CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

All over the world, individuals are expected to interact with one another

and as we grow-up, we are gradually exposed to the society we are living in.

Socialization is inevitable and it is an essential part for the human development.

However, humans tend to settle for a particular setting and choose those who are

aligned with their interests. As a result, humans assert themselves for comfort

and for belongingness, hence they create peer groups.

Social environment could affect teenagers in their adolescence because

mostly in this period, teenagers tend to communicate more by their peers. As

children grow and reach adolescence, teenagers become more dependent with

their peers than their family especially in making choices and enhancing their

moral values in life. (Uslu, 2013)

Human development is affected by its socialization with other people in

the environment specifically, the academic achievements of the students are

conjecture to be correlational by the support given by the parents, teachers and a

peer of teenager that affect their level of academic performance (Chen,2008).

In the Philippines, schools are constructed to enhance the skills of the

students and at the same time learn things applicableRe in their daily lives. In

addition, schools provide an avenue where students are highly engaged with

1
their peers and hence, peer influence and peer pressure are commonly

observed.

Peer group is important in the social context that plays a virtual role in

society and to determine the academic achievement that affect during

development relatively with each other (Chen, 2008). Peer group can positively

nor-negatively affect the well-being of an individual however, they are not aware

about this happening.

Tabalong National High School, as an educational institution, seeks to

equip students with adequate knowledge by providing them with quality

education. But despite the goal of the school, there are still several factors which

is not under its control, thus, the development among students may vary due to

the factors which is not manageable by the school.

The impact of peer influence and peer pressure is subjective, for some

students peer influence and peer pressure has been beneficial and has brought

them a lot of positive effects which helped them in performing better

academically. On the other hand, some students experience the downside of

engaging in peer group, they are exposed to bad habits such as drinking alcohol,

cutting classes etc. and as a result, academic performance also has been

degraded.

The continuous study of this subject is of great importance to let the

students know the effects of peer influence to their academic performance.

Students at Tabalong National School may want to distinguish whether

involvement in peer group and peer pressure can positively or negatively affect
2
their studies and to decide whether they must or must not allocate more time on

their peer to solve their academic problems.

3
THEORETICAL BACKGROUND

This study is anchored in the following theories:

The Social Learning Theory (Bandura, 1977) stated the fact that

behaviour and other components present in human development is learned and

can be unlearned is the foundation of this theory. Individuals are believed to be

born with distinct potentials, however the functionality of an individual is

recognized through behaviour which is determined by standards set by the

society. Simultaneously, this distinct potential and behaviours present in an

individual can also influence others presence in the environment. Consequently,

as one interacts in the society, adolescences voluntarily or unwittingly watches,

emulates and perform the behaviour of the models.. The Social Learning Theory

highlights learning by means of observing and imitating. Thus, observation,

imitation of behaviours, attitudes and emotional reactions from others affect one’s

learning.

The Social Control Theory. According to Hirchi (1960) an individual’s

conformity to norms and rules are influenced by societal, political and other

factors. Furthermore, the proper use of the procedures of socialization and social

learning assembles discipline. In addition, it also lessens the tendency of an

individual to engage in any deviant acts. This theory stipulated that an

individual’s relationships, commitments, values, norms and beliefs encourage

them not to break the law or perform terrible acts. Thus, the presence of anti-

social behaviour and the level of social bond determines the probability of an

individual to perform deviant behaviours. Consequently, if proper conduct is

4
internalized and individuals become attached to the society, they will deliberately

restrain their inclination to submit deviant and unwanted acts.

Maslow’s Heirarchy of Needs by Maslow (1943) hypothesized that social

belongingness is one of the needs that a human being should possess. This can

be in a form of family, peers and intimate relationship. Maslow indicated that

filling the gap of social belongingness will provide security and stability in the

emotional state of the individuals. In addition, Maslow put it that true learning only

happens when individuals feel a sense of belongingness since they become

more associated and refrain from being shy, feel awkward and become more

engaged and open towards the society, hence they become more susceptible to

influences brought by social affiliation and as a result, individuals will experience

new stuffs prior to learning.

Pickle Jar Theory by Wright (2002) relies of the concept of time

management on daily basis in relevance to determining the scale of preference.

The theory suggests on making arrangements for different activities and

organizing them based on the level of their importance. This concept views that

planning exercises allows completion of salient activities at the same time

provide sufficient time frame in doing past time activities. Time management

must be executed with balance to ensure that all activities do not interfere with

the other. Wright believes that adolescence must allot tie to the most important

needs before the least ones to avoid cramming and reduce the stress of doing

various activities.

5
 Legal Basis
Theories
Republic Act No.
Social Learning Theory 8004
Social Control Theory Presidential Decree
Maslow Hierarchy of No. 603
Needs
Pickle Jar Theory

Grade 11 students

Peer Influence Academic Performance

Proposed Intervention Program

Figure 1. The Conceptual Framework of the Study

6
REVIEW OF RELATED STUDIES

Several published studies were read and analysed by the researchers to

find a strong support which can be used as a guideline or reference during the

presentation of data.

Moldes et. Al (2009) conducted a study about the “Correlation between

Peer Influence and Academic Performance in School”. The proponents used a

quantitative descriptive research design consisting 96 respondents from

Jagobiao National High School. The results show that there is no significant

degree of correlation between peer influence and academic performance, hence

peer influence does not affect the academic performance of the students. The

researchers concluded that the effects of student’s peer influence are based on

their approach towards their peers and involvement in peer-group does not

signify a change in academic performance.

Steinberg (2006) conducted a study about the relationship and impact

between age, ethnicity and social class towards peer influence among 3,600

males and females ages from 10 to 30 years old. Using a quantitative research

design, the result indicated that there is no significant relationship between

ethnicity and social class towards peer influence. However, it has been observed

that there is a significant relationship between the age and peer influence of the

respondents and concluded that childhood is the period where-in peer influence

emerge and decapitates as individuals grow to adulthood.

7
 King et al. (2014) conducted a study about the roles of parents, teachers

and peers on academic outcomes of the students. The researchers used a

quantitative research design consisting of 378 Filipino secondary students as the

respondents of the study. The results show that social support from family,

teachers and peer is highly correlated in achieving better academic outcomes.

Cameron (2006) examined the curiosity and uncertainty in young, middle

and adult ages among 160 individuals at England using a quantitative research

design. The results exposed that there is no significant relationship between age

and curiosity is brought by emotional uncertainty such as boredom, fear and

other factors which often occurs to everyone.

Olalekan (2016) conducted a study about the relationship of peer group

influence on the academic performance among secondary male and female

students from Atiba Local Government Area, Oyo consisting 100 respondents

from different schools. The findings of the study revealed that the peer group

influences learning and certain factors like, social economic status and parental

factors as they determine membership in most groups. The study also found out

that pupils are closer to their friends than to their teachers and parents

concerning their academics. Furthermore, result showed that the demographic

profile of the students does not affect their peer involvement. The researcher

concluded that peer influence had a positive correlation between academic

performances.

REVIEW OF RELATED LITERATURE

8
Various books, articles and journals was read by the researchers to find relevant

literature that can be utilize in the study.

Peer Influence

According to Bobbies and Elhaney (2005) peer influence is the influence

of a social group on an individual. It also refers to the way the people of the same

social group act or believe in order to influence one another in a positive or

negative way.

Types of Peer Influence

Kanhre (2018) states that peer influences has a lot of varieties which may

include; 1)Spoken Peer Influence- which refers to influences brought by peers

through verbal conveying which may change the perspective of an individual in

doing things; 2) Unspoken Peer Influence- emphasized that individuals can be

influenced by their peer-group through direct observation and imitation as a

means of blending in with their peers; 3) Negative Peer Influence- is a type of

influence that encourages individuals to engage in deviant activities which may

result to unwanted consequences and thus creating a negative impact towards

individuals development and; 4) Positive Peer Influence- refers to the influence

which results into a positive outcome among individuals such as academic

motivation, better productivity in the society and etc.

Peer Influence on Adolescence

9
 De Guzman (2007) states that peer influence can be both negative and

positive. While we tend to think that peer influence leads teens to engage in

unhealthy and unsafe behaviours, it can actually motivate youth to study harder

in school, participate in sports and other productive endeavours. Negative peer

influence does exist and should be an educational related professional issue.

Negative peer influence leads an adolescent’s students to be involved in anti-

social behaviour, hence, lead to the formation of negative peer group.

Peer Influence in Schools

Adeola (2002) cites the important functions that the peer group plays

which greatly influences the academic performance of students. They are as

follows:1)They provide the peer group with a considerable degree of emotional

security, which help in the intellectual development of the child; 2)The peer group

provides the students with a wide variety of experiences which can boost their

academic performance; 3)They also provide opportunity for the development of

loyalties that goes beyond the immediate family which are important for future

adjustment; 4)The peer group facilitates pre-adolescent transition from the family

to peer orientation and 5) They provide opportunities for interpersonal

relationship.

Importance of Social Forces

Nenge (2019) presented the idea that social forces such as family and

friends plays a salient role towards the growth of individuals. Nenge states that

the existence of family and friends creates balance during different phases in life

as they share equal amount of importance and the absence of this construct will
10
create a negative impact such as deviant behaviour, weaker sense of

belongingness, behavioural problems and etc.

Personalities towards Peer Group

Goldman (2018) states that individuals demonstrates a variety of behaviour

towards their peer group. This behaviours includes the nature of being 1.)

Introvert which is referred as the shy type of person and is selective in choosing

peer group. 2.) Extrovert which demonstrates a more outgoing and socially

affiliated personality and is the opposite of introvert and lastly 3.) Ambivert which

possess the characteristic of both introvert and extrovert which typically means

that they are socially affiliated but still shy in nature. Goldman discussed that

ambiverts are usually a.) Good listener’s b.) Good at regulating behaviour c.)

Comfortable at either being dependent or independent d.) Naturally empathetic

and e.) Can provide social balance

Factors on Learning and its Nature

Layfield (2018) emphasized that gender with their respective, exhibit

paramount value of intellectual quotient but argued that their attitude towards

learning varies brought by their gender stereotypes. Layfield inputs that female

are more motivated in taking their class and are more serious in doing scholastic

activities whereas male students are less competent, attentive and concerned

with their academics.

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 Beqiri (2018) argues that age can affect the cognitive abilities wherein he

elaborated the characteristics of learners. Beqiri said that older people are less

flexible in terms of thinking and is usually self-centred in nature. In addition,

Beqiri insists that older people rely more on self-experience and are more

practical and outcome focused.

Factors on Peer Influence and its Nature

Allen (2019) posits that humans are social creatures and it is natural for

them to seek for social security and social belongingness. According to Allen, the

want for social belongingness starts as early as childhood which is immediate

towards parental belongingness and drastically change as individuals grow older

wanting for new kind of social belongingness such as peer group involvement

and even in intimate romantic relationships.

Pellissier (2017) puts emphasis on the destructive and instructive power of

curiosity during the stage of adolescence stating that “teenagers are irresistibly

drawn to explore the unknown”. Pellissier gave importance on curiosity among

individuals and how it can positively and negatively affect them as a person.

Pellissier catalysed that curiosity 1.)Is adaptive and dangerous, 2.) Can develop

activities and ideas that are already learned at introduces individuals a new kind

of activity, 3.) Provides silver lining towards the transition between childhood,

adolescence and early adulthood.

Hamer (2018) argued that gender-wise, individuals are normally

experiencing a certain kind of curiosity but the nature of their curiosity may differ.

Hamer instituted that gender roles indicates how curiosity can arise, therefore
12
male is associated with male stuffs while female do the same thing. Hamer

emphasized that male are usually driven towards material beings since they are

more kinaesthetic while female are highly associated with people since they are

more verbal in nature.

According to Stenger (2014), curiosity makes our brains more receptive

for learning, and that as we learn, we enjoy the sensation of learning. Stenger

said that human brain likes curiosity and its makes subsequent learning more

rewarding. Stenger emphasized that curiosity is a bridge towards better

intellectual capacity and that can be obtained not just in the school but also from

leisure activities undergone by the individuals.

In the article Everyday Health (2017), it has been articulated that parenting

style between boys and girls is different but stressed out that, equal love, care

and attention is still disseminated. The article conceptualized the nature and

nurture kind of parenting wherein boys are parented according to their nature and

parents do not usually alter their behaviour letting them as is and the girls are

parented for nurturing and they are guided, they receive more intimate and

evident support from parents.

According to Lorenzi (2019), parents execute a different level of parenting

style to their children based on their order in the sibling pattern though they still

provide the same amount of parenting. Lorenzi assimilates that parents tend to

become stricter towards older child since they consider them as role model and

parents’ wishes to inherent most of their behaviour to their eldest child. In

13
contrary, the youngest sibling is the most liberated, supported and since parents

give much affection knowing that the youngest are the most sensitive in nature.

Branje (2018) proposed that adolescence is a period of rapid biological

and psychosocial changes, which have a salient impact on parent-child

relationship. Branje indicates that parents play a significant role in the

developmental period of children since they are the first avenue towards learning

and support. Branje argues that conflict among parent and child is normal and

does not associate with formation of negative social construct.

According to Riggio (2016), both female and male receive a certain kind of

support from their environment prior to their learning. Riggio further explained

that the way male and female express their support differs where-in male are

likely to share activities regarding physical, leisure and extra-curricular type

whereas female are more associated with support through verbal style and

language as a form of expressing their support.

LEGAL BASES

Presidential Decree No. 603 The Child and Youth Welfare Code.

Article 3 highlights the Rights of a Child that all children shall be entitled to the

rights herein set forth without distinction as to legitimacy or illegitimacy, sex,

social status, religion, political antecedents and other factors. Section (3) Every

child has the right to a well-rounded development of his personality to the end

that he may become a happy, useful and active member of society; Section (5)

Every child has the right to be brought up in an atmosphere of morality and

rectitude for the enrichment and the strengthening of his character; Section (6)
14
Every child has the right to an education commensurate with his abilities and to

the development of his skills for the improvement of his capacity for service to

himself and to his fellowmen; Section (7) Every child has the right to full

opportunities for safe and wholesome recreation and activities, individual as well

as social, for the wholesome use of leisure hours; Section (8) Every child has

the right to protection against exploitation, improper influences, hazards, and

other conditions or circumstances prejudicial to his physical, mental, emotional,

social and moral development; Section (9) Every child has the right to live in a

community and a society that can offer him an environment free from pernicious

influences and conducive to the promotion of his health and the cultivation of his

desirable traits and attributes.

Republic Act No. 8044-The Youth in Nation-Building Act. Section (2)

states that the National Comprehensive and Coordinated Program on Youth

Development shall be based on the following principles: a. Promotion and

protection of the physical, moral, spiritual, intellectual and social well-being of the

youth to the end that the youth realize their potential for improving the quality of

life; c. Encouragement of youth involvement in character-building and

development activities for civic-efficiency, stewardship of natural resources,

agricultural and industrial productivity, and an understanding of world economic

commitments on tariffs and trade and participation in structures for policy-making

and program implementation to reduce the incidence of poverty and accelerate

socio-economic development.

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STATEMENT OF THE PROBLEM

The main goal of this study is to distinguish the status of peer influence in

relevance to the academic performance among Grade 12 students at Tabalong

National High School. It aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age; and

1.2 Sex?

2. What is the status of the respondents in terms of academic performance?

3. What is the status of peer influence to respondents in terms of:

3.1 Social Belongingness;

3.2 Curiosity;

3.3 Parental Awareness; and

3.4 Education?

4. Is there a significant relationship between students profile and their:

4.1 Academic Performance; and

4.2 Peer Influence?

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 5. Is there a significant correlation between peer influence and academic

performance?

6. Is there a significant degree of variance in the students peer influence?

7. What intervention program can be made base on the findings of the

study?

SCOPE AND DELIMITATION

This study seeks to investigate the effects of peer influence to the

academic performance of 30 selected Grade 11 students at Tabalong National

High School S.Y. 2018-2019. The aspects discussed include the profile of the

respondents, status of peer influence of the respondents in terms of social

belongingness, curiosity, parental awareness and education that my trigger

effects to their academic performance and an intervention program to be

proposed based on the findings of the study.

NULL HYPOTHESIS

The following are the null hypothesis of the study

1. There is no significant relationship between students profile and the following:

1.2Academic Performance and;

1.3Peer Influence

2. There is no significant correlation between the following:

2.1 Peer Influence and Academic Performance

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3. There is no significant degree of variance among students peer influence.

SIGNIFICANCE OF THE STUDY

An in-depth knowledge and understanding on the effects of peer influence

on the academic performance is essential to any educational institution and

hence, the continual study of this matter is very important to be able to able to

give viewpoints and implement ways to improve the situation of the subject

matter

The Administration. This study will help the administration in a way that

they will know the degree of influence brought about by involvement in peer

group and assess in creating ways to help solve the problem.

The Teachers. This study will be an eye-opener to all teachers to

establish a comfortable workplace and create a strong teacher-student

relationship which is essential in providing good quality education.

The Students. The outcome of the study can be a basis for the student to

evaluate whether engaging in peer group is necessary and determine its effect

on their academic performance. This study can be used by students for them to

choose the appropriate peer group involvement and other endeavours related to

this study.

The Parents and Guardians. This study will serve as a stepping stone for

the parents in understanding the situation of their children and provide ways on

how they can support them better in school.

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 Future Researchers. This study can be used by the future researchers as

their basis on their study by the means of the data collected on this particular

study and investigating other factors discovered in the study. In addition, future

researchers can conduct an evaluative study about the current situation of peer

influence at different time period.

RESEARCH METHODOLOGY

Design

The study used the descriptive quantitative research method using a

standardized questionnaire. The research employed the systematic random

sampling in choosing the respondents among students from Tabalong National

High School

Environment

The study was conducted at Tabalong National High School whose

population is 70 teachers and 1691 students. The town is located 12.4 kilometres

from Tagbilaran City. Tabalong National High School is one of the high schools in

the Municipality of Dauis. The other two schools are Dauis National High School

located at Mariveles, Dauis, Bohol and Biking Technical Vocational High School

at Biking, Dauis, Bohol

Respondents

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 The respondents of the study were be Grade 11 students from Tabalong

National High School, 10 from each sections namely; Koi, Grouper and Powen.

Table 1. Respondents of the Study

SECTION QUESTIONAIRES PERCENTAGE

DISTRIBUTED RETRIEVED

GRADE 11-KOI 10 10 100%

GRADE 11-GROUPER 10 10 100%

GRADE 11-POWEN 10 10 100%

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Instruments

The study used a standardized questionnaire ‘’Peer Pressure and

Academic Performance of Students’ in School’’ which was developed by Moldes

FIGURE 2. MAP OF TABALONG NATIONAL HIGH SCHOOL
(2009). The questionnaire is composed of 21 items which is divided into several

factors namely; Social Belongingness, Curiosity, Parental Awareness and

Education.

Data Gathering Procedure

The conduct of the study underwent several phases:

First, the permission to conduct the study was sought from the Senior

High Coordinator, the School Principal and Class Advisers. Second, an

introduction of the study will be conducted to the respondents prior to the actual

data gathering. The researcher and respondents agreed on the date and time of

21
the data gathering using a questionnaire. Third the questionnaire was distributed

and were immediately retrieved to undergo statistical treatment.

Statistical Treatment

The study used the following statistical treatments:

Frequency. The retrieved forms was tallied to obtain the frequency of the

responses and presented them in a table for easy understanding of the data. The

percentage of each frequency was obtained by using the formula.

P= F x 100

Where: F = the frequency of responses

N = the total number of case

Weighted Mean. This technique was used to measure the central

tendency where some values are given importance over others. This was used to

gauge the average value of responses to items in the questionnaire using the

formula:

W= Fx

Where:

WM= Weighted Mean

n = number of cases

The weigh equivalent means was computed as follows:

WM= (FXw)

22
 N

Chi- square. To determine the significant degree of relationship between

student’s Peer Influence and Academic Performance, the formula used was:

Where: x2 = chi square

fo = observed frequency

fe = expected frequency

The obtained Chi- square was checked against the Table of Significant

values at .05 level of significance.

Pearson r. To determine the correlation between Peer Influence; and

Academic Performance, this formula was used:

Where: r = coefficient of the correlation

N = number of cases

1 = the sum of all the entries in x column

2
= summation of the squares in x
2
= summation of the squares in y

23
1-Way Anova (Analysis of Variance). This technique is used to determine the

degree of variance between the students peer influences. To determine the

degree of variance, the formula used was:

CFF = ( x 1 +x 2 +x 3 + x 4)2
n 1 + n2 + n3 + n4
2 2 2 2
TSS = (x 1 +x 2 +x 3 +x 4) – CF

BSS = (x 1)2 + (x 2)2 + (x 3)2 + (x 4)2 - CF

n1 n2 n3 n4
WSS = TSS - BSS

Where:

CF = Correction Factor

TSS = Total Sum of Squares

BSS = Between Sum of Squares

WSS = Within Sum of Squares

n = the sum of the entries in each group

n
n = summation of the squares in each group

nn = number of samples in each group

DEFINITION OF TERMS

Academic Performance- refers to the entire performance of the students in

school by means of their general average.

Curiosity- refers to the aspect that peaks the interest of an individual especially

on trying new things.

24
Education- refers to the support given by the peers on the academic field and

the quality of education experienced by the individuals in relevance to their peer

involvement

Parental Awareness- refers to the degree of awareness and support among

parents to their offspring with regards to peer group involvement and education

Peer- refers to an individual whom you have mutual understanding with in terms

of life choices, interest etc.

Peer group- refers to the number of people sharing the same interest usually

with the same age and same socio-economic status.

Peer Influence- refers to the ability of an individual or a group to change the

behaviour of a specific person with or without intention.

Social Belongingness- refers to the degree of closeness within the society and

the amount of support they receive in different aspect

CHAPTER 2

PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter overseen the presentation, analysis and interpretation of data

gathered by the researchers that supported of the theories, legal basis, and

relevant literature and studies

Table2. Demographic Profile of Respondents

Demographic Profile f Percentage Rank

16 8 26.7 2
Age 17 17 56.7 1

18 Above 5 16.6 3
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 Total 30 100

Male 15 50 1.5

Female 15 50 1.5
Gender

Table 2 shows the information regarding the demographic profile of the

students of Tabalong National High School.

Age. Out of thirty (30) respondents, seventeen (17) were 17 years old

which got the highest rank with the percentage of 56.7%, while eight (8) students

are 16 years old with the percentage of 27%. It is projected that majority of the

Junior High students are 17 years old.

Gender. On the other hand, the gender composition of the respondents

was 15 or 50% were male and 15 or 50% were female. Thus, both male and

female are equally involve in the study

Table 3. Academic Performance

Rating Frequency Percentage Description

90-100 7 23.3 Outstanding
85-89 6 20 Very Satisfactory
80-84 14 46.7 Satisfactory
75-79 3 10 Fairly Satisfactory
Below 75 0 0 Did not meet

26
 expectation
Total 30 100

Table 3 articulates the academic performance of Grade 11 students at

Tabalong National High School during the first semester of the school year 2019-

2020. It has been revealed that 46.7% or almost ½ of the respondents have a

grade of “80-84” which is interpreted as satisfactory. On the opposite end, only 3

or 10% of the respondents acquire a grade of “75-80” which is classified as fairly

satisfactory. The remaining respondents are dwelling on the average of “85-89”

and “90 above” with 20% and 23.3% respectively. This means that students from

Tabalong Nationanl High School are moderately competent in their academic

performance and that they are at average thinking level and does not excel that

much nor fail.

Table 4 is a synthesis on the responses of Grade 11 students to the “Peer

Influence and Academic Performance of the Students” questionnaire measuring

the extent of peer influence of the students in terms of social belongingness,

curiosity, parental awareness and education. There were a total of 21 questions

with 5, 6, 5 and 5 statements respectively and is categorized as 1- Strongly

Disagree, 2- Disagree, 3- Agree and 4- Strongly Agree.

Table 4. Peer Influence of the Students

STUDENT’S PEER PEER INFLUENCE AND ACADEMIC TOTAL WEIGHTED DESCRIPTION

MEAN
INFLUENCE PERFORMANCE
STRONGLY STRONGLY
AGREE DISAGREE
AGREE DISAGREE

4 2 1

27
 F % F % F % F % F %

Social Belongingness
1.I spend much
2 3
time with my peer 4 13.3 80 0 0 2 6.6 100 3 Agree
4 0
group

2.My friends and I

1 3
share problems with 6 20 50 1 3.3 2 6.6 100 2.43 Agree
5 0
each other

3.My friends give

1 36. 16. 3
me advice in my 11 36.6 5 3 10 100 3.03 Agree
1 6 6 0
problems

4. My friends and I
1 16. 13. 3
do school activities 3 10 60 5 4 100 2.67 Agree
8 6 3 0
together

5.I and my friends

share thoughts and 1 13. 3
13 43.3 40 4 1 3.3 100 3.23 Agree
opinions to 2 3 0
strengthen our bond

Average weighted mean 2.86 Agree

Curiosity
1.I like to do 1 3 Strongly
12 40 50 2 6.6 1 3.3 100 3.27
something new 5 0 Agree

2.I want to explore

1 63. 3 Strongly
my capabilities to 10 33.3 1 3.3 0 0 100 3.3
9 3 0 Agree
do things

3. am curious about 1 43. 23. 3

9 30 7 1 3.3 100 3 Agree
having vices 3 3 3 0

4.I want to explore 1 33. 3 Strongly

20 66.6 0 0 0 0 100 3.67
my teenage years 0 3 0 Agree

5 .I want to
1 56. 13. 3
experience 7 23.3 4 2 6.6 100 2.97 Agree
7 6 3 0
relationship

6.I like starting a 1 43. 16. 3

12 40 5 0 0 100 3.23 Agree
new activity 3 3 6 0

Average weighted mean 3.24 Agree

Parental Awareness
1.I have to ask my
1 3 Strongly
parents’ permission 15 50 40 3 10 0 0 100 3.4
2 0 Agree
to do most things

2.My parents worry 12 40 1 40 6 20 0 0 3 100 3.2 Agree

28
that I am up to
something’s they 2 0
won’t like

3. My parents want
me to follow their
1 53. 3 Strongly
directions even if I 12 40 2 6.6 0 0 100 3.33
6 3 0 Agree
disagree with their
reasons

4. My parents
encourage me to
1 63. 13. 3
give my ideas and 7 23.3 4 0 0 100 3.1 Agree
9 3 3 0
opinions even if I
might disagree

5.My parents warn

me not to go out 26. 3
13 43.3 9 30 8 0 0 100 3.17 Agree
along with my 6 0
friends at night

Average weighted mean 3.24 Agree

Education
1.My friends help
me on what to do in
1 56. 3
my academic 10 33.3 1 3.3 2 6.6 100 3.17 Agree
7 6 0
performance in
school

2.My friends inspire

1 3
me to work hard in 7 23.3 60 3 10 2 6.6 100 3 Agree
8 0
my studies

3.We always help

1 3
each other with 11 36.6 50 3 10 1 3.3 100 3.2 Agree
5 0
academic difficulties

4.I am always
1 63. 13. 3
focused in class 4 13.3 4 3 10 100 2.8 Agree
9 3 3 0
with my peers

5.My friends
assistance in group
2 66. 13. 3
discussion assisted 4 13.3 4 2 6.6 100 2.87 Agree
0 6 3 0
to improve my
grades

Average weighted mean 3.006 Agree

General Average Weighted Mean 3.097 Agree

Legend:
3.26 – 4.00 Strongly Agree
2.51 – 3.25 Agree
1.76 – 2.50 Disagree
29
1.00 – 1.75 Strongly Disagree

In the social belongingness section, the indicator “I and my friends share

thoughts and opinions to strengthen our bond´’ obtained the highest weighted

mean of 3.23 which is interpreted as agree while the indicator “My friends and I

share problems with each other’ tallied a weighted mean of 2.43 is the lowest

among all the indicators and interpreted as agree. The remaining indicators

garnered a weighted mean ranging from 2.63 to 3.03 which is interpreted as

agree. Moreover the general weighted mean of this category is at 2.86 and bears

a “agree” verbal interpretation.

This means that the students are moderately participating in social group

and feels a temperate belongingness in the society which leads them towards

somehow, sharing their ideas and talk to their peers and interact with them.

However, the kind of interaction they express is controlled and they do not fully

express their personal status since they are not fully attached to this groups

since they may want to manage themselves properly without conflict to others.

This data is abided by Goldman (2018) who expressed that people carry a

variety of traits when dealing with society and they may be introvert, extrovert or

ambivert. Goldman states that ambivert person are those who deal and interact

with other people but are shy or refute in inmate or serious conversations.

Goldman noted that ambivert usually are the ones who listen well, can regulate

their behaviour and more balance when it comes to time management.

On the Curiosity section, “I like to do something new” is the indicator with

the highest weighted mean of 3.67 is interpreted as strongly agree and in

30
contrary “I want to experience relationship’ with 2.97 got the lowest weighted

mean which is interpreted as agree. The subsisting indicators acquired a

weighted mean of 3 to 3.30 which all fell over “agree” interpretation, furthermore,

the general weighted of mean of curiosity section is 3.007 and behold an

interpretation of “agree”.

It is evident from the tabulation that the existence of curiosity is of high

regards which means that students are highly curious in a varying way paving

way towards exploring and venturing into pastime activities they can do. The

occurrence of this event may due to the fact that adolescence is the period of

transition and new things are introduced and vast changes are expected to

happen. It can be stipulated that teenage year is one of the most critical time of

human life and these is the period when things are complicated and individuals

may experience upsides and downsides in investing their time towards new

habits. This idea is assisted by Pellissier (2017) who pointed out that curiosity is

prominent during teenagers and bring immense power towards their behaviour

and status in life. Pellissier indicates that curiosity is natural during teenage years

since the brain at this time is greatly developing, however, Pellissier stressed out

that precaution and spectating must be practiced to ensure that teens are

prevented from the possible risk of curiosity.

In the sector compromising the “Parental Awareness”, the indicator “I have

to ask my parents’ permission to do most things’’ achieved the highest weighted

mean of 3.4 with a “strongly agree” interpretation and on the other hand the

indicator with the lowest weighted mean was “My parents encourage me to give

31
my ideas and opinions even if I might disagree’’ tallied at 3.1 and also interpreted

as agree. The rest of the indicators are observed to be at 3.1 to 3.33 which

generally belongs to the interpretation of “agree”, therefore the general weighted

mean of 3.24 also belongings in this interpretation.

This data can be concluded that parental awareness is fairly observed and

students are exposed to this kind of conjuncture. This may signify that parental

awareness and support bother the students and that students consider this as

unnecessary and a nuisance. In addition, it can be inferred that students may

want to be independent and less controlled or they want to do things in things

without being interfered by their parents. However, this does not mean that teens

does not want support from their parents but rather they may want experience

exploration with less of assistance coming from their family. This is supported by

Branje (2018) who put it up that parent and child relationship is one of the most

important relationship and that problems existing is this connection is normal.

Branje highlighted that teens may tend to become distant and rebellious from

their parents which is a teenager’s way of showing the need and want for support

and attention. In addition, Branje stated that support from parents to teens is

salient for cognitive development, security as they verge towards the point of

early adulthood.

On the sector of “Education”, the highest weighted mean was acquired at

3. 2 with the indicator “We always help each other with academic difficulties’’

interpreted as agree. On the opposing side, the lowest weighted mean was

observed at 2.80 on the indicator “I am always focused in class with my peers’’

32
which belongs to the same interpretation of “agree”. The remaining indicators

attained a weighted mean ranging from 2.87 up to 3.17 and the general weighted

mean garnered is 3.006 which are both interpreted as agree.

This can be concocted that peer group had redeeming and positive

influence towards student’s education and involvement on peer group can

provide support towards education and can help individuals to perform better.

This means that individuals used peer group involvement in an effective manner

and that they were able to control their time and followed a good scale of

preference in choosing their peer group and activities. This idea is affirmed by

Wright (2002) who hypothesized that time management is a scale of preference

in salient in completing various activities and important activity and involvement

must be prioritized over unnecessary task to be able to achieve success and

desired goal.

Table 5. Degree of Relationship between Gender and Academic

Performance
Grade

Outstanding Very Satisfactory Fairly Total

Satisfactory Satisfactory
Gender

3.50 3.00 7.00 1.50

Male 1 1 10 3 15

1.78 1.33 1.28 0.02

3.50 3.00 7.00 1.50

Female 6 5 4 0 15

1.78 1.33 1.28 1.50

33
 Total 7 6 14 3 30

Chi Square x2= 10.300

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

Result: Significant

Decision: Reject Null Hypothesis

Table 5 shows the varying level of academic performance with respect to

gender as correspondence to their degree of relationship. Passing the critical

value of 7.815 at df of 3 and 0.05 level of significance, the result was considered

significant with x2 at 10.300. The null hypothesis was invalid and therefore, there

is a relationship between gender and academic performance. This means that

gender is a factor that affects the academic performance of the students.

The results reveals that gender roles is a crucial indicator towards

learning. Based on the findings, it can be said that female learners are much

motivated and focused on their studies compared to male learners resulting in a

visible academic differences. However, it does not signify that female are much

intelligent compared to male but rather can be stipulated that female are much

more attentive, competent and exert much effort in school for it is their nature

and male on the other hand does not put much concern about their grades and

rather expend their energy towards other activities that involves their physic and

habit, as well as leisure. This data is justified by Layfield (2018) who relies on

the concept that male and female have similar IQ but their attitude towards

academic area separates them for female are much more serious in their studies

and execute necessary acts to attain higher academic performance. Layfield also

34
highlights that success in academic for female students are reflected towards

their hard work and effort while male students are reflected towards their

potential ability in academics.

Table 6. Degree of Relationship Age and Academic Performance

Grade Outstanding Very Satisfactory Fairly Total

Satisfactory Satisfactory
Age

1.87 1.60 3.73 0.80

16 5 1 1 1 8
5.24 0.22 1.99 0.05

3.97 3.40 7.93 1.70

17 2 5 10 0 17
0.98 0.75 0.54 1.70

1.17 1.00 2.33 0.50

18 above 0 0 3 2 5
1.17 1.00 0.19 4.5

Total 7 6 14 3 30

Chi Square x2= 18.330

Critical Value of x2 at 6 and 0.05 level of significance 12.590

Result: significant

Decision: Reject null hypothesis

Table 6 represents the observed frequency of excellency towards

academics with regards to their age and its plausible degree of relationship. It

has been computed with x2 valued at 18.330 which is higher compared to the

critical value of 12.590 at of 7 and 0.05 level of significance, which emphasized

35
that the result is significant and clearly the null hypothesis is rejected. So there is

a certain degree of relationship between age and academic performance among

students.

It can be drawn from the results that academic performance can be

foresighted through their age description, It can be evaluated that younger

students are more competent in academic compared to older schoolmates since

their brain is at its peak of development and tend to become active and curios.

Moreover, it can be concluded that the brain activity is directly proportional to age

and as the person gets older, their ability to learn something gradually declines.

Consequently, older student may have a different kind of learning compared to

younger ones which may be less effective in accumulating good grades since

their mental capacity gradually degrades and they become less active in learning

new stuff. This data is evidenced by Beqiri (2018) who insists that age impacts

the cognitive ability of an individual and can hinder the learning process. Beqiri

pointed out that older people exhibit poor flexible thinking and are more self-

centred in redirecting their faults and lapses. Moreover , Beqiri conceptualized

that old learners tend to use personal experience and refrain from listening to

other people while younger people demonstrates discovery and become more

open to ideas presented by other people.

Table 7.Degree of Relationship between Gender and Social Belongingness

Social
Belongingness

36
 Strongly Agree Disagree Strongly Total
Agree Disagree
Gender

3.5 8.00 2.00 1.50

Male 3 8 2 2 15
0.07 0.00 0.00 0.17

3.5 8.00 2.00 1.50

Female 4 8 2 1 15
0.07 0.00 0.00 0.17

Total 7 16 4 3 30

Chi Square x2= 1.74

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

Result: Insignificant

Decision: Accept Null Hypothesis

Table 7 manifest the certain social belongingness of the students in terms

of their gender used to conclude their degree of relationship. It has found out that

x2 of 1.74 did not overwhelm the critical value which is 7.815 with df at 3 and 0.05

level of significance and indicates that the result is prominently insignificant.

Therefore, the null hypothesis is accepted and proved that there is no significant

relationship between gender and social belongingness.

It can be derived from the results that both gender experience a

paramount level of social belongingness and reveals that gender is not a

hindrance towards garnering social affiliation but relies on the social behaviour of

individuals, whether they are extrovert or introvert in nature. Consequently, it

infers that want for social belongingness is natural a towards individuals for it is
37
there need and supplemental to their continuous growth as a person no matter

what is there status in gender perspective and what varies may be the kind of

influence they receive from their social construct or the kind of social

belongingness they are involved for male peer group may be more dealt with

outdoor-based activity while female peer group are often engaged towards

emotional and intimate interaction. This finding is validated by Olalekan (2016)

who found out that there is no connection between peer group involvement and

the demographic profile of the respondents. Hence, regardless of their age and

gender, peer influence still exist.

Table 8.Degree of Relationship between Gender and Curiosity

Curiosity
Strongly Agree Disagree Strongly Total
Agree Disagree
Gender

6 7.5 2.00 0.00

Male 6 7 2 0 15
0.00 0.03 0.00 0.00

6 7.5 2.00 0.00

Female 6 8 1 0 15
0.00 0.03 0.050 0.00

Total 12 15 3 0 30

Chi Square x2= 0.56

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

Result: Insignificant

Decision: Accept Null Hypothesis

38
 Table 8 unveils the gender bracket and its corresponding frequency

towards curiosity to be utilized in exploring their degree of relationship. The x 2

obtained was 0.56 which is lower than the critical value of 7.815 at df 3 and 0.05

level of significance. Therefore, the result acquired is insignificant, chartering the

null hypothesis and establishing a good foundation that there is no significant

relationship between the variables gender and curiosity.

It can be pleaded that there is no barrier between gender and curiosity

which means that curiosity is a process brought by other factors such as peer

group, family and etc. and is not conclusive towards individuals profile alone.

Simultaneously, it can also be due to their stereotypical gender nature but not

with the gender itself for men may be more drawn towards strenuous and logical

activities while women are fond of language, arts and feminine activity, hence, it

implies that curiosity is subjective in form but unmeasurable in severity. It has

been authenticated by Hamer (2018) that curiosity arises from both male and

female since it is a human nature to question, but further explained that the

preference of curiosity is the actual difference. Hamer hypothesized that men are

more attracted towards material prospects whereas women are associated with

people but doesn’t signify that there is dominance between the two classifications

Table 9.Degree of Relationship between Gender and Parental Awareness

Parental
Awareness
Strongly Agree Disagree Strongly Total
Agree Disagree
Gender

6 7.00 2.00 0.00

39
 Male 5 8 2 0 15
0.17 0.14 0.00 0.00

6 7.00 2.00 0.00

Female 7 6 2 0 15
0.17 0.14 0.00 0.00

Total 12 14 4 0 30

Chi Square x2= 0.62

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

Result: Insignificant

Decision: Accept Null Hypothesis

Table 9 depicts the status of parental awareness dissected according to

age in response to their degree of relationship. The x 2 was tallied at 0.62 which

did not surpass the critical value of 7.815 at df 3 and 0.05 level of significance.

The data produced an insignificant result and the null hypothesis was accepted.

Therefore, there is no significant relationship between gender and parental

awareness.

It can be viewed that parental awareness exist in both male and female.

However, it is conducive that the extent of support coming from parents vary

based on gender wherein, male offspring are usually grown to become

independent, firm and to acquire a mantra of being a man while daughters

receive immediate assistance when experiencing difficulties since they are more

sensitive and fragile. However, it is never absolute that the female are given

more care and attention compared to male offspring amidst the shown behaviour

40
of their parents but rather considered as a stereotypical parenting style for future

gender-roles. This data is abided by the article Everyday Health (2017) stating

that parents have equal love with their children no matter what their gender is

and that parents are doing their best to help and support their child. However,

different techniques are applied on their children for female receive more intimate

comfort and male are given much liberty especially on doing various activity

which are often due to observed gender-roles for the past years and is currently

effective.

Table 10.Degree of Relationship between Gender and Education

Education
Strongly Agree Disagree Strongly Total
Agree Disagree
Gender

3.5 9 1.5 1.00

Male 3 9 2 1 15
0.07 0.14 0.17 0.00

3.5 9 1.5 1.00

Female 4 9 1 1 15
0.07 0.14 0.17 0.00

Total 7 18 3 2 30

Chi Square x2= 0.48

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

41
 Result: Insignificant

Decision: Accept Null Hypothesis

Table 10 conveys the degree of relationship between the observed

significance of variable education and gender. The value of x 2 has been

reckoned at 1.780 which did not surpass the critical value of 7.815 with df at 3

and 0.05 level of significance. The result was insignificant and the null hypothesis

was accepted accordingly. Therefore, there is no significant relationship between

gender and education among students.

This data can be imposed that male and female share equal education

support from their peer group and that gender is not a prospect that can

determine whether a person receive a support from his group or not. However, it

does not guarantee that individuals receive the same kind of support since male

and female peer group have varying nature and expound different kind of support

in certain aspect. Male peer group can be less intimate and supportive compared

to female, simultaneously female are most likely to share their ideas verbally

compared to male who are less emotional. This difference may alter education

support but does not mean that there is a variance between academic assistance

regarding gender. This result is countenanced by the finding of Riggio (2014)

who argues that both men and women receive a certain kind of support from their

friends and stated that both have distinct similarities and differences. Riggio

pointed out that men share activity while women share emotional state which

signifies that men are more likely to be dealt with hyped activity as form of

42
support and female used verbal channel in showing their support towards their

peer which have different bearing towards educational attainment.

Table 11.Degree of Relationship between Age and Social Belongingness

Social
Belongingness Strongly Agree Disagree Strongly Total
Agree Disagree
Age

1.60 4.53 1.07 0.80

16 2 4 1 1 8
0.10 0.06 0.01 0.05

3.40 9.63 1.13 1.70

17 3 10 2 2 17
0.05 0.01 0.67 0.05

1 2.83 0.67 0.50

18 above 1 3 1 0 5
0.00 0.01 0.16 0.50

Total 6 17 4 3 30

Chi Square x2= 1.67

Critical Value of x2 at 6 and 0.05 level of significance is 12.59

Result: Insignificant

Decision: Accept Null Hypothesis

Table 11 shows the existing level of social belongingness of students with

respect to their age description. The value of x o obtained was 1.67 which did not

transcend over the critical value of 12.59 with df at 6 and 0.05 level of

43
significance catalysing an insignificant result and accepting the null hypothesis.

Hence, there is no significant relationship between age and social

belongingness.

It can be postulated that age does not quantify the want to feel social

belongingness and that all age bracket consider social belongingness as an

important aspect in their life. It can be identified that social belongingness is an

integral component in holistic growth from childhood, adolescence and even onto

the adulthood phase. In contrary, the kind of belongingness that a person want

may change as they age and become more mature. Younger individuals may

look for friendship as a form of social belongingness whereas older people are

expected to engage in intimate relationship and tend to minimize their attention

towards peer involvement but in its sense, is still a form of social belongingness

and is equal in either ways. This outcome is agreed upon by Allen (2019) stating

that humans are social creatures and have a deep desire to connect with others

in different circumstances. Allen said that social belongingness change over a

period of time as early as childhood up until adulthood stipulating that in early

childhood we are more driven towards parental social belongingness and

continues to expand with group and romantic relationship as we grow older

creating a variety in terms of social affiliation.

Table 12. Degree of Relationship between Age and Curiosity

44
 Curiosity
Age Strongly Agree Disagree Strongly Total
Agree Disagree

3.20 3.47 0.80 0.27

16 4 2 1 1 8
0.20 0.62 0.05 1.97

6.80 7.37 1.70 0.57

17 6 10 1 0 17
0.09 0.94 0.29 0.57

2.00 2.17 0.50 0.17

18 above 2 2 1 0 5
0.00 0.01 0.50 0.17

Total 12 13 3 1 30

Chi Square x2= 5.41

Critical Value of x2 at 6 and 0.05 level of significance is 12.59

Result: Insignificant

Decision: Accept Null Hypothesis

Table 12 presents the concept of age discrepancy and the value of

curiosity among the respondents in line with their degree of relationship. With x 2

tallied at 5.41, the findings garnered an insignificant result since it did not exceed

the critical value of 12.59 with df at 6 and 0.05 level of significance. The null

hypothesis was evidently accepted and can be firmly stated that there is no

significant relationship between age and curiosity.

It can be fabricated that curiosity naturally occurs on human brain and is

assertive towards development witch is a conjunction over different stages of life

45
and is necessary towards smooth transition from childhood, adolescence and

adulthood. In addition, curiosity certainly emerge from early age and does not

vanish when people grow up and can either be maintained or harness depending

on the activity being done by the individuals. Moreover, curiosity may also be

brought up by several factors such as boredom, the want for knowledge and

ignorance which may arise from any period on the life of individuals. This finding

is conclusive to the findings of Cameron (2006) who highlighted that overall,

there is no significant relationship between age and curiosity, but Cameron

instead found out that boredom is the main reason why people are curios in their

respective age alongside with other factors covered in their study

Table 13.Degree of Relationship between Age and Parental Awareness

Parental
Awareness
Strongly Agree Disagree Strongly Total
Age Agree Disagree

2.93 3.73 1.07 0.27

16 3 3 1 1 8
0.00 0.14 0.00 1.97

6.23 7.93 2.27 0.57

17 7 7 3 0 17
0.09 0.12 0.24 0.57

1.83 2.00 0.67 0.17

18 above 1 4 0 0 5
0.38 2.00 0.67 0.17

Total 11 14 4 1 30

46
 Chi Square x2= 6.35

Critical Value of x2 at 6 and 0.05 level of significance is 12.59

Result: Insignificant

Decision: Accept Null Hypothesis

Table 13 is a synopsis between the age and its degree of relationship

between the variable parental awareness. The obtained value of x 1 was

computed at 6.35 which is halfway the critical value of 12.59 with df at 6 and 0.05

level of significance. The result was insignificant and the null hypothesis is

considered true, thus, there is no significant relationship between age and

parental awareness.

It can be concocted that age is not an indicator whether parents give more

attention towards their offspring or not and that parental awareness and

involvement is prior to each one of their child since it is their sole duty. This can

be elaborated that other factors may contribute towards the extent of parental

awareness such as rank or order in the sibling for parents may give more

attention to their younger child compared to elder sibling and different parenting

style is applied in such compartment. In contrary, it does not mean that parents

are more attached to younger child than their older child and may still indicate a

fair relationship in the anatomy of the family. This sequel is affirmed by Lorenzi

(2019) who indicates that parents exhibit a different style in parenting their

offspring since they have different behaviour which is brought by their roles in

sibling rank that is usually based on the standards of social norms. Lorenzi put it

that parents tend to become more sensitive and careful when handling younger
47
sibling since they are more prone to unstable emotional status compared to

elders who are more parent-like in attitude since they are considered role models

in the family.

Table 14.Degree of Relationship between Age and Education

Education
Strongly Agree Disagree Strongly Total
Agree Disagree
Age

2.40 4.53 0.53 0.53

16 3 4 0 1 8
0.15 0.06 0.53 0.42

5.1 9.63 1.13 1.13

17 4 11 1 1 17
0.24 0.19 0.02 0.02

1.5 3.5 0.33 0.33

18 above 2 2 1 0 5
0.17 0.64 1.36 0.33

Total 9 17 2 2 30

Chi Square x2= 4.13

48
 Critical Value of x2 at 6 and 0.05 level of significance is 12.59

Result: Insignificant

Decisions Accept Null Hypothesis

Table 14 demonstrates the gender bracket and educational status as to

the degree of relationship between the said variables. The x 2 which is 4.13 did

not overpass the critical value of 12.59 with df at 6 and 0.05 level of significance

bares an insignificant resulting. It means that there is no significant relationship

between age and education and the null hypothesis is to be accepted.

This data signifies that educational support coming from peer group does

not vary according to age since peer support may come from different age. It is

conceived that support from peers towards education is a stepping stone for

them to become more motivated. Even though peer influence can be notorious

towards negative involvement, it can also be a good instrument in acquiring

assistive mechanism which is not found in other form of social body such as

family. This idea is supported by De Guzman (2007) who said that despite the

threat of peer influence such as acquiring deviant and anti-social behaviour, peer

influence can still be a helping hand in making individuals more motivated in their

study and engage in productive endeavours.

Table 15. Degree of Relationship between Gender and Peer Influence

Peer
Influence
Strongly Agree Disagree Strongly Total
Agree Disagree
Gender

49
 4.50 7.50 2.00 0.50
Male 4 8 2 1 15
0.06 0.03 0.00 0.80

4.50 7.50 2.00 0.50

Female 5 7 2 1 15
0.06 0.03 0.00 0.80

Total 9 15 4 2 30

Chi Square x2= 1.780

Critical Value of x2 at 3 and 0.05 level of significance is 7.815

Result: Insignificant

Decision: Accept Null Hypothesis

Table 15 shows the extent of peer influence among students with respect

to their gender. The value of x2 obtained was 1.780 which did not transcend over

the critical value of 7.815 with df at 3 and 0.05 level of significance catalysing an

insignificant result and accepting the null hypothesis. Hence, there is no

significant relationship between age and social belongingness.

This simply means that gender does not render a big impact in

experiencing a certain level of peer influence and that male and female are both

involved in a specific form of peer group. It can be stated that gender is not and

indicator to certain kind of influence where-in male and female peer group can

provide a wide array of influence which can either be positive or negative in form.

Also the way this influence is being asserted may also matter since male tend to

more expressive in actions whereas females do it in a verbal aspect. This is

50
leaned towards the concept presented by Kanhree (2018) who initiated that peer

group influences have a lot of varieties and can either be positive or negative in

form. Moreover, the acquisition of peer influence can also vary for they may

obtain it in verbal or non-verbal means

Table 16. Degree of Relationship between Age and Peer Influence

Peer
Influence
Strongly Agree Agree Disagree Strongly Total
Age Disagree

2.40 4.00 1.07 0.53

16 3 3 1 1 8
0.15 0.25 0.01 0.42

5.10 8.50 2.27 1.13

17 5 9 2 1 17
0.00 0.03 0.03 0.02

1.50 2.50 0.67 0.33

18 above 1 3 1 0 5
0.17 0.10 0.16 0.33

Total 9 15 4 2 30

Chi Square x2= 1.670

Critical Value of x2 at 6 and 0.05 level of significance is 12.590

Result: Insignificant

Decision: Accept Null Hypothesis

51
 Table 16 expresses the peer influence and the age bracket of the students

prior to the degree of relationship between the said variables. The value of x 2

acquire is 1.670 which is lesser than the critical value obtained at 12.590 with df

at 6 and 0.05 level of significance. The data gathered yield an insignificant result

and can be confidently stated that there is no significant relationship between

age and peer influence of the students. Therefore, the null hypothesis is

completely accepted.

This can be pictured out that peer influence is not affected by age and that

peer influence is evident from younger years, adolescence and even up to

adulthood which may be present due to the want or need for belongingness in

the social group. It can be said that the kind of peer influence experienced in

different age group is the same and that they share equal amount of effect

among individuals and does not change accordingly towards aging. This concept

is contradicted by the study of Steinberg (2006) who found out that the existence

of peer influence is different among various age group and has a variance,

hence, there is significant relationship between age and peer influence.

Steinberg states that during younger years, individuals are already susceptible to

peer influence and severely continues as they reach the period of adolescence.

However Steinberg concluded that as we reach early adulthood, individuals

naturally wants to feel solitude and independence and tend to associate lesser

towards peer group influences.

52
 Table 17.Degree of Correlation between Social Belongingness and
Academic Performance
Social Academic
Belongingness Performance
Student X2 Y2 XY
X Y

1 3.2 10.24 90 8100 288

2 3 9 91 8281 273

3 2 4 91 8281 182

4 3.2 10.24 82 6724 262.4

5 3.6 12.96 82 6724 295.2

6 3.6 12.96 83 6889 298.8

7 3 9 80 6400 240

8 3 9 90 8100 270

9 2.8 7.84 87 7569 243.6

10 2.4 5.76 88 7744 211.2

11 3.2 10.24 88 7744 281.6

12 3.2 10.24 85 7225 272

13 2.8 7.84 84 7056 235.2

14 3.6 12.96 91 8281 327.6

15 2.6 6.76 82 6724 213.2

16 3.2 10.24 84 7056 268.8

17 3 9 81 6561 243

18 1.6 2.56 82 6724 131.2

19 3 9 88 7744 264

20 1 1 90 8100 90

21 3.8 14.44 90 8100 342

22 2.4 5.76 78 6084 187.2

23 3.6 12.96 85 7225 306

24 3.2 10.24 82 6724 262.4

53
 25 3 9 77 5929 231

26 4.8 23.04 78 6084 374.4

27 2.6 6.76 84 7056 218.4

28 3.8 14.44 83 6889 315.4

29 3.2 10.24 81 6561 259.2

30 2.4 5.76 84 7056 201.6

Sum 89.8 283.48 2,541 215,735 7588.40

Mean 2.99 84.7

r = (-) 0.204

Critical value of r at 28 and 0.05 level of significance is 0.361

Result: Insignificant

Decision: Accept Null Hypothesis

Table 17 shows the degree of correlation between social belongingness

and academic performance among Grade 11 students. It has been calculated

that r is equivalent to (-) 0.204 which did not meet the expected value of 0.361

with df at 28 and 0.05 level of significance indicating an insignificant result.

Hence, the null hypothesis is accepted and it is concluded that there is no

significant correlation between social belongingness and academic performance

among students.

This means that the academic performance of the students is not affected

whether they are socially affiliated or not, therefore, social belongings is not

necessary towards the learning avenue for they may learn things on their own

without the support present in social group . In addition, it also signifies that

54
acquiring low or high grade doesn’t depend on the influence brought by social

forces either positive or negative and is greatly determined by the effort exerted

by the individuals themselves. In line with that, social belongingness can be

disregarded and individuals may expend more time on self-development rather

that finding wisdom on social group. This finding however is contradicted by

Maslow (1962) stating that social belongingness is essential among individuals

and the fulfilment of this compartment is required to harness true learning.

Maslow further explained that supports coming from social forces will maximize

the learning potential of the students and boost their psychological state essential

in achieving their desirable goals.

Table 18. Degree of Correlation between Curiosity and Academic

Performance
Curiosity Academic
Performance
Student X X2 Y2 XY
Y

1 3.5 12.25 90 8100 315

2 3.5 12.25 91 8281 318.5

3 3.17 10.05 91 8281 288.47

4 3.5 12.25 82 6724 287

5 3.33 11.09 82 6724 273.06

6 3.67 13.47 83 6889 304.61

7 3 9 80 6400 240

55
 8 3.16 9.98 90 8100 284.4

9 3 9 87 7569 261

10 3 9 88 7744 264

11 3.67 13.47 88 7744 322.96

12 3.5 12.25 85 7225 297.5

13 3.83 14.67 84 7056 321.72

14 3 9 91 8281 273

15 3.33 11.09 82 6724 273.06

16 3.83 14.67 84 7056 321.72

17 3.17 10.05 81 6561 256.77

18 3.17 10.05 82 6724 259.94

19 3 9 88 7744 264

20 3.33 11.09 90 8100 299.7

21 3.67 13.47 90 8100 330.3

22 2.33 5.43 78 6084 181.74

23 3 9 85 7225 255

24 3 9 82 6724 246

25 2.67 7.13 77 5929 205.59

26 2.33 5.43 78 6084 181.74

27 2.83 8.01 84 7056 237.72

28 3.33 11.09 83 6889 276.39

29 3.17 10.05 81 6561 256.77

30 2.5 6.25 84 7056 210

Sum 95.49 308.54 2,541 215,735 8107.66

Mean 3.18 84.7

r = 0.128

Critical value of r at 28 and 0.05 level of significance is 0.361

Result: Insignificant

Decision: Accept Null Hypothesis

56
 Table 18 illustrates the observed value of curiosity and academic

performance of the students and the correlation of these variables. The obtained

value of r is 0.128 is found to be lesser than the tabular value of 0.361 at df 28

and 0.05 level of significance wherein result is insignificant. The null hypothesis

is then accepted, therefore there is no significant relationship between curiosity

and academic performance which means that curiosity among students towards

various field does not affect their academic performance.

It infers that curiosity among individuals does not alter the intellectual

stability and comprehension among individuals. It can be said that the kind of

curiosity that is dealt by the students is not inclined with any academic construct

and on the reflective end, may be due to intrinsic or extrinsic factors which can

neither motivate or distract them from doing scholarly activities. This can be

constituted that it has a separate bearing and does not impact academic

performance but may affect other components present in holistic human well-

being. The result gathered is opposite to the proposed concept by Stenger

(2014) highlighting that curiosity is a path towards learning for it retains memory

better since it makes subsequent topics interesting allowing a complex

intellectual processes which can reflect on their level of performance in class. In

addition, Stenger also gave importance on the benefits of curiosity among

individuals where-in it is evident to increase productivity present in and out of the

school including leisure activity and etc.

57
Table 19. Degree of Correlation between Parental Awareness and Academic
Performance
Parental Academic
Awareness Performance
Student X2 Y2 XY
X Y

11.56
1 3.40 90 8100 306

2 30 9.00 91 8281 273

3 3.80 14.44 91 8281 345.8

4 3.20 10.24 82 6724 262.4

5 3.40 11.56 82 6724 278.8

6 4.00 16.00 83 6889 332

7 3.00 9.00 80 6400 240

8 2.40 5.76 90 8100 216

9 2.80 7.84 87 7569 243.6

10 3.20 10.24 88 7744 281.6

11 3.80 14.44 88 7744 334.4

12 3.80 14.44 85 7225 323

13 2.80 7.84 84 7056 235.2

14 3.00 9.00 91 8281 273

15 3.00 9.00 82 6724 246

16 2.40 5.76 84 7056 201.6

17 4.00 16.00 81 6561 324

18 3.60 12.96 82 6724 295.2

19 3.60 12.96 88 7744 316.8

20 3.40 11.56 90 8100 306

21 3.40 11.56 90 8100 306

22 2.80 7.84 78 6084 218.4

58
 23 3.20 10.24 85 7225 272

24 3.20 10.24 82 6724 262.4

25 3.00 9.00 77 5929 231

26 3.00 9.00 78 6084 234

27 2.40 5.76 84 7056 201.6

28 3.80 14.44 83 6889 315.4

29 3.20 10.24 81 6561 259.2

30 3.60 12.96 84 7056 302.4

Sum 97.20 320.88 2,541 215,735 8236.8

Mean 3.24 84.7

r = 0.072

Critical value of r at 28 and 0.05 level of significance is 0.361

Result: Insignificant

Decision: Accept Null Hypothesis

Table 19 displays the level of parental awareness and academic

performance and the degree of correlation between the two variables. The

tabular value is found to be at 0.361 with df at 28 and 0.05 level of significance

which is still greater than the computed value which is 0.128. The result yield is

insignificant and null hypothesis is prominently affirmative. This explains that

there is no significant correlation between parental awareness and academic

performance among students. Thus, parental awareness does greatly affect

academic performance.

This can be interpreted that academic outcomes towards students is not

determined by the strength of support and engagement given by their parents

59
especially in choosing their activity and peer involvement. It can be elaborated

that the strength of relationship established by the parents toward their offspring

may cause them to abide or restrict rules depending on their natural behaviour

and the kind of parenting technique. Furthermore it can elaborated that

monitoring student’s activity does not associate with higher educational

competency or the other way around since parents are only supplemental

towards learning but is never the primary indicator towards success. This finding

is opposed by Hirchi (1960) who stressed out that the extent of relationship of an

individual to a specific group such as family will refrain them from doing deviant

behaviour resulting into conforming the rules and regulation brought by various

organization such as school and that they are led towards positive habits which

can constitute appealing character development and will end up to a good

academic achievement.

Table 20. Degree of Correlation between Education and Academic

Performance
Education Academic
Performance
Student X X2 Y2 XY
Y

1 3.4 11.56 90 8100 309.4

2 3.4 11.56 91 8281 309.4

3 1.6 2.56 91 8281 145.6

4 3 9 82 6724 246

5 2.4 5.76 82 6724 196.8

6 3.4 11.56 83 6889 282.2

60
 7 3 9 80 6400 240

8 2.8 7.84 90 8100 252

9 2.8 7.84 87 7569 243.6

10 3 9 88 7744 264

11 3 9 88 7744 264

12 3 9 85 7225 255

13 3.6 12.96 84 7056 302.4

14 3.6 12.96 91 8281 327.6

15 3.2 10.24 82 6724 262.4

16 3 9 84 7056 252

17 3.4 11.56 81 6561 275.4

18 2.2 4.84 82 6724 180.4

19 3 9 88 7744 264

20 1 1 90 8100 90

21 3.8 14.44 90 8100 342

22 2.4 5.76 78 6084 187.2

23 3.6 12.96 85 7225 306

24 3.2 10.24 82 6724 262.4

25 3.8 14.44 77 5929 292.6

26 2.6 6.76 78 6084 202.8

27 2.4 5.76 84 7056 201.6

28 3.6 12.96 83 6889 298.8

29 3.2 10.24 81 6561 259.2

30 2.4 5.76 84 7056 201.6

Sum 88.80 273.56 2,541 215,735 7516.40

Mean 2.96 84.7

r = (-) 0.069

Critical value of r at 28 and 0.05 level of significance is 0.361

Result: Insignificant

61
 Decision: Accept Null Hypothesis

Table 20 demonstrates the degree of correlation between education and

academic performance among the students. With r at (-) 0.069, it has been

observed to be beyond the tabular value which is 0.361 at df 28 and 0.05 level of

significance , thus insignificant in result and accepting the null hypothesis.

Meaning, there is no significant correlation between education and academic

performance of the students.

It can be understood that learning environment and support from peers

towards education does not signify better academic achievement and that

individuals who are found to perform better is basically brought by their self-

determination and not by the help of his/her peers nor the atmosphere of the

workplace. Consequently, assistance and motivation given by peers in school

can create disadvantages especially when students feel a sense of dependence

from their friends or when students are pressured when being left behind during

school activities and vice versa. This data however is not aligned to the idea

presented by Adeola (2002) stating that peer group can provide a much

comfortable learning area and promote emotional stability which is an important

factor in enhancing intellectual capability. In addition, Adeola emphasized that

peer group can give individuals various experiences which can be of help in the

learning process towards escalating mental capacity.

62
 Table 21. Degree of Correlation between Peer Influence and Academic
Performance
Peer Academic
Influence Performance
Student X2 Y2 XY
X Y

1 3.33 11.09 90 8100 299.7

2 3.24 10.49 91 8281 294.84

3 2.67 7.13 91 8281 242.97

4 3.24 10.49 82 6724 265.68

5 3.19 10.18 82 6724 261.58

6 3.67 13.47 83 6889 304.61

7 3.00 9.00 80 6400 240

8 2.86 8.18 90 8100 257.4

9 2.86 8.18 87 7569 248.82

10 2.91 8.47 88 7744 256.08

11 3.43 11.77 88 7744 301.84

12 3.38 11.42 85 7225 287.3

13 3.29 10.82 84 7056 276.36

14 3.33 11.09 91 8281 303.03

15 3.05 9.30 82 6724 250.1

16 3.14 9.86 84 7056 263.76

17 3.57 12.74 81 6561 289.17

18 2.81 7.89 82 6724 230.42

19 3.14 9.85 88 7744 276.32

20 2.24 5.02 90 8100 201.6

21 3.67 13.47 90 8100 330.3

22 2.48 6.15 78 6084 193.44

23 3.33 11.09 85 7225 283.05

63
 24 3.19 10.18 82 6724 261.58

25 3.09 9.53 77 5929 237.93

26 2.86 8.18 78 6084 223.08

27 2.62 6.86 84 7056 220.08

28 3.62 13.10 83 6889 300.46

29 3.14 9.86 81 6561 254.34

30 2.86 8.18 84 7056 240.24

Sum 93.21 293.04 2,541 215,735 7896.08

Mean 3.11 84.7

r = (-) 0.028

Critical value of r at 28 and 0.05 level of significance is 0.361

Result: Insignificant

Decision: Accept Null Hypothesis

Table 21 visualized the extent of peer influence and its degree of

correlation to student’s academic performance. Garnering a value of r at (-)

0.028, the data implied an insignificant result since it was beyond the tabular

value of 0.361, hence, the null hypothesis is approved. It can be idealized that

the comparable level of peer influence among students does not impact the

acquired academic performance in their respective classes.

It can be concluded that despite the presence of several factors such as

social belongingness, curiosity, parental awareness and education which is

referred as the term “Peer Influence”, the academic attainment of the students

remained unaffected which can be stipulated that academic performance is a

64
solid variable which is severely affected by the personal effort of the students and

has nothing to deal with outside components. To elaborate, being involved or to

be isolated in a certain peer influence is never a guarantee in acquiring a

desirable academic outcomes but rather may indicate a separate effect on

different compartment of human psychology. To sum-up everything, peer

influence in its sense is not basis whether a student is failing or succeeding in the

class. However, this is not affirmed by the study of King et al. (2014) it has been

found that social support coming from friends, teacher and family is highly

correlated with acquiring high academics and that peer influence has a positive

impact on the students in term of school mechanism, encouraging educational

systems to give importance to this component for effective learning.

Table 22. Degree of Variance between Students’ Peer Influences

Indicato X1 X2 X3 X2 X22
r No.
Social X12 Curiosity X22 Parental X32 Educati
Belonging Awarene on
ness ss

1 3 9 3.27 10.69 3.47 12.04 3.17 10.05

2 2.83 8.01 3.27 10.69 3.20 10.24 3.00 9

3 3.03 9.18 2.97 8.82 3.33 11.09 3.20 10.24

4 2.67 7.13 3.63 13.18 3.10 9.61 2.80 7.84

5 3.23 10.43 2.97 8.82 3.17 10.05 2.87 8.24

6 - - 3.23 10.43 - - - -

Sum 14.76 43.75 19.34 62.63 16.27 53.53 15.04 45.37

Mean 2.95 3.22 3.25 3.01

65
 F= 3.102

Critical Value at df 3 and 21 and 0.05 level of significance 3.196

Result: Insignificant

Decision: Accept Null Hypothesis

Table 22 illustrates the observed value on the factors of peer influence in

relevance to their degree of variance. Tabulating a value of F at 3.102, the data

acquired an insignificant result since it was lesser than the critical value of 3.196

with df at 3 and 21 and 0.05 level of significance. Therefore, the null hypothesis

is accepted and is firm that there is no significant variance between students

peer influences.

This can be assessed that the factors involved in peer influences share an

equal bearing towards the students and no variable is dominant nor recessive.

Furthermore, it can be derived that this factors must be present and nothing

should be absent to acquire desirable result towards peer influence. This data is

supported by Nenge (2019) who articulated that social group such as family and

friends play a significant role to the social context for they bring balance and

imminent contribution towards the development of an individual and promote

positive behaviour.

CHAPTER 3
SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS

STATEMENT OF THE PROBLEM

66
 The main goal of this study is to distinguish the status of peer influence in

relevance to the academic performance among Grade 12 students at Tabalong

National High School. It aims to answer the following questions: 1. What is the

profile of the respondents in terms of age and sex? 2. What is the status of the

respondents in terms of academic performance? 3. What is the status of peer

influence to respondents in terms of Social Belongingness, Curiosity, Parental

Awareness and Education? 4. Is there a significant relationship between students

profile and their Academic Performance and Peer Influence? 5. Is there a

significant correlation between peer influence and academic performance? 6. Is

there a significant degree of variance in the students peer influence? 7. What

intervention program can be proposed based on the findings of the study?

NULL HYPOTHESIS

The following are the null hypothesis of the study: 1.There is no significant

relationship between students Profile, Academic Performance and Peer

Influence. 2. There is no significant degree of correlation between the student’s

Peer Influence and Academic Performance 3.There is no significant degree of

variance among students peer influence

SUMMARY OF FINDINGS

Based on the data gathered and interpreted together with complimenting support

and analysis, the following findings were unveiled.

67
On the Profile of Grade 11 Students

Among 30 students of the study. There were more students ages 17 (17)

than those who are aged 16 (8) and 18 above (5). Moreover, there are equal

amount of male and females of 15 and 15.

On the Peer Influence of the Students

In the social belongingness section, the indicator “I and my friends share

thoughts and opinions to strengthen our bond´’ obtained the highest weighted

mean of 3.23 which is interpreted as agree while the indicator “My friends and I

share problems with each other’ tallied a weighted mean of 2.43 is the lowest

among all the indicators and interpreted as agree. The remaining indicators

garnered a weighted mean ranging from 2.63 to 3.03 which is interpreted as

agree. Moreover the general weighted mean of this category is at 2.86 and bears

a “agree” verbal interpretation.

On the Curiosity section, “I like to do something new” is the indicator with

the highest weighted mean of 3.67 is interpreted as strongly agree and in

contrary “I want to experience relationship’ with 2.97 got the lowest weighted

mean which is interpreted as agree. The subsisting indicators acquired a

weighted mean of 3 to 3.30 which all fell over “agree” interpretation, furthermore,

the general weighted of mean of curiosity section is 3.007 and behold an

interpretation of “agree”.

In the sector compromising the “Parental Awareness”, the indicator “I have

to ask my parents’ permission to do most things’’ achieved the highest weighted

68
mean of 3.4 with a “strongly agree” interpretation and on the other hand the

indicator with the lowest weighted mean was “My parents encourage me to give

my ideas and opinions even if I might disagree’’ tallied at 3.1 and also interpreted

as agree. The rest of the indicators are observed to be at 3.1 to 3.33 which

generally belongs to the interpretation of “agree”, therefore the general weighted

mean of 3.24 also belongings in this interpretation.

On the sector of “Education”, the highest weighted mean was acquired at

3. 2 with the indicator “We always help each other with academic difficulties’’

interpreted as agree. On the opposing side, the lowest weighted mean was

observed at 2.80 on the indicator “I am always focused in class with my peers’’

which belongs to the same interpretation of “agree”. The remaining indicators

attained a weighted mean ranging from 2.87 up to 3.17 and the general weighted

mean garnered is 3.006 which are both interpreted as agree.

On the Academic Performance of the Students

Based on the data gathered, 46.7% or almost ½ of the respondents have

a grade of “80-84” which is interpreted as satisfactory, representing the majority.

On the opposite end, only 3 or 10% of the respondents acquire a grade of “75-

80” which is classified as fairly satisfactory. The remaining respondents are

dwelling on the average of “85-89” and “90 above” with 20% and 23.3%

respectively.

On the Relationship of Gender and Academic Performance

Passing the critical value of 7.815 at df of 3 and 0.05 level of significance,

the result was considered significant with x2 at 10.300. The null hypothesis was
69
invalid and therefore, there is a relationship between gender and academic

performance. This means that gender is a factor that affects the academic

performance of the students. It is observed that female students are much more

competent than male students in academic achievement.

On the Relationship of Age and Academic Performance

It has been computed with x2 valued at 18.330 which is higher compared

to the critical value of 12.590 at of 7 and 0.05 level of significance, which

emphasized that the result is significant and clearly the null hypothesis is

rejected. So there is a certain degree of relationship between age and academic

performance among students. It is found that youngsters perform better than

older students academically

On the Correlation of Peer Influence and Academic Performance

Garnering a value of r at (-) 0.028, the data implied an insignificant result

since it was beyond the tabular value of 0.361, hence, the null hypothesis is

approved. It can be idealized that the comparable level of peer influence among

students does not impact the acquired academic performance in their respective

classes.

On the Variance of Students’ Peer Influence.

Acquiring the value of f at 3.102 which is lesser than the tabular value of

3.196 with df at 3 and 17 and 0.05 level of significance, the data arrived acquired

an insignificant result and the null hypothesis is hereby accepted. Therefore there

is no significant degree of variance between the students peer influences. This

70
means that the sections compromising the peer influence share a paramount

impact towards students and does not dominate over one another.

CONCLUSIONS

Based from the results, the following conclusions are plausible

1. The students all agreed that they do experience Peer Influence as

evidenced by the general weighted mean of 3.097 interpreted as Agree

hence they are influenced by their peers. There were 5 items rated as

strongly agree, 16 items as agree and there were no responses rated as

disagree or strongly disagree.

2. In terms of academic performance, majority of the students attained a

satisfactory rating during the first semester of the School Year 2019-2020

which indicates a moderate extent of academic performance hence,

students execute an average level of thinking, with is adequate for them to

be able to pass the class.

3. With regards to the degree of relationship, the age of the students does

significantly affect the academic performance of the students. In this

study, it has been found out that younger students are performing better

compared to older students. However, the student’s age does not have a

significant relationship between peer influences. This means that,

regardless of the age description, peer influence is still in action and is

unaffected.

4. In the degree of relationship regarding gender, the result reveals that

gender significantly affect the academic performance of the students. In

71
 this study, female students acquired higher grades compared to male

students. In contrary, gender does not significantly affect peer influence.

Therefore, whether they are male or female, they still experience peer

influence.

5. In terms of the degree of correlation, the data implied that peer influence

does not have a significant correlation on students’ academic

performance, accepting the null hypothesis. With the presence of the

different sub-variables, the result yield was still insignificant and the null

hypothesis was accepted. Therefore peer influence does not affect

academic performance.

6. In the degree of variance towards students’ peer influence, the data

showed that there is no significant variance between students’ peer

influence, therefore, the sub-variables present in students’ peer influence

share a paramount contribution and impact among students.

RECOMMENDATIONS

From the finding derived and its supplemental conclusions, the following

recommendations are stipulated.

1. Interactive School Policies to Uplift Social Connection. An interactive

learning environment with a mantra of “Helping One-Another” must be

mandated to promote social connection among students, creating a

comfortable sense of belongingness prior to reducing the effects of peer

influence and peer pressure.

72
2. Innovative Teaching Technique and Teacher Involvement. Educators must

provide students with wide variety of working capabilities where-in

students are able to work with their own and with others. By doing so,

students learn to become independent in doing things while at the same

time, they are capable of helping other students in various task in school

supplemental to the concerns of peer influence. Teachers are also

encourage to interact more and support their students morally, financially

or etc. for it may be provide a positive impact towards students motivation

in school.

3. Enhancing Social Affiliation through School Clubs. Educational Institutions

must activate schools clubs to hone students’ skills and provide flexible

social skills as it develops interpersonal skills prior to achieving better

connection on the learning environment and the society. Students are

also encourage to participate in various school clubs to expand the

bandwidth of their social capabilities and experience new activities prior to

their learning.

4. Strengthening Parent-Youth Relationship. Schools are encouraged to

provide students and parents with activities where-in their relationship are

assessed, enhanced and strengthened. Through this, parental support is

inspected and determined and in return youth may acquire adequate

amount of support from their parents and vice versa, creating a healthy

family and society.

73
5. Assessing Students Health. Educational Institutions are encourage to

conduct an assessment regarding student’s health to promote security

among students and to determine the possible problems they are facing.

With this happening, educators, students and parents become aware of

plausible factors constituting health problems and provide immediate

responses to solve the issue.

6. School Equipment and Facilities. The administration should provide social-

interactive facilities such as broadcasting system, peer tutoring centre and

hibernation place in which students can execute their hidden talents with

ease and comfort, express themselves more and acquire a certain amount

of focus within themselves or with other people prior to solving the

concerns brought by peer influence.

7. Implementation of Intervention Program. The implementation of the

proposed intervention measures is earnestly desired by the researchers.

PROPOSED INTERVENTION PROGRAM

Rationale

To assess the possible effects of peer influence and providing

actions to counteract its impact is necessary for a well-balanced global

community. Therefore, educational institutions must be mandated to do

the same and find ways to solve the plausible threat of peer influence by

developing the components of educational systems such as curriculum,

teaching techniques, constitutions, parental involvement, health and

facilities.

74
 This proposed intervention measure is driven and directed towards

promoting the in-classroom and out-of-classroom learning experiences of

the students in Tabalong National High School in Tabalong, Dauis, Bohol

as an act in solving the issues present in Peer Influence among students

as well as strengthening social belongingness and connection that are

anticipated to be supplemental in a positive academic performance.

Objectives:

This proposed intervention measure is directed towards the

following:

1. Improve interactive learning environment;

2. To develop a positive teacher-student relationship;

3. To help foster social connection between students;

4. Strengthen parent-youth relationship

5. Provide facilities that assists the growth of peer influence and

academic performance.

Mechanics of Implementation

The intervention measure will follow the different phases of

implementation:

1. Presentation of proposed intervention measures to the principal and

faculty of Tabalong National High School

2. Approval of the proposed intervention measures.

75
 3. Realizing of modules and conduct of workshops to facilitate student’s

status, teachers’ knowledge and understanding and teaching strategies.

4. Conduct of the intervention measure

5. Evaluation of intervention measure

Schedule of Implementation

The implementation of the program will start on June, School Year 2020-

2021 and onward

Evaluative Measures

A year after its full implementation, a follow- up evaluation will be made by

the school to assess the improvement and development of the proposed

intervention measures. Phases of evaluation will be done by a committee,

chaired by the Principal and assisted by the teachers as members to see to it

the proposed intervention measure is well implemented.

76
77
78
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 APPENDIX A

(TRANSMITAL LETTER)

Department of Education
Division of Bohol
Tabalong National High School
Tabalong, Dauis, Bohol
=========================================================================================

January 28, 2019

ELMER R. PIZARRAS
Principal, Tabalong National High School
Tabalong, Dauis, Bohol

Sir:

Greetings!

The undersigned are presently conducting a study entitled “

---------------------------------------“ as a partial fulfillment of the requirements for Practical
Research 2.

In view hereof, may we request for a formal permission from your office that
questionnaire forms be distributed to our schoolmates, as the respondents, to gather
data necessary for the completion of the study.

We are praying for a positive response to this request as it would be tantamount

to the success of this endeavor.

Thank you very much!

Respectfully yours,

Noted:

CRISTINE M. CAGAS
Subject Teacher

JOSE L. PABALAN III

Coordinator, Senior High Department

Approved by: Researchers

ELMER R. PIZARRAS

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Principal, Tabalong National High School
APPENDIX B

(QUESTIONNAIRE)

Students Peer Influence and their Academic Performance

Personal Information

Age: Gender: Grade Average (First Semester):

Direction: Please answer the following items with all honesty . The information

that will be gathered by the researchers shall be held with utmost confidentiality.

LEGEND:

4- Strongly Agree 3- Agree

2- Disagree 1- Strongly Disagree
Social Belongingness 4 3 2 1
SA A D SD

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 4 3 2 1
SA A D SD

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

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5.I want to experience relationship

6.I like starting a new activity

Parental Awareness 4 3 2 1
SA A D SD

1.I have to ask my parents’ permission to do most things

2.My parents worry that I am up to something’s they wont

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

Educational 4 3 2 1
SA A D SD

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

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