UNDER THE SHADOWS: A CASE STUDY ON THE EFFECTS OF PEER

PRESSURE ON THE ACADEMIC PERFORMANCE OF THE SELECTED

STUDENTS OF PANTALAN SENIOR HIGH SCHOOL

A Qualitative Research Presented to the

Faculty of
Pantalan Senior High School
Nasugbu, Batangas
In Partial Fulfillment of the
Requirements in 3I’s

Submitted to:

Mr. Jenesis R. Salvacion

Submitted by:

Natindim, Airah D.
Calinawan, Hazel Anne L.
Conception, Laurence B.
Alcala, Diane M.
Bernardo, Marie Joe A.
Hernandez, Baby Pauline M.
Melgar, Ara Jossel C.
Mendoza, Cherry Joy B.
Santiago, Julie Ann S.
Subiel, Rein Sophia S.
Tagudtud, Claret
Romarate, Ereca M.

March, 2024
 ii

PANTALAN SENIOR HIGH SCHOOL

APPROVAL SHEET

This research entitled “UNDER THE SHADOWS: A CASE STUDY ON THE

EFFECTS OF PEER PRESSURE ON THE ACADEMIC PERFORMANCE OF THE
SELECTED STUDENTS OF PANTALAN SENIOR HIGH SCHOOL” prepared and
submitted by Airah D. Natindim, Hazel Anne Calinawan, Laurence B. Concepcion,
Diane M. Alcala, Marie Joe A. Bernardo, Baby Pauline M. Hernandez, Ara Jossel C.
Melgar, Cherry Joy B. Mendoza, Julie Ann S. Santiago, Rein Sophia S. Subiel,
Claret Tagudtud, and Ereca M. Romarate. In partial fulfillment of the requirements
for 3I’s has been examined and recommended for acceptance and approval.

MR. JENESIS R. SALVACION

3I’s Subject Teacher
 iii

Title: UNDER THE SHADOWS: A CASE STUDY ON THE EFFECTS OF PEER

PRESSURE ON THE ACADEMIC PERFORMANCE OF THE
SELECTED STUDENTS OF PANTALAN SENIOR HIGH SCHOOL

Names: Airah D. Natindim, Hazel Anne Calinawan, Laurence B. Concepcion,

Diane M. Alcala, Marie Joe A. Bernardo, Baby Pauline M. Hernandez, Ara
Jossel C. Melgar, Cherry Joy B. Mendoza, Julie Ann S. Santiago, Rein Sophia
S. Subiel, Claret Tagudtud, Ereca M. Romarate

ABSTRACT

The researchers aimed to discover the effects of peer pressure on students'

academic performance. Specifically, to answer the following questions: (1) What kind
of pressure do the participants experience concerning their academic performance?
(2) What significant factors trigger peer pressure among students? (3) What
difficulties do the students endure due to peer pressure? This qualitative research
established a case study design to generate an in-depth, multi-faceted
understanding of a complex issue in its real-life context. Most of the data was
gathered by conducting several thorough interviews. The researchers interviewed
three participants who had all encountered the effects of peer pressure. The
researchers evaluated the interview findings to develop underlying patterns and
found themselves interpreting the thematic data as they assembled several themes.
The discussions highlighted the students' understanding of peer pressure and their
strategies for avoiding it.

Keywords: peer pressure, academic performance, case study, thematic, themes

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ACKNOWLEDGEMENT

The researchers would like to express their heartfelt appreciation and

gratitude to various individuals for their invaluable assistance and support in
preparing and completing this study.

Dr. Janet G. Apolinar, Principal of Pantalan Senior High School, for providing
the researcher with significant assistance, aid, and motivation in completing their
research project.

The researchers are grateful to their 3I’s teacher Mr. Jenesis R. Salvacion,
for his ongoing assistance in providing materials that will allow the researchers to
complete their project. Moreover, for his candid remarks that made the study effort
worthwhile for further investigation. Furthermore, the researchers did not mention
the particulars but still live on in the researcher's heart.

Without Eugene, Juvilyn, Kim, and Aliyah, this would have been a much more
difficult feat. Whether it is to lend a helping hand, share a kind word, or be a pillar of
emotional strength, true friends always prove reliable. The researchers offer them
their deepest gratitude and unending thanks.

To God, to whom the researcher owes his life and who always grants
sufficient strength and knowledge. He completed this intellectual endeavor for the
sake of His honor and splendor.
 v

DEDICATION

We dedicate this intellectual effort wholeheartedly,

To our adviser, Ms. Jannara Perez, for her unending moral support.

To our devoted parents for their unwavering assistance in our academic pursuits.

To Chloe, Joe, Julie, Maribel and friends who remain alongside us through the

completion of our study, our sincerest gratitude.

The Researchers
 vi

TABLE OF CONTENTS

Pages

Title Page………………………………………………………………………………..… i

Approval Sheet......................................................................................................... ii

Abstract..............………………………………………………...………………...…...… iii

Acknowledgment………………………………………….….….……………….…….... iv

Dedication…...…………………………………………….…………….......................... v

Table of Contents……………………………………………….………………………... vi

List of Tables……………………………………………………….…………………...... viii

List of Figures………………………………………………….………........................... ix

List of Appendices………………………………………………….………….………..... x

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………………………................1

Statement of the Problem………………………………………………………………….5

Scope, Limitation, and Delimitation ….………………………………..……………....…5

Significance of the study…………………………………….……………………………..6

 vii

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………………………………...…...8

Research Literature………………………………………………………………….....…18

III. METHODOLOGY

Research Design………………………………………………………………………..…
30

The population of the study……………..

……………………………............................31

Data Gathering Procedure……………………………………………………………..…

34

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation, Analysis, and Interpretation of Data…………………………..…………

36

V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary…………………………………………………………………………….……..58

Findings…………………………………………………………………………….……....59

Conclusion………...…………………………………………………………….………....61

Recommendations…………………...……………………………………….….…….....62

Bibliography………………………………………………………………..……...……...64

Appendices……………….……………………………………………….....…..…...…..68

Curriculum Vitae…………………………..………………………….....…..…..............72
 viii

LIST OF TABLES

Table Pages

3.1 Respondent of the Study…………………………………….…....31

4.1.1 Influence of Peers on the Academic Performance of the

Students....................................................................................39

4.1.2 Effects of Peer Pressure on the Motivation of the

Students to Study......................................................................41

4.1.3 Impact of Peer Pressure on the Academic Performance of

the Students 42

4.1.4 Strategies to Resist Peer Pressure...........................................43

4.1.5 Suggestions or Recommendations to Improve the Academic

Performance of the Students....................................................45

 ix

LIST OF FIGURES

Table Pages

4.2.1 Theme and Sub-themes................................................... 47

 x

LIST OF APPENDICES

Appendix Pages

A Permission Letter to the Principal……………………………….…68

B Permission Letter to the Respondents…………………………….69

C Interview Questionnaire……….……………………….……………70

D Pictures of Procedures………………………………………………71
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

People think they are running the show, but it is the other way around

most of the time. Their situation, mainly their surroundings, holds sway over

their thoughts and behaviors for more than they like to imagine. In almost

every area of people’s lives, people get steered by others. They influenced

what everybody wore, the music everybody wanted, the food almost everyone

ate (and how much of it), the voting habits, and how everybody invested their

money. They affect everyone’s mental state, the ebb and flow of everyone’s

mood and emotions. They even color everyone’s moral outlook, whether all

act good or bad. (Bond, 2015)

Peer pressure or influence is when someone does something to feel

accepted and valued by their friends. Peer influence can be positive or

negative. Coping well with peer influence is balancing being themselves and

fitting in with their group. Human nature dictates that particular teens are more

inclined to fall into peer pressure than others, while some are better able to

withstand it and maintain their independence. One thing that all teenagers

have in common is peer pressure. Given that it is almost universal, some

people cannot escape it. Peer pressure is the process through which

members of the same social group persuade someone else to behave in a

particular manner, adopt certain beliefs, or act in a specific way to fit in.

Peers are people who are part of the same social group, so "peer

pressure" refers to the influence that peers can have on each other. Although
 2

peer pressure does not necessarily have to be negative, "pressure" implies

that the process influences people to do things they may be resistant to or

might not otherwise choose to do (Hartney, 2014). Teens are quick and

accurate in making judgments and decisions on their own and in situations

where they have time to think. However, when they must make decisions in

the heat of the moment or social cases, external factors like peers often

influence their choices. (Casey, 2008)

According to Barron and Gjerde (Barron JM, Gjerde KP. Peer pressure

in an agency relationship. J Labor Econ. (1997) 15:234–54.), personal

psychological feelings constitute a significant influence on peer group stress,

specifically jealousy, and guilt. Kandel and Lazear (Kandel E, Lazear EP. Peer

pressure and partnerships. J Polit Econ. (1992) 100:801–17.) also identified

feelings of shame as an influencing factor of peer pressure. These feelings

are associated with an individual's self-esteem. (Khampirat B. 2020)

suggested that self-esteem plays a vital role in student development. Self-

esteem is an individual’s self-worth judgment and is associated with learning

outcomes.

All of us need to belong. Moreover, that is precisely why some people

give in to peer pressure because they need to fit in and fear that not going

along with the group and might lead to the group not liking them. So, the need

for acceptance and a sense of belonging are the biggest drivers of peer

pressure.

Peer pressure is a phenomenon that has been studied extensively in

psychology. It refers to where individuals feel compelled to conform and meet

the expectations of their peers. Peer pressure is often seen in adolescence

 3

and can be positive and negative. Research has shown that peer pressure

can affect individuals differently depending on their personality traits, social

skills, and age.

Adolescents more prone to peer pressure tend to have lower self-

esteem, less confidence, and a more vital need for peer approval. Some

forms of peer pressure can lead to risky behaviors, such as substance abuse

or engaging in dangerous activities, to fit in with a social group. It can have

long-term consequences and negatively impact individuals' mental and

physical well-being. Peer pressure is associated with risky behaviors like

substance abuse, delinquency, and sexual behavior.

According to research, peer pressure affects people differently based

on their personality traits, social abilities, and age. Adolescents more

susceptible to peer pressure have lower self-esteem, less confidence, and a

greater desire for peer acceptance. It affects a student's academic

performance when negative peer pressure is present. The effects of such

behaviors can decrease self-confidence, self-worth, and distance from family

members and friends. Some students' relationships with peers promote their

academic engagement. Others join peer groups that become a cause of

disengagement from the school and impact educational practices. Negative

peer pressure can create problems in school, like Lower school attendance

and even dropped grades.

On the other hand, more resilient adolescents tend to be less affected

by peer pressure and are more likely to resist negative influences. The role of

parents, teachers, and other influential adults influences an adolescent's life.

 4

By understanding how peer pressure works, researchers can develop

more effective interventions to help young people make positive choices and

resist negative influences from their peers. Most students are unaware of the

pressure they may feel while interacting with their peers, especially when they

already have a sense of belonging. They must be aware of the effects of the

companions they choose. Students must be mentored and equipped with the

information necessary to address the critical issue of peer pressure;

significant since employers look into success in finding promising careers, it

will make today's and tomorrow's students' futures more promising.

Peer pressure is an essential consideration in light of the student’s

academic achievement. This allowed them made for future researchers and

students to understand this issue and its implications, even for the most

immediate choices they will have to make. The findings from this research

allowed the researchers to think about and develop suggestions with proper

direction rather than just watching them succumb to peer pressure. The

effects of peer pressure on students' performance in school were the main

topic of this paper.

Statement of the Problem

This study aimed to determine the effects of peer pressure on the

academic performance of the selected students of Pantalan Senior High

School. Specifically, it aimed to answer the following research questions:

1. How do peer groups influence the academic performance of

students at Pantalan Senior High School?

2. What are the major factors that trigger peer pressure among

students?
 5

3. What difficulties do the students endure due to peer pressure?

4. What additional interventions or support systems could be

implemented to further assist students in managing peer pressure and

maintaining their academic performance?

Scope, Limitations, and Delimitation of the Study

The study aimed to analyze and determine the effects of peer pressure

on the academic performance of the selected students of Pantalan Senior

High School. This study also included how the school administrators and staff

understand the students' behaviors. It focuses on examining the different

types of peer pressure that students encounter in their academic pursuits,

including academic competition, social comparison, and conformity. The study

also reviewed the possible coping strategies students can use to deal with

peer pressure. Individual interviews were used to collect data. The location

and setting of the study focused on Pantalan Senior High School including the

data gathered by the researchers. This study used a qualitative research

design where the respondents are the selected students of Pantalan Senior

High School.

Although every attempt will be made to choose a varied sample of

Pantalan Senior High School students, time and resource restrictions may

mean that the results are not totally representative of all students. Additionally,

because everyone's perspectives and experiences are different, it may be

difficult for the study to measure precisely the complex nature of peer

pressure and its effect on academic performance. Furthermore, family

relationships and socioeconomic background—external factors that are

 6

outside the purview of this study—may potentially have an impact on students'

academic achievement and cannot be completely explained.

Significance of the Study

The findings of this research have proven to be of significant benefit to

various stakeholders including students, parents, school administrators and

staff, counselors, society, and future researchers.

For Pantalan Senior High School students, the results have served as a

valuable guide in navigating the complexities of peer pressure, equipping them

with knowledge on how to resist negative influences while embracing positive

peer dynamics. Parents have found the study instrumental in understanding

and managing their children's behavior both within and outside the school

environment, especially in addressing issues of depression stemming from

peer pressure. Counselors have benefited from insights into effective

strategies for mitigating negative peer pressure and fostering discipline among

students.

Moreover, school administrators and staff have gained a deeper

understanding of students' perceptions of peer pressure, allowing them to

serve as more effective role models in promoting moral and ethical behavior.

The study has also contributed to the cultivation of disciplined students, who

are known to excel academically, thus benefitting not only the school but also

the broader society. By organizing seminars, conferences, symposiums, and

workshops, the findings have helped disseminate awareness about the effects

of peer pressure on academic performance, thereby contributing to societal

understanding and response to this issue.

 7

Furthermore, this study serves as a valuable resource for future

researchers, offering a foundation for further exploration and discussion on the

topic of peer pressure and academic performance. Given its potential for

widespread impact and its relatively unexplored nature, the study provides a

rich source of research material for scholars seeking to delve deeper into this

critical area of inquiry. The results of this study will be useful in guiding future

research efforts as society continues to struggle with the complexity of peer

influence. This will ensure that the issue will continue to be addressed with

awareness and progress.

Definition of Terms

Case Study: A detailed examination and analysis of a specific group, in

this instance, students from Pantalan Senior High School.

Peer pressure: The social pressure from peers to adopt particular

attitudes, behaviors, or expectations; it frequently results in changes to an

individual's own actions or choices.

Social influence: It comprises the ways in which individuals adjust their

behavior to meet the demands of a social environment.

Peer group: A group of people, usually of similar age, background and

social status, with whom a person associates and who are likely to influence

the person's beliefs and behavior.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, literature was drawn from various sources to investigate

the impact of peer pressure on the academic performance of selected students

from Pantalan Senior High School. The researchers conducted a

comprehensive review of existing studies and writings to delve into the

influence of peer dynamics on students' educational outcomes. Through this

examination, the researchers aim to uncover the effects of peer pressure on

students' academic success within the school environment.

Related Literature

Adolescents have constantly been subjected to peer pressure,

although the types vary. The level of influence they have encountered has

shifted dramatically in recent years. Peer groups impact anything from what

an adolescent wear to whether or not an adolescent will. Adolescents

nowadays are involved in drug-related or other delinquent activities. This

research is significant because if society and those employed in the field of

education become aware of the problems, they are more likely to steer clear

of it and be more vigilant about negative peer pressure when it comes to

appropriately being equipped to support a student dealing with peer

pressure's detrimental effects.

 9

Peer pressure is a natural phenomenon that students, teenagers, and

adolescents experience. Students have a so-called group of friends to rely on

and share their deepest secrets. Sometimes they want to prove to the

judgmental society that they can be better, so they go with people who can

help them. Many aspects of a person's life change during adolescence.

Youths started questioning things during these quick physical, emotional, and

social changes. Additionally, it allowed individuals to interact and make crucial

decisions regarding their academic, family, and potentially professional

commitments. Young adults asked themselves, "Is school important to me?"

and "How do I want to spend my time?". Adolescents' choices regarding their

achievements in school (and in life), motivation, and the happiness they

experience are the outcomes of their decisions that are influenced by the

circumstances in which they are made.

A peer group is an intimate clique of same-aged, relatively close friends

participating in comparable endeavors. Peer groups or clubs often have two to

twelve members, with a five or six-person average. Peer groups created a

sense of stability and assistance for teenagers to develop a sense of identity.

Adolescents inquire about social identity theory by asking, "Who am I?" and

"What do I want from life?" as a part of a group, whether it is stereotypical

jocks, goths, or punks, allowed adolescents to feel as if they are on their way

to answering some of these questions."

Given that teenagers spend twice as much time with their peers as with

their parents or other adults, it is critical to investigate peer influences.

(Castrogiovanni,2002) This study reviewed the literature on peer pressure's

 10

positive and negative effects and how it relates to academic performance.

This study initially examined the relationship between peer pressure and

academic performance, how peer groups inspired and assisted with improving

academic performance, what the different types of peer pressure, what are the

positive and negative effects of peer pressure on academic performance, what

causes a deficit network of peers, what kind of pressure do the participants

experience concerning their academic performance, what are the major

factors that trigger peer pressure among students, and what difficulties do the

students endure due to peer pressure?

Pre-pubescent teens, especially students, must be a part of any social

group. A social circle is where students feel secure when venting their views

and emotions. To an extent, members of the social process receive input from

one another. The social group members are not the student's parents,

siblings, or relatives. Their unique ethics and views discern them rather than

those of their family members. However, being part of any social group has a

cost, just like any other endeavor in life. Accepting the norms and laws of

social groupings comes at the expense of altering oneself to become a

member.

According to one research (Ryan, 2000), associating with classmates

with exceptionally outstanding academic performance elevates one's delight in

school. However, networking with peers who have a poor relationship with

school and academics diminishes one's gratification. Hostile peer groups instill

harmful peer pressure, resulting in unsatisfactory grades and an aberrant

demeanor. The societal system known as peer pressure has already been
 11

thoroughly investigated, and this literature review outlines its purpose and

history. Students' academic performance may be declining as a result of peer

pressure. Scholarly study on peer groups and peer pressure has been

conducted since the 1960s. Furthermore, it has been established in black and

white that social peer groups have given students both excellent and negative

assistance. Peer groups may have both positive and harmful effects on

academic relationships.

According to the study on peer pressure, some techniques or kinds of

peer pressure impact people. Examples include criticism, taunting, and

humiliation. The most effective approach for a student to be persuaded is by

their belief and impression of how their social group would react if they acted

differently as these students behave in an irrelevant manner as compared to

members of their peers or when they fail to uphold social standards; it is

possible to say that may become victims of peer pressure or any form of peer

pressure. Therefore, alternatively, the student conforms to the rules and

values of their group rather than behaving in the way of their own choice

(Black,2000).

However, according to Underage Drinking Prevention | Talk It Out,

there are six different types of peer pressure: spoken peer pressure, unspoken

peer pressure, direct peer pressure, indirect peer pressure, negative peer

pressure, and positive peer pressure.

Spoken Peer Pressure. It is when a teenager asks, suggests, persuades, or

directs another to engage in a specific behavior. If this is done in a one-on-one

environment, the influence recipient has a greater chance of adhering to his or

 12

her core values and beliefs. If, however, the spoken influence takes place

within a group, the negative peer pressure to go along with the group is

immense.

Unspoken Peer Pressure. With unspoken peer pressure, a teenager is

exposed to the actions of one or more peers and is left to choose whether

they want to follow along. This pressure could be fashion choices, personal

interactions, or 'joining' types of behavior (clubs, cliques, teams). Many young

teens lack the mental maturity to control impulses and make wise long-term

decisions. Because of this, many teens are more susceptible to the negative

peer pressure influence from older or more popular friends.

Direct Peer Pressure. This type of peer pressure can be spoken to or

unspoken. Direct peer pressure is typically behavior-centric. Peer pressure

examples of these kinds of behavior would be when a teenager hands another

an alcoholic drink or makes a sexual advance, or looks at another student's

paper during a test. The other teen is put in a position to make an on-the-spot

decision. In these situations, an individual is approached directly by a peer

and is forced to decide how to respond in the heat of the moment. Because

people are watching, peer pressure of this kind may be tough to resist.

Indirect Peer Pressure. Like unspoken peer pressure, indirect peer pressure

is subtle but can still strongly influence an impressionable young person.

When a teen overhears a friend gossiping about another person and then

reacts to the gossip, that is indirect peer pressure. Alternatively, if a middle

schooler learns that the popular kids' parties include alcohol or drugs, indirect

pressure may prompt them to experiment to gain acceptance.

 13

Negative Peer Pressure. Asking young teenagers to behave against their

moral code or family values is negative peer pressure. Teens see the actions

of other teens with stronger personalities and are put in a position of following

the leader or walking away. It is not uncommon for teens with solid morals to

engage in behavior that goes against their beliefs simply because they want

acceptance. Young people often lack the skills to devise an excuse or reason

to say no to negative peer pressure. Unfavorable peer pressure causes

individuals to engage in actions that eventually have a detrimental negative

influence and even endanger those close to them.

Positive Peer Pressure. A group dynamic can be a

form of positive peer pressure if the behaviors are

healthy, age-appropriate, and socially acceptable. Positive peer pressure

examples can include a peer group that wants to make good grades and

positively influences a young teen to study. Alternatively, if a famous friend

wants to earn money and save to buy a car, a less outgoing teenager may

also be influenced to get a job and open a savings account. Suppose football

team members pledge to abstain from drinking alcohol to focus on staying

healthy and having a winning season. In that case, other students may adopt

the same behavior. Peer pressure, or influence, comes in several forms, and

these types of peer pressure can tremendously impact a young person's

behavior. Research shows that the most impressionable age for peer

influence in middle school. It is when a child forms new friendships and

chooses an identity among those friends. It is also the most common age for

kids to start experimenting with alcohol, drugs, sexual activity, and other risky

behaviors. The drive to engage in this behavior often results from negative
 14

peer pressure. Adolescents with larger circles of friends appear to be less

influenced by the suggestions or actions of their peers, but the pressure to

conform is genuine at this age. It is bound to occur. Eventually, teens will want

to spend less time with their families to spend more time with their pals, even

if it is through social media. That is the strength of peer influence.

Nevertheless, how does peer pressure affect adolescents? Teenagers' peer

pressure is a tricky subject. Teens may believe they have "grown up," yet their

intellectual capacities are still developing. Judgment is one of the premature

functions. Peer pressure comes in two distinct varieties in this age group:

negative and positive. Positive peer pressure helped teens develop the coping

skills necessary for adulthood. It encouraged teens to become more active in

athletics and avoid risky behaviors, which was especially helpful during tough

times. Negative peer pressure led teens in the wrong direction. It led them to

try alcohol or drugs, skip school or engage in other poor behaviors that could

put their health at risk.

According to the Positive and Negative sides of Peer Pressure. (n.d.), it

is needless to say how influential peer pressure can be on an individual. Peer

pressure comes in when we get influenced by our peers' lifestyles and ways of

thinking. Almost everyone from different walks of life must have experienced

peer pressure in some way or another at a given time. Some people get

positive influence from it, whereas others tend to get negatively influenced. On

the other hand, unthinkingly following peers and not holding an opinion might

harm someone's life.

 15

The Positive Side. Peer pressure is often used in a negative sense.

Nevertheless, there is always another side to every story. Yes, there is

beneficial peer pressure as well. Peer pressure is not necessarily negative. It

can also lead to the development of positive life habits. Peers may offer

valuable life lessons and urge youths to mimic them. Adopting healthy habits

from peers may have a significant impact not just on someone's life but also on

their way of conceptualizing. Peer pressure may have a good effect on people.

Peer pressure may benefit a student's life if they carefully select specific

beneficial practices from their friends. Because human behavior is diverse,

being exposed to peer pressure gives them an excellent opportunity to analyze

the preferences and viewpoints of many people. It gives them plenty of

chances to select the finest of what most people have to offer. Peers even

inspire them in some manner or urge them to make modifications that are

beneficial in their life. As a result, peer pressure influences life and leads

people to make the best decisions for themselves.

The Negative Side. Most people know how lousy peer pressure may affect

one's life, but this study would like to shed further light on this topic. There may

be a concept, a habit, or a way of life that youths despise and would prefer not

to adopt. On the other hand, peer groups would seek to force someone to do

something against their will. As a result, if teens yield to peer pressure and

make the incorrect alternatives, they may find themselves in great sadness

and guilt for the entirety of the event. Similarly, when youngsters mindlessly

follow their classmates, putting aside their own will, many vices like smoking,

drinking, and becoming drug addicts are nurtured. Similarly, when youngsters

mindlessly follow their classmates, putting aside their own will, many vices like
 16

smoking, drinking, and becoming drug addicts are nurtured. Furthermore, by

succumbing to peer pressure, they lose their identity. They abandon their way

of life and ultimately adopt that of their peers. They are no longer allowed to

follow their preferences and are instead compelled to enjoy what their peers

like and do what they do. It is how peer pressure may have many dire

consequences in life. As a result, it is preferable to learn from social pressure

by developing positive behaviors and avoiding its adverse effects.

Students' sense of self-identity, self-esteem, and self-reliance influence

the peer effect on academic accomplishment. Peer influence has mobilized

pupils' energy and inspired them to succeed. Peers provide positive role

models. When a student experiences adverse effects, his academic

performance worsens. Stronger students influenced their peers, which

increased overall academic achievement. Individual effort and

accomplishment in school are influenced by peer attitudes and goals, as well

as peer expectations and norms (Uguma & Usani, 2016). However,

adolescents are more likely to be exposed to undesirable behaviors such as

drinking, smoking, and poor academic performance through their peer group.

Those their peers positively inspire produce more alternative solutions

to issues, suggest more mature solutions and are less aggressive than those

who are adversely influenced. It is believed that brilliant students assist their

colleagues in improving their academic achievement. Girls with excellent

friends who are deemed clever do better in school because they are part of a

shared team with similar goals (Landau, 2002; Timothy & Uguma, 2017).

Certain peer group members have a detrimental impact on their friends, and
 17

this group has low expectations of attending a postsecondary institution to

pursue specific jobs. Other values are presented rather than pursuing

education, such as taking care of the family or generating quick money (Ide,

2006).

Research Literature

According to American Psychological Association (APA), the influence

exerted by a peer group on its members to fit in with or conform to the group's

norms and expectations. Peer pressure has positive socialization value and

negative mental or physical health consequences. Peer pressure is the

process by which members of the same social group influence other members

to do things they may be resistant to or not otherwise choose to do. (Pugle M.,

2022)

Peers are members of the same social group; hence "peer pressure"

refers to the impact that peers may have on one another. Typically, peer

pressure refers to acts that are not regarded as socially acceptable or

desirable, such as drug or alcohol experimentation. The term "peer pressure"

is rarely used to describe socially acceptable habits such as exercising or

studying, but it can positively influence some circumstances. Peer pressure

causes people to do things they would not otherwise do, hoping to fit in or be

noticed. Things people may be peer pressured into doing include:

Peer pressure or the desire to impress their peers can override a teen

or tween's fear of taking risks, according to the National Institute on Drug

Abuse for Kids. Risky behavior with drugs and alcohol may result in the

following such as accidents, addiction, alcohol or drug poisoning,

 18

asphyxiation, driving under the influence (of alcohol or other drugs), overdose,

and sexually transmitted diseases.

People can also feel an internal pressure to participate in activities and

behaviors they think their peers are doing, which can put them at risk for the

following behavioral addictions food addiction, gambling addiction, internet

addiction, sex addiction, shopping addiction, and video game addiction. In the

case of teenagers, parents are rarely concerned about the peer pressure their

children may experience to participate in sports or exercise, as these are

commonly regarded as good social habits. It is acceptable as long as the

exercise or activity does not become an unhealthy coping mechanism, is

excessive to the point of severely affecting their health, or is harmful (as in

dangerous sports). If carried to an extreme, they may develop an exercise

addiction, neglecting academics and other activities and eventually adopting

exercise and competition in sports as their primary outlet for coping with life's

difficulties. It can potentially have several adverse health repercussions.

Peer Pressure Beyond Childhood

Adolescents are susceptible to peer pressure because they are in a

developmental period in which they are separated more from their parents'

guidance, yet have not established their values, knowledge of human

relationships, or the repercussions of their actions. They also seek social

acceptability and are more inclined to participate in activities contrary to their

better judgment to be accepted. Adults, on the other hand, are susceptible to

peer pressure.
 19

Many individuals are prone to binge drinking. Their coworkers are doing

it or putting work ahead of the family because they are fighting for a promotion

with others in their office. The bottom line is that being aware of and carefully

choosing the influence of peers that will lead to healthy and happy

experiences is a lifelong process.

To better understand this area of study, we can distinguish many

terminologies. Keywords include adolescence, peer group, peerless, peer

influence, and academic success.

Adolescence is a physical and psychological development stage

between puberty and maturity. Adolescence is commonly linked with the

adolescent years. However, its physical, psychological, or cultural

manifestations might begin or conclude sooner. Adolescence, the years

between puberty and maturity, may be split into three stages: early

adolescence (ages eleven to fourteen), middle adolescence (ages fifteen to

seventeen), and late adolescence (ages eighteen to twenty-one).

Each stage of life is influenced by what has come preceding it, and

young people do not approach adolescence with a "blank slate." Instead,

teenage growth is influenced by past life events. These early life events,

however, are not determinative, and adolescence's adaptive plasticity

identifies it as a window of opportunity for change, through which processes of

resiliency, wellness, and growth are attainable. National Academies Press

(US). (2019, May 16). Adolescent Development.

 20

A peer group is a social group and a significant group of people with

similar interests, ages, backgrounds, or social standing. Members in this

group are likely to impact the person's views and behavior. Peer groups

undergo substantial changes during adolescence. A peer is a person of equal

status to another who belongs to a specific societal group and has

distinguishing features from that group.

The criteria that define someone as a peer vary greatly depending on

the circumstance. "Peerless" can refer to common qualities such as age,

gender, culture, religion, or ethnicity; where an individual lives; shared

experience; sexual identity; health status; the way someone lives and the

education they have received; and group participation. In the case of young

individuals, they may be classified into numerous groups, each of which is

defined differently. These groupings might be from school, friends, work, or

sports clubs. Peers are considered a more reliable source of information than

adults and healthcare experts due to their perceived similarities with the target

group.

As a child grows into adolescence, parental influence fades, and young

people form increasingly intense ties and interactions with grows into

adolescence, parental influence fades, and young people form increasingly

intense ties and interactions with their friends and classmates. Adolescents

spend a lot of their free time with their peers because they are people they

can trust, feel understood, and share beliefs, attitudes, and interests.

Therefore, Peer connections are an essential source of emotional support for

young people and significantly affect their conduct, attitudes, and knowledge.
 21

Peer connections can have the capacity to support healthy or poor health

habits and development in ways that adults cannot, depending on the

behavior and roles portrayed by peers.

Certain behaviors are frequently displayed throughout this era of life

and can substantially influence behaviors are frequently displayed throughout

this era of life. They can substantially influence an individual's future health in

later life—peers who are seen as extremely popular, in particular, influence

and influence other like-minded young people. Furthermore, peer

relationships contribute to developing general social skills and competencies

and forming autonomy and self-identities during an adolescent's

developmental period; improving these are crucial for successfully dealing

with difficulties that arise when transitioning into maturity. What is a ‘peer’?

(n.d.).

"People care about what others think across all age groups—and that

influences how much they value different ideas and behaviors," explains Dr.

Emily Falk of the University of Pennsylvania. She investigated how social

networks influenced decision-making. It is known as social or peer influence.

Teens are especially susceptible to peer pressure. It is due to brain alterations

that make individuals very sensitive to social interactions. At the same time,

the teen brain's reward system becomes hypersensitive. The reward system is

a brain circuit that produces pleasure. It is triggered by things we appreciate,

such as eating excellent food. Social incentives, like receiving praise, also

trigger it.

Teens are still figuring out how to navigate the social environment.
 22

Understanding and being impacted by other people's values are crucial to

socializing. Teens learn to fit in and establish friends by being affected by

factors like attire and musical preference. However, engaging in dangerous

habits, such as alcohol or smoking, can have adverse health and legal

implications.

"Research shows that even just having another peer around can

change the reward response in the brain and the risk-taking tendencies of

teenagers," adds Falk. Her group investigated how peers influenced

adolescents' driving and smoking habits. Some people appear to be more

susceptible to persuasion than others. They are more sensitive to feelings of

inclusion or exclusion from others. They are also more sensitive to social cues,

such as tone of voice.

Dr. Mary Heitzeg's team at the University of Michigan investigated how

a person's biology and reactions to social settings influenced whether or not

they developed drug use or mental health problems later in life. The team

used brain scans to investigate how kids' brains responded to being socially

included or excluded. They also investigated how the brain's reward system

reacts to various scenarios. Heitzeg's team is a member of the ABCD Study, a

substantial 10-year endeavor to study the factors that impact teenagers'

longterm health and risk behavior. Families, friends, schools, neighborhoods,

and communities are all factors. "Adolescence is such a risky period," Heitzeg

explains. "That is when sexual initiation occurs, as well as the initiation and

escalation of substance use.". However, it is also a period when peer

 23

influence may help kids thrive by getting them more active in their community

or teaching them how to collaborate and be sympathetic.

Peer effects, both positive and negative, impact more than simply

someone's conduct. They also influence how someone feels. According to

research, the more friends someone has and the more time someone spends

with them, the happier that someone is. Friends are individuals with whom

others may discuss their sentiments, get fresh insights, or engage in

enjoyable activities.

However, the quality of those friendships, not the quantity, makes the

most impact. Friendship quality has been related to increased life satisfaction

and improved mental health. "We have all experienced letting a friendship go

because it did not feel great," says Dr. Rebecca Schwartz-Mette of the

University of Maine. Her lab investigated how peer interactions influenced

children's and adolescents' emotional development.

Friendships that they desire to let go of could be of better quality. They

contain disputes, criticism, and violence. Low-quality friendships are

associated with poor academic achievement and behavioral difficulties in

adolescents.

Friendships of high-quality give understanding, support, and

reinforcement of self-worth. These sorts of connections are more solid and

fulfilling. Spending time with friends might be especially beneficial for those

suffering from anxiety or despair. However, Schwartz-Mette's research has

demonstrated that some friendship traits might exacerbate depression. One

method is known as co-rumination. "Co-rumination is when people get

 24

together and talk excessively about everything that's going wrong and how

bad they feel," she says. "With that person, they feel understood, validated,

and emotionally close to them.". However, because they focus on bad things,

they become sadder."

According to research, refocusing such connections may assist.

Discuss both positive and bad aspects of life. Look for healthful activities to do

together, such as going for a walk. Encourage one other to maintain healthy

behaviors such as physical activity, nutritious food, and getting enough sleep.

"Noticing that other people influence our behavior, we can be

intentional and focus on the people doing the things we want to get into

ourselves," Falk says. "Sharing your healthy habits with others could make a

significant difference for someone else." The Power of Peers. (2022, July 15)

According to (Ukyawi et al., 2012), peer pressure is an instrument that

impacts students' conduct by pushing them to engage in wrongdoings that

lead to rebellion. According to the author, peer pressure greatly influences

pupils since they regard their classmates as someone they can admire. It

means that pupils are affected by peer pressure, dependent on whom they

socialize with. Peer pressure has an impact on how people intend to act. For

example, (Ukyawi et al., 2012) discovered that peer pressure on students is

one of the reasons for substance usage. The researchers underlined how vital

it is to be affiliated with peers who can help people make better judgments to

change their behavior. Thus, it is critical to show student support by

developing programs encouraging them to change their conduct and engage

with peers who will favorably affect them.

 25

Peer pressure is described by (Mahmood et al., 2013) and (Damm,

2018) as a subjective or actual experience of feeling forced by others to do

activities that youth do not want to do. Although each author acknowledges

that high school peer pressure may be beneficial and harmful, their focus is on

the negative impacts on adolescents. It might have a variety of consequences,

including underachievement.

The authors discovered that as students reach adolescence, they will

likely be exposed to close peer relationships, peer pressures, and degrees of

compliance. Peer pressure can cause psychological problems that impede the

development of interpersonal relationships. Peer pressure influences

children's interactions with their parents, relatives, and peers.

According to (Harrel, 2020) and (Albanese, 2010), not all peer pressure

is detrimental. Peer pressure has a detrimental impact only when our

decisions and views are pushed aside for students to be accepted into a

specific peer group (Aldanese, 2010). It is up to them to assess the impact of

peer pressure. As kids and teens seek confirmation from their classmates or

peer groups, they are influenced by what they do or even create standards for

themselves, which results in subconsciously pressing themselves. Peer

pressure impacts children for a variety of reasons, according to them. For

example, it fosters a desire to fit in, teaches us what not to do, assists us in

growing, fosters a sense of support, and drives us away.

It may be advantageous to train them in real-world scenarios. Students

feel safe and comfortable staying and hanging out with the correct pals. Their

peers encouraged and supported them as they strived for a better life. Second,

there are peer groups that lead people to their demise and ruin. Peer pressure
 26

(Orellana, 2018) is "social pressure from peers to do something, embrace

specific values, or otherwise adapt to feel accepted.". Students are expected

to belong to one of two groups at school.

Although it is unnecessary, societal norms indicate that having a group

of friends increases a student's confidence and socializing abilities. While all

of these points are accurate, peer pressure has developed to the point where

it interferes with the primary purpose of the student. Peer pressure is believed

to be more than just negative reinforcement; it may also motivate and

encourage students to become the most excellent versions of themselves.

Pressure has switched to the other side in the Philippines. Peer pressure

makes it difficult for kids to embrace "their" values, culture, and hobbies,

according to news, publications, and even personal statements of interested

students and families. (Flores & Dalay, et al.,2022)

Synthesis

Adolescence is a period when old friendships fade, and new ones

emerge. The literature above showed that peer groups impacted teenagers,

whether favorable or bad. Even within solid peer connections, the socialization

process is ongoing and evolving. During this period, parents experienced

feeling rejected and lost as their child, who used to enjoy baking cookies or

throwing a football with mom and dad, suddenly chose to spend every free

minute with friends.

Peers often promote family values but also foster undesirable

behaviors. Although most adults overestimate the negative effect of peers,

more may be done to help youngsters see both the home and the peer group
 27

as pleasant environments. The community, families, churches, and schools

worked together to develop healthy, well-adjusted young individuals. The

influence of others is what peer pressure is all about. It might be excellent or

negative, tacit or explicit. When the pressure is beneficial, urging them to

become a better version of themselves is called peer "influence.".

However, although peer influence may enhance their life, peer pressure

can be detrimental. For example, others may feel pressured to undertake risky

activities they are unaware of. Avoiding peer pressure, saying no, and

surrounding themselves with more positive influences can all help them resist

peer pressure.

According to (Pugle, M. 2022), peer pressure is a part of life but does

not have to impact anyone adversely. If feeling forced to do things that will

make someone feel horrible about oneself, try seeking help from a trustworthy

person. Recognizing whether peer pressure is damaging and potentially

dangerous vs. good and potentially life-enhancing will assist someone in

making healthy decisions about whom they invite into their inner circle.

Inevitably have made terrible decisions in the past due to peer pressure,

forgive and resolve to do better the next time.

According to the studies reviewed above, there were substantial effects

on whether peer pressure was negative or positive. Belonging may be

concluded that belonging to a specific group of peers can boost a student's

potential to thrive or fail in their academic achievements. For the students to

know how they will be able to overcome and manage the pressure mentioned

above, it is crucial to be aware of the various ways. This study aimed to

determine the relationship and effects between peer pressure and a student's
 28

academic performance. Peer group influence also has an impact on an

individual's academic success. Suppose an individual's classmates indulge in

destructive behaviors such as drug misuse, skipping classes, and persistently

absent from school solely to engage in time-wasting activities. In that case,

these characteristics of an individual's peer group will likely impact his or her

academic performance.

CHAPTER III

RESEARCH METHOD AND PROCEDURE

The research approach employed in this study was discussed in this

chapter. This approach pertained to the research concept, study population,

sampling method, and data collection procedure. This chapter provides

information about the respondents' views and perspectives on the effects of

peer pressure on the academic performance of the selected students of

Pantalan Senior High School.

Research Design
 29

The qualitative technique was employed in the current research design.

This method is about “what” people think and “why” they think. This technique

was more helpful to academics since it relied on collecting and evaluating

non-numerical data that comprehended the respondents' thoughts, views, and

observations. It also is utilized to acquire in-depth information regarding the

effects of peer pressure on the academic performance of the selected

students of Pantalan Senior High School. The researchers will employ the

case study technique for this study since it allows them to learn about the

individuals being observed to allow the researchers and future researchers to

generate an in-depth, multi-faceted understanding of a complex issue in its

real-life context.

Population of the Study

The study's population will be limited to the selected students of

Pantalan Senior High School. The respondents were given a letter containing

the study title and its objective, and they were given a letter of gratitude for

lending the researchers their time for an interview. Table 3.1 depicts the

distribution of respondents in the school.

Table 3.1 Distribution of Respondents in School

 30

Sampling Method

Purposive sampling was used in conjunction with the analysis and

observations of the effect of peer pressure on the academic performance of

the selected students of Pantalan Senior High School in this research project.

(Guarte & Barrios, 2013). Purposive sampling has a long history, and as many

people believe it is simple and easy as there are who believe it is difficult.

Purposive sampling is used to better match the sample to the research's goals

and objectives, boosting the study's rigor and the reliability of the data and

outcomes. This idea has already been characterized in four ways: credibility,

transferability, dependability, and confirmability (Campbell et al., 2020).

Purposive sampling is also one of the most cost-effective and time-

effective sampling strategies accessible and it may be the only acceptable

approach available if only a small number of primary data sources can

participate in the study. These strategy aid researchers since they are now

concerned about the difficulty of generalizing study findings. This study

intends to investigate the ways in which peer pressure has favorably or

negatively impacted academic achievements using qualitative interviews. This

study aims to shed light on the complexities of peer pressure in academic

settings in order to develop effective interventions and support systems for

students who are struggling with peer pressure.

 31

Data Gathering Procedure

Before selecting participants, the researchers wrote a permission letter

addressed to the principal and their Pantalan Senior High School respondents.

Upon the letter's approval, the researchers have already handled the letter

themselves, ensuring effective delivery to the study's selected Pantalan Senior

High School respondents.

Construction of the Questionnaire

The researchers used a survey questionnaire and an interview to

collect data from the study's respondents. They conducted analysis and

observations on the effects of peer pressure on the academic performance of

the selected students of Pantalan Senior High School. The questionnaire was

made to make respondents provide detailed responses and did not leave any

questions unanswered. The questionnaire was designed to provide

information about the backgrounds of the participants. The researchers stated

that the responses were being kept secret and that no one other than the

researchers could see them.

Validation of the Questionnaire

The researchers produced the questionnaire. Their Practical Research

1 teacher, a certified validator, validated the questions used in this study to get

proper and legitimate input. The researchers completed the initial draft of the

questionnaire and sent it to the designated consultant for revisions and

adjustments. After thoroughly examining the questionnaire, a final copy was

created for confirmation.

 32

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discussed qualitative data analysis that includes practical

tasks. The data are processed into generating themes and explained

individually during the qualitative phase. The findings were presented and

interpreted. The data obtained were through interviews and extensively

examined following the research objectives.

TABLE 4.1: INFLUENCE OF PEERS ON THE ACADEMIC

PERFORMANCE OF THE STUDENTS

Question No.1 :
 33

What influence do your peers have on your academic performance?

Can you provide an example of a time when your peers influenced your

academic performance?

The table shows the responses of each respondent to the first

question. Based on the table above, each respondent had a different

perspective regarding how much their peers influenced them.

 34

Respondent 1 stated that her peer group influenced her to study hard

to excel with them. Respondent 2 said he felt inferior when his peers scored

more than him. However, Respondent 3 said that peer influence plays a

crucial role in shaping academic performance. Positive influences from peers,

such as support, encouragement, and sharing of study resources, can

contribute to improved academic outcomes. Conversely, negative influences

like distractions, pressure to engage in non-academic activities, and unhealthy

competition can detrimentally impact academic performance.

TABLE 4.1.2: IMPACT OF PEER PRESSURE ON THE ACADEMIC

PERFORMANCE OF THE STUDENTS

Question No.2 :

Does peer pressure influence your academic performance?

If so, can you provide an example?

 35

Table 4.1.2 shows the responses of the respondents to question 3.

Based on the table above, it implies that each respondent has a different

experience regarding the effects of peer pressure on their academic

performance.

Respondent 1 found peer interactions beneficial for social development

and collaboration, potentially impacting academic performance. Respondent 2

acknowledged the influence of peer pressure on academic performance,

highlighting its potential to motivate or hinder progress. Respondent 3

experienced unity and cohesion in her group, highlighting the importance of

collective effort and mutual support. These experiences highlight the potential

benefits of peer collaboration in enhancing academic performance through

shared goals and knowledge.

TABLE 4.1.3: INFLUENCE OF PEER PRESSURE ON THE MOTIVATION OF

THE STUDENTS TO STUDY

Question No.3 :

How do you perceive peer pressure influencing your motivation to study?

 36

Table 4.1.3 shows the responses of each respondent to the second

question. Based on the table above, each respondent still had a different

perception of how peer pressure affected their motivation to study.

The responses from all the respondents highlighted the complex nature

of peer pressure in academic settings. Respondent 1 sees it as a motivator

and source of enjoyment, while Respondent 2 highlights its negative effects,

such as feelings of inferiority and stress. Respondent 3 acknowledges both

positive and negative impacts, emphasizing the need to understand and

navigate peer influences to optimize academic outcomes.

TABLE 4.1.4: STRATEGIES TO RESIST PEER PRESSURE

Question No.4 :

What strategies do you use to resist peer pressure that affects your academic

performance?
 37

Table 4.1.4 shows the responses of the respondents to question

number 4. Based on the table above, it implies that each respondent has

similar and

different strategies to resist peer pressure.

The respondent emphasizes the importance of a supportive

environment for academic improvement, fostering a culture where individuals

feel valued and encouraged to work together. They find it challenging to resist

peer pressure but find motivation from peer success. To resist peer pressure,

they suggest setting clear educational goals, prioritizing academics over

social events, practicing assertiveness, and developing healthy coping

mechanisms like mindfulness and exercise to manage stress and anxiety

related to peer influence.

TABLE 4.1.5: SUGGESTIONS OR RECOMMENDATIONS TO IMPROVE

THE ACADEMIC PERFORMANCE OF THE STUDENTS

Question No.5 :

What suggestions or recommendations would you propose to enhance the

academic performance of students who are influenced by peer pressure?

 38

Table 4.1.5 shows the responses of the respondents to question

number 5. Based on the table implies that each respondent has different

recommendations for their fellow students who are affected by peer pressure.

Respondent 1 emphasizes communication for identifying strengths,

weaknesses, and improvement areas. It suggests socializing with friends for

support and socializing for academic progress. Respondent 2 suggests

prioritizing self-improvement and seeking supportive friendships. Respondent

3 suggests creating a positive educational environment with resources like

tutoring, study groups, and mentorship programs. It also recommends

prioritizing academic goals, developing healthy coping mechanisms, and

engaging in extracurricular activities.

4.2 THEMES

Fifteen themes emerged from the respondents' narratives. Upon a

thorough examination, it will only break down into a single central theme to
 39

avoid repetition of ideas and information. The researchers will identify the

themes' sub-themes and its description. The researchers explained the

relevance of the themes.

FIGURE 4.2.1: THEME AND SUB-THEMES

THEME: PEER PRESSURE

SUB-THEME1: POSITIVE ANDNEGATIVE EFFECTS OF PEER

PRESSURE

Respondents expressed their perceptions regarding peer pressure;

thus, they also implied that there are positive and negative kinds of peer

pressure.

Positive Peer Pressure

 40

Everyone desires to connect with people, regardless of age. We want to feel

like we belong at home and in the community. Acceptance by peers is a crucial

aspect of adolescence. Teenagers want to fit in and be perceived favorably. Thus,

peers frequently exert a powerful impact on juvenile behaviors, decisions, and

actions. People often presume that peer influence is negative. They identified peer

pressure as one obnoxious adolescent pushing another toward doing something

harmful. However, there are several good ways in which peers affect their

adolescent counterparts. Here are the five to consider:

Inspiring Positive Choices

There are several methods by which young people inspire others to make

wise decisions. For example, if a group of friends participates in a volunteer effort, it

motivates others to participate in something they would not have done otherwise. In

one of the cases above, Respondent 2 works harder to get good grades because his

peer group is committed to doing well in school. They have a strong work ethic, and

now so does he.

Picking Up Healthy Habits

It feels fantastic to fit in. It can even aid with general health. Friends

who make healthy lifestyle choices may inspire adolescents to do the same.

Peers frequently function as good role models, whether joining the school

track club, eating healthy instead of junk food, or making it more

straightforward to say no when drugs or alcohol are present; they may also
 41

utilize peer pressure to motivate people to abandon poor behaviors and adopt

new, healthier ones. In one of the cases above, Respondent 3 mentioned that

developing a healthy coping mechanism is necessary to manage stress and

anxiety because of peer pressure.

Sharing New Experiences

Trying new things might be difficult. It needs bravery and self-

assurance. Trying something new with friends may be motivating for young

people. Sharing new experiences with others might help them to feel more at

ease. It can assist them in overcoming their phobia, whether riding a new

roller coaster or delivering a school report in front of the entire class. Sharing

first-time experiences may help them form even stronger ties. In one of the

cases above, Respondent 1 mentioned that communicating or sharing

something with your peers is essential in building rapport.

Offering Moral Support

Adolescence may be difficult as young people attempt to answer

significant concerns like, "Who am I?" and "Do I belong?" Good friends help

one another. They bounce ideas with each other before venturing outside of

their trusted networks. They may also learn to resolve conflicts jointly. The

idea is for them to work together to overcome obstacles and enjoy triumphs.

People create their internal strength and resilience through the power of their

relationships with others as they assist one another through ups and downs.
 42

Respondent 1 and Respondent 3 share the same idea regarding giving moral

support to students affected by peer pressure. They implied that opportunities

offered to the students would improve their performance in school.

Social Media As A Positive Force

Social media offers advantages when utilized correctly. It is a place

where young people can swiftly bounce ideas off each other and obtain

encouragement. It was vital for kids who feel alone in their home communities

but may connect with friends with similar interests or difficulties online.

Because social media facilitates contacts that extend beyond schools, families,

and local communities, the idealistic young voice may be amplified and

elevated to address societal issues. In other words, it is a place for

adolescents to interact and express themselves. (Pontz, E. 2022)

Negative Peer Pressure

Individuals people associate with have a powerful influence on them,

and most have encountered peer pressure. Children and adolescents, on the

other hand, struggle to cope with the many types and degrees of peer

pressure. They frequently turn to peers for advice, confidence, and a sense of

belonging. Insufficient peer pressure is commonly associated with

encouraging bullying behaviors, consuming alcohol, drug usage, and having a

bad body image, all detrimental to a child or young person's well-being. Such

actions can hurt self-esteem, self-worth, and feelings of estrangement from

family and friends. Peer Pressure : Mentally Healthy Schools, n.d.

 43

According to Carrie Silver-Stock, licensed clinical social worker, founder

of Girls with Dreams, and a writer of the books Secrets Girls Keep: What Girls

Hide (& Why) and How to Break the Stress of Silence, it can be. Carrie stated,

"Negative peer pressure can harm self-esteem, influence clear decision-

making, and increase stress. In the worst cases, it can lead to harmful or

dangerous behaviors that could result in death, such as car accidents

involving alcohol, accidents, drug overdose, and more." (Roper, K.

2023).

Negative School Impact

Not only possibly negative peer pressure leads to risky activities, but it

also causes issues in school. According to Carrie, negative peer pressure can

lower school attendance, drop grades, and affect students' chances of

college. (Roper, K. 2023).

` Family Problems

Peer pressure may also have an impact on families. Carrie believes

that negative peer pressure might increase the distance from family members,

resulting in less time spent at home, increase negative behaviors/attitudes,

and hurt communication. (Roper, K. 2023).

 44

Positive Effects Of Peer Pressure

While negative peer pressure receives far more attention in the media, it

is not the only type of peer pressure adolescents face. Teens who surround

themselves with positive individuals can benefit as well. "When teens surround

themselves with people making good decisions and are involved with positive

activities and choices, this typically makes them want to be better. Having

positive friends increases confidence and self-esteem. If this peer pressure

happens at school, it could improve a teen's grades or even friends," as

reported by Carrie. (Roper, K. 2023).

Improved Academic Performance

Those who surround themselves with positive influences, like those

who surround themselves with bad influences, will notice a difference in their

academic achievement. Carrie observes that teenagers may perceive

improved grades, improved confidence, and results in trying more things or

getting involved at school. (Roper, K. 2023).

SUB-THEME 2: CORRELATION

Peer Pressure and Gender

Gender can cause some significant disparities. It could influence how

youth react to peer pressure. Carrie demonstrated that "boys and girls may

feel pressure for different reasons, such as a guy feeling pressure to race his

car or a girl feeling pressure to dress a certain way.". However, peer pressure

is universal. "The effects are very similar for boys and girls," Carrie explained.
 45

"It is difficult to deal with pressure because everyone wants to fit in, like other

boys and girls. Both can have negative and positive consequences depending

on how they react." (Roper, K. 2023).

Peer Pressure from Friends

Friends are one of the most prevalent causes of peer pressure. They

have a variety of effects on teenagers. "Teens might feel cool for having a

group care about them, or they might be worried or confused about making

their friends happy while making a different choice. Teens might also feel they

will not fit in if they do not go with the crowd. Teens can also feel insecure

about their beliefs or ideas," Carrie explained. (Roper, K. 2023).

Sub-Themes 3: Resistance to Peer Pressure

Adolescents may also struggle to resist peer pressure. Even though "it is

usually not easy," Carrie explains how it may influence teenagers. "In some cases,

friends will respect the teen and leave him/her alone; in others, it can be extremely

stressful, and friends may continue to pressure the teenager; however, once a teen

gets over the initial shock and reaction, it will eventually boost self-confidence to its

highest levels." (Roper, K. 2023).

 46

Strategies to Avoid Peer Pressure

All three respondents mentioned that there are strategies to resist or avoid

peer pressure, such as encouraging others to set clear goals, influencing each other

to study, avoiding persons who will make you inferior, trying to keep up with the

social circle to boost confidence, developing a sense of building rapport, create a

sense of alliance, learning to say no to bad influencers, develop self-love and self-

care and try to provide assistance or support to other students who are greatly

affected by peer pressure.

Sub-Themes 4: Consequences of Peer Pressure

The repercussions can be severe when a child succumbs to negative peer

pressure. "Whenever teens do not listen to their instincts and internal guide and only

do what their friends say," Carrie noted, "this can cause a problem." She says, "This

is the warning sign teens should pay attention to, and from here, the consequences

only worsen.". Another sign that things are out of control is if the teen is doing

something illegal or getting into trouble at school. Other severe consequences could

include a tense relationship with parents, truancy, driving and drinking, drug abuse,

and early pregnancy. (Roper, K. 2023).

Long-term Effects of Peer Pressure

Not only may peer pressure have short-term repercussions on school and

family, but it can also have long-term ramifications. Teens, for example, may struggle

to find work as adults due to low academic achievement. Pressure can irreparably

damage family relationships. Furthermore, the Society for Research on Child

Development discovered that youths who do not build autonomy and independence
 47

from peers are likelier to abuse drugs and alcohol and engage in illicit activities after

ten years.

Physical Effects Of Peer Pressure

Peer pressure can also have physical consequences on teenagers. Positive

peer pressure has physical impacts, such as increased self-esteem and overall

health. The researchers examined the effects of peer pressure in greater depth.

Several studies have discovered that negative peer pressure can result in insomnia,

irritability, mood changes, depression, anxiety, and eating problems.

Observations

The respondents of this study contributed a lot, and they are all aware of the

topic. The researchers noticed that the respondents were all under positive peer

pressure to improve their academic performance, and as a result, they were all

academic achievers. Respondent 1 gave the researchers an insight into what factors

of peer pressure might affect a student's academic performance. Respondent 2

pointed out that peer pressure can harm one's emotions, such as feeling inadequacy

and inferiority, but Respondent 2 also implied better ways to handle peer pressure.

Respondent 3 suggested several strategies to address peer pressure, such as

creating positive surroundings. Providing programs for students, such as tutoring or

mentorship, can boost students' self-esteem and confidence in their academics.

All three respondents were seen with awareness of the so-called peer

pressure. They implied that belonging to a particular group of friends can make sure

students feel valued or not; thus, these feelings will end up being positive or negative

to their academic performances. They also noted that succumbing to peer pressure
 48

can motivate some, benefit other students, and be detrimental to those who cannot

handle the pressure appropriately.

Conclusions

Generative themes in this chapter indicated that the respondents responded

by expressing their viewpoints and experiences. The response of the selected

students in Pantalan Senior High School implies that peer pressure can be a

motivation to achieve academic success. Based on their answers, peer pressure is

why they do their academic work hard for it. Instead of being a failure because of

peer pressure, these students chose to make it a source of energy to strive. Peer

pressure is not going away; it can be good or bad, depending on the students'

intentions. One thing is sure: peer pressure in this age group is not just going away,

so it is best not to ignore the issues surrounding it. Recommending various ways can

help the students surpass the said pressure.

The responses gathered from the respondents can be a guide to start

initiating how to assess students who undergo influence properly. The themes from

the data and sub-themes and classifications have all been examined in depth. It was

not easy to separate and differentiate distinct sub-themes from one another since

one aspect of a respondent's life seemed to be part of, influenced by, or be the result

of another circumstance in their lives. It is also interesting to observe how particular

justifications of each respondent recur across the themes.

As they compiled diverse themes, the researchers found themselves

interpreting the thematic data. In this manner, they began a simultaneous process of

analysis and interpretation; however, for clarifying purposes, they answered the

present study's sub-questions and primary questions.

 49

\\

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

An overview of the research conducted, the results, the inferences

formed, and the suggestions made as a result of this study are presented in

this chapter.
 50

Summary

This study aimed to determine the effects of peer pressure on the

academic performance of the selected students. Specifically, it aimed to

answer the following questions:

1. Determine if peer pressure has a significant effect on the academic

performance of the students.

2. Describe the effectsof peer pressure on the

student's academic performance.

3. Draw implications from the findings of the study. Thematic analysis was

used in this study to collect data, with interviews as the primary

information source. Selected students of Pantalan Senior High School

were the study's respondents.

"Peer pressure, negative or positive, substantially affects the academic

performance of the selected students in Pantalan Senior High School."

To uncover the finding through generating themes, the researchers

performed thematic analysis, which entails going over a collection of data and

looking for patterns in the meaning of the data. The data was examined and

interpreted using codes to produce themes to identify the impacts of peer

pressure on the academic achievement of the selected students.

The study's findings were summarized as follows using the approaches

mentioned above:

Findings
 51

From the analysis and interpretation of this study, the findings were

summarized as follows:

1. Regarding how much peer pressure impacts them, each respondent

had an alternate perspective. They claimed peer pressure pushed them

to study hard to thrive alongside their classmates. They stated that they

felt inferior when their peers scored higher than them. It is also

indicated that they were subjected to positive and negative peer

pressure.

2. The students who were selected as respondents were aware of what

peer pressure is. Being conscious of this makes them more ready to

learn and overcome the dire consequences of it in them.

3. Peer pressure has a considerable impact not just on students'

academic achievement as well as on their psychological well-being.

Peer pressure significantly influences students who aim to study with

flying colors.

4. A confident student said peer pressure can help them build harmonious

relationship with their fellow students. Others said that they are

pressured by their peers both positively and negatively. Other students

know how to overcome peer pressure using different strategies.

According to the gathered data, a positive and substantial relationship

exists between peer pressure and students’ academic attainment. When

students are subjected to positive peer pressure, their academic performance

 52

increases. Academic achievement decreases when peer pressure is

excessive.

This conclusion reflected the findings of several previous studies.

The findings corroborate Peterson's (2011) findings, which found a

substantial relationship between pressure from peer groups and academic

achievement. Their academic success improves when the pressure is good,

such as participating in academic activities, doing homework, reading, and

doing group work; when there is negation on peer pressure, drinking, smoking,

and having more leisure time contribute to academic failure.

This study's findings are similar to those of Tarshis (2010), who

discovered a relationship between peer pressure and academic success.

According to the research, school failure is associated with undesirable

behaviors among peers, such as drinking, partying, considering reading a bad

thing, and dismissing outstanding academic achievement as luck or chance.

The findings are similar to those of Boehnke (2018), who discovered that

when a student is positively affected and driven by peers, he or she does well

in school and gets excellent academic outcomes; however, when a student is

negatively motivated, academic failure occurs.

Conclusions

In light of the findings of the study, the following conclusions were drawn:

1. Peer pressure has a significant influence on academic achievement,

according to the students who were selected as respondents. First,

 53

when confronted by classmates, they tend to feel inadequate, which

leads to academic failure. Then, peer pressure pushed them into

studying diligently to prevent the penalties of being pressured. Finally,

the students concluded that developing a sense of self-awareness

assisted students in determining if they were under pressure which was

both beneficial and detrimental.

2. Certain peer pressure risk factors and personality features make

students more likely to buckle down to pressure. Low self-esteem, lack

of confidence, feeling isolated from peers and family, poor academic

abilities or performance, fear of one's peers, fear that friends will begin

to turn upon them, and close bond with a bully are all traits that put

them at a higher risk of falling into the peer pressure trap.

3. It is natural for young people to be concerned about fitting in. Being left

out or mocked is every person's most considerable dread. Fear grows

as they are singled out for refusing to succumb to the pressure.

Students have been known to change their entire life to be recognized

or accepted by a group of pals. Hanging out with the wrong crowd may

significantly influence a person's behavior. Harmful buddies might

influence students' behavior by instilling minor unhealthy behaviors

they pass on to those around them. Sometimes students endure being

unfairly treated by their peers just to feel accepted. They also develop

different emotions that can either help them or break them.

 54

4. Individuals naturally connect with and compare themselves to their

peers when they are evaluated on how they want to be or what they

seek to accomplish. Peers affect others because they desire to blend

within, be like the peers they value, do what their peers do, or have

what others possess.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are as a result of this submitted:

1. Educational institutions and classroom personnel should supervise

students' behavior while studying and participating in a peer group. The

place of learning should provide students with high-quality education

and opportunities for achievement to reduce failures driven by peer

pressure.

2. There are ways to resist or steer clear of peer pressure, such as

encouraging others to establish specific objectives, encouraging one

another to study, refraining from people who tend to feel

disadvantaged, attempting to keep up with their peers to boost

competence,

establishing a sense of interpersonal connection, acquiring a sense of

collaboration, acquiring the ability to say no when faced with negative

influencers, crafting an affection and concern for oneself, and

attempting to assist or encourage fellow students.

 55

3. Students ought to be willing to prioritize their academics before

becoming overly involved in peer groups, which can have a lot of

adverse consequences.

4. Programs should be implemented quarterly to monitor the mental

health of each student.

5. Symposiums and outdoor activities were highly recommended to boost

the students’ morale, confidence, self-esteem, and courage.

6. Future research could confirm or disprove the results of this study, and

they will need to delve deeper into what lies behind peer pressure.
 56

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 60

APPENDIX
A

B
 61

APPENDIX
C

PANTALAN SENIOR HIGH SCHOOL

Pantalan, Nasugbu, Batangas

QUESTIONNAIRE

Objectives: The sole purpose of this questionnaire is to gather information relevant to

our research topic in compliance with our research subject. Rest assured that all of

your answers, as well as your personal information, will be kept strictly confidential.

1. How much influence do your peers have on your academic performance? Can

you provide an example of a time when your peers influenced your academic

performance?

2. How do you think peer pressure affects your motivation to study? Have you

ever felt pressured to study or not by your peers?

3. Do you think that peer pressure can have an impact on your academic

performance? If so, can you provide an example of a time when peer

pressure positively affected your academic performance?

4. What strategies do you use to resist peer pressure that affects your academic

performance?

5. What suggestions or recommendations do you think you need to improve the

academic performance of your fellow students affected by peer pressure?

 62

PICTURES OF PROCEDURE
 63

APPENDIX
AIRAH D. NATINDIM
Apacible Blvd. Brgy. Wawa Nasugbu Batangas
natindimairah@yahoo.com 0906-842-2789

I. PERSONAL PROFILE
Date of Birth: January 15, 2000
Place of Birth: Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 23

Civil Status: Single

Religion: Catholic

Father’s Name: Nelson B. Natindim

Mother’s Name: Loreta D. Natindim

 64

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present
Junior High School:
Dr. Crisogono B. Ermita Senior Memorial
National High School
2015 - 2016
Wawa Elementary School
Elementary:
2011 - 2012

III. ACHIEVEMENTS

Junior High School: With Honors – G7

 65

Best in Technical Application – Patrol

Ngayon (DSPC- Journalism) – G7
Ms. Nutrition 2013 3rd Runner Up – G8
Oratorical Speech 3rd Placer – G9
Achiever – G10

Elementary: 1st Place in Readers Theatre ( Area

Level )
Best in Radio Broadcasting – Ang
Kalakataw Patrol ( 1st District School Press Conference)
3rd Place in Science Quiz Bee ( District
Level )
Journalist of the Year
1st Place in News Writing English
3rd Place in Copy Writing English
3rd Place Editorial Writing English
3rd Place in Sports News Writing Filipino
Most Obedient Award – Grade 6
With Honors

MARIBEL A. BOLANTE
Wawa Nasugbu Batangas
Maribelbolante24@gmail.com 0936-158-4249

I. PERSONAL PROFILE

Date of Birth: March 2, 2006

Place of Birth: Wawa Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 17

Civil Status: Single

Religion: Catholic
 66

Father’s Name: Jovel S. Bolante

Mother’s Name: Mary Jane A. Bolante

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Wawa Elementary School

2017 - 2018

III. ACHIEVEMENTS Junior High

School: N/A

Elementary: N/A

JERICO M. CAPELLAN
Wawa Nasugbu Batangas
Jericocapellan337@gmail.com 0910-444-2373

I. PERSONAL PROFILE

Date of Birth: September 27, 2002

Place of Birth: Wawa Nasugbu, Batangas

Citizenship: Filipino

Sex: Male

Age: 20

Civil Status: Single

Religion: Catholic

Father’s Name: Wilson Capellan

 67

Mother’s Name: Olivia M. Capellan

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Wawa Elementary School

2018 - 2019

III. ACHIEVEMENTS Junior High

School: N/A

Elementary: N/A

RONNEL V. NORCIO
Apacible Blvd. Brgy. Wawa Nasugbu Batangas
rlvillanuevanorcio@gmail.com 0965-773-2627

I. PERSONAL PROFILE

Date of Birth: October 2, 2006

Place of Birth: Wawa Nasugbu, Batangas

Citizenship: Filipino

Sex: Male

Age: 16

Civil Status: Single

Religion: Catholic

Father’s Name: Robert R. Norcio Sr.

Mother’s Name: Oliva V. Norcio

 68

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present
Junior High School:
Dr. Crisogono B. Ermita Senior Memorial
National High School
2021 - 2022
Wawa Elementary School
Elementary:
2018 - 2019

III. ACHIEVEMENTS
Junior High School: N/A

Elementary: N/A
 69

EARON M. PUNONGBAYAN Wawa Nasugbu

Batangas natindimairah@yahoo.com 0931-794-0188

I. PERSONAL PROFILE

Date of Birth: December 6, 2004

Place of Birth: Wawa Nasugbu, Batangas

Citizenship: Filipino

Sex: Male

Age: 18

Civil Status: Single

Religion: Catholic

Father’s Name: Rogelio A. Punongbayan

Mother’s Name: Nerisa M. Punongbayan

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Wawa Elementary School

2017 - 2018

III. ACHIEVEMENTS

Junior High School:

Elementary: N/A
 70

N/A

REIMEL MAE B. ACHA

Cogunan Nasugbu Batangas reimelacha@gmail.com
0963-678-6303

I. PERSONAL PROFILE

Date of Birth: August 25, 2006

Place of Birth: Cogunan Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 17

Civil Status: Single

Religion: Catholic

Father’s Name: Edmund Acha

Mother’s Name: Risa Acha

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Wawa Elementary School

2018 - 2019
III. ACHIEVEMENTS

Junior High School:

Elementary: N/A
 71

N/A

HAZEL ANNE L. CALINAWAN

Maharlika St. Brgy. Wawa Nasugbu Batangas
calinawanhazelanne@gmail.com 0926-775-3272

I. PERSONAL PROFILE
Date of Birth: December 29, 2005
Place of Birth: Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 17

Civil Status: Single

Religion: Catholic

Father’s Name: Norberto D. Calinawan

Mother’s Name: Elisa L. Calinawan

II. EDUCATIONAL ATTAINMENT
Senior High School: Pantalan Senior High School

2022 - Present
Junior High School:
Dr. Crisogono B. Ermita Senior Memorial
National High School
2021 - 2022

Elementary: Wawa Elementary School

2018 - 2019

With Honors (Grade 10)

III. ACHIEVEMENTS

Junior High School:

Elementary: N/A
 72

Nasugbu Batangas
CHERRY JOY B. MENDOZA
Miralles Subd. Brgy. Wawa
mendozacherryjoy7@gmail.com 0997-398-8425

I. PERSONAL PROFILE

Date of Birth: July 31, 2003

Place of Birth: Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 19

Civil Status: Single

Religion: Catholic

Father’s Name: Orlando A. Mendoza

Mother’s Name: Erlinda B. Mendoza

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Wawa Elementary School

2016 - 2017

III. ACHIEVEMENTS

Junior High School:

Elementary: N/A
 73

Nasugbu Batangas
N/A

RONA MAE V. NORCIO

Apacible Blvd. Brgy. Wawa
norcioronamae082@gmail.com 0997-398-8425

I. PERSONAL PROFILE

Date of Birth: June 14, 2005

Place of Birth: Wawa Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Catholic

Father’s Name: Robert R. Norcio Sr.

Mother’s Name: Oliva V. Norcio

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Senior Memorial

National High School
2021 - 2022

Elementary: Nasugbu West Central School

2018 - 2019
III. ACHIEVEMENTS

Junior High School:

Elementary: N/A
 74

Nasugbu Batangas
N/A

CLARET TAGUDTUD
Apacible Blvd. Brgy. Wawa
mendozacherryjoy7@gmail.com 0997-398-8425

I. PERSONAL PROFILE
Date of Birth: September 21, 2004

Place of Birth: Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Catholic

Mother’s Name: Ruby Tagudtud

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present
Junior High School:
Dr. Crisogono B. Ermita Senior Memorial
National High School
2021 - 2022
Wawa Elementary School
Elementary:
2017 - 2018

III. ACHIEVEMENTS
 75

Nasugbu Batangas
Junior High School: N/A

Elementary: N/A

III. ACHIEVEMENTS

Junior High School:

Elementary: N/A