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

PRESSURE ON THE ACADEMIC PERFORMANCE OF THE SELECTED

STUDENTS OF PANTALAN SENIOR HIGH SCHOOL

A Qualitative Research Presented to the

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

Submitted to:
Mr. Jenesis R. Salvacion

Submitted by:

Calinawan, Hazel Anne L.

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

March, 2024
 ii

PANTALAN SENIOR HIGH SCHOOL

APPROVAL SHEET

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

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

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

PRESSURE ON THE ACADEMIC PERFORMANCE OF THE SELECTED
STUDENTS OF PANTALAN SENIOR HIGH SCHOOL
Names: Airah D. Natindim, Hazel Anne Calinawan, Laurence B. Concepcion,
Diane M. Alcala, Marie Joe A. Bernardo, Baby Pauline M. Hernandez, Ara
Jossel C. Melgar, Cherry Joy B. Mendoza, Julie Ann S. Santiago, Rein Sophia
S. Subiel, Claret Tagudtud, Ereca M. Romarate

ABSTRACT
The researchers aimed to discover the effects of peer pressure on students'
academic performance. Specifically, to answer the following questions: (1) How do
peer groups influence the academic performance of students at Pantalan Senior
High School? (2) What significant factors trigger peer pressure among students? (3)
What difficulties do the students endure due to peer pressure? (4) What additional
interventions or support systems could be implemented to further assist students in
managing peer pressure and maintaining their academic performance? This
qualitative research established a case study design to generate an in-depth, multi-
faceted understanding of a complex issue in its real-life context. Most of the data
was gathered by conducting several thorough interviews. The researchers
interviewed three participants who had all encountered the effects of peer pressure.
The researchers evaluated the interview findings to develop underlying patterns and
found themselves interpreting the thematic data as they assembled several themes.
The discussions highlighted the students' understanding of peer pressure and their
strategies for avoiding it.

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

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ACKNOWLEDGEMENT

The researchers would like to express their heartfelt appreciation and

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

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

The researchers are grateful to their 3I’s teacher Mr. Jenesis R. Salvacion,
for his ongoing assistance in providing materials that will allow the researchers to
complete their project. Moreover, for his candid remarks that made the study effort
worthwhile for further investigation.

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

To God, to whom the researcher owes his life and who always grants
sufficient strength and knowledge. He completed this intellectual endeavor for the
sake of His honor and splendor.
Furthermore, the researchers did not mention the particulars but still live on in
the researcher's heart.
 v

DEDICATION

We dedicate this intellectual effort wholeheartedly,

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

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

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

completion of our study, our sincerest gratitude.

The Researchers
 vi

TABLE OF CONTENTS

Pages

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

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

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

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

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

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

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

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

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

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND

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

Statement of the
Problem…………………………………………………………………...4

Scope and Limitations of the Study.….………………………………..……………....

…..5

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

6
 vii

Definition of
Terms…………………………………………………………………………...7

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related
Literature……………………………………………………………………………………..8
Themes………………………………………………………………….....………………...8
Synthesis……………………………………………………………………………………26

Gaps and
Contradictions…………………………………………………………………..26

Integration with Current

Study…………………………………………………………….27

Conclusion………………………………………………………………………………….27

III. METHODOLOGY

Research Design………………………………………………………………………..
….28

Population of the Study…………………..

……………………………............................28

Sampling Method…………………………………………………………………………..29

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

….30

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation, Analysis, and Interpretation of Data…………………………..…………32

V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS

 viii

Summary…………………………………………………………………………….……..47

Findings…………………………………………………………………………….……....48

Conclusion………...…………………………………………………………….……….....50
Recommendations…………………...……………………………………….….……......51

Bibliography………………………………………………………………..……...……...53

Appendices……………….……………………………………………….....…..…...…..57

Curriculum Vitae…………………………..………………………….....…..…..............61

LIST OF TABLES

Table Pages

3.1 Respondent of the Study…………………………………………………29

4.1 Influence of Peers on the Academic Performance of the

Students…………………………………………………………………….32

4.1.1 Impact Of Peer Pressure on the Academic Performance of the

Students…………………………………………………………………….33

4.1.2 Influence of Peer Pressure on the Motivation of the Students to

study…………………………………………………………...................35

4.1.3 Strategies to Resist Peer Pressure……………………………………….36

4.1.4 Suggestions or Recommendations to Improve the Academic Performance

 ix

of the Students………………………………………………………………37

LIST OF FIGURES

Table Pages

2.1 Conceptual Framework………………………………………

4.1 Theme and Sub-themes……………………………………

 x

LIST OF APPENDICES

Appendix Pages

A Permission Letter to the Principal……………………………….…57

B Permission Letter to the Respondents…………………………….58

C Interview Questionnaire……….……………………….……………59

D Pictures of Procedures………………………………………………60
xi
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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

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

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

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

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

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

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

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

act good or bad. (Bond, 2015)

Peer pressure or influence is when someone does something to feel

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

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

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

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

able to withstand it and maintain their independence. One thing that all

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

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

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

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

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

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

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

 2

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

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

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

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

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

influence their choices. (Casey, 2008)

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

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

psychological feelings constitute a significant influence on peer group stress,

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

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

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

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

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

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

outcomes.

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

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

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

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

pressure.

Peer pressure is a phenomenon that has been studied extensively in

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

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

and can be positive and negative. Research has shown that peer pressure
 3

can affect individuals differently depending on their personality traits, social

skills, and age.

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

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

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

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

long-term consequences and negatively impact individuals' mental and

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

substance abuse, delinquency, and sexual behavior.

According to research, peer pressure affects people differently based

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

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

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

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

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

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

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

disengagement from the school and impact educational practices. Negative

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

and even dropped grades.

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

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

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

By understanding how peer pressure works, researchers can develop more

effective interventions to help young people make positive choices and resist
 4

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

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

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

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

the information necessary to address the critical issue of peer pressure;

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

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

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

academic achievement. This allowed them made for future researchers and

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

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

allowed the researchers to think about and develop suggestions with proper

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

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

topic of this paper.

Statement of the Problem

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

academic performance of the selected students of Pantalan Senior High

School.

Specifically, it aimed to answer the following research questions:

1. How do peer groups influence the academic performance of students

at Pantalan Senior High School?

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

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

 5

4. What additional interventions or support systems could be

implemented to further assist students in managing peer pressure and

maintaining their academic performance?

Scope and Limitations of the Study

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

on the academic performance of the selected students of Pantalan Senior

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

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

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

including academic competition, social comparison, and conformity. The

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

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

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

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

research design where the respondents are the selected students of

Pantalan Senior High School.

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

Pantalan Senior High School students, time and resource restrictions may

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

Additionally, because everyone's perspectives and experiences are different,

it may be difficult for the study to measure precisely the complex nature of

peer pressure and its effect on academic performance. Furthermore, family

relationships and socioeconomic background—external factors that are

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

students' academic achievement and cannot be completely explained.

 6

Significance of the Study

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

various stakeholders including students, parents, school administrators and

staff, counselors, society, and future researchers.

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

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

them with knowledge on how to resist negative influences while embracing

positive peer dynamics. Parents have found the study instrumental in

understanding and managing their children's behavior both within and outside

the school environment, especially in addressing issues of depression

stemming from peer pressure. Counselors have benefited from insights into

effective strategies for mitigating negative peer pressure and fostering

discipline among students.

Moreover, school administrators and staff have gained a deeper

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

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

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

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

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

workshops, the findings have helped disseminate awareness about the

effects of peer pressure on academic performance, thereby contributing to

societal understanding and response to this issue.

Furthermore, this study serves as a valuable resource for future

researchers, offering a foundation for further exploration and discussion on

the topic of peer pressure and academic performance. Given its potential for
 7

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

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

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

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

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

awareness and progress.

Definition of Terms

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

in this instance, students from Pantalan Senior High School.

Peer pressure: The social pressure from peers to adopt particular

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

individual's own actions or choices.

Social influence: It comprises the ways in which individuals adjust

their behavior to meet the demands of a social environment.

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

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

the person's beliefs and behavior.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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

the impact of peer pressure on the academic performance of selected

students from Pantalan Senior High School. The researchers conducted a

comprehensive review of existing studies and writings to delve into the

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

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

students' academic success within the school environment.

Related and Research Literature

Themes

Adolescents have constantly been subjected to peer pressure,

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

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

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

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

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

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

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

appropriately being equipped to support a student dealing with peer

pressure's detrimental effects.

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

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

and share their deepest secrets. Sometimes they want to prove to the
 9

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

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

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

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

decisions regarding their academic, family, and potentially professional

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

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

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

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

circumstances in which they are made.

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

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

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

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

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

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

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

to answering some of these questions."

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

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

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

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

This study initially examined the relationship between peer pressure and

academic performance, how peer groups inspired and assisted with improving

academic performance, what the different types of peer pressure, what are
 10

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

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

participants experience concerning their academic performance, what are the

major factors that trigger peer pressure among students, and what difficulties

do the students endure due to peer pressure?

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

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

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

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

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

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

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

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

member.

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

with exceptionally outstanding academic performance elevates one's delight

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

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

instill harmful peer pressure, resulting in unsatisfactory grades and an

aberrant demeanor. The societal system known as peer pressure has already

been thoroughly investigated, and this literature review outlines its purpose

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

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

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

white that social peer groups have given students both excellent and negative
 11

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

academic relationships.

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

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

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

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

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

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

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

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

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

(Black,2000).

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

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

unspoken peer pressure, direct peer pressure, indirect peer pressure,

negative peer pressure, and positive peer pressure.

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

persuades, or directs another to engage in a specific behavior. If this is done

in a one-on-one environment, the influence recipient has a greater chance of

adhering to his or her core values and beliefs. If, however, the spoken

influence takes place within a group, the negative peer pressure to go along

with the group is immense.

Unspoken Peer Pressure. With unspoken peer pressure, a teenager

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

they want to follow along. This pressure could be fashion choices, personal
 12

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

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

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

peer pressure influence from older or more popular friends.

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

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

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

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

student's paper during a test. The other teen is put in a position to make an

on-the-spot decision. In these situations, an individual is approached directly

by a peer and is forced to decide how to respond in the heat of the moment.

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

resist.

Indirect Peer Pressure. Like unspoken peer pressure, indirect peer

pressure is subtle but can still strongly influence an impressionable young

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

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

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

indirect pressure may prompt them to experiment to gain acceptance.

Negative Peer Pressure. Asking young teenagers to behave against

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

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

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

morals to engage in behavior that goes against their beliefs simply because

they want acceptance. Young people often lack the skills to devise an excuse
 13

or reason to say no to negative peer pressure. Unfavorable peer pressure

causes individuals to engage in actions that eventually have a detrimental

negative influence and even endanger those close to them.

Positive Peer Pressure. A group dynamic can be a

form of positive peer pressure if the behaviors are

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

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

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

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

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

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

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

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

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

behavior. Research shows that the most impressionable age for peer

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

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

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

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

peer pressure.

Adolescents with larger circles of friends appear to be less influenced

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

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

less time with their families to spend more time with their pals, even if it is

through social media. That is the strength of peer influence. Nevertheless,

 14

how does peer pressure affect adolescents? Teenagers' peer pressure is a

tricky subject. Teens may believe they have "grown up," yet their intellectual

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

Peer pressure comes in two distinct varieties in this age group: negative and

positive. Positive peer pressure helped teens develop the coping skills

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

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

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

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

put their health at risk.

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

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

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

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

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

people get positive influence from it, whereas others tend to get negatively

influenced. On the other hand, unthinkingly following peers and not holding an

opinion might harm someone's life.

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

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

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

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

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

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

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

 15

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

specific beneficial practices from their friends. Because human behavior is

diverse, being exposed to peer pressure gives them an excellent opportunity

to analyze the preferences and viewpoints of many people. It gives them

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

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

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

people to make the best decisions for themselves.

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

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

There may be a concept, a habit, or a way of life that youths despise and

would prefer not to adopt. On the other hand, peer groups would seek to force

someone to do something against their will. As a result, if teens yield to peer

pressure and make the incorrect alternatives, they may find themselves in

great sadness and guilt for the entirety of the event. Similarly, when

youngsters mindlessly follow their classmates, putting aside their own will,

many vices like smoking, drinking, and becoming drug addicts are nurtured.

Similarly, when youngsters mindlessly follow their classmates, putting aside

their own will, many vices like smoking, drinking, and becoming drug addicts

are nurtured. Furthermore, by succumbing to peer pressure, they lose their

identity. They abandon their way of life and ultimately adopt that of their peers.

They are no longer allowed to follow their preferences and are instead

compelled to enjoy what their peers like and do what they do. It is how peer

pressure may have many dire consequences in life. As a result, it is preferable

 16

to learn from social pressure by developing positive behaviors and avoiding its

adverse effects.

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

the peer effect on academic accomplishment. Peer influence has mobilized

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

models. When a student experiences adverse effects, his academic

performance worsens. Stronger students influenced their peers, which

increased overall academic achievement. Individual effort and

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

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

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

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

Those their peers positively inspire produce more alternative solutions

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

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

colleagues in improving their academic achievement. Girls with excellent

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

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

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

this group has low expectations of attending a postsecondary institution to

pursue specific jobs. Other values are presented rather than pursuing

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

2006).

According to American Psychological Association (APA), the influence

exerted by a peer group on its members to fit in with or conform to the group's
 17

norms and expectations. Peer pressure has positive socialization value and

negative mental or physical health consequences. Peer pressure is the

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

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

2022)

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

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

refers to acts that are not regarded as socially acceptable or desirable, such

as drug or alcohol experimentation. The term "peer pressure" is rarely used to

describe socially acceptable habits such as exercising or studying, but it can

positively influence some circumstances. Peer pressure causes people to do

things they would not otherwise do, hoping to fit in or be noticed. Things

people may be peer pressured into doing include:

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

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

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

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

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

and sexually transmitted diseases.

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

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

following behavioral addictions food addiction, gambling addiction, internet

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

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

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

 18

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

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

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

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

addiction, neglecting academics and other activities and eventually adopting

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

difficulties. It can potentially have several adverse health repercussions.

Peer Pressure Beyond Childhood

Adolescents are susceptible to peer pressure because they are in a

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

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

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

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

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

peer pressure.

Many individuals are prone to binge drinking. Their coworkers are

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

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

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

happy experiences is a lifelong process.

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

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

and academic success.

 19

Adolescence. A physical and psychological development stage

between puberty and maturity. Adolescence is commonly linked with the

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

manifestations might begin or conclude sooner. Adolescence, the years

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

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

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

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

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

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

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

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

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

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

Peer group. A social group and a significant group of people with

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

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

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

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

distinguishing features from that group.

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

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

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

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

education they have received; and group participation. In the case of young
 20

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

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

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

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

group.

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

people form increasingly intense ties and interactions with grows into

adolescence, parental influence fades, and young people form increasingly

intense ties and interactions with their friends and classmates. Adolescents

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

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

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

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

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

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

behavior and roles portrayed by peers.

Certain behaviors are frequently displayed throughout this era of life

and can substantially influence behaviors are frequently displayed throughout

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

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

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

relationships contribute to developing general social skills and competencies

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

developmental period; improving these are crucial for successfully dealing

 21

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

(n.d.).

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

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

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

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

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

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

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

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

appreciate, such as eating excellent food. Social incentives, like receiving

praise, also trigger it.

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

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

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

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

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

implications.

"Research shows that even just having another peer around can

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

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

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

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

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

cues, such as tone of voice.

 22

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

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

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

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

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

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

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

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

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

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

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

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

or teaching them how to collaborate and be sympathetic.

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

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

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

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

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

enjoyable activities.

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

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

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

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

University of Maine. Her lab investigated how peer interactions influenced

children's and adolescents' emotional development.

 23

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

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

associated with poor academic achievement and behavioral difficulties in

adolescents. Friendships of high-quality give understanding, support, and

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

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

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

demonstrated that some friendship traits might exacerbate depression. One

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

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

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

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

they become sadder."

According to research, refocusing such connections may assist.

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

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

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

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

focus on the people doing the things we want to get into ourselves," Falk

says. "Sharing your healthy habits with others could make a significant

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

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

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

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

pupils since they regard their classmates as someone they can admire. It
 24

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

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

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

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

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

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

developing programs encouraging them to change their conduct and engage

with peers who will favorably affect them.

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

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

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

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

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

consequences, including underachievement.

The authors discovered that as students reach adolescence, they will

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

compliance. Peer pressure can cause psychological problems that impede the

development of interpersonal relationships. Peer pressure influences

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

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

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

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

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

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

peer groups, they are influenced by what they do or even create standards for
 25

themselves, which results in subconsciously pressing themselves. Peer

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

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

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

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

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

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

Second, there are peer groups that lead people to their demise and ruin. Peer

pressure

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

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

to belong to one of two groups at school.

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

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

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

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

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

encourage students to become the most excellent versions of themselves.

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

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

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

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

Conceptual Framework
 26

Figure 2.1

Synthesis

The researchers analyzed preceding studies on the widespread effect

of peer pressure on adolescents, particularly focusing on its impact on

academic performance and behavioral outcomes. They observed a significant

shift in the nature of peer pressure experienced by today's adolescents,

spanning from everyday actions like fashion choices to more serious concerns

such as involvement in delinquent activities like substance abuse. This

development emphasizes how crucial it is to comprehend and deal with the

complex relationship between academic success and peer dynamics in order

to successfully avoid negative effects.

The study highlights the impact of peer pressure on adolescents' social

development, identity formation, and decision-making processes. It highlights

the need for interventions and support mechanisms to foster positive peer

relationships and mitigate the detrimental effects of peer pressure on

academic success and overall well-being. Positive peer pressure encourages

healthy habits and academic excellence, while negative peer pressure may

lead to risky behaviors and underachievement.

 27

Gaps and Contradictions

The study explores the impact of peer pressure on adolescents,

focusing on its various manifestations and its role in shaping their identities

and decisions. It emphasizes the importance of understanding peer dynamics

to mitigate its negative effects on academic success. However, the study

primarily focuses on negative outcomes like academic underachievement and

risky behaviors. It also overlooks the importance of peer relationships and

individual factors that may influence outcomes. The study suggests that

further research is needed to address these gaps and contradictions,

providing a more comprehensive understanding of peer dynamics and guiding

targeted interventions to support adolescents' well-being and academic

success.

Integration with Current Study

This study explores the impact of peer pressure on academic

performance among students at Pantalan Senior High School. It explores both

positive and negative types of peer pressure, highlighting the complex

dynamics within peer groups and their influence on adolescents' behaviors.

The research emphasizes the developmental stage of adolescence and the

importance of understanding how peer dynamics contribute to academic

performance variations.

Conclusion

This review explores the complex relationship between peer pressure

and academic performance in adolescents. It highlights the role of peer

influence in shaping decisions and behaviors, but emphasizes the need for
 28

effective strategies to mitigate its adverse effects. Further research is needed

to develop targeted interventions and promote positive youth development.

CHAPTER III

RESEARCH METHOD AND PROCEDURE

The research approach employed in this study was discussed in this

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

sampling method, and data collection procedure. This chapter provides

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

peer pressure on the academic performance of the selected students of

Pantalan Senior High School.

Research Design

The qualitative technique was employed in the current research design.

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

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

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

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

 29

effects of peer pressure on the academic performance of the selected

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

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

individuals being observed to allow the researchers and future researchers to

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

real-life context.

Population of the Study

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

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

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

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

distribution of respondents in the school.

Table 3.1 Distribution of Respondents in School

Sampling Method
 30

Purposive sampling was used in conjunction with the analysis and

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

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

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

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

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

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

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

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

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

effective sampling strategies accessible and it may be the only acceptable

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

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

concerned about the difficulty of generalizing study findings. This study

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

negatively impacted academic achievements using qualitative interviews. This

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

settings in order to develop effective interventions and support systems for

students who are struggling with peer pressure.

Data Gathering Procedure

Before selecting participants, the researchers wrote a permission letter

addressed to the principal and their Pantalan Senior High School

respondents. Upon the letter's approval, the researchers have already

handled the letter themselves, ensuring effective delivery to the study's

selected Pantalan Senior High School respondents.

 31

Construction of the Questionnaire

The researchers used a survey questionnaire and an interview to

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

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

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

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

questions unanswered. The questionnaire was designed to provide

information about the backgrounds of the participants. The researchers stated

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

researchers could see them.

Validation of the Questionnaire

The researchers produced the questionnaire. Their Practical Research

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

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

the questionnaire and sent it to the designated consultant for revisions and

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

created for confirmation.

 32

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discussed qualitative data analysis that includes practical

tasks. The data are processed into generating themes and explained

individually during the qualitative phase. The findings were presented and

interpreted. The data obtained were through interviews and extensively

examined following the research objectives.

TABLE 4.1:

INFLUENCE OF PEERS ON THE ACADEMIC PERFORMANCE OF THE

STUDENTS

Question No.1:

What influence do your peers have on your academic performance?

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

academic performance?
 33

The table shows the responses of each respondent to the first

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

perspective regarding how much their peers influenced them.

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

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

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

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

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

contribute to improved academic outcomes. Conversely, negative influences

 34

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

unhealthy competition can detrimentally impact academic performance.

TABLE 4.1.1:

IMPACT OF PEER PRESSURE ON THE ACADEMIC PERFORMANCE OF

THE STUDENTS

Question No.2:

Does peer pressure influence your academic performance?

If so, can you provide an example?

Table 4.1.1 shows the responses of the respondents to question 3.

Based on the table above, it implies that each respondent has a different
 35

experience regarding the effects of peer pressure on their academic

performance.

Respondent 1 found peer interactions beneficial for social

development and collaboration, potentially impacting academic performance.

Respondent 2 acknowledged the influence of peer pressure on academic

performance, highlighting its potential to motivate or hinder progress.

Respondent 3 experienced unity and cohesion in her group, highlighting the

importance of collective effort and mutual support. These experiences

highlight the potential benefits of peer collaboration in enhancing academic

performance through shared goals and knowledge.

TABLE 4.1.2:

INFLUENCE OF PEER PRESSURE ON THE MOTIVATION OF THE

STUDENTS TO STUDY

Question No.3:

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

 36

Table 4.1.2 shows the responses of each respondent to the second

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

perception of how peer pressure affected their motivation to study.

The responses from all the respondents highlighted the complex

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

motivator and source of enjoyment, while Respondent 2 highlights its

negative effects, such as feelings of inferiority and stress. Respondent 3

acknowledges both positive and negative impacts, emphasizing the need to

understand and navigate peer influences to optimize academic outcomes.

TABLE 4.1.3:

STRATEGIES TO RESIST PEER PRESSURE

Question No.4:

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

performance?
 37

Table 4.1.3 shows the responses of the respondents to question

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

similar and different strategies to resist peer pressure.

The respondent emphasizes the importance of a supportive

environment for academic improvement, fostering a culture where individuals

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

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

they suggest setting clear educational goals, prioritizing academics over

social events, practicing assertiveness, and developing healthy coping

mechanisms like mindfulness and exercise to manage stress and anxiety

related to peer influence.

TABLE 4.1.4:

SUGGESTIONS OR RECOMMENDATIONS TO IMPROVE THE ACADEMIC

PERFORMANCE OF THE STUDENTS

Question No.5:

What suggestions or recommendations would you propose to enhance the

academic performance of students who are influenced by peer pressure?

 38

Table 4.1.4 shows the responses of the respondents to question

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

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

Respondent 1 emphasizes communication for identifying strengths,

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

support and socializing for academic progress. Respondent 2 suggests

prioritizing self-improvement and seeking supportive friendships. Respondent

3 suggests creating a positive educational environment with resources like

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

prioritizing academic goals, developing healthy coping mechanisms, and

engaging in extracurricular activities.

Themes

Variety of themes emerged from the respondents' narratives. Upon a

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

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

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

relevance of the themes.

FIGURE 4.1
THEME AND SUB-THEMES
 39

Theme: Peer Pressure

Sub-Theme 1: The Positive and Negative effects of Peer Pressure

Respondents expressed their perceptions regarding peer pressure;

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

pressure.

Positive Peer Pressure

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

to feel like we belong at home and in the community. Acceptance by peers is

a crucial aspect of adolescence. Teenagers want to fit in and be perceived

favorably. Thus, peers frequently exert a powerful impact on juvenile

behaviors, decisions, and actions. People often presume that peer influence

is negative. They identified peer pressure as one obnoxious adolescent

pushing another toward doing something harmful. However, there are several

good ways in which peers affect their adolescent counterparts.

 40

Here are the five to consider:

Inspiring Positive Choices

There are several methods by which young people inspire others to

make wise decisions. For example, if a group of friends participates in a

volunteer effort, it motivates others to participate in something they would not

have done otherwise. In one of the cases above, Respondent 2 works harder

to get good grades because his peer group is committed to doing well in

school. They have a strong work ethic, and now so does he.

Picking Up Healthy Habits

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

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

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

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

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

utilize peer pressure to motivate people to abandon poor behaviors and

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

mentioned that developing a healthy coping mechanism is necessary to

manage stress and anxiety because of peer pressure.

Sharing New Experiences

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

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

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

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

roller coaster or delivering a school report in front of the entire class. Sharing
 41

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

cases above, Respondent 1 mentioned that communicating or sharing

something with your peers is essential in building rapport.

Offering Moral Support

Adolescence may be difficult as young people attempt to answer

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

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

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

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

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

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

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

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

offered to the students would improve their performance in school.

Positive Effects of Peer Pressure

Teens who surround themselves with positive individuals can benefit

as well. "When teens surround themselves with people making good

decisions and are involved with positive activities and choices, this typically

makes them want to be better. Having positive friends increases confidence

and self-esteem. If this peer pressure happens at school, it could improve a

teen's grades or even friends," as reported by Carrie. (Roper, K. 2023).

Improved Academic Performance

 42

Those who surround themselves with positive influences, like those

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

academic achievement. Carrie observes that teenagers may perceive

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

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

Negative Peer Pressure

Individuals people associate with have a powerful influence on them,

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

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

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

of belonging. Insufficient peer pressure is commonly associated with

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

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

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

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

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

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

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

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

decision-making, and increase stress. In the worst cases, it can lead to

harmful or dangerous behaviors that could result in death, such as car

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

2023).

Negative School Impact

 43

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

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

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

college. (Roper, K. 2023).

Family Problems

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

that negative peer pressure might increase the distance from family

members, resulting in less time spent at home, increase negative

behaviors/attitudes, and hurt communication. (Roper, K. 2023).

Sub-Theme 2: Factors that Trigger Peer Pressure

Gender

Gender can cause some significant disparities. It could influence how

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

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

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

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

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

boys and girls. Both can have negative and positive consequences

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

Friends

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

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

group care about them, or they might be worried or confused about making
 44

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

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

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

Sub-Themes 3: Resistance to Peer Pressure

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

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

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

be extremely stressful, and friends may continue to pressure the teenager;

however, once a teen gets over the initial shock and reaction, it will

eventually boost self-confidence to its highest levels." (Roper, K. 2023).

Strategies to Avoid Peer Pressure

All three respondents mentioned that there are strategies to resist or

avoid peer pressure, such as encouraging others to set clear goals,

influencing each other to study, avoiding persons who will make you inferior,

trying to keep up with the social circle to boost confidence, developing a

sense of building rapport, create a sense of alliance, learning to say no to

bad influencers, develop self-love and self-care and try to provide assistance

or support to other students who are greatly affected by peer pressure.

Sub-Themes 4: Consequences of Peer Pressure

The repercussions can be severe when a child succumbs to negative

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

guide and only do what their friends say," Carrie noted, "this can cause a

problem." She says, "This is the warning sign teens should pay attention to,
 45

and from here, the consequences only worsen.". Another sign that things are

out of control is if the teen is doing something illegal or getting into trouble at

school. Other severe consequences could include a tense relationship with

parents, truancy, driving and drinking, drug abuse, and early pregnancy.

(Roper, K. 2023).

Long-term Effects of Peer Pressure

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

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

may struggle to find work as adults due to low academic achievement.

Pressure can irreparably damage family relationships. Furthermore, the

Society for Research on Child Development discovered that youths who do

not build autonomy and independence from peers are likelier to abuse drugs

and alcohol and engage in illicit activities after ten years.

Physical Effects Of Peer Pressure

Peer pressure can also have physical consequences on teenagers.

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

and overall health. The researchers examined the effects of peer pressure in

greater depth. Several studies have discovered that negative peer pressure

can result in insomnia, irritability, mood changes, depression, anxiety, and

eating problems.

Observations

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

of the topic. The researchers noticed that the respondents were all under

positive peer pressure to improve their academic performance, and as a

 46

result, they were all academic achievers. Respondent 1 gave the researchers

an insight into what factors of peer pressure might affect a student's academic

performance. Respondent 2 pointed out that peer pressure can harm one's

emotions, such as feeling inadequacy and inferiority, but Respondent 2 also

implied better ways to handle peer pressure. Respondent 3 suggested

several strategies to address peer pressure, such as creating positive

surroundings. Providing programs for students, such as tutoring or

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

academics.

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

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

make sure students feel valued or not; thus, these feelings will end up being

positive or negative to their academic performances. They also noted that

succumbing to peer pressure can motivate some, benefit other students, and

be detrimental to those who cannot handle the pressure appropriately.

Conclusions

Generative themes in this chapter indicated that the respondents

responded by expressing their viewpoints and experiences. The response of

the selected students in Pantalan Senior High School implies that peer

pressure can be a motivation to achieve academic success. Based on their

answers, peer pressure is why they do their academic work hard for it.

Instead of being a failure because of peer pressure, these students chose to

make it a source of energy to strive. Peer pressure is not going away; it can

be good or bad, depending on the students' intentions. One thing is sure:

peer pressure in this age group is not just going away, so it is best not to
 47

ignore the issues surrounding it. Recommending various ways can help the

students surpass the said pressure.

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

initiating how to assess students who undergo influence properly. The

themes from the data and sub-themes and classifications have all been

examined in depth. It was not easy to separate and differentiate distinct sub-

themes from one another since one aspect of a respondent's life seemed to

be part of, influenced by, or be the result of another circumstance in their

lives. It is also interesting to observe how particular justifications of each

respondent recur across the themes.

As they compiled diverse themes, the researchers found themselves

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

process of analysis and interpretation; however, for clarifying purposes, they

answered the present study's sub-questions and primary questions.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

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

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

this chapter.

Summary

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

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

answer the following questions:

 48

1. Determine if peer groups influence the academic performance of the

students.

2. Identify the major factors that trigger peer pressure among students.

3. Determine the difficulties that students endure due to peer pressure.

4. Determine additional interventions or support systems aimed at

assisting students in managing peer pressure and maintaining their academic

performance.

5. Draw implications from the findings of the study.

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

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

To uncover the findings through generating themes, the researchers

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

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

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

pressure on the academic achievement of the selected students.

The study's findings were summarized as follows using the

approaches mentioned above:

Findings

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

summarized as follows:

1. Each participant presented a varying viewpoint on the extent to

which peer influence affects them. Some asserted that peer pressure
 49

served as a motivating factor, encouraging them to exert greater effort in

their studies to excel alongside their peers. However, they expressed

feelings of inferiority when their peers achieved higher scores.

Furthermore, participants highlighted experiencing both positive and

negative forms of peer pressure. The students who were selected as

respondents were aware of what peer pressure is. Being conscious of

this makes them more ready to learn and overcome the dire

consequences of it in them.

2. Peer pressure exerts a major impact not only on students'

academic performance but also on their psychological welfare. This

impact extends particularly to students who aspire to attain exceptional

academic success as they navigate the complicated patterns of social

expectations and group norms within their educational environments.

3. Peer pressure, according to one dedicated student, can help

students develop trusting relationships with their peers. On the other

hand, a number of individuals reported that they were subjected to peer

pressure, which encompasses both favorable and unfavorable impacts

from their peers. Additionally, some students showed that they could

handle peer pressure by employing a variety of strategies to get past its

obstacles.

According to the gathered data, a positive and substantial relationship

exists between peer pressure and students’ academic attainment. When

students are subjected to positive peer pressure, their academic performance

 50

increases. Academic achievement decreases when peer pressure is

excessive.

This conclusion reflected the findings of several previous studies.

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

substantial relationship between pressure from peer groups and academic

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

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

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

smoking, and having more leisure time contribute to academic failure.

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

discovered a relationship between peer pressure and academic success.

According to the research, school failure is associated with undesirable

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

bad thing, and dismissing outstanding academic achievement as luck or

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

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

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

student is negatively motivated, academic failure occurs.

Conclusions

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

drawn:

1. Peer groups has a significant influence on academic

achievement, according to the students who were selected as

respondents. First, when confronted by classmates, they tend to feel

 51

inadequate, which leads to academic failure. Then, peer pressure

pushed them into studying diligently to prevent the penalties of being

pressured. Finally, the students concluded that developing a sense of

self-awareness assisted students in determining if they were under

pressure which was both beneficial and detrimental.

2. Certain peer pressure risk factors and personality features

make students more likely to buckle down to pressure. Low self-

esteem, lack of confidence, feeling isolated from peers and family,

poor academic abilities or performance, fear of one's peers, fear that

friends will begin to turn upon them, and close bond with a bully are all

traits that put them at a higher risk of falling into the peer pressure

trap.

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

Being left out or mocked is every person's most considerable dread.

Fear grows as they are singled out for refusing to succumb to the

pressure. Students have been known to change their entire life to be

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

crowd may significantly influence a person's behavior. Harmful buddies

might influence students' behavior by instilling minor unhealthy

behaviors they pass on to those around them. Sometimes students

endure being unfairly treated by their peers just to feel accepted. They

also develop different emotions that can either help them or break

them.
 52

4. Individuals naturally connect with and compare themselves to

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

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

blend within, be like the peers they value, do what their peers do, or

have what others possess.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are as a result of this submitted:

1. Educational institutions and classroom personnel should

supervise students' behavior while studying and participating in a peer

group. The place of learning should provide students with high-quality

education and opportunities for achievement to reduce failures driven

by peer pressure.

2. There are ways to resist or steer clear of peer pressure, such

as encouraging others to establish specific objectives, encouraging

one another to study, refraining from people who tend to feel

disadvantaged, attempting to keep up with their peers to boost

competence, establishing a sense of interpersonal connection,

acquiring a sense of collaboration, acquiring the ability to say no when

faced with negative influencers, crafting an affection and concern for

oneself, and attempting to assist or encourage fellow students.

3. Students ought to be willing to prioritize their academics before

becoming overly involved in peer groups, which can have a lot of

adverse consequences.
 53

4. Programs should be implemented quarterly to monitor the

mental health of each student.

5. Symposiums and outdoor activities were highly recommended

to boost the students’ morale, confidence, self-esteem, and courage.

6. Future research could confirm or disprove the results of this

study, and they will need to delve deeper into what lies behind peer

pressure.
 54

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APPENDIX

A
 59

APPENDIX

B
 60

APPENDIX

APPENDIX

PANTALAN SENIOR HIGH SCHOOL

Pantalan, Nasugbu, Batangas

Questionnaire

Objectives: The sole purpose of this questionnaire is to gather information

relevant to our research topic in compliance with our research subject. Rest

assured that all of your answers, as well as your personal information, will be

kept strictly confidential.

1. What influence do your peers have on your academic performance?

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

your academic performance?

 61

2. Does peer pressure influence your academic performance? If so, can

you provide an example?

3. How do you perceive peer pressure influencing your motivation to

study? What strategies do you use to resist peer pressure that affects

your academic performance?

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

academic performance?

5. What suggestions or recommendations would you propose to enhance

the academic performance of students who are influenced by peer

pressure?

APPENDIX

D
 62

CALINAWAN, HAZEL ANN

TALAKITOK ST. BRGY. WAWA, NASUGBU, BATANGAS
calinawanhazelanne@gmail.com
09457407081

I. PERSONAL PROFILE

Date of Birth: December 29, 2005

Place of Birth: Wawa, Nasugbu, Batangas

 63

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Catholic

Father's Name: Norberto Calinawan

Mother's Name: Elisa Calinawan

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior high school

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Sr. National

High

School

2018 - 2021

Elementary: Wawa Elementary school

2012 – 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School: With Honors (Grade 10)

 64

Elementary:

NATINDIM AIRAH DE LUNA

APACIBLE BLVD. BRGY. WAWA, NASUGBU, BATANGAS
natindimairah@yahoo.com
09977251166

I. PERSONAL PROFILE

Date of Birth: January 15, 2000

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino
 65

Sex: Female

Age: 24

Civil Status: Single

Religion: Roman Catholic

Father’s Name: Nelson B.

Natindim

Mother’s Name: Loreta D. Natindim

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 –

Present

Junior High School: Dr. Crisogono B. Ermita Sr. Memorial

National High School

2014 – 2015

Elementary: Wawa Elementary School

2011 - 2012

III. ACHIEVEMENTS

Senior High School: With Honors (Grade 11)

2022 - 2023

Junior High School: With Honors – G7

 66

Best in Technical Application – Patrol

Ngayon (DSPC- Journalism) – G7

Ms. Nutrition 2013 3rd Runner Up –

G8

Oratorical Speech 3rd Placer – G9

Achiever – G10

Elementary: 1st Place in Readers Theatre (Area

Level)

Best in Radio Broadcasting – Ang

Kalakataw Patrol (1st District School

Press Conference)

3rd Place in Science Quiz Bee

(District Level)

Journalist of the Year

1st Place in News Writing English

3rd Place in Copy Writing English

3rd Place Editorial Writing English

3rd Place in Sports News Writing

Filipino

Most Obedient Award – Grade 6

Achiever
 67

CONCEPTION, LAURENCE
TALAKITOK ST. BATANGAY. WAWA, NASUGBU, BATANGAS
Laurenceconception12@gmail.com
 68

09508487112

I. PERSONAL PROFILE

Date of Birth: December 6, 2005

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Male

Age: 18

Civil Status: Single

Religion: Roman Catholic

Father's Name: Rolito M. Concepcion

Mother's Name: Maximina B. Concepcion

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Sr. Memorial

National High School

2018 - 2021

Elementary: Wawa Elementary School

2012 – 2017

III. ACHIEVEMENTS
 69

Senior High School:

Junior High School:

Elementary:

BERNARDO, MARIE JOE ABONG

TALAKITOK ST. BRGY. WAWA, NASUGBU, BATANGAS

 70

mariejoebernardo@gmail.com

09858791984

I. PERSONAL PROFILE

Date of Birth: June 7, 2005

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Roman Catholic

Father's Name: Cornelio Bernardo

Mother's Name: Cora Bernardo

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior high school

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Sr. National

high

School

2018 - 2021

Elementary: Wawa Elementary School

 71

2012 - 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 72

HERNANDEZ, BABY PAULINE

BRGY. SINGKO, NASUGBU, BATANGAS

Babypaulinehernandez27@gmail.com

09362857435

I. PERSONAL PROFILE

Date of Birth: September 26, 2005

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Roman Catholic

Father’s Name: Aquino B. Hernandez

Mother’s Name: Baby Esperanza M. Hernandez

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 – Present

Junior High School: Dr. Crisogono B. Ermita Senior

Memorial High

School

2018-2021
 73

Elementary: West Central School

2012-2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 74

MELGAR, ARA JOSSEL

APACIBLE, BLVD. BRGY. WAWA, NASUGBU, BATANGAS
melgararajossel@gmail.com
09971678973

I. PERSONAL PROFILE

Date of Birth: February 17, 2004

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 20

Civil Status: Single

Religion: Born Again

Father's Name: Jeraldo R. Melgar Jr.

Mother's Name: Rachelle B. Conception

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior high school

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Sr. Memorial

 75

National High School

2018 - 2021

Elementary: Wawa Elementary school

2012 – 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 76

MENDOZA, CHERRY JOY

MIRALLES SUBDIVISION. BRGY. WAWA, NASUGBU, BATANGAS
Cherryjoymendoza07@gmail.com
09655235809

I. PERSONAL PROFILE

Date of Birth: July 31,2003

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 20

Civil Status: Single

Religion: Roman Catholic

Father's Name: Orlando Mendoza

Mother's Name: Erlind Berdin

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present

Junior High School: Dr. Crisogono B. Ermita Sr. Memorial

 77

National High School

2018 - 2021

Elementary: Wawa Elementary School

2012 - 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 78

SANTIAGO, JULIE ANN

APACIBLE, BLVD. BRGY. WAWA, NASUGBU, BATANGAS

Julieanns460@gmail.com

09755620849

I. PERSONAL PROFILE

Date of Birth: June 14 2005

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Iglesia ni Cristo

Father's Name: Dennis Santiago

Mother's Name: Elena Santiago

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present
 79

Junior High School: Dr Crisogono B Ermita Sr Memorial

National

High School

2018 - 2021

Elementary: Wawa Elementary School

2012 - 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 80

SUBIEL, REIN SOPHIA S.

LAPU LAPU ST. BRGY. PANTALAN, NASUGBU, BATANGAS
Reinsophiasubiel2@gmail.com
09758525012

I. PERSONAL PROFILE

Date of Birth: July 25, 2005

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 18

Civil Status: Single

Religion: Roman Catholic

Father's Name: Roberto Subiel

Mother's Name: Jovelyn Saul

II. EDUCATIONAL ATTAINMENT

Senior High School: Pantalan Senior High School

2022 - Present
 81

Junior High School: Dr Crisogono B Ermita Sr Memorial

National

High School

2018 - 2021

Elementary: Wawa Elementary School

2012 - 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 82

TAGUDTUD, CLARET
APACIBLE, BLVD. BRGY. WAWA, NASUGBU, BATANGAS
tagudtudclaret@gmail.com
09650513288

I. PERSONAL PROFILE

Date of Birth: September 21, 2004

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 19

Civil Status: Single

Religion: Roman Catholic

Father's Name:

Mother's Name: Ruby S. Tagudtud

II. EDUCATIONAL ATTAINMENT

 83

Senior High School: Pantalan Senior High School

2022 – Present

Junior High School: Dr. Crisogono B. Ermita Sr.

Memorial

National High School

2018 - 2021

Elementary: Nasugbu West Central School

2012 - 2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary:
 84

ROMARATE, ERICA
MAHARLIKA ST. BRGY. WAWA, NASUGBU, BATANGAS
Erecaromarate05@gmail.com
09974621504

I. PERSONAL PROFILE

Date of Birth: June 5,2006

Place of Birth: Wawa, Nasugbu, Batangas

Citizenship: Filipino

Sex: Female

Age: 17

Civil Status: Single

Religion: Roman Catholic

Father’s Name: Rodolfo M. Romarate

Mother’s Name: Marilou M. Romarate

II. EDUCATIONAL ATTAINMENT

 85

Senior High School: Pantalan Senior High School

2022 – Present

Junior High School: Dr. Crisogono B. Ermita Sr. Memorial

National High School

2018 - 2021

Elementary: Wawa Elementary School Nasugbu

Batangas

2012-2017

III. ACHIEVEMENTS

Senior High School:

Junior High School:

Elementary: