CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The students' academic outcomes are mostly influenced by the

people around them, especially peers. It may affect people in different
ways, but here, the focus is on peers as it influences academic performance
of in-school adolescents. Peers who are both companions and also
academic assistants contribute particularly to the peer effect. Although
parents are the primary influence on children, this influence shift during
adolescents; in which the child’s social peer become the primary influence.
“Their influence begins at an early age and through the teenage years”,
(AACAP, 2012) it is natural for adolescents to have and rely on friends as
they grow and mature.

High school is an important period of time in an adolescence life and

also the time of parental guidance are being challenged by peer pressure
because adolescents spend much more time with peers compared to their
parents. The term “pressure” implies the process that influence people do
something that they might not otherwise choose to do. Jones, (2010)

During the adolescence period, they are eager to please, to be

accepted by their social peers. People are social creatures living in a system
of relationship that characterize their personality and their identity. The
need to belong, comprehend, and characterize one's personality is essential
to the psychological improvement of every individual. As Allen (2005) said

1
“Peers play a large role in the social and emotional development of
adolescents.”

The center social thought process which is most persuasive in joining

groups is belonging. In order to gain acceptance, “adolescents may resort
to adopting the perceived beliefs and behaviors practiced by members of
their peer group” (field et al., 2001, p.55)

Peers can either be a good or bad influence to a student’s academic

performance. It is thought that students who have high grades help each
other to bring up their grades. Likewise, students with good peers who are
considered intelligent tend to do better in school. If a teenager sees all of
his/her friends joining a volunteering or getting good grades, it might lead
the person to think that these things are important (Scholastic, 2008) There
is definitely seems to be a pattern in the influence of studious kids. Peers
who have the same aspirations tend to hang out are called peer groups.

However, peers can also have a negative influence. Negative peer

pressure can cause a lot of issues during a pivotal time in an adolescent's
life. They can encourage each other to skip classes, steal, cheat, use of drugs
or alcohol, or become involved in other risky behaviors. There are serious
problems that can occur with negative peer pressure. It may push a person
to become depressed, insecure, or feel lost. Majority of adolescents with
substance abuse problems began using drugs or alcohol as a result of peer
pressure. Most adolescents are inclined to be pressured negatively than
positively.

Background of the Study

2
 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. (Casey, 2008)

`Peer qualities and peer behaviors have long been recognized as

among the most important causal factor of student outcome. Each peer
groups has its set of accepted rules which does not generally fit in with
grown-up principles. The important thing is that every child takes his/her
enrollment of the peer very seriously and endeavors to successfully
guarantee he/she is acknowledged and perceived.

Absence of acknowledgment by the peer aggravates the child

particularly at juvenile age. A few youngsters have been known to do badly
in school not on the grounds that they do not have the scholastic capacity
to do well but since they are bothered by the reality they are not
acknowledged by their peer groups. What makes realizing near is the way
that the student has measure up to status with the other students. There is a
atmosphere of freedom in which every student takes in the method for the
world from others.

The peer group accordingly turns out to be increasingly critical to the

children as he progresses in age. Different manners by which the
companion gathering can enable the children to incorporate, showing the
way of life of the general public everywhere, making conceivable social
versatility, giving chance to the children to assume numerous social jobs,
for example, that of a pioneer, a supporter, educator or understudy.

3
 The companion aggregate additionally assist the children with
winning his/her autonomy effectively from mastery and set before him an
objective which is more effortlessly feasible than the desire for grown-ups.
This in itself gives inspiration to learning and is chiefly in charge of the
way that all youngsters at one phase or the other respect their participation
of peer group as important.

Theoretical Framework

Bandura’s social learning theory speaks precisely to the human

interactions involved in learning. Observational or “vicarious” learning is
based upon learning by watching then “modeling” or acting similarly to
others. If the student views and works with people who appreciate learning
by engaging in learning activities, then the student too will engage in
learning and might work harder at learning. Peers with positive attitudes
and behaviors toward education will allow and teach each other to set goals
that include opportunities to learn and achieve. If peer models do not
convey positive attitudes toward learning, then the students observing these
models will not prioritize learning in their own lives. They will learn to
prioritize other goals.

Bandura Social cognitive theory also emphasizes the importance of

cognitive representations in the form of expectations about social norms
that arise from observational and experiential learning. Reasoned action
emphasizes the importance of perceived social (subjective) norms on
intention.

Conceptual Framework

4
 This study was guided by the following conceptual framework,
which was used to explain the interrelationship between the variables. A
conceptual framework is a scheme of variables a researcher operationalizes
in order to achieve the set objectives.
Paradigm of the Study

INPUT PROCESS OUTPUT

1. Profile of the
respondents.
2.The positive and
negative effects of
peers that Survey Identified the
influence students. relationship
3. Identify if there Data gathering between the
is a relationship influences of peers
between the Data analysis and academic
influences of peers performance
that affects their Data Interpretation
academic
performance base
on the student
perception.

Paradigm of the study shows the relationship of input variables which

contain the profile of respondent and peers influence. While in the process
contains the survey, data gathering, data analysis, and data interpretation.
And output variables contain the Identified the relationship between the
influences of peers and academic performance.

Statement of the Problem

5
 This study aimed to determine the influence and its effects on the
academic performances of the students of Saint Mark International
Academy. More specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age
1.2 Gender

2. The positive and negative effects of peers that influence students.

3. Identify if there is a relationship between the influences of peers that

affects their academic performance base on the student perception.

Assumption

It is assumed that peer influence can have both positive and negative
effects on an adolescent’s academic performance and socialization. It is
also assumed that peer groups may not allow an adolescent 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. They will gain knowledge about
the effects of peer pressure and how to overcome it in different ways. The
school as well as the parents of the students will become aware that peer
pressure can be the main reason as to why some students can't seem to focus
on their studies. Furthermore, it is assumed that peers, as well as parents,
siblings, and teachers, all play a large role in how adolescents function in
everyday living.

Significance of the Study

6
 The importance of this topic is to know whether peers have any
influence on the academic performance of a student as well as making
effect to balance in the educational system and how it can be useful to
school administrators, teachers, parents, community, government, students
and future researchers.

The school administrator: It will help them to make the right policies to
organize a friendly environment and to avoid peer pressure and negative
influence of peers for the benefit of their students and schools.

The teachers: As the second mother/father of the students in school, it

will help them to understand the behavior of their students and how they
should teach them to choose the right decision and lessons about choosing
friends.

The parents:It will open their minds and think how they should take care
of their own child. They will learn how their children are affected and
influenced by the people around them.

The community: It will help them to decide how they can enlighten the
young ones in the community to choose who they should trust and be
friends with.

The government aggressive: They will learn the purpose of the students
in a peer group that sometimes get in troubles in life, like early age
pregnancy, drugs and others. They will also learn how they can avoid
those things and know the truth behind that problem.

The students: It will help the students to manage the right decisions in
his\her life and help them from choosing who they should be friends with.
7
The future researchers: This study would help the future researchers to
be aware and knowledgeable of the influence of peers in both negative
and positive effect. It would help them to be a better analyst and it can be
a help as a future reference for more studies in the future.

Scope and Limitations

This research is limited to be aware on how peers can influence the

students. We will find out the effects whether if it’s good or bad to their
academic performances. The 8th Grade students of SMIA (Saint Mark
International Academy) will answer our questions and give some additional
information about the topic.

This topic will help us to determine if peers can influence not only
the students but also the person that have experienced this kind of situation.
Furthermore, the recorded respondents of the study which are said to be
enrolled at SMIA will provide information in year 2018-2019.

The Saint Mark International Academy School which is located in

Quezon City has primary targets. These are the respondents and main
source of information. The respondents will have to answer our
questionnaires as a guide to help the researchers to gain information about
the desired topic.

Definition of Terms

Academic assistant - works as part of a team to provide administrative and

secretarial support to the program in art, culture and technology.

8
Academic Performance - All students are required to maintain a
satisfactory academic record and meet the obligations of the courses in
which they are enrolled. Failure to do so will be dealt with as the Faculty
and its designated Boards shall determine. In all cases, midyear grades in
full year courses will be considered along with all other grades in the
calculations for minimum requirements and satisfactory records.

Adolescence - transitional phase of growth and development between

childhood and adulthood.

Influence - cause someone to change their belief, opinion and cause

something to be changed.

Peers - A person who is equal to another in abilities, qualifications, age,

background and same legal status.

Parental guidance - general viewing, but some scenes may be unsuitable

for young children. A PG film should not unsettle a child aged around eight
or older.

Peer pressures - influences usually come from a group of people that share
interests and adopt certain values.

Student - A student is a person enrolled in a school who attend in classes.

CHAPTER 2

9
 REVIEW OF RELATED
LITERATURE AND STUDIES

Every piece of ongoing research needs to be connected with the work

already done, to attain an overall relevance and purpose. The review of
literature thus becomes a link between the research proposed and the
studies already done. It tells the reader about aspects that have been already
established or concluded by other authors, and also gives a chance to the
reader to appreciate the evidence that has already been collected by
previous research, and thus projects the current research work in the proper
perspective. Some of the literature reviewed is directly relevant and hence
used as a preface to explain the background of work.

An analysis of these factors can help one understand may facets of a

complex issue and at other times, such analysis can lead to a new possibility
that can be researched upon in the current project.

RELATED LITERATURE

Researcher has tried to search all literature from all possible sources
to get acquainted with different problems of desired area, method and
techniques relevant to the problem and to have clear concept of the work
itself. There are several sources of acquiring knowledge such as Primary
sources and Secondary Sources. The knowledge obtained from primary
sources is related to “direct material unfiltered through the mind of
another”. While knowledge obtained from secondary sources are related to
“another’s synthesis, ideas, or opinion,”

10
Local Literature

Quirino State University – Diffun Campus aimed to determine the

significant differences on the extent of influence of peers on the study of
habits of students when they were grouped as to age, gender, civil status,
ethnic affiliation and year level. It utilized descriptive method in describing
how peers influence the study habits of the students. Researchers adopted
and revised the questionnaire that described the influence of peers on the
study habit of the students. Mean was used to describe the influence of
peers on the study of habits of students. The t-test and ANOVA were used
to assess the significant differences on influences of peers on the
respondents’ study habits. Results revealed that there were significant
differences in the level of influence of peers in the study habits of students
when classified as to age, sex, civil status, ethnic affiliation and year level.
Based on the results, the respondents attained good grades since they are
provided with positive influences. Moreover, teachers can also influence
the study habits of the students; thus, teachers should provide collaborative
learning and use varied strategies in teaching.

Foreign Literature

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 the relationship
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

11
reports when they were 18. The study examined three aspects of family
relationships that affect teens’ behavioral or social cognitive autonomy:
parental control, decision-making, and conflict resolution. Results
indicated that high parental control and decision-making by parents or teens
alone was related to high susceptibility to peer pressure. In addition, teens
whose mothers undermined their autonomy during conflict resolution were
also high in susceptibility to peer influence. However teens who
participated in joint decision-making were lower in susceptibility to peer
influence. Overall, it was found that autonomy at age 16 could predict low
susceptibility to peer pressure at 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.

The 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 the primary victims of
peer pressure in middle school are girls, boys more likely than girls being
the perpetrators. Peer educators would be a useful strategy for
communication with adolescents to counter peer pressure. The prevention
and control measures should be started at primary education level.

RELATED STUDIES

Review of related studies allows the researcher to acquaint with

correct knowledge in the field or area in which the investigator is going to

12
conduct research. The review of related studies enables the researcher to
define the units in his field. It helps the researcher to delimit and define his
problem.

Local Studies

Self-report data were obtained from male and female students in a

coastal city in the southern Philippines. Analyses reveal higher rates of
delinquency among males. Delinquency is regressed on several
independent variables, including peer relations, social bond measures, age,
and father's occupation. Peer relations and attitudinal constructs are
significantly associated with delinquency, particularly among males.
Interestingly, sons of higher-status fathers are more delinquent than are
juveniles from lower-status backgrounds. Among girls, the collective
influence of the independent variables is negligible. The results of the study
are discussed relative to various theoretical explanations but with an
emphasis on Philippine social structure and values. Attention is given to the
family context and to the influence of peer groups, or the barkada, on
delinquency, especially among middle-class males. The lack of explanation
of female delinquency in this data set is addressed relative to the status of
women in Philippine society and the need to focus on the contextual factors
that affect the lives of juvenile females.

Foreign Studies

Prior research describes the development of susceptibility to peer

pressure in adolescence as following an inverted U-shaped curve,

13
increasing during early adolescence, peaking around age 14 and declining
thereafter. This pattern, however, is derived mainly from studies that
specifically examined peer pressure to engage in antisocial behavior. In the
present study, age differences and developmental change in resistance to
peer influence were assessed using a new self-report instrument that
separates susceptibility to peer pressure from willingness to engage in
antisocial activity. Data from four ethnically and socioeconomically
diverse samples comprising more than 3,600 males and females between
the ages of 10 and 30 were pooled from one longitudinal and two cross-
sectional studies. Results show that across all demographic groups,
resistance to peer influences increases linearly between ages 14 and 18. In
contrast, there is little evidence for growth in this capacity between ages 10
and 14 or between 18 and 30. Middle adolescence is an especially
significant period for the development of the capacity to stand up for what
one believes and resist the pressures of one's peers to do otherwise. Age
differences are resistance to peer influence.

RELEVANCE OF THE REVIEWED LITERATURE AND

STUDIES TO THE PRESENT STUDY

This chapter started out with the expectation that peer relationships
at school are complex and multilayered, and that their influences on
academic motivation and achievement would be important and perhaps
varied as well, partly with different motivational influences from different
peer relationships. There is some support for this notion. However, more
research is needed, especially studies using designs that analyze changes
over time, focus on multiple kinds (or combinations) of peers, and consider

14
multiple (perhaps alternative) mechanisms. Peers seem to be a permanent
and integral part of school contexts, whose effects on academic and
motivational development are largely positive, and if children can find
ways to negotiate these multifaceted social worlds (which include their
teachers and parents as well), peer researchers should also be inspired to
continue to incorporate some of these complexities in their ongoing
empirical efforts.

CHAPTER III

METHODOLOGY OF RESEARCH
15
 This chapter deals with the problem you encountered before. It also
contains answer to questions like how, what, or where. In this chapter you'll
see various equipment or items used in these activities. And you'll see how
peers affect students. It also concludes how research was done, what was
the item or various equipment needed, and what was the effect on subjects.

Research Design

We started with our research by going through secondary sources

like websites. We even carried out a survey where we asked people about
their opinions and experiences regarding peer pressure. We got 30 people
to fill up our questionnaire and we analyzed those responses. We used the
Fish Bowl Technique Method in order to gather as many responses as
possible for our survey. We used a lot of secondary data but we also used
plenty of primary data on the basis of our knowledge on peer pressure that
we gained after researching the topic.

Respondents of the Study

This study involved a total of thirty (30) Grade Nine (9) students of
Saint Mark International Academy.

Table 1

Frequency and Percentage Distribution of Respondents by Gender

16
 Gender Frequency Percentage (%)

Male 16 53.3%

Female 14 46.7%

Total 30 100%

Table 1 shows that out of 30 students-respondents, 15 or 50% are

males and 15 or 50% are females with a total of 100.The finding shows that
the respondents are just equal.

Sampling Technique

The attainment of the objectives of the study is dependent of the

response of selected Grade 9 students of Saint Mark International Academy
particularly 9-Hosea and 9-Haggai school year of 2018-2019.

There are 2 sections of Grade 9 in Saint Mark International

Academy. Through a fish bowl technique, class random sampling was
utilized. It is used to determine who will be the respondent from the selected
Grade level.

Instrument Used

17
 This study used survey questionnaires as the instrument. The
researchers prepared a questionnaire to determine the views and perception
of the respondents regarding having a peer group.

Construction of the Instrument

A researcher’s made questionnaire was designed personally by the

researchers. Questionnaire consisted of four (4) parts to be utilized by the
researchers for data gathering.

a. The demographic profile.

b. Effects of having peers.

c. How does peer affect a student?

d. Importance of having friends.

This consisted of five (5) question were student-respondents were

asked to rate using five-point Likert type Scale.

Validation of the Instrument

The formulated instrument was validated by our adviser that we can

help in gathering factual information for our selected respondents.

Administration and Retrieval of the Instrument

18
 The questionnaires were administered to all the respondents
personally by the researchers. The content of the questionnaires and the
overview of the study were introduced to the respondents.

The retrieval was made after the respondents finished answering the
questionnaires and the researchers was able to gather one hundred percent
(100%) retrieval because of the cooperation of the respondents.

Statistical Treatment of Data

After the data was gathered, the researchers tallied the score and
applied the appropriate statistical treatment. The researchers used the
following instruments to statically analyze the students’ responses to the
questionnaire.

Percentage is any proportion in decimal or fractional form that can

be computed into a. percentage by multiplying the proportion by 100
and affixing the percent symbol.

Percentage (%) = is the formula used for computing this

statistics

Where: P is the computed percentage

F is the frequency for each class or category

N is the total number of respondents

Stratified Sampling is used to randomize samples from the

different strata of the population

19
 Chi-Square is used to test the significant relationship of Peers to
Student on their academic performance. It is a test for independence that
compares two variables in a table to see if they were related using the
formula:

To measure the extent in which the respondents Weighted Mean

was used with the formula:

WM = ΣFW/N

Where: WM is the computed Weighted Mean

Σis the Summation Symbol

F is the frequency for each option

W is the assigned weight

N is the total number of frequencies

Chapter IV

20
 PRESENTATION,ANALYSIS AND
INTERPRETATION DATA

This chapter presents the findings, analysis and interpretation of data

gathered whose main objective is to found the influence of peers among
grade 9 Students at Saint Mark International Academy that affects their
academic performance. More specifically, the researchers sought to answer
the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Gender

1.2 Age

2. The positive and negative effects of peers that influence students.

3. Identify if there is a relationship between the influences of peers that

affects their academic performance base on the student perception.

1. What is the demographic profile of the respondents in terms of:

Gender of the Respondents
Table 1.1

Gender Frequency Percentage (%)

Male 16 53.3%

Female 14 46.7%

Total 30 100%

21
Table 1.1 shows that out of 30 students- respondents, 16 or 53.3% are males
and 14 or 46.7% are females with a total of 100 percent. The finding shows
that most of the respondents are male students.

Age of the Respondents

Table 1.2

Age Frequency Percentage (%)

17 1 3.33%

16 3 10%

15 10 33.33%

14 14 46.67%

13 2 6.67%

Total: 30 100%

Table 1.2 shows the age profile of the respondents, with age 14 posts
the highest frequency of 14 or 46.67 percent of the total 30 respondents.
The other ages posted the following frequency: 1 or 3.33 percent for age17,
3 or 10 percent for age 16, 10 or 33.33 percent for age of 15 and 2 or 6.67
percent for age of 13.

22
 The positive and negative effects of peers that influence students
Table 2

RESPONSE
S/NO QUESTIONS
SA A N D SD TOTAL

1 Older peer tend 13 7 10 0 0 30

to be more (43.34%) (23.33%) (33.33%) (100%)
responsible

2 Having peers, 5 14 10 0 1 30
especially in (16.67%) (46.67%) (33.33%) (3.33%) (100%)
high school is
critical for
teenagers

3 Peers with higher 16 9 3 2 0 30

grades inspires (53.33%) (30%) (10%) (6.67%) (100%)
their friends to
do better

4 Peers affect 8 11 8 2 1 30
students in (26.67%) (36.66%) (26.67%) (6.67%) (3.33%) (100%)
decision-making

5 Students are 3 11 12 4 0 30
more dependent (10%) (36.67%) (40%) (13.33%) (100%)
to their peers
than their parents

6 Students that’s 4 16 9 1 0 30
inside a group of (13.34%) (53.33%) (30%) (3.33%) (100%)
friends, tends to
deal with
problems better
than those who
don’t

23
 7 Students with 10 15 4 1 0 30
peers tend to (33.34%) (50%) (13.33%) (3.33%) (100%)
“Go with the
flow”

8 Students feel 2 18 8 2 0 30
responsible when (6.66%) (60%) (26.67%) (6.67%) (100%)
one of their
friends fail an
examination

9 Spending more 3 4 13 8 2 30
time with friends (10%) (13.34%) (43.33%) (26.67%) (6.66%) (100%)
than studying or
being with
family

10 Friends that are 4 15 9 1 1 30

in a relationship (13.34%) (50%) (30%) (3.33%) (3.33%) (100%)
tends to be more
wise and advice
giving

Table above shows that 13 students representing (43.34%) of the

respondents strongly agree to the assertion that older peer tend to be more
responsible, 7 (23.33%) has agree to the assertion, while, 10 (33.33%) of
the student is neutral. Another 5 (16.67%) of the student strongly agree to
the assertion that having peers, especially in high school is critical for
teenagers, with 14 (46.67%) agreeing with the statement, while, 10
(33.33%) is neutral and only one (3.33%) student strongly disagree.

16 (53.33%) of the student strongly agreed that peers with higher

grades inspires their friends to do better, 9 (30%) agreed, 3 (10%) neutral,
and 2 (6.67%) disagreed. Another 8 (26.67%) of the respondent strongly

24
agreed that peers affect their decision-making, 11 (36.66%) agreed in the
same issue, 8 (26.67%) neutral, 2 (6.67%) disagree, and 1 (3.33%) strongly
disagree. 10% representing 3 students strongly agree that they are more
dependent to their peers than their parents, 11 (36.67%) agree, 12 (40%)
neutral, and 4 (13.33%) disagree with the assertion. 4 (13.34%) strongly
agree that students that’s inside a group of friends, tends to deal with
problems better than those who don’t, 16 (53.33%) agreed, 9 (30%)
neutral, and 1 (3.33%) disagree.

Furthermore, 10 (33.34%) of the respondent strongly agree

that students with peers tend to “Go with the flow”, 15 (50%) agreed with

the same item, 4 (13.33%) neutral, and 1 (3.33%) disagreed. 2 (6.66%) of

respondent Strongly agree and 18 (60%) also agree, 8 (26.67%) neutral and

2 (6.67%) disagree. 3 (10%) strongly agree that they spend more time with

friends than studying or being with family, 4 (13.34%) also agree on that

item, 13 (43.33%) neutral and 8 (26.67%) disagree while there are 2

(6.66%) students who strongly disagree.

Finally, 4 (13.34%) of the respondents strongly agree that Friends

that are in a relationship tends to be more wise in advice, 15 (50%) also

agreed in the statement, 9 (30%) neutral and both disagree and strongly

disagree has 1 repondent.

3. Identify if there is a relationship between the influences of peers that

affects their academic performance base on the student perception

25
 Table 3
Relationship between the influences of peers that affects their
academic performance base on the student perception
Legend: SA= strongly agree; A= agree; N= neutral; D= disagree; strongly disagree

Total
SA A N D SD
Academic

86 -
0 1.13 11 11.33 6 4.53 0 0 0 0 17
above

81 - 85 2 0.53 5 5.33 1 2.13 0 0 0 0 8

75 - 80 0 0.33 4 3.33 1 1.33 0 0 0 0 5

Total 2 20 8 0 0 30

𝑥2 16.42

Df 8

Critical value 12.59

Decision Reject

There is a significant relationship between the influences of

Interpretation
peers that affects their academic performance.

The Null Hypothesis is therefore rejected in favor of the Researcher’s

Hypothesis that there is a significant relationship between the academic
performance of the students and the influence of peers.

CHAPTER V
26
 SUMMARY OF STUDY, CONCLUSIONS, AND
RECOMMENDATIONS

This chapter presents the summary of the findings, so conclusions

drawn from the findings and the corresponding recommendations.

Summary of findings

1. What is the demographic profile of the respondents in terms of:

1.1 Gender

Out of 30 students- respondents, 16 or 53.3% are males and 14 or

46.7% are females with a total of 100 percent. The finding shows that most
of the respondents are male students.

1.2 Age

The age profile of the respondents, with age 14 posts the highest
frequency of 14 or 46.67 percent of the total 30 respondents. The other ages
posted the following frequency: 1 or 3.33 percent for age 17, 3 or 10 percent
for age 16, 10 or 33.33 percent for age of 15 and 2 or 6.67 percent for age
of 13

2. The positive and negative effects of peers that influence students.

Many students agree that the influence of peers to them are

significant and they also agree that some negative influence of peers affect
how they make decisions and also there perspective and behavior towards
other.

27
Conclusions

On the basis of the findings, the following conclusions were

drawn by the following:

1. We've gathered our information from students between 13-17

years old.

2. The findings of our study states that there are significance

between peers orb group of friends to a student's academic
performance.

3. The result of the given questionnaire circles around the average

scores answered by the respondent of our research

Recommendation

To the school: it must be observing the students of how they

communicate to their friends/peers. In that way we will know if the group
of friend is in the good or bad Situation of influencing to their friends/peers.
The school must have a policy to be observed by the teachers and they will
have a freedom to teach what best for students without any fear to the
Parents and to the students Too.

To the students: The students should have an ability to know what is

right by influencing their peers. Especially high school students, in
adolescent stage the brain and mind of teenagers is in complete form by
knowing what is right and wrong. Not just like the elementary students,
they need guidance of their parents.
28
 To the teachers: The teachers should have a freedom to teach what is
best for students without any fear. In that way they can easily teach the
students by observing their peers, not just about their peers but into
discipline their self of what is right and what is wrong. The teacher must
have an ability of knowing of their student's situation. They should
understand their Student whatever the problem is, because it have a reason.

To the Future researchers: The researchers must Research about

connection to their topic of observing around them. In that way they can
easily understand the Situation of a Person.

BIBLIOGRAPHY

Electronic reference/ website

29
THE FACTORS AND EFFECT OF PEER GROUP INFLUENCE ON
ACADEMIC PERFORMANCE OF ADOLESCENT STUDENTS IN
NIGER STATE
https://www.academia.edu/11666401/THE_FACTORS_AND_EFFECT_
OF_PEER_GROUP_INFLUENCE_ON_ACADEMIC_PERFORMANC
E_OF_ADOLESCENT_STUDENTS_IN_NIGER_STATE?fbclid=IwAR
23rLIQO7bVa4ZfP4_XTFlz8xiWSmW4RkChdvZ14S2vPRLQpnlzWTh
KDr0

Friends Are Important for Academic Success

https://iq.hse.ru/en/news/177668453.html?fbclid=IwAR0b7AoUcyxHXR
qxvfvpY075lZrvAPXYsiDf2Lt85xhDoYa9YgoRogjehX

How Peers Influence Academic Performance

https://teens.lovetoknow.com/The_Extent_to_which_Peer_Groups_Affect
_Academic_Performance?fbclid=IwAR2Ff0bDfMQk2a1wcWM4mPgzB
ObXW2S-451mgijirvKIRehTlPiHy9MRWgs

Relationship between Peer Group Influence and Students’ Academic

Achievement at Secondary School Level
http://pubs.sciepub.com/education/5/4/2/index.html?fbclid=IwAR2yIbG7
J79SjuLU-YspGbrbE3AaW9ZTDvs9RhBKkazJ6va9JrNgJn8xyOs

THE INFLUENCE OF PEER GROUP ON THE ACADEMIC

PERFORMANCE OF SECONDARY SCHOOL STUDENTS

30
https://www.grossarchive.com/upload/1412151741.htm?fbclid=IwAR3Se
zHCMebpX7_rah0W6XCRS5VaKgT5_tLZyVd-
C8l4eqmqfuZMrV48TbU

Students’ Peer Groups in High School: The Pattern and Relationship to

Educational Outcomes
https://nces.ed.gov/pubs97/web/97055.asp?fbclid=IwAR0jy97Ap25r5Coq
ZBOAbtDhs9BKpgHkstTGTczb4XhCnXTPsLmDdETOKTM

The Interplay of Self-Control and Peer Influence in Filipino Delinquency

https://www.researchgate.net/publication/312553315_The_Interplay_of_S
elf-
Control_and_Peer_Influence_in_Filipino_Delinquency?fbclid=IwAR3Nk
yDImDvPIHrAEFPzOa1nDhz-rYDvgcATGMzSj2igD_-9kI8Avr6p3zk

Peer Pressure Its Influence on Teens and Decision Making

https://www.philstar.com/cebu-lifestyle/2010/02/01/545385/peer-
pressure-its-influence-teens-and-decision-
making?fbclid=IwAR1MpAk3d_KFTVovzI1jMDlBzUz2ojsEBcj2csu7J6PeM7Xn
WzdHEkcm6Hg#JWPhCks3xjUc7BAo.99

31
 APPENDICES

Problem 1

Chi - Square

Determine if there is a significant relationship between The

Influence of Peers among Grade 9 Students at Saint Mark International

Academy that Affects their Academic Performance.

Total
SA A N D SD
Academic

86 -
0 1.13 11 11.33 6 4.53 0 0 0 0 17
above

81 - 85 2 0.53 5 5.33 1 2.13 0 0 0 0 8

75 - 80 0 0.33 4 3.33 1 1.33 0 0 0 0 5

Total 2 20 8 0 0 30
Computation of x2

(𝑓𝑜 − 𝑓𝑒 )2
𝑥2 = ∑ [ ]
𝑓𝑒

32
 (0 − 1.13)2 (2 − 0.53)2 (0 − 0.33)2 (11 − 11.33)2 (5 − 5.33)2
𝑥2 = + + + +
1.13 0.53 0.33 11.33 5.33

(4 − 3.33)2 (6 − 4.53)2 (1 − 2.13)2 (1 − 1.33)2 (0 − 0)2

+ + + + +
3.33 4.53 2.13 1.33 0

(0 − 0)2 (0 − 0)2 (0 − 0)2 (0 − 0)2 (0 − 0)2

+ + + + +
0 0 0 0 0

(−1.13)2 (1.47)2 (−0.33)2 (−0.33)2 (−0.33)2 (0.67)2 (1.47)2

𝑥2 = + + + + + +
1.13 0.53 0.33 11.33 5.33 3.33 4.53

(−1.13)2 (−0.33)2
+ +
2.13 1.33

1.27 2.16 0.10 0.10 0.10 0.44 2.16 1.27 0.10

𝑥2 = + + + + + + + +
1.13 0.53 0.33 11.33 5.33 3.33 4.53 2.13 1.33

𝑥 2 =1.12+4.7+0.30+8.8+0.01+0.13+0.47+0.59+0.30

16.42

33
November 28, 2018
Dear Respondents,
Greetings!
We, Grade 10 students of St. Mark International Academy, will be conducting
a research entitled “The Influence of Peers among Grade 9 Students at Saint
Mark International Academy that affects their Academic Performances”.
In the regard, we are asking for your precious time, and effort to answer all
the questions in the questionnaire that are important and helpful for the
completion of the study. Your positive response in this request will be
valuable contribution for the success of the study and will highly appreciate.
Thank you very much for your cooperation.
Truly yours,
Joanna Marie Fano
Leizl Martinez
John Cesiah Faurillo
Kim Mcken Paulino
Jay Daniel Diaz
Noted by:
Charlivic Malenab
Research Adviser
Reyjay Regaodao
Research Teacher
Melvie Tana
School Registrar
Approved by:
Wilson Getalado, Ph.D.
School Principal
PART I. Demographic Profile

34
 Name (Optional): _________________________________ Age:

Grade & Section: _________________________________ Sex: Male [ ] Female [ ]

PART II. The positive and negative effects of peers that influence students.

Strongly Strongly
agree neutral disagree
agree disagree
1. Older peer tend to
be more responsible
2. Having peers,
especially in high
school is critical for
teenagers
3. Peers with higher
grades inspires their
friends to do better
4. Peers affect
students in
decision-making
5. Students are more
dependent to their
peers than their
parents
6. Students that’s
inside a group of
friends, tends to
deal with problems
better than those
who don’t
7. Students with peers
tend to “Go with the
flow”
8. Students feel
responsible when
one of their friends
fail an examination
9. Spending more time
with friends than
studying or being
with family
10. Friends that are in a
relationship tend to
be more wise in
advice

35
PART III.Relationship between the influences of peers that affects their
academic performance base on the student perception

strongly agree neutral disagree strongly

agree disagree
1. Students perform
academically better
when they’re with
their peers
2. You perform better
than your friends in
school
3. Your friends help
you review on
upcoming exams
4. Having friends in the
classroom improves a
student’s awareness
of the lesson
5. Peers have great
impact for a student’s
performance
6. School is more
important than
friends
7. Students with free
when they’re with
their peers
8. Barkadasshould
always do their
projects together
9. Friends that are
outside the school
also plays a part in a
student’s academic
performances
10. Friends only care
about each other
outside the school

36
CURRICULUM VITAE

37
John Cesiah O. Faurillo
067 kaunlaran Street Commonwealth Q.C

PERSONAL INFORMATION

Place of Birth : Caloocan City

Date of Birth : October 26, 2002
Age : 16
Height : 5'
Weight : 48 lbs
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

SCHOOL BACKGROUND

Secondary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y. : 2017-2019

Elementary: Kalayaan Elementary School

Ph.10-A Pkg.2 Block 30
Caloocan city
S.Y, : 2009-2013

38
Kim MckenPaulino
063 Dahlia Street Payatas A. Q.C

PERSONAL INFORMATION

Place of Birth : St.Lukes Medical

Center
Date of Birth : July 12, 2002
Age : 16
Height : 5’4
Weight : 52 lbs
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

SCHOOL BACKGROUND

Secondary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y. : 2015-2019

Elementary: Ola Grati Provi School

S.Y : 2009-2015

39
Jay Daniel Diaz
52 Ilang-ilang Street Payatas A. Q.C.

PERSONAL INFORMATION

Place of Birth : St.Lukes Medical

Center
Date of Birth : October 4, 2002
Age : 16
Height : 5’4
Weight : 48lbs
Civil Status : Single
Citizenship : Filipino
Religion : Born-Again

SCHOOL BACKGROUND

Secondary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y. : 2015-2019

Elementary: Ola Grati Provi School

S.Y : 2009-2015

40
Leizl Martinez
2085 Kapalaran Street Barangay
Commonwealth Q.C

PERSONAL INFORMATION

Place of Birth : St.Lukes Medical

Center
Date of Birth : July 16, 2002
Age : 16
Height : 5’
Weight : 50 lbs
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

SCHOOL BACKGROUND

Secondary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y. : 2015-2019

Elementary: North Fairview Elementary School

S.Y. :2009-2013

41
Joanna Marie Fano
Lot 6 block 6 Ericson Street
Commonwealth Q.C

PERSONAL INFORMATION

Place of Birth : St.Lukes Medical

Center
Date of Birth : June 11, 2002
Age : 16
Height : 5’2
Weight : 54 lbs
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic

SCHOOL BACKGROUND

Secondary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y. : 2015-2019

Elementary: Saint Mark International Academy

085 kaunlaran St., Brgy.
Commonwealth Q.C
S.Y : 2009-2015

42