THE RELATIONSHIP BETWEEN PEER INFLUENCE AND STUDENTS’

ACADEMIC PERFORMANCE AT UM PEÑAPLATA COLLEGE

A Research Paper Submitted to

the Faculty of Senior High School Department
UM Peñaplata College
Island Garden City of Samal

In Partial Fulfilment of the

Requirements in Research Project:
Humanities and Social Sciences Strand

Edshel Mae A. Alcarion

Keff C. Derial
Angelica B. Olofernes

May 2023
 ii

ABSTRACT

The main objective of this research was to establish the correlation between peer

influence and the academic performance of Grade 12 students enrolled at UM Peñaplata

College (UMPC). The research employed a descriptive-correlational approach and

endorsed questionnaires, with Mean and Pearson-Product Moment of Coefficient

Correlation employed as statistical tools. The findings revealed that peer influence is

often manifested, and that UMPC students possess outstanding academic performance.

The results were notably positive, and both variables achieved high satisfaction. This

indicates a significant relationship between peer influence and the academic performance

of students at UMPC. The conclusions drawn from the results of the study were that

students who associate themselves with peers who have strong academic values and

aspirations are more likely to perform well in school. Positive peer influences

consistently lead to better academic performance. The researchers suggested that students

should be mindful of the friends they choose and should opt for peers who have a

positive attitude and prioritize academic achievement while avoiding those who may

have a negative impact on them. Parents should also encourage and support their child's

academic achievements and guide them toward positive influences.

Keywords: Peer Influence, Students’ Academic Performance, Descriptive Correlation,

Grade 12 Students.
 iii

APPROVAL SHEET

This thesis entitled “THE RELATIONSHIP BETWEEN PEER INFLUENCE AND

STUDENTS’ ACADEMIC PERFORMANCE IN UM PEÑAPLATA COLLEGE"
prepared and submitted by Edshel Mae A. Alcarion, Keff C. Derial, and Angelica B.
Olofernes in partial fulfillment of the requirements for subject Res 3s (Research Project)
has been examined and is hereby endorsed for approval and acceptance.

JOVENIL R. BACATAN, MAEM

Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade of

PASSED.

CLARES FE E. ENRIQUEZ, LPT

Chairman

RHEA JAY P. BACATAN, LPT

Member

ACCEPTED in partial fulfillment of the requirements for the Senior High School:
Academic Track – Humanities and Social Sciences (HUMSS) Strand.

MARYNEL C. COMIDOY, MAT-Math CORNELIO JR. R. MONTEROSO, EdD

School Principal Research Coordinator

MARLON D. MONTANO, DBM FELY D. RABACA

Dean of College OIC-School Director

May 2023
 iv

ACKNOWLEDGEMENT

We would like to convey our heartfelt appreciation to Mr. Jovenil Bacatan, for his

invaluable guidance and teaching throughout our research project. It was a great honor

and privilege for us to study under his guidance. We would also like to express our

sincere gratitude to our school dean Sir Marlon Montaño and our school principal Ma’am

Marynel Comidoy who have granted us permission to conduct this study.

We would like to extend our sincere gratitude and appreciation to our research

validators Sir Franlo Bucog, Ma’am Marynel Comidoy, and Ma’am Rhea Jay Bacatan

who have generously given their time, expertise, and valuable insights to help us in the

validation of our research study. We would also like to extend our deepest appreciation to

the esteemed panel of judges, Ma’am Clares Enriquez and Ma’am Rhea Jay Bacatan for

their critical evaluation of our research work. Their constructive feedback and insightful

comments have greatly contributed to the improvement of our study. We are grateful for

the opportunity to present our research to such distinguished group of professionals.

Our thanks and appreciation also go to our respondents who willingly helped with

their cooperation.

Lastly, praises and thanks to God, the Almighty, for His blessings throughout our

research. Without His divine guidance, and wisdom we would not have been able to

accomplish this work.

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DEDICATION

We the researchers dedicate this research to all those who have supported and

encouraged us throughout our academic journey. It has been a long and challenging

journey, but with unwavering support, we the researchers have finally reached the finish

line.

To our loving parents, who have sacrificed their time, and energy to support us in

any way possible, we dedicate this to you. Your sacrifices and hard work will not go

unnoticed.

To all the teachers, we are honored to learn and work alongside with you. Your

contributions to the advancement of knowledge are immeasurable.

Lastly, we dedicated this to all the curious minds, passionate souls, and relentless

seekers of truth who have dedicated their lives to the pursuit of knowledge and discovery

through research. May your tireless efforts and unwavering commitment continue to

thrive.
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TABLE OF CONTENTS

Page

TITLE PAGE i

ABSTRACT ii

APPROVAL SHEET iii

ACKNOWLEDGMENT iv

DEDICATION v

TABLE OF CONTENTS vi

LIST OF TABLES viii

LIST OF FIGURES ix

Introduction 1

Rationale 1

Statement of the Problem 2

Hypothesis 2

Review of Related Literature 2

Theoretical Framework 8

Scope and Delimitation of the Study 9

Significance of the Study 9

Definition of Terms 11

Method 12

Research Design 12

Research Respondents 12
 vii

Research Instrument 13

Data Gathering Procedure 15

Statistical Tools 16

Result and Discussion 17

Level of Peer Influence 17

Level of Students’ Academic Performance 17

Significant Relationship between Peer Influence 19

and Students’ Academic Performance

Conclusion and Recommendation 21

Conclusion 21

Recommendation 22

REFERENCES 23

APPENDICES 27

A. Survey Questionnaire 28

B. Validation Sheet 30

C. Letter to the Validators 34

D. Communication Letters 38

E. Certificate of Appearance 41

F. Certificate of the Statistician 43

G. Turnitin Result 45

H. Grammarly Result 50

CURRICULUM VITAE 53
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LIST OF TABLES

TABLES PAGE

1 Level of Peer Influence 17

2 Level of Students’ Academic Performance 19

3 Significant Relationship between Peer

Influence and Students’ Academic Performance 20
 ix

LIST OF FIGURES

FIGURES PAGE

1 Conceptual Framework of the Study 9

 INTRODUCTION

This chapter encompasses the study's introduction, problem statement,

hypothesis, literature review, theoretical and conceptual framework, scope and

delimitation, significance of the study, and definition of terms.

Rationale

In both positive and negative ways, adolescents' social and emotional

development is significantly influenced by peers (Korir, 2014; Allen et al., 2005).

However, adolescents who create interpersonal relationships with peers unavoidably

conform to specific behaviors that affect their academic performance.

Academic achievement at universities refers to a student's proficiency in all

academic disciplines (Steinberg, 2005; Okorie, 2014). According to research done in

Vihiga County, Kenya, peer influence has an adverse effect on a student's academic

performance as it primarily influences negative behaviors, which result in academic

failure (Korir, 2014). On the contrary, research in the Philippines found that students

perform way better when exposed to peer influences (Guray et al., 2017).

With these findings from various studies, it is vital to study peers' influence on

others to determine whether it affects one's academic performance (Castrogiovanni,

2002). The purpose of the study is to determine whether there is a significant relationship

between Peer Influence and the Academic Performance of students at UM Peñaplata

College.
 2

Statement of the Problem

The primary objective of the study is to establish the correlation between Peer

Influence and the Academic Performance of students at UM Peñaplata College. To

achieve this goal, the study aims to address the following questions specifically:

1. What is the level of peer influence on 12th-grade students?

2. What is the level of students’ proficiency in terms of their academic performance?

3. Is there a significant relationship between peer influence and the academic

performance of students?

Research Hypothesis

The subsequent null hypothesis was evaluated at a significance level of 0.05.

Ho: There is no significant relationship between peer influence and the academic

performance of students.

Review of Related Literature

This chapter includes a comprehensive understanding of the variables in the

study.

Peer influence

A peer group refers to a collection of individuals who share common interests,

and it offers young people an opportunity to acquire negotiation skills and cope with

social challenges (Ryan, 2000; Castrogiovanni, 2002). Adolescents tend to behave

according to what they have observed from others. Being aware can provide an
 3

individual with knowledge about the outcomes of certain actions and viewpoints (Ryan,

2000). However, observing a role model can increase or decrease the possibility of the

observer engaging in similar conduct or adopting similar beliefs. Thus, through

observation, adolescents can become aware of the consequences of specific actions

exhibited by their peers, which can determine whether they will conform to such

behavior.

In adolescence, there is a growing desire for the individual to establish social

connections with peers (Obiageli & Nasiru, 2021). Based on studies, engaging in group

activities with peers is an initial phase of growth and progress (Santor et al., 2000) since

they contribute to an individual's emotional and social development (Allen et al., 2005).

Furthermore, during adolescence, individuals tend to engage in more intimate and

personal interactions with their peers, exchanging ideas and emotions that can influence

each other. (Coleman, 2014). As a result, they are susceptible to the influence of their

peer groups, which could affect their future (Obiageli & Nasiru, 2021).

Moreover, Lockwood et al. (2002) categorize peer models into two distinct types:

positive exemplar and negative exemplar. A positive role model is someone who has

accomplished exceptional success and is recognized for encouraging others to strive for

similar excellence. They motivate individuals by showcasing attainable goals to work

towards and by demonstrating the steps necessary to achieve success (Lockwood et al.,

2002). On the other hand, negative role models stimulate individuals by pointing out the

mistakes that should be avoided (Lockwood et al., 2002). Positive role models in schools

are peers who possess impressive academic achievements and encourage and assist others
 4

in achieving academic success. On the other hand, negative peer models are students who

have experienced hardships that inspire others to avoid making similar mistakes.

Therefore, Lockwood et al. (2002) suggested that positive and negative role models

motivate students' academic performance.

However, Korir (2014) discovered in his investigation that negative influences

lead to poor academic performance. Similarly, according to Kirk (2010), one example of

influence is peer pressure, which refers to the influence a peer group has on an individual

to modify their beliefs and principles to align with the group's norms. Adolescents tend to

engage in risky behaviors, including delinquency, drug abuse, and sexual activities, when

with their peers. This is why these behaviors are often associated with peer pressure.

(Obiageli, & Nasiru, 2021). How successfully an individual manages peer pressure

largely depends on their self-concept and perception of their societal position

(Ademorokun, 2013). Moreover, according to Burns & Darling (2002), peer influence is

a less overt type of peer pressure where an individual adjusts their actions to meet the

perceived anticipations of others.

While the majority of educators concur that peer influence influences students’

academic performance, Kirk (2010) found that not much research demonstrates its

influence on students' academic performance. Adolescents know that they have the

ability to affect each other (Lashbrook, 2000). Recent research has revealed that there

exists considerable to a significant association between students and their self-identified

friends concerning various attributes, such as academic ambitions (Ide et al., 1981), and

school-related actions such as absenteeism (Davies & Kandel, 1981) and study habits
 5

(Cohen, 1977). Although recent studies have shown a moderate association between

students and their peers in several aspects; however, it does not conclude that peer groups

will substantially and directly impact students’ academic performance. In a recent study

by Berndt (1999), it was discovered that peer groups could predict the level of

involvement in certain tasks, thus stating that the academic performance of students is

greatly affected by the behavior and academic attainment of their peers.

In addition, Epstein (1983) conducted a similar study where it was discovered that

students who performed well academically could still end up with poor grades if their

peer groups had poor academic performance. On the other hand, students who initially

had poor academic performance could experience an improvement in their grades if their

peer groups exhibited high academic performance. These correlative studies reveal that

the influence of peer groups with positive influence is just as significant as that of peer

groups with negative influence. Though previous research has recognized the importance

of peer influence on students' academic achievement, it has predominantly concentrated

on the effect of parents and teachers rather than the impact of peers on students' academic

performance (Eccles et al., 1998).

Academic Performance

A child's academic performance refers to their learning outcomes, which

encompasses the knowledge, skills, and concepts they acquire through their educational

experiences, both inside and outside the classroom (Epunam, 1999). According to Pandey

(2008), academic performance is the factor that determines a student's position in their

class, enabling them to develop their abilities, enhance their grades, and equip themselves
 6

for future academic endeavors. Moreover, according to (Adesemowo, 2005), assessing a

student's academic performance in school encompasses various methods, such as written

and oral exams, to determine how well they have performed (Adesemowo, 2005).

Previous studies have shown that various factors can impact a student's academic

performance, including parental socioeconomic status, level of parental supervision, and

school engagement (Okorie, 2014). According to Graetz (1995), a student's academic

achievement is greatly reliant on the social standing of their parents/guardians in society.

Whereas the parents’ socioeconomic background has a substantial influence on the

student’s academic performance and is a major cause of educational inequality among

students. Considine and Zappala (2002) discovered that parents with higher

socioeconomic status can improve their child's academic success in the future. Moreover,

Alos et al. (2015) observed that the existence of school programs can have a notable

effect on a student's academic performance.

Recent studies suggest that the academic performance of students is notably

influenced by their peer relationships and the level of support they receive from them.

(Juvonen & Wentzel, 1996). Considine & Zappala (2002) quoted Sparkles (1999), whose

results revealed that the academic performance of students is greatly impacted by the

school environment and the expectations that teachers have for their students. Similarly,

Bangbade (2004) discovered that the characteristics of teachers are strongly correlated

with the academic achievement of their students. According to Bangbade (2004), these

characteristics comprise the teacher's proficiency in the subject matter, effective

 7

communication skills, emotional resilience, positive interpersonal skills, and enthusiasm

for their profession.

A recent study by Filade et al. (2019) stated that academic performance is

expected to have a correlation with peer groups and that a student's academic success was

related to the group to which they belonged. The impact of peers on a student's academic

performance can be either positive or negative. Academically stronger students can

positively influence their peers and contribute to their overall academic improvement. On

the other hand, negative peer influence can have adverse effects on a student's academic

performance (Korir, 2014).

Conversely, positive peer influence on academic performance depends on a

person's behavior (Filade et al., 2019). The influence of peers can also ignite students'

enthusiasm and drive for academic success (Lashbrook, 2000). They devote a larger

portion of their time to socializing with peers than adults do, and report feeling notably

happy when in the company of peers (Brown & Larson, 2009). Moreover, in the study of

Goethe (2001), it was found that students perform better when they are united with

students of their kind, which refers to the classification of students according to their

position in the class. This claim is assisted by Sacerdote (2001), saying that students

perform better academically when they have academically potent peers.

Zimmerman (2003) contradicted Goethe's results, saying that academically strong

students could be negatively influenced by academically weak peer groups. Nevertheless,

it still showed that a student's academic performance is impacted by multiple factors.

 8

Students have been subjected to peer group influence regularly, but the effects students

encounter have transformed over the years. (Steinberg, 2005).

Theoretical Framework

This study is grounded in the Academic Achievement Theory of Walberg (1981).

According to this theory, the academic achievements (cognitive and behavioral) of

individual students are influenced by their psychological traits and the psychological

environment they are currently in (Reynolds & Walberg, 1992). Furthermore, in

Walberg's research, it was found that the academic achievements of students are

influenced by their aptitude, the school environment, their household setting, social

circle, and exposure to media outside of school (Walberg et al., 1986).

This is also supported by the Psychosocial Development Theory of Erik Erikson

(1950). This suggests that for an individual to become their own person, peer pressure is

necessary. Positive and negative peer pressure both have an impact on an individual's

development and the formation of their unique identity (Duff et al., 2004).
 9

Conceptual Framework

The dimensions of peer influence significantly influence students’ academic

performance.

Independent Variable Dependent Variable

Peer Influence Students’ Academic

Performance

Figure 1.

Conceptual Framework

The study's conceptual framework is illustrated in Figure 1, which includes two

variables: Peer Influence as the Independent Variable and Academic Performance as

the Dependent Variable. The Independent Variable affects the Dependent Variable.

Scope and Delimitation

The main objective of this study is to establish a correlation between peer

influence and the academic performance of Grade 12 HUMSS and ABM students

enrolled at UM Peñaplata College (UMPC) for the academic year 2022-2023. The

study's scope encompasses both HUMSS and ABM students.

Significance of the Study

The study on the relationship between peer influence and the academic

performance of students at UM Peñaplata College (UMPC) could be highly

 10

advantageous to the students if the survey provides positive outcomes. Understanding

the relationship between peer influence and academic performance can provide

students with valuable information about the study's subject matter.

The outcomes of this research will be advantageous to the following parties:

1. School Teachers. Educators will gain advantages from this study by improving

their methods of assessing students needing assistance and guiding them through

positive influences.

2. Parents. This study will help parents develop secure attachments towards their

children and develop awareness about the nature of peer influences surrounding their

children.

3. Students. This study's result will help learners understand how their environment

affects their academic performance, both positively and negatively. Additionally, it

will assist them in developing restraint to enable them to concentrate on more essential

aspects.

4. Future Researcher. This study can also be helpful to those future researchers

researching the correlation between peer influence and the academic performance of

students at UM Peñaplata College (UMPC). The findings of this study can be utilized

as a point of reference for exploring additional variables in future research studies.

 11

Definition of Terms

The definitions of the following terminologies have been provided to aid in the

understanding of how the data was employed in the study.

Peer Influence – Peer Influence pertains to the ability of a person's peer group to

persuade them to alter their attitudes and values to align with the group's accepted

standards Kirk, (2010). In this study, Peer Influence refers to how adolescents can be

impacted by the actions, values, attitudes, and beliefs of those in their environment,

whether positive or negative.

Academic Performance – Academic Performance pertains to the level of achievement a

person exhibits in each academic discipline (Kathryn, 2010). In this study, a student's

academic performance is determined through their grades.

 METHOD

This chapter discusses the research design, research respondents, research

instruments, parameters of limits, data-gathering procedure, and statistical tools

utilized in the study.

Research Design

The present study employed a quantitative descriptive-correlational design

to investigate the relationship between peer influence and the academic performance

of students. As noted by Creswell (2002), a correlational design is used to establish

associations between two or more variables in a study. The study specifically

examined the extent to which peer influence and academic performance are related

among Grade 12 students at UM Peñaplata College.

Research Location

According to Creswell (2002), the initial stage of gathering data involves

identifying the individuals and locations that the researchers intend to examine. In this

study, UM Peñaplata College, which is situated in Brgy. Peñaplata, Samal District,

Island Garden City of Samal, was selected as the research location.

Research Respondents

This research focuses on Grade 12 Senior High School students from both

HUMSS and ABM strands at UM Peñaplata College as the respondents. The study

employs the total population sampling technique to get a more reliable response.

Sugiyono (2014) explains that total population sampling is a method of sampling in

 13

which every member of a population is considered a sample. The research population

was 47 students officially enrolled for the school year 2022-2023. However, the research

was conducted with the participation of 34 students.

Research Instruments

The data collection method used in this study was a survey questionnaire. As

Creswell (2002) noted, conducting research enables researchers to obtain the opinions of

the entire population. The questionnaire was evaluated by experts to ensure its suitability

for the study. The process of conducting the study begins with students filling out the

questionnaire with the use of an online application, Google Forms. The first section

includes a checklist using a five-Likert scale for the ten questions provided for peer

influence. The questionnaire from Peer Influence was adapted from the study of Korir

Kipkemboi (2014). The second section is academic performance; it will be identified

based on the student’s grades.

Parameter of Limits

The basis of analysis and interpretation for the peer influence is indicated below using

a five-point Likert scale:

Range of Means Descriptive Level Interpretations

4.20 – 5.00 Very High This means that peer

influence is always
manifested.
 14

3.40 – 4.19 High This means that peer

influence is often
manifested.

2.60 – 3.39 Moderate This means that peer

influence is
sometimes
manifested.

1.80 – 2.59 Low This means that peer

influence is rarely
manifested.

1.00 – 1.79 Very Low This means that peer

influence is never
manifested.

The basis of Analysis and Interpretation for Academic Performance is indicated below

using a five-point Likert scale:

Range of Means Descriptive Level Interpretations

4.20 – 5.00 Outstanding This means that the academic

performance of the SHS student is very
high. Furthermore, this implies that the
students at this level have surpassed the
essential criteria of knowledge and
comprehension and can proficiently
apply them through authentic
performance tasks.
3.40 – 4.19 Very Satisfactory This means that the academic
performance of the SHS student is high.
It implies that the students at this level
have acquired the fundamental principles
and can transfer them independently
through authentic performance tasks.
 15

2.60 – 3.39 Satisfactory This means that the academic

performance of the SHS student is
moderate. Furthermore, it signifies that
the students at this level have established
the fundamental core knowledge and,
with minimal direction from the teacher
and support from peers, can proficiently
apply these concepts through authentic
performance tasks.
1.80 – 2.59 Fairly Satisfactory This means that the academic
performance of the SHS student is low.
Moreover, it indicates that the students at
this level possess basic knowledge and
core comprehension but require
assistance throughout the execution of
genuine tasks.

1.00 – 1.79 Did not This means that the academic

performance of the SHS student is very
meet expectations low. Additionally, it suggests that the
students at this level face difficulties in
comprehension; they have not acquired
or developed the necessary skills and
fundamental knowledge to facilitate
understanding.

Data Gathering Procedure

To collect the necessary data for this study, the researchers followed these procedures:

1. Ask permission to conduct the study. The researchers requested authorization

from the school administration, including the school's dean and the UMPC

Senior High Department principal, to survey students.

2. Construction of questionnaire. The researchers used an adapted questionnaire

from the study of Korir Kipkemboi (2013) in conducting the survey.

 16

3. Validation of questionnaire. A group of experts reviewed and validated the

adapted questionnaire if applicable and usable in the study.

4. Coordination with the respondents. The researchers communicated with the

respondents through an online group chat, where they asked permission from the

respondents for their participation.

5. Conduct the Survey. Once the questionnaire was approved by the panel and

permission was granted, the researchers were permitted to administer the

questionnaire to UM Peñaplata College (UMPC) Grade 12 students. The

respondents were assured that their answers would be kept completely

confidential. Additionally, the questionnaires were distributed using a Google

form format.

6. Collection and tabulation of data. Upon receiving the completed questionnaires,

the data was tallied, and the outcomes were examined, and arranged in tables.

Statistical Tools

This study employed the following statistical instruments:

Mean - This was utilized to establish the average mean of peer influence and the

academic performance of the students.

Pearson Product-Moment Correlation Coefficient (Pearson-r) - This was utilized

to determine the significant correlation between peer influence and the academic

performance of Grade 12 students at UM Peñaplata College (UMPC).

 RESULT AND DISCUSSION

This chapter presents the outcomes and evaluation of the data obtained from the

questionnaire responses.

Level of Peer Influence

Shown in Table 1 is the level of Peer Influence among the Grade 12 students of

UMPC. It got an overall mean of 4.10 with a standard deviation of .62, with a descriptive

equivalent of High. The results indicate that Peer Influence is often manifested.

Table 1
Level of Peer Influence

Statements SD M Descriptive Level

1. My school peers excel in academic tasks .91 4.32 Very High

and examinations.

2. My peers motivate me to strive harder in .68 4.32 Very High

my studies.

3. My peers have a positive influence on .95 4.21 Very High

my academic performance.

4. Most of my time in school is spent .90 4.18 High

discussing academic tasks with friends.

5. My friends exhibit discipline both in .87 4.18 High

school and at home.

6. My friends have regular school .77 4.32 Very High

attendance.
 18

7. My friends do not ridicule students who 1.65 3.21 Moderate

strive to excel academically.

8. My friends do not indulge in 1.23 4.12 High

smoking/alcohol use.

9. My friends do not sneak out of school. 1.21 4.00 High

10. My friends do not affect my academic 1.32 4.12 High

work negatively.

Overall Mean .62 4.10 High

Note: N = 34, M = Mean, SD = Standard Deviation

According to the data presented, the statements “My school peers excel in

academic tasks and examinations.” and “2. My peers motivate me to strive harder in my

studies.” received the highest mean rating of 4.32. This implies that academically

productive peers and a determinant of academic motivation positively influence students'

academic performance.

Ryan (2000) supports this conclusion by stating that friends who positively affect

school enhance students' satisfaction with school. Since peer influence has a high

descriptive level of interpretation, it is considered that peer influence in grade 12 students

at UM Peñaplata College is high. Lingren (1995) disputes the popular assumption that

increased peer association inevitably results in negative consequences. Rather, Lingren

(1995) asserts that peers can serve as a wellspring of love, empathy, understanding, and

an arena for exploration.

 19

Level of Students’ Academic Performance

Shown in Table 2 is the level of Students' Academic Performance among the

Grade 12 students of UMPC. It got a mean of 4.03 with a standard deviation of 0.8, with

a descriptive equivalent of Very Satisfactory. The results indicate that the student's

academic performance is proficient.

Table 2
Level of Academic Performance

Indicators SD M Descriptive Level

Grades (Overall) 1.03 4.03 Very Satisfactory

Note: N = 34, M = Mean, SD = Standard Deviation

This suggests that the academic achievements of students are highly

commendable, indicating that the SHS students have remarkable academic performance.

Moreover, this signifies that students at this level have acquired essential knowledge and

fundamental concepts, which they can apply independently in real-life situations.

A recent study by Benbow and Arjmand (1990) shows that 7 th and 8th-grade

students have high academic performance. Sacerdote (2001) provides evidence that

students tend to earn better grades when they are surrounded by academically exceptional

peers. Hence, the Grade 12 students in UM Peñaplata College have high academic

performance due to academically strong peers.

 20

Significant Relationship between Peer Influence and Students’ Academic Performance

The overall R-value is .400 with a p-value of 0.19, rejecting the null hypothesis

and showing that peer influence positively correlates with senior high school students'

achievement in UM Peñaplata College. The results demonstrate a notable correlation

between peer influence and the academic performance of students at UM Peñaplata

College (UMPC).

Table 3

Significant Relationship between Peer Influence and Academic Performance

Peer Influence Grades

Overall
Overall .400*
(.019)
*p<.05 – Significant

In conclusion, there exists a correlation between the influence of peers and the

academic performance of students. This resulted in Grade 12 students in UM Peñaplata

receiving more positive influence from peers, which resulted in high school performance.

Thomas & Landau (2002) suggests that students who value education are more inclined

to befriend peers who have a similar passion for learning. Moreover, Korir (2014) stated

that peer influence significantly correlated with the student's academic performance.

Whereas high-achieving students have a positive influence on their peers and contribute

to enhancing their academic performance (Korir, 2014).

 CONCLUSION AND RECOMMENDATION

This section discusses the study's results based on the data analysis made in

chapter three, interpreted, and inferences drawn from them. Recommendations for

implication and further studies are made.

Conclusion

The researchers have investigated and assessed the relationship between peer

influence and the academic performance of students. The study's results and conclusions

are outlined below:

The results showed that based on the statistics, peer influence and students'

academic performance in UM Peñaplata College (UMPC) both achieved a very

satisfactory high result. Therefore, it can be inferred that a substantial correlation exists

between peer influence and the academic performance of students at UM Peñaplata

College (UMPC). The researchers recommended that students should be objective when

choosing their peer groups. Students should be surrounded by positive influences rather

than negative peers that will impact one’s academic outcomes. Based on the findings, it

can be inferred that students who associate with peers who have strong academic values

and ambitions are more likely to excel academically. Consequently, it can be concluded

that peer influence has a significant impact on student’s academic performance.

 22

Recommendations

The study's results and conclusions suggest the following recommendations:

It is recommended that students be prompted to make wise decisions when it

comes to selecting their peer groups. Choose peers who have positive behavior and

value academic achievement. On the other hand, parents should support their child’s

academic outcomes and guide them toward positive influences. Teachers should also

monitor students regarding peer influences and assess their need for assistance. It is

recommended that future researchers continue exploring the same nature and include

other factors to lengthen the understanding that affects the student's academic

performance.
 23

REFERENCES

Ademorokun, B. I. (2013). Parental and Peer influence on adolescent academic and social
forces, Journal of Educational Psychology, 53; 57 – 79.

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 27

APPENDICES
 28

APPENDIX A

SURVEY QUESTIONNAIRE
 29

Directions: Read the following questions below and check the box that accurately

describes your response to the statement.

5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 – Never

Peer Influence 5 4 3 2 1

1. My school peers excel in academic tasks and

examinations.

2. My peers motivate me to strive harder in my

studies.

3. My peers have a positive influence on my academic

performance.

4. Most of my time in school is spent discussing

academic tasks with friends..

5. My friends exhibit discipline both in school and at

home..

6. My friends have regular school attendance..

7. My friends do not ridicule students who strive to

excel academically.

8. My friends do not indulge in smoking/alcohol use.

9. My friends do not sneak out of school.

10. My friends do not affect my academic work

negatively.

Academic Performance

1. What is your general average during the 1st Quarter?

 30

APPENDIX B

VALIDATION SHEETS
31
32
33
 34

APPENDIX C

LETTER TO THE VALIDATORS

35
36
37
 38

APPENDIX D

COMMUNICATION LETTERS
39
40
 41

APPENDIX E

CERTIFICATE OF APPEARANCE
 42

CERTIFICATE OF APPEARANCE

TO WHOM IT MAY CONCERN:

This is to certify that Edshel Mae A. Alcarion, Keff C. Derial, and Angelica B.
Olofernes, 12-HUMSS students of UM Peñaplata College was in the office on
November 29, 2022, to distribute questionnaires to the Grade 12 students of UM
Peñaplata College.

Given this 28th day of April 2023.

MARYNEL C. COMIDOY, MAT-MATH

SHS Principal
 43

APPENDIX F

CERTIFICATE OF THE STATISTICIAN

 44

CERTIFICATE OF STATISTICIAN

To whom it may concern:

This is to certify that the Senior High School research of Edshel Mae A. Alcarion,
Angelica B. Olofernes, and Keff C. Derial entitled The Relationship Between Peer
Influence and Students’ Academic Performance” has been thoroughly examined
and corrected for computation and analysis of data.

Given this 27th day of March, 2023 at UM Peñaplata College, Island Garden City of
Samal.

JOVENIL BACATAN
Statistician
 45

APPENDIX G

TURNITIN RESULT
46
47
48
49
 50

APPENDIX H

GRAMMARLY RESULT
51
52
 53

CURRICULUM VITAE

Edshel Mae A. Alcarion

Email: alcarion.2edshelmae@gmail.com

Contact No. 09054589076

PERSONAL DATA

Age: 17 yrs. old

Date of Birth: September 29, 2005

Civil Status: Single

Sex: Female

Academic Background

Secondary Level Assumption Academy of Peñaplata

Davao Del Norte

2019-2020

Elementary Level Sion Elementary School

Davao Del Norte

2016-2017
 54

Keff C. Derial

Email: keffderial@gmail.com

Contact No. 09692136771

PERSONAL DATA

Age: 18 yrs. old

Date of Birth: November 14, 2004

Civil Status: Single

Sex: Male

Academic Background

Secondary Level Samal National High School

Davao Del Norte

2019-2020

Elementary Level Adecor Elementary School

Davao Del Norte

2016-2017
 55

Angelica B. Olofernes

Email: angelicaolofernes01@gmail.com

Contact No. 09156184700

PERSONAL DATA

Age: 17 yrs. old

Date of Birth: September 1, 2005

Civil Status: Single

Sex: Female

Academic Background

Secondary Level Samal National High School

Davao Del Norte

2019-2020

Elementary Level Tagdaliao Elementary School

Davao Del Norte

2016-2017