. The researchers used a
standardized questionnaire that will consist of items that will be used in evaluating the
relevance of peer pressure to the academic performance of students. Researchers will
use a primary source of data through a survey. The author of the questionnaire was
authorized by the researchers to use it in the study. Those questions that the researchers
prepared will answer the statement of the problem in a study that the researcher’s
conducting, and the gathered data will support and validate the information of the study.
The items in the sample questionnaire are separated into two groups: peer pressure and
GAS students' academic performance. There are two sublevels to peer pressure: one is
social belonging, where it will be determined if the students are obtaining knowledge of
social belonging, and the other is curiosity, where the student has the belief that it can be
done because of curiosity. The researchers also use Likert scale to assess a person's
attitude by determining how much they agree or disagree with a question or statement.
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Mean Score Verbal Interpretation
Range Interpretation
0.01 – 1.49 Strongly Disagree
1.5 – 2.49 Disagree
2.5 – 3.49 Neutral
3.5 – 4.49 Agree
4.5 – 5.00 Strongly Agree
Data Gathering Procedure
The researchers sought permission from the Grade 12 level coordinator of
Escuela De Sophia of Caloocan Inc., Sir Jayson B. Dechavez and the advisers of Grade
11-Moriones, Ms. Maru Batayola and 12-Sinulog, Sir Jamil Salem Isip for approval, which
was granted. The questionnaire was created using Google Forms for the researcher's
respondents, who are Grade 11 and Grade 12 students. The researchers distributed the
questionnaire to the respondents, which are General Academic strand students at
Escuela De Sophia of Caloocan Inc., after receiving consent. Prior to the data collection,
the researchers decided to create a questionnaire in Google forms that is appropriate for
the respondents' setting. The questionnaire was evaluated by Mr. Kim Orale, a statistician
to validate the questionnaire. The respondents were given the study instrument through
the internet by the researchers.

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The researchers met and discussed the importance of the study, as well as how
to appropriately distribute the survey. To avoid hurried responses, the respondents were
given time to complete the forms. Finally, after the survey forms were completed, the
responses were processed using statistical methods, and the data was compiled,
analyzed and interpreted.
Statistical Treatment of Data
The following are the statistical treatments used in the study.
For SOP 1 and 2:
Mean
The mean or arithmetic mean of a data set, according to Bhandari (2020), is the
sum of all values divided by the total number of values. It's the most common measure of
central tendency, and it's also known as the "average." In research, you often collect data
from samples and perform inferential statistics to understand the population they came
from. The mean is a parameter that measures the central location of the distribution of a
random variable and is an important statistic that is widely reported in the scientific
literature (Salkind, 2010). The purpose of the mean this treatment will be used to solve
which assesses the level of sleep deprivation and cognitive performance of the student-
respondents. The mean is a statistic that indicates where a random variable's distribution
is most centered.
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Formula:
𝜮𝒙
𝒙 = 𝑵
Where: X̄ = sum of each value, N = number of values, and 𝛴 𝒙 = Sum of observations
For SOP 1 and 2:
Weighted Mean
According to Vipond (2015), the weighted mean is a type of mean that is
calculated by multiplying the weight (or probability) associated with a specific event or
outcome with its quantitative outcome and then summing the results. The key feature that
distinguishes the weighted mean from the arithmetic mean is that it is very useful when
calculating a theoretically expected outcome where each outcome has a different
probability of occurring. Also as stated by (Clark-Carter, 2010) The weighted mean
involves multiplying each data point in a set by a value that is determined by some
characteristic of whatever contributed to the data point. The purpose of the weighted
mean will be used in determine the level of impact of sleep deprivation on the cognitive
performance of the selected students and to calculate the probability outcome, to sum up
all the values.
𝑓𝑤
Formula: 𝑤𝑚 = 𝑁
Where: fw = sum value, N = number of respondents

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For SOP 3:
Standard deviation
The spread of statistical data is measured by the standard deviation. Distribution
measures the deviation of data from its mean or average position. The degree of
dispersion is computed by the method of estimating the deviation of data points (
Raveendran, 2021). And according to (Hargrave, 2021) The standard deviation is a
statistic that measures the dispersion of a dataset relative to its mean and is calculated
as the square root of the variance. The standard deviation is calculated as the square
root of variance by determining each data point's deviation relative to the mean. The
purpose of standard deviation in the study is to determine how estimations for a group of
observations are spread out from the mean (average or expected value). Standard
deviation measures the spread of data distribution. It measures the typical distance
between each data point and the mean.
Formula:
𝛴 𝒏 =𝟏 (𝑿𝒊 − 𝑿) 𝟐
σ =√
𝒏−𝟏
Where: σ = Standard Deviation, x = Terms Given in the Data, x̄ = Mean, n = Total number
of Terms
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Pearson R Coefficient Formula
To discover the relation between two variables of the study, the researchers
utilized Pearson's r to determine if the two variables were connected or not. The
calculation was done in Microsoft Office Excel. The researchers were able to manually
compute the data in order to determine whether the r value they obtained was correct.
The formula for Pearson r is as follows:
Where:
r = correlation between the dependent variable (y) and independent variable (x)
n = total number of respondents
x = independent variable
Furthermore, the researchers can assess whether the hypothesis is rejected or
accepted by using the critical value for Pearson r. A decision rule is used to interpret the
outcomes.
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Chapter 4
Presentation, Analysis, and Interpretation of Data
The study presents tables containing data and information on the respondents in this
chapter. In addition, the researcher provides the analysis and interpretation in this section.
The computation's outcome could determine whether the hypothesis is accepted or
rejected. The data gathered by the researcher addressed the following objectives:
Table 1. Level of peer pressure as assessed by the students' respondents in terms
of social belonginess
n=50
Statements Weighted Verbal Interpretation

Mean
1. I belong to a peer group 4.02 Agree
2. I enjoy spending my time with my peer 3.84 Agree

group
3. I made friends easily 3.46 Neutral
4. I have friends that are supportive 4.3 Agree
5. If a group of people asked me to do 3.88 Agree

something, it would be hard to say no
Total: 3.78 Agree
The table 1 presents the level of peer pressure as assessed by the students'
respondents in terms of social belonginess. Respondents agree that they have supportive
friends, belong to a peer group, that if a group of people asked to do something, it would
be hard to say no, enjoying and spending time with their peer is enjoyable with a verbal
interpretation of 4.30, 4.02, 3.88, and 3.84 respectively. Respondents find it neutral to 22
make friends easily with a verbal interpretation of 3.46.
These findings are regarding the level of peer pressure as assessed by the
students’ respondents in terms of social belongingness. Concerning how peer groups act
and engage with one another. These findings will be relevant according to these sources.
Positive peer interactions and a strong feeling of community inside the school are linked
to a strong sense of belonging. According to Anderman and Leake (2007), a sense of
belonging is a basic human need, and the school and family are the venues in which
these relationships might occur for middle school students. "Positive peer impact in
school, teacher support, and general sense of belonging in school were found to be
connected with their academic expectancies for success," (as cited in Anderman and
Leake, 2007, p.167).
Table 2: Level of peer pressure as assessed by the students' respondents in terms
of curiosity
n=50
Statements Weighted Verbal Interpretation

Mean
6.I like to do something new 4.42 Agree
7. I want to explore my capabilities to do 4.58 Strongly Agree

some things
8. I want to explore my teenage years 4.28 Agree
9. I like to start a new activity 4.34 Agree
10.I want to experience relationship with 3.9 Agree

others
Total: 4.10 Agree

In the table 2 which is curiosity, Respondents agree that they like to do something 23
new, explore their teenage years, start a new activity, and want to experience relationship
with others with a verbal interpretation of 4.42, 4.28, 4.34, and 3.9 respectively.
Respondents find it strongly agree to explore their capabilities to do some things with a
verbal interpretation of 4.58.
These findings are regarding the level of peer pressure as assessed by the
students’ respondents in terms of social belongingness. Concerning how peer groups act
and engage with one another. Students agree to explore their adolescent years and that
they need their peers, which may help them share their own perspective and capacity as
individuals. These findings will be relevant according to these sources. Positive peer
interactions and a strong feeling of community inside the school are linked to a strong
sense of belonging. According to Anderman and Leake (2007), a sense of belonging is a
basic human need, and the school and family are the venues in which these relationships
might occur for middle school students. "Positive peer impact in school, teacher support,
and general sense of belonging in school were found to be connected with their academic
expectancies for success," (as cited in Anderman and Leake, 2007, p.167).
Peer groups are significant in the social environment, which plays an important
role in society, and in determining academic accomplishment, which has an impact on
development compared to each other (Chen, 2008). As people become older, their
adaptive behavior gets more sophisticated and wider. Schools that students attend
function as an institution among students, determining their learning ability based on the
school environment that provides students with a learning experience (Korir, 2014).
Table 3: Level of academic performance of grade 11 & 12 GAS student 24

respondents:
n=50
Statements Weighted Verbal

Mean Interpretation
1.My friends help me on what to do in my academic 3.64 Agree

performance in school
2. My friends inspire me to work hard in my studies 3.9 Agree
3. My friends assisted to improve my grades 3.58 Agree
4. I am not worried of my academic performance 3.32 Agree

because I have peer group that always there for me
5. My friends and I caught cheating to pass 1.78 Disagree
6. I feel connected to the school because of my friends. 3.56 Agree
7. Me and my friends compete for grades. 2.12 Disagree
8. It's difficult for me to say no when my classmates and 2.96 Neutral

friends want to replicate my assignment.
9. To pass the subject, my friend and I cheated on 1.76 Disagree

quizzes and activities.
10. I've skipped classes, when others have urged me to. 2.02 Disagree
Total: 2.86 Neutral

The table 3 presents the level of academic performance of GAS
students. Respondents agree that their friends help them what to do in academic
performance in school, their friends inspire them to work hard in studies, their friends
assisted to improve their grades, they are not worried to their academic performance
because they have a peer group that always there. they feel connected to the school
because of their friends with a verbal interpretation of 3.64, 3.9, 3.58, 3.32, and 3.56
respectively. Respondents find it neutral to It's difficult for me to say no when my 25
classmates and friends want to replicate my assignment with a verbal interpretation of
2.96. And lastly, respondents find it disagree that their friends caught cheating to pass,
their friends are competing in grades, to pass the subject, my friend and I cheated on
quizzes and activities and they skipped classes, when others have urged me to with a
verbal interpretation of 1.78, 2.12, 1.76, and 2.02. The total of the weighted mean is 2.86
which the verbal interpretation is neutral.
Students believe they are neutral when it comes to the idea that in order to
perform and complete particular school tasks and activities. The table demonstrates that
students' education does not require the presence of their peers to assist them in
completing their schoolworks. Overall, students seem unconcerned with their peers'
presence and assistance at school and in their schoolwork.
Table 3 shows that peer groups are important in the social context that plays a
vital role in the society and helps to determine the academic achievements that are
affected during development relatively with each other (Chen, 2008). Knowing how
the teenagers interact with their peers, how they interact with each other and how
presence of peer groups affects student’s academic achievement in school plays an
important role for various categories even in the whole educational system (Leka, 2015).
Students' interactions with their peers could help enhance their capability and increase
their academic performance in school as Table 3 states because they could seek help
from their peers that could serve as a motivation than working alone (Sotinis, 2013).
26
Table 4: Relationship between Peer Pressure and Academic Performance of GAS
students
n= 50
The table 4 presents the relationship between peer pressure and academic
performance of General Academic Strand students in Escuela de Sophia Inc. Sy 2021-
2022.
A total of 50 responders were chosen at random from the Senior High School
GAS students. The overall score of peer pressure, or the score that respondents received
from the first portion of our survey questionnaire, is 4.102. The total mean of 2.864 for the
academic performance, which is the mean taken from the second portion of the survey
questionnaire. The inverse association of two variables with a result of -0.2586 is denoted
by the letter r, there is no significant relationship between peer pressure and academic
performance of GAS students.
The estimated 'r' value (-0.2586) is lower than the table value (0.165) at the 5%
level of significance, as shown in the preceding table 3. As a result, there is no discernible
link between peer pressure and academic performance. As a result, the null hypothesis
stated above is not rejected. When students engage in antisocial behavior, they have 27
strayed from the norm. The goal of this study was to see if there was a relationship
between peer pressure and academic performance among students in the General
Academic Strand (GAS) and it indicated that peer pressure has no significant relationship
to academic performance.
28
Chapter 5
Summary of Findings, Conclusion, and Recommendations
Following the data collection, this chapter established a summary of the
researchers' results. The researchers were successful in solving the first chapter's sub-
problems. As a result, the researchers came to the conclusion that the two variables being
statistically measured had a link. They also gave suggestions to those who would benefit
from the study, as previously stated.
Summary of Findings
The following are the results and findings acquired:
1. Level of peer pressure as assessed by the students' respondents in terms of
social belonginess and curiosity
The level of social belonging to a peer group of the General Academic strand
(GAS) students based from the data gathered reveals are 4.02, spend time with a peer
group with the mean of 3.84, finding friends easily with the mean of 3.46, friends that
are supportive with the mean of 4.3, a group of people asked to do something with the
mean of3.88
The level of curiosity to a peer group of the General Academic Strand (GAS).
The data gathered from the student's reveals that students want to try something new
with a mean of 4.42, want to explore their capabilities to some things with a mean of
4.58, want to explore their teenage years with a mean of 4.28, like to start new activities
with a mean of 4.34, want to experience relationship with others with a mean of 3.9.
2. The academic performance of grade 11 & 12 GAS student respondents and; 29
The level of academic performance of grade 11 & 12 General Academic Strand
(GAS) students based from the data gathered reveals that friends helping to academic
performance in school with the mean of 3.64, friends inspire to work hard in studies agree
with the mean of 3.9, friends assisting to improve grades of academic performance
agreed with the mean of 3.58, worried of academic performance because of having peer
group that always there agreed with the mean of 3.52, caught cheating to pass in
academic performances of General academic strand disagree with the mean of 1.78,
Connected to the school because of friend agreed with the mean of 3.56, your friends
compete for grades are disagreed with the mean of 2.12, difficulty to say no when
classmate or friends want to replicate assignment are neutral with the mean of 2.96, to
pass a subject cheating on quiz and activities disagreed with the mean of 1.76,
Skipping classes when others have urged with the interpretation of disagree & the mean
are 2.02 , total of 2.86 neutral
3. The relationship between peer pressure and academic performance of GAS
students
A total of 50 responders were chosen at random from the Senior High School
GAS students to complete the data gathering procedure. The overall score for peer
pressure, has a score of that respondents received from 4.10 from the first portion of our
survey questionnaire. The academic performance provides a total mean of 2.86 from
respondents, which was the mean taken from the second portion of the survey
questionnaire. Peer pressure has a standard deviation of 1.04 while academic
performance has a standard deviation of 6.55. The inverse association of two variables
with a result of -0.26 is denoted by the letter r, thus the Null hypothesis is not rejected 30
because the estimated 'r' value (-0.2586) is lower than the table value (0.165) at the 5%
level of significance, as shown in the preceding table 4. It means that there is no
significant relationship between peer pressure and academic performance of GAS
students.
Conclusions
According to the findings, there are various elements that can influence children'
academic performance in school when it comes to peer pressure. This indicates that peer
pressure has no direct detrimental effect on students' attitudes toward their peers.
1. The weighted mean of senior high school students' perceptions of peer
pressure in terms of social belonging and curiosity. Students believe they
agree with the expression "accompanied by their peers'' when they are in
school. The students are more prone to socialize with their peers and seek
attention from them. Students agree that they should be a part of a certain
group at school with whom they may associate and discuss their school-
related thoughts and opinions. This suggests that students want to discover
new things, try new things, and get involved in new activities. Overall,
students think that they need their peers and that they are a part of a peer
group, which may help them express their unique perspectives and capacities
as individuals and agree to explore their adolescent years.
2. The weighted mean for academic performance demonstrates that
sometimes students' education needs the presence of their classmates to
assist them in completing schoolwork and to motivate them to work hard in

their studies. And students believe that the presence of their peers makes 31
them feel good, which helps them achieve their goals and perform
academically. Overall, students are satisfied with their peers' presence and
assistance at school and in their studies. As a result, it improved them as
individuals.
3. It claims that there is no relationship between a student's peer pressure
and their academic performance in school, it has a no impact on their grades
and academic performance.
Recommendations
After gathering and analyzing the data, here are some recommendations that might help
the beneficiaries of this study:
1. The researchers suggest students will be encouraged to communicate with one
another and to work toward their academic objectives to be able to recognize the
significance of peer pressure and the relationship to the academic performance of
the students.
2. The researchers suggest teachers to communicate in their class and determine
the effectiveness of peer on students.
3. Parents of students are encouraged to offer assistance to their children by
providing support what they are doing or to guide them in their academics.
4. The researchers recommend that school administrators to provide a programs
or seminar for students, particularly in senior high school, that encourages team
32
formation and interaction with peers from other peer groups, as well as individual
performance and equitable resource allocation in the service and encourages
objective thinking.
5. The researchers would like to recommend those future researchers to investigate
more the variables of peer pressure and its relationship academic performance to
GAS students.
33
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ap r.pdf
Appendices 35
Appendix A: Survey Questionnaire
Name: ______________________
Grade & Section: _____________
Instruction: Put a check (✓) under the choices that suits best for your answers from the
questions/indicators below.
A. Level of peer pressure as assessed by the students' respondents in terms of:
I. Social belongingness
Legend: (1) - Strongly disagree (4) - Agree
(2) - Disagree (5) - Strongly agree
(3) - Neutral
Questions 1- 2- 3- 4- 5-
Strongly Disagree Neutral Agree Strongly
disagree Agree
1. I belong to a peer group
2. I enjoy spending my
time with my peer group
3. I made friends easily
4. I have friends that are

supportive
5. If a group of people
asked me to do
something, it would be
hard to say no
36
II. Curiosity
Questions 1 - Strongly 2- 3- 4- 5-
disagree Disagree Neutral Agree Strongly
Agree
6. I like to do something
new
7. I want to explore my
capabilities to do some
things
8. I want to explore my
teenage years
9. I like to start a new

activity
10. I want to experience

relationship with others
B. The academic performance of student respondents: 37
Legend: (1) - Strongly disagree (4) - Agree
(2) - Disagree (5) - Strongly agree
(3) - Neutral
Questions 1- 2- 3- 4- 5-
Strongly Disagree Neutral Agree Strongly
disagree Agree
1. My friends help me on what to

do in my academic performance
in school
2. My friends inspire me to work

hard in my studies
3. My friends assistance in group

assisted to improve my grades
4. I am not worried of my
academic performance because I
have peer group that always
there for me
5. My friends and I caught

cheating to pass
6. I feel connected to the school

because of my friends
7. Me and my friends compete

for grades
8. It's difficult for me to say no

when my classmates and friends
want to replicate my assignment.
9. To pass the subject, my friend

and I cheated on quizzes and
activities.
10. I've skipped classes, when

others have urged me to.
38
Appendix B: Letter of Request (Grade 12 Level Coordinator)
January 12, 2022
Mr. Jason Dechavez

Grade 12 level Coordinator
Escuela de Sophia of Caloocan, Inc.
B31 L1&2 Narra St. Rainbow Village 5
Phase 2, Bagumbong, Caloocan City
Dear Sir Jayson,
Greetings of Peace!
We, Grade 12 Sinulog Group 3, are currently conducting a correlational study entitled, “Peer
Pressure and its Relationship to Academic Performance of General Academic Strands Students”.
We believe that your abilities as the level coordinator can assist us in ensuring the validity of our
research. In the process of accomplishing the research, participants are imperative in order to
obtain data for analysis. Hence, we humbly seek your approval regarding the involvement of
Grade 11-Moriones and 12-Sinulog students as our respondents.
We appreciate your consideration of our request for your assistance and look forward to a
favorable response in the near future.
Respectfully yours,
Princess Sarah Intoy

Research Leader
Noted by:
Mrs. Robelene A. Sirilan

Appendix C: Letter of Request to the Adviser 39
January 15, 2022
Maru Batayola
Grade 11 Moriones Adviser
Escuela de Sophia of Caloocan, Inc.
Dear Madam,
Greetings!
I, Princess Sarah Intoy, on behalf of my group mates from Grade 12 section Sinulog,
namely: Jan Aarden Adriano, Mark Dainiel R. Ampig, Emmanuel Bandahala, Jesus Derek
Daluz, and Jazelle Mae Magalong are conducting a research entitled, “Peer Pressure and its
Relationship to Academic Performance of General Academic Strands Students”.
The purpose of our research is to see how peer pressure affects academic performance in
students from the General Academic Strand at Escuela de Sophia de Caloocan Inc. Regarding
our study, we respectfully request your permission to perform our data collection technique
through an online questionnaire survey, with half of our respondents coming from the General
Academic Strand in grades 11 and 12. The researchers promised that the information gathered
from the responders would be kept private and used strictly for scholarly purposes.
Respectfully yours,

Research Leader
Noted by:
Mrs. Robelene A. Sirilan

Appendix D: Sample Computation 40
A. Social Belonginess
Statements SA F(5) A F(4) N F(3) D F(2) SD F(1) Mean Interpretation
1. I belong to a peer group 14 70 30 120 0 0 5 10 1 1 4.02 Agree
2. I enjoy spending my time with my

peer group 9 45 32 128 2 6 6 12 1 1 3.84 Agree
3. I made friends easily 8 40 26 104 3 9 7 14 6 6 3.46 Neutral
4. I have friends that are supportive 19 95 29 116 0 0 2 4 0 0 4.3 Agree
5. If a group of people asked me to do 20 100 18 72 0 0 10 20 2 2 3.88 Agree

something, it would be hard to say no
A. Curiosity
1.I like to do something new 24 120 23 92 0 0 3 9 0 0 4.42 Agree
2. I want to explore my capabilities to do 31 155 17 68 0 0 3 6 0 0 4.58 Strongly

some things Agree
3. I want to explore my teenage years 29 145 12 48 5 15 2 4 2 2 4.28 Agree
4. I like to starting a new activity 27 135 17 68 2 6 4 8 0 0 4.34 Agree
5.I want to experience relationship with 17 85 19 76 7 21 6 12 1 1 3.9 Agree

others
Table 2: Level of academic performance of student respondents: 41
1.My friends help me on what to do in my 9 45 26 104 5 15 8 16 2 2 3.64 Agree

academic performance in school
2. My friends inspire me to work hard in 15 75 23 92 4 12 8 16 0 0 3.9 Agree

my studies
3. My friends assistance in group 8 40 25 100 7 21 8 16 2 2 3.58 Agree

assisted to improve my grades
4. I am not worried of my academic 6 30 20 80 10 30 12 24 2 2 3.32 Agree

performance because I have peer group
that always there for me
5. My friends and I caught cheating to 2 10 4 16 2 6 15 30 27 27 1.78 Disagree

pass
6. I feel connected to the school because 11 55 22 88 5 15 8 16 4 4 3.56 Agree

of my friends.
7. Me and my friends compete for 1 5 6 24 6 18 21 42 16 17 2.12 Disagree

grades.
8. It's difficult for me to say no when my

classmates and friends want to replicate 6 30 8 32 20 60 10 20 6 6 2.96 Neutral
my assignment.
9. To pass the subject, my friend and I 0 0 7 28 1 3 15 30 27 27 1.76 Disagree

cheated on quizzes and activities.
10. I've skipped classes, when others 0 0 7 28 6 18 18 36 19 19 2.02 Disagree

have urged me to.
CURRICULUM VITAE 42

Blk 7 Lot 10 Phase 4, Recomville 2, Bagumbong,
Caloocan city, Philippines
09999552625
princesssarah.intoy@edsci.edu.ph
EDUCATION
• Escuela de Sophia of Caloocan, Inc. (2020-present)

• Senior High School General Academic Strand
• Bronze Seal Bearer (1st Semester, SY 2021-2022)
• Silver Seal Award (2nd Semester, SY 2021-2022)
• Deparo High School (2016-2020)
• Treasurer - Campus Integrity Crusader (SY 2019-2020)
• Junior High School with honors
• Best in English (SY 2018-2019)
• Best in Filipino (SY 2017-2018)
• Honest Student Award (SY 2017-2018)
• Outstanding Student Award (SY 2016-2017)
• Bagumbong Elementary School (SY 2012-2016)
• Graduate with honors (SY 2015-2016)
• Top 1 Student
VOLUNTEER EXPERIENCE
• Campus Integrity Crusaders (Treasurer)

• Experience good leadership
• Helping other students
• Empower youth to prevent corruption
• Instilling values of integrity and social responsibility
• Student Teachers on teachers day (2019-2020)
• Experience to be a teacher in a week
• Communication skills
SEMINARS ATTENDED
• Participant, Leadership Conference, Deparo High School Fellowship. (2017)
43
INTEREST
• Sings pop and music and plays ukulele
• Play badminton
• Take care of pets
• Reading books and e-books
•
PERSONAL INFORMATION
• Civil Status: Single
• Nationality: Filipino
• Language: Proficient in English and Filipino
• Date of Birth: August 17, 2003
CURRICULUM VITAE 44
Jan Aarden Adriano

Blk 60 Lt 37 Nv2B Bagumbong Caloocan City
09918386192
janaardenadriano@gmail.com
EDUCATION

• Bronze Seal Bearer (2nd Semester, SY 2021-2022)
• Antonio Luna Highschool (2015-2016)
• Graduated
• Antonio Luna Elementary school (2010-2016)
• Graduated
SEMINARS ATTENDED
• Participant, College and Career Fair Virtual Orientation (2020)
• Career coaching (2019)
• Save the children (2018)
INTEREST
• K-Pop, Classics, R&B, Pop, Opm

• Basketball and E-Sports
• Watching K-Dramas, Movies and Animes
• Date of Birth: December 30, 2004
CURRICULUM VITAE 45
Mark Daniel Ampig

16 Rivera compound Brgy 171 Bagumbong Caloocan
09288131260
markdaniel.ampig@edsci.edu.ph
EDUCATION

• Bagumbong High School (2016-2020)
• Graduated
• Bagumbong Elementary School (2010-2016)
• Graduated
• Fire Volunteer
• Experience helping other people
• BFP auxiliary
• Medic
SEMINARS ATTENDED
• College and Career Fair Virtual Orientation
• Webinar about Empowering Student-Leaders During Remote Learning Setup
INTEREST
• Playing Basketball
• Bonding with friends
• Date of Birth: February 01, 2004
CURRICULUM VITAE 46
Emmanuel Bandahala
Blk 6 Lot 2 Palm St. Hillcrest Townhomes,
Brgy. Kaligayahan, Quezon city
09606812015
emmanuel.bandahala@edsci.edu.ph
EDUCATION

• Caloocan Business High School (2016-2020)
• Graduated
• Urduja Elementary School (SY 2012-2016)
• Graduate with honors (SY 2010-2016)
• Project K.A.L.I.N.I.S.A.N
• Volunteer (2018-2019)
SEMINARS ATTENDED
• Participant, College and Career Fair Virtual Orientation
INTEREST
• Biking
• Watching movies
• Playing online games
• Date of Birth: April 03, 2004
CURRICULUM VITAE 47
JESUS DEREK L. DALUZ

BLK 10 LT 34 Northcrest Village
(0956) 955 9069
jesusderek.daluz@edsci.edu.ph
EDUCATION

• Bronze Seal Bearer
• Holy Infant Montessori Center (2015-2018)
• Elementary - Graduated with Honors
SEMINARS ATTENDED
• College and Career Fair Virtual Orientation
• Webinar about Empowering Student-Leaders During Remote Learning Setup
INTEREST
• Learn different kinds of Language
• Playing Basketball
• Watching Movies
• Reading Books
• I love music
• Date of Birth: January 25, 2003
48
CURRICULUM VITAE
Jazelle Mae Magalong

Blk 17 Lot 5 NKH Bagumbong
09070170472
jazellemae.magalong@edsci.edu.ph
EDUCATION

• Silver Seal Bearer (2nd Semester, SY 2021-2022)
• Antonio Luna Highschool (2015-2016)
• Graduated
• Bagumbong Elementary school - Annex (2014-2016)
• Graduated
• Monthly Activities (EDSCI)
• Video editing (2021)
• Spectator - spectating ML players (2022)
• Video editor (Teacher’s Day)
INTEREST
• Reading books
• Video games
• Photography
• Music
• Writing
• Date of Birth: December 09, 2004

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Escuela De Sophia Of Caloocan, Inc.

SENIOR HIGH SCHOOL DEPARTMENT

Background of the Study

Adolescent growth and experience are greatly influenced by participation in peer

groups. The importance of peer groups in human development is likely to be felt

inappropriate behavior. Students frequently succumb to peer pressure because they do

as a teen's ability to control his or her behavior improves throughout adolescence.

Intellectual level, personality, motivation, talents, interests, study habits, self-

communicate one’s knowledge verbally or written on paper. According to Ward, Stocker

There should be an interrelated relationship between peer group and academic

group he or she belongs to. Conversely, positive peer influence on academic

performance depends on a person's self-identity, self-esteem and self-reliance. Academic

The benefits of determining this include encouraging GAS students to be motivated in

Statement of the Problem

performances of General Academic Strand students?

Specifically, this will opt to answer the following questions:

1. What is the perceived level of peer pressure as assessed by the student-

respondents in terms of:

1.1. Social belonginess; and

2. What is the academic performance of the student-respondents?

3. Is there a significant difference between peer pressure and academic performance

of the General Academic Strand students?

There is no significant relationship between peer pressure and academic

performance of General Academic Strand (GAS) students.

Scope and Delimitations

the academic performance of General Academic Strand Students. The research

during the 1st semester of the school year 2021-2022.

upon this study.

Significance of the Study

to pursue academic goals.

essence of peer pressure and its relationship to students’ academic performance.

academic performance. School administrators need school initiatives that enable

assist slow learners or those with learning disabilities.

value peer pressure and academic performance.

especially as it is a highly discussed topic.

Academic performance - is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement

Cognitive - It is a general mental capability involving reasoning, problem-solving,

defined as cognitive ability (Fredson, 1997).

Social-belonginess - refers to the state in which an individual, by assuming a role, is

characterized by inclusion in the social collectivity. (Weber, 2008).

Review of Related Literature and Studies

conserved among peers.

As an adolescent, you've almost certainly been influenced by your peers in a

autonomous. However, peer pressure can be difficult to resist at times, especially in

powerful influence on people's conduct. The socialization effect of peer groups

peer group can provide protection, educational opportunities, and encouragement,

to tremendous lengths, even as teenagers, to be accepted and appreciated in both their

affects academic performance.

Academic performance encompasses achievement in all academic disciplines.

According to Steinberg (2005), academic performance includes students' ability and

performance; it is multidimensional; and it is intricately linked to human growth and

cognitive, emotional, and social physical development. As a result, students' performance

is defined by their performance on coursework-related tests as well as their success on

other forms of examinations (Kyoshaba, 2009).

Academic performance is critical for an institution in order to achieve positive

academic performance. It facilitates communication between both parties, such as

is referred to as teaching (Caroline, 2016). Meanwhile someone who receives the

Various studies on the elements that influence students' academic performance 10

or achievement in schools, colleges, and universities have been conducted. Student

effort, previous or prior educational performance, self-motivation, the social-economic

students' future academic achievement is the measurement of their former educational

results or performance. As this study focuses on the academic performance of students