PEER GROUP AND STUDENT’S ACADEMIC PERFORMANCE

OF LILA NATIONAL HIGH SCHOOL

Melano, Mar Moneth Claire M.

Tagadiad, Reca I.
Oculam, Mannielei A.

Gamao, Sheila Mae C.

Taganahan, Argie Mae V.

Pagsiat, Jervie L.

Pasicaran, Clytone John L.

SENIOR HIGH SCHOOL DEPARTMENT

LILA NATIONAL HIGH SCHOOL

Municipality of Lila
October, 2019
PEER GROUP AND STUDENT’S ACADEMIC PERFORMANCE

OF LILA NATIONAL HIGH SCHOOL

A Thesis Presented to
the Principal and Faculty
Senior High School
Lila National High School

In Partial Fulfilment
of the Requirement for the Subject
Practical Research 2

by
THE RESEARCHERS
October, 2019
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Adolescence is a time for transformation in many areas of an individual’s

life. In the midst of these rapid physical, emotional, and social changes, youth

begin to question adult standards and the need for parental guidance. It is also

a time for individuals to make important decisions about their commitment to

academics, family and perhaps religion (Bankole and Ogunsakin, 2015).

According to Brown (1999), as teens distance themselves from adults, they

simultaneously draw closer to their peers. In middle school, individuals begin to

form small groups of friends based on mutual attraction, called cliques.

Peer relationships are very influential in adolescence. During this time,

when young people are developing autonomy from their parents, peers become

a significant source of social and emotional support. The attitudes of

adolescents’ friends can have both a positive and negative influence. Strong

peer attachments can enhance a young person’s well-being while problems in

peer relationships, such as bullying, can have significant psychological,

physical, academic and social-emotional consequences for both victims and

perpetrators (Gray, S., et al. 2018)

Peer relationships can be a powerful positive influence in the lives of

adolescents. Natural observations of adolescents indicate that most

adolescents discuss options with their friends before reaching a consensus

about what to do. Rarely is one adolescent pressured to conform to the rest of

the group. According to Brown, et al. (1986), high school students in several

large samples reported that their friends discouraged drug and alcohol use,

delinquent activities, and other types of antisocial behavior more than they

encouraged them; they also claimed their friends encouraged studying for

school subjects more than they discouraged it. Friendship inherently limit the

use and effectiveness of coercive pressure because they are relationship based

on equality and mutual respect; consequentially, decisions are made by

negotiation, not domination.

Popular conceptions regarding the influence of peers in

adolescence often focus on their negative effects--- peer pressure--- to the

exclusion of current empirical research attesting to the myriad positive aspects

of peer influence. Across a variety of cultural settings, adolescents tend to be

friends with those who are most like them. In fact, sociodemographic

characteristics are usually the strongest predictors of friendship formation.

Different types of peer groups have unique capacities to encourage negative or

positive behaviours in their members. In the United States, cliques are often

distinguished from other peer groups through the pressure they exert on their

members to conform to certain norms in school orientation, drug use, and sexual

behaviour. Researchers found clear differences among six different cliques in

their participation in high-risk health behaviours, including smoking cigarettes,

alcohol use, marijuana use, and engagement in illicit sexual behaviour Prinstein,

et al. (2001). Hamm (2000) found that when compared with European-American

and Asian-American adolescents, African-American adolescents chose friends

who were less similar in terms of academic orientation or substance use, but

more similar in terms of ethnic identity.

The purpose of the study entitled,” Peer Group and Student’s Academic

Performance of Lila National High School” is to examine and analyse the

students’ perceptions on the influence of peer group relationship on their

academic performance. The researchers chose this topic because most

students were influenced by their peer group’s individual members’ attitudes

and behaviours. The student’s peer groups have the capacity to influence

negative and positive influences on their members. The researchers wanted to

know if the most evident influence were either negative or positive influences.

Theoretical Background

Theories

Teens’ emotional maturity increases their relationships with their peers

change as they become more vulnerable and emotionally intimate with their

peers. Teen peer groups become increasingly important as teens experience

more closeness in these friendships and more gratifying relationships with their

peers as a result.
Leo Vygotsky’s Social Development Theory. This theory states that,” Every

function in the child’s cultural development appears twice: first, on the social

level, and later, on the individual level; first, between people (interpsychological)

and then inside the child (intrapsychological). This theory primarily explains that

socialization affects the learning process in an individual. It tries to explain

consciousness or awareness as the result of socialization. This means that

when we talk to our peers or adults, we talk to them for the sake of

communication. After we interact with other people, we tend to internalize what

we uttered.

Jean Piaget’s Cognitive Development Theory. This theory states that,” If the

aim of intellectual training is to form the intelligence rather than to stock the

memory, and to produce intellectual explorers rather than mere erudition, the

traditionally education is manifestly guilty of a grave deficiency”. This theory

explains that a person undergoes development first before he achieves learning.

Piaget’s theory focuses not only on understanding how children acquire

knowledge, but also on understanding the nature of intelligence.

(Include social-learning-theory-bandura)

Legal Bases
 Article 10 of the Presidential Decree No. 603 “Phases of

Development”. The child shall enjoy special protection and shall be given

opportunities and facilities, by law and by other means, to ensure and enable

his fullest development physically, mentally, emotionally, morally, spiritually, and

socially in a healthy and normal manner and in conditions of freedom and dignity

appropriate to the corresponding developmental stage.

Article 45 of the Presidential Decree No. 603 “The Right to Discipline

Child”. Parents have the right to discipline the child as may be necessary for

the formation of his good character, and may therefore require from him

obedience to just and reasonable rules, suggestions and admonitions.

The 1987 Constitution of the Republic of the Philippines Article XIV

Section 1. “The State shall protect and promote the right of all citizens to quality

education at all levels, and shall take appropriate steps to make such education

accessible to all”.

Review of Related Literature

A peer group is a social group that consists of individuals of the same

social status who share similar interests and are close in age. It plays an
important role in socialization, especially in childhood and adolescence. Peer

groups are the only form of socialization that is not under the control of adults.

We all belong to several peer groups at the same. For example, a child may be

a member of a soccer team, a popular clique in school, and a member of the

band. Each peer group has its own rules, expectations for behaviours, and

hierarchies. As such, the peer groups that we belong to influence our behaviours

and beliefs.

Social Belongingness

Our need to belong is what drives us to seek out stable, long- lasting

relationships with other people. It also motivates us to participate in social

activities such as clubs, sports teams, religious groups, and community

organizations. By belonging to a group, we feel as if we are part of something

bigger and more important than ourselves. In Abraham Maslow’s hierarchy of

needs, belongingness is part of one of his major needs that motivate human

behavior (Cherry, K. 2019)

In many cases, the need to belong to certain social groups results from

sharing some point of commonality. For example, teens who share the same

interests might seek each other to find out to form friendships. People will also

spend a great deal of time comparing themselves to other members of the group

in order to determine how well they fit in. This social comparison might lead an
individual to adopt some of the same behaviours and attitudes of the most

prominent members of the group in order to conform and gain greater

acceptance.

Curiosity

We know that there are trait-like individual differences, and so a very

curious kid will probably remain curious, even in the most restrictive

environments. Curiosity is a driving force; the more information you learn, the

more rewarded you feel, and this affects your inclination to ask further questions.

(Goren Gordon) year?

Several high school students who smoke have admitted they were

encouraged to take up the habit after inhaling smoke from the cigarettes of their

fellow classmates. A senior high school student, who requested anonymity, said

he taken up smoking because his peers smoked. “My father also smokes but

that didn’t encourage me [to imitate him],” the eleventh grader said. (The Jakarta

Post, 2010)

Cultural- Parenting Orientation

There were parents who pressure their child to achieve higher when it

comes to academic performance. But, there were also parents appear to be

contented and happy of what their child’s achievement. There were different

parenting styles commonly used in psychology today that were based on the

work of Diana Baumrind, a developmental psychologist at the University of

California at Berkeley. (please Cite author and year )

Based on extensive observation, interviews and analyses, Baumrind

initially identified three different parenting styles: authoritative parenting,

authoritarian parenting, and permissive parenting.

Authoritative Parents have high expectations for achievement and

maturity, but they are also warm and responsive. These parents set rules and

enforce boundaries by having open discussion and using reasoning. They are

affectionate and supportive and encourage independence. Based on

Baumrind’s research, children of authoritative parents are:

 Appear happy and content

 Are more independent

 Achieve higher academic success

 Develop good self-esteem

 Interact with peers using competent social skills

 Exhibit less violent tendencies

Authoritarian Parenting and Authoritative Parenting styles although have

similar names, they have several important differences in parenting beliefs.

While both parental styles demand high standards, authoritarian parents

 demand blind obedience using reasons such as “because I said so”. These

parents use stern discipline and often employ punishement to control

children’s behaviour. Authoritarian parents are unresponsive to their

children’s needs and are generally not nurturing.

 Have poorer social skills

 Are less independent

 Possess lower self-esteem

 Perform worse academically

Permissive Parents set very few rules and boundaries and they are reluctant to

enforce rules. These parents are warm and indulgent but they do not like to say

or no or disappoint their children.

 Cannot follow rules

 Encounter more problems in relationships and social interactions.

 . (please Cite author and year , article)

Educational

Many peer groups can be a positive influence on their friends as well. It

is thought that intelligent students help their peers bring up their grades.

Likewise, girls with good friends who are considered intelligent tend to do better

in school. There definitely seems to be a pattern in the influence of studious

kids. With that said, another common theme is similar aspirations. Students that

want to go to a four-year college tend to hang out with others with similar
aspirations. According to a study published by the Williams Project on the Study

of Economics in Higher Education (year), stronger students do have an impact

on their peers and actually help improve the overall academic performance of

the peer group.

In some peer groups, being smart is looked down upon. Similarly, these

groups tend to share low aspirations of going to college or getting certain

careers. But a large study done by the Center for Research in Education,

Diversity and Excellence, suggested that peer groups can “exert extraordinary

influence” during early adolescence on personal goals and school aspirations.

 . (please Cite author and year , article)

Related Studies

Pressure means giving force to any activities. Peer pressure

means influence of friends on each other and inducing changes in the mental

and emotional behaviour by the people belonging to same group with similar

interest, age, background and social status (Weinfied, 2010). Peer pressure

often seem to have various effect toward the student academic performance in

school. It is how their peers affect them whether in positive or negative way.

Teenagers need to seek comfort from others that they found in the presence of
their peers, and they are not even aware on how their peers influences them

academically.

According to Rivkin (2005) et,al. as cited in the study of Korir and

Kipkemboi (2014),There has never been consensus on the specific teacher

factors that influence students’ academic achievement. Researchers have

examine the influence of teacher characteristics such as gender, educational

qualifications and teaching experiences on students’ academic achievements

with varied findings.

According to Wilson (2016) as cited in the study of Moldes, V. et.al

(2019), the relationship within the group with its peers are co-related with each

other, hence the direction of this particular relationship should monitored were

these relationships should go considering all possible factors correlated within

the groups outcome.

According to Hanushek et al. (2003) as cited in the study of Misanya

Sophy Mapesa (2013), others have pointed out that if innovations to behaviour

might lead to a serious underestimation of peers. Thus, behaviour decisions

may lie at the intersection between peers and achievement effectively acting as

a mediator through which the influence of peers passes prior to shaping student

achievement.

According to the study of Aneela Majeed entitled “Peer Group Effects on

Academic Achievement”, 92.857% were agreed and 1.429% were not agreed
that friendship plays a part in studies. In addition, Aneela Majeed’s findings of

the study shows that most of the respondents were agreed that friendship plays

a part in studies but they don’t believe that it plays a key role in studies.
Research Flow

THEORIES LEGAL BASES

 Article 10 of the Presidential
Decree No. 603 “Phases of
 Leo Vygotsky’s (1962)
Development”
Social Development
 Article 45 of the Presidential
Theory
Decree No. 603 “The Right to
 Jean Piaget’s (1932)
Discipline Child”
Cognitive Development
 The 1987 Constitution of the
Theory
Republic of the Philippines
Article XIV Section 1.

INPUT

Data On:

 Peer Group questionnaire score

 Average Grade
 Academic Performance

PROCESS

Statistical Treatment

 Descriptive Correlational Research Design

 Data Gathering
 Data Interpretation

OUTPUT

 Proposed Action Plan

 THE PROBLEM

Statement of the Problem

The main thrust of the study is to analyse the Influence of Peer Group

Relationship on the Student’s Academic Performance in Lila National High

School S.Y. 2019- 2020.

Specifically, it sought to answer the following sub-problems:

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

1.1 age;
1.2 sex;
1.2 Strand Taken?
( suggestion rani nako pod)

1. What are the peer influences that influences the student’s academic

performance?

2. Student’s perception in terms of:

2.1 Social Belongingness

2.2 Curiosity

2.3 Cultural- Parenting Orientation

2.4 Education

3. What is the academic performance of the students during the 1st

semester?

4. Is there any significant effect of peer group relationship on the student’s

academic performance?
 5. Is there a significant relationship among the four factors of peer

relationship?

6. What plan of action will be proposed on the basis of the findings?

Null Hypotheses/ Assumptions

 There is no significant relationship between peer group and student’s

academic achievement.

Significance of the Study

The following are the beneficiaries of the results of this study:

Students. Enables the students to understand the concept of

personalities how they form and why an individual has that specific personalities.

It also help them to develop their social skills and acquired knowledge from the

peers to improve their academic performance.

Teachers. Enables the teachers to know more about the peer group

which continues to enhance their teaching process towards their students.

 Parents. Enables the parents to develop their relationship with their

child/children. It makes their relationship with their child closer and stronger and

develop their caring relationship as a parent.

Research Methodology

Research Design

This research study used the descriptive correlation design covering the

social belongingness, curiosity, cultural-parenting orientation and education.

. ( what kind of sampling method ?)

Respondents

The survey focuses on the Senior High School Students in Lila National

High School. Consisting three sections every year level namely H.E. (Home

Economics), GAS (General Academic Strands), and I.A. (Industrial Arts).

Table 1
Subjects of the study
Environment

The study conducted in Poblacion Lila, Bohol in the campus of Lila

National High School, one of the highly acclaimed schools in the Division of

Bohol. It is half kilometres away from the national highway.

( please include the number of students in shs and jhs and teachers of the

school)

Instrument

The researcher used the survey questionnaire in gathering the data.

Questionnaire is being use in data collection instrument for the study.

(Please include Parameters and interpretation)

Data Gathering Procedure

Phase 1. Approval of the Conduct of the Study. The researcher must

write a letter of consent to the school principal as well as to the teacher asking

the permission for conducting survey. Once the approval letter will be granted,

the data collection will immediately conclude by the researcher.

 Phase 2. Conduct of the Survey. In conducting the survey, the researcher

must present an overview to the students on what is the purpose of conducting

the study. Then, the researcher must distribute the survey questionnaires after

the student’s approval and conduct the survey to all Senior High Students of Lila

National High School S.Y. 2019-2020. Survey questionnaires were immediately

collected after conducting survey.

Phase 3. Data Mining. The researcher checked the students answered

survey questionnaires to obtain their survey result if there will be influences of

peer group relationship on the student’s academic performance.

Phase 4. Tally of the Results. The data gathered from the survey will

be interpreted and will become the findings of the study.

Retrieving the grades? ) how about this?

Operational Definition of Terms

Peers. This refers to the students who shared the same interests, same age

and same status belong in a peer group.

Peer Group. This refers to the group of the students who have the same age,

status, and shared the same interests.

Academic Performance. This refers to the General Average of the Senior High

Students at Lila National High School during the S.Y. 2019-2020 (what semester

?)

Students.

(Alphabetical Order)
Name:
Age: Gender:

Direction: Please answer the following items with all honesty. The information that will
be gathered by the researchers shall be held with utmost confidentiality.
LEGEND:
How does peer pressure affect students in school?
SOCIAL BELONGINGNESS 5 4 3 2 1
1. I spend much time with my peer group
2. My friends and I share problems with each other
3. My friends give me advice in my problems
4. My friends and I do school activities together
5. I and my friends share thoughts and opinions to strengthen
our bond
CURIOSITY
1. I like to do something new.
2. I want to explore my capabilities to do things
3. I am curious about having vices
4. I want to explore my teenage years
5. I want to experience relationship
6. I like starting a new activity
CULTURAL-PARENTING ORIENTATION
1. I have to ask my parent’s permission to do most things
2. My parents worry that I am up to something they won’t like
3. My parents want me to follow their directions even if I
disagree with their reasons
4. My parents encourage me to give my ideas and opinions
even if I might disagree
5. My parents warn me not to go out along with my friends at
night
EDUCATIONAL
1. My friends help me on what to do in my academic
performance in school
2. My friends inspire me to work hard in my studies
3. We always help each other with academic difficulties
4. I am always focused in class with my peers
5. My friends assistance in group discussion assisted to
improve my grades

Legend: Strongly Agree (4.01-5.00)

Agree (3.26-4.00)
Neutral (2.51-3.25)
Disagree (1.76-2.50)
Strongly Disagree (1.00-1.75)