I.

Title: “Peer pressure is one of the most

serious issues in 10-Lapulapu”

Prepared by:
Aladano, Angela Mae P.
Bale, Jamilla Mae B.
Membrot, Val S.
Relampagos, Jeremiah
Arias, John Vincent
Arevalo, Nicole Joy

Problem:

Peer pressure has a positive and negative impact. And we are going to talk
about the negative impacts, especially in Lapu-Lapu. The negative impact of
peer influence on a student is that the student who was once a good student
changed because of the influence of her or his circle of friends into an
irresponsible student who didn't do her or his homework or other activities and
outputs given by her or his teachers.

II. CONTEXT AND RATIONALE

Peer pressure is a pervasive issue among adolescents in the Philippines, and

it is particularly concerning in class 10-Lapulapu. The pressure to conform to
social norms and expectations can lead to negative outcomes such as drug
and alcohol abuse, risky behaviors, and mental health problems such as
anxiety and depression. This research aims to examine the legal basis for
addressing peer pressure in the Philippines, specifically in the context of class
10-Lapulapu.

The Philippine Constitution recognizes the importance of protecting the rights

of children, including their right to education and their right to protection from
harmful practices. The Department of Education (DepEd) has also developed
policies and guidelines aimed at promoting a safe and healthy learning
environment for students. These policies include the Anti-Bullying Act of 2013,
which prohibits bullying in schools and provides for remedies for victims, and
the Child Protection Policy, which outlines the responsibilities of school
personnel in safeguarding the welfare of students.

This research will explore the extent to which these legal provisions are
effective in addressing peer pressure in class 10-Lapulapu. It will also
examine the role of teachers, parents, and other stakeholders in preventing
and addressing peer pressure among students. Furthermore, this research
will provide recommendations for improving legal and policy frameworks
related to peer pressure in the Philippines, with a focus on class 10-Lapulapu.
Overall, this research will contribute to a better understanding of the legal and
policy landscape surrounding peer pressure in the Philippines and provide
insights into effective strategies for addressing this serious issue.

III. RESEARCH QUESTIONS

1. How does peer pressure influence decision-making and behavior?

2. How does it impact their academic performance?
3. How can the negative effects of peer pressure be mitigated or
reduced?

IV. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

The implementation of a peer support program in Class 10-Lapulapu is our

suggested innovation. By educating a group of peer mentors who will assist
their peers in navigating peer pressure, this intervention seeks to empower
students. Organizing awareness campaigns to promote a culture of respect
and individuality, running workshops and discussions on peer pressure and
coping mechanisms, assigning mentors to specific students or small groups,
involving parents through informational sessions, and regularly assessing the
program's effectiveness are all part of the strategy. With the help of this peer
support program, we hope to give 10-Lapulapu students the knowledge and
tools they need to resist harmful peer pressure, make wise decisions, and
foster a welcoming environment at school.

V.RESEARCH METHODS/METHODOLOGY

A.) Participants and other Sources of Data and Information

Participants include fellow students, especially those in class 10 Lapulapu, as

well as our in-person and online friends, social circle groups, and individuals.
We selected them as participants because most of them experience peer
pressure, both good and bad, and have similar interests. We can pick them by
choosing them at random.

B.) Data gathering methods

This descriptive methodology focuses more on the “what” of the research

subject than the “why” of the research subject. The method primarily focuses
on describing the nature of a demographic segment without focusing on “why”
a particular phenomenon occurs. In other words, it “describes” the research
subject without covering “why” it happens.

With the help of the descriptive research method, we can compile in-depth
knowledge about peer pressure in Class 10-Lapulapu, laying the groundwork
for evidence-based interventions and regulations.
C.) Data analysis plan

In this method, us the researchers observe respondents in their natural

environment, from a distance, and therefore do not influence the variables
being studied. This allows them to gather information on the behaviors and
characteristics being studied without having to rely on respondents for honest
and accurate responses.The observational method is considered the most
effective method for carrying out descriptive research. It involves the
collection of both qualitative and quantitative data. Quantitative observation
should be related to or understood in terms of quantity and can be analyzed
with the use of statistical data analysis methods. Qualitative observations, on
the other hand, involve monitoring variables whose values do not need to be
related to numerical measurements. When employing this research method,
the researcher can choose to be a complete observer, an observer as a
participant, a participant as an observer, or a full participant.

The observational method is generally used in psychological, social, and

market research to obtain data that explains how people behave in real-life
settings. Data collection will be limited to grade 10 students in order to better
understand "Peer pressure as one of the most serious issues in 10-Lapulapu.”

VI. RESEARCH FOR WORKPLAN AND TIMELINESS

ACTIVITIES PERSONS RESOURCES TARGET DATES

INVOLVED NEEDED

1. Training and People who know Notebook, Pen, JUNE 14-16 2023
Education about Peer Simple Snacks
pressure, Group
of students to
become peer
mentors

2. Peer Leaders students Notebook, Pen, JUNE 19-20,

Mentorship and students 2023

3. Workshops Students & Notebook, Pen, JUNE 21-23,

and Teachers Simple Snacks 2023
Discussions
4. Awareness Grade 10 Bond paper, Art JUNE 26-27,
Campaigns students Materials 2023

5. Parent People who know Notes or Copy of JUNE 28, 2023

Involvement about Peer the guidance of
pressure, Parents peer pressure
or Guardians,
School Staff

6. Evaluation Grade 10 Paper and Pen JUNE 29-30,

and Feedback students 2023

VII. COST ESTIMATE

QUANTITY ITEMS ESTIMATED COSTS

(IN PHP)

300 mini snacks Snacks PHP 1000.00

500 sheets Bond paper PHP 450.00
100 sets Art Materials PHP 1000.00
300 copies Copy of the ‘guidance PHP 600.00
of peer pressure’
(Xerox)
TOTAL: PHP. 3,050

The notebook and pen will be provided by students since it is a normal thing
for high school students. This study needs a minimum of PHP 3,050 to cover
the cost of simple snacks, bond paper, art supplies, and copies of "Guidance
of Peer Pressure."

VIII. PLANS FOR DISSEMINATION AND UTILIZATION

The researcher will provide teachers and school administrators with

information on the outcome of this research. Other educators will use the
results to determine whether or not the intervention can be used to resolve
similar issues that people may experience in their respective classes.

IX. REFERENCES

Bhat, A. (2023). Descriptive Research: Definition, Characteristics, Methods +

Examples. QuestionPro. https://www.questionpro.com/blog/descriptive-

 research/#:~:text=In%20a%20descriptive%20research

%20design,customers'%20selection%20and%20purchasing%20trends.

Republic Act No. 10627 | GOVPH. (2013, September 12). Official Gazette of the

Republic of the Philippines.

https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/

Republic Act No. 10627 | GOVPH. (2013, September 12). Official Gazette of the

Republic of the Philippines.

https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/

Voxco. (2021b, September 29). What is Descriptive Research Design? Voxco.

https://www.voxco.com/blog/descriptive-research-design/#:~:text=Descriptive

%20research%20design%20is%20a,problem%20rather%20than%20the

%20why

Whitfield, G. P., Gabriel, K. P., & Kohl, H. W. (2013). Assessing Sitting Across

Contexts: Development of the Multicontext Sitting Time Questionnaire.

Research Quarterly for Exercise and Sport, 84(3), 323–328.

https://doi.org/10.1080/02701367.2013.814041