The Impact of Peer Pressure to the Academic Performance of Grade 12 Students of

PHINMA-University of Pangasinan A.Y. 2022-2023

studies
- unpublished material
- manuscript(research), thesis and dissertations

literature
- published material
- books, encyclopedias, professional journals, reports, magazines, newspaper
The Impact of Mental Health Resilience to the Academic Performance of GRADE
12 STEM-HEALTH Students of PHINMA University of Pangasinan S.Y. 2022-
2023

Amasuomo, J.O.M. (2014). Academic performance of students admitted with

York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic
success.
Yusuf, A. (2002). Interrelationships among academic performance, academic
achievement and learning outcomes.
Related Foreign Studies

In the past few years, it has been too challenging for every student to
cope and adjust to the things that has been going through their lives. The
learning system became far from how it used to be that led the students to feel
exhausted even if they are already studying flexibly and have a chance to learn
during their most convenient hours. Due to this kind of situation, most of the
students learned to be more resilient just to brave all the responsibilities and
obligations they are facing not only as a student but also as a family member
who are much liable to do most of the chores at home especially those who are
at the age of being close to adulthood.
During this grade of the students, they start to have great dilemmas in
life. This may challenge them to be hardier to certain situations and problems.
Kline and Short (2010) stated that by grade twelve, emotional vulnerability has
increased, while inner courage and self-assurance have decreased. Moreover,
there are factors which make every student improve their resilience that could
help them excel on academic as well. According to Masten, Best, and Garmezy
(2008), the process, capacity for, or outcome of successful adaptation in the
face of challenging or threatening circumstances is referred to as resilience.
Children who face chronic adversity fare better or recover more successfully if
they have a positive relationship with a competent adult, are good learners and
problem solvers, engage with others, and have areas of competence and
perceived efficacy valued by self or society.
Wellbeing and resilience are critical in preventing and alleviating the
severity of mental health problems. Equipping children with coping skills and
protective behavior can help them respond positively to change and obstacles
in life, allowing for greater mental, social, and academic success (Fenwick-
Smith, Dahlberg, and Thompson, 2018). Mental health resilience indeed serves
as a combat of every student to be less vulnerable to hard situations and
mental health issues that usually turn into barriers to productivity and
success.
Related Foreign Studies
on academic performance
Academic performance is the outcome of education; it is the extent to which a
student, teacher or institution has achieved their educational goals. Thus
performance is characterized by performance on tests associated with
coursework and the performance of students on other types of examinations
(Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’
academic performance or achievement in schools, colleges and universities.
Some of the factors identified and reported to have affected the academic
performance of students in these different settings are: student effort, previous
or prior educational performance, self-motivation, the social-economic status of
the students’ parents, the students’ age, number of hours of study per day,
admission points, different entry qualifications, tuition trends and the
students’ area of residence (rural or urban) (Farooq, Chaudry, Shafiq &
Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

Admission points and the different entry qualifications, which are the results of
prior or previous academic performance likely to affect the students’ future
academic performance, have been considered in this study, as this research
concerns the academic performance of students admitted with different entry
certificates.

Academic performance is, according to York, Gibson, and Rankin (2015) and
Yusuf (2002), difficult to define. As Yusuf (2002) mentioned in his research,
academic achievement, academic performance, and learning outcomes are all
interpreted differently by educational investigators and require clarification.
Therefore, it is difficult to understand each term as they may be explained
variously in researches. Accordingly, as Terezini (1989) argues: “the primary
tenet of a good assessment is to clearly articulate what it is you are attempting
to measure” (as cited by York et al., 2015). As the definition of academic
performance needs to be clear and not ambiguous, this study follows the
specification of Yusuf (2002) who supported the description by Simpson and
Weiner (1989), who have interpreted performance “as the observable and
measurable behavior of a person during a particular situation” (Review on
Performance, Achievement, and Learning Outcomes, para). Therefore, academic
performance is only focused on the observable behavior of a student during a
certain time and situation (Yusuf, 2002). The specification of the term
performance in the academic setting stands for the outcomes of the student
such as scores/grades, examinations, etc. (Yusuf, 2002). Likewise, as stated,
academic performance is measurable and observable at any point in time
during a particular course (Yusuf, 2002); the academic performance can be
measured by students’ scores; therefore, grade point average and cumulative
grade point average are both often used as measurable indicators of academic
performance.
 Education, school, school environment and school performance are
associated with resilience in several ways. Access to education is generally
regarded as one of the factors of resilience (Ungar, 2006). According to this
approach education contributes to the overall ability of an individual to cope
with life adversities and thus may act, for example, as a compensating
mechanism, which provides the child with a sense of own competence (chance
to experience success), allows the child to escape for a period time from
an unwanted environment (Nickolite, & Doll, 2008), enables to
compensate for deficiencies resulting from other disabilities, or acts as an
incentive factor in terms of motivation for further education, as well as a way to
escape from the environment in which they live and an opportunity to begin a
new, more successful and quality life (Morales, 2000).
Another approach is the concept of academic resilience. This refers to
educational achievement anomalies that occur in certain groups of students
after exposition to a significant risk (Martin & Marsh, 2009; Morales, &
Trotman, 2004). In other words, academic resilience represents a state, in
which the child (from at-risk group) achieves much higher educational goals
than the common average (output) of the child’s group.
From the above it can be assumed that there is a clear relationship
between resilience and academic performance. However, a number of previous
research studies provide inconsistent and contradictory results. On the one
hand, there are studies that more or less confirm a strong impact of resilience
on academic performance. This is stated for example by Kotzé and Niemann
(2013), or Gaxiola, Gonzales and Gaxiola (2013), who report a protective effect
of resilience, self-regulation and educational goals against negative effects
on behaviour and perception of risk. Accordingly, other authors describe
resilience as a good predictor of academic performance in secondary school
(Abolmaali, & Mahmudi, 2013; Jafri, 2013). In a university setting, Kwek, Bui,
Rynne and So Kam Fung (2013) present resilience and self-esteem as strong
predictors of academic performance. In a wider view, sustaining resilience in
school may also affects students themselves by reducing the presence of
depression or anxiety, thereby positively influencing possible academic
performance, as well as well–being of students now and in the future (Challen,
Machin, & Gillham, 2014). On the other hand, some researches do not
confirm the relationship between resilience and academic performance
(Elizondo-Omaña et al., 2010; Sanders & Lushington, 2002; Sarwar, Hafiz,
Khan, & Anwar, 2010). Finally, other studies provide mixed results. For
example, Lee (2009) states that resilience is positively related to GPA (Grade
Point Average), but not to other indicators such as the SAT (formerly
Scholastic Assessment Test) and ACT (American College Testing), moreover
with different results for different groups of students. A similar view is taken by
Allan, McKenna and Dominey (2014), who found mixed effects of resilience on
academic achievement in UK university students.

Several studies have investigated the relationship between resilience and academic
performance. Some of these studies confirm that there is a clear relationship between these aspects.
However, some findings show inconsistent or mixed results, and some show a strong influence of
resilience on academic performance. For instance, Kwek et al. (2013), investigated the relationship
between self-esteem, resilience and its impact on academic performance in undergraduate students.
They found that both self-esteem and resilience are significant predictors of academic performance
(Kwek et al., 2013). Likewise, a study conducted by Kotzé and Niemann (2013) focused on whether
psychological constructs such as resilience, optimism, and hope can predict academic performance in
students. Their results showed that resilience and hope are predictors of academic performance (Kotzé
& Niemann, 2013). Another study conducted by Fuente et al. (2017), which show mixed results,
investigated the relationship between 32 resilience, learning approaches, coping strategies, academic
stress, and academic performance. Their results show that resilience predicts learning approaches and
coping strategies and that all these three aspects predict academic performance.(Fuente et al., 2017).
Therefore, this relationship between resilience and academic performance is multidimensional, meaning
that resilience influences academic performance through another variable (Feunte et al., 2017). Another
mixed result is shown in the study conducted be Lee (2009). Her study focused on the impact of
resilience on academic achievement. Resilience was measured by California’s Healthy Kids Survey, and
academic achievement was measured by students’ GPA and SAT (Scholastic Assessment Test) and ACT
(American College Testing) (Lee, 2009). The results showed that resilience predicts GPA but not SAT and
ACT (Lee, 2009).

Students with disabilities that include developmental disorders or physical incapabilities can
result in poor academic performance. This can result in lower self-esteem and lack of reaching
goals and expectations (Al-Sharif, 2018). Students with ED and LD have both been shown to
have academic performance deficits. These challenges can be a combination of internal and
external behavioral expressions, as well as academic difficulties. The long-term outcomes for
these students can be failing or dropping out. Students with these disabilities have been shown to
perform below the 25th percentile in general academics functioning (Groan, 2011). Teachers
need a strategy to use to increase academic productivity to students with severe behavior
problems. Students with emotional or behavioral disturbances have shown to have a lack of
participation in the general education classroom, so finding the proper evidenced based strategies
to assist these students and not allow them to fall behind is needed in the classroom.

Studies have been conducted to compare the performance level of male and female students
(Balart & Oosterveen, 2019; Banjong, 2014). Some studies, such as Stoet and Geary (2013),
implied there are differences while others favor higher performance levels for either males or
females. While the answer to who dominates in school based on academic ability varies,
researchers are constantly adding new literature to the field of education with regard to gender
equity. A study conducted in a Midwestern elementary and middle school assessed the
performance level and beliefs of both male and female students in mathematics (Banjong, 2014).
The study concluded there was no significance difference in the performance level of male and
female students in mathematics. However, there were a few modicum differences with male and
female students. The study revealed more male students felt accomplished in math and deemed it
to be a favorable subject than females. This
Admission points and the different entry qualifications, which are the results of prior or previous academic
performance likely to affect the students’ future academic performance, have been considered in this study,
as this research concerns the academic performance of students admitted with different entry certificates.
Tertiary institutions all over the world, including Nigeria, use prior academic performance in terms of
admission points or different entry qualifications/certificates as a basis for selecting students for admission
into the colleges of education, polytechnic schools and universities. These admission points or entry
certificates are always of equivalent rating or value, even though they may be awarded by different
examination bodies. Thus Bratti and Staffolani (2002) observed that the measurement of the students’ prior
educational outcomes or performance is the most important indicator or determinant of the students’
future academic performance.