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Elizabeth Seton School – Las Pinas 1
SENIOR HIGH SCHOOL DIVISION
THE RELATIONSHIP BETWEEN PEER INFLUENCE

AND ACADEMIC PERFORMANCE
A Research Presented to the

Senior High School Division
Elizabeth Seton School
Las Piñas City Campus
In Partial Fulfillment of the

Requirements for the subject
Quantitative Research
Presented by:
ANTEROLA, JOHN NATHANIEL D.C.
BELANISO, ANNE PAULINE B.
CABREIRA, GABRIELLE HANNAH C.
DE LEON, MINA KYLA S.
NG, RACHEL DENISE C.
May 2018
ABSTRACT
Individuals have reclassified school from only an organization for
educating children to also as a place of developing social abilities and
social cooperation between students in a social environment. In social
communication, peer relationship is thought to be a critical factor in the
improvement of understudies and youths. Moreover, teenagers invest a
large portion of their energy with their peers in a school setting. Thus,
engaging with peers is characterized as both promoting pro-achievement
or anti-achievement values and behaviours which impacts the academic
performance of students. The purpose of this study is to determine if there
is a significant relationship between peer influence and the academic
performance of students. The respondents of the study were 106 Grade
11 students of Elizabeth Seton School Las Pinas Campus during the
school year 2017-2018 selected through stratified random sampling. An
adopted and modified peer group influence assessment questionnaire of
Dr. Jack Gladys Uzazi and Gamnjoh Dennis Deya was administered to the
respondents to determine the degree of influence peers have on the
respondents. The researchers also collected the respondents’ trimester
general average from their respective advisers. Data were analysed using
averaging, weighted mean, Pearson Product-Moment Correlation
Coefficient and correlational testing and were presented in the form of
tables.
The findings showed that peers are influential to the respondents
and the academic performance of the respondents is proficient. Lastly, it
was determined that there is no significant relationship between peer
influence and academic performance.

ACKNOWLEDGEMENTS
The researchers would like to express their sincere gratitude to the
following people who made the study possible:
To Sir Edmond Bunag, the class adviser of Grade 11- STEM A and
the adviser of the researchers in Quantitative Research for the Third
Trimester, for his enduring patience and guidance to his students
throughout the research process.
To the rest of the respective class advisers of the Grade 11
sections, Sir Andrew Tolentino, Miss Mary Ann Almera, Sir Karlito Espiritu
and Sir Martin Cruz for their invaluable help and support.
To Sir Jojo Potenciano, the Senior High School principal, for
approving the letter of permission addressed to the class advisers of
Grade 11 students, regarding the collection of the general average of their
students during second trimester.
To the researchers’ families and friends, for constantly supporting
and financing all the requirements needed for their research throughout
the third trimester.
To God, for making everything possible and for being the
researchers’ stronghold.
TABLE OF CONTENTS
Title Page 1
Abstract 2
Acknowledgements 4
Table of Contents 6
CHAPTER 1: INTRODUCTION
1.1 Background of the Study 7
1.2. Review of Related Literature 8
1.3. Conceptual/Theoretical Framework 16
1.4. Statement of the Problem 17
1.5. Objectives of the Study 18
1.6. Research Questions 19
1.7. Hypothesis 19
1.8. Scope and Limitations 19
1.9. Significance of the Study 20
1.10. Definition of Terms 21
CHAPTER 2: METHODOLOGY
2.1. Research Design 23
2.2. Data Gathering Procedure 23
2.3. Respondents of the Study 25
2.4. Research Instrument 25
2.5. Data Analysis 26

CHAPTER 3: RESULTS AND DISCUSSION 29
CHAPTER 4: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
4.1. Summary 33
4.2. Conclusions 34
4.3. Recommendations 35
CITED REFERENCES 37
APPENDICES
A. Profile of the Respondents 42
B. Letter for Validator 43
C. Questionnaire Adoptation 44
D. Letter for Distribution of Questionnaires 45
E. Letters for Collection of Grades 46
F. Sample Questionnaire 50
G. Waivers for Grades 52
H. Formulas 53
I. Plagiarism Report 54
J. Curriculum Vitae 65
CHAPTER 1
INTRODUCTION
1.1. Background of the Study
People have redefined school from just an institution for educating
children to also as a place of developing social skills and social interaction
between students in a cultural environment. In social interaction, peer
relationship is considered to be an important factor in the development of
students and adolescents.
According to Barnes (2015), adolescents spend most of their time
with their peers in a school setting. Engaging with peers is characterized
as both promoting pro-achievement or anti-achievement values and
behaviours which impacts the academic performance of students. In other
words, peers who offer positive support (e.g. support for academics) or
negative support (e.g. skipping school) influences student’s attitude
towards school. Moreover, Brown & Larson (2006) say that peers have
been alternately blamed for some of the problematic aspects of
adolescence like exposure to substance use and abuse and lack of the
sense of responsibility.
For this reason, the researchers decided to conduct a study about
the relationship between peer influence and academic performance of
Grade 11 students of Elizabeth Seton School in the school year 2017-
2018.
The researchers aim to discover if there is a significant relationship
between peer influence and student’s academic performance. The
researchers want to show that peers can also affect an individual
positively when it comes to school and their academic performance.
Furthermore, the researchers want to encourage students to
choose their peers wisely as it shapes achievement motivational belief
and academic grade performance.
From this research, the students will have a further understanding
on the degree of influence that their peers hold in their lives and how it
affects their academic performance. The research would also help and
inspire school administrators and educators to develop a better
educational system and environment for the students and their peers.
1.2. Review of Related Literature
This research is about the relationship between peer influence and
the academic performance of students. The data collected by the
researchers came from different references such as books, articles,
journals, theses and the internet. Included in this chapter are several
earlier studies and information connected to the research subject. The
researchers believe that the following set of literature is relevant and
useful in their research for they provide meanings of important terms and
specific information related to the research subject.

PEER INFLUENCE
According to Addams (2010), a primary feature of social life is
social interaction, or the ways in which people act with other people and
react to the actions of other people. To recall a quote from John Donne,
“No one is an island.” This means that all individuals interact with other
individuals every day. In addition, according to Aristotle, human beings are
social animals by nature. Therefore, humans naturally seek the
companionship of others as part of their well-being.
For social order, a need for any society, to be possible and
effective, social interaction must be attained. For this reason, sociologists
interested in microsociology have tried to understand social life by
analyzing how and why people interact. Social interaction that influences
human behavior happens in different settings such as community,
workplace, home and school. Social interactions in these settings happen
in different ways.
First, according to the Center of Community Health and
Development University of Kansas, a community is understood to be a
group of people who knew one another, and shared common cultural
assumptions, interests, concerns, and goals, largely because they lived
together. In order to create community, it’s often necessary to bring people
together so that they can get to know one another through discovering
new cultures and developing common interests and goals. Communities

often have activities such as clean-up days, blood donation drives and
charity programs. Through these activities, the members of the community
are able to socialize with one another.
Second, according to Cornelissen (2016), in the workplace, peer
pressure affects productivity. Peer pressure can help remove free-rider
problems in teams. Knowledge spillover in peers happens in different
situations, such as when newly trained and untrained workers or senior
and junior workers collaborate in the workplace. Because of this,
companies and firms encourage social interaction.
To support this claim, according to Dukes (2015), building
employee morale and professional relationships has become a common
theme between management teams. With that, has come the rise of
company outings and community volunteer events. Through promotion of
social interaction in these events, solid relationships are formed. A group
of colleagues do not only work well together, but also feed off each other’s
creativity and energy, inspiring each other to consistently evolve, both
together and as individuals.
Third, according to Bennett (2007), in homes, a strong link was
found between aspects of healthy family relationships, especially high
levels of parental involvement with schooling, and greater social skills
development in children. Healthy social interaction was associated with
academic achievement in chidren.

Last, according to Lawson (2003), school is not only a place where
children learn reading, writing and math. It is also a place where they learn
to relate with other people and develop social skills. Social skills are the
skills we need to interact adaptively in our cultural environment.
In line with that, according to Hurst et al. (2013), social interaction
has an impact on students’ learning. 23% of the students who were
surveyed in their study said social interaction helps them learn from
others, 16% from them believes that it makes learning fun, 10% from them
states that they get more interested and engaged, and 8% from them said
that it gives them a chance to talk in the classroom. The other 43% of the
response has different perspectives such as social interaction improves
comprehension, helps students become comfortable and confident,
prepares students for the real world, and helps teachers get to know
students better. Social interaction encourages students to think and read
critically. Most of the students were able to achieve more, faster, and more
accurately they worked in groups. Students perceived that social
interaction enhanced their learning by enriching their knowledge in literacy
and teaching them critical thinking and problem-solving skills.
Furthermore, according to Adams (2009), peer discussion can be
effective for understanding difficult concepts when no one in the group
initially knows the correct answer. Student peer discussion is an effective
means of active learning in a lecture class.

Truly, peer influence has an effect on a student’s academic
performance. With that in mind, what is peer influence and academic
performance?
According to Christy & Temitope (2015), peer influence is the
tendency or readiness in people of the same age or social status to
behave in a particular way as a mark of conformity to the opinion, interest,
standard and norms of their peer. Peer groups can influence everything
from what an adolescent choose to wear to whether or not an adolescent
engages in drug related or other delinquent behavior.
To elaborate on this, according to Castrogiovanni (2002), a peer
group is a small group having two to twelve members with an average of
five or six. They are also similarly aged fairly close friends, liking and
sharing the same activities. Peer groups provide a sense of security and
help build a sense of identity. “Who am I?” and “What do I want out of
life?” are some of the questions related to social identity theory that
adolescents ask themselves. Being in a group and feeling part of a group,
adolescents feel like they are on the way to answering some of these
questions. Futhermore, adolescents spend much time with peers as with
parents and other adults. Because of this reason, it is essential to study
the influence that peers have on each other.

ACADEMIC PERFORMANCE
On the other hand, academic performance, according to Ching
(2013) is frequently defined in terms of examination performance.
Academic performance was characterized by the overall performance in
each year which culminates in a Grade Point Average (GPA). The GPA
score is determind through a students’ performance in tests, course work
and examinations.
Moreover, according to Yusuf (n.d.), in relation to educational
research, academic performance of a student can be regarded as the
observable and measurable behaviour of a student in a particular
situation. In social studies, students' academic performance consists of his
scores obtained from a teacher-made test. The academic performance of
students can also be obtained from first term examination, mid-semester
test and so on.
Some results of researches have proved that peers do, in fact,
have a relatively strong influence over the daily functioning of adolescent
secondary school students and their academic performance. The
relationship of peer influence and academic performance comes with
premise of one factor affecting the other.
According to Chang (2008), it has been found that prosocial-
cooperative behaviors and positive peer interaction styles are associated
with academic achievement. Students who had more "learning-oriented"

friends tended to perform better in school than other students over the
course of their schooling, and students who spent time w ith peers
interested in delinquent activities were less likely to be successful in
school.
Moreover, according to Stewart (2008), meaningful (or positive)
relationships with peers are assumed to promote psychological and life
skills for children and may be related to academic achievement and
motivation (Cauce, 1986; Connell & Wellborn, 1991;Cotterell, 1992;
Gonzales, Cauce, Friedman, & Mason, 1996; Greenberg, Siegel, & Leitch,
1983; Nichols & White, 2001).
However, some peer groups apply negative peer pressure to those
who excel academically (Cauce, Felner, & Primavera, 1982; Fordham &
Ogbu, 1986; Gonzales et al. 1996; Horvat & Lewis, 2003; Steinberg,
Dornbusch, &Brown, 1992). Negative peer pressure has served to
discourage students from conforming to values, attitudes, beliefs, and
behaviors that raise achievement (Goldsmith, 2004; Ogbu, 1995a, 1995).
For example, the social disapproval or negative peer pressure
experienced by some students might lead to dropping out of school
(Nichols & White, 2001).
With the results of these studies, we can derive the importance of
the relationship between peer influence and the academic performance of
students.
According to Christy & Temitope (2015), adolescents have always
been exposed to peer influence, but the kinds of peer influence that they
encounter have drastically changed in the past years. Peer influence can
have both positive and negative effects on an adolescent’s academic
performance.
To support this, according to Collins (2015), peer interactions vary
in terms of the quality of friendships, with adolescents engaging with peers
who offer positive support (e.g., support for academics) and negative
support (e.g., skipping school) impacting academic and psychosocial
outcomes of adolescents. Positive peer support is associated with positive
outcomes, and negative peer support is associated with negative
outcomes.
This is a significant issue to be studied because if society and
education related professionals understand the issue surrounding
negative peer influence, they are more likely to prevent it and be more
adequately prepared to help a teenager facing negative aspects of peer
pressure.
SYNTHESIS
As the researchers had a critical analysis of the set of related
literature they gathered, they can say that social interaction in different
settings especially in schools truly affect students’ learning. Students
spend most of their time interacting with their peers. Peer interactions vary
in terms of the quality of friendships, with adolescents engaging with peers
who offer positive support and negative support. This impacts their
academic and psychosocial outcomes as students. Therefore, it is
important to study the influence or pressures that peers place on an
individual and the relationship of it with their academic performance.
1.3 Conceptual / Theoretical Framework
Social Influence Theory
has three (3) processes
Compliance Identification Internalization
brought about by
Peers
that influence
Students
and affect their
Academic
Performance
To further understand the relationship between peer influence and
academic performance, the researchers used the Social Influence Theory
as the backbone of their study. Peers have the ability to socially influence
individuals. Social influence is the effect others have on individual and
group attitudes and behaviour (Berkman, 2000). As suggested by Kelman
(1958), the main idea of Social Influence Theory is that the attitudes,
beliefs, and ensuing actions or behaviors of an individual are influenced
through three processes: compliance, identification, and internalization.
Compliance is the act of responding approvingly to an explicit or
implicit appeal offered by others. Technically, compliance is a change
in behavior but not directly in attitude. A person can comply due to
mere obedience or by choosing to repress private thoughts due to social
pressures.
On the other hand, identification is the changing of attitudes or
behaviors due to the influence of someone who is admired.
Last, Internalization is believed to occur when a person accepts a
set of norms established by people or groups that are influential to the
individual. A person accepts the influence because the content of the
influence accepted is fundamentally rewarding. In this case, the
satisfaction occurs due to “the content of the new behaviour”.
All in all, social influence brings about changes in attitude and
actions of people. The impact of a peer’s social influence processes on
the students’ change in attitude may have an effect towards his academic
performance.
1.4. Statement of the Problem
The general problem is that peer influence has an effect on the
academic performance of students. The kind of group a particular child
identifies with will sometimes determine the kind of influence the group will
have on his academic achievement. According to Deya and Uzezi (2017),
many peer groups can exert a positive influence on their friend. It is
thought that intelligent students do help their peers bring up their
academic performance. Likewise, students with good friends who are
considered smart tend to do better in school which is all traceable to the
fact that they share a similar aspiration. On the other hand, peer influence
can potentially have a deadly impact or other various negative effects.
According to Christy and Temitope (2015), there are some peer groups
who can exert negative influence on their friends and these groups tend to
share low aspiration of going to tertiary institution or pursing certain
careers. So far, it is assumed that peer influence can have both positive
and negative effects on a student’s academic performance. With this, the
researchers want to determine if there is a relationship between peer
influence and the academic performance of Grade 11 students of
Elizabeth Seton School School Year 2017 – 2018.
1.5. Objectives of the study
The main objective of the study is to determine the relationship
between peer influence and the academic performance of the students.
Specifically, the study aims to:
1. Determine the degree of influence of peers to the respondents.
2. Identify the academic performance of the respondents.

3. Determine if there is a significant relationship between peer
influence and academic performance of the students.
1.6. Research Questions
This study will determine the relationship between peer influence
and academic performance of students.
Specifically, this study will gather answers to the following questions:
1. How influential are the peers to the respondents?
2. What is the academic performance of the respondents?
3. Is there a significant relationship between peer influence and
academic performance of the respondents?
1.7. Hypothesis
The following hypothesis will be tested:
1. There is no significant relationship between peer influence and
academic performance.
1.8. Scope and Limitations
The researchers will focus on determining the relationship between
peer influence and academic performance of students. Furthermore, the
goals of the study are to find out the degree of influence of peers to the
respondents and to ascertain the academic performance of the
respondents. The respondents of the study are Grade 11 students of
Elizabeth Seton School Las Piñas Campus School Year 2017 – 2018.
Variables such as age and religion of peers, parents’ influence, teacher
factor and time of class were not considered.
The study has three limitations. First, the Grade 11 students could
decline participation in the study anytime which will affect the sample size
and validity of the results. Second, the findings may not be generalized for
students in other countries because of differences in school curriculum
and educational laws. Third, the researchers used a quantitative data
collection technique. Although no personal bias of the researcher was
involved, close ended questions limited the details from the responses and
do not directly reflect the feelings of the participants.
1.9. Significance of the study
The result of the research may provide further insights and
information in understanding the degree of influence of peers to student’s
academic performance. The study would give great contribution to the
following:
Students. This study would help the students realize the influences and
effects of their peers in their academic performance.
Teachers. This study would help the teachers guide their students with
choice of peers with regards to their academic performance and stop
negative peer influences before they occur. Awareness and understanding
of the teachers on the peers of their students may lead students’
academic improvement.
School Guidance Counselors. The conclusion of this research could
help school guidance counsellors in handling peer groups and their
academic problems. Moreover, it can also help them plan seminars and
school activities that can help them spread awareness on the possible
effects of peer influence on a student’s academic performance.
Parents. The parents could realize the influence of the peers of their
child’s academic performance. This would help them give proper guidance
and support to their children in peer selection.
Researchers. This study can serve as literature review and reference for
future researchers with related researches.
1.10. Definition of Terms
The following terms are defined for better understanding of the study:
Peers. This is a group of person(s) or students who share the same status
and bond together by common objective or circumstance.
Peer Influence. This refers to the capacity of peers to have an effect on
the character, development, or behavior their friends. It is also the
tendency of people to behave in a particular way as a mark of conformity
to the opinion, interest, and norms of their peers.
Positive Peer Influence. A peer influence is considered to be positive
when it is directed towards producing an average or successful academic
performance.
Negative Peer Influence. A peer influence is considered to be negative
when it is directed towards producing a poor or failed academic
performance.
Academic performance. This refers to the students’ general average in
the Second Term of School Year 2017 – 2018.
Respondents. This refers to Grade 11 students of Elizabeth Seton School
Las Pinas Main Campus who had taken up all their assigned subjects in
their respective strands for the second term of the school year 2017 –
2018.
CHAPTER 2
METHODOLOGY
2.1. Research Design
The method of research used in this study is correlational type of
research. Using a correlation analysis is the most relevant method for this
study to determine if the relationship exists between the two variables:
peer influence and academic performance. Furthermore, according to
Chiang et al. (2017), a correlational research method will provide the
strength and direction of the relationship between the two variables. In
addition, the researchers will use stratified random sampling in selecting
the respondents from Grade 11 students of Elizabeth Seton School Las
Piñas for the survey. This will ensure that each section of Grade 11 is
represented in the sample. The two characteristics that will be measured
in this study are the academic performance (second trimester general
average) of the respondents and the influence of their peers (result based
from the questionnaire).
2.2. Data Gathering Procedure
The peer influence and students’ second trimester general average
will be used in this research. All of the procedure in gathering the data will
be done during the third trimester in the school year 2017-2018. With this,
the researchers will utilize the following procedures needed for their study:
1. The researchers will adopt an existing questionnaire to assess the
degree of peer group influence. They will ask permission from the
original author using a letter sent through e-mail.
2. Before gathering the data, the researchers will use stratified
random sampling and Slovin’s formula to find out the sample size
for the population of Grade 11 students.
3. After selecting the respondents, the researcher will ask permission
from the Senior High School assistant principal to conduct a peer
influence assessment test to the Grade 11 students.
4. The researchers will also ask permission to have a list of the
second trimester general average grades of the respondents.
5. After getting the approval of the Senior High School assistant
principal, the selected respondents will be informed of the
procedure and objectives of the study before answering the
questionnaire.
6. The researchers will then administer the survey to the respondents.
7. The researchers will tally the gathered data. They will analyze and
interpret the data through weighted mean and Pearson Product
Moment Correlation Coefficient and test the significance of the
correlation.
2.3. Respondents of the Study
SECTION NUMBER OF RESPONDENTS

STEM A 20
STEM B 22
ABM A 19
ABM B 19
HUMSS 26
TOTAL 106
The respondents of the study are the Grade 11 Senior High School
students of Elizabeth Seton School-Las Piñas Main Campus school year
2017-2018. One hundred six (106) among the one hundred forty-four
(144) total of Grade 11 students will be chosen fairly through the use of
N
stratified random sampling and Slovin's Formula which is 𝑛 = ,
1+𝑁𝑒 2
wherein n is the sample size, N is the population size, and e is the margin
of error. Out of one hundred six (106) students, twenty (20) respondents
will be coming from STEM A, twenty-two (22) will be coming from STEM
B, nineteen (19) will be coming from ABM A, nineteen (19) will be coming
from ABM B, and twenty-six (26) will be coming from HUMSS.
2.4. Research Instrument
The research instrument that will be used in the study is an adopted
and modified peer group influence assessment questionnaire from the study
of Dr. Jack Gladys Uzezi and Gamnjoh Dennis Deya entitled “Relationship
between Peer Group Influence and Students’ Academic Achievement in
Chemistry at Secondary School Level.” The questionnaire is composed of

15 items. A 4-point Likert scale ranging from strongly disagree to strongly
agree will be used to measure the degree of influence of peers to the
respondents. The first six (6) questions aims to know if the respondents
belong to a peer group, how much time they spend with their peers and if
their current general average in school is better than the previous one before
they met their friends. It will also directly ask the respondents if their peers
help them improve their grades and deal with academic difficulties. These
questions will measure if peers have an influence on the academic
performance of the respondents. The next two (2) questions ask about the
class attendance of the respondents and their peers. The questions will
measure the frequency of absence and the punctuality of the respondents.
The next question will gauge if the respondent and their peers prepare for
examinations together before their classes. The next three (3) questions
aims to determine the interaction between the respondents and their peers
during classes and projects. The last three (3) questions intend to know the
interaction between the respondents and their peers after their classes,
asking if they answer assignments, attend consultation period and study
together after school.
2.5. Data Analysis
Once the researchers have the answered survey questionnaires and
the Second Trimester grades of the Grade 11 students, they will interpret
and analyze the data.

To start the data analysis, the researchers will tally all the answers of
each respondent per question. After that, they will measure the degree of
peer influence through the use of weighted mean. To compute for the
weighted mean of each question, the researchers will use the average
function of Microsoft Excel. Once the researchers have computed the
weighted mean of each question, they will get the average of all the weighted
mean to come up with a total. The total weighted mean will be verbally
interpreted based on the following table:
LIKERT SCALE
3.50 - 4.00 Greatly Influential
2.50 - 3.49 Influential
1.50 - 2.49 Not Influential
1.00 - 1.49 Definitely Not Influential
To find the overall academic performance of students in the Second
Trimester, the researcher will get the average of all the grades using the
average function of Microsoft Excel. Using the grading system of Elizabeth
Seton School, the final numerical grade may have one of the following verbal
interpretations:
Numerical Value Verbal Interpretation

90% and above Advanced
85-89% Proficient
80-84% Approaching Proficiency
75-79% Developing
74% and below Beginning
To determine if there is a significant relationship between peer
influence and the academic performance of students, the researchers will
use the Pearson Product-Moment Correlation Coefficient. The following
formula will be used:
𝐍 ∑ 𝑿𝒀−(∑ 𝑿)(∑ 𝒀)
r=
√[𝐍 ∑ 𝐗 𝟐 −(∑ 𝐗 𝟐 )][𝐍 ∑ 𝒀𝟐 −(∑ 𝒀)𝟐
Where:
N = total number of values
X = values in first set of data
Y = values in second set of data
After getting the r, the researchers will test its significance. The
following formula will be used to find the z-value.
𝒏−𝟐
z= 𝒓(√ )
𝟏−𝒓𝟐
Where:
r = Pearson Product-Moment Correlation Coefficient
n = sample size
The hypotheses will be tested with the z-value and z-critical to
determine if there is a relationship between peer influence and the academic
performance of the students.

CHAPTER 3
RESULTS AND DISCUSSION
This chapter presents the results of the gathered data based on the
specific objectives mentioned in this study.
3.1. Determine the degree of influence of peers to the respondents.
Table 1. Descriptive Statistics of the Degree of Peer Influence
Variable Weighted Mean Verbal Interpretation

Peer Influence 2.94 Influential
Using the Likert scale from Chapter 2, the table below shows that
peers are influential to the respondents with a weighted mean of 2.94. Being
influential means having the capability or power to affect the way someone
behaves, or thinks, without using direct force or orders. Peers may be
influential to the respondents because of the amount of time they spend with
each other. According to Guo (2014), when people interact with someone
often, they have a greater chance of shaping his or life. Peer may also be
influential to the respondents because of their same interests and hobbies.
According to Alleyne (2010), people form circles of friends depending on the
commonality of their hobbies and interests such as politics, music, religion,
sports or academics.
3.2. Identify the academic performance of the respondents.
Table 2. Descriptive Statistics of the Academic Performance
Variable Mean Verbal Interpretation

Academic Performance 86.07 Proficient
(Second Trimester General Average)
The table below shows the mean of the academic performance of the
Grade 11 students which is 86.07. Using the grading system of Elizabeth
Seton School, the mean of 86.07 falls under Proficient level. Being proficient
means having the ability or skill to pass assessments and learning standards
as students progress through their education. A student may attain a
proficient academic performance through the help and support of his friends.
According to Sobolevskaya (2014), students with A-grades lead their groups
by setting an example of academic achievement. Therefore, the higher the
performance of the leader, the better his peers perform.
3.3. Determine if there is a significant relationship between peer
influence and academic performance of the students.
Table 3. Bivariate Data and Application of Correlational Testing
Variables R z-value z- Decision

critical
Peer Influence 0.05 0.51 ± 1.96 Accept Ho,
and Academic Very Low Positive Reject H1.
Performance Correlation
Using the z critical of ± 1.96, the results show that since the z-value
of the variables peer influence and academic performance is 0.51, the null
hypothesis is accepted. Therefore, there is no significant relationship
between peer influence and academic performance. The reason behind
this may be the strong self-esteem of the respondents. According to Little
(2015), children who have strong self-esteem are better at resisting peer
influence. If a student is happy with his identity and the choices he makes,
he is less likely to be influenced by other people.
This result confirms the results of the study done by Hayashi
(2016). The paper shows the data of dormitory students in National
Institute of Technology, Kagoshima College and demonstrates peer
effects in academic performance. In its conclusion, it stated that despite
considering the asymmetric relationship between roommates, self-
selection bias when choosing subjects and nonlinearities of effects, there
is no significance between peer influence and the academic performance
of the students. In addition, a research conducted by Grant (2016) studied
the 647 high school students’ perceptions of relationships with teachers
and peers and their impact on school performance. The results showed
the relationships did not significantly impact academic performance of the
students via school engagement. Furthermore, according to Monahan &
Steinberg (2007), the development of susceptibility to peer pressure in
adolescence follows an inverted U-shaped curve. The susceptibility

increases during early adolescence, peaking around age 14, and declining
after.
On the contrary, according to a study by Deya & Uzezi (2017),
there is a positive and significant relationship between peer group
influence and academic achievement of Chemistry students in some
selected secondary schools in Jalingo, Nigeria. Similar to this, the results
from the study of Gallardo (2016), states that positive peer relationships
influence adolescents’ academic achievement. The variation of results
may be caused by the differences in methodology, location and profile of
the respondents.
CHAPTER 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter discusses the summary, conclusions, and
recommendations of the study.
4.1. Summary
The main purpose of this study is to determine the relationship
between peer influence and the academic performance of the students.
The data was collected from 106 Grade 11 students of Elizabeth Seton
School in the school year 2017-2018. An adopted and modified peer
group influence assessment questionnaire from the study of Dr. Jack
Gladys Uzezi and Gamnjoh Dennis Deya was distributed to the
respondents to determine the degree of peer influence. The questionnaire
is composed of 15 items that used a 4-point Likert scale ranging from
strongly disagree to strongly agree. The research focuses on determining
the relationship between peer influence and academic performance of
students. Also, the goals of the study are to find out the degree of
influence of peers and to determine the academic performance of the
respondents. On the other hand, the research does not consider the
variables of age and religion of peers, parents’ influence, teacher factor
and time of class. It also has three limitations namely: (1) the sudden
decline of participation of the students in the study will affect the sample
size and validity of the results, (2) the findings may not be generalized for
students in the other schools in other countries and finally, (3) the use of
quantitative data collection technique does not directly reflect the feelings
of the respondents. For the variable of academic performance, the
researchers gathered the second trimester general average of the
students from their respective advisers.
According to the data gathered and analyzed by the researchers,
peers are influential to the respondents with a weighted mean of 2.94. The
academic performance of Grade 11 students is proficient with a mean of
86.07. Lastly, using the z-critical of ± 1.96, the results show that since the z-
value of the variables peer influence and academic performance is 0.51, the null
hypothesis is accepted. Therefore, there is no significant relationship
between peer influence and academic performance.
4.2. Conclusions
The weighted mean for the variable peer influence is 2.94 which
falls under influential based on the likert scale interpretation table. With
this in mind, the peers of the respondents are influential to them. The
reason behind this may be the amount of time they spend with each other
and the similarity of interests.
The mean of the academic performance or second trimester
general average of Grade 11 students is 86.07 which falls under the
proficient level based on the grading system of Elizabeth Seton School.

Finally, using a z-critical of ± 1.96, the zvalue obtained from the
relationship between peer influence and academic performance is 0.51
which falls under the acceptance region of the normal curve. Therefore,
there is no significant relationship between peer influence and academic
performance. This indicates that peers do not have an influence on the
academic performance of the respondents. A possible reason behind this
result could be the level self-esteem of Grade 11 students. According to
Little (2015), children who have strong self-esteem are better at resisting
peer influence. If a student is happy with his identity and the choices he
makes, he is less likely to be influenced by other people.
4.3. Recommendations
Based on the results and conclusions of this study, the researchers
have the following recommendations:
1. Future researchers can use a larger sample size and
conduct the study in other public or private schools for
comparison.
2. Future studies can take the variables gender, age, religion of
peers, teacher factor and time of class into consideration.
3. The data used in this paper was obtained only for a short
period of time. To elucidate the relationship between peer
influence and academic performance, a longer period of time
may be required for the research.

4. Conduct follow-up interviews to have an in-depth analysis on
the degree of influence peers have on the respondents.
Interviews may provide details on the survey responses and
reflect the feelings of the respondents on the subject.

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APPENDICES
A. Profile of the Respondents
The respondents were 106 Grade 11 students of Elizabeth Seton
School in BF Resort Village, Las Pinas City. In the forty years since its
Main Campus was established in 1975, Elizabeth Seton School has been
providing quality education, nurturing its students into dutiful, moral
Christians and orderly, disciplined civilians, while also providing them with
opportunities to acquire long-lasting, practical skills in the pursuit of future
global excellence.
B. Letter for Validator

C. Letter and Reply for Questionnaire Adoptation

D. Letter for Distribution of Questionnaires

E. Letters for Collection of Grades




F. Sample Questionnaire

G. Waivers for Grades

H. Formulas
Slovin’s Formula
The researchers used stratified random sampling and Slovin’s formula
to find out the sample size for the population of Grade 11 students.
𝐍
𝒏=
𝟏+𝑵𝒆𝟐
Pearson Product-Moment Correlation Coefficient
To determine if there is a significant relationship between peer
influence and the academic performance of students, the researchers
used the Pearson Product-Moment Correlation Coefficient.
𝐍 ∑ 𝑿𝒀−(∑ 𝑿)(∑ 𝒀)
r=
√[𝐍 ∑ 𝐗 𝟐 −(∑ 𝐗 𝟐 )][𝐍 ∑ 𝒀𝟐 −(∑ 𝒀)𝟐
z value
As part of correlational testing, the researchers computed for the
value of z using the following formula:
𝒏−𝟐
z = 𝒓(√𝟏−𝒓𝟐 )
I. Plagiarism Report










J. Curriculum Vitae
John Nathaniel D.C. Anterola

jndcanterola07@yahoo.com
Nate is a Grade 11 student of Elizabeth Seton School - Las Piñas under
the Humanities and Social Sciences strand. He is an active member of
Speech & Poetry Club. He also enjoys wearing fashionable clothes,
writing, photography, and traveling. Nate has an interest for human
behavior which inspires him to take up a major AB Psychology in college.

Anne Pauline B. Belaniso

annbrionbe@gmail.com
Anne is a Grade 11 student of Elizabeth Seton School - Las Piñas under
the Humanities and Social Sciences strand. She is an active member of
Entrepreneurship Club. She is proficient in art softwares like PhotoShop
and Illustrator. With her skills in arts and photography, Anne wants to
study Graphic Arts in college.

Gabrielle Hannah C. Cabreira

hannahcabreira@gmail.com
Hannah is a student of Elizabeth Seton School Las Pinas under the
Humanities and Social Sciences strand. She is an active member of
Dance Club. Hannah is an avid performer who is passionate about
music, film and design. She plans to take up Communication Arts or
Interior Design in college.

Mina Kyla S. De Leon

minakydl@gmail.com
Kyla is a Grade 11 student of Elizabeth Seton School - Las Piñas under
the Humanities and Social Sciences strand. She is an active member of
Dance Club. Her hobbies include dancing and modelling. Also as a
dedicated artist, Kyla wants to pursue Multimedia Arts in college.

Rachel Denise C. Ng
rdcn1007@gmail.com
Rachel is a Grade 11 student of Elizabeth Seton School - Las Piñas
under the Humanities and Social Sciences strand. She is an honor
student and an active member of Entrepreneurship Club. Her hobbies
include painting and playing the piano. Rachel plans to take up BS
Psychology in college.

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Elizabeth Seton School – Las Pinas 1

SENIOR HIGH SCHOOL DIVISION

THE RELATIONSHIP BETWEEN PEER INFLUENCE

A Research Presented to the

In Partial Fulfillment of the

SENIOR HIGH SCHOOL DIVISION

Individuals have reclassified school from only an organization for

educating children to also as a place of developing social abilities and

social cooperation between students in a social environment. In social

communication, peer relationship is thought to be a critical factor in the

improvement of understudies and youths. Moreover, teenagers invest a

engaging with peers is characterized as both promoting pro-achievement

or anti-achievement values and behaviours which impacts the academic

performance of students. The purpose of this study is to determine if there

is a significant relationship between peer influence and the academic

performance of students. The respondents of the study were 106 Grade

11 students of Elizabeth Seton School Las Pinas Campus during the

school year 2017-2018 selected through stratified random sampling. An

adopted and modified peer group influence assessment questionnaire of

respondents to determine the degree of influence peers have on the

respondents. The researchers also collected the respondents’ trimester

averaging, weighted mean, Pearson Product-Moment Correlation

Coefficient and correlational testing and were presented in the form of

SENIOR HIGH SCHOOL DIVISION

The findings showed that peers are influential to the respondents

and the academic performance of the respondents is proficient. Lastly, it

was determined that there is no significant relationship between peer

influence and academic performance.

SENIOR HIGH SCHOOL DIVISION

The researchers would like to express their sincere gratitude to the

following people who made the study possible:

the adviser of the researchers in Quantitative Research for the Third

Trimester, for his enduring patience and guidance to his students

throughout the research process.

To the rest of the respective class advisers of the Grade 11

To Sir Jojo Potenciano, the Senior High School principal, for

approving the letter of permission addressed to the class advisers of

Grade 11 students, regarding the collection of the general average of their

students during second trimester.

To the researchers’ families and friends, for constantly supporting

the third trimester.

To God, for making everything possible and for being the

SENIOR HIGH SCHOOL DIVISION

1.1 Background of the Study 7

1.2. Review of Related Literature 8

1.3. Conceptual/Theoretical Framework 16

1.4. Statement of the Problem 17

1.5. Objectives of the Study 18

1.6. Research Questions 19

1.8. Scope and Limitations 19

1.9. Significance of the Study 20

1.10. Definition of Terms 21

2.1. Research Design 23

2.2. Data Gathering Procedure 23

2.3. Respondents of the Study 25

2.4. Research Instrument 25

2.5. Data Analysis 26

SENIOR HIGH SCHOOL DIVISION

CHAPTER 3: RESULTS AND DISCUSSION 29

CHAPTER 4: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

A. Profile of the Respondents 42

B. Letter for Validator 43