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Final CD Alcarion
Final CD Alcarion
May 2023
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ABSTRACT
The main objective of this research was to establish the correlation between peer
Correlation employed as statistical tools. The findings revealed that peer influence is
often manifested, and that UMPC students possess outstanding academic performance.
The results were notably positive, and both variables achieved high satisfaction. This
indicates a significant relationship between peer influence and the academic performance
of students at UMPC. The conclusions drawn from the results of the study were that
students who associate themselves with peers who have strong academic values and
aspirations are more likely to perform well in school. Positive peer influences
consistently lead to better academic performance. The researchers suggested that students
should be mindful of the friends they choose and should opt for peers who have a
positive attitude and prioritize academic achievement while avoiding those who may
have a negative impact on them. Parents should also encourage and support their child's
Grade 12 Students.
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APPROVAL SHEET
PANEL OF EXAMINERS
ACCEPTED in partial fulfillment of the requirements for the Senior High School:
Academic Track – Humanities and Social Sciences (HUMSS) Strand.
May 2023
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ACKNOWLEDGEMENT
We would like to convey our heartfelt appreciation to Mr. Jovenil Bacatan, for his
invaluable guidance and teaching throughout our research project. It was a great honor
and privilege for us to study under his guidance. We would also like to express our
sincere gratitude to our school dean Sir Marlon Montaño and our school principal Ma’am
We would like to extend our sincere gratitude and appreciation to our research
validators Sir Franlo Bucog, Ma’am Marynel Comidoy, and Ma’am Rhea Jay Bacatan
who have generously given their time, expertise, and valuable insights to help us in the
validation of our research study. We would also like to extend our deepest appreciation to
the esteemed panel of judges, Ma’am Clares Enriquez and Ma’am Rhea Jay Bacatan for
their critical evaluation of our research work. Their constructive feedback and insightful
comments have greatly contributed to the improvement of our study. We are grateful for
Our thanks and appreciation also go to our respondents who willingly helped with
their cooperation.
Lastly, praises and thanks to God, the Almighty, for His blessings throughout our
research. Without His divine guidance, and wisdom we would not have been able to
DEDICATION
We the researchers dedicate this research to all those who have supported and
encouraged us throughout our academic journey. It has been a long and challenging
journey, but with unwavering support, we the researchers have finally reached the finish
line.
To our loving parents, who have sacrificed their time, and energy to support us in
any way possible, we dedicate this to you. Your sacrifices and hard work will not go
unnoticed.
To all the teachers, we are honored to learn and work alongside with you. Your
Lastly, we dedicated this to all the curious minds, passionate souls, and relentless
seekers of truth who have dedicated their lives to the pursuit of knowledge and discovery
through research. May your tireless efforts and unwavering commitment continue to
thrive.
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TABLE OF CONTENTS
Page
TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES ix
Introduction 1
Rationale 1
Hypothesis 2
Theoretical Framework 8
Definition of Terms 11
Method 12
Research Design 12
Research Respondents 12
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Research Instrument 13
Statistical Tools 16
Conclusion 21
Recommendation 22
REFERENCES 23
APPENDICES 27
A. Survey Questionnaire 28
B. Validation Sheet 30
D. Communication Letters 38
E. Certificate of Appearance 41
G. Turnitin Result 45
H. Grammarly Result 50
CURRICULUM VITAE 53
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LIST OF TABLES
TABLES PAGE
LIST OF FIGURES
FIGURES PAGE
Rationale
Vihiga County, Kenya, peer influence has an adverse effect on a student's academic
failure (Korir, 2014). On the contrary, research in the Philippines found that students
perform way better when exposed to peer influences (Guray et al., 2017).
With these findings from various studies, it is vital to study peers' influence on
2002). The purpose of the study is to determine whether there is a significant relationship
College.
2
The primary objective of the study is to establish the correlation between Peer
achieve this goal, the study aims to address the following questions specifically:
performance of students?
Research Hypothesis
Ho: There is no significant relationship between peer influence and the academic
performance of students.
study.
Peer influence
and it offers young people an opportunity to acquire negotiation skills and cope with
according to what they have observed from others. Being aware can provide an
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individual with knowledge about the outcomes of certain actions and viewpoints (Ryan,
2000). However, observing a role model can increase or decrease the possibility of the
exhibited by their peers, which can determine whether they will conform to such
behavior.
connections with peers (Obiageli & Nasiru, 2021). Based on studies, engaging in group
activities with peers is an initial phase of growth and progress (Santor et al., 2000) since
they contribute to an individual's emotional and social development (Allen et al., 2005).
personal interactions with their peers, exchanging ideas and emotions that can influence
each other. (Coleman, 2014). As a result, they are susceptible to the influence of their
peer groups, which could affect their future (Obiageli & Nasiru, 2021).
Moreover, Lockwood et al. (2002) categorize peer models into two distinct types:
positive exemplar and negative exemplar. A positive role model is someone who has
accomplished exceptional success and is recognized for encouraging others to strive for
towards and by demonstrating the steps necessary to achieve success (Lockwood et al.,
2002). On the other hand, negative role models stimulate individuals by pointing out the
mistakes that should be avoided (Lockwood et al., 2002). Positive role models in schools
are peers who possess impressive academic achievements and encourage and assist others
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in achieving academic success. On the other hand, negative peer models are students who
have experienced hardships that inspire others to avoid making similar mistakes.
Therefore, Lockwood et al. (2002) suggested that positive and negative role models
lead to poor academic performance. Similarly, according to Kirk (2010), one example of
influence is peer pressure, which refers to the influence a peer group has on an individual
to modify their beliefs and principles to align with the group's norms. Adolescents tend to
engage in risky behaviors, including delinquency, drug abuse, and sexual activities, when
with their peers. This is why these behaviors are often associated with peer pressure.
(Obiageli, & Nasiru, 2021). How successfully an individual manages peer pressure
(Ademorokun, 2013). Moreover, according to Burns & Darling (2002), peer influence is
a less overt type of peer pressure where an individual adjusts their actions to meet the
While the majority of educators concur that peer influence influences students’
academic performance, Kirk (2010) found that not much research demonstrates its
influence on students' academic performance. Adolescents know that they have the
ability to affect each other (Lashbrook, 2000). Recent research has revealed that there
friends concerning various attributes, such as academic ambitions (Ide et al., 1981), and
school-related actions such as absenteeism (Davies & Kandel, 1981) and study habits
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(Cohen, 1977). Although recent studies have shown a moderate association between
students and their peers in several aspects; however, it does not conclude that peer groups
will substantially and directly impact students’ academic performance. In a recent study
by Berndt (1999), it was discovered that peer groups could predict the level of
involvement in certain tasks, thus stating that the academic performance of students is
In addition, Epstein (1983) conducted a similar study where it was discovered that
students who performed well academically could still end up with poor grades if their
peer groups had poor academic performance. On the other hand, students who initially
had poor academic performance could experience an improvement in their grades if their
peer groups exhibited high academic performance. These correlative studies reveal that
the influence of peer groups with positive influence is just as significant as that of peer
groups with negative influence. Though previous research has recognized the importance
on the effect of parents and teachers rather than the impact of peers on students' academic
Academic Performance
encompasses the knowledge, skills, and concepts they acquire through their educational
experiences, both inside and outside the classroom (Epunam, 1999). According to Pandey
(2008), academic performance is the factor that determines a student's position in their
class, enabling them to develop their abilities, enhance their grades, and equip themselves
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and oral exams, to determine how well they have performed (Adesemowo, 2005).
Previous studies have shown that various factors can impact a student's academic
students. Considine and Zappala (2002) discovered that parents with higher
socioeconomic status can improve their child's academic success in the future. Moreover,
Alos et al. (2015) observed that the existence of school programs can have a notable
influenced by their peer relationships and the level of support they receive from them.
(Juvonen & Wentzel, 1996). Considine & Zappala (2002) quoted Sparkles (1999), whose
results revealed that the academic performance of students is greatly impacted by the
school environment and the expectations that teachers have for their students. Similarly,
Bangbade (2004) discovered that the characteristics of teachers are strongly correlated
with the academic achievement of their students. According to Bangbade (2004), these
expected to have a correlation with peer groups and that a student's academic success was
related to the group to which they belonged. The impact of peers on a student's academic
positively influence their peers and contribute to their overall academic improvement. On
the other hand, negative peer influence can have adverse effects on a student's academic
person's behavior (Filade et al., 2019). The influence of peers can also ignite students'
enthusiasm and drive for academic success (Lashbrook, 2000). They devote a larger
portion of their time to socializing with peers than adults do, and report feeling notably
happy when in the company of peers (Brown & Larson, 2009). Moreover, in the study of
Goethe (2001), it was found that students perform better when they are united with
students of their kind, which refers to the classification of students according to their
position in the class. This claim is assisted by Sacerdote (2001), saying that students
Students have been subjected to peer group influence regularly, but the effects students
Theoretical Framework
individual students are influenced by their psychological traits and the psychological
Walberg's research, it was found that the academic achievements of students are
influenced by their aptitude, the school environment, their household setting, social
(1950). This suggests that for an individual to become their own person, peer pressure is
necessary. Positive and negative peer pressure both have an impact on an individual's
development and the formation of their unique identity (Duff et al., 2004).
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Conceptual Framework
performance.
Figure 1.
Conceptual Framework
the Dependent Variable. The Independent Variable affects the Dependent Variable.
influence and the academic performance of Grade 12 HUMSS and ABM students
enrolled at UM Peñaplata College (UMPC) for the academic year 2022-2023. The
The study on the relationship between peer influence and the academic
the relationship between peer influence and academic performance can provide
1. School Teachers. Educators will gain advantages from this study by improving
their methods of assessing students needing assistance and guiding them through
positive influences.
2. Parents. This study will help parents develop secure attachments towards their
children and develop awareness about the nature of peer influences surrounding their
children.
3. Students. This study's result will help learners understand how their environment
will assist them in developing restraint to enable them to concentrate on more essential
aspects.
4. Future Researcher. This study can also be helpful to those future researchers
researching the correlation between peer influence and the academic performance of
students at UM Peñaplata College (UMPC). The findings of this study can be utilized
Definition of Terms
The definitions of the following terminologies have been provided to aid in the
Peer Influence – Peer Influence pertains to the ability of a person's peer group to
persuade them to alter their attitudes and values to align with the group's accepted
standards Kirk, (2010). In this study, Peer Influence refers to how adolescents can be
impacted by the actions, values, attitudes, and beliefs of those in their environment,
person exhibits in each academic discipline (Kathryn, 2010). In this study, a student's
Research Design
to investigate the relationship between peer influence and the academic performance
examined the extent to which peer influence and academic performance are related
Research Location
identifying the individuals and locations that the researchers intend to examine. In this
Research Respondents
This research focuses on Grade 12 Senior High School students from both
HUMSS and ABM strands at UM Peñaplata College as the respondents. The study
employs the total population sampling technique to get a more reliable response.
was 47 students officially enrolled for the school year 2022-2023. However, the research
Research Instruments
The data collection method used in this study was a survey questionnaire. As
Creswell (2002) noted, conducting research enables researchers to obtain the opinions of
the entire population. The questionnaire was evaluated by experts to ensure its suitability
for the study. The process of conducting the study begins with students filling out the
questionnaire with the use of an online application, Google Forms. The first section
includes a checklist using a five-Likert scale for the ten questions provided for peer
influence. The questionnaire from Peer Influence was adapted from the study of Korir
Parameter of Limits
The basis of analysis and interpretation for the peer influence is indicated below using
The basis of Analysis and Interpretation for Academic Performance is indicated below
To collect the necessary data for this study, the researchers followed these procedures:
from the school administration, including the school's dean and the UMPC
respondents through an online group chat, where they asked permission from the
5. Conduct the Survey. Once the questionnaire was approved by the panel and
form format.
the data was tallied, and the outcomes were examined, and arranged in tables.
Statistical Tools
Mean - This was utilized to establish the average mean of peer influence and the
to determine the significant correlation between peer influence and the academic
This chapter presents the outcomes and evaluation of the data obtained from the
questionnaire responses.
Shown in Table 1 is the level of Peer Influence among the Grade 12 students of
UMPC. It got an overall mean of 4.10 with a standard deviation of .62, with a descriptive
equivalent of High. The results indicate that Peer Influence is often manifested.
Table 1
Level of Peer Influence
According to the data presented, the statements “My school peers excel in
academic tasks and examinations.” and “2. My peers motivate me to strive harder in my
studies.” received the highest mean rating of 4.32. This implies that academically
academic performance.
Ryan (2000) supports this conclusion by stating that friends who positively affect
school enhance students' satisfaction with school. Since peer influence has a high
at UM Peñaplata College is high. Lingren (1995) disputes the popular assumption that
(1995) asserts that peers can serve as a wellspring of love, empathy, understanding, and
Grade 12 students of UMPC. It got a mean of 4.03 with a standard deviation of 0.8, with
a descriptive equivalent of Very Satisfactory. The results indicate that the student's
Table 2
Level of Academic Performance
commendable, indicating that the SHS students have remarkable academic performance.
Moreover, this signifies that students at this level have acquired essential knowledge and
A recent study by Benbow and Arjmand (1990) shows that 7 th and 8th-grade
students have high academic performance. Sacerdote (2001) provides evidence that
students tend to earn better grades when they are surrounded by academically exceptional
peers. Hence, the Grade 12 students in UM Peñaplata College have high academic
and showing that peer influence positively correlates with senior high school students'
College (UMPC).
Table 3
Overall
Overall .400*
(.019)
*p<.05 – Significant
In conclusion, there exists a correlation between the influence of peers and the
receiving more positive influence from peers, which resulted in high school performance.
Thomas & Landau (2002) suggests that students who value education are more inclined
to befriend peers who have a similar passion for learning. Moreover, Korir (2014) stated
that peer influence significantly correlated with the student's academic performance.
Whereas high-achieving students have a positive influence on their peers and contribute
This section discusses the study's results based on the data analysis made in
chapter three, interpreted, and inferences drawn from them. Recommendations for
Conclusion
The researchers have investigated and assessed the relationship between peer
influence and the academic performance of students. The study's results and conclusions
The results showed that based on the statistics, peer influence and students'
satisfactory high result. Therefore, it can be inferred that a substantial correlation exists
College (UMPC). The researchers recommended that students should be objective when
choosing their peer groups. Students should be surrounded by positive influences rather
than negative peers that will impact one’s academic outcomes. Based on the findings, it
can be inferred that students who associate with peers who have strong academic values
and ambitions are more likely to excel academically. Consequently, it can be concluded
Recommendations
comes to selecting their peer groups. Choose peers who have positive behavior and
value academic achievement. On the other hand, parents should support their child’s
academic outcomes and guide them toward positive influences. Teachers should also
monitor students regarding peer influences and assess their need for assistance. It is
recommended that future researchers continue exploring the same nature and include
other factors to lengthen the understanding that affects the student's academic
performance.
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REFERENCES
Ademorokun, B. I. (2013). Parental and Peer influence on adolescent academic and social
forces, Journal of Educational Psychology, 53; 57 – 79.
Allen, J. P., Porter, M. R., McFarland, F. C., Marsh, P., & McElhaney, K. B. (2005). The
two faces of adolescents' success with peers: Adolescent popularity, social
adaptation, and deviant behavior. Child development, 76(3), 747-760.
Alos, S. B., Caranto, L. C., & David, J. J. T. (2015). Factors affecting the academic
performance of the student nurses of BSU. International Journal of Nursing
Science, 5(2), 60-65.
Bangbade JO 2004. "Effects of subject matter knowledge in the teaching and learning of
Biology and Physic". Teaching and Teacher Education: 109-102.
Burns, A., & Darling, N. (2002). Peer pressure is not peer influence. The Education
Digest, 68, 4-6.
Cohen (1977). Sources of Peer group homogeneity. Sociology of Education, 50, 227-241
Downs, W. R., & Rose, S. R. (1991). The relationship of adolescent peer groups
to the incidence of psychosocial problems. Adolescence, 26(102), 473-92.
Davies, M., & Kandel, D. B. (1981). Parental and peer influences on adolescents'
educational plans: Some further evidence. American Journal of Sociology, 87(2),
363-387.
Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between
personality, approach to learning and academic performance. Personality and
individual differences, 36(8), 1907-1920.
Eccles, J. S., Wigfeld, A., and Schiefele, U. (1998). The development of achievement
motivation. In Eisenberg, N. (ed.), Handbook of child psychology (Vol. IV, 5th
Ed.), New York: John Wiley, pp. 1017-1095
Filade, B. A., Bello, A. A., Uwaoma, C. O., Anwanane, B. B., & Nwangburka, K. (2019).
Peer Group Influence on Academic Performance of Undergraduate Students in
Babcock University, Ogun State. African Educational Research Journal, 7(2),
81-87.
Goethe, G. R. (2001). Peer effects, gender, and intellectual performance among students
at a highly selective college: A social comparison of abilities analysis.
Graetz, B. (1995), Socio-economic status in education research and policy in John Ainley
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Guray, N. D., Garingan, E. G., Dumaga, S. G., Bayating, G. P., Calingayan, J. T., &
Mariano, J. B. (2017). INFLUENCE OF PEERS IN THE STUDY HABITS
AMONG BACHELOR IN IN ELEMENTARY EDUCATION STUDENTS.
QSU-CTE Journal of Educational Practices and Standards, 2(1), 1-1.
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Ide, J. K., Parkerson, J., Haertel, G. D., & Walberg, H. J. (1981). Peer group influence on
educational outcomes: A quantitative synthesis. Journal of educational
psychology, 73(4), 472.
Kathryn, D. (2010). Academic performance achievement. Retrieved June 14, 2011, from
http://www.nichgy.org
Kirk, AJ. (2010). The peer effect on academic achievement among public elementary
school students. Washingtonn center for Data Analysis Report.
Korir, D. K., & Kipkemboi, F. (2014). The impact of the school environment and peer
influences on students’ academic performance in Vihiga County, Kenya.
International Journal of Humanities and Social Science, 4(5).
Lingren, H. G. (1995). Adolescence and peer pressure. Retrieved January 24, 2004 from
http://www.experimentresources.com/social-learning-theory.html
Lockwood, Penelope & Jordan, Christian & Kunda, Ziva. (2002). Motivation by Positive
or Negative Role Models: Regulatory Focus Determines Who Will Best Inspire
Us. Journal of personality and social psychology.
Reynolds, A.J., & Walberg, H.J. (1992). A structural model of science achievement and
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Sacerdote, B. (2001). Peer effects with random assignments: Results for Dartmouth
roommates. The Quarterly Journal of Economics, May 2001: MIT Press.
Santor, D., Deanne, M. & Kusumskur, V. (2000). Measuring peer pressure. Popularity
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sexual attitude, and substance abuse. Journal of Youth and Adolescent, 29(2),
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Sparkes, J. (1999), Schools, Education and Social Exclusion, CASE Paper 29, Centre for
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APPENDICES
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APPENDIX A
SURVEY QUESTIONNAIRE
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Directions: Read the following questions below and check the box that accurately
Peer Influence 5 4 3 2 1
Academic Performance
APPENDIX B
VALIDATION SHEETS
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APPENDIX C
APPENDIX D
COMMUNICATION LETTERS
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APPENDIX E
CERTIFICATE OF APPEARANCE
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CERTIFICATE OF APPEARANCE
This is to certify that Edshel Mae A. Alcarion, Keff C. Derial, and Angelica B.
Olofernes, 12-HUMSS students of UM Peñaplata College was in the office on
November 29, 2022, to distribute questionnaires to the Grade 12 students of UM
Peñaplata College.
APPENDIX F
CERTIFICATE OF STATISTICIAN
This is to certify that the Senior High School research of Edshel Mae A. Alcarion,
Angelica B. Olofernes, and Keff C. Derial entitled The Relationship Between Peer
Influence and Students’ Academic Performance” has been thoroughly examined
and corrected for computation and analysis of data.
Given this 27th day of March, 2023 at UM Peñaplata College, Island Garden City of
Samal.
JOVENIL BACATAN
Statistician
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APPENDIX G
TURNITIN RESULT
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APPENDIX H
GRAMMARLY RESULT
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CURRICULUM VITAE
Email: alcarion.2edshelmae@gmail.com
PERSONAL DATA
Sex: Female
Academic Background
2019-2020
2016-2017
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Keff C. Derial
Email: keffderial@gmail.com
PERSONAL DATA
Sex: Male
Academic Background
2019-2020
2016-2017
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Angelica B. Olofernes
Email: angelicaolofernes01@gmail.com
PERSONAL DATA
Sex: Female
Academic Background
2019-2020
2016-2017