The Effects of Peer Influence To Students Decision-Making Towards Academic Engagement

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
MAGPAPALAYOK NATIONAL HIGH SCHOOL
VILLAROMAN STREET, MAGPAPALAYOC, SAN LEONARDO NUEVA ECIJA
THE EFFECTS OF PEER INFLUENCE ON STUDENTS DECISION-MAKING

TOWARDS ACADEMIC ENGAGEMENT
In partial fulfilment of the requirements in Inquiries, Investigation, and Immersion
Dustine Kim A. Hementera
Janine DC. Teope
Jiro P. Garcia
John Paul L. Maglalang
Jovielyn L. Del Rosario
Kenneth B. Dela Cruz
Mico James DG. Torres
Reniel B. De Gala
Rochelle Ann L. Dela Cruz
Ryan Christopher E. De Gala
Grade 12 GAS
MAY 2024
ACKNOWLEDGEMENTS
The researchers would like to express their sincere gratitude to the following
individuals and groups who have contributed to the success of this study:
First and foremost, to Almighty God, for giving us wisdom, strength, and
guidance throughout the research process and giving us perseverance from the start up to
the end of this research journey.
To our parents and guardians, who extends their unconditional love, support, and
encouragement in pursuing our academic goals.
To Mrs. Jamaica Trixia E. Bron, our research adviser, for her expertise,
dedication, and patience in mentoring us and helping us improve our research skills.
And lastly, to the respondents of the study, for their cooperation and participation
in answering the survey questionnaire and sharing their opinions and experiences.
THE RESEARCHERS
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DEDICATION
The researchers would like to dedicate this study to the following:
To the Almighty God, for giving them the wisdom, strength, and perseverance to
carry out this study and to overcome the challenges and difficulties they encountered
along the way.
To their parents/guardians, for their unconditional love, encouragement and
financial assistance that enabled them to pursue their education and this research project.
To the faculty of Magpapalayok National High School, for providing them with
the necessary facilities, resources, and support to conduct this study.
And finally, to the students who served as respondents of the study, for their
cooperation and participation in answering the questionnaire. Their responses were
essential in generating the data and findings of this study.
THE RESEARCHERS
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ABSTRACT
The researchers primarily aimed to determine the effects of peer influence to

students’ academic engagement. This research utilized a descriptive design and used
survey questionnaires as research instruments to assess 129 senior high school students as
the proposed respondents to this study. The study was conducted at Magpapalayok
National High School because the respondents were students of the said institution.
Through this study, researchers found out that most of the adolescents affected by
peer influence in their academic engagement were aged 17–18 years old. This means that
at this age, many adolescents are influenced by their friends in their decision-making
towards academic engagement. Results also showed that women are more likely to be
influenced by their peers, because women are more socially than men. Women tend to
have different social groups or friends than men because of their ability to blend with
different social norms.
Meanwhile, positive peer influence on students’ academic engagement was shown

in the result of this study. This means that one's friend can have a positive impact on a
student's academic journey by motivating and encouraging them to participate more
actively at school.
On the other hand, the highest form of peer influence that is affecting students’
academic engagement was group dynamics. Which mean that students circle of friends
provide a motivation and encouragement that can lead the students to engage in academic
positively.
Keywords: Peer Influence, Academic Engagement, Positive Peer Influence, Group

Dynamics
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TABLE OF CONTENT
Title Page...................................................................................................................i
Acknowledgements...................................................................................................ii
Dedication.................................................................................................................iii
Abstract.....................................................................................................................iv
Table of Contents......................................................................................................v
List of Tables.............................................................................................................vii
List of Figures ..........................................................................................................viii
Chapter I. Problem and Its Background

Introduction...........................................................................................................1
Review of Related Literature................................................................................3
Conceptual Framework.........................................................................................6
Statement of the Problem......................................................................................7
Scope and Delimitations.......................................................................................7
Significance of the Study......................................................................................8
Definition of Terms...............................................................................................9
Chapter II. Methodology

Research Design....................................................................................................10
Research Locale....................................................................................................11
Sample and Sampling............................................................................................12
Instrumentation.....................................................................................................14
Research Ethics.....................................................................................................14
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Data Gathering Procedure ....................................................................................15

Statistical Analysis................................................................................................16
Chapter III. Results and Discussion

A. Profile of the Respondents
Age...................................................................................................................18
Sex....................................................................................................................19
B. Peer influence affects students’ academic engagement
Positive Influence .............................................................................................20
Negative Influence ...........................................................................................21
C. Peer influence affects students’ decision-making
Peer Pressure .................................................................................................... 23

Social Comparison ........................................................................................... 24
Group Dynamics .............................................................................................. 26
Chapter IV. Summary, Conclusion, and Recommendations

Summary of Findings............................................................................................28
Conclusion.............................................................................................................29
Recommendations ................................................................................................29
References.................................................................................................................31
Appendices
Appendix A. Questionnaire...................................................................................32
Appendix B. Letter to Conduct.............................................................................37
Appendix C. Curriculum Vitae .............................................................................38
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LIST OF TABLES
Table 1. Sample Size ................................................................................................. 13

Table 2. Verbal Description of weighted mean values ............................................. 17
Table 3. Age .............................................................................................................. 18
Table 4. Sex .............................................................................................................. 19
Table 5. Positive Influence ....................................................................................... 20
Table 6. Negative Influence ...................................................................................... 21
Table 7. Peer Pressure ............................................................................................... 23
Table 8. Social Comparison ...................................................................................... 24
Table 9. Group Dynamics ........................................................................................ 26
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LIST OF FIGURES
Figure 1. Research Paradigm .................................................................................... 6

Figure 2. Map of Research Locale ........................................................................... 11
viii
CHAPTER I
Problem and its Background
Introduction
Finishing our studies is one of the ultimate goals of every student. In modern times,
students have face different challenges in their academic journey, and there are a lot of
factors that affect and can impact their academic engagement. One of the most pertinent
factors is their peers, because they spent most of their time at school with friends having
the same interests. The influence of peers is a powerful force that can greatly impact an
individual's thoughts, attitudes, and behaviors. In academic engagement, it plays a
significant role in shaping students’ decision-making. Whether it is in the form of peer
pressure, social comparison, or group dynamics, the influence of peers can either
encourage or discourage students from actively participating in academic pursuits.
The influence of peers on students’ decision-making towards academic engagement is

supported by Social Learning Theory by Albert Bandura, which states that humans learn
socially, not just intellectually. This means that one learns from their peers, parents,
teachers, coaches, etc. rather than solely from books. This means that the presence and
influence of someone have an impact on our daily lives.
Peer influence is a phenomenon that affects individuals of all ages and can have a
significant impact on decision-making and behavior. Whether consciously or
unconsciously, people often conform to the actions, opinions, and values of their peers.
Students’ social environment could affect teenagers in their adolescence because, mostly
in this period, teenagers tend to communicate more with their peers. As children grow
older, teenagers become more dependent on their friends than their family, especially in
making choices and enhancing their moral values in life. (Uslu,2023).
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Students are highly susceptible to peer influence, especially during their time in
school. As they navigate through the academic environment, they are also constantly
interacting with their peers, seeking acceptance, and establishing social identity. This
makes them particularly vulnerable to the norms and values upheld by their peer group,
which can affect their attitudes towards academic engagement. According to (Lord,2023)
the influence of peers can positively or negatively impact students’ decision-making
regarding their academic engagement. Positive peer influence can motivate students to
participate in academic activities and strive for excellence. This also occurs when
individuals are encouraged by their peers to engage in positive behaviors or make
responsible decisions. On the other hand, negative peer influence involves the influence to
engage in behaviors that may be harmful or against one’s value which can led to
disengagement, academic procrastination, and a lack of motivation to excel in their
studies. In general, students spend more of their time with peers. Peer pressure is
described to have a positive and negative impact among individuals and even affect an
individual because it is a continuous learning (Gulati,2017). Students often seeks comfort
from others that they found in the presence of their peers, and they are not even aware on
how their peers influence them academically.
According to Ryzin and Roseth (2018), the influence of peers has an impact on
students’ behavior. As children reach adolescence, their peer groups can contribute to the
changes in their behaviors and decision-making. Many students all over the world can
easily be influenced by their peers because they are seeking acceptance and belonging. A
good group of peers can highly influence the student to actively participate in academic
activities, while on the other hand, bad company can influence students to absent their
minds and presence in academic activities, which both have an impact on students’
academic engagement and on their career in the future.
This study aims to explore the significant effects of peer influence on adolescent
decision-making and academic engagement. The study aims to determine if students at
Magpapalayok National High School are experiencing this kind of problem, as good
academic engagement is important for a student to be able to finish their studies.
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Review of Related Literature
Positive and Negative Peer Influence on Adolescent
Many studies have suggested that friends have a powerful influence on school
adjustment, attitudes, and behaviors. However, there is a paucity of systematic
investigations into the relationship between peer influence and adolescents’ school
engagement. According to Lynch et al (2014), students whose friends had high academic
value and high academic aspiration increased their school engagement. Lynch et al
(2014) also stated that peer academic value and academic aspiration exerted significant
effects on adolescents’ school engagement and support from peers can give students a
sense of motivation and help students see the importance of pursuing academic success.
This means that peer influence can provide two kind of influence – positive and negative
influence.
On the other hand, Lord (2023) states that peer influence has different impacts on
students’ decision-making and behavior. According to his study, peer influence may come
in the form of positive peer pressure or negative peer pressure. Peer influence can
significantly impact decision-making in several ways: conforming to group norms, where
they feel compelled to conform to the norms and expectations of their peer group to fit in
and be accepted. Second is fear of rejection, where they feel being rejected or ostracized
by one’s peers can lead individuals to make decisions they would not typically make.
This fear can override their own judgment and result in choices that may be detrimental.
Lastly, there is influence on risk perception, which can distort an individual’s perception
of risk. When surrounded by peers engaging in risky behaviors, a person may
underestimate the potential negative consequences and be more inclined to take risks
themselves. Peer influence can also affect students’ behavior in various ways, such as
adopting attitudes and beliefs, engaging in risky behaviors, bullying, negative behaviors,
etc.
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Peer Influence Affects Adolescent Decision Making
According to Lord (2023), conforming to group norms involves people who often feel
compelled to conform to the norms and expectations of their peer group to fit in and be
accepted. Thus, this can lead to decision-making based on social validation rather than
personal beliefs or values. In a research study conducted in Nigeria by Adyemi (2019), it
was stated that peer groups play an important role in the lives of students. They form a
critical part of the social environment of school and create and maintain a culture
different from the home. It is obvious that peer groups are not a fad or a trend because
they are around to stay. Peers do, in fact, have a relatively strong influence over the daily
functioning of students and their academic achievement. Therefore, the choices those
students make regarding their engagement and academic performance in school depend
on how they are guided and supported by their parents.
In addition, in the study of decision-making among adolescents in relation to peer

pressure, published in the International Journal of Indian Psychology by Bansal (2019),
the results showed that it can be concluded that the decision-making ability of
adolescents is strongly and negatively correlated to peer pressure, the adolescents who
possess higher peer pressure have lower decision-making ability and vice versa.
In the study Relationship between Peer Group Influence and Students’ Academic
Achievement in Chemistry at Secondary School Level in Nigeria by Uzezi and Deya
(2017), it shows that peer group influence affects the performance of students that belong
to peer groups compared to those that do not belong to peer groups. The result showed a
positive peer influence because it concludes that a good circle of friends can help in
engaging in academic performance, such as making assignments, reviewing before taking
quizzes and exams, and participating in recitation during class discussion.
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Local Literature
The Philippines, along with Djibouti and Angola in Africa, is one of only three
nations in the world with a 10-year pre-university curriculum. Filipinos find it
challenging to compete with other nations that have at least 12 years of basic education
due to this short duration (Japitan et al., 2015). According to recent research, peer buddies
are a crucial element of the socialization process, and their effect and pressure in molding
an individual's trajectory have been generally acknowledged. It aids in the development
of decision-making among young people (Victorovna, 2017). Adolescents in the
Philippines are frequently unable to make independent judgments. Parents, professors,
acquaintances, and classmates are commonly sought for advice (Manapsal, 2018). When
it comes to making decisions, there are several elements that impact students'
indecisiveness.
According to Resurrection (2022), in a study of “The Impact of Faculty, Peers,

and Integrity Culture on Academic Misconduct among Filipino Students” at Mindanao
State University-Illigan Institute of Technology Philippines, peer influence has an
influence on students to more likely cheat when friends are involved, which peer
influence can negatively affect students’ academic engagement.
Moreover, peer influences have been found to significantly impact academic

achievement in the Philippines. Students who perceive higher levels of social support
from their peers tend to be more engaged and achieve higher scores. (Scispace, 2023)
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Conceptual Framework
INPUT PROCESS OUTPUT
(1) The Demographic  Data collection of

Profile of the student’s profile.
respondents in terms
of their sex and age.  Administered
questionnaire. Effects of Peer
(2) Effects of Peer influence on Students’
Influence on Students’  Organized decision making
Academic students' answers towards Academic
Engagement. Engagement.
(3) Effects of Peer  Statistical
Influence on Students’ Treatment of Data
Decision-making
Figure 1. Research Paradigm
Figure 1 illustrated the intended research study’s flow. To gather necessary data,
the study used the demographic profile of the respondents; how peer influence affected
students’ academic engagement; and how peer influence affected students’ decision-
making.
To collect the data, the researchers conducted a survey among the selected
respondents using survey questionnaires through Google Forms, provided that informed
consent was procured. The research instrument included questions and/or statements that
helped achieve the study’s objectives.
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The data were processed using necessary statistical tools for interpretation. After
the researchers were able to interpret the data, the study determined the effects of peer
influence on students’ decision-making towards academic engagement.
Statement of the Problem
This study aims to determine the effects of peer influence on students’ decision
making towards academic engagement.
Specifically, it seeks to answer the following questions:
1. How may the socio demographic profile of the students be described in terms of:
1.1 age; and
1.2 gender?
2. How may peer influence affects student academic engagement in terms of:
2.1 positive influence; and
2.2 negative influence?
3. How may peer influence affects students’ decision making in terms of:
3.1 peer pressure;
3.2 social comparison; and
3.3 group dynamics?
Scope and Delimitations
The study focused on the effects of peer influence on students’ decision-making

towards academic engagement. The data collection was conducted with 129 randomly
selected senior high school students at Magpapalayok National High School A.Y. 2023-
2024, representing the population.
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The conduct of this study started in the 3rd quarter and ended at the 4th quarter of
the school year 2023-2024.
The study aimed to explore social influences on adolescent development and

determine if social influence influences adolescents. Each of the respondents was given a
questionnaire to answer. The results of this study were applicable only to the respondents
and were not used as a measure of the effects of social influence on adolescent
development for students who did not belong to the population of this study. The main
source of data was a questionnaire prepared by the researchers.
Significance of the Study
The results of this study benefited the following:
Students: They stood to benefit significantly from research in this area. Understanding
how peer influence affected them could lead to greater self-awareness and resilience.
They could learn strategies to engage in academic pursuits positively.
Teachers: The study provided necessary information that furnished teachers with the
right knowledge on how to handle students by guiding them to engage in academic
pursuits actively and positively.
Parents: It provided insights into the social dynamics that adolescents were
experiencing. It equipped parents with knowledge on how to communicate with their
children about peer influence and provided appropriate support to help them participate in
academic pursuits actively and positively.
School/University Institutions: It played a pivotal role in providing perspective to

adolescents not just academically but also socially. The study aimed to reach school
administrators to enhance school policies and programs that fostered a positive social
environment.
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Researchers: The study opened a new perspective and provided a deeper insight into
understanding the effects of peer influence on adolescents. The researchers themselves
were beneficiaries of this research because the investigators were also students who
benefited from the results by evaluating their social life and academic performance.
Future Researchers: The study provided avenues for exploration and understanding the
effects of peer influence on students’ decision-making towards academic engagement. It
also provided perspective on how peer influence significantly affected students’
engagement in academic pursuits. It also provided necessary data that would help future
researchers use in their studies.
Definition of Terms
This part of the paper defined terms that were used in this study for better
comprehension of the research. The definitions of terms were stated in operational
definitions.
Academic Engagement. Referred to the extent and intensity with which students
participated and applied themselves to learning and other school activities.
Decision making. Was defined as the act or process of deciding something,

especially with a group of people. It referred to students' actions in terms of making
choices.
Group Dynamics. Were described as a social process through which students could
form into groups or teams to attain a set of common goals.
Negative Peer Influence. Was defined as occurring when a person or group

pressured a person to behave in a way that was harmful to themselves and others.
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Peer pressure. Was characterized as the feeling that one must do the same things as
other people of one’s age and social group to be liked or respected by them.
Peer. Referred to one belonging to the same societal group, especially based on age,
grade, or status. It included students’ classmates or friends.
Positive Peer Influence. Was described as when someone's peers influenced them to
do something positive or growth-building.
Social Comparison. Was defined as a behavior where students compared certain
aspects of themselves to other people to have a better assessment of themselves.
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CHAPTER II
Research Methodology
This chapter of the study is inclusive of the following: the research design, the
discussion on the selection of respondents, instrumentations, and statistical treatment
used in gathering the data.
Research Design
This study employed Descriptive design. According to Baraceros (2016),

descriptive research (also known as Ex Post Facto in Social Sciences) includes surveys
and fact-finding enquiries of different kinds. The major purpose of descriptive research is
description of situation as it exists at present.
The main characteristic of this method is that the researcher has no control over
the variables; he/she can only report what has happened or what is happening. In the
conduct of this study, the researchers’ role was to collect data from the participants and
report the findings objectively. One of the data collection techniques used in this study is
the survey questionnaire, which consists of statements that the participants will rate
according to their opinions or experiences. The researchers will not influence or modify
the participants' ratings in any way but will analyze them as they are.
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Research Locale
Figure 2. Research Locale
The research locale is at Magpapalayok National Highschool, since the

researchers are students of the aforesaid institution, hence, making the study feasible
within the locale. The research locale is located at Villaroman Street, Brgy.
Magpapalayoc, San Leonardo, Nueva Ecija.
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Sample and Sampling Method
The population of the study is the senior high school students of magpapalayok
national high school, including the students in Grades 11 and 12, in Technical and
Vocational-Livelihood (TVL), General Academic Strand (GAS), and Accountancy and
Business Management (ABM). The researchers used a simple random sampling
technique. According to Thomas (2022), a simple random sample is a randomly
selected subset of a population. In this sampling method, each member of the
population has an exactly equal chance of being selected. This method is the most
straightforward of all the probability sampling methods since it only involves a single
random selection and requires a little advance knowledge about the population.
Because it uses randomization, any research performed on this sample should have
high internal and external validity and be at a lower risk for research biases like
sampling bias and selection bias. Through this, one must make sure to assign
numerical labels to all individuals in the population. This could be done by randomly
picking numbers. After assigning corresponding numerical labels to the respondents,
the researchers randomly selected them from the list of numbers.
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RESPONDENTS POPULATION SIZE SAMPLE SIZE
General Academic Strand 89 60

(GAS)
Accountancy and Business 55 37

Management (ABM)
Technical and Vocational 47 31

Livelihood (TVL)
Table 1. Sample Size
N = 191 n = 129
SLOVIN’S FORMULA
N
n=
1+ Ne ²
Where, e = 5% or 0.05
The target population in this study is only senior high school students in grades
11–12 from TVL, ABM, and GAS, from which the researcher wants to infer his or her
findings from the study. Accessible population is the part of the target population that the
researcher can reach out to investigate, wherein it is the total number of all the senior
high school students. After finding out the accessible population, a sample size is made to
N
draw out the sample from it. The researchers used Slovin’s Formula n= , where it
1+ Ne ²
is used to calculate the sample size (n), given the population size (N) and a margin of
14
error (e). This method represents 95% accuracy; thus, 5%, or 0.05, represents the margin
RPS
of error. To get the sample size of every strand, the researcher used x n to get number
N
of respondents per strand.
Instrumentation
To provide and gather necessary information, the researchers made used of

survey questionnaires. According to S. McLeod (2018), a questionnaire is a research
instrument consisting of a series of questions for the purpose of gathering information
from respondents. A questionnaire provides relatively cheap, quick, and efficient way
of obtaining large amount of information from a large sample of people. Data can be
collected relatively quickly because the researchers would not need to be present when
the questionnaire was completed. This is useful for the large population when
interviews would be impractical.
Its first seek to identify the demographic profile of the respondents in terms of
their age, gender, year level, and religion. The second part consist of questions pertains
to know how adolescent development can be affected in terms of their family, peer,
and neighbor. The last part consist of questions pertains to know if how social
influence affect adolescent development in terms of informational social influence,
normative social influence, conformity social influence, compliance social influence,
and obedience social influence.
Research Ethics
Research participants should not be subjected to harm in any way whatsoever

Bryman and Bell (2007).
For the data. The researchers communicated with honesty and transparency;
most especially during evaluating and representation of data findings. Any biases and
misleading information shall be avoided. The researchers also ensure to maintain an
adequate level of confidentiality of research data.
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For the participants. The researchers ensure respect for the dignity of its
respondents. The study also considers the privacy of the research participants. Prior to the
study, full consent will be obtained before conducting the research.
Before administering the research instruments, the respondents are fully informed
about the study and the questionnaire he/she is going to answer; in case the participant
withdraws from the study at his/her own will.
Data Gathering Procedure
To collect the data necessary for the study, the researchers made sure to follow a
series of steps that are described below.
1. Provided that the research instrument/s were approved by instrument validators,

and the respondents agreed upon the terms of participating in the study, the survey
questionnaires were administered though google forms via messenger and other
social media platform. Neither personal information nor private data from the
respondents were exploited.
2. After each of the respondents had finished answering the questionnaires, the
researchers collected raw data that were encoded in a spreadsheet software.
3. The obtained data were further analyzed using appropriate statistical tools.
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Statistical Analysis
In the analysis of data, the following statistical tools were utilized.
1. Slovin’s Formula - This was used to determine how many respondents the
researchers would need to collect the data. The margins of error are taken using
this statistical procedure.
Formula:
N
N=
1+ Ne ²
Where:
N = Total Sample Size
e = Margin of Error
2. Likert’s Scale - a psychometric response scale that is typically used to rate

one's level of agreement with a statement or series of statements. Likert's scales
employ a one-dimensional (only measures one trait) non-comparative scaling
technique. By using an ordinal scale, respondents are asked to rate how much
they agree with a statement.
3. Percentage frequency distribution-is a display of data that specifies the
percentage of observations that exists for each data point or grouping of data
points. This was used to express the relative frequency of survey responses and
other data.
Formula:
f
%= x 100
N
Where:
% = Percentage
f = Frequency
N = Total number of respondents.
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4. Weighted Mean - is a technique to calculate the average of data; occasionally,

the distribution of a group of values will vary greatly. In this situation,
weighted average approach, rather than simple average, more accurately
portrays the dispersion of values where the frequency of the values is variable.
Formula:
x=
∑x
N
Where:
x = Mean
N = Total number of respondents.
5. Verbal Description
Range of Responses has the following verbal interpretation:
Table 2. Verbal Description of weighted mean values.
VERBAL
RANGE OF RESPONSES
INTERPRETATION
1.00 – 1.75 STRONGLY DISAGREE
1.76 – 2.50 DISAGREE
2.51 – 3.25 AGREE
3.26 – 4.00 STRONGLY AGREE
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CHAPTER III
Results and Discussion
This chapter presents the data collected from the respondents; the results of the
survey questionnaires were scrutinized in detail. The data collected from the respondents
were presented using tables, which can generate a clear understanding for this study.
1. Demographic Profile of the Respondents

1.1 Age
Table 3. Age
Age Frequency (f) Percentage (%)

15 – 16 years old 26 20.2%
17 – 18 years old 90 69.8%
19 years old and above 13 10%
TOTAL 129 100%
Table 3 shows the age distribution of the respondents. Most of the respondents are
17–18 years old, with a frequency of 90, which represents 69.8% of the total sample size,
which is more than half of the respondents. At this age, students are more expose at
school because as they undergo senior high school, they become more active at academic.
According to Uslu (2023), the average age range of adolescents that are developing other
aspects of life is 17–18 years old, which is a stage where adolescents become more
dependent on what surrounds them. This means that students at this age are still driven by
the influence of their peers especially when making decisions about academic
engagement.
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1.2 Sex
Table 4. Sex
Sex Frequency (f) Percentage (%)

Male 55 42.6%
Female 74 57.4%
TOTAL 129 100%
Table 4 shows the demographic profile of the respondents according to their sex.
Out of the 129 respondents, 74 (57.4%) were female and 55 (42.6%) were male. The
results showed that female is more likely influenced by their social groups as female have
more friends than male, because of their ability to socialize with different kind of people.
In this case, students that have more peers is more likely influence when it comes to their
academic engagement. According to Ryzin and Roseth (2018) their peer groups can
contribute to the changes in their behaviors and decision-making especially when it
comes to academic. This was also the same in the study of McMillan et al. (2018), which
suggests that girls are more likely to be influenced by social groups.
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2. Peer influence affects students’ academic engagement.
2.1 Positive Influence
Table 5. Positive Influence
Weighted
Statement Verbal Description
Mean
My friends encourage me to
review when we have a quiz, exam, 3.30 Strongly Agree
or activity in school.
My friends encourage me to finish
3.37 Strongly Agree
my assignments on time.
My friends encourage me to
participate in class discussion and 3.40 Agree
recitation.
My friends encourage me to finish
my schoolwork and complete it on 3.33 Agree
time.
My friends encourage me to join
in class activities and engage in
3.41 Strongly Agree
class discussion by giving me the
focus to listen.
OVERALL WEIGHTED MEAN 3.36 STRONGLY AGREE
Table 5 shows how peer influence affects the student’s academic engagement
positively. Results showed that students’ friends encourage them to join in class activities
and engage in class discussion by giving them the focus to listen, with the highest mean
of 3.41. This shows that students’ peers can have a positive influence on them. This was
the same in the results of the study by Lord (2023), which shows that peer influence may
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come in the form of positive peer influence because they can provide encouragement and
motivation to their friends.
2.2 Negative Influence

Table 6. Negative Influence
Weighted
Mean
My friends invite me to play games
(ex. mobile games, online games,
1.78 Disagree
etc) instead of doing school
assignments.
My friends invite me to hang out
instead of doing activities that is 1.65 Strongly Disagree
related in academic matter.
My friends influence me to
prioritize other thing (hanging out
1.81 Disagree
with friends, going out to play)
rather than studying.
My friends distract me not to listen
during discussion that can cause me 1.71 Strongly Disagree
not to pay attention in our class.
My friends persuade me to skip
class rather than putting effort to
1.50 Strongly Disagree
excel in class and to achieve
academic validation.
OVERALL WEIGHTED MEAN 1.69 STRONGLY DISAGREE
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Table 6 shows how peer influence affects students’ academic engagement

negatively. Results showed that students’ peers influence them to prioritize other things
rather than studying, with the highest mean of 1.81. Results also shows that negative
influence of peer on students’ academic engagement have a strongly disagree results
which shows that negative influence are not prominent to students. This was different
from the findings of Lord (2023), which show peer influence can also affect students’
behavior in various ways, such as adopting attitudes and beliefs, engaging in risky
behaviors, bullying, negative behaviors, etc.
23
3. Peer influence affects students’ decision-making.

3.1 Peer Pressure
Weighted
Mean
My friends persuade me to engage
in academic especially during
discussion and motivate me to 2.67 Agree
participate in recitation that can
pressure me at the same time.
My friends expect me to excel in
school and get academic
achievement as they are academic
2.96 Agree
achiever which can pressure me to
give effort in engaging to school
activities.
My friends motivate me in class to
participate while the lesson is 3.26 Agree
going on.
Sometimes I miss classes because
2.72 Agree
my friends urge me to do so.
I do academic decision because of
2.50 Disagree
my friends’ influence.
OVERALL WEIGHTED MEAN 2.82 AGREE
Table 7. Peer Pressure
Table 7 show how peer pressure affects student decision making. Result shows the
student friends motivates them in class to participate while the lesson in going on with
the highest mean 3.26. Meanwhile doing academic decision because of their friends’
influence have the lowest mean 2.50. This was the same in the study of the International
24
Journal of Indian Psychology by Bansal (2019), which showed that it can be concluded
that the decision-making ability of adolescents is strongly and negatively correlated to
peer pressure, the adolescents who possess higher peer pressure have lower decision-
making ability and vice versa.
3.2 Social Comparison

Table 8. Social Comparison
Weighted
Mean
My peer was able to follow the
instruction quickly, while it took
me a long time to follow the 3.15 Agree
instruction which encourage me to
pay more attention in class.
My peer and fellow students are
high in their activities and quizzes
while I always get low which 3.36 Strongly Agree
encourage me to give time to
review.
My peer participates in recitation
when we have discussion while I'm
3.12 Agree
too afraid to engage but I try to
participate too.
My peer and I compete for good
3.18 Agree
grades.
My peer and I are always punctual
3.16 Agree
in class.
OVERALL WEIGHTED MEAN 3.19 AGREE
25
Table 8 shows how social comparison affects students’ academic engagement.

Results show that students who are getting good performance are encouraged to give time
to review, with the highest mean of 3.36. Meanwhile, students’ peers encourage them to
participate during class discussion because their peer’s participation during discussion
has the lowest mean of 3.12. This was the same in the study of Ryzin and Roseth (2018),
which shows a good group of peers can highly influence the student to actively
participate in academic activities.
26
3.2 Group Dynamics
Table 9. Group Dynamics
Weighted
Mean
My circle of friends was open and
supportive which can motivate me
3.35 Strongly Agree
to engage in academic matters as
they do.
My circle of friends was helping
each other whenever someone needs
3.34 Strongly Agree
help in academic which encourage
me to give effort in class.
My circle of friends is committed to
help each other to excel in school 3.45 Strongly Agree
that motivates me to do my best.
My circle of friends is open in
communication whenever were
doing school project for 3.33 Strongly Agree
collaborative ideas that encourage
me to share my ideas too.
My circle of friends encourages
each one to have a good
3.30 Strongly Agree
performance in school and to
receive academic achievement.
OVERALL WEIGHTED MEAN 3.36 STRONGLY AGREE
Table 9 shows how group dynamics affect students’ academic engagement.

The result shows that students circle of friends are committed to helping each other excel
in school, which motivates them to do their best, with the highest mean of 3.45.
27
Meanwhile, students’ circle of friends encourages each other to have a good performance
in school and to receive academic achievement, with the lowest mean of 3.30. This shows
that group dynamics have a strong influence on students' academic engagement. This was
the same in the study of Scispace (2023), which shows students’ circles of friends have
been found to significantly impact academic achievement. Students who perceive higher
levels of social support from their peers tend to be more engaged and achieve higher
scores.
28
CHAPTER IV
Summary, Conclusions, & Recommendations
This chapter presents the summary of findings, conclusions and recommendations

based on the data analysis and discussion in the previous chapter. The main objective of
this study was to identify the effects of peer influence on students’ decision-making
towards academic engagement. The key findings, conclusions and recommendations are
summarized as follows:
Summary of Findings
The researchers primarily aimed to determine the effects of peer influence to

students’ academic engagement. This research utilized a descriptive design and used
survey questionnaires as research instruments to assess 129 senior high school students as
the proposed respondents to this study. The study was conducted at Magpapalayok
National High School because the respondents were students of the said institution.
Through this study, researchers found out that most of the adolescents affected by
peer influence in their academic engagement were aged 17–18 years old. This means that
at this age, many adolescents are influenced by their friends in their decision-making
towards academic engagement. Results also showed that women are more likely to be
influenced by their peers, because women are more socially than men. Women tend to
have different social groups or friends than men because of their ability to blend with
different social norms.
Meanwhile, positive peer influence on students’ academic engagement was shown

in the result of this study. This means that one's friend can have a positive impact on a
student's academic journey by motivating and encouraging them to participate more
actively at school.
On the other hand, the highest form of peer influence that is affecting students’
academic engagement was group dynamics. Which mean that students circle of friends
29
provide a motivation and encouragement that can lead the students to engage in academic
positively.
Conclusions
The following conclusions are based on the procured data by carrying out this
study which aimed on identifying the effects peer influence on students’ decision making
towards academic engagement. The researchers therefore conclude that:
1. The respondents are mostly 17–18 years old, as this is the stage where most
students are dependent on their peers when it comes to academic engagement.
2. The respondents are mostly female because women are more likely to be sociable
and have a lot of friends than men, which can have a different influence when it
comes to their academic engagement.
3. The kind of influence that students’ peers provide when it comes to their academic
engagement is a form of positive influence.
4. Group dynamics is a kind of peer influence affecting students’ academic
engagement because their circle of friends motivates each other to participate in
class and have academic achievements.
Recommendations
Based on the findings of this research study, the following are hereby
recommended by the researchers:
1. The study found that most adolescents affected by social influence were in the age
range of 17–18 years old. In that case, future researchers should examine the
proper guidance about peer influence that is appropriate for adolescents to secure
their academic engagement positively.
30
2. The study also revealed that peer influence affects students’ academic
engagement positively. In that case, future researchers should examine the weight
of peers’ support, involvement, motivation, and encouragement, where at this
stage students are more dependent on their friends.
3. This study also revealed that group dynamics are the form of peer influence that
affects students’ decision-making when it comes to their academic. In that case,
future researchers should study how social groups affect student.
4. Future researchers should explore factors affecting students when making
decisions about academic engagement. This study revealed that positive peer
influence is the kind of influence that affects students academically. Future
researchers should explore how their peers affect their academic achievement.
31
REFERENCES
Adeyemi, F. B. (2019). Peers group influence on academic performance of

undergraduate students in Babcock University, Ogun State. African
Educational Research Journal, 7(2), 81–87.
https://doi.org/10.30918/aerj.72.19.010
How peer influences the academic achievement in Philippines? | 5 Answers from
Research papers. (n.d.). SciSpace - Question. https://typeset.io/questions/how-
peer-influences-influences-the-academic-achievement-in-3vzcxpvgsj
Lord, R. (2023, October 5). The impact of peer pressure on decision making and
behavior. Medium. https://medium.com/@reaganlord35/the-impact-of-peer-
pressure-on-decision-making-and-behavior-3d3fad9d4c97
Lynch, A.D., Lerner, R.M., & Leventhal, T. (2014). Adolescent Achievement and
School Engagement: An examination of the role of school wide peer culture.
Journal of Youth and Adolescent, 42(1),6-19. https://doi.org/10-1007/s10964-
012-9833-0
Moldes, V. M., Biton, C. L. L., Gonzaga, D. J., & Moneva, J. C. (2019). Students,
Peer Pressure, and their Academic Performance in School. International
Journal of Scientific and Research Publications, 9(1), p8541.
https://doi.org/10.29322/ijsrp.9.01.2019.p8541
R Verma & A Bansal (2019). Decision making among adolescents in relation to peer
pressure. International Journal of Indian Psychology, 7(4), 197-202.
DIP:18.01.020/20190704, DOI:10.25215/0704.020
Uslu, M. (2013). Relationship between degrees of self-esteem and peer pressure in
high school adolescents. International Journal of Academic Research Part B;
117122.Retrieved from: https://www.researchgate.net/publication/314524207.
Uzezi, J. G., & Deya, G. D. (2017). Relationship between Peer Group Influence and
Students’ Academic Achievement in Chemistry at Secondary School Level.
American Journal of Educational Research, 5(4), 350–356.
https://doi.org/10.12691/education-5-4-2
Van Ryzin, M. J., & Roseth, C. J. (2018). The power of peer influence to address
student behavioral problems. https://doi.org/10.1177/0031721718775682
Uslu, M. (2023). Relationship between degrees of self-esteem and peer pressure in
high school adolescents. International Journal of Academic Research Part B;
117122.Retrieved from: https://www.researchgate.net/publication/314524207
32
APPENDICES
Appendix A. Questionnaire
This survey is objectively designed to determine the effects of Peer Influence on Students
decision-making towards Academic Engagement.
The researchers do hope that you will answer this survey questionnaire truthfully for the
researcher to be able to gather reliable and accurate data. Any information gathered from you will remain
confidential in respect of your personal identity.
Name: _________________________
Part 1: Profile Of the Respondents
Put a check in the box that best describes your answer.
1.1 Age
( ) 15 – 16 Years Old
( ) 17 – 18 Years Old
( ) 19 and above
1.2 Gender
( ) Male
( ) Female
Part 2:Peer Influence Affects Students’ Academic Engagement.
Kindly check the number which corresponds to the extent of your agreement/disagreement with the given
statement. Use the following response mode:
Verbal Description Weight
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1
33
2.1 Positive Influence
4 3 2 1
1. My friends encourage me to review
when we have a quiz, exam, or activity
in school.
2. My friends encourage me to finish my
assignments on time.
3. My friends encourage me to participate
in class discussion and recitation.
4. My friends encourage me to finish my
schoolwork and complete it on time.
5. My friends encourage me to join in
class activities and engage in class
discussion by giving me the focus to
listen.
2.1 Negative Influence
4 3 2 1
1. My friends invite me to play games (ex.
mobile games, online games, etc)
instead of doing school assignments.
2. My friends invite me to hang out instead
of doing activities that is related in
academic matter.
3. My friends influence me to prioritize
other thing (hanging out with friends,
going out to play) rather than studying.
4. My friends distract me not to listen
during discussion that can cause me not
to pay attention in our class.
5. My friends persuade me to skip class
rather than putting effort to excel in
class and to achieve academic
34
validation.
Part 3: Peer Influence Affects Student Decision Making in Academic Engagement
2.1 Peer Pressure
4 3 2 1
1. My friends persuade me to engage in
academic especially during discussion
and motivate me to participate in
recitation that can pressure me at the
same time.
2. My friends expect me to excel in
school and get academic achievement
as they are academic achiever which
can pressure me to give effort in
engaging to school activities.
3. My friends motivate me in class to
participate while the lesson is going
on.
4. Sometimes I miss classes because my
friends urge me to do so.
5. I do academic decision because of my
friends’ influence.
2.2 Social Comparison
4 3 2 1
1. My peer was able to follow the
instruction quickly, while it took me a
long time to follow the instruction
which encourage me to pay more
attention in class.
2. My peer and fellow students are high
in their activities and quizzes while I
35
always get low which encourage me to

give time to review.
3. My peer participates in recitation when
we have discussion while I'm too
afraid to engage but I try to participate
too.
4. My peer and I compete for good
grades.
5. My peer and I are always punctual in
class.
2.3 Group Dynamics
4 3 2 1
1. My circle of friends was open and
supportive which can motivate me to
engage in academic matters as they do.
2. My circle of friends was helping each
other whenever someone needs help in
academic which encourage me to give
effort in class.
3. My circle of friends is committed to
help each other to excel in school that
motivates me to do my best.
4. My circle of friends is open in
communication whenever were doing
school project for collaborative ideas
that encourage me to share my ideas
too.
5. My circle of friends encourages each
one to have a good performance in
school and to receive academic
achievement.
36
2.3 Group Dynamics
4 3 2 1
1. My circle of friends was open and
supportive which can motivate me to
engage in academic matters as they do.
2. My circle of friends was helping each
other whenever someone needs help in
academic which encourage me to give
effort in class.
3. My circle of friends is committed to
help each other to excel in school that
motivates me to do my best.
4. My circle of friends is open in
communication whenever were doing
school project for collaborative ideas
that encourage me to share my ideas
too.
5. My circle of friends encourages each
one to have a good performance in
school and to receive academic
achievement.
37
Appendix B. Letter to Conduct
April ___, 2024

REYNALDO E. FRANCISCO, PhD.
School Principal II
Magpapalayok National High School
Villaroman Street, Magpapalayoc, San Leonardo, Nueva Ecija
Dear Sir:
Warmest Greetings!
We, the researchers from Grade 12-GAS of Magpapalayok National High School, would like to
ask your permission to allow us to administer a survey questionnaire through Google Forms for our
study entitled "THE EFFECTS OF PEER INFLUENCE ON STUDENTS’ DECISION-MAKING
TOWARDS ACADEMIC ENGAGEMENT." The said questionnaire will be sent by the researcher
through messenger so as not to disturb class time.
We are hoping for your favorable response to this request.
May God be all the glory. Thank You!
Prepared by: Checked by:

JIRO P. GARCIA JAMAICA TRIXIA E. BRON
The Researcher Research Teacher
Reviewed by:
EMILIA D. MAURICIO MA. MILANI F. REYES
Head Teacher III Master Teacher II
Noted:
REYNALDO E. FRANCISCO, PhD.
38
Appendix C. Curriculum Vitae
Personal Profile
Name: Jiro P. Garcia
Birth date: August 17, 2004
Birthplace: Gonzales Hospital, San Leonardo
City, N.E.
Address: Magpapalayok, San Leonardo,
Nueva Ecija
Religion: Born Again Christian
Mother: Gloria P. Garcia
Father: Erwin J. Garcia
Contact no.: 0935-155-4143
E-mail Address: panahonjiro@gmail.com
EDUCATIONAL BACKGROUND
Elementary: C.I Villaroman Elementary School
Magpapalayoc, San Leonardo, Nueva Ecija
Secondary: Magpapalayok National High School
Strand: General Academic Strand
39
Personal Profile
Name: Reniel B. Degala
Birth date: November 20, 2005
Birthplace: Tambo Adorable, San Leonardo,Nueva Ecija
Address: Tambo Adorable, San Leonardo,Nueva Ecija
Religion: Iglesia Ni Cristo
Mother: Marites Degala
Father: Reynaldo Degala
Contact no: 09852867346
40
Personal Profile
Name: Rochelle Ann Dela Cruz
Birth date: June 12, 2006
Birthplace: Gapan City, N.E
Address: Magpapalayoc San Leonardo, N.E
Religion: Catholic
Mother: Yolanda Dela Cruz
Father: Roland Dela Cruz
Contact no.: 09066312064
E-mail Address: rochelledelacruz104@gmail.com
Magpapalayoc San Leonardo, Nueva Ecija
Secondary: Magpapalayok National High School Nueva Ecija
41
Personal Profile
Name: Janine Teope
Birth date: September 24, 2006
Birthplace: PJG Hospital, Cabanatuan
City, N.E.
Address: Magpapalayoc, San Leonardo,
Nueva Ecija
Religion: Catholic
Mother: Eva Teope
Father: Rodel Teope
Contact no.: 09758633981
E-mail Address: janineteope164@gmail.com
Elementary: C.I. Villaroman Elementary School
Magpapalayoc, Nueva Ecija
Secondary: Magpapalayoc National High School,
Magpapalayoc, San Leonardo, N.E
42
Personal Profile
Name: Ryan De Gala
Birth date: January 18, 2006
City, N.E.
Address: Balanga, San Leonardo Nueva Ecija
Religion: Catholic
Mother: Agustina De Gala
Father: Ricardo De Gala
Contact no.: 09512864217
E-mail Address: rynchstpr@gmail.com
Magpapalayoc San Leonardo Nueva Ecija
Secondary: Magpapalayoc National High School,
Nueva Ecija
43
Personal Profile
Name: Jovielyn L. Del Rosario
Birth date: November 12, 2005
Birthplace: Magpapalayoc San Leonardo N.E
Address: Magpapalayoc, San Leonardo,Nueva Ecija
Religion: Catholic
Mother: Jocelyn L. Del Rosario
Father: 0Alvin M. Del Rosario
Contact no: 09535743945
E-mail Address: jovielyndelrosario9@gmail.com
Elementary: C.I. Villaroman Elementary school Magpapalayoc,
Nueva Ecija
Secondary: Magpapalayoc National High School
44
Personal Profile
Name: Mico James Torres
Birth date: April 5, 2006
City, N.E.
Nueva Ecija
Religion: Iglesia Ni Cristo
Mother: Maricel Torres
Father: Joel Torres
Contact no.: 09164010045
E-mail Address: micot208@gmail.com
Elementary: Pura Central Elementary School
Naya, Pura, Tarlac
45
Personal Profile
Name: Kenneth B. Dela Cruz
Birth date: February 16, 2006
Birthplace: Sta.Rosa Nueva Ecija
Address: Tabuating San Leonardo
Nueva Ecija
Religion: Roman Catholic
Mother: Mailine B. Dela Cruz
Father: Angelito DG. Dela Cruz
Contact no.: 09519949685
E-mail Address: kennethdelacruz0216@gmail.com
Elementary: Tambo North Elementary School
Tabuating San Leonardo Nueva Ecija
Magpapalayoc San Leonardo Nueva Ecija
46
Personal Profile
Name: John Paul L. Maglalang
Birth date: June 2, 2006
Birthplace: Magpapalayoc, San Leonardo,
Nueva Ecija
Nueva Ecija
Mother: Anabelle L. Maglalang
Father: Dexter O. Maglalang
Contact no.: 09152180153
E-mail Address: johnpaulmaglalang36@gmail.com
Nueva Ecija
47
Personal Profile
Name: Dustine Kim A. Hementera
Birth date: September 15, 2006
Birthplace: Magpapalayoc, San Leonardo,
Nueva Ecija
Nueva Ecija
Mother: Arlene A. Hementera
Father: Noli G. Hementera
Contact no.:
E-mail Address: dustinekimhementera@gmail.com
Nueva Ecija
48

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Republic of the Philippines

THE EFFECTS OF PEER INFLUENCE ON STUDENTS DECISION-MAKING

In partial fulfilment of the requirements in Inquiries, Investigation, and Immersion

Dustine Kim A. Hementera

Janine DC. Teope

John Paul L. Maglalang

Jovielyn L. Del Rosario

Kenneth B. Dela Cruz

Mico James DG. Torres

Rochelle Ann L. Dela Cruz

Ryan Christopher E. De Gala

the end of this research journey.

encouragement in pursuing our academic goals.

The researchers would like to dedicate this study to the following:

along the way.

To their parents/guardians, for their unconditional love, encouragement and

the necessary facilities, resources, and support to conduct this study.

cooperation and participation in answering the questionnaire. Their responses were

essential in generating the data and findings of this study.

The researchers primarily aimed to determine the effects of peer influence to

Meanwhile, positive peer influence on students’ academic engagement was shown

Keywords: Peer Influence, Academic Engagement, Positive Peer Influence, Group

Chapter I. Problem and Its Background

Chapter II. Methodology

Data Gathering Procedure ....................................................................................15

Chapter III. Results and Discussion

Peer Pressure .................................................................................................... 23

Chapter IV. Summary, Conclusion, and Recommendations

Table 1. Sample Size ................................................................................................. 13

Figure 1. Research Paradigm .................................................................................... 6

Problem and its Background

The influence of peers on students’ decision-making towards academic engagement is

Review of Related Literature

Positive and Negative Peer Influence on Adolescent

Peer Influence Affects Adolescent Decision Making

In addition, in the study of decision-making among adolescents in relation to peer

According to Resurrection (2022), in a study of “The Impact of Faculty, Peers,

Moreover, peer influences have been found to significantly impact academic

INPUT PROCESS OUTPUT

(1) The Demographic  Data collection of

Figure 1. Research Paradigm

Statement of the Problem

Specifically, it seeks to answer the following questions:

Scope and Delimitations

The study focused on the effects of peer influence on students’ decision-making

The study aimed to explore social influences on adolescent development and

Significance of the Study

The results of this study benefited the following:

School/University Institutions: It played a pivotal role in providing perspective to

Decision making. Was defined as the act or process of deciding something,

Negative Peer Influence. Was defined as occurring when a person or group

This study employed Descriptive design. According to Baraceros (2016),

Figure 2. Research Locale

The research locale is at Magpapalayok National Highschool, since the

Sample and Sampling Method

RESPONDENTS POPULATION SIZE SAMPLE SIZE

General Academic Strand 89 60

Accountancy and Business 55 37