Porfirio G.
Comia Memorial National High School
301648
Barcenaga, Naujan
The influence of peer pressure on student behavior insights from selected Grade 11
STEM Students
In Partial Fulfillment of the Requirements in Practical Research 1
Presented by:
Mary Queen M. Consaludo
Jasmine G. Asi
Cheska D. Alilo
Princes Danica C. De Chavez
Jericho M. Aguilon
Jeffrey Manalo
Researchers
Submitted to:
Jaymhel J. Atienza
Research Teacher
Februay 2025
CHAPTER I
BACKGROUND OF THE STUDY
Globally, peer pressure is recognized as a social phenomenon affecting adolescents'
decision-making, academic performance, and behavior. Many studies highlight its influence
on various aspects of student life, but there remains a lack of comprehensive research that
examines how peer pressure specifically affects STEM students—a group that faces unique
academic challenges and expectations. In the Philippines, the educational system continues
to adapt to the complexities of adolescent socialization within schools. Filipino students,
especially those in STEM tracks, experience significant peer influence as they navigate their
rigorous academic environment. However, limited research has focused on how peer
pressure affects the learning experiences and personal development of STEM students in
the Philippine context.
While previous studies have explored peer pressure’s general impact on
adolescents, few have specifically examined how it interacts with the academic and social
demands of STEM students. There is little research on the positive aspects of peer
influence, such as motivation and collaborative learning, within this group. Furthermore, the
extent to which peer pressure shapes decision-making, interpersonal relationships, and
academic resilience in STEM students remains underexplored. This study aims to fill these
gaps by providing a focused analysis of peer pressure among Grade 11 STEM students in
the Philippines.
The Department of Education (DepEd) acknowledges the importance of social
influences on student development. DepEd Order No. 2016, Section 37 emphasizes the
formation of values and skills necessary for academic success and personal growth. Peer
interactions play a critical role in this process, as they can either support or hinder students'
ability to acquire these values. By examining how peer pressure affects behavior, this study
aligns with DepEd’s objectives and contributes to understanding how external social forces
shape educational outcomes. Furthermore, insights from this research may support future
policies aimed at fostering positive peer environments in schools.
This study seeks to investigate the extent and nature of peer pressure's influence on
Grade 11 STEM students. It aims to determine how peer pressure affects academic
performance, interpersonal relationships, and student decision-making. Additionally, it
explores the coping mechanisms students employ when faced with peer pressure and
identifies the behavioral aspects most influenced by peer interactions. Lastly, the study
examines how peer pressure shapes educational and personal choices, contributing to a
broader understanding of student development within the STEM context. By addressing
these objectives, the study hopes to provide valuable insights for educators, parents, and
policymakers in promoting a supportive learning environment.
This study is grounded in several key educational and psychological theories. Social
Learning Theory (Bandura, 1977) explains how students adopt behaviors by observing and
imitating their peers, highlighting the role of peer influence in shaping both positive and
negative actions. Ecological Systems Theory (Bronfenbrenner, 1979) considers how
different social contexts, including peer groups, interact to influence a student's
development. Identity Development Theory (Erikson, 1968) provides insights into how
adolescents' sense of self is shaped by peer interactions, particularly during critical
developmental phases. By integrating these theories, this research will provide a deeper
understanding of how peer pressure operates within the STEM student population
This study argues that peer pressure significantly influences the academic
performance, interpersonal relationships, and decision-making of Grade 11 STEM students
in the Philippines. By exploring both positive and negative aspects of peer influence, this
research aims to provide a comprehensive analysis of how peer interactions shape student
behavior and academic outcomes. The findings will contribute to strategies for fostering a
learning environment that maximizes positive peer influence while mitigating negative effects
. Peer pressure is a powerful social force that shapes students’ academic and
personal experiences. Understanding its influence is crucial for developing effective
educational policies and interventions. By focusing on Grade 11 STEM students, this study
will contribute valuable insights into how peer relationships affect academic performance and
behavioral choices. Ultimately, these findings will help educators and policymakers create
supportive environments that enable students to navigate peer influence in a constructive
manner.
In brief, a friendly and accommodating learning environment requires an awareness
of how peer pressure shapes students' behavior, particularly for grade 11 STEM students.
Students' decisions, both academically and socially, are significantly influenced by peer
relationships, as the current study shows. Through the influence of peer pressure on STEM
students, we can gain a lot of information that will help parents and teachers manage the
issues children encounter at this critical stage of their learning. The results place into context
the importance of inculcating logical thinking, effective communication, and resistance in
allowing children to smoothly navigate through peer pressure and make savvy decisions.
Conceptual Framework
Theoritical Framework
Statement of the Problem
Significance of the Study
Scope and Delimitations of the Study
Definition of Terms
