Group5 - Chapter 12and 3

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
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General Mariano Alvarez, Cavite
The Influence of Family and Friends on the Academic

Performance Among 4th Year Psychology Student in Earist
Cavite Campus
A Research Paper presented to the
Faculty of the Eulogio “Amang” Rodriguez
Institute of Science and Technology Cavite Campus
In Partial Fulfillment of the Requirements in Field Methods
By
BRUTAS, DRAIZEN M.
ECIJA, TIARA NICHOLE P.
LIBAN, ADRIAN C.
MAGO, RICA MAE
MARIANO, CHRYSTAL KAYE G.
MERALINA, DOROTHY JOY L.
PACIS, ARRHELYNN A.
PACLIBAR, KIM RAMSES Y.
PICA JAZMHYR C.
SALEM, PRINCESS FRANCHETTE E.
2023
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Chapter 1
The Problem and Its Background
Introduction
One of the key features of a student's education is

academic performance (Rono, 2013). It is regarded as the
focal point around which the entire system of education
revolves. According to Narad and Abdullah (2016), academic
performance is the knowledge acquired that is evaluated by a
teacher using grades and/or educational objectives set by
students and teachers to be attained over a given amount of
time. Researchers and educators have paid close attention to
the factors that can help students improve their academic
performance (Signh, Malik, and Sign, 2016; Ali, Haider,
Munir, Khan, and Ahmed, 2013; Farooq, Chaudhry, Shafiq, and
Behanu, 2011). Different factors have the potential to
influence the academic performance of university students,
and two of them are family and friends.
First is the family. One of the major factors in the

development of a person is the family. According to Suleman,
Hussain, Akhtar, and Khan (2012), family serves as the
foundation and support for their children, regardless of the
challenges they face, since family is the one who will lend
a helping hand to them. However, a person’s academic success
is also influenced by the kind of household to which he or
she belongs. Several researchers illustrated that parents
and families play a significant role in their children's
or students' academic performance. According to Ajila
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and Otula (2000), they opined that parents are the first
socializing influences in a child’s life and that the
condition of the home has an
impact on the individual. Although the school is in charge

of the events that shape a student’s life while they are
enrolled there, the experiences a student has at home have a
significant impact on how they develop as a person and
become who they are. As a result, Ichado (1998) concluded
that a student's home environment can have a significant
influence on his academic performance, because Newuahwah
(1995) stated that in a situation where the family is the
environment and has been identified as having a significant
influence on a student's academic performance. Other
factors of the parental environment, including the family
structure, have been greatly neglected. However, Ichado
(1998) claimed that the emotional impact of parents’
continual conflict on their children may result in poor
academic performance.
On the other hand, how do friends influence the academic

performance of a student? Although it has been debated to
some degree, most academics agree that a person’s friends
can influence their academic performance. Additionally, very
little research has concentrated on estimating the academic
outcomes associated with friends' influence. Researchers
have shown a strong correlation between a person’s academic
performance and their relationships with friends. According
to Guldemond (1994; Zettergren 2003), students who are not
accepted by their classmates, friends, or peers have lower
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grades, while Coleman (1997) and Zettergren (2003)

discovered that they have lower achievement test scores and
are more likely to drop out. Having friends or a peer group
at school appears to support participation in school-related
activities as well as academic performance (Ladd et al.,
1997).
Friendship has been commonly characterized as encouragement

to engage in delinquent behaviors, pressuring people to
adopt unfavorable ideas and attitudes, or discouraging
people from
participating in extracurricular activities. Researchers

have recently questioned this constrained view of
friends' influence. According to Classen and Brown
(1986), peers are not undirectional. Their study revealed
that friends can both encourage and discourage a student to
participate in school activities. Friends influence
people's decisions to engage in delinquent behavior.
Friends also influence one's involvement with their
families as well as in school (Classen & Brown, 1986).
Since students spend their time with friends and such
socialization may impact future educational development, we
need to understand how friends influence their academic
performance. Kindermann (1993) found that friends’
environments have an impact on how the student engages in
school. According to Coleman (1961), friends influence how
much a student values education. In addition, friends'
influences may have an impact on motivation as well as be
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related to students' different achievement levels in

school (Delgado-Gaitan, 1986).
The purpose of this study is to determine the influence of

family and friends on the academic performance of 4th year
psychology students at the EARIST Cavite Campus, with the
hope that the findings will spark interest in further
research and the development of more programs that will
enhance or improve the students' academic performance.
Theoretical Framework
This study is supported by the theory of social

influence, as proposed by Kelman (1958), is that an
individual's attitudes, beliefs, and subsequent actions or
behaviors are influenced by referent others through three
processes: compliance, identification, and internalization.
Kelman (1958) proposed that social influence causes changes
in attitude and behavior, and that these changes can occur
at different "levels," which can be attributed to
differences in the processes by which individuals accept
influence.
The social influence theory explains how people can be

influenced by others. The theory divides social influence
into two categories: (a) informational social influence and
(b) normative social influence. Friends and family members
are examples of normative social influences, whereas
informational influences can be obtained from broadcast and
print media, the Internet, or brochures.
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The theory of Academic performance (ToP) emanates from

Elger (2007), and the author described ‘perform’ as an
ability to produce a valued result and ‘performer’ as an
individual or a group that engages in collaboration while
the level of performance as the location in an academic
journey. According to Elger (2007), there are six components
of performance levels, and they are: level of knowledge,
levels of skills, level of identity, personal factors, and
fixed factors and proposed three axioms for effective
performance as performer’s mindset, immersion in an
enriching environment, and engagement in reflective
practice.
This theory will guide the researchers of this study to

determine the effect of influence from Family and Friends on
the Academic Performance Among Fourth Year Psychology
Student in EARIST Cavite Campus.
Conceptual Framework
Influence
Academic
of family
Performance
and Friends
Figure 1. Conceptual Framework

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Figure 1. Presents the conceptual framework of the study. It

consists of the two variables, parents and peer pressure as
an independent variables and academic performance as the
dependent variables.
In Figure 1, As an independent variable, parent and peer

pressure is related to the strong attachment of influence on
personality and social factors. This is seen as a vital
component in the response to the individual adopting the
ideology of the associates, as it reveals that peer and
parental pressure forms the main foundation involvement,
especially in the context of evaluating academic success.
Another variable, Academic Performance is among the several

components to identify the determinants of academic success,
Peer group influence on students’ academic performance
greatly depends on the skills and potentials of the
students. There are several other variables that affect
academic success. Academic performance refers to the outcome
of education.
Statement of the Problem
This study aims at exploring the influence of peer and

parent pressure on the academic performance of 4th year
Psychology Students in EARIST Cavite Campus.
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1. Demographic profile of the Respondents

1.1. Age
1.2. Gender
1.3. Course and Year
2. what is the effect of influence from family and friends

in terms of:
A. Compliance
B. Identification
C. Internalization
3. What is the Academic performance of 4 th year BS -

Psychology students in terms of:
A. Level of knowledge
B. Levels of skills
C. Level of identity
D. Personal factors
E. Fixed factors
4. Is there a significant relationship between the

influence of family and friend and academic performance
among 4th year BS- Psychology students?
Hypothesis
There is no significant influence of family and friends on
Academic performance of student.
There is no significant relationship between family and

friends and academic performance.
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Scope and Limitations of the Study
This study will focus mainly on the influence of the family

and peers on academic performance of 4th year Section A
Bachelor of Science in Psycology in Eulogio Amang Rodriguez
Institute of Science and Technology. There will be 36
respondents and The researcher will use a question to
determine the effect of family and peers on academic
performance.
Definition of Terms
According to Bago (2007), ACADEMIC PERFORMANCE is the

overall cognitive, verbal, emotional and social
participation of individuals which corresponds to a certain
grade it is measured by a general of sample members, sex,
classification level, personality characteristics and
academic attitudes with certain aspects of their
environment.
According to Burgess and Locke, FAMILY is a group of persons

united by the consisting of a single household: interacting
and intercommunicating with each other in their respective
social roles of husband and wife, mother and father, son and
daughter, brother and sister creating a common culture”
PEER comes from the Latin par which means equal. When you
are on par with someone, you are their peer. If kids your
age are pressuring you to do something you don't want to do,
that's peer pressure.
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INFLUENCE is the power to have an important effect on

someone or something. If someone influences someone else,
they are changing a person or thing in an indirect but
important way.
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Chapter 2
Review Related Literature and Studies
Local Literature
Nierva (2009) claims that parent participation in the

Philippines is ambiguous because there is always room for
improvement in parent involvement strategies, particularly
those that support the parents' active participation in
their child's education, both at home and at school. most of
the methodsof Filipino are a result of history, particularly
the manner in which parents racialize their offspring. The
Philippines is dealing with a variety of issues that
significantly impact families. thus, our country, like other
countries, is always looking for ways to close the gap.
Cabus and Fernandez (2016) explored the power elements of

parental association in schools and how the part, capacity,
and importance of inclusion are endorsed for guardians and
very much delimited inside school spaces possessed by
minimized guardians.
According to Olalekan (2016), it is generally observed that

peer group has a lot of influence on students. This is seen
from the role played by the peer group in the life and
learning of a child, evidence abound that students feel more
comfortable and relaxed among fellow students. A child who
is brilliant and surrounded by dull friends would lose
interest in learning. On the other hand, a peer group which
is prone to study would have positive effect on a dull
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member towards learning and stimulate his/her interest on

learning
Foreign Literature
Academic performance refers to excellence in all academic

discipline. According to Steinberg (2005), academic
performance includes students' ability and performance; it
is multidimensional; and it is intricately linked to human
growth and cognitive, emotional, and social physical
development. Academic performance also refers to how well a
student completes his assignments and studies. There should
be a connection between peer group and academic performance.
It was thought that a student's academic performance was
related to the group to which he or she belonged. Positive
or negative peer influence can exist. Peer influence has a
negative impact on a student's academic performance.
However, Stronger students have an effect on their peers and
actually aid in raising their general academic performance.
On the other hand, a person's sense of self-identity, self-
esteem, and independence determine how positive a peer's
influence on academic performance is. Additionally, peer
influence can boost students' academic zeal and motivation
for success (Lashbrook, 2000).
According to Castrogiovanni (2002) A peer group is defined

as a small group of similarly aged, relatively close friends
who participate in similar activities. Peer influence has
more commonly been defined as friends' encouragement to
engage in delinquent behavior, pressure to hold undesirable
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values and attitudes, or discouragement from participating

in school activities. With the necessary peer support,
students tend to excel and exceed their capabilities,
concentrating more on their studies and performing well in
academic tasks at school (Olalekan, 2016). Several studies
have found links between peer acceptance/support and
academic success in both children and adolescents
(Cotterell, 1992; Holahan,Valentiner, & Moos 1994;
Kupersmidt, Coie, & Dodge, 1990). Also, Family is one of the
most important influences on a person's development.
Parents' relationships with their children may increase the
likelihood that their children will develop a positive self-
concept. Parents who encourage school success set higher
expectations for their child's school performance and
homework completion, as well as higher aspirations for their
child, which contributes to school success
(Patrikakou,1996).
Research on adolescence has given the developmental task of

separation-individuation a great deal of attention; studies
indicate that late adolescent college students still have
strong attachments to and influences from their parents.
(Bank, Slavings, & Biddle, 1990; Hoffman, 1984;Kenny, 1990;
Kenny & Donaldson, 1991). There is also ample evidence for
parental influences on students' academic performance when
it comes to academic development. Parental expectations,
aspirations, support, and child-rearing practices have been
found to influence both subjective and objective indicators
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of adolescent academic success (Helmke, Schrader, & Lehneis-

Klepper, 1991; Melby & Conger, 1996; Pekrun, 1990;
Steinberg, Mounts, Lamborn, & Dornbush, 1991).
Furthermore, Bean (1983) and Hearn (1985) discovered that

positive interaction with friends was a significant
predictor of college satisfaction. While fewer studies have
looked at the combined effects of peer and parental
relationships on college academic achievement, those that
have found that social support has a positive impact on
successful college adaptation and academic achievement
(Abby, Abramis, & Caplan,1985; Riggio, Watring, &
Throckmorton, 1993; Robbins, Lese, & Herrick, 1993; Zea,
Jarama, & Bianchi, 1995).
Local Studies
Academic performance has been used as a criterion variable

in enumerable researchers. The great interest in academic
performance and predicting that influence this is
categorized in three-fold. First, academic performance in
form of grades and standardized and accessible to all
children in the country. Second, it is determinant the
influence to do well in school. Third, in a conflicting and
ever growing demands school to educate, train and socialized
beyond the basic academic curriculum achievement in the
basic academics in the basic of school. Therefore, school is
one quantitative indicator of results of behavior that are
gathered and ideal students. Academic performance, as cited
by Cuachin (2006), can be observed from quizzes, exams,
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reports, written reports and participation in class. He

defined academic performance as the final grade earned by a
student in a subject at the end of a specific learning time.
She added that the evaluation of an academic performance can
be determined from written and oral examinations, written
and oral reports, assignments, project and participation in
classroom activities. The procedure of evaluation may vary
from different subjects and instructors. Academic
performance is also obtained through reading books, writing
variety of paper works, listening to tips, matching habitual
presentation or working at a computer. The role of the
teacher is primarily helping the students to understand the
assignments and plan up activity. They also provide feedback
and performance appraisal when task is completed. Cuanchin
(2006) also mentioned that a related subject regarding
academic performance is learning outcomes. It a statement
usually expressed in terms of knowledge, skills, attitudes,
and competencies of students after completing unit or after
finishing a course. According to Frias (2000), as cited by
Rodeo (2006), academic performance is a way wherein a person
excels in terms of school requirements, tasks, awards and
achievements. Academic performance was measured in society
in many days. One standard of measurement as through the
system applied in school education aims to maximize the
development of the potentials in every individual in the
Philippines as well in the other countries, higher education
was the foremost concern of the state. Different educational
institution catered to the acquisition of knowledge and
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intellectual skills. It was measured by its academic

outcome.
It has been found that a students’ frequency of spending

time with friends is positively related to their CGPA (r =
0.54). This means that the longer the students spend time
with friends, the higher the CGPA.
In previous studies, adolescent friendship is linked to

changes in academic achievement (Flashman, 2011). CGPA is an
important determinant of adolescent friends and helps to
explain the influence of friendship on academic achievement.
High successful students are more likely to connect with
other highly successful students and vice versa. This shows
that students spend more time with friends and study
together. When students study in groups, they can motivate
and encourage each other. In addition, students are able to
learn some studying skills and habits by observing others’
study skills and they can incorporate it in their studying
routine. Furthermore, some students might feel uncomfortable
asking a question in class and they might feel more
comfortable asking someone in a small group. Meanwhile, some
of the students who study alone feel more focus than
studying in group. This means that they do not rely on their
friends and studying alone allows student to concentrate and
minimize the disruptions that can keep them from retaining
the material.
The aim of the present study is to determine the effect of

family obligation on Filipino students’ academic
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performance. This study is specifically concerned with

family obligation as a motivational factor that would
outweigh other motivational factors such as mastery goal and
performance goal in influencing academic performance. Since
Filipinos value their family, their sense of obligation
(Fuligni, Tseng, & Lam, 1999) might cause them to perform
well in school. This study was conducted using a single
factorial design. Participants (n=163) were randomly
assigned conditions with different motivational factors
(Family Obligation, Mastery Goal orientation, Performance
Goal orientation, Control). Priming was used to activate the
different motivations. The results show that students
exposed to family obligation had higher scores in academic
performance. The findings of the study will contribute to
the developing literature on Filipino behavior in schools.
The study also highlights the importance of families on the
academic lives of Filipino students.
In school, students thrive to perform well, comply with

requirements such as exams, quizzes, and homework. All these
are reflected in their academic performance (Pintrich & De
Groot, 1990). Academic performance has been found to be
influenced by a student’s goal orientation (Johnson, 2012;
Roebken, 2007). Goal orientation refers to how an individual
desires to show or create skill in a specific achievement
context. It can either be a mastery-oriented or performance-
oriented goal (Ames & Archer, 1988). Interestingly, goal
orientation is said to generate a different notion among
Filipinos (Bernardo et al., 2008). Filipino students were
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found to predominantly think of learning not in the context

of competence but rather as an instrument to be used in
achieving a greater goal such as socioeconomic prosperity,
helping one's family and appreciation of parents (Bernardo
et al., 2008). This suggests that the motivation to learn
might be driven by parental expectation. According to
Suarez-Orozco and Suarez-Orozco (1995) for students in
collectivist countries, performing well in school is
considered to be a way to fulfill duties in the family.
Indeed, families play a significant role in Filipino
students' academic performance. This could possibly be due
to family obligations.
Foreign Studies
Motivation, self-confidence, and expectations were

investigated as potential predictors of academic achievement
by Tavani and Losh (2003). The freshman survey instrument
created by the cooperative institutional research program
was used to gather data from a sample of 4012 Florida high
school students.
According to the results, parental education was found to be

a major predictor of academic success. Parental education
and students' motivation to succeed were positively
correlated. Numerous research has revealed that general
social support has a favorable impact on overall health.
Academic success from primary school through college. On the
other hand, peer rejection or low peer acceptance have been
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linked to adolescence. As a warning sign for poor school

performance, which includes academic failure.
Singh and Srivastava (1983) looked into how parents' levels

of literacy affected their children's academic performance
in a sample of 85 first-graders and 80 fifth-graders from
Punjab, India. Scores on an achievement test were used to
gauge each student's level of academic achievement. The
results showed a link between younger students' academic
success and their parents' literacy.
The purpose of this paper is to investigate the connection

between students' academic achievement and both the school
environment and peer influences on the one hand, and on the
other. The study evaluated the psychological impact that
peer pressure and school environment variables have on
students. The Social Learning Theory of Albert Bandura,
which views learning as an interaction between one's
environment, behavior, and psychological processes, served
as the foundation for the study.
A correlation research was conducted at twenty-one public

secondary schools in the Sabatia District of Vihiga County.
The respondents were chosen by a straightforward random
sampling procedure. Data were gathered by questionnaires and
put through multiple regression analysis. The study found
that the kids' academic performance was significantly
influenced by the school environment and peer pressure. The
academic achievement of pupils is closely related to the
school because it serves as both an educational institution
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and a second home for children. Through their specialized

responsibilities, the head teacher and the teachers can
either have a detrimental or beneficial impact on the
academic performance of the students.
As a result, the head teacher and the teachers should foster

a positive learning environment where students are free to
consult them whenever they need, offer sufficient studying
facilities, and inspire students to put in extra effort.
There is a connection between peer level variables and kids'
academic success. It is intended that the study's findings
will help parents, teachers, and principals better
understand the psychosocial elements that influence
students' academic performance and so help those students
achieve better academically.
The American educational system mandates that parents

oversee their children's academic careers in order to
maximize their academic success. However, parents' choices
of specific methods to support their kids in school vary.
These methods are one way that a child's family background
affects their academic performance. We broaden the existing
paradigm of how parents shape their kids' academic lives to
include a variety of practical tactics developed for the key
transition to high school. We examine the opinions of
mothers of eighth graders, who are starting the transition
from middle school to high school, in a small, heterogeneous
sample. The results of this exploratory study suggest that
parents actively manage their children's academic careers in
ways that may directly affect their academic success. There
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may be common parental techniques based on the fact that

moms consistently offer the same amount and variety of
schooling strategies
Synthesis
As mentioned in the literature and studies that peer group

is characterized by a small number of people who are
similarly aged, reasonably close friends, and who engage in
comparable activities, according to Castrogiovanni (2002).
The definition of peer influence that is used more
frequently is friends encouraging delinquent behavior,
pressuring someone to adopt unfavorable values and
attitudes, or discouraging someone from participating in
extracurricular activities on the other hand Olalekan (2016)
notes that it is typically seen that peer groups have a
significant impact on students. This is evident from the
significance that peer groups have in a child's development
and learning; numerous studies have shown that pupils are
more at ease and relaxed in the company of their peers.
Nierva (2009), there is always space for improvement in
parent engagement initiatives, particularly those that
encourage the parents' active participation in their child's
education, both at home and at school. This is why parent
participation in the Philippines is ambiguous. Academic
performance, according to Steinberg (2005), encompasses
students' aptitude and performance, is multifaceted, and is
integrally connected to human development, including
cognitive, emotional, and social-emotional growth. Academic
success also includes how well a student learns and
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completes his or her homework. There ought to be a link

between peer group and academic success. The academic
success of a student was believed to be correlated with the
group to which he or she belonged. Peer influence can be
either beneficial or detrimental.
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CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH DESIGN
The method used in this study to gather needed information
is descriptive method since it describes the influence of
the family and friends on academic performance of 4th Year
BS Psychology students in EARIST Cavite Campus.
Descriptive research describes the population and phenomenon
studied, and studies are aimed at finding out “What is”, so
observational and survey methods are frequently used to
collect descriptive data (Borg and Gall, 1989). Its three
main purposes are to describe, explain, and validate
findings.
This study describes the influence of the family and friends
on academic performance of students in terms of compliance,
identification, and internalization.
POPULATION AND SAMPLING
The expected respondents are 36 students from the BS
Psychology 4th Year Section A class at Earist Cavite Campus.
Since the respondents for a sampling study were chosen by

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the researcher, this study's respondents were chosen by the
study's participants. In order to gather information, he
rated his respondents based on specified criteria. A group
of students from the Eulogio "Amang" Rodriguez Institute of
Science and Technology (EARIST) were chosen for the survey's
testing, and they were requested to respond to a validated
survey questionnaire created by the researcher. After it was
confirmed that the self-made questionnaire was
understandable by all respondents, the survey forms were
given to the chosen respondents.
DESCRIPTION OF THE STUDY
The respondents to the study were Fourth Year Section A
Bachelor of Science in Psychology students in Eulogio
“Amang” Rodríguez Institute of Science and Technology,
Cavite Campus. There were 7 males and 29 females respondents
for the total population of 36 students.
RESEARCH INSTRUMENTATION
In this study, the researchers will use survey
questionnaires to gather data through google form and
answered by likert scale Conducted through google form, the
functionality of the study is to determine through the

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result of the survey. The said instrument is comprised of
the following:
Part I: demographic profile of the respondents which include
the name, age, sex, course and year
Part II: this part was composed of the respondents standing
in terms of their academic performance.
Part III: this level includes the response incomes of the
relationship between the family and friends influence to the
respondents.
DATA GATHERING PROCEDURE
After the validation of the survey questionnaire
provided from the research to the Head of Psychology
Department in regards of the Influence of family and
friends to academic performance of Bachelor of Science
in Psychology 4th year students.
The gathering of data from the respondents was
conducted through online with convenience of the
researchers and respondents.
The following procedures were undertaken:

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I. The researchers made questionnaire was converted
into Google forms so that the
respondents will have easier access, and was validated
by the head of Psychology Department.
II. The researchers made questionnaire was forwarded in
Google forms that was administered to the Bachelor of
Science in Psychology Fourth (4th) year students.
III. The influence of Family and Friends to academic
performance was source from the 4th year BSP students
survey responds.
IV. As the data needed was completed. The results were
forwarded to analyze and interpret the collected data.
STATISTICAL TREATMENT OF DATA
The following statistical tools were used to interpret the

data gathered from the participants of the study:
For sub-problem no. 1, the Frequency was used to determine

the actual number of respondents and their demographic
profile. The Demographic Profile of the respondents will be
determined by using the formula of Percentage.
Formula:
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f
P= ( 100 )
N
Where:
P = Percentage
F = Frequency for each category
N = Total number of respondents
100 = Constant Multiplier
For sub-problem no. 2 and 3, Weighted Mean was used to

determine the level of influence and academic performance.
Formula:
Σ wx
WM=
Σw
Where:
WM = Weighted Mean
W = weight
X = score
For sub-problem no. 4, Pearson Product Moment Correlation

was used to test if there is a significant relationship
between the influence of family and friend and academic
performance.
Formula:
N Σ xy − Σ x Σ y
r=
√¿¿ ¿
Where:
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N = Number of samples
x = first variable
v = other variable
The Five-Point Likert Scale and the following ranges of

remarks and interpretations are used in the study:
I. Factors of Influence in terms of:
A. Compliance
Scale Verbal Interpretation Range

5 Absolutely Likely 4.20 - 5.00
4 Not very likely 3.40 – 4.19
3 Neutral 2.60 – 3.39
2 Very Likely 1.80 – 2.59
1 Quite Likely 1.00 – 1.79
B. Identification

5 Very Influential 4.20 - 5.00
4 Influential 3.40 – 4.19
3 Neutral or do not know 2.60 – 3.39
2 Uninfluential 1.80 – 2.59
1 Very Uninfluencial 1.00 – 1.79
C. Internalization

5 Highly confident can do 4.20 - 5.00
4 Confident can do 3.40 – 4.19
3 Moderately can do 2.60 – 3.39
2 Slightly can do 1.80 – 2.59
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1 Cannot do it all 1.00 – 1.79
II. Factors of Academic Performance in terms of:
A. Level of knowledge

5 Highly Effective 4.20 - 5.00
4 Effective 3.40 – 4.19
3 Moderately Effective 2.60 – 3.39
2 Less Effective 1.80 – 2.59
1 Not Effective 1.00 – 1.79
B. Level of skills

5 Strongly Agree 4.20 - 5.00
4 Agree 3.40 – 4.19
3 Slightly Agree 2.60 – 3.39
2 Disagree 1.80 – 2.59
1 Strongly Disagree 1.00 – 1.79
C. Level of Identity

5 Strongly Significant 4.20 - 5.00
4 Significant 3.40 – 4.19
3 Moderately Significant 2.60 – 3.39
2 Slightly Significant 1.80 – 2.59
1 Not Significant 1.00 – 1.79
CAVITE CAMPUS
D. Personal Factors

5 Very Impactful 4.20 - 5.00
4 Somewhat Impactful 3.40 – 4.19
3 Moderately Impactful 2.60 – 3.39
2 Lightly Impactful 1.80 – 2.59
1 Least Impactful 1.00 – 1.79
E. Fixed Factors

5 Very Positive 4.20 - 5.00
4 Positive 3.40 – 4.19
3 Moderate 2.60 – 3.39
2 Negative 1.80 – 2.59
1 Very Negative 1.00 – 1.79

Group5 - Chapter 12and 3

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

The Influence of Family and Friends on the Academic

A Research Paper presented to the

Faculty of the Eulogio “Amang” Rodriguez

Institute of Science and Technology Cavite Campus

In Partial Fulfillment of the Requirements in Field Methods

ECIJA, TIARA NICHOLE P.

MAGO, RICA MAE

MARIANO, CHRYSTAL KAYE G.

MERALINA, DOROTHY JOY L.

PACLIBAR, KIM RAMSES Y.

SALEM, PRINCESS FRANCHETTE E.

The Problem and Its Background

One of the key features of a student&#39;s education is

First is the family. One of the major factors in the

impact on the individual. Although the school is in charge

On the other hand, how do friends influence the academic

grades, while Coleman (1997) and Zettergren (2003)

Friendship has been commonly characterized as encouragement

participating in extracurricular activities. Researchers

related to students&#39; different achievement levels in

The purpose of this study is to determine the influence of

This study is supported by the theory of social

The social influence theory explains how people can be

The theory of Academic performance (ToP) emanates from

This theory will guide the researchers of this study to

Figure 1. Conceptual Framework

Figure 1. Presents the conceptual framework of the study. It

In Figure 1, As an independent variable, parent and peer

Another variable, Academic Performance is among the several

Statement of the Problem

This study aims at exploring the influence of peer and

1. Demographic profile of the Respondents

2. what is the effect of influence from family and friends

3. What is the Academic performance of 4 th year BS -

4. Is there a significant relationship between the

There is no significant relationship between family and

Scope and Limitations of the Study

This study will focus mainly on the influence of the family

According to Bago (2007), ACADEMIC PERFORMANCE is the

According to Burgess and Locke, FAMILY is a group of persons

INFLUENCE is the power to have an important effect on

Review Related Literature and Studies

Nierva (2009) claims that parent participation in the

Cabus and Fernandez (2016) explored the power elements of

According to Olalekan (2016), it is generally observed that

member towards learning and stimulate his/her interest on

Academic performance refers to excellence in all academic

According to Castrogiovanni (2002) A peer group is defined

values and attitudes, or discouragement from participating

Research on adolescence has given the developmental task of

of adolescent academic success (Helmke, Schrader, & Lehneis-

Furthermore, Bean (1983) and Hearn (1985) discovered that

Academic performance has been used as a criterion variable

reports, written reports and participation in class. He

intellectual skills. It was measured by its academic

It has been found that a students’ frequency of spending

In previous studies, adolescent friendship is linked to

The aim of the present study is to determine the effect of

performance. This study is specifically concerned with

In school, students thrive to perform well, comply with

One of the key features of a student's education is

related to students' different achievement levels in