Consequences of Peer Pressure To He Students

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES

DUMANGAS CAMPUS
COLLEGE OF EDUCATION
Dumangas, Iloilo Reg. No. 78Q13035
CONSEQUENCES OF PEER PRESSURE TO THE STUDENTS OF DUMANGAS

NATIONAL HIGH SCHOOL
(CHAPTER 1-3)
IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS IN THE SUBJECT

RESEARCH 1
SUBMITTED TO: DR. ETCHEL PALMA
SUBMITTED BY: STEPHANIE ARSENIO

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CHAPTER I
INTRODUCTION
Background of the Study
Educational activities are geared towards ensuring that
students achieve mastery of educational objectives. In school ,
the extent to which these objectives have been achieved, is
determined by their level of peer pressure, time management as
students’ success are reflected in their academic performance.
Peers play a large role in the social and emotional development
of adolescents Allen (2005). Their influence begins at an early
age and increases through the teenage years, it is natural,
healthy and important for adolescent to have and rely on friends
as they grow and mature. A peer could be any one you look up to
in behaviour or someone who you would think is equal to your age
or ability (Hardcastle, 2002). On the other hand, the term
“pressure” implies the process that influence people to do
something that they might not otherwise choose to do. According
to Hartney, (2011) peer pressure refers to the influences that
peers can have on each other. Peer pressure is emotional or
mental forces from people belonging to the same social group

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(such as age, grade or status) to act or behave in a manner
similar to themselves (Weinfied 2010). Jones, (2010) defined
peer pressure as the ability of people from the same social rank
or age to influence another of same age, bracket peer pressure
is usually associated with teens although its influence is not
confined to teenagers alone.
However, peers can also have a negative influence. They can
encourage each other to skip classes, steal, cheat, use of drugs
or alcohol, or become involve in other risky behaviours.
Majority of adolescents with substance abuse problems began
using drug or alcohol as a result of peer pressure. Negative
peer pressure may influence in various ways like joining group
who drink alcohol, smoke cigarette and Indian hemp among others.
It may also lead to the decision to have a boy friend/girl
friend, Peer pressure indulges youth into loitering about in the
streets, watching films and attending parties during school
hours, taping as alternative to stealing which may eventually
graduate into armed robbery. (Arief, 2011)
For these reasons, the researcher found it interesting to
conduct a study to the students of Dumangas National High School
to test the consequences of peer pressure. The researcher aimed

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to determine whether consequences of peer pressure have an
effect to students.
Statement of the Problem
This study aimed to determine the consequences of peer
pressure to the students of Dumangas National High School for
the School Year 2019-2020.
Specifically, it aimed to answer the following questions:
1. What are the consequences of peer pressure to the
respondents when taken as a whole?
2. What are the consequences of peer pressure to the
respondents when they are grouped as to sex and socio-
economic status?
3. Are there significant differences in consequence of peer
pressure when they are grouped as to sex and socio-
economic status?
Hypothesis of the Problem
The hypothesis was tested at .05 alpha level. There are no
significant differences in the consequences of peer pressure of

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the respondents when they are grouped as to sex and socio-
economic status.
Theoretical Framework
Persuasion Theory
Persuasion is defined as “human communication that is
designed to influence others by modifying their beliefs, values
or attitudes” (Simons, 1976, p.21). It involves a goal and the
intent to achieve that goal on the part of the message sender.
This is done through communication and the message recipient
must have a free will. Persuasion is not accidental nor is it
coercive. This theory also deals with shifts in attitudes. An
attitude is a “relatively enduring predisposition to respond
favorably or unfavorably” towards something (Simons, 1976,
p.80). Attitudes are learned evaluations and people are not born
with and so attitudes are changeable. Attitudes are also
presumed to change behaviors for instance to demonstrate your
attitude towards a product will influence whether you buy it or
not this can also happen in a peer group where individuals are
expected to make choices in reference to the group norms and
behaviors for them to fit in. 19 Persuasion theory views peer

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pressure as a result of interactions within the peer groups
individuals are influenced to change their attitudes and in turn
result to change of behavior positively or negatively. The
process of change is the major theme where the social and
cultural structures of a community begin to change (Kelly-Godol,
1983). The changes that occur in the society makes individuals
want to adhere to them and this force them to change too. To
make the change effective the learning process begins and this
can only be hastened by being a member of a social group. This
is characterized by conflict of interest whereby individuals are
likely to be a victim of more than one social group. The public
service has over the years undergone the process of
modernization in terms of the organizational structure and the
institution at large. As a result most of the professionals have
had to embrace the changes occurring by either going back to
class or changing their professions in order to fit.
Conceptual Framework
This schematic diagram showed the difference in the
consequences of peer pressure of the students when grouped as to
sex and socio-economic status.

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The independent variables of this study were the sex and
socio-economic status; the dependent variable of this study were
the consequences of peer pressure.
Research Paradigm
Independent Variable Dependent Variable
Sex Consequences of
Peer Pressure
Socio-Economic
Status
Figure 1. A schematic illustration showing the consequences of
peer pressure to the students when grouped as to sex and socio-
economic status
Significance of the Study
This study was conducted to provide great help to the
school administrators, the teachers, the parents, the students
and the future researchers.

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School Administrators. The result of this study would
provide school administrators the awareness of the students in
the consequences of peer pressure.
Teachers. This study would help the teachers to understand
the difficulties met by the students on the process of
consequences of peer pressure.
Parents. This study would provide information to the
parents about the consequences of peer pressure of their
children.
Students. This study would benefit the students by giving
information on the consequences o peer pressure.
Future Researchers. This study would serve as a basis and
reference to the future researchers in their own study to
conduct in the consequences of peer pressure.
Scope and Limitations of the Study
This study aimed to determine the consequences of peer
pressure of the students of Dumangas National High School, Ilaya
1st, Dumangas, Iloilo for the School Year 2019-2020.

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Definition of Terms
For better understanding of the study, some of the terms
were conceptually and operationally defined:
Consequences. Consequences refer to something that happens
as a result of a particular action or set of conditions.
(Merriam-Webster 2010)
In this study, consequences refer to the benefits and
problems encountered by the students in the course of peer
pressure.
Peer Pressure. Peer pressure is a feeling that one must do
the same things as other people of one's age and social group
in order to be liked or respected by them. (Merriam-Webster
2010)
In this study, peer pressure refers to the direct
influence on people by peers, or the effect on an individual who
gets encouraged to follow their peers by changing
their attitudes, values or behaviors to conform to those of the
influencing group or individual.

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Dumangas National High School. Dumanags National High
School refers to the one of the public high schools in Dumanags,
Iloilo where the study was conducted.
In this study, Dumangas National High School is the locale
of the study.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Related Concepts
Peer Pressure
As people grow older, they are faced with some challenging
decisions (Steinberg & Monahan, 2007). Some don't have a clear
right or wrong answer. Other decisions involve serious moral
questions. Making decisions is hard enough, and can be even
harder when pressured by other people. People of the same age
group, like classmates, or workmates are called peers. Your
peers are the people with whom you identify and spend time with.
In adults, peers may be determined less by age and more by
shared interests or professions. They heavily influence ones
behavior, and get one into doing something. Peer pressure occurs
when an individual experiences implied or expressed persuasion
to adopt similar values, beliefs, and goals, or to participate
in the same activities as those in the peer group. It's
something everyone has to deal with, even adults (Rubin,
Bukowski, & Parker, 2006). Paying attention to own feelings and

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beliefs about what is right and wrong can help in knowing the
right thing to do. Inner strength and self-confidence can help
one to stand firm, walk away, and resist doing something when
they know better. Therefore, peer pressure exists for all ages
and no one is immune to peer influence. Peer pressure can be
either expressed or implied. In expressed peer pressure, an
individual is challenged directly to comply with existing norms.
Studies show that both peers are inclined to take risks they do
not want to take because they believe the risky behavior will
increase their standing in the eyes of their peers and assure
their acceptance in the group (Cotterell, 2007). 9 Implied peer
pressure is more subtle and can be harder to combat. For
example, a group of peers may make fun of the way another peer
is dressed up, pressuring members of their group to dress only
in one acceptable style. Often young people who look, dress, or
act differently, or who have significant interests that differ
from those of their age group become outcasts because of the
pressure groups place on their members not to associate with
anyone unlike themselves (Perkins, 2003). This can lead the
rejected person to feel desperate and depressed. Adult peer
pressure can be challenging when an individual is trying to fit

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in a certain group given the fact that resources are a key
factor here. It is all about the social class of an individual
in the society which is as a result of the socialization process
that one was exposed to. Having good company is everyone's wish
but that may not be the case once there is low self-esteem.
In order to curb the challenge, adults begin to work on
areas that will help them fit in a given peer group (Fishbeim,
1996). By the time a person reaches the age of forty in a
professional or managerial career, it is clear whether he or she
will make it to the top of the field. If individuals have not
reached their goals by this time, most adjust their level of
aspirations and in some cases start over in a new career. Many
however are unable to recognize that they have unrealistic
aspirations and thus suffer from considerable stress. Erikson
stated that the primary psychosocial task of middle adulthood-
ages 45-65 years is to develop generatively or the desire to
expand one's influence and commitment to family, society and
future generations (Clausen, 1968). In other words the middle
adulthood is concerned with forming and guiding the next
generation. The middle adult who fails to develop generatively,
experiences stagnation, self-absorption with its associated self

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indulgence and invalidism. Studies show that most adult peer
pressure is about not taking action because, as one get older
they fear change. Not only do they fear change for themselves,
but also for their friends because if they change we might have
to change too (Bibb and Darley, 1968).
Peer Pressure and Parental Influence
Bester (2004) conducted a study with the aim to determine
if peers and parents have a different impact on the personality
development of the adolescent. An empirical investigation was
carried out involving 98 learners from Grades 8 to 11 (53 boys
and 55 girls). The respondents completed instruments measuring
parent- child relationship, relationship with peers, self-
concept, and personality characteristics. The results indicated
that the peer group, when compared with parents, had a stronger
relationship with the personality development of the adolescent.
Parents also play an important role in determining the peer
pressure. Charlotte and Geary (2005) have proposed in their
research that adolescents who are independent from their parents
become dependent on their peers and susceptible to peer
pressure. They examined the relationship between adolescent
autonomy within the family and susceptibility to peer pressure.

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Autonomy was measured from the teen reports, parent reports, and
observed family interaction of 88 adolescents when the teens
were 16 years old. Then susceptibility to peer pressure was
measured from teen reports when they were 18. The study examined
three aspects of family relationships that affect teens’
behavioral or social cognitive autonomy: parental control,
decision-making, and conflict resolution. Results indicated that
high parental control and decision-making by parents or teens
alone was related to high susceptibility to peer pressure. In
addition, teens whose mothers undermined their autonomy during
conflict resolution were also high in susceptibility to peer
influence. However teens who participated in joint decision-
making were lower in susceptibility to peer influence. Overall,
it was found that autonomy at age 16 could predict low
susceptibility to peer pressure at 18. These findings suggest
that adolescents may not move from a dependency on parents to a
dependency on peers. Instead, autonomy seems to be a consistent
trait over time and across different social relationships.
Decision Making and Peer Pressure
Decision making is part of everyday life. Individuals have
to choose where to go on vacation, when to replace old car,

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which pair of shoes to buy. In fact, each step made in life is a
result of a decision made. Even if one does nothing, this is
probably their personal choice. Of course, one would be happy if
they could always make correct decisions in order to maximize
the resulting utility, yet sometimes fail as a result of
objectively insufficient information or subjective behavioral
biases. Therefore, understanding and systematically describing
people's behavior is extremely important both for predicting
their future decisions and for potentially improving decision
quality. Decision making may be classified into two main
categories namely description based and experience based
decisions. Through studying newspaper, daily weather forecasts,
drug package inserts and mutual funds' brochures, one enjoy
convenient descriptions of the risky prospects, including the
probabilities of possible outcomes. Respectively, decisions
based on such statistical descriptions are called description-
based decisions (Weber, 2006). Decisions such as whether to
backup computer's hard drive, cross a busy street, go on a blind
date, put on a belt during driving, are typically denied a
benefit of convenient descriptions of the possible outcomes (for
example, the probabilities of a hard disk failure, of an

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accident, or of meeting a desirable partner in a blind date are
never explicitly provided). 13 In many such decisions, all
individual can rely on own past experience (Yechiam&Ert, 2007).
Respectively, decisions based on past personal experience are
called experience-based decisions. In naturally occurring
situations, decision-makers often base their decisions both on
descriptions and on their own experience (Hertwig&Erev, 2009).
Several models have been proposed to explain decision making in
individuals.
Peer Pressure and Decision Making among Adults
Peer pressure is generally frowned upon in the adult world
but it actually exists and its impact could either be positive
or negative. As a positive aspect, it challenges or motivates
the adults to do their best. The effect can be viewed as direct,
indirect and individual effect on a peer (Friedman, 2011).
Directly an individual could experience peer pressure as someone
possibly a group leader where he or she is told how to behave. A
direct effect could be as a result of the individual being in
need to attain something immediately. The adult is fully aware
of his peer group and the demands stated and as to adhere to
them in order to fit in the social group. Failure to conform to

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the requirements of their respective group could encourage
deviance among his followers (Hoffman, Monge, Chou & Valente,
2007). Indirectly, group of friends commonly have particular
habits or activities that they do together and the adult could
also be exposed to another social group where he also acquires
other traits. New behaviors and mannerisms are acquired. This is
considered as a social group that encourages deviant behavior
which one learns from other individuals of the new peer group.
At the individual level, an adult undergoes peer pressure. This
is attributed to the fact that the individual feels different
whenever they find themselves in a given social group and with
time they develop an anti-social attitude whereby they are
comfortable being alone (Fishbeim, 1996). When people are in
peer groups, their ability to make decisions can be affected by
copying the behaviors of the peers. This can be viewed as an act
of modeling which is defined as “the processes by which
information guides an observer (often without messages conveyed
through language) so that conduct is narrowed from „random‟
trial and error toward an intended response. By intended
response, we mean that much of the practice takes place
covertly, through information processing, decision making and

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evaluative events in advance of visible or audible overt
performance.” Rosenthal and Steffek (1991, p.70). A person can
acquire new behaviors from live or symbolic modeling. Modeling
can help a person perform an already acquired behavior in more
appropriate ways or at more desirable moments. Modeling is also
a process of observing an individual or a group and imitating
similar behaviors. This acts as a stimulus for thoughts,
beliefs, feelings, and actions of the observer.
Causes of Peer Pressure among Public Servants
Lifestyle
Middle adulthood is regarded as an age bracket that is
full of responsibilities and at the same time an individual is
striving to develop himself both in career and lifestyle. There
is pressure to have debts where culture seeks immediate
gratification. Adults want what they want when they want it. In
this case even if the adult has to pay double in interest to
have it. Finances are heavily loaded with responsibilities and
spending seems to be done more in this age category rather than
saving. There is pressure among parents in this age group to
give their kids the best amenities in terms of basic needs
(Erikson, 1968). Children are regarded as a great investment and

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asset for the parents as they prepare them for their future and
at the same time to take care of them in their old age. This may
not be an easy task as the education expenses for the children
are getting higher by day. There is also pressure amongst the
adults on which school to take their children which will at the
same time make them feel that they fit in their peer group
(Maslach, 2002). This may be a challenge in the sense that
upkeep of children is a collective responsibility for the
couple. In this case one of the partners may not agree to the
terms stated by the partner experiencing peer pressure and this
would result to a rift. It is under such circumstances that we
encounter cases of adults experiencing challenges of making
independent decisions. Adults in peer groups also experience the
desire to live in the right neighborhood. This relates to the
basic needs and how they can be met (Brown, 1996). Given the
high cost of living especially for adults in the urban areas,
this in most cases is considered as a long term goal in order to
meet the current needs which may be considered as being urgent
by the adult. However, when in a peer group conflict of interest
tends to be evident in the sense that they want to be at the
same level with their fellow peers yet the salary earned does
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not allow. To handle such situations, the adults prefer to go
for additional finances in 15 mortgages or bank loans in order
to be in the right neighborhood and therefore fit in their peer
group. The challenge here is whether the adult will be able to
pay back the extra finances acquired and still afford better
living standards. In terms of decision making, it is a clear
indication that most adults allow themselves to be defined by
the things they could as well ignore in the blink of an eye
(Maslach, 2002). This in most cases related to the economy and
the challenges that come with it. As for individuals who ignore
the aspect of peer pressure and prefer to live within their
means of affordability, they live in neighborhoods they can
afford.
Career
It is the desire of every learned adult to move up the
career ladder whether in terms of promotion, of changing careers
and moving to a new environment with better opportunities. The
pressure to move up the corporate ladder emerges when
individuals compare the time they spend at their work place and
the benefits they obtain in terms of the salary package and
other job related benefits. As an individual grows to an adult,

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his or her choice of career is mostly determined by his parents
as they are considered as the chief mentors. Traditionally, this
was a common picture depicted in the society where most of the
children found themselves following the career path of their
parents (Friedman, 2011). However, times have changed and most
of the children prefer to choose their own career. This can be
attributed to the fact that as they grow they are exposed to
varieties of materials as well as socializing with children who
are raised up from different families with different careers.
They explore the different careers and get to understand them
better and this is where the interest to pursue a certain career
begins. As for those adults who find themselves victims of
careers that were as a result of the parent's decision, it is
not easy to move up the career ladder. They learn of how other
careers if pursued earlier would have helped them explore
greener pastures. Decision making gets affected here as they try
to seek advice from individuals in the same career and seem to
have become successful with time (Maslach, 2002). This becomes a
challenge in the sense that they may not be able to afford the
means through which they were able to become successful. 16 As
an age bracket faced with responsibilities, one may have no

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choice but to go back to class where more finances have to be
brought in hence stretching the family budget. Adult women on
the other hand are striving daily to be treated equally in the
work place as men. In order to break the glass ceiling, they
also want to pursue higher learning so as to compete at the same
level with men. Peer pressure in this scenario becomes evident
when the employees begin to compete amongst themselves
(Friedman, 2011). After obtaining more certificates, an
individual would also prefer to change the working environment
by looking for another job with the hope of obtaining more
benefits. The more one is exposed to a new working environment
the more he or she meets and makes new friends (Salvy, Romero,
Pauch, & Epstein, 2007). In such a scenario, it is challenging
to curb the growing peer pressure as he also gets to learn more
from the new social group. The modern woman is not an exception
in this case as they also strive to break the glass ceiling that
has been created by the society. The modern woman has had to
partly part with motherhood in order to pursue her long time
goal. They now have to spend the whole day at the work place and
at the same time find themselves in class in order to advance
their career. Exposure to different social groups both in the

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class setting and at the work place is an indication of an
upcoming peer group. The innate human passion and the need to be
constrained by social morality of the social group, leaves the
adult with no option but to internalize the requirements of the
social group. Decision making becomes a challenge here in the
sense that there is conflict of interest in terms of the various
changes at the level resulting from the large scale social
phenomena (Freidman, 2011). In the public service decision
making has become a challenge to most of the professionals. An
adult mind is not as easily impressionable as that of a
teenager. However, adults in the civil service are often seen
turning to drinking and smoking habits after their peers suggest
that these are the best remedies to relieve oneself of personal
and work related stress (Clausen, 1968). Similarly, adults have
been known to turn corrupt after they have seen their seniors at
work accept a bribe. Often youngsters in the civil service who
start a new career make mistakes of spending excessively on
costly products like mobile phones or avail of a huge loan to
buy a new vehicle because of spoken or unspoken peer pressure to
be like their professional counterparts Brown, (Clasen and
Eicher, 1986). It is natural to feel materialistic though one

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needs to think rationally and make a conscious choice between
right and wrong.
Effects of Peer Pressure
Peer pressure kills individuality and gives rise to a set
of people who are merely clones of each other. Often what people
do not realize is that although there exist the garb of a
similar fashion or a similar trend that masks these clones, the
actual faces behind these facades are unique (Clausen, 1968).
Loss of individuality can be the biggest setback anyone can
suffer in his or her adulthood. It is very important for adults
themselves to realize that it is never about fitting in a set
mold of characters and skills; it is about being part of the
group and yet retaining your individuality. Be it at the work
place, in the college or in the family- making friends is
important and so is socializing, but there are ways to forget
new ties and mix up with people without being pressurized by the
peers. Friends never make you lose your identity, making friends
is about appreciating the differences and respecting individual
tastes and still being together. In most peer groups, decisions
made by the adults always go wrong. Succumbing to peer pressure
in taking important decisions of your life can only land you in

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sorrow. One is likely to encounter huge expenses which they
cannot afford. This with time becomes a burden to the individual
and the family at large (Olive, 1999). Ultimately, the peer
pressure is definitely out there. Those who break away from the
cultural norm of indulgence are viewed with suspicion. But it's
up to each individual to know their own limit and adhere to it
(Olive, 1999). To be honest, the peer pressure and goading from
friends is annoying and frustrating, but it's so much easier to
ignore the haters than it is to overcome the pressures you feel
internally.
Conclusion and Gaps in Literature Review
Individuals join peer groups to learn and cope with new
changes brought by modernization such as technological change,
the need for new skills and so forth. When exposed to a
different environmental setting in terms of interaction there
are traits that are adopted that influence independent decision
making. Therefore persuasion and interaction are the main causes
of peer pressure in adults. Decision making may be classified
into two main categories namely description based and experience
based decisions. Decisions based on such statistical
descriptions are called description-based decisions whereas

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decisions based on past personal experience are called 18
experience-based decisions. Although it is commonly believed
that adults make independent decisions, most adults are making
decisions under the influence of their peers. Adult peer groups
can easily influence decision making processes of its members.
This is evident in decisions related to career choice and
trainings, choice of cars, lifestyle, whom to marry, where to
work, where to have children and what to do for a living among
other choices. Peer pressure is generally frowned in the adult
world but it actually exists. Main triggers of adult peer
pressure are lifestyle and career growth. Peer influence has
both positive and negative impacts on adults. Negative effects
of peer pressure comprise of irresponsible behavior such as
smoking, drinking, and engagement in illicit sexual behavior
among others. Other impacts of peer pressure include loss of
identity and individuality as well as unbearable burden in bid
to advance in career and living the lifestyle of peers.

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Related Studies
Locale of the Study
(1993) Dumont, Jean-Paul conducted a research about the
‘barkadas’ of Male in a certaincity. It’s title is,“The Visayan
Male Barkada: Manly Behaviour and Male Identity on a Philippine
Island.” The researcher conducted a simple research of having a
rebel against its own parents and with peer pressure, a man is
able to influence all of its peers to do the same. It just goes
to show that what you choose is what you get, he added.
(2001) Villamor, Ericko conducted a simple research study about
peer pressure on a certain city and found out that it is prone
to peer pressure because of the environmental conditions. It is
titled,“ Environmental Conditions Affects Peer Pressure on
Students.” The findings of the said study are that a city is
more prone to peer pressure if the environment is not healthy –
or prominent to different crisis.
(2012) Resureccion, Pamela conducted a study about the effects
of culture and others to peer pressure. It is titled,” The
Impact of Faculty, Peers and Integrity Culture in the Academe

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on Academic Misconduct among Filipino Students: An Empirical
Study Based on Social Cognitive Theory.” The researcher left
these questions for future guide, Do subjective norms, faculty
fairness and faculty – student interaction also influence
students’ likelihood of committing academic misconduct? Do
perceptions on the severity of sanctions to academic misconduct
affect the students’ likelihood of committing them? Do
students from State-funded academic institutions have the same
propensity to commit academic misconduct as students from
private academic institutions? What individual factors affect
Filipino students’ likelihood to commit academic misconduct?
Foreign studies
1996) Taylor, Erika; Wong, Carol conducted a research study
aboutnamely,“The Effects of Peer Influences and Negative Peer Or
ientation of African American and EuropeanAmerican Students’ Val
ues and Achievements”.It is about the difference of peer
pressurebetween two races. The conclusion the researchers came u
p to is that, in African American people, few of them only under
stood what is peer pressure and its effects. While on the otherh
and, the European American picked up the orientation very

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quickly. Although, the researchers recommended that the
conducted study is not very accurate. It is still in the eyes of
the person if he or she understands what is peer pressure and
its effects.
(2000) Johnson, Kirk conducted a research study about peer
pressure. It is titled,
“The Peer Effect on Academic Achievement Among Public Elementary
School Students”. The said research study is sought to find out
what is the biggest factor of Academic Achievement in Public
Elementary School. The findings Johnson found is that the
analysis demonstrates the significant effect of peer attitudes
toward academic achievement on America's public school students'
reading achievement. Using the 1998 National Assessment of
Educational Progress database, the study found that the peer
effect is one of the largest determinants of academic
achievement in reading for the fourth grade. The significance of
the peer effect, however, wanesin importance by the eighth
grade. This result seems inconsistent with other literature that
suggests the peer effect should be at or near its apex by the
eighth grade. By the eighth grade, however, pressure on social

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behaviors may be more important than pressure on academic
achievement.
(2004) Howard, Nicole Marie conducted a study about peer
influence in academic performance. It is named, “Peer Influence
in Relation to Academic Performance and Socialization among
Adolescents.” Its findings about this topic are that not all
peer pressure experienced by students are bad, sometimes it is
good. The researcher concluded that it is up to us, students, if
we choose our peers with good influences or the other way
around. He added that to further stress the point that not all
peer influence is negative. Peer groups are, in essence,
necessary for adolescent growth and development. As such,
educators should praise the positive choices that students make
in regards to peers and work to combat the negative ones. It is
obvious that peer groups are not a fad or a trend, they are
around to stay. For this reason, peer influence is a phenomenon
that will be studied throughout time.
(2008) Taylor et al stated in their research, which is titled,
“School Bullying as a Creator of Pupil Peer Pressure” that peer
pressure starts in bullying. They prove this statement where
they interviewed students who are currently bullied and is

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suffering from peer pressure. The researchers theorized that
bullying is a primary factor that starts peer pressure.
(2011) Akthar, Zarina; Aziz, Shamza conducted a study about
the effects of peer pressure to Academic Achievement. It is
named, “The Effect of Peer and Parent Pressure on the
Academic Achievement of University Students.” Oneof the findings
is that, parent encouragement is more effective than peer
pressure and also, female students are more
affected by peer pressure than male students. These following
findings show us that even simple factors such as gender and
place we live in are affecting our Academic Achievement.
(2012) Yunus, Asma; Mushtaq, Shazhad; Qaiser, Sobia conducted
a study that is named,“Peer Pressure and Adaptive Behavior
Learning: A Study of Adolescents.” It sought to know what factor
is to be most likely seen, Adaptive Behaviour Scale or Peer
Pressure Scale. Its findings are that Peer Pressure Scale
because in a certain city, it is very prominent and visible to
all. Everyone experiences peer pressure at least once or twice
in their life.(2014) Ding stated in their study
named,“ Drinking in Context: The Influence of Peer Pressure on
Drinking among Chinese College Students” that drinking amongst

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friends is a culture in China. Peer pressure comes in when a
student declines the offer of his college buddies but then again
drinking is a culture for them and it forces the student to
consume alcohol at a very young age. The researchers suggested
to universities to at least tell its students to reduce their
consumption of alcohol.
DUMANGAS CAMPUS
CHAPTER III
METHODOLOGY
This chapter the research design, locale of the study,
respondents of the study, sample size, sampling techniques,
research instrument, data gathering procedure and data analysis.
Research Design
This study used the descriptive method of research. The
variables considered were the consequences of peer pressure as
the dependent variable and the sex and socio-economic status as
the independent variables.
A test about peer pressure was constructed and validated to
determine the consequences of peer pressure to the students.
Locale of t Study
This study was conducted at Dumangas National High School.
It is located at Ilaya 1st, Dumangas , Iloilo. It had a total of
4500 regular students.

DUMANGAS CAMPUS
Respondents of the Study
The respondents of this study were the regular students of
Dumangas National High School enrolled for the School Year 2019-
2020 grouped according to sex and socio-economic status.
Table 1 presents the data.
Table 1
Distribution of Respondents as a Whole by Sex
Category f %
A. Entire Group 113 100.0
B. Gender
Male 60 53.10
Female 53 46.90
C. Socio-Economic Status
9,999 and below 71 62.831
10,000-19,999 23 20.35
20,000 and above 19 16.81
Sample Size
The 113 respondents used in this study were derived from
the total population of 4,500 students of Dumangas National High

DUMANGAS CAMPUS
School for the school year 2019-2020 selected through the use of
Slovin’s Formula.
Sampling Technique
The researcher used the simple random technique to
determine the respondents of the study. In this case each
individual is chosen entirely by chance and each member of the
population has an equal chance, or probability, of being
selected. One way of obtaining a random sample is to give each
individual in a population a number, and then use a table of
random numbers to decide which individuals to include.
Research Instrument
The researcher used the research made questionnaire to
determine the consequences of peer pressure to the respondents.
A test constructed by the researcher was given. The first part
was included to generate the respondent’s profile, the name, the
sex, and socio-economic status and the second part was the
checklist on the consequences of peer pressure that was answered
by the respondents.
DUMANGAS CAMPUS
Data Gathering Procedure
After the approval of the research title and the test
questionnaire, the researcher asked permission from the
Principal of Dumangas National High School to conduct the study
among the 113 students. Upon the approval of the principal, the
researcher personally conducted the questionnaire to the
respondents of the study at Dumangas National High School.
After the administration of the questionnaire, the
researcher collected, checked, tallied, tabulated and analyzed
the data with the used of appropriate statistical tools.
Statistical Analysis
The statistical tools employed in this study were the
following:
Mean. Mean was used to determine the consequences of peer
pressure to the respondents when taken as whole and grouped as
to sex and socio-economic status.
t-test. t-test was used to determine the consequences of peer
pressure to the respondents when grouped as to sex.

DUMANGAS CAMPUS
One-way ANOVA. One-way ANOVA was used to determine the
significant differences in the consequences of peer pressure to
the respondents when grouped as to socio-economic status.

Consequences of Peer Pressure To He Students

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Republic of the Philippines

ILOILO STATE COLLEGE OF FISHERIES

CONSEQUENCES OF PEER PRESSURE TO THE STUDENTS OF DUMANGAS

IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS IN THE SUBJECT

SUBMITTED TO: DR. ETCHEL PALMA

SUBMITTED BY: STEPHANIE ARSENIO

Background of the Study

Educational activities are geared towards ensuring that

students achieve mastery of educational objectives. In school ,

the extent to which these objectives have been achieved, is

determined by their level of peer pressure, time management as

students’ success are reflected in their academic performance.

Peers play a large role in the social and emotional development

of adolescents Allen (2005). Their influence begins at an early

age and increases through the teenage years, it is natural,

healthy and important for adolescent to have and rely on friends

in behaviour or someone who you would think is equal to your age

or ability (Hardcastle, 2002). On the other hand, the term

“pressure” implies the process that influence people to do

something that they might not otherwise choose to do. According

to Hartney, (2011) peer pressure refers to the influences that

peers can have on each other. Peer pressure is emotional or

mental forces from people belonging to the same social group

(such as age, grade or status) to act or behave in a manner

similar to themselves (Weinfied 2010). Jones, (2010) defined

or age to influence another of same age, bracket peer pressure

is usually associated with teens although its influence is not

confined to teenagers alone.

However, peers can also have a negative influence. They can

encourage each other to skip classes, steal, cheat, use of drugs

or alcohol, or become involve in other risky behaviours.

Majority of adolescents with substance abuse problems began

using drug or alcohol as a result of peer pressure. Negative

peer pressure may influence in various ways like joining group

It may also lead to the decision to have a boy friend/girl

friend, Peer pressure indulges youth into loitering about in the

streets, watching films and attending parties during school

hours, taping as alternative to stealing which may eventually

graduate into armed robbery. (Arief, 2011)

For these reasons, the researcher found it interesting to

conduct a study to the students of Dumangas National High School

to test the consequences of peer pressure. The researcher aimed

to determine whether consequences of peer pressure have an

Statement of the Problem

This study aimed to determine the consequences of peer

pressure to the students of Dumangas National High School for

the School Year 2019-2020.

Specifically, it aimed to answer the following questions:

1. What are the consequences of peer pressure to the

respondents when taken as a whole?

2. What are the consequences of peer pressure to the

respondents when they are grouped as to sex and socio-

3. Are there significant differences in consequence of peer

pressure when they are grouped as to sex and socio-

Hypothesis of the Problem

The hypothesis was tested at .05 alpha level. There are no

significant differences in the consequences of peer pressure of

the respondents when they are grouped as to sex and socio-

Persuasion is defined as “human communication that is

designed to influence others by modifying their beliefs, values

or attitudes” (Simons, 1976, p.21). It involves a goal and the

intent to achieve that goal on the part of the message sender.

This is done through communication and the message recipient