EFFECTS OF PEER PRESSURE TO THE ACADEMIC

PERFORMANCE OF GRADE 11 STUDENTS OF

AVE MARIA COLLEGE
A Research Paper Presented to
The Faculty of the Senior High School
Ave Maria College
Zamboanga del Norte

In Partial Fulfillment of the Requirements for the Course

AS Res G123: Practical Research 3
By:
GROUP 5
VEBERLIE CAINGCOY
KRIS YVAN CASIPONG
GIAN JUBAN
ROSE JANE MARANON
RENZ SORDILLA
KIMBERLY CLAIRE TIMTIM
October 29, 2024
TITLE PAGE i

TABLE OF CONTENTS ii

CHAPTER

I. INTRODUCTION

1.1. Background of the Study 1

1.2. Statement of the Problem 5

1.3. Objectives of the Study 7

1.4. Significance of the Study 7

1.5. Scope and Delimitation of the Study 9

1.6. Definition of Key Terms 9

II. REVIEW OF RELATED LITERATURE AND STUDIES

2.1. Related Literature 11

2.2. Related Studies 14

2.3. Conceptual Framework of the Study 15

III. RESEARCH DESIGN AND METHODOLOGY

3.1. Research Design 16

3.2. Research Locale 17

3.3 Respondent of the Study 18

3.3. Data Gathering Procedure 18

3.4. Research Instrument 19

3.5. Validity and Reliability of Data 20

3.6. Statistical Treatment 21

Reference 23

Appendix 24

CHAPTER I
 INTRODUCTION

1.1 Background of the Study

Peer pressure can impact the students very serious, mostly its affect the students’

academic performance. Being pressured is the reason why their grades go up or down. If they

are being pressured by bad influence, their grades mostly go down and tend fail their selves, it

also happens if they are being pressured by good influence, they grades go up and tend to pass

their selves. Peer pressure is often seen during the teenage times of the student, because they

often seek comfort among their peers or friends and intend to do what their peers does without

knowing if it’s good or bad (Moldes et al., 2019). Peer group can also act as positive role model,

for example, if one is involved with a group of people that are ambitious and working hard to

attain high academic goals, one might feel pressured to follow suit to avoid feeling excluded

from the group. A negative peer influence could be seen as one of the militating forces why

most student record poorly in academic performance, the reason for this is not farfetched: they

spend large amount of time in extra curriculum. More often than none, academic priorities are

neglected and thus academic performance grossly affected(Filade, Bankole Adeyemi et al.,

2019). Positive peer pressure can motivate students to perform better academically. When

students are surrounded by peers who value education, they are more likely to adopt similar

attitudes towards their studies. For instance, studies have indicated that when high-achieving

peers are present, lower-performing students may feel encouraged to improve their grades to

keep up with their friends (Ryan & Patrick, 2001).

According to Lashbrook (2000), adolescents are well aware that they influence one

another. Peer influence can provide many positive elements in an adolescent’s life. It is
important, however to remember that peer influence can potentially have a deadly impact or

negative effects. It is important for educationalists and other related professionals to understand

the complexity of peer influence in order to nib it in the bud. It is assumed that peer influence

can have both positive and negative effects on an adolescent’s academic performance and

socialization. Peer groups can serve as both positive and negative role models. For instance, if

one is part of a group that is driven and committed to achieving academic excellence, one may

feel under pressure to do the same in order to stay in the group. On the other hand, individuals

who are associated with a group that exhibits negative behaviors may end up performing poorly

in their academics. One of the contributing factors to most students' poor academic performance

could be a bad peer impact; the obvious explanation for this is that they spend a lot of time in

extracurricular activities. Academic priorities are frequently ignored, which negatively impacts

academic success (Mordi & Onoyase, 2023). Adolescence is believed to be the period of

greatest vulnerability to peer pressure, during which the desire to be popular or fit in is felt most

acutely (Brown 2004). Adolescents may be more likely to give in to such pressure and engage in

behaviors that can have long-term effects. Although many studies have found peer effects in

education, there are many mechanisms through which they might occur (Bursztyn & Jensen,

2015). It is also assumed that peer groups may not allow adolescents to be themselves in the

truest sense of the word. Adolescents sometimes need to put on an act in order to gain

acceptance from the specific group with which they would like to be associated with.

Furthermore, Peer pressure refers to the influence exerted by a peer group in encouraging a

person to change his/her attitudes, values and social orientations in order to conform to group

norms (Kirk, 2000). While most educators believe that peer pressure has an influence on

children‟s academic performance, Kirk (2000) observes that few studies have been done to
prove this belief. Peer groups are important socialization agent. According to Castrogiovanni

(2002), a peer group is defined as a small group of similar age, fairly close friends, sharing the

same activities. Adolescents ask questions relating to social identity theories such as, “Who am

I?” and “What do I want out of life?” Feeling to be part of a group, be it the stereotypical jocks,

or punks, allows adolescents to feel like they are on the way to answering some of these

questions, it is assumed that peers, as well as parents, siblings, and teachers, all play a major role

in how adolescents function in everyday life. Peer influence implies that peers have a significant

influence on the ideas, attitudes, and behaviors of an individual. Adolescents are very prone to

peer influence and seek approval and validation from peers. While positive peer influence can

translate into the development of social skills, self-assurance, and belongingness, negative peer

influence translates into involvement with risks such as substance use or delinquency. It is

necessary that professionals become aware of these complicated mechanisms of peer influence

so as to find and treat relevant negative effects. Furthermore, it should be noted that peer groups

themselves may be a source of pressure for the adolescent to conform to and bury his or her

developed identity.

Peer group pressure is in two ways, both negative and positive. There are ways the

teacher could help these students of peer to avoid serious influence since students develop

negatively and this could after their academic performance. It was also discovered that peer

influence is not always bad. The fact that many students have confidence in their friends show

also that they could be helped in terms of studies when they are together especially boys, and

they help them to grow in knowledge and improve academically (Fadare et al., 2021). Similarly,

peer influence among teenagers does not affect them in a negative way but varies with how

much and how the students receive the climate of the peers coming from the group.
 While peer pressure among teenagers dominates around the world, here in the

Philippines, many of the teenagers also experience peer pressure. Studies have confirmed that

among teenager, alcohol use, smoking, pre-marital sex, and drug use have been strongly

influenced by peer pressure. A researcher stated that “Teens are not fully aware that they already

have peer pressure, and they're just hanging out with their friends, yet decisions are slowly

affected by their peers. Probably more correctly called peer influence, or social influence to

adopt a particular type of behavior, dress or attitude to be accepted as part of your group of

equals. As a teenager, you likely have some experience with peer influences in everything from

clothes to the style of music you enjoy listening to. Thus, the researchers aim to seek the effects

of peer pressure to the academic performance of grade 11 students in Ave Maria College.

1.2 Statement of the Problem

This study aims to describe and identify the impact of peer pressure to the academic

performance of Grade 11 Senior High school students. Specifically, it seeks to answer the

following questions:

1. What are the activities showing peer pressure?

2. How does peer pressure impact academic performance?

3. To what the extent to which peer pressure affects the academic performance of students?

4. Is there a significant relationship between peer pressure and academic performance of

students?
1.3 Objectives of the Study

This research work describes and identify the impact of peer pressure to the academic

performance of Grade 11 Senior High school students. Specifically, it seeks to answer the

following objectives:

1. To identify the activities showing peer pressure among Grade 11 students.

2. To determine the impact of peer pressure onacademic performance.

3. To find the extent to which peer pressure affects the academic performance of students.

4. To certify the significant relationship between peer pressure and academic performance of

students.

1.4 Significance of the Study

This study will help students to find a peer that can guide them to righteousness. In

addition, the study gave contributions to the following:

Teachers. They will have known the situation of their students and the pressures they face from

peers. They can become better facilitators of learning, becoming more considerate and

supportive toward their student so that they perform better in academics.

Students. This research paper will enable students to choose people to get along with

carefully. That way, they will be guided on how to pick their group to fit in. The results will

help them to critically think where the right place for them which they can showcase of who

they really are.

Parents/Guardians. This will give them an idea about the issue on what their child is going

through and to make them realize to always check the status of their children. The research
paper will help them come up with a proper way of guiding their child, so that teenagers would

be able to take chances in doing the right things together with their peers.

School Administrators. It will provide recommendations and knowledge about peer pressure,

especially in Grade 11 SHS students, and identify its effects on them, letting them know what

peer pressure is and how they can help improve the students. Administrators will be able to

know what will be the appropriate strategies, programs and activities that will contribute

positive effects on the students, which will be then helpful and contribute to academic

performance of the grade 11 students.

Future Researchers. The findings could be useful for future reference, specifically since this

research is greatly talked about yet not really realized and recognized by society. It is through

the researchers that society can be made to understand the essence of knowledge regarding the

effects of peer pressure.

1.5 Scope and Limitation of the Study

This research will analyze the impact of peer pressure on students' academic

performance. The study shall be conducted within Ave Maria College and shall involve

grade 11 students enrolled in SY 2024-2025. This paper specifically focuses on (1)

identifying the activities that shows peer pressure among grade 11 students, (2) determining

the impact of peer pressure to academic performance, (3) find the extent to which peer

pressure affects the academic performance of students, (4) certifying the significant

relationship between peer pressure and academic performance of students.

1.6 Definition of Key Terms

Academic Performance. This is the total score or grade point which distance learners

attain, measured using a trimester's grade point average and an academic year's cumulative

grade point average.

Peer Pressure. For this research, it's the way in which people of the same social group, can

influence another individual to take certain action, adopt certain values, or otherwise

identify in order to be accepted. In this study, the researchers focus on its effect on the

academic performance of students.

Teenagers. For this research, the teenagers refer to the people who are mostly affected by

peer pressure. They age from 11-17 years old.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, as well as the

theoretical framework and conceptual framework used in this study.

2.1 Review of Related Literatures

The review of related literature discusses positive, negative, and relationship of peer

pressure to academic performance. Peer pressure refers to the psychological pressure generated

by people of similar age and status comparing with each other, the promoting changes in

individuals’ thoughts and behaviors.

2.1.1 Peer Pressure

Castrogiovanni (2002) defined peer group as a small group of similar age, fairly close

friends, sharing the same activities. In its most acceptable form, peer group is a healthy coming-

of age intermediary, by which youth grasp negotiating skills and learn to deal with challenges

and to solve problems in a social context. Peer group can also act as positive role model, for

example, if one is involved with a group of people that are ambitious and working hard to attain

high academic goals, one might feel pressured to follow suit to avoid feeling excluded from the

group (Filade, Bankole Adeyemi et al., 2019). This suggests that any students at Ave Maria

College can be pressured by its peers because they think that they might be excluded from the

group.

When peers encourage one another to study or participate in academic activities, it can

foster a supportive environment conducive to learning. For instance, research published in the

Journal of Educational Psychology indicates that students who are surrounded by academically

motivated peers tend to perform better academically themselves (Ryan & Patrick, 2001). The

authors stated that any students at Ave Maria College can encourage anyone to study or

participate in any school activities or projects.

2.1.2 Positive effect of peer pressure

 A study found a positive correlation between peer pressure and academic achievement

among university students, suggesting that supportive peer relations can motivate individuals to

excel academically (Khan et al. 2023). This literature suggests that students tend to excel

because of other student pressure them to study or to put effort in academic activities. Peer

pressure can also positively influence academic performance when students are surrounded by

peers who value education, study hard, and encourage each other to succeed academically.

Strong positive peer relationships are associated with better school adjustment and higher

academic achievement (Fadare et al., 2021). Getting the support needed coming from the peer

group, student tend to excel and exceed its capability and concentrate more pertaining to his

studies and do good in the academic tasks in school (Olalekan, 2016). When a student is

influenced and motivated by peers, he will perform excellently at school and got good grades in

mathematics (Boechnke, 2018).

2.1.3 Negative Effects of Peer Pressure

Peer pressure can negatively impact academic performance when students are influenced

by peers who engage in truancy, dropout, or have low academic motivation and achievement.

This can lead to the student also having lower grades, attendance issues, and reduced plans for

higher education (Fadare et al., 2021). Peer pressure is linked to risky behaviors such as

smoking, unsafe sexual practices, and reckless driving, particularly among adolescents (Yao

2024). Peer pressure faced by many teenagers of the society, professionals understood the

concept of peer influence that could affect teenagers in a negative way which can be prevented

by educating and preparing teenagers to face the negative aspects caused by peer pressure

(Temitope & Og0nsakin, 2015). A study found that higher peer pressure correlates with lower

mental well-being, indicating that individuals under significant peer influence may experience

increased stress and anxiety (Kaila & Cherian 2024). This would suggest a correlation of

negative influences from peers with increasing riskier behaviors and poorer mental well-being,

directly impacting the academic focus and performance.

2.1.4 Relationship of Peer Pressure Towards Academic Performance

 There is a positive and significant association between peer pressure and academic

achievement among students. This means that when students are under positive peer pressure,

their academic performance improves. When peer pressure is bad, academic success suffers as a

result. This finding echoed several prior research’ findings. The findings back up Peterson’s

(2011) findings, which indicated a significant link between peer group pressure and academic

attainment. Their academic achievement is favorable when the pressure is positive, such as

participating in academic activities, doing homework, reading, and group work. When peer

pressure is negative, drinking, smoking and having more free time leads to academic failure.

The findings of this study are comparable to those of Tarshis (2010), who found a link between

peer pressure and academic achievement. According to the findings, school failure is linked to

negative peer pressure such as drinking, partying, dismissing reading as a bad thing, and

dismissing strong academic accomplishment as luck or chance. (Gebresilase & Zhao, 2023b)

Taylor and Wong (1996) The study highlighted that gender difference exists in the perception of

peer. Study further indicated that the adolescents who have a high level of conformity to

unconventional peer behavior tend to have lower GPA then those who have lower level of

conformity. The boys’ grades are more strongly affected by peer orientation than girls. The male

peers who exhibit negative behavior has lower utility for school. (Alcantara, Maecy et al., 2019).

Such dynamics have been supported by prior research (e.g., Peterson, 2011), which clearly

demonstrates that the influence of peer pressure depends on the character of the influence-type:

one encouraging efforts at academic activities or distracting in opposition.

2.2 Review of Related Studies

A study conducted by Moldes et al., 2019 entitled “Students, Peer Pressure and their

Academic Performance in School” stated that graduating senior high school students have

encountered different factors in relation to students’ peer pressure in school and its association

in their studies in terms of social belongingness, curiosity, cultural-parenting orientation of

parents and education. The results declared that there are several factors that could affect

students’ academic performance in school regarding to peer pressure. This suggests that peer

pressure does not give negative impact directly to student toward their peers.
 Another study conducted by Team, n.d. entitled “The Impact of Peer Pressure on Students'

Academic Performance” resulting that peer pressure has also been shown to enhance academic

performance by motivating students to strive for excellence. Interaction with high-performing

peers can lead to increased learning intentions and behaviors, resulting in improved academic

outcomes. Peer pressure can adversely affect academic performance, with students prioritizing

social activities over their studies. This often results in distractions, poor time management, and

a decline in overall academic achievement. Negative peer influences can demotivate students,

leading them to adopt anti-intellectual attitudes and neglect their academic responsibilities,

which can culminate in lower grades and increased dropout rate. This study concludes that, peer

group plays an important role in the lives of students. They form a critical part of the social

environment of school and also create and maintain a culture different from the home. It is

obvious Peer groups are not a fad or a trend, they are around to stay; therefore, Parents,

Teachers and Administrators should be on watch-out to identify the types of peer their students

move with both in school and outside the home. They should do their best to see that their

children relates with friends who can positively influence them and have good impact on their

academic performance (Filade, Bankole Adeyemi et al., 2019, Peer group influence on academic

performance of undergraduate students in Babcock University, Ogun State).

2.3 Conceptual Framework of the Study

Independent Variables Dependent Variable

Impact of peer pressure in terms of:

Academic

performance of
1. Attendance of students
students
2. Class Performance

Figure 1
 The above framework illustrates the process of the study which comprises diagnosis of

problems and analysis of problems to arrive at desirable result. In this study, the researchers

determined how peer pressure affects the students in terms of attendance and class participation

and then identifies the significant relationship between the peer pressure and academic

performance.

CHAPTER III
 RESEARCH DESIGN AND METHODOLOGY

This section comprises a brief description of the research design, research locale, the

respondents of the study, data gathering procedures, research instrument, validity and reliability

of the research instrument and lastly, the statistical treatment and analysis utilized in this study.

3.1 Research Design

The chosen research design to adapt in this study are correlation and descriptive research.

The research used mixed method to identify the results of the study. This research used

qualitative research as the research design. Qualitative research is a research strategy that

usually emphasizes words rather than quantification in the collection and analysis of data.

(Bryman 2008a: 366). Qualitative research is an umbrella term for an array of attitudes towards

and strategies for conducting inquiry that are aimed at discovering how human beings

understand, experience, interpret, and produce the social world. (Sandelowski 2004: 893).

This research also used quantitative research as the research design. According to Creswell

(2009, p. 233) “Quantitative research is a means for testing objective theories by examining the

relationship among variables. These variables can be measured, typically on instruments, so that

numbered data can be analyzed using statistical procedures”. The writer used correlation designs

in order to figure out the relationship between peer pressure and academic performance. As

Creswell (2012, p. 338) states “in correlational research designs, investigators use the

correlation statistical test to describe and measure the degree of association (or relationship)

between two or more variables or sets of scores”.

3.2 Research Locale

 Figure 2

Ave Maria College

This study was conducted at Senior Highschool Department of Ave Maria College. The

college school was established on September 08 in 2009. It is located in Liloy, Zamboanga Del

Norte, Region IX Zamboanga Peninsula. The university which is headed by Dr. Nueva Era V.

Aranal, has twenty-one faculties. Among the faculties is the faculty of Education and Teacher

Training which concentrates on education and educational expert preparation. The faculty

consists of several departments under its authority; one of them is Senior Highschool

Department where exactly this study was conducted.

The Senior Highschool Department which is currently led by Dr. Domingo S. Aranal.

The majority of students completed their study in senior high school within expected times,

which is 2 years. Most students graduate with high qualification and good merit.

3.3 Respondents of the Study

The respondents of this research will be Grade 11’s students at Ave Maria College who

were currently enrolled in SY 2024-2025. The numbers of the students from batch 2024-2025

have a total of 66 students and they were separated into three classes: HUMSS, STEM, ABM.

The researchers decided the number of the samples by using Slovin’s Formula. The result of the

formula indicated that the researcher should take 57 students as the samples of this research. To

choose the participants, simple random probability was employed in which the researchers

select participants because they are willing and available.

3.4 Data Gathering Procedure

Permission to conduct the study was requested from the teachers who taught in senior

high school’s classes in order to organize the respondents to participate in this research. The

researchers will cooperate with the teachers and have a specified schedule for of the class in the
conduct of the study, and further arranged to avoid inconvenience to both, teachers and the

respondents; the grade 11 students.

This study will use two data collection technique to carry out the needed data. Data were

collected through questionnaire, and one-on-one interview. This study will adapt two survey

questionnaires by Moldes et al., and Wasel, Ahmed that will be administered to 57 grade 11

students.

The identified research instruments was administered on the different scheduled day set

for each class, in accordance with the teachers. The data was then encoded, tabulated, computed,

analyzed, and interpreted to arrive at certain valid results.

3.5 Research Instruments

The study will utilize the Survey Questionnaire which is the questionnaire by Steph

Stephanie.

3.5.1 Questionnaire by Steph Stephanie

The 40-item questionnaire was adapted from Peer Pressure and Its Effects

by Steph Stephanie. This questionnaire includes close-ended questions. Then, on

their answer sheet, they found the number of the question. The content of the

questionnaire is about peer pressure and how it is related to academic

performance. Questionnaires are the general proficiency tests which are

acceptedby expert and had been piloted.

3.6 Validity and Reliability on the Research Instrument

If instruments were reliably measuring what they are supposed to measure and

delivering the same outcome in a research study, findings from the study would be reliable. In

this research study on the effects of peer influence on Grade 11 students' academic

performance, validity and reliability of the research instrument must be established to guarantee

the generation of valid insight into the situation. Validity refers to how well the instrument

captures the constructs of interest, specifically peer pressure and academic performance, while
reliability assesses the consistency of the instrument's results across different instances of its

use. These two measures together provide a strong foundation for interpreting data with

confidence. For the study, the designed instrument will capture the constructs of peer pressure

and academic performance so that the results are meaningful in keeping with the objectives of

the study. Reliability for this study is necessary because it shows whether the responses are

going to be stable whenever the conditions are the same and that results can always be

reproduced. Each questionnaire of this study is used correctly and not abused by the

researchers. It is also accepted and piloted by the expert chose by the researchers of the

questionnaire use by the researchers of this study.

3.7 Statistical Treatment and Analysis

This study used the correlation research design. The researchers correlated students’

questionnaire. The data was analyzed using Pearson’s Product Moment Correlation. It is

usually used to correlate one variable to another variable based on its correlation coefficient

value (Anas Sudijono, 2008, p.190).

This analysis was applied to find out whether there is significance relationship between

peer pressure and academic performance of students, the data was analyzed by using Pearson’s

correlation. The researcher used the Frequency Percentage formula to know how many percent

of the respondents are belong to the Range of Score Test having the standard excellent, very

good, good, enough, and failure. The following are the formulas:

Frequency Percentage: Pearson’s correlation formula:

f
P= x 100
N

The interpretation toward index number correlation of “r” product moment generally

used guidelines as follow (Sudijono, 2010, p.206):

 Table 1. Range of Value of Product Moment Correlation

Range of “r” Product Moment Interpretation

There is very weak or very low correlation between variables X and Y.
0.00 – 0.20 Therefore the correlation is ignored (considered to be no correlation
between variables X and Y).
0.20 – 0.40 There is a weak or low correlation between variables X and Y.

0.40 – 0.70 There is moderate r sufficient correlation between variables X and Y.

0.70 – 0.90 There is strong or high correlation between variables X and Y.

There is very strong or very high correlation between variables X and

0.90 – 1.00
Y.

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Appendices

Appendix 1