CHAPTER I

Introduction

Background of the Study

Adolescents have a higher tendency to experience peer pressure in

school. Peer pressure is clustered in four categories such as social

belongingness, curiosity, cultural-parenting orientation, and education. Peer

pressure is often seen during the adolescence stage of a teenager because

they often seek comfort among their peers and intend to do what their peers

do without knowing if it is good or bad for them. Peer pressure often seems to

have various effects toward the student academic performance in school. It is

how their peers affect them whether in a positive or negative way. Teenagers

need to seek comfort from others that they found in the presence of their

peers, and they are not even aware of how their peers influence them

academically.

Peer Pressure can be a huge problem for some young adults. It can

sometimes be positive, but most of the time it's negative and destructive.

Depending on the person's social group, peer pressure represents social

influences that affect adolescents. The stress of wanting to belong can lead to

reckless behavior.

Peer Pressure has been blamed for adolescent behaviors ranging from

choice in clothing to drug usage. The need for parental guidance is at an all-

time high. Parents need to play a role in preparing their child for dealing with

the pressures they face from their peers.

 The purpose of this study is to determine the effect of peer pressure on

the study habits of academically-competent learners in cronasia foundation

college.

Statement of the Problem

This study aims to describe and correlate the effect of peer pressure on

the study habits of academically-competent learners in Cronasia Foundation

College. Specifically, it seeks to answer following questions:

1. What is the level of peer pressure of students in terms of:

1.1 social belongingness,

1.2 curiosity,

1.3 cultural parenting orientation,and

1.4 education?

2. What is the extent of study habits of academically-competent

students in terms of:

2.1 note taking;

2.2 use of library;

2.3 time allocation to study;

3. Is there a significant relationship between peer pressure and

study habits of academically competent learners?

Significance of the Study

This study will be beneficial to the following:

Students. This study may give the students information about how

their study habits effect to their peer pressure.

Researcher. This study may give the researcher more information to

conduct this study well.

Teacher. This study may serve as a way for the teachers to determine

the students who are struggling with their studies so they can help the

students to overcome it.

Guidance Counselors. Encourage students to talk about the

pressures they feel to conform, and discuss practical ways to manage this

pressure.

Parents. It will serve as a basis to help parents share information with

each other about peer pressure and study habits. Parents serve as instructors

for their children and encourage them through their learning process.

Future Researchers. This study may provide information for future

studies on the effect of peer pressure on the study habits of academically-

competent. It could be useful to them when they conduct research related to

this study.

Scope and Delimitation of the Study

The researchers aimed to assess The Effect of Peer Pressure on the

Study Habits of Academically-Competent learners of Cronasia Foundation

College.
 This study will involve the 120 Senior High School students of Cronasia

Foundation College who are from STEM, ABM, and HUMSS Track. This study

will mainly identify the effect of peer pressure on the study habits of

academically-competent learners.
 CHAPTER II

Review of Related Literature and Studies

This chapter contains information, data, and references related to this

study. It presents conceptual framework of this study. It includes the topic or

terminologies and definitions that are needed in the study.

Peer Pressure

Peer pressure refers to the social influence exerted by one's peers,

typically of the same age group, that encourages individuals to conform to

group norms, behaviors, or attitudes, often leading to changes in behavior,

beliefs, or choices (Borsari & Carey, 2001). This highlights the role of social

influence from peers in shaping individual behaviors and attitudes. It

emphasizes the power of peer groups to encourage conformity to group

expectations.

Additionally, peer pressure is the phenomenon where individuals feel

compelled to adopt certain behaviors, values, or preferences due to their

peers' perceived approval or disapproval, leading to a desire for social

acceptance or fear of rejection (Brown et al., 1986). This underscores the

psychological aspects of peer pressure, emphasizing the emotional and social

consequences of conforming or deviating from peer expectations.

Moreover, peer pressure encompasses the direct and indirect influence

that peers exert on an individual's decision-making process, resulting in a

change of behavior or attitude alignment with the group (Brechwald &

Prinstein, 2011). This considers the various forms of peer influence, whether
overt or subtle and emphasizes how peer pressure can lead to changes in an

individual's behavior and alignment with the group.

According to Kandel (1978), peer pressure can be defined as the

process by which individuals are influenced by their peers to conform to

certain behaviors, attitudes, or norms, often resulting from the need for social

acceptance, a desire to fit in, or fear of rejection. This emphasizes the social

and psychological aspects of peer pressure. It underscores the motivations

behind peer conformity, such as the need for social belonging and avoiding

social exclusion.

Steinberg & Monahan (2007) cited that peer pressure refers to the

impact of peer interactions on an individual's decision-making process, where

the influence of peers can lead to changes in behavior, values, or attitudes,

whether through direct persuasion, modeling, or implicit social cues. This

provides a comprehensive view of peer pressure, acknowledging the various

mechanisms through which peers exert influence. It highlights the dynamic

nature of peer interactions and how they shape an individual's choices and

beliefs.

Social Belongingness

Social belongingness refers to the need to form meaningful

connections, be accepted, and feel valued within a social group or community

(Baumeister & Leary, 1995). This underscores the importance of interpersonal

connections and acceptance within social settings. It suggests that social

belongingness is vital for an individual's well-being and identity.

Moreover, social belongingness involves integrating into a social

context where individuals experience inclusion, support, and a shared sense

of identity (Hagerty et al., 1992). This highlights the subjective nature of

belongingness and emphasizes the role of inclusion and shared identity in

fostering a sense of belonging within a social context.

According to MasterClass (2022), social belonging is the subjective

feeling of inclusion or acceptance into a group of people. This sense of

community or connectedness in a social group is a basic human need that

individuals must satisfy to maintain their identity, physical well-being, and

mental health. This emphasizes the fact that social belongingness is a basic

need. It highlights that it is not just about wanting to be present in a group but

also because it is a basic human need.

Cornell University (2023) defined a sense of belonging as the feeling of

security and support when there is a sense of acceptance, inclusion, and

identity for a particular group member. It is when an individual can bring their

authentic self to work. When employees feel like they do not belong at work,

their performance and personal lives suffer. Creating genuine feelings of

belonging for all is critical to improving engagement and performance. It also

helps support business goals. This accentuates the idea that belongingness is

closely related to a sense of shared purpose and values within a social entity.

A feeling of safety and acceptance arises from this shared connection.

Furthermore, social belongingness is the perception of being an

integral member of a social group or community where individuals experience

validation, acceptance, and a sense of identity (Walton & Cohen, 2011). This

focuses on the individual's perception of their place within a social context. It

highlights the importance of validation and acceptance in fostering a sense of

identity and belonging.

Curiosity

Kamel (2018) defined curiosity as a strong desire to know or learn,

having an interest in a person, thing, or experience that leads to inquiring.

Accordingly, being curious does not necessarily imply that one has little

knowledge of a subject or that further inquiry is needed to develop an opinion;

instead, curiosity is the idea that one is open to learning the nuances of the

unknown and, in doing so, they hope to broaden and deepen their scope of

understanding.

Curiosity, which encompasses the craving for knowledge, is a

fundamental aspect of motivation. It serves as both a way to characterize a

particular behavior and as a theoretical concept to elucidate it. According to

Berlyne (1960), curiosity is a vital driver of exploratory actions, functioning as

a prerequisite for motivation. This term is employed to portray a specific

behavior and offer a theoretical framework for understanding it. In this sense,

curiosity is a fundamental aspect of human motivation that fuels our innate

drive to explore and learn about the world.

Berlyne (1954) defines curiosity as a complex mental state

characterized by an intrinsic motivation to explore and acquire new

knowledge, experiences, or information about the world. Curiosity is driven by

a desire to reduce uncertainty or novelty and involves a willingness to invest

time and effort in the pursuit of understanding. This implies that curiosity

enables students to learn more and better. With the zeal to kill uncertainties,

they inquire out of curiosity.

Moreover, Engel (2015) defines curiosity as a fundamental human trait

that drives children to explore and seek answers to their questions. In this
context, curiosity is seen as an innate drive that fosters learning and cognitive

development from a young age. This explains why many children are fond of

asking questions – they are still curious about the happenings in their

surroundings. This explains the common phenomenon of children's incessant

questioning and their insatiable desire to understand the world around them.

Engel's definition underscores how curiosity plays a pivotal role in the

formative years, laying the foundation for lifelong learning and intellectual

growth by encouraging active engagement with one's environment.

As Benedict (2021) indicated, curiosity is a cultural phenomenon

associated with intellectual exploration and the desire to know the world.

During this period, curiosity played a significant role in shaping scientific

inquiry and exploration. This signifies that with curiosity, people learn the

world more and better; curiosity allows them to explore the world upon inquiry.

It emphasizes the idea that curiosity enables individuals to learn more about

the world and encourages them to actively explore and inquire, ultimately

leading to expanded knowledge and understanding. It underscores the role of

curiosity as a catalyst for human progress and expanding our collective

knowledge.

Cultural parenting orientation

Parenting is a sunshade word that goes on to talk about all forms of parental

involvement with students and the kind of relationship, which exists between

them (Mushtaque et al., 2021a). According to Carlo et al. (2017) believes that

parents’ responsibility is to raise their students and become responsible

citizens. Parenting approaches in the lives of students inside the home

establish numerous social environments (Davis et al., 2015). Parenting styles

vary culturally. In Asian countries like Pakistan, parenting styles refer to how

parents control their children’s lives. Parental behaviors and attitudes affect

children’s early and future lives. Children need solid parent–child connections

to behave consistently, be self-sufficient, gain social skills, and become

independent. This is connected to parental attitudes and behaviors, or

parenting approaches. Authoritative, authoritarianism, permissiveness,

apathy, and overprotection are common parenting styles (Checa et al., 2019).

Children are overseen by Authoritative parents, but their urgent needs are

considered. Authoritative environment encourages youngsters to trust

themselves within fair bounds and develops healthy sovereignty (Dakers and

Guse, 2020). Children raised in a democratic family can be confident, self-

sufficient, creative, and healthy. It’s common in patriarchal societies

(Kösterelioğlu, 2018). Extreme authoritarians focus on the child’s failure and

mistakes rather than their own (Kezer and Turker, 2015; Scarcella et al.,

2016).

Education

John Dewey, a renowned philosopher of education,

defines education as a continuous process of growth and development

(Dewey, 1938). He sees education as the acquisition of knowledge and skills,

the development of individual potential, and the ability to participate in a

democratic society. Dewey emphasizes the importance of active, experiential

learning and problem-solving in education.

Thomas (2013) offers a concise definition of education as the process

of facilitating learning and the acquisition of knowledge, skills, values, and

attitudes. He discusses education's role in personal development and

socialization, highlighting its impact on individuals and society. Education is

not limited to transmitting information; it encompasses the cultivation of

essential life skills, the development of values that guide ethical decision-

making, and the formation of attitudes that shape one's perspective on the

world. Moreover, Thomas underscores the profound influence of education,

asserting that its impact extends beyond individuals to society as a whole,

contributing to the collective advancement and well-being of communities and

nations.

Moreover, Noddings (2015) defines education as a structured process

that aims to cultivate individual potential, moral character, and intellectual

growth. She emphasizes the importance of nurturing caring and ethical

relationships between educators and learners. Noddings' definition centers on

the holistic development of the individual. This means that education goes

beyond mere knowledge transfer; it becomes a platform for cultivating

empathy, ethical values, and personal development. Her definition

underscores the holistic nature of education, which not only imparts

knowledge but also shapes individuals morally and intellectually, preparing

them to engage meaningfully with the world and contribute to the betterment

of society.

Furthermore, Spears and Loomis (2009) cited education as promoting

human flourishing by nurturing intellectual, moral, and spiritual growth. They

approach education from a Christian perspective, emphasizing its role in

developing individuals who contribute positively to society and live meaningful

lives. In this context, education is seen as a means to develop well-rounded

individuals who contribute positively to society and fulfill their moral and
spiritual potential. This definition underscores the broader purpose of

education, which extends beyond the intellectual realm to encompass ethical

and spiritual dimensions, aligning it with a particular worldview centered on

values, purpose, and societal betterment.

Lastly, the Department of Education has the mission to protect and

promote the right of every Filipino to quality, equitable, culture-based, and

complete primary education where students learn in a child-friendly, gender-

sensitive, safe, and motivating environment; teachers facilitate learning and

constantly nurture every learner; administrators and staff, as stewards of the

institution, ensure an enabling and supportive environment for effective

learning to happen; and family, community, and other stakeholders are

actively engaged and share responsibility for developing life-long learners.

This implies that every Filipino has the right to quality education.

Study Habits

A study habit entails setting aside a dedicated schedule and

uninterrupted periods to engage in learning. It encompasses consistent

actions like reading, note-taking, and participating in study groups that

students regularly and habitually engage in to achieve their learning goals.

The effectiveness of study habits can be categorized as beneficial or

detrimental, depending on whether they contribute positively to students'

learning outcomes (Alex, 2011).

Good study habits are techniques that enhance the student's ability to

realize their full potential. There are tips for good study habits. The highlights

of such tips as given by different researchers will be listed. De Escobar (2011)

listed good study habits: do your homework at school, prioritize your tasks,
involve yourself in sports/arts, prepare for tests ahead of time, and .clutter free

study place.

Many students suffer low grades in schools because of bad study

habits. Williamson (2010) posited that some negative study habits are difficult

to break and can seriously affect students’ grades. According to her, the

following are bad study habits that students should avoid in order to break up

the bad study habits listed above; she suggested, among others, that students

should set a schedule, get rid of distractions, get enough sleep, study soon

after class, and teach others.

According to the Study Wellness Center (2023), acquiring study skills

is beneficial for university success and enhances one's overall life

achievements. Proficient study skills can bolster self-assurance, competence,

and self-esteem while mitigating anxiety related to tests and deadlines. By

honing these skills, people may even reduce the time spent studying, freeing

up more hours for other pursuits. Effective study habits can also elevate

people's capacity to absorb and retain knowledge, making their academic

endeavors more rewarding and worthwhile.

As cited by Aghaei et al. (2019), study habits encompass actions and

competencies capable of boosting motivation and transforming the studying

process into a highly productive endeavor, leading to enhanced learning

outcomes. This aptitude is alternatively described as any undertaking that

eases the journey of comprehending a subject, solving problems, or

memorizing portions of the provided materials. Study habits are a pivotal

pathway to achieving success and exhibit individual variations.

Note Taking

Sporring (2023) defined note-taking as documenting information

obtained from an external source. The fundamental definition of note-taking

transcends mere transcription; it revolves around recording information with

the intent of retention and its subsequent application in the future.

Additionally, he mentioned that note-taking plays a vital role in the learning

process, facilitating students in acquiring, retaining, and retrieving information.

Note-taking also prompts individuals to adopt an alternative perspective on

the subject matter, necessitating a shift in their approach. Furthermore, this

practice aids in maintaining concentration during lectures as it encourages

active listening and participation in class discussions.

According to Nemours Children’s Health (2023), effective note-taking is

a valuable skill that can significantly impact academic success, aiding in tasks

ranging from acing tests to conducting research for papers. It is essential to

focus on capturing key information to take quality notes. Whether jotting down

notes from a teacher's presentation or extracting vital points during a class,

identifying essential facts and concepts is paramount. Recognizing teachers'

tendencies, such as highlighting critical dates or repeating vital information,

can be instrumental in honing this skill. Refining one's ability to discern main

ideas and crucial details takes time, but perseverance is key.

Additionally, Austin Community College indicated that note-taking

extends its benefits beyond serving as a mere record of lecture content. It

actively engages the body and mind, preventing drowsiness or distractions

and promoting alertness throughout the learning process. This practice

compels individuals to listen attentively, enabling them to select and

emphasize key ideas, thus structuring the content and facilitating a deeper

understanding. Organized notes highlight the core concepts and supporting

details, enhancing the connection between classroom learning and

subsequent textbook readings. Most importantly, these well-organized and

concise notes provide a valuable resource for post-class study, learning, and

review, condensing the essential information into a readily accessible format.

However, taking down notes using physical notebooks also has its

perils. As stated by the University of Wisconsin (2020), it is essential to be

aware of some drawbacks for individuals considering using physical

notebooks for note-taking. These notebooks can be easily damaged or lost

through tearing pages, spilling water, or misplacing them. Notably, there are

no backup copies, so if something unfortunate happens to the notebook like it

being destroyed, the notes are gone forever. Correcting mistakes on paper

can be challenging, as erasing may not work perfectly, and using different

colors or highlights often requires purchasing additional supplies that cannot

be undone. Lastly, it is worth noting that handwriting notes take more time

compared to typing.

Use of Library

The National Library of New Zealand (2023) highlighted that the school

library constitutes an integral component of the educational environment

within a school, offering a range of resources and services designed to assist

students, faculty, families, and the broader community. Its resources, physical

infrastructure, and dedicated staff collectively possess significant potential to

positively impact students' academic performance, foster educational fairness,

and contribute to their social and emotional welfare. Additionally, they

mentioned that school libraries hold importance as they can assist all

individuals within the school community, including students, educators,

families, and whānau, in acquiring fresh knowledge, honing skills, and

cultivating attitudes conducive to lifelong learning and personal growth.

As cited by Martin Public Seating (2023), access to a wide array of

learnable resources, including books, computers, and encyclopedias, is

imperative for students to mature into capable adults who can build their

intelligence and knowledge base. Recognizing this necessity, educational

institutions provide school libraries, which serve as reservoirs of hundreds, if

not thousands, of reading and research materials, offering students the

freedom to explore and expand their horizons. These libraries also function as

tranquil havens conducive to various activities, such as tutoring, studying, and

project work.

Libraries serve as valuable platforms facilitating learning and

expanding knowledge for individuals seeking to develop their understanding.

They play a pivotal role in nurturing reading habits, quenching the thirst for

knowledge, and fostering personal growth (Toppr, n.d.). Additionally, libraries

enhance concentration levels, providing a quiet environment conducive to

efficient studying and reading. Furthermore, they encourage broader, more

open-minded thinking, promoting modern perspectives and intellectual growth

(Toppr, n.d.).

Furthermore, Princh (2023) emphasized that public libraries have

unique spots for studying. These spots have comfy furniture that makes

people want to return. People can choose a spot depending on whether they
want to study alone or with friends. Studying at the library helps people focus

better because it's quiet. This means they can finish their work faster and get

more done.

Studying in a library offers various advantages. Libraries serve as

academic hubs, providing access to various educational resources, including

books, journals, magazines, and Internet facilities for online research

(University of the People, 2023). Further, library etiquette ensures minimal

disruptions, making it an ideal space for focused studying. Additionally, the

presence of fellow students in the library creates opportunities for seeking

assistance when encountering academic challenges, such as asking a nearby

classmate for help with a specific subject or problem.

Time Allocation to Study

As cited by Qin et al. (2016), the distribution of study time is a

fundamental component of metacognitive control. This concept pertains to

how learners manage their effort and focus, reflecting their capacity to

comprehend the learning task and decide how to engage with it (Perfect and

Schwartz, 2002). It constitutes a vital element of self-regulated learning, and

the research on study time allocation has been primarily concerned with how

individuals apportion their learning time. Numerous empirical studies have

identified factors that impact the process and outcomes of study time

allocation, including automatic responses (Metcalfe, 2002; Dunlosky & Ariel,

2011b), the complexity of the material (Metcalfe & Kornell, 2005; Pyc &

Dunlosky, 2010; Ariel & Dunlosky, 2013), and time constraints (Metcalfe &

Kornell, 2003).
 Moreover, the University of England (2021) mentions that the amount

of time needed for studying varies depending on the number of enrolled units

and the individual's grasp of the course content. Typically, a single unit entails

around 12-15 hours of weekly study commitment, encompassing lectures,

tutorials, assignment work, and exam preparation. The specific study time

required for each unit may change based on factors such as the number of

assignments, comprehension of the content, and the need for additional

revision.

As Horikoshi et al. (2023) emphasized, time is a universal resource

available to all individuals, and its utilization pertains to how people distribute

their time among various activities, influencing the efficiency of their actions

(Son & Kornell, 2008). In self-regulated learning, managing time effectively

becomes a pivotal skill, determining one's proficiency in allocating time

appropriately. Liborius et al. (2017) highlight that learners commonly

encounter challenges in developing strong time management skills. Given the

intangible nature of time, it is easily overlooked, making it essential for

individuals to be conscious of allocating the correct amounts of time to

suitable activities at the right moments.

According to Marlow (2022), effective time management is a crucial

skill for achieving success in both academic and personal endeavors.

Students can excel academically and personally When they learn how to

handle their time wisely. The essential aspect of successful time management

involves recognizing the most significant tasks and allocating the right amount

of time to each one.

Related Studies

Singasing (2019) discovered that the impacts of peer interactions on

students' study habits encompassed several beneficial aspects, such as

serving as sources of inspiration for diligent studying, providing assistance

with various academic tasks such as projects and assignments, and acting as

positive role models for cultivating strong study habits. Conversely, the

drawbacks associated with peer relationships encompassed distractions

during study sessions and exposure to unfavorable influences, including non-

academic activities during class hours. The insights from the study's

respondents emphasized the importance of aligning oneself with peer groups

that promote scholastic progress. Furthermore, the study underscored the

significance of exercising caution and discernment in selecting friends,

particularly within the educational context of the classroom and campus

environment.

In research conducted by Absin et al. (2022), it was found that many students

who experienced peer pressure viewed it positively and believed it had a

beneficial impact on their academic achievements. Consequently, students

felt motivated to strive for excellence in all aspects of their academic journey

due to this peer influence, enabling them to effectively align with their peer

group. It was concluded that peer pressure can foster innovation and

adaptability among students, ultimately contributing to increased productivity

and outstanding academic performance. The academically proficient students

at Nazareth School of National University have demonstrated that peer

pressure need not impede their academic success.

 Peer pressure plays a substantial role in shaping students' academic

performance. In the study conducted by Banik et al. (2022), a notable

difference between private and government schools, encompassing both

English and Bengali mediums, in the context of peer pressure and academic

accomplishments. The study reveals a negative association between peer

pressure and academic achievement. Analyzing the gathered data, it

becomes evident that the adverse effects of peer pressure outweigh the

positive ones. Consequently, the researchers have concluded that peer

pressure significantly influences students' academic performance and study

habits.

The study by Bayating et al. (2022) revealed substantial variations in

how peers influence students' study routines when considering factors like

age, gender, marital status, ethnicity, and academic year. According to the

study's outcomes, students achieved commendable academic results when

exposed to constructive peer influences. Additionally, it was underscored that

teachers also considerably influence students' study habits. As a result,

teachers are encouraged to implement collaborative learning methods and

employ diverse teaching strategies to enhance the learning experience.

Asenso et al. (2021) revealed that peer pressure can lead to self-doubt

and emotional changes in student-teachers. Some student-teachers may feel

uncertain about their abilities, which pushes them to join groups of friends

they believe are academically more robust. Thus, the study suggested

increasing group activities to motivate average students and boost their

confidence. It also recommended organizing monthly guidance sessions to

help students manage their emotions and build self-esteem, ultimately

improving their academic performance.

Peer groups can significantly influence students, as observed in their

impact on a child's life and learning. Students tend to feel more at ease and

relaxed among their peers. For instance, a bright student surrounded by less

academically inclined friends may lose interest in learning. Conversely, when

a peer group prioritizes studying, it can positively affect a less academically

inclined member and stimulate their interest in learning. The nature of the

peer group plays a pivotal role in determining its influence on the motivation

and achievements of its members (Lukman, 2022).

Furthermore, under careful monitoring, playful children may transform their

attitudes toward learning when they associate with academically inclined

peers who are not as playful. This highlights the importance of teachers' ability

to distinguish between playful and less academically inclined children. In

cases where students display playfulness alongside academic potential,

educators should encourage them to join groups that prioritize studying

(Lukman, 2022).

Theoretical Framework

This study will anchor on Bandura’s Social Learning Theory and

Stryker’s Identity Theory.

Social Learning Theory

Social Learning Theory (Bandura, 1977) posits that individuals learn

behaviors and attitudes by observing and imitating others. According to

Bandura, learning is a social process, and people can acquire new behaviors
through direct experiences and by observing the actions and consequences of

others.

In the context of peer pressure and study habits, this theory suggests

that students may adopt study behaviors based on what they observe in their

peers. If they see their friends consistently dedicating time to studying and

achieving academic success, they are more likely to imitate those behaviors.

Conversely, students may feel pressured to follow suit if peers prioritize

socializing or neglect their studies.

Identity Theory

Identity Theory (Stryker, 1980) posits that individuals develop a sense

of self by adopting roles and identities consistent with their social

surroundings. People strive to maintain identities that align with their

perceptions of what is expected in a given context.

In the context of peer pressure and study habits, this theory suggests

that students' study behaviors can be influenced by their desire to fit in with

their peer group. Students may adopt study habits that align with the identity

they want to project within their peer group. For example, if being perceived

as a diligent student is valued within their peer group, they may be more

motivated to prioritize their studies. Conversely, if being a laid-back, social

student is the norm, they may prioritize social activities over studying.

Conceptual Framework

Independent Variable Dependent Variable

Peer Pressure Study Habits

 Social  Note Taking
Belongingness
 Use of Library
 Curiosity
 Time Allocation
 Cultural Parenting to Study
Orientation
 Education
 Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of the study. Precisely, it

visualizes the relationship of the variables. As seen, the study will determine

the effect of peer pressure (independent variable) on the students' study

habits (dependent variable).

Definition of Terms

To better understand this manuscript, the following terms are

conceptually and operationally defined according to their function in the study.

Peer Pressure. Conceptually, peer pressure is the influence exerted by one's

peers or social group to conform to certain behaviors, attitudes, values, or

norms, often leading individuals to make choices they may not have made

independently. Operationally, peer pressure serves as the study's

independent variable, in which the researchers will determine if it affects

students’ study habits.

Social Belongingness. Conceptually, social belongingness refers to the

human need to connect, be accepted, and feel valued within a social group or

community, contributing to a sense of inclusion, attachment, and emotional

well-being. Operationally, social belongingness is used as one of the

indicators and sub-variables of peer pressure.

Curiosity. Conceptually, curiosity is a natural and intrinsic desire to seek

knowledge, information, or experiences driven by a sense of wonder, interest,

and a desire to understand the world. Operationally, curiosity is used as one

of the indicators and sub-variables of peer pressure.

Cultural Parenting Orientation. It influences everything from how much

time parents spend with their children to how they discipline them. As used in

the study, Senior High School students in Cronasia can ensures that they will

be given attention to areas of improvement at home as well, and ensure they

can improve their performance.

Education. Conceptually, education is a systematic process of acquiring

knowledge, skills, values, and beliefs through various formal and informal

methods for personal development, intellectual growth, and societal progress.

Operationally, education is used as one of the indicators and sub-variables of

peer pressure.

Study Habits. Conceptually, study habits refer to the practices, routines, and

behaviors individuals employ when engaging in learning and academic

activities, encompassing strategies for effective information acquisition,

retention, comprehension, and application. Operationally, study habits serve

as the study's dependent variable in which the researchers will determine if

they are affected by the amount of peer pressure the students receive.

Note Taking. Conceptually, note-taking is the practice of recording and

summarizing essential information, concepts, or ideas from lectures, readings,

or discussions in a structured and concise manner to aid in comprehension,

retention, and future reference. Operationally, note-taking is used as one of

the indicators and sub-variables of study habits.

Time Allocation to Study. Conceptually, time allocation to study refers to the

deliberate and planned distribution of one's available time to engage in

academic or learning-related activities. Operationally, time allocation to study

is used as one of the indicators and sub-variables of study habits.

Use of Library. Conceptually, a library involves utilizing library resources,

facilities, and services to access a wide range of information for research,

study, reading, and personal enrichment. Operationally, the use of the library

is used as one of the indicators and sub-variables of study habits.

 CHAPTER III

Methodology

In this chapter, the researcher presents the methods of research

used in the study such as the research design, research locale, respondents

of the study, research instrument, general procedure, and statistical

treatment.

Research Design

This study will use a quantitative type of research. This method

determines the effects of peer pressure on the study habit of academically -

competent learners in Cronasia Foundation Colleges of General Santos City.

Research Locale

The study will be conducted in the Cronasia College Foundation

Inc., located in Pioneer Ave., in General Santos City, South Cotabato.

Respondents of the study

The researchers will gather respondents in Grade 11 students in all

tracks with the total of 120 students, using random sampling. These

respondents will be administer survey questionnaire face to face. The study

will be conducted in the second semester of the academic year 2023-2024.

Research Instrument

To collect information from the respondents, the researchers utilized

questionnaires that were given and answered by the respondents of the

study. The questionnaires were adapted and modified from the study of

Vangie M. Moldes, Cherry Lyn L. Biton, Divine Jean Gonzaga, Jerald C.

Moneva (2019). Students, Peer Pressure and their Academic Performance in

School. The study used survey questionnaires in which the learners will put a

check on the box with the corresponding rating from strongly agree-strongly

disagree and its description in order to gather data.

Data Gathering Procedures

Upon approval by the Institutional Research Chairman and Panel members,

researchers will ask permission from the research department for approval.

Once approval is granted, the researcher will ask permission from the Basic

Education Principal to ask for the numbers and information of the Grade 11

learners who are currently enrolled in Cronasia Foundation College. After

obtaining the necessary permissions and information, the researchers will

prepare and distribute a survey questionnaire to the respondents. The

respondents will be informed by the researchers of the purpose of the survey

questionnaire and that their participation is voluntary. Three days after

distribution, the researchers will collect the survey questionnaires from the

respondents. The results will be analyzed and interpreted based on the

purpose of the study.

Statistical treatment

By the help of the questionnaires, the answers of the respondents were

gathered and undergone on a statistical instrument to get the result.

Weighted Mean.The researchers used this tool to determine the Assessment

of The Effect of Peer Pressure on the Study Habits of Academically-Competent

Students in Cronasia Foundation College.

 Standard Deviation. Measures the spread of the data about the mean

value. It is useful in comparing sets of data which may have the same mean

but a different range.

Pearson R Moment Correlation.will be used for determining the

relationship between the profile of the respondents and the level of perception

of the respondents on the HRIS in terms of HR processes, time savings, cost

savings, information effects, and decision-making that can affect their

employees, satisfaction.
 SURVEY QUESTIONNAIRE

THE EFFECT OF PEER PRESSURE ON THE STUDY HABITS OF ACADEMICALLY

COMPETENT LEARNERS IN CRONASIA FOUNDATION COLLEGE.

NAME (Optional): ____________________________ DATE_______________

PART I. Level of Peer Pressure of Students

Direction: Please answer the following items with all honesty.Put a check mark below

the corresponding number number for each item using the scale and description

below.

5 -Strongly Agree 4 -Agree 3 -Moderately Agree 2 -Disagree 1 -Strongly Disagree

Social Belongingness 5 4 3 2 1
1. I spend much time with my peer group
2. My friends and I share problems with each other
3. My friends give me advice in my problems
4. My friends and I do school activities together
5. I and my friends share thoughts and opinions to strengthen our
bond
CURIOSITY
1. I like to do something new
2. I want to explore my capabilities to do things
3. I am curious about having vices
4. I want to explore my teenage years
5. I want to experience relationship
Cultural-Parenting Orientation 5 4 3 2 1
1. I have to ask my parents permission to do most things
2. My parents worry that I am up to something they won’t like
3. My parents want me to follow their directions even if I disagree
with their reasons
4. My parents encourage me to give my ideas and opinions even if
I might disagree
5. My parents warn me not to go out along with my friends at night
Education 5 4 3 2 1
1. My friends help me on what to do in my academic performance
in school
2. My friends inspire me to work hard in my studies
3. We always help each other with academic difficulties
4. I am always focused in class with my peers
5. My friends assistance in group discussion assisted to improve
my grades
Extent of Study Habits

5 -Always 4 -Often 3 -Sometimes 2 -Seldom 1 -Never

NOTE TAKING 5 4 3 2 1
1. I used to listen attentively while taking down notes in the class.
2. I always pay attention in the class in order to take any important
notes.
3. I have developed skills for effective note taking during every
lesson.
4. I always take down note to preserve new knowledge.
5. Most times, I use symbols to express what my teacher says in
the class.
USE OF LIBRARY
1. I have devoted interest in library resources utilization.
2. I study in the library every day.
3. I used to do my assignment in the school library.
4. My school library gives me access to variety of resources.
5. I make use of the library to expand the scope of my study.
TIME ALLOCATION TO STUDY 5 4 3 2 1
1. I have a private study time table
2. I schedule my time to cover all subjects
3. I devote extra-time to thoroughly learn a certain subject like
mathematics.
4. I use clock alarm to alert me for night reading
5. I set up time for other social activities so that they won’t interfere
with my studies.
Adapted and modified from the study of Vangie M. Moldes, Cherry Lyn L.
Biton, Divine Jean Gonzaga, Jerald C. Moneva (2019). Students, Peer
Pressure and their Academic Performance in School.
Reference:

How to Help Students Feel a Sense of Belonging During the Pandemic. (n.d.).

Greater Good.

Marie, D, & Isabelle, A. (2013). Positive Development, Sense of Belonging,

and Support of Peers among Early Adolescents: Perspectives of Different

Actors.

Stenger, M. (2015). Why Curiosity Enhances Learning. Edutopia.

Peer pressure. (n.d.). Transition to Secondary School | ReachOut Schools.

Juliana U. I., Sunday O., & Williams P. A. (2021). Reading Ability, Study

Habits and Students’ Academic Performance in Social Studies

Motivating Students. (n.d.).

Test and Exam Strategies | Student Learning Support. (n.d.).

Improving well-being at school - Democratic Schools for All - www.coe.int.

(n.d.).

Front. Psychol., 15 December 2022 Sec. Educational Psychology Volume 13 -

2022

African Educational Research Journal Vol. 7(2), pp. 81-87, June 2019 DOI:

10.30918/AERJ.72.19.010 ISSN: 2354-2160

2022 IJCRT | Volume 10, Issue 11 November 2022 | ISSN: 2320-2882

Weight Theoretical Framework Teenagers Are Effected By Peer Pressure At

Least - COL1234 | Course Hero. (2018, March 15).

How to Help Students Feel a Sense of Belonging During the Pandemic. (n.d.).

Greater Good.

Marie, D, & Isabelle, A. (2013). Positive Development, Sense of Belonging,

and Support of Peers among Early Adolescents: Perspectives of Different

Actors.

Stenger, M. (2015). Why Curiosity Enhances Learning. Edutopia.

Peer pressure. (n.d.). Transition to Secondary School | ReachOut Schools.

Juliana U. I., Sunday O., & Williams P. A. (2021). Reading Ability, Study

Habits and Students’ Academic Performance in Social Studies

Motivating Students. (n.d.).

Test and Exam Strategies | Student Learning Support. (n.d.).

Improving well-being at school - Democratic Schools for All - www.coe.int.

(n.d.).

Front. Psychol., 15 December 2022 Sec. Educational Psychology Volume 13 -

2022

African Educational Research Journal Vol. 7(2), pp. 81-87, June 2019 DOI:

10.30918/AERJ.72.19.010 ISSN: 2354-2160

2022 IJCRT | Volume 10, Issue 11 November 2022 | ISSN: 2320-2882

Weight Theoretical Framework Teenagers Are Effected By Peer Pressure At

Least - COL1234 | Course Hero. (2018, March 15).

https://saylordotorg.github.io/text_principles-of-sociological-inquiry-qualitative-

and-quantitative-methods/s11-survey-research-a-quantitative.html