THE INFLUENCE OF PEER PRESSURE ON STUDENTS’ BEHAVIOUR AT

MATAASNAKAHOY SENIOR HIGH SCHOOL

A Research Paper Presented to the

HUMANITIES AND SOCIAL SCIENCES STRAND

of

Mataasnakahoy Senior High School

Mataasnakahoy, Batangas

In Partial Fulfillment of the

Requirements of the subject

Practical Research 1

By:

GROUP 2

S.Y.2023-2024
Research Questions:

1. How do students at Mataasnakahoy Senior High School perceive the influence of peer
pressure on their behavior?
2. What behaviors do students identify as being influenced by peer pressure within the
school?
3. How do students view the effect of peer pressure on their academic performance?
4. How do students' relationships and interactions with their peers affect how much they
feel influenced by peer pressure?

INTRODUCTION

Peer pressure is influenced from members of one's peer group, for example, when our
friends or classmates try to make us do things we might not want to do. It can be a big deal for
students because it affects how they act and think in school. Peer pressure is not always
negative; sometimes it can encourage positive behavior, like studying hard or participating in
sports. However, peer pressure can also lead to negative behaviors, like engaging in risky
behaviors or conforming to fit in (it depends on what group you are trying to fit in). In the context
of a senior high school, this study aims to explore how peers influence each other's attitudes
toward academics, extracurricular activities, and social behaviors. It could involve surveys or
interviews with students, observations, or even analysis of academic performance.

Peer pressure is a powerful influence that can have an impact on the behavior and
decision-making of students in academic settings. The influence of peers, particularly young
individuals, has been a topic of interest and concern due to its potential effects on students'
academic performance, social interactions, and overall well-being. Understanding how peer
pressure works among students is important for teachers, parents, and others who care about
young people.

We chose to study the influence of peer pressure on students because of its relevance
and significance in the lives of young individuals. Peer pressure can shape students' attitudes,
beliefs, and actions, often leading to both positive and negative outcomes. By delving into this
topic, I hope to shed light on the mechanisms of peer influence and their implications for student
development. This research will examine the various forms of peer pressure experienced by
students, including both subtle and overt influences from their peers. The study will investigate
how peer pressure impacts students' decision-making processes, academic choices, social
relationships, and emotional well-being. Additionally, the research will explore strategies and
interventions that can help empower students to resist negative peer influences and make
informed decisions that align with their values and goals. This research project focuses on
studying how peer pressure affects students. By looking closely at this influence, we aim to
learn more about how it impacts students' behavior and attitudes in school. Our goal is to gather
information that can help educators and support systems better understand and assist young
people facing peer pressure issues. Through this study, we hope to develop strategies that can
empower students to make positive choices and navigate social influences effectively. The
ultimate aim is to create a supportive environment that nurtures students' well-being and growth.

REVIEW OF RELATED LITERATURES

This chapter presents a review of related literature that have a significant bearing on the
conduct of the present study about the influence of peer pressure on students’ behaviour at
Mataasnakahoy Senior High School.

FOREIGN

The study conducted by Zhao Dong (2021) suggests that educators face challenges in
assisting students in developing Building Information Modeling (BIM) skills and preparing them
for careers in the architectural, engineering, and construction (AEC) industry. It's not clear how
peer pressure affects student learning in BIM classes. According to Zhang Xiaodong (2023),
during work-integrated learning (WPL), peer pressure gradually emerges and evolves,
impacting students' experiences differently as they progress. As the semester advances, all
students eventually adjust to it to some extent. Peer pressure mainly stems from two sources:
technological factors, such as the accessibility of the web platform, and non-technological
factors, such as differences in academic abilities among students. Additionally, other factors,
like the desire to maintain academic competence, also contribute to the dynamics of peer
pressure within the WPL environment.

A recent study conducted in Kwara State by Adewuyi and Isiaka (2021) has found that
peer pressure can have varying effects on undergraduates' sexual behavior depending on the
university they attend. The study suggests counseling students on positive peer pressure use,
raising awareness of its impacts, and supporting affected individuals.

The study conducted by Damtie et al. (2022) aimed to assess the prevalence of pre-
marital sex among young individuals in Ethiopia and its correlation with peer pressure and
pornography consumption. The researchers Zhang, Yuchi; Tang, Yuanqiong; Li, Ping; Jia,
Xiaoyu (2022) conducted a thorough search across multiple databases and analyzed thirty-two
studies involving 18,354 participants. They found that the prevalence of premarital sex among
young individuals in Ethiopia was 33.59%. The studies included showed significant
heterogeneity. The analysis revealed that young individuals who faced peer pressure were three
times more likely to engage in premarital sex compared to their counterparts. Initially, a
significant association was noted between watching pornography and premarital sex, but after
adjusting for publication bias, this association became non-significant. These findings
emphasize the need to enhance peer counseling services, sex education, and behavioral
change communications to address factors associated with premarital sexual practices among
young individuals in Ethiopia. Additionally, addressing underlying issues, and improving
assertiveness, and social skills can be effective measures for promoting healthier behaviors and
reducing negative influences.

Aggressive behavior refers to any action that aims to harm others, and it can result from
a combination of individual and environmental factors. Zhang et al. (2022) conducted a study on
Chinese adolescents to examine the impact of subjective norms on bullying bystander behavior.
They investigated whether bystander popularity moderates the influence of perceived peer
pressure. Their research involved 419 students aged 14-17, with 51.6% being male. The
findings showed that perceived peer pressure was positively correlated with active defending
behaviors and negatively correlated with passive understanding.

In another study conducted by Damtie et al. (2022), it was discovered that there is no
national representative estimate of pre-marital sex and its association with peer pressure and
watching pornography among young individuals in Ethiopia. The study aimed to address this
gap by estimating the pooled prevalence of pre-marital sex and its association with peer
pressure and watching pornography among young individuals in Ethiopia.

LOCAL

Peer pressure, according to Gulati (2017), can have both positive and negative effects
on individuals. It's worth noting that peer pressure doesn't always affect a person visibly, as it's
part of the ongoing learning process. Also, according to (Marilou Y. et al., 2023) they
investigated the mediating role of cooperative learning in the connection between peer pressure
and learning motivation among Filipino students. The findings indicate a notable impact of peer
pressure on reducing students' motivation within the classroom setting. 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).
 Methodology

This study aims to investigate how peer pressure influences the behavior of students at
Mataasnakahoy Senior High School. The researchers seek to understand the meaning of peer
pressure and how students are affected by it. The study will not only benefit the students but also
provide insights to moderators and parents, and serve as a reference for other researchers.

Research Design

The study focuses on the personal experiences of students regarding peer pressure, which
includes rejection, abuse, and confusion about their identity. The goal of this qualitative research
is to define and explore the experiences of the subjects. The researchers will conduct a survey
and a focus group discussion with the respondents to clarify and verify the survey questions.

Subject of the study

The study will focus on the Grade 11 students of Mataasnakahoy Senior High School, consisting
of five sections (Humility, Zeal, Creativity, Loyalty, and Solidarity). The respondents were chosen
because they are the appropriate subjects to answer the specific questions.

Research Instruments

The research instruments will be a survey questionnaire that will ask questions leading to the
acquisition of information about the influence of peer pressure on students' behavior at
Mataasnakahoy Senior High School. The questionnaire will include all types of questions that will
be formulated beforehand to acquire all the necessary information.

Data Gathering Procedure:

As researchers, we aim to investigate peer pressure's impact on Mataasnakahoy Senior High

School students. We'll start by creating an anonymous survey covering various peer pressure
aspects and conducting interviews. Additionally, we'll observe school dynamics and review
academic performance. We'll then analyze collected data numerically and thematically, adhering
to ethical guidelines. Finally, we'll document our findings and discuss strategies for schools to
support students dealing with peer pressure.

Limitations

The research design was thorough but had limitations, including potential bias in participant
selection and the inability to establish cause-and-effect relationships. The findings may apply
only to Mataasnakahoy Senior High School and may not generalize to other schools. Consent
was obtained, and data were kept confidential in line with the Data Privacy Act of 2012.