The Impact of Peer Pressure to the Academic Performance of Grade 11 Students at St.

Adelaide
School Philippines Academic Year 2024-2025

A Research
Presented to the
Faculty of the Senior High School Department
and Research Studies
St. Adelaide School Philippines
Don Matias, Burgos, Pangasinan

In Partial Fulfillment
Of the Requirements for the
ACADEMIC TRACK
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
(STEM) STRAND

Vincent Ren Bonilla y Leonen

Janice Aguilar y Abilda
John Xyrel Bastilo y Cabarles
Darilyn Bona y Pulido
Lhean Jill Ramirez y Balazon
Zyanne Salanga y Bonus
Lorraine Aliyah Valdez y Argamaso

November 2024

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 Chapter I

THE PROBLEM

Background of the Study

Adolescence has always been a significant part of an individual’s life. In this stage, an individual

experiences various emotions and feelings due to new and unique experiences that he or she encounters.

This is the stage of life wherein an individual meets and socializes with different kinds of people. In this

stage, an individual also tends to build friendships and connections with people that may become a factor

that affects his or her personal growth.

Adolescence is the term used to describe the stage of becoming a young man or woman. During

this time, an individual undergoes an aging process from being a child to becoming a young man or woman.

Studies show that this stage of life exposes teenagers to pressures that comes from their environment

(Adams, 2006 and Schneider, 2010). One of the pressures experienced by teenagers during their

adolescence is peer pressure that comes from the peer groups they belong to.

According to the study conducted by Moldes et al. (2019) peer pressure can affect a student’s

academic performance in various ways. Peer pressure may have a positive influence toward students and

may help them work hard for positive purposes. However, peer pressure may also influence students to do

things that are contrary to their own will and what they think is right. (Black, 2012). Peer pressure may affect

students in both positive and negative ways; however, some studies show that its negative effect is more

dominant and common rather than its positive effects. According to Ogunwale (2013), some of the positive

effects of peer pressure is doing great at school, practicing a healthy diet, exercising regularly, and

participating in various academic competitions. On the other hand, the negative effects of peer pressure

may include developing vices, practice stealing, skipping classes, and many more.

A study conducted by De Wit et al. (2012) revealed that teenagers who experience excessive peer

pressure are more inclined to experiment with alcohol, cigarettes, and illicit drugs. Meanwhile, according to

2
research by Ryan et al. (2008), teenagers who experiences excessive negative peer pressure showed lower

academic achievement and academic neglect.

Peer pressure is an influence from a peer group often faced by teenager students who are in the

stage of adolescence. Peer pressure can affect every teenager student in various ways especially in

academics. The effects of peer pressure towards every student may further impact their academic

performance that may lead to lowered chances of academic achievement and high threats of academic

neglect and failures. This research study focuses on acquiring knowledge about how peer pressure affects

the academic performance of the Grade 11 students at St. Adelaide School Philippines to generate

solutions and recommendations about how students can overcome possible challenges when dealing with

peer pressure.

Peer pressure can affect the academic performance of every student and may

further hinder their capability to reach their academic goals and visions; that is why conducting this

research is integral to address potential challenges that students may face when dealing with the

subject matter.

Statement of the Problem

This study sought to determine the impact of peer pressure to the academic performance of Grade

11 students at St. Adelaide School Philippines Academic Year 2024-2025.

To answer the above cited problem, an answer to the following will be sought:

1. What is the demographic profile of students in terms of:

A. Age

B. Gender

C. Strand and section

D. Number of friends

E. Time spent with friends

2. What is the level of peer pressure affecting academic performance of students in terms of:

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 A. Pressure in achieving high grades

B. Pressure in engaging to unhealthy study habits

3. What is the impact of peer pressure to the academic performance of students in terms of:

A. Attendance

B. Test scores

C. Class participation

4. Is there a significant difference between the impact of peer pressure to the academic performance of

students?

Conceptual Framework

The study used input-process-output model to comprehensively show the flow of this study. The

data input contains the research questions that the researchers aimed to answer. It includes the

demographic profile of students, as well as questions related to the effectiveness of school organizations in

skill enhancement. Survey checklists and statistical analysis were used in this study to effectively analyze

the impact of peer pressure to the academic performance of students. The data output contains the results

of the study, showing the impact of peer pressure to the academic performance of students.

Figure 1: Paradigm of the Study

INPUT PROCESS
1. What is the demographic profile of 1. Use of survey checklist
students in terms of: 2. Float and retrieve
A. Age questionnaires
B. Gender 3. Descriptive Analysis of data
C. Strand and section 4. ANOVA
D. Number of friends
E. Time spent with friends
2. What is the impact of peer
pressure to the academic
performance of students in terms of:
A. Grades
B. Attendance
C. Test scores OUTPUT
D. Class participation Identified the impacts of
3. Is there a significant difference Peer Pressure to the Academic
between the impact of peer pressure Performance of Grade 11 Students.
to the academic performance of
students?

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Hypotheses

Null Hypothesis 1: Peer pressure has no effect on the academic performance of Grade 11 students

at St. Adelaide School Philippines, Academic Year 2024-2025.

Null Hypothesis 2: There is no significant impact of peer pressure to the academic performance of

students.

Significance of the Study

This study shows the potential impacts of peer pressure to the academic performance of Senior

High School students at St. Adelaide School - Philippines The mainly focuses on assessing how peer

pressure impacts the academic performance of students. The researchers will conduct surveys to the

selected students of the said school in order to obtain data needed to assess the impact of peer pressure to

academic performance.

This study aims to:

 Understand how peer pressure impact students

 Acquire knowledge on how to overcome potential challenges when dealing with peer pressure

 Study students' perception of peer pressure

 Guide students toward positive peer pressure and avoid negative peer pressure

 Find out how peer pressure impacts the academic performance of students

The main focus of this study is to understand and discuss the possible effects of peer pressure to

the academic performance of students. The attention of this study is centered to the students and how peer

pressure affects their academic performance.

The researchers will then gather data in order to generate conclusions and recommendations

about the ways on how to deal with different kinds of peer pressure of the Grade 11 as a whole.

Therefore, the results of this research can be a huge help to the following:

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a. Students: For students, they may gain a greater understanding of peer pressure and its impact on

their academic performance. Additionally, they will learn how to harness the positive effects of

peer pressure and avoid its negative consequences.

b. Teachers: For teachers, they may use this study as a reference for them to acquire enough

knowledge about how peer pressure affects the academic performance of students. Through this

study, teachers may also gain ideas on how they can guide and help students who are greatly

affected by the negative effects of peer pressure.

c. School: For the school, they can obtain more knowledge and information about how peer

pressure impact students. Moreover, the school can utilize the findings of this research to

reinforce its disciplinary measures, address the negative consequences of peer pressure that

students encounter, and foster the positive outcomes of peer influence.

d. Parents: For parents, this study can provide awareness about the influences that can affect their

children. This provides a deeper understanding of how parents can guide and support their

children who are facing different types of peer pressure that can affect their personality and even

their academic performance.

e. Researcher: For researchers, conducting this study is important because it allows for a thorough

analysis and understanding of how peer pressure affect student’s performance. Additionally, in

this study researchers will learn how to foster the positive effects of peer pressure and how to

avoid its negative effects.

f. Future researchers: For future researchers, they may use this study to gain information and

knowledge about the relationship between peer pressure and academic performance.

Furthermore, this study may also serve as a reference for future researchers to further extend

and strengthen their research.

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Scope and Delimitation

The study is focuses on determining the impacts of peer pressure to the academic performance of

Grade 11 students at St. Adelaide School Philippines. The researchers used Slovin’s formula in getting the

accurate number of respondents from each strand. This research made us of descriptive research design,

which uses quantitative methods such as survey checklists to gather the data needed.

The study was conducted at St. Adelaide School Philippines, Senior High School department,

specifically Grade 12 students, Academic Year 2024-2025. The total respondents of the research consist of

one hundred forty-two (167) Grade 12 students, with twenty (21) respondents from Accountancy and

Business Management (ABM) strand, thirty-three (33) respondents from the Humanities and Social

Sciences (HUMSS) strand, and sixty-four (64) respondents from the Science, Technology, Engineering, and

Mathematics (STEM) strand.

Definition of Terms

In order to have a better understanding of this research study, the following terms are defined:

 Adolescence. This is referred to as the crucial period of development in an individual's life,

where an individual undergoes an aging process. This is the stage where an individual meets and

build connections with different people.

 Peer groups. It refers to a cluster of individuals who share common experiences, interests, or

objectives, particularly among teenagers. This is where peer pressures may emanate.

 Peer pressure. An influence often experienced by teenagers during their adolescence. It can

have both positive and negative effects on teenagers' lives.

 Teenagers. These are referred to as the people who are in the stage of adolescence. Teenagers

are the individuals ranging between 13 and 19 years old. They are often influenced by their peers,

leading to an impact to their academic performance.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter of the study presents the reviewed literature and studies, both local and foreign that

explores how peer pressure impacts the academic performance of students. The following reviewed studies

and literature contributed significantly on the current study by providing needed direction, insights, facts, and

guidance towards the attainment of goals of this study.

RELATED LITERATURE

Local Literature

Peer Pressure’s Impact is Multifaceted

Moldes et al. (2019) concluded in their study that there are several factors that could affect

students’ academic performance in school with regard to peer pressure. The results of their study suggests

that peer pressure does not give negative impact directly to student toward their peers. They also stated in

their study that peer pressure in school can affect the academic performance of student many ways. It had

been manifested that curiosity and students level of education does not affect student academic

performance. Hence, whatever the effects of student peer pressure are based their approach towards their

peers.

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Peer Pressure: Positive or Negative

A study conducted by Mora et al. (2020), showed that peer pressure had a positive effect on

their academic performance, which helps them to do well in school. Moreover, the results of their

study has also showed that there are students who are undecided on whether peer pressure has a positive

or negative effect on their academic performance. They also stated that choosing peers to be with is a

choice; regardless of how influential your peers are, learn how to say no and not be involved with bad habits.

Therefore, they concluded that peer pressure may affected every individual, but peers were not always a

bad influence; they can be either good or bad. The effects of peer pressure still depends on individuals.

Peers’ Influence on Student’s Behavior

In the study of Moneva & Legaspino (2020), it is stated that peers have the most influential factor

that affects the students' behavior and actions positively or negatively. It is also said in their study that

students spend a lot of time being with their peers particularly in a school that can impact their behavior in

school during class. The performance of students also reflects of what behavior and actions they show in

school. Based on the data gathered in this study, most of the students disagree that they get a high grade in

their school task because of the influence of their peer group. The study concluded that there is an

association between peer influence and academic performance of the students. Therefore, peer plays a big

role in student’s academic engagement and academic success.

Class Performance and Peer Pressure

Clemente et. al (2019) stated in her study that peer pressure can greatly affect students in terms of

class performance. Moreover, it is also stated in their study that there is also negative effect of peer

pressure which encourages them to do negative things that affect their school performance. Furthermore,

peers groups can also have positive effect, as they often encourage each other good things. A positive peer

group can help boost their self-esteem and join volunteer projects when the peer group he or she belongs to

puts premium on getting high grades.

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 Foreign Literature

Peer Pressure in Secondary Schools

Sarkar et al. (2022) stated in their study that peer pressure is a subject that significantly influences

the academic performance of students. The results of the data they gathered suggests that peer pressure

has more negative effects compared to its positive effects. They therefore concluded that peer pressure

affects the academic performance of students as well as their study habits. Moreover, the results of their

study shows that peer pressure are more likely to be in a negative way although there are some instances

that it is in a positive way.

Self-monitoring Skills and Peer Pressure

Olawole & Oluwatoyin (2023) highlighted in their study that belief systems emphasizing hard work,

associating with academically inclined peers, and possessing self-monitoring skills can enhance students’

academic achievement. Peer pressure and self-monitoring skills were found to have a significant impact on

academic performance in senior secondary schools. Positive peer associations foster intellectual exchange,

leading to improved academic outcomes, while negative peer influences can hinder academic progress.

Self-monitoring skills enable students to identify and rectify study-related issues promptly, thereby

enhancing their academic performance. In conclusion, the study underscores the importance of belief

systems, peer pressure, and self-monitoring skills in predicting and improving academic achievement.

Peer Influence in Academic Performance

According to Olalekan (2016), peer groups significantly influence students' academic abilities. He

also said that learning doesn't happen in isolation but is influenced by various factors, including interactions

with peer groups. Moreover, this study also revealed that dull students can become more inclined to study

when in encouraging groups, but unsupervised students may fall into negative peer influences. The study

10
has also shown that most students prefer relating to friends over teachers and parents, often forming groups

based on age and ethnic background.

Peer Group Influence on Undergraduate Students

According to Filade et al. (2019), peer groups are an important part of a student's life, and they

play a crucial role in shaping their social environment at school. These groups also establish a distinct

culture that differs from that of their homes. The existence of peer groups is not a temporary phenomenon

but a permanent one, hence, it is crucial for parents, teachers, and administrators to keep a close eye on

the type of peers their students associate with at school and outside the home. They should strive to ensure

that their children form friendships with individuals who can positively influence them and make a positive

impact on their academic performance.

Peer Influence and Academic Success

A study conducted by Temitope & Christy (2015) suggests that peer groups significantly impact

students' academic performance. They form a distinct social environment within schools, separate from

home life.

This study also states that in order to achieve effective learning, educators should foster inclusive

classrooms, avoid favoritism, and challenge negative student perceptions. Moreover, the study concluded

that parents should see to the types of peer their children move with either in the school or outside the home.

Parents should monitor if the peer group their children move with can positively influence them and have

good impact on their academic performance. Counselors can also play a vital role by organizing programs

to improve student outcomes.

Peer Pressure’s Correlation to Study Habits

The research findings of Aderinto et al.(2020) shows that although there is a significant amount of

peer pressure among students, their study habits are quite inadequate. Additionally, the study found no

substantial connection between peer pressure and study habits, suggesting that peer pressure does not

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positively influence students' study habits in this specific context. These results underscore the complexity

of peer influence on academic behaviors and imply that efforts to improve study habits should take into

account a wider range of factors beyond peer pressure alone.

Synthesis

Upon examining the related literature and studies, the researchers discovered various information

from various authors, local and foreign, about the impact of peer pressure in academic performance among

students.While most studies focused on the negative impact of peer pressure on academic performance,

there are also a few studies that highlighted the positive impacts of peer pressure to the academic

performance or students.

Several authors, including Moldes et al. (2019), Moneva & Legaspino (2020), Olawole &

Oluwatoyin (2023), Mora et al. (2020), Clemente et al. (2019), and Temitope & Christy (2015), extensively

explored the complex nature of peer pressure, highligting both its positive and negative effects. These

encompassed aspects such as communication patterns, belief systems, self-monitoring behavior, the

influence of the social environment, and intellectual exchange, all of which were found to have the potential

to either advance or hinder academic progress and engagement.

Moreover, Olalekan (2016), Filade et al. (2029), and Temitope & Christy (2015) delved into the

profound influence of peer groups, outlining their role in bolstering academic inclinations and shaping the

social environment, which, in turn, was seen to have a lasting impact on academic performance. However, it

was also highlighted that unsupervised students may be susceptible to negative influences within these

peer groups. Furthermore, Moldes et al. (2019) and Temitope & Christy (2015) underscored the limited

effects of peer pressure on study habits, providing valuable insights into this specific aspect of academic

performance.

The synthesis of these studies indicates the impact of peer pressure to the academic performance

of students, as well as the challenges students may encounter when dealing with peer pressure.

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 Chapter III

RESEARCH METHODOLOGY

Research Design

This study used the “Descriptive Survey Research Design” that uses survey checklists to obtain

needed data from the respondents. The researchers chose the said research design because it helps them

to comprehensively examine how peer pressure impacts the academic performance among Grade 12

students at St. Adelaide School Philippines during the academic year 2024-2025.

Additionally, the said research design is more feasible considering the number of respondents and the time

allotted to conduct the study. It will also provide the researchers with more objective data that will make the

research more accurate and reliable.

Population and Sample

The population of the participants in this study consists of one hundred sixty seven (168) Grade 11

students from St. Adelaide School Philippines, academic year 2024-2025. The researchers used Slovin’s

formula in order to obtain the sample size. Slovin’s formula was used to ensure an equal and representative

sample. Using the formula, the researchers were able to get a sample size of one hundred eighteen (118),

with twenty-one (21) enrolled in the Accountancy and Business Management (ABM) strand, thirty-three (33)

in the Humanities and Social Sciences (HUMSS) strand, and sixty-four (64) in Science, Technology,

Engineering, and Mathematics (STEM). The researchers included both male and female students, to ensure

a comprehensive exploration of the impact of peer pressure to the academic performance among Grade 12

students at St. Adelaide School Philippines, Academic Year 2024-2025.

Below is the procedure for how the researchers obtained the exact respondents for each strand.

�
�=
1 + ��2

13
Wherein: n = sample ABM = 30

N = population HUMSS = 47

e = margin of error STEM = 91

TOTAL = 168

168 168
�= �=
1 + 168(0.05)2 1 + 168(0.0025)

168 168
�= �=
1 + 0.42 1.42

� = 118

���
(�)
�

ABM HUMSS STEM

30 47 168
118 = 21 118 = 33 118 = 64
168 168 168

Data Gathering Instruments

This study used survey checklists as the primary data collection instruments. This instrument

helped the researchers to acquire an objective and accurate answer from the respondents. The checklist is

divided into two (2) sections, with the first part focusing on the demographic profile of the respondents,

particularly their age, gender, strand and section, number of friends, and time spent with friends. The

second part focuses on assessing the impact of peer pressure to the academic performance of students,

utilizing the Likert scale. It is consist of four (4) statements about the skills developed when joining school

organizations.

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Data Gathering Procedure

The researchers prepared the survey checklist and letters, which were analyzed, reviewed, and

approved by the research paper adviser. The letters will be given to the school principal of St. Adelaide

School Philippines as well as the respondents of the study. Once the survey checklist has been approved,

the researchers will print one hundred forty-two (118) copies of the checklist that will be distributed to the

respondents from the population of Grade 11 students at St. Adelaide School Philippines, Academic Year

2024-2025.

Statistical Treatment

This section of the study presents the statistical tools used by the researchers to analyze and

interpret the collected data from the respondents. The following methods were chosen according to the

nature of the questionnaires and the aim of the study, as well as the type of data gathered.

1. Frequency Counts and Percentage Distribution. To analyze the data gathered from the first part

of the questionnaire, which focused on the profile of the respondents, the researchers used

frequency counts and percentage distribution.

� Where: P = Percentage
Formula: � = � × 100
f = Frequency

N = Total number of
respondents
2. Average Weighted Mean. This formula will be used in order to interpret the data gathered in the

second part of the questionnaire, which focused on the areas of academic performance influenced

by peer pressure.
��
Formula: �� = �
Where: �� = average weighted mean

Σ = denotes summation

� = frequency

15
 � = weight

� = total number of respondents

3. Likert’s Scale. The researchers used Likert’s Scaling Techniques for the interpretation of the

weighted mean.

Scale value:

Equivalent Descriptive Rating Scale Mean Range

Strongly Agree 4 3.25 – 4.00

Agree 3 2.50 – 3.24

Disagree 2 1.75 – 2.49

Strongly Disagree 1 1.00 – 1.74

4. Analysis of Variance (ANOVA). This formula will be utilized by the researchers to find out if there

is a significant difference between peer pressure and academic performance of students.

��
Formula: � = �� �� Where: ���� = Mean square between groups
��
���� = Mean square within groups

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 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, we delve into the analysis and interpretation of data collected from the preceding study. The

study aimed to determine the impact of peer pressure to the academic performance of Grade 11 students.

1. Profile of the Respondents

1.1 Age
Table 1
Frequency and Percentage Distribution of the Respondents According to their Age
Age Frequency Percentage (%) Rank
14-15 years old 6 5.22% 2
16-17 years old 107 93.04% 1
18-19 years old 2 1.74% 3
Total 115 100%

As shown in the first table, age group 16-17 years old has the highest frequency of 107 and 93.04% among

all the respondents. The 14-15 years old age group comprises 6 frequency, representing 5.22% and age group 18-19

years old includes only 2 frequency, accounting 1.74% of the total.

1.2 Gender
Table 2
Frequency and Percentage Distribution of the Respondents According to their Gender
Gender Frequency Percentage (%) Rank
Male 41 35.65%% 2
Female 74 64.35% 1
TOTAL 115 100%

Table 2 presents data on the gender distribution of 115 respondents that is categorized into two groups:

Male and Female. The table shows that female contains a higher proportion of respondents that occupies 64.35%

with 74 frequency compared to male respondents that has 41 frequency representing 35.65% on the total

respondents.

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 1.3 Strand and Section
Table 3
Frequency and Percentage Distribution of the Respondents According to their Strand and Section
Strand and Section Frequency Percentage (%) Rank
HUMSS-Aristotle 33 28.69% 1
STEM-Einstein 32 27.83% 2
STEM-Newton 32 27.83% 3
ABM-Taylor 18 15.65% 4
TOTAL 115 100%

According to the 2nd table, HUMSS-Aristotle has the highest frequency of 33 out of 115, representing

28.69% of the total respondents. STEM-Einstein and STEM-Newton have similar frequencies with 32 respondents

and representing 27.83% each. ABM-Taylor has the lowest frequency with 18 respondents, representing only

15.65% of the total.

1.4 Number of Friends

Table 4
Frequency and Percentage Distribution of the Respondents According to their Number of Friends
Number of Friends Frequency Percentage (%) Rank
0-1 2 1.74% 4
2-3 15 13.04% 2
4-5 13 11.31% 3
6 and more 85 73.91% 1
TOTAL 115 100%

Table 4 shows the distribution of the number of friends among 115 respondents. The data is categorized

into groups representing the number of friends: 0-1, 2-3, 4-5, and 6 or more. 73.91% of the respondents that has the

highest frequency of 85 report having 6 or more friends. Other respondents report having 2-3 friends with 15

frequency presenting 13.04% and 4-5 friends with 13 frequency that presents 11.31% of the total respondents. While,

0-1 friends are having only 2 frequency that representing 1.74% to the total respondents.

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 1.5 Time spent with Friends
Table 5
Frequency and Percentage Distribution of the Respondents According to their Time spent with Friends
Time spent with Friends Frequency Percentage (%) Rank
1 hour 4 3.48% 7
2 hours 10 8.70% 5
3 hours 15 13.04% 4
4 hours 23 20% 2
5 hours 0 0% 8
6 hours 17 14.78% 3
7 hours 9 7.83% 6
8 hours or more 37 32.17% 1
TOTAL 115 100%

Table 5 show the distribution of time spent with friends among 115 respondents. The data is categorized

into time intervals, ranging from 1 hour to 8 hours or more. 33.17% of the respondents that has the highest

frequency of 37 report spending 8 hours and more with friends. Other respondents spending 4 hours with 23

frequency presenting 20%, 6 hours with 17 frequency that present 14.78% of the total respondents, 3 hours with

frequency of 15 that present 13.04% of the total respondents, 2 hours with 10 frequency that present 8.70% of the

total respondents, 7 hours with 9 frequency that present 7.83% of the total respondents and 1 hour with 4 frequency

that present 3.48% of the total respondents, while 5 hours with 0 frequency that presenting 0% of the respondents.

19
 2. Level of Peer Pressure Affecting Academic Performance of Students

2.1Level of Peer Pressure in Achieving High Grades (Per Strand and Section)

Table 6

Level of Agreement Based on Level of Peer Pressure in Achieving High Grades: ABM – Taylor

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Achieving High (1)
Grades
I feel extremely 9 2 5 2 3.00 Agree
pressured to achieve
high grades.

I feel moderately 5 3 8 2 2.61 Agree

pressured to achieve
high grades .
I feel slightly 5 2 8 3 2.50 Disagree
pressured to achieve
high grades.
I don’t feel pressured 3 0 6 9 1.83 Disagree
to achieve high
grades.
Overall Weighted Mean Rating 2.49

The table above shows the responses of 18 respondents of 11 ABM Taylor students on the impact of peer

pressure to achieving high grades. The most agreed-upon variable is feel extremely pressured to achieve high

grades , with a weighted mean of 3.00 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon

variable is feel slightly pressured to achieve high grades, with a weighted mean of 2.50 and a descriptive equivalent

of Disagree. The Overall Weighted Mean Rating is 2.49.

20
 Table 7

Level of Agreement Based on Level of Peer Pressure in Achieving High Grades: HUMSS - Aristotle

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Achieving High (1)
Grades
I feel extremely 21 6 2 4 3.33 Strongly Agree
pressured to achieve
high grades.

I feel moderately 10 16 5 2 3.03 Agree

pressured to achieve
high grades .
I feel slightly 4 12 13 4 2.48 Disagree
pressured to achieve
high grades.
I don’t feel pressured 30 0 0 3 1.27 Strongly
to achieve high Disagree
grades.
Overall Weighted Mean Rating 2.53

The table above shows the responses of 33 respondents of 11 HUMMS Aristotle students on the impact of

peer pressure to achieving high grades. The most agreed-upon variable is feel extremely pressured to achieve high

grades , with a weighted mean of 3.33 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon

variable is feel slightly pressured to achieve high grades, with a weighted mean of 2.48 and a descriptive equivalent

of Disagree. The Overall Weighted Mean Rating is 2.53.

21
 Table 8

Level of Agreement Based on Level of Peer Pressure in Achieving High Grades: STEM Einstein

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Achieving High (1)
Grades
I feel extremely 13 9 8 2 3.03 Agree
pressured to achieve
high grades.

I feel moderately 11 13 7 1 3.06 Agree

pressured to achieve
high grades .
I feel slightly 4 13 12 3 2.56 Agree
pressured to achieve
high grades.
I don’t feel pressured 1 0 11 20 1.44 Strongly
to achieve high Disagree
grades.
Overall Weighted Mean Rating 2.52

The table above shows the responses of 32 respondents of 11 STEM Einstein students on the impact of

peer pressure to achieving high grades. The most agreed-upon variable is feel moderately pressured to achieve high

grades , with a weighted mean of 3.06 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon

variable is feel slightly pressured to achieve high grades, with a weighted mean of 2.56 and a descriptive equivalent

of Disagree. The Overall Weighted Mean Rating is 2.52.

22
 Table 9

Level of Agreement Based on Level of Peer Pressure in Achieving High Grades: STEM - Newton

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Achieving High (1)
Grades
I feel extremely 8 2 15 7 2.34 Disagree
pressured to achieve
high grades.

I feel moderately 10 12 6 3 2.91 Agree

pressured to achieve
high grades .
I feel slightly 7 18 3 4 2.88 Agree
pressured to achieve
high grades.
I don’t feel pressured 6 0 10 16 1.88 Disagree
to achieve high
grades.
Overall Weighted Mean Rating 2.50

The table above shows the responses of 32 respondents of 11 STEM Newton students on the impact of

peer pressure to achieving high grades. The most agreed-upon variable is feel extremely pressured to achieve high

grades , with a weighted mean of 2.34 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon

variable is feel slightly pressured to achieve high grades, with a weighted mean of 2.88 and a descriptive equivalent

of Disagree. The Overall Weighted Mean Rating is 2.50.

23
 Table 10

Overall Level of Agreement Based on Level of Peer Pressure in Achieving High Grades

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Achieving High (1)
Grades
I feel extremely 51 19 30 15 2.92 Agree
pressured to achieve
high grades.

I feel moderately 36 44 27 8 2.94 Agree

pressured to achieve
high grades.
I feel slightly 20 45 35 14 2.62 Agree
pressured to achieve
high grades.
I don’t feel pressured 13 0 27 75 1.57 Strongly
to achieve high Disagree
grades.
Overall Weighted Mean Rating 2.51

The table above shows the overall responses of respondent of grade 11 students on the impact of peer

pressure to achieving high grades. The most agreed-upon variable is feel moderately pressured to achieve high

grades , with a weighted mean of 2.94 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon

variable is feel slightly pressured to achieve high grades, with a weighted mean of 2.62 and a descriptive equivalent

of Disagree. The Overall Weighted Mean Rating is 2.51.

24
 2.2 Level of Peer Pressure in Engaging in Unhealthy Study Habits (Per Strand and Section)

Table 11

Level of Agreement Based on Level of Peer Pressure in Engaging in Unhealthy Study Habits: ABM - Taylor

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Engaging in (1)
Unhealthy Study
Habits
I feel extremely 5 2 5 6 2.33 Disagree
pressured to engage
in many unhealthy
study habits.
I feel moderately 5 6 6 1 2.83 Agree
pressured to engage
in some unhealthy
study habits.

I feel slightly 2 6 9 1 2.50 Disagree

pressured to engage
in few unhealthy
study habits.
I don’t feel any 3 0 6 9 1.83 Disagree
pressure to engage
in any unhealthy
study habits.
Overall Weighted Mean Rating 2.38

The table above shows the responses of 18 respondents of 11 ABM Taylor students on the level of peer

pressure in engaging in unhealthy study habits. The most agreed-upon variable is feel moderately pressured to

engage in some unhealthy study habits, with a weighted mean of 2.83 and a Descriptive Equivalent of Agree.

Meanwhile, the least agreed upon variable is don’t feel any pressure to engage in any unhealthy study habits, with a

weighted mean of 1.83 and a descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.38.

25
 Table 12

Level of Agreement Based on Level of Peer Pressure in Engaging in Unhealthy Study Habits: HUMSS -

Aristotle

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Engaging in (1)
Unhealthy Study
Habits
I feel extremely 9 5 10 9 2.42 Disagree
pressured to engage
in many unhealthy
study habits.
I feel moderately 4 16 8 5 2.58 Agree
pressured to engage
in some unhealthy
study habits.

I feel slightly 10 14 6 3 2.94 Disagree

pressured to engage
in few unhealthy
study habits.
I don’t feel any 2 2 14 15 1.73 Strongly
pressure to engage Disagree
in any unhealthy
study habits.
Overall Weighted Mean Rating 2.42

The table above shows the responses of 33 respondents of 11 HUMSS-Aristotle students on the level of

peer pressure in engaging in unhealthy study habits. The most agreed-upon variable is feel slightly pressured to

engage in few unhealthy study habits, with a weighted mean of 2.94 and a Descriptive Equivalent of Disagree.

Meanwhile, the least agreed upon variable is don’t feel any pressure to engage in any unhealthy study habits, with a

weighted mean of 1.73 and a descriptive equivalent of Strongly Disagree. The Overall Weighted Mean Rating is 2.42.

26
 Table 13

Level of Agreement Based on Level of Peer Pressure in Engaging in Unhealthy Study Habits: STEM -

Einstein

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Engaging in (1)
Unhealthy Study
Habits
I feel extremely 6 1 14 11 2.06 Disagree
pressured to engage
in many unhealthy
study habits.
I feel moderately 11 10 8 3 2.91 Agree
pressured to engage
in some unhealthy
study habits.

I feel slightly 7 10 10 5 2.59 Agree

pressured to engage
in few unhealthy
study habits.
I don’t feel any 1 2 17 12 1.75 Strongly
pressure to engage Disagree
in any unhealthy
study habits.
Overall Weighted Mean Rating 2.33

The table above shows the responses of 32 respondents of 11 STEM-Einstein students on the level of peer

pressure in engaging in unhealthy study habits. The most agreed-upon variable is feel moderately pressured to

engage in some unhealthy study habits, with a weighted mean of 2.91 and a Descriptive Equivalent of Agree.

Meanwhile, the least agreed upon variable is don’t feel any pressure to engage in any unhealthy study habits, with a

weighted mean of 1.75 and a descriptive equivalent of Strongly Disagree. The Overall Weighted Mean Rating is 2.33.

27
 Table 14

Level of Agreement Based on Level of Peer Pressure in Engaging in Unhealthy Study Habits: STEM - Newton

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Engaging in (1)
Unhealthy Study
Habits
I feel extremely 9 1 9 13 2.19 Disagree
pressured to engage
in many unhealthy
study habits.
I feel moderately 9 10 8 5 2.72 Agree
pressured to engage
in some unhealthy
study habits.

I feel slightly 12 11 5 4 2.97 Agree

pressured to engage
in few unhealthy
study habits.
I don’t feel any 4 3 13 12 1.97 Disagree
pressure to engage
in any unhealthy
study habits.
Overall Weighted Mean Rating 2.46

The table above shows the responses of 32 respondents of 11 STEM-Newton students on the level of peer

pressure in engaging in unhealthy study habits. The most agreed-upon variable is feel slightly pressured to engage in

few unhealthy study habits, with a weighted mean of 2.91 and a Descriptive Equivalent of Agree. Meanwhile, the

least agreed upon variable is don’t feel any pressure to engage in any unhealthy study habits, with a weighted mean

of 1.97 and a descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.46.

28
 Table 15

Overall Level of Agreement Based on Level of Peer Pressure in Engaging in Unhealthy Study Habits

Level of Peer Strongly Agree Disagree Strongly Weighted Descriptive

Pressure in Agree (4) (3) (2) Disagree Mean Equivalent
Engaging in (1)
Unhealthy Study
Habits
I feel extremely 29 9 38 39 2.24 Disagree
pressured to engage
in many unhealthy
study habits.
I feel moderately 29 42 30 14 2.75 Agree
pressured to engage
in some unhealthy
study habits.

I feel slightly 31 41 30 13 2.78 Agree

pressured to engage
in few unhealthy
study habits.
I don’t feel any 10 7 50 48 1.82 Disagree
pressure to engage
in any unhealthy
study habits.
Overall Weighted Mean Rating 2.40

The table presents the level of agreement based on level of peer pressure in engaging in unhealthy study

habits among the entirety of the Grade 11 students. The variable with the highest level of agreement indicates that

respondents agree that they feel slightly pressured to engage in few unhealthy study habits, with a weighted mean of

2.78, corresponding to Agree. On the other hand, the variable with the lowest level of agreement suggests that

respondents disagree that they don’t feel any pressure to engage in any unhealthy study habits, with a weighted

mean of 1.82, categorized as Disagree. The Overall Weighted Mean Rating is 2.40.

29
3. Impact of Peer Pressure to the Academic Performance of Students

3.1 Attendance (Per Strand and Section)

Table 16

Level of Agreement Based on Attendance: ABM - Taylor

Attendance Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree (1) Mean Equivalent

I feel motivated 5 10 3 0 3.11 Agree

to attend my
classes
regularly
because of the
academic
encouragement
I receive from
my peers.
My peers are 3 8 5 1 2.83 Agree
always helping
me in
understanding
class lessons
that increases
my motivation
to attend our
classes.
I feel 2 14 1 1 2.94 Agree
accountable to
attend my
classes to
catch up with
my peers and
not be left
behind.
I often hangout 0 6 8 4 2.11 Disagree
with my peers
which hinders
me from
attending my
classes and
being on time
at school.
I feel anxious 3 4 7 4 2.33 Disagree
about attending
classes
because I fear

30
 judgment from
my peers for
not meeting
their
expectations.
I prioritize other 1 4 4 9 1.83 Disagree
social events
rather than
attending my
classes
because
my peers
influence me to
do so.
Overall Weighted Mean Rating 2.53

The table above shows the responses of 18 respondents of 11 ABM Taylor students on the impact of peer

pressure to the attendance of students. The most agreed-upon variable is feel motivated to attend my classes

regularly because of the academic encouragement i receive from my peers, with a weighted mean of 3.11 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is prioritize other social events rather

than attending my classes because my peers influence me to do so, with a weighted mean of 1.83 and a descriptive

equivalent of Disagree. The Overall Weighted Mean Rating is 2.53.

Table 17

Level of Agreement Based on Attendance: HUMSS – Aristotle

Attendance Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I feel motivated to 12 15 6 0 3.18 Agree

attend my classes
regularly because of
the academic
encouragement I
receive from my
peers.
My peers are always 3 17 12 1 2.67 Agree
helping me in
understanding class
lessons that increases
my motivation to
attend our classes.

31
 I feel accountable to 4 16 11 2 2.67 Agree
attend my classes to
catch up with my
peers and not be left
behind.
I often hangout with 3 8 15 7 2.21 Disagree
my peers which
hinders me from
attending my classes
and being on time at
school.
I feel anxious about 6 12 11 4 2.61 Agree
attending classes
because I fear
judgment from my
peers for not meeting
their expectations.
I prioritize other social 2 7 12 12 1.97 Disagree
events rather than
attending my classes
because
my peers influence
me to do so.
Overall Weighted Mean Rating 2.55

The table above shows the responses of 33 respondents of 11 HUMSS-Aristotle students on the impact of

peer pressure to the attendance of students. The most agreed-upon variable is feel motivated to attend my classes

regularly because of the academic encouragement i receive from my peers, with a weighted mean of 3.18 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is prioritize other social events rather

than attending my classes because my peers influence me to do so, with a weighted mean of 1.97 and a descriptive

equivalent of Disagree. The Overall Weighted Mean Rating is 2.55.

Table 18

Level of Agreement Based on Attendance: STEM - Einstein

Attendance Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I feel motivated to 2 24 6 0 2.88 Agree

attend my classes

32
 regularly because
of the academic
encouragement I
receive from my
peers.
My peers are 2 19 11 0 2.72 Agree
always helping me
in understanding
class lessons that
increases my
motivation to
attend our
classes.
I feel accountable 0 24 8 0 2.75 Agree
to attend my
classes to catch
up with my peers
and not be left
behind.
I often hangout 2 13 10 7 2.31 Disagree
with my peers
which hinders me
from attending my
classes and being
on time at school.
I feel anxious 4 9 12 7 2.31 Disagree
about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.
I prioritize other 0 8 15 9 1.97 Disagree
social events
rather than
attending my
classes because
my peers
influence me to do
so.
Overall Weighted Mean Rating 2.49

The table above shows the responses of 32 respondents of 11 STEM Einstein students on the impact of

peer pressure to the attendance of students. The most agreed-upon variable is feel motivated to attend my classes

regularly because of the academic encouragement i receive from my peers, with a weighted mean of 2.88 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is prioritize other social events rather

33
than attending my classes because my peers influence me to do so, with a weighted mean of 1.97 and a descriptive

equivalent of Disagree. The Overall Weighted Mean Rating is 2.49.

Table 19

Level of Agreement Based on Attendance: STEM- Newton

Attendance Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I feel motivated to 7 19 5 1 3.03 Agree

attend my classes
regularly because
of the academic
encouragement I
receive from my
peers.
My peers are 8 15 9 o 2.97 Agree
always helping me
in understanding
class lessons that
increases my
motivation to
attend our
classes.
I feel accountable 3 18 8 3 2.67 Agree
to attend my
classes to catch
up with my peers
and not be left
behind.
I often hangout 4 12 7 9 2.36 Disagree
with my peers
which hinders me
from attending my
classes and being
on time at school.
I feel anxious 2 8 13 9 2.09 Disagree
about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.
I prioritize other 3 6 11 12 1.97 Disagree
social events
rather than

34
 attending my
classes because
my peers
influence me to do
so.
Overall Weighted Mean Rating 2.52

The table above shows the responses of 32 respondents of 11 STEM Newton students on the

impact of peer pressure to the attendance of students. The most agreed-upon variable is feel motivated to attend my

classes regularly because of the academic encouragement I receive from my peers, with a weighted mean of 3.03

and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is prioritize other social events

rather than attending my classes because my peers influence me to do so, with a weighted mean of 1.97 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.52.

Table 20

Overall Level of Agreement Based on Attendance

Attendance Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I feel motivated to 27 68 19 1 3.04 Agree

attend my classes
regularly because
of the academic
encouragement I
receive from my
peers.
My peers are 17 59 37 2 2.79 Agree
always helping me
in understanding
class lessons that
increases my
motivation to
attend our classes.
I feel accountable 9 73 28 5 2.73 Agree
to attend my
classes to catch
up with my peers
and not be left
behind.
I often hangout 9 40 39 27 2.27 Disagree
with my peers
which hinders me

35
 from attending my
classes and being
on time at school.
I feel anxious 15 33 44 23 2.34 Disagree
about attending
classes because I
fear judgment from
my peers for not
meeting
their expectations.
I prioritize other 42 42 25 6 1.95 Disagree
social events
rather than
attending my
classes because
my peers influence
me to do so.
Overall Weighted Mean Rating 2.52

The table presents the Level of Agreement based on the attendance among the entirety of the Grade 11

students. The variable with the highest level of agreement indicates that respondents agree that they feel motivated

to attend classes regularly because of the academic encouragement receive from their peers, with a weighted mean

of 3.04, corresponding to Agree. On the other hand, the variable with the lowest level of agreement suggests that

respondents disagree that prioritizing other social events rather than attending classes because of peers influence,

with a weighted mean of 1.95, categorized as Disagree. The Overall Weighted Mean Rating is 2.52.

3.2 Test Scores (Per Strand and Section)

Table 21

Level of Agreement Based on Test Scores: ABM - Taylor

Test Scores Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often 1 12 4 1 2.72 Agree

receive
motivation
and
encouragement
from my peers that
enables me to
perform better on
tests.

36
 I feel motivated to 3 13 2 0 3.06 Agree
improve my test
scores because
my peers
challenge each
other to reach
higher academic
goals.
My peers distract 4 10 4 0 3 Agree
me from studying
for a test which
affects my test
scores negatively.

I feel anxious 2 2 10 4 2.11 Disagree

about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.
I compete with my 2 3 9 4 2.17 Disagree
peers
academically
which creates
stress and anxiety
and negatively
impacts my test
performance.

I have a fear of 3 5 7 3 2.44 Disagree

disappointing my
peers which leads
to test anxiety and
lowered test
scores.

Overall Weighted Mean Rating 2.58

The table above shows the responses of 18 respondents of 11 ABM Taylor students on the impact of peer

pressure to the test scores of students. The most agreed-upon variable is feel motivated to improve my test scores

37
because my peers challenge each other to reach higher academic goals, with a weighted mean of 3.06 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about attending classes

because i fear judgment from my peers for not meeting their expectations, with a weighted mean of 2.11 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.58.

Table 22

Level of Agreement Based on Test Scores: HUMSS - Aristotle

Test Scores Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often 13 13 7 0 3.18 Agree

receive
motivation
and
encouragement
from my peers that
enables me to
perform better on
tests.
I feel motivated to 5 20 7 1 2.88 Agree
improve my test
scores because
my peers
challenge each
other to reach
higher academic
goals.
My peers distract 10 14 9 0 3.03 Agree
me from studying
for a test which
affects my test
scores negatively.

I feel anxious 0 16 13 4 2.36 Disagree

about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.

38
 I compete with my 3 10 15 5 2.33 Disagree
peers
academically
which creates
stress and anxiety
and negatively
impacts my test
performance.

I have a fear of 3 11 14 5 2.36 Disagree

disappointing my
peers which leads
to test anxiety and
lowered test
scores.

Overall Weighted Mean Rating 2.69

The table above shows the responses of 33 respondents of 11 HUMSS-Aristotle students on the

impact of peer pressure to the test scores of students. The most agreed-upon variable is often receive motivation and

encouragement from my peers that enables me to perform better on tests, with a weighted mean of 3.18 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is compete with my peers academically

which creates stress and anxiety and negatively impact my test performance, with a weighted mean of 2.33 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.69.

Table 23

Level of Agreement Based on Test Scores: STEM - Einstein

Test Scores Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 7 16 8 1 2.91 Agree

motivation and
encouragement
from my peers that
enables me to
perform better on

39
 tests.
I feel motivated to 5 23 4 0 3.03 Agree
improve my test
scores because
my peers
challenge each
other to reach
higher academic
goals.
My peers distract 8 18 6 0 3.06 Agree
me from studying
for a test which
affects my test
scores negatively.

I feel anxious 3 4 17 8 2.06 Disagree

about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.
I compete with my 1 10 15 6 2.19 Disagree
peers
academically
which creates
stress and anxiety
and negatively
impacts my test
performance.

I have a fear of 4 10 11 7 2.34 Disagree

disappointing my
peers which leads
to test anxiety and
lowered test
scores.

Overall Weighted Mean Rating 2.60

The table above shows the responses of 32 respondents of 11 STEM Einstein students on the impact of

peer pressure to the test scores of students. The most agreed-upon variable is feel motivated to improve my test

scores because my peers challenge each other to reach higher academic goals, with a weighted mean of 3.03 and a

40
Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about attending classes

because i fear judgment from my peers for not meeting their expectations, with a weighted mean of 2.06 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.60.

Table 24

Level of Agreement Based on Test Scores: STEM - Newton

Test Scores Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 11 16 4 1 3.12 Agree

motivation and
encouragement
from my peers that
enables me to
perform better on
tests.

I feel motivated to 8 17 6 1 3.00 Agree

improve my test
scores because
my peers
challenge each
other to reach
higher academic
goals.
My peers distract 7 16 8 1 2.94 Agree
me from studying
for a test which
affects my test
scores negatively.

I feel anxious 2 8 16 6 2.24 Disagree

about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.

41
 I compete with my 1 8 15 8 2.06 Disagree
peers
academically
which creates
stress and anxiety
and negatively
impacts my test
performance.

I have a fear of 1 14 10 7 2.27 Disagree

disappointing my
peers which leads
to test anxiety and
lowered test
scores.

Overall Weighted Mean Rating 2.61

The table above shows the responses of 32 respondents of 11 STEM Newton students on the impact of

peer pressure to the test scores of students. The most agreed-upon variable is often receive motivation and

encouragement from my peers that enables me to perform better on tests, with a weighted mean of 3.12 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is compete with my peers academically

which creates stress and anxiety and negatively impacts my test performance , with a weighted mean of 2.06 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.61.

Table 25

Overall Level of Agreement Based on Test Scores

Class Strongly Agree Disagree Strongly Weighted Descriptive

Participation Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 32 57 23 2 3.02 Agree

motivation and
encouragement
from my peers
that enables me
to perform better
on tests.
I always tend to 21 73 19 2 2.96 Agree
participate in

42
class because
my peers are
doing the same
and they are
also
encouraging me
to do so.
My peers always 29 58 27 1 3.01 Agree
help me to
understand
difficult subjects
and encourages
me to ask
questions during
class.

I often avoid 7 30 56 22 2.21 Disagree

answering
questions in
class because
I’m worried of
not meeting my
peers’
expectations.
I am sometimes 7 31 54 23 2.19 Disagree
distracted by my
peers during
class that makes
it hard for me to
actively
participate.

I feel anxious 11 40 42 22 2.34 Disagree

about
participating in
class when I
notice my peers
are disengaged,
making me less
inclined to join
in.

Overall Weighted Mean Rating 2.63

43
 The table presents the Level of Agreement based on the test scores among the entirety of the Grade 11

students. The variable with the highest level of agreement indicates that respondents agree that they often receive

motivation and encouragement from peers that enables them to perform better on tests, with weighted mean of 3.02,

corresponding to Agree. Meanwhile, the variable with the lowest level of agreement suggests that respondents

disagree that sometimes they distracted by peers during class that makes it hard to actively participate, with a

weighted mean of 2.19, categorized as Disagree. The Overall Weighted Mean Rating is 2.63.

3.3 Class Participation (Per Grade and Section)

Table 26

Level of Agreement Based on Class Participation: ABM - Taylor

Class Strongly Agree Disagree Strongly Weighted Descriptive

Participation Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 7 7 3 1 3.11 Agree

positive
feedback from
my peers that
boost my
confidence to
actively
participate in
class
I always tend to 4 8 6 0 2.89 Agree
participate in
class because
my peers are
doing the same
and they are
also
encouraging me
to do so.
My peers always 3 8 7 0 2.78 Agree
help me to
understand
difficult subjects
and encourages
me to ask
questions during
class.

I often avoid 3 7 5 3 2.56 Agree

44
 answering
questions in
class because
I’m worried of
not meeting my
peers’
expectations.
I am sometimes 3 7 5 3 2.56 Agree
distracted by my
peers during
class that makes
it hard for me to
actively
participate.

I feel anxious 2 5 8 3 2.33 Disagree

about
participating in
class when I
notice my peers
are disengaged,
making me less
inclined to join
in.

Overall Weighted Mean Rating 2.70

The table above shows the responses of 18 respondents of 11 ABM Taylor students on the impact of peer

pressure to the class participation of students. The most agreed-upon variable is often receive positive feedback from

my peers that boost my confidence to actively participate in class, with a weighted mean of 3.11 and a Descriptive

Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about participating in class when i

notice my peers are disengaged, make me less inclined to join in, with a weighted mean of 2.33 and a descriptive

equivalent of Disagree. The Overall Weighted Mean Rating is 2.70.

Table 27

Level of Agreement Based on Class Participation: HUMSS - Aristotle

45
 Class Strongly Agree Disagree Strongly Weighted Descriptive
Participation Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 8 16 7 2 2.91 Agree

positive
feedback from
my peers that
boost my
confidence to
actively
participate in
class

I always tend to 4 21 6 2 2.82 Agree

participate in
class because
my peers are
doing the same
and they are
also
encouraging me
to do so.

My peers always 6 13 13 1 2.73 Agree

help me to
understand
difficult subjects
and encourages
me to ask
questions during
class.

46
 I often avoid 2 14 14 3 2.45 Disagree
answering
questions in
class because
I’m worried of
not meeting my
peers’
expectations.

I am sometimes 4 12 14 3 2.52 Agree

distracted by my
peers during
class that makes
it hard for me to
actively
participate.

I feel anxious 1 16 12 4 2.42 Disagree

about
participating in
class when I
notice my peers
are disengaged,
making me less
inclined to join
in.

Overall Weighted Mean Rating 2.64

The table above shows the responses of 33 respondents of 11 HUMSS-Aristotle students on the impact of

peer pressure to the class participation of students. The most agreed-upon variable is often receive positive feedback

from my peers that boost my confidence to actively participate in class, with a weighted mean of 2.91 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about participating in

class when i notice my peers are disengaged, make me less inclined to join in, with a weighted mean of 2.42 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.64.

47
 Table 28

Level of Agreement Based on Class Participation: STEM - Einstein

Test Scores Strongly Agree Disagree Strongly Weighted Descriptive

Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 7 16 8 1 2.91 Agree

motivation and
encouragement
from my peers that
enables me to
perform better on
tests.
I feel motivated to 5 23 4 0 3.03 Agree
improve my test
scores because
my peers
challenge each
other to reach
higher academic
goals.
My peers distract 8 18 6 0 3.06 Agree
me from studying
for a test which
affects my test
scores negatively.

I feel anxious 3 4 17 8 2.06 Disagree

about attending
classes because I
fear judgment
from my peers for
not meeting
their expectations.
I compete with my 1 10 15 6 2.19 Disagree
peers
academically
which creates
stress and anxiety
and negatively
impacts my test
performance.

48
 I have a fear of 4 10 11 7 2.34 Disagree
disappointing my
peers which leads
to test anxiety and
lowered test
scores.

Overall Weighted Mean Rating 2.60

The table above shows the responses of 32 respondents of 11 STEM Einstein students on the impact of

peer pressure to the test scores of students. The most agreed-upon variable is feel motivated to improve my test

scores because my peers challenge each other to reach higher academic goals, with a weighted mean of 3.03 and a

Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about attending classes

because i fear judgment from my peers for not meeting their expectations, with a weighted mean of 2.06 and a

descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.60.

Table 29

Level of Agreement Based on Class Participation: STEM - Newton

Class Strongly Agree Disagree Strongly Weighted Descriptive

Participation Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 7 17 7 1 2.91 Agree

positive
feedback from
my peers that
boost my
confidence to
actively
participate in
class
I always tend to 4 20 6 2 2.79 Agree
participate in
class because
my peers are
doing the same
and they are
also encouraging
me to do so.

49
 My peers always 9 12 11 0 2.91 Agree
help me to
understand
difficult subjects
and encourages
me to ask
questions during
class.

I often avoid 2 10 13 7 2.24 Disagree

answering
questions in
class because
I’m worried of
not meeting my
peers’
expectations.
I am sometimes 2 13 12 5 2.39 Disagree
distracted by my
peers during
class that makes
it hard for me to
actively
participate.

I feel anxious 0 7 17 8 2.00 Disagree

about
participating in
class when I
notice my peers
are disengaged,
making me less
inclined to join
in.

Overall Weighted Mean Rating 2.54

The table above shows the responses of 32 respondents of 11 STEM Newton students on the

impact of peer pressure to the class participation of students. The most agreed-upon variable is statement 1 and 3,

often receive positive feedback from my peers that boost my confidence that actively participate in class and peers

always help me to understand difficult subjects and encourages me to ask questions during class, with a weighted

50
mean of 2.91 and a Descriptive Equivalent of Agree. Meanwhile, the least agreed upon variable is feel anxious about

participating in class when i notice my peers are disengaged, make me less inclined to join in, with a weighted mean

of 2.00 and a descriptive equivalent of Disagree. The Overall Weighted Mean Rating is 2.54.

Table 30

Overall Level of Agreement Based on Class Participation

Class Strongly Agree Disagree Strongly Weighted Descriptive

Participation Agree (4) (3) (2) Disagree Mean Equivalent
(1)

I often receive 29 55 26 5 2.93 Agree

positive
feedback from
my peers that
boost my
confidence to
actively
participate in
class
I always tend to 20 66 25 4 2.88 Agree
participate in
class because
my peers are
doing the same
and they are
also encouraging
me to do so.
My peers always 28 49 35 3 2.88 Agree
help me to
understand
difficult subjects
and encourages
me to ask
questions during
class.

I often avoid 11 42 45 17 2.41 Disagree

answering
questions in
class because
I’m worried of
not meeting my
peers’
expectations.

51
 I am sometimes 14 45 40 16 2.50 Disagree
distracted by my
peers during
class that makes
it hard for me to
actively
participate.

I feel anxious 6 39 50 20 2.28 Disagree

about
participating in
class when I
notice my peers
are disengaged,
making me less
inclined to join
in.

Overall Weighted Mean Rating 2.65

The table presents the Level of Agreement based on the class participation among the entirety of the Grade

11 students. The variable with the highest level of agreement indicates that respondents agree that they often receive

positive feedback from peers that boost their confidence to actively participate in class, with a weighted mean of 2.93,

corresponding to Agree. Meanwhile, the variable with the lowest level of agreement suggests that respondents

disagree that they often avoid answering questions in class because they are worried of not meeting their peers’

expectations, with a weighted mean of 2.41, categorized as Disagree. The Overall Weighted Mean Rating is 2.65.

Table 31

Summary of Statistics of the Attendance Affecting the Academic Performance of Grade 11 Students

GROUPS COUNT SUM AVERAGE VARIANCE

TAYLOR 18 349 3.03 0.44
ARISTOTLE 33 321 2.7 0.50
EINSTEIN 32 314 2.73 0.46
NEWTON 32 223 1.94 0.79

52
 Table 32

Significant Difference Between the Respondents’ Perception of the Attendance Affecting the Academic

Performance of Grade 11 Students

Source SS df MS F P-value Decision

of
Variation
Between 94.82 5 18.96
Groups Accept
Within 445.53 684 0.65 29.12 7.85 Null Hypothesis
Groups

Total 540.36 689

The ANOVA results presented above reveal a p-value of 7.85, which is greater than the predetermined alpha level of

0.05. This indicates that there is a statistically significant difference in the impact of attendance on academic performance among

students based on their respective sections.

Table 33

Summary of Statistics of the Test Scores Affecting the Academic Performance of Grade 11 Students

GROUPS COUNT SUM AVERAGE VARIANCE

TAYLOR 18 347 3.01 0.56
ARISTOTLE 33 343 2.98 0.42
EINSTEIN 32 346 3.00 0.53
NEWTON 32 270 2.34 0.80

Table 34

Significant Difference Between the Respondents’ Perception of Test Scores Affecting the Academic Performance of

Grade 11 Students

Source SS df MS F P-value Decision

of
Variation
Between 99.73 5 1.95
Groups Accept
Within 425.80 684 0.62 32.04 2.22 Null Hypothesis
Groups

Total 525.53 689

53
 The ANOVA results presented above reveal a p-value of 2.22, which is greater than the predetermined alpha level of

0.05. This indicates that there is a statistically significant difference in the impact of test scores on academic performance among

students based on their respective sections.

Table 35

Summary of Statistics of the Class Participation Affecting the Academic Performance of Grade 11 Students

GROUPS COUNT SUM AVERAGE VARIANCE

TAYLOR 18 338 2.94 0.65
ARISTOTLE 33 331 2.88 0.53
EINSTEIN 32 332 2.89 0.65
NEWTON 32 261 2.27 0.65

Table 36

Significant Difference Between the Respondents’ Perception of Class Participation Affecting the Academic Performance

of Grade 11 Students

Source SS df MS F P-value Decision

of
Variation
Between 47.37 5 9.47
Groups Accept
Within 455.76 684 0.67 14.22 2.97 Null Hypothesis
Groups

Total 503.12 689

The ANOVA results presented above reveal a p-value of 2.97, which is less than the predetermined alpha level of 0.05.

This indicates that there is a statistically significant difference in the respondents’ perceptions of how test scores affect academic

performance across different sections.

54
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter delves into the culmination of the research, presenting a comprehensive analysis of

the impact of peer pressure on the academic performance of Grade 11 students. Building upon the data

collected and analyzed in previous chapters, it summarizes the key findings, draw insightful conclusions,

and offer recommendations for future research, practice, and interventions in addressing the identified

research problem.

Summary of Findings

The salient findings of the study are as follows and specifically this study is

sought to answer the following questions:

Problem No. 1 What is the demographic profile of the respondents in terms of the following:

1.1 Age

1.2 Gender

1.3 Strand and Section

1.4 Number of Friends

1.5 Time Spent with Friends

The majority of the 115 respondents are 16-27 years old, constituting 93.04% of the sample.

Females comprises 64.35% of the participants. HUMSS-Aristotle represents the largest section with 28.69%

of the respondents. Regarding to number of friends, most respondents have 6 or more, accounting 73.91%.

Moreover, most of the respondents spends 8 hours and more with friends, totaling 32.17%.

Problem No. 2 What is the Level of Peer Pressure Affecting Academic Performance of Students in terms

of:

2.1 Level of Peer Pressure in Achieving High Grades

2.2 Level of Peer Pressure in Engaging in Unhealthy Study Habits

55
 The study shows that most respondents feel moderately pressured to achieve high grades, with a

mean weight of 2.94. The overall agreement on the level of peer pressure in engaging in unhealthy study

habits results that respondents feel slightly pressured to engage in few unhealthy study habits, with a mean

weight of 2.78.

Problem No. 3 Impact of Peer Pressure to the Academic Performance of Students in terms of:

3.1 Attendance

3.2 Test Scores

3.3 Class Participation

The study indicates that most respondents feel motivated to attend classes regularly because of

the academic encouragement they receive from peers, with a mean weight of 3.04. Often receive motivation

and encouragement from peers that enables me to perform better on tests is the primary impact of peer

pressure to the test scores, with a mean weight of 3.02. The overall agreement on the impact of peer

pressure to the class participation results that respondents often receive positive feedback from peers that

boost their confidence to actively participate in class, with a mean weight of 2.93.

Problem No. 4 Are there any significant different between peer pressure and academic performance of

grade 11 students?

The ANOVA results in the attendance obtained a p-value of 7.85, suggesting that there is a

statistically significant difference on the attendance of grade 11 students. Similarly, for the test scores of the

students, the ANOVA results obtained a p-value of 2.22, indicating that there is a statistically significant

difference in test scores. Furthermore, the ANOVA results in class participation obtained a p-value of 2.97,

suggesting that there is a statistically significant difference of class participation on academic performance.

56
 Conclusion

Based on the findings presented in the study, several important conclusions can be drawn

regarding the impact of peer pressure on the academic performance of Grade 11 students. The majority of

respondents were from the HUMSS - Aristotle section and were typically aged sixteen to seventeen years

old. The study revealed that students experienced moderate pressure to achieve high grades, and while

some felt slightly pressured to engage in unhealthy study habits, the overall level of peer pressure varied

among students.

In addition, the influence of peer pressure, particularly in terms of achieving high grades and

engaging in unhealthy study habits, was found to be a crucial factor in determining how students perform

academically. There was a clear difference among respondents, showing how peer groups affect different

parts of their studies. Students preferred positive influence, reflecting a desire for encouragement and

support in achieving good grades. Many students are encouraged by their friends to attend classes regularly,

which helps them stay focused on their studies. Peer pressure also motivates students to do better on their

tests, as they feel pushed to study harder to keep up with their peers.

Additionally, peer pressure can make students more confident in participating in class, as the

positive feedback from their friends encourages them to speak up and join in classroom activities.

Furthermore, the study found that there is no significant difference between peer pressure and students'

academic performance. This means that while peer pressure may affect some students, it does not directly

determine their overall academic success.

Overall, these conclusions emphasize the significant impact of peer pressure on the academic

performance of Grade 11 students. While peer pressure can have both positive and negative effects, the

study highlights the importance of creating a school environment that fosters positive peer relationships and

provides students with the skills and support they need to navigate peer influence effectively. By addressing

the challenges associated with negative peer pressure, schools can create a more supportive and inclusive

learning environment that empowers students to achieve their academic goals.

57
 Recommendations

1. Develop Self-Awareness and Self-Regulation

Encourage students to develop self-awareness and self-regulation skills. This includes understanding their

own values, setting boundaries, and making conscious choices about their social interactions.

2. Embrace Positive Peer Influence

Encourage students to surround themselves with positive peers who support their academic goals and

personal growth. Encourage them to engage in activities and friendships that promote healthy and

supportive relationships.

3. Social Dynamics of Academic Success

Peer pressure can significantly impact a student's academic performance. Positive peer influence can

motivate students to study and achieve, while negative peer pressure can lead to decreased motivation and

poor academic habits. By fostering positive social dynamics in schools, educators and parents can help

students navigate peer pressure and achieve academic success.

4. Enhancing time Management

Peer pressure can significantly influence a student's academic performance. Positive peer influence can

motivate students to study harder, manage their time effectively, and strive for excellence.

5. Limit Social Media Exposure

Peer pressure is often exacerbated in online environments where social comparison is common.

Encouraging balanced social media use and teaching the importance of digital detox can help reduce online

peer pressure.

58
6. Establish Personal Boundaries

Setting clear boundaries regarding what is acceptable behavior and what isn’t can protect individuals from

peer pressure. Knowing when to walk away from a situation or remove oneself from harmful influences is

essential.

7. Build Self-Confidence

Strengthening your confidence helps you stay firm in your values and decisions. When you understand your

personal goals and beliefs, it becomes easier to resist pressure to conform to others’ expectations. Focus

on self-improvement activities like setting goals, practicing mindfulness, or developing a hobby that aligns

with your interests. Confidence acts as a shield against peer influence and encourages respect from others.

8. Practice Assertive Communication

Learning to say “no” respectfully and assertively is key to managing peer pressure. Communicate your

boundaries clearly and firmly without feeling guilty or defensive.

59