Señor Tesoro Academy

Senior High School

CHAPTER I

PROBLEM AND ITS BACKGROUND

Rationale

Alcohol is psychologically and physically addictive. Frequent drinking can lead

to alcoholism. The government tries to prevent alcohol abuse and alcoholism

through laws and public awareness.

Many Filipino teenagers are not attending their classes anymore because of

the influence of alcoholic beverages. In a survey conducted by the University of the

Philippines,60% of Filipino youths today are drinking alcoholic beverages. Even at a

young age,Filipino teenagers are already drinking.

Student drinking and its consequences have been identified as a national

concern (U.S. Department of Health and Human Services, 2000). Approximately 40%

of students consuming alcohol at the heavy episodic level (defined as consuming 4 or

more drinks for women or 5 or more for men on one drinking occasion in the past

two weeks) (O’Malley & Johnston, 2002; Wechsler, Dowdall, Davenport, & Rimm,

1995). This pattern of heavy drinking has been associated with numerous personal

and secondhand consequences (e.g., Wechsler, Austin, & DeJong, 1996; Wechsler,

Davenport, Dowdall, Moeykens, & Castillo, 1994).

Although several interventions for mandated students have evidence of

efficacy (see Larimer & Cronce, 2007); research suggests that receiving an alcohol-

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related citation alone may influence future drinking behavior. Indeed, a majority

(70%) of students report having already made behavioral changes following a

medical evaluation for alcohol intoxication or an alcohol-related disciplinary

violation before they received a mandated intervention (Barnett, et al., 2004). We are

aware of two studies that investigated whether students reduced their alcohol use

following a citation for an alcohol policy violation. In both of these studies,

comparisons of drinking 30 days before and 30 days after the event indicated that, on

average, students reduced their alcohol use by approximately 1.6 drinks per week

after receiving a citation (Carey, Henson, Carey, & Maisto, 2009; Morgan, White, &

Mun, 2008). These findings highlight the importance of investigating the effect of the

citation on drinking. However, one limitation of these studies is that researchers

explicitly asked students about their drinking before and after the citation, potentially

motivating students to provide socially desirable responses.

The purpose of this study was to examine the course of alcohol use in students

following an alcohol policy violation. Understanding the course of alcohol use

following a campus alcohol citation is important because any behavioral changes

made are often attributed to the mandated intervention(s), while the citation itself

could be a contributing factor. In this study, we compared alcohol use at both the day-

level (alcohol use on the same day of the week as the citation and heaviest drinking

day in the week) and aggregate-level (total number of drinks per week). To address

possible social desirability, we used an assessment strategy that did not explicitly call

for participants to report on use before and after the citation event. We hypothesized

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that students would report drinking significantly less alcohol at the day-level and

aggregate-level following an alcohol citation. Finally, previous research with

mandated students suggests that following an alcohol policy violation women are

more motivated to reduce their alcohol consumption (Barnett, Goldstein, Murphy,

Colby, & Monti, 2006; Carey & DeMartini, 2010) and demonstrate a greater decrease

in their alcohol use than do men (Fromme & Corbin, 2004).

Alcoholism is a growing concern in the culture of social life of this

country. Alongside with this case are lots of jeopardizes, consequences, risk, and

violations that occurs which seriously needs the deep concern of the parents,

different health organizations, law enforcing officers, and the government, etc.

The harmful use of alcohol results in the death of 3.3 million people annually.

There are 60 different types of diseases where alcohol has a significant causal role. It

also poses harm to the well-being, health, and safety of the people around the

drinker.16

While adverse health

consequences from long-term chronic alcohol use may not cause death or disability

until fairly late in life, acute consequences of alcohol use, including intentional and

unintentional injuries, are far more common among youth and young adults.

Unintentional injuries are the leading cause of death among 15-25 year-olds and

many of these injuries are related to alcohol use.

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Young people who drink are more likely to use tobacco and other drugs and

engage in risky sexual behavior than those who do not drink. Problems with alcohol

can impair adolescents` psychological development and influence both the school

environment and leisure time negatively.

The Global Youth Tobacco Survey (2007) estimates two out of three 13-15

years old high school students in the country, whoever had a drink of alcohol other

than a few sips admitted that they started drinking alcohol before 14 years old. More

boys (20.0%) than girls (16.6%) are current alcohol drinkers or had at least one drink

of alcohol on at least one day during the 30 days before the survey. Consequently,

boys (18.6%), more than girls (14.4%) who ever drank so much alcohol, had

experienced to be really drunk, one or more times during their life.

Conceptual Framework

The study focuses on the influence of peer pressure on the use of alcoholic

beverage among students. Students who influence their co-students on using

alcoholic bevarage are the main entities that this study will concentrate on. Alcohol

use is one of the most common problem among students nationwide. And because of

peer pressure, lots of students attempt to try alcoholic beverage.

Alcoholic beverage can be a blessing or a curse. Even Harvard School of Public

Health calls it “both a tonic and a poison,” depending on what on the dose. Although a

cocktail, beer or glass of wine can be both relaxing and good for the heart, it might
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also play a role in cancer development, liver, heart damage, and depression (Harvard

School of Public Health: Alcohol: Balancing Risks and Benefits ).

Psychologist Erik Erikson said that the major challenge of adolescense is

forming a healthy personal identity and healthy peer relationships. So internal peer

pressure – the pressure teens put on

themselves is the anxious feeling that would not be able to form

covete peer relationship while maintaining the personal identity they would also like

to hold (The Hazelden Betty Ford Foundation).

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INPUT PROCESS OUTPUT

1. The challenges of the The Use of Proposed seminar/

respondents on resisting Interview Guide to measures for
peer pressure relative to analyze the students in order to
the use of alcoholic following: know the negative
beverages. effects of drinking.
The challenges of And also to know on
2. The experience of the the respondents on how to resist peer
respondents on the use of resisting peer pressure on the use of
alcoholic beverages in pressure relative alcoholic beverages
social parties. to the use of among students.
alcoholic
beverages.

The experience of
the respondents on
the use of alcoholic
beverages in social
parties.

FIGURE 1:

Research Paradigm

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Statement of the Problem

This study reveals the influence of peer pressure on the use of alcoholic beverage

among students in order to decide on what measures should be undertaken to lessen

the students who are using alcoholic beverage after going to school.

Specifically, this study intended to answer the following questions:

1. How do the respondents describe the influence of peer pressure on the use of

alcoholic beverages among the following groups

A. Schoolmates

B. Outsiders

2. What are the experiences of the respondents on the use of alcoholic beverages in

social parties?

3. What are the challenges of the respondents on resisting peer pressure relative to

the use of alcoholic beverages?

Scope and Delimitation

This qualitative research will focus on the influence of peer pressure on the use of

alcoholic beverages among Senior High School students.

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The limitation of this study is that it cannot be generalized because of the fact that

this research is only limited at Senor Tesoro Academy.

Significance of the study

This research will offer benefits not only for our school but also for our society

because of the fact that alcoholic beverages and peer pressure plays an important role

in today's modern community.

The number of students being victimized and being turned in to party goers

indicates the need for more effective approach that can provide awareness to the

students and potentially lessen the victims of the influence of peer pressure on the

use of alcoholic beverages.

Thus, schools or community that executes the recommended approach

procured from the results of the study will be able to help students better.

This research also benefits the parents because this study gives insight on how

the influence of peer pressure on the use of alcoholic beverages can affect their

children. Thus, parents can use this as a guideline and as a reference on how they

discipline their own children.

Assumptions of the Study

1. The influence of peer pressure on the use of alcoholic beverages has negative effect

on student’s academic performance.

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2. The reason why most of the students drink alcohol is to express themselves and

run in a stressful reality.

3. Senior high school goes to a party for the plain reason of having fun, are both

acknowledged and practiced.

Definition of terms

The following terms are operationally defined as follows:

• Peer Pressure - a feeling that one must do the same things as other people of

one's age and social group in order to be liked or respected by them.

Alcohol Beverage - is simply any drink that contains ethanol/ ethyl alcohol.

• Schoolgoers – one who attends school.

Partygoers - a person who goes to a party or attends many parties.

• Binge Drinking- when a person consumes big amount of alcohol.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Conceptual Literature

Student drinking has become problematic in society. Post-secondary student

populations are frequently reported to drink more than their non-university peers

(Englund et al., 2008; Kypri, et al., 2005; Maggs et al., 2011; Hallett et al., 2012; Parada

et al., 2012). Kypri et al. (2005) indicated that hazardous drinking activity has

increased amongst students. Approximately 15% of university students, opposed to

12% who are non-students, develop alcohol-dependent behaviours. Students need to

be assessed, and prevention initiatives need to be available from the time freshmen

students arrive on campus. Many students have already acquired these risky drinking

habits prior to starting university (White & Swartzwelder, 2009).

Dodd et al. (2010) conducted a study involving groups consisting of males and

females. Students adopted a carefree approach towards drinking. Being 18 and free

from parent restrictions, students express an interest in making their own choices.

Male students indicated the word “sober” be avoided in drinking campaigns because

they would not acknowledge a campaign promoting sobriety. Despite being aware of

the many social and behavioural consequences, students admit very little would

motivate them to reduce their drinking. They claim testimonials, messages through

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social media and scare tactics would probably be of most benefit in an attempt to

curtail drinking (Dodd et al., 2010).

White and Swartzwelder’s (2009) study revealed binge drinking, blackouts,

vomiting and hangovers occurred prior to the beginning of first year university of the

students who consumed alcohol within two weeks of completing the survey for this

study, more than half met the criteria for binge drinking at least once during the two-

week period. “Binge drinking” which refers to any hazardous type of drinking, is

defined as an intake of large amounts of alcohol within a short period of time, a few

days throughout the week (Parada et al., 2012). Students often underestimate the

effect of alcohol and may increase the number of drinks they consume, essentially

overdrinking on a regular basis (Maggs et al., 2011).

Of concern to this study are reasons pertaining to risky and hazardous student

drinking. Drinking activity amongst students has increased, becoming excessive and

posing risks for negative behavioural consequences (Maggs et al., 2011). In a study

conducted by Webb, Ashton, Kelly and Kamali (1996), an online survey was

distributed to approximately 3,075 students across ten universities. About 50-60%

of Students had exceeded the “weekly sensible drinking limit” and 28% of the

students reported binge drinking. In 2011, Heather et al. conducted a study involving

770 students across seven universities. The Alcohol-Use Disorders Identification Test

revealed that 61% of the sample scored positive, 41% were classified as hazardous

drinkers, 11% as harmful drinkers, and 10% with probable dependence.

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In a nationally representative survey, 40% of students reported engaging in heavy

binge drinking within the previous two weeks of being questioned (Johnston,

O'Malley, Bachman, & Schulenberg, 2010). These findings are commensurate with the

study conducted by Finlay et al. (2012) which evaluated 717 first year students under

the age of 21, 91% who resided on campus. Upon completion of the study, it was

recognized that women, more frequently than men, attended class, took more non-

leisure oriented classes, and spent more time engaged in social events. Men spent a

greater amount of time engaged in leisure-oriented activities such as media use and

athletics. It is noted that gender differences may cause different motivations applying

to gender and alcohol use. It may be in society’s best interest to implement a gender-

specific prevention program prior to university (Finlay et al., 2012; White &

Swartzwelder, 2009). “Resolving this issue while students still live at home with

caregivers would remove a considerable burden for universities already struggling to

minimize the harm that students do to themselves and others by drinking

irresponsibly” (White & Swartzwelder, 2009, p. 4). Research by Valliant and Scanlan

(1994) has shown that students who reside with parents consume less alcohol,

providing validity to more recent findings by White and Swartzwelder (2009).

In this particular study, Thursdays, Fridays and Saturdays appeared to rank

highest in alcohol consumption levels among students. Men consumed more drinks

than females, which is consistent with the study completed by Dodd et al. (2010). No

differences were found among gender in terms of hazardous drinking (Finlay et al.,

2012). Adolescent alcohol misuse has been found to strongly correlate with excessive

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amounts of drinking and alcohol dependence later on in life. Research regarding the

root of the problem is needed to lower the rates of potential alcohol dependency

(Grant et al., 2006). By assessing theories that conceptualize the theories regarding

student drinking, this study will contribute to our understanding of the issue,

providing further assessment of prevention efforts. Further research in this area may

reduce potential risks affecting students and society.

Studies have shown there are risks for students who binge drink with

comparison to those who regulate their drinking activity. Common risks affecting the

future of students include adolescent neurocognitive development and negative

behavioural consequences. Immediate risks include low grades and attendance at

school, driving accidents, assaults and death (Johnston et al., 2010; Maggs et al., 2011;

Parada et al., 2012).

Risks are also placed on students who have no intention of using protective

strategies while engaging in binge drinking activities. In the study conducted by

Patrick, Lee and Larimer (2011), enhancement and social motives were inversely

related to protective strategies, and there was a negative association between coping

and protective strategies. An example of a protective strategy was finding a

designated driver. Some students used these strategies to reduce their blood alcohol

content (BAC) and many students, instead of drinking for their own reasons, wanted

to drink the same amount as their peers (Patrick et al., 2011) .

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Parada et al. (2012) stated that binge drinking is believed to pose more of a

risk to neurocognitive functioning in students than by regulatory drinking patterns.

The adolescent stage is the most important in terms of brain development, general

functioning, and is the stage when most complex abilities are learned. Some of these

tasks include problem solving, working memory and inhibitory control. During this

stage there is a high amount of vulnerability in regards to cognitive abilities. Binge

drinking therefore negatively impacts an individual’s ability to develop these

important cognitive abilities to their full potential (Parada et al., 2012).

Specifically, binge-drinking patterns among students and their executive

functioning were analyzed in this study by dividing students into a binge drinking

group and a non-drinking group. These groups were defined by the amount of drinks

consumed over a prescribed period of time. Participants were given specific tasks that

would define their executive functioning skills. These included Backward Digit Span

Test and Backward Spatial Span Test, which focus on the analysis of working memory;

the Self Ordered Pointing Test, which assesses planning and monitoring aspects of

working memory; the Letter Fluency Test, which measures functioning in the

prefrontal cortex; the Zoo Map Subtest, which assesses ecological validity and its

utility in detecting impairment in alcoholics; and the Wisconsin Card Sorting Test,

which evaluates comprehension of concept information and reactive cognitive

flexibility (Parada et al., 2012).

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Students who possessed higher levels of binge drinking activity score lower

on the Backward Digit Span Test and the Self Ordered Pointing Test. This would

indicate capacity to retain information and utilize verbal working memory. The Self

Ordered Pointing Test is associated with activity in Brodmann’s Areas 46 and 9, which

are located in the mid-dorsolateral prefrontal cortex. Overall, the hypothesis was

partially confirmed, showing that the bingedrinking group did not perform as well as

the non-drinking group on executive function assessment tasks. This information

confirms a risk to executive functioning development among students engaging in

hazardous drinking (Parada et al., 2012).

Students put themselves at risk for negative consequences when engaging in

activities involving alcohol. In the past, students have reported participating in in

drinking games and activities, causing them to intensely chug alcohol and vomit as a

result. Some students report skipping meals before drinking activities to save

calories, increasing their risk of experiencing memory blackouts and engaging in one-

night stands (White & Swartzwelder, 2009). Students who engage in binge drinking

and hazardous drinking styles are at an increased risk for negative and behavioural

consequences (Maggs et al., 2011). Student drinking habits predicted many negative

physical consequences, including stumbling and passing out. Although weekends

were most popular for drinking activities, social affairs caused students to engage in

heavy drinking during the week, putting them at higher risks for behavioural and

neurocognitive deficits more often (Maggs et al., 2011)

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Continued heavy alcohol use in Adulthood Students do not realize that using

alcohol to alleviate boredom or avoid a problem can trigger serious issues. For

example, usage at the age of 16 has previously been associated with heavy drinking

patterns across early adult years (Englund et al., 2008). Studies show that poor

academic performance at age 12 increased men’s chances of becoming heavy

drinkers by the age of 26 (Englund et al., 2008).

Results were consistent for men and women with patterns concerning

maternal alcohol use. Results for women showed that maternal drinking increased

the odds of young women engaging in frequent heavy drinking later on in life.

Conversely, results for males showed an increased chance that males possessed a

current alcohol use disorder (Englund et al., 2008). A participant’s perception of their

mother’s alcohol consumption likely increased the chances they would also drink

more often. This finding would support the notion that role models influence alcohol

consumption and will most likely increase the chances of young adults continuing

heavy alcohol usage throughout their lifetime (Englund et al., 2008).

Social Harm Drinkers are subjected to social harm by engaging in risky

drinking patterns. A host of concern including family, workplace, legal, and financial

problems are all possibilities (Rehm, 2010). Although social consequences are not

followed as closely as health consequences, alcohol-associated costs have taken over

about 1-3% of gross domestic products of high-income countries (Rehm, 2010).

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Alcohol negatively contributes to a variety of medical ailments. These include:

infectious diseases, cancer, diabetes, neuropsychiatric disorders, cardiovascular

diseases, liver or pancreas diseases, and unintentional and intentional injuries

(Rehm, 2010). Also, the infectious diseases enhanced by binge drinking include HIV,

tuberculosis and pneumonia, with the risk increasing as more alcohol is consumed.

Frequent drinkers engage in sensation seeking and risk-taking behaviours, which

may lead to unsafe sex and infectious diseases if a large consumption of alcohol is

consumed.

Once infected with HIV or AIDS, antiretroviral guidelines are not followed, and

victims are less likely to reach recovery (Rehm, 2010).

Other medial ailments include cancer of the oral cavity, pharynx, larynx, esophagus,

liver, colorectal and breast have been discovered. The development of cancer is

dependent on the specific type and variations.

One example is cancer of the upper digestive track involving the production of

acetaldehyde when the body breaks down the alcoholic beverage and is carcinogenic

itself (Rehm, 2010). Diabetes follows the same pathway; increased alcohol

consumption leads to harsher effects for the individual. It is reported that four or

more drinks in one sitting is harmful, and fewer than two or less drinks is safe (Rehm,

2010). When heavy alcohol consumption is coupled with a mental illness, particularly

a neurobiological disorder; the risk for alcohol dependency is increased. Spontaneous

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seizures can be caused by heavy alcohol use, and a large percentage of alcohol users

diagnosed with epilepsy meet the criteria for alcohol dependency (Rehm, 2010).

Alcohol misuse is contraindicated in cardiovascular disease. Alcohol can

increase hypertension (Rehm, 2010). Regular and light consumption of alcohol is not

harmful, however, consuming 60 grams of alcohol on one occasion at least once per

month is detrimental. Cardiovascular-based deaths were found to take place more

often on the weekend, when heavy drinking was more common (Rehm, 2010).

Diseases of the liver and pancreas are influenced by alcohol consumption. These

include cirrhosis and alcohol-induced or chronic pancreatitis (Rehm, 2010).

Rehm (2010) indicates that heavy drinking plays a crucial role and defines risks as

exponential. Light to moderate alcohol consumption after being diagnosed with liver

or pancreas disease can have severe consequences (Rehm, 2010).

In terms of unintentional injuries, the harm to psychomotor functioning depends on

the BAC and frequency of drinking behaviour. Negative effects are usually found with

BAC level between 0.04 and 0.05 percent (Rehm, 2010). Intentional injuries are

defined by the amount of alcohol consumed, indicating drinking levels highly impact

the outcome. These levels influence risk for suicide and aggression including

homicides (Rehm, 2010)

Students most commonly report consuming alcohol to relax, get high, alleviate

boredom, cope with social anxiety, take advantage of cheap-drink nights, take a break

from academics, and escape problems (Dodd et al., 2010; Patrick & Schulenberg,
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2011). The response “drinking to relax” is consistently increasing among young

adults and could potentially become a focus of future prevention and intervention

strategies. The cost of alcohol plays an important role when investigating factors

influencing student drinking. Dodd et al. (2010) states that “drinking behaviours are

strongly influenced by the cost of alcohol, as is evidenced by the widespread

availability of drink specials and other value-added alcohol-related items”.

Upon graduation from high school, students often drink to escape the real

world, which may mean avoiding a problem or simply wanting to have fun. Drinking

to get high and alleviate boredom is most strongly tied to binge drinking activity,

while drinking to get away from problems closely follow. Drinking to relax and having

a good time was less strongly correlated with binge drinking, which is seen amongst

those in their early post-high school years (Patrick & Schulenberg, 2011). After age

22, drinking to escape problems is most commonly associated with binge drinking,

and these individuals were less likely to reduce their drinking habits upon completion

of post secondary education (Patrick & Schulenberg, 2011). Koob (2013) indicates

that alcohol use is viewed as a reward deficit disorder, arguing individuals turn to

alcohol when they are feeling down and want to escape from reality. The negative

reinforcement component affiliated with compulsive alcohol use triggers addiction

and future relapse (Koob, 2013).

Drinking to have fun, celebrate, break from academics and relieve stress were

main reasons behind drinking for the students participating in a study by Dodd et al.

(2010), with “drinking to have fun” listed as a primary reason. Students seem to
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declare drinking alcohol as a way to “loosen up” and enhance their level of fun. One

male expressed drinking as a way to learn the limits and become a responsible

drinker. Another male participant made an honest statement in regards to drinking

alcohol: “you are learning now what your limits are so you are not the drunk guy at

the company party. It’s like perfecting your golf game before you get your job” (Dodd

et al., 2010, p. 4)

A study of sociodemographic moderators between alcohol use and reasons for

drinking by Patrick and Schulenberg (2011) found the association between getting

high and binge drinking was stronger amongst women than men. The remaining

correlations were invariant, indicating that associations between reasons for use and

binge drinking are relatively similar across a variety of student populations (Patrick

& Schulenberg, 2011).

Students have labeled drinking as a “social lubricant” which assists them in

starting a conversation with others more easily. The phrase “loosen up” was

commonly used and also referred to as “liquid courage” (Dodd et al., 2010). Many

students indicated that alcohol provided them with confidence to approach the

opposite sex and seek out sexual opportunities, while overcoming social anxiety. In

terms of consumption, males felt as though it was a competition to drink more than

their friends, whereas females were not influenced by their peers. However, females

did engage in their own competition, which entailed having

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drinks purchased for them throughout the evening (Dodd et al., 2010). Social

consequences also concerned students participating in this study, such as

embarrassment, annoying friends with drunken behaviours, doing things they may

regret, being loud and obnoxious, and ruining the night for others. “According to the

female respondents, concern for avoiding the role of “that girl” is so great that

girlfriends watch out for each other and “babysit” their drunken friends (Dodd et al.,

2012, p.5)”. While a female’s biggest concern is being “that girl,” a male’s biggest

concern is regretting a sexual choice and their negative impression of the female

afterwards.

Research Literature

Alcohol is technically illegal for people under the age of 21 to consume, but the

Centers for Disease Control and Prevention (CDC) reports that 11 percent of all

alcohol consumed in America is by those between the ages of 12 and 20. Alcohol is

the most commonly abused drug by American teenagers. The National Institute on

Alcohol Abuse and Alcoholism (NIAAA) publishes that 60 percent of adolescents

admit to having at least one alcoholic drink by the time they turn 18.

Underage alcohol abuse is considered to be a major public health concern

within the US, contributing to injuries, accidents, crimes, poor school performance,

and even death. Alcohol impairs judgment and interferes with normal brain function,

and can even disrupt healthy brain development when introduced too young. The

CDC warns that teens who drink alcohol before the age of 15 are around six times

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more likely to develop an addiction involving alcohol later in life than those who wait

to start drinking until they are of the legal drinking age of 21.

There are many factors that can contribute to why a teen may begin drinking.

Alcohol is cheap and easily accessible. Teens may not view alcohol as a dangerous

substance, as they may see their parents and other adults consuming it responsibly.

Teenagers often engage in risky behaviors, as parts of the brain responsible for

impulse control and decision-making are not fully developed yet. It can also be harder

for an adolescent to recognize that their actions will have consequences and what

those might be.

Genetics and biological factors can heighten the risk that a person will drink

and suffer from issues surrounding alcohol abuse. Alcohol can be consumed as a

coping mechanism too, to temporarily mediate stress and anxiety. Another major

contributor to teen drinking is the influence of their peers, or peer pressure. It is often

difficult for teenagers to ignore social pressures, and peer pressure can have a

massive influence on an adolescent's behaviors and actions.

Peer pressure can then have a significant impact on teenage alcohol consumption.

A young person's social identity is often molded by their social group, and by

their desire to fit in and be part of the "in crowd." As published by NYU Steinhardt,

peer pressure involves encouragement from others who are of similar age to

participate in certain behaviors or activities.

Peer pressure is a massive factor in whether or not a person will engage in risky

behaviors, which includes underage drinking. Peer pressure can be both overt and

inadvertent.
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Direct peer pressure involves one person to another, with things like offering

someone a drink explicitly or encouraging a person to drink. This may happen in a

social situation like a party. Drinks may be refilled without asking for them to be; a

person may buy another a drink; or someone may give another a hard time if they are

not drinking. It may be difficult for a young person to "just say no," as it may make

them feel like an outcast. Others may even ostracize and socially isolate a person who

decides not to drink. Direct peer pressure can also come in the form of an invitation

to a social situation with the expectation that drinking will occur. Peer pressure can

also be less overt and more indirect. This form of peer pressure may occur as social

modeling. For example, a group of popular students may all be drinking alcohol and

they may be considered cool. Others will strive to also be seen in this same light and

may then participate in the modeled behavior (drinking alcohol) to try and fit in with

this social group, whether or not they are asked to join in.

The perception that "everyone is doing it" can also influence a teenager to

consume alcohol so they are part of the crowd. It can be hard for teens to view

themselves, or to be viewed by others, as different; if the perception is that everyone

else is drinking alcohol then they are more likely to also drink alcohol.

Teenagers are also prone to exaggerating their exploits to make themselves

appear cool or to advance themselves in the social hierarchy. It is entirely possible

that they are not actually drinking as much as they claim to be; however, others may

think that they are, and this social perception can lead to more drinking by those

striving to fit in socially.

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Social media plays a role, too. A study published by CBS News indicates that

three-quarters of teens between the ages of 12 and 17 who saw their peers "partying"

on social media were more likely to then do the same. These images often portray

people having a good time, and surveyed teens who saw them were more than three

times as likely to try alcohol. This form of digital peer pressure can expand a person's

peer circle and make people feel that they may be missing out if they are not also

partaking.

Advertising and marketing can also influence perceptions, and show drinking in a

more favorable light that can encourage underage drinking. Teens often look up to

celebrities, and if they see them drinking, they may be more likely to try it, too.

The perception that "everyone is doing it" is often false, as teenage drinking

has actually been declining in recent years. The Substance Abuse and Mental Health

Services Administration (SAMHSA) publishes that over the past six years, binge

drinking rates among teens between the ages of 12 and 20 have come down; however,

14% of this age demographic still report engaging in binge drinking in the prior

month. Any amount of alcohol can be dangerous for a person who is under the legal

drinking age of 21, and binge drinking (the pattern of drinking that raises a person's

blood alcohol concentration up to or above 0.08 percent g/dL) can be particularly

risky. Preventative techniques and campaigns seek to educate the public, schools, and

parents regarding the possible hazards of teenage drinking. There are also several

ways that teenagers can manage the possible pressures that their peers may exert on

them to drink, and learn how to stay sober despite peer pressure.

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Some tips for managing peer pressure to drink include:

• Keep yourself busy with activities that are not conducive to alcohol

consumption, such as sports, clubs, or other recreational events.

• Use your parents as an excuse; for example, tell your friends that they will

smell the alcohol or explain the ways you will get in trouble if you get caught.

• Establish and maintain healthy relationships with other peers who don't drink

and won't pressure you to do so.

• Be aware that people often "talk themselves up" and that they likely aren't

drinking as much as they say they are. Be aware that social perceptions are

often skewed.

• If you do find yourself at a party where there is drinking, ask for soda or fruit

juice so you are drinking something. Others may be less likely to pressure you

if they see you with a drink, even if it doesn't actually contain alcohol.

• Develop a plan for handling peer pressure when it arises. Think of things you

can say ahead of time when offered alcohol so you won’t be caught off guard.

• Talk with your parents about drinking and how to handle difficult situations.

Understand the risks and potential dangers of underage drinking, and make a

decision to stay sober and hang out with others who will do the same.

Direct peer pressure refers to explicit offers to use alcohol(Wood, Read, Mitchell,

& Brand, 2004).Examples in this case include being offered a toast, having a drink

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refilled without asking, being teased for abstinence, being urgedon drinking rate, or

by buying rounds(Rosenbluth, Nathan, & Lawson, 1978).

This situation is especially potent in Philippines, which views offering alcohol as

a way of showing hospitality, whereas refusing another’s toast is disrespectful. Even

worse is accepting one person’s toast,but refusing another’s on a banquet. In order to

maintain peer acceptance and avoid inadequacy, individuals tend to comply with

others’ wishes of alcohol use. Three qualitative studies have described the influence

of overt peer pressures on alcohol consumption among students. Howard and his

colleagues’ study (2007) reported that males often encouraged each other to drink

large quantities of alcohol to show “liquid courage”. The desire to get positive

evaluations from peers leads to conform to friends’ expectations.

Lashbrook(2000) has shown that students responded with shame-related

feelings, such as being afraid of being seen as inadequate, feeling isolated, and

ridiculed when facing coercion from peers.These negative emotions, according to

college students’ diaries, were shaped and reinforced by peers’ comments, teasing,

and attitudes. Refusal of offers was seen as resulting in peer isolation and exclusion

from social activities(Rabow & Duncan-Schill, 1995).Quantitative data from Shore

and her colleagues(1983) have shown that students who got more drinking offers but

hadlow resistance to offers were more likely to be involved in excessive drinking. The

effect of explicit drinking offers was less obvious on junior undergraduate students

and female drinkers(Klein, 1991).

The influence of offered drinks by peers was also significantly related to alcohol-

related problems. Students who received more offers to drink alcohol reported
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heavier drinking and suffered more from alcohol-related problems(Wood et al.,

2001).

The reciprocal relationship between heavy drinking and active pressures may

intensify this effect. On the other hand, alcohol offers lead to excessive drinking. On

the other hand, heavy drinkers are more likely to attract drinking encouragement and

receive more offers than nondrinkers(Orford et al., 2004).By contrast, other studies

have suggested that peers rarely control each other’s behavior by using explicit or

coercive pressures(Savin-Williams & Berndt, 1990).

Berndt, Miller,andPark (1989) reported that a majority of adolescents denied that

their friends had changed their attitudes or behaviors.Reed and Rountree (1997)

reported that overt peer pressure neither significantly influenced adolescent’s

alcohol use,normediated the effect of different peer group associations on personal

alcohol use. In sum, the majority of research concerning the influence of overt peer

pressure on personal alcohol use has focused on adolescent population, whereas

attention to schoolgoer’s drinking has been limited.

The possible explanation is that adolescents may regard drinking offers as a friendly

gesture and are not willing to admit the existence of peer pressure.

In addition to behavioral modeling, student drinking is influenced by drinking

norms. Perceived norms (Wood et al., 2004)refer to beliefs about how much and how

often students drink (Baer & Carney, 1993; Baer, Stacy, & Larimer, 1991; Perkins et

al., 1997). Examples of drinking norms include attitudinal norms (shared

expectationsin utilizing alcohol) and behaviors norms (the typical drinking behavior
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within a group)(Perkins, 2002). Those typical beliefs and actions serve as a powerful

reference and efficiently regulate behaviors of group members, which lead to a “self-

fulfilling prophecy” effecton the individual level(Merton, 1957)and a more

homogeneous situation on the group level(Cleveland & Wiebe, 2003).

Behaving in accordance with perceived social normsis a way to demonstrate an

individual’s group affiliation to others as well as themselves.Some individuals will

regard drinking as an integral part of social life. The salience of drinking benefits will

likely to be overestimated, while side effects will be more downplayed within a peer

group (Keefe, 1994).Thus, drinking will be regarded as a positive normative behavior

for socializing, rather than a negative one.These drinking norms and drinking values

form a “sub-culture”(Brown, 1982) which approves or even praises alcohol use.

Drinkers who get positive reinforcements in their drinking culture tend to drink

more. Other group members, although against their will, are more likely to participate

in drinking to obtain group acceptance(Parish & Parish, 1991; Thombs, Beck, &

Mahoney, 1993), facilitate intimacy(Nezlek, Pilkington, & Bilbro, 1994)and enjoy

socialization(Carey, 1993, 1995; Teahan, 1987).

A large number of studies have found that in college life,drinking norms are

typically strong influences on personal behavior in alcohol consumption.For example,

Perkins’ (1985)study of a cross-section of undergraduates sample at a northeastern

college found that perceived group normsof drinking was a more influential

contributor to alcohol use

than other background factors including religion, gender, and parental opinions.

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Perkins and Wechsler (1996)based on a nationwide data indicated that, even after

controlling for the actual norm on subjects’campus and their personal attitude,

differing personal perceptions of the local campus norms had a significant impact on

students’ own use and drinking problems. In contrast, Hanson(1977)reported

drinking norms has little impact on college student’s alcohol consumption.

Differences in perceived group norms existacross genders and groups.

Differences in perceived drinking norms are reported among three subgroups

(fraternity group, sorority group, and non-Greek affiliations).

In comparisons with non-Greek affiliations, the binge drinking norms were more

common for both fraternities and sororities(Wechsler et al., 1995). Another

nationwide study indicated that athletes consumed alcohol more often and

significantly larger amount than non athletes did(Leichliter et al., 1998). The effect of

group norm on schoolgoer’s drinking is achieved through altering students’ attitude

toward alcohol use. The perceived drinking norms are internalized as acognition,

which in turn, changed drinking behavior in the future. Individuals’ cognition

mediates peer influence on college drinking (Oostveen, Knibbe, & De Vries, 1996).

An experimental study by Nye, Agostinelli, and Smith (1999)revealed how the

information for normative behavior altered university students’ judgment for heavy

drinking and consequences. Specifically, offering information about typical drinking

behavior significantly predicted changes in drinking evaluation and alcohol problem

recognition.Based on these findings, intervention programs have been developed to

target drinking norm education. Significant reductions in alcohol use have been

achievedby changing college drinking norms(Borsari & Carey, 2001).

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Most scholars focused on one aspect of peer pressure, a few studies have

examined all three aspects and tried to identify the most robust factor that predict

salcohol misuse. Wood and colleges (2001)recruited a college

student sample with heavy-drinking problems and evaluated both direct (drinking

offers) and indirect (modeling and descriptive norms)on peer influence.Results from

structural equation modeling demonstrated that modeling exerted the greatest

impact on drinking and corresponding consequences.

Drinking offers were significantly associated with both alcohol use and problems.

Perceived drinking norms contributed to alcohol use, but not to related problems.

That is, drinking norms had relatively less influence than drinking offers and

modeling among students.

Similar results have been documented in Britt and Campbell’s (1977) in a

longitudinal study, which indicated that drinking norms from peers imposed limited

influence on alcohol use, while normative standards from parents exerted greater

influence on drinkingin both high school and college life.

Social norm and normative beliefs toward drinking from peers were less likely to

predict alcohol use and related problems compared to other social factors including

parental, religious, and traditional influence(Kilty, 1978).

Based on previous findings, the present research focused on the first aspect-

direct peer pressure on drinking. Overt pressure is commonly referred as the key

feature of peer pressure construct(Santor et al., 2000) and has been shown to be more

influential than other two aspects (see Britt & Campbell, 1977; Kilty, 1978; Wood et

al., 2001). Overt immediate pressure to use alcohol is potent in socialization to get
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social approval, and to avoid social discomfort and rejection so it is immediately

potent (Johnson, Marcos, & Bahr, 1987). Direct pressure is most easily detected and

more likely to show in testing.

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CHAPTER III

RESEARCH DESIGN

This chapter presents the research methodology that is utilized by the

researcher to conduct the study. It consist of the research method implemented,

respondents, locale of the study, data gathering instrument, data gathering

procedure and data analysis.

Research Method Used

Phenomenological method is used to describe the experiences of respondents

engaging in drinking apart from school activities. Interview guide are particularly

useful in phenomenology for getting the story behind a participant's experiences.

The interviewer can pursue in-depth information around a topic. Interviews may

be useful as follow-up to certain respondents to questionnaires ,e.g. to further

investigate their responses. Usually open-ended questions are asked during

interview. But before you start to design your interview questions and process,

clearly articulate to yourself what problem or need is to be addressed using the

information to be gathered by the interviews. This helps you keep clear focus on the

intent of each question. It also helps to develop

a personal connection. An advantage of in-person interview is the

ability to build a strong personal connection with the candidate. A qualitative

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interview allows for a free-flow approach to mutual

dialogue. Eye contact and intensive listening is important for the interviewee and

the interviewer.

Participants of the Study

The researchers have main participants of the study which is the the

Senior High School students. Senior High School students, why Senior High School

students as well? It is because the case at the Junior High School ones can also

happen to the Senior High School students. Senior High School students can also

get influenced and pressured by their fellow classmates, turning those school

goers to become partygoers. Thus, the researchers have considered them as a

valuable participants of the study.

Locale of the Study

The researchers conducted their study at Senor Tesoro Academy with 5

students only in Senior High School who had experiences in social drinking in regular

basis. The researchers conducted their study at Senor Tesoro Academy to be

able to get interview survey for the reference regarding the topic.

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Figure 2.

Location Map

Data Gathering Tool

The researchers will conduct an interview guide that will one of our guides

to answer the question and the significance of the study. We will include a set of

standardized questions that explore a specific topic and collect information about

demographics, opinions, attitudes, or behaviors. In depth interviews are personal

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and unstructured interviews, whose aim is to identify participant’s emotions,

feelings, and opinions regarding a particular research subject. The main advantage of

personal interviews is that they involve personal and direct contact between

interviewers and interviewees, as well as eliminate non-response rates, but

interviewers need to have developed the necessary skills to successfully carry

an interview (Fisher, 2005, Wilson, 2003). What is more, unstructured interviews

offer flexibility in terms of the flow of the interview, thereby leaving room for the

generation of conclusions that were not initially meant to be derived regarding

a research subject. However, there is the risk that the interview may deviate from

the pre- specified research aims and objectives (Gill & Johnson, 2002). As far as data

collection tools were concerned, the conduction of the research involved the use

of semi-structured questionnaire, which was used as an interview guide for the

researcher. Some certain questions were prepared, so as for the researcher to

guide the interview towards the satisfaction of research objectives, but additional

questions were made encountered during the interviews.

Data gathering procedure

In this study, set of questions were used to identify the respondents who are

Senior High School students influenced by alcoholic beverages which were

randomly chosen. Participation in the study was voluntary and completely

confidential, which was clearly communicated to the students prior to handing

out questionnaires. This can be further followed in the ethics part included in the
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method section. The sampling method used was stratified random sampling.Data

were collected using a variety of methods, including one-on-one assessments,

computer-assisted telephone Interviews, and self-administered paper and pencil

questionnaires. This helps the researcher to proceed directly without confusing

with the concomitant events.

Trustworthiness

In the context of quantitative studies, it is referred to as validity and

reliability. However, in qualitative studies, this concept is more obscure because it is

put in different terms. Since qualitative researchers do not use instruments with

established metrics about validity and reliability, it is pertinent to address how

qualitative researchers establish that the research study’s findings are credible,

transferable, confirmable, and dependable. Trustworthiness is all about

establishing these four things, which are described in more detail below. Credibility

is the how confident the qualitative researcher is in the truth of the research study’s

findings. Transferability is how the qualitative researcher demonstrates that the

research study’s findings are applicable to other contexts. In this case, “other

contexts” can mean similar situations, similar populations, and similar phenomena.

Confirmability is the degree of neutrality in the research study’s findings. In other

words, this means that the findings are based on participants’ responses and not

any potential bias or personal motivations of the researcher.

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This involves making sure that researcher bias does not skew the

interpretation of what the research participants said to fit a certain narrative. To

establish confirmability, qualitative researchers can provide an audit trail, which

highlights every step of data analysis that was made in order to provide a rationale

for the decisions made. This helps establish that the research study’s findings

accurately portray participants’ responses. Finally, dependability is the extent that

the study could be repeated by other researchers and that the findings would be

consistent. In other words, if a person wanted to replicate your study, they

should have enough information from your research report to do so and obtain

similar findings as your study did. A qualitative researcher can use inquiry audit in

order to establish dependability, which requires an outside person to review and

examine the research process and the data analysis in order to ensure that the

findings are consistent and could be repeated.

Data Analysis

This study aimed at investigating the students among peer pressure in alcohol use.

Students were more likely use alcohol when there was a pressure from peers.

However, the analysis is the effect of alcoholic beverages among the students, by

making their decisions. The analysis was done to establish to find out the factors

that pushes the students to use a alcoholic beverages and also to investigate how it

can affect many student. For phenomenology, the major data analysis plan would

be the modified Van Kaam approach that was popularized by Moustakas. There are
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a couple of key steps to this analysis plan that make it unique, the first being the

amount of detail required for analysis. There are several steps that require the

qualitative researcher to step outside of himself or herself through bracketing and

imaginative variation to look at the data in unique ways.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPETATION OF DATA

In this chapter, it is all about the presentation, analysis and interpretation

of data on the Schoolgoers to Partygoers: The Influence of Peer Pressure on the

Use of Alcoholic Beverages Among Students.

Why do you think there are students who influence their co-students to use

alcoholic beverages? There is no acceptable answer for this question because all of

them answered they just want to be cool or because it is boring. The researchers

don’t think that it is appropriate because they are just minors.

What are the benefits of drinking alcoholic beverages to students? Students

who are stressed are mostly the partygoers because drinking alcoholic beverages

serves as their stress reliever.

Why can students not resist their classmates or schoolmates in using alcoholic

beverages? The researchers found out that students cannot resist their

classmates or schoolmates because they also want to forget their problems;

Family problem, relationship problem, and especially school problem.

How could alcoholic beverages affects the academic performance of many students?
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The researchers found out that partygoers’ school attendance is the most affected

when they are drinking.

Would alcohol may affect students in the future? Students’ health in the future is the

negative impact of drinking alcoholic beverages.

What do you think is the main reason why many students nowadays are drinking

alcoholic beverages? “Lack of parents’ attention” is the most answered question.

The researchers think that guidance of the parents is the most important thing in

students’ life.

Why is the peer pressure an especially strong force in the life of a teenager?

“Curiousity” Teenagers are curious in everything that is why they are easily

influenced by their co students.

How can students say no to peer pressure? “Love God, love their family and love

their life”

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

In this chapter, it presents the summary of findings about the problem in the

study, conclusions and recommendations are based from the results.

Summary of Findings

This is a research that bounded the Schoolgoers to Partygoers: The

Influence of Peer Pressure on the Use of Alcoholic Beverages Among Students

as a source of information for students, teachers, parents and future researchers

at Señor Tesoro Academy (STA). The researchers established firm focus in this

study and formulated questions related to the problem. The researchers also

studied and determined the purpose of the study conducted. The researchers also

used former studies to help them distinguish insightful about the problem. The

researchers conducted an interview to five (05) Senior High School. Their responses

were analyzed carefully and systematically. The researchers ensured that the

research is well conducted so that the results are valid, coherent and reliable. The

raw data are examined by the researchers using different interpretations and as a

result, the most of the respondents cannot resist the peer pressure on the use of

alcoholic beverages caused by their schoolmates and

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outsiders. This research was paid particular attention so that the evidence was

sufficient to answer the research problems.

Conclusion

On the basis of the findings ,the reason why many students are influenced by

alcoholic beverages is because of peer pressure. Drinking alcohol is part of

our today’s society that is why many students cannot resist this habit because they

want to feel cool and they don’t want to feel out of place in their circle of friends.

Drinking alcohol among students can affect their academic performances and school

attendance. Many students state that this serves as their stress reliever from a

stressful reality.

Recommendation

In this study, the researchers recommend students not to drink alcoholic

beverages especially when they are influenced by their schoolmates. In regards

of the usage of alcoholic beverages students should always think about what will

happen in the near future. As for the future researchers, this study needs to be

specific so the researchers suggest making this qualitative research since this is more

on descriptive and qualities. Similar studies should be conducted

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to another state of federation so that it can avoid misinterpretation that may lead

to more complicated issues. The researchers also suggests to make some changes of

the variables and to make a wide range of population size. For the further

researchers, research problem should be in line with this study. This phenomenon

is a trend this days, so it needs to be fully understand to avoid unwanted results.

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BIBLIOGRAPHY

A. Books

Josephine M. Palmeri

2009 PEER PRESSURE AND ALCOHOL USE AMONGST

COLLEGE STUDENTS

Bava, S., & Tapert, S.F.

2010 PEER PRESSURE & TEENAGE DRINKING

Matt Gonzales

2011 PRESSURE AND ALCOHOL

J. Jamison

2011 PEER-GROUP AND PRICE INFLUENCE STUDENTS

DRINKING ALONG WITH PLANNED BEHAVIOUR

B. Journal

WolaitaSodo University

2009 PEER PRESSURE AND ALCOHOL USE AMONG

UNDERGRADUATE STUDENTS OF WOLAITASODO

UNIVERSITY

Lim SS

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2007 PROBLEMATIC ALCOHOL USE AMONG

UNIVERSITY STUDENTS

C. Google

São Paulo

2013 PATTERN OF ALCOHOLIC BEVERAGE

CONSUMPTION AND ACADEMIC PERFORMANCE

AMONG COLLEGE STUDENTS

Rachael Mason

2012 PEER PRESSURE: HOW IT AFFECTS YOU

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APPENDIX A

INTERVIEW GUIDE

1.Why do you think there are students who influence their co-students to use
alcoholic beverages?

2.What are the benefits of drinking alcoholic beverages to students?

3.Why can students not resist their classmates or schoolmates in using alcoholic
beverages?

4.How could alcoholic beverages affects the academic performance of many

students?

5.Would alcohol may affect students in the future?

6.What do you think is the main reason why many students nowadays are drinking
alcoholic beverages?

7.Why is the peer pressure an especially strong force in the life of a teenager?

8.How can students say no to peer pressure?

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APPENDIX B

Letter to Conduct the Study

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APPENDIX C

Letter to Participants

Dear participant,

We are the researchers from Señor Tesoro Academy, Senior High School, conducting
a study entitled “From Schoolgoers to Partygoers: The Influence of Peer Pressure
on Alcoholic Beverage Among Senior High School Students”. The study seeks to
investigate the influence of peer pressure on drinking alcoholic beverages among
senior high school (SHS) students enrolled this school year. The intention of this
study is to raise awareness on the potential dangers of substance abuse among SHS
students and to implement interventions on their irresponsible, extraneous, binge
drinking sessions relative to peer pressure, and to support the vision and mission of
the Guidance and Counselling Office in thorough investigation.

We humbly ask for your approval to be part of this endeavor. We guarantee that your
answers will be treated with strict confidentiality and will not lead you to your
identification. Please feel free to seek clarification and ask any question regarding the
study from us. Your individual opinion is highly valued.
Thank you very much for your relentless support to uplift the student affairs of our
school.

Respectfully yours,

The Researchers

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APPENDIX D

Letter to Participants (Tagalog)

Minamahal naming Respondyente:

Kami, ang mga mananaliksik, ay nagsasagawa ng isang pag-aaral na

pinamagatang “From Schoolgoers to Partygoers: The Influence of Peer Pressure
on Alcoholic Beverage Among Senior High School Students”. Ang pag-aaral na ito’y
sisiyasat sa mga bagay na nag-iimpluwensiya ng mga senior high school (SHS) na
mag-aaral sa pag-iinom ng alak. Ang intension ng pag-aaral na ito ay para imulat ang
mga mata ng komunidad sa mga maaaring panganib ng pag-abuso sa panginginom ng
mga SHS students at para magbahagi ng mga gagawin para i-resolve ang iresponsable,
walang kabuluhang, sobrang pag-inom ng alak na may kinalaman sa puwersahan ng
mga magkakaibigan. Gayundin, ito ay makatutulong sa vision at misyon ng Guidance
and Counseling Office sa matinding pananaliksik.
Mapagpakumbaba naming hinihiling ang iyong pag-apruba na maging bahagi
ng gawaing ito. Ginagarantiya namin na ang iyong mga sagot ay ituturing na mahigpit
na pagiging kompidensyal at hindi ka hahantong sa iyong pagkakakilanlan. Huwag
mag-atubiling humingi ng paglilinaw at humingi ng anumang katanungan tungkol sa
pag-aaral mula sa mga mananaliksik. Ang iyong mga indibidwal na opinyon ay lubos
na pinahahalagahan.
Maraming salamat sa iyong walang humpay na suporta upang maitaas ang
aming grado sa Praktikal na Pananaliksik 1.

Lubos na gumagalang,

Mga mananaliksik

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APPENDIX E

Transcription of Responses

PARTICIPANT A

Researcher: ” Good morning po, pwede po ba namin kayo ma-interview tungkol po

saaming thesis?

Respondent: Sige po.

Researcher: “Why do you think there are students who influence their co-students

to use alcoholic beverages?”

Respondent: “Because they want to feel cool.”

Researcher: “Next question po. What are the benefits of drinking alcoholic

beverages to students?”

Respondent: “There are 2 effects of drinking alcoholic beverages. The negative effect

of drinking alcohol is that it could damage their internal organs. And the positive

effect is that this serves as their stress release. “

Researcher: “Why can students not resist their classmates or schoolmates in using

alcoholic beverages?”

Respondent: “Because they do not want go bullied like feeling kill joy.”

Researcher: “How could alcoholic beverages affects the academic performance of

many students?”

Respondent: “It can affect their school attendance.”

Researcher: “Would alcohol may affect students in the future?”

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Respondent: “Yes because if they are used to their habit, they will carry it in the

future.”

Researcher: “Why is the peer pressure an especially strong force in the life of a

teenager?”

Respondent: “Dive to lack of parents attention and guidance.”

Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?”

Respondent: “Because teenagers are curious.”

Researcher: “For the last question, how can students say no to peer pressure?”

Respondent: “By simply saying no to their friends.”

Researcher: Thank you po.

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PARTICIPANT B

Researcher: ” Good morning po, pwede po ba namin kayo ma-interview tungkol po

saaming thesis?

Respondent: Sure.

Researcher: “So the first question is, why do you think there are students who

influence their co-students to use alcoholic beverages?”

Respondent: “Because it is boring when you are only drinking alcoholic beverages.”

Researcher: “What are the benefits of drinking alcoholic beverages to students?”

Respondent: “It may take them to not going to school.”

Researcher: “Why can students not resist their classmates or schoolmates in using

alcoholic beverages?”

Respondent: “Because it can break their relationship to each other.”

Researcher: “How could alcoholic beverages affects the academic performance of

many students?”

Respondent: “Alcoholic Beverages will be their habit and there is a chance that they

will not go to the school.”

Researcher: “Would alcohol may affect students in the future?”

Respondent.: “Yes.”

Researcher: “Why is the peer pressure an especially strong force in the life of a

teenager?”

Respondent: “Because of depression, stressed, and lack of parents attention.”

Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?

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Respondent: “Because teenagers are curious about their surroundings.”

Researcher: “For the last question, how can students say no to peer pressure?”

Respondent: “They should think about their future first.”

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PARTICIPANT C

Researcher: “Good afternoon, pwede po ba naming kayong mainterview para po sa

thesis naming?”

Respondent: “Sige po.”

Researcher: ”The first question is why do you think there are students who

influence their co-students to use alcoholic beverages?”

Respondent: “I think that students who influence their co-student to drink alcoholic

beverages because they want to drink with company with them.”

Researcher: “What are the benefits of drinking alcoholic beverages to students?”

Respondent: “For me there is no positive benefits or drinking alcoholic beverages

specially for students. “

Researcher: “Why can students not resist their classmates or schoolmates in using

alcoholic beverages?”

Respondent: “I think student cannot resist their classmate because they want to feel

belong with their co-student or their group of friends.”

Researcher: “How could alcoholic beverages affects the academic performance of

many students?”

Respondent: “Alcoholic beverages can affect student performance because alcoholic

beverages slows communication in the brain and as a depressant to the central

nervous system. “

Researcher: “Would alcohol may affect students in the future?”

Respondent: “Yes alcohol can affect students in the Future because they can have

alcoholic body.”
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Researcher: “Why is the peer pressure an especially strong force in the life of a

teenager?”

Respondent: “Peer pressure makes someone feel like he do not belong it he refuses

that is why peer pressure is the number one reason why student drink. “

Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?

Respondent: “Peer pressure makes someone feel like he do not belong it he refuses

that is why peer pressure is the number one reason why student drink. “

Researcher: “For the last question, how can students say no to peer pressure?”

Respondent: “Students can say no by thinking about what can happen if they got

drunk or they can think or what will happen to their body.”

Researcher: “Thank you for your time and cooperationg po.”

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PARTICIPANT D

Researcher: “Good morning po, maaari po ba naming kayong mainterview para po

sa aming research?”

Respondent: “Sige po.”

Researcher: ”The first question is why do you think there are students who

influence their co-students to use alcoholic beverages?”

Respondent: “Because they want to have fun with their co-students.”

Researcher: “What are the benefits of drinking alcoholic beverages to students?”

Respondent: “To chill.”

Researcher: “Why can students not resist their classmates or schoolmates in using

alcoholic beverages?”

Respondent: “They are looking for fun and maybe they are curious with the taste of

it.”

Researcher: “How could alcoholic beverages affects the academic performance of

many students?”

Respondent: “Instead of going to school, they rather to choose to drink than to go to

school.”

Researcher: “Would alcohol may affect students in the future?”

Respondent: “Yes, because it can be hobby for them. “

Researcher: “Why is the peer pressure an especially strong force in the life of a

teenager?”

Respondent: “Because of the stress in academic performance, Family problems and

school problems.”
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Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?

Respondent: “Teenager badly want to take away pain and because they are only

young, they need to feel the essence of happiness.”

Researcher: “For the last question, how can students say no to peer pressure?”

Respondent: “Influence the one who is currently influencing you to change his/her

life for the better future. There is always a consequences with everything that we

are doing so, live life with a healthy life. “

Researcher: “Thank you so much po.”

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Senior High School

PARTICIPANT E

Researcher: “Good morning po, maaari po ba naming kayong mainterview para po

sa aming research?”

Respondent: “Okay po.”

Researcher: ”The first question is why do you think there are students who

influence their co-students to use alcoholic beverages?”

Respondent: “Because they want to have fun and chill”

Researcher: “What are the benefits of drinking alcoholic beverages to students?”

Respondent: “It is serves as a stress reviewer especially when there are lots of

school works.”

Researcher: “Why can students not resist their classmates or schoolmates in using

alcoholic beverages?”

Respondent: “Because when they resists their schoolmates there's a possibility that

their party goer friends will resist them, too.”

Researcher: “How could alcoholic beverages affects the academic performance of

many students?”

Respondent: “ If they will have hang-over there's a possibility that they will not

attend their class. “

Researcher: “Would alcohol may affect students in the future?”

Respondent: “Yes, health issues. They can have liver failure or cancer.”

Researcher: “Why is the peer pressure an especially strong force in the life of a

teenager?”

Respondent: “Lots of school works family problem and relationship problem.”

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Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?

Respondent: “Because teenagers are easily influenced and they are curious.”

Researcher: “What do you think is the main reason why many students nowadays

are drinking alcoholic beverages?

Respondent: “Because teenagers are easily influenced and they are curious.”

Researcher: “For the last question, how can students say no to peer pressure?”

Respondent: “ Love God, love their family and love their life.”

Researcher: “Thank you for your cooperation.”

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Senior High School

CURRICULUM VITAE

RONA JOSEPHINE CABALL

QUESBAN,CALASIAO,PANGASINAN
CONTACT NO. 09064076624

A. PERSONAL DATA
AGE: 16 YEARS OLD
BIRTH DATE: APRIL 15, 2002
BIRTH PLACE: SAN CARLOS CITY
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: LEAH P. CABALLA

ACHIEVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY QUESBAN ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL BUED NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY

SAN MIGUEL,CALASIAO
STRAND ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

STRAWBERRY MULA CRUZ

NALSIAN BACAYAO CALASIAO PANGASINAN
CONTACT NO. 639097028640

A. PERSONAL DATA
AGE: 16 YEARS OLD
BIRTH DATE: JUNE 24, 2O02
BIRTH PLACE: SAN CARLOS CITY
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: MARITES MULA CRUZ
FATHER: ANTONIO MULA CRUZ

ACHIVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELLEMENTARY NALSIAN BACAYAO ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL CALASIAO COMPREHENSIVE

NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO,PANGASINAN
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

PRINCESS P. CERDAN
MANCUP,CALASIAO,PANGASINAN
CONTACT NO. 639777536453

A. PERSONAL DATA
AGE: 16 YEARS OLD
BIRTH DATE: JANUARY 12, 2002
BIRTHPLACE: SAN CARLOS CITY
SEX: FEMALE
NATIONALITY: FLIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: DESIREE CERDAN
FATHER: SOTERO CERDAN

ACHIEVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY MANCUP ELEMENTARY SCHOOL
JUNIOR HIGH SCHOOL CALASIAO COMPREHENSIVE NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

JURILYN JOY P. DE VERA

PARONGKING,CALASIAO,PANGASINAN
CONTACT NO. 09484502356

A. PERSONAL DATA
AGE: 17
BIRTHDATE: NOVEMBER 17,2001
BIRTH PLACE: LINGAYEN PANGASINAN
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: JULIETA F. DE VERA
FATHER: RICHARD E. DE VERA

ACHIEVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY CALASIAO CENTRAL SCHOOL
JUNIOR HIGH SCHOOL CALASIAO COMPREHENSIVE
NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS,AND MANAGEMENT

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Senior High School

JASTY DIOCARES
BUED CALASIAO,PANGASINAN
CONTACT NO. 09228846685

A. PERSONAL DATA
AGE: 16 YEARS OLD
BIRTH DATE: MAY 7,2002
BIRTHPLACE: SAN CARLOS CITY
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: JOAN DIOCARES
FATHER: JUNAR DIOCARES

ACHIVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY BUED ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL BUED NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY

SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

ANDREA JOYCE L. PARAYNO

POBLACION,MAPANDAN,PANGASINAN
CONTACT NO. 09458603210

A. PERSONAL DATA
AGE: 16 YEARS OLD
BIRTH DATE: MAPANDAN PANGASINAN
BIRTHPLACR: MAPANDAN PANGASINAN
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: JOSEPHINE L. PARAYNO
FATHER: ANTONIO N. PARAYNO

ACHIVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY WENDY ACADEMY
JUNIOR HIGHSCHOOL WENDY ACADEMY
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

JANNELLE JASMIN C. JAVIER

MALABAGO CALASIAO PANGASINAN
CONTACT NO. 09454062535

A. PERSONAL DATA
AGE: 17 YEARS OLD
BIRTH DATE: OCTOBER 6, 2001
BIRTHPLACE: SAN CARLOS PANGASINAN
SEX: FEMALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: EMMA C. JAVIER
FATHER: JOEMAR F. JAVER

ACHIVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY MALABAGO CALASIAO PANGASINAN
JUNIOR HIGHSCHOOL CALASIAO COMPREHENSIVE
NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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Senior High School

BRIAN KENNETH PAGAL

BUENLAG CALASIAO PANGASINAN
CONTACT NO. 09365674910

A. PERSONAL DATA
AGE: 16 EARS OLD
BIRTH DATE: CALASIAO PANGASINAN
BIRTHPLACE: CALASIAO PANGASINAN
SEX: MALE
NATIONALITY: FILIPINO
RELIGION: ROMAN CATHOLIC
MOTHER: ANALYN PAGAL
FATHET: CHRIS PAGAL

ACHIVEMENTS: ELEMENTARY AND HIGH SCHOOL TOP STUDENT

B. ACADEMIC BACKGROUND
ELEMENTARY BUENLAG CENTRAL SCHOOL
JUNIOR HIGHSCHOOL BUENLAG NATIONAL HIGHSCHOOL
SENIOR HIGH SCHOOL SEÑOR TESORO ACADEMY
SAN MIGUEL,CALASIAO
STRAND: ACCOUNTANCY BUSINESS AND MANAGEMENT

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