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International Journal of Education, Technology and Science International Journal of
Education Technology and
3(4) (2023) 000–000 Science

INFLUENCES OF SELF-CONCEPT AND PEER PRESSURE TOWARDS

HIGH SCHOOL STUDENTS MATHEMATICS PERFORMANCE: A
CROSS-SECTIONAL STUDY
( Research Article)
Josie Mae M. Galang a, Reymart P. Bonghanoy b, Mickey N. Neri c, Renan C. Montillen d,
Jeslie Saldo e
a,b,c,d,e
Muertegui National High School, Philippines

Received: Revised version received: Accepted:

Abstract
Mathematics occupies a pivotal role in the development of students cognitive aspects. This
study aimed to determine the influence of self-concept and peer pressure towards high school
students’ mathematics performance in a public secondary school in Eastern Philippines. The
study utilized a non-experimental, specifically a cross-sectional design. The study’s
respondents were 253 high school students who were selected through a stratified and
systematic random sampling technique. The study used an adopted questionnaire from Peteros
et al. (2018) and Sika et al. (2016). Results showed that self-concept needs to be enhanced
because it influences high school students performance. However, in peer pressure, the study
also revealed that peer group has negative and positive effects on students mathematics
performance. Additionally, self-concept and peer pressure revealed a statistical difference
when grouped by grade level. Furthermore, self-concept and peer pressure towards
mathematics showed a statistical difference between male and female and their age, which
implies that male and female have distinct mathematical ability and levels of confidence.
Results also showed that students’ mathematics performance improves, either positively or
negatively, when students are around their peers and friends. Furthermore, it recommended to
the teachers should utilize positive reinforcement tactics to improve students’ self-concept in
Mathematics. Encourage an inclusive classroom atmosphere that reduces the negative effects
of peer pressure and fosters a helpful peer network.
Keywords: High School Students, Influences, Mathematics, Peer Pressure, Self-concept

© 2021 IJETS & the Authors. Published by International Journal of Education Technology and Science (IJETS). This is an
open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND)
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
2 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

1. Introduction

Mathematics has a critical function in the cognitive development of students. It is a

crucial key in developing students’ boundless capability for survival in the actual world. The
relevance of Mathematics in students’ overall development is demonstrated by their ability to
compute the power of technology, their capacity for social organization, and their geometrical
grasp of space-time, or the physical world and its natural patterns (Fatima, 2012; Biswas,
2015).
In addition, mathematics self-concept is characterized as students’ ratings of their skills,
aptitude, enjoyment, and interest in Mathematics. The students need to be aware of their skills,
abilities, and interest in the topic (Peteros et al., 2019). Peer pressure includes both direct and
indirect social impacts (Estrada & Vargas–Estrada, 2013). Similarly, it is when one person
impacts the beliefs or actions of another (Poncelet, 2013). Peers influence peoples’ lives, even
if they are unaware of it. The students learn from each other simply by spending time together;
it is human nature to listen to and learn from others of their age (Kidshealth, 2015).
Moreover, few kinds of literature in the Philippines discuss gender differences in self-
concept and mathematical performance of students. It will be interesting to see if the previous
studies’ findings are consistent or reflective of the students in this country. According to
Capuno et al. (2019), Filipino students’ performance in math needs to be improved, as
evidenced by the 2016-2017 Global Competitiveness Report, which ranked the Philippines
79th out of 138 participating countries in terms of the quality of Science and Math education.
This report is consistent with the results of the Department of Education’s (DepEd) National
Achievement Test (NAT), in which the mean percentage score in Mathematics was 48.63%,
falling short of the DepEd’s 50% requirement. It is critical to investigate the factors
influencing students’ Math performance to address these concerns; failing to do so will worsen
the country’s educational development situation.
Furthermore, according to the study conducted by Villaver (2014), the Philippines was
ranked 39th out of 41 participating international countries in the Third International
Mathematics and Science Study. This demonstrated that Filipino students could not progress
beyond simple recall. They were unable to fully comprehend the questions, resulting in a
wrong answer. Mathematics performance, as measured by the National Achievement Test
(NAT), is less than 50% required by DepEd.
In addition, the National Achievement Test (NAT) is administered annually in the
Philippines to assess a student’s understanding, comprehension, knowledge, or capability in a
particular area. NAT is widely regarded and perceived by stakeholders as the primary tool for
assessing students’ learning competency. It is a tool for identifying the most learned skills and
non-mastered skills, and the results will be used to craft future training and seminars
(Philippine Basic Education, 2013). The NAT results of Muertegui National High School in
the school year 2017-2018 revealed that the mathematics percentage score (MPS) of students
in performance in mathematics is only 30%, far below the national target of 75%. Several
factors could have contributed to the decrease in NAT performance of students. This paves the
way for the researcher to conduct this study to gather information on the factors that may have
an impact on student performance, which may help elevate NAT results and address issues
and gaps to improve existing learning outcomes.
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Moreover, in 2018, the Philippines participated in the Organization for Economic

Cooperation and Development (OECD) Programmed for International Students Assessment
(PISA) for the first time as part of the Quality Basic Education reform and a step toward
globalizing the Quality of Philippine Basic Education. According to PISA (2018), Filipino
students scored 353 points in mathematical literacy, which was significantly lower than the
OECD average of 489 points.
Furthermore, there were only 20% of Filipino students achieved the minimum
competency level (level 2) in mathematical literacy and the Philippines did much worse than
the other countries. Among the 17 administrative areas in the Philippines, Region VIII has the
highest number of students with below proficiency (60.14%), with only 0.17% achieving level
4 competency in mathematics literacy. As a result, the Department of Education emphasizes
the importance of resolving difficulties and gaps in the Philippines’ basic education quality
(DepEd, 2019). With a focus on mathematics education specifically, this study attempts to
close the understanding gap about how peer pressure and self-perceptions affect academic
performance.

2. Method

2.1. Research Design

The study utilized a descriptive research design, specifically a cross-sectional design to

determine the population concerning an outcome interest. Cross-sectional design is a type of
research that can describe community characteristics but does not determine cause-and-effect
relationships between different variables. The researchers collect information from a
population but do not manipulate the variables. Furthermore, this method is frequently used to
draw conclusions about potential relationships or to collect preliminary data to support future
research and experimentation (Cherry, 2019).

2.2. Respondents and Sampling Procedures

The respondents of the study comprises 253 high school students of Muertegui
National High School for S.Y. 2023-2024, which has a total population of 687 students. The
sample size in each grade level was computed using Slovin’s formula and the participants
were selected through stratified and systematic random sampling technique to give an equal
chance to all members of the population to participate in the study.
4 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

Table 1
Sample Size Computation and Representation
Grade Level Population Size Sample Size Numbers of Section Sample Size Per
Section
7 130 48 3 17
8 117 43 3 14
9 132 49 3 17
10 140 52 3 17
11 131 48 3 17
12 37 13 1 13
Total 687 253 16

2.3. Research Instrument

The study questionnaire was an adapted survey questionnaire from Kvedere (2012) and
modified by Peteros et al. (2018) entitled Level of Self-concept towards Mathematics which
composed of 30-item questions. Students rated how much they agreed with each statement on
a 5-point scale (5) Very High, (4) High, (3) Moderate, (2) Low, and (1) Very Low are the five
possible responses.
Similarly, the questionnaire for the peer pressure scale of students in learning
mathematics was adopted from Sika et al. (2016) entitled Peer Influence and Performance in
Mathematics and is composed of 10-item questions only. Students' responses to each
statement were evaluated on a five-point scale. The five response options are (5) Strongly
Agree, (4) Agree, (3) Undecided (2) Disagree and (1) Strongly Disagree.

2.4. Data Collection Procedure

Before the data gathering, the survey questionnaires were pilot tested to other sections
of grade 11 students to obtain the instruments validity and liability. Also, the researchers asked
permission to survey by making a consent letter explaining the intent of gathering information
from the students, which was sent to the school head for approval. Then, the researchers
immediately gather the data by personally distributing the printed survey questionnaires to the
respondents. The data was gathered in December 2023.
In the survey process, the researchers explained the purpose and content of the
questionnaires. Also, they answered the questions and inquiries from the respondents who
needed clarification regarding the survey questionnaire. Afterward, after 15 minutes the
questionnaires were retrieved immediately after the respondents had answered the survey
questions. Lastly, in the process of the data entry and data coding, the researchers tabulated the
gathered information using MS Excel and coded each respondents as R1, R2, R3, R4 and so
on. Furthermore, in data cleaning, the corresponding author checked the tabulated data for
possible errors.
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2.5. Data Scoring and Interpretation

The interpretation of means are based on the following:

Score Range Response Choice

5 4.51 – 5.00 Very High Strongly Agree

4 3.41 – 4.50 High Agree

3 2.61 – 3.40 Moderate Undecided

2 1.81 – 2.60 Low Disagree

1 1.00 – 1.80 Very Low Strongly Disagree

2.6. Data Analysis Procedure

The data gathered from research questions one, two, and three were statistically
analyzed using descriptive statistics like frequency, percentage, mean, standard deviation, and
average weighted mean. Meanwhile, research question four were analyzed using z-test and
analysis of variance with 0.05 level of significance and were processed using SPSS v 27 to
determine the significant difference of self-concept and peer pressure among high school
students.

2.7. Ethical Consideration

Anonymity and confidentiality are two of the ethical considerations found in the study.
Participants' names were kept anonymous to ensure their privacy. This is done to protect the
respondents’ privacy and avoid any danger or harm to their comfort. The researchers are also
ensuring that there are no biases in the selection of respondents. Appointments were made
with the participants, and a letter of authorization to conduct the research was granted by the
faculty of letters, which was copied and distributed to the authorities in the schools involved.
Participation in the study is completely voluntary.
6 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

3. Results and Discussion

The table below represents the statistical data and analysis relative to the problem
pointed out in the statement. The corresponding analysis and interpretation and incorporated
and presented clearly and concisely.

Table 2
Demographic Profile of the High School Students in terms of their Age, Sex and Grade Level
f %
Age
12-14 124 49%
15-17 118 47%
18-19 11 4%
Total 253 100%
Sex
Male 104 41%
Female 149 59%
Total 253 100%
Grade Level
7 48 19%
8 43 17%
9 49 19%
10 52 21%
11 48 19%
12 13 5%
Total 253 100%

Table 2 shows the demographic profile of the high school students. Results showed that
the majority of the students who answered the survey were between the ages of 12 to 14 years
old (n=124, 49%), followed by 15 to 17 years old (n=118, 47%), then 18 to 19 years old
(n=11, 4%). Additionally, In terms of sex, majority of the respondents were females (n=149,
59%) and the least were males (n=104, 41%). Moreover, in terms of grade level, majority of
the students who answered the survey were grade 10 students (n=52, 21%) and the least were
grade 12 students (n=13, 5%).
 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000 7

Table 3
High School Students Level of Self-Concept Towards Mathematics
Statements Mean SD Verbal Interpretation
A. Learned
1. I learn Mathematics quickly. 3.34 .83 Moderate
2. In my Mathematics class, I understand even the most 3.35 .86 Moderate
challenging work.
3. I have never felt incapable of learning Math. 3.16 .91 Moderate
4. I am good at Mathematics. 3.15 .90 Moderate
5. I am capable of making a good grade in Mathematics. 3.22 .95 Moderate
6. I do extra work to learn Mathematics. 3.37 .97 Moderate
7. Learning mathematics gives me meaning to learn activities. 3.57 1.01 High
8. Even if the work in Mathematics is hard, I can learn it. 3.38 .93 Moderate
9. Every question in Mathematics is answerable. 3.21 .97 Moderate
10. I am sure I can learn the skills taught in Mathematics class 3.36 .94 Moderate
well.
Average Weighted Mean 3.31 Moderate
B. Organized
1. I usually do well in Mathematics 3.25 .94 Moderate
2. Mathematics is more enthusiastically for me than a significant 3.19 .94 Moderate
number of my schoolmates.
3. I have dependably accepted that Mathematics is a standout 3.29 .99 Moderate
among my best subjects.
4. I get good marks in Mathematics. 3.33 .93 Moderate
5. Mathematics is an easy subject to pass. 3.05 .99 Moderate
6. Mathematics is worth passing well. 3.31 .98 Moderate
7. Mathematics help to find a new way of finding things. 3.58 .99 High
8. When I do Math, I feel confident that I have done it correctly. 3.62 .99 High
9. It takes me any longer to comprehend mathematics ideas than 3.28 .90 Moderate
the average individual.
10. When I have difficulties with Math, I know I can handle 3.58 .98 High
them if I try.
Average Weighted Mean 3.35 Moderate
C. Dynamic
1. I can do practically all the work in Mathematics class if I do 3.61 .98 High
not give up.
2. Mathematics improves my understanding of other subjects. 3.46 .90 High
3. Mathematics improves my learning and retention capabilities. 3.47 .93 High
4. I feel delighted when answering Mathematics question. 3.27 .90 Moderate
5. Mathematics is suitable for all students. 3.50 1.05 High
6. Mathematics encourages me to apply detailed steps to solve 3.63 .92 High
my problem.
7. Mathematics makes me think fast. 3.32 1.04 Moderate
8. My present knowledge of mathematical concept is high. 3.17 1.00 Moderate
9. Mathematics is essential in the future. 3.68 1.04 High
10. I am comfortable in Mathematics. 3.35 1.06 Moderate
Average Weighted Mean 3.45 High

Table 3 shows the High School Students Level of Self-concept towards mathematics, in
terms of Learned, majority of the students claimed that learning mathematics gives them a
8 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

purpose for participating in learning activities (M = 3.57, SD = 1.01). The students find the
meaning of their task in the subject, which helps them realize the need to learn the subject.
Furthermore, students claimed to be at an average level in terms of their ability to learn
Mathematics (M= 3.15, S= .90). This implies that students still need an improvement in
learning Mathematics.
Additionally, in terms of organized, students are confident when they do Math (M =
3.62, SD = .99). The results implies that students are confident that they can do correctly all
the Mathematics activities. Moreover, students believe that Mathematics is an easy subject for
them to pass if they will try (M = 3.05, SD = .99). This implies that students do not find
mathematics to be difficult or easy to pass.
Furthermore, in terms of Dynamic, the high school students perceived that Mathematics
is essential in the future (m = 3.68, SD = 1.04). This implies that students place a value on the
subject because it will be beneficial in the future. They believe that they will be able to apply
what they have learned in class in their daily lives. Additionally, students stated that their
current knowledge of mathematical concepts is only average (M = 3.17, SD = 1.00). This
means that their current knowledge is only adequate for understanding the simple activities in
the Math subject.
Overall, it can be observed that factor C which is Dynamic got the highest among the
factors (AWM = 3.45). This implies that as individuals encounter various events in life, their
beliefs may vary depending on the type of situation encountered and how they respond to
these experiences.
In general, respondents reported an average level of self-concept (AWM = 3.37). The
findings show that the respondents’ self-concept is dependent on their assumption that they
can perform well in the subject when they put in more effort doing math-related tasks.
The findings were similar to the study conducted by Tavani and Losh (2003), which
revealed that the high school students self-concept has to be enhanced because students with
high self-concept have a greater chance of performing well in their activities than those with
low self-concept.

Table 4
Peer Influence and High School Students Mathematics Performance
Statements Mean SD Verbal Interpretation
1. We discuss mathematics problems in study group 3.75 .95 Agree
2. My friends and I find mathematics assignment to be easy and 3.56 .86 Agree
useful.
3. My peers and I ask question in mathematics lesson. 3.52 .92 Agree
4. Friends discourage me from pursuing mathematics. 3.08 1.01 Undecided
5. I avoid mathematics because my friends do not like it. 2.61 1.21 Undecided
6. My friends say mathematics is difficult. 3.38 1.07 Undecided
7. Since my friends are not interested, I am not interested in Math 2.54 1.25 Disagree
lessons
8. Since I spend more time having fun with my friends, there is less 3.11 1.20 Undecided
time for studying Math lessons.
9. Since my friends cheat in the Math exams, I cheat 2.21 1.22 Disagree
10. My Math understanding is better when I study with my friends. 3.54 1.07 Agree
Average Weighted Mean 3.13 Undecided
 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000 9

Table 4 shows the result of Peer Influence and their Mathematics Performance, students
claimed that they discuss Mathematics problems together with their peers (M = 3.75, SD
= .95). This means that they are all interested in terms of learning Mathematics subject.
Additionally, high school students exhibit a willingness to discuss mathematics difficulties
with their peers, indicating a collaborative and interactive approach to learning. This practice
implies a positive classroom culture in which students feel comfortable asking for help and
exchanging ideas.
However, some students claimed that they do not cheat in Mathematics exams just
because their friends do (M = 2.21, SD = 1.22). This implies that students can make smart
judgments in their lives without relying solely on their friends. Also, students claimed that
their academic decisions are influenced by individual challenges or circumstances rather than
peer pressure.
Moreover, this finding contradicts the findings of Moldes et al. (2019), who discovered
that students agree that they need their peers and belong to a peer group, which might assist
them in sharing their ideas and capacity as individuals.

Table 5.1
Significant difference between Self-Concept and Peer Influence of High School Students in terms of their Age
Variables F F-critical P-value Decision
Self-concept 1.34 2.14 0.24 Accept Null Hypothesis
Peer Pressure 0.59 2.05 0.76 Accept Null Hypothesis

Table 5.1 shows the one-way ANOVA results test if there is a significant difference in
students’ self-concept and peer pressure when grouped according to age. As show on the table,
there is no significant difference in the self-concept and peer pressure of students across all
domains when grouped according to age. Results revealed that in self-concept (f= 1.34) is
lesser than the F-critical (2.14) and it was also seen that (p= 0.24) which is greater than (0.05)
level of significance, thus the null hypothesis is accepted. This implies that the high school
students’ perception, beliefs, and attitudes about their abilities, competence, and worthiness in
the context of mathematics are the same.
Furthermore, the findings also show that there is no significant difference in peer
pressure of high school students in terms of age. It was shown that (f = 0.59) is lesser than the
F-critical (2.05) and (p = 0.76) which is greater than (0.05) level of significance. This means
that students’ understanding of mathematics is influenced differently by their classmates or
friends are the same. This can have a positive or negative impact on their academic
achievement in mathematics.

Table 5.2
Significant Difference between Self-concept and Peer influence of High School Students in terms of their Sex
Variables z z-critical p-value Decision
Self-concept -0.66 1.96 0.5 Accept Null Hypothesis
Peer Pressure -1.38 1.96 0.17 Accept Null Hypothesis

Table 5.2 shows the z-test results test if there is a significant difference in students’ self-
concept and peer pressure when grouped according to gender. As show on the table, there is
10 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

no significant difference in the self-concept and peer pressure of students across all domains
when grouped according to gender. Result showed that in self-concept (z= -0.66) is lesser than
the z-critical (1.96) and it was also seen that (p= 0.5) which is greater than (0.05) significance
level, thus the null hypothesis is accepted. This means that male and female students have the
same abilities when it comes to skills, confidence, and abilities when it comes to solving
mathematical problems.
Furthermore, the findings also show that there is no significant difference in peer
pressure of high school students according to gender. It was shown that (z = -1.38) is lesser
than the z-critical (1.96) and it also showed that (p = 0.17) which is greater than (0.05)
significance level, thus the null hypothesis is accepted. This implies that peers have the same
impact on mathematics achievement between the male and female. Also, both males and
females can be influenced by their peers, either positively or negatively, in terms of their
mathematics performance.
Moreover, it contradicts Peteros et al. (2019) findings, which revealed that there is no
gender difference in respondents’ self-concept, implying that male and female students have
the same level of self-concept when it comes to learning mathematics. Additionally, the
findings also contradict the findings of Filade et al. (2019) who discovered that peer groups
have a strong influence on male and female students. This means that peers have an impact on
their mathematics ability in both positive and negative ways.

Table 5.3
Significance difference between Self-concept and Peer pressure of High School Students towards Mathematics
across Grade Levels
Variables F f-critical p-value Decision
Self-concept 2.02 2.25 0.08 Accept Null Hypothesis
Peer Pressure 2.28 2.25 0.05 Accept Null Hypothesis

Table 5.3 shows the one-way ANOVA results test if there is a significant difference in
students’ self-concept and peer pressure across grade levels. As show on the table, there is no
significant difference in the self-concept and peer pressure of students across different grade
levels. In terms of self-concept, students’ performance in mathematics shows no significant
difference. It was shown that (f = 2.02) is lesser than the f-critical (2.25) and it is also showed
that (p = 0.08) is greater than (0.05) significance level. This means that students’ math
achievement cannot connected to their grade level. Similarly, students’ level of understanding,
abilities, and skills in mathematics did not deviate significantly across grade levels.
Furthermore, in terms of peer pressure, the findings show that there is no significant
difference in how students’ friends and classmates influence their mathematical performance
across grade levels. It was shown that (f = 2.28) is greater than f-critical (2.25) and it also
showed that (p = 0.05) is equal to (0.05) significance level, thus the null hypothesis is
accepted. This means high school students face equal challenges in terms of learning
mathematics.
The findings contradict the findings of Erdogan and Sengul (2014), who discovered a
statistically significant difference in high school students’ mathematics self-concept levels
based on grade level. Furthermore, the findings would also complement the findings of
Winston and Zimmerman (2004), who discovered a significant difference in peer pressure
 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000 11

across grade levels. This indicates that students are subjected to either positive or negative
peer influence.

4. Conclusions

Developing a positive academic self-concept influences academic behaviors, academic

choices, educational goals, and subsequent. Improving students’ relationships with their
classmates both inside and outside of the classroom can have a positive impact on their
performance. Based on the findings, it can be concluded that the student’s self-concept needs
to be enhanced because this can be influence their mathematics performance. Furthermore,
peer pressure in school affects students’ academic achievement in terms of diverse subjects.
The peer group has both negative and positive effects on students’ mathematics performance.
Moreover, self-concept and peer pressure showed no statistical difference according to age,
sex and across grade levels. This implies that influence exerted by the classmates or friends
toward a high school student’s mathematics performance are the same. It encompasses the
direct or indirect pressure to conform to certain norms, expectations, or behaviors related to
mathematics, which may either enhance or hinder their performance. Also, high school
students’ perception, beliefs, and attitudes about their abilities, competence, and worthiness in
the context of mathematics are also the same. It includes their level of confidence, motivation,
and overall perception of themselves as mathematics learners.

References
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12 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000

Appendix A

Permission Letter on Data Gathering

 Author last name/ International Journal of Education, Technology and Science 3(4) (2023) 000–000 13

Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the Journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution
license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).