Living Stream Academy of St. Raphael Inc.

DH building, Mc. Arthur highway, San Rafael Tarlac City

The Impact of Peer Pressure on Grade 12 students of

Living Stream Academy Inc. S.Y 2022-2023

A Research Presented to the Faculty of Living Stream

Academy of St. Raphael Inc.

In Final Fulfillment of the Requirement in Senior High School Education

Names of Researchers:

Quinto, Angel Ann C.

Umali, Faith Abcd G.
Lizardo, Alexa Mae P.
Magturo, April Joy M.
Mandi, Princess Ann M.
Narcelles, Crystal Belle D.
Dacaymat, Jhonrayber I.
Gabatino, Nathaniel S.
Soriano, Edison
Pring, Rafael U.

October 2022

1
 Table of Contents

Front page --------------------------------------------------------------------------------------------- 1

Table of Contents ------------------------------------------------------------------------------------ 2
Table of Contents ------------------------------------------------------------------------------------ 3

Chapter I: The Problem and Its Background ----------------------------------------------- 4

Introduction ------------------------------------------------------------------------------------------ 4
Objective of the Study ------------------------------------------------------------------------------ 5
Statement of the Problem -------------------------------------------------------------------------- 5
Significance of the Study -------------------------------------------------------------------------- 6
Scope and Delimitations of the Study ------------------------------------------------------------ 6
Definition of Terms --------------------------------------------------------------------------------- 7

Chapter II: Review of Related Literature and Studies ------------------------------------ 8

Related Literature
a. Local Literature ------------------------------------------------------------------------- 8
b. Foreign Literature ----------------------------------------------------------------------- 9
b. Foreign Literature ------------------------------------------------------------------------ 10
Related Studies
a. Local Studies ----------------------------------------------------------------------------- 11
a. Local Studies ----------------------------------------------------------------------------- 12
b. Foreign Studies -------------------------------------------------------------------------- 13
b. Foreign Studies -------------------------------------------------------------------------- 14
b. Foreign Studies -------------------------------------------------------------------------- 15

Chapter III: Methodology ---------------------------------------------------------------------- 16

Method of the Study ------------------------------------------------------------------------------- 16
Respondents of the Study ------------------------------------------------------------------------- 16
Data Gathering Procedure ------------------------------------------------------------------------ 17
Description of Research Instrument ------------------------------------------------------------- 17
Statistical Treatment of Data --------------------------------------------------------------------- 17
Statistical Treatment of Data ---------------------------------------------------------------------- 18

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Chapter IV: Presentation, Analysis, and Interpretation of Data ----------------------- 19
Table 1 ----------------------------------------------------------------------------------------------- 19
Table 2 ----------------------------------------------------------------------------------------------- 19
Table 3 ----------------------------------------------------------------------------------------------- 20
Table 3 ----------------------------------------------------------------------------------------------- 21
Table 4 ----------------------------------------------------------------------------------------------- 22
Table 4 ----------------------------------------------------------------------------------------------- 23

Chapter V: Summary, Conclusion, and Recommendations

Summary -------------------------------------------------------------------------------------------- 24
Conclusion ------------------------------------------------------------------------------------------ 25
Recommendations --------------------------------------------------------------------------------- 25
Recommendations --------------------------------------------------------------------------------- 26
Bibliography ---------------------------------------------------------------------------------------- 27
Bibliography ---------------------------------------------------------------------------------------- 28
Bibliography ---------------------------------------------------------------------------------------- 29
Bibliography ---------------------------------------------------------------------------------------- 30
Bibliography ---------------------------------------------------------------------------------------- 31
Appendices ----------------------------------------------------------------------------------------- 32
Appendix A (Questionnaire) --------------------------------------------------------------------- 32
Appendix A (Questionnaire) --------------------------------------------------------------------- 33
List of Tables or Figures -------------------------------------------------------------------------- 34
Table 1 ----------------------------------------------------------------------------------------------- 34
Table 2 ----------------------------------------------------------------------------------------------- 34
Table 3 ---------------------------------------------------------------------------------------------- 35
Table 3 ---------------------------------------------------------------------------------------------- 36
Table 4 ---------------------------------------------------------------------------------------------- 36
Table 4 ---------------------------------------------------------------------------------------------- 37
Table 4 ---------------------------------------------------------------------------------------------- 38

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 Chapter I

The Problem and Its Background

Introduction

Peer Pressure it is when a group of peers influences and encourages an individual to

modify their actions or attitudes, this is known as peer pressure. Typically, the individual is

placed in an uncomfortable circumstance in which they feel compelled to do something or risk

not fitting in. As a result, people begin to act on their own desires and opinions. Furthermore, it

is prioritizing and considering a person or his opinion above all else. Peers have a profoundly

good influence on each other and play essential roles in each other's lives, even if you don't hear

much about it. Friendship and acceptance can be found among peers, as well as the sharing of

experiences that can lead to long-lasting ties. However, peer pressure might have a negative

impact.

Peer groups are typically cliques of buddies of similar ages. Peer pressure can start as early

as kindergarten, when children try to persuade other children to play the activities they wish to

play. It usually intensifies during childhood, peaking in the preteen and adolescent years. Peer

pressure affects almost every adolescent in middle and high school on a daily basis. It's how kids

and teenagers learn to get along with others their own age and eventually become self-sufficient.

Peer pressure can be positive or bad depending on the group attempting to exert influence.

Adolescents' social environments may have an impact on them during their adolescence, as

teenagers tend to speak more with their peers during this time. As children grow older and enter

adolescence, they become more reliant on their friends than on their parents, especially when it

comes to making decisions and developing moral standards. Socialization with other individuals

in the environment has an impact on human growth. Academic achievements of kids are said to

be linked to the support provided by parents, instructors, and peers of teenagers, all of whom

have an impact on their academic performance. Teenagers, on average, spend more time with

4
their peers. Peer pressure is stated as having both a positive and bad impact on individuals, as

well as having no effect on a person because peer pressure has no effect on a person.

Objective of the Study

The researcher’s goal is to gain knowledge about the impact of peer pressure on the academic
performance of grade 12 students of Living Stream Academy S.Y 2022 – 2023.

Statement of the Problem

Generally, This research attempted to convey and evaluate “The Impact of Peer Pressure
on the Academic Performances of Grade 12 students of Living Stream Academy S.Y 2022 -
2023”.

Specifically of the questions that need to answer are the following:

1. What is the profile of the respondents?

a. Name:

b. Age:

c. Address:

d. Gender:

e. Grade/Year level:

2. What are the impact of peer pressure on Grade 12 students academic

performances?

3. How does peer pressure influence the adolescents socialization?

4. What are some positive aspects of peer pressure?

5. What leads to negative peer pressure?

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 Significance of the study

This research will give information about the effects of peer pressure on students this will

also provide about the mental health and current relationship of the student between the peer

groups.

Thus, the result of study will be beneficial to the following:

Society. The topic will show them that peer pressure has a big impact in students in their

academic performances and mental health. Negative peer pressure is often related to influencing

bullying behaviors, drinking alcohol, drug use and negative body image, all of which are harmful

to a child or young person's well being. The effects of such behaviors can decrease self-

confidence, self-worth and distancing from family members and friends.

Parents. The result of the study may give them knowledge about how their children feels of

being pressured in studying. Parents will know that it can decrease self-confidence and lead to

poor academic performance, distancing from family members and friends, or an increase in

depression and anxiety.

Students. They will be aware about the impact of peer pressure to their academic performance.

Negative peer pressure can lead teens in bad directions. Students will know that peer pressure

can cause students to do or say things they wouldn't normally do or say. It isn't always a bad

thing: pressure from a student's peers to study harder or to stand up to bullying can have positive

results.

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Future Researcher. This can give them an information and be their reference material if they

will conduct the same topic or research study someday. The future researchers will have an idea

on how and why we need to know what is peer pressure.

Scope and Delimitations of the Study

This research focuses on selected students who’s experiencing peer pressure in Living

stream Academy, as the place where the study will be conduct. This research will be limited to

30 Grade 12 students in random selected track in Living Stream Academy.

Definition of Terms

Academic Performance - Learner’s, educator’s, or educational institution’s achievement of

short or long-term educational goals.

Adolescents - A young person who is developing into an adult or the who is in the state of

adolescence.

Mental Harassment – A form of vexatious behavior that involves repeated hostile and

unwanted words, behavior, or actions that are painful, hurtful, annoying, humiliating or insulting.

Mutual Supervision - A system of peer co-counselling practiced in an inter-dependent,

confidential and non-judgmental way.

Peer Group - Peer groups are known for their influential nature as they're able to shape the

decisions of other group members.

Peer Pressure - A feeling that one must do the same things as other people of one's age and

social group in order to be liked or respected by them She started drinking in high school

because of peer pressure.

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Physical Harassment - Giving someone a massage around the neck or shoulders, touching

another person's clothing, hair, or body, hugging, kissing, patting, touching or rubbing oneself

sexually against another person.

Pressure - The psychological stress associated with expectations to perform well in a situation.

Ridicule - the subjection of someone or something to contemptuous and dismissive language or

behavior.

Socialization - Refers to the process by which youth are helped to acquire the. skills necessary to

function competently and successfully as members of their social group or culture.

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 Chapter II

Review of Related Literature and Studies

A literature review is a summary of studies related to a particular area of research. It

identifies and summarizes all the relevant research conducted on a particular topic. It is

important that your literature review is focused.

A. Local Literature

Peer pressure is defined as when people your own age encourage or urge you to do

something or to keep from doing something else, no matter if you personally want to do it or not

(Ryan, 2000).

Teenagers face a lot of pressure in their efforts to conform to their peer group since “it

cultivates self esteem if you are accepted by the group; “it’s all part of the game.” ( Dr.

Ma.Cecilia Conaco). Based on the study of Elena T. Sabandon,

The influence of motivational skills of school administrators was high. It implies that there

was a high extent of manifestation of motivational skills of school administrators in terms of

involvement in decision making, giving challenges of teaching job promotion of teachers and

human relations in the organization or school. The level of teaching task behavior of teachers

was high. The correlation and multiple regression results between teaching task behavior of

teachers and motivational skills of school administrator indicated a significant relationship and

influence. This descriptive research used simple random sampling method, descriptive and

inferential statistics. Results showed that students have good stress coping skills, self-motivation,

family and peer relationships. Their overall cognitive skills and core values are fair and good,

respectively. Students with good family and peer influence, high academic performance have

significantly higher cognitive skills and core values. Their cognitive skills also positively affect

core values. There is hope for a much better performance as they are rated good in core values

given that the respondents are still grade 9. With proper intervention, they could assume

leadership role sand be highly competitive leaders. (Glenda, 2017)

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 B. Foreign Literature

This chapter is a review of related literature that shows how peer influences their co-peers

and how this pressure affect their academic skills; To be more specific, this topic includes: what

does peer contributes on the academic skills of their co-peers; positive effect peer pressure and

lastly, top factors that leads to a negative effects of peer pressure.

According to Black (2002), peer groups provide a forum where teens construct and

reconstruct their identities. Castrogiovanni (2002) stated that at no other stage of development is

one's sense of identity so unstable. A peer labeling process may be contributing to the

construction of positive identities for some adolescents but negative densities for others (Downs

& Rose, 1991). Pre-teens and teenagers face many issues related to conformity and peer

pressure. They are pulled between the desire to be seen as individuals of unique value and the

desire to belong to a group where they feel secure and accepted. The result is that often teens

reject family or general society values, while feeling pressure to conform rigidly to the values of

their peer group. An example of this phenomenon is seen when young people joining gangs. In

joining the gang they are rejecting the community's way of dressing and behaving. Yet to belong

to the gang, they must conform to the gang's own style of dress, behavior, and speech. (Kellie B.

Gormly, "Peer Pressure – for students and adults can be positive," Pittsburgh Tribune-Review,

March 18,2013.) In fact, Burns and Darling (2002) stated that self-conscious worrying about how

others will react to future actions is the most common way adolescents are influenced by their

peers. When a teen who takes an unpopular stand and goes against the expectations or norms of

the peer group, he or she is at risk for being ridiculed. Ridicule is not an easy thing to accept at

any age, let alone when you are twelve or thirteen years old. This leads to the topic of peer

pressure.

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 The more subtle form of peer pressure is known as peer influence, and it involves

changing one's behavior to meet the perceived expectations of others (Burns & Darling, 2002).

In general, most teens conform to peer pressure about fairly insignificant things like music,

clothing, or hairstyles. When it comes to more important issues like moral values, parents still

remain more influential than the peer group (Black, 2002). James Jaccard, professor of

psychology at the University at Albany in New York, noted that young people might be

influenced as much by what they think their peers are doing as by what they are really doing. A

young person may think that everyone is smoking or everyone is sexually active and may

therefore feel pressure to try those behaviors (cited in Fischhoff, Cromwell, & Kipke, 1999).

Lingren (1995) cited some interesting facts about peer relations. These facts may help adults

better understand the potential foundation of some peer group behaviors during adolescence.

Adults should understand the facts surrounding peer relations before forming an opinion about

adolescent groups in general.

Brown, Mounts, Lamborn, and Steinberg (1993) also suggested that adolescent peer group

members select each other based on similar characteristics just as adults do. It is unusual for a

young person to select a friend who uses cigarettes or alcohol if they do not. In earlier years,

Cohen (1983) suggested that whether socialization results in reinforcement or change depends on

initial similarity. If individuals are similar on a particular characteristic, then the pressure will be

to remain the same on that characteristic. On the other hand, if individuals are different on a

particular characteristic, the pressure will be for change to occur so that similarity may be

achieved.

Another study was conducted by Joseph and Zacker (2012) examined peer pressure and

tobacco smoking among undergraduate students of the University of Calabar, Nigeria, Result

indicated that 46 per cent of tobacco use among undergraduate students were accounted for by

peer pressure, while the ANOVA result indicated that peer pressure had significant influence on

undergraduate students' tobacco use the model further revealed that a unit increase in peer

influence factor would result in 62% unit rise in the percentage of undergraduates that make use

of tobacco substance.

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 Related Studies

A review of related literature (RRL) is a detailed review of existing literature related to the topic

of a thesis or dissertation.

A. Local Studies

According to Bester (2004) conducted a study with the aim to determine if peers and

parents have a different impact on the personality development of the adolescent. An empirical

investigation was carried out involving 98 learners from Grades 8 to 11 (53 boys and 55 girls).

The respondents completed instruments measuring parent- child relationship, relationship with

peers, self- concept, and personality characteristics. The results indicated that the peer group,

when compared with parents, had a stronger relationship with the personality development of the

adolescent. Parents also play an important role in determining the peer pressure.

Charlotte and Geary (2005) have proposed in their research that adolescents who are

independent from their parents become dependent on their peers and susceptible to peer pressure.

They examined between adolescent autonomy within the family and susceptibility to peer

pressure. Autonomy was measured from the teen reports, parent reports, and observed family

interaction of 88 adolescents when the teens were 16 years old. Then susceptibility to peer

pressure was measured from teen reports when they were 18. These findings suggest that

adolescents may not move from a dependency on parents to a dependency on peers. Instead,

autonomy seems to be a consistent trait over time and across different social relationships.

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 Peer pressure not only leads to smoking and drinking habits but also to many other

problems such as premarital sex and pregnancy. Mishra, Pimple and Shastri (2009) assessed the

tobacco quit rates among employees, through self report history, and validate it with rapid urine

cotinine test. He compared post-intervention KAP regarding tobacco consumption with the pre

intervention responses and assessed the tobacco consumption pattern among contract employees

and provide assistance to encourage quitting. This is a cohort study implemented in a chemical

industry in rural Maharashtra, India. Active intervention in the form of awareness lectures, focus

group discussions and if needed, pharmacotherapy was offered. Medical staff from the industrial

medical unit and from a local referral hospital was trained.

According to Basu (2011) studied the prevalence and determinants of smoking practices

among undergraduate medical students. The practice of smoking for last 6 months to 1 year was

in 43.6% and 40% smoked less than 6 months. Half of them (50.9%) smoked 5-9 cigarettes per

day. Peer pressure was significantly high in smokers (83.6%); 42% had other addictions. Peer

pressure was the most important risk factor (57.69%) of initiation of smoking habit followed by

parental influence (16.49%). Among morbidities of smokers, 60.6% were suffering from regular

cough, 6% from bronchitis, and 2% had asthma. In sum, the outcome of this study depicts how

the friends, at its core, can be seen as a support system for the developing adolescent.

Internalization of specific norms and values reflect the aspect of identity development that

encompasses autonomy and relatedness, such that its role clearly shows how the adolescent is

able to achieve a balanced sense of self concept. The notion of relatedness is further reinforced

by cultural influences such as the Filipino's collective self (Natividad, 2004) and the preference

for maintaining smooth interpersonal relations (Marilao, 1997), thus making reciprocity in

displaying trust or support a mutual experience for the members of the friends.

13
B. Foreign Studies

Teens are very quick and accurate in making judgments and decisions on their own and in

situations where they have time to think. However, when they have to make decisions in the heat

of the moment or in social situations, their decisions are often influenced by external factors like

peers. In a study funded by the National Institute on Drug Abuse (NIDA), teen volunteers played

a video driving game, either alone or with friends watching. What the researchers discovered was

that the number of risks teens took in the driving game more than doubled when their friends

were watching as compared to when the teens played the game alone. This outcome indicates

that teens may find it more difficult to control impulsive or risky behaviors when their friends are

around, or in situations that are emotionally charged. (Dr. B. J Cassy, 2008). Several studies have

focused on identifying the situational factors that are likely to influence cheating. One block

among these researches singles out the impact of peers on this dishonest behavior. For instance,

found that students are more likely to cheat when friends are involved (Chapman, Davis, Toy &

Wright, 2004; Teodorescu & Andrei, 2009). The social environment has a deep impact on the

effect of peer pressure. Societies in all parts of the world have used substances to suppress pain

and sorrow and also to get pleasurable sensations. Consequences of peer pressure were examined

by Boehnke, (2008). He examined the consequences of high peer pressure on academic

performance in mathematics among 14-year-old middle-school students in Germany. Canada,

and Israel. 1,700 students were surveyed in the three cultures. Findings of the study make it

obvious that concerning achievement in mathematics-the primary victims of peer pressure in

middle school are girls, boys more likely than girls being the perpetrators.

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 Elliott and Leonard (2007) studied in their research, attitudes towards fashion brands

(trainers/athletic shoes) and their symbolic meanings are explored among a sample of 30 children

aged 8-12 years from poor homes in the UK, in an interpretive study using projective methods.

The children form stereotypes about the owners of trainers: if the trainers are obviously branded

and expensive the children believe the owner to be rich and young, if the trainer is unbranded

and inexpensive looking the children believe the owner to be poor and old. If a child is wearing

branded trainers they are seen as popular and able to fit in with their peers. These opinions are so

strongly held that the children would prefer to talk to someone wearing branded trainers than

unbranded trainers. The children also feel pressure to wear the trainers that their friends wear,

partly to make friends and fit in and partly the teasing experienced if they are wearing unbranded

clothes or are clearly from a poor home.

A study was conducted by Srabstein (2008) with the purpose to determine the extent of

news reports of deaths associated with bullying and hazing among young people over a period of

57 years. This study was based on a survey of death events linked to bullying or hazing reported

in English newspapers from January 1, 1950 through December 31, 2007. The search was based

on the review of major United States and world publications, written in English, using the terms

"bullying, hazing, ragging, and death." In the last 57 years, at least 250 reported cases of deaths

were linked to bullying, hazing, or ragging, reported in English language newspapers from

around he world. Of these news stories, 76% contained an alleged history that the victim was

bullied. Twenty-two percent of these reports were associated with suspected hazing or ragging.

In only four cases (2%), those who died had a history of bullying others.

15
 The majority of the reports of bullying related deaths (62.3%) originated in Europe, with

most of them (93%) occurring in the United Kingdom. Sixty-seven percent of bullying-related

deaths were reported during the last 10 years. Thus the present review indicates the high rate of

ragging and hazing cases n all over the world. This study will focus on peer pressure among

adults and how it affects the process of decision making using a case study of National

Registration Bureau in the public service, Nairobi County. The public service is charged with the

responsibility of recruiting the civil servants and local authority. The working environment in the

civil service comprises individuals from different cultural settings, educational background,

religion orientation and different forms of socialization making ideal unit of this study. As a

government institution, there is ranking of employees commonly known as "Job groups/cadres."

The groups end up placing them employees into different social classes which determine with

whom to socialize with at the work place.

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 Chapter III

Methodology
This chapter describes the research techniques that the researcher will use to carry out the
study, including the research design, the study’s population, the development of the research
instrument’s validity and reliability, the methods for gathering data, and the appropriate
statistical processing of the collected data.

Method of the Study

This study was conducted using quantitative research techniques. The researcher made an
effort to find solutions to the aforementioned issue in order to support and fulfill the study’s
goals. Additionally, it made an effort to understand the various effects of peer pressure on their
way of life.

Quantitative research, according to SIS International Research (n.d.), is an organized

method of gathering and examining data from many sources. To generate results, Quantitative
research employs mathematical, statistical, and computational techniques. It is definitive in its
intent since it seeks results that can be extrapolated to a larger population in order to quantify the
issue and understand how widespread it is.

In general, Qualitative research is more exploratory and is based on the gathering of verbal,
behavioral, or observational data that can be interpreted subject.

Respondents of the Study

The students who’s in grade 12 at Living Stream Academy of St. Raphael Inc. make up the
study’s respondent. S.Y 2022-2023. One of the essential steps for the success of this
investigation. These participants were all chosen via random sampling. With this sampling
technique, every person in the population has the potential to be included in the sample.

Thirty (30) respondents were recruited from various sections of grade 12 at Living Stream
Academy of St. Raphael Inc. The researchers chose the students from 12 – John (HUMSS), 12 –
Jeremiah (TVL), and 12 - Joshua (ABM/GAS) because they are appropriate and relevant for the
study.

17
 Data Gathering Procedure

After determining the validity and reliability of the data collection methods, creating study-
specific research questions, and making all required adjustments to the selected respondent. The
distributed questionnaires will be satisfactorily filled and returned in thirty (30) copies. In
accordance with the consent of the respondents and the researchers, their corresponding answers
to the inquiry are thus retained.

The information gathered was arranged and tabulated in accordance with the findings of
the statistical analysis. The assistance of a statistical consultant was required at this point.

Description of Research Instrument

The main tool for acquiring data was a questionnaire. The to be prepared instrument
concentrated on providing a response to the problem’s statement. Peer pressure’s effects Twenty
(20) questions make up the questionnaire. The respondents will receive the questionnaires.

The first data collection tool had a scale with a range of 1 to 5. Where in the (1) is strongly
disagree, (2) is disagree, (3) is neutral, (4) is agree, and the last one is (5) strongly agree. A scale
from 1-3 was used to organize the second data collection tool. Where in the (1) is yes, (2) is no,
and the last one is (3) sometimes. This legend will aid researchers in analyzing the outcomes of
data collection.

Statistical Treatment of the Data

The researcher used the next statistical method to analyze and interpret the data:

1. Frequency, percentage and ranking

Will make it simple for the researcher to add up the datas they collected. The researchers’
ability to analyze the data will greatly benefit by this proportion and rating.

P= F x 100
N

Where:
P = percentage
F = scale of response
N = total respondents

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 2. Frequency, weighted mean and ranking

This tool was used to provide answer to the questions. The formula is:

WM = x•f + x•f + x•f + x•f + x•f

N

Where:
WM = weighted mean
X = number of respondents each column
F = weight given to each scale
N = total respondents

19
 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter should provide the product of your analytic process. Think of it as a “stand

alone” chapter that you could hand to a friend and just by reading it, they would know exactly

what you discovered through your study.

Table 1

Impacts of Peer Pressure on Academic Performance of Grade 12 students

Impacts Weighted Mean Verbal Interpretation

1.Pressure to cheat during exam to get a
3.9 Agree
high score.
2. Pressure to skip classes and go
4.0 Agree
somewhere else.
3. Pressure to come to school on the
3.1 Neutral
time that they want you to.
4. Pressure to not join on classroom
activities because they know that you 3.7 Agree
are more intelligent.
5. Pressure in bullying someone they
4.2 Strongly Agree
don’t like.

By the weighted mean gained in numbers 1,2,3,4 and 5 which verbal interpretations are agree,

agree, neutral, agree, and strongly agree.

Table 2

Influences of Peer Pressure on Adolescent’s Socialization

Influences Weighted Mean Verbal Interpretation

1.Pressure to dress as they want you to. 3.2 Agree
2. Pressure to have sex because they
3.7 Agree
think it’s cool.
3. Pressure to take drugs because they
4.1 Agree
think it’s also cool.
4. Pressure to make fun with my peers
3.8 Agree
and say mean things about them.
5. Pressure to follow the rules that they
3.0 Neutral
said.

By the weighted mean gained in numbers 1, 2,3,4 and 5 which verbal interpretations are
agree, agree, agree, agree, and neutral.

20
 Table 3
Some Positive Aspects of Peer Pressure

They become a good daughter Frequency Percentage

Yes 11 36.67%

No 9 30%

Maybe 10 33.33%

Total: 30 100%

Their peers lets them go to the things Frequency Percentage

they’re happy with.

Yes 13 43.33%

No 6 20%

Maybe 11 36.67%

Total: 30 100%

Got a high score on a exam because of Frequency Percentage

their Peers.

Yes 11 36.67%

No 11 36.67%

Maybe 8 26.66%

Total: 30 100%

21
 Their Peers cheers them up when they’re Frequency Percentage

sad.

Yes 14 46.67%

No 9 30%

Maybe 7 23.33%

Total: 30 100%

Their Peers had a positive impact to Frequency Percentage

their lives.

Yes 12 40%

No 10 33.33%

Maybe 8 26.67%

Total: 30 100%

Each statement showed consistent results. The researchers observed how academically

competent students handle peer pressure well. Although, the minority of the respondents clearly

showed how peer pressure negatively influenced them. Moreover, some students are not decided

whether or not they are affected by peer pressure by answering Yes, No nor Maybe.

Nonetheless, the statements stated, and their result will contribute to the study.

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 Table 4

Things that Leads Peer Pressure to be Negative

Their Peers forces them to try cigarettes. Frequency Percentage

Yes 2 6.67%

No 22 73.33%

Maybe 6 20%

Total: 30 100%

Their Peers forces them to lie to their Frequency Percentage

parents.

Yes 3 10%

No 15 50%

Maybe 12 40%

Total: 30 100%

Their peers forces them to try alcoholic Frequency Percentage

drinks.

Yes 6 20%

No 12 40%

Maybe 12 40%

Total: 30 100%

23
 Their Peers lets you do harmful pranks Frequency Percentage

on someone for no reason.

Yes 3 10%

No 26 86.67%

Maybe 1 3.33%

Total: 30 100%

Their Peers are making fun of their Frequency Percentage

insecurities.

Yes 8 26.67%

No 12 40%

Maybe 10 33.33%

Total: 30 100%

Each statement showed consistent results. The researchers observed how academically

competent students handle peer pressure well. Although, the minority of the respondents clearly

showed how peer pressure negatively influenced them. Moreover, some students are not decided

whether or not they are affected by peer pressure by answering Yes, No nor Maybe.

Nonetheless, the statements stated, and their result will contribute to the study.

24
 Chapter V

Summary, Conclusion, and Recommendations

This chapter presents the summary of the findings, conclusions and recommendations based on
the data analyzed in the previous chapter.

Summary

Peer networks offer adolescents a strong sense of security that helps them develop their sense
of self. Teenagers spend a large portion of their organized and unstructured time with peers, for
better or worse. If parents support activities they approve of without being overbearing, they can
have some influence over how that time is spent.

According to study, it is crucial for parents to play a significant role in their adolescent's lives.
They ought to be able to inquire about their child's activities and get a feel of how they spend
their time. For this to occur, parents must be approachable and have open channels of
communication.

The gender differences were another topic that received attention in this literature study.
Males and girls are affected by peer influence in different ways. Males are more likely to belong
to larger peer groups, according to research, but females are more prone to develop tight, dyadic
connections.

Additionally, males are more likely to be seen in public with their peers than females are,
while girls are more likely to spend time with their peers at home. Both males and girls influence
their peers in both situations, albeit in slightly different ways.

As a last point, the researcher would like to emphasize that not all peer influence is harmful.
In essence, peer networks are essential for teenage growth and development. As a result,
educators ought to encourage the good decisions that kids make regarding their friends and seek
to counteract the bad ones. It is clear that peer groups are here to stay and are neither a fad nor a
trend. Peer impact will therefore continue to be a topic of research in the future.

25
 Conclusion

The significant influence that peer interactions may have in influencing behavior during
adolescence has been shown by peer influence studies. To explain peer influence mechanisms,
various theories have been put forth. The behaviorally based theories place a strong emphasis on
peer reinforcement of certain content (such as antisocial issues) inside a social encounter. By
organizing the dynamics of interpersonal interactions around that topic, this reinforcement helps
to establish a common culture inside the friendship. According to identity-based theories of
influence, people imitate the behaviors of others who may be of a desired prototype or higher
status in order to maximize their perceptions of their status and self-concept. A variety of peer
impact moderators have been found, supporting both these processes and the influence of
interpersonal and environmental factors on adolescent outcomes. Young people with low social
status or a negative self-concept could be very driven to change how they see themselves. These
young people prefer to act in ways that promote acceptance and decrease exclusion from their
peers because they find the behaviors of their more affluent classmates to be more salient.
Additionally, adolescents with weak self-control can be more receptive to the instant
gratification provided by friends, making them more vulnerable to peer pressure. The concerns
of iatrogenic consequences that can result from group interventions are being highlighted by peer
influence research, which has started to have a considerable impact on public policy.

While much of the earlier study on peer influence has concentrated on its potential harm, it is
crucial to remember that teenagers are unquestionably influenced by their peers in both good and
negative ways just as frequently. Future research on peer impact may put more of an emphasis
on comprehending how adolescents’ circumstances influence the development of positive
relationships with their peers. These environments may be altered to lessen the negative effects
of peer influence and improve positive peer relationships through a better knowledge of the
impact of particular elements of schools, families, neighborhoods, and interventions on peer
influence. Such initiatives may have a significant chance of maximizing favorable outcomes for
youth, given the significance of peer interactions during adolescence.

Recommendations

The desire to fit in and feel like you are part of a group is normal, and most people feel this
way sometimes, especially in the teen and young adult years. Peer pressure, that feeling that you
have to do something to fit in, be accepted, or be respected, can be tough to deal with. It can be
overt (i.e., friends telling you to do something) or less direct (e.g., friends joking around about
your not doing what they are doing, seeing others at a party doing shots and feeling left out if
you don't, knowing a friend tried LSD and feeling curious about it). While peer pressure can be
helpful at times (e.g., recognizing that your friends are studying more than you are as a motivator
for you to work harder, noticing that your drinking is more extreme than your friends' and
deciding to cut back), it can also cause you to do things you may not be sure about, or even
things that you don't really think are right for you. Dealing with this pressure can be challenging,
but it’s important to reflect on your own personal values and preferences and make decisions
based on those rather than on peer pressure.

26
 Managing peer pressure is usually not that difficult if you are only surrounded by people
whose values, preferences, and behaviors are similar to yours. However, in a college
environment, it's very likely that you will meet people with a wide variety of attitudes and
behaviors. At times, it may feel easy to know where you stand and act accordingly, but at other
times, you might feel confused, pressured, or tempted to act against your own judgment. What's
more, college may be a time when you are away from home and family with more freedom to
make your own choices than before. You might even feel a desire to do things your family
doesn't do or doesn't think are OK as a way to establish your own identity and try new things.
Again, it's important to reflect on what you think is important, your values, and who you want to
be. It's also good to try and think ahead to potential consequences of an action.

When it comes to pressures around alcohol and other drug use, something else to think about
is that most students overestimate how many of their peers drink or use drugs. The truth is that
many fewer college students drink or use drugs than people assume. It's similar with sex and
"hooking up" most students have a skewed idea of what others are doing. Knowing the facts can
help you to resist pressures based on the idea that "everyone is doing it" and that you must party
to fit in.

27
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 Appendices
Appendix A

QUESTIONNAIRE

I. Students' Profile
Name: _____________________________________________
Age: _____ years old
Address: ___________________________________________
Section & Strand: 12 – John (HUMSS) 12 – Jeremiah (TVL) ( 12 – Joshua (ABM/GAS) (
Gender: Male Female

Directions: Put a check (✓) on the choices that suites best for your answers.
1- Strongly Agree
2- Agree
3- Neutral
4- Disagree
5- Strongly Disagree

II. Impacts of Peer Pressure on Grade 12 students’ academic performance.

Statement Strongly Agree Neutral Disagree Strongly
Agree Disagree
1.Pressure to cheat during
exam to get a high score.
2. Pressure to skip classes
and go somewhere else.
3. Pressure to come to
school on the time that they
want you to.
4. Pressure to not join on
classroom activities because
they know that you are
more intelligent.
5. Pressure in bullying
someone they don’t like.

III. Influences of Peer Pressure on adolescents socialization.

Statement Strongly Agree Neutral Disagree Strongly
Agree Disagree
1.Pressure to dress as they
want you to.
2. Pressure to have sex
because they think it’s cool.
3. Pressure to take drugs
because they think it’s also
cool.
4. Pressure to make fun
with my peers and say mean
things about them.
5. Pressure to follow the
rules that they said.

33
Directions: Put a check (✓) on the choices that suites best for your answers.
1- Yes
2- No
3- Sometimes

IV. Some positive aspects of Peer Pressure.

1. Did you become a good daughter/son to your parents because of your peers?

Yes No Sometimes

2. Did your peers lets you to go on the things you’re happy with?

Yes No Sometimes

3. Did you get a high score on a exam because of your chosen peers?
Yes No Sometimes

4. Does your peers cheers you up whenever you’re sad?

Yes No Sometimes

5. Do you think your peers has a positive impact to your life?

Yes No Sometimes

V. Things that leads Peer Pressure to be negative.

1. Does your chosen peers forces you to try cigarettes?

Yes No Sometimes
2. Does your chosen peers forces you to lie to your parents?

Yes No Sometimes
3. Does your chosen peers forces you to try alcoholic drinks?

Yes No Sometimes
4. Does your chosen peers lets you do harmful pranks on someone without any reason?

Yes No Sometimes

5. Are they making fun of your insecurities as a joke?

Yes No Sometimes
34
 List of Tables or Figures

Table 1: Impacts of Peer Pressure on Grade 12 students.

Verbal
Weighted
Statements 1 2 3 4 5 Interpret
Mean
ation
1.Pressure to cheat during
2 3 5 6 14 3.9 Agree
exam to get a high score.
2.Pressure to skip classes and
0 5 0 13 12 4.0 Agree
go somewhere else.
3.Pressure to come to school
2 7 10 6 5 3.1 Neutral
on the time they want you to.
4.Pressure to not join on
classroom activities because
0 2 11 9 8 3.7 Agree
they know that you are more
intelligent.
5.Pressure in bullying Strongly
0 2 3 11 14 4.2
someone they don’t like. Agree

Table 2: Influences of Peer Pressure on Adolescents’ Socialization

Verbal
Weighted
Statements 1 2 3 4 5 Interpreta
Mean
tion
1.Pressure to dress as they
1 6 12 7 4 3.2 Agree
want to..
2.Pressure to have sex
2 2 6 7 13 3.7 Agree
because they think it’s cool.
3.Pressure to take drugs
because they think it’s also 2 2 3 7 16 4.1 Agree
cool.
4.Pressure to make fun with
mu peers and say mean things 0 3 7 11 9 3.8 Agree
about them.
5.Pressure to follow the rules
5 4 9 9 3 3.0 Neutral
that they said.

35
Table 3: Some Positive Aspects of Peer Pressure.
They become a good daughter Frequency Percentage

Yes 11 36.67%

No 9 30%

Maybe 10 33.33%

Total: 30 100%

Their Peer lets them to go on the things Frequency Percentage

they’re happy with.

Yes 13 43.33%

No 6 20%

Maybe 11 36.67%

Total: 30 100%

Got a high score on a exam because of Frequency Percentage

their Peers.

Yes 11 36.67%

No 11 36.67%

Maybe 8 26.66%

Total: 30 100%

36
 Their Peers cheers them up when they’re Frequency Percentage

sad.

Yes 14 46.67%

No 9 30%

Maybe 7 23.33%

Total: 30 100%

Their Peers had a positive impact to Frequency Percentage

their lives.

Yes 12 40%

No 10 33.33%

Maybe 8 26.67%

Total: 30 100%

Table 4: Things that leads Peer Pressure to be Negative.

Their Peers forces them to try cigarettes. Frequency Percentage

Yes 2 6.67%

No 22 73.33%

Maybe 6 20%

Total: 30 100%

37
 Their Peers forces them to lie to their Frequency Percentage

parents.

Yes 3 10%

No 15 50%

Maybe 12 40%

Total: 30 100%

Their peers forces them to try alcoholic Frequency Percentage

drinks.

Yes 6 20%

No 12 40%

Maybe 12 40%

Total: 30 100%

Their Peers lets you do harmful pranks Frequency Percentage

on someone for no reason.

Yes 3 10%

No 26 86.67%

Maybe 1 3.33%

Total: 30 100%

38
 Their Peers are making fun of their Frequency Percentage

insecurities.

Yes 8 26.67%

No 12 40%

Maybe 10 33.33%

Total: 30 100%

39