Peer Influence: A case study on students’ behavior in school

Chapter 1
Introduction:

In the vibrant landscape of Libertad National High School, the corridors echo not only with the
academic pursuits of its students but also with the intricate dance of social interactions that
characterize adolescence. Peer influence stands as a pervasive force, significantly molding the
behaviors, decisions, and overall experiences of the students. This case study endeavors to
unravel the complexities of peer influence on students' behavior within the unique setting of
Libertad National High School, delving into the specific dynamics that shape the everyday lives
of its students.

The Problem and its Settings.

While the significance of peer influence is widely acknowledged, the specific manifestations of
this influence on student’s behavior in Libertad National High School remain an area ripe for
exploration. Understanding the nuances of how peer interactions impact academic performance,
social relationships, and decision-making processes is essential for creating an environment that
not only recognizes but effectively addresses the challenges and opportunities posed by peer
dynamics within the school community.

Situated in barangay Libertad, Surallah South Cotabato. Region XII. In Mindanao Libertad
National High School exists within a distinctive cultural and socio-economic context. The local
nuances, community values, and educational policies of this setting contribute to a unique
environment that shapes the peer relationships among its students. Recognizing the need for a
tailored examination within the specific setting, this case study aims to shed light on the peer
dynamics in Libertad National High School, addressing the gaps in current understanding and
offering insights that can inform targeted interventions to foster positive peer relationships and
enhance the overall well-being of students.

As we embark on this investigation, the focus will be on capturing the lived experiences of
students within Libertad National High School. By examining the specific behaviors influenced
by peers and understanding the contextual factors at play, this case study seeks to provide
actionable insights for educators, parents and policymakers. Ultimately, the goal is to contribute
to the creation of a school environment that not only recognizes the influence of peers but
actively harnesses this force for the positive development of students in Libertad National High
School.
Review of Related Literature

Children who enjoy positive relationships with peers’ experience levels of emotional well-being,
beliefs about the self, and values for prosocial forms of behavior and social interaction that are
stronger and more adaptive than do those without positive peer relationships. Moreover, they
also tend to be more motivated and engaged in and even excel at academic tasks more than those
who have peer relationship problem (went- zel, 2005). Therefore, finding ways to facilitate and
support the development of adolescents’ positive relationships with each other remains a central
and important challenge for educators. However, before this can occur, a central question that has
yet to be answered is how and why peer relationships might contribute to students’ social and
academic functioning at school. (Kathryn R. Wentzel & Katherine muenks, 2022)

As children reach adolescence, peer groups gain special power to influence their behavior, and
young people tend to adapt their behavior to fit group norms. When students engage in bullying,
alcohol and drug abuse, and other behavior, those in their peer group are more likely to engage
in those behaviors as well. The authors sought to evaluate whether having students engage in
peer learning through interdependent cooperative groups might disrupt this tendency. Middle
school teachers were trained in using peer learning to teach their regular curriculum, and after
one year, students showed more positive and less negative behavior than those in control schools
that did not implement peer learning. The effect was also larger than has been reported for
traditional prevention and social-emotional learning programs.