i

The Significance of Peer Pressure Towards

Grade 11 Mapua University Students

Jerome N. Galiza
Mirei G. Kato
Daphney Anne R. Onciangco
Armi Beatrice A. Sierra

Senior High School

Mapúa University

May 2019
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The Significance of Peer Pressure Towards

Grade 11 Mapua University Students

by

Jerome N. Galiza
Mirei G. Kato
Daphney Anne R. Onciangco
Armi Beatrice A. Sierra

A Research Paper Submitted to the Mapúa Senior High School Department

in Partial Fulfillment of the Requirements for

Research Project (RES04)

Mapúa University

May 2019
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APPROVAL SHEET

This is to certify that we have supervised the preparation of and read the research paper
prepared by Jerome N. Galiza, Mirei G. Kato, Armi Beatrice A. Sierra, Daphney Anne R.
Onciangco entitled The Significance of Peer Pressure Towards Grade 11 Mapua
University Students and that the said paper has been submitted for final approval by the Oral
Examination Committee.

Juanito E. Bautista Prof. Maria Ysabel Domino

Thesis Coordinator Thesis Adviser

As members of the Oral Examination Committee, we certify that we have examined this paper
and hereby recommend that it be accepted as fulfillment of the research requirement for the
Senior High School – General Academic Strand.

Prof. Ivan Kaye Bantigue Prof. Gia Gwyne Deiparine

Panel Member Panel Member

Dr.Kathryn Errasquin
Panel Member

This research paper is hereby approved and accepted by the Senior High School Department
as fulfillment of the research requirement for Senior High School – General Academic
Strand.

Dr. Lilibeth D. Sabino

Principal
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Acknowledgements

This research won’t be possible without these people that became an instrument for the

completion of this research.

First, and most of all, the researchers would like to express the deepest appreciation to their

research professor, Mr. Juanito Bautista for giving the researchers continuous optimism

concerning this work, enthusiasm, encouragement and support this study would hardly have been

completed.

The researchers would also like to thank their professors, for allowing us to take their time

to gather our data and establish this research. To their class adviser, Ms. Ysabel Domino, for her

support, concern and giving reminders for the accomplishment of this work.

The researchers are very thankful and pay their gratitude to the Multimedia Arts and

Sciences Department, for allowing the researchers to use their office to assist their actual data

gathering procedure.

This research wouldn’t be possible without the help of the their outstanding mentors, Ms.

Maria Ysabel Domino for partaking the knowledge that they have to guide us throughout the span

of this research. Without their strong guidance and persistent help, this dissertation would not have

been possible and to our beloved principal, Dr. Lilibeth D. Sabino for making it possible to carry

out this work to the institution.

The researchers also acknowledge with a deep sense of reverence and gratitude to their

groupmates, for giving enough hard work and sacrifice for the sake of the quality of the research.
 iv

To the data gathering participants, for allowing us to use their time for the needed data of the

research. On the other hand, big thanks to the family of the researchers, for providing us what the

researchers needed and for the never-ending support and motivation. Last but not the least, to our

Almighty God for giving the researchers the knowledge, wisdom and strength to complete this

research.
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS v

ABSTRACT vi

Chapter 1: INTRODUCTION 1

Chapter 2: REVIEW OF LITERATURE 3

Chapter 3: METHODOLOGY 10

Chapter 4: CONCLUSION 16

Chapter 5: RECOMMENDATIONS 26

REFERENCES 30

APPENDICES 33
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ABSTRACT

Peer pressure is an occurrence people face. It's natural for people to identify with and
compare themselves to their peers as they consider how they wish to be (or think they should be),
or what they want to achieve. people are influenced by peers because they want to fit in, be like
peers they admire, do what others are doing, or have what others have.it is not a stranger to students
who encounter peer pressure almost everyday. The study aims to determine how peer pressure
affects grade 11 students of Mapúa University. The researchers gathered their data by conducting
surveys that ask the possible factors of peer pressure and their perspective of what peer pressure
is. The research focuses the both sides of peer pressure in the term of positive and negative aspects.

Keywords: peer pressure, perspectiv

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Chapter I

INTRODUCTION

Peer pressure can affect people either in a positive or negative way. This happens normally

in every person, especially in students and their group of friends or peers. Peers influence people

in a different ways and it also affects differently as well. Through this study, the researchers will

be able to analyze if the portrayal of peer pressure in movies affects the students of Mapua

University.

If a person doing something that they wouldn’t normally do, that’s simply because they’re

being influenced to do it by the people that surrounds them either by friends or peer. Peer pressure

can influence the way a person dress, the way they style their hair, who would they date and many

more.

Thousands of Filipinos in the Philippines experience peer pressure due to traffic, going to

school, going to work and more based on assumptions by previous researchers. Peer influence can

be hard to resist. Filipinos resist peer influence sometimes, especially in the heat of the moment,

it can also have a positive effect. Just as people can influence others to make negative choices,

they can also influence them to make positive ones. Many Filipinos experience peer pressure

because of their surroundings, friends and families (Aldanese, 2010).

The importance of the study is to know the effects of peer pressure towards Grade 11

students. This study will serve as a guide towards certain problems with their peers. This study

helps students to teach or influence others in a good way rather than in a bad way. It is important

to understand peer pressure is for the good of the students. It will help them be aware of how peer
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pressure affects one person whether it is with their social life or school life. It’ll also help them

reconsider the friends they are with right now, if they’re contributing something good to that

certain person or not.

This study aims to determine if the grade 11 students of Mapua University experiences

peer pressure in their group of friends. It helps students to what peer pressure is all about and

making it in a positive way instead of a negative way. It aims to guide the students not be pressured

on what they’re supposed to do as long as they like what they’re doing. By making the films as an

example it will show that there are people that have the same interests with someone and don’t

have to change to fit in.

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Chapter II

Review of Related Literature

Peer influence is when you are forced to do something and you want to feel the acceptance

of your friends and sometimes, it is not always doing it for your benefit or being forced to do it,

it’s your decision. Peer Pressure is the common term used in these cases, but it is legitimate to call

it peer influence. Peer Pressure/Peer Influence can be very positive in some cases like doing school

activities with classmates, bonding with friends to buy gifts or such and other good deeds. It can

also be negative because of the choice of the peers. It can lead to drug cases, stealing cases, and

the worst case scenario is, death (Little, 2015).

Children are not exempted from peer pressure or influence. Children are affected by their

peers in things such as sense of fashion, styles of hair, and accessories. It can also be with listening

to their music and television shows, remaking the choice of words they use, not following the rules

and a lot more. Some children are mostly affected by negative peer influence by peers in cases of

kids who have low self-esteem and is not very social so they feel the need to find friends but little

did they know that they are going with the wrong type of peers for them so the kid tries to adjust

the way his friend acts and it depends on what kind of peers and trying to fit in with their acts so

the kid feels truly belong. (Little, 2015).

According to the study conducted by the national bureau of economic research, there are

two different type of peer groups: The cool to be smart group they are more interest in academics

and they are higher acheivers willing to study hard to achieve their goals. The smart to be cool

group saw things like SAT prep as exaggerating their enthusiasim for training and in this way
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cause their peers to consider them to be less cool and thus dislike. Its eye- opening to realize that

peer pressure can be seen diversely relying on the students’ qualities and what is important most

of them. Helping students should understand how important education in their future and the best

way to help them is to have an open conversation about what your student want to pursue.

(Yorktown education, 2017)

Some teen are peer pressured because they wanted to fit in a group and to be liked and

some of them are worried because they might bully them or make fun of them if they do not join

with a group of friends. Other teenagers just go along with anyone because they want to learn

something new or just wanted to fit in. There is this idea that “everyone’s doing it” can influence

some kids to leave their better judgement, or their common sense, behind. It is difficult so say “no”

to peer pressure, yet you can do it. Trying to think your own feelings and to know if your doing is

right or wrong and it enable you to realize the right thing to do. Peer pressure is an integral

motivation behind why they say this. If you choose a friend who does not use drugs, cut classes,

smoking cigarettes, or lie to their parents, at that point likely wont do these things either, regardless

of whether different children do. Try to help a friend who is having trouble opposing peer pressure.

(Lyness, 2015)

Somebody who has been with numerous individuals that has diverse sorts of social

circumstance has encountered the influence of their peers. We individuals, are attempting to fit in,

to be acknowledge by other individuals. There are a few reasons why individuals surrender to peer

pressure. Like some of us our trying to fit in because of our curiosity. Some of your friends will

suggest you to do try something just to discover that it is fun and energizing to do. Some teens

coming from troubled homes maybe more liable to peer pressure. Families that are broken and
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absence of a rules or conviction structure to their kids and may create teenagers who are bound to

swing to social gathering for their standards and rules. People need to be accepted among those

other people whom are in a similar age. (Nobullying.com)

Peer pressure has a big impact in many different ways. They can trigger different illness,

emotional stability, and mental health if a person is experiencing peer pressure. It is also the

tendency to be afraid to refuse activities in view of the dread of being judged. Like drinking at a

party because everybody is doing it, or playing hooky since it would be un-cool not to. There are

different examples of peer pressure. The reason why peer pressure can affect a individual’s health

or spread other diseases is because the exposure to illegal substances. Drugs is an example of a

very crucial factor. The youth is curious and would like to have an experiment. The tendency ia

that you would be indirectly force to do thing that you prefer not to. The greater part of these

medications are outrageous and extremely unsafe, for example, methamphetamine, cocaine,

heroin, and so forth. These symptoms could include: male pattern baldness, outrageous weight

reduction, queasiness, and si forth. The symptoms of medication are unending and can influence a

man’s physical health tremendously. (Thrift, 2010)

Psychologist who have studied about peer pressure in temple university have discorvered

that peer pressure understudies distinctly affects cerebrum signals. This includes a hazard that

clarifies why teenagers are bound to renegade or go out on a limn with their peers observing.

(Parker-Pope, 2011). With the presence of friends which provoked the mind’s reward system to

drown out any warning signals on taking risks. Outstandingly, the districts of the cerebrum related

with remuneration demonstrated more prominent action when they were playing in perspective of

their companions.
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Peer pressure occurs throughout everyday life and by gaining from peers. Peers can

likewise learn from individuals. Peer pressure may give a positive effect on every one of us.

Perhaps another understudy in your science class showed you a simple method to recall the planets

in the close planetary system or sombody on the soccer group showed you a cool trick with the

ball. You may appreciate a friend who is great in games or in academics and you trying to be like

him or her. Peer influence have negative ways. For example, a few kids in school may try to force

you to cut class with them, your soccer friend may attempt to pursuade you to be mean to another

player and never pass her the ball, or a child in the area may need you to shoplift with him. (

Lyness, 2015).

Similarly imperative, peer pressure can influence a man’s health physically and

emotionally. Many individuals are driven to pretend and hide because of the fear of not fitting in.

People are engaging in sexual relations because other people are doing it. A lot of times young

ladies are influenced into engaging in sexual relations with their accomplices because they feel as

though they have prove that they love the person. Now and then it prompts a much grave impact

that can lead to depression. This could cause a person to start thinking about suicidal, and became

addicted to drugs and alcohol, and could seriously cause mental illness. (Thrift, 2010).

To some people, when you notice the word ‘peer pressure’, they consequently feel that it

is a negative thing. In any case, It is not. For example, your friend take you to an attraction skate

parks. Maybe they might be cool and could be energizing, however they could likewise be

sufficiently threatening for. So what your friend did is that they energized and help you in defeating

your slight fear. They help you to become more confident about it until you try them. So then you
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figured out how to go on a ride because your friends pressure. So you see, peer pressure truly is

not that awful.( Rosenfekd, 2009).

There are a lot of thing in this world that we cannot bring ourselves to do it alone. Of

course, peer pressure might be negative in different ways, for example, bullying, but in most cases

in reality, peer pressure influences us positively. Peer pressure could lead you to be more sure

about yourself and help you get up and do new things that may make your lifemore energizing

than it is currently. As we become more confident on joining teams, groups, organization and lots

more, we meet new people, new peers, new group of friend which is a good thing because they

may enable us to learn and find more thing for a significant life.( Rosenfeld, 2009).

Parents are overly worried about peer pressure. They will lecture and warn you about

threats or we can say, dangerous people. By that, the researchers mean that they get why the parents

are overly protective of the danger. But, it is unrealistic to tell us not to surrender peer pressure

when the most likely form of peer pressure we will experience to enable us to have an astounding

life, without negative impact obviously. (Rosenfeld, 2009).

Finally, peer pressure can have a negative influence of a person's mental health. If a person

sees that everybody is doing it and deemed to be okay like stealing and committing crimes. It

changes a person’s way of thinking. The borderline between good and bad are severely blurred.

Peer pressure is extremely deadly to a person's mental health. Peer pressure occurs worldwide.

Kathi Hudson once said, "No child is immune to peer pressure". Peer pressures is a part of life, but

know that not all peer pressure can cause negativity, it just depends on how you will carry yourself

in situations (Thrift, 2010).

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Peer pressure negatively causes mood swings and irritability commonly at this certain age

group, particularly within the family. Pressures or stressed at school or between peer groups that

increase, together with confusion and anxiety due to puberty, are commonly the reasons why

students at this certain age group become emotional (Anthony, 2012). Adolescence influences

hormonal changes. At the point when adolescence starts, the body produces sex hormones—

estrogen and progesterone in young ladies and testosterone in young men creating physical

changes in the body. For a few adolescents this likewise causes enthusiastic changes, those high

points and low points that make one get a handle on of control and shaky. This can be vexing, as

well as startling (Hollman, 2016).

People experience peer pressure in our everyday lives, and when it’s happening to us, we

don’t even notice it. There are also negative effects of peer pressure like believing a certain

categories of youth groups it’s a common part of adulthood, especially our generation. To put it in

a more simple definition of peer pressure, it is the encouragement or distress placed on one

individual from another of the same social group with the results of conformity. Peer pressure can

be positive or negative, however, in most cases, it is often taken in a negative way. Peer pressure

are also caused by a lack of belonging or low self-esteem. When one is need for acceptance by

another individual or group of people, it can cause a change in their state of harmony resulting in

conformity. Some other people picture themselves in a certain social groups; it is possible they

believe they should be fit in that certain of peer group based on attractive features such as beauty,

intelligence, coolness or strength (Guthridge, 2013).

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Research Questions

This study aims to find out the perceived effects of peer pressure to the Grade 11

students of Mapua University.

Specifically, the study attempted to answer the following questions:

1. Why is peer pressure an especially strong force in the life of a teenager?

2. Is there such a thing as positive peer pressure?

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CHAPTER III

Research Design

The research design used for this study is descriptive. Descriptive is a research design

which purpose is to depict the respondents in an accurate way. It involves observing a phenomenon

and describing certain subject. It is all about describing or saying information of the people who

take part of the study (Kowalczyk, 2003). Some of the advantages of using the descriptive research

design is that it is effective enough to analyse non-quantified topics or problems. It can observe a

phenomenon with ease in a natural and unchanged environment. It can even help you in integrating

the qualitative and quantitative methods of the data collection of the study (Dudovskiy, 2004).

It can be performed in three different ways; observational, Case study, and Survey. The

researchers believe that the descriptive research design is fit for the study since they closely

associate with observational studies which may be able to better help and observe both the

respondents and the study further more (Dudovskiy, 2004). Since the study is about peer pressure,

the researchers have decided that it is best to apply the method of doing surveys. Surveys are

specified as popular data collection methods used for these kinds of studies. The researchers used

this type because they would want to know the perceived effects of peer pressure towards grade

11 students of Mapua University. The study focuses on the present condition that will enable the

researcher to find the truth.

Research Respondents
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The researchers chose grade 11 respondents because starting at 16-17 years of age,they

experience transition meaning moving up from their grade level. Students at age 16-17 moves up

from high school to college which means all of them becomes exposed to a new atmosphere, a

different group of people. It is a time or stage during which they express strivings for emotional

autonomy (Steinberg, 2006). It is where they experience or feel the need of psychosocial attention

from their peers in matters of social development. At this age, they are most likely capable of

making rational decisions but also, social acceptance (Moran, 2013). This is where Peer Pressure

comes in. Since at this age is where they where decision making, becoming exposed to new

atmospheres or group of people and having the need for psychosocial attention, the researchers

believe that they may be good enough to be the respondents for the study.

The researchers collected the total number of Grade 11 students in Mapua University. The

level is divided into 4 specializations; STEM, GAS, HUMSS and ABM.. Based on the sampling

technique used by the researchers which is to be further discussed, there are a certain number of

students to be given the survey questionnaires per strata.

Sampling Technique

The sampling technique to be used in the study is the stratified sampling technique. The

researchers decided to choose this sampling technique because this technique is the most fitting

for the researcher’s study. The stratified sampling technique is a probability sampling technique

where the researchers are to divide the population in different groups or strata and then they

randomly pick the respondents per strata (explorable.com). The researchers believe that this is the

most appropriate sampling technique because the researchers are dealing with a whole batch in

Grade 11 and a large number of students.

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To analyse the data in the study, the used sampling technique is applied below:

Formula used:

SOLVIN’S FORMULA

n = N

(1 + Ne2)

Legend: Number of students per strand:

n = # of samples

N = Total Population

E = Margin of error

The researchers used Solvin’s formula to compute on how many survey questionnaires are

to be distributed to the respondents, the Grade 11 students. First, the researchers collected the total

number of students per section. They summed the numbers all up which makes a total of 170

students all in all. Next, they divided 170 to 1 + 170 (0.05)2 which equals to 120 divided by 170

multiplied to 100. The total percentage equals to 70.59%. The decimal points are moved two places

to the left turning it to 0.7059. They then multiplied it with each of the total number of students

for each section and rounded the product plus one which resulted to the total number of survey

questionnaires distributed to each section of Grade 11.

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Research Instrument

The research instrument to be used in this study is an online survey wherein the age, gender

and interests or hobbies of our respondents. In the first part of the survey, the researchers placed

in an introduction on what the study is about. Explained there is the purpose and the importance

of the study. The researchers aim to find out the implied effects of peer pressure to grade 11 in

general.

The online survey started with close-ended questions asking the profile of the respondents

specifically the age, gender, interests/hobbies and academic standing. It was clearly instructed to

the respondents to check the box of their answer to the questions. For the second part of the close-

ended statements, the scale method was used which involves choices specifically, strongly agree,

agree, disagree, and strongly disagree. The statements were categorized into three parts; the effects

of peer pressure (1.) academically,(2.) socially and (3.) emotionally/ mentally. The researchers

prepared 5 statements per category, both for the positive and negative effects with a total of 30

statements all in all.

After that, Open-ended questions are to follow. The open-ended questions are answered in

a statement form which helps the researchers collect more information on the respondents’

opinions and ideas. Questions such as how do the peers of the respondents affect them as a person

are asked in this part of the online survey questionnaire. By answering this part of the survey, it

will allow the researchers to know the point of view of the respondents in concerns to the study.

Validation of Instrument

Validity is the state of being legally or officially accepted (dictionary.com). It is

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important to the research study since the research instruments to be used in the institution requires

permission from the head of the school, so to say the directress/principal. Before the researchers

were able to distribute or give out the survey questionnaires to their respondents, they needed

approval. The researchers prepared a letter to the evaluators explaining their study and that they

needed to do tests or make use of a research instrument to be able to gather more information and

thought from their respondents.

Data Gathering Procedures

The researchers asked for approval from their thesis adviser by starting off with a letter for

approval. The researchers were able to do this by preparing the letter ahead of time and then went

to the office of the research adviser.

The online survey includes the importance and purpose of the study and why they needed

the participation of the grade 11 students. After gathering the answered surveys from the

respondents, the researchers counted their responds to check if they were complete and grouped

them properly by section, sure that the papers were organized. After that, they tallied the answers

for every question and got the total of each.

Data Analysis

The researchers used Likert scale defined as a psychometric scale commonly involved in

research that employs questionnaires. The scale was used on part II of the survey; Evaluation. Here

we have a guide on how the researchers were able to properly gather the data, tally the results and

find the research mean for each question:

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SCORES RANGE DESCRIPTION

4 3.25-4.00 STRONGLY AGREE (SA)

3 2.50-3.24 AGREE (A)

2 1.75-2.49 DISAGREE (D)

1 1.00-1.74 STRONGLY DISAGREE

(SD)
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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter of the study, it presents the analysis and interpretation of the data and

information gathered throughout the study. This will be the basis for chapter 5. The data is

presented in graphs below. The results are presented systematically from chapter 1.

1. Profile of the respondents

Graphs 1.0 and 1.1 shown below presents the basic information of the students. Basically,

the survey started of asking about the profile of the respondents and these were asked first.

1.0 Profile of Respondents in Terms of Age

Age

7%
17%
16
17
18
76%

Graph 1.0 Age of the Respondents

Based on the chart shown above, the ages of the respondents are properly presented. We

have the ages 16, 17, and 18 which came from the choices of the survey questionnaire. Based on
 17

the answers the researchers tallied, 17% of the grade 11 students are 16 years old, 7% are 18 years

old and 76% are 17 years old.

1.1 Profile of Respondents in Terms of Gender

Gender

40%
Male
Female
60%

Graph 1.1 Gender of the Respondents

So here in Graph 1.1, it presents the gender of the respondents which is classified into two;

male and female. 40% of the respondents who answered the survey are male and 60% of them who

answered are female. With the data shown, the researchers say that majority of the respondents are

female and the rest are male.

Next, the following data to be next presented is the interest/ hobbies of the respondents

(Graph 1.2), the academic standing, the general average of the respondents.
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1.2 Profile of the Respondents in Terms of Interests (hobbies)

Interests/Hobbies
120 101
100 79
80
53 58
60 43 35 47 42
34 31 32 36
40 14 21
20
0 Interests/Hobbies

Graph 1.2 Interests/Hobbies of the Respondents

As shown in graph 2.0, the researchers tallied the common hobbies that the respondents

have. 53 of the students of grade 11 likes to read, 79 likes to play sports, 58 likes watching movies,

101 likes listening to movies, 34 likes to play instruments, 14 likes doing multi-media arts, 21 like

writing poems, 43 likes doing outdoor activities, 35 likes to draw, 47 likes to sing, 31 likes to

dance, 32 likes to cook/bake, 36 likes to go shopping, and 42 likes photography. With this gathered

data, the researchers conclude that almost all of the students like to listen to music.

2. The Effects of Peer Pressure Academically, Socially and Emotionally/Mentally

The following tables – from table 2.0-2.02 – contain the tallied results on how peer

pressure affects the students academically, socially and emotionally/mentally.

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A. EFFECTS OF PEER PRESSURE 4 3 2 1 MEAN DESCRIPTION

ACADEMICALLY

1. My peers help me with my school works 38 80 2 2 3.26 STRONGLY

whenever I don’t understand what to do AGREE

2.My peers influence me to procrastinate 7 57 37 21 2.41 DISAGREE

3. I choose to chat or talk gossips to my 8 33 50 31 2.15 DISAGREE

friends to my friends than study.

4.I enjoy completing my projects with my 53 46 14 9 3.17 AGREE

friends

5.I have fun in doing home works with my 41 54 18 9 3.04 AGREE

friends

6.I choose not to do my school works when 5 18 44 55 1.78 DISAGREE

my friends decide not to do them as well

7.I am influenced by my peers not to do my 5 15 39 63 1.69 STRONGLY

school works DISAGREE

8.My peers encourage me to join their group 23 71 16 12 2.86 AGREE

study

9.I am motivated by my friends to become 37 63 18 4 3.09 AGREE

more responsible in doing school works

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10. My peers do not help me in doing my 5 18 67 32 1.97 DISAGREE

home works.

Table 2.0 Effects of Peer Pressure Academically

GENERAL MEAN: 2.54

GENERAL DESCRIPTION: AGREE

The table above (table 2.0) discusses the effects of peer pressure to the grade 11 students

academically. It is presented that the students agree that peer pressure affects them academically.

The statements have means of 3.26, 2.41, 2.15, 3.17, 3.04, 1.78, 1.69, 2.86, 3.09, and 1.97

respectively. The general mean is included in the range of 2.50-3.24, meaning the general

description falls under agree.

B. EFFECTS OF PEER PRESSURE 4 3 2 1 MEAN DESCRIPTION

SOCIALLY

1.My friends discourage interacting with 8 18 66 30 2.03 DISAGREE

other people

2.My friends are trustworthy enough to keep 40 60 16 6 3.10 AGREE

my secrets

3.I trust my friends with my things 42 59 14 7 3.11 AGREE

4.I do not trust my friends with my secrets 8 37 45 32 2.17 DISAGREE

5. My social anxieties are caused by my 6 28 58 30 2.08 DISAGREE

friends
 21

6.I talk to my friends about my problems 42 56 18 6 3.10 AGREE

7.My friends are supportive of what activities 41 71 10 0 3.25 STRONGLY

I do AGREE

8.My friends make jokes on other people’s 8 33 61 20 2.24 DISAGREE

expense

9. My friends always offer a helping hand 15 21 40 46 2.04 DISAGREE

whenever I am in need

10. I am not able to be myself with the friends 57 56 7 2 3.38 STRONGLY

around AGREE

Table 2.1 Effects of Peer Pressure Socially

GENERAL MEAN: 2.65

GENERAL DESCRIPTION: AGREE

The table presents the effects of peer pressure to grade 11 students socially. The

respondents agree that they are affected by peer pressure socially. The statements have means of

2.03, 3.10, 3.11, 2.17, 2.08, 3.10, 3.25, 2.24, 2.04, and 3.38 respectively. The general mean is

included in the range of 2.50-3.24, meaning the general description falls under agree.
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C. EFFECTS OF PEER PRESSURE 4 3 2 1 MEAN DESCRIPTION

EMOTIONALLY/MENTALLY

1.I become dependent on my friends 12 44 43 23 2.37 DISAGREE

2.My friends make me feel emotionally 7 27 53 35 2.05 DISAGREE

damaged

3.My friends are trustworthy enough to keep 36 60 21 5 3.04 AGREE

my secrets

4.I trust my friends with things 45 56 15 6 3.15 AGREE

5.My friends negatively change the way I act 6 30 57 29 2.11 DISAGREE

6.I become pessimistic because of my friends 8 27 60 27 2.13 DISAGREE

7. I talk to my friends about my problems 29 64 16 13 2.89 AGREE

8. My friends are supportive of what activities 49 64 8 1 3.32 STRONGLY

I do AGREE

9. My friends always offer a helping hand 49 68 3 2 3.34 STRONGLY

whenever I am in need AGREE

10. I am not able to be myself with the friends 13 28 49 32 2.18 DISAGREE

around

GENERAL MEAN: 2.66

GENERAL DESCRIPTION: AGREE

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Table 2.1 Effects of Peer Pressure emotionally/mentally

The table presents the effects of peer pressure to grade 11 students emotionally/mentally.

The respondents agree that they are emotionally/mentally affected by peer pressure. The

statements have means of 2.37, 2.05, 3.04, 3.15, 2.11, 2.13, 2.89, 3.32, 3.34, and 2.18 respectively.

3. Creating

This part of the survey questionnaire is where the researchers inserted open-ended

questions. The researchers properly listed just some random answers they have collected from the

respondents.

1. How do your friends affect you as a person?

 It affects me as a person at times when I think about them too much and it separates

me from my family

 They affect me in good ways and a little bad. The good effects are that they make

me happy and I feel that they’re always there but sometimes we get into trouble

because of one’s action.

 They are the people who’ll make me feel loved even at my worst.

 Because of my friends, I learned how to be comfortable and be myself with people

I am close with. They somehow shaped me to be someone who is active and playful

yet firm and quiet at the same time.

 They affect my emotions and personality.

 They either make me uncomfortable or unwanted. I don’t know.

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 They become my helping hand. They are my well-known companions. They make

me solve my life problems.

 The attitude. The way they’re treating me.

 They influence me and build my self-confidence.

 They teach me to move forward. They show that I’m not the only one experiencing

what I am experiencing right now.

2. Are you affected by peer pressure positively or negatively? How?

 I am affected by peer pressure positively, because when I am around them, they

don’t judge me and they let me become myself.

 Positively because we, as friends, sometimes challenge ourselves in a friendly way

and there is nothing personal.

 Positively.

 It’s very balanced.

 Either. Because of the personality of my friends.

 Mostly positively.

 Sometimes positive because they’re my friends. Sometimes negative because some

things can put me in danger.

 Positively, especially in studying more.

 Both because I become conscious and sometimes has a positive effect.

 I’m not really sure because it can be both.

3. How do you deal with negative peer influence?

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 As much as possible, I try to stay away from negative peer influence without getting

people mad/angry at me just because I don’t want to have enemies at school.

 Well, do what you think is best. Ask others advice, like to your parents.

 I try hard not to be influenced. Stay away from people who have conditions in

friendships.

 I think about the things I want to achieve.

 I don’t do what they wanted me to.

 I try to ignore it.

 I release my anxiety through happiness/laughing or even by eating, listening to

music.

 I usually go away with others/people with negative peer influence.

 I change positively.

 I just let it go and try to understand what made them do negative things.
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Chapter V

SUMMARY, CONCLUSION, RECOMMENDATION

A. Summary

The following shows the summary of the findings:

1. Almost all of the students are at 17 years of age.

2. Majority of the respondents are female and the rest are male.

3. Almost all of the students like to listen to music as an interest/ hobby.

4. Majority of the students have grades of 85.00-89.99.

5. Almost all of the students do not know their financial income.

B. Conclusion

These are the answers for the statement of the problem are the profiles of the grade

11 students in terms of their age. The grade 11 students are in ages 16-18. Some students were age

16 and some were 18 but most of them are at age 17. The Gender of the respondents were a mixture
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of both male and female but majority of the students were female. The interest/ hobbies of the

respondents were a lot of interests and hobbies to choose from since there were a lot in the choices,

but the researchers conclude that since almost all of the students picked listening to music as one

of their interests/hobbies, that means that the students like listening to music. Based on the

academic standing of the students that almost half of the students had the average of 85.00-89.00.

According to the respondents, the positive effects of peer pressure is their peers

make them feel happy. The researchers believe that because of their peers, the students are able to

boost their confidence. They feel loved by their peers and because of them, the respondents are

table to be comfortable with their true selves. Their peers could also help them to figure out their

personalities and know their attitudes as a person. Their peers are known as a helping hand, a

companion. Their friends make them become the person they are to be.

According to the respondents, the negative effects of peer pressure is most of the

respondents mention that one of the negative effects of peer pressure includes them getting into

trouble because of what their peers influence them to do. Some even mentioned that their peers

are the cause of their bad personalities or attitudes. They’re forced to do what their peers do just

to fit in.

Based on the study there are programs should be given to students in order to

manage peer pressure. The researchers asked their respondents how they handle negative peer

pressure and the respondents answered that they just ignore it or they avoid doing anything that

could get them in trouble. So the researchers thought that it may be good to hold up programs that

teach students their limitations and help them choose the right group of friends for themselves.

These programs will be for students who can’t limit themselves.

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C. Recommendations

The following information are what the researchers recommends for Grade 11

students, Grade 11 teachers, Parents of the Grade 11 students, and for the future researchers.

A. To the Grade 11 students

This study will be able to help you know how your peers affect you, negatively or

positively, in terms of your academics, social life and emotions or mental thinking. The researchers

recommend you to choose your peers wisely. You should always know your limitations and know

how you should make your decisions when it comes to trying to fit in to your group of friends.

There are a lot of people with different personalities out there, a whole lot more to choose from.

So don’t settle with people whom you know would only get you into trouble.

B. To the Grade 11 Teachers

Since you are the people who are there to see your students interact with their

peers, you are already somehow responsible with the way they act towards other people. You

should be able to help them pick their peers or group where they won’t be having a hard time to

fitting in. The researchers recommend you to help students, especially when they’re already having

a hard time finding their peers, in knowing what group of friends they really want for themselves.
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C. To the Grade 11 Parents

You are responsible for the moral values of your child. They should know how

they are to show their positive attitudes when interacting with other people for them to be able to

find the right group of friends for them. The researchers recommend for you to help your child

figure out himself/herself when it comes to personality or attitude. Good personality will help them

better interact with good people and will help them to quick find the peers with the same interests

as them.

D. To the Future Researchers

The researchers of this study recommend you to further conduct this study. The point of

view of the students may change from time to time and the results may differ. Elaborating the

information gathered to have deeper knowledge on the study is also one of the things the

researchers would want you to do. Many more would benefit in a further elaborated study of this

through so many different ways.

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APPENDICIES:

APPENDIX A. Online Survey Questionnaires

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