Abstract

Peer pressure, a ubiquitous and influential force in the lives of adolescents,

has been the subject of considerable research due to its multifaceted impact on
various aspects of youth development. This research investigates the implications of
peer pressure on the academic performance of Grade 11 students at San Felipe
National High School. Drawing on a wealth of empirical evidence and scholarly
insights, this study aims to delve into the intricate interplay between peer dynamics
and scholastic achievement, shedding light on how these influences manifest in the
academic lives of students.
Exploring this phenomenon is essential for educators, parents, and
policymakers as it offers an opportunity to understand better the underlying factors
shaping student outcomes and develop strategies to foster a more conducive
learning environment. This chapter lays the groundwork for the study by providing a
comprehensive review of relevant literature, articulating the research objectives,
presenting the statement of the problem, delineating the scope and delimitation,
underlining the significance of the study, and elucidating the purpose of the
research.
 CHAPTER I
THE PROBLEM

Background of the Study

Peer pressure, a phenomenon deeply embedded in the social fabric of
adolescence, represents a pivotal and multifaceted force that can shape various
aspects of young individuals' lives. According to James et al. (2023), while peer
pressure's effects are broadly recognized, its consequences on academic
performance remain a subject of critical concern. The systematic review by James et
al. explores how physical activity can influence academic performance, highlighting
the interconnectedness of physical and academic well-being in children. This
connection between health and educational outcomes provides an entry point into
investigating the broader implications of external factors, particularly peer pressure,
on scholastic achievements.
Chisholm-Burns et al. (2021) conducted a systematic review focusing on
noncognitive factors influencing academic performance in health professions
students, further emphasizing that academic success is shaped by more than just
cognitive abilities. These findings underscore the need to delve into the specific
impact of peer pressure, a noncognitive factor, on academic outcomes in children.
Moreover, research by Black, Devereux, and Salvanes (2013) sheds light on the
lasting effects of peer influence on young adults. While their study primarily delves
into the labor market outcomes, it implies that the influence of peers in the
formative years can have enduring consequences. Similarly, the longitudinal study
conducted by Chen et al. (2008) underscores the interplay between peer groups and
academic achievement, establishing the foundation for investigating the relationship
between peer pressure and academic performance among school-aged children.

Research Objectives
The research objectives of this study are as follows:
 To examine the prevalence and types of peer pressure experienced by
school-aged children.
 To investigate the association between peer pressure and academic
performance.
 To identify the factors that moderate or mediate the relationship between
peer pressure and academic outcomes.
 To explore the potential long-term consequences of peer pressure on the
academic and social development of children.
Statement of the Problem
Peer pressure is a pervasive force in the lives of school-aged children,
influencing their decisions, behaviors, and social interactions. It is a multifaceted
phenomenon that can manifest in both positive and negative forms. However, the
extent to which peer pressure affects academic performance remains a subject of
inquiry and concern. This research aims to address the following problem statement:
• To what extent does peer pressure, in its various forms, impact the
academic performance of school-aged children, and what are the potential long-
term consequences of this influence?
• How much does peer pressure, in all of its forms, affect Grade 11 students
at San Felipe National High School in terms of their academic performance, and how
does this impact compare to the larger effects of peer pressure on school-aged
children?
• What are the main forms of peer pressure that Grade 11 students
encounter, and how do these pressures impact their academic performance in the
San Felipe National High School setting?
• How do Grade 11 students at San Felipe National High School respond to
peer pressure over the long term, both positively and negatively, and how can this
knowledge be used to inform strategies to support their academic success and
emotional well-being?

Scope and Delimitation of the Study

This study focuses on how peer pressure affects children's academic
performance between the ages of 6 to 18. It covers a wide range of peer pressure
styles, including harmful influences, and investigates how these influences interact
with societal, cultural, and economic factors. Other noncognitive factors won't be
covered in depth by this study because Chisholm-Burns et al. (2021) have already
looked into them. Furthermore, it excludes Chisholm-Burns et al.'s study's focus on
how peer pressure affects students of health professions.
The systematic review conducted by James et al. (2023) noted the
multifaceted nature of peer pressure, which is acknowledged in this study, which
focuses on the impact of peer pressure on the academic performance of children
aged 6 to 18 years. Recognizing that peer dynamics can have a variety of effects on
academic outcomes, the study will take into account both positive and negative
influences of peer pressure. It will explore how these influences interact with
socioeconomic, cultural, and demographic factors because these background
variables may have a big impact on how peer pressure affects academic
performance.
The systematic review by Chisholm-Burns et al. (2021) provides a thorough
examination of other noncognitive factors affecting academic performance, which
will not be covered in detail in this study. Instead, it will pay close attention to the
role of peer pressure, a noncognitive factor, and how it affects school-aged children's
academic outcomes.
In addition, Chisholm-Burns et al. (2021) addressed the issue of peer
pressure's effect on students of the health professions, which will not be covered by
the study. The research's findings will primarily apply to this particular demographic
because the study's focus is restricted to school-age children, specifically Grade 11
students at San Felipe National High School.

Significance of the Study

Understanding the complex relationship between peer pressure and
academic performance is of paramount importance for various stakeholders,
including parents, educators, policymakers, and child psychologists. The findings of
this study can shed light on strategies to support children in navigating peer pressure
in ways that promote their academic success and emotional well-being.
Furthermore, identifying the potential long-term consequences of peer pressure on
children's development can aid in designing more comprehensive and targeted
interventions.
• Stakeholders: The study offers insightful information about how peer
pressure affects school-aged children's academic performance. This data can be used
by stakeholders, like school administrators and local leaders, to create strategies and
programs that promote a friendly and conducive learning environment. This can aid
in developing school policies and interventions that address the impact of peer
pressure on student outcomes, enhancing the learning environment.
• Parents: Parents are of particular concern because they frequently worry
about their children's safety and academic success. Parents may find this study
useful in understanding the various types of peer pressure and how they might affect
children's academic performance. With this knowledge, parents can more effectively
assist their kids in making wise decisions and navigating peer pressure. Additionally,
it can direct parents on how best to talk to their kids about peer pressure and how to
help them deal with it.
• Educators: Teachers have a significant impact on students' lives. This study
can help educators understand the various ways that peer pressure impacts
academic performance. Teachers can implement classroom strategies that equip
students to resist harmful peer pressure and foster a positive learning environment
by understanding the mechanisms at work. This could entail developing peer support
programs, integrating social and emotional learning (SEL) into the curriculum, or
offering resources to students who are having problems with their peers.
• Policymakers: The task of influencing educational policies and practices
falls on policymakers. The study's conclusions can be used to help create policies and
initiatives that address the negative effects of peer pressure on academic
performance. To assist students in coping with peer pressure and its effects, this may
involve integrating anti-bullying programs, mental health support services, and
advice for teachers and parents. Additionally, when allocating funds to communities
and schools to provide the necessary support, policymakers can take these findings
into account.
• Child Psychologists: This study can help child psychologists better
understand how peer pressure can impact children's psychological and emotional
development. Child psychologists can provide more focused interventions and
counselling to kids who have been negatively influenced by their peers by following
the study's exploration of long-term effects. This information can help in the creation
of efficient therapeutic strategies for kids dealing with the psychological and
emotional effects of peer pressure.

Purpose of the Study

The purpose of this study is to provide a comprehensive analysis of the
impact of peer pressure on the academic performance of school-aged children,
including both positive and negative peer influences. By investigating the potential
long-term consequences of these influences, the study aims to contribute valuable
insights to the fields of child psychology, education, and child development. Peer
pressure is a complex and powerful force in adolescent lives, as demonstrated by
research by James et al. (2023), Chisholm-Burns et al. (2021), Black, Devereux, and
Salvanes (2013), and Chen et al. (2008). According to James et al., the connection
between physical activity and academic achievement emphasizes how children's
academic and physical well-being are intertwined.
The systematic review by Chisholm-Burns et al. emphasizes that noncognitive
factors influence academic success, emphasizing the significance of examining the
precise influence of peer pressure, a noncognitive factor, on academic outcomes.
The work of Black, Devereux, and Salvanes also raises the possibility that peer
influence during adolescence can have long-lasting effects, highlighting the need to
investigate the long-term effects of peer pressure on social and academic
development as well as any potential long-term repercussions.
By conducting this study, we aim to address the following aspects:
• Prevalence and Types of Peer Pressure: We will examine the prevalence
and various forms of peer pressure experienced by school-aged children. This
examination is in line with the understanding that peer pressure can manifest in
both positive and negative forms, and it is essential to discern the variety of
influences exerted by peers, as highlighted by the research of Moldes et al. (2019).
• Association between Peer Pressure and Academic Performance: We will
investigate the association between peer pressure and academic performance, in
alignment with the concerns raised by Adeyemi (2019) regarding the influence of
peer pressure on junior secondary school student's academic performance.
 • Moderating and Mediating Factors: We will identify the factors that
moderate or mediate the relationship between peer pressure and academic
outcomes. This examination aligns with the broader perspective presented by
Guadalupe (n.d.) regarding the potential bias from enrollment and peer effects on
the academic performance of university students.
• Long-Term Consequences: We will explore the potential long-term
consequences of peer pressure on the academic and social development of children.
As indicated by Black, Devereux, and Salvanes (2013), understanding the enduring
effects of peer influence is crucial, and our study aims to provide insights into this
aspect.

Definition of Terms

The following are the Definitions of Terms:

Peer Pressure: The influence exerted by individuals of the same age or social
group on one's behavior, attitudes, and choices.
Academic Performance: The measure of a student's achievements in
educational activities, often assessed through grades and test scores.
Grade 11: Refers to the eleventh grade of the high school system, typically
attended by students aged 16-17.
Scholastic Outcomes: The results and achievements in the academic domain,
encompassing grades, test scores, and educational accomplishments.
Academic Motivation: The drive and desire to engage in learning activities,
pursue academic goals, and excel in education.
ANALYZING PEER PRESSURE’S IMPACT ON
GRADE 11 STUDENTS' ACADEMIC
PERFORMANCE AT SAN FELIPE
NATIONAL HIGH SCHOOL

ESTACIO, APRILYN DELOS REYES

MORANA, JOANNA MARIE BANGALAO
HIDALGO, ANGELICA KARYL PAET
BADIAN, DANIEL ESPERANZA
CARINO, KATRINA ALCANTRA
FUTURE RESEARCHERS

PRACTICAL RESEARCH 2
RUTH ANN CABANLIG-ORIAS
SAN FELIPE NATIONAL HIGH SCHOOL
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents an in-depth examination of the available literature and
studies on the impact of peer pressure on academic performance among Grade 11
students. The research reviewed delves into numerous sides of peer pressure,
including its impact on academic achievement, behavioral results, and its
manifestation in the lives of adolescents. These studies' findings serve as a
framework for the current study, which tries to evaluate the specific influence of
peer pressure on Grade 11 students at San Felipe National High School.

RELATED LITERATURE
Peer pressure is a powerful force in adolescents' lives, influencing many
elements of their development, including academic performance. This chapter
includes a review of relevant literature that investigates the impact of peer pressure
on academic achievement among San Felipe National High School Grade 11
students. The literature is divided into two sections: related literature (studies
conducted in the Philippines) and foreign literature (studies conducted outside the
Philippines).

Related Literature
Guadalupe conducted a study in Ecuador to explore the impact of peer
pressure on university students' academic performance. Even though the study
focuses on a different educational level and environment, it supplies insights into the
impact of peers on academic outcomes. The study discovered that peer effects had
an impact on student's academic performance, emphasizing the need to investigate
peer pressure in educational contexts.
Research on the effects of peer pressure on academic achievement was done
by Moldes et al. in 2019. The study emphasizes the need to understand how peer
pressure develops among students and its possible effects on academic
achievement, even though it is not specifically focused on Grade 11 pupils.
In Lagos, Nigeria, Adeyemii (2019) investigated the impact of peer pressure
on junior secondary school pupils' academic achievement in Social Studies. Even
though it was conducted in a different nation, the study sheds light on how peer
pressure may affect academic achievement and emphasizes the necessity of
addressing it in a school setting.

Foreign Literature
James, Pringle, Mourton, and Roscoe (2023) conducted a systematic review
to investigate the impact of physical exercise on academic achievement in school-
aged children. Despite the focus on physical exercise, this study is important since it
investigates aspects that potentially affect academic success. When researching the
impacts of peer pressure on Grade 11 students, it is critical to understand how
extracurricular activities and social relationships may connect to academic
outcomes.
Chisholm-Burns, Berg-Poppe, Spivey, Karges-Brown, and Pithan (2021)
conducted a systematic review to explore the impact of noncognitive variables on
the academic performance of health professions students. Despite its focus on a
distinct environment, the study underscores the importance of noncognitive
elements in molding academic achievement. Peer pressure is one such noncognitive
element, and understanding its significance is critical for this study.
Black, Devereux, and Salvanes (2013) investigated the influence of peers on
young adult outcomes. This study focuses on the importance of peer influence
during the transition to adulthood, which can be a significant period for Grade 11
students as they prepare to graduate and make decisions about their future. The
findings emphasize the long-term effects of peer pressure, which can be useful in
understanding its implications on academic success.
Chen, Liu, Chang, and He (2008) investigated the effects of peer groups on
the development of social functioning and academic achievement in children in
China. (“Effects of the Peer Group on the Development of Social ... - JSTOR”) While
this study focuses on children, it supplies insights into how peers can influence both
social functioning and academic outcomes. Understanding these interactions is
critical when researching the impact of peer pressure on academic performance.
This lays the groundwork for the current study by emphasizing the
significance of investigating the impact of peer pressure on academic performance
among Grade 11 students. While some of the studies cited are not particular to the
Philippines or Grade 11, they do supply significant insights into the larger ideas of
peer influence, social dynamics, and academic accomplishment, all of which are
relevant to the research questions and aims of this study.

Local Literature
In recent years, there has been an increase in concern about the influence of
peer pressure on adolescents in the local setting. In this section, we will examine
local literature that sheds light on how peer pressure influences students' academic
achievement, particularly in the setting of San Felipe National High School.
Moldes, Biton, Gonzaga, and Moneva (2019) investigated the relationship
between peer pressure and academic performance among high school students.
Their findings revealed a significant link between peer pressure and academic
outcomes. The study, while not specific to Grade 11 students at San Felipe National
High School, highlights the importance of our research by emphasizing the need to
investigate this relationship in our local context.
 Adeyemii (2019) investigated the impact of peer pressure on junior
secondary school students' academic performance in a Lagos State local government
area. The study discovered that peer pressure had a significant impact on students'
academic achievement, especially in social studies. Even though the context is
different in our study, the findings supply valuable insights into the local dynamics of
peer pressure and academic performance.

Related Studies
This section examines international and broader studies that investigate the
effects of peer pressure on adolescents in various contexts, supplying a more
comprehensive view of the subject.
Chisholm-Burns, Berg-Poppe, Spivey, Karges-Brown, and Pithan (2021)
conducted a systematic review of noncognitive factors influencing academic
performance in health professions students. While their study focuses on students in
the health professions, the concept of noncognitive factors and their influence on
academic achievement is relevant to our research. The study emphasizes the
importance of looking at non-academic factors like peer pressure to better
understand academic performance. Their findings highlight the importance of
conducting a comprehensive analysis of these factors, which is what our study aims
to do.
Black, Devereux, and Salvanes (2013) investigated the influence of peers on
young adults, emphasizing the importance of peer influence during the adulthood
transition. Their study, while not limited to high school students, highlights the
pervasiveness of peer pressure. It offers a broader perspective on the long-term
consequences of peer influence, which may have implications for the Grade 11
students we are studying.
A longitudinal study on the effects of peer influence on social functioning and
academic achievement in Chinese children was conducted by Chen, Liu, Chang, and
He (2008). Their study investigates the relationship between peer relationships,
social functioning, and academic success. While the cultural context differs, their
findings supply insight into how peer pressure may affect academic outcomes in a
variety of settings. This broader understanding is pertinent to our study of the local
dynamics of peer pressure among Grade 11 students.

Synthesis of the Review Literature and Studies

This chapter supplies a comprehensive review of existing literature and
studies that are relevant to the research topic, "Analyzing Peer Pressure's Impact on
Grade 11 Students' Academic Performance at San Felipe National High School." The
review is structured as follows:
Peer pressure is a pervasive force in the lives of adolescents, significantly
affecting their choices, behaviors, and overall well-being. It extends into various
aspects of their lives, including their academic performance. To understand the
influence of peer pressure on academic performance, it is essential to explore the
existing literature.
James et al. (2023) conducted a systematic review that examined the effects
of physical activity on academic performance in school-aged children. Their findings
highlighted the significant relationship between physical activity and academic
performance, showing that physical activity positively affects students' scholastic
achievements. This study underscores the importance of considering external
factors, such as peer pressure, which may influence physical activity and, so,
academic outcomes.
Chisholm-Burns et al. (2021) conducted a systematic review that focused on
noncognitive factors influencing health professions students' academic performance.
While the study is specific to health professions students, it emphasizes the
relevance of noncognitive factors, including peer pressure, in shaping academic
success. This review suggests that noncognitive factors can have a significant impact
on academic achievement.
Chen et al. (2008) conducted a longitudinal study on Chinese children,
exploring the effects of peer groups on social functioning and academic
achievement. Their findings revealed that peer groups play a crucial role in shaping
both social functioning and academic performance. This study supplies insights into
the potential influence of peer pressure within a cultural context, which may have
implications for the present research.
Black, Devereux, and Salvanes (2013) delved into the effects of peers on
young adults, emphasizing the importance of peer influence during the transition to
adulthood. While this study focuses on young adults, it underscores the relevance of
peer pressure during adolescence and the potential carryover effects into later life
stages. Understanding the long-term impact of peer pressure is crucial for assessing
its effects on Grade 11 students and their future academic and personal
development.
Moldes et al. (2019) conducted a study that examined the influence of peer
pressure on students' academic performance. Although this study was not specific to
Grade 11 students, it contributed to the broader understanding of how peer
pressure affects academic achievement. Their findings may be relevant for the
current research in terms of the mechanisms through which peer pressure influences
academic performance.
Adeyemii (2019) investigated the influence of peer pressure on junior
secondary school students' academic performance in Social Studies. While the
research focused on junior secondary school students and a different academic
subject, it explored the impact of peer pressure on academic performance, which
aligns with the research's primary aim. This study may offer insights into the specific
mechanisms through which peer pressure affects academic outcomes.
Theoretical Framework
This study's theoretical framework is based on several theories and concepts
related to peer pressure and academic performance. The theories listed below serve
as a foundation for understanding the potential mechanisms by which peer pressure
influences academic achievement:
Albert Bandura proposed the Social Learning Theory, which says that
individuals learn by seeing and imitating the behaviors of others, particularly those in
their social environment. Within the context of this study, peer pressure can be
viewed as a type of social learning. Adolescents see their peers' behaviors and may
choose to imitate them, which can have negative consequences for academic
performance. This theory supplies a foundation for understanding how peer
pressure influences academic behaviors and outcomes among Grade 11 students.

Tajfel and Turner developed Social Identity Theory, which emphasizes the
importance of group membership and social identity in influencing individual
behavior. Peer pressure often runs in the context of group dynamics and identity.
Adolescents may conform to the behaviors and expectations of their peer groups,
which can influence their academic choices and performance. This theory helps to
explain how peer pressure varies based on demographic factors, as different social
identities may be associated with different peer pressures.
Deci and Ryan's Self-Determination Theory focuses on the factors that
motivate people and promote their well-being. The theory suggests that intrinsic
motivation, or motivation that arises from within the individual, is associated with
better academic outcomes in the context of academic performance. Peer pressure
can have an impact on students' motivation, either positively or negatively, affecting
their academic engagement and achievements. This theory supplies a framework for
understanding how peer pressure affects the motivation and academic performance
of Grade 11 students.

Conceptual Framework
In this chapter, we examine the existing literature on the impact of peer
pressure on academic performance among adolescents, with a particular focus on
Grade 11 students. This review will serve as a foundation for the current study,
emphasizing the importance of investigating this relationship in the specific context
of San Felipe National High School. The literature is divided into several sections,
beginning with a general overview of peer pressure and its impact on adolescents.
Following that, we look at studies that look at the effects of peer pressure on
academic performance both inside and outside of the classroom. Finally, we look at
how demographic factors influence the relationship between peer pressure and
academic achievement.
Adolescence is a critical developmental stage that is marked by numerous
physical, emotional, and cognitive changes. It is also a time when people are
especially vulnerable to the influence of their peers. Peer pressure, often defined as
the influence of one's social group, is extremely important in the lives of adolescents.
It includes a wide range of social dynamics, from group norm conformity to the
influence of friends on various aspects of adolescents' choices, behaviors, and
decisions (Erikson, 1968; Steinberg, 2008).
Teenagers often have a stronger desire to win over their peers' acceptance
and approval, which leads them to make decisions that are consistent with the
standards and expectations of their social group (Steinberg, 2008). Peer pressure can
have a positive or negative impact on adolescents' lives in a variety of ways,
including how well they perform academically.
Peer pressure can have a significant negative effect on academic
performance, according to research. Studies that have investigated this relationship
have emphasized how peers have an impact on students' behavior in academic
settings that goes beyond simple social interactions.
For instance, a systematic review by Chisholm-Burns et al. (2021) emphasized
the impact of noncognitive factors, such as peer interactions, on the academic
performance of students pursuing health professions. According to the study,
student social dynamics and relationships have a significant impact on their
academic performance.
Additionally, Chen et al. (2008) conducted a longitudinal study in China to
look at how peer groups affect children's academic and social functioning. Their
findings showed the complex relationship between peer influence and academic
performance, showing that peer relationships were related to both social and
academic development.
Like this, James et al. (2023) conducted a systematic review investigating the
impact of physical activity on academic performance in school-aged children.
According to the study, peer participation in physical activity may have a positive or
negative impact on academic results depending on the setting and type of activity.
This emphasizes how crucial peer interactions are for finding academic success.
By concentrating on the transition to adulthood, the study by Black,
Devereux, and Salvanes (2013) expanded our understanding of peer influence. As
people transition from adolescence to young adulthood, it was emphasized that peer
pressure is still relevant and has a lasting effect on a variety of life outcomes.
Although peer pressure is a potent force, the effects it has on academic
performance can vary depending on demographics. According to studies, the
relationship between peer pressure and academic success can be moderated by
factors like gender, socioeconomic status, and academic aspirations.
For instance, Guadalupe studied academic performance among university
students in Ecuador to decide how enrollment bias and peer effects affected it.
According to the study, socioeconomic status and gender could reduce the negative
effects of peer pressure on academic performance. These results highlight the
importance of considering how peer influence and personal characteristics interact.
In their investigation of the link between peer pressure and academic
performance, Moldes, Vangie, Biton, Cherry, and Gonzaga (2019) emphasized the
value of peer support and its effects on students. Their research made clear that,
depending on the circumstances, peers could have both positive and negative effects
on academic performance.
In a different setting, Adeyemii (2019) investigated how academic
achievement among junior secondary school students in Lagos, Nigeria, was affected
by peer pressure. The study discovered that gender and academic aspirations,
among other demographic factors, were important moderators of the effects of peer
pressure on academic outcomes.

Selection of Development of Our Study

The goal of the current study is to examine how peer pressure affects
academic performance among San Felipe National High School students in Grade 11.
This choice of development is based on a thorough analysis of the relevant literature
and studies, which emphasize the impact of peer pressure on academic results. Peer
pressure is discussed from a variety of angles in the literature and studies that have
been reviewed, including its impacts on behavioral outcomes, academic
achievement, and manifestation in adolescent populations. Our study, which
specifically aims to evaluate the distinctive influence of peer pressure on Grade 11
students in the context of San Felipe National High School, is built on the body of
existing research.

Purpose of Our Study

Our research aims to advance knowledge of how peer pressure affects Grade
11 students' academic performance at San Felipe National High School. For
educators, parents, and policymakers, having this understanding is essential because
it enables them to create plans and interventions that address how peer pressure
affects academic success. The findings from the reviewed literature and studies,
which highlight the importance of peer pressure as a noncognitive factor affecting
academic achievement, are consistent with the goals of our research.

The sections that adhere provide an overview of the key findings from the
reviewed literature and studies, which are classified as local literature, foreign
literature, and related studies, and are followed by a discussion of the theoretical
and conceptual frameworks that underpin our research.