LEVEL OF PEER PRESSURE AND THE ACADEMIC PERFORMANCE

OF GRADE 12 HUMSS STUDENTS IN PUBLIC SCHOOL

Kristine Alexis V. Berueda

Luis Nichol G. Calantas

Clarisse A. Callejas

Riccojohn F. Dagohoy

Grace Joy F. Delacruz

Jiji A. Gallego

Kent Jarl Maguad

Alex Maloloy-on

Trexie R. Marquez

Angel A. Moreno

Jewelmy M. Refuela

Humanities and Social Sciences, Senior High School

Bacolod City National High School

2023
 CHAPTER I

INTRODUCTION

Background of the Study

Adolescence is a period of significant life transition for a person in many aspects.

Amidst these rapid physical, mental, and social transformations, young people start to doubt

the authority of adults and the necessity of parental supervision. The Latin word adolescence,

which means "growing up," is where the word "adolescence" originates. It is a time of change

when the person matures from infancy to maturity. It is also the time for individuals to make

critical decisions concerning their academic and family commitments. Research indicates that

students' anxiety levels might be elevated by their peer groups, particularly when it comes to

their academic pursuits (Kadir, Atmowasdoyo & Salija 2018).

According to Ajayi (2019), peer groups include people of the same age, friends, or

equals with whom the youngster has certain social features. Peer pressure on the other hand

defined as an emotional or mental force among persons of the same age, grade, and social

group to act or behave similarly to them (Weinfield, L., 2019). Peer pressure is the influence

of a peer group on encouraging a person to change his/her attitudes and values in order to

conform to group norms. On the other side, the phrase "pressure" refers to the process of

persuading individuals to do something they would not otherwise do (Afolabi, 2019). Peer

pressure is caused by parents' failure to supervise their children during adolescence and

during this period, children choose to enjoy the company of their friends and spend more time

with them (Vangie et al., 2019). Peer pressure can sometimes aid in advancement, but it is not

always beneficial, it can also be negative. Peer pressure is not necessarily negative, it can

instill new hobbies, habits, attitudes toward health, or a strong desire to succeed in people

(Adeyemi, R. O., 2018).

subjects (Ballotpedia). The capacity of a student to accomplish academic assignments is

known as academic performance, and it is evaluated based on objective standards like

grading point average and final course grades (Olivier et al., 2019). Though there are a lot of

factors that could indicate the performance of the student academically, grades are still the

most well-known indicator of it. Grades are the total average of a student from her test scores,

attendance, assignments etc. Grading schemes differ significantly between counties and

schools; typical ranges include grade point averages (GPAs) of 0-4.0 or more, lettering

systems from A-F, and percentages from 1-100. Academic performance is the sum of a

student's knowledge, abilities, and competences in the educational area; it is frequently

assessed using the grades they get in the topics that make up their study plan (Turk J.

Comput, 2021).

Extensive literature notes that a child’s peer group influences social and academic

development, and these influences begin at the start of a formal education. Students'

relationships with their peers can have a significant impact on them and aid in their decision-

making. It might also affect how well they perform (Vangie et al., 2019). Adolescents need to

seek comfort from others that they found in the presence of their peers, and they have no idea

how their peers affect their academic performance (Moldes, Biton, Gonzaga & Moneva,

2019). According to a study done by Kadir et al. (2018), Peer networks may make students

feel more anxious, especially about their education. A student will do well in class and

achieve excellent academic outcomes when they are inspired and touched by their peers.

Humanities and Social Science is a strand under the Academic Track of the K12

Curriculum in the Philippines. It is a strand that is distinct from others in that it is goal-

oriented. In addition, this strand's students are thought to be more competitive than the others.

They will, nevertheless, inevitably have peers, just like any other adolescent. These days,
peer pressure is quite important and has started to worry some people. Although there have

been a lot of existing studies regarding peer pressure and academic performance, no study has

ever focused on the HUMSS strand as the respondents of their study.

In this study, the researcher will try to establish the level of peer pressure

among Grade 12 HUMSS students and to find out the relationship and difference of peer

pressure and academic performance among teens. Peer pressure is very relevant nowadays

and has become a concern to some. This study is crucial as it investigates how peer pressure

impacts academic performance in Grade 12 Students under the HUMSS strand. By

recognizing both positive and negative influences, the study provides nuanced insights into

how peers shape the academic experiences of Grade 12 HUMSS students. The practical

interventions proposed, such as peer tutorial sessions and seminars, offer actionable strategies

for educators to support Grade 12 HUMSS students in managing peer pressures.

Statement of the Problem

This study will aim to determine the relationship between the level of peer pressure of

Grade 12 HUMSS (Humanities and Social Sciences) students in BCNHS (Bacolod City

National High School) with their academic performance.

Specifically, it will answer the following questions:

1. What is the level of peer pressure of Grade 12 HUMSS when grouped as a whole and

when categorized according to sex and section?

2. What is the level of academic performance of Grade 12 HUMSS in terms of their 1st-

semester average grade when grouped as a whole and when categorized according to sex and

section?
3. Is there a significant difference in the level of peer pressure of Grade 12 HUMSS when

grouped as a whole and when categorized according to sex and section?

4. Is there a significant difference in the level of academic performance of Grade 12 HUMSS

when grouped as a whole and when categorized according to sex and section?

5. Is there a significant relationship between the level of peer pressure and academic

performance of Grade 12 HUMSS?

Hypotheses

From the research questions raised, the following hypothesis is the null hypothesis of the
study:

1. There is no significant difference in the level of peer pressure of Grade 12 HUMSS

students in BCNHS when grouped according to the mentioned variables.

2. There is no significant difference in the level of academic performance of Grade 12

HUMSS students in BCNHS when grouped according to the mentioned variables.

3. There is no significant relationship between the level of peer pressure and academic

performance of Grade 12 HUMSS students in BCNHS.

Theoretical Framework

Bandura’s Social Learning Theory

This theory was propounded by Albert Bandura in 1977. He was born on December 4,

1925 in the small town of Mundare in Northern Alberta Canada. The theory states that people

learn from one another, via observation, imitation, and modeling. The theory has often been

called a bridge between behaviorist and cognitive learning theories because it encompasses

attention, memory, and motivation. The social learning theory emphasizes the importance of
observing and imitating the behavior, attitudes and emotional reaction of others. Thus it

focuses on learning by observation and imitation.

The theory is based on the major premise that behavior is learned and can be unlearn.

Behavior in general, is a function of one’s personality and the environment. Man is born with

some innate potentials which the environment conditions. Similarly, one can influence his or

her environment using the personality qualities. Consequently, as one interacts in the

environment, the adolescents consciously or unconsciously observes and imitates and

displays behavior of models. Hence, Bandura posits that there is interrelationship between

man’s personality, the behavior and environmental factors.

Imitation and modeling of influential persons or models also depend on

reinforcement. This reinforcement can either be direct or vicarious in direct reinforcement,

the person imitating the model receives reinforcement directly. When a child, for instance is

praised for exhibiting a behavior, he has received direct reinforcement. In vicarious

reinforcement, the person imitating the model does not get reinforced directly. It is rather the

model that is reinforced. When one watch a model being reinforced, he is also reinforced

indirectly. This is vicarious reinforcement. The motivation to identify with a particular model

stems from the fact that this model possess a quality which the individual would like to

possess. Identification with a model involves the individual taking on observed behaviors,

values, beliefs, and attitudes of the person with whom he is identifying.

Relating it to the present study, adolescents can model their behavior after their peers

who have positive attitudes and behavior towards education; in order to enhance their

academic performance. This theory is therefore relevant to this study in the sense that, it will

help students, to acquire the capacity of solving his own problem. It will also help student to
learn the characteristics behavior that make up their personality through observation and

imitation.

Conceptual Framework

Grade 12 HUMSS
a. Sex
b. Grade & Section

Peer Pressure Academic Performance

Figure 1: Schematic Diagram of the Conceptual Framework

In this conceptual framework, two variables are part of the study using a correlational

research design in collecting, analyzing, and interpreting data. The conceptual framework

shows peer pressure as the independent variable and academic performance as the dependent

variable. Hence, this study will assess their relationship if the peer pressure correlates with

academic performance.

To investigate this relationship, the study examines the demographic profile of

HUMSS students, assesses their levels of peer pressure and academic performance, and

analyzes potential correlations between these factors, both overall and within subgroups

based on sex and grade/section.

Scope and Limitation

The study is focused on the level and relationship of peer pressure and
academic performance among HUMSS students in Bacolod City National High School. The

respondents were chosen because it is expected that they have spent a semester in the school

and they have acquired the experience of both positive and negative peer pressure, and how it

can affect their performance. This study is also focused on the HUMSS students'

demographic profile which include sex and grade and section. Academic performance is

delimited to the students’ cumulative average score of school subjects in a session.

Since data gathering will be administered only during the free time of the researcher

and the respondents, speed and time is viewed as one the limitations of this study. Accuracy

of the answers might also be affected especially when the respondents are in a hurry and

would not bother to read the questions. Different researchers will carry out the data gathering

and might also affect the way the respondents react.

Definition of Terms

Peer Pressure. According to Weinfield, L. (2019) peer pressure defined as an

emotional or mental force among persons of the same age, grade, and social group to act or

behave similarly to them.

In this study, peer pressure is one of the independent variable and will be

analyzed if it has an effect on the academic performance of the students.

Academic Performance. According to Turk J. Comput (2021) academic performance

is the sum of a student's knowledge, abilities, and competences in the educational area; it is

frequently assessed using the grades they get in the topics that make up their study plan.

Academic performance relates to academic subjects a child studies in school and the skills the

child is expected to master in each.

students in their subjects.

HUMSS. According to AACC website, HUMSS is short for humanities and social

sciences. It is an academic strand covering various fields that deal with the exploration of the

human condition using analytical, critical, and empirical ways – and thereby studying

changes in society and human behavior.

In this study, the researchers aim to determine the relationship of peer pressure

in academic performance in HUMSS as the strand of students as main respondents.

Significance of the Study

This study may be beneficial to the following:

Teenagers. This study would be able to help teenagers to carefully choose people to be

with. They can be able to be guided in choosing their group to be fit in. Teenagers should

know towards the factors that may cause of peer pressure especially on their academic

performance.

Parents. Parents can have the idea of the issue that their child was going through. They

can be able to guiding their child so that teenagers would be able to take chances of doing

right things together with their peers. They will also be aware about the impact of their child's

academic performance significantly.

Guidance Counselor. This study will help to create discipline in the life of adolescents.

When this is done there will be sanity, peace and order, which will enhance the moral tone of

the school as well as the society. It will also help the counselor to know the right technique to

adopt in modifying negative peer pressure. They will equally benefit from the finding of the
study because the finding will help them know what is expected of them as they are role

model. Counselors will have the knowledge about peer relationship of the school students.

Help them to overcome the negative impact of peer pressure. And they will not neglect the

children who are mentally disturbed and showing any unusual reactions. They will find the

root cause of the problem and should motivate them in a positive manner for their

development.

Teachers. This study can help teachers so that students can receive more time for

individualized learning. Direct interaction between students promotes active learning. Peer

teachers reinforce their own learning by instructing others.

School Administrator. This study presents a model for principals to apply to provide

quality outcomes, at reduced cost, in noninstructional areas. Using teachers, parents,

community members, and applying the problem‐solving tools and techniques to identify the

root of problem causes, principals can identify realistic solutions which yield positive results

and reduce costs in academic performance of stem students

Future researchers. This study can be a source of information for the future researchers

especially this study is widely discuss yet, society is not really aware and conscious about this

issue. Researchers can be a way to let people know the importance of having knowledge

about peer pressure.

METHODOLOGY

This chapter describes the procedure that will be employed in the conduct of the study

which includes: Research Design, Respondents of the Study, Research Instrument, Validity

of the Instrument, Reliability of the Instrument, Data Gathering Procedure, Data Analysis,

and Ethical Consideration.

Research Design

This study will employ quantitative research design, hence it will utilize correlational

methods of research to gather, quantify, and analyze the given data. According to Creswell &

Creswell (2018), correlational research is "a nonexperimental inquiry that explores the

relationships between two or more variables.” Since this study is correlational, it will

establish the relationship among variables of the level of peer pressure and the academic

performance of the Grade 12 students taking up the HUMSS strand in Bacolod City National

High School.

Respondents of the Study

In gathering pertinent data for the study, Grade 12 HUMSS students of Bacolod City

National High School enrolled in S.Y. 2023-2024 were taken as respondents with a total

population of 608 students, excluding the researchers of the current study. In determining the

sample size, the researchers used Slovin's formula and obtained a value of 241.
 Population (N )
Population (N) n¿
1+ Ne2

608 608
Sample (n) n¿ 2 = = 241
1+(608)(0.05) 1+(608)(0.0025)

e = margin of error (0.05)

The table below shows the total number of Grade 12 students each section who are

officially enrolled coming from the HUMSS strand. Determining the sample size through the

use of Stratified Random Sampling.

N n

Andersen - 55 (55/608) = 0.09 (0.09) (241) 22

Blake - 57 (57/608) = 0.09 (0.09) (241) 22

Chaucer - 57 (57/608) = 0.09 (0.09) (241) 22

Dickinson- 56 (56/608) = 0.09 (0.09) (241) 22

Emerson - 54 (54/608) = 0.09 (0.09) (241) 22

Frost - 45 (45/608) = 0.07 (0.07) (241) 17

Golding - 55 (55/608) = 0.09 (0.09) (241) 22

Irving - 58 (58/608) = 0.10 (0.10) (241) 24

Joyce - 56 (56/608) = 0.09 (0.09) (241) 22

Lewis - 57 (57/608) = 0.09 (0.09) (241) 22

Marlowe - 59 (59/608) = 0.10 (0.10) (241) 24

Total = 608 =1 n= 241

size and the data will be gathered through stratified random sampling. 241 will be divided

into eleven which will be distributed in the Grade 12 HUMSS sections. To specify the

division, in the Andersen, Blake, Chaucer, Dickinson, Emerson, Golding, Joyce, and Lewis

sections, it will include 22 respondents each; in the Irving and Marlowe sections, it will

include 24 respondents each; at the same time the Frost section will only include 17

respondents.

Research Instrument

The instrument for this study will be a structured questionnaire developed by the

researcher titled "The Relationship between the Level of Peer Pressure and the Academic

Performance of Grade 12 HUMSS Students". This instrument consists of Parts I, II, & III.

Part I elicits information on the demographic profile of the student such as name, sex, grade

and section. Part II contains 25 items that elicits information on the level of peer pressure

among the students. The questions were taken from the Revised Peer Pressure Questionnaire

of Saini, Sunil (2016). The items in Part II are place on a 5-point Likert scale with 1 (strongly

disagree) to 5 (strongly agree). The students general weighted average during the first

semester was used for determining student's academic performance.

Validity of the Instrument

Validity refers to how accurately a method measures what it is intended to measure

(Scribbr Website). The validity of a research study also refers to how well the results among

the study participants represent true findings among similar individuals outside the study

(Patino, C. M., & Ferreira, J. C., 2018). To ensure the validity of the instrument, the
researchers sought approval for adopting and using research instruments from the author. The

researchers used the structured questionnaire modified by the Chief Editor; Indian Journal of

Positive Psychology and Indian Association of Health, Research and Welfare, Sunil Saini

(2016), titled "Peer Pressure Questionnaire - Revised."

Data Gathering Procedure

In this study, the researchers will first administer a Likert scaled questionnaire to

responders, which will include questions about peer pressure. The researchers will conduct

the survey to Grade 12 HUMSS students using stratified random sampling. Thus, each

section has a calculated number of respondents that have been chosen through the fishbowl

method to answer the survey. The researchers will next deliver surveys to each room per

section to distribute the questionnaires. Along with this, respondents are always notified of

the confidentiality of their responses, including their identity, before to data collection.

Finally, the gathered surveys will be tallied in order to create and to know the results which

can provide answers to the given objectives of the study.

Data Analysis

Mean and Standard deviation were used to answer research questions one and two

while Independent t-test was used to answer research questions three and four when grouped

according to sex and One-way ANOVA when grouped according to section while Pearson

Correlation Coefficient was used to answer research question five.

During the data collection through the questionnaire, the researchers always introduce

themselves first and ask permission from the teachers if they are allowed to conduct a

questionnaire in the class. Respondents can write anonymously to ensure their confidentiality

or privacy. The respondent also provided the optional instructions, and the researcher gave

them enough time to answer the questionnaire. Those who are willing to answer the

questionnaire are the ones that are only given the paper, and there is no force or saying that

this is required or obligated to answer the questionnaire. Moreover, there are no interrupting

classes, and the researchers always respect the teachers if they decline to let their students

answer the questionnaire.