PR Version 2 Final

CHAPTER I
THE PROBLEM AND IT’S SETTING
Einführung
This chapter presents the introduction of the research study and its
problem. It includes the predictor and criterion variable that will be used in the
study as well as the significance and limitations.
All these years, researchers have been discussing different impacts on
student academic achievements and how their peers affect them. It usually
appears that peer pressure has multiple effects on a student's school
performance. It is how they are influenced by their peers, whether positively or
negatively. Even though they are not aware of how their peers influence them
academically. According to Johnson (2000), Influences and motives for many
types of children's behavior, such as study habits and personal academic growth,
come not just from their classmates, but also from their parents, teachers, and
others they interact with. Peer pressure is clustered in four sections such as
social belongingness, curiosity, cultural- parenting orientation of parents and
education. Furthermore, research indicates the effect of peer groups on students'
academic achievement (Kadir et al. 2018).
Additionally, In America (as cited in Johnson, 2000) For many years,

researchers have debated the relationship between social connections among
classmates in school and intellectual results for over 40 years and the extensive
body of research reveals that a child's social and academic development is
influenced by their peer group, and that these influences begin at the beginning
of formal education, a child's peer influence can be significant due to the sheer
amount of time spent with their peers on a daily basis. Academic successes of
kids are hypothesized to be correlated by the support provided by parents,
instructors, and peers of teens that impact their degree of academic performance
(Chen, 2008).
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In the Philippines, Peer pressure often seems to have different effects on
how well students do in school. It is how their peers, whether positively or
negatively, influence them. (as cited in Models et al., 2019) Peer pressure is
evident during a teenager's adolescence because they seek comfort among their
peers and plan to do what their peers do without knowing if it is good or harmful
for them. As children grow into adolescence, they become more reliant on their
friends than on their parents, particularly in making decisions and developing
moral ideals in life (Uslu, 2013).
The researchers observed that some students are affected by the peer
pressure. Also, the students stated that they are having difficulty figuring out how
they can keep up with their friends without affecting their academic
achievements.
With that, there has been limited study on the impacts of unspoken
peer pressure and the academic achievements of students. The researchers
were motivated by the idea that there is a need to investigate the influence of
unspoken peer pressure of students more thoroughly. The researchers believe
that it is important to understand the experiences of students to promote effective
ways to cope with the influence of peer pressure. This research can assist
students in determining how to deal with the issue.
Statement of the Problem
The purpose of this study is to determine the Peer Pressure and

Academic Achievements of Students.
Specifically, this aims to answer the following questions:
1. What is the level of peer pressure influence of student in terms of:

1.1 Social Belongingness
1.2 Curiosity
1.3 Cultural- Parenting Orientation
2. What is the level of Academic Achievement of students in terms of:
2.1 Participation
2.2 Responsible
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2.3 Good Grades
Scope and limitation of the Study
The purpose of this study is to determine whether peer pressure has an

impact on the academic achievement of students. Peer Pressure is the predictor
variable and Academic Achievement as the criterion variable. The total
population size of the study is only 15. The selected students came from different
section and strands to prevent bias and get objective perceptions. Each
participant will be given a survey questionnaire to answer. This study will employ
a quantitative nonexperimental research design utilizing the descriptive-
correlational method. This method is appropriate for the study since it depicts the
relationship between peer pressure and academic achievement.
Significance of the Study
The result of this research will offer valuable information beneficial to the
following:
Department of Education. The officials from this department may utilize the
result of this study in preparing programs that will encourage students to improve
their academic performance and instill positive pressure among peers.
School Administrators. The school administrators may also find this study
beneficial because it will show them how peer pressure can be a great factor in
improving the academic performance and achievements of students.
Teachers. The teachers may also find this study useful by acknowledging the
factors of peer pressure whether it has an impact on the academic achievement
of their students.
Parents. Who are directly concerned of the academic performance of their

children might benefit this study as it describes the relationship between peer
pressure and academic achievements of students.
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Students. The students will also benefit from this study because it informs them,
know the inherent gains behind positive peer pressure and the inherent disaster
behind negative peer pressure as it relates to their academic performance.
Future Researchers. The result of this study can serve as basis for further study
on peer pressure and academic achievements of students.
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CHAPTER II
Review of Related Literature
This section discusses the review of related literature and studies. It is

presented here in order to give a strong foundation for the study and also to give
readers sufficient information regarding the variables being studied. The
presentation and discussion follow the sequence of the variables and indicators.
Related Literature
Peer interactions are an important aspect of many young people's

educational experiences. Furthermore, student participation in school is linked to
both intimate friendships and peer group ties. This chapter examines research on
school belonging, friendships, and bad social experiences (such as rejection or
bullying) as they relate to involvement, as well as the consequences of peer
interactions on kids from historically underrepresented backgrounds. Throughout
4 these sections, research on academic and extracurricular participation is
examined to see whether peer connections function similarly in these two areas.
Pickering et al. (2019) conducted a systematic review to investigate the influence
of peers in the development of anxiety in adolescent. The findings show that,
while low peer acceptance was significantly associated with increased social
anxiety in both sex, negative peer experiences, limited close relationships, and
relational victimization were identified as risk factors specific to girls. The review
allowed the researchers to design preventative and intervention techniques to
help girls who are at risk, with an emphasis on enhancing the quality of peer
connections. Peer pressure is especially powerful throughout the adolescent
stage of development. Fear of solitude and ridicule may also play a part in this.
Peer pressure develops a significant impact on behavior during adolescence,
and it has been described as a characteristic of the teenage experience. Peer
conformity is especially prominent among young people in terms of style, taste,
appearance, philosophy, and values (Campbell, 2018). The existence of a
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specific peer group leader who encourages its members to participate in deviant
behavior or promotes negative things to the group.
According to Gulati (2017), peer pressure on a person's conduct is a

social phenomenon in which people of a specific community may or may not be
negatively influenced by the unacceptable behavior of their peers. Moldes et al.
(2019) claimed that peer pressure is common during a teenager's adolescence
because they often seek comfort among their peers and plan to imitate what their
peers do without understanding whether it is beneficial or harmful for them.
Many studies have been carried out by researchers like Chernyshenko,

Kankaraš, & Drasgow (2018), and Frydenberg et al. (2017) on academic
achievements. They argued that the most significant outcome of formal school
experiences was academic achievement. Social and emotional characteristics
are increasingly being used by researchers and policy makers as measures of
students' psychological development and well-being. Moreover, Liu et al. (2020)
stated that one of the most crucial metrics for evaluating students' performance
and educational success is academic achievement. Academic achievement is
primarily influenced by family socioeconomic position, but the relationship
between SES and academic achievement might differ across different
sociocultural situations.
As stated by Peng (2018), he proved that cognitive abilities and academic

achievement do not reflect two discrete entities. He described that cognitive
abilities are a variety of academic achievement skills and achievement tests are
often considered aspects of cognitive abilities like phonological awareness and
reading comprehension. The connection in this study reviewed that it can be
interpreted by the inherent degree to which it appears as task-pure
measurements with many different academic and cognitive domains. Rafiola & et
al. (2020) also stated that achievement or learning outcomes are the realization
of potential skills or capacity that a person has. At school, learning outcomes or
learning achievements can be seen from students' mastery of the subjects they
have taken.
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Grades play a significant role in shaping the student's personality and
future plans. Any student's confidence level is greatly influenced by grades,
according to Abunawas (2020). The students' attitudes and conduct within the
classroom, regardless of the educational institution to which they belong or the
level of education they are pursuing, are reflected in their grades. He mentioned
good grades are used to determine success. Whatever educational institution
they attend and whatever academic level they are at, the grades reflect the
attitudes and behaviors of the students within the classroom. Every person's
cognitive talents are a way to gauge how focused they are and show up in their
test results. Academic grades are the most commonly used measures of a
student's academic achievement. Goetz et al. (2017), in addition to academic
marks, there is a self-report grade that measures actual performance based on
pragmatic reasoning. Furthermore, according to Benner (2019) and Ruiz (2020),
self-reported grades occur when students analyze and appraise their own work
or their level of mastery over a specific target, which impacts how students
believe what they have taken into account.
In Gonzales-Macavilca (2019) article, they determined the relative

importance of anxiety, academic self-efficacy, and engagement to get good
grades for engineering careers at a public institution in Lima. 53 college students
in the sample ranged in age from 17 to 25 (M = 20.0, S = 2.0). Their findings
indicated that only the first three of the four aspects of academic engagement—
cognitive, emotional, behavioral, and agentic—determine whether a student will
receive a good grade. They also suggested that low levels of anxiety have a
favorable effect on self-efficacy, which in turn helps students receive a good
grade. Furthermore, Iraola-Real (2019) described the cognitive aspect of
involvement and academic self-efficacy were found to positively predict getting
good grades in a linear regression analysis that was completed.
Furthermore, it was discovered that international students, many of whom

enter university in their second year having obtained advanced standing credits,
performed significantly worse than local students. Gender, prior accounting
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studies, and prior knowledge of computing systems were not found to be
significant influences on academic performance. The findings have implications
for accounting educators who use CAL in courses to improve students'
understanding of accounting concepts and academic performance. Costa and
Faria (2018) indicated that students from the Eastern continents (Asia and
Oceania) reported a positive relationship between incremental beliefs and
achievement, while students from Europe reported a positive relationship
between entity beliefs and achievement and students from North America
reported negative correlations between entity perspectives and academic
achievement. This meta-analysis updates the current evidence supporting the
direct link between ITI and students' academic achievement and recognizes
specific effects that ITI may have on various academic outcomes.
A previous study of Rand et al. (2020) concluded that better academic

grades and psychological well-being are associated with optimism and hope.
Their study replicates and expands on previous research on these two concepts.
Although grade expectancy mediated the association, hope may be a better
predictor of academic performance. Both constructs appear to be capable of
forecasting changes in subjective well-being over time.
Related Studies
Peers have a crucial part in adolescent development. Teenagers build

intimate bonds with their classmates throughout this period that continue
throughout their adolescence (Guzman, 2017). The student peer group at school
allows teens to socialize with one another, which benefits the child adolescents
(Uzezi & Deya, 2017). Adolescents who believe that people at school care about
them and who feel connected to the school are more likely to be academically
motivated and less likely to engage in a variety of negative behaviors such as
drug use, violence, and sexual activity; however, if the school environment is
poor, it may have a negative impact on their development, leading to stress and
anxiety among adolescents (Nagpal, 2018).
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Curiosity In his book Conflict, Arousal, and Curiosity, Berlyne offered a
unique explanation of curiosity in 1960. His interpretation of curiosity is
universally accepted. In the Colling lexicon, "curiosity" refers to a desire to learn
more about something. "Curiosity may be characterized as the "desire to know
more" that appears behaviorally in asking and investigation" (Clerk, 2017).
Moreover, It has already been said that the importance of the character of
curiosity is highly significant for primary school kids. Curiosity is a powerful
predictor of student learning outcomes (Gurning & Siregar, 2017), and it has a
strong association with academic success (Abakpa et al., 2018). The instructor,
on the other hand, is unsure about the signs employed to assess student
curiosity.
Furthermore, it still limits the measuring instruments and scales that may
be used to assess curiosity that have been established carefully and
methodically.
Family is a fundamental socialization environment and is thought to be a

significant influence on child development. A family provides stability, security,
and pleasure. It may foster love and unity, but without these elements, it can
become a cause of stress and unrest. Adolescent insecurity and psychological
discomfort, as well as aggressive behavior and conduct disorder, are linked to a
conflictual familial environment. A kid goes to school for formal learning after
informal learning at home, and school is another major component impacting
adolescent development. Children can feel safe in a healthy, supportive setting.
(Nagpal, 2018).
Furthermore, Xu et al. (2017) investigated the link between parenting

styles and teenage social anxiety in migrant households. The findings indicate
that maternal overprotection is connected with adolescents' social anxiety in
migrant households, and that in migrant homes, parental emotional warmth may
reduce adolescent social anxiety while maternal overprotection may raise it.
Tahirovic and Demir (2018) studied the impact of parental divorce on adolescent
anxiety levels and discovered that adolescents from divorced families have
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higher levels of social anxiety than adolescents from intact families, and
adolescents from divorced families and intact families have the same anxiety
level regardless of gender. The study's sample consists of 162 teenagers from
five different high schools in Istanbul, Turkey, and the Beck Anxiety Inventory
was used to investigate participants' anxiety levels. Gomez-Ortiz et al. (2019)
recently researched parental techniques and adolescent social anxiety: is there a
direct or indirect relationship? The representative sample consisted of 2060
Andalusian students (47.7% girls, Mage = 14.37) who were assessed using
various self-reports. Researchers discovered a direct relationship between
maternal and paternal educational practices and social anxiety, as well as an
indirect relationship between parental practices and social anxiety, mediated by
negative self-esteem and emotional suppression.
Conceptual Framework
The conceptual framework introduces and relates the theory that answers
and explains why the research problem under study exists. This study will anchor
on Erikson's Theory on Social Development. According to Erikson's theory, peer
pressure is necessary for a person to grow, learn, and develop into an individual.
People form and develop their individuality and social status through both
positive and negative peer pressure, which frequently begins in adolescence.
Teenagers typically spend more time with their peers. Due to the fact that peer
pressure is a constant learning process, it is said to have both positive and
negative effects on people.(Gulati, 2017). The socialization of humans with other
individuals in their environment has an impact on their development. In particular,
it is theorized that student academic achievements are correlated with the
parental, academic, and peer support that teenagers receive, which influences
their level of academic performance (Chen, 2008). Peer groups heightened the
feeling of anxiety among students, it affects their social belongingness, and thus
leaves a particular individual independent and alone. (Kadir, Atmowasdoyo &
Salija 2018). The pressure from classmates and society is assumed to be a
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problem that only affects teenagers, but it actually starts early and can last well
into late adulthood. Peer pressure can take many different forms, from positive
reinforcement to subtle influences to severe bullying.
status through both positive and negative peer pressure, which frequently
begins in adolescence. Teenagers typically spend more time with their peers.
Due to the fact that peer pressure is a constant learning process, it is said to
have both positive and negative effects on people.(Gulati, 2017). The
socialization of humans with other individuals in their environment has an impact
on their development. In particular, it is theorized that student academic
achievements are correlated with the parental, academic, and peer support that
teenagers receive, which influences their level of academic performance (Chen,
2008). Peer groups heightened the feeling of anxiety among students, it affects
their social belongingness, and thus leaves a particular individual independent
and alone. (Kadir, Atmowasdoyo & Salija 2018). The pressure from classmates
and society is assumed to be a problem that only affects teenagers, but it
actually starts early and can last well into late adulthood. Peer pressure can take
many different forms, from positive reinforcement to subtle influences to severe
bullying. wherein “influence” occurs towards their performances, the idea that
everyone has the "inner man" who acts as an "impartial spectator" and has a
voice that cannot be ignored when approving or disapproving of one's own and
other people's actions based on the theory of Adam Smith as analyzed by
Fleischacker (2013). Cheng (2020) The Theory of Moral Sentiments shows that
effects portray a role in how peer pressure influences performance. The indirect
effect emphasizes how peer networks form the student's principles and indirectly
influence student academic achievement. In contrast, the direct effect highlights
how the person engages and harnesses opportunities in peer networks to reach
higher academic achievement. In addition, Sarkar et al. (2022) have suggested
that on an occasion peer pressure is positive and occasionally it is bad.
Depending on the composition of the group, peer influence has a stronger
positive and negative impact on academic performance. Therefore, its impact
can either negate participation, responsibility, and good grades; or the opposite.
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Aside from this aspect, Moldes et al (2019) also acquired results wherein the
relationship between perceived peer pressure and social belongingness,
curiosity, cultural-parenting orientation, and education. Students are typically
expected to confront peer pressure with optimism in order to mitigate its
detrimental impact on their academic performance. According to Cheng (2020),
based on the theory of Smith (2010-1759), the indirect impact highlights how
peer networks form the student's values and indirectly influence his academic
achievement; the direct effect stresses how well the actor empowers and uses
resources in peer interactions to reach more extraordinary academic
accomplishment. Therefore, the variables that enable influence to occur since
interactions play a role in social belongingness, curiosity, and parental guidance
are vast factors of peer pressure that can procure a reaction towards a pupil
under its influence. This then produces the sub-factors of acquiring participation,
responsibility, and academic performance based on assumed positive outcomes.
The conceptual framework of the study is shown in Figure 1. As can be

seen in Figure 1, the predictor variable is peer pressure, and the three indicators
are social belongingness, curiosity, and cultural-parenting orientation. On the
opposite side, the criterion variable is academic accomplishment, and it has three
indicators: participation, responsible, and good grades. The supposed
relationship is represented by the direction of the arrow that connects the two
variables.
Predictor Variable Criterion Variable
Peer Pressure Academic Achievements

Indicators: Indicators:
 Social Belongings  Participation
 Curiosity  Responsible
 Cultural-Parenting  Good Grades
Orientation
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Figure 1. Conceptual Framework of the Study
Definition of Terms
Peer Pressure. is defined as the influence wielded by people within the same
social group. (Morin A., 2022)
Social Belongingness. is a dynamic relationship associated with a positive,

longlasting, and significant interpersonal interaction. (Allen, K., 2020) Curiosity -
is defined as the desire to learn or know about anything; inquisitiveness (Sons,
W. 1986).
Cultural-Parenting Orientation. refers to Parent's proclivity to think, feel, or act

in a culturally determined manner.
Academic Achievements. represents performance outcomes that indicate the

extent to which a person has accomplished specific goals that were the focus of
activities in instructional environments, specifically in school, college, and
university. (Steinmayr, R., et al., 2014)
Participation. is a process during which individuals, groups and organizations

are consulted about or have the opportunity to become actively involved in a
project or program of activity.
Responsible. refers to involving important duties, the supervision of others, or

the ability to make decisions with little supervision.
Good Grades. reflect how well students have handled the various requirements
and tasks that are present throughout several subjects.
Research Hypothesis
This study will be tested at 0.5 level of significance.
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HO1: There is no significant difference between peer pressure and
academic achievement of students.
Synthesis of the Study
The above collection of both foreign and local studies provides information
to the proponents that their proposed study has similarities with other system
which is widely used. As stated, technology has brought new option that helped
us improve. Interaction is done through the use of computerized systems which
above product of technology processing.
The collection of studies above are related in the area of the importance in
keeping all the records and files. It will give assurance that these files are
secured and accessible for the advancement of the Grade 11 Stem Students. It
also guarantees that the students learning will be easier, faster and more efficient
for the students learning of the Grade 11 stem students.
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CHAPTER III
Methodology
Presented in this chapter are the methods and procedures that was used
by the researcher in conducting the study. Contents of this chapter are the
research respondents, research design, research locale, research instrument,
data gathering procedure, statistical treatment/data analysis and ethical
consideration.
Research Design
This research employs quantitative non- experimental research design

utilizing descriptive - correlational method. This technique is a non-experimental
design, where in this study, Non-experimental designs do not have random
assignment, manipulation of variables, or comparison groups. Some variables
cannot or should not be manipulated for ethical reasons. In some instances,
independent variables have already occurred, so no control over them is
possible. The researcher observes what occurs naturally without intervening in
any way. (Faria, R.2007)
According to Best Kahn (2006), Descriptive correlational studies describe

the variables and the relationships that occur naturally between and among
them. The descriptive-correlational method is appropriate for this study since it
exemplifies the relation between peer pressure and academic achievement. To
develop this finding, Peer Pressure is used as an independent (predictor)
variable, and Academic Achievement is used as a dependent variable.
Sampling Technique
The study uses a nonprobability sampling technique in selecting its

participants. The ability to learn is built on comfortable relationships with peer,
family members, and classroom learning, the concept of learning with and in the
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presence of others. Peer pressure forms the foundation upon which adolescent
children learn empirical knowledge about their physical and social environments,
as well as the acquisition of skills and attitudes required for success in the future.
Peer group influence has an impact on an individual's academic performance. If
an individual's peers engage in negative activities such as drug abuse, skipping
classes, and being chronically absent from school just to engage in time wasting
activities, these characteristics of an individual's peer group are likely to have an
impact on his/her academic performance.
Solvin’s Formula
n= Sample Size
N
n= N= Population Size
1+ Ne2
e= Designed Margin Error
The sample size of the population is 595 at 10% margin error.
N= 595
e= 10%
595
n= 2
1+(595)(0.1)
595
n=
1+(595)(0.01)
595
n=
1+5.95
595
n=
6.95
n=85.61
n ≈ 86
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Research Participants
The respondents of this study are the Grade 11 Science, Technology, and
Engineering (STEM) Students. The selection of respondents will be done through
random. Hence, any refusal to participate or desire to withdraw from the study
will be respected and treated with utmost understanding.
Following the principles of ethics in a research study, the research

participants will not be coerced into being interviewed. Moreover, the participants
will also be granted anonymity and confidentiality.
Data Gathering Methods
Research Instrument This refers to the questionnaire or data gathering

tool to be constructed, validated, and administered (Creswell, 2012). This study
utilizes a survey questionnaire, specifically a researcher-made survey. The
research questionnaire is the gateway to the collection of data appropriate for a
research study. Most of the time, all the information needed for the analysis is
already included in the questionnaire to gather all the relevant information about
the research work. This is the best way to collect the data that a study will move
through during the tabulation process (Canonizadi, 2019). To gather the data for
the independent variable, which is peer pressure, the researchers will be using a
survey questionnaire to determine how peer pressure influences Grade 12 STEM
students. The scores of the tests will measure how peer pressure influences their
academic achievement. This survey questionnaire will be validated by experts
that would give their professional judgment about the survey questionnaire for
the predictor variable, which is Peer Pressure, the researcher will adapt a
questionnaire which will be modified to suit the local context. In evaluating how
peer pressure influences them, the students will use the following in rating the
questionnaire: 5 as strongly agree; 4 as agree; 3 as neutral; 2 as disagree and 1
as strongly disagree. The Likert scale below will be used to analyze the result:
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Range of Mean Description Interpretation
4.50 - 5.00 Very High This means that peer
pressure of students are
very much effective in
their academic
achievements.
3.50 - 4.49 High This means that peer
very effective in their
academic achievements.
2.50 - 3.49 Moderate This means that peer
effective in their
1.50 - 2.29 Low This means that peer
ineffective in their
1.00 - 1.49 Very Low This means that peer
very ineffective in their
Likewise, for the criterion variable, which is Academic Achievements, the

researcher will adapt a questionnaire which will be modified to suit the local
context. It will have a total of 24 items. The respondents will answer the
questionnaire using this scale: 5 as strongly agree, 4 as agree, 3 as agree, 2 as
disagree, and 1 as strongly disagree. The Likert scale next page will be used to
analyze the result:
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Range of Mean Description Interpretation
4.50 - 5.00 Very High This means that the
academic achievement
of Students is excellent.
3.50 - 4.49 High This means that the
academic achievements
of students is very good.
2.50 - 3.49 Moderate This means that the
of students is good.
1.50 - 2.29 Low This means that the
of students is fair.
1.00 - 1.49 Very Low This means that the
of students is poor.
In summary, the research instrument will have a total of 1 item pertaining

their General Weighted Average in the First Quarter of School Year 2022-2023.
This questionnaire will undergo validation by experts. Afterwards, it will be pilot
tested to establish reliability.
Data Gathering Procedure
Asking Permission to Conduct the Study. The researcher will send an

endorsement letter to the Office of the Principal to ask permission with the
consent of the thesis adviser in order to conduct the study.
Administration and Retrieval of Questionnaires. With the approval and full

support of the school principal, the manner on how to answer the given
questionnaires will be thoroughly explained by the researcher to the students and
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their teachers. During the actual administration of the survey questionnaires, the
researcher will translate each question from the indicators to their own dialect to
ensure that the respondents had understood each question well, so their answer
are accurate. The identified students in the school will be requested to answer
the instrument. After the respondents completely and honestly answered and
provided all the necessary data needed in the questionnaire, the researcher will
retrieve all the answer questionnaires.
Gathering and Tabulation of Data. After the successful administration and

retrieval of the survey questionnaires, the data will be collated and tabulated.
Then, appropriate statistical tools will be employed to get the necessary data for
interpretation and further analysis.
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CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter presents a detailed presentation, analysis, and interpretation

of the study’s findings gathered by the researcher. The data on the Levels of
Peer Pressure Influence of Students in terms of Curiosity, Social belongingness,
and Cultural-Parenting orientation are presented and explained thoroughly.
Furthermore, the data on the significant influence of the predictor indicators are
analyzed and discussed.
Summary of the Level of Peer Pressure Influence of Students
Presented in Table 1 are data on the Level of Peer Pressure Influence of

Students in terms of Curiosity, Social Belongingness, and Cultural-Parenting
Orientation.
Table 1. Summary of peer pressure influence of Students
Indicators Mean Descriptive Level
Curiosity 4.31 High

Social Belongingness 3.42 Moderate
Cultural- Parenting Orientation 3.58 High
Overall 3.77 High
As presented in Table 1, the Level of peer pressure influence of Students

gets an overall mean of 3.77 or is described as high, implying that peer influence
are very effective only when it comes to both Curiosity and Cultural-Parenting
Orientation, Based on the findings, when it comes to their Curiosity with a mean
score 4.31 or described as high, the students mostly agree about the idea of
developing their skills through their willingness to do something new and starting
working new activities, they want to learn more things about their friends and
family and explore their capabilities to do things, most them were uninterested
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when it comes to intimate relationship, and having vices. As a result, there are
more peer influence in their curiosity about exploring new things and acquiring
new knowledge than having a relationship and trying bad or a unhealthy habit. It
has already been said that the importance of the character of curiosity is highly
significant for primary school kids. Curiosity is a powerful predictor of student
learning outcomes (Gurning & Siregar, 2017), and it has a strong association
with academic success (Abakpa et al., 2018). The instructor, on the other hand,
is unsure about the signs employed to assess student curiosity. Furthermore, it
still limits the measuring instruments and scales that may be used to assess
curiosity that have been established carefully and methodically.
To further describe the results, the second-lowest indicator is the

culturalparenting orientation with a mean score 3.58 or described as high, this
means that the family is a fundamental socialization environment and is thought
to be a significant influence on child development. A family provides stability,
security, and pleasure. It may foster love and unity, but without these elements, it
can become a cause of stress and unrest. Adolescent insecurity and
psychological discomfort, as well as aggressive behavior and conduct disorder,
are linked to a conflictual familial environment. A kid goes to school for formal
learning after informal learning at home, and school is another major component
impacting adolescent development. Children can feel safe in a healthy,
supportive setting. (Nagpal, 2018).
The third-lowest indicator is Social belongingness with a mean score 3.42

or described as moderate which means that the Peers are effective in their
academic achievements and have a crucial part in adolescent development.
Teenagers build intimate bonds with their classmates throughout this period that
continue throughout their adolescence (Guzman, 2017). The student peer group
at school allows teens to socialize with one another, which benefits the child
adolescents (Uzezi & Deya, 2017). Adolescents who believe that people at
school care about them and who feel connected to the school are more likely to
be academically motivated and less likely to engage in a variety of negative
22
behaviors such as drug use, violence, and sexual activity; however, if the school
environment is poor, it may have a negative impact on their development, leading
to stress and anxiety among adolescents (Nagpal, 2018).
Table 2: Summary of the Level of Academic Achievements of Students.
Indicators Mean Descriptive Level
Academic Grades 90.77 With Honors
Overall 90.77 With Honors
An Academic grade with a mean score of 90.77, described as With

Honors, is the indicator with the highest mean. Indicating that students' academic
achievements are very good. It was stated that academic grades are a crucial
indicator of how well students have handled various subject-specific
requirements and tasks. Academic grade is a reliable and precise indicator of
academic achievement.
The results are supported by the study of Liu et al. (2020). They stated
that academic achievement is one of the most crucial metrics for evaluating
students’ performance and educational success. Family socioeconomic position
primarily influences academic achievement, but across different socio-cultural
situations, the relationship between SES and academic achievement might differ.
The findings are also substantiated by the study of Abunawas (2020). He stated
that grades greatly influence any student’s confidence level. Regardless of the
educational institution to which they belong or the level of education they are
pursuing, the students’ attitude and conduct within the classroom are reflected in
their grades. He mentioned that success is determined by the use of good
grades. The attitudes and behaviors of the students within the classroom are
reflected by the grades, whatever educational institution they attend and
23
whatever academic level they are at. Every person’s cognitive talents show up in
their test results and are a way to gauge how focused they are.
The studies are in relevance to the results because it indicates the

performance and academic achievement of students. The participants have an
average grade of 90.77, which interprets that they have an excellent academic
performance, and are most likely to achieve with honors.
Significance on the relationship between Peer Pressure and Academic

Achievement of Students.
Presented in Table 3 are the results on the relationships of Peer Pressure

and Academic Achievements of the students. Here, it indicates the significant
relationship between Peer Pressure and Academic Achievements of the students
using the Pearson Product Moment Correlation Coefficient (r).
Table 3: Significance on the relationship between Peer Pressure and

Academic Achievement of Students
Peer Pressure r p-value Decision on Interpretation`

Influence Ho
Curiosity 0.042 0.701 Fail to reject low
Cultural- Parenting -0.373 0.000405 Fail to reject Moderate
Orientation
-0.066 0.546 Fail to reject low
The results shown in this table indicate that there is no correlation

between academic achievement and peer pressure. Curiosity, the first indicator,
had a pvalue of 0.701, whereas Cultural-Parenting Orientation indication had a p-
value of 0.000405 as indicated in the table. Hence, the Social Belongingness p-
value is 0.546, more significant than 0.5, the relationship between Peer pressure
and students' academic achievement is not significant (r = -0.042 Curiosity, -
24
0.373 Cultural-Parenting Orientation, -0.066 Social Belongingness, p>.5) at the α
0.5 level of significance. As a result, the null hypothesis is thus not rejected.
Based In the findings above, the researchers contend that students are
unaffected by peer pressure when obtaining academic achievements. The Peer
pressure does not influence students' academic achievement, as shown by the
relationship's lack of significance.
Further to that, because Peer Pressure and Academic Achievement are

complex phenomena, the respondents' responses to peer pressure influences
are neither effective nor relevant to their academic achievement. Although there
is a probability that students' academic achievement may be influenced, this
does not automatically imply that peer pressure is the source of those influences.
Based on the study of Gulati (2017), he concludes that peer pressure on a
person's conduct is a social phenomenon in which people of a specific
community may or may not be negatively influenced by the unacceptable
behavior of their peers. And hence, curiosity, cultural parenting orientation, and
social belongingness may also significantly influence students' academic
achievement.
This exemplifies the findings of the first indicator of the predictor variable,
which is curiosity, as illustrated on the second row in table 3. Curiosity yielded a
Pearson product moment correlation coefficient (r) of 0.042. Because of its p-
value of 0.701, the null hypothesis thus not rejected. Subsequently, the
interpretation result is low, as contrary to what the research instrument explains,
it indicates student peer pressure's ineffective influence on their academic
achievement. The study of Abakpa et al. (2018) correlates with the results shown
above. Which states in their study that curiosity has a substantial correlation with
academic success, but it remains unclear what indicators are used to measure
students' curiosity. As a result, it continues to place limitations on the measuring
devices and scales that may be used to evaluate curiosity that has been
established carefully and methodically.
25
Furthermore, the findings of the second indicator which is Cultural-
Parenting orientation, as illustrated on the third row in table 3. Cultural-Parenting
Orientation also yielded a pearson product moment correlation coefficient (r) of -
0.373. Because of its p-value of 0.000405, the null hypothesis thus not rejected.
Subsequently, the interpretation result is moderate, as also contrary to what the
research instrument explains, this means that peer pressure of students is
effective in their academic achievements. In the study Nagpal (2018), this
correlates with the results shown above, as it explains that family is a
fundamental socialization environment and is thought to be a significant influence
on child development. A family provides stability, security, and pleasure. On the
other hand, adolescent insecurity and psychological discomfort, as well as
aggressive behavior and conduct disorder, are linked to a conflictual familial
environment.
Nevertheless, the results of the third indicator which is social

belongingness, as illustrated on the fourth row in table 3. Social belongingness
also yielded a Pearson product moment correlation coefficient (r) of -0.066.
Because of its p-value of 0.546, the null hypothesis thus not rejected.
Subsequently, the interpretation result is low, as contrary to what the research
instrument explains, it also indicates student peer pressure's ineffective influence
on their academic achievement. According to Nagpal's (2018) study, adolescents
who feel connected to their school and that their teachers care about them are
more likely to be motivated to work hard in class and are less likely to engage in
a range of risky behaviors. Teenagers may experience stress and worry if the
educational atmosphere is inadequate, which could have a negative effect on
their development. In this study it broadens the notion of correlation in the data
shown above.
26
CHAPTER V
Summary, Conclusion, and Recommendations
This chapter provided an overall summary of the study as well as

conclusions on the topic Peer Pressure and Academic Achievements in
Students. It also provides recommendations that can be pursued by future
researchers.
This research employs a quantitative, non-experimental research design

utilizing a descriptive-correlational method since it determined the relationship
between peer pressure and the academic achievements of the 86 Grade 11
Science, Technology, Engineering, and Mathematics (STEM) students from 9
different sections at a public secondary educational institution here in Polomolok
South Cotabato. This study utilizes a survey questionnaire, specifically a
researcher-made survey entitled “Peer Pressure Questionnaire (PPQ).” The
research questionnaire is the gateway to the collection of data appropriate for a
research study. The statistical treatments employed in assessing the research
results were: Mean and Pearson Correlation Coefficient.
Summary of Findings
The findings of the study are as follows:
Based on the collected data, the overall mean score of Peer Pressure in
terms of Curiosity and Cultural-Parenting Orientation was described as high.
However, the indicators; Social Belongingness was described as moderate.
In terms of the academic achievements of students with the indicator

academic grades, the overall mean score was interpreted to be 90.77, or
described as With Honors, indicating that students' academic achievements are
very good.
27
Furthermore, the Pearson Correlation Coefficient (r) indicated that there is
no relationship between peer pressure and academic achievements of students.
As a result, the research hypothesis is not rejected.
Fazit
Based on the findings of the study, the following conclusions are

presented:
Peer pressure solely affects Curiosity and Cultural-Parenting Orientation.

The majority of students agree with the notion that they may increase their
talents through their willingness to try something new by engaging in new
activities. This significant finding shows that peer pressure, places impact on the
need of a child to explore and learn than to engage in hazardous behaviors.
Furthermore, findings show that family has a substantial impact on a child's
development as a key socialization setting based on providing a mood of
environment for the adolescent.
However, upon the subject of peer influence and academic performance,

there is no respective association found. Therefore, argues that peer pressure
has little effect on students' academic results. The insignificance of the link
demonstrates that peer pressure alone does not affect pupils' academic ability.
Thus, does not impact nor influence a student’s achievement from an academic
perspective. The relationship between two variables was not significant which
shows how the relationship between two concepts only exist from a social
phenomenon. Curiosity, however, has a strong association with academic
achievement as mentioned in the first findings of this study.
Recommendations
Based on the findings and conclusion of the study, the researcher

suggested a few important recommendations.
28
The Department of Education officials should ensure that trained
counselors are posted in all schools and colleges so as to provide preventive
counseling services and modify the behaviors of students who per-chance have
been negatively influenced by peers.
The school administrators must have the knowledge about peer

relationships of the school students. Help them to overcome the negative impact
of peer pressure. They may include programs or trainings that will help increase
their self-esteem to counter the student’s peer pressure.
The teachers should encourage the good students to mingle with all
students especially those who are not able to concentrate themselves in studies.
So that, there won’t be any chance of displaying any antisocial behavior.
The parents should know about their children’s friends so that it does not
influence the child’s behavior in a negative way. Knowing their child’s peer
pressure, will surely help them establish a deeper understanding on the child’s
perspective to comfort and alleviate academically.
The students must be responsible enough to know the inherent gains

behind positive peer pressure and the inherent disaster behind negative peer
pressure. Their academic grades must be improved for a successful graduation
in this school year.
Finally, future researchers may use the findings of this study to assemble
more scientific evidence that can assist teachers and educators in planning a
successful online-based trainings. New discoveries must be shared because they
may serve as the foundation for future research.
29
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student success and well-being: Conceptual framework for the
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Students’
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_for_Declining_Students_Interest_in_Chemistry
Johnson, K. (2022). The Peer Effect on Academic Achievement

Among Public
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Students%E2%80%99-Anxiety-Kadir-
Salija/aabe066168dc353fcc92b4c5a412ca2c442de22f
Moldes, V., Biton, C., Gonzaga, D., & Moneva, J. (2019). Students,
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EEN_DEG
REES_OF_SELF_ESTEEM_AND_PEER_PRESSURE_IN_HI
GH_SCHOOL_ADOLESCENTS
34
Appendix A
Instrument
35
Survey Questionnaire
Name (Optional): ______________________School: __________________

General Instruction: Please check the corresponding numbers of each item
in accordance with your personal observation. Use the scale below.
5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
1 - Strongly Disagree
Part I. Peer Pressure
A. Social Belongingness 5 4 3 2 1
1. I spend much time with my peer group
2. My friends and I share problems with each other
3. My friends give me advice in my problems
4. My friends and I do school activities together
5. My friends and I share thoughts to strengthen our bond
6. My teachers help me in my academic activities
7. My friends discourage me to study
8. My friends are a bad influence on me
B. Curiosity 5 4 3 2 1
1. I like to do something new
2. I want to explore my capabilities to do things
3. I am curious about having vices
4. I want to explore my teenage years
5. I want to experience relationship
6. I like starting new activities
7. I want to learn new things more from friends
8.I want to learn new things more from my family
C. Cultural-Parenting Orientation 5 4 3 2 1
1.I must ask my parents to do things
2. My parents worry if I am up to something they won’t like
3. My parents want me to follow their directions
4. My parents encourage me to give my ideas and opinions to
them even if I might disagree
5. My parents warn me not to go out with my friends at night
6. My family help me in my academic activities
7. My parents have high expectations of me in school
8. My parents pressure me to reach honors in my class
36

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
37

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
38

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
39

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
40

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
41

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
42

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
43

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
44

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
45

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
46

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
47

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
48

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
49

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
50

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
51

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
52

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
53

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
54

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
55

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
56

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
57

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
58

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
59

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
60

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
61

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
62

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
63

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
64

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
65

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
66

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
67

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
68

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
69

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
70

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
71

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
72

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
73

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
74
Appendix B
Questionaire

5 - Strongly Agree
4 - Agree
3 - Neutral
2 - Disagree
75
76
Appendix C
Letter to The Future Researcher
77
Appendix D
CURRICULUM VITAE
PERSONAL INFORMATION:
Name: Aubrey Lou C. Sabordo
Age: 18
Date of Birth: December 24, 2003
Place of Birth: Pikit, North Cotabato
Home Address: Prk. Makisama A- Upper Matin-ao, Silway- 8,
Polomolok, South Cotabato
Religion: Catholic
Father’s Name: Danilo E. Sabordo
Mother’s Name: Adelaida C. Sabordo
Siblings: Arvin C. Sabordo
Danilo C. Sabordo Jr.
Daniel C. Sabordo
Marlo Jay C. Sabordo
EDUCATIONAL BACKGROUND:
Kindergarten: Notre Dame of Pikit
Pikit North Cotabato
2010-2011
Elementary: Pikit Cental Elementary School
Pikit North Cotabato
2016-2017
Junior High School: Christian School of Polomolok
Cadena De Amor, Corner Rosal, Polomolok, South Cotabato
2020– 2021
Senior High School: Christian School of Polomolok
Cadena De Amor, Corner Rosal, South Cotabato
2022– 2023
78

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CHAPTER I

THE PROBLEM AND IT’S SETTING

Additionally, In America (as cited in Johnson, 2000) For many years,

Statement of the Problem

The purpose of this study is to determine the Peer Pressure and

Specifically, this aims to answer the following questions:

1. What is the level of peer pressure influence of student in terms of:

Scope and limitation of the Study

The purpose of this study is to determine whether peer pressure has an

Significance of the Study

Parents. Who are directly concerned of the academic performance of their

Review of Related Literature

This section discusses the review of related literature and studies. It is

Peer interactions are an important aspect of many young people's

According to Gulati (2017), peer pressure on a person's conduct is a

Many studies have been carried out by researchers like Chernyshenko,

As stated by Peng (2018), he proved that cognitive abilities and academic

In Gonzales-Macavilca (2019) article, they determined the relative

Furthermore, it was discovered that international students, many of whom

A previous study of Rand et al. (2020) concluded that better academic

Peers have a crucial part in adolescent development. Teenagers build

Family is a fundamental socialization environment and is thought to be a

Furthermore, Xu et al. (2017) investigated the link between parenting

The conceptual framework of the study is shown in Figure 1. As can be

Predictor Variable Criterion Variable

Peer Pressure Academic Achievements

Social Belongingness. is a dynamic relationship associated with a positive,

Cultural-Parenting Orientation. refers to Parent's proclivity to think, feel, or act

Academic Achievements. represents performance outcomes that indicate the

Participation. is a process during which individuals, groups and organizations

Responsible. refers to involving important duties, the supervision of others, or

This study will be tested at 0.5 level of significance.

Synthesis of the Study

This research employs quantitative non- experimental research design

According to Best Kahn (2006), Descriptive correlational studies describe

The study uses a nonprobability sampling technique in selecting its

e= Designed Margin Error

The sample size of the population is 595 at 10% margin error.

Following the principles of ethics in a research study, the research

Data Gathering Methods

Research Instrument This refers to the questionnaire or data gathering

Likewise, for the criterion variable, which is Academic Achievements, the

In summary, the research instrument will have a total of 1 item pertaining

Data Gathering Procedure

Asking Permission to Conduct the Study. The researcher will send an

Administration and Retrieval of Questionnaires. With the approval and full

Gathering and Tabulation of Data. After the successful administration and

Presentation, Analysis, and Interpretation of Data

This chapter presents a detailed presentation, analysis, and interpretation

Summary of the Level of Peer Pressure Influence of Students

Presented in Table 1 are data on the Level of Peer Pressure Influence of

Table 1. Summary of peer pressure influence of Students

Indicators Mean Descriptive Level

Curiosity 4.31 High

As presented in Table 1, the Level of peer pressure influence of Students

To further describe the results, the second-lowest indicator is the

The third-lowest indicator is Social belongingness with a mean score 3.42

Table 2: Summary of the Level of Academic Achievements of Students.

Indicators Mean Descriptive Level

Academic Grades 90.77 With Honors

Overall 90.77 With Honors

An Academic grade with a mean score of 90.77, described as With

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