General Corrections & Suggestions:
1. Title:
o "The Relationship Between Peer Pressure and Academic Performance"
(correcting "on" to "and")
2. Grammar & Clarity:
o Ensure consistency in tenses.
o Improve sentence structure for clarity and coherence.
o Avoid redundancy.
Specific Corrections:
Chapter 1: Introduction
1. Background of the Study:
o “Peer pressure is the influence of people in your social group that you act
or think in a same way.”
→ Peer pressure is the influence exerted by individuals in a social group,
encouraging conformity in behavior and thought.
o “Positive and negative things are present when people have sex with
different individuals...”
→ This sentence is unclear and seems out of context. Consider removing
or rewording to maintain relevance.
o “Researchers conduct this study to determine the effects of peer pressure
of Grade 10 students at Sta. Ana National High School.”
→ This study aims to determine the effects of peer pressure on the
academic performance of Grade 10 students at Sta. Ana National High
School.
2. Statement of the Problem:
o “The study aims to answer the following problem:”
→ The study aims to address the following research questions:
o “How does peer group influence have any effect on academic
performance?”
→ How does peer group influence affect academic performance?
o “Is there any significant relationship between peer pressure and academic
performance?”
→ Is there a significant relationship between peer pressure and academic
performance?
3. Significance of the Study:
o "The findings of this study provided research-based information..."
→ The findings of this study will provide research-based information...
o "STUDENTS – This study will benefit the students it will determine what
help they need to Improve their decision-making skills..."
→ Students – This study will help students identify the support they need
to improve their decision-making skills and academic goals.
o "FUTURE RESEARCHER – This study’s findings will provide helpful
information for the future research into the effects of peer pressure on the
habit-performing behavior of academically competent students."
→ Future Researchers – This study’s findings will serve as a foundation
for future research on the effects of peer pressure on academic behaviors.
4. Scope and Limitation of the Study:
o "The purpose of this study is to determine the effects of peer pressure to
students’ academic performance."
→ The purpose of this study is to determine the effects of peer pressure
on students’ academic performance.
5. Theoretical Framework:
o "Albert’s Social learning theory explain how people learn by watching
others especially those around them."
→ Albert Bandura’s Social Learning Theory explains how individuals learn
by observing and imitating the behaviors of those around them.
6. Conceptual Framework:
o Ensure that the diagram is clearly labeled and corresponds to the text
description.
Chapter 2: Review of Related Literature
1. Foreign Literature:
o Improve sentence flow and citation consistency.
o Ensure each study logically connects to the research topic.
2. Local Literature:
o Check grammar in citations (e.g., “De Guzman (2019), researched, among
those respondents being targeted of having an impact...” → De Guzman
(2019) researched the impact of peer pressure on students’ academic
performance...).
Chapter 3: Methodology
1. Research Design:
o "This study use quasi-experimental quantitative research design."
→ This study employs a quasi-experimental quantitative research design.
o "Which aims to establish a cause-and-effect relationship between Peer
Pressure on Academic Performance."
→ It aims to establish a cause-and-effect relationship between peer
pressure and academic performance.
2. Subjects of the Study:
o Clarify how respondents are selected (e.g., random sampling, purposive
sampling).
3. Data Gathering Procedure:
o Ensure clarity in the sequence of procedures.
o Specify data analysis methods.
Survey Questionnaire:
1. Ensure all questions are clear, unbiased, and grammatically correct.
2. The "Cultural-Parenting Orientation" section should clarify whether the focus is
on cultural values or parenting styles.
3. The Likert scale should be consistently formatted.
Final Recommendations:
Revise the document based on grammar, sentence structure, and clarity.
Ensure a logical flow between sections.
Avoid redundancy and ambiguous statements.
Standardize citation formatting.
THE RELATIONSHIP BETWEEN PEER PRESSURE AND ACADEMIC
PERFORMANCE
Submitted to the Faculty of
Sta. Ana National High School
In Partial Fulfillment of the Requirements for the
Senior High School – Practical Research 2
By:
Asiñero, Glade S.
Macapundag, Crystal A.
Fabricante, Kizza Mae L.
Neri, Nico Angelo A.
2024
CHAPTER 1: INTRODUCTION
1.1 Background of the Study
Peer pressure refers to the influence exerted by individuals in a social group,
encouraging conformity in behavior and thought. It can have both positive and
negative effects. Positive peer pressure motivates students to excel academically,
develop good study habits, and engage in productive activities (Moneva, 2019).
However, negative peer pressure may lead students to engage in undesirable
behaviors such as skipping classes, neglecting academic responsibilities, and adopting
poor study habits (Smith, 2021).
Academic performance is influenced by multiple factors, including individual ability,
motivation, work ethic, teaching quality, and social influences. According to
Kadhila and Sheelongo (2022), peer pressure significantly affects a student's self-
esteem, confidence, and academic performance, often leading to stress and anxiety.
Peer groups play a crucial role in shaping students’ academic performance. The way
students respond to peer pressure can determine whether its effects are constructive
or destructive. Therefore, understanding the relationship between peer pressure
and academic performance is essential in guiding students to manage peer influence
effectively.
This study aims to examine how peer pressure impacts the academic performance
of Grade 10 students at Sta. Ana National High School.
1.2 Statement of the Problem
This study investigates the effects of peer pressure on the academic performance of
Grade 10 students at Sta. Ana National High School. Specifically, it seeks to answer the
following research questions:
1. What are the effects of peer pressure on the academic performance of Grade 10
students?
2. How does peer influence affect students' academic performance?
3. What is the level of social belongingness among the respondents in their peer
groups?
4. Is there a significant relationship between peer pressure and academic
performance?
1.3 Significance of the Study
The findings of this study will provide research-based insights that are valuable to
various stakeholders:
Students – This study will help students recognize how peer pressure affects
their academic performance and decision-making skills, enabling them to make
informed choices.
Parents – The study will help parents understand how peer influence impacts
their children's academic performance, allowing them to provide appropriate
guidance and support.
Teachers and School Administrators – The research findings may serve as a
basis for implementing programs or policies that address the impact of peer
pressure on students' academic success.
Future Researchers – The study will serve as a reference for further research
on the effects of peer pressure on students’ academic behaviors.
1.4 Scope and Limitation of the Study
This study focuses on Grade 10 students at Sta. Ana National High School. It
specifically examines the impact of peer pressure on academic performance. The
study is limited to analyzing the relationship between peer influence and students’
academic achievements, study habits, and motivation.
1.5 Definition of Terms
Academic Performance – The level of achievement a student attains in school,
often measured through grades and assessments.
Peer Pressure – The influence exerted by peers that affects an individual’s
behavior, decisions, and academic choices.
Students – Refers to the Grade 10 students who are the respondents of this
study.
1.6 Theoretical Framework
This study is anchored in Bandura’s Social Learning Theory (1977), which posits that
individuals learn by observing and imitating others, particularly those within their social
environment. In the context of this study, students adopt behaviors, attitudes, and
study habits based on peer influence.
This framework suggests that peer pressure can have both positive and negative
effects on academic performance, depending on the nature of peer interactions and
the behaviors being modeled.
1.7 Conceptual Framework
The conceptual framework of this study is illustrated in Figure 1. It shows that peer
pressure (independent variable) influences students' academic performance
(dependent variable).
Figure 1: Conceptual Framework of the Study
📌 (Make sure to provide a clear schematic diagram in your final paper.)
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Foreign Literature
Research shows that peer pressure can have both positive and negative impacts
on academic performance. According to Lempinen et al. (2018), positive peer
influence encourages students to engage in group studies, complete academic tasks,
and maintain high grades. Similarly, Cummings et al. (2017) found that students in
academically focused peer groups tend to perform better.
Conversely, Baumeister and Leary (2017) argue that negative peer influence often
leads to academic disengagement, such as skipping classes, neglecting
assignments, and adopting poor study habits. Wang and Wang (2020) further
emphasize that students who associate with peers who devalue academic achievement
tend to have lower motivation and performance.
2.2 Local Literature
In the Philippine context, Gonzalez and Cruz (2018) found that peer pressure
significantly affects senior high school students' motivation to study. Similarly,
Del Rosario and Salazar (2020) observed that peer influence determines study
habits, with academically driven peer groups positively influencing students' grades.
At Sta. Ana National High School, De Guzman (2019) reported that students in
academically oriented peer groups performed better, whereas those in socially
driven peer groups were more prone to distractions.
CHAPTER 3: METHODOLOGY
3.1 Research Design
This study employs a quantitative research design using a descriptive-correlational
method. This approach is appropriate as it examines the relationship between peer
pressure and academic performance by collecting and analyzing numerical data.
3.2 Subjects of the Study
The study will be conducted at Sta. Ana National High School, focusing on Grade 10
students. The respondents will be selected using random sampling to ensure
unbiased representation.
3.3 Data Gathering Procedure
The data collection will consist of:
1. Obtaining Consent – Approval from the school administration and consent from
students.
2. Survey Questionnaire – A structured questionnaire will be distributed to assess
students’ experiences with peer pressure and its impact on their academic
performance.
3. Data Analysis – The responses will be analyzed statistically to determine
patterns and correlations.
CONCLUSION
This study aims to explore the relationship between peer pressure and academic
performance among Grade 10 students. By understanding how peer influence shapes
academic behavior, the research will provide insights that can help students, parents,
and educators mitigate the negative effects of peer pressure while maximizing its
positive aspects.
REFERENCES
(Ensure proper citation formatting – APA style is recommended.)
Bandura, A. (1977). Social Learning Theory.
Baumeister, R. F., & Leary, M. R. (2017). The role of peer influence in
adolescent behavior: The social influence framework. Journal of Adolescence,
45(2), 231-245.
Moneva, J. C., Biton, C. L., & Gonzaga, D. J. (2019). Students, peer pressure,
and their academic performance in school. International Journal of Scientific and
Research Publications, 9(1).
Wang, Q., & Wang, X. (2020). The devaluation of academic achievement in
adolescent peer groups. Journal of School Psychology, 48(3), 194-210.
