Quantitative Research Final EffectsOfPeerPressure

NAZARETH SCHOOL OF NATIONAL UNIVERSITY SENIOR HIGH PAGE 1
A Quantitative Study on the Effects of Peer Pressure on

the Habit-Forming Behavior of Academically Competent
Senior High School students at Nazareth School of
National University
………………………………………
A Research Paper
Submitted to the
HUMSS Department
Nazareth School of National University
………………………………………
In Partial Fulfillment
Of the Requirements for
Senior High School
....................................................
By
Absin, Charls
Chohan, Sujjal
Dalay, Margaux Nicole J.
Dimalanta, Giuliano Nikolai R.
Distor, Mardy-Anne Carys M.
Flores, Leizel Katherine K.
Figueroa, Lawrenz Angelo
Javillo, Renzie C.
Lubo, Emmanuel
Te, Chanel Mikee C.
ABSTRACT
The study aimed to determine the effects of peer pressure on the habit-
forming behavior of academically component senior high school students at
Nazareth School of National University. Moreover, the researchers used a
descriptive quantitative research design to determine the effects of peer pressure on
the habit-forming behavior of academic components. They apply purposive
sampling to identify the respondents. The population size is 57 academic senior high
school students. There are 20 honor students from grade 11 and 37 honor students
from grade 12. Using the Likert scale, the researchers found that competent senior
high students at Nazareth School of National University students experienced both
positive and negative effects of peer pressure on their academic performances.
However, most students take advantage of peer pressure to strive in every aspect of
the educational component, which leads them to get higher grades and attain the
learning they deserve.
Keywords: Peer pressure, Students, Academic component, and habit-behavior
TABLE OF CONTENTS
Page
Title ..................................................................................................................... 1
Abstract ............................................................................................................... 2
Table of Contents ................................................................................................ 3
List of Figures ..................................................................................................... 4
List of Tables....................................................................................................... 5
CHAPTER I – INTRODUCTION.................................................................. 6
Background of the Study ........................................................................ 6

Statement of the Problem ........................................................................ 7
Significance of the Study ........................................................................ 7
Scope and Delimitation ........................................................................... 8
Theoretical/Conceptual Framework ........................................................ 8
Review of Related Literatures ................................................................. 9
Definition of Terms ............................................................................... 15
CHAPTER - II RESEARCH METHODOLOGY ...................................... 16
Research Design .................................................................................... 16

Context and Participants ...................................................................... 16
Instrument ............................................................................................ 16
Data-Gathering Procedure .................................................................... 17
Data Analysis ........................................................................................ 17
CHAPTER - III RESULTS AND DISCUSSION ........................................ 18
Introductory Paragraph ......................................................................... 18

Results .................................................................................................. 18
Discussion ............................................................................................. 26
CHAPTER IV - SUMMARY AND CONCLUSIONS ................................. 28
Summary ............................................................................................... 28
Conclusions ........................................................................................... 29
REFERENCES ................................................................................................ 30
APPENDICES .....................................................................................................
Data Privacy and Consent form ........................................................... 34
Survey Form ......................................................................................... 35
Summary of the Results ........................................................................ 37
LIST OF FIGURES
FIGURES Page
Figure 1 The figure shows the study's conceptual framework, indicating the independent,
dependent, and mediating variables. ............................................................................................... 10
Figure 2 Number of students who enjoy learning and interacting in class because of their
classmates. ...................................................................................................................................... 30
Figure 3. Number of students who encourage their peers to finish task on time. ........................... 30
Figure 4 Number of students who are determined to excel on their performance because of their
peers................................................................................................................................................ 31
Figure 5. Number of students who compares their achievements to their peers ............................ 31
Figure 6. Number of students who feel intimidated and pressured by their peer's performance
during class recitations. .................................................................................................................. 32
Figure 7. Number of students who are being guided by their peers. .............................................. 32
Figure 8. Number of students who are getting informed of newly posted assignment by their
classmates. ...................................................................................................................................... 33
Figure 9. Number of students who are motivated to study hard by their friends ........................... 33
Figure 10.Number of students who were forced by their peers to commit bd acts. ....................... 34
Figure 11. Number of students who let their friends commit bad acts. .......................................... 34
Figure 12. Number of students who prepare before class. ............................................................. 35
Figure 13. Number of students who submits their requirements on time. ...................................... 36
Figure 14. Number of students who procrastinate first before finishing tasks. .............................. 36
Figure 15. Number of students who were out of focus during class. ............................................. 37
Figure 16. Number of students who do not feel motivated to learn in class. ................................. 37
LIST OF TABLES
TABLE Page
Table 1 Grade ................................................................................................................................ 28

Table 2 Strand ....................................................................................................... 29
Table 3: Result of the Effects of Peer Pressure on Competent students. .............. 52
Table 4: Results of the Influence of Peer Pressure among Competent students ... 53
Table 5: Results of the Habit-Forming behavior that Competent Students
Experiences because of Peer Pressure................................................................... 53
CHAPTER I
INTRODUCTION
1.1. Background of the Study
One of the main goals of Nazareth School of National University is to secure
students to achieve the primary goals of the educational purposes, including good
academic results for students for a better future for selves, society, and nation in
general speaking. Academically competent students refer to the extent to which a
student reaches their educational goals. Weiner (2005) claims that one's perspective
on competence is built in a social context. Being competent helps students take
advantage of what they know, how they think, and what learners can do for their
academic performances, such as incorporating students' attitudes, skills, and
knowledge that they develop and apply to their studies of becoming successful.
Usually, being academically competent is measured by how students perform in
class and how well they excel in their subjects in terms of their grades. The
Department of Education enhanced awarding excellent students every school year
from kindergarten to high school. Awards are given to recognize students who have
successfully met the school's standards, reward and validate these learners' efforts
and successes, as well as their challenging work, talents, and dispositions. Students
with grades of 90% to 94% are awarded as with honors,95% to 97% are with high
honors, and 98% to 100% are awarded as with highest honors (Enhanced Basic
Education Act, 2013, p.16-17)

Orillana (2018) suggests that peer pressure is a social pressure from peers to do
something, embrace specific values, or otherwise adapt to be accepted. For
instance, inside the school, students think that they are required to belong to a
group. Peer influence has a direct or indirect impact on academic performance
accomplishment. The development of emotional and social skills, as well as
educational goals, are both important. It influences educational choices strongly
and whether students make significant investments to improve academic
performance or achievement (Anwanane et al., 2019). For instance, a college course
that a senior high school student wants to pursue is not an "in-demand job." They
will choose the stand and course they do not want to take because their parents or
friends teach them to be practical and choose a more "sustainable career path." It
may cause them to have difficulties finishing the degree they are not happy taking.
In other words, peer pressure profoundly affects students' decisions and willingness
to accept opportunities (Waters, L. 2014)
According to Lyness (2015), it can be beneficial or harmful. For example,
parents push their children at an early age to study hard to get more opportunities
in the future. The child will bring this positive peer pressure while growing up, and
it can be their motivation to be successful in the future. On the negative side, it
occurs when someone or a group member makes you feel obligated to do something
to be accepted and influences individuals to do dreadful things that can destroy a
student's entity. One example of this is underage drinking. A friend convinced
someone to drink alcohol because they must be “in.” This negative peer pressure
leads teens into an unpleasant situation. Therefore, a person does not have to seek
membership in a group to be impacted by peer pressure.
Academics are most important since they investigate educational backgrounds
when applying for jobs. If you succeed in applying for a decent job, this will help
todays and future learners have a brighter future ahead of them. This study aims to
find answers as to how social pressure affects the academic performance of
competent students in several ways. The research seeks to help the targeted subject
on how to cope or what coping mechanism suits them best depending on their
situation. Mental health and decision-making skills are heavily involved in this
matter. It is a relevant factor to focus on, reflecting on their academic performance.
This will help future generations of students and researchers be aware of this matter
and their outcomes, even of the most straightforward decisions they must make.
1.2. Statement of the Problem
This study aims to determine the effects of peer pressure on the habit performing
behavior of academically competent senior high students at Nazareth School of
National University.
Specifically, it intends to answer the following questions:
1. What are the effects of peer pressure on the student’s academic
competence?
2. How does peer pressure influence competent senior high school students'
academic performance?
3. What habit-forming behavior do academically competent students endure
due to peer pressure?
1.3. Significance of the Study
This study will benefit the students; it will determine what help they need to
improve their decision-making skills and help them determine their academic goals.
This study will benefit the parents to help guide their children properly; with their
guidance and understanding, their children could have an easier time by themselves
or even with their peers. The teachers will be more knowledgeable about their
students' circumstances and handle pressure despite their peers. The research
findings will benefit the Department of Education to gain more insight into the topic
and add it to their academic curriculum to guide learners how to prevent peer
pressure. The findings will also add to local literature studies, as only a few local
research studies on the Philippines' peer pressure. Furthermore, the findings of this
study will provide helpful information for future research into the effects of peer
pressure on the habit-performing behavior of academically competent students.
1.4. Scope and Delimitations
The main purpose of the study is to identify the effects of peer pressure on the
habit-performing behavior of students at the School National University. The study
covers how peer pressure affects the student, how their peers influence them and
the how habit-forming behavior they experience due to peer pressure.
The primary subject of this research study will consist of senior high students
enrolled in the academic year 2021-2022. The researcher utilized Purposive

sampling technique on selecting the respondents of the study. The scope of the
study will be limited to fifty (50) honor students enrolled on the following academic
strands: HUMSS (Humanities and Social Science), ABM (Accountancy, Business,
and Management), and STEM (Science Technology Engineering and Math)
students. Only senior high school students from Nazareth School of National
University due to the lack of time and resources. Each of the respondents were
surveyed through Microsoft online application for the researchers to get their
viewpoints. The students selected came from different academic strand to prevent
bias and get accurate answers.
1.5.Conceptual Framework
Figure 1 The figure shows the study's conceptual framework, indicating the
independent, dependent, and mediating variables.
In figure 1, the independent variable pertains to the cause of the habit-
forming behavior of academically competent Grade 12 students in Nazareth school
of National University, which is peer pressure. For example, the pressure from their
family, friends, or intelligent classmates around them can cause them to develop
habits that may affect their well-being and academic performance.
In figure 1, the mediating variable refers to what gets affected by the cause,
their competence, and academic performance, and why it results in students
forming routines/habits caused by peer pressure. This explains the relation of both
independent and dependent variables.
The dependent variable pertains to peer pressure on academically
competent senior high students, which results in them showing habits never seen
before that are caused by the pressure—for instance, developing unhealthy sleeping
schedules due to the thought of finishing all requirements in a day. The variable
will be the result of the researchers on their study.
1.6.Review of Related Literature
Peer pressure
Ukyawi et al. (2012) perception of peer pressure is an institution that influences
students' behavior by encouraging them to engage with wrongdoings that cause
them to rebel. The author said that peer pressure significantly impacts students as
they see their peers as someone they can look up to. It implies that peer pressure
affects students based on who they associate themselves with. The effect of peer
pressure can reflect on how they want to act. For instance, the study conducted by
Ukyawi et al. (2012) determined that one of the causes of substance abuse is peer
pressure on students. The researchers discussed how important it is to be associated
with peers that would guide them to make better decisions to improve their
behavior. Thus, it is crucial to show support to the student by creating programs as
this will encourage them to improve their behavior and associate themselves with
peers that will positively influence them.
According to Mahmood et al. (2013) and Damm (2018), peer pressure is
defined as a subjective or actual experience of feeling pressured by others to do
things teens do not want to do. Although each author agrees that peer pressure in
high school can be good and destructive, their perception focuses on the adverse
effects on the students. This could lead to a lot of impacts, including
underachievement. Due to this information, the authors found out that when pupils
reach adolescence, they are likely to be exposed to similar types of peer connections
and similar peer pressures and levels of compliance. Peer pressure can lead to
psychological issues that hinder the growth of interpersonal relationships. Peer
pressure impacts children's relationships with their parents, family, and society.
Peer pressure affects their future, including their employment and marital life.
In contrast, Harrel (2020) and Aldanese (2010) state that not all peer pressure
is negative. Peer pressure will only negatively affect when our decisions and beliefs
are set aside just for students to be accepted in a particular peer group (Aldanese,
2010). It is up to them to determine the effect of one's peer pressure. As students

and teenagers look for assurance from their peers or peer groups, they tend to be
influenced by what they do or even set standards for themselves, resulting in
unconsciously pressuring themselves. According to them, there are reasons why
peer pressure affects students. For instance, it creates the desire to fit in, teaches us
what not to do, helps us grow, develops a sense of support, takes them out of their
comfort zone, and leads them to make independent choices. These examples prove
that peer pressure does not harm students. It could be beneficial to train them in
real-life situations. Staying and being with the right friends may make students feel
safe and secure. Their peers will lift and help them pursue a good life. Second are
those peer or peer groups who would lead you to your destruction and downfall
Orillana (2018) also defines peer pressure as a social pressure from peers to do
something, embrace specific values, or otherwise adapt to be accepted. Inside the
school, students are required to belong to one group. Although it is not required,
social standards suggest that having a circle of friends boosts a student's confidence
and socialization skills. While all these arguments are valid, peer pressure has
progressed to the point where it interferes with the student's primary goal. It is said
that peer pressure is not all about its negativity, but it can also enhance and inspire
a student to become their best version of themselves. In the Philippines, Peer
pressure has shifted to the opposing side. News, publications, and even personal
claims of interested students and families have demonstrated that peer pressure
makes it difficult for pupils to embrace "their" views, culture, and activities. Teens,
according to Dr. B. J. Casey of Cornell University's Weill Medical College, they

are exceptionally rapid and accurate in making judgments and decisions on their
own and in settings when they have time to reflect. However, when individuals are
forced to make decisions in the heat of the moment or social circumstances, they
are frequently swayed by external influences such as peers.as a person.
Falk and Ichino (2003) consider two people working on different activities but
one insight of the other to grasp the nature of their experiment. Assume they have
noticed them acting similarly, which they believe is due to peer pressure. The
authors gave clear and unmistakable evidence supporting peer pressure effects in
this research. They demonstrated a test in which peer effects dramatically influence
behavior in pairs, with standard deviations within groups being much lower than
across groups. As a result, peer pressure effects in the sample significantly increase
overall average productivity. This poses the intriguing challenge of assigning low
and high productivity workers in the most efficient way possible. Based on their
findings, one output-maximizing technique may be to group employees with low
and increased productivity rather than people with equal productivity. In contrast,
it may be argued that a series of recurrent contacts over a longer time horizon could
have impacts that are difficult to anticipate based on the evidence.
ACCAP (2018) and ReachOut (n.d.) states that peer pressure usually happens
when students worry about fitting in with others. Peer groups' influence on how
individuals think, and act is referred to as "peer pressure." It can vary into various
levels of the child's peers. It can be seeking approval or one of the possible reasons
for a child resulting in bullying. The article also states that peer pressure is well-
known for its negative consequences, such as alcohol, smoking, and drugs. They
determine how students are impacted; it might be through their circle of friends,
people they meet online, or any social media platforms. However, the article also
discussed that peer pressure's beneficial side effects include a sense of belonging
and support, as well as greater self-confidence. Positive hobbies and interests are
introduced, reinforcing positive behaviors and attitudes. Meanwhile, it can result in
the following adverse effects for a child: peer pressure to use alcohol, cigarettes, or
drugs, peer pressure to engage in risk-taking behaviors, a diversion from academics,
distancing between family and existing friends, and abrupt changes in behavior and
views.
The authors' perception of peer pressure Yavuzer et al., (2014), is that
adolescence is a period of transition between childhood and maturity. Adolescence
is a tumultuous period in which physiological, psychological, and social
transformations occur and a stressful phase that might lead to an imbalance in an
adolescent's thoughts and actions. The idea of time is a significant issue in this age.
Individualization is a term that refers to a continuous process of self-development.
One of the essential aspects of friendships and peer relationships is at the center of
teenage behavior. As a point of reference, peer pressure can range from good to
negative. Unfavorable consequences, such as criminal behavior Many scientists
have pointed out that adolescents have a strong need to belong to a specific group,
which can be problematic to encourage teenage participation in dangerous
behaviors. This research aimed to look at the impacts of, on the one hand, peer
pressure, intuitive thinking, and self-esteem are factors on the other—male and
female teenage aggressiveness levels. As a result, peer pressure and automatic
thoughts were revealed to be efficient predictors in explaining female and male
teenagers in a hierarchical multiple regression analysis.
This section argues that authors have different definitions of peer pressure.
Some believe that it has a positive impact on students. Some authors argued that
peer pressure is something students should avoid. Nonetheless, the definition of
peer pressure relies on how students want to be influenced. Whether they want to
achieve their academic goal, or impulsively decide what they want to do with their
lives.
Competency of the Students
According to Sandigan (2018) and Ciernien (2010), student competency is
attitude and skills that students show when given a school situation or the student's
attentiveness inside and outside the school. Competency is a motive, trait, attitude,
or individual characteristics that can be measured to differentiate between superior
and average performers. It is a skill usually enhanced while being a student. The
authors reiterate that being competent does not just benefit students' academic
success. The purpose of knowing one's capabilities is to understand behavioral
standards. In conclusion, competency development is essential for the students to
identify required knowledge, skills, attitudes, and capabilities in their future
workplace or occupation. Competency while being a student is a training ground

that will enhance their skills and character in real-life situations. For instance,
competent students' time management and effective communication skills can be
used for their future professions.
Alberta Education (2018) has the same idea of how competence benefit
students. They state that students must always have the competence to persevere
for their dream. The article also reiterates that students are aspiring leaders and
professionals in the future. They would be the ones to solve the problems that the
world would face shortly. Being competent would be their primary weapon and ally
along with their knowledgeable minds. Training to be competent is critical to
students as they should be equipped with the proper competitiveness and strategy
to help themselves in whatever challenges they may face in life. Students must have
adequate preparation to form and share what has been learned and apply what they
have learned to their life. Training students is an important part, as it is a way to
shape a student's ability and experience.
Researchers believe that peers, especially teachers, highly affect student’s
performance (Sultan and Shafi,2014). Peers play a significant role in students'
academic performance. Hence, their study proved that perceived teachers'
competence affects students' performance. Professionalism, teaching skills, and
classroom atmosphere are three significant aspects that teachers may regulate and
impact students' academic goals. Effective teaching is dependent on an engaging
setting and an effective teaching approach. Teachers who are influential in fostering
an environment of warmth and support will encourage more students to fulfill their
academic goals. Teachers must master teaching methods and prepare to become
excellent teachers who are confident in their capabilities that will help encourage
their student's potential. Therefore, students having good relationships with peers
will positively affect students’ academic performance.
According to Aigerim et al, (2013), students' competency levels can be seen or
tested by giving them competence-oriented tasks or the so-called case studies.
These competence-focused tasks allow the students to be practical and focused on
the knowledge of several subjects. They also mentioned that the students are
considered competent when dealing with factual issues that arise in real-life
situations. Competence-related tasks help them be skilled and professional. In
conclusion, competence-oriented tasks can make the students knowledgeable in
their respective subjects, competent, and socially responsible.
Mah and Ifenthaler (2018) discussed that if higher education institutions want
to satisfy students' requirements and provide good support services during the
challenging first year, they must first grasp their perspectives and they must first
grasp their views. The authors said that students who frequently aim for higher
education are intellectually unprepared with exaggerated beliefs and expectations
about academic abilities for their studies when it comes to competent students.
However, student retention, self-reported confidence in academic skills for higher
education, and preparedness and realistic views are crucial considerations. The
researchers suggested that universities should assist in developing academic
competencies through personalized competence-based programs and the use of

emerging research fields and educational technologies such as learning analytics
and digital badges to increase student retention.
Being academically competent is the formula for being successful inside and
outside the school because students may apply this skill as they work on their jobs
in the future (Asfani,2016). The author reiterates that when students are competent,
teachers see the fruit of what they portray themselves and teach in front of them.
The teachers' main goal is further to enhance their communication, critical thinking,
problem-solving, and many more skills needed to be competent students. The
author suggests that students must show support to their co-students because it
positively affects each other's being. For students, it will help them learn because
they train themselves so that a learner can succeed. Influence is effective for
students because it encourages them to study hard and achieve their academic goals.
Hence, competency is not just about how well a student does in class. It is also a
way to encourage other students to do well while enjoying studying.
The research conducted by Almerino et al. (2018) suggested that the students
build and use competencies as a set of information, skills, and attitudes for effective
learning, living, and working. They emphasize characteristics of knowledge that
relate to all topic areas. The competencies of senior high school students in the
Philippine K-12 educational system have brought several concerns, primarily with
their mismatch with the program's expectations. As such, the challenges
encountered in the K-12 transition are crucial to be addressed by developing

strategies and initiatives in aligning the competencies of the K-12 students with
their expected competencies at (Almerino et al.,2020).
Belfiore & Dave (2018) believes that students' competencies are essential for
addressing multiple issues and factors. Examples of these are employment
roadblocks, work/learn landscape decisions, social capital essentials, and the
developmental challenges learners face as they transition to an increasingly volatile
world. The five "Creative Know-How" abilities, according to the authors, plan out
the kind of skills learners will need to successfully handle the two most urgent
concerns of the world they will live in constant novelty and rising complexity."
These five skill sets can only be acquired through real-world application and
iterative practice in various scenarios that encourage transfer. Work on skills and
knowledge in an integrated manner. Learners must apply skills to and via content
knowledge, in a virtuous cycle, learning both more thoroughly.
This section proves competency in students is essential for them. There are
several reasons why, it includes a training ground for future work or a challenge
that will help them make decisions on difficult life situations. In conclusion, the
points tackled in this sub-topic are crucial. This section is made to understand why
students are academically competent and show researchers an insight into what may
influence students to strive for their academic goal.
Habit-Forming Behavior in Student’s Academic Performance
Students live with the expectation of doing well academically. Going through
phases wherein they compare ourselves to others causes stress, resulting in the
deterioration of their academic performance. Social or peer pressure occurs among
students mainly because they want to fit their group’s standards. Students are afraid
of failure and getting bullied. Peer pressure has a lot of significant negative impacts
on students. They are developing unhealthy habits like using drugs, alcohol
consumption, and more. As the author said, it directly affects their academic
performance since they feel like they need their peer’s approval more than anything,
which means their academics get less prioritized. The author also stated that group
pressure reduces confidence and self-esteem due to their belief that they need to
reach a certain level to blend with the rest. It can also cause the students to develop
severe depression and anxiety. (Smith, 2021)
The study conducted by Admin (2021) believes that the quality of your friend
groups is relevant since it will depend on the outcome of yourself as a student, and
that is why they should choose our peers wisely. Peer pressure happens to students
when they feel the sudden need to be recognized and accepted. It is why they
develop anxiety and tension, which can cause them to cram their schoolwork and
feel anxious about the results. They will prioritize fitting into a particular group
because it will make them feel superior, which leads to not prioritizing their studies.
This research states how adolescence is a period wherein they are unstable due to
social, physical, and emotional changes. It is the perfect time for more parental
guidance. The Peer group effect is a factor in what outcomes the students have.
Individuals learn from each other by conversing and seeing what others do, directly
affecting their academic performance. As much as peers working together can
motivate, peers can also negatively affect our studies and future.
Academic competence refers to a student's ability to write or precisely speak
effectively or substance (Deepika and Prema, 2017). This also indicates the extent
to which the educational system has met its goals. It also reflects the extent to which
students understand the topic. The researcher believed there is a relationship
between academic achievement and peer pressure. Suppose students' behavior is
influenced by their peers unconsciously. In that case, their academic achievement
will not be their priority. Students involved in antisocial behavior, that is, when
they deviate from their normal behavior. They may also encourage their friends to
do inappropriate activities, affecting academic achievement. This concludes how
peer pressure highly affects students' academic performance and how peers impact
their character.
Throughout the research, Moldes et al. (2019) were able to find various answers
and several factors of how the students get affected by their peers, and social
belongingness also affects their academic performance. They have concluded that
every student's academic performance is based on their approach towards the
people around them. Teenagers often seek comfort from their peers, and some do
not. Adolescence is a stage of instability. Every student's academic performance
depends on the quality of their friend group and how they will choose to handle
them because some get motivated by their peers to strive harder academically. In
contrast, some friend groups influence them not to prioritize their studies. This
study points out the possibility of having positive and negative effects on peers'
academic performance.
Leka (2015) perception of academic performance is it is caused by peer pressure
as the more successful students are informing favorable peer relationships, the
higher their chances of succeeding. It is also suggested that further study be done
on the impact of peer group acceptance impact teenage academic performance in
the context of other variables. Such as the nature of the relationship, the academic
culture at home, and the support and encouragement kids get from instructors at
school, adolescents choose a social context in which they are exposed to a specific
set of values, behaviors, and opportunities by associating with typical peers.
Whether students choose friends who share their academic interests through
socialization, they may grow increasingly similar over time, it has been noted that
peer selection and peer influence are complementary processes that work together
to create the social milieu of the adolescent. As a result, eliminating the detrimental
consequences of peer academic accomplishment is critical for educational reform.
Peer orientation and group rates in adolescents have been studied as a lens to
analyze the influence of peer orientation and group rates in adolescents. On the
other hand, past research has looked at the influence of peer rejection on students'
academic excellence.
The authors have different perceptions of how peer pressure affects student’s
academic performance. They were able to identify various habit forming-behaviors
that students need to deal with because of peer pressure. Based on these studies,
there are multiple reasons on how students are affected by peer pressure. The
different arguments of the authors suggested that students have a strong connection
with their peers. The researchers may argue that peer pressure is something peers
can control. The pressure that students’ experiences will not just affect their
performance in school, but also their future.
1.7. Definition of Terms
Academic Performance- the extent to which someone has met their educational
goals, whether long-term or short-term.
Competence - the quality of having the initiative to do tasks with skills and
strength.
Habit-forming behavior-reinforcement and repetition are used to develop
behavior.
Peer- It is someone in the same social or age group as someone else.
Peer Influence- the indirect influence of peers. It influences someone to do
something you would not normally do to be accepted and loved by your peers.
Peer Pressure - the direct or indirect influence on people of peers, members of
social groups with similar interests, experiences, or social status.

CHAPTER II
RESEARCH METHODOLOGY
2.1. Research Design
According to Calderon (2008), the descriptive approach describes facts and
characteristics of the population or phenomenon being studied. This research
approach is utilized to compute frequencies, averages, and other statistical data. A
survey inquiry is frequently the best strategy before developing descriptive
research.
The study's planned goal achievement is a critical, crucial point. The
researchers employed the descriptive survey approach to examine the effect of peer
pressure on the respondents' habit-forming behavior on their academic
achievement.
2.2. Context and Participants
The respondents of the study were the selected fifty (50) senior high school
honor students from Nazareth School of National University. The research utilized
Purposive sampling as a sampling method. Purposive sampling is a non-probability
method in which respondents are chosen depending on criteria related to the
research questions (Palinkas et. al, 2015). The researchers set two important
standards to make the study reliable and accurate results. A. Must have a general
weighted average of 90% above last 1st and 2nd term. B. A senior high student
from Nazareth School of National University.

Academic competence is usually determined by how well students do in
class and how well they succeed in their courses in terms of grades. The researchers
used the Department of Education and Nazareth School of National University
Student Handbook criteria to determine the students' excellence. According to the
Enhanced Basic Education Act of 2013, students with grades of 90% to 94% are
given honors, 95% to 97% are given high honors, and 98% to 100% are given the
highest honors.
2.3. Instrument
Duquesne University (2022) states that research instrument is a tool used to
collect, measure, and analyze data related to your subject. It can be surveys, scales,
questionnaires, or even checklists. The researchers decided to utilize the survey
questionnaire as the research instrument. Due to the health restrictions, they utilized
online survey.
2.4. Data-Gathering Procedure
The researchers followed the necessary essential procedures in data
gathering using a purposive sampling method. They formulated questionnaires that
determined the effects of peer pressure on the habit-forming behavior of competent
senior high school students, approved by the research teacher. The researchers were
not able to conduct the survey face-to-face. Therefore, they decided to utilize online
survey The survey link was distributed to our targeted audience via Microsoft teams
and Facebook Messenger. Before distributing the survey questionnaires, the

researchers ensured that the respondents were well informed about the study by the
Data Privacy and Consent form. The method will reduce possible complexities
regarding the research and incorrect data, leading to inaccurate data information.
The researchers will review the collected data to avoid information ambiguity.
Lastly, the accumulated data will be summarized in Microsoft Word for
clarification to prevent misunderstandings and obtain all of the responses.
2.5. Data Analysis
The data collected from the respondents were analyzed with the use of one
statistical method: SPSS Software
SPSS Software is the statistical method used to examine the statistical data
and correctly prove its accuracy. SPSS, which stands for Statistical Package for the
Social Sciences, is a statistical data analysis application used by many researchers.
One of the advantages of utilizing SPSS Data Analysis to analyze data is that it
needs minor work on the researcher's part. SPSS analyzes content more quickly
than any other statistical tool, making it more straightforward for researchers to
conduct in-depth critical analysis on enormous volumes of quantitative data and
information (Alchemer,2021).
CHAPTER III
RESULTS AND DISCUSSION
This part shows the results, analysis, and interpretation of data. To present
the data, the researchers used tables, followed by data analysis with corresponding
interpretation. It is also the part where the following research questions will be
answered: A. What are the effects of peer pressure on the student's academic
competence? B. How does peer pressure influence competent senior high school
students' academic performance? C. What habit-forming behavior do academically
competent students endure due to peer pressure?
3.2. Results
Table 1 Grade
Grade Frequency Percentage Rank
(f) (%)
Grade 11 20 35.1% 2
Grade 12 37 64.9% 1
Total 57 100%
table 1. The participants are in the age group between 15-19 years old. Each
respondent qualifies of the following: general weighted average is above 90% last
1st and 2nd semester and a senior high student from Nazareth School of National
University. The specific qualifications will further contribute on the reliability of

the study. With that, the researchers gathered 57 respondents: Grade 12 students
with (64.9%), outnumbered Grade 11 students with (35.1%).
Table 2 Strand
Strand Frequency Percentage Rank
(f) (%)
STEM 18 31.6% 2.5
ABM 18 31.6% 2.5
HUMSS 21 36.8% 1
Total 57 100%
table 2. The senior high school department offers four academic strands: STEM-
Science Technology Engineering and Mathematics, ABM- Accountancy, Business
Managements, HUMSS- Humanities and Social Sciences and strand that will be
introduced next school year, GAS- General Academic Strand. Table 2 convey that
there are over 50 honor students from Nazareth School of National University
There are (31.6%) honor student from STEM students and ABM students, and
ahead by 5.2%, HUMSS with (36.8%) honor students

Result of the Effects of Peer Pressure among Competent

students.
I enjoy learning and interacting in class because of my classmates
0%
16%
30%
54%
Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree
Figure 2 Number of students who enjoy learning and interacting in class because of their classmates.
In figure 2, the researchers found out that out of 57 respondents, 31(54.4%)
of the students Agree and 17 (29.8%) of the students Strongly Agree that they enjoy
learning because of their peer’s presence during class. Moreover, 9 (15.8%) out of
57 respondents answered Neither Agree nor Disagree with the statement.
Me and my friends encourage each other to finish tasks on time

2%
0%
14%
46%
38%
Figure 3. Number of students who encourage their peers to finish task on time.
In figure 3, the researchers found out that out of 57 respondents, 26 (45.6%)
students Strongly Agree and 22 (38.6%) Agree that peers have a huge factor to
submit tasks before its due date. Furthermore. 8 (14%) out of 57 students answered
Neither Agree nor Disagree. Only 1 (1,8%) student Disagree with the statement.
My classmate’s academic performance motivates me to excel more on

my performance.
2%
2%
19%
37%
40%
Figure 4 Number of students who are determined to excel on their performance because of their
peers.
students Agree and 21 (36.8%) Strongly Agree with the statement. 11 (19.3%) of
the students Neither Agree nor Disagree with it. In contrast, only 1 (1.4%) Disagree
and Strongly Disagree.
I am comparing my academic achievements to my classmates.

2%
17%
30%
26%
25%
Figure 5. Number of students who compares their achievements to their peers
students Strongly Disagree and 14 (24.6%) Disagree with that statement.

Moreover, 15 (26.3%) answered Neither Agree nor Disagree. In contrast, 10
(17.5%) of the students Agree and only 1 (1.8%) Strongly Agree.
I feel intimidated and pressured by my classmate's performance

during recitation in class.
10%
21%
18%
25%
26%
Strongly Agree Agree Neither Agree nor disagree Agree Strongly Disagree
Figure 7. Number of students who feel intimidated and pressured by their peer's performance
during class recitations.
In figure 6, the researchers found out that out of 57, 15 (26.3%) were Neither
Agree nor Disagree with the statement. Furthermore, !4 (24.6%) students Agree,
and 12 (21.1%) students Strongly Agree. In contrast, 10 (17.5%) of the students
answered Disagree and 6 (10.5%) students answered Strongly Disagree.
Results of the Influence of Peer Pressure among Competent students
My classmates helps and guides me of what we need to do at

school.
5%
16%
35%
44%
Figure 6. Number of students who are being guided by their peers.

In figure 7. Out of 57 respondents, 25 (43.9%) students Agree, and 20
(35.1%) Strongly Agree with the statement. Moreover, 9 (15.8%) of the students
answered Neither Agree nor Disagree. In contrast, 3 (5.3%) of the students
answered Disagree.
My classmates keep me posted whenever there are newly

announced assignments
7%0%
5%
44%
44%
Strongly Agree Agree Neither Agree nor Disagree Disagree Srongly Disagree
Figure 8. Number of students who are getting informed of newly posted assignment by their
classmates.
In figure 8, Out of 57 respondents, 25 (43.9%) students answered Agree and
Strongly Agree. Moreover, only 3 students (5.3%) answered Neither Agree nor
Disagree. In contrast, 4 (7%) out of 57 respondents answered Disagree.
My friends motivate me to study harder.

2%
0%
17%
51%
30%
Strongly
Figure 9. NumberAgree Agreewho Neither
of students Agree nor
are motivated to Disagree Disagree
study hard by Strongly Disagree
their friends
In figure 9, Out of 57 respondents, 29 (50.9%) students answered Strongly
Agree and 17 (29.8%) Agree with the statement. Moreover, 10 students (17.5%)
answered Neither Agree nor Disagree. In contrast, 1 (1.8%) out of 57 respondents
answered Strongly Disagree.
My peers force me to do something terrible like cheating to get

good scores.
2%5%
18%
49%
26%
Figure
Figure10.Number of students
10. Numbers who
of students were
who forced
were by by
forced their peers
their to commit
peers bd bad
to commit acts.acts
In figure 10, Out of 57 respondents, 28 (49.1%) students answered Strongly
Disagree and 15 (26.3%) Disagree. Moreover, 10 students (17.5%) answered
Neither Agree nor Disagree. In contrast, 3(5.3%) out of 57 respondents answered
Agree. And only 1 (1.8%) Strongly Agree.

I let my friends cheat on exams because they might fail the term
2%7%
46% 30%
15%
Figure 11. Number of students who let their friends commit bad acts.
In figure 11, the researchers found out that out of 57 respondents, 27
(47.4%) students Strongly Disagree and 9 (12.3%) Disagree with that statement.
Moreover, 16 (268.1%) answered Neither Agree nor Disagree. In contrast, 4
students (5.5%) of the students Agree and only 1 (1.8%) Strongly Agree.
Results of the Habit-Forming behavior that Competent

Students Experiences because of Peer Pressure.
I prepare for classes beforehand and review what I have learned.
3%
14% 16%
28%
39%
Figure 12. Number of students who prepare before class.
In figure 12, out of 57 respondents, 22 (38.6%) students Agree, and 9
(15.8%) Strongly Agree with the statement. Moreover, 16 (28.1%) of the students
answered Neither Agree nor Disagree. In contrast, 8 (14%) of the students
answered Disagree and 2 (3.5%) answered Strongly Disagree.

I am submitting my school requirements on time.
5%0%
32%
63%
Figure 13. Number of students who submits their requirements on time.
In figure 13. Out of 57 respondents, 36 (63.2%) students Strongly Agree,
and 18 (31.6%) Agree with the statement. Moreover, 3 (5.3%) of the students
answered Neither Agree nor Disagree.
I am unprepared and out of focus when I am in class.
9% 5%
19%
26%
41%
Figure 14. Number of students who procrastinate first before finishing tasks.
In figure 14. Out of 57 respondents, 15 (26.3%) students Disagree, and 5
(8.8%) Strongly Disagree with the statement. Moreover, 23 (40.4%) of the students
answered Agree and only 3 (5.3%) answered Strongly Agree.

I procrastinate first before I make my school requirements.
9% 16%
17%
30%
28%
Figure 16. Number of students who were out of focus during class.
In figure 15. Out of 57 respondents, 10 (17.5%) students Disagree, and 5
(6.8%) Strongly Disagree with the statement. Moreover, 16 (28.1%) of the students
answered Agree and 9 (15.8%) answered Strongly Agree.
I do not feel motivated to learn in class because I cannot keep

up on the lessons like my classmates do.
7%
18%
10%
28%
37%
Strongly Agree Agree Neither Agree nor Disagree Disagree Sttrongly Disagree
Figure 15. Number of students who do not feel motivated to learn in class.
In figure 16. Out of 57 respondents, 10 (17.5%) students Strongly Disagree,
and 16 (28.1%) Disagree with the statement. Moreover, 21 (36.8%) of the students
answered Agree and only 4 (7.0%) answered Strongly Agree.
Each statement showed consistent results. The researchers observed how
academically competent students handle peer pressure well. Although, the minority
of the respondents clearly showed how peer pressure negatively influenced them.
Moreover, some students are not decided whether or not they are affected by peer
pressure by answering Neither Agree nor Disagree. Nonetheless, the statements
stated, and their result will contribute to the study.
3.3. Discussion
The outcome of the first section relates to the first research question. The
results highlighted the effect of peer pressure on competent students. The first,
second, and third statements show how students handle peer pressure. Consistently,
the results show how the student uses peer pressure to improve themselves more.
Most of them agreed that their peers' presence inspires students to excel more in
their academic performance, encourages their peers to be productive, and have
inspired them to attain their academic goals. In relation to the result, Harrel (2020)
states that not all peer pressure is negative. The author suggests that peer pressure
only has a negative impact when their decisions and priorities are put on hold
because they are trying to fit into a particular peer group. The results show how
peer pressure positively impacts students' decision-making skills and how they
handle peer pressure. Based on the outcome of statements four and five, most
students disagree with comparing themselves with their peers. Although the
minority of the results claim they can relate to the adverse effect of peer pressure,
the author reiterated that it is up to students to assess its influence. It means that
peer pressure starts within themselves. It is up to these students how they will take
the pressure of the environment they choose to be in. These adverse effects are
usual for a student to feel. Especially sustaining high grades and being consistent
is hard. Being competent is a commitment for most of these students. However, the
authors also said that peers would lift and help them pursue a good life.
The outcome of the second section relates to the second research question.
The results highlighted how students were influenced by their peers. The results of
the sixth, seventh, and eighth statements consistently showed how students are not
negatively influenced by their peers. Furthermore, most of the students show how
their relationship with their peers made them encourage each other to do well in
school. To further explain, the study by Admin (2021) states that the quality of your
friend groups is relevant since it will depend on their outcome as a student. The
results show how students associate themselves is a significant factor in their
academic performance. The students do not just influence each other to perform
well in their school performance, but most of them know that they should not
tolerate their peers to impact them negatively, as seen in the results of statements 9
and 10. According to the author, the Peer effect is a factor in students' outcomes.
Individuals learn from each other by conversing and seeing what others do, directly
affecting their academic performance. Hence, being surrounded by the right friends
and classmates is essential. Some peers will help and motivate students to do good
in classes. In contrast, some might bring them down and heavily influence students
with things that can ruin their academic performance by pressuring them to do so.
But if each student offers support to their classmates and puts effort into their
academic work, it will help the student prioritize their learning and motivate them
to study.
The outcome of the third section relates to the third research question. The
results highlighted the habit-forming behavior students endure due to peer pressure.
The results of the eleventh and twelfth statements show how most respondents
overcame and endured the pressure positively. They persevered and were
consistent. They can pass their school requirements on time due to the thought of
not having good grades, just like any other student would want to graduate from
senior high school. The results prove that peer pressure can also give beneficial
outcomes. Some students take the pressure as their motivation, which will help
them perform better academically. Looking at the table, many strongly agree with
statement number 12, which indicates that they submit their school requirements
on time. Therefore, most respondents experience and develop a positive effect from
being under academic pressure. According to the study by Moldes et al. (2019),
adolescence is a stage of instability. Student's academic performance is based on
their approach toward the people around them. The results highlight the possibility
of developing and enduring positive and negative behaviors under academic peer
pressure. It can have an adverse impact on a student if they are not shown support
in their class, and it can also be one of the factors that can affect the student's
behavior. The results also show that some students procrastinate, are unprepared,
and unmotivated. When a student works with a group of friends who can easily
influence them to the positive side, it is usually beneficial to the student.
Significantly when you are pressured to perform academically in the same manner
as your peers, when a student is subjected to academic pressure, it can improve their
ability to perform well under academic and peer pressure. Also, the peer pressure
they may have felt in academics can be used to motivate them to do better. Though
most respondents endure a positive effect, it does not mean the negativity must not
be given attention. Ukyawi et al. (2012) stated that peer pressure affects students
based on who they associate with. It is essential to be surrounded by comforting
and goal-minded peers. In that way, the students will find the right motivation to
do better academically and as a person. After all, the desired goal is to learn,
improve, and find the things that fit them best to overcome the pressure and
succeed.
CHAPTER IV
SUMMARY AND CONCLUSIONS
4.1. Summary
Based on the study's findings, the following results were derived:
that the students have peers significantly impact their academic achievement. On
the other hand, peer pressure has positive and negative effects on students'
performance, depending on how they deal with and handle the circumstance. It was
discovered that most students subjected to peer pressure saw it as a benefit and had
a favorable influence on their academic performance. As a result, students could
challenge themselves to achieve in every facet of being a competent student
because of peer pressure; thus, they fit into the group to which they belong. What
has occurred is that when it comes to their academic performances, most
respondents gave positive reports on the effects of peer pressure on competent
students. Although they faced various problems, this has been very fruitful. This
finding might use for teachers to better teaching styles in handling different learners
and significantly better manage the signs of peer pressure on the students. Telling
whether the student is on the verge of being emotionally unstable due to the
negative effects of peer pressure or vice versa as well as it may be a way to prevent
any adverse long-term effects of such, emotionally and mentally.
The researchers then gathered grade 11 and 12 students in the age group
between 15-19 years old from senior high school at Nazareth School of National
University. They employed the descriptive survey approach to examine the effect
of peer pressure on the respondents' habit-forming behavior on their academic
achievement. The results of the Effects of Peer Pressure on Competent students, the
Influence of Peer Pressure among Competent students, and the habit-forming
behavior that Competent students experience because of peer pressure all garnered
positive results from the majority of the respondents. Though, still, with a hint of
students who go through adverse effects, which should not be taken lightly, the
results of this study showed the positive and negative impact that peer pressure
could have on academically competent students and what habit-forming behaviors
they endure.
4.2. Conclusions
Peer pressure is the influence of peers on people to follow their peers by
changing their attitudes, values, or behavior to conform to those of the influential
group or individual. The researchers' goal is to determine the effects of peer
pressure on the habit performing behavior of academically competent senior high
students at Nazareth School of National University. With the conclusions drawn,
the significant findings of this study, peer pressure is a method of inspiring and
pushing students to achieve their educational goals. Students become innovative
and flexible through peer pressure, resulting in productive and excellent school
performance. The academically competent students from Nazareth School of
National University proved that peer pressure is not a hindrance to not to do well
in their studies.
Although in the Philippine context, as the researchers conducted the study,
they found out that there is a lack of studies about peer pressure. These findings
will assist the Department of Education in gaining a deeper understanding of the
topic and incorporate it into their academic curriculum to teach students how to
prevent peer pressure. Since there have been few local research studies on peer
pressure in the Philippines, the findings will also contribute to local literature
studies. Moreover, the results of this study will be helpful for future research into
the effects of peer pressure on academically competent students' habit-forming
behavior. It will also benefit the students, as they can know whom they should
associate themselves with and enhance their capabilities, such as their decision-
making skills. This study shows different sides of how students take peer pressure
and how they would look at their peers surrounding them.

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Appendix A
LETTER OF CONSENT
We, the Humanities and Social Science (HUMSS) students from Nazareth
School of National University (NSNU), are conducting a study titled "A
Quantitative Study on the Effects of Peer Pressure on the Habit-Forming Behavior
of Academically Competent Senior High School Students of Nazareth School of
National University" as part of our requirements for the subject Practical Research
2. We conduct the study to determine the different effects of peer pressure on
academic achievers of senior high school students and how it affects their forming
behavior.
Under the Republic Act. 10173 (Data and Privacy Act of 2012), the
researchers are responsible for protecting the personal information of the
participants. The researchers will only use your information for the study and not
for private matters. The information gathered will be limited to your grade level,
section, and strand. We also gave you an option not to disclose your name in this
research. The researchers ensured that your information would be handled with the
utmost confidentiality.
You are welcome to enquire about the study's findings. Be informed that the results
may be disseminated more widely through various publications.
If you have queries regarding the research study, kindly email floresl@students.nu-
nazareth.edu.ph and dalaymj@students.nu-nazareth.edu.ph.
Thank you, and God bless.

Appendix B
SURVEY QUESTIONNAIRE
I. PERSONAL INFORMATION
DIRECTION: Answer the following personal questions Indicate and choose the most appropriate answer.
Name (optional): ______________________
Strand:
o STEM
o ABM
o HUMSS
Grade:
o Grade 11
o Grade 12
II. MAIN SURVEY

DIRECTION: The statements are designed to determine the effect of peer pressure on the academic
performance on the habit-forming behavior. Check the most appropriate answer base on your experiences.
AGREE MOST SOMETIMES RARELY NEVER

OF
THE
TIME
QUESTIONS 5 4 3 2 1
1 I enjoy learning and
interacting in class because
of my classmates
2 Me and my friends
encourage each other to
finish tasks on time.
3 My classmate’s academic
performance motivates me
to excel more on my
performance.
4 I am comparing my
academic achievements to
my classmates.
5 I feel intimidated and
pressured by my
classmate's performance
during recitation in class.
6 My classmates help and
guides me of what I need
to do at school
7 My classmates keep me
posted whenever there are
newly announced
assignments
8 My friends motivate me to
study harder.
9 My peers force me to do
something terrible like
cheating to get good scores
10 I prepare for classes
beforehand and review
what I have learned.
11 I am submitting my school
requirements on time
12 I am submitting my school
requirements on time.
13 I am unprepared and out of
focus when I am in class.
14 . I procrastinate first before
I make my school
requirements.
15 I do not feel motivated to
learn in class because I
cannot keep up on the
lessons like my classmates
do
TOTAL
.
Appendix C
SUMMARY OF THE RESULTS
Table 3: Result of the Effects of Peer Pressure on Competent students.

Statements SA A NAD D SD WM
I enjoy learning and interacting in 17 31 9 0 0 4.14
class because of my classmates
Me and my friends encourage each 26 22 8 0 1 4.26
other to finish tasks on time.
My classmate’s academic 21 23 11 1 1 4.09
performance motivates me to excel
more on my performance.
I am comparing my academic 1 10 15 14 17 2.37
achievements to my classmates.
I feel intimidated and pressured by 12 4 15 10 6 3.28
my classmate's performance during
recitation in class.
TOTAL: 3.62
Legend:
4.21 - 5.00 - Strongly Agree
3.41 - 4.20 - Agree WM - Weighted Mean
2.61 - 3.40 – Neither Agree nor Disagree R - Rank
1.81 - 2.60 - Disagree DR - Descriptive Rating
1.00 - 1.80 - Strongly Disagree
Table 4. The table above shows what are the effects of peer pressure on
competent students. In total, the statements accumulated a weighted mean of 3.62.
Among the effects of peer pressure indicated based on the response of the students,
“Me and my friends encourage each other finish tasks on time” has the highest rank
with a total weighted mean of 4.26. It was followed with the statement “I enjoy
learning and interacting with class because of my classmates” with a weighted
mean of 4.14, and “My classmate’s academic performance motivates me to excel
more on my performance” with a weighted mean of 4.09. It also indicated in the
table the negative effects of peer pressure. The statement “I feel intimidated and
pressured by my classmate’s performance during recitation in class” got a weighted
mean of 3.28. The statement who got the lowest rank is the statement “I am
comparing my academic achievements to my classmates” with a weighted mean of
2.37.
Table 4: Results of the Influence of Peer Pressure among Competent students

My classmates help and 20 25 9 3 0 4.09
reminds me of what I need to
do at school
My classmates keep me posted 25 25 3 4 0 4.25
whenever there are newly
announced assignments
My friends motivate me to 29 17 10 0 1 4.28
study harder.
My peers force me to do 1 3 10 15 28 1.84
something terrible like cheating
to get good scores
I let my friends cheat on exams 1 4 16 9 27 2.0
because they might fail the term
TOTAL: 3.30
Table 5. The table above shows the statements about how peer pressure
influences the academic performance of competent students. In total, the statements
accumulated weighted mean of 3.30. Among the statements indicated above based
on the student’s response, the statement “My friends motivate me to study harder”
has the highest accumulated weighted mean of 4.28. The statement is followed with
“My classmates keep me posted whenever there are newly announced assignments”
with a weighted mean of 4.25, “My classmates helps and reminds me of what I need
to do at school” with weighted mean of 4.09, “ I let my friends cheat on exams
because they might fail the term” with weighted mean of 2.0. The lowest statement
was “My peers force me to do something terrible like cheating to get good grades”
with a weighted mean of 1.84.
Table 5: Results of the Habit-Forming behavior that Competent Students Experiences because of
Peer Pressure.
I prepare for classes beforehand 9 22 16 8 2 3.49
and review what I have learned.
I am submitting my school 36 18 3 0 0 4.58
requirements on time.
I am unprepared and out of 3 11 23 15 5 2.85
focus when I am in class.
I procrastinate first before I 9 17 16 10 5 3.26
make my school requirements.
I do not feel motivated to learn 4 6 21 16 10 2.61
in class because I cannot keep
up on the lessons like my
classmates do.
TOTAL: 3.35
Table 6. The table shows what are the habit-forming behavior students
experiences because of peer pressure. In total, the statements accumulated 3.35
weighted mean. The statement “I am submitting my school requirements on time”
with a weighted mean of 4.58. The statement was followed with “I prepare for class
beforehand and review what I have learned” with 3.49 weighted, “I procrastinate
first before I make my school requirements” with 3.26 weighted average and “I am
unprepared and out focus when I am in class” with 2.85 weighted mean. The
statement “I do not feel motivated to learn in class because I cannot keep up like
my classmates do” with 2.61 weighted.

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NAZARETH SCHOOL OF NATIONAL UNIVERSITY SENIOR HIGH PAGE 1

A Quantitative Study on the Effects of Peer Pressure on

Nazareth School of National University

Of the Requirements for

Senior High School

Background of the Study ........................................................................ 6

CHAPTER - II RESEARCH METHODOLOGY ...................................... 16

Research Design .................................................................................... 16

CHAPTER - III RESULTS AND DISCUSSION ........................................ 18

Introductory Paragraph ......................................................................... 18

CHAPTER IV - SUMMARY AND CONCLUSIONS ................................. 28

Table 1 Grade ................................................................................................................................ 28

1.1. Background of the Study

One of the main goals of Nazareth School of National University is to secure

general speaking. Academically competent students refer to the extent to which a

on competence is built in a social context. Being competent helps students take

academic performances, such as incorporating students' attitudes, skills, and

Usually, being academically competent is measured by how students perform in

Department of Education enhanced awarding excellent students every school year

Education Act, 2013, p.16-17)

something, embrace specific values, or otherwise adapt to be accepted. For

group. Peer influence has a direct or indirect impact on academic performance

accomplishment. The development of emotional and social skills, as well as

educational goals, are both important. It influences educational choices strongly

and whether students make significant investments to improve academic

performance or achievement (Anwanane et al., 2019). For instance, a college course

to accept opportunities (Waters, L. 2014)

According to Lyness (2015), it can be beneficial or harmful. For example,

it can be their motivation to be successful in the future. On the negative side, it

to be accepted and influences individuals to do dreadful things that can destroy a

student's entity. One example of this is underage drinking. A friend convinced

membership in a group to be impacted by peer pressure.

Academics are most important since they investigate educational backgrounds

find answers as to how social pressure affects the academic performance of

matter. It is a relevant factor to focus on, reflecting on their academic performance.

1.2. Statement of the Problem

behavior of academically competent senior high students at Nazareth School of

Specifically, it intends to answer the following questions:

1. What are the effects of peer pressure on the student’s academic

3. What habit-forming behavior do academically competent students endure

due to peer pressure?

1.3. Significance of the Study

pressure on the habit-performing behavior of academically competent students.

1.4. Scope and Delimitations

habit-performing behavior of students at the School National University. The study

the how habit-forming behavior they experience due to peer pressure.

enrolled in the academic year 2021-2022. The researcher utilized Purposive

strands: HUMSS (Humanities and Social Science), ABM (Accountancy, Business,

and Management), and STEM (Science Technology Engineering and Math)

bias and get accurate answers.

In figure 1, the independent variable pertains to the cause of the habit-

forming behavior of academically competent Grade 12 students in Nazareth school

habits that may affect their well-being and academic performance.

their competence, and academic performance, and why it results in students

independent and dependent variables.

The dependent variable pertains to peer pressure on academically

will be the result of the researchers on their study.

1.6.Review of Related Literature

Ukyawi et al. (2012) perception of peer pressure is an institution that influences

students' behavior by encouraging them to engage with wrongdoings that cause