The National Teachers College

629 Nepomuceno Street Quaipo, Manila

The Influence of Peer Group on Academic Performance of the 1st

Year Bachelor of Science in Psychology Students of The National

Teachers College

A Research Proposal presented to the

Psychology Department of

The National Teachers College

In Partial Fulfillment of the Requirements for

Developmental Psychology

By:

Condes, Rachele A.
Medija, Estefany D.
Meñoza, Rosalyn C.
Olaso, Maria Jhoesanie O.

5-1 BSP

April 2019
 Abstract

The research study was designed to measure the influences of peer

group on the Academic Performance. In order to achieve the objectives of the

study survey method was employed.

For this study population consisted of 1st year Bachelor of Science in

Psychology of The National Teachers College. A sample of 30 students was

selected for the study.

The data was collected trough questionnaire. Questionnaire was

distributed personally from the students. Data collected was analyzed and

interpreted. Percentage was used for this purpose.

In the light of the findings the following conclusions were drawn:

The values of the peer group with whom the first-year students spend

the most time are a stronger factor in the student’s level of academic success.

Academic performance is closely linked to the peer influences. Students in

peer groups that do not value education lack the stimulation and

reinforcement needed to encourage personal learning. Peer group encourages

education and learning, and then individual student within that group will

value learning, because the individual is reinforced, or rewarded, for behavior

that indicates the learning is valued.

 CHAPTER I

INTRODUCTION

Children are socialized by the people with whom they associate

through daily interaction over the course of many years, acceptable social

customs are taught and promote. In school, children learn the skills of

interpersonal interaction. They learn to share, to take turns and to

compromise with their peers.

The peer group exerts a most powerful social influence on the child.

The peer group is composed of status equals; that is, all children within a

given peer group are the same age and come from the same social status.

A child must earn his/her social position within the peer group; this position

does not come naturally, as it does in the family. Interaction with a peer

group loosens the child’s bonds to the family; it provides both an

alternative model for behavior and new social norms and values.

Peer influence are central to many important issues facing higher and

lower education. Within the educational system school choice, positive

action, distance learning, mainstreaming, selective admissions and the rise

of merit scholarships schools, all acquire the potential to alter the

distribution of students.at the micro level, these policies can change the
composition of one’s classmates along various dimensions. For example,

can make them more or less racially, socially, geographically, intellectually

diverse. These changes may affect among other things, student’s attitudes,

values or academic performance. in short, changes in the distribution of

students may produce peer effects. (c.f. Winston (1998)).

Other children as well as adults can have a great impact on a broad

range of issues in the child’s life including performance in school. Student

performance is affected in many ways by the influence of the of a peer

group. The influences may be members of a group interaction in learning,

helping each other in their studies, share important information and so on.

Influences on student learning in an academic environment can be

numerous and contradictory. The interactions among peers are normal and

essential part of the learning process that influences the lifelong learning

habits of students. The potential effects of peer relationship are reciprocal.

Some students are more receptive than others. On one extreme, for

example is the student who values and seeks peer input on every decision.

On the other is the social isolate who avoids interaction in and out of the

classroom. Students may learn better when in the company of other strong

students. Peer groups have significant impacts on student achievement,

depending on the magnitude of peer influences.

 Measuring peer effects is difficult. Student outcomes depend on

numerous factors other than the characteristics of one’s peers, and

isolating peer influences is particularly problematic since people typically

choose those with whom they associate. Indeed, when students select a

college to attend, they are importantly choosing the peers with whom they

will live and learn for the duration of their college life.

Objective of the Study

This will serve as the portion of the research where you can see

what the researchers’ goal and objectives in doing this research

concerning their chosen topic.

• To measure the influence of peer group in Academic Performances

• To know the role and influence of peers for Academic Performance

Statement of the Problem

The following indicates what this research mainly wants to obtain

from its chosen respondents. The question/s states that

• How peer group influence the academic performance of the

students?
 • What is the Demographic Profile of the respondents?

Conceptual Framework

Input Process Output

The respondents’ Symposiums in
The process that order to assess
ratings on their
will be used is and evaluate their
overall answers about level of
using a Survey
influence of preparedness and
Questionnaire contribute
Friendship on additional
Academic knowledge
Performance

This diagram shows a respective structure of which the

researchers will go through in order to obtain answers and response

from their respondents.

Significance of the Study

Students

- To understand the way social interactions, influence academic

performance. For this reason, isolating the peer influence on

academic performance will make a significant contribution to

education reform.
Professor

- This research can serve as an overview for not only the Psychology

Professor but also for all the teachers for an insight as to how peer

group influence by academic performance

School

- This shall serve as an output or a citation for the School to see if they

will need to conduct improvements with their Academic Performances

with friends and group friends around the School itself.

Future Researchers

- It shall serve as a foundation for them to enhance and improve this

study through other generations of not only limited to the 1 st Year

Psychology Students but if possible, for any age, where we assure

that a person will need some time in their lives.

Scope and Limitations

The study will focus on the influence of peer group relationship on

the academic performance of students in first-year college level. The

scope will be selecting random students from the existing class or

section from the 1st year Psychology Majors of The National Teachers
College. In this study, the researcher is limited to some factors which

includes number of respondents and time factor.

Definition of Terms

Aristotle said that intelligent discussions must begin with definition

of terms. Thus, the researcher deems it fit to give operational definition

to the following concerned terms in the study.

Peer(s)

- a person who is the same age or has the same social position or the

same abilities as other people in a group.

- Archaic. A Companion

Peer Group

- This is the association of close friends of the same sex, which are

bound together by common emotional attachment and have a

complex social system of which they possess certain code of conduct

such as dressing codes.

Peer Group Relationship

- This is the form, way and why close friends of the same sex (peers)

communicate among themselves whether in public or exclusively.

Academic Performance

- This is the level of achievement attained through efforts or skills

during the learning processes (theoretical and practical) and has

effect on the standards of education.

Influence

- This refers to the effect which an element has on another specific

element.
 CHAPTER II

Review of Related Literature

Synthesis

Review of Related Literature

In finding a research about our topic which is “The Influence of Peer

Group on Academic Performance of the First Year College Students Bachelor

of Science in Psychology of The National Teachers College” we have gathered

an information that supports the hypothetical thinking that peers has a big

impact of one students or more on their academic status. This chapter

presents a brief review of literature, both local and foreign that is related to

these studies. This includes the ideas, finished thesis, generalization or

conclusions, methodologies and others. Those that were included in this

chapter helps in familiarizing information that are relevant and similar to the

present study.

Foreign Literature

According to Terrell L. Strayhorn, Associate Professor Education, Senior

Research Associate at the Kirwan Institute for the Study of Race and Ethnicity

and Director of the Center for Higher Education Research Policy (CHERP) at
The Ohio State University, USA “Belonging with peers, in the classroom, or on

campus is a crucial part of the college experience.” He also stated that, “It can

affect a student’s degree of academic achievement or even whether they stay

in school.”

Strayhorn came up to a research regards to his topic which is “College

Students Sense of Belonging”, to give knowledge of the readers that a sense

of belonging among students has real consequences on a variety of outcomes

ranging from personal happiness and comfort to college completion and

academic success. He mentioned about the “fit in” simply means that students

should be fit in the community and when there is no “fit” this automatically

leads to rejection or being neglected by others and causing an individual

student leaving college.

American Economic Association provides a research regarding Peer

Effects and Alcohol Use among College Students. Based on their research,

college students who drink alcohol influence their peers and those are the

students has the high possibility of getting a low grade compare to nondrinking

peers or roommates. Thus, this statement is one of the bad sides of having

that kind of friends while studying.

Same as the first review, AEA study supports the demonstration of

Terrell Strayhorn about the consequences and outcome in the future.

 In addition, “The Relationship of Loneliness and Social Support with

College Freshmen’s Academic Performance and Persistence based on Tinto’s

(1993) model of academic persistence, “Social support was negatively related

to loneliness and positively related to academic persistence decisions”, but

neither of these two has anything to do with the GPA of a college student.

Nevertheless, those students who lives inside the campus got a higher GPAs

than those who lives outside. He also stated that, “women perceived receiving

more social support from both and family than did men.”

Synthesis

Do Peers Influence the Academic Performance of the First Year

College Students?

It is often seen that when a student had reached the college level, it is

the beginning of new wide-range adventure, because in college the

environment gets bigger you will meet new friends, peers, group and so on.

Of course, in one group there are similarities and differences of an individual,

because they are in the same community those others influences the other

one for them to share the same culture, needs and wants.
 The reviews that we have collected regards to our topic, it has the

information tells that peers really have a big impact or influence to academic

performance of a college student. Especially when those students are all

alcoholic no one will prevent them to stop and to not reach the limitations.

This idea supported by the statement of Strayhorn, fi the students had

reached their limits, it might affect their future maybe good or bad still

depends to the person on how he will cope up when the situation like that was

already done.

Therefore, merely men are those affected by their peers when it comes

in academic performance. Men always wants to go out with friends and try

something new without considering asking neither their parents nor other

adults.
 CHAPTER III

Methodology

Research Design

The researchers for this research have chosen what they think will

be the suitable research design for their study. They have chosen to go

with the Quantitative Research Design. Through this design the researchers

would obtain the rating of our chosen respondents with regards to their

influence about their Peer group and academic performance.

Thirty (30) students of 1st Year Bachelor of Science Psychology of

National Teachers College were selected by using convenient sampling

technique.

Research Sampling

For the sampling for this research, they have chosen to go with

Randomly Picking Sampling because this study can be used for a general

perspective and with this method it is more of a lottery at who will be our

chosen respondents. As for their respondents, the researchers will do the

Convenient Sampling Technique first for every 1st year Psychology.

 Research Locale

The following research shall be conducted at The National Teachers

College located at Nepomuceno Street. Quiapo, Manila.

Data Gathering Procedure

The following will consist of what the researchers will go through

when the time comes for them to retrieve and try and obtain their desired

response from their chosen respondents:

1. Consent Letter signifying that we are allowed to conduct the survey

2. Head off to the classroom of the random respondents

3. Ask permission from the present proctor or the class Mayor

4. Hand out Survey Questionnaires

5. Retrieve Survey Questionnaires after the respondent’s answer

 Data Gathering Tool

For their data collecting instrument, the researchers opt to give

out formulated Questionnaires for their respondents to answer. The

questionnaire would be composed of twenty (20) formulated questions

regarding what the researchers would want to know from their

respondents. Then from their answers, the researchers can tally up all of

their answers with the said questions.

Data Analysis Plan

The researchers decided to go with Descriptive Statistics for this study.

With this analysis plan, the researchers could just simply describe what the

results will be once the results have been obtained. Then from those obtained

results, we can describe and see if they are true to their answers what’s to

come, especially when our respondents answer our questionnaires through

the use of a yes and no. Data was analyzed in the light of the objective of the

study. Percentage was calculated for this purpose.

 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter deals with presentation, analysis and interpretation of data

18 years old
19 years old
20 years old
21 years old

GRAPH 1.1 PIE GRAPH IN TERMS OF AGE

As you can see, the most amount of margin that the respondents

are bearing at with their age is in the age of 19 years old with 9

respondents. Then the 2nd is the respondents being at the age of 20

years old with 8 respondents.

 80
70
60
50
40 Column1
30 Column2
20
10
0
Male Female

GRAPH 2.2 RESPONSES OF THE RESPONDENTS IN TERMS OF GENDER

Clearly, the respondents are being dominated by the female

gender with having 22 respondents being female and the 8 of the rest

are male.

The following are the results of what the respondents answered to

the questionnaires that the researchers had provided them with. You

shall be seeing first a responses and percentage table of their answers,

followed by the question itself. This research’s questionnaires were

equipped with a Yes and No type of answer portions being of choices:

4.1 Presentation and Analysis of the Questionnaire for Students:

4.1.1 Table 1: Friendship play a role in studies

Yes No Total

Responses 27 3 30

Percentage 90.0 10.0

Table no.1 shows that most 90% of students were agreed and 10% were not

agreed that friendship play a role in studies.

4.1.2 Table 2: You give value to your friend’s suggestions

Yes No Total

Responses 30 0 30

Percentage 100.0 0.0

Table no. 2 shows that all 100% of students were agreed that they give value

to their friend’s suggestions.

4.1.3 Table 3: You feel that group study is more effective than

individual study

Yes No Total

Responses 17 13 30

Percentage 56.67 43.33

Table no. 3 shows that 56.67% of students were agreed and 43.33% of

students were not agreed that group study is more effective than individual

study.

4.1.4 Table 4: Group projects are more creative that individual work

Yes No Total

Responses 20 10 30

Percentage 66.67 3.33

Table no. 4 shows that 66.67% of students were agreed and 3.33% of

students were not agreed that group projects are more creative than

individual work.
4.1.5 Table 5: You generate more ideas in a group study rather than

in individual study

Yes No Total

Responses 22 8 30

Percentage 73.33 26.67

Table no. 5 shows that 73.33% of students were agreed and 26.67% of

students were not agreed that they generate more ideas in group study rather

than individual study.

4.1.6 Table 6: You think problem can solve more easily in a group

study

Yes No Total

Responses 20 10 30

Percentage 66.67 3.33

Table no. 6 shows that 66.67% of students were agreed and 3.33% of

students were not agreed that problem can solve more easily in a group study.
4.1.7 Table 7: You feel uninterested during group study

Yes No Total

Responses 3 27 30

Percentage 10.0 90.0

Table no.7 shows that 10% of students were agreed and 90% of students

were not agreed that they feel uninterested during group study.

4.1.8 Table 8: You believe that your skill set can improve more in a

group study

Yes No Total

Responses 19 11 30

Percentage 63.33 36.67

Table no. 8 shows that 63.33% of students were agreed and 36.67% of

students were not agreed that their skill set can improve more in a group

study.
4.1.9 Table 9: You have the habit of make friends only those students

who are only good in studies

Yes No Total

Responses 3 27 3

Percentage 10.0 90.0

Table no.9 shows that 10% of students were agreed and 90% of students

were not agreed that they have the habit of make friends only those students

who are only good in studies.

4.1.10 Table 10: You believe that interest in studies may develop more

on seeing your friend effort on studies

Yes No Total

Responses 21 9 30

Percentage 70.0 30.0

Table no. 10 shows that 70% of students were agreed and 30% of students

were not agreed that interest in studies may develop more on seeing their

friend effort on studies.

4.1.11 Table 11: You are more interested in knowing about your

friend’s completion of work in studies

Yes No Total

Responses 16 14 30

Percentage 53.33 46.67

Table no.11 shows that 53.33% of students were agreed and 46.67% of

students were not agreed that they are more interested in knowing about their

friend’s completion of work in studies.

4.1.12 Table 12: You share your books, ideas and study material in

your friends

Yes No Total

Responses 27 3 30

Percentage 90.0 10.0

Table no. 12 shows that 90% of students were agreed and 10% of students

were not agreed that they share their books, ideas and study material in their

friends
4.1.13 Table 13: You will help your friend in case if he/she is not good

in studies

Yes No Total

Responses 30 0 30

Percentage 100.0 0.0

Table no. 13 shows that 100% of students were agreed that they will help

their friend in case if he/she is not good in studies.

4.1.14 Table 14: You will help your friend in case if you find your friend

finding difficulty in an examination

Yes No Total

Responses 26 4 30

Percentage 86.87 13.33

Table no. 14 shows that 86.87% of students were agreed and 13.33% of

students were not agreed that they will help their friend in case they find their

friend finding difficulty in an examination.

4.1.15: Table 15: You believe that helping friends in exams by copying

and passing is good

Yes No Total

Responses 8 22 30

Percentage 26.67 73.33

Table no. 15 shows that 26.67% of students were agreed and 73.33% of

students were not agreed that helping their friends in exams by copying and

passing is good.

4.1.16 Table 16: You feel proud if your friend tops the rank in studies

Yes No Total

Responses 30 0 30

Percentage 100.0 0.0

Table no. 16 shows that 100% of students were agreed that they feel proud

if their friend tops the rank in studies.

4.1.17 Table 17: You feel selfish and envy at your friend’s success in

studies

Yes No Total

Responses 6 24 30

Percentage 20.0 80.0

Table no.17 shows that 20% of students were agreed and 80% of students

were not agreed that they feel selfish and envy at their friend’s success in

studies.

4.1.18 Table 18: You feel happy at your friend’s success in study

Yes No Total

Responses 30 0 30

Percentage 100.0 0.0

Table no.18 shows that 100% of students were agreed that they feel happy

at their friend’s success in study.

4.1.19 Competition among your friends affect your personal

relationship

Yes No Total

Responses 11 19 30

Percentage 36.67 63.33

Table no.19 shows that 36.67% of students were agreed and 63.33% students

were not agreed that competition among their friends affect their personal

relationship.

4.1.20 You think friends can be a motivation in studies

Yes No Total

Responses 27 3 30

Percentage 90.0 10.0

Table no. 20 shows that 90% of students were agreed and 10% of students

were not agreed that friends can be a motivation in studies.

 CHAPTER V

Summary, Findings, Conclusions and Recommendations

Summary

The research was designed to measure the influence of peer group in

their Academic Performance. In order to achieve the objectives of the study

survey method was employed.

For this study population consisted of 1st year Bachelor of Science in

Psychology of The National Teachers College. A sample of 30 students was

selected for the study.

The data was collected through questionnaire. Questionnaire was

distributed personally from the students.

Data collected was analyzed and interpreted. Percentage was calculated

for this purpose.

 Findings

• Question no. 1 shows that 90% of students are agree and 10% of

students are not agree that friendship play a role in studies.

• Question no. 2 shows that all 100% of students are agree that they give

value to their friend’s suggestions.

• Question no. 3 shows that 56.67% of students are agree and 43.33%

of students are not agree that group study is more effective than

individual study.

• Question no. 4 shows that 66.67% of students are agree and 3.33% of

students are not agree that group study is more effective that individual

study.

• Question no. 5 shows that 73.33% of students are agree and 26.67%

of students are not agree that they generate more ideas in a group study

rather than individual study.

• Question no. 6 shows that 66.67% of students are agree and 3.33% of

students are not agree that problem can solve more easily in a group

study.

• Question no. 7 shows that 10% of students were agree and 90% of

students are not agree that they feel uninterested during group study.

• Question no. 8 shows that 63.33% of students are agree and 36.67%

of students are not agree that their skill set can improve more in a group

study.

• Question no. 9 shows that 10% of students are agree and 90% of

students are not agree that they have the habit of make friends only

those students who are only good on studies.

• Question no. 10 shows that 70% of students are agree and 30% of

students are not agree that interest in studies may develop more on

their friend’s effort on studies.

• Question no. 11 shows that 53.33% of students are agree and 46.67%

of students are not agree that they are more interested in knowing about

their friend’s completion of work in studies.

• Question no. 12 shows that 90% of students are agree and 10% of

students are not agree that they share their books, ideas and study

material in their friends.

• Question no. 13 shows that all 100% of students are agree that they

will help their friend in case if he/she is not good in studies.

• Question no. 14 shows that 86.87% of students are agree and 13.33%

of students are not agree that they will help their friend in case their

friend finding difficulty in an examination.

• Question no. 15 shows that 26.67% of students are agree and 73.33%

of students are not agree that helping their friends in exams by copying

and passing is good.

• Question no. 16 shows that all 100% of students are agree that they

feel proud if their friend tops the rank in studies.

• Question no. 17 shows that 20% of students are agree and 80% of

students are not agree that they feel selfish and envy at their friend’s

success in studies.

• Question no. 18 shows that all 100% of students are agree that they

feel happy at their friend’s success in study

• Question no. 19 shows that 36.67% of students are agree and 63.33%

are not agree that competition among their friends affect their personal

relationship

• Question no. 20 shows that 90% of students are agree and 10% of

students are not agree that friends can be a motivation in studies.

Summary of Findings

The research was designed to measure the influence of peer group

in their Academic Performance. In order to achieve the objectives of the

study survey method was employed. For this study population consisted

of 1st year Bachelor of Science in Psychology of The National Teachers

College. A sample of 30 students was selected for the study. The data

was collected through questionnaire. Questionnaire was distributed

personally from the students. Data collected was analyzed and

interpreted. Percentage was calculated for this purpose.

1. What is the Demographic Profile of the respondents?

1.1 Age

So as presented, the researchers found out that their respondents

were dominated with 9 19-years old t taken from the 1st Year Psychology

students’ body to be this research’s respondents. Next are 20 years old

with 8 respondents. Lastly is we have only 6 respondents with an age

of 21 years old

1.2 Gender

Our respondents were dominated with the female gender with

having 22 respondents while the male population of our respondents

took in is 8.
 Conclusions

1. The findings show that most of the respondents agreed that friendship

play a role in studies.

2. Based on findings, majority of the students give value to their friend’s

suggestions.

3. Majority of the respondents agreed that group study is more effective

than individual study because group projects are more creative, and it

generates more ideas.

4. The study has shown that most of the students are agree that problem

can solve more easily in a group study and they don’t feel uninterested

during group study.

5. Most of the students are agree that skill set can improve more in a

group study.

6. Based on findings, majority of the students don’t have the habit of

make friends only those students who are only good in studies.
7. Most of the students are agree that interest in studies may develop

more on seeing your friend effort on studies and they take interest in

knowing about their friend’s completion of work in studies.

8. From the finding found that majority of the students share their books,

ideas and study material with their friends. They help their friend find

any difficulty in studies and examination.

9. Majority of the students are disagreed that helping friends in exam by

copying and passing is good.

10. From the finding found that majority of the students feel proud if

their friend tops that rank in studies. They don’t feel envy and selfish

at their friend’s success in studies.

11. Majority of the students are disagreed that competition among

their friends affect their personal relationship.

12. The findings show that most of the respondents are agree that

friends can be a motivation in studies.

 Recommendations

Based on the conclusion we recommend the following;

1. The students should choose the right peers in order to improve their

lifestyle, attitudes and so on. The students are encouraged to analyze

the attitudes of their friends before they become close. The positive

peers can influence them to be a better person.

2. Student should choose the right peers. It is because the positive peer

can influence and motivated them to be a good person.

3. Teachers should arrange group of students in class in such a way that it

should compromise of bright and dull students. In this way, dull students

will be able to get benefit from bright students and it will be added to

their academic acumen.

4. Parents should interact with their children with love, kindness, respect,

consistency, time, boundaries and encouragement. They should take

interest in their child’s activities. This allows parents to know their child’s

friends and to monitor behavior, which is crucial in keeping children out

of trouble.
Bibliography
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FRESHMEN EDUCATION STUDENTS IN XAVIER UNIVERSITY, CAGAYAN

DE ORO CITY, SCHOOL YEAR 2008-2009” A research proposal Presented

to: Dr. Amphie V. Dinag, In Partial fulfilment of the requirements for the

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K&Edpalina, Connie Ryan April 25, 2009

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| Copyright 2008 /gale, Cengage

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SOCIALIZATIN AMONG ADOLESCENTS: A LITERATURE REVIEW” A

research paper submitted in partial fulfillment of the requirements for

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APPENDIXES
 SURVEY QUESTION

Name (Optional): _________________________

Age: _______________

Instructions: Please put check (√) on the space that corresponds to what you are doing, thinking
and feeling regarding the statement.

Set A
Demographic profile
Male Female
1. Gender

Set B
No. QUESTIONS YES NO
1 Friendship play a role in studies
2 You give value to your friend’s suggestions
3 You feel that group study is more effective than
individual study
4 Group projects are more creative than individual work

5 You generate more ideas in group study rather that in

individual study
6 You think problem can solve more easily in group study

7 You feel uninterested during group study

8 You believe that your skill set can improve more in group
studies
9 You have the habit of make friends only those students
who are only good in studies
10 You believe that interest in studies may develop more on
seeing your friend effort on studies
 11 You are more interested in knowing about your friend’s
completion of work in studies
12 You share your books, ideas and study material in your
friends
No. QUESTIONS YES NO
13 You will help your friend in case if he/she is not good in
studies
14 You will help your friend incase if you find your friend
finding difficulty in an examination
15 You believe that helping friends in exams by copying and
passing is good
16 You feel proud if your friend tops the rank in studies
17 You feel selfish and envy at your friend’s success in
studies
18 You feel happy at your friend’s success in studies
19 Competition among your friends affect your personal
relationship
20 You think friends can be a motivation in studies

Validated By:
Ms. Michelle B. Siggayo, RPm
Licensed No.: 003054