“The Experiences of Senior High School Students’

academic Performance with the Impact of Social Pressure”

Qualitative Research Presented to

The Faculty of the Senior High School Department

Manuel S Nasser SR. National High School

In Partial Fulfillment

Of the Requirements in Practical Research 1

(Research in Daily Life 1)

Megabon, Nicole Kate D.

Nugal, Mark Louie J.

Blas, Shahani Rose L.

Panes, Elesamie N.

Taganait, Jonna Mae V.

Ramon, Hilarion B.

Lequin, Louie Jane

 Chapter 1

Introduction

Background of the study

The good academic performance of students at the Senior High School

is of paramount importance in every educational system. Meanwhile,

numerous factors influence the academic performance of students and have

been researched, but many problems persist. A literature review in this area

would provide the gaps and areas that need more research and will go a long

way to curb the situation. The current paper used a narrative review method

to review the literature on the academic performance of students at Senior

High Schools and various factors affecting students’ performance. The paper

elucidated how these factors negatively affect academic performance and the

need for them to be minimized to improve students’ academic performance.

The study found out that, truancy affects academic performance drastically

and sometimes even leads to school dropout. Also, the study found out that

other factors such as students’ parental levels of education and income,

textbooks availability and accessibility, libraries, practical laboratory, meals

provision and teachers have tremendous effects on the academic performance

of students at school. Students who are above average academically and are

positively exposed to these factors are likely to perform better as compared to

those who are less exposed to these factors. The study recommends that

factors such as truancy, parental levels of education and income, textbooks

availability and accessibility, libraries, practical laboratory, meals provision and

teachers should be regularly monitored and adjusted to meet students’ needs

and aspirations. This will go a long way to improve the academic performance

of students and hence allow them to achieve their aims in life. ( Evans Austin

Brew, Benjamin Nketiah, Richard Koranteng Open Access Library Journal 8 (6),

1- 14, 2021).

The impact of peer pressure on the relationship between teacher-

student contact and academic achievement in University of Ethiopia

graduating class students was investigated in this study. Using a well-

established questionnaire, 313 students were randomly recruited from four

colleges and one school for a survey-based study. The CFA and SEM

procedures were employed. Student-teacher interaction has a positive and

significant relationship with both peer pressure and academic achievement,

according to the findings. In the relationship between student-teacher

interaction and academic achievement, peer pressure had a mediating

function. All of the current study’s hypotheses were found to be true. The

Ethiopian Ministry of Education and university officials should evaluate the

display guidelines for instructors and students so that students can resist

negative pressure and professionals may use proper care and emotional

attachment tactics while interacting with them. In addition, university leaders

and practitioners can identify important areas to consider in selecting

instructors, providing life skill training, interpersonal interaction training, and

managing peer pressure workshops for all students and teachers by using the

model developed in this study.

Statement of the Problem

The study aims to provide information about the experiences of senior

high school students academic performance with the impact of social pressure.

The researcher wants to evaluate and investigate the experiences of senior

high school academic performance. Specially, it seeks to answer the following

questions:

1. How do senior high school students experience social pressure in

relation to their academic performance?

2. What are the potential effects of social pressure on the well-being of

senior high school students?

 3. What coping mechanisms do senior high school students use to manage

social pressure and maintain their academic performance?

Significance of the study

Primarily, the study aims to determine of the effects of social pressure

on senior high school student’s academic performance. One of the goals of

these study validate and shed light to the students and their experiences. The

following stakeholders and offices shall benefit from the study.

Students. The study could provide a platform for students to share their

experiences on social pressure, which could help them to reflect their own

experiences and develop coping strategies.

Teachers. The findings of the study could help teacher in approaching

students.

School administrations. The findings of the study could help the school

administrators to develop policies and programs that address the social

pressures faced by students.

Future researchers. The study could provide a foundation of knowledge

on the topic, which future researcher could use to build upon depend their
understanding of the experiences of senior high school students in with the

impact of social pressure.

Scope and delimitations

Primarily, the study aims to assess senior high school students to

explore their experiences with the impact of social pressure. The senior high

school students that were include in this study are the senior high students

from Manuel S. Nasser SR National High School.

Definition of terms

The following terms are defined operationally in the context of these

study.

Senior high school - refers to grades 11 and 12, the last two years of

the K to 12 Basic Education Program.

Academic performance – refers to the measurements of the learning

level achieved by students and is considered a key indicator of the

effectiveness of educational institutions.

 Social pressure – the combined pressures that are around you during

everyday life such as Peer Pressure, Academic Pressure and Socioeconomic

Pressure.

Impact- the action of an object coming forcibly into contact with one

another; a marked effect or influence.

Chapter 2

REVIEW RELATED LITERATURE AND THEORITICAL FRAMEWORK

This chapter presents the literature related to the study, and theory base regarding

the subject under investigation.

Related Literature and Studies

In any educational system, senior high school pupils' strong academic

performance is of utmost importance. While many elements have been studied and

found to influence students' academic success, many issues still exist. A review of

the literature in this field will help to close the gaps and identify areas requiring

additional study, which will significantly improve the situation. The literature on senior

high school students' academic performance and the several elements influencing
their performance was reviewed for this paper using the narrative review approach.

The study clarified how these elements have a detrimental impact on academic

performance and the necessity of reducing them in order to raise students' academic

standing. The results of the study showed that truancy has a significant and

occasionally (Evans Austin Brew, Benjamin Nketiah, Richard Korentang 2021).

As a student we are often told that achieving good grades, attending

prestigious schools or universities, and pursuing successful careers are essential for

good future (Segran, 2019). However, while these expectations may serve as a

source of motivation for some students, they can also create significant pressure and

stress for others.

The pressure to achieve academic performance can come from various

sources, including peers, family, and society. For some students, the expectations

set by their parents or teachers can create an enormous burden, leading to feelings

of inadequacy and anxiety. In some cultures, the pressure to excel academically can

be particularly high success seen as a reflection of the family honor reputations.

Social pressure

Social pressure is a complex and multifaceted phenomenon that can have

a significant impact on individuals. According to Cilleti, M. Ed, & LPC (2023), social

pressure can take many differences forms, including the implicit demands that ojur

culture society places on us. These implicit demands can be based on various

factors such as gender, race, religion, or social status. For instance, indivuduals may

feel pressure to conform to certain gender roles or expectations based on societal

norms.
 In addition to implicit demands, groups pressure can also be a powerful

force in shaping individual behavior. As Dobrin (2014) noted, group pressure is

highly effective in producing social conformity. When individuals are part of a group,

they may feel pressure to conform to the groups norms and expectations, even if

those norms and expectations are not consistent with their own beliefs or values.

Social pressure can also be implicit, with students feeling the need to

conform to the expectations of their peers or cultural and societal norms. For

example, students may feel pressured to adopt certain values or attitudes, such as

the importance for popularity or the need to fit in with a particular group. This

pressure can lead to feelings of isolations and disconnections from others who may

not shared the same values or beliefs.

Peer pressure

Students relationship with their peers may help them become more

capable and do better academically since they are more likely to ask for help from

others when they are working alone (Sotinis, Micro, & Michael 2013).

Peer pressure serves as a “ social magnet to attract students to progress

together” (Zhao, 2021). It highlights implications for educators and practitioners on

how to create successful learning environments and promote the dissemination of

knowledge and technology. His research emphasizes the beneficial effects of peer

pressure on academic performance. According to the research, peer pressure might

encourage students to advance as a group and achieve success. This demonstrates

the value of peer interactions in the classroom and how social factors can influence

how students behave.

According to Burstzyn & Jensen's (2015) research, students may attempt to avoid

social consequences by adhering to established norms when effort is visible to

peers. When a performance leaderboard was implemented in computer-based high

school courses, performance fell by 24%, and top students—who were most likely to

be listed on the leaderboard—saw a 40% drop in performance. The study also

discovered that when given free access to an online SAT prep course, students were

quite receptive to their peers' actions.

In non-honors classes, the sign-up rate was 11 percentage points lower when the

decision was made public as opposed to secret. Sign-up rates for honors classes

remained untouched. The answer varied depending on which classmates the

children were with when the offer was made and who would learn of their decision.

Students' likelihood to enroll in the course in a non-honors class decreased by 15% if

the decision was made public. However, students were 8 percentage points more

likely to enroll if the decision was made public when the course was offered as part

of an honors program. These results imply that peer influence has a major influence

on student behavior and that students are extremely receptive to their peers.

The enrollment rate in non-honors classes fell by 11 percentage points after

the decision was made public as opposed to secret. Honors course enrollment rates

stayed the same. Depending on which classmates the kids were with when the offer

was presented and who would be informed of their choice, the response changed. If

the decision was made public, students' propensity to enroll in a non-honors class

reduced by 15%. However, when the course was offered as a part of an honors

program, students were 8 percentage points more likely to enroll if the decision was

made public. These findings suggest that peer influence has a significant impact on

students' behavior and that they are quite receptive to it.

 According to Burstzyn & Jensen's (2015) research, students may attempt to

avoid social consequences by adhering to established norms when effort is visible to

peers. When a performance leaderboard was implemented in computer-based high

school courses, performance fell by 24%, and top students—who were most likely to

be listed on the leaderboard—saw a 40% drop in performance. The study also

discovered that when given free access to an online SAT prep course, students were

quite receptive to their peers' actions.

Other effects of Social Pressure

According to Allen (2017), Social pressure can have a detrimental impact on

academic achievement and motivation. According to the study, students who felt a

lot of pressure to perform well academically from friends and family members were

more likely to experience academic stress and burnout, which in turn affected their

academic performance. According to the authors, lowering social pressure and

fostering more encouraging learning settings could increase students' motivation and

success. It is also significant to highlight that academic motivation and success were

favorably correlated with social support and encouragement from instructors,

parents, and peers.

Levecque's (2017) study illuminates the negative impacts of academic

pressure on students' mental health. The study found that academic pressure, which

includes the strain of reaching standards, expectations, and academic obligations,

can have a serious negative influence on students' mental health. The study

discovered that the effects of academic pressure, which include anxiety, despair, and

burnout, can persist a long time and negatively affect a student's wellbeing.
 The study also found that under intense academic pressure, students are

more prone to utilize harmful coping strategies, like substance misuse and social

disengagement. The authors contend that these unhealthy coping strategies can

make the detrimental consequences of academic pressure on students' mental

health even worse.

The study by Kaur (2018) provides more evidence that academic stress might

result from pressure on one's grades. According to the study, factors that contribute

to academic stress include the desire for perfection, parental pressure, and

demanding course loads. According to the research, academic stress is becoming

more common among teenagers and young people, which can cause anxiety

attacks, panic attacks, burnout, and depression.

Another study by Sangma et al. (2018) looked into how kids felt about the

pressure from their parents and teachers to achieve well in school. 954 students

were surveyed for the study, and the results showed some worrying trends

According to the survey, a sizable percentage of students suffered adverse

consequences as a result of academic pressure. 39% of the students who

responded to the study said they were sleep deprived, and 22.7% of the students

said they felt pressure-related depression. According to the study, male students

were found to be more likely than female students to feel under pressure, with 60.3%

of male students reporting this vs 51.2% of female students.

 The survey did, however, also show that a sizable portion of pupils handled

academic pressure well. About 44.4% of the kids in the poll reported that they

handled pressure well by following their parents' and instructors' instructions and

partaking in leisure pursuits like yoga, meditation, and music.

According to the study, 57% of students who felt under pressure believed that

their academic performance was subpar, as opposed to 50.7% of students who felt

that their performance was adequate. This implies that stress related to schoolwork

may have a negative effect on pupils' academic performance.

To summarize, students who live up to certain expectations may find social

pressure to be a motivator or a burden. Peer pressure, academic pressure, and

parental pressure are just a few of the many facets and causes that contribute to

social pressure, each of which has a different effect on how kids perform

academically. According to the studies described above, social pressure has an

impact on students' overall academic performance and mental health in both positive

and negative ways. However, as evidenced by the relevant research, the quantity of

adverse effects overlaps with the good ones. Students' experiences with social

pressure are a vast topic for research.

Theory Base

The study is based on a the Social Influence Theory proposed by Kelman in

1958. In his theory, it discusses how people are more likely to perform what they

perceive to be the norm. It asserts that people tend to adjust their behavior in

response to those around them, with those nearby having a bigger influence than

those further away (Williams & Turner, 2022). In Kelman's Theory, there are 3

different types of Social influence in psychology; internalisation, identification, and

compiliance.

The lowest level of social influence is compliance. This is when a person does

exactly what is asked of them. Typically, an individual will conform to what is asked

of them while holding opposing opinions in private. In our study about experiences of

academic performance in dealing with social pressure, compliance can be identified

when students are asked to reach or maintain an academic standard set for them.

Second is Identification, a medium level of social influence theory in which an

individual identifies with a group or individuals inside a group because they value

and want to be a part of it. In a school setting, identification can be in a form of peer

pressure. The need to fit in a competetive environment may consciously or

unconsciously put pressure on a student to reach the peer's standards in academics.

Lastly, the most profound and deep form of compliance is Internalisation.

In this case, the individual has entirely adopted the group's expectations, both in priv

ateand in public. Even in the absence of the group, this shift continues indefinitely.

Internalisation, in essence, results in new behavior. In terms of thought and behavior,

the individual is now thoroughly integrated into the group. In our study, this can

social pressure rooted from the expectations of the society and continuously living up

to these expectations whether the group is near or far from them.

Social influence theory suggests that students may experience social

pressure in academics from a variety of sources, including peers who are high

achievers, parents who have high expectations, or teachers who set rigorous

standards. This social pressure may influence students' attitudes and behaviors
related to academics, such as their motivation to learn, their study habits, and their

academic achievement. It explores the mechanisms by which social pressure in

academics operates, such as through social comparison processes or the

internalization of social norms. It also investigates how different sources of social

influence (e.g. peers vs. parents) have different effects on students' academic

attitudes and behaviors. Also, this theory might explore how students cope with

social pressure in academics, such as through social support seeking or the

development of coping strategies. Overall, social influence theory provides a

valuable framework for understanding the complex ways in which social pressure

can impact students' academic experiences and outcomes.